SHS

PHYSICAL SCIENCE
Quarter 2 – Module 1
THE EARTH IN THE UNIVERSE

i
Physical Science– Grade 11/12
Quarter 2 – Module 1: The Earth in the Universe

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Laiza May Llobit

Editors/Reviewers: Jocelyn Navera

Brenly Mendoza
Kristina Nieves
Aster Malto
Jeanine Cristobal
Kenneth De la Fuente

Layout Artist: Jose Gamas Jr.

Language Editor: Diana Desuyo

ii
 Supplementary Learning Module for Senior High School Learners
LESSON
The Earth in the Universe

1. Explain how the Greeks knew that the Earth is spherical (S11/12PS-IVa-38)
2. Cite examples of Astronomical phenomena known to astronomers before the
advent of telescopes (S11/12PS-IVa-41)
3. Explain how Brahe’s Innovations and extensive collection of data in
observational astronomy paved the way for Kepler’s Discovery of his laws of
planetary motion (S11/12PS-IVb-44)

The universe is a vast space that is beyond the reach of our naked eye
and maybe our understanding. Although, scientists have already
gathered numerous facts and information we still have lot of things to know
about it. It is in fact interesting when we talk about what we seek to understand. The first
Philosophers and Astronomers paved the way for us to understand all the things that we know
today. Truly they did such great work during their time that made it possible for the
advancements of today. Indeed, with their efforts, learning science has been so much fun!

Once you were a kid, probably you have thought on

how things outside the earth looked like and aspired to
become an astronaut. But, have you heard of the different
ideas before it was written on books that the earth is indeed
round?
Have you seen a comet landing on earth in a starry
night sky?
• How about a total solar eclipse that darkens the
day time? And a lunar eclipse that makes a moon colored like
blood? Well, these are only some of the magnificent events
that we can witness with our own naked eyes. In this lesson,
you will be appreciating more of these things around you.

At the end of the module, you should be able to:

1. Explain how the Greeks knew that the Earth is spherical;

2. Cite examples of Astronomical phenomena known to astronomers before the advent
of telescopes; and
3. Explain how Brahe’s Innovations and extensive collection of data in observational
astronomy paved the way for Kepler’s Discovery of his laws of planetary motion.

1
 PRE TEST
Directions: Read the question carefully. Choose the letter of the correct
answer.

1. Which of the following phenomena led to the discovery that the earth is spherical?
a. Disappearing ships c. Solar eclipse
b. Lunar eclipse d. both a & b
2. This event/phenomenon became the basis of ancient calendars.
a. Lunar eclipse c. Solar eclipse
b. Phases of the moon d. supernova
3. These are planets visible on Earth’s night sky except
a. Jupiter c. Mercury
b. Mars d. Neptune
4. A Danish astronomer and nobleman who made accurate observations of the
movement of celestial bodies
a. Anaxagoras c Tycho Brahe
b. Erastosthenes d. Johannes Kepler
5. The following are laws of planetary motion except
a. Law of equal Area c. Law of ellipses
b. Law of Equivalent exchange d. Law of Harmonies

Hi! How did you find the test?

Please check your answers at the answer key section and see
how you did. Take note that these are concepts and people that
you need to know to have an understanding about our lessons.

Directions: Below are names of Greek Philosophers that contributed

greatly in the advancement of information about the spherical shape of the
earth. Please be able to write down their contributions.
1. Empedocles
__________________________________________________________________________________
________________________________________________________________________________.

2. Anaxagoras
__________________________________________________________________________________
_________________________________________________________________________________.

3. Aristarchus of Samos
__________________________________________________________________________________
_________________________________________________________________________________.

4. Eratosthenes
__________________________________________________________________________________
__________________________________________________________________________________

2
 Babylonian and Egyptian astronomers were the first to develop systems
that became the framework of Greek astronomy on the other hand,
Americans, Chinese and Indians developed their own. Starts played very
important part in history and civilizations. They developed unique systems
for ordering and understanding what is seen above.

