Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
COURSE:
Preliminary Physics
MODULE:
8.5
Page 1
The Cosmic Engine
SUGGESTED TIME: 28 indicative hours.
CONTEXTUAL OUTLINE
The Universe began with a singularity in space-time. After the initial explosion, the Universe started to expand, cool and condense, forming matter. As part of
this ongoing process the Sun and the Solar System were formed over 4x109 years ago from a gas cloud which resulted from a supernova explosion. The
condensing gas and dust that formed the Sun and the planets contained all its original elements. The planets were formed when matter came together under the
influence of gravity.
This module increases students’ understanding of the history of physics, implications of physics for society and the environment and current issues, research and
developments in physics.
Assumed Knowledge
Domain: knowledge and understanding:
Refer to the Science Stages 4–5 Syllabus for the following:
5.6.5a identify that energy may be released from the nuclei of atoms
5.7.1a describe the features and location of protons, neutrons and electrons in the atom
5.9.1a discuss current scientific thinking about the origin of the Universe
5.9.1c describe some of the difficulties in obtaining information about the Universe
5.9.3a relate some major features of the Universe to theories about the formation of the Universe
5.9.3b describe some changes that are likely to take place during the life of a star.
Outcomes
P1
P4
P5
P6
P7
P9
P10
P11
P12
P13
P14
P15
P16
outlines the historical development of major principles, concepts and ideas in physics
describes applications of physics which affect society or the environment
describes the scientific principles employed in particular areas of physics research
describes the forces acting on an object which cause changes in its motion
describes the effects of energy transfers and energy transformations
describes the relationship between force and potential energy in fields
describes theories and models in relation to the origins of matter and relates these to the forces involved
justifies the appropriateness of a particular investigation plan
evaluates ways in which accuracy and reliability could be improved in investigations
uses terminology and reporting styles appropriately and successfully to communicate information and understanding
assesses the validity of conclusions from gathered data and information
explains why an investigation is best undertaken individually or by a team
justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for
critical evaluation of the consequences of the applications of science
Sense of the Sacred
Students will gain an appreciation of the grandeur of the universe and observe God’s creation with awe and wonder.
Glossary
Absorption
Accretion
Astrophysics
Black Body radiation
Complexity
Field
Force
Fusion
Galaxy
Geophysics
Globular cluster
Gravity
Hertzsprung-Russell diagram
Ionising radiation
Main sequence (star)
Neutron star
Open star
Ozone layer
Penetration
Quanta
Quarks
Red giant
Relativity
Satellite
Star
Sub-atomic
Sunspot
Solar wind
Time dilation
Universe
Van Allen (radiation) belt
Variable star
White dwarf
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Page 3
UNIVERSE
Concept Map
Current
Model
Historical
Models
Accretion of
galaxies and
Stars
Fusion
Reactions
Emissions
from nuclei
Expansion
Radiation
to Matter
Life-Span
Explosions
(supernovas))
Life-Span
Radioactive
Behaviour
Varieties
of Star
Groups
Origin
Brightness
and
Luminosity
Concept Map (Cont’d)
SOLAR
SYSTEM
Development
and Current
Structure
Newton's Law
of
Gravitation
Sun
Sun
Spots
Emissions
Kepler's
3rd Law
Earth
Solar
Winds
Atmosphere
Black
Bodies
Magnetic Fields
and
Van Allen Belts
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Page 5
OUTCOMES / ASSESSMENT OPPORTUNITIES
Outcomes about which
information is being
gathered
H13
H14
H12
H14
H12
Skill outcomes
11.1b
12.3d
13.1a,d
14.1e
12.3 a,d
14.1a
12.4b
A Range of possible diagnostic and/or formative assessment tasks
Generally: Pretest or concept map developed to ascertain prior knowledge
Focus area 1
Research on the contribution of a scientist to the development of our cosmological
model.
Focus area 2
During class time extract information from articles(s) provided to student to discuss
an issue or compare situations related to, e.g., applications of spectroscopy, etc.
Traditional pen and paper test on whole section or part thereof.
Computer simulation of, e.g. black body radiation, analysed as a second hand data
situation and using new data for students.
MODULE REFERENCES
REFERENCES
T1
T2
T3
T4
T5
T6
T7
T8
T9
T10
T11
T12
T13
T14
T15
T16
T17
Excel HSC Physics Warren pp.
