Physical Science SHS Q2 2023-2024 Past Paper PDF

Physical Science Quarter 2 Module 2 Early Astronomy, Wave, Optics and Theory of Relativity Lesson 1-17 DO_Q2_Physical Science11/12_Module2_Lesson1-17 Physical Science Alternative Delivery Mode Quarter 2 - Module 1: Early Astronomy, Wave, Optics and Theory of Relativity Revised Edition, 2022 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Sara Z. Duterte-Carpio Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Arianne B. Alejandrino Aldrene F. Bustillos Nerisa R. Abenoja Maria Nerissa L. Silverio Darryl G. Bayona Elino A. Pingal Elmerson I. Matias Content Editor: Maria Lea Q. Prondo, Education Program Supervisor-Science Loreta L. Salvador,Ph.D. Maria Novie D. Gallego Jonathan F. Alvances Language Editor: Fatima A. Duncab Jonathan F. Alvances Illustrator: Nathaniel D.C. Del Mundo Layout Artist: Arianne B. Alejandrino, Maria Nerissa L. Silverio Elino A. Pingal , Raphael A. Lopez Management Team: Meliton P. Zurbano, Schools Division Superintendent Filmore D. Caballero, CID Chief Jean A. Tropel, Education Program Supervisor - LRMS Maria Lea Q. Prondo, Ed. D., Education Program Supervisor - Science Printed in the Philippines by ________________________ Department of Education – National Capital Region – SDO VALENZUELA Office Address: Pio Valenzuela St. Marulas, Valenzuela City Telefax: (02) 292-3247 E-mail Address: [email protected] 2 Introductory Message For the facilitator: Welcome to the Physical Science Alternative Delivery Mode (ADM), this module was collaboratively designed, developed, and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: The hand is one of the most symbolized part of the human body. It is often used to depict skill, action, and purpose. Through our hands we may learn, create, and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or competencies you are expected to learn in the What I Need to Know module. This part includes an activity that aims to check what you already know about the lesson to take. What I Know If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link the current lesson with the previous one. What’s In In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a What’s New poem, a problem opener, an activity or a situation. 1 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 This section provides a brief discussion of the lesson. This aims to help you discover and What is It understand new concepts and skills. This comprises activities for independent practice to solidify your understanding and skills of the What’s More topic. You may check the answers to the exercises using the Answer Key at the end of the module. This includes questions or blank sentence/paragraph to be filled in to process what What I Have Learned you learned from the lesson. This section provides an activity which will help you transfer your new knowledge or skill into real What I Can Do life situations or concerns. This is a task which aims to evaluate your level of mastery in achieving the learning competency. Assessment In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson Additional Activities learned. This also tends retention of learned concepts. 2 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 1: How the Greeks knew that the Earth is spherical? 3 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 What I Need to Know This module was designed to help you understand the views of early astronomy. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are using now. After going through this module, you are expected to: Explain how the Greeks knew that the Earth is spherical. S11/12PS- IVa-38 What I Know DIRECTIONS: Write TRUE if the statement is correct; otherwise, replace the underlined word(s) that falsified the sentence. Write your answer on the space provided before the number. ________1. Anaxagoras is a Greek Philosopher who computed the circumference of the Earth. ________2. During a solar eclipse, the Earth’s shadow is reflected on the Moon’s surface. ________3. If the Earth is flat, then a ship travelling away from the observer should become smaller and smaller until it disappears. ________4. In the Heliocentric model, the sun, other stars, and the Moon are in orbit around the Earth. ________5. The Copernican Universe is known as the remapping of the Ptolemaic scheme making the sun the center of the system rather than the Earth. ________6. Aristotle further supported Pythagoras’ proposal through his observation of the shadows that the Earth cast on the Moon during the lunar eclipse. ________7. Pythagoras provided physical and observational arguments for a spherical Earth. ________8. Pythagoras and his pupils who were the first to propose a spherical Earth. ________9. The shape of the Sun and the Moon according to ancient astronomers was spherical. ________10. Aristarchus Universe first to profess heliocentric view where the sun and not the Earth is the center of the universe. 1 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 Lesson How the Greeks knew that the Earth is 1 spherical? What's In Using the clue given try to determine some of the observations of the Greeks that gives them an idea that the Earth is round: E_L__S_ 1. When the moon or a part of it is covered by a shadow for a brief moment. N _RT_ S _ _ R 2. It is believed to be in a fixed position in our sky. _PH _ _ I CA _ 3. The shape of the Sun and the Moon according to ancient astronomers. What's New ACTIVITY: PROVING THE EARTH IS ROUND Materials: paper plate (or used folder-cut into circle) popsicle sticks (or ordinary sticks) scissors scotch tape (or glue) flashlight Procedures: 1. Near the edge of the paper plate, mark two places directly across from each other. 2. Make a small hole in each mark and put the popsicle stick in each hole. 3. Hold the paper plate vertically in front of the flashlight then observe the shadow cast by the popsicle stick. 4. Bend the paper plate slightly in front of the flashlight then observe again the shadows cast by the popsicle stick. Guide Questions: 1. What can you say about the shadow cast by the popsicle stick when the paper plate is placed vertically in front of the flashlight? _____________________________________________________________________________ 2. When you bend the paper plate slightly near the flashlight, do the two sticks still cast shadows of the same length? Why? ____________________________________________________________________________ What is It During the 6th Century BC, the concept of the spherical Earth gains popularity. Most of the Greeks believe that the Earth was round and not flat. It was Pythagoras and his pupils who were the first to propose a spherical Earth. In 500 to 430 BC, Anaxagoras further supported Pythagoras’ proposal through his observation of the shadows that the Earth cast on the Moon during the lunar eclipse. 2 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 In 340 BC, Aristotle provided physical and observational arguments for a spherical Earth including the positions of the North Star, shape of the moon and the sun, and disappearance of the ship when sailing over the horizon. Ancient scholars tried to provide proof of a spherical Earth and its circumference through calculations. Eratosthenes made the first successful attempt to determine the size of the earth. He nearly gets the exact figure of the size of the Earth by putting a stick in the ground and examining the shadow cast by it. He computed the circumference of the Earth to be approximately 250,000 stadia. What's More What do you think could be life on Earth when it is not a sphere? ___________________________________________________________________________ What I Have Learned Fill in the missing parts of the graphic organizer. What I Can Do How can you convince a FLAT EARTHER that the Earth is not flat? ___________________________________________________________________________ Assessment I. DIRECTIONS: Fill in the table with the correct information by writing the contribution of the following Greeks in proving that the Earth is spherical. ( 2 points each; 10 points total) Philosopher Physical/Supporting Observation 1. Pythagoras 2. Anaxagoras 3. Aristotle 4. Eratosthenes 5. Ptolemy 3 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 Rubric: CRITERIA 2pts. 1pt. Organization of ideas Describe and mention most Does not describe the of the contribution and correct contribution of the observation of the given given astronomer and the astronomer and the sequence of information is sequence of information can difficult to follow and be easily followed. understand. II. DIRECTIONS: Write the letter of the correct answer on the space before the number. _______1. How did Eratosthenes determine the Earth’s circumference in the mid-20th Century? A. By observing the shadow cast by the vertical sticks in Alexandria and Syene. B. By observing the light rays coming from the sun. C. By working in the library of Alexandria and observe the light rays from the sun through the shadow cast by the vertical sticks. D. By determining the angle difference in the shadow cast by the vertical stick in Syene and Alexandria at noon time during summer solstice then compute the circumference of the Earth out of it. _______2. If the Earth is flat, which of the following can be observed of a cruising ship? A. It will not change in its size. B. It will become bigger and bigger as it sails. C. It will become smaller and smaller until it disappears. D. It will shrink then only the sail will be visible until it completely disappears. _______3. According to Eratosthenes' computations what is the circumference of the Earth? A. 500 stadia B. 10.5 stadia C. 40 000 stadia D. 250,000 stadia _______4. How does lunar eclipse contribute to explain that the shape of the Earth is round? A. The moon always cast a shadow during a lunar eclipse. B. The earth casts round shadow on the moon during lunar eclipse. C. The earth sometimes casts a round shadow during lunar eclipse. D. The moon casts a round shadow on earth during a lunar eclipse. _______5. How does the North star known as Polaris prove that the Earth is spherical? A. Polaris stay in one place in the sky regardless of your position on earth. B. When you are standing at the equator, Polaris moves closer to the middle of the sky. C. If we travel from the North Pole to the equator Polaris would seem to move closer to the horizon. D. If we travel from the North Pole to the equator Polaris would seem to move farther to the horizon. 