On the 5th century B.C., Earth is

considered shaped like a sphere but
there are lots of misconceptions, ancient
people thought that the Earth was flat.
This was simply not the case. In the 5th
century B.C., the famous philosophers
Empedocles and Anaxagoras offered
arguments for the spherical nature of the
Earth. They said that during a lunar
eclipse, when the Earth is between the
sun and the moon, they identified the
shadow of the Earth on the moon. The
shadow of the earth moves across the
moon and would create a clearly round
shadow. This suggests that the earth is
really a sphere. Proving that the earth is
Image source:
not flat. https://i.pinimg.com/originals/f8/1d/33/f81d33b0705c79b4f0d6
5b1d913b5f6e.jpg
A lunar eclipse does not happen most of the time and not all people in the world can
witness the same sight depending on where that person is located in the world, another
evidence that the earth is sphere are the experiences of sailors. This is often written in
elementary books especially in Philippine history books during the expedition of Magellan, one
of the events in history that proved that the earth is round. Usually, when you are in a port
when a ship appears on the horizon it is the top of the ship that is visible first. A wide range of
astronomy texts over time use this to illustrate the roundness of the Earth. As the image
suggests this is exactly what one would expect on a spherical Earth. If the Earth were flat, it
would be expected that you would be able to see the entire ship as soon as it became visible.

Image source: https://ds055uzetaobb.cloudfront.net/brioche/uploads/a5XaP9YEwL-ship-

horizon-1.png?width=600

The Round Earth Practice Problems

3
Online | Brilliant
 Aside from the shadow of the Earth during the Lunar eclipse it also unlocked another
understanding about the Earth. Aristarchus of Samos (3rd Century B.C.) proved that he can
figure out the size of the earth through the information that can be gathered during a lunar
eclipse. Erasthosthenes (240 B.C.) used a different approach. He measured the shadow of
Alexandria and Syrene to calculate their angle relative to the sun. There were questions on
the accuracy of the approach of
Erasthosthenes. However, it was
close to the actual size of the
Earth. Greeks were already
exploring and using
mathematics in their
everyday life and to feed
their curiosity. They
theorize about the nature
of the world. They
believed that the
phenomena that they are
experiencing and became
a great part of their living
can be explained through
empirical exploration and
evidence.

Image source:
https://hawaii.hawaii.edu/math/Courses/Math100/Chapter3/Notes/Exercise
s/EarthC2.png

Different from what we The

know today,
Roundancient
EarthGreeks observing
Practice the night skyOnline
Problems only found
|
two primary kinds of celestial objects. The fixed stars and the wandering stars. Talking about
your own experience have you everBrilliant
observed a night sky? If you have, for sure you have seen
the stars that are twinkling above trying to catch your attention. For ancient Greeks, some
stars seem to have a fix point in the sky and move all together from night to night. These are
what they so called fixed stars. Aside from these, there seem to be a set of objects that behave
differently. The moon, the sun, and the other planets (Mercury, Venus, Mars, Saturn, and
Jupiter). For Greeks, these are the
wandering stars. Because they do
not have a fixed point and they move
according to a different system. In
this system, the entire universe was
part of a great sphere split into two
sections an outer celestial realm and
the inner terrestrial one. The one that
divides the two sections is the orbit of
the moon. Aristotle posited that there
was a fifth substance, the
quintessence, that was what the
heavens were made of, and that the
heavens were a place of perfect
spherical motion.

Image Source:
https://i2.wp.com/factschronicle.com/wp-
content/uploads/2019/03/photo-1527492662722-dbaf97270863.jpg
Spring Fling: Sun Emits a Mid-Level
Flare | NASA
4

The Round Earth Practice Problems

 Directions: Explain how these phenomenon/heavenly bodies led to the
discovery that the earth is spherical.

1. North Star
__________________________________________________________________________________
__________________________________________________________________________________
2. The Shape of the Sun and the Moon

__________________________________________________________________________________
__________________________________________________________________________________
3. Disappearing Ships

__________________________________________________________________________________
__________________________________________________________________________________
4. Lunar eclipse

__________________________________________________________________________________
__________________________________________________________________________________

Congratulations, you have finished the first part of this

module!

