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Module 8.5: The Cosmic Engine
Date started: __/__/__ Date finished: __/__/__
Teacher: ______________________________
Course:
Prelim Physics
Unit title/Syllabus Module:
Indicative Hours: 30hrs
Module 8.5: The Cosmic Engine
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.
(Stage 6 Physics Syllabus p.35)
Target Outcomes:
P1.
outlines the historical development of major principles, concepts and ideas in physics
P4.
P5.
describes applications of physics which affect society or the environment
describes the scientific principles employed in particular areas of research in physics
Resources: Physics 1Preliminay Course
1
PICNIC POINT HIGH SCHOOL
Physics
Weekly Outline
Syllabus Outcomes
GLOSSARY
8.5 The Cosmic Engine
2
8.5
The Cosmic Engine
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 Years 7–10 Syllabus for the following:
5.6.5a)
5.7.1a)
identify that energy and particles may be released from the nuclei of atoms
describe the features and location of protons, neutrons and electrons
in the atom
5.9.1a)
5.9.1c)
discuss current scientific thinking about the origin of the Universe
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.
3
Students learn to:
Students:
1. Our Sun is just one
star in the galaxy
and ours is just
one galaxy in the
Universe
1.2.1
outline the historical
development of models of the
Universe from the time of
Aristotle to the time of
Newton
1.3.1
identify data sources, and
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
placed on the development of
the model by the technology
available at the time
2. The first minutes
of the Universe
released energy
which changed to
matter, forming
stars and galaxies
2.2.1
outline the discovery of the
expansion of the Universe by
Hubble, following its earlier
prediction by Friedmann
2.3.1
identify data sources and
gather secondary information
to describe the probable
origins of the Universe
2.2.2
describe the transformation of
radiation into matter which
followed the ‘Big Bang’
2.2.3
identify that Einstein described
the equivalence of energy and
mass
3.3.1
gather secondary information
to relate brightness of an
object to its luminosity and
distance
3.3.2
solve problems to apply the
inverse square law of intensity
2.2.4
–
–
–
–
3. Stars have a
limited life span
and may explode
to form
supernovas
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
3.2.1
3.2.2
define the relationship
between the temperature of a
body and the dominant
wavelength of the radiation
emitted from that body
identify that the surface
4
of light to relate the
brightness of a star to its
luminosity and distance from
the observer
temperature of a star is related
to its colour
3.2.3
3.2.4
describe a HertzsprungRussell diagram as the graph
of a star’s luminosity against
its colour or surface
temperature
identify energy sources
characteristic of each star
group, including Main
Sequence, red giants, and
white dwarfs
3.3.3
process and analyse
information using the
Hertzsprung-Russell diagram
to examine the variety of star
groups, including Main
Sequence, red giants, and
white dwarfs
5
Students learn to:
4. The Sun is a
typical star,
emitting
electromagnetic
radiation and
particles that
influence the Earth
4.2.1
identify that energy may be
released from the nuclei of
atoms
4.3.1
perform a first-hand
investigation to gather
information to compare the
penetrating power of alpha,
beta and gamma radiation in a
range of materials
4.3.2
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
4.2.2
–
–
–
–
describe the nature of
emissions from the nuclei of
atoms as radiation of alpha 
and beta  particles and
gamma  rays in terms of:
ionising power
penetrating power
effect of magnetic field
effect of electric field
Students:
4.2.3 identify the nature of emissions
reaching the Earth from the Sun
4.2.4
describe the particulate nature
of the solar wind
4.2.5
outline the cyclic nature of
sunspot activity and its impact
on Earth through solar winds
4.2.6
describe sunspots as
representing regions of strong
magnetic activity and lower
temperature
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Year 11 Practical Register
THE COSMIC ENGINE
PRAC 8.5.1
PRAC 8.5.2
PRAC 8.5.3
PRAC 8.5.4
PRAC 8.5.5
PRAC 8.5.6
PRAC 8.5.7
Student Name
Gather information to assess one model of the Universe from Aristotle to
Newton
Identify data sources to describe the probable of the origin of the Universe
Gather secondary information to relate brightness of an object to its
luminosity and star
Process and gather information using the HR diagram
Experiment to find out the penetrating power of alpha particles, beta partiles
and gamma radiation
Gather 2nd hand investigation and assess the effects of sunspot activity on
Earth’s power grid and satellite
Watch documentary to assess the effects of sunspot activity on Earth’s power
grid and satellite
1
2
3
4
5
6
7
Practical experiences should occupy a minimum of 35 (indicative) hours of course time
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8.5 The Cosmic Engine
LESSON
PRE-READING
1.1
Jacaranda Section 12.1
1.2
Jacaranda Section 12.1
1.3
Jacaranda Section 12.2
1.4
Jacaranda Section 12.2
and 12.3
2.1.
