We present a public, open-source relational database (we name kaepora) containing a sample of 4975 spectra of 777 Type Ia supernovae (SNe Ia). Since we draw from many sources, we significantly improve the spectra by inspecting these data for quality, removing galactic emission lines and cosmic rays, generating variance spectra, and correcting for the reddening caused by both MW and host-galaxy dust. With our database, we organize this homogenized dataset by 56 unique categories of SN-specific and spectrum-specific metadata. With kaepora, we produce composite spectra of subpopulations of SNe Ia and examine how spectral features correlate with various SN properties. These composite spectra reproduce known correlations with phase, lightcurve shape, and host-galaxy morphology. With our large dataset, we are also able to generate fine-grained composite spectra simultaneously over both phase and lightcurve shape. The color evolution of our composite spectra is consistent with other SN Ia template spectra, and the spectral properties of our composite spectra are in rough agreement with these template spectra with some subtle differences. We investigate the spectral differences of SNe Ia that occur in galaxies with varying morphologies. Controlling for light-curve shape, which is highly correlated with host-galaxy morphology, we find that SNe Ia residing in late-type and early-type galaxies have similar spectral properties at multiple epochs. However for SNe Ia in these different environments, their spectra appear to have Ca II near-infrared triplet features that have slightly different strengths. Although this is apparent in the composite spectra and there is some difference in the populations as seen by individual spectra, this difference is not large enough to indicate differences in the underlying populations. All individual spectra and metadata are available in our open-source database kaepora along with the tools developed for this investigation to facilitate future investigations of SN Ia properties.

As astronomers further develop an understanding of the fate of the Universe, it is essential to study students' ideas on the fate of the Universe so that instructors can communicate the field's current status more effectively. In this study, we examine undergraduate students' preinstruction ideas of the fate of the Universe in ten semester-long introductory astronomy course sections (ASTRO 101) at three institutions. We also examine students' postinstruction ideas about the fate of the Universe in ASTRO 101 over five semester-long course sections at one institution. The data include precourse surveys given during the first week of instruction (N ¼ 264), postinstruction exam questions (N ¼ 59), and interviews. We find that, preinstruction, more than a quarter of ASTRO 101 students either do not respond or respond with "I don't know" when asked what the long-term fate of the Universe is. We also find that, though the term was not necessarily used, students tend to describe a "big chill" scenario in the preinstruction surveys, among a wide variety of other scenarios. A fraction of students describe the fate of smaller-scale systems, possibly due to confusion of the hierarchical nature of structure in the Universe. Preinstruction, students mention the Universe's expansion when describing how astronomers know the fate of the Universe but do not discuss how we know the Universe is expanding or the relationship between expansion and the fate of the Universe. Postinstruction, students' responses shift toward greater degrees of completeness and correctness.

[This paper is part of the Focused Collection on Astronomy Education Research.] As part of a larger project studying undergraduate students' understanding of cosmology, we explored students' ideas about the curvature of the Universe. We investigated preinstruction ideas held by introductory astronomy (ASTRO 101) students at three participating universities and postinstruction ideas at one. Through thematic analysis of responses to questions on three survey forms and preinstruction interviews, we found that prior to instruction a significant fraction of students said the Universe is round. Students' reasoning for this included that the Universe contains round objects, therefore it must also be round, or an incorrect idea that the big bang theory describes an explosion from a central point. We also found that a majority of students think that astronomers use the term curvature to describe properties, such as dimensions, angles, or size, of the Universe or objects in the Universe, or that astronomers use the term curvature to describe the bending of space due to gravity. Students are skeptical that the curvature of the Universe can be measured, to a greater or lesser degree depending on question framing. Postinstruction responses to a multiple-choice exam question and interviews at one university indicate that students are more likely to correctly respond that the Universe as a whole is not curved postinstruction, though the idea that the Universe is round still persists for some students. While we see no evidence that priming with an elliptical or rectangular map of the cosmic microwave background on a postinstruction exam affects responses, students do cite visualizations such as diagrams among the reasons for their responses in preinstruction surveys.