WEEKLY LEARNING ACTIVITY SHEET

Physical Science & Grade 11, Quarter 2, Week 1, Part A

Spherical Earth

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Explain how Greeks knew that the Earth is spherical. (S11/12PS-IVa-38)

Learning Objectives:

After going through this learning activity sheet, you are expected to:
1. name the ancient Greek philosophers who discovered the shape of the Earth;
2. use evidence in explaining that the shape of the Earth is spherical; and
3. explain how the lunar eclipses can be used in determining the shape of the earth.
Time Allotment: 2 hours

Key Concepts
What is the shape of the Earth? Is it flat like a coin? Or spherical like a ball? Perhaps it is like a
tin can, flat on the ends and round in the middle? You have probably asked these questions before.
In this WLAS, we will tackle the scientific works on how ancient astronomers prove Earth's shape.

 The Sphere of the World

From the fifth century B.C., the Pythagoreans had developed a spherical model of the Earth and
the heavens. Greek geographical thinkers based their geographical and astronomical work on the
theory that the Earth was spherical, which is crucial as most ancient people believed that the
earth was flat. The evidence for a spherical Earth is compelling. Indeed, this was one of the celestial
facts to be worked out correctly by the ancient astronomers since the shreds of evidence of
spherical earth were evident to the naked eye.

 Experiencing the Sphere of the Earth

Philosopher Socrates and his student Plato explained to the Greeks that the Earth's shape is a
sphere. Sailors would have observed that oncoming ships' sails appeared before the vessel's body
became visible because the sea's surface is slightly curved, like the surface of a big ball. A wide
range of astronomy used this particular phenomenon to explain the shape of the Earth. The images
below illustrate what is expected on a spherical Earth. On the other hand, if the earth was flat, it
is expected to see the entire ship as soon it became visible.

https://www.loc.gov/item/64058795/ M. Blundeuile exercises.

.
Figure 1. Ship Seems to Sink at The Horizon

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 1
email address:[email protected]
  Measuring the Size of the Earth

Empedocles and Anaxagoras (5th Century B.C.) offered a discussion for the Earth's spherical
nature using the lunar eclipse. The earth is casting a shadow on the moon during the lunar eclipse.
This shadow of the earth cast on the moon provides evidence that the world is round. The famous
Greek philosopher Aristotle (384- 322 BC) supported this claim. He concluded that Earth is
spherical because it always projects a curved shadow when it eclipses the moon.

https://www.loc.gov/resource/g3180.ct003804/?r=0.162,0.148,0.667,1.695,
270
Figure 2. Diagram of solar Eclipse, from Universal Geography, 1711. Geography and Maps
Division
Figure 2 shows one of the most substantial pieces of evidence of the shape of the Earth. During
an eclipse, we can identify the shadow of the Earth on the moon. If the Earth's form were a triangle,
one would expect a triangular shadow on the moon. Only a spherical object can project a shadow
that always appears circular. Thus, during lunar eclipses, Earth casts its shadow on the moon,
and the shadow is still circular or round.

http://www.oceanlight.com/spotlight.php?img=29411

Figure 3. Lunar eclipses showing the Earth’s shadow

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 2
email address:[email protected]
Aristarchus of Samos (3rd B.C.) used the information during a lunar eclipse in figuring out Earth’s
size. Figure 4 shows the illustration of his work. The large circle represents the sun, the medium
circle represents the Earth, and the smallest circle represents the moon. Measuring the Earth’s
shadow on the moon during the lunar Eclipse is very important in calculating the Earth’s size.

https://www.loc.gov/resource/cph.3b41338/

Figure 4. Geometric model of Earth, Sun, and Moon during Eclipse calculated by Aristarchus to
approximate real scale of the solar system

On the other hand, Eratosthenes (240 B.C) estimated the Earth's circumference. He measured
the shadows cast in Alexandria and Syene in calculating their angle to the Sun. Since there was
no standard unit of measurement, yet his calculations' accuracy was questioned in his time.
However, the measurement was very close to the actual Earth’s size. Greeks used mathematics in
theorizing the nature of their world. Even they held a range of beliefs about nature and the world;
they underwent empirical exploration to find shreds of evidence to support those beliefs.

Also, Aristotle argued in his observations of the stars that the earth is circular, but it is also a
circle of enormous size. He observed that even a small shift of position to South or north notably
changes the stars, and the stars are seen differently as one moves northward or southward.

https://studylib.net/doc/5315442/shape

Figure 5. Polaris, the North Star

Another evidence that the earth is round is the North Star's observation, Polaris, located over the
North Pole of the planet Earth. If you stood at the North Pole, Polaris would be almost directly
overhead. As you travel toward the equator, the Polaris gradually appears lower and lower in the
sky. The North star slowly appears lower and lower in the sky as you travel toward the equator.
If you are on the equator, the North Star is visible at the horizon, but you cannot see the North
Star if you are located in the South of the equator.

For almost 13 centuries after Ptolemy's tie, very few astronomical advances were made in Europe
– some were even lost, including the notion of a spherical Earth. It’s Columbus’ voyage made them

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 3
email address:[email protected]
understood that they traveled in a spherical world. The Earth is round has been a fact for
centuries.

https://spark.iop.org/greek-evidence-earths-
shape-and-spin#gref

Figure 6. Greek Evidence for Earth’s Shape and Spin

Activity 1. Who Am I?

What You Need: Pen and Paper

Direction: Identify the name of the astronomers being described and depicted in a picture.

