PS-4THQ-MODULE-Week 1 PDF

Philippine Christian University
Sampaloc 1, Dasmariñas City, Cavite 4114

SENIOR HIGH SCHOOL
S.Y. 2022-2023
MODULE IN PHYSICAL SCIENCE (GRADE 11)

QUARTER 4 - WEEK 1 (APRIL 3-5, 2023)
LESSON 1: ACROSS THE UNIVERSE
Overview
In the previous quarter, discussions were about chemistry. Now, in the 4th quarter, discussions will
be about physics. We will start this quarter with a topic about the universe. Humankind has always admired
the starry sky. The great canopy of stars suggests that our world is part of a vastly larger universe. In this
module, you’ll learn about how ancient Greeks viewed the universe as well as how various models of the
universe came to be. It will be quite interesting to know how religious beliefs influenced how people from
the past viewed the universe and how the modern model of the universe came to existence. We hope you’ll
have fun in learning about the universe of which we are part of.
Objectives
At the end of this lesson, you are expected to demonstrate understanding on the following:
1. Astronomical phenomena known to astronomers before the advent of telescopes.

2. 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
3. The different models of the universe.
You may copy and paste the link on the address bar or click the link to play video/s:
https://www.youtube.com/watch?v=S13Sr-H7TWI
Disclaimer: This module is adapted and modified from the source materials listed in the references list. This is an
exclusive property of Philippine Christian University-Dasmariñas SHS and is provided only to enrolled students for
their academic use. This module is provided for free by the school through softcopy and/or printed media.
Reproduction of this module without official permission is prohibited.
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Test Yourself
GUESS WHO AM I: Identify the celestial object mentioned in the statement and write the correct answer on
the space provided.
1. I’m the area between the orbits of Mars and Jupiter where there are lots of rocky objects that orbit the Sun
and are much smaller than planets. Who am I? _____________________________________.
2. I’m made of gases including a lot of helium and I’m very light you would float in water. Who am I?
_____________________________________.
3. I’m your home planet which is full of water and life. I’m the only planet who can supports life. Who am I?
_____________________________________.
4. I’m the smallest planet in the Solar System and closest to the sun and I’m covered in many craters. Who am
I? _____________________________________.
5. I’m almost as big as Earth and the hottest among other planet because of my thick atmosphere of carbon
dioxide. Who am I? _____________________________________.
6. I appeared red because of rusty iron in the ground and I have the tallest mountain in the Solar System that
measures 21 kilometers (13 miles) high! Who am I? _____________________________________.
7. I’m the biggest planet in the solar system. I’m is so big that all of the other planets in our solar system could
fit inside of me! Who am I? _____________________________________.
8. I’m made of icy ring that can be found outside of Neptune’s orbit. Who am I?
_____________________________________.
9. I’m the farthest planet from the Sun. It is dark and cold in here and takes 165 Earth years to travel around
the sun once. Who am I? _____________________________________.
10. I have 9 icy rings and one on the outside edge is made of boulders of ice several feet thick! Who am I?
_____________________________________.
Study these terms
● Celestial - Pertaining to the sky or visible heaven, or to the universe beyond the earth’s atmosphere.
● Ephemeral – Lasting a very short time
● Geocentric- Having or representing the earth as the center.
● Heliocentric –Having or representing the sun as a center.
● Perpetual – Continuing or enduring forever.
● Terrestrial – Pertaining to, consisting of, or representing the Earth as distinct from other planets.
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Discussion
Celestial Sphere
The ancient Greeks considered earth to be enclosed in a hollow sphere called the celestial sphere,
where the stars, sun, and other heavenly bodies are embedded. They taught the earth was fixed and motion
of the heavens was caused by the celestial sphere. Below is an illustration of the celestial sphere.
Pinterest. (n.d.). Celestial Sphere. https://www.pinterest.ph/pin/113715959319848608/

