Unit 1 Topic 2 Exploring Space GCSE
Science B
About the topic Useful general Websites
Cool Cosmos - http://coolcosmos.ipac.caltech.edu/
In this topic learners: International Space Station - http://www.nasa.gov/mission_pages/station/main/index.html
appreciate how the electromagnetic spectrum is used to observe space Hubble Space Telescope - http://www.hubblesite.org/
explore the evidence for the origin of the Universe Nineplanets: http://nineplanets.org/
investigate the formation and structure of the Solar Syste, and how planet Earth has
changed since its formation. Activities:
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/multiwavelength_astronomy/multiwa
Prior learning velength_astronomy/activities.html
There are no special requirements for this section of work. However it could be
advantageous for the learners to have followed KS3 programme of study before
commencing this work.
Health and safety Out-of-school learning
Risk assessments are required for any hazardous activity. In this unit learners: Learners could:
Model risk assessments used by most employers for normal science activities can be visit local Planetarium http://www.planetarium.org.uk/ / Space Centre
found in the CLEAPSS Guidance. Teachers need to follow these as indicated in the http://www.spacecentre.co.uk/Page.aspx/1/Home/
guidance notes for the activities, and consider what modifications are needed for
individual classroom situations.
Language for learning Good learning Practice
Through the activities in this unit learners will be able to use appropriate scientific and Learners to should be given learning outcomes relating to each activity they undertake.
technical language to clearly communicate their understanding of scientific concepts, This will enable them to measure and monitor their own performance.
conveying their meaning in a coherent and succinct manner.
For example, they will need to understand, use and spell correctly:
. electromagnetic spectrum; gamma rays; x-rays; ultraviolet; visible; infrared;
microwaves; radio; frequency; wavelength; wave speed;
Resources Controlled Assessment
Resources include:
WJEC Science A Textbook; Pollard, J & Schmit, A; Hodder; London, 2011 Teachers are advised to build time into their teaching programme to complete controlled
CLEAPSS CD-Rom assessment. Controlled assessment activities are changed each year. This will mean that
centres will need to review their scheme of work to ensure that the chosen controlled
assessments are covered at an appropriate time.
GCSE Science B Unit 1, topic 2 Sept 2011 1
2.1 The Electromagnetic Spectrum
Learning Objectives
Possible Learning Activities Resources Points to note
Learners should learn
2.1.1 recall the main parts of the EMS Hook Activities: A good source of such images is:
including gamma rays; X-rays; http://coolcosmos.ipac.caltech.edu/cosmic_c
ultraviolet; visible light; infra-red; lassroom/multiwavelength_astronomy/multiw
microwaves and radio waves. Learners produce PowerPoint presentation of astronomical avelength_astronomy/ Learners find images and
2.1.2 understand the arrangement and scale images and video links. There are many others – use key words transfer to PowerPoint.
of the EMS in terms of frequencies, ‘multiwavelength astronomy’)
wavelengths and energies. Learner brief: Collect a range of different stunning astronomical
2.1.3 explain how electromagnetic waves are images from the internet including examples of different
used to study the Solar System, and astronomical objects AND telescopes/space probes taken at Many videos available on ‘You tube’ etc)
how images of the Solar System are different wavelengths. http://www.nasa.gov/mission_pages/station/
taken by space-craft and transmitted to main/index.html
Earth. Video clips of space launch vehicles taking off
2.1.4 compare the use of Earth-based and Video clips of astronauts in space (esp. multinational collaboration http://www.bbc.co.uk/learningzone/clips/how-
space-based telescope systems to with the International Space Station)
long-does-it-take-light-from-the-stars-to-reach-
produce images of objects in space.
the-earth/222.html
2.1.5 analyse astronomical images using How long does it take light from the stars to reach the Earth.
different parts of the spectrum: a) X-ray
images of the Sun and black holes; b) http://www.bbc.co.uk/learningzone/clips/types-of-
ultra-violet images of the Sun, galaxies light-in-the-universe/12238.html
and the Earth; c) visible light images of Types of light in the Universe.
the Sun, the Moon, the Earth, the
planets and moons and galaxies; d) Starters:
infra-red images of the Sun, the Earth
There are many different commercially Collective Memory exercises
and the Milky Way; e) microwave Collective memory exercises using suitable images e.g. detailed
available resources to support Space and involve learners working in
images of the Sun and the Cosmic picture of the Electromagnetic Spectrum; EMS ‘windows in the EMS topics – use as available.
