Physical Science

Quarter 2 – Module 16
How the Speeds and Distances
of Far-off Objects are Estimated
(e.g., Doppler Effect and Cosmic
Distance Ladder)
Physical Science
Alternative Delivery Mode
Quarter 2 – Module 16: How the Speeds and Distances of Far-off Objects are Estimated (e.g.,
Doppler Effect and Cosmic Distance Ladder)
First Edition 2020

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 Physical Science
Quarter 2 – Module 16
How the Speeds and Distances
of Far-off Objects are Estimated
(e.g., Doppler Effect and Cosmic
Distance Ladder)
Introductory Message
For the facilitator:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

How the Speeds and Distances of Far-off Objects are Estimated (e.g., Doppler
Effect and Cosmic Distance Ladder!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
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In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

i
 For the learner:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

How the Speeds and Distances of Far-off Objects are Estimated (e.g., Doppler
Effect and Cosmic Distance Ladder!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
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competencies and skills at your own pace and time. Your academic success lies in
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This will give you an idea

What of the
I Need to skills
Knowor competencies you are expected to learn in the
module.
This part includes an activity that aims to check what you already know about the lesson to
take. If you get allWhat
the answers
I Knowcorrect (100%), you may decide to skip this module.
This is a brief drill or review to help you link the current lesson with the previous one.
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.
What’s In
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.
What’s New
This comprises What is Itfor independent practice to solidify your understanding and
activities
skills of the topic. You may
What’s More check the answers to the exercises using the Answer Key at
the end of the module.

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This includes questions or blank
What I Have sentence/paragraph to be filled in to process what
Learned
you learned from the lesson.
This section provides an activity which will help you transfer your new knowledge or skill
into real life situations
What IorCan
concerns.
Do
This is a task which aims to evaluate your level of mastery in achieving the learning
competency. Assessment
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This alsoActivities
Additional tends retention of learned concepts.
This contains answers to all activities in the module.

Answer Key
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
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We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master on how the speeds and distances of far-off objects are estimated (e.g.,
Doppler effect and cosmic distance ladder. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module focuses on how the speeds and distances of far-off objects are
estimated (e.g., Doppler effect and cosmic distance ladder).

After going through this module, you are expected to explain on how the speeds
and distances of far-off objects are estimated (e.g., Doppler effect and cosmic
distance ladder).

1
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What is the branch of science that deals with the celestial objects, space, and
the physical universe as a whole?
a. astronomy
b. biology
c. chemistry
d. physics
2. Which of the following technologies provides the least information about
celestial bodies in our solar system?
a. global positioning system
b. remote sensing
c. spectral analysis
d. telescope
3. Why does Hubble Space Telescope produce clearer images than similar
telescopes that are used on Earth?
a. There is no air pressure in space excretion.
b. There is no interference from Earth’s atmosphere in space.
c. The Hubble Space Telescope is closer to the stars that it is viewing.
d. The Hubble Space Telescope is in orbit at about 550 km from Earth.
4. What condition has the increase or decrease in the frequency of sound, light, or
waves as the source and observer move toward or away from each other?
a. cosmic distance ladder
b. cosmic microwave background
c. Doppler effect
d. redshift
5. Why do astronomers conduct spectral analysis?
a. to determine the composition of stars
b. to map the location of celestial bodies in the sky
c. to observe celestial bodies that were previously invisible
d. to see images in space that are not distorted by Earth’s atmosphere
6. What method do astronomers use in determining the distances to celestial
objects?
a. cosmic distance ladder
b. cosmic microwave background
c. Doppler effect
d. redshift

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7. Which of the following ripples in the geometry of space is produced by the
acceleration of moving objects?
a. Doppler effect
b. elongation
c. granulation
d. gravitational waves
8. Which of the following determines the distance by measuring the angle of
apparent shift in an object’s position?
a. cosmic distance ladder
b. Doppler effect
c. parallax
d. redshift
9. What technique is used in studying the motion of stars and search for double
stars?
a. cosmic distance ladder
b. Doppler effect
c. parallax
d. redshift
10. What celestial body emits large amounts of energy and having a star-like image
in a telescope?
a. asteroid
b. comet
c. meteor
d. quasar
11. What system is used to detect the presence, direction, distance, and speed of an
object?
a. frequency
b. map
c. radar
d. radio
12. Which of the following terms is defined as the rate of which a vibration occurs
that constitutes a wave in an electromagnetic field?
a. frequency
b. map
c. radar
d. radio
13. What wave of compression and rarefaction propagates a sound in an elastic
medium?
a. air
b. light
c. solar
d. sound

