INSET SY.

2021 – 2022
February 2 – 4, 2022

PHYSICAL SCIENCE - SUMMATIVE TEST CONSTRUCTION

QUARTER 3

1. . Which of the following is the most accepted theory about the formation
of the
2. universe that explains why it continues to expand?
3. a. big bang theory c. steady state theory
4. b. divine creation theory d. oscillating theory
5. . Which of the following is the most accepted theory about the formation
of the
6. universe that explains why it continues to expand?
7. a. big bang theory c. steady state theory
8. b. divine creation theory d. oscillating theory
9. . Which of the following is the most accepted theory about the formation
of the
10. universe that explains why it continues to expand?
11. a. big bang theory c. steady state theory
12. b. divine creation theory d. oscillating theory
1. Which of the following describes stellar nucleosynthesis?
A. It is the process by which elements are formed within stars.
B. It is the formation of elements during a supernova explosion.
C. It is the process by which elements are produced in gas clouds.
D. It is the formation of light elements such as hydrogen and helium.

. Which of the following is the most accepted theory about the formation of
the
universe that explains why it continues to expand?
a. big bang theory c. steady state theory
b. divine creation theory d. oscillating theory
Learning Competency: Give evidence for and describe the formation of
heavier elements during star formation and evolution
Level of Cognitive Domain: Knowledge
Correct Answer: A

2. The formation of a star starts with the dense regions of molecular clouds.
What force pulls matter together to form these regions?
A. Electromagnetic Force
B. Gravitational Force
C. Magnetic Force
D. Nuclear Force
Learning Competency: Give evidence for and describe the formation of heavier
elements during star formation and evolution
Level of Cognitive Domain: Knowledge
Correct Answer: B

3. What happens when most of the hydrogen in the core is fused into helium in
the stellar core?
A. Gravity squeezes the star until helium and hydrogen burning occurs.
B. Hydrogen fusion stops, and the pressure in the core increases.
C. Hydrogen fusion continues, and the pressure in the core increases.
D. Nuclear energy increases until carbon and helium burning occur.

Learning Competency: Give evidence for and describe the formation of heavier
elements during star formation and evolution
Level of Cognitive Domain: Comprehension/Knowledge
Correct Answer: C

4. It is a device that is used to speed up the protons to overcome the repulsion

between the protons and the target atomic nuclei by using magnetic and
electrical fields.
A. Microscope
B. Telescope
C. Particle Accelerator
D. Particle Decelerator

Learning Competency: Explain how the concept of atomic number led to the
synthesis of new elements in the laboratory.
Level of Cognitive Domain: Knowledge
Correct Answer: C

5. Which of the following statements is true for a 25Mg+2 cation?

A. It has 12 protons, 14 electrons, and 12 neutrons
B. It has 12 protons, 10 electrons, and 12 neutrons
C. It has 24 protons, 12 electrons, and 24 neutrons
D. It has 12 protons, 10 electrons, and 13 neutrons

Learning Competency: Explain how the concept of atomic number led to the
synthesis of new elements in the laboratory.
Level of Cognitive Domain: Comprehension
Correct Answer: D
6. Henry Moseley was studying the kα graphs of different metals, he found a
strange relationship between the lines and the atomic number. When he
plotted a graph between ν−−√ (root over nu(ν)-which is the symbol of frequency
for the kα lines) and Z (Atomic number), he saw a straight line as show on the
diagram below. What do you think is the importance of Moseley Law in relation
to the arrangement of elements of the periodic table?

(Source:https:// protonstalk.com/
physics/moseleys-law/)

A. Moseley’s Law is important as it proved that the atomic number is a more

fundamental property of elements and not Atomic mass.
B. Moseley’s Law is important as it proved that the atomic mass is a more
fundamental property of elements and not Atomic number.
C. Moseley’s Law is important as it proved that the frequency is more
fundamental property of elements and not Atomic mass.
D.Moseley’s Law is important as it proved that the atomic mass is a more
fundamental property of elements and not frequency.

Learning Competency: Explain how the concept of atomic number led to the
synthesis of new elements in the laboratory.
Level of Cognitive Domain: Analysis
Correct Answer: A

The atomic number is based from the number of__________.

a. protons and electrons in the
atom’s nucleus.
b. protons in the atom’s
nucleus.
c. electrons and neutrons in the
atom’s nucleus.
d. electrons in the atom’s
nucleus.
The atomic number is based from the number of__________.
a. protons and electrons in the
atom’s nucleus.
b. protons in the atom’s
nucleus.
c. electrons and neutrons in the
atom’s nucleus.
d. electrons in the atom’s
nucleus.
The atomic number is based from the number of__________.
a. protons and electrons in the
atom’s nucleus.
b. protons in the atom’s
nucleus.
c. electrons and neutrons in the
atom’s nucleus.
d. electrons in the atom’s
nucleus.
The atomic number is based from the number of__________.
a. protons and electrons in the
atom’s nucleus.
b. protons in the atom’s
nucleus.
c. electrons and neutrons in the
atom’s nucleus.
d. electrons in the atom’s
nucleus.
The atomic number is based from the number of__________.
a. protons and electrons in the
atom’s nucleus.
b. protons in the atom’s
nucleus.
c. electrons and neutrons in the
atom’s nucleus.
d. electrons in the atom’s
nucleus.
The atomic number is based from the number of__________.
a. protons and electrons in the
atom’s nucleus.
b. protons in the atom’s
nucleus.
c. electrons and neutrons in the
atom’s nucleus.
d. electrons in the atom’s
nucleus.
7. What do you call the relative ability of a bonded atom to attract shared
electron pairs?
A. Electron affinity
B. Electronegativity
C. Ionization energy
D. Metallic property

Learning Competency: Determine if a molecule is polar or non-polar given its

properties.
Level of Cognitive Domain: Knowledge
Correct Answer: B

8. Which of the following is a polar molecule?

A. CCl3
B. AgCl
C. NH3
D. CH4

Learning Competency: Determine if a molecule is polar or non-polar given its

properties.
Level of Cognitive Domain: Knowledge
Correct Answer: C

9. The diagram below shows molecular structure of both polar and non-polar
molecule. Which of the following illustrates a non-polar molecule?

