Republic of the Philippines

MARINDUQUE STATE COLLEGE

INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

Subject: Earth and Life Science Semester: First Module #: 1

Level: Grade 11- ABM/HUMSS Duration: 4 hours Day: 1-2
Topic: The Universe and The Solar System Code: S11/12ES-Ia-e3

I. Objectives:

The students will be able to…

 state the formation of the universe and the solar system
 enumerate the different hypotheses about the origin of the universe
 realize the importance of the universe and its composition as our natural habitat

II. Discussion

The Universe

The universe as we currently know it comprises all space and time, and all
matter and energy in it.
It is made of 4.6% baryonic matter (“ordinary” matter consisting of protons,
electrons, and neutrons: atoms, planets, stars, galaxies, nebulae, and other bodies),
24% cold dark matter (matter that has gravity but does not emit light), and 71.4% dark
energy (a source of anti-gravity). Hydrogen, helium, and lithium are the three most
abundant elements.
Stars - the building block of galaxies-are born out of clouds of gas and dust
in galaxies. Instabilities within the clouds eventually results into gravitational collapse,
rotation, heating up, and transformation into a protostar (the hot core of a future star as
thermonuclear reactions set in).
Stellar interiors are like furnaces where elements are synthesized or
combined/fused together. Most stars such as the Sun belong to the so-called “main
sequence stars.” In the cores of such stars, hydrogen atoms are fused through
thermonuclear reactions to make helium atoms. Massive main sequence stars burn up
their hydrogen faster than smaller stars. Stars like our Sun burn up hydrogen in about 10
billion years.

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 Republic of the Philippines
MARINDUQUE STATE COLLEGE
INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

Theories about the origin of the Universe

Creation Myths
 According to Genesis, one of the books of the Hebrew Bible and Christian Old
Testament, the creation of the entire cosmos (universe) took place in six days. The
biblical creation story tells that God created the universe.

Fig 1: The theory of Creation

 Ancient Egyptians believed in many Gods and myths which narrate that the world arose
from an infinite sea at the first rising of the sun.
 The Kuba people of Central Africa tell the story of a creator God Mbombo (or Bumba) who,
alone in a dark and water-covered Earth, felt an intense stomach pain and then vomited the
stars, sun, and moon.
 In India, there is the narrative that Gods sacrificed Purusha, the primal man whose head,
feet, eyes, and mind became the sky, earth, sun, and moon respectively.
 The monotheistic religions of Judaism, Christianity, and Islam claim that a supreme being
created the universe, including man and other living organisms.

Scientific Theories

 Big Bang Theory

It was propsed by Alexander Friedmann
and Georges LamaÎtre in 1920. According to the
theory, around 13.7 billion years ago, there was
nothing and nowhere. Then suddenly, due to
random fluctuation in an empty void, there was
great explosion and expansion. The explosion
sent space, time, matter, and energy in all
directions. The event is called big bang.
Fig 2: The Big bang theory model

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 Republic of the Philippines
MARINDUQUE STATE COLLEGE
INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

Additional Info Links:

The Big bang timeline. https://study.com/academy/lesson/big-

bang-theory-lesson-for-kids-definition-facts-timeline.html

Existence of the four fundamental forces.

https://www.youtube.com/watch?v=FEF6PxWOvsk

 Steady state Theory

It was proposed by Herman Bondi, Thomas gold, and Fred Hoyle in 1948. They
proposed that the universe is unchanging in time and uniform in space.

Fig 3: The big bang theory vs. Steady-state theory

The Solar System

The solar system comprises the Sun, eight planets, dwarf planets such as Pluto, satellites,
asteroids, comets, other minor bodies such as those in the Kuiper belt and interplanetary dust.
The asteroid belt lies between Mars and Jupiter. Meteoroids are smaller asteroids. They are
thought of as remnants of a “failed planet”—one that did not form due to disturbance from
Jupiter’s gravity. The Kuiper belt lies beyond Neptune (30 to 50 AU, 1 AU = Sun-Earth distance =
150 million km) and comprise numerous rocky or icy bodies a few meters to hundreds of
kilometers in size. The Oort cloud marks the outer boundary of the solar system and is
composed mostly of icy objects.