Celestial Sphere
The North Celestial Pole (NCP) and South Celestial Pole (SCP) are the points where earth’s rotational
axis cuts the celestial sphere. The Celestial Equator is the projection of the earth’s equator in the celestial
sphere. The Ecliptic is the path that the sun appears to take around the sphere. It is inclined 23.5° with
respect to the celestial equator.
The Solstices are the two points on the ecliptic with the greatest distance from the celestial equator.
The Summer Solstice is the point where the sun is at its highest in the sky, and its northernmost position in
the celestial equator. It is also referred to as the June solstice because it happens on or before June 21. Day is
longest and night is shortest during summer solstice. During the Winter/December Solstice, the sun is at its
southernmost or at its lowest in the sky. It usually happens on or near December 21. Day is shortest while
night is longest during the winter solstice.
The two points where the ecliptic intersects the celestial equator are known as Equinoxes. During
equinoxes, day and night are of equal duration. The Autumnal Equinox happens on or near September 22.
The Vernal or Spring Equinox happens on or near March 21.
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Models of the Universe
The models of the universe can be grouped into two categories, the geocentric model and the
heliocentric model. The geocentric model considers earth as the center of the universe. The heliocentric
model assumes the sun to be the center of the universe. Eudoxus, Aristotle and Ptolemy presented
geocentric models of the universe while Aristarchus and Copernicus both presented heliocentric models.
Eudoxus’ Model
According to Eudoxus’ model the universe is composed of Earth, five other planets (that are visible to
the unaided eye, namely: Mercury, Venus, Mars, Jupiter, and Saturn), sun, moon, and motionless stars which
were enclosed in spheres. There were a series of 27 concentric spheres in his model. The breakdown of the
27 spheres is as follows: sun, three spheres for the moon, and four spheres for each of the five known
planets.
Slideserve. (n.d.).Eudoxus’Model. https://www.slideserve.com/macon-knapp/classical-greek-astronomy-mr-catt-astronomy
Aristotle’s Model
Aristotle patterned his model to the model of Eudoxus. Although instead of having 27 spheres, the
Aristotelian model used 55 spheres. Aristotle used 27 more spheres and an outermost sphere that was
domain of the Prime Mover. Just like Eudoxus, he perceived Earth at the center of the universe and was
stationary. He said the order of heavenly bodies in the universe is: Earth, moon, Mercury, Venus, Sun, Mars,
Jupiter, Saturn, the fixed stars, and the firmament of the Prime Mover (God). Because the firmament of the
Prime Mover is part of Aristotle’s model, it was accepted by religious groups during his time. Aristotle divided
the universe into two realms: terrestrial and celestial realm, with the orbit of the moon as the boundary.
Below the moon’s orbit was the terrestrial realm composed of earth, water, air and fire. Terrestrial matter
was considered ephemeral. Above the moon’s orbit was the celestial realm which consists of the fifth
element aether or ether. The Celestial realm was considered perpetual.
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Aristotle’s model was based on the three types of terrestrial motion: natural, violent, and alteration.
Natural motion is related to the tendency of an object to seek its natural place in the universe (vertical
motion). Violent motion is when a terrestrial object is compelled to move in unnatural ways by the
application of a force (horizontal motion). Alteration is the ability of an object to change, which may be
Generation “coming to be,” Corruption “passing away,” or Alteration in Quality “object changing its shape
from rectangular to circular.”
Infinityonline.valzorex.(n.d.).Aristotelian Cosmos. https://infinityonline.valzorex.com/aristotle.html

Aristotle’s Model
Ptolemy’s Model
In the Ptolemaic universe, it was assumed that Earth was at the center of the universe, while the
other celestial bodies revolved around the Earth in perfect circles with constant velocity. Ptolemy assumed
that the planets revolved on epicycles (small spheres) which move around the deferent (larger sphere). He
said stars belonged to the celestial sphere which was located beyond the planetary spheres. The center of
the deferent is called the eccentric.
Chegg Study.(n.d.).Ptolemaic Model. https://www.chegg.com/homework-help/definitions/the-ptolemaic-model-2

Ptolemaic Model
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Aristarchus’ Model (310BC-230BC)
Aristarchus was a Greek astronomer who made the first attempt to create a heliocentric model,
which places the sun at the center of the universe. He proposed that the sun and the fixed stars were at rest.
While Earth revolved around the sun in a circular path. Aristarchus had 3 assumptions: 1. Earth was spherical,
2. The Earth is far from the sun, and 3. Moon passes through the Earth’s shadow when they align. However,
his theory did not last because of the general acceptance of the Ptolemaic model.
Classical Wisdom.(n.d.).Aristarchus’ Heliocentric Model. https://classicalwisdom.com/science/astronomy/aristarchus-of-samos

prophet-of-astronomy/
Copernicus’ Model (1473-1543)

Copernicus was a Polish astronomer who revived the heliocentric model of Aristarchus. Copernicus
strongly believed in the heliocentric model. He asserted that the Earth spins on its axis every day and
revolves around the sun just like the other planets; the moon orbits the Earth. From his model it could be
concluded that: 1. Heavenly bodies exhibited constant circular and perpetual motion. 2. The sun was at the
center of the universe. 3. The order of the planets from the sun is Mercury, Venus, Earth (and moon), Mars,
Jupiter, Saturn; and beyond the planets were the fixed stars. The Copernican model was not initially accepted
because of its inconsistencies with the Aristotelian model.
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Journeys.(n.d.).Copernicus’ Heliocentric Model. https://journeys.maps.com/copernicuss-cosmic-revolution/
The Solar System Today

The solar system is now viewed as consisting of eight planets, with the sun as its center, and planets
revolve around the sun while spinning about their individual axes. The innermost zones are occupied by the
terrestrial planets, Mercury, Venus, Earth, and Mars. This zone is followed by the asteroid zone, then the
realm of the giant planets – Jupiter, Saturn, Uranus, Neptune.
Kaiserscience.(n.d.).Solar System. https://kaiserscience.wordpress.com/astronomy/solar-system-the-modern-view/
Brahe’s Innovations and Kepler’s Laws of Motion

