EDUC5465: Science Curriculum 1 Assessment 2

James Harris 10322326

SCIENCE LESSON PLAN ONE

Class: Year 10 Date: Monday 15th May 2017 Time: 9:00am 10:00am (1 hour)

Lesson Topic: Parallax - Measuring Distances to Stars

Main Science Idea

Distances to stars are determined using parallax

Australian Curriculum Science Links

SU ACSSU188 SHE N/A SIS ACSIS199

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.

Students Prior Knowledge:

Students are able to:
describe and explain certain properties of stars, such as apparent and absolute
magnitude; and
complete simple calculations using year 9 trigonometry.

Preparation (e.g. materials, resources, presentation aids etc.):

metre rulers, tape measures, sticky tape, string, protractors

Methods of achieving the outcomes

Introduction: (5 minutes)
(What will teacher be doing?, what will students be doing?)
Attention grabber: Eye Parallax - Set up a few objects from the classroom (chairs,
beakers, etc.) around the room at various distances from students. Instruct students to
close one eye and observe object relative to its background. Students are then required
to rapidly switch to the other eye and observe any changes to the object. Ask students
to discuss what is happening in pairs. Questions to ask during introduction:
What is happening to the objects when you switch eyes? (the objects should be
shifting)
Is the object actually moving? (obviously not)
Is the effect different for objects that are further away? (elicit response effect
should be greater when objects are closer)
Why do we care about parallax? (hint students to think about star brightness from
previous lesson reinforce understanding of absolute and apparent magnitude from
previous lesson)
 EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
Body of Lesson:
Activity 1 (40 minutes) Parallax Investigation
Introduction to parallax for measuring star distances draw diagram showing different
positions of earth relative to nearby star. Recommend students draw the diagram since
it might be helpful for the investigation!!! (5 minutes)

Reference: https://summer-astronomy-pc.wikispaces.com/Aristarchus

Parallax investigation students to work in groups of three. One group member to

collect materials. Students told to identify an object within the classroom and to utilise
provided materials to investigate parallax by measuring the distance to the object.
Provided with planning and report worksheet to use, if student scaffolding is required.
(30 minutes)
Note: no graphing will be required but a results table is to be submitted following
completion of investigation!!
Questions to ask while monitoring:
What are you going to measure and how will it help determine the distance to your
object?
What can you change to repeat the investigation?
What could you do now in this investigation to verify your distance calculation?
Early finishers: can begin distance calculations from measured data.
Clean up (5 minutes)
Activity 2 (10 minutes) Calculating distance to objects
Students to utilise data from investigation to calculate distance to object. Hopefully this
can be compared with verification measurement.
Give students a few minutes to derive trigonometric formula to determine distance.
Derive the formula with students on the whiteboard, if required.
#
Formula: ! = & tan *
$

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 Topic: Stars Part 2 Evolution of Stars

Main Science Idea

There are many types of stars with different properties that change over time.

Australian Curriculum Science Links

SU ACSSU188 SHE N/A SIS ACSIS208

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.

Students' Prior Knowledge

Students are able to:
understand and describe basic properties of stars, such as:
o relationship of colour to temperature;
o absolute magnitude; and
recognise gravity is a force of attraction between two objects.

Preparation (e.g. materials, resources, presentation aids etc.):