Microwave Background Radiation atmosphere’ graphs / diagrams. teams of 2 or 3 reproducing a
(CMBR). diagram or chart that they take it
2.1.6 use the relationship between the speed, Card loops on EMS. in turns to view for 30s then go
frequency and wavelength of back and draw.
electromagnetic spectrum waves: wave How are these two images similar/different?
speed = frequency x wavelength.
2.1.7 describe how and why decisions about Simple wave equation calculations on whiteboards.
modern space science are made.
Recognise that there are different view ‘My opinion’ – learners given ‘news articles’ about space and
GCSE Science B Sept 2011 2
points on the value of costly space asked to pick out key words / summarise / give their opinion.
projects.
Matching exercises – pictures of space objects and parts of EMS. Use questions from all Awarding
2.1.8 understand why modern space ‘Wrong’ answers to past questions (suitable past questions Bodies.
science needs a collaborative available on WJEC website – GCSE Science/Additional/Physics)
approach in terms of sharing cost; – is this right? What is wrong?
scientific expertise; technology and
equipment; facilities and locations.
Main Activities: Classroom 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 – http://www.bbc.co.uk/schools/gcsebitesize/s Please refer to CLEAPSS
commercial radio; microwave oven or microwave kit; radiant (IR cience/aqa/radiation/the_electromagnetic_sp guidance on using each piece of
heater) / heat lamp; light spectra from discharge tubes and use of ectrumrev1.shtml equipment. Centres will need to
hand help spectroscopes OR flame tests OR light bulbs / laser abide by their own Local Rules
etc; UV lamp and suitable detector (e.g. white cloth washed in http://www.s-cool.co.uk/a- for dealing with Ionising
biological detergent OR security marking pen etc; exemplar X-ray level/physics/electromagnetic-waves (for Radiation.
images (ask your dentist!); radioactive gamma source and GM quantitative properties)
tube.
Completion of blank EMS diagram. Indicating order; wavelengths;
frequencies and energies (and relationship to ‘temperature’ of Many ‘blank’ EMS diagrams are
astronomical objects producing these wavelengths. Some available on-line or in older
support will be needed with standard form. Science Schemes.
Use of Multiwavelength Astronomy pictures of same object e.g.
the Sun. Relate wavelengths emitted to temperature i.e. higher http://coolcosmos.ipac.caltech.edu/cosmic_c The key is to link the
temperature, higher energy of EMS. lassroom/multiwavelength_astronomy/multiw temperature of events to the
avelength_astronomy/activities.html energy of the electromagnetic
radiation.
http://coolcosmos.ipac.caltech.edu/cosmic_c Cosmos has excellent tutorials
lassroom/multiwavelength_astronomy/multiw on their images
avelength_museum/solarsys.html
GCSE Science B Unit 1, topic 2 Sept 2011 3
Learners to be given case study of astronomical object e.g. M31 The HST website is brilliant for resources
The Andromeda Galaxy, showing M31 at different wavelengths. http://www.hubblesite.org/gallery/
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.
HST website
Hubble Space Telescope (HST) Case Study – learners given http://www.hubblesite.org/the_telescope/
‘exploded’ diagrams of HST showing in simple terms how EM Making a paper model: The paper model is probably
waves are collected, images formed and transmitted to Earth. http://www.hubblesite.org/the_telescope/han best left for homework
Make a paper model of HST d-held_hubble/paper-intermediate.php
Learners to be given case study of astronomical object e.g. M31 The HST website is brilliant for resources
The Andromeda Galaxy, showing M31 at different wavelengths. http://www.hubblesite.org/gallery/
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.
