Class Layout and Outline Hello! This is your instructor, Amanda Ferry. I am a student at the Art Institute of Philadelphia currently pursuing an BS in web design and interactive media. The class I have designed for you here is an introduction to cosmology. Many of us, at one point in our lives, have looked up at the sky and wondered what was out there. This, among so many other things in this world, have captured my interest. When I was younger I would page through books written by astronomers and astrophysicist like Carl Sagan. I may not have understood the concepts the books presented but I did understand that there was something awe-inspiring about this subject which
Figure A
Sample Week
I had never seen in any other field of study. I hope that this course will open the doors for at least some of you to this world which I discovered!
Figure B
Starting your lessons‌ Before you begin your first lesson, take some time to look over the course syllabus and read a little about your instructor (figure A). If you need help, the help forum will be open through the duration of the course. Further down the page you will find each week structured as you see in figure B.
Each week features 1-2 full lessons, a class discussion and additional resources. You may utilize these features in any order that is most convenient to you! Also, be mindful of tests listed under each week !
Introduction to Cosmology
Amanda Lynn Ferry
Class Discussion Topics Week 1 : Class Introductions
Week 2 : Why is cosmology important?
Welcome to the class! Take some time to
Do you think that the study of the universe is
introduce yourself here and meet some or your
important? Why or why not? Is it important to
class mates. What interested you in the class?
you personally or do you feel that it is an
What do you already know about cosmology?
important science for society and the world as a
What do you want to know? Start a conversation
whole? Why or why not?
with someone new! If you haven't already looked at the class netiquette guide please take a look at it from the moodle home page.
Feel free to comment on each other's answers and discuss the questions among each other.
Week 3 : Your place in the universe
Week 4 : The nature of science
After reading this weeks lessons, how do feel
Modern science has come a long way. We can
about your place in the universe? Does it make
now claim to know the age of the universe, how
you feel lonely or insignificant? Discuss this
it formed and the nature of it. How well do you
with your classmates and share your thoughts.
think we really understand the universe we live in? Can we possible claim to know all of these things from our limited view from Earth?
Week 5 : Ancient Understanding
Week 6 : Aliens out there
Imagine you were born in the year 10,000BC.
Imagine that tomorrow we were to be visited
You live in a small hunter-gatherer society. You
by a race of advanced beings. How would this
look up at the sky at the brilliant array of stars
make you feel? Would this contradict your
and planets. What do you imagine you might
personal beliefs or religious views? How would
think of it? How would you explain the moon
you feel about yourself and life in general?
and stars above, or the land below you?
E-Learning Production
2
Introduction to Cosmology
Amanda Lynn Ferry
+
Interactive Flash Sites Each lesson will be presented as a flash website or power point presentation
E-Learning Production
3
Introduction to Cosmology
Amanda Lynn Ferry
Course Features
+
Graphics were created in Adobe Photoshop by the instructor in order to aid visual learners through the course.
+
Engaging interactions and animated content aim to keep students’ interests and add to the overall learning experience.
- sodales.
+
Lesson sites utilize color, imagery, sound effects and consistent themes of “open space” in order to create a feeling of total emersion.
E-Learning Production
4
Introduction to Cosmology
Amanda Lynn Ferry
Screen shots
Check it out @
http://odelisque.aisites.com/week 1 Bodies in the universe/deploy-to-web/Main.html
E-Learning Production
5
+
Student Resources
Introduction to Cosmology
+
Amanda Lynn Ferry
Learning Tools
Lawrence Krauss, one of the foremost theoretical physicists alive today, gives a lecture on "A Universe from Nothing".
This flash-based web 2.0 tool demonstrates the scale of objects in the universe from the sub-atomic level to the estimated size of the observable universe.
E-Learning Production
7
Introduction to Cosmology
Instructional Design Document E-learning design Amanda Ferry
2
Table of Contents 1. Analysis Phase Program Description Goal Analysis Program Objectives Entry Behaviors Target Audience Context Analysis Criterion Reference Test Items Instructional Design Model Instructional Strategies Instructional Materials 2. Design Phase Flowchart The Course Interface Design / Graphic Design Storyboard The Course Functional Specifications 3. Development Phase Technical Specifications 4. Implementation Phase Design Instruments 5. Evaluation Phase Formative Evaluation 5. Appendix A
1. Analysis Phase
Program Description: This will be an online course introducing cosmology. The concepts covered will include theories of the formation of the universe, the age of the Universe, the bodies within the Universe, the geometry of the Universe and the future of the Universe. It will use a variety of media including text documents, graphics, video, flash applications and online forums. Goal Analysis: The overall goal of the course is for the students to intelligently answer the following questions using correct terminology: What is The Universe made of? How old is The Universe? What does The Universe look like? What is happening in the Universe? Are we alone in the Universe?
