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Unit Plan: Stage 1 Physics Spaceflight and rocket science, energy and heat
Unit Title: Spaceflight, rocket science, Energy & Heat
Year Level: Stage 1 (Year 11)
Strands, Topic & sub-topics
Science as a human endeavour:
Working and living in space
Spaceflight
Rocket Science
Science understanding:
Subtopic 4.1 Energy
Subtopic 3.1 Heat and Temperature
Aims & Overview
By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society,
and investigate the dynamic nature of physics. They explore how physicists develop new understanding and insights, and produce innovative solutions to
everyday and complex problems and challenges in local, national, and global contexts. In this way, students are encouraged to think scientifically and
make connections between the work of others and their own learning. This enables them to explore their own solutions to current and future problems
and challenges.
Students use mathematical relationships to determine and measure quantities based on work done, conservation of energy, and power. They investigate
the efficiency of different mechanical systems and explore emerging technologies in sustainable energy generation.
Students develop their understanding of the link between the temperature of matter and the kinetic energy of its particles. They investigate the flow of
energy and explain it in terms of conduction, convection, and radiation. They explore applications of the expansion of materials due to the motion of
their particles. (SACE, 2016)
Context/Setting: The class comprises 26 students (22 boys and 4 girls)
Duration: 4 weeks
Lessons per Week: One single (45 mins) and two double lessons (85 mins)
Key Questions and Key Concepts:
Working and Living in Space (Science as a Human Endeavour)
Radiation is a hazard in space. On Earth the Van Allen belt generated by the Earths magnetic field protects us from solar radiation.
Microgravity is caused by orbiting bodies falling around a gravitational body.
Weightless environments make it difficult to manipulate tools, eat and drink.
Isolation is a problem psychologically and medically.
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Capabilities:
The following are aligned with the SACE identified capabilities for this subject and that are expected to be developed by students
Literacy
extracting physics information presented in a variety of modes
using a range of communication formats to express ideas logically and fluently, incorporating the terminology and conventions of physics
communicating appropriately for specific purposes and audiences.
Numeracy
solving problems using calculations and critical thinking skills
recording, collating, representing, and analysing primary data
identifying and interpreting trends and relationships
calculating and predicting values by manipulating data and using appropriate scientific conventions.
Information and Communication Technology (ICT) Capability
locating and accessing information
collecting, analysing, and representing data electronically
modelling concepts and relationships
using technologies to create new ways of thinking about science
communicating physics ideas, processes, and information
understanding the impact of ICT on the development of physics and its application in society
Critical and Creative Thinking
analysing and interpreting problems from different perspectives
interpreting and evaluating data and procedures to develop logical conclusions
devising imaginative solutions and making reasonable predictions
envisaging consequences and speculating on possible outcomes
recognising the significance of creative thinking on the development of physics knowledge and applications.
Personal and Social Capability
understanding the importance of physics knowledge on health and well-being, both personally and globally
making decisions and taking initiative while working independently and collaboratively
planning effectively, managing time, following procedures effectively, and working safely
sharing and discussing ideas about physics issues developments, and innovations while respecting the perspectives of others
recognising the role of their own beliefs and attitudes in gauging the impact of physics in society
seeking, valuing, and acting on feedback.
Ethical Understanding
using data and reporting the outcomes of investigations accurately and fairly
acknowledging the need to plan for the future and to protect and sustain the biosphere
recognising the importance of their responsible participation in social, political, economic, and legal decision-making.
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Intercultural Understanding
recognising that science is a global endeavour with significant contributions from diverse cultures
respecting and engaging with different cultural views and customs and exploring their interaction with scientific research and practices
being open-minded and receptive to change in the light of scientific thinking based on new information
understanding that the progress of physics influences and is influenced by cultural factors.
