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| Paper: |
A College-Level Inquiry-Based Laboratory Activity on Transiting Planets |
| Volume: |
436, Learning from Inquiry In Practice |
| Page: |
97 |
| Authors: |
McConnell, N. J.; Medling, A. M.; Strubbe, L. E.; Moth, P.; Montgomery, R. M.; Raschke, L. M.; Hunter, L.; Goza, B. K. |
| Abstract: |
We have designed an inquiry-based laboratory activity on transiting
extrasolar planets for an introductory college-level astronomy
class. The activity was designed with the intent of simultaneously
teaching science process skills and factual content about transits
and light curves. In the activity, groups of two to four students
each formulate a specific science question and design and carry out
an investigation using a table-top model of a star and orbiting
planet. Each group then presents their findings to other students
in their class. In a final presentation, the instructors integrate
students' findings with a summary of how measured light curves
indicate properties of planetary systems. The activity debuted at
Hartnell College in November 2009 and has also been adapted for a
lecture-based astronomy course at U.C. Santa Cruz. We present the
results of student surveys before and after the astronomy course at
Hartnell and discuss how well our activity promotes students'
confidence and identity as scientists, relative to traditional lab
activities. |
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