HST website
Hubble Space Telescope (HST) Case Study – learners given http://www.hubblesite.org/the_telescope/
‘exploded’ diagrams of HST showing in simple terms how EM Making a paper model: The paper model is probably
waves are collected, images formed and transmitted to Earth. http://www.hubblesite.org/the_telescope/han best left for homework
Make a paper model of HST d-held_hubble/paper-intermediate.php
The HST website has lots of information It is worth stressing the diagram
about the HST ground control (including an showing how the HST
excellent diagram): communicates with the Control
http://www.hubblesite.org/the_telescope/tea Centre at the Goddard Space
m_hubble/#groundcontrol Flight Centre.
Learners make poster showing how images are collected and A good resource for this poster is:
transmitted to earth. http://amazing-
space.stsci.edu/eds/overviews/print/lithos/hs
t.php.p=Teaching+tools%40%2Ceds%2Ctoo
ls%2C%3EHubble+Space+Telescope%40%
2Ceds%2Ctools%2Ctopic%2Chst.php
GCSE Science B Unit 1, topic 2 Sept 2011 4
Learners study graph/diagram showing the transmission of EMS An excellent resource for this is: The key is to relate the
through the atmosphere, a suitable graphic might be found on http://amazing- transmission of the atmosphere
Google Images using the keywords ‘electromagnetic spectrum space.stsci.edu/resources/explorations/grou to the use of space-based and
transmission by atmosphere’. ndup/ ground based telescopes.
Compare Space-based telescope systems with Ground-based Check out
telescopes – learners produce table/poster summarising the http://blogs.zooniverse.org/galaxyzoo/2010/0
advantages/disadvantages of both systems. There are many 8/30/why-build-a-space-telescope/
websites that have information about this. Search using the
keywords ‘advantages disadvantages space telescopes’
Multi-wavelength Astronomy: Use Multiwavelength Astronomy Multwavelength Astronomy Gallery: The idea is to relate the image
website to show learners astronomical images using different http://coolcosmos.ipac.caltech.edu/cosmic_c to what might be happening on
parts of the spectrum: a) X-ray images of the Sun and black holes; lassroom/multiwavelength_astronomy/multiw the astronomical object. To
b) ultra-violet images of the Sun, galaxies and the Earth; c) visible avelength_museum/gallery.html help this the website has a
light images of the Sun, the Moon, the Earth, the planets and commentary and learners might
moons and galaxies; d) infra-red images of the Sun, the Earth and Spin a spectrum spinner want to make a spectrum
the Milky Way; e) microwave images of the Sun and the Cosmic http://swift.sonoma.edu/education/spectrum. spinner to help them analyse
Microwave Background Radiation (CMBR). Use the html the images
Multiwavelength Gallery on the link to show learners pictures of
the same astronomical objects at different wavelengths. Print off
A4 sized coloured pictures of each image. Students work in pairs
to produce A3 poster of the image, using the A4 picture. Each
poster must have: a description of the object; the part of the EM
spectrum being observed; a short description of what the image
shows.
Introduce learners to the basic wave equation: An interesting interactive investigation on the Learners will be given the
Wave speed = frequency x wavelength; v = f basic wave equation can be found at: equation on the examination
Explain that all electromagnetic spectrum waves travel at the http://imagine.gsfc.nasa.gov/docs/teachers/l paper. Higher Tier learners may
8
same speed, c = 300 000 000 m/s (3 x 10 m/s for learners who essons/roygbiv/roygbiv_cover.html be required to rearrange
are happy with standard form). Construct a table showing equations.
different parts of the electromagnetic spectrum with corresponding
values of wavelength and frequency – but with some values
blanked out. Learners have to fill in the blanks using the wave
equation. This activity will be helped substantially by using
natural display calculators (probably available in your Maths
Department)
The cost of big science projects: Learners are put into teams. Learners should be directed to the main
Each team is given a Big Science Project. Examples could pages of each project.
