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Seeds - Horizons - Exploring the Universe 14e (Homework)

James Finch

Astronomy, section 1, Fall 2019

Instructor: Dr. Friendly

Current Score : 25 / 52

Due : Monday, January 28, 2030 00:00 EST

Last Saved : n/a Saving...  ()

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  • Instructions

    In this Sample Assignment, you will see several of the question types found in Foundations of Astronomy, 14th ed., by Michael A. Seeds and Dana Backman and published by Cengage Learning.

    Many of these question types provide scaffolding to build skills and confidence in the use of simple algebra, geometry, and proportional reasoning to solve astronomy problems. Many provide targeted feedback to address specific student errors. Finally, the Virtual Astronomy Laboratories provide rich interaction elements—samples from two different VALs appear at the end of this sample assignment. This demo assignment allows many submissions and allows you to try another version of the same question for practice wherever the problem has randomized values.

    The answer key and solutions will display after the first submission for demonstration purposes. Instructors can configure these to display after the due date or after a specified number of submissions.

Assignment Submission

For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

Assignment Scoring

Your last submission is used for your score.

1. –/1 points seedshorizons14 3.li.ql.001.defective My Notes
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[This is an engaging Quick Lesson animation video, complete with text transcript. Students are guided through a concept, or series of concepts, in a brief animation video and then asked to summarize what they've learned in an essay box so you can gauge their comprehension.]
Consider the following video.
Summarize what you learned in this video.

This answer has not been graded yet.

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2. 7/7 points  |  Previous Answers SeedsHorizons14 4.LI.Tut.001. My Notes
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This is an Animation Tutorial. Animation Tutorials present rich concepts through the use of animations, interactive figures, or other multimedia elements, then assess student learning with a variety of problem types.
  • Kepler's three laws of orbital motion are fundamental principles. The first two are illustrated in this animation because they both relate to motion around an elliptical orbit. Note that a circle is an ellipse of zero eccentricity, so technically a circular orbit is elliptical. Nevertheless, when most people refer to an elliptical orbit, they mean a noncircular orbit, which is what this animation shows.
    Kepler's first law is really simple. He said that the planets orbit the sun in ellipses with the sun at one focus. The other focus is empty. You can see in the animation how the distance from one focus out to the ellipse and back to the other focus equals a constant. That's why it is so easy to draw an ellipse with two tacks at the two foci (plural of focus) and a loop of string.
    Although Kepler talked about planets orbiting the sun, his first law applies to any object following a closed orbit — that is, any object in an orbit that brings it back to its starting point. In contrast, an open orbit is also governed by gravity but it leads away never to return. Kepler's laws do not apply to open orbits.
    Kepler's second law is more sophisticated. A planet moves around the sun such that a line from the planet to the sun sweeps out equal areas in equal intervals of time. That means the planet moves faster when it is closer to the sun and slower when it is farther away, and you can see that in the animation.
    You can understand why that happens by imagining you are in your spacesuit following in an elongated elliptical orbit around the sun. After you pass the farthest point in your orbit, you begin to move closer to the sun, and the sun's gravity pulls on you and speeds you up. You are actually falling toward the sun, but you miss the sun and whip around it. As you begin to move away from the sun, the sun's gravity pulls back on you and slows you down. So you move faster when you are closer to the sun and slower when you are farther away. By a coincidence of geometry, your speed is proportional to the area being swept out.
    The orbits of the planets are very nearly circular, so Kepler had to be very precise in his calculations to notice that the orbits were elliptical. Also, the variation in speed for the planets is not very great, so again, it wasn't obvious. Also remember that nearly all astronomers at the time believed in uniform circular motion, so it took a great deal of insight and courage for Kepler to say, no, the orbits are not circles and the planets do not move uniformly.
  • Which of the following describes a planet following an elliptical orbit around the sun?
         Correct: Your answer is correct.
    What is the difference between a circular orbit and an elongated elliptical orbit?
  • Which of the following describes the distance from a focus to the planet and back to the other focus?
         Correct: Your answer is correct.
    How would you draw an ellipse?
  • When does the planet move at its fastest speed?
         Correct: Your answer is correct.
    In your imaginary orbit, you whipped around the sun before moving away.
  • Kepler's first two laws of planetary motion can only be applied to which of the following?
         Correct: Your answer is correct.
    You could use Kepler's first two laws to study stars that orbit each other.
  • Kepler's first two laws apply to which of the following?
         Correct: Your answer is correct.
    A circle is just an ellipse of zero eccentricity.
  • Why is Kepler's discovery of his first two laws of planetary motion impressive?
         Correct: Your answer is correct.
    Kepler used Tycho Brahe's observations of the positions of Mars, and those data were very accurate.
  • In this tutorial, you learned how Kepler's first two laws describe the orbital motion of the planets orbiting the sun. Which of the following is true?
         Correct: Your answer is correct.
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This is an Optimized Problem. Optimized Problems offer randomized parameters and provide immediate feedback to students who have incorrectly answered any part of the problem. Try putting in an incorrect answer to see an example of this just-in-time assistance.
If you are at latitude 28 degrees north of Earth's equator, what is the angular distance (in degrees) from your zenith to the north celestial pole?
°
What is the shortest angular distance (in degrees) from your nadir to the north celestial pole?
Incorrect: Your answer is incorrect. seenKey