Please check your answers by referring to the answer

key. If you are still having a hard time understanding the
concept please go over the earlier parts of this module and take
on the activities once again.

SPACE COLLECTIONS
Directions: Below are some heavenly bodies that can be found in the
universe. Try to describe each according to your knowledge.

Heavenly Body Description

PLANET

SUN

SATELLITE

ASTEROID

COMET

5
 Hi! How did you find the activity?
Have you missed your astronomy lessons? How about
talking endlessly about space? Bet you will be having a
good time dealing with this lesson.
Let’s now proceed to our next activity!

Directions: Given the following pictures below, identify

what event/phenomenon is occurring.

1 2 3

Image sources:
1. https://skyandtelescope.org/wp-content/uploads/Oct2014_Lunar_eclipse_Horne.jpg
2. https://solarsystem.nasa.gov/system/downloadable_items/940_moon_phases.png
3. https://timesofindia.indiatimes.com/thumb/msid-76458095,width-1200,height-900,resizemode-4/.jpg

Good job in finishing the activity! Take note that before the advancement of technology our
first astronomers had only their eyes to observe and to create assumptions on what they see
around them. The absence of telescope made it harder for them to gather relevant information
about the universe but that didn’t stop them to understand key events/phenomenon that
unlocked some of the concepts that we understand now. Take time to process the information
you acquired by accomplishing the next task.

PICTURE ANALYSIS
Directions: Analyze the 2 pictures that were given below. What do you think
is the connection of these photos to our lesson Astronomical phenomena
known to astronomers before the advent of telescopes?

Image source: Image source:

https://i.ytimg.com/vi/C8J3DqPeDVQ/hqdefault.jpg https://static01.nyt.com/images/2020/07/19/science/1
5SCI-COMET1/15SCI-COMET1-mediumSquareAt3X.jpg
6
 Planets Mercury, Venus, Mars, Jupiter, and Saturn are easily seen in the sky
without the aid of telescopes, we sometimes refer them as the brightest star
in the sky. The best time to look for these planets would be before sunrise and
after sunset. Even before the invention of the telescope, our ancestors were
already fond of these heavenly bodies in the sky. It helped them in so many ways and created
other inventions that made it possible for them to live a more convenient life.
Babylonian and Egyptian civilizations used a primitive version of a sundial, called
gnomon, with this, they were able to observe the motion of the sun. By looking at the shadows
that the gnomon casts, they were able to observe that the sun rises in the eastern part of the
sky, reaches its highest point in midday, and sets in the western part of the sky. Also, they
were able to record that the points where the sun rises and sets on the horizon varies over a
year and these variations happen periodically. They observed that these variations are related
to weather and so concluded that seasonal changes in climate happen during a course of one
year.

The next discussion are examples of phenomena that before the advent of telescopes
and have been the key on some of the big concepts in science that we know now.

Phases of the Moon

Ancient people observed that the

moon changes its appearance.
From a full circular disk to, semi-
circular disk to nothing at all. They
also have observed that these
changes in appearance and path
happens within the period of 29.5
days. This is what we know
Phases of the moon and the
became basis of ancient
calendars, including our lunar
calendar.

Lunar Eclipse
Aside from their observation in the
changing appearance of the moon, they
also noticed that there are times when the
moon or part of it is being covered by a
shadow for a brief moment. This happens
when the Earth casts its shadow to the
moon when the Earth is located between
the Sun and the moon. This phenomenon
is known as the Lunar eclipse wherein the
moon changes into a dark or blood red
color.

7
Solar Eclipse
Aside from lunar eclipse, there were times
wherein the sun seemed to be partially or
fully blocked creating a dark sunny day time
scene. This phenomenon occurs when the
moon is between the Sun and the Earth and
partially or completely blocks out the sun.
This occurrence is called the Solar eclipse.