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 Republic of the Philippines
MARINDUQUE STATE COLLEGE
INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

The solar system is located in the Milky Way galaxy, a huge disc- and spiral-shaped
aggregation of about at least 100 billion stars and other bodies. Its spiral arms rotate around a
globular cluster or bulge of many, many stars, at the center of which lies a supermassive
blackhole. This galaxy is about 100 million light years across (1 light year = 9.4607 × 1012 km).

The solar system revolves

around the galactic center once in
about 240 million years. The Milky
Way is part of the so-called Local
Group of galaxies, which in turn is
part of the Virgo super-cluster of
galaxies. Based on the assumption
that they are remnants of the
materials from which they were
formed, radioactive dating of
meteorites, suggests that the Earth
and solar system are 4.6 billion
years old on the assumption that
they are remnants of the materials
from which they were formed.

Fig 4: The Milky Way

Theories about the origin of The Solar system

 Descartes’ Vortex Theory

It was proposed by French mathematician and physicist, Rene Descartes.
According to him, the solar system was formed into bodies with nearly circular orbits because
of the whirlpool-like motion in the pre-solar materials. He explained the orbits of the planets
are the primary whirlpool motion and the satellites the secondary whirlpool motion.

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 Republic of the Philippines
MARINDUQUE STATE COLLEGE
INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

Fig 5: Orbits of the planets as explained by whirlpool-like

motion of pre-solar materials

 Buffon’s Collision Theory

It was proposed by French naturalist
George-Louis Leclerc, Comte de Buffon proposed
that the planets were formed by the collision of the
sun with a giant comet. The resulting debris
formed into planets that rotate in the same
direction as they revolved around the sun.

Fig 6: Planets were formed from debris after

the sun’s collision with a giant comet.

 Kant-Laplace Nebular Theory

Immanuel Kant and Pierre Simon Laplace proposed the nebular theory which
suggested that a great cloud of gas and dust, called nebula, began to collapse because
of gravitational pull. As the cloud contracted, it spun more rapidly.

Fig 7: Nebula collapses because of gravitational force, and

contracts as it spins more rapidly.

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 Republic of the Philippines
MARINDUQUE STATE COLLEGE
INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

 Jeans-Jeffrey’s Tidal Theory

It was proposed by Sir James Hopwood
Jeans and Harold Jeffrey’s. The tidal theory
proposed that the planets were formed from the
substance that was torn out of the sun. As the
speeding massive star passed near the sun, it
pulled off material due to gravitational attraction.
The torn-off material subsequently condensed to
form the planets. Fig 8: Planets are formed from
condensed material from the sun.

 Solar nebular Theory

According to this theory, the solar system was formed as a result of the
condensation of hydrogen gas dust referred to as interstellar gas and dust cloud.
Something must have happened to trigger the condensation of the ga and dust cloud. An
explosion of a star (supernova) might have caused the dust and gas cloud to collapse,
forming the sun and planets.

A B

Fig 9: (A) Nebula in an interstellar cloud made up of gas and dust. (B) Contraction in
the dense region of an interstellar gas and dust cloud forms a prostar and protoplanets.

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 Republic of the Philippines
MARINDUQUE STATE COLLEGE
INTEGRATED HIGH SCHOOL
Tanza Boac, Marinduque
Senior High School Program

You have now completed

Module 1: Congratulations!

III. References

a. Printed books
 Petersen J.F., Gablar R.E., Earth and Life Science ©2016 Rex Bookstore, Inc. pp. 2-17.
 Vengco, L.G., Religioso T.F, earth and Life Science Phoenix Pub. House pp. 2-22
 Duka, I.M., Crisologo, D.T., Teaching guide for Senior High School: Earth and Life Science
pp. 1-24

b. Online Resources
 Geocentric vs. Heliocentric Theory. https://www.youtube.com/watch?v=UtOEnTiAZlU
 The Big bang timeline. https://study.com/academy/lesson/big-bang-theory-lesson-for-kids-
definition-facts-timeline.html
 Existence of the four fundamental forces. https://www.youtube.com/watch?v=FEF6PxWOvsk

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