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14. What do you call the band of colors produced by the separation of the
components of light with their different degrees of refraction?
a. lens
b. mirror
c. sound
d. spectrum
15. What word best describes the distance between successive crests of wave?
a. length
b. measurement
c. sound wave
d. wavelength

How the Speeds and

Lesson Distances of Far-off Objects
1 are Estimated (e.g., Doppler
Effect and Cosmic Distance
Ladder
When humans look up at the night sky, they naturally ask the questions: How far
away is that planet, or that star, or that galaxy? Distance is one of the most
fundamental measurements astronomers make, but it’s also one of the most
challenging.

Even in this era of giant telescopes, infrared and ultraviolet telescopes, telescope
arrays and telescopes in space, the business of estimating the distance of far-away
objects remains astonishingly uncertain.

Astrometry is the study of positions and movements of celestial bodies. It is a major

subfield of astronomy. Typical questions in astrometry are: how far is it for earth to
the moon? from the earth to the sun? from the sun to other planets? from sun to
nearby stars? from the sun to distant stars? These distances are too vast to
measure directly.

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 What’s In

Activity 1.1
The general relativity is a major building block of modern physics. It explains
gravity based on the way space can 'curve'. To put it more accurately, it associates
the force of gravity with the changing geometry of space-time.

With your learnings of postulates of general relativity, list down five ways on how
you observe the general relativity in real life. Explain each way.

Notes to the Teacher

In gathering data from the experiment, have the learners recall the procedure and set up. Encourage learners to giv
Learners may have working theories in their minds when conducting experiments, but it is important for them to ob

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 What’s New

Activity 1.2
Experiment time! Ask the company of someone (must be an adult) with car or
motorcycle.

Experiment No. 1

Materials:
cellphone, someone with a car/motorcycle, wristwatch (preferably digital watch or
watch with seconds)

Procedure:
1. Go out on the road with your friend who can drive a car or motorcycle. Take your
watch for recording time.

2. Look for a long, straight road where there are no houses or other cars. Find a
place where you can safely sit or stand on the side of the road.

3. Tell your friend to pass you three times at different speed (e.g., can be once at
20, once at 30, and once at 40 miles per hour).

4. Ask your friend to blow horn each time as the car or motorcycle passes you.

5. Record on your cellphone the sounds as the car or motorcycle passes.

6. Also make a recording of what the horn sounds like when the car is not moving.

7. Let your friend drive and pass you without telling you the speed.

8. Make a video of the whole experiment to know what is happening.

Guide questions:
1. How did you find the activity?

2. Can you estimate the speed from the pitch of the sound?

3. How does the pitch of the sound help you in estimating the speed?

Experiment No. 2

Materials:
cellphone, picture, scissors, tape, tape measure

Procedure:
1. Post any picture on the wall.

2. From the wall, measure two meters and stand on that spot.

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3. While covering your right eye, look at the picture on the wall and make an
observation.

4. Next, cover your left eye and look again at the picture on the wall. Make an
observation.

5. Make a video of the whole experiment to know what is happening.

Guide questions:
1. How did you find the activity?

2. Is there a difference between the two observations?

3. If yes, how did it happen to have a different observation?

What is It

Doppler Effect
Progress over the last few generations has meant overcoming some built-in
problems of circular reasoning. Astronomers would like to use knowledge about
brightness to calculate how far away a galaxy is. They would like to use knowledge
about how far away galaxies are to calculate their typical brightness. They can use
distance to calculate speed, and speed to calculate distance, but not both at once.

Motion sideways across the sky cannot be

calculated at all, because faraway objects
move much too slowly to change their
position considerably within human
lifetimes. The best an astronomer can do
is to measure speeds directly toward or
away from the Earth.

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.

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How Does Doppler Effect Apply to Galaxies in Space?
Galaxies are also emitters of waves. They are emitters of electromagnetic waves.
Light waves travel at a specific finite speed of 299,792,458 m/s.
The source of these light waves is largely the abundant quantities of hydrogen and
helium making up most of the mass of the stars in the galaxies. But there are also
many other elements contributing to the colors emitted. The mix of many colors
blends together for an overall white. By passing the light through a prism, the
colors can be separated into a broad spectrum. Interpreting these stellar spectra is
much like looking for fingerprints to identify a person. Notice in the different rows
of spectra from a variety of stars how there are faint dark vertical lines scattered
across each one. These are called absorption lines.