4 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 Additional Activities How did Plato’s problem of “Saving the Appearances” constrained Greeks models of the Universe? Explain. __________________________________________________________________________________ __________________________________________________________________________________ 5 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 LESSON1 DO_Q2_PHYSICALSCIENCE_MODULE2_ 6 What’s In Assessment (2 points each) Answer may Eclipse vary North Star 1. first to propose a spherical Earth Spherical 2. propose spherical Earth through his observation of the shadows that the Earth What I Know cast on the Moon during the lunar eclipse. Eratosthenes 3. provided physical and observational lunar eclipse arguments for a spherical Earth True 4. made the first successful attempt to Geocentric determine the size of the earth model 5. described geocentric universe largely True based on Aristotelian Universe Anaxagoras II. Aristotle 1. D True 2. C 3. B True 4. B True 5.C Answer Key References Bayoang, Rolly B. 2016. Physical Science.Quezon City: Educational Resources Corporation. Physical Science.Teachers Guide Senior High [email protected] What are the models of the universe. Accessed Oct. 15, 2020 https://www.facebook.com/notes/grade-11-physicalscience/ lesson-65-the-models-of-the-universe-eudoxus-aristotle-aristarchus-ptolemy-and c/2060293380653543/ How the Ancient Greeks Proved that the Earth was round. Accessed December 28, 2017 https://www.independent.co.uk/ 7 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 2: Astronomical Phenomena before the Advent of Telescope 8 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON1 What I Need to Know This module was designed to help you understand the views of early astronomy. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are using now. After going through this module, you are expected to: Cite examples of astronomical phenomena known to the astronomers before the advent of telescopes. S11/12PS-IVa-41 What I Know DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is wrong. Write your answer on the space before the number. _______1. Mercury, Venus, Mars, Jupiter, and Saturn are planets that can be seen in the sky without the aid of the telescope. _______2. Even before the invention of the telescope, ancient people have no observation about any astronomical phenomena. _______3. Solar eclipse occurs when the Earth is between the moon and the sun. _______4. The phases of the moon are the basis of ancient calendars. _______5. The sun rises in the western part of the sky and reaches its highest point in the midday. _______6. Constellations are also observed to be in different positions depending on the time of the year. _______7. The Sun’s position in space shows that it is the approximate center of our solar system. _______8. Ancient people have observed that the moon changes its path and its appearance within a period of 25.5 days. _______9. Ancient astronomers also observed that the sun appear to be attached in the celestial sphere that rotates around an axis. _______10. Our ancestors used the sky to tell time, for navigation, and as a practical tool for survival. Lesson Astronomical Phenomena before the 2 Advent of Telescope What’s In DIRECTIONS: Answer the following question. Have you ever observed our day and night sky? What are some astronomical phenomena that you have already observed? _____________________________________________________________________ _____________________________________________________________________ 9 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON2 What's New Activity: CITING ASTRONOMICAL PHENOMENA DIRECTIONS: Complete the following paragraph by choosing the correct term in the box below. Astronomical Phenomena Before the Advent of Telescope Even before the advent of the telescopes, ancient astronomers were able to observe the ___________ of the moon. They also used primitive version of sundial in systematically observing the ___________of the sun. By their observation they give the idea that the sun ___________in the eastern part of the sky and reaches its highest point in the ___________and sets in the western part of the sky. Ancient astronomers have also noticed that there are times when the moon or a part of it is covered by a ___________for a brief moment and called it as eclipse. They also observed that the ___________appear to be attached to a celestial sphere that ___________around on its axis a day. Astronomers during that time have discovered that Mercury, ___________, Mars, Jupiter, and ___________ are planets. They are called “___________” or planetes in Greek terms. wanderers eclipse Venus rises stars positions motion shadow phases Saturn rotates midday Guide Question: 1. Prior to the telescope, how did individuals see other planets? Explain. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ What is It For our ancestors, the sky is one of the important parts of their lives. They used the sky to tell time, for navigation, and as a practical tool for survival. Babylonian and Egyptian civilizations used a primitive version of sundial known as gnomon, in systematically observing the motion of the sun. Babylonians developed a precise mathematical formula for predicting astronomical events. The ancient people have recorded the points where the sun rises and sets on the horizon. They also observed the variations related to weather and seasonal change. Ancient people have observed that the moon changes its path and its appearance within a period of 29.5 days. The phases of the moon become the basis of ancient calendars. As they observed the moon, they also noticed that there are times when the moon or part of it seemed to be covered by a shadow for a brief moment (eclipse). It is also observed that the stars appear to be attached in the celestial sphere that rotates around an axis. Constellations are also observed to be in different positions depending on the time of the year. Prior to the telescope, there were many theories and falsely identified as planets that were truly stars, moons, and other objects in the sky. With the naked eye however, an individual at the correct time of the day could see Mercury, Venus, Mars, Jupiter, and Saturn. 10 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON2 What's More Without using a telescope, try to locate any of the following planets (Mercury, Venus, Mars, Jupiter, and Saturn) in the night sky. Can you easily identify them? Write your observation. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What I Have Learned Fill in the missing parts of the graphic organizer. What I Can Do Some of the constellations observed in the summer skies are different from those observed in the winter skies. What is the best explanation for this observation? __________________________________________________________________________________ __________________________________________________________________________________ Assessment I. DIRECTIONS: Write “FACT” if the statement is true and “BLUFF” if the statement is wrong. __________1. For our ancestors, the sky represented the chief means of telling time, navigation, and knowing when to start planting crops. __________2. Neptune is one of the planets that can be observed using our naked eye. __________3. There are six planets that are visible and can be observed by the naked eye. __________4. The Mesopotamians are the first to make precise mathematical formulas for predicting astronomical events. __________5. The ancient astronomers have focused their observations about planets, moons, stars, nebulae, galaxies, supernova explosions and comets. 11 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON2 II. DIRECTIONS: Identify what is asked in the following statements. __________6. It is a primitive version of sundial used by Babylonians and Egypt in observing the motion of the sun. __________7. The __________ of the moon become the basis of ancient calendars. __________8. It refers to a phenomenon wherein the moon changes into a dark or blood red color. __________9. It occurs when the Moon is in between the Sun and the Earth and the moon partially or completely blocks out the sun. __________10. It is a heavenly body in the sky that changes its appearance from thin semicircular disk to full circular disk. III. DIRECTIONS: Enumerate at least five astronomical phenomena used by ancient astronomers in studying the sky before the advent of the telescope. 