118
How is the angular distance to the north celestial pole related to your latitude? How does that relate to the point directly below your feet? Refer to the diagrams of the celestial sphere in the textbook °
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4. 15/15 points  |  Previous Answers SeedsHorizons14 8.AI.Ord.001. My Notes
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This is a Sense-of-Proportion question. These are brief ranking/analytical questions that help students comprehend the breadth of different proportionalities that exists within Astronomy.
Answer the questions below.
An H-R diagram is shown with the names of specific stars plotted. This diagram has 4 axis labels, one on each side of the plot.
  • The bottom horizontal axis is labeled Temperature (K) and it begins at 40,000 K on the left to 1000 K on the right.
  • The top horizontal axis is labeled "Spectral type" and is sectioned at certain intervals. The region between 40,000 kelvin and around 30,000 kelvin is labeled O. The region between 30,000 kelvin and 10,000 kelvin is labeled B. The region between 10,000 kelvin and 8000 kelvin is labeled A. The region between 8000 kelvin and 6000 kelvin is labeled F. The region between 6000 kelvin and 4500 kelvin is labeled G. The region between 4500 kelvin and 3500 kelvin is labeled K. The region between 3500 kelvin and 1000 kelvin is labeled M.
  • The vertical axis on the left is labeled Luminosity in L/LSun. It ranges from 10−5 at the bottom and ends at 106 at the top.
  • The vertical axis on the right is labeled Absolute Magnitude in MV and it ranges from 15 at the bottom to -10 at the top.
  • The Main sequence of the stars enters the viewing window from the left at 105.5 L/LSun and moves down and to the right at a constant slope until it approaches 3300 K, where it takes a sharp drop until it exits the viewing window. The Red dwarfs occupy the bottom of the Main sequence. Supergiants occupy a broad region at Luminosities above 104 L/LSun in the upper left and upper right regions of the diagram above the Main sequence. The Giants occupy a broad region to the right of and above the Main sequence but lower than the supergiants. The white dwarfs occupy a broad region below the Main sequence.
  • Parallel, diagonal dashed lines are present on the diagram to indicate the radii of the stars. The 0.01 RSun line cuts across the region of white dwarfs. The 0.1 RSun line cuts across the region of red dwarfs. The 1 RSun line runs through the lower part of the Main sequence. The Sun is on this line. The 10 RSun line cuts across the very top of the Main sequence and through the lower left region of Giants. The 100 RSun line cuts through the central region of Supergiants and the top right region of Giants. The 1000 RSun line cuts through the right region of Supergiants.
(a) Rank the following stars from the above H-R diagram in order of brightness from dimmest to brightest: Barnard's Star, Canopus, Rigel A, Sirius B, Sun.
dimmest Correct: Your answer is correct. seenKey

Barnard's Star
Correct: Your answer is correct. seenKey

Sirius B
Correct: Your answer is correct. seenKey

Sun
Correct: Your answer is correct. seenKey

Canopus
brightest Correct: Your answer is correct. seenKey

Rigel A
(b) Rank the following stars from the above H-R diagram in order of brightness from brightest to dimmest: Aldebaran A, Altair, Antares, Polaris, Procyon B.
brightest Correct: Your answer is correct. seenKey