include: LHC: http://www.lhc.ac.uk
LHC in Cern ISS:
ISS in orbit http://www.nasa.gov/mission_pages/station/m
ain/index.html
GCSE Science B Unit 1, topic 2 Sept 2011 5
Hubble Space Telescope HST: http://hubblesite.org/
NASA Vision for Space Exploration Nasa Vision for Space Exploration:
ITER Fusion Project http://www.nasa.gov/externalflash/Vision/ind
Mars Exploration Rovers ex.html
European ELT ITER: http://www.iter.org/
OWL Telescope Mars Rovers:
Each team should research: the Main Aims of the project; the http://marsrover.nasa.gov/home/
equipment, facilities and location(s) of the project; the Science EELT: http://www.eso.org/sci/facilities/eelt/
that will be ‘discovered’; the cost of the project; the project timeline OWL:
and the international collaboration of the project. http://www.eso.org/sci/facilities/eelt/owl/
Teams should be prepared to give a short ‘presentation’ about
their project, in particular they should focus on whether the project
is a good idea and a benefit to mankind.
Plenaries:
Collective memory exercises using suitable images e.g. detailed
picture of the Electromagnetic Spectrum; EMS ‘windows in the
atmosphere’ graphs / diagrams.
Card loops on EMS.
How are these two images similar/different?
Simple wave equation calculations on whiteboards.
‘My opinion’ – learners given ‘news articles’ about space and
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?
Jigsaws of astronomical images/diagrams (e.g electromagnetic
spectrum.
Tarsia Jigsaw puzzles. There are many Tarsia creators. Try
downloading:
There are many internet based games and activities available via: http://download.cnet.com/Formulator-
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/multiwavele Tarsia/3000-2051_4-10584458.html
ngth_astronomy/multiwavelength_astronomy/activities.html
GCSE Science B Unit 1, topic 2 Sept 2011 6
Reviewing work
Learning Objectives
Possible Learning Activities Resources Points to note
Learners should learn
• To review their knowledge and Grade/Level Assessed Tasks
Learners produce key points
understanding of the electromagnetic
AfL Exercises related to the electromagnetic
spectrum
spectrum
End of Unit/Topic Tests
GCSE Science B Unit 1, topic 2 Sept 2011 7
2.2 The Big Bang
Learning Objectives
Possible Learning Activities Resources Points to note
Learners should learn
2.2.1 know that the universe is believed to Hook Activities: Use youtube or similar to search for
have started about 13.5 thousand million There are a large number of videos and animations showing ‘The Big suitable videos
years ago as the result of an explosion Bang’
known as the Big Bang. Use youtube or similar to find suitable on:
2.2.2 appreciate that theories of the model of Red shift
the universe have changed over time as CMBR
more data as become available. For Cosmic calendar (Carl Sagan)
example the Steady-State theory proposed Hubble Law
by Fred Hoyle in 1948 was widely accepted Scale of the universe
before the observable evidence provided by Monty Python’s Galaxy Song
red shift measurements and the Cosmic Hubble Ultra Deep Field Photo (or similar)
Microwave Background Radiation. This data
was better explained by the Big Bang Starters:
theory. Collective memory exercises using suitable images e.g.; pictures of Inflation of Universe picture:
2.2.3 recall that the background radiation of inflation of Universe, Red Shift; Cosmic Calendar
http://planck.cf.ac.uk/science/inflation
the Universe (CMBR) is the remains of the
energy produced at the time of the Big Card loops on Big Bang.
Bang, which was originally in the form of
high energy gamma rays that have now How are these two images similar/different?
stretched as the result of the expansion
and cooling of the Universe, to become ‘My opinion’ – learners given ‘news articles’ about Big Bang and asked
microwaves. to pick out key words / summarise / give their opinion.