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ 4. _____________________________________________________________ 5. _____________________________________________________________ Additional Activities Galileo didn’t invent the telescope, but he was among the first to use a telescope to examine the heavens. Write some important observations of Galileo with his telescope. ____________________________________________________________________________ __________________________________________________________________________________ 12 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON2 LESSON2 DO_Q2_PHYSICALSCIENCE_MODULE2_ 13 What I Know What’s New Assessment 1. True 1. phases 7. rotates 1. Fact 2. False 2. positions 8. Venus 2. Bluff 3. False 3. rises 9. Saturn 3. Fact 4. True 4. midday 10. wanderers 4. Bluff 5. False 5. shadow 5. Fact 6. stars II. 6. True Guide Question: Answers may 6. gnomon 7. True vary 7. phases 8. False 8. lunar eclipse 9. False 9. solar eclipse 10. True 10. moon III. Answer may vary Answer Key References Bayoang, Rolly B. 2016. Physical Science.Quezon City: Educational Resources Corporation. Physical Science.Teachers Guide Senior High [email protected] What are the models of the universe. Accessed Oct. 15, 2020 https://www.facebook.com/notes/grade-11-physicalscience/ Zamora, Warlito C., Astronomical Phenomena before the Advent of Telescopes. April 10,2018. https://www.facebook.com/notes/physical-science/lesson-66- astronomical-phenomena-known-to-astronomers-before-the-advent-of- teles/2060305700652311/ 14 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON2 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 3: Brahe’s Innovations and Kepler’s discovery of Planetary Motion 15 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON2 What I Need to Know This module was designed to help you understand the views of early astronomy prior to the invention of the telescope. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are using now. After going through this module, you are expected to: Explain how Brahe’s innovations and extensive collection of data in observational astronomy paved the way for Kepler’s discovery of his laws of planetary motion. S11/12PS-IVb-44 What I Know DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answer on the space before the number. ______1. In Brahe’s Model, all the planets orbited the sun, and the sun and the moon orbited the Earth. ______2. Tycho Brahe made important contributions by devising the telescope during his time. ______3. Johannes Kepler is a believer of the Copernican Universe. ______4. Tycho Brahe construct the present model of our solar system. ______5. Johannes Kepler provided extensive data of planet Mars which later use for the development of laws of planetary motion. ______6. Johannes Kepler discovered how the planet moved in elliptic orbits and formulated the laws of planetary motion. ______7. The Copernican model of the universe believed in the Heliocentric universe. ______8. Through his observatory, Johannes Kepler has able to determine the detailed motions of the planet. ______9. The Copernican model established a geocentric universe in which the fixed, spherical Earth is at the center, surrounded by concentric celestial spheres of planets and stars. ______10. Triangular sextant, armillary sphere and azimuth quadrant are some of the instruments used by Tycho Brahe that allow him to determine the detailed motion of the planets. 16 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 Lesson Brahe’s Innovations and Kepler’s 3 discovery of Planetary Motion What’s In DIRECTIONS: Answer the given question based on the illustration below. 1. How do the two models differ? ___________________________________________________________________________ ___________________________________________________________________________ What's New ACTIVITY: DRAWING ELLIPSES WITH STRING Materials: string thick cardboard (or any similar material) paper sharp pencils thumbtacks (or any similar pins) Procedures: 1. Place the sheet of paper on the cardboard and secure the paper with two thumbtacks. 2. Tie the string into a loop and hook it around the thumbtacks. 3. Pull the loop tight with the point of a sharp pencil. 4. Keep the loop tight, then move the pencil around to draw the ellipse. Write your observations. 5. Try to do it again, but this time try to change the total length of the string used and vary the distance between the pins. Guide Questions: 1. How can you make the ellipse rounder? Flatter? _______________________________ ______________________________________________________________________________ 2. What did you observe if the two thumbtacks are right next to one another? _______________________________________________________________________________ 17 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 What is It During the 1500’s, society was struggling between Aristotelian (Geocentric Universe) and Copernican Models (Heliocentric Universe). Tycho Brahe developed a system that combined the best of both worlds. In Brahe’s Model, all the planets orbited the sun, and the sun and the moon orbited the Earth. Tycho Brahe made important contributions by devising the most precise instruments available before the invention of the telescope for observing the universe. Through the collection of astronomical data from his observatory, he was able to determine the detailed motions of the planet. He also compiled the extensive data of his study on planet Mars. His observation of planetary motion, particularly that of Mars, provided the crucial data for Johannes Kepler (believer of Copernican Universe) to construct our present model of the solar system. The data also led Kepler to discover that the planet moved in elliptic orbits and paved the way to formulate the laws of planetary motion. What's More DIRECTIONS: Answer the following questions. 1. How did Tycho Brahe make precise observations before the invention of the telescope? ______________________________________________________________ 2. What are the important contributions of Tycho Brahe in the field of astronomy? _____________________________________________________________ What I Have Learned DIRECTIONS: Answer the following questions. 1. What is the Tychonic model of the universe? __________________________________________________________________________________ __________________________________________________________________________________ 2. What are the contributions of Johannes Kepler in the field of astronomy? __________________________________________________________________________________ __________________________________________________________________________________ What I Can Do How did Tycho Brahe and Johannes Kepler improve our understanding of astronomy? ___________________________________________________________________________ ___________________________________________________________________________ 18 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 Assessment I. DIRECTIONS: Write the letter of the BEST answer on the space before the number. ______1. Which of the following models of the universe shows that the sun, other stars and the moon are in orbit around the Earth? A. concentric model C. heliocentric model B. geocentric model D. tetrahedral model ______2. Which statement best describes the geocentric model of our solar system? A. All planets revolve around the sun. B. The Sun is located at the center of the model. C. The Earth is located at the center of the model. D. All planets except the Earth revolve around the sun. ______3. Which of the following statements is most likely to occur in a geocentric model? A. The Earth would rotate on its axis. B. The Moon would revolve around the sun. C. The Sun would revolve around the Earth. D. The Earth would revolve around the Sun. ______4. What do you think is the reason why the heliocentric model of the universe replaces the geocentric model of the universe? A. The geocentric model did not predict the phases of the moon. B. The heliocentric model proved that stars follow circular paths. C. The geocentric model no longer predicted the positions of constellations. D. The heliocentric model provides an explanation of the motions of the planets. ______5. Who among the following ancient astronomers believed in the heliocentric universe? A. Aristotle B. Copernicus C. Eudoxus D. Ptolemy ______6. How did Tycho Brahe and Johannes Kepler improved our understanding of astronomy? A. Tycho Brahe and Johannes Kepler observed supernova. B. Tycho Brahe proposed a model of the solar system. C. Tycho Brahe use instruments available during that time to search for stellar parallax. D. Tycho Brahe provides data from his observation about planetary motion using best instrument which later use by Johannes Kepler to develop the laws of planetary motion. II. DIRECTIONS: Match the proponents in Column A to its corresponding contribution/works in Column B. COLUMN A COLUMN B ______1. Aristotle A. Geocentric universe ______2. Copernicus B. laws of planetary motion ______3. Johannes Kepler C. Heliocentric universe ______4. Tycho Brahe D. combine Geocentric and Heliocentric Universe 19 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 III. DIRECTIONS: Enumerate at least five Brahe’s innovation and astronomical data that lead to Johannes Kepler to discover Laws of Planetary Motion. 