CO QAH + MELC LW

HANDOUT No. 14
Course Outline & Quality Assured Handouts paired
with MELC- Based Learner’s Worksheet in PHYSICAL SCIENCE

MELC:
29.Explain how the speeds & distance of far-off objects are estimated (e.g. Doppler effect and
cosmic distance ladder (S11/12PS-IVJ-72)
30.Explain how we know that we live in an expanding universe which used to be hot and is
approximately 14 billion years (S11/12PS-IVj-73)

Semester: 2 Week No. 14 Day: 1-4

LESSON 1: SPEED AND DISTANCE OF FAR-OFF OBJECTS

In this lesson you will be able to learned how the speeds and distances of far-off objects are estimated
(e.g., doppler effect and cosmic distance ladder). Our Earth is just a tiny dot in comparison to the vast
universe where it belongs. It is surrounded by billions of heavenly bodies whose light needs to travel billions
of light years to reach the Earth. Recall that a light year is a unit used to express the length traveled by light
in a year and is approximately 9.5 x 1015 m. If the light coming from heavenly bodies needs to travel billions
of light years, then that means these bodies are very far from the Earth. In this lesson, you will be able to
learn how the astronomers measure the distance of heavenly bodies from the earth, and how the speed is
measured.

DOPPLER EFFECT
Doppler effect is the apparent difference between
the frequency at which sound or light waves leave a
source and that at which they reach an observer,
caused by relative motion of the observer and the wave
source. This phenomenon is used in astronomical
measurements, in Mossbauer effect studies, and in
radar and modern navigation. It was first described in
1842 by Austrian physicist Christian Doppler. The
Doppler effect tells you only the velocity of the object
and not the distance. This can be described as the
effect produced by a moving source of waves in which
there is an apparent upward shift in frequency for
observers towards whom the source is approaching
and an apparent downward shift in frequency for
observers from whom the source is receding.
Figure 1: Change of wavelength caused by motion of the source
Retrieved from: https://en.wikipedia.org/wiki/Doppler_effect, February 9, 2021

Figure 2: Doppler effect, Siren in a car

Retrieved from: https://www.physicsclassroom.com/class/waves/Lesson-3/The-Doppler-Effect, February 9, 2021

The Doppler Effect in Astronomy

The Doppler effect is of intense interest to astronomers who use the information about the shift in
frequency of electromagnetic waves produced by moving stars in our galaxy and beyond in order to derive
information about those stars and galaxies. The belief that the universe is expanding is based in part upon
observations of electromagnetic waves emitted by stars in distant galaxies. Furthermore, specific information
about stars within galaxies can be determined by application of the Doppler effect. Galaxies are clusters of
stars that typically rotate about some center of mass point. Electromagnetic radiation emitted by such stars
in a distant galaxy would appear to be shifted downward in frequency (a red shift) if the star is rotating in its
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cluster in a direction that is away from the Earth. On the other hand, there is an upward shift in frequency (a
blue shift) of such observed radiation if the star is rotating in a direction that is towards the Earth.

COSMIC DISTANCE LADDER

Distance is one of the most fundamental measurements astronomers make, but it’s also one of the most
challenging. Fortunately, astronomers have a vital tool to help them answer that central question: how far?
That tool is the cosmic distance ladder. This tool measures vast distances.

Figure
3: Cosmic Distance Ladder
Retrieved from: https://astronomy.com/news/2019/07/the-cosmic-distance-ladder, February 9, 2021

This ladder has “rungs” of objects with certain properties that let astronomers confidently measure their
distance. Jumping to each subsequent rung relies on methods for measuring objects that are ever farther
away, the next step often piggybacking on the previous one. For example, once astronomers measure the
distance to a galaxy using one rung, they can then measure the distance using the next rung and match the
two. That allows them to move outward and measure even greater distances, rung by rung.

LESSON 2: THE EXPANDING UNIVERSE

In the previous lesson you learned on how to determine speeds and distances of the far-off objects.
Using the knowledge that you have, this time, you try explain how we know that we live in an expanding
universe which is used to be hot and is approximately 14 billion years old

Cosmology is the study of how the universe began, how it continues to exist, and how it will end. The
theory that support this idea is the Big Bang Theory. At its simplest, it says the universe as we know it
started with a small singularity, then inflated over the next 13.8 billion
years to the cosmos that we know today. Astronomers George
Lemaître and Edwin Hubble were some of its first proponents

Astronomer Edwin Hubble revolutionized the field of

astrophysics. His research helped prove that the universe is
expanding, and he created a classification system for galaxies that
has been used for several decades.

