WEEKLY LEARNING ACTIVITY SHEET

Physical Science 11, Quarter 2, Week 8

BEYOND OUR SOLAR SYSTEM

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competencies (MELCs)

1. The learners will be able to explain how the speeds and distances of far-off objects are
estimated (e.g., Doppler effect and cosmic distance ladder). (S11/12PS-IVj-72)

2. The learners will be able to explain how we know that we live in an expanding universe,
which used to be hot and is approximately 14 billion years old. (S11/12PS-IVj-73)

Learning Objectives:
The learner will be able to:
1. identify the methods on how the speed and distances of far-off objects are
estimated;
2. demonstrate the expansion of universe with a model; and
3. appreciate the value of studying objects beyond our solar system.

Time Allotment: 4 hours

Key Concepts

LESSON 1. SPEED AND DISTANCE OF FAR-OFF OBJECTS

➢ The universe contains vast numbers of galaxies and other heavenly bodies and has been
expanding since creation in the Big Bang about 14 billion years ago. Heavenly bodies
outside our solar system are hard to measure because of its distance. Astronomers use
different methods to measure distances of objects depending on how far it is.

➢ Cosmic Distance Ladder - A cosmic distance ladder is a method used to determine the
distance of a celestial object. It consists of several methods to determine the distance of the
celestial bodies depending on its location. One method used to measure nearby objects
followed by the second method that can be used to measure nearby to intermediate
distances, and so on. Each step of the ladder provides information that can be used to
determine the distances at the next method. Methods in the cosmic distance ladder are the
following:

A. Radar - This method is based on the

fact that light travels at 300,000 km/s.
Therefore, distance traveled equals the
speed at which you travel times the
length of time you travel at that speed.
This method has been used to
determine the distances of the planets
in our solar system and routinely used
to measure the distance of the moon Source:

from the Earth. https://en.wikipedia.org/wiki/Measuring_principle#/media/File:

Sonar_Principle_EN.svg

Figure 1. Radar Ranging

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 B. Parallax - The change in the position
of an object due to a change in the way
it is perceived by the observer. It is
used in measuring the distance of
stars that are approximately 300 light-
years away. Astronomers take a
picture of a specific star, wait for six
months so that the Earth has moved
two Astronomical Units, and then take
a photo of the same star. The pictures
are used to compare their position and
conclude its estimated distance.
Source: https://cdn.mos.cms.futurecdn.net/KUhXyrLdXw8qpXULApiLWX-1200-80.jpg

Figure 2. Parallax

C. Spectroscopic method- A method

that requires the star’s apparent
brightness and spectrum.
Astronomers measure the brightness
of the stars thru a process is known as
photometry. Based on Physics
concepts, brightness and distance
have an inverse-square relationship.
The spectral lines are observed under
the process known as spectroscopy.
Astronomers can determine the
spectral type of a star’s spectrum by
analyzing its spectral lines and
plotting the observations in the
Hertzsprung - Russell diagram.
Hertzsprung-Russell (HR) Diagram is a Source: https://socratic.org/questions/what-is-the-hertzsprung-russell-diagram-and-
graph that shows a star’s luminosity why-is-it-so-important-to-astronomy-

versus its temperature.

Figure 3. Spectroscopic Method

D. Cepheids - Is a method that uses stars

that brighten and dim periodically as
cosmic yardsticks. It measures the
distance of objects to a few tens of
millions of light-years.

Source: https://www.spacetelescope.org/images/opo1115e/

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 Figure 4. Cepheids

E. Supernovae - A series of methods that

use "standard candles". Standard
candles are objects whose absolute
magnitude is thought to be very well
known. The relative intensity of light
observed from the object is compared
with the assumed absolute magnitude.
The inverse square law for light
intensity determines the distance of an
object. The unique characteristics of a
supernova can be used to determine
distances. This method is used at large
distances up to about 1 billion light-
years.

Source: http://hyperphysics.phy-astr.gsu.edu/hbase/Astro/stdcand.html

Figure 5. Supernovae

F. Hubble’s Law – a method used for

objects beyond about 1 billion light-
years based on the discovery by Edwin
Hubble that the universe is expanding.

Source:
https://www.blendspace.com/lessons/nGoEBoPd2DJ5Gw/hu
bble-and-big-bang

Figure 6. Hubble’s Law

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 Source: paliit.in/cosmicdistanceladder

Figure 7. Cosmic Distance Ladder

➢ Doppler Effect - Doppler Effect is used to estimate the speeds of celestial bodies. It is the
shift in the wavelength of the emitted light of an object which is proportional to the speed
the object moves. It occurs when the star emitting light is moving with respect to an
observer.