1 2 3 4

A.1 and 2
B.1 and 3
C.3 and 4
D.3 and 2
Learning Competency: Determine if a molecule is polar or non-polar given
its properties.
Level of Cognitive Domain: Analysis
Correct Answer: C

10. Which of the following is TRUE of polar molecules?

I. Have high boiling point III. Have high surface tension
II. Have high melting point IV. Have high vapor pressure
A. I only C. I, II and III only
B. I and II only D. IV only
Learning Competency: Relate the polarity of molecule to its properties
Level of Cognitive Domain: Understanding
Correct Answer: C

11. The following materials are found in your kitchen, Water, vinegar, and
cooking oil. You fill one with half full of water and slowly add ¼ cup of
vinegar. In another glass fill it with half-full of vinegar then gently add ¼
cup of cooking oil. Record your observation. Using the concept of bond
polarity and solubility, explain why water and vinegar are miscible, but
vinegar and oil are immiscible.
I. Water and vinegar are both polar substance
II. Water and vinegar are both nonpolar substance
III. Vinegar is polar while cooking oil is a non-polar substance
IV. Vinegar is nonpolar while cooking oil is a polar substance
A. I and II only C. II and III
B. I and III D. II and IV
Learning Competency: Relate the polarity of molecule to its properties
Level of Cognitive Domain: Analysis
Correct Answer: B
12. Using the concept of polarity of molecules, which of the following
substances will most likely mix with each other?
I. water (H2O) and chloroform (CHCl3)
II. benzene (C6H6) and chloroform (CHCl3)
III. water (H2O) and vinegar (CH3COOH)
IV. acetone (C3H6O) and toluene (C6H5CH3)
A. I and III C. II and III
B. I and IV D. III and IV
Learning Competency: Relate the polarity of molecules to its properties
Level of Cognitive Domain: Analysis
Correct Answer: C
13. Why are dispersion force high in molecules with a great number of
electrons?
A. The electron distribution of big molecules is easily polarized.
B. The nucleus in the molecules has greater effective shielding effect.
C. The electrons move freely around the nucleus resulting to a greater
energy
D. The electrons in the molecules can easily jump from one orbital to
another.
Learning Competency: Describe the general types of intermolecular forces
Level of Cognitive Domain: Knowledge
Correct Answer: A

14. Deoxyribonucleic Acid or DNA is a chemical compound that stores all the
genetic information of living being. A strong force of interaction existing
between the four parts; namely adenine, guanine, cytosine, and thymine
that leads to the formation of DNA. Which bond is responsible for the
existence of a DNA molecules?

https://www.verywellhealth.com/what-is-dna-5091986

A. Dipole-dipole C. Ion-induced dipole

B. Dipole-induced dipole D. H- bonding

Learning Competency: Describe the general types of intermolecular forces

Level of Cognitive Domain: Application
Correct Answer: D

15. A razor blade is placed on top of a detergent and on top of the water. Based
on the principle of intermolecular forces which of the following observation
will most likely happened?
 https://i.ytimg.com/vi/bTfs64EiqsQ/hqdefault.jpg

A. The blade will quickly sink in the detergent and water.

B. The blade placed on top of the detergent and water will not sink.
C. The blade will not sink in the detergent because the molecules support
the blade that is lighter but will sink slowly in water molecules.
D.The blade will sink slowly because the concentration of detergent delays
it and will not sink in water because the water molecules support the
blade that is lighter.
Learning Competency: Describe the general types if intermolecular forces
Level of Cognitive Domain: Evaluation
Correct Answer: D

16. The atmospheric pressure on top of a mountain is lower than at sea

level. Therefore, what will happen to the cooking time of an egg on top of
the mountain?
A. The egg will cook faster since the boiling temperature will be lower.
B. The egg will cook at a shorter time since the boiling temperature will be
higher.
C. The egg will cook at a longer time due to a lower boiling temperature.
D. The egg will cook at a shorter time due to higher boiling temperature.
Learning Competency: Explain the effect of intermolecular forces in the
properties of substances
Level of Cognitive Domain: Analysis
Correct Answer: C

17. How does the strength of the intermolecular forces relate to the boiling and
melting point of the substance?

Physical Properties of Substances Based on Size of Molecules and

Intermolecular Forces
Substance Predominant Molar Relative Melting Boiling
 Strength of
Intermolecular Mass, Intermolecular
Point, K Point, K
Forces g/mol Forces

London
Fluorine Dispersion
Weakest
(F2) Forces 38 53 85

London
Bromine Dispersion
Stronger
(Br2) Forces 160 266 332

London
Astatine Dispersion
Strongest
(At2) Forces 420 575 610

A. The greater the intermolecular forces, the higher the boiling and melting
point of the substance.
B. The greater the intermolecular forces, the higher the boiling and the
lesser the melting point of a substance
C. The greater the intermolecular force, the lower the boiling and melting
point of a substance
D.The lower the intermolecular force, the higher the boiling and melting
point of a substance

Learning Competency: Explain the effect of intermolecular force on the

properties of substances
Level of Cognitive Domain: Evaluation
Answer: A

18. Which of the following is true about liquids with strong intermolecular
forces?
A. Vapour pressure is low.
B. Vapour pressure is high.
C. Viscosity tends to be high.
D. Viscosity is immeasurable

Learning Competency: Explain the effect of intermolecular force on the

properties of substances
Level of Cognitive Domain: Knowledge
Answer: A
19. Which of the following set of components best describes a nucleotide?
A. A nitrogenous base, a phosphate group, and a pentose sugar
B. A pentose sugar and a purine or pyrimidine
C. A phosphate group and an adenine or uracil
D.A nitrogenous base and a pentose sugar
Learning Competency: Explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins determine their
properties and functions
Level of Cognitive Domain: Knowledge
Answer: A.

20. Lipids or Fats are important nutrients in your body but eating too many
especially unhealthy fats such as saturated fats and trans-fats can lead to
heart disease, cancer, and obesity. Which food choices can bring a healthy
heart?
A. Cheesecake C. Grilled Tuna
B. Hamburger D. Calamares with mayonnaise
Learning Competency: Explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins determine their
properties and functions
Level of Cognitive Domain: Evaluation
Answer: C

21. The excessive consumption of carbohydrates is converted into which

polysaccharide that is stored in the liver and in muscles?
A. Creatinine C. Hemoglobin
B. Glycogen D. Uric acid
Learning Competency: Explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins determine their
properties and functions
Level of Cognitive Domain: Knowledge
Answer: B

22. Based on simple collision theory, how does increasing concentration affect
the reaction rate?
A. It reduces the activation energy of the reaction
B. It provides an alternative route for the chemical reaction to occur
C. It increases the temperature of the particles resulting in more successful
collisions
 D.It increases the chances for more collisions due to more particles in each
given space.