Antares
Correct: Your answer is correct. seenKey

Polaris
Correct: Your answer is correct. seenKey

Aldebaran A
Correct: Your answer is correct. seenKey

Altair
dimmest Correct: Your answer is correct. seenKey

Procyon B
(c) Rank the following stars from the above H-R diagram in order of temperature from hottest to coolest: Aldebaran A, Altair, Antares, Mira, Rigel A.
hottest Correct: Your answer is correct. seenKey

Rigel A
Correct: Your answer is correct. seenKey

Altair
Correct: Your answer is correct. seenKey

Aldebaran A
Correct: Your answer is correct. seenKey

Mira
coolest Correct: Your answer is correct. seenKey

Antares
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5. 0/8 points  |  Previous Answers SeedsHorizons14 8.AI.P.008. My Notes
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This is a end-of-chapter Problem from the textbook. Numbers and contextual details may be randomized (represented by red text) for a customized learning experience and to assist when studying for an exam. Click 'Practice Another Version' to receive a newly-randomized question to practice.
Complete the following table.
mV (mag) MV (mag) d (pc) p (arc seconds)
Incorrect: Your answer is incorrect. seenKey

7

 		7 10 Incorrect: Your answer is incorrect. seenKey

0.1
15 Incorrect: Your answer is incorrect. seenKey

5

 		1000 Incorrect: Your answer is incorrect. seenKey

0.001
Incorrect: Your answer is incorrect. seenKey

-1.99
−5
 		Incorrect: Your answer is incorrect. seenKey

40

 		0.025
5 Incorrect: Your answer is incorrect. seenKey

4.13

 		Incorrect: Your answer is incorrect. seenKey

14.9

 		0.067
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This is a General Problem. General Problems are multiple-select items, in which several choices may be correct. They invite students to synthesize descriptive knowledge about a particular topic.

Based on what you know about the masses of stars, select all of the correct statements from the following list.
Correct: Your answer is correct.

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This is a Tutorial. Tutorials coach the student through every step of the most essential astronomical problems. These highly structured, scaffolded learning activities give strong support to the student with emerging or dormant quantitative-reasoning skills.
Tutorial
What is the angular separation of the Sun and Jupiter if observed from α Centauri B at a distance of 1.3 pc. (Assume Jupiter is located 5.2 AU from the Sun.)
arc seconds
What diameter telescope would you need to resolve the separation between the Sun and Jupiter at a wavelength of 550 nm?
m
What would the apparent magnitude of the Sun be from this distance
(M = 4.8)?
A horizontal coordinate line labeled "Apparent magnitude (mV)" ranges from −30 on the left to 30 on the right. Arrows indicate that values to the left are brighter and values to the right are fainter. The following points are labeled on the line:
  • Sun at −27
  • Full moon at −12
  • Venus at brightest at −4
  • Sirius at −1
  • Polaris at 2
  • Naked eye limit at 6
  • Hubble Space Telescope limit at 30
Is the Sun visible with the naked eye at this distance?
     Correct: Your answer is correct.
Part 1 of 3
To calculate the angular size, we use the small angle formula:
θ
2.06 ✕ 105
 = 
d
D
We first need to convert the distance between the Sun and Jupiter into parsecs.
dpc
 =
dAU 
1 pc
2.06 ✕ 105 AU
dpc
 = pc
Now solving the small angle formula for the angular separation:
θ =
2.06 ✕ 105
dpc
Dpc
 θ = arc seconds


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This is a Review Question. Generally adapted from the textbook, Review Questions provide opportunities for test prep and formative assessment.
You are located in St. Louis, MO, United States. Your friend is located in Santiago, Chile. You see a waning gibbous in your clear night sky. What phase, if any, will your friend see if the night sky in Santiago is also clear?
     Correct: Your answer is correct.
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This is part of a Virtual Astronomy Laboratory (VAL). Each can be assigned as a standalone activity or as part of a larger learning experience. VALs incorporate real astronomical data, simulations, and other interactive elements to offer students the opportunity to experience astronomy in an authentic manner. Targeted feedback guides students in revising any incorrect answers.

