Physical Science

Quarter 2 – Week 1
Module 1: Kepler’s Law of
Planetary Motion

Name of Learner: ______________________________________________ Week: 1 and 2

Grade Level & Section: ___________________________

Subject: Physical Science Subject Teacher: Jovie V. Segovia

 Target

Christian and his father were stars gazing outside one beautiful evening.
They were very surprised at the presence of a lot of stars. But since it was
already late at night, they needed to go home and have a rest. His father said,
"Let's sleep now, because it's another day tomorrow." There was a moment of
silence, and Zander suddenly asked, "Daddy, why do we have a day and a
night?"

An astronomical phenomenon that needs an explanation of how the

universe works is shown in the above scenario. In this learning material, you
will know and comprehend the origins of Earth, the solar system, and the
universe. You will also examine the transformation from the ancient view of the
universe, which focused on the positions and movements of celestial objects, to
the modern perspective, which focuses on understanding how these objects
came to be and why they move the way they do.

After going through this learner material, you are expected to:
a. explain how the Greeks knew that the Earth is spherical
(S11/12PS-Iva-38)
b. cite examples of astronomical phenomena known to astronomers
before the advent of telescopes (S11/12PS-Iva-40)
c. 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-Iva-44)
 Jumpstart

For you to understand the lesson well, do the following activities . Have
fun and good luck!

Activity 1: Guess the Philosopher

Directions: Below are the pictures and names (which are jumbled) of Greek
philosophers who made great explanations why Earth is spherical. Arrange their
names and rite their corresponding significant contribution in the explaining
why Earth is spherical which can be found in the box below. Use a separate
sheet for your answer.

PHILOSOPHER CONTRIBUTION

ARSAGOTHYP
Answer: ___________________

OLPTA
Answer: ___________________
 EASIRLTTO
Answer: ___________________

TTOSHENESARE
Answer: ___________________

“My conviction is that the Earth is a round body in the center of the heavens,
and therefore has no need of air or any similar force to be a support”.

Conducted experiment to measure the length of the shadow casted by vertical

stick during solstice noon in order to figure out the angle the sun made with
the vertical direction at Alexandria.

There are stars that were seen in Egypt and Cyprus that is not visible in the
northern region.

Influenced by Thales & Anaximander and he said that sphere is the most
perfect shape.

Activity 2: What You Know

Directions: Make your own mind map on the things you know about the main
concepts which are the SUN and MOON. Add branches to the main concept and
draw or use symbols to classify different types of thoughts and ideas.
 SUN

MOON

Activity 3: Set Me Free

Directions: Unscramble the letters in each item to form words and give your
ideas in each word

1. ELLIPSE
2. EKPLRE
3. EHABR
4. SAMR
5. TRICLIOEH
 Discover

LESSON 1: EARTH IS SPHERE

Astronomers claim that earth is much like a spherical ball

The Pythagoreans have developed a spherical model of the Earth and the
heavens since the fifth century BC. Their geographical and astronomical work
was based on the theory that the Earth was a sphere.

The evidence for a spherical

Earth is overwhelming. Indeed,
because evidence of a spherical
Earth is visible to the naked eye,
this was one of the first cosmic
facts to be properly worked out by
ancient individuals.

Many Greeks understood, by

the time of the philosopher
Socrates and his student Plato,
that the Earth could only be a
sphere. Sailors would have noticed
that before the hulls of the ships
became visible, the sails of
approaching ships appeared
because the surface of the sea is slightly curved, like the surface of an
enormous ball.

Aristotle (384-322 BC), the famous Greek philosopher, concluded that the
Earth is spherical because when it eclipses the moon it always casts a curved
shadow (Edward J. Tarbuck 2012). In addition, in his observations of the stars,
Aristotle also argued that not only is the earth circular, but it is also a circle of
no great size. He pointed out that the stars that are overhead are significantly
changed by a very small change of position to south or north, and the stars seen
are different, as one moves north or south. His faith in a spherical Earth,
however, was lost during the Middle Ages.