2.2.4 recall that the universe continues to
expand away from the Big Bang and the ‘Wrong’ answers to past questions (suitable past questions available on
evidence for this is provided by red shift WJEC website – GCSE Science/Additional/Physics) – is this right?
measurements. What is wrong?
2.2.5 recall that the speed of expansion of
the Universe is increasing with distance Main:
away from Earth, which could lead to the A good general resource for this Section is: WJEC Science A Textbook;
ultimate fate of the Universe as infinite, Pollard, J & Schmit, A; Hodder; London, 2011
cold and dark. Cosmic Calendar – Watch ‘Cosmos’ Episode on ‘Cosmic Calendar’.
2.2.6 describe how the structure and (Many versions available on Youtube). Learners construct Cosmic
composition of the Universe has ‘evolved’ Calendar.
over time, including an idea of the scale of Learners add suitable ‘real’ times to the calendar – one cosmic calendar
time (a cosmic calendar). ‘month’ = 13.5/12 = 1.125 Gyr.
2.2.7 describe the scale of the Universe, Timeline of Cosmology – learners create timeline of important
galaxies, solar systems in terms of light cosmological models of the Universe, including ‘
years. http://en.wikipedia.org/wiki/Timeline_of_cosmology
GCSE Science B Unit 1, topic 2 Sept 2011 8
Show learners selection of video resources outlining The Big Bang
Theory, a good starting point might be:
http://www.bbc.co.uk/science/space/universe/questions_and_ideas/big
_bang
Then using similar resource discuss ‘The Steady State Theory’
proposed by Fred Hoyle:
http://www.bbc.co.uk/science/space/universe/questions_and_ideas/ste Suitable Cosmic Calendar image available on:
ady_state_theory http://en.wikipedia.org/wiki/Cosmic_Calendar
Watch video Stephen Hawking’s Universe Episode 2 ‘The Big Bang’.
Learners summarise both theories in a table – then describe the
problems with the Steady-sate Theory.
Describe the Cosmic Microwave Background Radiation. Learners YouTube Stephen Hawking’s Universe
create graphic describing the discovery of the CMBR; what it is and Episode 2 ‘The Big Bang’ (x5 x10mins each)
what it shows. As a resource you could produce a colour sheet of Part1:
suitable images including: http://www.youtube.com/watch?v=MZa7px6Nt
Classic wmap CMBR map image FY
Penzias & Wilson with Horn Antenna Part2:
CMBR Blackbody spectrum http://www.youtube.com/watch?v=Rc2hNHjC8
COBE & WMAP Satellites 4Q
WMAP Timeline of the Universe graphic Part3:
Cosmological redshift http://www.youtube.com/watch?v=iv48uVZ2vn
Learners cut out and stick, and then annotate k
Show learners animation of cosmological redshift. Explain how the Part4:
wavelength of light emitted by a distant source increases as the source http://www.youtube.com/watch?v=IFPzBMTOn
(star/galaxy) is moving away from Earth as evidenced by absorption xM
spectra. This increase is greater for more distant galaxies. Compare Part5:
absorption spectra for near/distant galaxies. http://www.youtube.com/watch?v=sUyrnvmg6
Learners make model of the expanding Universe cf: WJEC Science A zU
Textbook; Pollard, J & Schmit, A; Hodder; London, 2011: Chapter
21:Practical: Making and measuring a model of the Universe. Learners
perform Practical and make and record measurements and answer BBC CMBR Resources
questions. The textbook also has information about how redshift is http://www.bbc.co.uk/science/space/universe/s
measured via spectroscopy and Edwin Hubble’s Measurements – this is ights/cosmic_microwave_background_radiatio
useful background information but is not required for Science B. (I think n/
comparing absorption spectra should be included)
Hubble’s Law states:
Cosmological Redshift Animation:
Speed of recession (of galaxies) = H0 (Hubble Constant) x distance
http://webbtelescope.org/webb_telescope/scie
away from Earth (v = H0d)
nce_on_the_edge/cosmological_redshift.php
(Learners are not required to remember Hubble’s Law).