Bhathal, R; Astronomy for the Higher School Certificate 1993 Kangaroo Press ISBN 0 86417 510 8
Bunn, DJ; Physics For A Modern World 1990 Jacaranda Press ISBN O 7016 2602 X
Coles, P (Ed); The Icon Critical Dictionary of the New Cosmology 1998 Icon Books ISBN 1 874166 64 1
Cram, LE and Varvel DA (Ed); Carbon Element of Energy and Life 1993 Science Foundation for Physics, University of Sydney ISBN 0 9599471 1 6
Kaler, JB; Stars 1992 Scientific American Library ISBN 0 7167 5033 3
Kutter, GS; The Universe and Life, 1987 Jones and Bartlett ISBN 0 86720 033 2
Lederman, LM and Schramm, DN; From Quarks to the Cosmos 1995 Scientific American Library ISBN 0 7167 6012 6
Lunine, JI; Earth Evolution of a Habitable World 1999 Cambridge University Press ISBN 0 521 64423 2
McNamara, Burnham, Bridges and French; Investigating Astronomy; Model Building and Critical Thinking 1997 Mosby ISBN 0 8151 4337 0
Milner, B; Cosmology 1995 Cambridge University Press ISBN 0 521 42162 4
Playoust, DF and Shanny, GR; Astronomy; An introduction to Stellar Astronomy 1991 Jacaranda Press ISBN 0 7016 2929 0
Trefil, J and Hazen, RM; The Sciences; An Integrated Approach 1998 John Wiley & Sons ISBN 0 471 16117 9
Waxman, J; A Workbook for Astronomy 1984 Cambridge University Press ISBN 0 521 25312 8
Wyatt, P; Astronomy for the Southern Hemisphere 1996 Cambridge University Press ISBN 0 521 43999 X
Zeilik, M; Interactive Lesson Guide for Astronomy The Learning Zone TLZInc@aol.com
Zeilik, M and Smith, E; Introductory Astronomy and Astrophysics 1987 CBS College Publishing ISBN 0 03 004499 5
Useful Programs
P1
P2
P3
P4
Redshift 3 from Maris Software (CD-Rom) contains some useful images and animated movie segments outlining many of the concepts in this module.
Also acts as a planetarium and has a dictionary of astronomy.
Skymap Pro www.skymap.com An excellent planetarium program.
Hertzsprung Russell Diagram (HRCAL22) http://esca.atomki.hu/paradise/sac/educult.html is an interactive HR diagram with good data sets.
Jovian Satellites Simulator (JUPSAT40) http://esca.atomki.hu/paradise/sac/educult.html is a good demonstration.
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Page 7
Websites
W1
W2
W3
W4
W5
W6
W7
W8
W9
W10
W11
W12
W13
W14
W15
W16
W17
W18
W19
http://230nsc1.phy-astr.gsu.edu/hbase/hframe.html Hyperphysics Concepts page on Astronomy. Excellent.
http://btc.montana.edu/ceres/html/uni1.html (CERES: The Expanding Universe ) this NASA site provides a sequence of pages on the Big Bang model,
including experimental evidence
http://es.rice.edu/ES/humsoc/Galileo//Things/copernican_system.html as above but with details on the Copernican system
http://es.rice.edu/ES/humsoc/Galileo//Things/ptolemaic_system.html is part of the very impressive Galilieo Project site, a repository for all things
concerning Galileo's astronomy, physics and life. This particular page provides details about the Ptolemaic system
http://javalab.uoregon.edu/dcaley/kepler/Kepler.html is a useful Java applet that allows students to model the effect of varying distance on two planets
orbiting a star
http://jersey.uoregon.edu/vlab/InverseSquare/index.html is an excellent Java applet allowing students to generate data and graphs to examine the inverse
square law for light
http://jersey.uoregon.edu/vlab/PlankRadiationFormula/index.html this applet provides black body curves for different temperatures and allows students
to measure peak wavelength and compare intensities
http://jersey.uoregon.edu/vlab/Spectra/index.html an online applet source of intensity spectra for most stellar classes, allowing multiple spectra to be
compared
http://particleadventure.org/index.html (The Particle Physics Adventure )provides students with different pathways to build up a conceptual
understanding of the basic constituents and forces of the universe. Site also provides many worthwhile links to other sites
http://science.uniserve.edu.au/school/curric/stage6/phys/cosmeng.html Uniserve site for this topic.
