Free Course Image Introduction to Astronomy - Solar System, Stars and Cosmology

Free online courseIntroduction to Astronomy - Solar System, Stars and Cosmology

Duration of the online course: 25 hours and 55 minutes

New

Free OpenStax astronomy course covering the Solar System, stars, galaxies, cosmology, telescopes, exoplanets, and astrobiology.

In this free course, learn about

  • Foundations of Astronomy and the Universe
  • The Sky, History of Astronomy, and Scientific Claims
  • Gravity and Orbits
  • Earth–Moon–Sun Motions: Seasons, Time, Tides, and Eclipses
  • Light, Spectra, and the Doppler Effect
  • Telescopes and Astronomical Instruments
  • Solar System Overview and Formation
  • Earth as a Planet: Interior, Atmosphere, Climate, and Impacts
  • The Moon and Mercury
  • Venus and Mars
  • The Giant Planets and Their Atmospheres
  • Moons, Dwarf Planets, and Rings
  • Small Bodies: Asteroids, Comets, and the Kuiper Belt
  • Meteors, Solar System Origins, and Exoplanets
  • The Sun: Structure, Activity, and Energy
  • Stellar Properties, Binaries, and the H–R Diagram
  • Measuring Stellar Distances
  • Interstellar Medium and Cosmic Matter Cycles
  • Star Formation and Planet Formation in Context
  • Stellar Evolution Beyond the Main Sequence
  • Stellar Death, Supernovae, and Compact Objects
  • Relativity, Black Holes, and Gravitational Waves
  • The Milky Way: Structure, Populations, and Dark Matter Evidence
  • Galaxies and the Expanding Universe
  • Active Galaxies and Supermassive Black Holes
  • Cosmology: Structure Formation, Dark Matter, and Dark Energy
  • Astrobiology and the Search for Life

Course Description

Introduction to Astronomy - Solar System, Stars and Cosmology is a free online course from OpenStax that builds a clear, science-based understanding of the universe, from what we see in the night sky to the deepest questions of cosmology. It starts with the foundations of scientific thinking in astronomy, including scales and measurement, numbers, and how light and time shape our view of distant objects.

You will develop practical sky-knowledge through core concepts such as the celestial sphere, coordinate systems, seasons, calendars, lunar phases, tides, and eclipses, while also exploring how astronomy grew from ancient observations to modern methods. The course then strengthens your grasp of orbital motion and the physical laws that govern planetary and satellite trajectories.

A major focus is learning how astronomers extract information from light. You will cover electromagnetic radiation, spectra, atomic structure and spectral lines, and the Doppler effect, then connect those ideas to the tools used in real observations, including optical, radio, and space telescopes and modern detectors.

From there, the course surveys the Solar System in depth: planet types, formation and dating of solar system objects, Earths interior and atmosphere, climate change and impacts, the Moon and its origin, terrestrial planets, giant planets and their moons, rings, dwarf planets, asteroids, comets, meteors, the Kuiper Belt, and the discovery of exoplanets.

It continues outward into stellar astronomy and astrophysics, covering the Sun, solar activity and space weather, stellar brightness and spectra, the H R diagram, distance methods like parallax and standard candles, the interstellar medium, star formation, and the full arc of stellar evolution through supernovae, neutron stars, and compact binaries. You will also engage with relativity, black holes, and gravitational waves, then move to galaxies, dark matter, large-scale structure, the expanding universe, the Big Bang, and dark energy. The journey concludes with astrobiology and the scientific search for life beyond Earth.