Using experimental measurements of shadows in two cities and some

geometry, an ancient scholar named Eratosthenes (276-194 BC) even correctly
approximated the circumference of the Earth.
Evidences that supports their claim
• Ships appear to sink gradually below horizon as they travel far away from
the observer and over the horizons – in all directions
• Polaris, the North star is located practically over the North Pole of planet
Earth
• If you stood at the North Pole, Polaris would be almost directly overhead.
• The North star gradually appears lower and lower in the sky as you travel
toward the equator.
• When the North Star is visible at the horizon, you are located at the
equator.
• South of the equator, the North Star is not visible.
• Only a sphere can cast a shadow that always appears round. During
lunar eclipses, Earth casts its shadow on the moon and the shadow is
always round.

LESSON 2: ASTRONOMICAL PHENOMENA KNOWN TO ASTRONOMERS

Without the help of telescopes, Mercury, Venus, Mars, Jupiter, and Saturn
can be easily seen in the sky. These planets can be easily confused with stars
and are only seen at specific times of the day. The best time to look for these
planets would be before sunrise and after sunset.

Even before the telescope's invention, different astronomical phenomena

were observed by ancient people. The sun and moon are the most observable
objects in the sky.

In systematically observing the movement of the sun, the Babylonian and

Egyptian civilizations used a primitive version of a sundial, called a gnomon.
They were able to observe that the sun rises in the eastern part of the sky,
reaches its highest point at noon, and sets in the western part of the sky by
looking at the shadows which the gnomon casts.

They also recorded that the points where the sun rises and sets on the
horizon vary over a year, and periodically these variations occur. They noted
that these variations are weather-related and thus concluded that seasonal
climate changes occur over a period of one year.

Phases of the Moon

Ancient people observed that within a period of 29.5 days, the moon
changes its path and its appearance. They noted that the appearance of the
 moon varies from a thin semi-circular
disk to a full circular disk. The
foundations of ancient calendars are
these phases of the moon.

Lunar Eclipse

In addition to their observation of

the various phases of the moon, they
also noticed that there are times when,
for a short moment, the moon or part
of it seemed to be covered by a shadow.
If the Earth casts its shadow on the
moon when the Earth is between the
Sun and the Moon, a lunar eclipse
occurs. A phenomenon like this is
referred to as a lunar eclipse in which
the moon transforms into a dark or red blood color.

Solar Eclipse

In addition to the lunar eclipse,

the occurrence of a solar eclipse was
also observed. When the Moon is
between the Sun and the Earth, the
solar eclipse occurs and the moon
partially or entirely blocks out the sun.

Motion of the Stars

It was also noted that the stars seem to be attached in one day to a celestial
sphere that rotates around an axis. At a point in the northern sky, this axis
intersects the celestial sphere and is presently close to the northern star,
Polaris. Also, the positions of the constellations in the night sky vary according
to the time of the year.
Visibility of the Planets

Astronomers have found the

planets Mercury, Venus, Mars, Jupiter, and
Saturn because they have noticed that the
stars (like how constellations are always
grouped) are in a fixed position with respect
to each other. But there are very bright stars
which periodically change positions. Any
group of constellations in the sky does not
belong to these "stars." In Greek terms, they
are thus called "wanderers" or planets.

LESSON 3: BRAHE’S INNOVATIONS IN THE DISCOVERY KEPLER’S LAWS

OF PLANETARY MOTION

Tycho Brahe (1546-1601), a

Danish nobleman, made important
contributions by devising the most
precise instruments available for
observing the heavens before the
telescope's invention. From Uraniborg,
on an island in the sound between
Denmark and Sweden called Hveen,
Brahe made his observations. The tools
of Brahe enabled him to determine the
detailed motions of the planets more
precisely than was possible. In particular, in formulating the laws of
planetary motion, Brahe compiled extensive data on the planet Mars,
which would later prove crucial to Kepler, because it would be
sufficiently accurate to demonstrate that the orbit of Mars was not a
circle, but an ellipse.
 Although Copernicus correctly
observed that the planets revolve around
the Sun, it was Kepler who defined their
orbits correctly. Kepler became the
assistant of a wealthy astronomer at the
age of 27, Tycho Brahe, who asked him
to define Mars' orbit. A lifetime of
astronomical observations had been
gathered by Brahe, which passed into
Kepler 's hands upon his death. (Brahe, who had his own Earth centered model
of the Universe, at least partly withheld the bulk of his observations from Kepler
because he did not want Kepler to use them to prove the correct Copernican
theory.) Using these observations, Kepler found that three laws were followed
by the orbits of the planets.