1._____________________________________________________________________ 2._____________________________________________________________________ 3._____________________________________________________________________ 4._____________________________________________________________________ 5._____________________________________________________________________ Additional Activities DIRECTIONS: Do more readings on the following question: 1. How did Newton use Kepler's laws to support his theory of gravitation? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ RUBRIC FOR ESSAY WRITING Category CRITERIA 5 4 3 2 Explanation A complete A response with A response with A response that response and clear unclear misses key detailed explanation explanation points explanation Demonstrate Shows a Shows The response The response Knowledge complete significant given shows shows lack of understanding understanding understanding understanding of questions of the questions of the question of the question. and ideas and ideas Grammatical No grammatical Minor 2-3 4 or more Errors errors grammatical grammatical grammatical errors errors errors 20 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 LESSON3 DO_Q2_PHYSICALSCIENCE_MODULE2_ 21 What I Know What’s More 1. T 1. By devising the most precise instruments 2. F available before the invention of the telescope. 2. He determine the detailed motions of the planet 3. T and extensive data of his study in planet Mars. 4. F Assessment 5. F 1.B 2. C 6. T 3. C 7. T 4. D 5. B 8. F 6. D II. 9. F 1. A 10. T 2. C 3. B 4. D III. Answers may vary Answer Key References Bayoang, Rolly B. 2016. Physical Science.Quezon City: Educational Resources Corporation. Physical Science.Teachers Guide Senior High [email protected] What are the models of the universe. Accessed Oct. 15, 2020 https://www.facebook.com/notes/grade-11-physicalscience/ 22 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 4: Aristotelian and Galilean Concepts of Motion 23 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON3 What I Need to Know This module was designed to help you understand the developments of the concepts of motion from Galileo to Newton. The following lessons will cover vertical, horizontal, and projectile motion. After going through this module, you are expected to: Compare and contrast the Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion. (S11/12PS- IVc-46) What I Know I. DIRECTIONS: Encircle the letter of the correct answer. 1. What is the term used to refer to the action of changing location or position with respect to a frame of reference? A. force C. speed B. motion D. velocity 2. Who believed that Earth consists of matter formed by the combination of four primordial elements? A. Aristotle C. Galileo Galilei B. Albert Einstein D. Isaac Newton 3. Which of the following is NOT Aristotle’s idea about motion? A. There is no motion without force. B. Objects fall faster in air than in water. C. Objects can be moved away from their natural places. D. The natural tendency of a moving object is to continue moving, and that no force is required to keep it moving. 4. What is the type of motion in which an object moves in a parabolic path under the influence of gravity? A. free fall C. mechanical motion B. planetary motion D. projectile motion 5. What type of motion happens when no other external forces aside from gravity influences the acceleration of the objects? A. free fall C. mechanical motion B. planetary motion D. projectile motion II. DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answer on the space before the number. ________1. The study of motion without regard to the forces or energies that may be involved is called dynamics. ________2. Aristotle and Galileo Galilei were two great philosophers who served as pioneers in the study of motion. ________3. Objects fall faster in air than in water according to Galileo. ________4. Aristotle concluded that the natural tendency of a moving object is to continue moving, and that no force is required to keep it moving. ________5. Free fall is a type of motion in which an object moves in a parabolic path under the influence of gravity. 24 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 Lesson Aristotelian and Galilean Concepts of 4 Motion What’s In Motion is the change in position with respect to a reference point and time. A reference point is very important in describing the motion of an object. If you are standing still, can you say that you are in motion? The answer will depend on the reference point. If you ask your classmates who are in the same room, they might tell you that you are not moving. But if you ask observers from a satellite orbiting the Earth, they might tell you otherwise. Since Earth is rotating about its axis, the observers from an orbiting satellite will say that you are moving. The study of motion without regard to the forces or energies that may be involved is called kinematics. Aristotle and Galileo Galilei were two great philosophers who served as pioneers in the study of motion. What’s New Activity: Simulating Galileo’s Inclined Plane Experiment Materials: long wooden plane (can be substituted with old cardboard) small plastic/metal ball small block of wood Procedures: 1. Set up the wooden plane to make it slightly inclined using the block of wood. 2. Let the ball roll down the inclined plane. Observe the motion of the ball. 3. Now give the ball a quick starting push and let it roll up the inclined plane. Observe the motion of the ball. 4. Remove the block of wood and let the wooden plane lie on the ground on a level surface. 5. Let the ball roll on the horizontal plane. Observe the motion of the ball. Guide Questions: 1. What can you say about the motion of the ball when you let it roll down the inclined plane? ___________________________________________________________ 2. What can you say about the motion of the ball when you let it roll up the inclined plane? _________________________________________________________ 3. What can you say about the motion of the ball when you let it roll on the horizontal plane? ___________________________________________________________ 25 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 What is It Aristotle’s Theory of Motion Aristotle believed that Earth consists of matter formed by the combination of four primordial elements: earth, water, air, and fire. Each of these elements tends to seek its natural place in the terrestrial region. The natural motion of objects is based on the movement of these elements. Aristotle also suggested that the universe was formed from a fifth element called aether (or ether). Aristotle’s ideas about motion are summarized as follows: An object, which is made of an "earth" material, falls toward the center of Earth because it seeks its natural place. Heavy objects fall faster than lighter ones. An increase in speed is proportional to the weight of the object. Objects fall faster in air than in water. A decrease in speed is proportional to the resisting force of the medium (air or water). Objects can be moved away from their natural places. This type of motion is called violent motion which is caused by a motive force. There is no motion without force. Galileo’s Views on Motion After years of study, Galileo came up with his own set of views about motion. With his thought experiment on a perfect ball rolling on an inclined plane and free from all external and accidental obstacles, he realized that the ball would speed up when rolling down the slope and slow down when rolling up. When placed on a level surface, the ball would neither speed up nor slow down but continue its motion forever. He concluded that the natural tendency of a moving object is to continue moving, and that no force is required to keep it moving. Free Fall Free fall is a type of motion wherein no other external forces aside from gravity influences the acceleration of the objects. According to Aristotle, a heavy object falls faster than the lighter object. Galileo, on the other hand, concluded that in the absence of air resistance, all objects fall at the same time. Projectile Motion Projectile motion is a type of motion in which an object moves in a parabolic path under the influence of gravity. This is true for objects thrown near the surface of the Earth. Aristotle said that an initial “impetus” is supplied to an object making it move into another region. Contrary to that, Galileo explained that a projectile moves simultaneously with constant vertical acceleration which results in a parabolic path. What's More Explain your understanding on the opposing views of Aristotle and Galileo about motion. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 26 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 What I Have Learned How do the views on motion of Aristotle and Galileo differ? ___________________________________________________________________________ ___________________________________________________________________________ What I Can Do Which Galilean idea has endured until now? Why do you think so? ___________________________________________________________________________ ___________________________________________________________________________ Assessment DIRECTIONS: Write GALILEO if the statement is true, write ARISTOTLE if the statement is false. ________1. Galileo said that an initial “impetus” is supplied to an object making it n move into another region. ________2. Aristotle explained that a projectile moves simultaneously with constant vertical acceleration which results in a parabolic path. ________3. Galileo stated that objects can be moved away from their natural places. ________4. Violent motion is caused by a motive energy. ________5. There is no motion without force according to Galileo. ________6. The study of motion without regard to the forces or energies that may be involved is called kinematics. ________7. Two of the great philosophers who served as pioneers in the study of motion were Aristotle and Galileo Galilei. ________8. Objects fall faster in air than in water according to Aristotle. ________9. Galileo concluded that the natural tendency of a moving object is to continue moving, and that no force is required to keep it moving. ________10. Projectile motion is a type of motion in which an object moves in a parabolic path under the influence of gravity. ________11. Motion is a term used to refer as the action of changing location or position with respect to a frame of reference. ________12. When no other external forces aside from gravity influences the acceleration of the objects, it is called projectile motion. ________13. The natural tendency of a moving object is to continue moving, and that no force is required to keep it moving according to Galileo. ________14. Aristotle believed that Earth is consists of matter formed by the combination of four primordial elements. ________15. Planetary motion is the type of motion in which an object moves in a parabolic path under the influence of gravity. 27 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 Additional Activities Write a paragraph, describing your day-to-day motion. ___________________________________________________________________________ ___________________________________________________________________________ 28 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 LESSON4 DO_Q2_PHYSICALSCIENCE_MODULE2_ 29 ASSESSMENT: What I Know 1. FALSE Part I 2. FALSE 1. B 3. FALSE 2. A 4. FALSE 3. D 5. FALSE 4. D 6. TRUE 5. A 7. TRUE 8. TRUE Part II 9. TRUE 1. FALSE 10. TRUE 2. TRUE 11. TRUE 3. FALSE 12. FALSE 4. FALSE 13. FALSE 5. FALSE 14. TRUE 15. FALSE Answer Key References Teaching Guide for Senior High School Physical Science Published by the Commission on Higher Education, 2016 “Aristotelian and Galilean Concepts of Motion,” accessed June 8, 2020, http://teachtogether.chedk12.com/teaching_guides/view/266 Espinosa, Allen and Pineda, Mary Grace. 2016. DIWA Senior High School Series: Physical Science. Makati City. DIWA Learning Systems, Inc. Religioso, Reresita and Cordero-Navaza, Delia. 2017. You and the Natural World Series: Physical Science. Quezon City. Phoenix Publishing House, Inc. Santiago, Karen and Silverio, Angelina. 2016. Exploring Life through Science: Physical Science. Quezon City. Phoenix Publishing House, Inc. 30 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 5: Galileo’s Inference that Objects in Vacuum Fall with Uniform Acceleration 31 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON4 What I Need to Know This module was designed to help you understand the developments of the concepts of motion from Galileo to Newton. The following lessons will cover vertical, horizontal, and projectile motion. After going through this module, you are expected to: Explain how Galileo inferred that object in the vacuum falls with uniform acceleration, and that force is not necessary to sustain horizontal motion. (S11/12PS-IVc-47) What I Know DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answer on the space before the number. _________1. According to Galileo, all objects fall at the same time regardless of their masses. _________2. Aristotle thought that objects in the terrestrial realm move according to the material they contain. _________3. When Galileo simultaneously dropped a cannonball and a musket ball with different masses from the top of the Leaning Tower of Pisa, he discovered that both balls had the same acceleration. _________4. Aristotle theorized that heavier objects fall faster than the lighter ones. _________5. Galileo concluded that when air resistance or air friction is absent, all objects, regardless of their masses, would fall at the same constant acceleration. DIRECTIONS: Fill in the blank with the correct information. Choose your answer from the box below. hypothesis Galileo acceleration upward Aristotle falling bodies Aristotle and Galileo had conflicting theories on 1. _______________. Aristotle explained that a stone was thrown 2. __________ eventually goes down to Earth because it contains so much “earth.” Galileo questioned Aristotle’s idea of falling bodies. 3. _____________ wanted to prove that the rate of fall or acceleration of an object is independent of their mass. To test his 4. ___________, he simultaneously dropped a cannonball and a musket ball with different masses from the top of the Leaning Tower of Pisa. He discovered that both balls had the same 5. ____________. 32 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON5 Galileo’s Inference that Objects in Lesson Vacuum Fall with Uniform 5 Acceleration What’s In Aristotle’s theory of motion was based on qualitative methods of observation, while that of Galileo was based on quantitative methods. Galileo Galilei employed methods of calculation and techniques of measurement to arrive at accurate mathematical descriptions of horizontal and vertical motions. What's New Activity: Demonstrate the Falling Bodies Experiment Materials: Coin Piece of paper Procedures: 1. Hold on the tip of the fingers of different hands a coin and a piece of paper about one meter or more above the floor. 2. Drop both the coin and the piece of paper simultaneously. Observe. 3. Now, perform the same procedure. This time, crumple the piece of paper and drop them together. Observe. Guide Questions: 1. Did the objects reach the ground at the same time when you performed step 2? If not, which object reached the ground first? ____________________________________ 2. Did the objects reach the ground at the same time when you performed step 3? If not, which object reached the ground first? ____________________________________ What is It Aristotle and Galileo had conflicting theories on falling bodies. Aristotle explained that a stone thrown upward eventually goes down to Earth because it contains so much “earth.” Galileo questioned Aristotle’s idea of falling bodies. Galileo wanted to prove that the rate of fall or acceleration of an object is independent of their mass. To test his hypothesis, he simultaneously dropped a cannonball and a musket ball with different masses from the top of the Leaning Tower of Pisa. He discovered that both balls had the same acceleration. Galileo conducted an experiment on the acceleration of a ball on an inclined plane. He rolled different steel balls of different masses down an inclined plane and measured with reasonable accuracy the time it took the balls to reach the different markings on the plane as well as the bottom of the plane. Based on the results of the 33 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON5 experiment, Galileo concluded that when air resistance or air friction is absent, all objects, regardless of their masses, would fall at the same constant acceleration. What's More DIRECTIONS: Perform another Falling Bodies Experiment using two other objects with different masses (ex. ball of different size) available in your house. Observe and describe their acceleration. _____________________________________________________________________ What I Have Learned How did Galileo disprove Aristotle’s claim about falling bodies? ___________________________________________________________________________ ___________________________________________________________________________ What I Can Do Why do you think it is necessary for skydivers to use parachutes? ___________________________________________________________________________ ___________________________________________________________________________ Assessment DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answer on the space before the number. _________1. Galileo concluded that when air resistance or air friction is absent, all objects, regardless of their masses, would fall at the same constant acceleration. _________2. When Galileo simultaneously dropped a cannonball and a musket ball with different masses from the top of the Leaning Tower of Pisa, he discovered that both balls had the same acceleration. _________3. Aristotle thought that objects in terrestrial realm move according to the material they contain. _________4. According to Galileo, all objects fall at the same time regardless of their masses. _________5. Aristotle theorized that heavier objects fall faster than the lighter ones. _________6. Aristotle and Galileo had conflicting theories on falling bodies. _________7. Aristotle explained that a stone thrown upward eventually goes down to Earth because it contains so much “earth.” _________8. Galileo questioned Aristotle’s idea of falling bodies. _________9. Aristotle wanted to prove that the rate of fall or acceleration of an object is independent of their mass. _________10. Galileo discovered, after his experiment, that both balls had the same acceleration. _________11. Galileo conducted an experiment on the acceleration of a ball on an inclined plane. 