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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 6 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 7 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 9 10