Kepler, like many philosophers of his era, had a mystical belief that the
circle was the perfect form of the Universe, and that the orbits of the planets
must be circular as a manifestation of the Divine order. He struggled for many
years to make Brahe 's observations of Mars' motions match a circular orbit.
However, Kepler eventually noticed that an imaginary line drawn from a
planet to the Sun swept out an equal area of space at the same time, irrespective
of where the planet was in its orbit. If you draw a triangle from the Sun to the
position of a planet at one point in time and its position later at a set time, say,
5 hours or 2 days, that triangle's area is always the same, anywhere in the orbit.
The planet must move faster when it is near the Sun, but more slowly when it
is farthest from the Sun, for all these triangles to have the same area.
This discovery (which became Kepler’s second law of orbital motion) led to
the realization of what became Kepler’s first law: that the planets move in an
ellipse (a squashed circle) with the Sun at one focus point, offset from the center.
Kepler’s third law shows that there is a precise mathematical relationship
between a planet’s distance from the Sun and the amount of time it takes
revolve around the Sun.
 Explore

Here are some enrichment activities for you to work on

to master and strengthen the basic concepts
you have learned from this lesson.

Enrichment Activity 1: Flat or Sphere

Directions: Make a short essay on the topic “Is the Earth Flat or Sphere?”. Be
guided by the scoring rubric on how your output will be rated. Write your essay
on the last vacant pages of this module.

CRITERIA 5 4 3 2
Content Interesting Some interesting Conventional Cursory; gives the
content and content; points ideas or impression
presentation; not sustained or clichés; little of writing just to
ideas well- not fully supporting complete the
conceived and developed. detail assignment.
developed with included.
sufficient
examples.
Grammatical Appropriate Confined to Errors Message is largely
Accuracy level of simpler frequently incomprehensible
complexity in sentences or affect due to
syntax with structures with comprehensi inaccurate
very few errors, very few errors bility, or very grammar, which
if any. OR shows basic types of alters or
variety and errors obscures it, OR
complexity in (subject-verb reader must
syntax with agreement; know English to
errors that do noun- comprehend much
not affect adjective of the message.
comprehensibili agreement,
ty. etc.)
Punctuation, Correct Occasional Frequent English spelling
Spelling, and spelling) and mechanical mechanical and
Presentation punctuation; errors. errors. punctuation: no
neatly accents;
typed with mechanical
correct format errors in most
as specified sentences.
Enrichment Activity 3. Just Give Me a Reason
Directions: Read the following questions and answer concisely and briefly.
1. Why is the invention of Brahe important to the discovery of Kepler’s Law
of Planetary Motion?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________
2. What would think will happen if Brahe did not extensively record his data
on heavenly bodies?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________
3. If you were Brahe, is it ok for you to use your observations to discover
something? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Deepen

Performance Task 1: Story Line

Directions: Create a comic out of the ancient Greeks view about the argument
on Earth’s shape. Draw your comic on the last vacant pages of this module.

CRITERIA 4 3 2 1
Clarity and Comic is easy Comic is Comic is hard Comic is hard to
Neatness to read and all easy to read to read with read and
elements are and few understand.
so most illustrations
clearly written, elements are and labels
labeled and clearly
illustrated.
 written,
labeled and
illustrated.

Content There are There are There are very There are no
references to references few references references to the
the topic to the topic to the assigned assigned topic in
assigned in assigned in topic in the a the comic strip.
each frame. most few frames.
frames.
Graphics The graphics The The graphics Little or no graphics
are graphics are are scarce were evident. It is
meaningful, somewhat throughout the clear that the effort
colorful, and meaningful, piece and not was
appropriate. It colorful, much time or lacking and
is clear that and effort was put they did not
time and effort appropriate. forth. complete the
went into their It is clear assignment.
creation. that
some time
and
effort went
into their
creation.
Performance Task 2: 3D Model
Directions: Using any recyclable or indigenous materials make a 3D Model on
Brahe’s model of the universe. Your output will be graded using the attached
rubric. Your output should be submitted on June 14, 2021.