http://spaceboy.nasda.go.jp/note/kagaku/e/kag110_friedmann_e.html provides a concise summary of Alexander Friedmann's life and contributions to
cosmology
http://www.anu.edu.au/Physics/nineplanets/earth.html covers the Earth in detail, including atmospheric composition. Part of the extensive Nine Planets
website mirrored at ANU
http://www.damtp.cam.ac.uk/user/gr/public/bb_home.html (Cambridge Cosmology HOT BIG BANG ) contains information on the relationship between
particle physics and the Big Bang
http://www.discovery.com/cams/sun/sun.html (SunCam); provides continually updated images of the Sun in UV, doppler and corona modes, allowing
students to see sunspots and trace over several days.
http://www.geocities.com/CapeCanaveral/Hall/4180/astro/H-R_Lab.html (Hertzsprung-Russell Diagram) provides online data for a lab exercise to plot
H-R diagrams using Excel
http://www.ips.gov.au/papers/richard/effects01.html covers the diverse effects of solar storms and is but one page on the excellent site maintained by the
Ionospheric Prediction Service
http://www.uic.com.au/ provides a wealth of information on fission and uranium mining from an industry perspective
http://www.uit.no/npt/nordlyset/waynorth/00-innhdd.en.html gives details on aurora and the solar wind
http://zebu.uoregon.edu/nsf/hub.html is a Java applet and instructions that allows students to take spectra and galaxy dimensions to simulate Hubble's
Law
Videos
V1
V2
V3
V4
Universe: The Infinite Frontier is shown on ABC TV as part of the Open Learning scheme as Astronomy. The series includes relevant specific 30 min
episodes on; The Big Bang, The Origin of the Solar System, Planet Earth, The Sun and several on stellar formation and evolution.
The Mechanical Universe series #3 Kepler's Laws (this series often shown on ABC TV as part of the educational programming).
The Planets series - Episode 5 - Star - available from the ABC shop (http://abc.net.au ) provides excellent coverage of Sun-Earth interactions
Stephen Hawking's Universe - Eps 1 Seeing is Believing covers cosmology from earliest times through Greek astronomers up to work by Edwin Hubble.
Eps 2 In the Beginning provides an overview of 20th Century cosmology including Big Bang/Steady State and Cosmic Microwave Background
Radiation. Available from ABC shop (http://abc.net.au )
Journals / Articles
J1
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Outcomes
P1 outlines the historical
development of major principles,
concepts and ideas in physics
P4 describes applications of
physics which affect society or the
environment
P5 describes the scientific
principles employed in particular
areas of physics research
P10 describes theories and
models in relation to the origins
of matter and relates these to the
forces involved
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.3a, b, d)
P14 draws valid conclusions from
gathered data and information
(P14.3a, b, c, d)
1
Students Learn About / Learn To:
1. Our Sun is just one star in the galaxy and ours is just one
galaxy in the universe
 outline the historical development of models of the
universe from Aristotle to Newton
 identify data sources, gather, process and analyse
information to assess one of the models of the Universe
developed from the time of Aristotle to the time of Newton to
identify limitations on the development of each model by the
technology available at the time by
o
accessing information from a range of resources,
including popular scientific journals, digital technologies
and the Internet (12.3a)
o extracting information from numerical data in graphs
and tables as well as written and spoken material in all
its forms (12.3c)
o summarising and collating information from a range of
resources (12.3d)
o identifying practising male and female Australian
scientists, and the areas in which they are currently
working and in formation about their research (12.3e)
o identify and apply appropriate mathematical formulae
and concepts (12.4b)
o evaluate the validity of first-hand and secondary
information and data in relation to the area of
investigation (12.4d)
o assess the reliability of first-hand and secondary
information and data by considering information from
various sources (12.4e)
o assess the accuracy of scientific information presented
in mass media by comparison with similar information
presented in scientific journals (12.4f
o selecting and using appropriate methods to
acknowledge sources of information (13.1c)
http://es.rice.edu/ES/humsoc/Galileo//Things/ptolemaic_system.html
http://es.rice.edu/ES/humsoc/Galileo//Things/copernican_system.html
3
Stephen Hawking's Universe Eps 1 Seeing is Believing and Eps 2 In the Beginning
2
Page 9
Reg
Teaching / Learning Strategies
Suggested Time: 2 hours
 Working alone or in small groups, students use library
resources to research and summarise the work of one or
more of the following: Aristotle, Ptolemy,
Copernicus,Tycho Brahe, Johannes Kepler, Galileo, Isaac
Newton (G & T, lit, ESL)
 Class discussion to pool information about the scientists
listed above
 Evaluate the model of the universe proposed by each
scientist chronologically and trace the development of our