4
Program Objectives Students will be able to: • Write intelligently on the origins of the universe. • Name and describe the bodies in the universe and place them within the context of others. • Explain how we know that the universe is expanding. • Write about the geometry of the universe. • Describe the conditions necessary for life on a planet. • Briefly outline the evolution of our universe. Entry Behaviors Students entering the class need no prior knowledge of cosmology, however it is assumed that this is not their first science related course. It is expected that they have experience with the scientific method, scientific notation, and the metric system as well as a basic understanding of physical science concepts. Target Audience The program is designed for high school students. The coursework will be most appropriate for the college prep level. Context Analysis This will be an e-learning course utilizing Moodle as the main hub. Web 2.0 tools will be used for feedback(forums) and evaluation(quizzes).
5
Criterion Reference Test Items Evaluation of the student’s knowledge will be done in three parts: Week 2: test one - five question open-ended exam Week 4: test two – ten question open-ended exam Week 6: final exam – an essay test answering five questions
(see Appendix A: flow chart)
Criterion Reference Test Items Test 1 Answer questions in essay-format. Be sure to use complete sentences and correct terminology. One or two paragraphs written per question is expected. 1. What do we call the matter, which is made up of ordinary atoms? How did the first atoms form? How were the highermass elements formed? (Answer: Byronic matter, Neucleosynthesis After the universe was a few minutes old, the temperature had dropped to 109 K, and light atomic nuclei could form. This means that protons and neutrons were able to combine to form very simple groups, mainly of just one, two, three, or four particles, forming hydrogen (one proton), deuterium (one proton and one neutron), tritium (one proton and two neutrons), and helium (two protons and two neutrons). Through the internal processes by which a star "shines" higher mass elements were formed inside the stars. Upon the death of a star (in a nova or a supernova) these high mass elements, along with even more massive nuclei created during the nova or supernova, were thrown out into space to eventually become incorporated into another star or celestial body. )
2. What is dark matter? Explain the evidence pointing towards the existence of dark matter. (Answer: Dark matter is not visible or yet observable, it is estimated to constitute about 80% of the matter of the universe. The first observational hints of dark energy in the universe date back to the 1980's when astronomers were trying to understand how clusters of galaxies were formed. Their attempts to explain the observed distribution of galaxies were improved if dark energy was present, but the evidence was highly uncertain. In the 1990's, observations of supernova were used to trace the
7 expansion history of the universe (over relatively recent times) and the big surprise was that the expansion appeared to be speeding up, rather than slowing down! There was some concern that the supernova data were being misinterpreted, but the result has held up to this day. In 2003, the first WMAP results came out indicating that the universe was flat (see above) and that the dark matter made up only ~23% of the density required to produce a flat universe. If 72% of the energy density in the universe is in the form of dark energy, which has a gravitationally repulsive effect, it is just the right amount to explain both the flatness of the universe and the observed accelerated expansion. Thus dark energy explains many cosmological observations at once.)
3. Describe the following relationships: star-planet, planetmoon. Compare comets, meteors and asteroids. (Answer: example: planets revolve around a star in a predictable orbit. The planets themselves affect their star’s position by tugging on them with their gravity) 4. Describe the systems that make up a galaxy. Explain what nebulae are and the two classifications of nebulae. (Answer: Today, most astronomers use the term nebulae only for the clouds of dust and gases in the Milky Way and other galaxies. They classify these masses into two general types: diffuse nebulae and planetary nebulae. Both types are also called gaseous nebulae. )
