points on the value of costly space asked to pick out key words / summarise / give their opinion. projects. Matching exercises pictures of space objects and parts of EMS. Use questions from all Awarding – 2.1.8 to past questions (suitable past questions Bodies. understand why modern space ‘Wrong’ answers science needs a collaborative available on WJEC website GCSE Science/Additional/Physics) – approach in terms of sharing cost; is this right? What is wrong? – scientific expertise; technology and equipment; facilities and locations. Main Activities: Classroom activities: There are many activities available on-line to support this section. Check out the link in the next box Demonstration of main parts of electromagnetic spectrum Please refer to CLEAPSS – commercial radio; microwave oven or microwave kit; radiant (IR guidance on using each piece of heater) / heat lamp; light spectra from discharge tubes and use of (for quantitative properties) equipment. Centres will need to hand help spectroscopes OR flame tests OR light bulbs / laser abide by their own Local Rules etc; UV lamp and suitable detector (e.g. white cloth washed in for dealing with Ionising biological detergent OR security marking pen etc; exemplar X-ray Radiation. images (ask your dentist!); radioactive gamma source and GM tube. Completion of blank EMS diagram. Indicating order; wavelengths; frequencies and energies (and relationship to of Many EMS diagrams are ‘temperature’ ‘blank’ astronomical objects producing these wavelengths. Some available on-line or in older support will be needed with standard form. Science Schemes. Use of Multiwavelength Astronomy pictures of same object e.g. the Sun. Relate wavelengths emitted to temperature i.e. higher The key is to link the temperature, higher energy of EMS. temperature of events to the energy of the electromagnetic radiation. Cosmos has excellent tutorials on their images Learners to be given case study of astronomical object e.g. M31 The HST website is brilliant for resources The Andromeda Galaxy, showing M31 at different wavelengths. The images should have suitable commentaries (at the correct level) about what they show. Learners produce a ‘Mindmap’ showing how the structure / behaviour of M31 has been determined by multiwavelength astronomy. It is suggested that learners are given a blank and have to and and ‘cut stick’ annotate.
points on the value of costly space projects. 2.1.8 understand why modern space science needs a collaborative approach in terms of sharing cost; scientific expertise; technology and equipment; facilities and locations. asked to pick out key words / summarise / give their opinion. Matching exercises – pictures of space objects and parts of EMS. ‘Wrong’ answers to past questions (suitable past questions available on WJEC website – GCSE Science/Additional/Physics) – is this right? What is wrong? Use questions from all Awarding Bodies. Main Activities: There are many activities available on-line to support this section. Check out the link in the next box Demonstration of main parts of electromagnetic spectrum – commercial radio; microwave oven or microwave kit; radiant (IR heater) / heat lamp; light spectra from discharge tubes and use of hand help spectroscopes OR flame tests OR light bulbs / laser etc; UV lamp and suitable detector (e.g. white cloth washed in biological detergent OR security marking pen etc; exemplar X-ray images (ask your dentist!); radioactive gamma source and GM tube. Completion of blank EMS diagram. Indicating order; wavelengths; frequencies and energies (and relationship to ‘temperature’ of astronomical objects producing these wavelengths. Some support will be needed with standard form. Use of Multiwavelength Astronomy pictures of same object e.g. the Sun. Relate wavelengths emitted to temperature i.e. higher temperature, higher energy of EMS. Classroom activities: (for quantitative properties) Please refer to CLEAPSS guidance on using each piece of equipment. Centres will need to abide by their own Local Rules for dealing with Ionising Radiation. Many ‘blank’ EMS diagrams are available on-line or in older Science Schemes. The key is to link the temperature of events to the energy of the electromagnetic radiation. Cosmos has excellent tutorials on their images Learners to be given case study of astronomical object e.g. M31 The Andromeda Galaxy, showing M31 at different wavelengths. The images should have suitable commentaries (at the correct level) about what they show. Learners produce a ‘Mindmap’ showing how the structure / behaviour of M31 has been determined by multiwavelength astronomy. It is suggested that learners are given a blank and have to ‘cut and stick’ and annotate. The HST website is brilliant for resources
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