Learning Competency: Use simple collision theory to explain the effects of

concentration, temperature, and particle size on the rate of reaction
Level of Cognitive Domain: Analysis
Answer: D

23. Which of the following postulates describe the collision theory?

A. Atoms constantly collide and react.
B. The minimum energy needed for atoms to react.
C. Molecules need enough energy to collide and react.
D.Molecules must collide in the correct orientation with enough energy to
bond.
Learning Competency: Use simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate of reaction
Level of Cognitive Domain: Knowledge
Answer: D

24. Suppose you dissolve Zinc (Zn) in Hydrochloric acid (HCl) and add more
acid than usual then gradually add pieces of zinc into it. What factor does NOT
affect the rate of the reaction?
A. Surface area of the Zinc
B. Amount of Hydrochloric acid
C. Temperature of the solution
D.Concentration of the reactant
Learning Competency: Use simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate of reaction
Level of Cognitive Domain: Comprehension
Answer: B

25. How does a catalyst work in speeding up a reaction?

A. By giving them more energy
B. By creating them more viscous
C. By making them more available
D.By lowering the activation energy

Learning Competency: Define catalyst and describe how it affects reaction rate
Level of Cognitive Domain: Knowledge
Answer: D

26. What must happen before a chemical reaction can begin?

 A. The activation energy must be reached.
B. The activation energy must be exceeded.
C. The concentration of reactant molecules must be reduced.
D.The concentrations of products and reactants must be equal.

Learning Competency: Define catalyst and describe how it affects reaction rate
Level of Cognitive Domain: Knowledge
Answer: B

27. Catalysis is the process of increasing the rate of a chemical reaction by

adding a substance known as a catalyst. Make your inference from the figure
below.

A. The more catalysts, the faster is

the rate of reaction.
B. The lesser catalyst, the slower
is the rate of the reaction.
C. No catalyst slows down the rate
of the reaction.
D. The lesser catalyst speeds up
the rate of the reaction.

Learning Competency: Define catalyst and describe how it affects reaction rate
Level of Cognitive Domain: Analysis
Answer: A

28. What do you call to a reactant that is completely used up?

A. excess reactant
B. limiting reactant
C. inhibitor
D. catalyst

Learning Competency: Determine the limiting reactant in a reaction and

calculate the amount of product formed.
Level of Cognitive Domain: Knowledge
Correct Answer: B

29. A commercially valuable paint and adhesive stripper, dimethyl sulfoxide

(DMSO), (CH3)2SO, can be prepared by the reaction of oxygen with dimethyl
sulfide, (CH3)2S, using a ratio of one mole oxygen to two moles of the sulfide:
O2 + 2(CH3)2S 2(CH3)2SO
If this process is 83% efficient, how many grams of DMSO could be produced
from 65 g of dimethyl sulfide and excess O2?
 A. 78 g
B. 75 g
C. 68 g
D. 51 g

Learning Competency: Determine the limiting reactant in a reaction and

calculate the amount of product formed.
Level of Cognitive Domain: Application
Correct Answer: C

30. Suppose you take reactant A and calculate the amount of moles of another
reactant B required to use up all of reactant A. How do you know which of two
reactants is the limiting one?

A. If more is required, then B is the limiting reactant. If less is required,

then A is the limiting reactant.
B. If more is required, then A is the limiting reactant. If less is required,
then B is the limiting reactant.
C. If the calculated value of B is larger than the amount of A, then A is the
limiting reactant.
D. If the calculated value of B is larger than the amount of A, then B is the
limiting reactant.

Learning Competency: Determine the limiting reactant in a reaction and

calculate the amount of product formed.
Level of Cognitive Domain: Analysis
Correct Answer: B

31. How would you define wind energy?

A. energy that comes from harnessing the movement of the air
B. energy that comes from the sun
C. energy that comes from falling or moving water
D. energy that comes from plant material

Learning Competency: Describe how energy is harnessed from different

sources; Fossil fuels, Biogas, Geothermal, Hydrothermal etc.
Level of Cognitive Domain: Knowledge
Correct Answer: A

32. Based on the data collected, what can you conclude in terms of the
efficiency on the different source of alternative energy?

Fuel used to make Percent Efficiency (%) Type of Energy Resource

Electricity
Coal 42 Fossil Fuel

Wind 47 Alternative

Natural Gas 38 Fossil Fuel

Solar 17 Alternative

A. Coal has the highest percent of efficiency as a fossil fuel energy

resource.
B. Wind has the highest percent of efficiency as an alternative energy
resource.
C. Solar has the lowest percent of efficiency as an alternative energy
resource.
D. Natural gas has the lowest percent of efficiency as a fossil fuel energy
resource.

Learning Competency: Describe how energy is harnessed from different

sources; Fossil fuels, Biogas, Geothermal, Hydrothermal etc.
Level of Cognitive Domain: Analysis
Correct Answer: B

33. Which alternative energy source fits the information described below?

 Utilizes the heat energy from the earth’s crust.

 This energy is harnessed to generate electricity
when water is injected deep underground and
returns as steam drive a turbine n an electric
power generator that produces electricity.
 Less of an environmental hazard

A. geothermal
B. hydroelectric
C. wind power
D. solar cells

Learning Competency: Describe how energy is harnessed from different

sources; Fossil fuels, Biogas, Geothermal, Hydrothermal etc.
Level of Cognitive Domain: Knowledge
Correct Answer: A

34. Most of the household cleaning materials have different active ingredients.
Which of the following is an active ingredient found in household bleach?
A. Chlorine
 B. Magnesium
C. Potassium
D. Sulfur
Learning Competency: From the product labels, identify the active ingredients
of cleaning product used at home
Level of Cognitive Domain: Knowledge
Correct Answer: A

35. Which of the following household chemicals is the main ingredient in

bleach product?
A. Ammonia
B. Sodium bicarbonate
C. Sodium hypochlorite
D. Sodium hydroxide
Learning Competency: From the product labels, identify the active ingredients
of cleaning product used at home.
Level of Cognitive Domain: Knowledge
Correct Answer: C

36. Sodium hydroxide and ___________ are the most commonly used alkali in
soap and detergents
A. Calcium hydroxide
B. Cesium hydroxide
C. Magnesium hydroxide
D. Potassium hydroxide

Learning Competency: From the product labels, identify the active ingredients
of cleaning product used at home.
Level of Cognitive Domain: Knowledge
Correct Answer: D

37. Sodium hypochlorite is an alkali disinfectant that works by oxidizing or

breaking down the molecular bonds of stains and germs. Where can we
usually found Sodium hypochlorite as an active ingredient?
A. Hand sanitizer
B. Household bleach
C. Cleaning products
D. Detergent products

Learning competency: Give the use of other ingredients in cleaning agents.