GCSE Science B Unit 1, topic 2 Sept 2011 9
WJEC Science A Textbook; Pollard, J & Schmit, A; Hodder; London, Suitable Future of the Universe graph
2011: Chapter 21 Task ‘The Edge of the Universe’ contains an exercise available via:
where Learners study different datasets of Hubble speed of recession http://tap.iop.org/astronomy/cosmology/705/pa
data from different eras. Higher Tier Learners could work through this ge_47579.html
task, but teachers may find it easier to prepare a spreadsheet of the
different datasets themselves and then present the graphs of speed of
recession against distance in chronological order, asking the learners to
make conclusions as they see each graph. The final combined dataset
graph should show learners that the Hubble Law is a good description
of how the Universe is behaving as observed over the last 100 years or
so. Show learners a graph illustrating the possible futures of the
Universe. Explain that current observations show that the Open
Universe is the current best model of how the Universe is behaving and
discuss the implications for this in the future (cold, black, infinite)
Plenaries
Collective memory exercises using suitable images e.g.; pictures of
inflation of Universe, Red Shift; Cosmic Calendar
Card loops on Big Bang.
How are these two images similar/different?
‘My opinion’ – learners given ‘news articles’ about Big Bang and asked
to pick out key words / summarise / give their opinion.
‘Wrong’ answers to past questions (suitable past questions available on
WJEC website – GCSE Science/Additional/Physics) – is this right?
What is wrong?
Jigsaws of big bang images from Unit
Tarsia Jigsaw puzzles.
GCSE Science B Unit 1, topic 2 Sept 2011 10
Reviewing work
Learning Objectives
Possible Learning Activities Resources Points to note
Learners should learn
• To review their knowledge and Grade/Level Assessed Tasks
Learners produce key points
understanding of the electromagnetic
AfL Exercises related to The Big Bang
spectrum
End of Unit/Topic Tests
GCSE Science B Unit 1, topic 2 Sept 2011 11
1.2.3 Planetary Science
Learning Objectives
Possible Learning Activities Resources Points to note
Learners should learn
2.3.1 recall the structure of our Solar Hook Activities:
System; including the Sun, planets, main There are a large number of videos and animations showing images
moons, the Asteroid Belt, comets and the of planets
Oort Cloud. Starters: There are lots of Solar System diagrams and
2.3.2 describe the process of the formation Collective memory exercises using suitable images e.g. planets; colouring activities available via:
of our Sun and the Solar System moons etc http://www.enchantedlearning.com/subjects/
2.3.3 describe the large scale structure of astronomy/activities/index.shtml
the Earth in terms of solid iron core, Card loops on the Solar System
molten iron outer core, mantle and crust.
2.3.4 use the accretion theory to describe How are these two images similar/different?
the formation of the Earth and the other
planets. ‘My opinion’ – learners given ‘news articles’ about The Solar
2.3.5 be aware that there are conflicting System and asked to pick out key words / summarise / give their
theories of moon formation. e.g. fission, opinion.
capture, co-formation and impact.
2.3.6 describe how the surface of the Earth ‘Wrong’ answers to past questions (suitable past questions
is changing as a result of geological available on WJEC website – GCSE Science/Additional/Physics) –
processes associated with plate tectonics. is this right? What is wrong?