34 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON5 _________12. Galileo rolled different steel balls of different masses down an inclined plane and measured with reasonable accuracy the time it took the balls to reach the different markings on the plane as well as the bottom of the plane. _________13. Based on the results of the experiment, Galileo concluded that when air resistance or air friction is absent, all objects, regardless of their masses, would fall at the same constant acceleration. _________14. Aristotle’s theory of motion was based on qualitative methods of observation. _________15. Galileo’s ideas on motion were based on quantitative methods. Additional Activities Cite real-life examples of free fall motion. ___________________________________________________________________________ ___________________________________________________________________________ 35 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON5 LESSON5 DO_Q2_PHYSICALSCIENCE_MODULE2_ 36 ASSESSMENT: 1. TRUE 2. TRUE What I Know 3. TRUE Part I 4. TRUE 1. TRUE 5. TRUE 2. TRUE 6. TRUE 3. TRUE 7. TRUE 4. TRUE 8. TRUE 5. TRUE 9. FALSE 10. TRUE Part II 11. TRUE 1. FALLING BODIES 12. TRUE 2. UPWARD 13. TRUE 3. GALILEO 14. TRUE 4. HYPOTHESIS 15. TRUE 5. ACCELERATION Answer Key References Teaching Guide for Senior High School Physical Science Published by the Commission on Higher Education, 2016 Espinosa, Allen and Pineda, Mary Grace. 2016. DIWA Senior High School Series: Physical Science. Makati City. DIWA Learning Systems, Inc. Religioso, Reresita and Cordero-Navaza, Delia. 2017. You and the Natural World Series: Physical Science. Quezon City. Phoenix Publishing House, Inc. Santiago, Karen and Silverio, Angelina. 2016. Exploring Life through Science: Physical Science. Quezon City. Phoenix Publishing House, Inc. “The Falling Bodies Experiment,” accessed June 8, 2020, https://www.juliantrubin.com/bigten/galileofallingbodies.html 37 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON5 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 6: Distinction between Newton’s 1st Law of Motion and Galileo’s Assertion on Horizontal Motion 38 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON5 What I Need to Know This module was designed to help you understand the developments of the concepts of motion from Galileo to Newton. The following lessons will cover vertical, horizontal, and projectile motion. After going through this module, you are expected to: Explain the subtle distinction between Newton’s 1st Law of Motion (or Law of Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal motion. (S11/12PS-IVd-51) What I Know DIRECTIONS: Encircle the letter of the correct answer. 1. According to Aristotle, what is needed to make an object move? A. force B. friction C. momentum D. speed 2. What causes the objects to resist change in their state of motion based on Newton’s first law of motion? A. force B. gravity C. inertia D. momentum 3. When the object has more mass, what happens to its inertia? A. it becomes higher C. it becomes balanced B. it becomes lower D. it remains the same 4. What will happen if the net force acting on the moving object is zero? A. it will stop B. it will speed up C. it will slow down D. it will continue moving at a constant velocity 5. What Newton’s Law best explains why a man driving a car should buckle up? A. First Law of Motion C. Third Law of Motion B. Second Law of Motion D. Law of Universal Gravitation DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answer on the space before the number. _________1. Impetus is the property of the body that tends to resist a change in its state of rest or motion. _________2. Newton’s laws are already established principles drawn from observations and experiments, not on mere perception. _________3. Galileo’s conclusion on his analysis of motion became the basis of Isaac Newton’s First Law of Motion or the Law of inertia. _________4. In his book Principia Mathematica, Newton acknowledged his debt to Galileo. _________5. When a force is applied to a moving object, its acceleration will change. 39 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON6 Distinction between Newton’s 1st Law Lesson of Motion and Galileo’s Assertion on 6 Horizontal Motion What’s In Building on Galileo’s work, Isaac Newton formulated his theory on motion. In his book Principia Mathematica, Newton acknowledged his debt to Galileo. His analysis of motion was presented in three laws that describe how force changes the motion of objects. These laws of motion by Newton are axioms. This means that Newton’s laws are already established principles drawn from observations and experiments, not on mere perception. They are used to explain and investigate the motion of physical objects and systems. What’s New Activity: The Law of Inertia Experiment Materials: toy car/cart 1 small marble (optional) ramp (or cardboard) Procedures: 1. Make a stack of books/notebooks and prop up one end of the ramp. 2. Place one book/notebook at the bottom of the ramp to create a barrier. 3. Position the cart at the top of the ramp and place the small marble inside the cart. 4. Release the cart and let it roll down the ramp. Record your observations. 5. Repeat the experiment. This time remove the book/notebook at the bottom of the ramp. Record your observations. Guide Questions: 1. What happened to the cart when it hit the book/notebook at the bottom of the ramp (step 4)? ________________________________________________________________ _____________________________________________________________________________ 2. What happened to the cart when the barrier was removed at the bottom of the ramp (step 5)? ________________________________________________________________ _____________________________________________________________________________ What is It Aristotle’s views on motion Force (which he initially called impetus) is needed to make an object move. The rate at which the object will move is proportional to the force Once the force is removed, the object stops moving. 40 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON6 Galileo’s views on motion There are factors that can affect an object’s motion; these are air resistance and friction. Force is not required to keep an object in horizontal motion. Galileo’s conclusion on his analysis of motion became the basis of Isaac Newton’s First Law of Motion or the Law of inertia. According to this law, a body at rest remains at rest or a body in motion remains in motion with constant velocity unless acted upon by a net external force. This law tells that object resist change in their state of motion because of inertia. Inertia is the property of the body that tends to resist a change in its state of rest or motion. When a force is applied to a moving object, its acceleration will change. However, in the absence of an external force, there will be no change in the moving object’s motion. What's More DIRECTIONS: Perform the “Bowl and Marble Experiment”: Try rolling a marble (any small metal/plastic ball) down the side of a bowl, and watch it roll back and forth until it comes to rest at the bottom. Observe. Explain what causes the marble to slow down until it stops moving. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What I Have Learned How is Newton’s 1st Law of Motion related to Galileo’s assertion on horizontal motion? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What I Can Do Why do you think airbags are incorporated in our modern vehicles? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 41 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON6 Assessment DIRECTIONS: Write the letter of the BEST answer on the space before the number. _____1. When the object has less mass, what happens to its inertia? A. it becomes higher C. it becomes balanced B. it becomes lower D. it remains the same _____2. According to Galileo, all objects fall at the same time regardless of their masses in the absence of ___________? A. force B. friction C. momentum D. speed _____3. Who established the laws of motion? A. Aristotle C. Galileo Galilei B. Albert Einstein D. Isaac Newton _____4. According to this law, a body at rest remains at rest or a body in motion remains in motion with constant velocity unless acted upon by a net external force. A. Law of inertia C. Law of acceleration B. Law of reaction D. Law of planetary motion _____5. What causes the objects to resist change in their state of motion based on Newton’s First Law of Motion? A. force B. gravity C. impetus D. inertia DIRECTIONS: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your answer on the space before the number. _________1. Newton’s first law tells that object resists change in their state of motion because of inertia. _________2. The more mass an object has, the greater is its inertia. _________3. If the net force acting on the moving object is zero, then the object will continue moving. _________4. The Newton’s law that best explains why motorists should buckle up is the Law of Inertia. _________5. Force