Thanks to Brahe What's In In lesson 1, we have leamed the views of the ancients when it comes to giving a plausible explanation about the shape of the Earth, presenting to us the conflicting kieas on the models of the universe, their capability to observe and discover astronomical wonders even without the aid of an instrument especially the telescope. Aside from that they also made us realize that our Surroundings not only heavens has a great influence: to one's way of living. In this lesson we will delve into the brilliant mind of Tycho Brahe and the impact of his work in the formulation of the laws that expiains the motion of heavenly object especially the planets, the moons and the Sun. a ) What | Need to Know SY ‘The knowledge about the universe starting from the ancient time up to the present has proven to be a dynamic one. The new discoveries weakened the founciation of a theary that thought be correct and widely accepted for quite 2 long time. And in the process of revolutionizing the idea, one must be able to back the claim with proof. The best proof one could present is data that is verified and tested for several times. Just like the works of Tycho Brahe ‘As referred from Teaching Guide for SHS: Physical Science, CHED in collaboration with the PNU, Tycho Brahe is one of the most celebrated Danish astronomers during his time. His patron the King of Denmark, Frederick Il, built him an observatory equipped with an oversized instrument a brass protractor-like called quadrants and of course the naked eyes of the observers. This observatory allowed Brahe to measure with high accuracy the positions of the planets, moon and the sun. Aside from that he was able to ascertain some mathematical errors of the data on hand based from the records that was in his possession. Through the years Brahe continues to record every data and came up with significant results ‘and accurate explanations out from the voluminous data. Part of the achievement in his IMetime was the discovery of a supernova explosion in 1572 and the passing of a comet inlo) What's New Activity 6.24: The Who Below is @ simple matching type activity. All you have to do ts match the names in column A with thelr corresponding contribution in column B. Write the letter that corresponds to your answers on the space provided. Column A Column B ‘. Ewows i, proponent of the universal law of gravitation, — b. invented his own telescope and discovered the 2. Tycho Brahe craters ofthe moon and gathered proo that supports ___ 3. Astle the claim of Copemicus ¢. proposed the geo-hellocentric universe model a i Pay d. proposed the first idea of a heliocentric universe, 5 Johannes Kepler, prapenent of the laws of planetary atin 6, Galileo Gallle : & Apt 1) pe ate mel 7. Eratosthenes i ra a 8 Aristarchus of Samos 9. Nicolaus Copernicus | pr r 10, Isaac Newton E ¢ — “dd ?>O « & ef 14. Kepler discovered that planets do not go around the Sun at a uniform speed but it depends on it position relative to the Sun. What is its speed when it is farther from the Sun? A. faster B. neither fast nor siow C. slower D. similar to the speed when it is closer to the Sun 15. What relationship between the times of revolutions of the planets and their distance from the Sun did Kepler discover? ‘The cube of the times of revolution of the planets are proportional to the square of their average distance from the Sun. |. The cube of the times of revolution of the planets are not proportional to the square of their average distance from the Sun. . The square of the times of revolution of the planets are proportional to the cube of their average distance from the Sun. . The square of the times of revolution of the planets are not proportional to the cube of their average distance from the Sun. 90m >