Course content

  • Video class: Lesson 1 - Lecture 1 - Astronomy and Science - OpenStax 18m
  • Exercise: In scientific thinking, what is the key requirement for a hypothesis or theory to be considered scientific?
  • Video class: Lesson 1 - Lecture 2 - Numbers and Light Travel Time 14m
  • Video class: Lesson 1 - Lecture 3 - A Tour of the Universe 16m
  • Exercise: Which statement best summarizes one main takeaway about the structure of the universe across scales?
  • Video class: Lesson 1 - Lecture 4 - A Century of Astronomy - OpenStax 23m
  • Video class: Lesson 2 - Lecture 1 - The Celestial Sphere - OpenStax 20m
  • Exercise: Which coordinate is measured in hours (0 to 24) to specify an object's east–west position on the celestial sphere?
  • Video class: Lesson 2 - Lecture 2 - Ancient Astronomy - 2021- OpenStax 20m
  • Video class: Lesson 2 - Lecture 3 - Astronomy 15m
  • Exercise: Why are the zodiac constellations significant in astrology?
  • Video class: Lesson 2 - Lecture 4 - The Origin of Modern Astronomy - OpenStax 18m
  • Video class: Lesson 2 - Lecture 5 - The Flat Earth Society - OpenStax 20m
  • Exercise: Why did ancient Greek astronomers argue that Earth must be spherical based on lunar eclipses?
  • Video class: Lesson 3 - Lecture 1 - Understanding Orbits - Tycho 18m
  • Video class: Lesson 3 - Lecture 2 - Understanding Orbits - Newton 19m
  • Exercise: According to Newton’s universal law of gravitation, what happens to the gravitational force between two objects if the distance between them is tripled (masses unchanged)?
  • Video class: Lesson 3 - Lecture 3 - Understanding Orbits - Orbital Motion - OpenStax 16m
  • Video class: Lesson 4 - Lecture 1a - Coordinate Systems - OpenStax 10m
  • Video class: Lesson 4 - Lecture 1b - The Seasons - OpenStax 12m
  • Video class: Lesson 4 - Lecture 2 - Time and the Calendar - 2021 - OpenStax 17m
  • Exercise: Why does Earth have a leap day added almost every four years?
  • Video class: Lesson 4 - Lecture 3 - Phases of the Moon and Tides - OpenStax - OpenStax 19m
  • Video class: Lesson 4 - Lecture 4 - Eclipses - OpenStax - OpenStax 21m
  • Exercise: Why don’t solar and lunar eclipses occur every month, even though there is a new moon and a full moon each month?
  • Video class: Lesson 5 - Lecture 1 - Light and Electromagnetic Radiation - OpenStax - OpenStax 17m
  • Video class: Lesson 5 - Lecture 2 - Types of Spectra - OpenStax - OpenStax 11m
  • Exercise: According to Kirchhoff’s radiation laws, what type of spectrum is produced when light from a continuous source passes through a cooler, diffuse gas?
  • Video class: Lesson 5 - Lecture 3 - Structure of the Atom and Formation of Spectral Lines - OpenStax - OpenStax 12m
  • Video class: Lesson 5 - Lecture 4 - The Doppler Effect - OpenStax - OpenStax 11m
  • Exercise: What does a redshift in an object's spectral lines indicate?
  • Video class: Lesson 6 - Lecture 1 - Optical Telescopes - OpenStax - OpenStax 21m
  • Video class: Lesson 6 - Lecture 2 - Astronomical Detectors - OpenStax - OpenStax 11m
  • Exercise: Why are CCDs considered a major improvement over photographic plates for astronomical imaging?
  • Video class: Lesson 6 - Lecture 3 - Radio Telescopes - 2021- OpenStax 16m
  • Video class: Lesson 6 - Lecture 4 - Space Telescopes - OpenStax - OpenStax 11m
  • Exercise: What is the primary reason astronomers place telescopes in space?
  • Video class: Lesson 6 - Lecture 4 - Space Telescopes - 2021 - OpenStax 12m
  • Video class: Lesson 7 - Lecture 1 - Overview of the Solar System - OpenStax - OpenStax 15m
  • Video class: Lesson 7 - Lecture 2 - Two Types of Planets - OpenStax - OpenStax 11m
  • Exercise: Which statement best explains why Jovian planets became much larger than terrestrial planets?
  • Video class: Lesson 7 - Lecture 3 - Determining Ages of Solar System Objects - OpenStax - OpenStax 14m
  • Video class: Lesson 7 - Lecture 4 - Formation of the Solar System - OpenStax - OpenStax 10m
  • Exercise: Which observation best supports the nebular theory for how the solar system formed?
  • Video class: Lesson 8 - Lecture 1 - Interior Structure of the Earth - OpenStax - OpenStax 14m
  • Video class: Lesson 8 - Lecture 2 - Earth's Surface and Atmosphere - OpenStax - OpenStax 16m
  • Exercise: Which atmospheric layer contains the ozone layer that helps protect Earth from ultraviolet radiation?
  • Video class: Lesson 8 - Lecture 3 - Climate Change - OpenStax - OpenStax 21m
  • Video class: Lesson 8 - Lecture 4 - Large Impacts - OpenStax - OpenStax 10m