Figure 4: Image of Edwin Hubble

Retrieved from: https://cdn2.img.sputniknews.com/images/101496/11/1014961178.jpg,February 8, 2021
Pieces of Evidence of the expanding universe
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1. Distant galaxies are speeding away from us. This means that the galaxies we see today are much
closer together – originating from a tiny region of space. The origin of the universe remains one of the
greatest questions in science. Current scientific evidence supports the Big Bang was an expansion of space
itself. Every part of space participated in it. Space is not simply emptiness; it’s real stretchable, flexible thing.
Galaxies are moving away from us because space is expanding. Galaxies are moving with space, not
through space.

2. The relative abundance of light elements in the universe is the second piece of evidence to prove that
the Big Bang occurred. Through measurements, we find that around 24% of the universe’s ordinary matter is
currently comprised of helium, about 74% hydrogen, and 2% of other elements. These figures only make
sense if nucleosynthesis in the Big Bang model actually occurred since no chemical process significantly
changes these percentages

3. Cosmic Microwave Background, or the energy (thermal radiation) Penzias and Wilson theorized. The
Cosmic Microwave Background, or CMB, is radiation that fills the universe and can be detected in every
direction. Microwaves are invisible to the naked eye so they cannot be seen without instruments. Created
shortly after the universe came into being in the Big Bang, the CMB represents the earliest radiation that can
be detected. Astronomers have likened the CMB to seeing sunlight penetrating an overcast sky. theory was
correct, the universe would be filled with background radiation left over from the creation event.

ANALOGY OF EXPANDING UNIVERSE

Figure 5: Analogy of the Expanding Universe

Retrieved from: ADM Module, February 9, 2021

Let us use the baking of a loaf of raisin bread (Fig. 5). Imagine all of the raisins represent the galaxies
and the dough will be the space. When the loaf bakes and expands, the raisin remains the same size but
moves away from another raisin. No matter which raisin an observer might be “riding”, the other raisins
would move away. The greater the initial distance of a specific raisin was from an observer’s raisin, the
faster and farther the observed raisin would move (study Fig. 2). Note that the raisins which represents the
“galaxies” stay the same size, but the expansion of the dough (space) carries them. Essentially, the raisins
behave according with Hubble’s law.

REFERENCES

Espinosa, Allen, and Mary Grace Pineda. N.d. Physical Science. Reviewed by Evangeline Manalang and
Marie Paz Morales. First. 4/F SEDCCO Bldg.120 Thailand corner legaspi Streets Village, 1229
Makati City,
Philippines:DIWA LEARNING SYSTEMS INC., 2016

Salibio, Mark, and Oliver David. n.d.Physical Science.Reviewed by Melody Clerigo and Darwin Putungan
Second. 4/F SEDCCO Bldg. 120 Thailand Corner legazpi Streets Legaspi Village, 1229 Makati City,
Philippines:DIWA LEARNING SYSTEMS INC., 2019

CO QAH + MELC LW

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Course Outline & Quality Assured Handouts paired with MELC- LEARNING WORKSHEET No. 14
Based Learning Worksheet in PHYSICAL SCIENCE

Name: ______________________ Grade & Section: _______________________

Teacher: ____________________ Date Submitted: _______________________

MELC:
29.Explain how the speed & distance of far-off objects are estimated (e.g. Doppler effect and
cosmic distance ladder (S11/12PS-IVJ-72)
30.Explain how we know that we live in an expanding universe which used to be hot and is
approximately 14 billion years (S11/12PS-IVj-73)

LESSON 1: Speed and Distance of Far-Off Objects and the Expanding Universe
Semester: 2 Week No. 14 Day: 1-4

Worksheet No. 1 Title: Speed and Distance of Far-Off Objects and Expanding Universe Day: 1-4

Directions: Answer the following questions comprehensively in the space provided.

Areas of POINTS SCORE

Assessment
4 3 2 1

Content The insights are The insights The insights The insights are
comprehensively are are unsatisfactorily
discussed. moderately minimally discussed.
discussed. discussed.

Organization Very informative Somewhat Give some Gives no new

of Thought and well informative new information and very
organized and information poorly organized
organized but poorly
organized

Grammar and Virtually no Few spelling A number of So many spelling,

Spelling spelling, and spelling, punctuation or
punctuation or punctuation punctuation grammatical errors that it
grammatical errors, minor or interferes with the
error grammatical grammatical meaning
error error

TOTAL SCORE:

Questions:

1. How do the following methods measure the speed and distance of celestial bodies?

a) Doppler Effect

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 b) Cosmic Distance Ladder

2. With the knowledge you have gained, do you believe that we live in an expanding universe? What are the
bases for your assumption?

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