The Motion of the Stars

It was also observed that the stars appear to be attached to a celestial sphere that
rotates around an axis in one day. This axis intersects the celestial sphere at a point in the
northern sky and is presently close to the northern star, Polaris. Also, the constellations’
positions in the night sky vary depending on the time of the year. That is why there are
constellations that cannot be seen of have changed its position when you look at the night
sky.

Visibility of Planets

Pretty sure, you have already seen a very bright star near a crescent moon once in
your life. But did you know that, that bright thing is not really a star but a planet? Astronomers
have discovered that Mercury, Venus, Mars, Jupiter, and Saturn are planets because they
have noticed that the stars are in a fixed position with
respect to each other (like how constellations are
always grouped). But there are very bright stars that
change positions periodically. These “stars” do not
belong to any group of constellations in the sky. Thus,
they are called "wanderers” or planetes in Greek terms.
In today’s era one of the occurrences and evidence that
the some of the planets of the Solar system can be seen
from earth is that phenomenon (see fig. on the right). As
you can see, there are times that these bright things are
not near the moon but since they are following their own
orbit this occurrence happens. Source:https://secure.i.telegraph.co.uk/multimedia/
archive/01124/Smiley-Philippines_1124654c.jpg

SUPERNOVA vs COMET LANDING ON EARTH

Supernova has been part of our history from the creation of the elements to the creation
of bigger and heavier matter around us. Just recently, we can now see images of an actual
star explosion but we cannot see or observe this with our naked eye unlike the landing of
comets or asteroids or shooting stars. These phenomena can easily be seen. Ancient people
also witnessed this wonderful event without the aid of telescopes.

Images and lesson source: https://www.facebook.com/notes/physical-science/lesson-66-astronomical-

phenomena-known-to-astronomers-before-the-advent-of-teles/2060305700652311/

8
 STARS CAN TELL
Directions: Observe 1 constellation for 3 nights. Record what changes
happen during each day. And write your conclusion after the 3rd night.

CONSTELLATION:

DAY # OBSERVATION

CONCLUSION:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Congratulations, you have finished the

second part of this module!
Please check your answers by
referring to the answer key. If you are still
having a hard time understanding the concept,
please go over the earlier parts of this module
and take on the activities once again.

9
 Directions: The scientists below mainly worked on the laws of the
planetary motion. What are their work/contributions? Please write on the
space provided below the names.

TYCHO BRAHE

Image source:
https://cdn.britannica.com/77/83677-
050-D0958F1A/Tycho-Brahe.jpg

JOHANNES KEPLER

Image source:
https://www2.hao.ucar.edu/sites/defa
ult/files/images/education/physicists/J
ohannesKepler.jpg

Directions: Given the laws of planetary motions below be able to share what
you already know about these. Please write on the space provided.

1. The Law of Ellipses

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
2. The Law of Equal Areas
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

10
 3. The Law of Harmonies
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

Tycho Brahe was a Danish astronomer, nobleman and writer born the
Danish peninsula of Scania and is known for his accurate observations of the
movement of celestial bodies. He worked in an observatory built for him by King
Frederick II of Denmark in 1576. He invented different astronomical instruments, with the
help of his assistants, and made an extensive study of the solar system. He, together with his
assistants were able to determine the position of 777 fixed stars accurately.

When King Frederick II died, his successor did not fully support Brahe’s work, Johannes
Kepler a German astronomer, mathematician, and astrologer moved to Prague in 1599 where he
was supported by Emperor Rudolf II. He then worked as an imperial mathematician and worked
as an assistant of Tycho Brahe at the age of 27. Kepler was born to a poor German family and
studied as a scholar at the University of Tübingen in 1589. He is considered the key figure in the
17th century scientific revolution. He was known for his Laws of planetary motion and published
books.

Brahe and Kepler's Work

Kepler was Brahe's assistant; however, they had an unsteady working relationship. The
two even have this title The Nobleman and His Housedog. Brahe did not trusted Kepler with his
astronomical data because of fear of being shadowed by his assistant. Brahe assigned to Kepler
the interpretation of his observations of Mars; whose movement did not match Brahe’s calculations.
Kepler was tasked to figure out what path Mars followed as it revolved around the Sun. It was
believed by many scientists that Brahe gave this task to Kepler to keep him occupied and left Brahe
to develop his laws of planetary motion.