  • Exercise: Why does Earth have far fewer visible impact craters than the Moon?
  • Video class: Lesson 9 - Lecture 1 - Structure of the Moon - OpenStax - OpenStax 13m
  • Video class: Lesson 9 - Lecture 2 - Impact Cratering - OpenStax - OpenStax 10m
  • Exercise: Why do most impact craters appear circular, even when the impactor strikes at an angle?
  • Video class: Lesson 9 - Lecture 3 - The Origin of the Moon - OpenStax - OpenStax 07m
  • Video class: Lesson 9 - Lecture 4 - Mercury - OpenStax - OpenStax 10m
  • Exercise: Mercury’s unusual spin–orbit relationship is best described as which resonance?
  • Video class: Lesson 9 - Lecture 5 - Did We Land on the Moon? - OpenStax 19m
  • Video class: Lesson 10 - Lecture 1 - Earthlike Planets - OpenStax - OpenStax 08m
  • Exercise: Why were the famous canals on Mars later concluded to not be real?
  • Video class: Lesson 10 - Lecture 2 - Venus - OpenStax - OpenStax 15m
  • Video class: Lesson 10 - Lecture 3 - Mars: Geology and Atmosphere - OpenStax - OpenStax 15m
  • Exercise: Which statement best describes Mars’s atmosphere?
  • Video class: Lesson 10 - Lecture 4 - Mars: Water and Life - OpenStax - OpenStax 12m
  • Video class: Lesson 11 - Lecture 1 - Overview - The Outer Planets - OpenStax 13m
  • Exercise: Which statement best explains why spacecraft visits to Uranus and Neptune have been rare compared with visits to Venus and Mars?
  • Video class: Lesson 11 - Lecture 2 - Structures of the Outer Planets - OpenStax 14m
  • Video class: Lesson 11 - Lecture 3 - Atmospheres of the Outer Planets - OpenStax 13m
  • Exercise: What causes Uranus and Neptune to appear distinctly blue in color?
  • Video class: Lesson 12 - Lecture 1 - The Large Moons of the Giant Planets - OpenStax 19m
  • Video class: Lesson 12 - Lecture 2 - The Medium Moons of the Giant Planets - OpenStax 14m
  • Exercise: Which statement best describes medium-sized moons in the outer solar system?
  • Video class: Lesson 12 - Lecture 3 - Pluto and the Dwarf Planets - OpenStax 15m
  • Video class: Lesson 12 - Lecture 4 - Planetary Rings - OpenStax 14m
  • Exercise: Which statement best explains how moons influence planetary rings?
  • Video class: Lesson 13 - Lecture 1 - Asteroids - OpenStax 23m
  • Video class: Lesson 13 - Lecture 2 - Comets - OpenStax 16m
  • Exercise: Which statement best describes the two main tails of a typical comet?
  • Video class: Lesson 13 - Lecture 3 - The Kuiper Belt and Arrokoth - 2021- OpenStax 12m
  • Video class: Lesson 14 - Lecture 1 - Meteors 17m
  • Video class: Lesson 14 - Lecture 2 - The Origin of the Solar System - OpenStax 15m
  • Video class: Lesson 14 - Lecture 3 - Extrasolar Planets - OpenStax 13m
  • Exercise: Which statement best describes how the radial velocity method detects an exoplanet?
  • Video class: Lesson 15 - Lecture 1 - Structure of the Sun - OpenStax 14m
  • Video class: Lesson 15 - Lecture 2 - The Solar Cycle - OpenStax 14m
  • Exercise: Why do sunspots appear dark when viewed on the Sun’s photosphere?
  • Video class: Lesson 15 - Lecture 3 - Space Weather - OpenStax 10m
  • Video class: Lesson 16 - Lecture 1 - Solar Energy Generation - OpenStax 17m
  • Exercise: What process currently generates most of the Sun’s energy?
  • Video class: Lesson 16 - Lecture 2 - The Solar Interior: Theory and Observation - OpenStax 15m
  • Video class: Lesson 17 - Lecture 1 - Brightness and Colors of Stars - OpenStax 17m
  • Exercise: In the stellar magnitude system, what does a difference of 5 magnitudes correspond to in brightness?
  • Video class: Lesson 17 - Lecture 2 - The Spectra of Stars - OpenStax 20m
  • Video class: Lesson 18 - Lecture 1 - Determining Masses 17m
  • Exercise: Which type of binary star system is described as the most common and is identified by observing Doppler shifts in spectral lines rather than visually separating two stars?
  • Video class: Lesson 18 - Lecture 2 - The H R Diagram - OpenStax 13m
  • Video class: Lesson 19 - Lecture 1 - Distances - Parallax - OpenStax 14m
  • Exercise: What does 1 parsec mean in terms of stellar parallax?
  • Video class: Lesson 19 - Lecture 2 - Distances - Variable Stars - OpenStax 11m
  • Video class: Lesson 19 - Lecture 3 - Distances - Spectroscopic Parallax - OpenStax 11m
  • Exercise: What information is required to use spectroscopic parallax to determine a star’s distance?
  • Video class: Lesson 20 - Lecture 1 - The Interstellar Medium - OpenStax 18m
  • Video class: Lesson 20 - Lecture 2 - Cosmic Rays - OpenStax 10m