understanding of the universe in the light of new evidence
or ideas. (lit, ESL)
 Build up class summary of two main early theories of the
universe ie geocentric model1 (Ptolemy, Aristotle, Brahe)
and heliocentric model2 (Copernicus, Kepler, Galileo,
Newton)

View a video and take notes summarising the historical
development of cosmology3
Key – Policy implementation
SOS – Sense of the Sacred
GT – Gifted and Talented
ab – aboriginality
tech – technology
ESL – English as a Second Language
lit - Literacy
ns – non-sexist
SE – Special Education
num - Numeracy
Resources
Outcomes
P1 outlines the historical
development of major principles,
concepts and ideas in physics
P4 describes applications of
physics which affect society or the
environment
P5 describes the scientific
principles employed in particular
areas of physics research
P9 describes the relationship
between force and potential
energy in fields
P10 describes theories and
models in relation to the origins
of matter and relates these to the
forces involved
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.3a-c)
P14 draws valid conclusions from
gathered data and information
(P14.1a-d; P14.3a, b, c)
1
Students Learn About / Learn To:
2. The first minutes of the universe released energy which
changed to matter, forming stars and galaxies
 outline the discovery of the expansion of the universe by
Hubble, following its earlier prediction by Friedmann
 identify data sources and gather secondary information to
describe the probable origins of the Universe by
o
accessing information from a range of resources,
including popular scientific journals, digital technologies
and the Internet (12.3a)
o extracting information from numerical data in graphs
and tables as well as written and spoken material in all
its forms (12.3c)
o summarising and collating information from a range of
resources (12.3d)
o identifying practising male and female Australian
scientists, and the areas in which they are currently
working and in formation about their research (12.3e)
Alexander Friedmann http://spaceboy.nasda.go.jp/note/kagaku/e/kag110_friedmann_e.html
A Workbook for Astronomy, Jerry Waxman, CUP, 1984, p290-99
3
Hubble Law Java Applet http://zebu.uoregon.edu/nsf/hub.html
4
CERES: The Expanding Universe http://btc.montana.edu/ceres/html/uni1.html
2
Reg
Teaching / Learning Strategies
Suggested Time: 2 hours
 Using supplied references, outline the features of the
modern model of the universe mentioning the work of
Hubble and the expansion of the universe (KV, G & T, lit,
ESL)
 through class discussion, generate a list of scientific
models for the origin of the universe
 construct a timeline of cosmological discoveries from
1900-1930s including work of Friedmann1 and Hubble
from sources provided by the teacher
 using supplied data2 or computer simulation3, reproduce
Hubble's interpretation of galactic redshifts, discovering
the expansion of the universe as predicted by Friedmann
(G & T, lit, tech)
 outline the key areas of experimental and observational
evidence upon which the Big Bang model is now based4 in
the form of a written summary (KV, G & T, lit, ESL)
Resources
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Outcomes
Students Learn About / Learn To:
P4 describes applications of
physics which affect society or the
environment
P5 describes the scientific
principles employed in particular
areas of physics research
P9 describes the relationship
between force and potential
energy in fields
P10 describes theories and
models in relation to the origins
of matter and relates these to the
forces involved
1
Page 11
 describe the transformation of radiation into matter
which followed the ‘Big Bang’
 identify that Einstein described the equivalence of
energy and mass
 outline how the accretion of galaxies and stars occurred
through:
– expansion and cooling of the Universe
– subsequent loss of particle kinetic energy
– gravitational attraction between particles
– lumpiness of the gas cloud that then allows
gravitational collapse
Cambridge Cosmology HOT BIG BANG http://www.damtp.cam.ac.uk/user/gr/public/bb_home.html
The Universe and Life, G. S. Kutter, Jones and Bartlett, 1987
3
Redshift3 software
2
Reg
Teaching / Learning Strategies
Suggested Time: 2 hours
 through reading appropriate sources or accessing
information from the web1, students are to construct a
timeline or diagram showing the changes in matter and
energy in the universe from the first 10-43s to the
decoupling era (lit)
 through group or class discussion, clarify the difference
between chemical and nuclear reactions in terms of the
relative energies involved
 account for the these differences in terms of Einstein's
work relating mass and energy as equivalent (G & T, num)
 access and analyse web or text2 based information to
develop a written outline of how the structure of the
universe today (emphasis on galaxies) came into being
(KV, G & T, ab, lit)
 teacher demonstration to show the cooling of a gas through
expansion, (ie decrease in pressure VT) with students
then relating this to an expanding universe
 class discussion to identify the roles of kinetic energy and
gravitational attraction in coalescence of particles and the