Criteria Excellent Good (7-6) Fair (5-4) Poor (3-1)

(10- 8)
All structures More than two Fail to identify
are included One or two structures and represent
Completeness and structures are not structures
accurately are not
represented
and
labeled. included or included or correctly.
are inaccurately
inaccurately represented.
represented.

Model is
The model is constructed
Model is
Creativity/ creatively using a limited A model is
constructed
Aesthetic constructed variety of constructed
using several
appeal/ using a wide recyclable or using the same
recyclable or
variety of variety of indigenous material for
indigenous
material used recyclable or items. each part.
materials
indigenous
items.

Extremely Durable, Slightly

durable, neat neat, missing durable and The model is
Durability sloppy or
and one neat, missing
and messy and
constructed component. more than one
standard missing
according to (size, component.
based multiple
size, material or (size, material
components
materials and display) or display)
display.
 Gauge

Directions: Read carefully each item. Use a separate sheet for your answers.
Write only the letter of the best answer for each test item. Use a separate sheet
of paper for your answers.
1. Who among the following philosophers concluded that the Earth is
spherical in shape with no great size?
A. Aristotle C. Plato
B. Eratosthenes D. Pythagoras
2. Who among the following philosophers DOES NOT explain that the Earth
is sphere?
A. Aristotle C. Eratosthenes
B. Brahe D. Plato
3. Who among the following philosophers developed a spherical model of the
Earth and the heavens since the fifth century BC?
A. Aristotle C. Plato
B. Eratosthenes D. Pythagoras
4. Which of the following statements was used by Eratosthenes to support
his claim that Earth is sphere?
A. Stars change in position to south or north.
B. Ship appear to sink gradually below horizon.
C. Bothe statements are false.
D. All of the above.
5. Which of the following is NOT an evidence that Earth is sphere?
A. South of the equator, the North Star is not visible.
B. Polaris is located over the South Pole of the Earth.
C. When the North Star is visible at the horizon, you are located at the
equator.
D. Ships appear to sink gradually below horizon as they travel far away
from the observer and over the horizons.
6. Which of the following statements is/are TRUE about early astronomical
phenomena?
Statement I - The sun and moon are the most observable objects in the
sky.
Statement II - Mercury, Venus, Mars, Jupiter, and Saturn can be
easily seen in the sky with the help of telescope.
A. Both statements are true.
B. Only statement I is true.
C. Only statement II is true.
D. Bothe statements are false.
7. Which of the following occurs when Earth casts its shadow on the moon
when the Earth is between sun and the moon?
A. Lunar Eclipse C. Phases of the moon
B. Motion of the Star D. Solar Eclipse
8. Which of the following should be the alignment for a solar eclipse to occur?
A. Sun, Moon, Earth C. Earth, Sun, Moon
B. Sun, Earth, Moon D. None of these
9. Which of the following statements BEST explains why you are less likely
to see a total solar eclipse than a total lunar eclipse?
A. New moon phases occur less often than a full moon phases.
B. The moon’s shadow covers all of Earth during a solar eclipse.
C. The moon’s umbra only covers a small are on Earth’s surface.
D. Only people on the daytime side of Earth can see a solar eclipse.
10. Which of the following is NOT an astronomical phenomena known to
astronomers before the invention of telescope?
A. Lunar Eclipse C. Phases of the moon
B. Motion of the Moon D. Solar Eclipse
11. Who among the following demonstrated that the planets move in elliptical
orbits around the sun?
A. Galileo Galilei C. Nicolaus Copernicus
B. Johannes Kepler D. Tycho brahe
12. Which of the following statements is/are CORRECT about Tycho Brahe?
A. He compiled extensive data on the planet Mars.
B. He determined the detailed motions of the planets more precisely.
C. He devised the most precise instruments available for observing
the heavens before the telescope's invention.
D. All of the above
13. Which of the following statements is/are TRUE about Kepler?
Statement I - Kepler noticed that an imaginary line drawn from a
planet to the Sun swept out an equal area of space at the
same time, irrespective of where the planet was in its orbit.
Statement II - Kepler discovered that the planets move in an ellipse with
the Sun at one focus point, offset from the center.
A. Both statements are true.
B. Only statement I is true.
C. Only statement II is true.
D. Bothe statements are false.
14. Which of the following was discovered by Kepler with the use of Brahe’s
extensive collection of data in observational astronomy?
A. Law of Motion C. Law of Acceleration
B. B. Law of Relativity D. Law of Planetary Motion
15. Which of the following is TRUE about Kepler’s Third Law?
A. Any planet joining the Sun sweeps out equal areas in equal lengths
of time.
B. Planets move in an ellipse with the Sun at one focus point, offset
from the center.
C. There is a precise mathematical relationship between a planet’s
distance from the Sun and the amount of time it takes revolve
around the Sun.
D. Both A and B
 Physical Science
Quarter 2 – Week 2
Module 2: Aristolean and
Galilean Concept of Motion
 Target

