Science is based on observation. A theory must explain all observable facts or it must be discarded. The scientific method does not allow to pick your facts or discard observational data so that the remainder suit your theories. Honesty is of paramount importance for scientific work. A theory is useless unless it has observable (measurable) consequences.
To orient ourselves in the sky we need to know what the celestial poles are, what the ecliptic and the celestial equator are, what the solstices are, and how all these are related to each other and the seasons that govern our lives. We need to understand the reason for the difference between the length of a solar and a sidereal day, and why a large part of the constellations we see in the winter night sky are different from the constellations we see in the summer night sky. Why is the analemma a figure eight rather than a straight line up and down? What does this have to do with Kepler's second law? The last thing you need to remember about the Earth's motion around the sun is that the axis of Earth's daily rotation precesses and what causes this precession.
Remember time zones and their relation to angular measures as a practical consequence of Earth's daily rotation. Make sure you understand why there are leap years inserted into our calendar.
Why are there annular solar eclipses? What does it take to have a solar or a lunar eclipse? What is the difference between total and partial eclipses? What do Apogee and Perigee mean? Why does the moon appear red during a total lunar eclipse?
Revisit the use of light as a meter stick in form of the light year [ly], and check my homework solutions to make sure you understand logarithmic scales.
We talked about the motion of the planets in the night sky: What is the difference between inferior and superior planets? How (and why) does the brightness of the planets change during retrograde motion?
Which scientific argument prevented Aristotle from accepting a heliocentric model of the solar system? And which persistent prejudice prevented Copernicus from using ellipses to explain planetary motion?
Whose measurements did Kepler use to extract his laws of planetary motion? Where these measurements made with a telescope? What did Galileo find when for the first time he used a telescope to look at astronomical objects? Which planet provided clear evidence that it circled around the sun through its moon-like phases?
Please review what I said about acceleration before moving on from Kepler's laws to Newton's laws and Newton's theory of gravitation. Of course I will expect you to know each of the sets of three laws. I will also expect you to know that gravity depends inversely on the square of the distance between two objects, that it affects all objects (in fact all energy), and that it is proportional to the masses of the two objects that are exerting the force on each other. Newton's findings and Kepler's findings: which of the two sets of findings explains the other? Try to remember some examples for Newton's laws at work. Please be careful: The constant c that I used when talking about Kepler's luck is not the speed of light! In the Kepler context c has the units of (time-unit)squared over (distance unit)cubed - which is not the unit of a velocity!
Newton's laws and gravity not only describe the motion of planets and moons, but also that of satellites and asteroids. Please review the geostationary orbit and think about the question why a geostationary orbit is not very useful for communication or spying around the polar regions of our planet.
When astronomers talk about radiation: Which kind of radiation do they normally mean? Remind yourself how even in a surface wave on water no material (water) travels any noticeable distance. The medium oscillates in place, and that oscillation travels from one water column to the next.
Review how energy, wavelength, frequency and the speed of light in vacuum are connected. The amplitude is related to the intensity of an electromagnetic wave, and is not a fundamental property of electromagnetic waves. It can be added to or subtracted from easily; make sure you understand how that explains the wave phenomenon of interference.
What technical means do we employ to break a spectrum into its component wavelengths?
Know the relative order in wavelength, frequency, and energy of Radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma radiation. Remember a typical application for each wavelength range: radio and microwave transmit information, infrared transmits heat, visible is used in lighting applications like headlights for cars or the optical transmission of information in optical fibers, ultraviolet can be used to sterilize e.g. water, x-rays to image your bones, and gamma rays to treat cancer.
Blackbody radiation is a fundamental physics phenomenon associated with thermal motion in any dense substance - heat. How is the wavelength of peak emission related to the temperature? Blackbody radiation has a continuous spectrum and the energy it radiates off the emitting hot object grows with the fourth power of the hot objects temperature. (Any object that has any thermal motion is "hot" in this sense, even liquid nitrogen!). In what sense is our eyesight optimally adopted to the temperature of the sun? What do Wien's and Stefan's law respectively have to say about blackbody radiation?
Atomic (and molecular) spectra: Quantization of energy levels in atoms and molecules is the key to understanding emission and absorption spectra. Why do emission and absorption spectra contain the same lines? We also need to understand that electromagnetic waves are quantized: They are made from photons. Review how the energy of a photon is related to its wavelength and frequency, and be sure to understand how that translates into the observed line spectra.
In which sense are the emission/absorption spectra the "fingerprint" of an element (atom), ion, or molecule?
How does the interplay between broad emission spectra like blackbody radiation and quantum effects like the characteristic absorption/emission energies of atoms, molecules, and ions give us absorption spectra? When would we see an emission spectrum instead of an absorption spectrum?
Doppler shift (in the book this is part of Chapter 3!): How do Doppler shifts affect emission lines? What can we learn from the shift of the centers of a set of lines? Could we be as certain about our result if we observed the shift of just one single spectral line? How do we know what the original wavelength of the line we are observing was? Do Doppler shifts also affect the width of an emission line? Can we learn about rotation and/or temperature from the width of emission and absorption lines?