-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION. -Module Number Session

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1 -SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION -Module Number Session Superclass- -Title- RE INTRODUCTION TO OBSERVING DESCRIPTION- GENERAL COMPETENCE FOR UNIT: observing, instruments and facilities. Demonstrating an understanding of S 1. describe astronomical phenomena and facilities available for observation; 2. distinguish between telescope types and other optical instruments; 3. describe non-direct observational techniques; 4. explain the problem of light pollution and the use of the naked eye in observation; 5. describe techniques of non-optical observing. CREDIT VALUE: 1 NC Credit ACCESS STATEMENT: At the discretion of the Centre. No formal qualifications required For further information contact: Committee and Administration Unit, SQA, Hanover House, 24 Douglas Street, Glasgow G2 7NQ. Additional copies of this unit may be purchased from SQA (Sales and Despatch section). At the time of publication, the cost is 1.50 (minimum order 5.00).

2 NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION STATEMENT OF STANDARDS UNIT NUMBER: UNIT TITLE: INTRODUCTION TO OBSERVING Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. 1. DESCRIBE ASTRONOMICAL PHENOMENA AND FACILITIES AVAILABLE FOR OBSERVATION (c) Astronomical phenomena are described clearly. Types of bodies and objects are described clearly. Types of observatories are described clearly. Written or oral evidence covering all PCs for five phenomena. 2. DISTINGUISH BETWEEN TELESCOPE TYPES AND OTHER OPTICAL INSTRUMENTS (c) (d) The workings of a reflector are described clearly. The workings of a refractor are described clearly. The workings of a prism binocular are described clearly. The types of mountings are described clearly. 2

3 Written or oral evidence covering all PCs. 3. DESCRIBE NON-DIRECT OBSERVATIONAL TECHNIQUES (c) (d) The method of solar projection is described clearly. The method of photography is described clearly. The method of charge-coupled devices is described clearly. The method of spectroscopy is described clearly. Written or oral evidence covering all PCs. 4. EXPLAIN THE PROBLEM OF LIGHT POLLUTION AND THE USE OF THE NAKED EYE IN OBSERVATION The problem of light pollution is described clearly. Naked-eye phenomena are described clearly. Written/oral evidence covering all PCs. Three examples of phenomena for PC. 3

4 5. DESCRIBE TECHNIQUES OF NON-OPTICAL OBSERVING (c) (d) The components of the electromagnetic spectrum are described clearly. The advantages of earth orbiting satellite observatories are described clearly. Examples of non-optical earth-based observatories are identified correctly. The technique of interferometry is described clearly. Written/oral evidence covering all PCs. observatory. PC, three different types of ASSESSMENT In order to achieve this unit, candidates are required to present sufficient evidence that they have met all the performance criteria for each outcome within the range specified. Details of these requirements are given for each outcome. The assessment instruments used should follow the general guidance offered by the SQA assessment model and an integrative approach to assessment is encouraged. (See references at the end of support notes). Accurate records should be made of the assessment instruments used showing how evidence is generated for each outcome and giving marking schemes and/or checklists, etc. Records of candidates achievements should also be kept. These records will be available for external verification. SPECIAL NEEDS In certain cases, modified outcomes and range statements can be proposed for certification. See references at end of support notes. 4

5 Copyright SQA 1997 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: (i) (ii) no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 5

6 NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION SUPPORT NOTES UNIT NUMBER: UNIT TITLE: INTRODUCTION TO OBSERVING SUPPORT NOTES: This part of the unit specification is offered as guidance. None of the sections of the support notes is mandatory. NOTIONAL DESIGN LENGTH: SQA allocates a notional design length to a unit on the basis of time estimated for achievement of the stated standards by a candidate whose starting point is as described in the access statement. The notional design length for this unit is 40 hours. The use of notional design length for programme design and timetabling is advisory only. PURPOSE The purpose of this unit is to enable candidates to demonstrate a competence in providing an outline of the various visual and non-visual, direct and non-direct methods of observing, and the associated instruments. It is aimed at those who have a little or no understanding of the subject, and although it is suitable as a freestanding unit it is part of a programme which can be delivered in conjunction with Physics and Mathematics topics. It is designed to provide potential entry to Higher Education on specific or general science courses. SQA publishes summaries of NC units for easy reference, publicity purposes, centre handbook etc. The summary statement for this unit is as follows: This module will give candidates an introduction to observing. Candidates will be able to describe techniques of observing and the facilities available for observation and distinguish between the different types of instruments used for observing. CONTENT/CONTEXT Outcome 1 Astronomical phenomenon means any happening in the sky - eg eclipse, aurorae, comet apparition. Objects or Bodies means such things to be observed as the moon, the sun, planets, stars, galaxies, nebulae etc. Types of observatories means ground based buildings, orbiting and airborne; optical and non-optical (eg radio telescopes etc). Types can also be distinguished by research, teaching use, amateur use and also by the sizes of instruments they house, whether private or public owned and special cases of public access observatories such as Mills in Dundee. 6

7 Observatory Facilities include dome with telescope, lecture room, computer room, photographic darkroom, storage of accessories such as spectrohelioscopes etc. Outcome 2 Reflector should be kept to simple Newtonian, however other types of reflectors, refractors and combined systems should be covered in teaching. The advantages and disadvantages between reflectors, refractors and binoculars should be covered including observational, practical and cost factors. Similarly with the main types of mountings. Outcome 3 A practical description of these four methods need not be too complicated, more to the level of a definition of these. Outcome 4 Naked-eye phenomena are all astronomical phenomena which do not require instrumentation such as aurorae, meteors and N.L.C. etc. The problem of light pollution is a hindrance to clear observation of these. Outcome 5 All observing done in x-ray, gamma ray, U.V., I.R., radio, microwave, neutrino, gravity waves and cosmic rays. Approximate frequency and wavelengths for electromagnetic spectrum, atmospheric absorption or partial absorption of certain categories are characteristics. Such things as radio dishes, IR telescopes are non-optical ground based. Interferometry should be linked more with the very wide baseline work of radio arrays, although it should not be ignored that this method is used for infrared and visible. APPROACHES TO GENERATING EVIDENCE A candidate centered, resource based learning approach is recommended. Concepts should be developed and reinforced by practical work and practical demonstrations. Candidates should be encouraged to document all notes extracted from sources including observations, and incorporated into a folio of work. Opportunities should be provided for candidates to develop practical skills, as well as the skills of problem solving and writing. RECOGNITION Many SQA NC units are recognised for entry/recruitment purposes. For up-to-date information see the SQA guide Recognised Groupings of National Certificate Modules. 7

8 REFERENCES 1. Guide to unit writing. (A018). 2. For a fuller discussion on assessment issues, please refer to SQA s Guide to Assessment. (B005). 3. Procedures for special needs statements are set out in SQA s guide Candidates with Special Needs. (B006). 4. Information for centres on SQA s operating procedures is contained in SQA s Guide to Procedures. (F009). 5. For details of other SQA publications, please consult SQA s publications list. (X037). Copyright SQA 1997 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: (i) (ii) no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 8