Unit Context

The Physical World strand is concerned with forces, motion, energy transfers and transformations, and the contribution of scientific and technological developments to solving problems. In the first part of this unit, students learn about the ways of describing and analysing motion from a qualitative perspective.

The Earth and Space strand is concerned with the Earth, solar system and the universe, development of models and theories, resource use and management, and geological activity. In the second part of this unit, students learn about the major structures within the universe, some of the theories that explain how the universe was formed and the technological developments that have allowed the investigation of the universe to date.

Students look at the different ways in which the motion of objects can be analysed in the Newtonian mechanical model. Physics descriptors including force, mass, acceleration, distance, speed and time are discussed in the context of moving and stationary objects. Newton’s Laws provide the framework for the analysis of everyday situations.

Galaxies are made of stars and stars are at the centre of every solar systems like ours. The main objects astronomers study are stars. These stars go through many stages within their lives and eventually die. Many of the greatest minds in astronomy have dedicated their lives to measuring the distances to the stars. It is only now that we really appreciate where our place in the universe really is.

Astronomy is the oldest science. Humans have studied the night sky for as long as there has been evidence of our species existence on this planet. Once Galileo started the race for bigger and better telescopes, technology has played an increasing part in exploring the universe. Perhaps one day it will lead to our species colonising other planets, moons or even other star systems.

Over the last century, astronomers have gathered evidence about the history of the universe. This evidence has shaped the components of the Big Bang theory through the use of the scientific method. The evidence shows us that the universe is expanding and therefore was once a hot, dense place. With better technology, we are now observing the evolution of galaxies through time. We can see how gravity has shaped galaxies and pulled them together in clusters

Student Learning Goals

1. I can explain the relationship between speed, distance and time.

2. I can analyse graphs of speed vs time. I can describe the difference between velocity and speed. (Extension Activity: Use the speed/distance/time formula to calculate missing values)

3. I can use a ticker timer to qualitatively describe speed

4. I can define the term acceleration

5. I can apply Newton’s First Law in a variety of situations

6. I can apply Newton’s Second Law in a variety of situations (Extension: Application and use of the equation F=ma)

7. I can apply Newton’s Third Law in a variety of situations

8. I can apply the law of conservation of energy to objects moving through a gravitational field.

9. I can explain how seatbelts, crumple zones and airbags reduce the effect of a collision in terms of work and Newton’s laws

10. I can work in a group to apply knowledge of Newton’s Laws of motion and the law of conservation of energy into a short project involving the analysis of the motion of an object during either:

    • • A collision involving two moving vehicles

      • A sporting context

      • An amusement Park context

      • A ballistic context

11. I can describe the key features of the universe. (Galaxies, Stars, Nebulae, Black holes, Neutron Stars)

12. I can outline the ways in which astronomers observe the universe.

13. I can use appropriate scales to measure distances in the universe.

14. I can identify that all objects in the universe exert gravitational attraction on all other objects in the universe that have mass.

15. I can use scientific evidence to outline how the Big Bang theory can be used to explain the origin of the universe and its age.

16. I can use scientific evidence to outline how the Big Bang theory can be used to explain the origin of the universe and its age.

17. I can discuss and outline possible future directions of astronomical research.

Extension Activities:

• • • I can describe some recent contributions made by Australian scientists in the exploration and study of the universe.

    • I can describe the ways that Aboriginal Australians interpreted the night sky.

    • I can describe future directions in space exploration including colonisation of the Moon, Mars and perhaps other star systems.

NESA Syllabus Requirements

Outcome

• applies models, theories and laws to explain situations involving energy, force and motion SC5‑10PW

PW2   The motion of objects can be described and predicted using the laws of physics. (ACSSU229)

Students:

a.   describe qualitatively the relationship between force, mass and acceleration

b.   explain qualitatively the relationship between distance, speed and time

c.   relate acceleration qualitatively to a change in speed and/or direction as a result of a net force

d.   analyse qualitatively everyday situations involving motion in terms of Newton's laws

Additional content

Students:

• explain the difference between speed and velocity

• describe the relationships between displacement, time, velocity and acceleration, using the equations of motion

• relate quantitatively, force, mass and acceleration, and apply to everyday situations

• apply Newton's laws of motion to space travel

Outcome

• describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community SC5‑12ES

ES1    Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community. (ACSHE157, ACSHE191)

Students:

a.   outline some of the major features contained in the universe, including galaxies, stars, solar systems and nebulae (ACSSU188)

b.   describe, using examples, some technological developments that have advanced scientific understanding about the universe 

c.   use appropriate scales to describe differences in sizes of and distances between structures making up the universe

d.   identify that all objects exert a force of gravity on all other objects in the universe

e.   use scientific evidence to outline how the Big Bang theory can be used to explain the origin of the universe and its age (ACSSU188) 

f.    outline how scientific thinking about the origin of the universe is refined over time through a process of review by the scientific community

Additional content

Students:

• relate colours of stars to their age, size and distance from the Earth

• describe evidence used to support estimates of time in the universe

• describe some recent contributions made by Australian scientists in the exploration and study of the universe