Syllabus: ASTR 421 Stellar Observations and Theory Sp20
Instructor & TA Information
- Dr. Nicole Kelly, Lecturer
- Spencer Wallace, Graduate Student TA
Course & Prerequisites
Astronomy 421 would have met in the Astronomy computer lab (PAB B360, http://uw.edu/maps/?pab) on MW 12-1:20pm. Given the restrictions this spring quarter, you will have the option to drop-in with me (and others who want to) on Zoom at those times - if conditions where you are sheltered-in-place are prohibitive to you joining on Zoom, don't sweat it. All content you will need to be successful in this course will be delivered within the Canvas modules each week. You do not need to nor will not be penalized for not attending video meetings or discussions.
Optional Zoom "Class" on Mon/Wed is a drop-in anytime between 12-1:20p. You can use that time to work on assignments, collaborate with your classmates and ask questions or can be time for group discussions, and group work and review of the lecture material. Again, both days are optional and not required to pass this course.
See the Course Information & Help Pages for more information on setting up and connecting to Zoom Video Conferencing and the drop-in classes.
Astronomy 322 is a prerequisite. This course assumes basic knowledge of calculus, differential equations, and physics through electromagnetism (any of which may be taken concurrently). Basic skills in computer programming strongly recommended.
Textbooks and Resources
Course Description
This course addresses stellar theory and observation. It goes into much greater depth of our understanding of stellar atmospheres and interiors than does Astronomy 322. We will be covering the fundamental equations of atmospheres and interiors, and how we use these equations in our models. We will be comparing theory with observations, learning how theory drives the observations and how the observations constrain the theory.
This course meets twice a week in 80-minute sessions. During this time there will be some lecturing by the instructor, but the majority of the time will be spent in discussions, sharing of knowledge, teaching each other, and learning to analyze spectra and model the interior of stars through computer programs. Students are expected to have read the corresponding chapters and take the reading quizzes before coming to class (before attending the Zoom Meetings) on the day the chapters are assigned.
The course is broken down into the following learning units: Basic Concepts and Equations, Stellar Atmospheres, Stellar Evolution, & Pulsating Stars within 10 individual lesson modules.
Grading, Evaluation Policies, and Procedures
Evaluation of student participation in the course will come through informal submission of outlines, programs, drafts, problems, etc. Additional details will be given in class during the preparation for the assignments.
Grading
Late Work Policy: No late assignments will be accepted.
|
Component |
% of Total |
|
Discussions & Participation |
20% |
|
Assignments |
40% |
|
Reading Quizzes |
30% |
|
Final Exam Project |
10% |
Your assignment submissions and exams will be graded by your instructor. Weekly quizzes will automatically be graded by Canvas and you will be able to see the correct answers after the quiz closes.
The final percentile score (out of 100) is converted to the 4.0 scale in Canvas with the typical average grade of 80% receiving around a 3.1. Higher and lower grades scale accordingly. The cut for credit/no-credit for this course is 60% (0.7). Grades around 97% or higher typically receive a 4.0, though these anchor points vary slightly from quarter to quarter. Your minimum GPA for the course is listed in the gradebook at the very top right of your view of the gradepage.
Please Note: Think carefully if you are considering taking this class as S/NS. As an undergraduate, you need a 2.0 (~70%) to receive an S (satisfactory) for the class this way. The C/NC cut-off is a 0.7 (~60%) for C (credit).
Weighting of Course Assignments
Assignments are weighted. Your grade book in Canvas will let you know the weights for the current quarter.
Course Objectives
Qualitative Goals: By the time undergraduates get to this course, most of them do not "need" it to graduate, having earned enough 400-level credits through ASTR 480, 481, and 499. However, undergraduates planning to go on to graduate schools understand that having a basic knowledge of stars (observations and theory) will help them immensely in learning more during their graduate courses. In recognition of these things, my goals are to offer a course that is challenging but not overbearing, that is representative of a 3-credit course and no more, that will give each student the vocabulary to speak stellar astrophysics lingo, that will help their basic foundation in stellar astrophysics to communicate the concepts to others if they are working as teaching assistants in introductory courses, and that will leave them with enough time to be successful in their senior-level physics courses.
Student Objectives:
- describe, define, explain such basics as blackbody, Planck function, Wien's Law, the magnitude system, Stefan-Boltzmann law.
- construct and explain a color magnitude diagram and summarize the kinds of information we infer as to the evolutionary stage, temperature, luminosity, and radii of the stars plotted.
- explain the difference between an open cluster and a globular cluster.
- explain what Population I, II, and III stars are.
- understand the basics of radiative transfer and the role the source function plays.