Star images, star type worksheet, H-R diagram applet, images of galaxies

Methods of achieving the outcomes

Introduction: (5 minutes)
(What will teacher be doing?, what will students be doing?)
Attention grabber: teacher introduces topic with video demonstrating different star sizes
and types https://www.youtube.com/watch?v=GoW8Tf7hTGA (watch from 30sec to
4min30sec). Questions to ask to students during (pause video at relevant sections) and
following video:
What were the main differences between the star types shown? (size, colour,
brightness)
How could these properties relate to yesterdays investigation? (check understanding
of parallax)
What could be the reasons for the differences in the stars? (checking understanding
of prior lesson content on star spectra)
Were there any stars/stellar objects you know of that were not shown? (see if
students are aware of other objects, such as white dwarfs, black holes, supernovae)
Body of Lesson:
Activity 1 (30 minutes) Jigsaw: Star Types
Introduce Jigsaw activity and explain that the class will work in groups of five (<5
minutes).
We are trying to summarise the main features of different star types so that the
students can compare them
 EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
Assign numbers/topics to each student in group: 1.Main sequence, 2.red giants,
3.supergiants, 4.supernovae, 5.black holes.
Each member of the group should read over their assigned topic (p. 220 to 224 Pearson
Science 10). (<5 minutes)
Form expert groups to discuss and report on the main points of each topic (10
minutes). Questions for expert groups to consider and report on:
How large are the stars? (comparison to the Sun)
How bright are they? (comparison to the Sun)
Are they actually stars? (supernovae and black holes are not stars)
How does it change as it ages?
Anything else interesting.
Experts return to original groups and complete worksheet together. (10 minutes)
Findings of jigsaw activity are discussed as a class. (5 minutes)
Select student from each group to point out major points from each star type
Write main points on the board for reference during the next activity
Question: What star types have we not discussed?
Activity 2 (20 minutes) HR Diagrams
Introduce HR diagrams. Teacher to show image of HR diagram and explain relationship
between temperature and luminosity using interactive diagram:
http://astro.unl.edu/mobile/HRdiagram/HRdiagramStable.html
Turn on plots to show brightest stars and closest stars.
Teacher to use HR app to demonstrate life cycle of stars:
http://spiff.rit.edu/classes/phys230/lectures/star_age/evol_hr.swf
Ask students to suggest starting mass and to predict the way in which the star will
move.
What type of star have we not shown on this HR diagram? (white dwarf)
Show students final HR diagram demonstration of main sequence star becoming
white dwarf (not previously demonstrated) https://lco.global/files/flash/hr-
diagram/main.html
Students to answer questions 2, 5, 6, 9, 12 on p. 226 Pearson Science 10 (students to
complete for homework).
Conclusion: (5 minutes)
Hint at direction of next lecture by briefly introducing idea of galaxies as a collection of
stars held together by gravity.
Questions for conclusion:
What are the axes on an HR diagram?
What does the HR diagram tell us about the typical life cycle of a star?
What are the implications for the life cycle of the Sun?
(advanced) Why do you think the stars closest to Earth are so similar to the Sun?
Remind students to complete remaining questions on p. 226 for homework (will be
checked in final lesson of the week)
Plan for Evaluation of student outcomes (i.e. How will you know whether students achieved
specific lesson outcomes?
Observe students participation in jigsaw
Monitor students verbal answers to questions during all parts of lesson (formative)
Worksheet completed in jigsaw will be collected and marked (summative)
Answers to the homework will be revised in two lessons as a whole group and
students are to correct their own work (formative)
 EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
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?)
Were the teachers instructions for the jigsaw clear?
Did jigsaw activity engage students adequately?
o Were any students too dominant? Bored? Disengaged? Disruptive?
Were students engaged and making predictions during H-R diagram app
demonstration?
 EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326

SCIENCE LESSON PLAN THREE

Class: Year 10 Date: Wednesday 17th May 2017 Time: 2:30pm 3:30pm (1 hour)

Lesson Topic: Cosmology The Big Bang

Main Science Idea

The Big Bang Theory is a scientific model, supported by evidence, that explains the origin
and development of the universe

Australian Curriculum Science Links

SU ACSSU188 SHE ACSHE191 SIS ACSIS204

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.

Students' Prior Knowledge

Students are able to:
gather data to analyse motions produced by forces, such as measurements of
distance;
describe the basic properties of waves, such as wavelength;
understand that electromagnetic radiation comes in many forms, of which visible light
is one type; and
recognise some of the properties of stars and that galaxies are collections of stars.