Level of Cognitive Domain: Knowledge (easy)
Correct Answer: B
38. A detail from a label on a bottle of a water-softening agent is shown
below.

Which inference about the contents of the bottle can best be drawn?
A. They consist of barium chloride heptahydrate.
B. They consist of barium chloride hexahydrate.
C. They consist of barium chloride anhydrous.
D. They consist of barium chloride dihydrate.

Learning competency: Give the use of other ingredients in cleaning agents.

Level of Cognitive Domain: Understanding (average)
Correct Answer: D

39. The World Health Organization (WHO) advice the public to follow good
respiratory hygiene to protect yourself and the people around you against
COVID-19. One of which is to regularly and thoroughly clean your hands
with either an alcohol-based hand rub or soap and water.
 https://www.indiamart.com/proddetail/hand-sanitizer-labels-
22303753488.html

Which of the following is the alternative use of the active ingredient in

the product shown above?
A. It can be used as a body spray.
B. It can be used in deodorizing shoes.
C. It can be used as an antiseptic gargle.
D. It can be used to disinfect animal bite wound.

Learning competency: Give the use of other ingredients in cleaning agents.

Level of Cognitive Domain: Evaluation (difficult)
Correct Answer: B

QUARTER 4
1. Which of the following evidence helps Greeks determine the spherical shape
of the earth?
A. Observations of ships sailing over the equator
B. View of constellations changes from North to South
C. Observations of the Moon’s shadow on the Earth during lunar eclipses
 D. The origin of the Flat Earth is a modern misconception about ancient
and medieval thought

Learning Competency: Explain how the Greeks knew that the Earth is
spherical
Level of Cognitive Domain: Knowledge (identify, tell)
Correct Answer: B

2. Seafarers noticed that ships sailing into view on the horizon had their masts
gradually appear as they approached, and that the horizon became further
away when viewed from higher elevations on hilltops or mountains. How did
these horizon observations lead to the conclusion about the spherical shape
of the earth?
A. Earth must be curved in all directions.
B. Earth needed more and more epicycles to fit observed angular motion.
C. Earth’s observation as it casts shadow on the Moon during lunar
eclipses.
D. Earth’s revolution around the sun affects the formation to have
spherical shape.

Learning Competency: Explain how the Greeks knew that the Earth is
spherical
Level of Cognitive Domain: Average – Understanding (interpret, infer)
Correct Answer: A

3. Rica and Rico designed an activity with shadows from a sphere and just a
flat and round like coin. They quickly noticed that the coin gives a round
shadow only in a few orientations. The spherical object casts a round
shadow regardless of orientation. What could be a good critic you can give
on the activity they made?
A. Rica and Rico were making fun in their activity.
B. Rica and Rico discovered on how to make an eclipse.
C. Rica and Rico’ s curiosity arrived in their finding about the shadow
casting of celestial objects.
D. Rica and Rico proved the fact that the curved shadow of Earth during
eclipses explains spherical shape of the Earth since only a sphere can
cast a round shadow.

Learning Competency: Explain how the Greeks knew that the Earth is
spherical
Level of Cognitive Domain: Difficult – Evaluate (criticize, or judge)
Correct Answer: D
4. What way the stars appear to move as seen from the surface of Earth over a
night?
A. Don't appear to move at all
B. Appear to rise in the east, set in the west
C. Appear to rise in the west, set in the east
D. Each star appears to move in a random direction

Learning Competency: Cite examples of astronomical phenomena known to

astronomers before the advent of telescopes.
Level of Cognitive Domain: Knowledge (identify, recognize)
Correct Answer: B

5. Which of these astronomical phenomena astronomers observed even before

the advent of telescopes?
I. Eclipses
II. Phases of the moon
III. Daily and annual motions of the stars
A. I only B. II only C. I and II D. I, II, III

Learning Competency: Cite examples of astronomical phenomena known to

astronomers before the advent of telescopes.
Level of Cognitive Domain: Average – Understanding (compare and contrast)
Correct Answer: D

6. Semie shared to her friends the different examples of astronomical

phenomena known to astronomers before the advent of telescopes. She cited
each example and asked them to give comment about the phenomena
observed by ancient astronomers. If you are one of Semie’s friend, what
could be the best comment you can share to the group?
A. Ancient astronomers observed boring phenomena. It is a routinary
event.
B. Ancient astronomers tried their best to observe things for them to be
famous.
C. Ancient astronomers amazed of the natural phenomenon that leads
them to come up with such observation.
D. Ancient astronomers’ curiosity leads them to observed natural
phenomenon that helps the evolution of knowledge in the field of
astronomy.

Learning Competency: Cite examples of astronomical phenomena known to

astronomers before the advent of telescopes.
Level of Cognitive Domain: Difficult – Evaluation (value, appraise, defend)
Correct Answer: D.

7. Which of the following were explained by Kepler’s law?

A. Oscillatory Motion C. Rectilinear Motion
B. Planetary Motion D. Rotational Motion

Learning Competency: Explain how Brahe’s innovation and extensive collection

of data in observational astronomy paved the way for Kepler’s discovery of his
laws of planetary motion.
Level of Cognitive Domain: Knowledge (describe)
Correct Answer: B

8. Which is the biggest contribution of Tycho Brahe to astronomy?

A. Phases of the moon C. Accurate observation of stars and planets
B. Heliocentric universe D. Measurement of the Earth’s circumference

Learning Competency: Explain how Brahe’s innovation and extensive collection

of data in observational astronomy paved the way for Kepler’s discovery of his
laws of planetary motion.
Level of Cognitive Domain: Knowledge (explain, recognize)
Correct Answer: C

9. Who first used Tycho Brahe's observational data on the planet Mars to
determine that Mars actually traversed an elliptical orbit, the sun being
located at one of the foci?
A. Aristarchus B. Galileo C. Hipparchus D. Kepler

Learning Competency: Explain how Brahe’s innovation and extensive collection

of data in observational astronomy paved the way for Kepler’s discovery of his
laws of planetary motion.
Level of Cognitive Domain: Knowledge (explain, recognize)
Correct Answer: D

10. At its closest approach, a moon comes within 200,000 km of the planet it
orbits. At that point, the moon is 300,000 km from the other focus of its
orbit, f2. The planet is focus f1 of the moon’s elliptical orbit. How far is the
moon from the planet when it is 260,000 km from f2?
A. 220,000 km B. 230,000 km C. 240,000 km D. 250,000 km

Solution:
Perimeter of f1mf2 =200,000km+100,000km+300,000km=600,000km.
 mf1=600,000km−(100,000km+260,000km) =240,000km.
Discussion:
The perimeter of triangle f1mf2 must be constant because the distance
between the foci does not change and Kepler’s first law says the orbit is an
ellipse. For any ellipse, the sum of the two sides of the triangle, which are
f1m and mf2, is constant.
Learning Competency: Explain how Brahe’s innovation and extensive collection
of data in observational astronomy paved the way for Kepler’s discovery of his
laws of planetary motion.
Level of Cognitive Domain: Average – Applying (solve)
Correct Answer: D.