Source: https://interestingengineering.com/what-is-the-
doppler-effect-and-how-is-it-used-in-real-life

Figure 8. Doppler Effect

LESSON 2. EXPANDING UNIVERSE

➢ For a long time, astronomers wrestled with the basic questions about the size and age of
the universe. Does the universe go on endlessly, or does it have an edge somewhere? How
does it exist? In 1929, Edwin Hubble, an American Astronomer, studied the Doppler shift
measurements of the velocities and the distance moved by galaxies which eventually lead
him to discover that the universe is expanding.
4

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 ➢ Hubble's Law - Hubble discovered the direct relationship between the distance of distant
galaxies from the earth and how fast they are moving away from the earth through the work
of Vesto Slipher. Slipher found out celestial bodies were moving away from Earth because
the light emitted by bodies in the universe was shifted to the red spectrum of light. This
was known as Hubble’s Law and is shown by the equation:

v = HOr

where:
v is the recessional velocity
HO is the Hubble's constant equal to (Mpc for mega parses and My for mega light-
years); HO is also the value of the rate of expansion of the universe
r is the distance of the galaxy from Earth

Example:

Galaxy NCA 1234 has a velocity away from us of 1320 km/s and the Hubble’s
constant value is 70 km/s/Mpc. How far is the galaxy according to Hubble’s Law?

Given: v = 1320 km/s , HO = 70 km/s/Mpc

Solution:

v = H Or

1320 km/s = 70 km/s/Mpc (r)

1320 km/s = 70 km/s/Mpc (r)

70 km/s/Mpc 70 km/s/Mpc

1320 =r
70 Mpc

18.85 Mpc = r

r = 18.85 Mpc

Where:
1 Mpc is equals to 3.26 million light-years, thus 18.85 Mpc is multiplied to
3.26 million light-years. Galaxy NCA 1234 is 61.48 million light-years away from
planet Earth.

➢ Hubble plotted his findings on a graph and found that the linear relationship between v and
r shows that the further the galaxies are, the faster they are moving away from Earth. These
findings led him to the idea that the universe is expanding. With the discovery of the ongoing
expanding universe, scientists thought that it started as a smaller object and exploded in
what is known as the big bang which started the expanding universe which happens 14
billion years ago.

➢ Big bang Theory – is an idea that the universe began in a hot, dense, and tiny particle
mixed with light and energy. As it cooled down it also expanded to what it is today. This
took place 14 billion years ago.

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 Source: https://www.pinterest.es/pin/137922807322272182/

Figure 9. Big bang Theory

Learning Activities

Activity 1. Where do I belong?

What you need:

Pen Paper

What to do:
Using the words on the box, identify the methods on how the speed and distances of
far-off objects are estimated. Write your answers on a separate sheet of paper.

Cosmic Distance Ladder Cepheids Parallax

Supernovae Radar Spectroscopic Method

Hubble’s Law Doppler Effect

_________1. Is a method that uses stars that brighten and dim periodically as cosmic
yardsticks.
_________2. A method that requires the star’s apparent brightness and spectrum.
_________3. a method used to determine the distance of a celestial object. It consists of
several methods to determine the distance of the celestial bodies depending
on its location.
_________4. This method is based on the fact that light travels at 300,000 km/s.
_________5. The change in the position of an object due to a change in the way it is
perceived by the observer.
_________6. a method used for objects beyond about 1 billion light-years based on the
discovery by Edwin Hubble that the universe is expanding.
_________7. is used to estimate the speeds of celestial bodies.
_________8. A series of methods that use "standard candles". Standard candles are
objects whose absolute magnitude is thought to be very well known.
_________9. This method is used at large distances up to about 1 billion light-years.
________10. It measures the distance of objects to a few tens of millions of light-years.

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 Activity 2. Far from You

What you need:

Balloon Pen Paper

What to do:
1. Take a round balloon and draw 6 dots. Label it with letter A, B, C, D, E and F respectively.
Let Point A be considered as the milky way galaxy and other letters would be the other
galaxies in the universe. Please see the Figure 10 for reference.
Note: The teacher may provide a balloon if the student cannot secure a balloon.
2. Measure the distance between the dots and write it on the table below. Use centimeters in
measuring the distance.
3. Inflate your balloon as it represents the expansion of the universe. Please see the Figure 11
for reference.
4. Measure the distance between the dots and write it on the table below. Use centimeters in
measuring the distance.
5. Answer the guide questions below.

