Fred Watson - Science Talk 2008

Teaching notes

This resource contains a set of videos in which Fred Watson through personal anecdotes and amusing stories describes his work as an Astronomer and the path that he has taken in his career.

Fred describes how the telescope is literally the world's most far-reaching invention. It is a time machine, allowing us to look billions of years into the past for answers to some of our most profound questions. In its 400-year history, it has progressed from a crudely fashioned tube holding a couple of spectacle lenses to colossal structures housed in space-age cathedrals - and, increasingly, to sophisticated machines surveying the Universe from space. In this entertaining and fully-illustrated talk, Fred provides a sneak-peek at future telescopes - some of them only yet imagined. He also gives advice to students considering astronomy as a career. Each video has a set of questions designed to stimulate reflection on the content of Fred’s presentation and interview.

Teachers may find it useful to combine this resource with others listed in the Resources section to extend students’ learning based on outcomes from Stages 4 and 5 of the NSW Board of Studies Science syllabus and Stage 6 Physics Syllabus. The syllabuses can be found at: www.boardofstudies.nsw.edu.au

Science

Stage 4/5 - Prescribed Focus Areas

Students will develop knowledge and understanding of:

the history of science
the nature and practice of science
applications and uses of science
current issues, research and development.

(4.9) A student describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe.

(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.

(8.2) Life skills outcomes and content:

LS.1 A student recognises some scientific developments that have changed our world
LS.11: A student recognises some features of the solar system and beyond.

Physics

Stage 6 – Prescribed Focus Areas

History of physics:

Knowledge of the historical background of physics is important to adequately understand natural phenomena and explain the applications of those phenomena in current technologies. Students should develop knowledge of:

the developmental nature of our understanding of energy, matter and their interrelationships
the part that an understanding of energy, matter and their interrelationships plays in shaping society
how our understanding of energy, matter and their interrelationships is influenced by society.

Nature and practice of physics:

A study of physics should enable students to participate in scientific activities and develop knowledge of the practice of physics. Students should develop knowledge of the provisional nature of physical explanations and the complex relationship between:

existing physical views and the evidence supporting these
the process and methods of exploring, generating, testing and relating ideas
the stimulation provided by technological advances and constraints imposed on understanding in physics by the limitations of current

Applications and uses of physics:

Setting the study of physics into broader contexts allows students to deal with real problems and applications. The study of physics should increase students. knowledge of:

the relevance, usefulness and applicability of laws and principles related to physics
how increases in our understanding in physics have led to the development of useful technologies and systems
the contributions physics has made to society, with particular emphasis on Australian achievements.

Implications of physics for society and the environment:

Physics has an impact on our society and the environment, and students need to develop knowledge of the importance of positive values and practices in relation to these. The study of physics should enable students to develop:

understanding about the impact and role of physics in society and the environment
skills in decision-making about issues concerning physics, society and the environment.

Current issues, research and development in physics:

Issues and developments related to physics are more readily known and more information is available to students than ever before. The syllabus should develop students. knowledge of:

areas currently being researched in physics
career opportunities in physics and related fields
events reported in the media which require an understanding of some aspect of physics.

(8.5) The Cosmic engine

Describe star formation in terms of gravitational attraction between particles in a gas cloud that allows gravitational collapse.
Outline the discovery of the expansion of the Universe by Hubble, following its earlier prediction by Friedmann, and the instrument used for his discoveries.
Describe the transformation of radiation into matter which followed the ‘Big Bang’ and how this evidence was accumulated using both optical and non-optical technologies (e.g. radar and X-ray mapping of the near galaxies).

(9.7) Astrophysics (Option)

Outline methods by which the resolution and/or sensitivity of ground-based systems can be improved, including adaptive optics, interferometry and active optics. Examples, given in the talk, of current applications of these technologies, further enhance students’ understanding of the concepts.
Discuss why some wavebands can be more easily detected from space and apply this to the current deployment of satellites and earth based observing instruments.
Describe the advantages of photoelectric technologies over photographic methods for photometry and how this enhanced resolution has enabled even greater discoveries to be made in all areas of the electromagnetic spectrum.
Identify the general types of spectra produced by stars, emission nebulae, galaxies and quasars and investigate how the data (velocity, motion toward or away (Doppler shift) from us, rotation including gravitational wobble caused by unseen planets and black-holes) can be obtained from them.
Identify the electromagnetic wavebands filtered-out by the atmosphere, especially UV, X-rays and gamma rays and why accurate observations can be made by using both ground-based and extra-terrestrial instruments.

Quality teaching

This resource provides opportunities to incorporate the following elements of Quality teaching in NSW public schools by:

giving students an opportunity to use astronomy terms and discover the nature and practice of astronomy including processes for production of telescope mirrors, star life cycles and photometry (Deep knowledge, Connectedness, Metalanguage, Knowledge integration)
discussing the processes involved in producing an ultra thin and highly reflective surface for telescope mirrors. (Higher-order thinking)
stimulating thought about how advances in space science and technology are broadening our understanding of the universe including questions about extra-terrestrial life and the conditions necessary for it to develop (Connectedness, Problematic knowledge, Deep understanding, Higher-order thinking)
enabling students to apply background knowledge of astronomy and physics to the motion of stars and other celestial objects. (Background knowledge)
stimulating thought about what inspires people to become scientists (Connectedness).