Here is the important point to make. The stars of the distant galaxy might be
moving away from us while the light is emitted. That will cause the absorption lines
to appear at longer wavelengths than if the stars were stationary. The lines will be
shifted toward the red end of the spectrum. Red light is of a longer wavelength than
blue light. The enlarged portion of this image shows such a redshift. And, just as
with sound waves, the amount of shift (∆λ) is an indication of the recession speed of
the source of waves, the stars in this case.

Cosmic Distance Ladder

Astronomers have identified the most distant quasar yet to be discovered. But how
do they know how far away objects are? These distances are far too vast to be
measured directly. Nevertheless, there are several ways to measure these distances
indirectly. The methods often rely more on mathematics than on technology. The
indirect methods control large distances in terms of smaller distances. The smaller
distances are controlled by even smaller distances and so on, until one reaches

distances that one can measure directly. Fortunately, astronomers have a vital tool
to help them answer that central question: how far? That tool is the cosmic distance
ladder.

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Measurements of the size of the Earth go back in time to at least the ancient
Greeks. Eratosthenes (3rd century BCE) came surprisingly close to determining the
radius of the Earth (he was perhaps one sixth too high). Eratosthenes also invented
the concepts of latitude and longitude. The
great Indian mathematician Aryabhata (CE
476 – 550) was a pioneer of mathematical
astronomy. He came within one percent of
the current value for the circumference of
the Earth.

Triangulation is important in determining

distances. Triangulation is the process of
determining the location of a point by
measuring angles to it from known points at
either end of a fixed baseline, rather than
measuring distances to the point directly.
This is a useful tool on Earth, especially for
surveying.

1. Direct measurement

Measurement starts locally

with the Earth. Once people
had a handle on Earth-sized
distances, and they had a
toolkit of standard
measuring devices (e.g., the
kilometer, the second, the
gram), then they could
consider measuring the sky.
To begin with, astronomers
needed a precise
determination of the
distance between the Earth
and the Sun, which is called
the Astronomical Unit (AU)

Direct distance measurements are only possible for stars within a little more than
1000 light years even with precision, space-based telescopes. A similar principle
can be used to work out the distance to stars, but accurately and mathematically
rather than automatically.

2. Parallax diagram
Parallax is an apparent displacement or difference in the apparent position of an
object viewed along two different lines of sight. Triangulation is the technique that
uses parallax. This technique can be used only for objects ‘close enough’ (within
about 1000 parsecs) to Earth. The distance unit parsec stands for parallax second;
the distance at which the angle subtended by the celestial object is one arcsecond.
The first successful measurement of the distance to a star using this method was
carried out by the German astronomer Friedrich Bassel in 1838, when he
determined that 61 Cygni is 10.4 ly away.

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a. Trigonometric parallax: By measuring the apparent motion of nearby stars
against the background, we can directly calculate their distances. This technique
has been used to measure the distances to many nearby stars and star clusters out
to approximately 100 parsecs from
the Earth.

b. Spectroscopic parallax: Using

the flux / luminosity / distance
relationship, we can calculate the
distance to any star with a known
luminosity if we measure its flux on
Earth.

3. Standard candles
While parallax is used to calibrate
the cosmic distance scale by allowing
us to work out the distances to
nearby stars, other methods must be
used for much more distant bodies,
since their parallax angle is too small
to measure accurately.

A standard candle is an object that

belongs to some class that has a known brightness (i.e., all members of the class
have the same brightness). By
comparing the known luminosity of
the latter to its observed
brightness, the distance to the
object can be computed using the
inverse square law.

Since how bright a star appears in

the sky (its “apparent magnitude”)
is a function of both its actual light
output (“absolute magnitude”) and
the distance from the observer,
knowing the former two allows
calculation of the latter.

One commonly used type of

standard candle is the Cepheid
variable. A type of star named after
Delta Cephei in the constellation
Cepheus, in which the luminosity
fluctuates over time. Because there
is a direct relationship between that luminosity and the period over which it
oscillates, the absolute magnitude of any Cepheid variable close enough to see can
be worked out.