11. It was known that Kepler inherited Brahe’s volume of data and utilized it to
simplify the description of the laws he formulated. If you are to evaluate
Kepler’s laws, are these laws purely descriptive, or do they contain causal
information?
A. Kepler’s laws are purely causal.
B. Kepler’s laws are purely descriptive.
C. Kepler’s laws are descriptive as well as causal.
D. Kepler’s laws are neither descriptive nor causal.

Learning Competency: Explain how Brahe’s innovation and extensive collection

of data in observational astronomy paved the way for Kepler’s discovery of his
laws of planetary motion.
Level of Cognitive Domain: Difficult – Synthesis (evaluate, judge, appraise)
Correct Answer: C

12. Part of Aristotle’s theory on motion is that objects in the terrestrial realm
move according to the material they contain. According to Aristotle, which
of the following objects shows a projectile motion?
A. A fired canon ball
B. A coin tossed in the air
C. A leaf falling from a tree
D.The rain falling from the sky

Learning Competency: Compare and contrast the Aristotelian and Galilean

conceptions of vertical motion, horizontal motion, and projectile motion
Level of Cognitive Domain: Knowledge
Answer: A

13.
A
 C D

Projectile motion applies to some sports, such as volleyball, that involve objects
in flight. For example, a ball is thrown up at an angle based on the picture
shown. What part of the projectile motion does C indicate?
A. Parabola C. Vertical component
B. Trajectory D. Horizontal component

Learning Competency: Compare and contrast the Aristotelian and Galilean

conceptions of vertical motion, horizontal motion, and projectile motion
Level of Cognitive Domain: Analysis
Answer: C

14. For nearly 2000 years, the accepted opinion was Aristotle’s concept that
moving objects would stop because the natural state of objects was to be at
‘rest’. Why do you think Aristotle’s view on motion stood for many years?
A. Aristotle was a very influential Greek philosopher.
B. Aristotle’s ideas are readily proven through observation.
C. Aristotle supported his ideas with laboratory experimentation.
D.People at the time were gullible to the ideas of the philosophers.

Learning Competency: Compare and contrast the Aristotelian and Galilean

conceptions of vertical motion, horizontal motion, and projectile motion
Level of Cognitive Domain: Evaluation
Answer: A

15. Using an experiment, Galileo concluded that the natural tendency of a

moving object is to continue moving, and that no force is required to keep it
moving. What material did Galileo use to study the acceleration of a falling
body?
A. Balls
B. Rings
C. Inclined planes
D.Horizontal planes
Learning Competency: Explain how Galileo inferred those objects in vacuum
fall with uniform acceleration, and that force is not necessary to sustain
horizontal motion
Level of Cognitive Domain: Easy - Knowledge
Answer: C

16. A badminton player drives her shuttlecock from the service line through the
net in a high arcing shot. What happens to the velocity and acceleration of
the shuttlecock when it is at the highest point of its flight?
A. The x-velocity is zero and the y-velocity is zero.
B. The velocity and the acceleration are both zero.
C. The x-velocity is non-zero, but the y-velocity is zero.
D.The velocity is non-zero, but the acceleration is zero.

Learning Competency: Explain how Galileo inferred that object in vacuum fall
with uniform acceleration, and that force is not necessary to sustain horizontal
motion
Level of Cognitive Domain: Average – Application
Answer: C

17. How can you justify Galileo’s concept of falling objects?

A. Galileo’s experiments showed and proved that all falling objects fall with
changing acceleration.
B. Galileo’s experiments showed and proved that all falling objects fall with
constant acceleration.
C. Galileo’s experiments showed and proved that all falling objects fall with
constant speed.
D.Galileo’s experiments showed and proved that all falling objects fall with
changing speed.

Learning Competency: explain how Galileo inferred that object in vacuum fall
with uniform acceleration, and that force is not necessary to sustain horizontal
motion
Level of Cognitive Domain: Evaluation
Answer: B

18. Friction is an opposing external force that prevents its continued motion. In
Galileo’s experiment, what force, aside from friction, affects the motion of
the ball in rolling up and down the inclined planes?
A. Friction B. Gravity C. Inertia D. Weight
Learning Competency: 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
Level of Cognitive Domain: Knowledge
Answer: B

19. The Law of Inertia states that an object at rest is inclined to stay at rest.
And an object in motion tends to continue to move in a straight line with a
constant speed unless an external force acts on it. Which of the following is
Galileo’s assertion on horizontal motion?
A. No force is needed to start the motion of an object.
B. No force is required to decrease or increase the motion of an object.
C. When an object is left alone, it will continue to move with constant
velocity.
D.The inertia of an object will keep the object moving with constant
velocity.

Learning Competency: 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
Level of Cognitive Domain: Analysis
Answer: C

20. To pull a cart over a classroom at a constant speed, you must exert a
steady force. How will you reconcile this fact with Newton's first law, which
asserts that motion at constant velocity implies no force?
A. Due to the steady friction of the floor, a constant force must be applied
to the tires.
B. Due to the steady force applied on the cart, friction must be constantly
applied to the tires and floor.
C. Due to the friction of the tires on the ground, a force must be constantly
applied to the cart to move it.
D.Due to the constant velocity applied to the cart, a steady force must be
constantly applied to the floor.

Learning Competency: 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
Level of Cognitive Domain: Evaluation
Answer: C
21. Which property of light is responsible for white clouds, blue sky and red
sunset?
A. Dispersion C. Interference
B. Diffraction D. Scattering
Learning Competency: Describe how the propagation of light, reflection, and
refraction are explained by the wave model and the particle model of light.
Level of Cognitive Domain: Knowledge
Correct Answer: D

22. Which of the following situations exemplifies the dispersion property of

light?
A. The image of the flower in a mirror
B. The sparkling glow of the diamond ring
C. The swaying movement of coin under water
D. The rainbow in the sky after the rain shower
Learning Competency: Describe how the propagation of light, reflection, and
refraction are explained by the wave model and the particle model of light.
Level of Cognitive Domain: Application
Correct Answer: D

23.

