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Conceptual understanding: a model of where we are, and our future journey, has to be based on a universal model that can describe our past.
Conceptual understanding: a model of where we are, and our future journey, has to be based on a universal model that can describe our past.
Global context: Orientation in time and space - where we are and how it changes humanities perspective
Global context: Orientation in time and space - where we are and how it changes humanities perspective
Unit Structure
Unit Structure
Strand 1: What is in our immediate neighbourhood?
The density of regions in space varies.
The scale of the solar system is important
Inquiry questions:
What s in our solar system? (F)
How did we discover objects in our solar system? (F)
How has our model of the Universe changed? (F)
What patterns of data can we see in our solar system? (F)
Where could we possibly set up manned bases in the solar system? (D)
Strand 2: Observing and measuring the Universe
Information from photons collected can be used to model a star's evolution.
Redshift demonstrates the expansion of the Universe.
Inquiry questions:
How do we find the age of the Universe? (F)
Which range of temperature radiates in the IR spectrum? (F)
How did the discovery of CMBR change our ideas? (F)
Where do the various elements come from? (C)
Why was Olber’s paradox so important/why do we still remember it? (C)
How has technology/societal change changed our model of space? (D)
Approaches to Learning:
Approaches to Learning:
Thinking - Critical thinking (Use models and simulations to explore complex systems and issues focussing on scaling the Universe and building an evolutionary pathway for stars)
Research - Presentation (Present information in a variety of formats and platforms with a focus on how to present scientific findings in a concise way)
Applications and skills:
Applications and skills:
Describe how our ideas about the Universe, and our place in it, have changed throughout human history.
Describe some of the objects in our Universe.
Describe a photon and how we measure its energy value.
Explain the importance of emission and absorption spectra in space, including the Bohr model.
Use the black body relationships to describe stellar objects.
Determine the luminosity of a star given its surface temperature and size
Describe how temperature and luminosity of a star are related.
You can compare the brightness of stars given their apparent brightness
Determine the surface temperature of an object given its peak wavelength (Wien's law)
Describe the life cycle of small stars and supermassive stars, including nucleosynthesis.
Calculate the z factor of a galaxy given its shift in wavelength
Use the cosmological redshift (z) and Hubble's constant to determine the distance to a galaxy.
Discuss red-shift of light from galaxies as evidence for the big bang and future evolutionary models.
Assessments:
Assessments:
Formative quick quiz (AS 1-5).
Summative task - stars full lesson test (AS 3-6).
Formative quick quiz (AS 1-6).
Formative task - cosmology questions (AS 7-9).
Summative task - cosmology full lesson test (AS 3-4, 7-9).
Summative task - research project - this unit will also be assessed as part of the end of semester project.
Comparison to other international Grade 10 Courses
Comparison to other international Grade 10 Courses
eMYP (The Grade 10 IB Physics Course)
Astrophysics (the solar system, planets and satellites, the Big Bang theory)
iGCSE Grade 10 Course (Cambridge 2023-25 Syllabus): the relevant sections are copied below
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