Introduction
"The big bang is how astronomers explain the way the universe began. It is the idea that the universe began as just a single point, then expanded and stretched to grow as large as it is right now (and it could still be stretching)."
Reference: https://spaceplace.nasa.gov/big-bang/en/
Check out the page above to get started on your quest to understand the Big Bang, then complete the quiz below to check your understanding.
https://www.proprofs.com/quiz-school/story.php?title=big-bang--origin--universe-lab-quiz
Through this webquest we're going to be addressing an exciting part of the year 10 curriculum, named below:
The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
- identifying the evidence supporting the Big Bang theory, such as Edwin Hubble’s observations and the detection of microwave radiation
- recognising that the age of the universe can be derived using knowledge of the Big Bang theory
- describing how the evolution of the universe, including the formation of galaxies and stars, has continued since the Big Bang
Reference:
(ACARA), Australian Curriculum Assessment and Reporting Authority. 2011. Science Curriculum F-10. ACARA.Accessed 13/09/2019 2019.<https://www.australiancurriculum.edu.au/f-10-curriculum/science/>
Task
Watch the following two videos:
"The Big Bang: A Beginners Guide to the Beginning" https://clickv.ie/w/5h2l
and
"Evidence that supports the Big Bang Theory" https://clickv.ie/w/6h2l
Now, produce a <1000 word full page text-based or ten slide PowerPoint presentation that details the main bodies of evidence that support the Big Bang theory, and refute the concept of a 'steady state' universe.
Include:
Who or what was the origin of this evidence e.g. who discovered what, with what technology]
What is this evidence? i.e. give an explanation of the data
How does this evidence support the big bang theory
Use these videos, and the other resources featured on the next page to assist you in creating your response.
Process
Firstly, create a table or other subdivided summary in which you can collate evidence and notes related to each body of evidence e.g. Cosmic Microwave Background Radiation, The Red Shift/Expansion, Element Composition, The Age of the Universe. These names will be your subheadings in your final summary.
Then use the following resources to help you fill out your notes:
Webpages
https://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang
https://www.teachastronomy.com/textbook/Cosmology/The-Big-Bang-Model/#
https://www.sciencebydoing.edu.au/curriculum/student/science-futures/digital/part1/activity6
Videos
Once you have your notes filled out, begin to summarise these into several key points per heading (3-5), these will form the basis for each sentence under the subheadings of your text, or the points that you present on each slide.
Now that you have your summaries, you can begin to write out a brief explanation of these key points and create your final presentation.
But wait! what if you're wrong?
As a scientist, this question should always be in your mind; and guide your spirit of inquiry. In your final presentation, include and summarise at least one theory of body of evidence that refutes the big bang theory.
There are plenty of examples to choose from, use your research skills to find and outline academic resources to aid your summary.
Evaluation
Use the rubric below to refine your presentation:
| Section | Not Achieved | Limited | Developing | Competent | Excelling |
|---|---|---|---|---|---|
| Content |
Presentation has insufficient |
Presentation is partially complete and/or has some inaccurate content. |
Presentation is incomplete, yet accurate |
Presentation is complete |
Presentation complete, well researched and referenced, and accurate |
| Quality | Presentation does not address the brief and/or very difficult to understand | Presentation partially addresses the brief and/or is difficult to understand | Presentation partially addresses the brief, yet is clear | Presentation addresses the brief and is clear | Presentation addresses the brief, is clear and well substantiated/referenced |
| Presentation | Presentation lacks headings/subheadings, other structures, and references | Presentation lacks headings/subheadings, yet has other structures, and references | Presentation has some headings/subheadings, other structures, and references | Presentation has all headings/subheadings, other structures, and references | Presentation is engaging, has headings/subheadings, other structures, and references |
Conclusion
Congratulations and thank you for joining us on this quest for understanding. Now you've completed your presentation, please take some time to reflect on the process and write down a sentence or two about the best and/or worst parts of the process so we can improve it for other learners like you.
<Survey Link Here, would be present in fully 'live' version of this webquest>
Teacher Page
How could this resource be used in classroom teaching?
This resource is designed to be used independently by year 10 students to fully guide them through a process of researching, drafting, and creating a presentation related to Big Bang cosmology that addresses both the major Science Understanding curriculum descriptor (ACSSU188) as well as it’s elaborations, and several related to Science as a Human Endeavour (ACSHE191-4) and Science Inquiry Skills (ACSIS204-8). As such it could form the basis, or a summative assessment task related to a learning sequence about Big Bang Cosmology.
Curriculum Links
Year 10 Science Understanding:
The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
As well as those outlined above.
Rationale
This webquest provides a scaffolded, yet student-led process of inquiry and information synthesis culminating in a presentation of their newly-formed or shaped understanding. As this is an information rich, and sometimes controversial topic; I believe that a webquest is an effective way to allow students agency over this learning process and affords the opportunity for teachers to engage in deeper level dialogue and explanatory activities, rather than ‘pushing out’ such a body of content.