This course includes Quantitative introduction to physics of the solar system, stars, interstellar medium, the Galaxy, and Universe, as determined from a variety of astronomical observations and models. Topics: planets, planet formation; stars, the Sun, "normal" stars, star formation; stellar evolution, supernovae, compact objects (white dwarfs, neutron stars, and black holes), plusars, binary X-ray sources; star clusters, globular and open clusters; interstellar medium, gas, dust, magnetic fields, cosmic rays; distance ladder; galaxies, normal and active galaxies, jets; gravitational lensing; large scaling structure; Newtonian cosmology, dynamical expansion and thermal history of the Universe; cosmic microwave background radiation; big-bang nucleosynthesis. No prior knowledge of astronomy necessary. Not usable as a restricted elective by physics majors.

" This class explores the creation (and creativity) of the modern scientific and cultural world through study of western Europe in the 17th century, the age of Descartes and Newton, Shakespeare, Milton and Ford. It compares period thinking to present-day debates about the scientific method, art, religion, and society. This team-taught, interdisciplinary subject draws on a wide range of literary, dramatic, historical, and scientific texts and images, and involves theatrical experimentation as well as reading, writing, researching and conversing. The primary theme of the class is to explore how England in the mid-seventeenth century became "a world turned upside down" by the new ideas and upheavals in religion, politics, and philosophy, ideas that would shape our modern world. Paying special attention to the "theatricality" of the new models and perspectives afforded by scientific experimentation, the class will read plays by Shakespeare, Tate, Brecht, Ford, Churchill, and Kushner, as well as primary and secondary texts from a wide range of disciplines. Students will also compose and perform in scenes based on that material."

This is a hands-on activity to learn that energy can be transformed into various forms. Potential energy is converted into kinetic energy. Moreover, this kinetic energy can be used (if more than the relative binding energy) to break atoms, particles and molecules to see “inside” and to study their constituents.

The Levitating Astronaut activity uses the amazing power of magnets to help children learn about magnetism and gravity.

Students groups act as aerospace engineering teams competing to create linear equations to guide space shuttles safely through obstacles generated by a modeling game in level-based rounds. Each round provides a different configuration of the obstacle, which consists of two "gates." The obstacles are presented as asteroids or comets, and the linear equations as inputs into autopilot on board the shuttle. The winning group is the one that first generates the successful equations for all levels. The game is created via the programming software MATLAB, available as a free 30-day trial. The activity helps students make the connection between graphs and the real world. In this activity, they can see the path of a space shuttle modeled by a linear equation, as if they were looking from above.

Two children act as the Moon and the Earth. By holding hands and spinning around they mimic the tidal locking of the Moon. They note that the Moon always keeps the same face towards Earth.

Can you avoid the boulder field and land safely, just before your fuel runs out, as Neil Armstrong did in 1969? Our version of this classic video game accurately simulates the real motion of the lunar lander with the correct mass, thrust, fuel consumption rate, and lunar gravity. The real lunar lander is very hard to control.

In this 30 to 45 minute activity, children (in teams of 4-5) experiment to create craters and learn about the landscape of the moon. The children make observations on how the size and mass, direction, and velocity of the projectile impacts the size and shape of the crater.

Why does the Moon not always look the same to us? Sometimes it is a big, bright, circle, but, other times, it is only a tiny sliver, if we can see it at all. The different shapes and sizes of the slivers of the Moon are referred to as its phases, and they change periodically over the course of a lunar month, which is twenty-eight days long. The phases are caused by the relative positions of the Earth, Sun, and Moon at different times during the month.

The Sun moves across the sky at an approximately constant rate because of the rotation of the Earth. By measuring how fast the Sun moves, you can work out how big the Sun appears in the sky. All you need are some household items and about 30 minutes on a sunny day.

The main aim of this lesson is to show students that distances may be determined without a meter stick—a concept fundamental to such measurements in astronomy. It introduces students to the main concepts behind the first rung of what astronomers call the distance ladder. The four main learning objectives are the following: 1) Explore, in practice, a means of measuring distances without what we most often consider the “direct” means: a meter stick; 2) Understand the limits of a method through the exploration of uncertainties; 3) Understand in the particular method used, the relationship between baseline and the accuracy of the measurement; and 4) Understand the astronomical applications and implications of the method and its limits. Students should be able to use trigonometry and know the relation between trigonometric functions and the triangle. A knowledge of derivatives is also needed to obtain the expression for the uncertainty on the distance measured. Students will need cardboard cut into disks. The number of disks is essentially equal to half the students in the class. Two straight drink straws and one pin per disk. Students will also need a protractor. The lesson should not take more than 50 minutes to complete if the students have the mathematical ability mentioned above. This lesson is complimentary to the BLOSSOMS lesson, "The Parallax Activity." The two lessons could be used sequentially - this one being more advanced - or they could be used separately.

The main aim of this lesson is to show students that distances may be determined without a meter stick—a concept fundamental to such measurements in astronomy. It introduces students to the main concepts behind the first rung of what astronomers call the distance ladder. The four main learning objectives are the following: 1) Explore, in practice, a means of measuring distances without what we most often consider the “direct” means: a meter stick; 2) Understand the limits of a method through the exploration of uncertainties; 3) Understand in the particular method used, the relationship between baseline and the accuracy of the measurement; and 4) Understand the astronomical applications and implications of the method and its limits. Students should be able to use trigonometry and know the relation between trigonometric functions and the triangle. A knowledge of derivatives is also needed to obtain the expression for the uncertainty on the distance measured. Students will need cardboard cut into disks. The number of disks is essentially equal to half the students in the class. Two straight drink straws and one pin per disk. Students will also need a protractor. The lesson should not take more than 50 minutes to complete if the students have the mathematical ability mentioned above. This lesson is complimentary to the BLOSSOMS lesson, "The Parallax Activity." The two lessons could be used sequentially - this one being more advanced - or they could be used separately.

Converting a visual to a tactile experience, this activity lets visually impaired students learn about and explore some of the characteristics of our home planet, the Earth.

Converting the visual to tactile experience, this activity let visually impaired students to learn and explore about our star, Sun, and its main characteristics.

Converting a visual experience to a tactile one, this activity lets visually impaired students learn and explore our Moon and its characteristics.

Students will experimentally learn how meteoroids are formed. They will melt a comet, learning about its composition, and break apart asteroids. The students learn the differences between meteoroids, meteors and meteorites and how the impact of asteroids/meteoroids can affect life on Earth.

Many children may have heard of black holes and already have the understanding that they are ‘bottomless wells’. If something falls into a black hole, it is impossible for it to escape—even light cannot escape and is swallowed. The lack of light is how black holes get their name. These objects are mysterious and interesting, but they are not easy to explain. This activity will allow children to visualize, and therefore help them decompose, the concepts of space-time and gravity, which are integral to understanding these appealing objects.

Applications of physics (Newtonian, statistical, and quantum mechanics) to fundamental processes that occur in celestial objects. Includes main-sequence stars, collapsed stars (white dwarfs, neutron stars, and black holes), pulsars, supernovae, the interstellar medium, galaxies, and as time permits, active galaxies, quasars, and cosmology. Observational data discussed. No prior knowledge of astronomy is required.

Learn about the moon and the moon phases, where is it from and where is it going with fun activities, simulates, songs and crafts.

Build your own system of heavenly bodies and watch the gravitational ballet. With this orbit simulator, you can set initial positions, velocities, and masses of 2, 3, or 4 bodies, and then see them orbit each other.