Welcome to Lab 5: Planetary Geology

Even though the planets in our solar system have different physical properties in terms of radius, mass, and density, they often have similar characteristics with respect to planetary geology. By thoroughly studying the geology of Earth, we can leverage that knowledge to understand conditions on other planets.
Images of the four terrestrial planets side by side:
  • Mercury,
  • Venus,
  • Earth,
  • and Mars.
This lab will focus on the geology of Earth, since this is the planet that we know the most about. We will study the techniques that are used to learn about Earth's inner structure, and the processes that have caused Earth to evolve since it formed. While studying the terrestrial planets, our approach will utilize comparative planetology, noting the similarities and differences of these planets.
  • After conducting this Virtual Astronomy Laboratory, the learner will be able to …
    1. LO5.1 … explain how the surface of Earth gives clues to the structure of the interior.
    2. LO5.2 … describe the different regions of the interior of Earth.
    3. LO5.3 … list the lines of evidence (on Earth) favoring the theory of plate tectonics.
    4. LO5.4 … compare and contrast the surfaces and interiors of the other terrestrial planets with those of Earth.
  • Waves generated by earthquakes travel through Earth and carry information about the interior to the surface.
    We can learn about the interior of Earth by studying the transmission of seismic waves through Earth. These waves are most often produced by earthquakes, but can also be caused by impacts or explosions.
    Seismologists identify two different types of relevant seismic waves:
    • P waves (pressure or compression waves) are longitudinal waves. This means that the medium through which the wave travels moves back and forth in the same direction the wave itself is traveling. (Sound waves are longitudinal waves.)
    • S waves (shear waves) are transverse waves, meaning that the medium moves at right angles to the wave's direction of propagation. (Radio waves are transverse waves; so is the wriggle that you make when you and a friend hold opposite ends of a rope and one of you shakes it up and down.)
    Generate and observe each type of wave using the simulator below.
    When an earthquake occurs, both P waves and S waves propagate through Earth. Both types of waves may undergo reflection and refraction at the boundaries of layers that have different densities. Both waves also refract (or bend) as they travel through Earth; this is due to the increase in density with depth.
    In general, P waves move faster than S waves. Another difference between the two is that pressure (compression) waves can travel through either solid or liquid material, whereas shear waves cannot propagate through liquids.
    Seismograms are collected from all over the world when earthquakes occur. They allow us to study whether or not both types of waves have been detected. They also reveal the relative arrival times of the two types.
  • The interior of Earth is divided into four concentric layers: the crustThe outermost solid shell of a rocky planet or planetoid, the mantleThe layer of dense rock and metal oxides that lies between the molten core and the surface of Earth, the outer (or liquid) coreThe fluid layer of dense metals inside Earth, below the mantle and above the solid core, and inner (or solid) coreSolid metallic material at the very center of Earth.
    From P and S wave measurements and other data, seismologists can identify four distinct regions of Earth's interior. From the center outward, they are:
    • Solid (Inner) Core: a hot region, largely composed of nickel and iron, that extends from the center of Earth to a radius of about 1,200 km.
    • Liquid (Outer) Core: a liquid nickel- and iron-rich region that extends from a radius of 1,200 km to about 3,500 km.
    • Mantle: a lower-temperature region primarily composed of silicates, which are less dense than nickel and iron. The mantle extends halfway through Earth, almost to Earth's surface.
    • Crust: the brittle, low-density outer layer of Earth, 20 to 70 km thick (depending on location). The crust also is composed mainly of silicates.
    Region Percent Mass Temperature Density
    Crust 0.5% 500 K 2.5 g/cm3
    Mantle 67.0% 3,000 K 4.5 g/cm3
    Outer Core 30.8% 5,200 K 10.9 g/cm3
    Inner Core 1.7% 5,700 K 12.9 g/cm3
    Four layers of Earth are shown as concentric filled circles. From outside in the layers are:
    1. crust,
    2. mantle,
    3. outer core,
    4. and inner core.
  • This simulation allows you to measure seismic waves on an unexplored planet in order to determine the structure of the interior.
    To use it, click on each of the three probes and place them at different distances from the "top" of the planet. Note that a vertical bar appears on the graph whenever you move one of the probes. This shows how far the probe lies from the planet's "north pole," in units of degrees of arc (180° is the "south pole" at the "bottom" of the globe).
    Next, click the Make Waves button to create a burst of seismic waves from the top of the planet.
    As the probes detect the S waves from this burst, their arrival times will appear as functions of delta, the angular distance from the pole.
    Move the probes to three new delta values and repeat the process. Do this a few more times, until you have probed at least 12 different positions ranging from delta = 0 to delta = 180.
    If no data point appears at a delta value where a probe is located, that doesn't necessarily mean you've made an error. Rather, the seismic wave may have failed to reach that position. (Based on what you read under the heading Seismic Waves above, can you guess why?)
    Once you have completed the graph, click on the Next Page button (→) to interpret your data. Instructions continue below.
    Once you have turned to Page 2 of the Unknown Planet Interior activity, note the Core Radius and S Wave Velocity sliders; your data (+ symbols); and a red line, tilting upward—the predictions of a mathematical model for wave propagation through the unknown planet.
    Adjust the Core Radius slider until you mark off the area where you were unable to detect seismic waves. The existence of this shadow zone implies that a liquid core exists at the center of the planet, and the size of this zone determines the radius of this fluid zone.
    Now adjust the S Wave Velocity slider until the red curve lies as close as possible to your data points. The S wave velocity that gives the best fit is your measurement of the wave speed within the planet's solid portion. Wave speeds can help planetary geologists determine the density of the solid material.
    (a)
    The Core Radius that best fits my data is km.
    (b)
    The S Wave Velocity that best fits my data is km/s.
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10. –/6 points SeedsHorizons14 VAL.4.002. My Notes
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Each Virtual Astronomy Laboratory (VAL) is presented in a modular format, containing individual auto-graded segments that can be combined in different ways to create a more-tailored pedagogical experience. Many items provide scaffolding to build skills and confidence in the use of simple algebra, geometry, and proportional reasoning to solve astronomy problems.