Jacaranda Section 12.3
2.2.
Jacaranda Section 13.1
2.3
Jacaranda Section 13.1
CONTENT
HOMEWORK
1.3.1 Identify data sources, and 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 placed on the development of the model by
the technology available at the time
outline the historical development of models of the Universe
from the time of Aristotle to the time of Newton
Chapter 12 QuestionsQ1,
48,9a,10,12,13,14 and 15
2.3.1 identify data sources and gather secondary information
to describe the probable origins of the Universe
2.2.1 outline the discovery of the expansion of the Universe by
Hubble, following its earlier prediction by Friedmann
2.2.3 identify that Einstein described the equivalence of energy
and mass
2.2.2 describe the transformation of radiation into matter
which followed the ‘Big Bang’
2.2.4 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
3.3.1 gather secondary information to relate brightness of an
object to its luminosity and distance
-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
3.2.1 define the relationship between the temperature of a
body and the dominant wavelength of the radiation emitted
from that body
3.2.2 identify that the surface temperature of a star is related
to its colour
SYLLABUS
REFERENCE
1.3.1
REGISTER
1.2.1
2.3.1
2.2.1
2.2.3
Read Section 12.4
2.2.2
2.2.4
Chapter 13. Questions 1,
3a, 7, 8, 9,10, 12,13,
3.3.1
3.3.2
3.2.1
3.2.2
8
3.1
Jacaranda Section 13.1
3.2.3 describe a Hertzsprung-Russell diagram as the graph of a
star’s luminosity against its colour or surface temperature
3.2.3
3.2
Jacaranda Section 13.1
3.3.3
3.3
Jacaranda Section 13.1
3.4
Jacaranda Section 13.1
4.1
Jacaranda Section 13.1
3.3.3 process and analyse information using the HertzsprungRussell diagram to examine the variety of star groups, including
Main Sequence, red giants, and white dwarfs
3.2.4 identify energy sources characteristic of each star group,
including Main Sequence, red giants, and white dwarfs
3.2.4 identify energy sources characteristic of each star group,
including Main Sequence, red giants, and white dwarfs
4.3.1 Perform a first-hand investigation to gather information
to compare the penetrating power of alpha, beta and gamma
radiation in a range of materials
4.2
Jacaranda Section 13.1
4.3
5.1
Jacaranda Section 14
5.2
Jacaranda Section 14
4.2.1 identify that energy may be released from the nuclei of
atoms
4.2.2 describe the nature of emissions from the nuclei of atoms
as radiation of alpha  and beta  particles and gamma  rays
in terms of:
–
ionising power
–
penetrating power
–
effect of magnetic field
–
effect of electric field
4.2.3identify the nature of emissions reaching the Earth from the Sun
4.2.4 describe the particulate nature of the solar wind
4.2.5 outline the cyclic nature of sunspot activity and its impact
on Earth through solar winds
4.2.6 describe sunspots as representing regions of strong
magnetic activity and lower temperature
4.3.2 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
3.2.4
3.2.4
4.3.1
Chapter 14 Questions1, 5,
9, 11, 12,13, 15,
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
4.3.2
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