5. What are black holes?
Instructional Strategies: Direct instruction: Most information is provided through reading and viewing information. Independent study: Students are expected to rely on themselves for essay writing assigned homework and optional additional research. Interactive study: Students will learn from peer discussion on a forum. Instructional Materials Instruction will be given mainly through web-based content. Most written information will be available for print as well as some visual materials. The content will be supported by interactive flash based applications or graphic organizers in order to aid visual learners and reinforce concepts. • Week 1: PDF Graphic Organizer “Comparison of rock and gas planets” (Link at: http://amazingspace.stsci.edu/resources/organizers/docs/tchr_tchart_planettypes .pdf) & Graphic Organizer “Bodies in the Universe” (Link at: http://sci.esa.int/sciencee/www/object/index.cfm?fobjectid=35696&fbodylongid=1682) • Week 3: Web Application “The Scale of The Universe” by Michael Huang (Link at: http://htwins.net/scale/) • Week 5: Video Lecture “A Universe From Nothing” by Lawrence Kraus (Link at: http://richarddawkins.net/videos/4490-39-a-universefrom-nothing-39-by-lawrence-krauss-aai-2009)
9
(see Appendix A : Course flowchart)
Test 2 Answer questions in complete sentences and using correct terminology. 1. What is the big bang theory? (Answer: The Big Bang was the event which led to the formation of the universe, according to the prevailing cosmological theory of the universe's early development (known as the Big Bang theory or Big Bang model). According to the Big Bang model, the universe, originally in an extremely hot and dense state that expanded rapidly, has since cooled by expanding to the present diluted state, and continues to expand today.) 2. What are the major evidences for the big bang theory? (Answer: Cosmic Microwave Background Radiation The expansion of the universe the abundance of the different elements of the universe) 3, Who originally theorized the big bang event? A Belgian priest named Georges LemaĂŽtre first suggested the big bang theory in the 1920s when he theorized that the universe began from a single primordial atom. The idea subsequently received major boosts by Edwin Hubble's observations that galaxies are speeding away from us in all directions, and from the discovery of cosmic microwave radiation by Arno Penzias and Robert Wilson.
4. Briefly outline the evolution of the universe. (Answer: After its initial appearance, it apparently inflated (the "Big Bang"), expanded and cooled, going from very, very small and very, very hot, to the size and temperature of our current universe. It continues to expand and cool to this day and we are inside of it)
5. What is the estimated age of the universe? (Answer: According to the standard theory, our universe sprang into existence as "singularity" around 13.7 billion years ago.)
6. What do we know about the size of the Universe? (Answer: Since we cannot observe space beyond the limitations of light (or any electromagnetic radiation), it is uncertain whether the size of the universe is finite or infinite.) 7. What are the possible geometries of the universe? (Answer: positive, negative, flat) 8. What is the geometry of our universe? (Answer: flat) 9. How do we know the geometry of our universe? (Answer: it appears as if the density of the universe is exactly that critical density that would result in a flat geometry, to within a very small error tolerance. ) 10. What does this mean for the future of the universe? (Answer: This means that present research shows that the universe will have no end, that it will continue to expand forever but in a decelerating nature. The future of the universe is the Big Freeze.)
11
Final Exam Answer the following questions in essay format: What is The Universe made of? How old is The Universe? What does The Universe look like? What is happening out there? Are we alone? They may be answered in any order and in as many words as needed.
12
Functional Specifications Students will begin each week by logging into the Moodle website. This main hub will have links to each week’s lesson as well as each week’s forum. From there students will choose to participation on the forum discussion or go to that week’s lesson page. From the lesson page students will find links to learning resources, the class forum, the course syllabus, any tests or assignments for that week and printable lesson outlines.
14
3. Development Phase
Technical Specifications Students should have access to computers and the Internet. Students should also install the latest flash plug-in and have JavaScript enabled in their browser. To access the course online they will need a personal Moodle account and their login information. Adobe acrobat and Microsoft PowerPoint are optional for viewing lesson notes.
15
4. Implementation Phase Design Instruments • Week 1: PDF Graphic Organizer “Comparison of rock and gas planets” (Link at: http://amazingspace.stsci.edu/resources/organizers/docs/tchr_tchart_planettypes .pdf) & Graphic Organizer “Bodies in the Universe” (Link at: http://sci.esa.int/sciencee/www/object/index.cfm?fobjectid=35696&fbodylongid=1682) • Week 3: Web Application “The Scale of The Universe” by Michael Huang (Link at: http://htwins.net/scale/) • Week 5: Video Lecture “A Universe From Nothing” by Lawrence Kraus (Link at: http://richarddawkins.net/videos/4490-39-a-universefrom-nothing-39-by-lawrence-krauss-aai-2009)
16
5. Evaluation Phase
How would you rate the structure of the course? Ease to follow: Consistency: Broken down into small enough sections: Overall: How would you rate the navigation of the course? Ease of navigation: Consistency with course structure: Clear indication of where student goes next: Overall: How would you rate the screen design of the course? Clean or cluttered: Any distracting elements: Use of fonts and colors: Overall: How would you rate the content of the course? Accuracy: Comprehensive: Relevant to course goals: Overall:
17