Recognise that earthquakes and
volcanoes occur most often at plate Solar System Tarsia games
boundaries. Explain that earthquakes are
caused by sudden jerking movements of Mains
plates. Know that volcanoes are found
between destructive and constructive You will find the following book a useful resource for this section:
boundaries. Know that fold mountains can WJEC Science A Textbook; Pollard, J & Schmit, A; Hodder; London,
also form at some (destructive and 2011
collision) plate boundaries. Recognise
that the surface of the Earth is also The Structure of the Solar System: Show learners a suitable video Nineplanets is an excellent resource for this
changing as a result of the movement of illustrating the structure of the Solar System – YouTube has many section:
plates, weathering, erosion and meteorite of these. Learners annotate a pre-prepared blank ‘map’ of the Solar http://nineplanets.org/
impact (cratering). System – there are many available using an image search with the
2.3.7 explain how knowledge and terms ‘solar system’. Don’t forget to add main moons (should a list upd8 website resource ‘Pluto no longer a planet’.
understanding of our changing world’s be provided??) and Asteroid Belt. http://www.upd8.org.uk
surface has led to understanding of the
GCSE Science B Unit 1, topic 2 Sept 2011 12
formation of features of other bodies in Learners work as a team to create a scale model of the Universe.
the Solar System, e.g. the Moon and The textbook (above) has a suitable Practical ‘ Making a scale
Mars. model of the Universe’ in Chapter 20 Space. Alternatively there are
2.3.8 explain why the atmosphere of the several on-line calculators. Alternative diagrams showing the large scale
Earth has changed over time. Large Scale structure of the Solar System, including Comets and structure of the Solar System available from:
2.3.9 interpret data that shows how the Oort Cloud – above textbook, Chapter 20 ‘How big is our Solar
atmosphere of the Earth has changed System?’ Learners construct diagram showing structure of Solar
over time. Use data to compare the System including Oort Cloud – and state that the Oort Cloud is the Scale model of the solar system:
Earth’s atmosphere to Saturn’s largest source of most comets. http://www.exploratorium.edu/ronh/solar_syst
moon, Titan. em/
2.3.10 use data (e.g. mean surface Patterns in the Solar System: WJEC Science A Textbook; Pollard, J
temperature, period of rotation, length of & Schmit, A; Hodder; London, 2011 Chapter 20: Space, Table 20.2 http://www.daviddarling.info/encyclopedia/O/ Learners do not need to know
day, distance from Sun) to identify (or similar) Q1-4. Other patterns to look at include: temperature v OortCloud.html about the structure of comets but
patterns and compare objects in the Solar orbital radius; bar charts of day length; density; no. of moons are expected to know how their
System. orbits differ from those of planets.
2.3.11 analyse images of objects in the Formation of the Solar System: Show learners suitable videos
Solar System (Mercury, Mars, Venus, illustrating the formation of the Sun (and then the planets via the Excellent videos showing the formation of the Plot succession of graphs or use
moons and asteroids) taken from ground accretion theory). Learners construct timeline of formation of the Sun and planets is available via: ICT (Excel).
and orbiting telescopes and from cameras Solar System. Google will bring up many resources to help this. http://www.jwst.nasa.gov/videos_science.html
mounted on space-craft and planetary
landers, and relate these images to the How was the Moon formed? There are several conflicting theories Suitable text for dart activity available via:
processes shaping the surface of the about the formation of the Moon. Collate a series of short http://www.universetoday.com/19718/formatio
Earth information sheets about the different theories, and then produce a n-of-the-moon/
series of about 10 questions that learners can answer. Alternatively
give groups of learners individual sheets and get them to produce
questions for their sheet (with answers) and then collate the results.
Structure of the Earth: learners use suitable resources to produce
labelled 2D diagram of the Earth in cross-section. Learners could
extend this using a 3D ‘bauble’ type model. Suitable 2D unlabelled diagram available via:
http://www.enchantedlearning.com/subjects/a Learners do not need to know the
stronomy/activities/label/labelearth.shtml processes that occur in each
Suitable 3D model available via: layer.
Plate Tectonics: WJEC Science A Textbook; Pollard, J & Schmit, A; http://www.colorific.com.au/UserFiles/File/Blo
Hodder; London, 2011 Chapter 13: The ever changing Earth g/3d-earth-cross-section.pdf
Has the Earth always looked like it does today?