collapse of dust clouds
 teacher demonstration/simulation to show clumpiness and
attraction of particles using materials in a fluid
 view video sequence or computer animation to show
galaxy formation3
Resources
Outcomes
P9 describes the relationship
between force and potential
energy in fields
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.3a-d)
Students Learn About / Learn To:
3. Stars have a limited life span and may explode to form
supernovas
 gather secondary information to relate brightness of an
object to its luminosity and distance by
o
accessing information from a range of resources,
including popular scientific journals, digital technologies
and the Internet (12.3a)
o extracting information from numerical data in graphs
and tables as well as written and spoken material in all
its forms (12.3c)
o summarising and collating information from a range of
resources (12.3d)
o identifying practising male and female Australian
scientists, and the areas in which they are currently
working and in formation about their research (12.3e)
 solve problems to apply the inverse square law of intensity
of light to relate the brightness of a star to its luminosity and
distance from the observer by
o
identify trends, patterns and relationships as well as
contradictions in data and information (14.1a)
o identify and explain how data supports or refutes an
hypothesis, a prediction or a proposed solution to a
problem (14.1c)
o use models, including mathematical ones, to explain
phenomena and/or make predictions (14.1f)
1
Inverse Square Law http://jersey.uoregon.edu/vlab/InverseSquare/index.html
Reg
Teaching / Learning Strategies
Suggested Time: 2 hours
 carry out a student-planned procedure to obtain data on
brightness of a light source at various distances
 through class discussion of graphed results from above
activity or from other sources1, deduce the inverse square
law of light intensity and apply it in problems (tech, num)
 draw a diagram and use a given definition of luminosity
and surface area of a sphere to relate brightness of a star to
its luminosity and distance
Resources
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Outcomes
Students Learn About / Learn To:
Page 13
P9 describes the relationship
between force and potential
energy in fields
P10 describes theories and
models in relation to the origins
of matter and relates these to the
forces involved
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.1a-c;
12.2a, b; P12.3a-c)
P14 draws valid conclusions from
gathered data and information
(P14.1a-g; P14.2a-c; P14.3a)
 define the relationship between the temperature of a
body and the dominant wavelength of the radiation
emitted from that body
 identify that the surface temperature of a star is related
to its colour
 describe a Hertzsprung-Russell diagram as the graph of
a star’s luminosity against its colour or surface
temperature
P7 describes the effects of energy
transfers and energy
transformations
P9 describes the relationship
between force and potential
energy in fields
P10 describes theories and
models in relation to the origins
of matter and relates these to the
forces involved
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.3a, b, c,
d)
P14 draws valid conclusions from
gathered data and information
(P14.1a-h; P14.2a)
 identify energy sources characteristic of each star group,
including Main Sequence, red giants, and white dwarfs
 process and analyse information using the HertzsprungRussell diagram to examine the variety of star groups,
including Main Sequence, red giants, and white dwarfs by
o
assess the accuracy of any measurements and
calculations and the relative importance of the data and
information gathered (12.4a)
- identify and apply appropriate mathematical formulae
and concepts (12.4b)
o justify inferences and conclusions (14.1b)
o identify and explain how data supports or refutes an
hypothesis, a prediction or a proposed solution to a
problem (14.1c)
o predict outcomes and generate plausible explanations
related to the observations (14.1d)
o make and justify generalisations (14.1e)
2
Blackbody Radiation http://jersey.uoregon.edu/vlab/PlankRadiationFormula/index.html
Spectra http://jersey.uoregon.edu/vlab/Spectra/index.html
4
Hertzsprung-Russell Diagram http://www.geocities.com/CapeCanaveral/Hall/4180/astro/H-R_Lab.html
3
5
Use HRCalc shareware program for quick visual/quantitative comparisons
Reg
Teaching / Learning Strategies
Suggested Time: 3 hours
 access information on the Web or texts to complete a table
for the colour and temperature of a list of hot objects
supplied by the teacher (lit, tech)
 examine graphs (computer simulations2 or other)of the
intensity of each wavelength emitted by hot objects, plot
the wavelength of the dominant radiation against
temperature to verify Wien’s Law and determine the
constant
 with teacher assistance and using a range of teacher
selected resources, examine the spectra of various sources
and compare continuous, line and absorption spectra (G &
T, lit, tech, num)
 compare and contrast photos or drawings of the spectra of
stars of various classes3 and relate the dominant colour and
spectral class of a star to its temperature.
