Beruflich Dokumente
Kultur Dokumente
Class: Year 10 Date: Monday 15th May 2017 Time: 9:00am 10:00am (1 hour)
Lesson Outcomes/Objectives
By the end of this lesson students will be able to:
investigate parallax and perform calculations determining distance to objects using
parallax; and
recognise that parallax can be used to measure the distance to distant objects in the
universe.
Reference: https://summer-astronomy-pc.wikispaces.com/Aristarchus
Conclusion: (5 minutes)
Select a few students from different groups to explain their investigation and calculation
techniques.
Questions for conclusion:
How did you confirm your distance measurements were accurate? (did they
physically measure the distance before they carried out the experiment)
Why would this not work in reality? (we cannot use a tape measure to directly
measure the distance to stars)
Can you list any advantages of using a longer baseline during the parallax
experiment?
What is the point of measuring the distance to stars? (absolute vs apparent)
(advanced) What are the limitations of the parallax method for making interstellar
measurements? (distance)
EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
Plan for Evaluation of student outcomes (i.e. How will you know whether students achieved
specific lesson outcomes?
Observe students participation in parallax investigation.
Monitor students distance calculation following on from investigation.
Monitor students verbal answers to questions throughout all parts of lessons
(formative).
Students to submit results table following lesson for marking (summative).
Self-Evaluation (Indicate focus for self-evaluation e.g. teaching strategies, motivational strategies,
monitoring of students or questioning technique: What worked well and why? What did not work well and
why? What would I do differently next time?)
Was the investigation scaffolded adequately to ensure these students achieved the
required understanding?
Was there adequate time to complete the investigation?
Did the students clean up after the activity?
Could students derive the distance formula from the diagram without assistance?
EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
SCIENCE LESSON PLAN TWO
Class: Year 10 Date: Tuesday 16th May 2017 Time: 11:00am 12:00pm (1 hour)
Lesson Outcomes/Objectives
By the end of this lesson students will be able to:
compare and contrast different types of stars;
apply Hertzprung-Russell diagrams to predict the life-cycle of different stars; and
recognise that the initial size of a star determines its life cycle and final star type.
Class: Year 10 Date: Wednesday 17th May 2017 Time: 2:30pm 3:30pm (1 hour)
Lesson Outcomes/Objectives
By the end of this lesson students will be able to:
investigate and infer the relationship between the recession of galaxies and the
expansion of the universe;
explain what scientists call the Big Bang Theory and the evidence that supports it;
describe how the evolution of the universe has continued since the Big Bang; and
recognise that Australian scientists are involved in the exploration and study of the
universe.
Self Evaluation (Indicate focus for self evaluation e.g. teaching strategies, motivational strategies,
monitoring of students or questioning technique: What worked well and why? What did not work well and
why? What would I do differently next time?)
Where the teachers instructions for the activity clear?
Was there enough time to accurately describe content following completion of the
activity?
Did the teachers questions make students think in challenging ways about the origin
and development of the universe?
Planning and Report Worksheet Parallax
Student name ____________________________________ Class ____________________
Other group members _____________________________ Date ____________________
What are you going to investigate?
Can you draw a diagram to represent what you are going to investigate?
Which variables are you going to:
change?
measure?
keep the same?
How will you make it a fair test?
What equipment will you need?
Record your measurements
Baseline (m) Distance (m)
Angle 1 (q) Angle 2 (q) Average (q)
0.4
Can you develop a formula for calculating distance using your diagram and trigonometric
laws?
What did you find out about the phenomena you were investigating?
How could we verify the validity of our investigation?
How could you improve this investigation, i.e., fairness, accuracy?
MAIN SEQUENCE
MAIN SEQUENCE RED GIANTS
RED GIANT SUPER GIANTS
SUPER GIANT SUPERNOVAE
SUPERNOVA BLACK HOLES
BLACK HOLE
Expert name: Expert name: Expert name: Expert name: Expert name:
EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
BIBLIOGRAPHY
Australian Curriculum Assessment and Reporting Authority. (2017). Science: F-10 Curriculum.
Retrieved from: http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1
Australian Science Teachers Association. Unit 3: Our Universe The Big Bang Theory. Retrieved
from: http://scienceweb.asta.edu.au/years-9-10/unit3/lesson-three/yr910-unit3-lesson-
three.html
Carroll, S. (2011). 2011 Nobel Prize: Dark Energy feat. Sean Carroll. Retrieved from: https://www.
youtube.com/watch?v=v6o2bUPdxV0
Hollow, R. (2016). Concepts for The Cosmic Engine. Retrieved from: http://www.atnf.csiro.au/
outreach/education/teachers/resources/conceptscosmicenginestw2006.pdf
Fitzgibbons, A. (2017). Summer Astronomy PC. Retrieved from: https://summer-astronomy-
pc.wikispaces.com/Aristarchus
Gomez, E. & Yardley, J. Interactive H-R Diagram. Retrieved from: https://lco.global/files/flash/hr-
diagram/main.html
Hawking, S. (2011). The Expanding Universe. Retrieved from: https://www.youtube.com/
watch?v=DClEXO0pCZ4
Linstead, G., Clarke, W., Devlin, J., Madden, D., Rickard, G., & Spencely, M. (2012). Pearson Science
10: Student Book. Melbourne: Pearson Australia Group Pty Ltd
McGraw Hill Companies (2002). Stellar Evolution and the H-R Diagram. Retrieved from: http://
www.mhhe.com/physsci/astronomy/applets/Hr/frame.html
Morn1415. (2016, August 1). Star Size Comparison 2. Retrieved from: https://www.youtube.com/
watch?v=GoW8Tf7hTGA
National Aeronautic Space Authority. (2017). Stars. Retrieved from: https://science.nasa.gov/
astrophysics/focus-areas/how-do-stars-form-and-evolve
Stannard, P. & Williamson, K. (2016). Macmillan Scienceworld 10. Macmillan Publishers Australia
STEM Learning. (2011). The Big Bang Lesson. Retrieved from: https://www.stem.org.uk/elibrary/
resource/26991
Gillespie, S. (2016). The Universe is Expanding at an Increased Rate Or is it? Retrieved from:
http://www.ox.ac.uk/news/science-blog/universe-expanding-accelerating-rate-%E2%80%93
-or-it