Drawn by: Mr. Eduardo Diva-Ayo, Division Illustrator

Figure 10. Deflated Balloon Figure 11. Inflated Balloon

Table 1. Deflated and Inflated Balloon

Distance(cm)
Deflated Balloon Inflated Balloon
Point A to Point B
Point A to Point C
Point A to Point D
Point A to Point E
Point A to Point F

Guiding Questions:

1. What are your observations to the location of the dots before and after inflating the
balloon?
___________________________________________________________________________________
___________________________________________________________________________________

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 2. How does the expansion of the balloon affects the location of the dots?
___________________________________________________________________________________
___________________________________________________________________________________

3. How does the expanding universe affects the position of the celestial bodies?
___________________________________________________________________________________
___________________________________________________________________________________

Rubrics

Is the response correct?

___ 0 point – No response
___ 1 point- The response was partially correct but irrelevant.
___ 3 points- The response was correct but not detailed.
___ 5 points- The response was correct, insightful, or detailed.

Reflection

The astronomers have formulated theories and discovered several celestial bodies beyond
our solar system. As a student, what do you think are the relevance of these discoveries?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Rubrics

POINTS DESCRIPTION
3 Discussion is scientifically explained consistent to the concepts and has no
misconception.
2 Discussion is scientifically explained consistent to the concepts, but with
minimal misconception.
1 Discussion is explained consistent to the concepts, but with misconceptions.
0 No discussion.

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
References for learners:

Dejoie, Joyce, Elizabeth Truelove. StarChild Questions. Published in 2001. Accessed on

November 3, 2020. Retrieved from https://starchild.gsfc.nasa.gov/docs/StarChild/
questions/question39.html

Klesman, Alison. The Cosmic Distance Ladder: How we Measure an Infinite Universe.
Published July 31, 2019. Retrieved from https://astronomy.com/news/2019/07/the
cosmic-distance-ladder

Tao, Terence. The Cosmic Distance Ladder. Published in 2009. Accessed on November 3, 2020.
Retrieved from https://terrytao.files.wordpress.com/2009/09/cosmic-distance-ladder1.pdf

The Authors. Quexbook: Physical Science. Published in 2018. Accessed on November 3, 2020.
Retrieved from Quexbook Mobile Application.

The Authors. Formula- Distant and Unusual Galaxies. Accessed on December 2, 2020. Retrieved
from https://sites.uni.edu/morgans/astro/course/Notes/section3/math13.html

The Editors of Encyclopaedia Britannica. Expanding Universe. Published May 26, 2017.
Accessed on November 3, 2020. Retrieved from https://www.britannica.com/science/
expanding-universe

Photo Credits:

Eduardo Diva-Ayo, Division Illustrator- Agusan del Norte Division

https://en.wikipedia.org/wiki/Measuring_principle#/media/File:Sonar_Principle_EN.svg

https://cdn.mos.cms.futurecdn.net/KUhXyrLdXw8qpXULApiLWX-1200-80.jpg

https://socratic.org/questions/what-is-the-hertzsprung-russell-diagram-and-why-is-it-so-
important-to-astronomy-

https://www.spacetelescope.org/images/opo1115e/

http://hyperphysics.phy-astr.gsu.edu/hbase/Astro/stdcand.html

https://www.blendspace.com/lessons/nGoEBoPd2DJ5Gw/hubble-and-big-bang

https://interestingengineering.com/what-is-the-doppler-effect-and-how-is-it-used-in-real-life

https://www.pinterest.es/pin/137922807322272182/

Author: Pejie Ann S. Cornites

School/Station: Buenavista National High School
Division: Agusan del Norte
email address: pejieann.cornites@deped.gov.ph
 email address: pejieann.cornites@deped.gov.ph
Division: Agusan del Norte
School/Station: Buenavista National High School
Author: Pejie Ann S. Cornites
10
REFLECTION
1. Importance of studying objects outside Earth is as follows:
a. it excites imagination;
b. might provide an additional knowledge to the existence of life and universe;
c. offers the possibility of the discovery of new knowledge; and
d. inspires work in the arts.
ACTIVITY 2
Distance(cm)
Deflated Balloon Inflated Balloon
Point A to Point B 1 cm 4 cm
Point A to Point C 0.5 cm 2 cm
Point A to Point D 1 cm 4 cm
Point A to Point E 1.5 cm 5.8 cm
Point A to Point F 1.2 cm 4.6 cm
1. There are changes between the distance of the dots after inflating the balloon.
2. The dots moved away from each other as evidenced by the increase in the distance between the dots.
3. As the universe is expanding, the celestial bodies were moving away from Earth because the light
emitted by the celetial bodies in the universe was shifted to the red spectrum of light.
ACTIVITY 1
1. Cepheids
2. Spectroscopic Method
3. Cosmic Distance
Ladder
4. Radar
5. Parallax
6. Hubble’s Law
7. Doppler Effect
8. Supernovae
9. Supernovae
10. Cepheids
Answer Key