is needed to make an object move according to Galileo. _________6. The rate at which the object will move is proportional to the force according to Aristotle. _________7. Once the force is removed, the object stops moving according to Aristotle. _________8. There are factors that can affect an object’s motion; these are air resistance and friction. _________9. Force is not required to keep an object in horizontal motion. _________10. When a force is applied to a moving object, its acceleration will change. Additional Activities Set a 10-peso coin or 20-peso coin on a stiff card (like an index card) covering an empty glass cup/tumbler standing on a table. Give the card a sharp horizontal flick with a finger. Do it fast so that the card will shoot away to allow the coin to fall vertically into the glass cup/tumbler. Answer the question: What is inertia based on the activity? ______________________________________________________________________________ ______________________________________________________________________________ 42 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON6 LESSON6 DO_Q2_PHYSICALSCIENCE_MODULE2_ 43 ASSESSMENT: What I Know PART I. Part I 1. B 1. A 2. B 2. C 3. D 3. A 4. A 4. D 5. D 5. A PART II Part II 1. TRUE 1. FALSE 2. TRUE 2. TRUE 3. TRUE 3. TRUE 4. TRUE 4. TRUE 5. FALSE 5. TRUE 6. TRUE 7. TRUE 8. TRUE 9. TRUE 10. TRUE Answer Key References Teaching Guide for Senior High School Physical Science Published by the Commission on Higher Education, 2016 Espinosa, Allen and Pineda, Mary Grace. 2016. DIWA Senior High School Series: Physical Science. Makati City. DIWA Learning Systems, Inc. Religioso, Reresita and Cordero-Navaza, Delia. 2017. You and the Natural World Series: Physical Science. Quezon City. Phoenix Publishing House, Inc. Santiago, Karen and Silverio, Angelina. 2016. Exploring Life through Science: Physical Science. Quezon City. Phoenix Publishing House, Inc. 44 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON6 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 7: Properties of Light 45 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON6 What I Need to Know This module will help you understand light as a wave and a particle. It also covers various light phenomena observed due to this dual property of light. After going through this module, you are expected to: Describe how the propagation of light, reflection and refraction are explained by the wave model and the particle model of light. (S11/12PS-IVf-59) What I Know DIRECTIONS: Write TRUE if the statement is correct and FALSE if otherwise. ________1. Light cannot travel in a vacuum. ________2. Interference occurs when two waves meet while traveling along the same medium. ________3. Light cannot be transmitted through matter. ________4. The only way for two waves to interfere constructively is for a crest to meet a crest or a trough to meet a trough. ________5. Light can be transmitted through matter. Lesson Properties of Light 7 What’s In Directions: Match the theories about nature of light in column A with their corresponding proponents in column B. Write the letter of your answer before the number. COLUMN A COLUMN B (Theory) (Proponent) _____1. Wave Theory a. James Clerk Maxwell _____2. Corpuscular Theory b. Christian Huygens _____3. Electromagnetic Theory c. Max Planck _____4. Quantum Theory d. Sir Isaac Newton 46 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON7 What's New Directions: Study the diagram, then unscramble the letters on the box to name the illustrated property of light. Write your answer in the space provided. ECRLIOTNEF FEINRETENCE FDICTIFRAON FRCTIREAON ______________ _____________ ______________ ______________ _ What is It Visible light consists of electromagnetic waves that behave like other waves. An important property of light waves is the wavelength. The height of each peak is called the amplitude. In contrast, the frequency of the wave is the rate of vibration of the wave, or the number of wavelengths within a specified time period. Properties of Light Reflection is the bouncing off of a light wave on a surface. Refraction is the bending of a light wave as it passes through a different medium. Diffraction is the bending of light as it passes through an opening or obstacles. Interference occurs when light waves combine, resulting in adding or cancellation of the wave. What's More Describe how the different properties of light are applied in the following technologies. 1. LASER ___________________________________________________________________ ___________________________________________________________________________ 2. Optical Fiber Technology __________________________________________________ What I Have Learned DIRECTIONS: Answer the following questions. 1. What are the properties of light? __________________________________________ _______________________________________________________________________ 2. Which property of light supports the idea that light is a particle? _____ _________________________________________________________________________ 3. Which property of light supports the idea that light is a wave? ________________________________________________________________________ 47 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON7 What I Can Do Cite an example/s of different properties of light observed in your everyday life. __________________________________________________________________ ____________________________________________________________________________ Assessment DIRECTIONS: Fill in the table with the correct information. Properties of Light Draw the diagram (rays) Describe the diagram (rays) 1. Reflection 2. Refraction 3. Interference 4. Diffraction Additional Activities Choose one property of light, make a foldable info sheet indicating its diagram, definition, and its practical application in everyday life. 48 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON7 LESSON7 DO_Q2_PHYSICALSCIENCE_MODULE2_ 49 What’s new 1. REFLECTION 2. INTERFERENCE 3. DIFFRACTION 4. REFRACTION What I know Assessment 1.FALSE 2. TRUE 3. FALSE 4. TRUE 5. TRUE What’s In B D A C Answers may vary Answer Key References An Introduction to Physical Science Philippine Edition.Cengage Learning by Rex Bookstore, 2016 Teaching Guide for Senior High School Physical Science Published by the Commission on Higher Education, 2016 Espinosa, Allen and Pineda, Mary Grace. 2016. DIWA Senior High School Series: Physical Science. Makati City. DIWA Learning Systems, Inc. Religioso, Reresita and Cordero-Navaza, Delia. 2017. You and the Natural World Series: Physical Science. Quezon City. Phoenix Publishing House, Inc. Santiago, Karen and Silverio, Angelina. 2016. Exploring Life through Science: Physical Science. Quezon City. Phoenix Publishing House, Inc. The Properties of Light https://courses.lumenlearning.com/microbiology/chapter/the-properties- of-light/ 50 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON7 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 8: Photon Energy by Wavelength 51 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON7 What I Need to Know This module will help you understand light as a wave and a particle. It also covers various light phenomena observed due to this dual property of light. After going through this module, you are expected to: Explain how photon concept and the fact that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark rooms, why we easily get sunburned in ultraviolet light but not in visible light, and how we see colors. (S11/12PS-IVf-61) What I Know DIRECTIONS: Write TRUE if the statement is correct and FALSE if otherwise. ________1. Photon energy is the energy carried by a single photon. ________2. Electromagnetic radiation exists with an enormous range of frequencies. ________3. The amount of energy is inversely proportional to the photon’s electromagnetic frequencies. ________4. The higher the photon’s frequency, the lower its energy. ________5. The electromagnetic spectrum can be expressed in terms of energy, wavelength, or frequency. Lesson Photon Energy by Wavelength 8 What’s In DIRECTIONS: Arrange the following words to form a scientific idea. Write it on the box below. carries energy has zero proportional to A photon frequency but rest mass the radiation 52 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON8 What's New Activity: Understanding wavelength and frequency DIRECTIONS: A. Complete the visible light spectrum and identify the missing part. B. Analyze the given table and answer the questions below. 1. Which color of the visible light spectrum has the highest frequency? ____________ 2. Which color of the visible light spectrum has the longest wavelength? ___________ 3. Which color of the visible light spectrum has the lowest frequency? _____________ 4. Which color of the visible light spectrum has the shortest wavelength? __________ 5. What relationship exists between wavelength and frequency? ________________ What is It A photon is a quantum of electromagnetic radiation. Electromagnetic radiation exists with an enormous range of frequencies. This continuous range of frequencies is known as the electromagnetic spectrum. The entire range of the spectrum is often broken into specific regions. The diagram below depicts the electromagnetic spectrum and its various regions. It shows that as frequency of wave increases, its wavelength decreases. 