Suggested Time: 4 hours
 graph the stars nearest to the sun using their luminosity (or
absolute magnitude) against spectral class4
 identify the names and main characteristics of the star
groups on the Hertzsprung-Russell diagram including the
main sequence, red giants and white dwarfs5
 in groups, access the Web and supplied texts to summarise
information about the energy source of either main
sequence stars, red giants or white dwarfs and present their
findings to the other groups (lit, tech)
 through group or class discussion, interpret the differences
in the Hertzsprung-Russell diagram for globular clusters
and an “average" star groups such as open clusters
 trace the evolutionary path of a typical star on the
Hertzsprung-Russell diagram as the teacher describes the
typical life cycle of a star and the possible endpoints as
white dwarf, supernova/neutron star or black hole. (G & T,
lit, tech)
Resources
Outcomes
P6 describes the forces acting on
an object which cause changes in
its motion
P7 describes the effects of energy
transfers and energy
transformations
P9 describes the relationship
between force and potential
energy in fields
P11 identifies and implements
improvements to investigation
plans (P11.1a-c; P11.2a, b;
P11.3a, c, d)
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.3a-c)
P14 draws valid conclusions from
gathered data and information
(P14.3a, b, c)
5
Students Learn About / Learn To:
4. The Sun is a typical star, emitting electromagnetic
radiation and particles that influence the Earth.
 identify that energy may be released from the nuclei of
atoms
 describe the nature of emissions from the nuclei of atoms
as radiation of alpha , beta , and gamma  rays in
terms of:
–
ionising power
–
penetrating power
–
effect of magnetic field
 perform a first-hand investigation to gather information to
determine the penetrating power of alpha, beta and gamma
radiation on a range of materials by
o
carrying out the planned procedure, recognising where
and when modifications are needed and analysing the
effect of these adjustments (12.1a)
o identifying and using safe work practices during
investigations (12.1d)
o using appropriate data collection techniques, employing
appropriate technologies, including data loggers and
sensors (12.2a)
o measuring, observing and recording results in
accessible and recognisable forms, carrying out repeat
trials as appropriate (12.2b)
Uranium Information Centre http://www.uic.com.au/
Reg
Teaching / Learning Strategies
Suggested Time: 2 hours
 observe the use of counters by the teacher to detect
radiation from radioactive sources and as a class, list the
precautions needed when using these materials
 follow carefully a teacher planned procedure to investigate
the penetrating power, ionising power and effect of electric
and magnetic fields for alpha, beta and gamma rays
 using supplied reference texts, tabulate and compare the
composition, charge, penetrating power, ionising power,
effect of electric and magnetic fields and production of
alpha, beta and gamma rays. (include equations) (G & T,
lit, num)
 discuss the possible reasons for radioactive decay and
identify that decay and other reactions involving the
nucleus of atoms may release energy
 using supplied reference texts, define fission and fusion,
write equations for each type of reaction and identify
where these reactions occur
 access an appropriate web site5 and/or use scientific
journals and texts to gather, process and analyse
information on issues associated with maintaining fusion
reactions on Earth including the advantages compared with
fission reactions (KV, G & T, lit)
Resources
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Outcomes
Students Learn About / Learn To:
Page 15
 identify data sources, gather and process information and
use available evidence to assess the effects of sunspot
activity on the Earth’s power grid and satellite
communications by
o
accessing information from a range of resources,
including popular scientific journals, digital technologies
and the Internet (12.3a)
o extracting information from numerical data in graphs
and tables as well as written and spoken material in all
its forms (12.3c)
o summarising and collating information from a range of
resources (12.3d)
o identifying practising male and female Australian
scientists, and the areas in which they are currently
working and in formation about their research (12.3e)
o identify and apply appropriate mathematical formulae
and concepts (12.4b)
o evaluate the validity of first-hand and secondary
information and data in relation to the area of
investigation (12.4d)
o assess the reliability of first-hand and secondary
information and data by considering information from
various sources (12.4e)
o assess the accuracy of scientific information presented
in mass media by comparison with similar information
presented in scientific journals (12.4f)
Reg
Teaching / Learning Strategies
Resources
Outcomes
P4 describes applications of
physics which affect society or the