Kepler's Discoveries from Brahe's Data

Kepler on his process of work, postulated that there must be a force from the Sun that
moves the planets. He concluded that this force would explain the orbit of Mars and the Earth,
including all the other planets, the nearest from the Sun moved the fastest and farthest from the
Sun moved slowest. Eventually through his deductions and hard work, Brahe decided to give all
his data to Kepler hoping that he would be able to prove his Tychonic system and put together new
tables of astronomical data. This table was known as Rudolphine Tables, named after the Roman
emperor and was useful in determining the positions of the planets for the past 1000 years and the
future 1000 years. This was the most accurate table that is known to the astronomical world. When
Brahe died in 1601, Kepler was assigned by Emperor Rudolf IV as the new imperial mathematician,
and all of Brahe’s writings, instruments, and the Rudolphine tables were passed on to him for
further research. From Brahe’s data, Kepler formulated his laws of planetary motion: the law of
ellipses, the law of equal areas, and the law of harmonies.

Kepler’s Laws of Planetary Motion

The Law of Ellipses

When Kepler was trying to figure out Mars’ orbit, it did not fit the existing-famous theory
that a planet follows a circular path. Unlike Brahe, Kepler believed the Copernican system that the
sun is at the center of the solar system. Also, Copernicus assumed that the planets are orbiting

11
around the sun in a circular manner. Thus, the Copernican theory were still required to explain
the details of planetary motion.

Kepler tried to find the missing piece of

the puzzle; after a long struggle he was forced
to the realization that the orbits of the planets
were not circles but were instead the “flattened
circles” that geometers call ellipses.

This orbit matched his calculations and

Source:https://www.pas.rochester.edu/~blackman/ast10
4/kepler2.gif
explained the “irregularities” in the movement
of Mars. He was able to formulate his first law
of planetary motion, the law of ellipses which
describes that the actual path followed by the
planets was elliptical, not circular, with the Sun
at one focus of the ellipse.

The Law of Equal Areas

The second law, which is the law of equal areas states that when an imaginary line is
drawn from the center of the Sun to the center of a planet, the line will sweep out an equal
area of space in equal time intervals.

The law describes how fast a

Source:https://www.pas.rochester.edu/~blackman/ast104/kepl
er2.gif
planet moves in its orbit. The line joining
the Sun and planet sweeps out equal
times, so a planet moves faster when it
is nearer the Sun and slower when it is
farther from the Sun, and still, the same
area is swept out by the line in equal
amounts of time. The point of nearest
approach of the planet to the Sun is
termed perihelion, the point of greatest
separation is termed aphelion.

The Law of Harmonies

The law of harmonies, unlike the first and second laws that describe the motion
characteristics of a single planet, the third law makes a comparison between the motion
characteristics of different planets, describes that the square of a planet’s orbital period (T2) is
proportional to the cube of a planet’s average distance from the Sun (R3). It states that that
the ratio of the squares of the periods of two planets is equal to the ratio of the cubes of the
average distances of these two planets from the Sun or:

2 3
T R
1 1
__ = __ where the subscript 1 indicates planet 1 and subscript 2
2 3 indicates planet 2.
T R
2 2

12
 In this equation T represents the period of revolution (orbit) for a planet around the sun
and R represents the length of its semimajor axis. The subscripts "1" and "2" distinguish
quantities for planet 1 and 2 respectively. The periods for the two planets are assumed to be
in the same time units and the lengths of the semimajor axes for the two planets are assumed
to be in the same distance units.
Kepler's Third Law implies that the period for a planet to orbit the Sun increases rapidly
with the radius of its orbit. Thus, we find that Mercury, the innermost planet, takes only 88 days
to orbit the Sun but the outermost planet (Pluto) requires 248 years to do the same.
Directions:
1. Why was Brahe's collection of astronomical observations vital to
Kepler's?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
2. How did the laws of planetary motion helped you understand better the planets in the
solar system?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________.

