Instructor Guide for The Essential Cosmic Perspective, Eighth Edition 47
Chapter 3. The Science of Astronomy
Most students do not really understand how science works, and our aim in this
chapter is to edify them with an interesting and multiculturally oriented
discussion. If you are used to teaching from other textbooks, you may be
surprised that we have chosen to wait until Chapter 3 to introduce this material.
However, we have found that students are better able to appreciate the scientific
method and the development of science after they first have some idea of what
Key Changes for the 8th Edition: For those who have used earlier editions of
our textbook, please note the following significant changes in this chapter:
Teaching Notes (by Section)
Section 3.1 The Ancient Roots of Science
This section introduces students to the development of astronomy by discussing
how ancient observations were made and used by different cultures. We stress that
these ancient observations helped lay the groundwork for modern science. The
Section 3.2 Ancient Greek Science
This section focuses on the crucial role of the ancient Greeks in the development
of science. We focus on the idea of creating scientific models through the
example of the gradual development of the Ptolemaic model of the universe. The
48 Bennett, Donahue, Schneider, Voit
Section 3.3 The Copernican Revolution
With the background from the previous two sections, students now are capable of
understanding how and why the geocentric model of the universe was abandoned.
We therefore use this section to discuss the unfolding of the Copernican
revolution by emphasizing the roles of each of the key personalities involved.
Section 3.4 The Nature of Science
The historical background of the previous sections has gotten students ready to
discuss just what science really is. Here are a few notes:
idealization, but that science rarely proceeds so linearly.
The most important part of this section is the concept of hallmarks of
Table 3.2 should be especially useful in offering points of discussion, as it
shows how words can have different meanings in science than they do in
everyday language.
Public confusion between astronomy and astrology is well known. To
address this confusion, we include a short Special Topic box designed to
Instructor Guide for The Essential Cosmic Perspective, Eighth Edition 49
Answers/Discussion Points for Think About It/See It for Yourself
Questions
The Think About It and See It for Yourself questions are not numbered in the
book, so we list them in the order in which they appear, keyed by section number.
Section 3.1
(p. 55) This question simply asks students to think about the process of
Section 3.2
(p. 59) The intent of this question is to help students gain appreciation for
Section 3.3
(p. 65
average distance, so the comet with an average distance of 1 AU would
Section 3.4
(p. 75 or she
50 Bennett, Donahue, Schneider, Voit
Solutions to End-of-Chapter Problems (Chapter 3)
Visual Skills Check
Review Questions
1. We all use the trial-and-error methods used in science frequently in our lives.
2. Ancient cultures studied astronomy to track the changes of the seasons.
They needed this information to help them plant, grow, and harvest crops
each year.
3.
29 1/2-day cycle. As a result, a lunar calendar has 11 fewer days per year
tha
4. A scientific model is conceptual rather than physical and is used to explain
5. The Ptolemaic model was the Greek geocentric model made specifically
6. The Copernican revolution was the overthrowing of the Ptolemaic model of
7. An ellipse is an oval-like figure. We can draw an ellipse by putting two
tacks down into a piece of paper and then running a loop of string around
both of them. If we hook a pencil inside the string, pull the loop tight, and
8. with
the Sun at one focus. This describes the shape of the orbits (ellipses rather
than the circles used by most previous models) and where the Sun is located
relative to the orbits (at a focus rather than in the center).
9. The hallmarks of science are that it seeks explanations for phenomena using
natural causes, relies on the creation and testing of models (which should be
as simple as possible), and uses testable predictions to determine if a model
10. A hypothesis in science is essentially an educated guess about why or how
Science or Nonscience?
11. The Yankees are the best baseball team of all time. Nonscience, because it is
12. Several kilometers below its surface,
13. My house is haunted by ghosts who make the creaking noises I hear each
15. Dogs are smarter than cats. This statement might be argued both ways, but
defined.
16. Children born when Jupiter is in the constellation Taurus are more likely to
17. Aliens can manipulate time so that they can abduct and perform experiments
18. ell for explaining the orbits of planets
20. A huge fleet of alien spacecraft will land on Earth and introduce an era of
Quick Quiz
Process of Science
31. Answers will vary depending on the idea chosen. The key in grading is for
32. More than one answer is possible for each part of this question, but here are
Group Work Exercise (no solution provided)
Short Answer/Essay Questions
34.
35. This essay question can generate interesting responses. Of course, the
36. This question involves independent research. Answers will vary.
Instructor Guide for The Essential Cosmic Perspective, Eighth Edition 53
Quantitative Problems
37. described in Cosmic Calculations
3.1. In the case of Nearth, we learn that the Sun is straight overhead at
Nyene at the same time that it is 10° from the zenith at Alectown and that
the two cities are 1000 kilometers apart. We can set up the same type of
relationship as Eratosthenes did:
38.
3 2
a p
39. a.
3 2
a p
b. The average of perihelion and aphelion distances must
be its average distance of 17.9 AU. The given perihelion distance of 90