How do we know that the continents have moved? Suitable animations available from:
Task: Where did the Trilobites go? http://whs.moodledo.co.uk/mod/resource/view Alternative diagrams:
How did Wegener’s theory become accepted? .php?id=972 http://www.enchantedlearning.co
Task: What causes earthquakes and volcanoes Youtube has many video animations of plate m/geology/label/subduction/
How did volcanoes help life on Earth evolve? boundaries. Some suitable images to label
can be found via: http://www.enchantedlearning.co
http://worldlywise.pbworks.com/w/page/26834 m/geology/label/seafloorspreadin
992/The-causes-and-effects-of-earthquakes- g/
and-how-people-respond-to-them
GCSE Science B Unit 1, topic 2 Sept 2011 13
Learners do tasks and answer questions. ‘Seismology’ resources on SEP website.
Show learners animations/video of destructive, constructive http://www.sep.org.uk
boundaries and fold mountain formation. Give learners blank
diagrams to label.
Explain to learners the difference between erosion and weathering. Background information on erosion and
Show images of erosion/weathering/meteorite impact on Earth, weathering via:
relate to similar images on Moon, Mars, Venus, other moons (e.g. http://www.mrsciguy.com/weathering.html
Saturn’s largest moon, Titan – see below). Learners create image
gallery of Solar System (using Powerpoint and internet search). For Google Earth images of meteorite impact
Mercury, Mars, Venus, moons and asteroids find ‘similar’ images of craters:
features on Earth and compare. Learners relate features on images http://geology.com/meteor-impact-
to processes shaping the surface of the Earth. craters.shtml
This is a good opportunity to get learners to carry out experiments
making craters. A good resource on this is available via: Non-terrestrial impact crater images:
http://lawrencehallofscience.org/pass/passv07/PASSv7craters.pdf http://www.lpi.usra.edu/science/kiefer/Educati
You can also do lots of experiments/demonstrations on on/SSRG2-Craters/craterstructure.html
weathering/erosion – search on Google or use ones from other
schemes.
Describe atmosphere of Earth: Learners construct composition Un-labelled diagram of atmosphere:
charts. Labelled cross-sectional diagram of Earth’s atmosphere. http://www.enchantedlearning.com/subjects/a
There are many video/animations on YouTube illustrating the stronomy/activities/label/atmosphere/
evolution of the Earth’s atmosphere. Supply learners with articles
from the internet detailing the evolution of the atmosphere, ask Many articles available via google using
students to study the articles. Learners answer comprehension keywords ‘evolution of the atmosphere’
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 Cassini-
Huygens website to describe Titan:
http://www.esa.int/esaMI/Cassini-Huygens/index.html Data on Titan’s atmospheric composition
There is an excellent Virtual Tour of Titan. Learners compare Titan available via:
to an early Earth, in particular, Titan’s atmosphere. Construct bar- http://www.esa.int/esaMI/Cassini-
charts/ piecharts illustrating the two atmospheres. Create questions Huygens/index.htm
for students to answer under examination conditions. Comparison article on Titan/Earth available
via:
http://www.astrobio.net/index.php?option=co
m_retrospection&task=detail&id=1755
GCSE Science B Unit 1, topic 2 Sept 2011 14
Plenaries
Collective memory exercises using suitable images e.g.; solar
system images/graphs/charts etc
Card loops on Planetary Science.
How are these two images similar/different?
‘My opinion’ – learners given ‘news articles’ about Solar System and
asked to pick out key words / summarise / give their opinion.
‘Wrong’ answers to past questions (suitable past questions
available on WJEC website – GCSE Science/Additional/Physics) –
is this right? What is wrong?
Jigsaws of Solar System images from Unit
Tarsia Jigsaw puzzles.
Reviewing work
Learning Objectives
Possible Learning Activities Resources Points to note
Learners should learn
• To review their knowledge and Grade/Level Assessed Tasks
Learners produce key points
understanding of Planetary Science
AfL Exercises related to Planetary Science
End of Unit/Topic Tests
GCSE Science B Unit 1, topic 2 Sept 2011 15