Congratulations on finishing the supplementary

learning module! You have just had an amazing learning
journey and for sure, you will have the same in the
succeeding modules.
This time, share to the class your final insights by
completing the following sentence prompts.

13
 WHAT IF?
To strengthen what you have learned in this module, perform the
following additional tasks.

Directions: What if, the laws of planetary motions is not

true? What if there are no Law of Ellipses, Law of Equal Areas, and
Law of Harmonies. What if these facts don’t exist? What do you think will
happen to the planets in the solar system? And what do you think will happen
to life on earth? Write your answer in the space provided.

Directions: Write TRUE if the statement is CORRECT and change the

underlined word if that makes the statement WRONG or FAULTY.
1. All the planets in the solar system are visible in the Earth’s night sky.
2. The Phases of the Moon became the basis of the ancient calendars.
3. The Babylonians conclude that the Earth is sphere.
4. Mercury, Venus, Mars, Jupiter, and Saturn are easily seen in the sky without the aid
of telescopes.
5. Solar eclipse occurs when the Moon is in between the Sun and the Earth and the
moon partially or completely blocks out the sun.
6. Phases of the moon is the basis of ancient calendars.
7. Johannes Kepler was a Danish astronomer and nobleman who made accurate
observations of the movement of celestial bodies.
8. Law of ellipses describes that the actual path followed by the planets was flattened
circles.
9. Kepler formulated his laws of planetary motions through Bhahe’s data.
10. The third law of planetary motion is The Law of Equal Areas.

14
TRY THIS
1. D
2. B
3. D
4. C
5. B
EXPLORE
1. Offered arguments for the spherical nature of the Earth. During a lunar eclipse,
when the Earth is between the sun and the moon, they identified the shadow of
the Earth on the moon
2. Offered arguments for the spherical nature of the Earth. During a lunar eclipse,
when the Earth is between the sun and the moon, they identified the shadow of
the Earth on the moon
3. Figure out the size of the Earth based on information available during a lunar
eclipse
4. Estimated Earth's circumference around 240 B.C. He used a different approach,
measuring the shadows cast in Alexandria and Syrene to calculate their angle
relative to the Sun.
APPLY WHAT YOU HAVE LEARNED (Answers may vary, but the concepts are
provided below)

1. The North Star has different positions depending on the location of the observer.
2. The Moon and the Sun are both spherical.
3. A sailing ship becomes smaller and then its hull disappears first before the sail as
if it is being enveloped by the water until it completely disappears.
4. The Earth casts a circular shadow on the Moon during a lunar eclipse.

RUBRIC:

Points Description
4 Understanding of concept is clearly evident
Used logical thinking and knowledge to come up with the answer.
3 Understanding of the concept is evident
Used thinking skills to arrive at the answer
2 Limited Understanding of the concept is evident
Attempted to show thinking skills
1 Has a complete lack of understanding of concept
Didn’t attempt to use a strategy to arrive at the answer

15
TRY THIS

Heavenly Body Description

a celestial body distinguished from the fixed stars by having an apparent
PLANET motion of its own (including the moon and sun), especially with reference
to its supposed influence on people and events.
Sun is the star at the center of the Solar System. It is a nearly perfect
sphere of hot plasma, heated to incandescence by nuclear fusion
SUN
reactions in its core, radiating the energy mainly as light and infrared
radiation. It is by far the most important source of energy for life on Earth
an object in space that orbits or circles around a bigger object. There are
SATELLITE two kinds of satellites: natural (such as the moon orbiting the Earth) or
artificial (such as the International Space Station orbiting the Earth).
are small, rocky objects that orbit the Sun. Although asteroids orbit the
ASTEROID Sun like planets, they are much smaller than planets. Asteroids are small,
rocky objects that orbit the sun.
an icy, small Solar System body that, when passing close to the Sun,
COMET
warms and begins to release gases, a process called outgassing.