Tycho Brahe was considered the last and the greatest astronomer prior to the invention of the
telescope. At the age of 30, he was able to establish his own astronomical observatory in Hven, between
Denmark and Sweden, under the patronage of Danish King Frederick II. He accurately measured the positions
of the sun, the moon, and the planets for 20 years. Johannes Kepler served as an assistant to Brahe. He
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inherited the observational data on planetary motion when Brahe died. Using Brahe’s data on Mars, Kepler
was able to formulate his three laws of motion: law of ellipses, law of equal areas, and law of harmonies.
Activity # 1 (Written Work 1)
Name: _______________________________ Strand and Section: _______________

Date/ Week No. _______________________ Score: ________/30_______________
DIRECTIONS: Student will be group into 5 members
1. In this activity, you are going to create a model of the expanding Universe. You will need one balloon, a
flexible metric ruler and a paper strip for conducting measurements, a copy of this page, and a marker.
2. Use the markers to make 5 dots on the balloon and number 5 of them after the balloon is partially inflated.
3. Inflate balloon with 4 medium breaths to about the size of your fist; do not over inflate the balloon!
4. Bend the end of the balloon down and paper clip it so that no air escapes.
5. Record below what happens to the dots. Be very specific - use complete sentences.
6. Measure and record the distance between dot number one (your "home" dot) and neighboring dots in
INCHES. Be careful not to indent the balloon by pressing on it.
7. Now measure and record the distance between dot number one (your "home" dot) and the other 5 dots
with the paper strip. Note any differences in the two measuring techniques.
8. Double the size of the balloon by inflating it slowly; do not over inflate the balloon! Measure and record
the data from the enlarged balloon using both tools.
9. Answer the summary questions below.
PARTIALLY EXPANDED FULLY EXPANDED DIFFERENCE

1 (HOME)
2
3
4
5
FOLLOW UP QUESTION:
1. If the dots represent galaxies, do they get larger as the balloon expands? Why do you think this is or is not
so?
_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________
2. What does blowing the balloon represent?
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_________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________
3. What conclusion can be drawn about the universe based on the activity?
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
4. Why it is technically INCORRECT to draw the galaxies directly in the balloon?

_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
5. If you have picked another galaxy to be your “HOME” would the result be different? Why or why not?
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
References
Dictionary.com. (n.d.). Celestial. In Dictionary.com dictionary. Retrieved November 26, 2021 from
https://www.dictionary.com/browse/celestial
Dictionary.com. (n.d.). Ephemeral. In Dictionary.com dictionary. Retrieved November 26, 2021 from
https://www.dictionary.com/browse/ephemeral?s=t
Dictionary.com. (n.d.). Geocentric. In Dictionary .com dictionary. Retrieved November 26, 2021 from
https://www.dictionary.com/browse/geocentric?s=t
Dictionary.com. (n.d.). Perpetual. In Dictionary .com dictionary. Retrieved November 26, 2021 from
https://www.dictionary.com/browse/perpetual?s=t
Dictionary.com. (n.d.). Terrestrial. In Dictionary .com dictionary. Retrieved November 26, 2021 from
https://www.dictionary.com/browse/terrestrial
Santiago, K. Silverio, A. (2016). Exploring Life Through Science Series: Physical Science. Phoenix
Publishing House, Inc. pages 131-146
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Prepared by: Checked by: Noted by:
Linneth R. Buenaventura John Philip C. Angcanan Mario S. Mecate, Ph.D.

Subject Teacher Subject Lead Teacher- Science 11 AVP for Basic
Education/Principal
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Philippine Christian University

Sampaloc 1, Dasmariñas City, Cavite 4114

MODULE IN PHYSICAL SCIENCE (GRADE 11)

LESSON 1: ACROSS THE UNIVERSE

1. Astronomical phenomena known to astronomers before the advent of telescopes.

Study these terms

Pinterest. (n.d.). Celestial Sphere. https://www.pinterest.ph/pin/113715959319848608/

Slideserve. (n.d.).Eudoxus’Model. https://www.slideserve.com/macon-knapp/classical-greek-astronomy-mr-catt-astronomy

Infinityonline.valzorex.(n.d.).Aristotelian Cosmos. https://infinityonline.valzorex.com/aristotle.html

Chegg Study.(n.d.).Ptolemaic Model. https://www.chegg.com/homework-help/definitions/the-ptolemaic-model-2

Classical Wisdom.(n.d.).Aristarchus’ Heliocentric Model. https://classicalwisdom.com/science/astronomy/aristarchus-of-samos

Copernicus’ Model (1473-1543)

The Solar System Today

Kaiserscience.(n.d.).Solar System. https://kaiserscience.wordpress.com/astronomy/solar-system-the-modern-view/

Brahe’s Innovations and Kepler’s Laws of Motion

Activity # 1 (Written Work 1)

Name: _________________ Strand and Section: _

DIRECTIONS: Student will be group into 5 members

PARTIALLY EXPANDED FULLY EXPANDED DIFFERENCE

2. What does blowing the balloon represent?

4. Why it is technically INCORRECT to draw the galaxies directly in the balloon?

Linneth R. Buenaventura John Philip C. Angcanan Mario S. Mecate, Ph.D.

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