- model the continuous opacities in a sun-like star, using all relevant equations.
- summarize what it meant by a curve of growth analysis under the theory of line formation.
- outline the evolution of a sun-like star from the zero-age main sequence to formation of the planetary nebula.
- contrast the evolution of a massive star (~20 solar masses) with that of a sun-like star.
- derive the temperature, pressure, radius changes over time spectroscopically of a variable star.
- demonstrate knowledge of star death (low- and high-mass) or star birth.
Course Policies
Students are expected to be prepared for each class, having read the assigned material, worked on and solved any problems due, and have a plan for contributing to the class discussion. The guidelines are given in the point-breakdown itemized above.
We will have many occasions to work as teams or in groups. Helping your fellow classmates is encouraged, as long as the interaction is evenly balanced.
There may be circumstances where work must be turned in late due to prior commitments, more stringent deadlines in other classes, illnesses, or other unavoidable situations. Please give me as much lead time as possible, explaining your circumstances. The exceptions are handled on a case-by-case basis, with the default mode being "do your best." I'd rather we discuss your making up the work than not having you do the work at all and end up missing out on that learning experience. Unexcused late assignments ("late" meaning after I've graded and handed back the rest of the students' work, approximately after 1 week) have 50% deducted. Note: due dates may change due to unforeseen difficulties.
Communicating with Your Instructor and Peers
Make sure you read the Course Information & Help Pages before you begin with the course. All course-related email will receive a reply usually within 24hrs.
Online Discussion Forums allow you to communicate with other currently enrolled students and with your instructor. I encourage you to use the General Discussion Forum to exchange ideas, resources, and comments about your coursework with other students in this course. You can use Canvas e-mail to ask me questions, but if the topic would be of general interest, post your question on the General Discussion Forum.
Academic Integrity
Written Work
Cheating/plagiarizing is obviously not tolerated. You will be allowed and encouraged to work with other members of the class, but all of your assignments must be your own original work, in your own words, and/or using proper citations.
The University takes academic integrity very seriously. Behaving with integrity is part of our responsibility to our shared learning community. If you’re uncertain about if something is academic misconduct, ask your instructors. We are willing to discuss questions you might have.
Acts of academic misconduct may include, but are not limited to:
- Cheating (working collaboratively on quizzes/exams and discussion submissions, sharing answers and previewing quizzes/exams)
- Plagiarism (representing the work of others as your own without giving appropriate credit to the original author(s))
- Unauthorized collaboration (working with each other on assignments or exams)
Concerns about these or other behaviors prohibited by the Student Conduct Code will be referred for investigation and adjudication by Community Standards & Student Conduct (https://www.washington.edu/cssc/ (Links to an external site.); https://www.washington.edu/cssc/facultystaff/academic-misconduct/ (Links to an external site.)).
Audio, Video, & Recordings
Misuse or abuse of any recorded content is also prohibited under the student conduct code. Screenshots of instructors or other students during active Zoom participation sessions are strictly forbidden. Re-posting or altering of video, still, or recorded images is also strictly forbidden. Any student caught engaging in this behavior will automatically be referred to the Community Standards and Student Conduct (https://www.washington.edu/cssc/ (Links to an external site.)) representatives for review and consequences as determined by their findings.
The code for student conduct is here for your reference: http://www.washington.edu/admin/rules/policies/WAC/478-121TOC.html
UW Library Services
As a UW student, you have access to a wealth of online resources compiled to provide fast, easy access to information that supports your learning experience. Organized by subject, UW Library Services (Links to an external site.) links you to sites with help for writing and research, study skills, language learning, and library reference materials. All links have been assessed for credibility and reliability, and they are regularly monitored to ensure their usability.
Access and Disability Accommodation
Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. (Links to an external site.)DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.
Religious Accommodation
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/) (Links to an external site.). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/) (Links to an external site.).
About the Instructor
I'm an observational astronomer specializing in the evolution of binary star systems, primarily those comprised of a low mass star and an evolved white dwarf star. I arrived at UW for my first post-doctoral position in January 2003 to work with Dr. Suzanne Hawley, after completing my dissertation work at the Florida Institute of Technology. My research at the UW utilizes photometry and spectroscopy from the Sloan Digital Sky Survey (SDSS) to identify and investigate the properties of white dwarf and M dwarf stars in close binary (pre-Cataclysmic Variable) systems. I have been a member of the Large Synoptic Survey Telescope (LSST) Project and am currently lecturing full time in the Astronomy Department. In my spare time she enjoys keeping up with my daughter and husband and also enjoy hiking, biking, backpacking, paddle boarding, kickboxing and generally playing in the beautifu; Pacific Northwest.