points on the value of costly space projects. 2.1.8 understand why modern space science needs a collaborative approach in terms of sharing cost; scientific expertise; technology and equipment; facilities and locations. asked to pick out key words / summarise / give their opinion. Matching exercises – pictures of space objects and parts of EMS. ‘Wrong’ answers to past questions (suitable past questions available on WJEC website – GCSE Science/Additional/Physics) – is this right? What is wrong? Use questions from all Awarding Bodies. Main Activities: There are many activities available on-line to support this section. Check out the link in the next box Demonstration of main parts of electromagnetic spectrum – commercial radio; microwave oven or microwave kit; radiant (IR heater) / heat lamp; light spectra from discharge tubes and use of hand help spectroscopes OR flame tests OR light bulbs / laser etc; UV lamp and suitable detector (e.g. white cloth washed in biological detergent OR security marking pen etc; exemplar X-ray images (ask your dentist!); radioactive gamma source and GM tube. Completion of blank EMS diagram. Indicating order; wavelengths; frequencies and energies (and relationship to ‘temperature’ of astronomical objects producing these wavelengths. Some support will be needed with standard form. Use of Multiwavelength Astronomy pictures of same object e.g. the Sun. Relate wavelengths emitted to temperature i.e. higher temperature, higher energy of EMS. Classroom activities: (for quantitative properties) Please refer to CLEAPSS guidance on using each piece of equipment. Centres will need to abide by their own Local Rules for dealing with Ionising Radiation. Many ‘blank’ EMS diagrams are available on-line or in older Science Schemes. The key is to link the temperature of events to the energy of the electromagnetic radiation. Cosmos has excellent tutorials on their images Learners to be given case study of astronomical object e.g. M31 The Andromeda Galaxy, showing M31 at different wavelengths. The images should have suitable commentaries (at the correct level) about what they show. Learners produce a ‘Mindmap’ showing how the structure / behaviour of M31 has been determined by multiwavelength astronomy. It is suggested that learners are given a blank and have to ‘cut and stick’ and annotate. The HST website is brilliant for resources
Reviewing work Learning Objectives Learners should learn Possible Learning Activities Resources Points to note • To review their knowledge and understanding of the electromagnetic spectrum Grade/Level Assessed Tasks AfL Exercises End of Unit/Topic Tests Learners produce key points related to The Big Bang 1.2.3 Planetary Science Learning Objectives Learners should learn Possible Learning Activities Resources Points to note 2.3.1 recall the structure of our Solar System; including the Sun, planets, main moons, the Asteroid Belt, comets and the Hook Activities: There are a large number of videos and animations showing images of planets
Learners do tasks and answer questions. Show learners animations/video of destructive, constructive boundaries and fold mountain formation. Give learners blank diagrams to label. Explain to learners the difference between erosion and weathering. Show images of erosion/weathering/meteorite impact on Earth, relate to similar images on Moon, Mars, Venus, other moons (e.g. Saturn’s largest moon, Titan – see below). Learners create image gallery of Solar System (using Powerpoint and internet search). For Mercury, Mars, Venus, moons and asteroids find ‘similar’ images of features on Earth and compare. Learners relate features on images to processes shaping the surface of the Earth. This is a good opportunity to get learners to carry out experiments making craters. A good resource on this is available via: You can also do lots of experiments/demonstrations on weathering/erosion – search on Google or use ones from other schemes. Describe atmosphere of Earth: Learners construct composition charts. Labelled cross-sectional diagram of Earth’s atmosphere. There are many video/animations on YouTube illustrating the evolution of the Earth’s atmosphere. Supply learners with articles from the internet detailing the evolution of the atmosphere, ask students to study the articles. Learners answer comprehension questions based on the article(s) supplied then learners construct simple timeline of the evolution of the atmosphere. Titan: Use resources available on ESA/NASA/JPL website to describe Titan: There is an excellent Virtual Tour of Titan. Learners compare Titan to an early Earth, in particular, Titan’s atmosphere. Construct piecharts illustrating the two atmospheres. Create questions for students to answer under examination conditions. ‘Seismology’ resources on SEP website. Background information on erosion and weathering via: Google Earth images of meteorite impact craters: Non-terrestrial impact crater images: Un-labelled diagram of atmosphere: Many articles available via google using keywords ‘evolution of the atmosphere’ Data on Titan’s atmospheric composition available via: Comparison article on Titan/Earth available via: Plenaries