53 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON8 What's More Investigate the application of electromagnetic spectrum in the field of medicine. Write below your realization about its applications. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ What I Have Learned DIRECTIONS: Complete the following stem to emphasize the key points from this lesson. 1. A photon is ____________________________________________________________. 2. Electromagnetic spectrum shows _____________________________________ _______________________________________________________________________. 3. As the wavelength increases the frequency_____________________________. 4. The energy of a light wave with higher frequency is ____________________. What I Can Do Explain why red is the preferred color for traffic lights to indicate “STOP”. ___________________________________________________________________________ Assessment DIRECTIONS: Write the word/s that will complete the paragraph. The electromagnetic spectrum consists of (1) ___________, microwave, (2) _________________, visible light , ultraviolet, x-ray, and (3) ____________.(4) ____________ is the distance between two consecutive trough or crest, while (5) _____________ refers to the number of waves passing at a given time. Additional Activities Research on the types of ultraviolet radiation. Explain how overexposure to this radiation results in damage to the skin. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ______________________________________________________________________ 54 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON8 LESSON8 DO_Q2_PHYSICALSCIENCE_MODULE2_ 55 What’s in What’s new A photon carries energy What I Know proportional to the radiation 1. violet 1. TRUE 2. red frequency but has zero rest mass. 2. TRUE 3. red 3. FALSE 4. violet Assessment 4. FALSE 5. Frequency and 1. radio wave 5. TRUE wavelength are 2. infrared inversely 3.gamma ray proportional. 4. wavelength 5. frequency Answer Key References An Introduction to Physical Science Philippine Edition.Cengage Learning by Rex Bookstore, 2016 Teaching Guide for Senior High School Physical Science Published by the Commission on Higher Education, 2016 Espinosa, Allen and Pineda, Mary Grace. 2016. DIWA Senior High School Series: Physical Science. Makati City. DIWA Learning Systems, Inc. Religioso, Reresita and Cordero-Navaza, Delia. 2017. You and the Natural World Series: Physical Science. Quezon City. Phoenix Publishing House, Inc. Santiago, Karen and Silverio, Angelina. 2016. Exploring Life through Science: Physical Science. Quezon City. Phoenix Publishing House, Inc. The EM Spectrum. (n.d.). http://Labman.Phys.Utk.Edu/. http://labman.phys.utk.edu/phys222core/modules/m6/The%20EM%20sp ectrum.html. The Visible Light Spectrum. https://www.olympus-lifescience.com/en/microscope- resource/primer/lightandcolor/particleorwave/ 56 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON8 SENIOR HIGH SCHOOL Physical Science Quarter 2 – Module 2 Lesson 9: Electron as Waves 57 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON8 What I Need to Know Quantum mechanics is one of the most successful theories in science; it is also one of the most challenging to comprehend. This module will help you understand the wave-particle duality and its phenomenon. After going through this module, you are expected to: Cite experimental evidence showing that electrons can behave like waves. (S11/12PS-IVg-64) What I Know I. Directions: Match Column A to Column B. Column A Column B 1. Albert Einstein a. proposed that electron could have 2.Clinton Davisson and wave-like properties Lester Germer b. photoelectric effect 3. Arthur Holy Compton c. discovered Planck’s Radiation Law 4. Max Planck d. discovered the complementary relation between wave and particle aspect of electron 5. Louie de Broglie e. Compton effect 6. Neils Bohr f. experimentally established the wave-nature of electron II. Directions: Write the word TRUE if the statement is correct and FALSE if otherwise. 7. Electron have no known mass and slightly bigger than proton. 8. Wave interference can be applied to sound and light. 9. When there is no wave interference, no light is produced. 10. The dual nature of electrons paved the way for quantum physics. Lesson Electron as Waves 9 What’s In Electrons are found in certain orbits because they interfere with themselves and create standing waves. When electrons fall to a lower orbit, they emit a photon. They can move to a higher orbit by absorbing an identical photon. In the Bohr’s Model, the electron is treated as a particle in fixed orbits around the nucleus. In the Quantum Mechanical Model, the electron is treated mathematically as a wave. The electron has properties of both particles and waves. 58 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON9 What's New Activity: Where to find the electrons? DIRECTIONS: Follow the instructions to illustrate the electrons in Bohr’s and Quantum mechanical model. Answer the following questions below. Bohr Model Diagram Quantum Mechanical Model Fill two electrons on the first circle. Fill electrons in any part of the atom Eight electrons on the second circle. except the nucleus. Eighteen electrons on the third Circle Guide Questions: 1. Where can you most likely find the electrons in the Bohr Model of an atom, in the Quantum Mechanical Model of an atom? _________________________ _____________________________________________________________________ 2. How would you differentiate the Bohr model of an atom from the Quantum Mechanical Model in terms of the movement of electrons? ________________ _____________________________________________________________________ What is It Electrons as waves in a double-slit experiment: When light goes through a slit, diffraction causes it to bend and spread across the screen, making a predictable banded pattern. When light goes through two slits, new dark regions appear. The dark and light regions are produced by interference of the light passing through the slits. As light coming through one slit reaches the screen, it overlaps with light coming through the other slit. When the crest of one wave of light overlaps with the crest of another wave, the two waves combine to make a bigger wave and you see a bright blob of light. When the trough of one wave overlaps with the crest of another wave, the waves cancel each other out and you see a dark band. The appearance of dark bands when two light sources strike a screen shows that light is a wave phenomenon. 59 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON9 What's More DIRECTIONS: Look at a light, such as an incandescent bulb, through the narrow gap between your two fingers held close together. Based on your observation, answer the questions below. 1. What type of pattern do you see? _____________________________________ 2. How does it change when you allow the fingers to move a little farther apart? ____________________________________________________________ 2. Is it more distinct for a monochromatic source, such as the yellow light from a lamp, than for an incandescent bulb? __________________________ What I Have Learned Directions: Write TRUE if the statement is correct and write FALSE if otherwise. ____1. Light must be monochromatic. ____2. Light sources must have different amplitudes. ____3. Light sources must be coherent where the relative phase is the same. ____4. The most important conclusion from Young’s double slit experiment is that light is a wave. ____5. The most important conclusion from Young’s double slit experiment is that slits must be very close together. What I Can Do Explain how the principles in Young’s Double slit experiment are used in optical telescopes. _______________________________________________________________________ ____________________________________________________________________________. Assessment I. Directions: Choose the letter of the BEST answer. 1. Light demonstrates the characteristics of _____________________________. A. particle C. both wave and particle B. wave D. neither particle nor wave. 2. Which theory best supports the theory that matter has a wave nature? A. electron momentum C. photon momentum B. electron diffraction D. photon diffraction 3. On the atomic level energy and matter exhibit the characteristics of __________? A. particles only C. neither particle nor waves B. waves only D. both particles and waves 4. Wave particles duality best applies in analyzing the motion of ___________? A. projectile C. space shuttle B. heavenly bodies D. electrons 60 DO_Q2_PHYSICALSCIENCE_MODULE2_ LESSON9 5. Which of the following is an example of light behaving like a particle? A. Photoelectric effect C. Interference B. Doppler effect D. Diffraction 6. What does the theory of modern physics tell us about light? A. Demonstrates wave property only B. It combines wave and particle properties C. Exclusively shows particle property D. It has neither wave or particle properties 7. What was the first experiment to show that light is a wave? A. The oil drop experiment B. The gold foil experiment C. The double-slit experiment D. The propagation of wave experiment 8. Why is laser light used in double-slit experiments? A. It is made up of different wavelengths. B. It is made up of coordinated waves of exactly the same wavele

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