  • Exercise: Why are cosmic rays difficult to trace back to their original source?
  • Video class: Lesson 20 - Lecture 3 - The Cycle of Cosmic Material - OpenStax 11m
  • Video class: Lesson 21 - Lecture 1 - Formation of Stars - OpenStax 14m
  • Video class: Lesson 21 - Lecture 2 - Evidence for Exoplanets - OpenStax 18m
  • Video class: Lesson 21 - Lecture 3 - Changing Perspectives in Planetary Formation - OpenStax 19m
  • Exercise: Why are many detected exoplanets biased toward being large and close to their stars?
  • Video class: Lesson 22 - Lecture 1 - Evolving Off the Main Sequence - OpenStax 09m
  • Video class: Lesson 22 - Lecture 2 - Testing Stellar Evolution Models - OpenStax 13m
  • Exercise: Why are star clusters especially useful as “laboratories” for testing models of stellar evolution?
  • Video class: Lesson 22 - Lecture 3 - Later Stages of Stellar Evolution - OpenStax 13m
  • Video class: Lesson 22 - Lecture 4 - Evolution of High Mass Stars - OpenStax 11m
  • Exercise: Why does the buildup of iron in a high-mass star’s core mark a critical turning point in its evolution?
  • Video class: Lesson 23 - Lecture 1 - Death of Low Mass Stars - OpenStax 12m
  • Video class: Lesson 23 - Lecture 2 - Supernovae - OpenStax 15m
  • Exercise: Why does a massive star’s core collapse and trigger a Type II supernova after iron builds up in the core?
  • Video class: Lesson 23 - Lecture 3 - Neutron Stars 12m
  • Video class: Lesson 23 - Lecture 4 - Compact Stars in Binary Systems - OpenStax 14m
  • Exercise: What best distinguishes a Type I (white dwarf) supernova from a nova in a binary system?
  • Video class: Lesson 24 - Lecture 1 - General Relativity - OpenStax 19m
  • Video class: Lesson 24 - Lecture 2 - Black Holes - OpenStax 19m
  • Exercise: What is the event horizon of a black hole?
  • Video class: Lesson 24 - Lecture 3 - Gravitational Waves - OpenStax 08m
  • Video class: Lesson 24 - Lecture 4 - Special Relativity - OpenStax 17m
  • Exercise: Which statement is a core postulate of special relativity regarding light?
  • Video class: Lesson 25 - Lecture 1 - Structure of the Galaxy - OpenStax 13m
  • Video class: Lesson 25 - Lecture 2 - Weighing the Galaxy and the Galactic Center - OpenStax 13m
  • Exercise: What observation provides strong evidence for a dark matter halo around galaxies?
  • Video class: Lesson 25 - Lecture 3 - Stellar Populations and Formation of the Galaxy - OpenStax 08m
  • Video class: Lesson 26 - Lecture 1 - Galaxy Types - OpenStax 14m
  • Exercise: In the Hubble (tuning fork) classification, what feature distinguishes a barred spiral galaxy from an ordinary spiral galaxy?
  • Video class: Lesson 26 - Lecture 2 - Galaxy Properties and Distances - OpenStax 14m
  • Video class: Lesson 26 - Lecture 3 - The Expanding Universe - OpenStax 14m
  • Exercise: Which statement best describes what is expanding as the universe expands?
  • Video class: Lesson 27 - Lecture 1 - Active Galaxies and Quasars - OpenStax 12m
  • Video class: Lesson 27 - Lecture 2 - Supermassive Black Holes - OpenStax 12m
  • Exercise: What is the primary source of the immense energy output in quasars and other active galactic nuclei?
  • Video class: Lesson 28 - Lecture 1 - Galaxy Evolution and Mergers - OpenStax 11m
  • Video class: Lesson 28 - Lecture 2 - The Distribution of Galaxies - OpenStax 13m
  • Exercise: According to the cosmological principle, on the largest scales the universe is best described as:
  • Video class: Lesson 28 - Lecture 3 - Dark Matter - OpenStax 13m
  • Video class: Lesson 28 - Lecture 4 - Formation of Structure in the Universe - OpenStax 09m
  • Exercise: Why is cold dark matter considered necessary to explain the universe’s large-scale structure (filaments, clusters, and superclusters) within the universe’s age?
  • Video class: Lesson 29 - Lecture 1 - A Model of the Universe - OpenStax 14m
  • Video class: Lesson 29 - Lecture 2 - The Big Bang - OpenStax 19m
  • Exercise: Which elements were formed in significant amounts during Big Bang nucleosynthesis?
  • Video class: Lesson 29 - Lecture 3 - Dark Energy - OpenStax 19m
  • Video class: Lesson 30 - Lecture 1 - Astrobiology - OpenStax 18m
  • Exercise: Why couldn’t the very earliest planets in the universe have been Earth-like?
  • Video class: Lesson 30 - Lecture 2 - Life Beyond Earth - OpenStax 13m
  • Video class: Lesson 30 - Lecture 3 - The Search for Extraterrestrial Intelligence - OpenStax 18m
  • Exercise: In SETI searches, what is the waterhole in the radio spectrum?

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