environment
research
P6 describes the forces acting on
an object which cause changes in
its motion
P7 describes the effects of energy
transfers and energy
transformations
P9 describes the relationship
between force and potential
energy in fields
P10 describes theories and
models in relation to the origins
of matter and relates these to the
forces involved
P12 discusses the validity and
reliability of data gathered from
first-hand investigations and
secondary sources (P12.2a-c;
P12.3a-d)
P13 identifies appropriate
terminology and reporting styles
to communicate information and
understanding in physics (P13.1ag)
P14 draws valid conclusions from
gathered data and information
(P14.1a-h; P14.2a-d; P14.3a-c)
Students Learn About / Learn To:
 identify the nature of emissions reaching the Earth from
the sun
 describe the particulate nature of the solar wind
 outline the cyclic nature of sunspot activity and its
impact on Earth through solar winds
 describe sunspots as representing regions of strong
magnetic activity and lower temperature
 identify data sources, gather and process information and
use available evidence to assess the effects of sunspot
activity on the Earth’s power grid and satellite
communications by
o
accessing information from a range of resources,
including popular scientific journals, digital technologies
and the Internet (12.3a)
o extracting information from numerical data in graphs
and tables as well as written and spoken material in all
its forms (12.3c)
o summarising and collating information from a range of
resources (12.3d)
o identifying practising male and female Australian
scientists, and the areas in which they are currently
working and in formation about their research (12.3e)
o identify and apply appropriate mathematical formulae
and concepts (12.4b)
o evaluate the validity of first-hand and secondary
information and data in relation to the area of
investigation (12.4d)
o assess the reliability of first-hand and secondary
information and data by considering information from
various sources (12.4e)
o assess the accuracy of scientific information presented
in mass media by comparison with similar information
presented in scientific journals (12.4f))
Reg
Teaching / Learning Strategies
Suggested Time: 1 hour
 extract information from visual and spoken material by
viewing, taking notes and summarising Episode 5 from the
Planets series, Star1, to identify emissions from the sun and
to describe sunspots and solar winds (lit, ESL)¨
 collate information obtained from internet sites2 and the
video above and other relevant sources3 to determine the
effects of sunspot activity on the Earth's power grid and
communication4 (KV, G & T, tech)
 produce a written summary about the effects of sunspot
activity to evaluate the relevance of the collected secondary
information, remembering to acknowledge all sources of
information (lit, ESL)
 using the information already gathered and collated, draw a
diagram5 to represent the path of solar winds as they flow
around the Earth (the Earth's magnetosphere).
Resources
Domremy Program – Stage 6 Physics 8.5 The Cosmic Engine Program – Updated August 2007
Page 17
Program Evaluation Sheet
Program: 8.5 The Cosmic Engine Stage/Course: Physics
Please comment where appropriate on the strengths and weaknesses of this Program. Factors that
should be considered include:
1. Time allocation: ___________________________________________________
2. PFAs: ______________________________________________________________
3. Domains: Knowledge and Understanding:
___________________________________________________________________________
___________________________________________________________________________
Domains: Skills:
___________________________________________________________________________
___________________________________________________________________________
4. Context:
___________________________________________________________________________
___________________________________________________________________________
5. Cross-curricular activities are appropriate (Stage 4/5 only)
___________________________________________________________________________
___________________________________________________________________________
6. Lesson sequence is appropriate:
___________________________________________________________________________
___________________________________________________________________________
7. Teaching strategies:
___________________________________________________________________________
___________________________________________________________________________
8. Improvements:
___________________________________________________________________________
___________________________________________________________________________
9. Assessment:
___________________________________________________________________________
___________________________________________________________________________
Please use the other side of this sheet for any further comment