Cepheids are luminous variable stars that radially pulsate. The strong direct
relationship between a Cepheid’s luminosity and its pulsation period makes them
an important standard candle for galactic and extragalactic. To use them as
standard candles, one observes the pulsation period to get the luminosity (absolute

1
magnitude). By then measuring the apparent brightness (value observed at Earth)
one has everything needed to use the distance modulus m–M.

Binary star systems are very important in astronomy because calculations of their
orbits allow the masses of their component stars to be directly determined, which
in turn allows indirect estimates of other stellar parameters, such as radius and
density. This also determines an empirical mass-luminosity relationship from
which the masses of single stars can be estimated. Binaries can sometimes be used
as distance indicators. Binary stars are often detected optically, in which case they
are called visual binaries. These binaries are two separate stars.

Other formula can also be used to determine absolute magnitude, and therefore
distance, such as the Tully-Fisher relation, which links the luminosity of a spiral
galaxy with the range of its rotational velocities, and the Faber-Jackson relation,
from which the luminosity of an elliptical galaxy can be calculated from the
dispersion of velocities of the stars in its center.

4. Redshift
As well as realizing that the Andromeda Galaxy is separate from our own, Hubble
discovered that the redshift of light from other galaxies is proportional to how far
away they are – this is now known as Hubble’s law.

The large redshifts of the light from what are now known to be distant galaxies
were first noted by the American astronomer Vesto Slipher in 1912 and are a result
of the Doppler Effect. Galaxies further from the Earth are moving away from it
faster than ones close by.

Hubble massively overestimated the rate at which galaxies’ recession velocities

increase with distance because of the error in calibrating those distances that came
from confusing the two types of Cepheid variable.

What’s More

Activity 1.3
Another simple experiment! Ask the company of your sibling or anyone present at
home.

Materials:
cellphone, hammer, medium size nail, pair of scissors, string, tape, two pieces of
tin cans (preferably milk cans)

Procedure:
1. Open the tin cans but make sure the bottom lids remain unopen.
2. Put a hole in the middle part of the bottom lid using a hammer and a medium-
sized nail.
3. Cut a string at an appropriate length (2.5 meters- 4 meters).

1
 4. Insert the string in the two holes.
5. Secure the string by putting a tape on each hole.
6. Get one tin can and give the other one to your sibling.
7. Let the two of you pull the string from a distance.
8. Hold one tin can up to your ear while asking your sibling to whisper or talk on
the other tin can and vice versa.
9. Repeat procedures number 7 and 8. This time from a different distance.
10. Record the time (in seconds) when the sound reaches from point (where you
stay) to another point (where your sibling stays).
11. Make a video of the whole experiment to know what is happening.

Guide questions:
1. How did you find the activity?
2. What did you observe between the time at two different distances?
3. How does the sound from a distance reach from one area to another?

After doing the experiment, create a poem on how speed and distances of far
objects are estimated.

Rubrics (poem writing)

Criteria Excellent Merit Achieved Needs Score

(4pts) (3pts) (2pts) Improvement
(1pt)
Content Information are Information are Information is Information is
clearly presented clearly presented clear unclear and
and ordered in and ordered written in
such a way that it Order of random order
brings a full information does
picture of the not clearly show
material
Creativity It is visually Visually inviting Visually pleasing Readable
inviting and easy and easy to read and readable
to read

Spelling and All spelling and Some spelling and Some spelling Notable spelling
Grammar grammar are grammar error and grammar and grammar
correct error error

Punctuality Submitted on time Submitted on time Submitted on Submitted after

time the deadline
TOTAL

Highest possible score: (4x4)/4= 4 components Sample

Score Sheet

Adjectival Rating Grade

Criteria Score 13pts/4categories= 3.25 Rating Range Range
Content 3 Excellent 3.4-4.0 95-100
Learner is within the Merit range Merit 2.6-3.3 88-94
Creativity 3 and the teacher may choose a Achieved 1.8-2.5 81.87
grade within this range. Needs 1-1.7 75-80
Spelling and Grammar 3 Improvement
Punctuality 4
TOTAL 13

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 What I Have Learned

Activity 1.4
Analogy: Choose the best answer on the given words inside the box.