Three of the most acclaimed scientists of all time are Aristotle,

Galileo and Newton. Born at different periods in human history, each made a
distinctive pioneering contribution to scientific knowledge by providing
enlightenment on different events and human thoughts in the different aspects
of the universe. In this module, you shall learn how three different people, who
never met each other had their ideas meet in the laying down of the principles
of one of nature’s component-----MOTION! This module shall help us how each
scientist, in his own time and with the available resources, passionately
pursued knowledge in order to provide humankind a level of understanding of
the things going on in the environment, particularly vertical motion, horizontal
motion and projectile motion. Their persistence, despite the absence of the kind
of technology that we have today, must have challenged the scientists of our
time to dig deeper so that the unknown may be known.

After going through this module, you are expected to:

1. Compare and contrast the Aristotlean and Galilean conceptions of

vertical motion, horizontal motion and projectile
motion(S11/12PS-IVc-46)
2. Explain how Galileo inferred that objects in vacuum fall with
uniform acceleration, and that force is not necessary to sustain
horizontal motion(S11/12PS-1Vc-47)
3. Explain the subtle distinction between Newton’s First Law of
Motion ( or Law of Inertia) and Galileo’s assertion that force is not
necessary to sustain horizontal motion (S11/12PS-1Vd-51)

Jumpstart

For you to understand the lesson well, do Activity 1. Have fun and good
luck!

Activity 1: Set ME in Motion!

To find out how much you know about this lesson, look for 5 words related to
Motion in 5 minutes or less WITHOUT HELP! (Clue 1- 3 diagonal, 1 horizontal,
1 vertical Clue 2 – 2 are names of scientists)
D M H G T R D L A B O R O A I
Y J M S H Y D P A E R F G N M
E N I X H G X L A C P U E H J
T H U N V T A J Q G I R O G N
R B I O E I S L P T T T M F N
E G K T T R W G I O B C R X B
T C O W T E T F A L G X F E D
U S E E W D D I I W E D D B V
D V P N E S T S A S C O E M R
F O R C E W L E G E N D R E F

Discover

A. Nature of Motion
According to www. britannica.com, motion, in Physics, is the change with
time, the position or orientation of a body.

Aristotelean Concepts on Motion

For Aristotle, a non-measurable force existed within an object that compels
it to behave in a certain manner. Motion is among the behaviors of an object.
Aristotle taught that motion was primarily determined by the nature of the
substance that was moving. He also said that motion can either be a natural
motion or a violent motion. Referring to natural motion, he maintained that an
object will move and will eventually return to its natural state depending on the
composition of the object, and as to violent motion, an object will move if an
external force such as pushing or pulling is applied to it. Here, force is
considered as a controlling factor of the only reason why there is motion
Aristotle also believed that the laws governing the motion of the heavens
were a different set of laws than those that governed motion on the earth.
Galilean Concepts on Motion
For Galileo, “Motion is a natural state which continue until altered” or
motion continued unless interfered with. He sees force as interference of motion
rather than cause of it as believed by Aristotle. After conducting experiments,
he concluded that without gravity to speed the descent and slow the ascent,
and without friction, objects would not start or stop moving at all. Unlike
Aristotle , Galileo described motion by introducing the concept of time and its
relationship with space or location as in the discovery of the acceleration due to
gravity which is 9.8 m/s2.This means that his description of motion included
logic and mathematics.