(SACE, 2016)
Standard(s) Learning Requirements:
In this subject, students are expected to:
1. apply science inquiry skills to design and conduct physics investigations, using appropriate procedures and safe, ethical working practices
2. obtain, record, represent, analyse, and interpret the results of physics investigations
3. evaluate procedures and results, and analyse evidence to formulate and justify conclusions
4. develop and apply knowledge and understanding of physics concepts in new and familiar contexts
5. explore and understand science as a human endeavour
6. communicate knowledge and understanding of physics concepts, using appropriate terms, conventions, and representations.
(SACE, 2016)
Assessment Activity:
Diagnostic: Diagnostic quiz on energy and heat general concepts questions from Pearson Science 8 and Pearson Science 9
Formative: Observations of group participation in Spaceflight is a waste of human resources? discussion week 2 lesson 1
Formative: Survey Monkey evaluation questions on SHE tasks
Formative: Exit card week 2 lesson 3
Formative: feedback on heat worksheets submitted for marking week 4 lesson 1
Formative: Survey Monkey understanding of energy and heat week 4 lesson 2
Formative: practice test for year 11 exams (non-SACE) Energy and heat
Summative: Investigation Folio Task - SHE - Rocket science
Differentiation:
Language disability
Preview texts, identify or highlight the main idea
Present sequential steps for tasks
Reduce length of assignments
Simplify questions and check understanding
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Key Concepts and skills Teaching and learning activities (including Resources and Assessment Activities
equipment)
Week 1 Science as a human endeavour Engage
Lesson 1 History of rocket development: Play video Space Shuttle Launch Audio - play LOUD (no music)
Single German rocket development in WW2 (V2 HD 1080p
rocket) Explain
Landmarks in the Russian Space Program, NASA Ask class when and where do you think that modern rocket
Saturn, Apollo and Space shuttle programs. technology began?
International Space Station. Explain the beginnings in WW2
Explore
Play video WW II: RARE COLOR FILM: NAZI V2 ROCKET
FACILITY
Elaborate
In groups, students use internet to research Russian and NASA
space programs answering questions on Space History
worksheet
Evaluate
Ask class some of the questions from the Space History
worksheet and elaborate on responses where necessary
Resources:
Space history worksheet
Internet Access
Video Space Shuttle Launch Audio - play LOUD (no music) HD
1080p
https://www.youtube.com/watch?v=OnoNITE-CLc
Video: WW II: RARE COLOR FILM: NAZI V2 ROCKET FACILITY
https://www.youtube.com/watch?v=WjFTN-YdK_M
Lesson 2 Science as a human endeavour Engage (Flipped)
Double Working and living in space: Students watch the following video prior to the lesson: How
Radiation is a hazard in space. Van Allen belt did Apollo deal with the Van Allen radiation belts?
generated by the Earths magnetic field protects Explain
us from solar radiation. Introduce the concept of microgravity.
Play video: Microgravity
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Resources
Internet Access
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Lesson 2 Investigation Folio Task - SHE - Rocket science Students work independently on investigation folio task
writing time Resources
Investigation Folio Task - SHE - Rocket science
Internet Access
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When a force is applied to an object causing a Explain to class the concepts of conservation of energy using
displacement over a distance, work is done. PowerPoint conservation of energy
Explain work in terms of an applied force. Explore
Explain work in terms of an applied force by demonstration
pushing objects
Elaborate
Solve conservation of energy problems using textbook
Evaluate
Observation of work done
Resources
PowerPoint conservation of energy
Physics Key Ideas Stage one Book A 3rd Edition
Video: Collisions Crash Course Physics #10
https://www.youtube.com/watch?v=Y-QOfc2XqOk
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Lesson 3 Formative test Practice year 11 exam paper: energy and heat Formative practice test
(under exam conditions) for year 11 exams (non-
Feedback to be supplied SACE) Energy and heat
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References
SACE. (2016). South Australian Certicifate of Education Physics Outline. Retrieved from SACE: https://www.sace.sa.edu.au/web/physics/stage-1/support-
materials
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