Reference:
https://www.olympuslifescience.com/en/mic
roscope-resource/primer/java/refraction/
fishtank/

As seen in the image above; Explain why an object in water always appears to
be at a depth that is shallower than it actually is.
A. Because of the refraction of light, the light coming from the object
bends toward the normal at the interface of water and air. This causes
the object to appear at a location that is above the actual position of
the object. Hence, the image appears to be at a depth that is shallower
than the actual depth.
B. Because of the refraction of light, the light coming from the object
bends away from the normal at the interface of water and air. This
causes the object to appear at a location that is above the actual
 position of the object. Hence, the image appears to be at a depth that
is shallower than the actual depth.
C. Because of the refraction of light, the light coming from the object
bends toward the normal at the interface of water and air. This causes
the object to appear at a location that is below the actual position of
the object. Hence, the image appears to be at a depth that is shallower
than the actual depth.
D. Because of the refraction of light, the light coming from the object
bends away from the normal at the interface of water and air. This
causes the object to appear at a location that is below the actual
position of the object. Hence, the image appears to be at a depth that
is shallower than the actual depth.

Learning Competency: Describe how the propagation of light, reflection, and

refraction are explained by the wave model and the particle model of light.
Level of Cognitive Domain: Evaluation
Correct Answer: B

24. E=hf is an equation that describes the relationship between energy (E) and
frequency of light (f). What will happen to the energy of light as the
frequency goes higher?
A. It goes higher B. It goes lower
C. It remains the same D. It is undetermined

Learning Competency: Explain how the photon concept and the fact that the
energy of a photon is directly proportional to its frequency can be used to
explain why red lights used in photographic dark rooms, why we get easily
sunburned in ultraviolet lights but not in visible lights, and how we see colors.
Level of Cognitive Domain: Understanding - average
Correct Answer: A

25.

Examine the table above. Why do we get sunburnt easily when we are exposed
to UV lights but not in visible lights?
 A. UV lights have higher frequency and lower energy while Visible lights
have lower frequency and higher energy.
B. UV lights both have higher frequency and energy while Visible lights
both have lower frequency and energy.
C. UV lights have lower frequency and higher energy while Visible lights
have higher frequency and lower energy.
D. UV lights both have lower frequency and energy while Visible lights
both have higher frequency and energy

Learning Competency: Explain how the photon concept and the fact that the
energy of a photon is directly proportional to its frequency can be used to
explain why red lights used in photographic dark rooms, why we get easily
sunburned in ultraviolet lights but not in visible lights, and how we see colors.
Level of Cognitive Domain: Comprehension
Correct Answer: B

26. The relationship between wavelength and frequency is λ=c/f. Calculate the
wavelength of light that has a frequency of 5.2 x 10 12 1/s. The speed of light
is 3.0x 108 m/s.
A. 5.8 x 10-5 m C. 5.8 x 10-7 m
B. 5.19 x 1014 m D. 5.19 x 1023 m

Learning Competency: Explain how the photon concept and the fact that the
energy of a photon is directly proportional to its frequency can be used to
explain why red lights used in photographic dark rooms, why we get easily
sunburned in ultraviolet lights but not in visible lights, and how we see colors.
Level of Cognitive Domain: Application
Correct Answer: A

27. He articulated that both the momentum and position of the electron cannot
be measured exactly at the same time.
A. Albert Einstein C. Max Plank
B. Erwin Shrodinger D. Werner Heisenberg

Learning Competency: Cite experimental evidence showing that electrons can

behave like wave.
Level of Cognitive Domain: Knowledge
Correct Answer: D

28. Which of the following explains De Broglie equation?

A. It relates the momentum of a mass to its wavelength.
B. It relates the energy of a mass to its wavelength.
 C. It relates the frequency of a mass to its wavelength.
D. It relates the work function of a mass to its wavelength.

Learning Competency: Cite experimental evidence showing that electrons can

behave like wave.
Level of Cognitive Domain: Knowledge - Easy
Correct Answer: A

29. Experiments on which of the following suggested the wave nature of

electrons?
A. Beta Decay
B. Line spectra of atoms
C. The photoelectric effect
D. Electron diffraction by a crystalline material

Learning Competency: Cite experimental evidence showing that electrons can

behave like wave.
Level of Cognitive Domain: Knowledge
Correct Answer: D

30. Diffraction is the slight bending of light as it passes around the edge of an
object. Which theory can explain this phenomenon?
A. Electromagnetic Theory of Light C. The Corpuscular (particle) Theory
B. Wave Theory of Light D. Max Planck’s Theory

Learning competency: S11/12PS-IVh-65 – Differentiate dispersion, scattering,

interference, and diffraction
Level of Cognitive Domain: Knowledge
Correct Answer: B

31. The double slit experiment is used to demonstrate the property of light
known as interference. This is when light waves of similar frequency
overlap with each other and either produce a greater wave or cancel each
other out.
 Source: Conceptual Physics (Hewitt, 2015)
What do you think will happen if red and blue lights are used for each of the
two slits instead of only one? Why or why not?
A. No interference pattern will be observed, only purple light
B. No interference pattern will be observed because lights of two different
colors mean lights of two different wavelengths
C. There will be an interference pattern observed but it won’t be completely
similar as the light will be purple
D.There will still be an interference pattern because the light waves follow
the principle of superposition

Learning competency: S11/12PS-IVh-65 – Differentiate dispersion, scattering,

interference, and diffraction
Level of Cognitive Domain: Analysis
Correct Answer: B

32. The double slit experiment is used to demonstrate the property of light
known as interference. This is when light waves of similar frequency
overlap with each other and either produce a greater wave or cancel each
other out.

Given this set up, the wavelength of light (Λ) is related to the angle produced by
the slit (θ) through the following equation:
Λ = d sin θ
With this, determine whether of the following arguments are valid:
1.Using red light over violet light will result to a wider interference pattern
since it has a shorter wavelength than violet light
2.If the path-length difference between two waves of similar frequency is 2 full
wavelengths, it will result to a cancellation of both waves on the screen.
A. Both statements are valid.
B. Only statement 1 is valid.
C. Only statement 2 is valid.
D.Both statements are invalid.
Learning competency: S11/12PS-IVh-65 – Differentiate dispersion, scattering,
interference, and diffraction
Level of Cognitive Domain: Evaluation
Correct Answer: C

33. A halo is a ring or light that forms around the sun or moon which is
usually seen as a bright, white ring. What property of light is demonstrated
by the natural occurrence of halos?
A. Dispersion C. Reflection
B. Interference D. Refraction

Learning competency: S11/12PS-IVh-66 – Explain various light phenomena

such as: Haloes, sundogs, primary rainbows, secondary rainbows, and
supernumerary bows
Level of Cognitive Domain: Knowledge
Correct Answer: D

34. Reflection, refraction, and dispersion occur at rainbows wherein natural

white light is dispersed into its component colors, refracted within
raindrops, and reflected to the observer.