B. Vertical Motion
For Aristotle, as mentioned earlier, the behavior of objects depends upon
their composition, so heavy objects, likes stones, tend to fall downwards. On
the other hand, light objects, such as fire, tend to move upwards. These
behaviors -gravity and levity or heaviness and lightness respectively-- were
deemed by Aristotle to be part of the essential nature of those objects. The
significant point here is that the factors determining the behavior of an object,
all originate within the object to be explained, and depend upon the
unobservable nature of that object.
Galileo, on the other hand, conducted experiments from which he was able to
show that pure freefall acceleration is uniform and constant for all objects
regardless of their own size and weight, and that acceleration is 9.8 m/s2. This
means that all objects, no matter how heavy or how light they are, fall to the
ground with the same acceleration which is due to gravity. This further means
that it was Galileo who first established the idea that all objects on the surface
of the earth are being pulled by the earth’s gravitational force at an acceleration
of 9.8 m/s2, so any object tossed upward will surely fall back to the ground.

C. Horizontal Motion
In terms of horizontal motion, Aristotle believes that objects move not by their
nature but because of impressed forces. This means that bodies need push or
pull to maintain horizontal motion.

As for Galileo, objects will move along the same plane with a motion which is
uniform and perpetual, provided the plane has no limits, meaning there are no
interferences such as friction.
D. Projectile Motion

Aristotle described projectile motion as motion of an object which is moving

parallel to the ground due to an ‘impetus’ until it is time for it to fall back into
the ground. Movement continues in straight line until the impetus is expended
causing the object to fall to the ground. ‘Impetus’ refers to a force, so this means
that a stone thrown horizontally continues to move in the same direction until
the force is used up which would cause the stone to fall to the ground.

Galileo established that the motion of a projectile is a combination of constant

horizontal velocity and vertical motion, in which the projectile accelerates at a
rate of 9.8 m s² . Recognizing that falling objects accelerate downward at the
same uniform rate even if they are moving horizontally allowed him to describe
the motion of projectiles. algebra

E. Acceleration in a Vacuum
It was mentioned earlier that friction is an interference to motion. This means
the presence of friction can slow down or stop motion. This can be understood
easily on a visibly rough surface. But what about in air that we can’t see, is
there friction? Yes, we call this air resistance.
Suggested Action1: From the same height, drop a basketball and a piece of
paper? Which will reach the ground first?
Answer: Basketball
Suggested Action 2: Crumple the paper you used in action 1, and repeat Action
1. Which will reach the ground first?
Answer: Both hit the ground at the same time.
Why? Air resistance is present in both instances, but it was lessened in Action
2 due to the decrease in the volume of the piece of paper because it was
crumpled. Air resistance offers opposition to motion, slowing down a moving
object.
The above observations were made by Galileo during his time which led him to
conclude that all objects fall with the uniform acceleration in vacuum. A
vacuum is a place where there is no air, therefore, no air resistance. This is
because in a vacuum there would be no interference to motion, so nothing
affects the falling object except gravity.
F. Difference Between Galileo’s Assertion of Frictionless Motion and
Newton’s Law of Inertia
Galileo’s Assertion: If friction were absent, a rolling ball would continue to move
with constant velocity, unless a push or pull compels it to change state.
Newton’s Law on Inertia: A body remains at rest or moves in straight line of
constant velocity if no external forces act on it.
What is the difference between the two ideas? It is the terminology used by the
two scientists. Galileo used the terms push or pull; Newton made use of the
term force.

Explore

Activity 2. Thinker Bell

Direction: Complete the table by describing the three concepts according to
the thoughts of Galileo and Aristotle. One phrase or sentence is enough.
 Scientist Basic Concept Vertical Motion Projectile
on Motion Motion
Aristotle (384
B.C.E.322
B.C.E.)Greek

Galileo Galilei (1564-

1642) Italian

Deepen

Activity 3. I Second the Motion!