DO THIS
1. LUNAR ECLIPSE
2. PHASES OF THE MOON
3. SOLAR ECLIPSE
EXPLORE
PICTURE #1 Supernova
Answers may vary
Picture #2 Comet landing on earth
Answers may vary

• The relationship of the activity to the lesson is for students to realize that there are
events in space that can be seen without the aid of the telescopes and there were
concepts that were known before the advent of telescopes

APPLY WHAT YOU HAVE LEARNED

Answers may vary
RUBRIC:
Points Description
10 Understanding of concept is clearly evident.
Observed 3 nights and noted the changes of the position of the stars
Clearly has concluded the activity
7 Understanding of the concept is evident
Observed 2 nights and noted some changes in stars position
Clearly has concluded the activity
5 Limited Understanding of the concept is evident
Observed 2 nights and noted the stars position
Has an idea about the concept of the activity
3 Has a complete lack of understanding of concept
Wasn’t able to observe the stars but has an idea of the concept

16
DO THIS

• Tycho Brahe was a Danish astronomer and nobleman who made accurate
observations of the movement of celestial bodies.
• Johannes Kepler was a German astronomer and mathematician who worked as an
assistant to Brahe and formulated the three laws of planetary motion based on Brahe’s
extensive astronomical data.

EXPLORE

• The Law of Ellipses which states that planets follow an elliptical orbit.
• The Law of Equal Areas states that when an imaginary line is drawn from the center
of a planet to the center of the Sun, an equal amount of space is swept in equal amount
of time.
• The Law of Harmonies states that the ratio of the squares of the period of two planets
is equal to the ratio of the cubes of the planets’ average distance from the Sun

APPLY WHAT YOU HAVE LEARNED

1. Why was Brahe's collection of astronomical observations vital to Kepler's?
• Kepler was Brahe’s assistant without the important research and notes of Brahe,
Kepler will never come up with his books and the famous laws of planetary motion.
2. How did the laws of planetary motion helped you understand better the planets in the
solar system? (answers may vary)
• It helped me understand better how planets behave, how planets were able to
revolve successfully the sun without colliding.
REINFORCEMENT RUBRIC
Points Description
15 Argument was clearly discussed and on point
Grammar is excellent
Understood the concept clearly
10 Argument was discussed
Grammar is good
Understood the concept
5 Argument was not clearly discussed
Grammar has multiple errors
Has a low understanding of the concept

ASSESS WHAT YOU HAVE LEARNED

1. NOT ALL THE PLANETS
2. TRUE
3. Greek
4. TRUE
5. TRUE
6. TRUE
7. Tycho Brahe
8. TRUE
9. TRUE
10. The law of harmonies

17
 References

2017. Astronomical Phenomena Known to Astronomers before the Advent of Telescopes.

https://lagmandana.wordpress.com/2017/11/24/astronomical-phenomena-known-to-
astronomers-before-the-advent-of-telescopes/.
2015. Diurnal Motion. Accessed 2020.
https://www.scribd.com/document/384085533/Diurnal-Motion.
2016. Finding Our Place in the Cosmos: From Galileo to Sagan and Beyond. Accessed
2020. https://www.loc.gov/static/collections/finding-our-place-in-the-cosmos-with-carl-
sagan/articles-and-essays/modeling-the-cosmos/ancient-greek-astronomy-and-
cosmology.html.
2018. Galileo disproved the belief that the sky the moon. Accessed 2020.
https://www.coursehero.com/file/p76qgqe/Galileo-disproved-the-belief-that-the-sky-
the-Moon-and-the-Sun-are-perfect-and/.
2019. Greek Astronomers. Accessed 2020. http://astro-andy.eu/FamousAstronomers/greek-
astronomers.
2018. Johannes Kepler’s Discoveries from Tycho Brahe’s Collection of Astronomical Data.
https://rizannegallanongo.wordpress.com/2017/11/23/johannes-keplers-discoveries-
from-tycho-brahes-collection-of-astronomical-data/.

18