Chapter number - Pearson Education



This lesson makes comparisons between methods for observing the Universe, and describes how observations of the Solar System provided evidence for the heliocentric model.

|Course resources |Key terms |

|Activity pack |Active Teach |geocentric |orbit |

| | |heliocentric |radio waves |

| | |light waves |telescope |

| | |microwaves |visible light |

| | |naked-eye | |

|P1.1a Beautiful space |AT Comparing astronomical | | |

|P1.1b Comparing astronomical |observations [presentation] | | |

|observations |AT Solar System ideas role-play | | |

|P1.1c New planet discovered |[presentation] | | |

Specification coverage

1.1 Describe how ideas about the structure of the Solar System have changed over time, including the change from the geocentric to the heliocentric models and the discovery of new planets

1.2 Demonstrate an understanding of how scientists use waves to find out information about our Universe, including: a) the Solar System b) the Milky Way

1.3 Discuss how Galileo’s observations of Jupiter, using the telescope, provided evidence for the heliocentric model of the solar system

1.4 Compare methods of observing the Universe using visible light, including the naked-eye, photography and telescopes

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

The tasks in this lesson also provide opportunities to cover HSW 2, HSW 3, HSW 6 and HSW 11

|Starter 1: My partner the star |Starter 2: Solar System model |

|Students look at a partner and write down all the information they |AfL |

|can about that person just from looking at them, as astronomers do |Ask students to draw the Solar System as they understand it. Follow|

|with stars. |up by asking why they believe this is the way things are and then |

| |why scientists believe in this model. The discussion could then |

| |extend to the currently accepted model of the whole Universe. |

|Exploring 1: Beautiful space |Exploring 2: Comparing astronomical observations (AT) |

|Ask students to complete the exercise on Worksheet P1.1a to find |Discuss comparisons between naked-eye, telescope and photographic |

|pictures of celestial bodies to show as a poster collage or |observations of celestial bodies. Ask students to complete |

|PowerPoint presentation. If magazines are available to be cut up, |Worksheet P1.1b after the discussion, classifying observations. The|

|this is a possible resource. Suitable websites can be found on the |AT PowerPoint presentation Comparing astronomical observations |

|course website. |provides a drag and drop version of the task. |

|Students should be given the chance to ask each other questions |Working towards A*: Ask students to add in further observations |

|about their presentations and you can also quiz them about their |that they have heard about from other sources. |

|sources and other details about the images. |Working towards E: Limit the exercise to sorting the observations |

|Working towards A*: Students provide more quantitative information |by type. |

|about each object they select, to allow comparisons. This could be | |

|a comparison of the distances to objects or the image resolutions | |

|or similar. | |

|Working towards E: Students limit the captioning to the type of | |

|object and the name of the photographer and/or telescope. | |

|Exploring 3: Solar System ideas role-play (AT) |Explaining 1: Student Book spread P1.1 |

|Lit |There are many conflicting accounts about the degree to which the |

|Each student should play either Ptolemy, a Mayan ruler, Galileo or |Church was or was not upset with Copernicus and Galileo. Take care |

|Copernicus and prepare a brief speech of how they believed the |to avoid making very definitive statements along these lines. |

|Solar System worked and why they believed that. |Working towards A*: Ask students to research what ‘epicycles’ |

|Working towards A*: Ask students to debate, in character, the |were/are and why this addition to the geocentric model was needed. |

|correctness and evidence for their Solar System model with other |Students are not required to recall details of epicycles. |

|characters. |Working towards E: Use coins or tiddlywinks to lay out a geocentric|

|Working towards E: Provide students with the cue cards on the AT |model and then alter the layout to show a heliocentric one. |

|presentation Solar System ideas role-play. | |

|Plenary 1: Information from light |Plenary 2: Galileo and Copernicus videos |

|AfL |YouTube has a number of short videos about Galileo/Copernicus and |

|Students list all the types of information that astronomers can get|geocentric versus heliocentric models. Search YouTube for ‘Galileo |

|from the light waves and compare the list with a partner to |Copernicus’ to show the students a suitable one that briefly |

|generate a complete list, such as naked-eye, telescope and |summarises the specification points on Solar System models. |

|photographic records of planets, stars and galaxies. | |

|Homework 1: New planet discovered |Homework 2: In the shoes of Copernicus |

|Worksheet P1.1c is a straightforward comprehension exercise showing|Provide students with two currently accepted scientific ideas. They|

|how astronomical observations led to the discovery of a new dwarf |should describe the evidence that scientists use to convince |

|planet in our Solar System. |society that the idea is ‘true’, making use of Skills Sheet 7. |

|Working towards E: Read through the worksheet with students before |Students then rate the ideas as to how universally accepted they |

|they take it home to ensure they are clear about what they have to |are. Students then add the geocentric and heliocentric models of |

|do. |the Solar System and write arguments for both. |

| |Working towards A*: Students suggest two to three other currently |

| |accepted scientific ideas to include. |

By the end of this lesson…

The majority of students may have:

• defined the terms ‘geocentric’ and ‘heliocentric’

• described how the invention of the telescope led to new discoveries

• stated that photography allows more detailed data to be collected

• recalled that we use waves (including light waves) to detect and find out information about objects in Space

• described how Galileo’s observation of moons going around Jupiter led him to support the heliocentric model of the Solar System

• HSW 14 described how scientific knowledge about the structure of the Solar System changed over time as more observational evidence became available to test ideas.

In addition, students working towards A* may have:

• explained how photography allows more detailed data to be collected

• explained how Galileo’s observations of Jupiter’s moons contradicted the geocentric model and provided evidence for Copernicus’ model

• explained some advantages of telescopes and photography over naked-eye observations

• HSW 14 explained how the scientific community critically evaluates evidence from a wide range of sources to obtain further evidence and validate scientific ideas, such as about new planets.

Students working towards E may have:

• stated that ideas about our Solar System have changed over time

• stated that the invention of the telescope led to new planets and moons being discovered

• stated that light travels though space as waves

• HSW 14 identified a scientific idea that has changed over time, such as the model of the Solar System.

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P1.1 The Solar System

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