Secondary bow Supernumerary bows

Secondary rainbows occur outside the primary rainbow and is much less
bright with the order of colors reversed. Supernumerary bows occur inside the
primary rainbow or on rare occasions, outside the secondary bow.

Why do you think secondary rainbows and supernumerary bows occur?

A. Secondary rainbows occur due to the interference of light waves while
supernumerary bows occur if sunlight is reflected twice inside water
droplets
B. Secondary rainbows occur if sunlight is reflected twice inside water
droplets while supernumerary bows occur due to the interference of
light waves
 C. Secondary rainbows occur due to the increasing intensity of white light
source which is the sun while supernumerary bows occur due to the
decreasing angles from the antisolar point
D.Secondary rainbows occur due to the decreasing angles from the
antisolar point while supernumerary bows occur due to an additional
intense source of white light

Learning competency: S11/12PS-IVh-66 – Explain various light phenomena

such as: Haloes, sundogs, primary rainbows, secondary rainbows, and
supernumerary bows
Level of Cognitive Domain: Application
Correct Answer: B

35. Suppose you designed a life-sized converging lens, and you want to create a
right side up image of an object that is of greater size than the original
object.
If the following set-up is given, at what distance from the focal point are you
going to place the object?

Source: Conceptual Physics (Hewitt, 2015)

A. The object should be placed inside the focal point.
B. The object should be placed outside the focal point.
C. The object should be placed exactly on the focal point.
D.The object should be placed upside down.

Learning competency: S11/12PS-IVh-66 – Your reflection on the concave and

convex sides of a spoon looks different
Level of Cognitive Domain: Analysis
Correct Answer: A

36. The first person to transmit and receive controlled radio waves and
conclusively proved the existence of electromagnetic waves was:
A. Erwin Shrodinger C. James Clerk Maxwell
B. Heinrich Hertz D. Louise de Broglie
Learning competency: S11/12PS-IVh-68 – Describe how Hertz produced radio
pulses
Level of Cognitive Domain: Knowledge
Correct Answer: B

37. Given Hertz’ experimental set up below:

Hertz found that when sparks flew across the main gap, sparks also usually
flew across the secondary gap – that is between points A and B in the image;
Hertz called these side-sparks. However, these do not occur when he
arranges the apparatus in a way that lengths AC and BC are equal.
What do you think is the reason that would explain this phenomenon?
A. Electrical waves are said to be in phase with each other, and there is no
voltage difference so sparks cannot be produced
B. The induction coil is faulty, and electricity cannot pass through and
should be replaced so sparks cannot be produced
C. The wires of the apparatus are faulty, and electricity cannot pass
through properly so sparks cannot be produced
D.Electrical waves are said to be out of phase with each other, and there
is no voltage difference so sparks cannot be produced

Learning competency: S11/12PS-IVh-68 – Describe how Hertz produced

radio pulses
Level of Cognitive Domain: Application
Correct Answer: A

38. Refer to the Hertz Experiment Diagram below:

The Hertz Experiment was able to successfully prove James Clerk Maxwell's
electromagnetic theory of light because:
A. A spark didn’t occur in either transmitter or receiver even when the
circuit was closed
B. A spark was observed in the transmitter whenever the electric switch
was turned on
C. A spark was detected by the receiver whenever electromagnetic waves
in the air were picked up
D. A spark occurred at the inducting coil which provided the voltage for
the experiment

Learning competency: S11/12PS-IVh-68 – Describe how Hertz produced radio

pulses
Level of Cognitive Domain: Evaluation
Correct Answer: C

39. Which among the following resolves the conflict between Newtonian
mechanics and Maxwell's electromagnetic theory?
A. Theory of General Relativity C. Law of Universal Gravitation
B. Theory of Special Relativity D. Law of Conservation of Energy

Learning Competency: Explain how special relativity resolved the conflict

between Newtonian mechanics and Maxwell’s electromagnetic theory.
Level of Cognitive Domain: Knowledge
Correct Answer: B

40. Which of the following shows the conflict between Newtonian mechanics
and Maxwell's electromagnetic theory?
I. Newtonian mechanics tells that the speed of light is constant.
II. Newtonian mechanics tells that the speed of light depends on the speed
of the observer.
III. Maxwell's electromagnetic theory tells that the speed of light depends on
the speed of the observer.
IV. Maxwell's electromagnetic theory tells that the speed of light is constant
regardless of the motion of the observer.
A. both I & II B. both II & IV C. II only D. III only

Learning Competency: Explain how special relativity resolved the conflict

between Newtonian mechanics and Maxwell’s electromagnetic theory.
Level of Cognitive Domain: Analysis
Correct Answer: B
41. The statements of the four equations by Maxwell are, respectively:
• Electric field diverges from electric charge
• There are no isolated magnetic poles, but the Coulomb force acts
between the poles of a magnet
• Electric fields are produced by changing magnetic fields
• Circulating magnetic fields are produced by changing electric fields and
by electric currents
Based on the statement above, what is the benefit of Maxwell equation?
A. Antenna can be designed
B. Any parameter can be calculated
C. Polarization of the wave can be calculated
D. Transmission line constants can be found

Learning Competency: Explain how special relativity resolved the conflict

between Newtonian mechanics and Maxwell’s electromagnetic theory.
Level of Cognitive Domain: Evaluating
Correct Answer: B

42. The Special Theory of Relativity states that ______.

A. The five fundamental forces are linked to one another
B. Force of gravity arises from the curvature of space and time.
C. The position of any object can be pinpointed using three special
dimensions
D. The laws of physics are the same in moving and non-moving frames of
reference

Learning Competency: Explain the consequences of the postulates of Special

Relativity (e.g., relativity of simultaneity, time dilation etc.)
Level of Cognitive Domain: Knowledge
Correct Answer: D

43. According to Einstein’s special theory of relativity, which of these objects

should be the heaviest?
 A. A B. B C. C D. D
Learning Competency: Explain the consequences of the postulates of Special
Relativity (e.g., relativity of simultaneity, time dilation etc.)
Level of Cognitive Domain: Application
Correct Answer: B

44. You are observing a spacecraft moving away from you. You measure it to be
shorter than when it was at rest on the ground next to you. You also see a
clock through the spacecraft window, and you see that the passage of time
on the clock is measured to be slower than that of the watch on your wrist.
What might happen if you measure spacecraft turns around and comes
toward you at the same speed as compared to when the spacecraft was on
the ground?
A. The spacecraft is measured to be longer and the clock runs faster.
B. The spacecraft is measured to be longer and the clock runs slower.
C. The spacecraft is measured to be shorter and the clock runs faster.
D. The spacecraft is measured to be shorter and the clock runs slower.