Preparation (e.g. materials, resources, presentation aids etc.):

Balloons, markers, measuring tape, computer and television/projector (YouTube/images)

Methods of achieving the outcomes

Introduction: (5 minutes)
(What will teacher be doing?, what will students be doing?)
Balloon attention grabber: teacher partially inflates pre-marked balloon. Ask students to
observe the markers drawn on the balloon. Continue to inflate balloon. Quiz students
as to what is happening to the galaxies as the balloon continues to inflate. Introduce
idea of Big Bang as a scientific model to explain expanding universe:
What do you think the markers on the balloon represent? (galaxies)
What are the implications for the origin of an expanding universe? (elicit response -
universe squeezing into single point)
What are the implications for the development of an expanding universe? (elicit
multiple ideas big crunch (remove air from balloon), big rip (keep blowing up
balloon until it pops))
 EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
Where would we start looking for evidence for an expanding universe? (observation
of galaxies/night sky)
Body of Lesson
Activity 1 (25 minutes): An Expanding Universe (Balloon) (p. 236 Pearson Science 10)
Introduce practical activity on p. 236 of textbook and explain that students will work in
groups of two in the classroom.
We are trying to model an expanding universe and determine what effect expansion has
on the distance between galaxies.
How will we measure this?
Students to allocate jobs (one person to blow up balloon, one person to measure
distances and record data).
Additional task: get students to draw a wave on the balloon surface to see what changes
happen as the balloon expands.
Questions to ask while monitoring:
Where is the centre of the balloon surface?
Why are we measuring the distance between six points instead of just one?
What is happening to the wave on the balloon surface?
Early finishers: Ask students to read p.230-231 of Pearson Science 10. Ask students
how this information relates to the activity just carried out. (measuring distances to
galaxies)
Clean up (<5 minutes)
Activity 2 (25 minutes) Questions and Discussion of Ideas
Discuss implications of balloon experiment regarding understanding of the evolution of
the universe (5 minutes):
What do the measurements indicate about the distance between galaxies as the
universe expands? (galaxies are moving apart; more distant galaxies move apart
faster)
What happened to the wave when the balloon expanded? (the wave stretched)
What process does the wave drawn on the balloon represent? (light being stretched
by expansion of the universe)
Watch short video about Big Bang: https://www.youtube.com/watch?v=DClEXO0pCZ4
(4min13sec)
Briefly discuss history of events in the universe (Table 7.2.1 Pearson Science 10) and
cosmic microwave background radiation with images (5 minutes)
Describe how Australian astronomer Brian Schmidt was awarded the 2011 Nobel prize
for his discovery that the universe expansion is accelerating (5 minutes):
Watch short video about accelerating universe expansion:
https://www.youtube.com/watch?v=v6o2bUPdxV0 (1min39sec)
Answer questions 3 to 11 on p. 235 (5 minutes, if not enough time, students to complete
for homework)
Conclusion: (5 minutes)
Select a few students from different groups to verbally explain the relationship between
the balloon experiment and the Big Bang model.
Questions for conclusion:
Is this a suitable representation? What are the limitations of this model? (2d vs 3d,
outside universe, galaxies not increasing in size)
Is the evidence for the Big Bang model compelling?
What do you think the universe is expanding into?
 EDUC5465: Science Curriculum 1 Assessment 2
James Harris 10322326
(Advanced) What would happen if evidence arose that contradicted the Big Bang or
Brian Schmidts work? (e.g., 2016 supernovae data)
Remind students to complete remaining questions on p. 235 for homework (will be
checked in final lesson of the week)
Plan for Evaluation of student outcomes (i.e. How will you know whether students achieved
specific lesson outcomes?

Observe students participation in Activity 1

Monitor students data table before and after Activity 1
Monitor students verbal answers to questions during all parts of lesson (formative)
Answers to the homework will be revised in the next lesson as a whole group and
students are to correct their own work (formative)

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