One of Albert Einstein’s well-known quote is, “Nothing happens until something
moves”. According to another author, “Motion is life. Lack of motion is death.”
Write a 5-10 sentence reflection on the importance of motion in life. Cite
instances in the things you do every day that require motion- sports,
gardening/agriculture, health (jogging, running), hobbies – cooking, dancing.
Be guided by the following rubrics. Write your reflection on the last vacant pages
of this module.

Fair 5- Good 8-10 points

Poor 4 point
Indicators 7points

No. of sentences 1 sentence only 2-3 sentences 4-6 sentences

 Importance of More than 4
motion is Importance of
mentioned only in motion are well
Importance of a sentence, but 2-3 importance explained.
Motion/movement not explained. are explained.

4-6 sentences are

evidently and
sequenced logically
in
2-3 sentences relation to
Organization of No clear flow of are related to importance of
Paragraph thought. each other. motion/movement

4 or more
erasures are 1-3 erasures
Neatness and committed, more are evident, 13
legible than 5 words are words are not The paragraph is
handwriting are not clearly clearly neat and words are
evident written. written. legible.

Gauge

Read and analyze each question then choose the correct answer.
write the letter of your choice on a SEPARATE sheet of paper.
1. What did Galileo prove to be the same in all falling objects?
A. energy B. acceleration C. speed D. velocity
2. What material did Galileo use to study the acceleration of a falling body?
A. balls C. inclined planes
B. horizontal planes D. rings
3. Which of the following is an example of a violent motion?
A. water flowing in a river C. a dropped pen falling to the ground
B. a ball kicked from the ground D. rocks falling from a mountain

4.What example does a leaping frog represent?

A. free fall C. projectile motion
B. natural motion D. violent motion
5.Which of the following BEST explains why Aristotle’s view on motion stood
for many years?
A. Aristotle’s ideas are readily proven through observation.
B. Aristotle was a very influential Greek philosopher.
C. People at the time were gullible to the ideas of the philosophers.
D. Aristotle supported his ideas with laboratory experimentation.
6. According to Aristotle, which of the following is TRUE about this scenario?
The shooting of an arrow shows a _________
A. violent motion. C. projectile motion.
B. natural motion. D. free fall motion.
7. Which of the following statements AGREES with Galileo’s concept of falling
objects? Falling objects fall with_________
A. changing acceleration. C. changing speed.
B. constant acceleration. D. constant speed.
8. Three objects A, B, and C with mass 5 kg, 8 kg, and 15 kg, respectively,
were dropped simultaneously. Neglecting air resistance, which object will reach
the ground FIRST?
A. Objects A, B & C C. Object C
B. Object B D. Object A
9.If you were Galileo, answer the following question: Why does a bowling ball
and feather hit the ground at varying times when dropped from the same
height?
A. They don’t, they hit the ground at the same time.
B. One is denser than the other.
C. One is heavier than the other.
D. air resistance
10.Evaluate the following statement: The more mass an object has, the faster it
will fall.
A. True C. False
B. Galileo - True; Aristotle- False D. Galileo- False ; Aristotle – True
11. What kind of terrestrial motion is portrayed by a free-falling object in
accordance to Aristotle’s belief?
A. alteration B. celestial C. natural D. violent
12. Based from Aristotelian Physics, what was natural for planets to do in terms
of their type of motion?
A. The orbit in circular motion
B. They orbit in elliptical motion
C. They orbit in triangular motion
D. They orbit in no particular consistent shape
13. What is idea used by Aristotle to explain how objects sustain their horizontal
motion?
A. antiperistasis C. violent motion
B. projectile motion D. large amount of force applied
14. Aristotle explained that the object moves depending on the natural motion
of the dominant element of that object. Which among the following element-
motion pairs are CORRECTLY matched?
A. earth – circular C. water – fall
B. fire – fall D. celestial – retrograde
15. According to Galileo, force is need to what?
A. oppose the motion of the object
B. change the speed of the object
C. sustain the motion of the object
D. change the direction of the object
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