Learning Competency: Explain the consequences of the postulates of Special

Relativity (e.g., relativity of simultaneity, time dilation etc.)
Level of Cognitive Domain: Evaluation
Correct Answer: D

45. Which theory explains the geometric description of gravity as a curvature of

space time around massive bodies?
A. Theory of Special Relativity C. Theory of General Relativity
B. Law of Universal Gravitation D. Photoelectric Theory

Learning Competency: Explain the consequences of the postulates of General

Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational
bending of light, and black holes)
Level of Cognitive Domain: Knowledge
Correct Answer: C

46. Which best describes why the moon orbits the Earth according to General
Relativity?
A. Gravity force from the Earth pulls on the moon
B. Gravity force from the Earth pushes on the moon
C. The moon moves around the curvature in space time created by the
Earth's mass
D. The earth moves around the curvature in space time created by the
moon's mass
Learning Competency: Explain the consequences of the postulates of General
Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational
bending of light, and black holes)
Level of Cognitive Domain: Comprehension
Correct Answer: C

47. In the movie Interstellar, the main character was on a planet that was close
to a black hole for a short time while his young daughter remained on
Earth. When he got back to Earth, his daughter was older than he was.
Explain why it happened?
A. Time runs more slowly on that planet than it does on earth; therefore,
when he returns to Earth, he was younger than his daughter.
B. Time runs faster on that planet than it does on earth; therefore, when he
returns to Earth, he was younger than his daughter.
C. Time runs more slowly on that planet than it does on earth; therefore,
when he returns to Earth, he was older than his daughter.
D. Time runs faster on that planet than it does on earth; therefore, when he
returns to Earth, he was older than his daughter.

Learning Competency: Explain the consequences of the postulates of General

Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational
bending of light, and black holes)
Level of Cognitive Domain: Application
Correct Answer: A

48. What is the shift in the wavelength of the emitted light which occurs when
the source of light is moving relative to an observer?
A. Astronomical Unit
B. Doppler Effect
C. Light Years
D. Parallax

Learning Competency: Explain how the speeds and distances of far-off objects
are estimated (e.g., Doppler effect and cosmic distance)
Level of Cognitive Domain: Knowledge
Correct Answer: B

49. Galaxy NGC 1277 has a velocity of 5,168 km/s and is at a distance of 73
Mpc away. What is the value of the Hubble constant based upon these
values?
A. 0.0141 km/s/Mpc
 B. 0.9698 km/s/Mpc
C. 70.7945 km/s/Mpc
D.377,264 km/s/Mpc

Learning Competency: Explain how the speeds and distances of far-off objects
are estimated (e.g., Doppler effect and cosmic distance)
Level of Cognitive Domain: Application
Correct Answer: C

50. The inverse square law describes the intensity of light at different distances
from a light source. The law states that the intensity of light from a given
source varies inversely with the square of the distance of the source. In
short, as the distance increases, the intensity of the light from the source
decreases. Mathematically, the formula can be written as I ∝ (1/d2). If the
distances are d1 and d2 and the intensities are I1 and I2 respectively. Then
Inverse-square law formula is I1/I2∝ d22/d21.

Reference:
https://24x7mag.com/professional-development/education/cbet-exam/laws-physics-hospital-

Given the inverse square law information above, which of the following
illustrations shows the correct proof?
A. When there is a radiation exposure from a point source (with no
shielding), the radiation gets bigger the farther away it is.
B. When you move a certain object three times the distance from the light
source, it will receive one-sixth of the intensity of the light.
C. When you switch on the light in one corner of the room and when you
move away from the source, the light appears to be brighter due to an
increase in the distance (away from the source).
D.When a car approaches you from a distance at night, it looks dark, but
as it comes near the light the headlights make it’ll be brighter as the
distance between you as the observer and the car has decreased.

Learning Competency: Explain how the speeds and distances of far-off objects
are estimated (e.g., Doppler effect and cosmic distance)
Level of Cognitive Domain: Evaluation
Correct Answer: D
51. For a long time, astronomers wrestled with thoughts about the size and age
of the universe. Some says the universe must be finite, infinite, expanding
or collapsing. Who among the following astronomers discovered that the
universe is expanding?
A. Edwin Hubble
B. Heinrich Olbers
C. Henrietta Leavitt
D. Vesto Slipher

Learning Competency: Explain how we know that we live in an expanding

universe, which used to be hot and is approximately 14 billion years old.
Level of Cognitive Domain: Knowledge
Correct Answer: A

52. Which statement best describes galaxies?

A. They are similar in size to the solar system.
B. They contain only one star but hundreds of planets.
C. They may contain billions of stars in a space much larger than our solar
system.
D.They may contain a few hundred stars in a space slightly larger than the
solar system.

Learning Competency: Explain how we know that we live in an expanding

universe, which used to be hot and is approximately 14 billion years old.
Level of Cognitive Domain: Understanding
Correct Answer: C

53. Hubble’s Law states that the farther away a galaxy is, the faster it is moving
away from us. It proves that there is a direct relationship between the
speeds of distant galaxies and their distances from Earth. In other words,
the universe is expanding.
 Reference: https://www.pnas.org/content/112/11/3173

Based on the given data above, which of the following analogies explains how
the Hubble’s Law relates to an expanding universe?
A. The expanding universe is somewhat related to a balloon covered with
tiny dots. Each dot represents a galaxy. When you inflate the balloon, the
dots slowly move closer to each other as the rubber stretches.
B. The expanding universe is somewhat related to a balloon covered with
tiny dots. Each dot represents a galaxy. When you inflate the balloon, the
dots slowly move closer to each other as the rubber eventually explodes.
C. The expanding universe is somewhat related to the expanding dough in a
loaf of a raisin bread. The raisins (galaxies)are carried along with the
dough (space) as it expands. The number shows that the farther the
observer “raisin”, the slower the former is moving.
D.The expanding universe is somewhat related to the expanding dough in a
loaf of a raisin bread. The raisins (galaxies)are carried along with the
dough (space) as it expands. The number shows that the farther the
observer “raisin”, the faster the former is moving.

Learning Competency: Explain how we know that we live in an expanding

universe, which used to be hot and is approximately 14 billion years old.
Level of Cognitive Domain: Analysis
Correct Answer: D