David Malin - Science Talk 2008

Teaching notes

How to use this resource

The purpose of this resource is twofold:

to demonstrate that science technologies and practices have changed over time and, as a consequence, so have our ideas about the evolution of the universe
to introduce students to an astronomer and provide them with the opportunity of hearing him speak about his career and the scientific breakthroughs that he has contributed to.

The following resources can be downloaded by DET schools from the Teaching and Learning exchange, or TaLe:

The Fred Watson Masterclass allows students to hear from a world-famous astronomer and explore areas of the Stage 6 Physics syllabus that deal with astronomy.
Physics explorer deals with superconductivity, virtual cathode ray tubes and electromagnetic induction.
Physics explorer (Preliminary) deals with the inverse square law and the reflection and refraction of electromagnetic radiation.
Forces and fields deals with electric, magnetic and gravitational forces and fields. It also includes electromagnetic and nuclear radiation.

Syllabus outcomes

The study of astronomy is well represented in the NSW Board of Studies Stage 4/5 Science and Stage 6 Physics syllabus areas.

Stage 4/5 Science-related syllabus content

Outcome 4.3: A student identifies areas of everyday life that have been affected by scientific developments.

Outcome 5.3: A student evaluates the impact of applications of science on society and the environment.

4/5.3 Students learn to:

(a) identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples)

(b) identify and describe examples where technological advances have impacted on science.

Outcome 5.4 A student discusses evidence supporting different viewpoints.

5.4 Students learn to:

(a) discuss viewpoints about some issues with a major scientific component.

Outcome 5.9: A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time.

5.9.1 Students learn about the big bang theory:

(a) discuss current scientific thinking about the origin of the universe

(b) identify that some types of electromagnetic radiation are used to provide information about the universe

Additional content: Components of the universe

relate colours of stars to their age, distance from Earth and size
explain why quasars have provided evidence of a changing universe
discuss the impact of Voyager probes and the Hubble Space Telescope on knowledge and understanding of the universe.

Stage 6: Physics-related syllabus content

Preliminary course outcome 8.5: The Cosmic Engine

8.5.2 The first minutes of the Universe released energy which changed to matter, forming stars and galaxies.

8.5.3 Stars have a limited life span and may explode to form supernovas.

HSC course outcome 9.7: Option—Astrophysics

9.7.1 Our understanding of celestial objects depends upon observations made from Earth or from space near the Earth.

9.7.2 Careful measurement of a celestial object’s position in the sky (astrometry) may be used to determine its distance.

9.7.3 Spectroscopy is a vital tool for astronomers and provides a wealth of information.

Stage 6: Earth and Environmental Science-related syllabus content

Preliminary course outcome 8.2: Planet Earth and Its Environment—A Five Thousand Million Year Journey

8.2.1 The solar system has evolved from a ball of gases released from a supernova explosion.

Stage 6: Senior Science-related syllabus content

HSC course outcome 9.9: Option—Space Science

9.9.5 Space stations and probes provide information about our solar system, galaxy and deep space.

Quality teaching

This resource provides opportunities to incorporate elements of Quality Teaching in New South Wales Public Schools by:

encouraging students to recall and apply many aspects of star life cycles and photometry (deep knowledge)
requiring students to use reflective questioning to explore ideas about the progress of astronomy and particularly astronomical photography, and the impact this has had on science (deep understanding)
describing the similarities between the invention of the telescope and the invention of the microscope and the impact they have had on scientific visualisation processes (higher-order thinking)
demonstrating to students the difficulties posed in visualising the skies using telescopes and wavelengths such as infrared (problematic knowledge)
modelling and reinforcing the language of astronomy and photography (metalanguage)
building on students’ background knowledge of famous discoveries, photography, general astronomy and physics to the use of telescopes and digital techniques used in astro-photography (background knowledge)
encouraging students to draw on their knowledge of digital imaging processes to understand the techniques used by astronomers as they visualise the skies (knowledge integration).