The Earth's Magnetic Field

The photo below shows an auroral display seen from Landmannarlaugar, Iceland. Many aurora-seekers travel to Iceland because the island nation is so close to the Earth's north magnetic pole. Magnetic-field lines converge there, concentrating the flow of charged particles and boosting the odds of seeing the Northern Lights.
But that's not the only benefit of Earth having a strong, well-ordered magnetic field. Because magnetic fields exert forces upon moving charges, we on Earth are largely shielded from the solar wind—especially intense during solar storms—and from rare but high-powered cosmic rays: atomic nuclei hurtling across space from sources such as supernova explosions and black holes. This shielding greatly reduces the risks of radiation damage and mutation in terrestrial life forms.
In this section we'll learn about the forces that allow magnetic fields to shape the aurorae while shielding the Earth from hazardous particles.
A photograph of an auroral display seen from Landmannarlaugar, Iceland.
  • The Earth's magnetic field exerts forces on moving charged particles, and this shields nearly all of the Earth's surface from the solar wind and from cosmic rays.
    The Earth has a powerful magnetic field because currents of iron-nickel alloy are circulating in its liquid core. When the electrically charged particles of the solar wind encounter the Earth's magnetic field, they experience a force called the Lorentz force.
    In a nutshell, charged particles in a magnetic field experience a force that is perpendicular to both the direction of the field and the direction of the particles' motion.
    The strength of the force depends on the amount of electric charge, how fast the charges are moving, and the strength of the magnetic field. Particles that have no charge do not experience this force. Nor do particles that are stationary, regardless of whether or not they are charged.
    The following activity allows us to explore the nature of this unusual but essential force—a force that operates in toys, cars, power tools, and anything else with an electric motor.
    An illustration of the magnetic field of the Earth. Field lines emanate from the south magnetic pole and converge at the north magnetic pole.
    This conceptual illustration shows selected magnetic-field lines emanating from one magnetic pole and converging on the other. This dipole field pattern is similar to that of a simple bar magnet.

  • Magnetic Forces

    The Magnetic Forces simulation allows us to explore the effects that magnetic fields have on moving charged particles. Note that you can change the direction of the magnetic field and the type of particles entering the magnetized region, both by using radio buttons near the bottom of the frame. in addition, sliders allow you to modify the magnetic field strength and the particle energy (related to speed). Note that you can adjust the sliders by using your keyboard's left and right arrow keys, but first you must click on the dot at the end of the slider you wish to manipulate.
    Take a minute to familiarize yourself with the functions of the simulation. Then conduct the exercises that appear below.
    Use the Magnetic Force simulation to complete the table below. For Particle Deflection Direction, indicate whether the particles move left, right, or neither (undeflected). Feel free to adjust the magnetic field strength or particle energy to make the effects easier to study. (For example, electrons feel magnetic forces much more strongly than do protons, since they have equal amounts of charge—sign aside—but very different masses.)
    Particle Type Magnetic Field
    Direction     		Particle Deflection
    Direction
    Protons Into Screen
    Out of Screen
    Electrons Into Screen
    Out of Screen
    Neutrons Into Screen
    Out of Screen
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