1. redshift: Hubble: : Bassel

2. : distance: Doppler effect: frequency

3. spectrum: redshift: : standard candles

4. spectral lines: : effect of direction: parallax

5. redshift: : parallax: inclination of two lines

6. values of a distant: Bassel: celestial bodies:

7. : sound waves: cosmic distance ladder: distance

8. parallax: distance of a planet from earth: Doppler effect:

9. space-based telescopes: : more distant bodies: standard candles

10. use of variable stars: :: stars >1000 lightyears : distant measurement

Cos mic distance ladder Distant measurement Doppler effect

Hubb le Luminosity movement of object parallax

redshift standard candles wavelength

What I Can Do

Activity 1.5
Eyes and ears are two of the most important parts of a human body. These serve as
the soul of an individual, but these may also be the root of some evil. Some people
used to criticize one person with his/her physical appearance. Some are fond of
making false spoken statement which causes damage to a person's reputation. This
situation happens especially in any social media platforms. Below is a verse from
the Bible. Write your insight about this verse.

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2 Corinthians 12:20 NIV
“For I am afraid that when I come, I may not find you as I want you to be, and you
may not find me as you want me to be. I fear that there may be discord, jealousy, fits
of rage, selfish ambition, slander, gossip, arrogance and disorder.

Assessment

True or False. Write T if the statement is true and F if the statement is false. Write
your answer on a sheet of paper.

1. Triangulation is the process of determining the location of a point by

measuring angles to it from known points.
2. A standard candle is an object that belongs to some class that has a known
brightness.
3. Cepheids are luminous variable stars that radially pulsate.
4. Binary stars are also known as audio binaries.
5. Galaxies are non-emitters of electromagnetic waves.
6. Astrometry is the study of positions and movements of celestial bodies.
7. Doppler effect is the difference between the frequency at which waves leave
a source and they reach an observer.
8. Cepheids allow the masses of their component stars to be directly determined.
9. Parallax is difference in the apparent position of an object viewed along two
different lines of sight.
10. Direct distance measurements are for stars with less than 100 light years.
11. Christian Doppler discovered redshift.
12. Distant measurement is used to calibrate the cosmic distance scale by using
the distances to nearby stars.
13. Hubble law explained that redshift of light from other galaxies is proportional to
how far away they are.
14. Triangulation is important in determining distances.
15. Doppler effect tells only the velocity of the object and not the distance.

Additional Activities

Activity 1.6
Watch the video on “How is it possible to measure the distance to stars and
galaxies?” After watching the video, make your own summary of what you learned
about the topic.

Link: https://www.youtube.com/watch?v=Y6iIutoaM-g.

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Answer Key

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References
Biblestudytools.com.”2-Corinthians 12- 20.” Accessed May 30, 2020.
https://www.biblestudytools.com/2-corinthians/12-20.html

Brittanica.com. “Doppler Effect”. Accessed May 25, 2020.

https://www.britannica.com/science/Doppler-effect

Britannica.com.” Relativity.” Accessed May 30, 2020.

https://www.britannica.com/science/relativity/Curved-space-time-and-
geometric-gravitation

Commission on Higher Education. Teaching Guide for Senior High School: Physical
Science Book.
https://drive.google.com/file/d/0B869YF0KEHr7SHFGVG5mVFFhcXc
/view. Creative Commons Attribution-NonCommercial-ShareAlike 4.0

Iop.org. “Cosmic Distance Ladder.” Accessed May 25,2020.

https://www.iop.org/resources/topic/archive/cosmic/#gref

Researchgate.net. 2011. “Cosmic Distance Ladder.” Accessed May 30, 2020

https://www.researchgate.net/publication/307629124_Cosmic_Distance_La
dder

Sceincealert.com. “What Is the General Theory of Relativity?”.

Accessed May 30, 2020. https://www.sciencealert.com/general-relativity

Science snacks.com. “Anti-sound spring.” Accessed May 25, 2020.

https://www.exploratorium.edu/snacks/anti-sound-spring

Terrrytao.files.wordpress.com 2010. “Cosmic Distance Ladder.” Accessed May

25,2020. https://terrytao.files.wordpress.com/2010/10/cosmic-distance-
ladder.pdf

Youtube.com. 2019. “How is it possible to measure the distance to stars and

galaxies?”. Accessed May 30, 2020.
https://www.youtube.com/watch?v=Y6iIutoaM-g

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