Instructional Design Model: ADDIE This course was developed using the ADDIE model of instructional design. The phases of development was broken down into Analysis, Design, Development, Implementation, and Evaluation. Gagne’s Nine Steps of Instruction
1. Gain attention To capture the attention of the students, the class will begin with a multimedia application (flash or power point). The use of audio and interesting visuals should capture the students’ attentions 2. Inform learners of objectives As well as being mentioned in the introductory program the class objectives will be available on the website, and in a downloadable version of the course syllabus. This will provide a description of the class, grading and teaching methods, a weekly break down of the lessons and assignments, and the specific objectives. 3. Stimulate recall of prior learning The first assignment will be for students to introduce themselves on a community forum. They will have to state why they chose this class, what interests them most in the subject, what they know about the subject, what they wish to get out of the class and any questions they have relating to cosmology. This will give them a chance to think about previous experiences, and will stimulate a recall of
knowledge. 4. Present the content New content will be presented each week using a variety of media including text documents, visual graphics, and flash applications. The information will first be presented to the learner in written form and then demonstrated visually in order to support multiple learning styles. 5. Provide "learning guidance" As new content is presented each concept will be demonstrated. The students are guided by examples, visuals and analogies. The community forum will be a tool for collaborative learning where students can ask their peers for help with the guidance of the instructor to steer them in the right direction or answer questions as needed. 6. Elicit performance (practice) Students will be required to responding to questions relating to the class on an open forum. This practice will help to create class discussions and enhance student interest and participation. 7. Provide feedback Feedback will be given individually based on forum participation and tests. Factual errors will be corrected. The instructor to correct mistakes and reinforce the information can explain any Misunderstanding of the concepts.
18
8. Assess performance The final assessment will be a written essay. Students should be able to demonstrate proper use of terms and refer back to the course lessons in order to explain the topic. This, along with participation, and a satisfactory quiz score average will demonstrate that the student is ready to advance past the introductory level. 9. Enhance retention and transfer to the job Once all final grades have been given, all passing final projects will be submitted anonymously to the forum so that students may read their peer’s work. Along with the forum students will continually be able to access any instructional material used in the course including text, audio, video and multimedia resources. These tools will be available to them for their future support.
19
Introduction to Cosmology Weekly Outline
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Question
Sub topics
What is The Universe made of?
• Matter • Energy
How old is The Universe?
• The big bang theory • The evolution of The Universe
What does The Universe look like?
• The shape of The Universe • The size of The Universe
What is happening out there?
• The expansion of The Universe • The acceleration of expansion
How will The Universe end?
• The big crunch theory • The endless expansion theory
Are we alone?
• Arguments for alien life • Arguments against alien life
Course Syllabus Course Title: Introduction to Cosmology Prerequisites: One math and one science successfully completed prior to registering for the course. Instructor: Amanda Ferry Email Address: muddskunk@gmx.com Course Length: 6 weeks Course Description: This will be an online course introducing cosmology. The concepts covered will include theories of the formation of the universe, the age of the Universe, the bodies within the Universe, the geometry of the Universe and the future of the Universe. It will use a variety of media including text documents, audio narration, graphic organizers , video lecture, flash applications and online forums. Learning Objectives: • Write intelligently on the origins of the universe using correct terminology. • List and describe the bodies in the universe and place them within the context of others. • Describe the conditions necessary for life on a planet.
Required Technologies: • Access to a computer and the Internet • The latest flash plug-in • A JavaScript enabled browser • A personal Moodle account and login information • Adobe acrobat to open PDF files • Microsoft PowerPoint is required for viewing lessons. • Headphones if listening to video in public areas Instructional Materials and References: Required: • Week 1: PDF Graphic Organizer “Comparison of rock and gas planets” (Link at: http://amazingspace.stsci.edu/resources/organizers/docs/tchr_tchart_planettype s.pdf) & Graphic Organizer “Bodies in the Universe” (Link at: http://sci.esa.int/sciencee/www/object/index.cfm?fobjectid=35696&fbodylongid=1682) • Week 3: Web Application “The Scale of The Universe” by Michael Huang (Link at: http://htwins.net/scale/) • Week 5: Video Lecture “A Universe From Nothing” by Lawrence Kraus (Link at: http://richarddawkins.net/videos/4490-39-auniverse-from-nothing-39-by-lawrence-krauss-aai-2009)
Optional: Optional references will be provided at the end of weekly lessons.
22
Teaching Strategies: 70% Web-based written content 20% Graphical resources 10% Video instruction Along with independent study of the course materials students are expected to contribute to class discussions on forums each week. Requirements for Successful Completion: All assignments, participation and tests must be attempted. Students must complete the course with a minimum grade of 80% Method of Evaluation: 10% participation 10% Assignment 1 10% Assignment 2 20% Test 1 20% Test 2 30% Final Exam 100% Total Grade
23