_______________1. With his student Plato, he explained to the Greeks that the Earth's
shape is a sphere by observing the oncoming ship in a horizon.

https://www.gettyimages.com/

_______________2. He is the astronomer who estimated the Earth's circumference.

https://www.mutualart.com/Artwork/

_______________3. Together with Anaxagoras, he offered a discussion for the Earth's

spherical nature using the lunar eclipse.

https://www.geni.com/people/

_______________4. He used the information during a lunar eclipse in figuring out Earth’s
size.

https://twitter.com/

_______________5. He concluded that Earth is spherical because it always projects a

curved shadow when it eclipses the moon

https://literariness.org/2019/04/25/

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 4
email address:[email protected]
 Activity 2. The Shreds of Evidence of a Spherical Earth!

What You Need: Pen and Paper

Direction: Draw a circle in the space before the statement, which describes the evidence of
spherical earth; on the other hand, draw a square if the statement does not represent the
evidence of a spherical earth.

__________1. The earth is casting a curved shadow on the moon during the lunar eclipse.

__________2. The oncoming ship's gradual appearance over the horizon, the ship’s sails appear
first before its body.

__________3. The star's elevation changes with latitude. The observation of new stars as one
moves north or south on the surface of the earth.

__________4. The earth opts to form into a sphere just like matter tends to form into drops.

__________5. An African elephant can be observed when traveling west from Greece, while an
Asian elephant can be seen when traveling east.

Activity 3. Flat or Round?

What you Need:

A diagram of a lunar eclipse (see figure 9)

A flashlight or a strong lamp in a dark room.
One long bond paper
Adhesive tape/scotch tape
Globe or any round shape object
One plate, DVD, or any other flat round object
One box, book, or any other rectangular object
One tubular object (e.g., inner carton from toilet paper)
The Photo was taken by Emely M. Tragua
Several other objects of different shapes
Figure 7. Sample materials

Procedure:
1.) Draw a large circle on the long bond paper (about 25 cm in diameter). This represents the
Moon.

The photo was taken by Emely M. Tragua

Figure 8. Large Circle on bond paper

2.) Fix the paper with the circle onto a wall using scotch tape.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 5
email address:[email protected]
3.) Darken the room. Position the lamp as far away as possible, facing the paper, and flash
onto the paper. Ensure focused bright light (spotlight) so objects in the light path cast
shadows with well-defined borders.
4.) To test, place your hand in the light beam and spread your fingers.
5.) Approach the circle at the wall until the shadow is dark and shows the shape of your fingers.
Mark this as the first position to create shadows with the other objects.

The photo was taken by Emely M. Tragua

Figure 9. First Position to Create Shadow

6.) Choose and grab one of the prepared objects, and with the help of your siblings or parents,
you may ask them what shape the item has (round ball, rectangular box, triangular
pyramid, circular plate.)

The photo was taken by Emely M. Tragua

Figure 10. Sample ways of Projecting Shadows on the moon model using different objects

7.) Move the object into the beam of light until its shadow touches and enters the simulated
moon circle. Refer to figure 8 below for the expected result of the activity.

http://www.space-awareness.org/pt/activities/6057/discovering-the-shape-of-the-earth
Fig. 11. Sample Projection of shadows on the moon model

(Wikipedia)
Figure 12. Phases of a Lunar Eclipse

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 6
email address:[email protected]
 8.) Compare the shape of the objects' shadow with the shape of shadows in lunar eclipses in
figure 9 and decide if it is similar or not.
9.) Complete the table below with the data needed from the activity.

Table 1. Object Name, Shape of the Shadow, and Fits Lunar Eclipse.
Item 1 is done for you.

Object Name The shape of the shadow Does the shadow of the
object-fit that of a lunar
eclipse? (Yes/No)
1.) Book Rectangle No
2.)
3.)
4.)
5.)
Guiding Questions:
1.) Which of the objects has a similar shape to our planet Earth? Why?
2.) Does the object you chose to model the whole earth or part of the planet?
3.) Discuss the lunar Eclipse as evidence that the shape of the earth is spherical based on
your activity.

Reflection

Direction: Answer the question below on a separate sheet of paper.

1.) Why the Earth looks straight and flat in the picture(figure13) of the playground but round
like a ball in the other photo, figure 14 (from space)?

The photo was taken by Emely Tragua https://www.popsci.com/best-images-earth-

from-space/
Figure 13. Playground Figure 14. Planet Earth

Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 7
email address:[email protected]
References for learners:

Bayo-ang, Roly B., Coronacion, Maria Lourdes G., Jorda, Annamae T., Restubog, Anna Jamille
Physical Science for Senior High School. Quezon City. Educational Resources
Corporation, 2016, 138, 163
Library of Congress. “Ancient Greek Astronomy and Cosmology” Accessed November 11,2020.
https://www.loc.gov/collections/finding-our-place-in-the-cosmos-with-carl
sagan/articles-and-essays/modeling-the-cosmos/ancient-greek-astronomy-and-
cosmology
Loxton, Daniel (2018) “SKEPTIC INVESTIGATES Is the Earth Flat?” Accessed November 12, 2020,
https://www.skeptic.com/insight/flat-earth-conspiracy-theory/
Rewminate.2020. “Ancient Greek Astronomy and Cosmology” Accessed November 12, 2020.
https://brewminate.com/ancient-greek-astronomy-and-cosmology/
Santiago, Karen S., Silverado, Angelina A., 2016. Exploring Life Through Science. Physical Science.
927, Quezon Avenue, Quezon City.Phoenix Publishing House, Inc.
Slideshare. “Astronomical Studies about the Earth” Accessed November 12, 2020,
https://www.slideshare.net/delcriz/astronomical-studies-about-the-earth
Space Awareness. “Discovering The Shape of the Earth How Do We Know the Earth Is Round?”
Accessed November 11, 2020. http://www.space-
awareness.org/pt/activities/6057/discovering-the-shape-of-the-earth/
Sumalhay, Peace Joy T., Udarbe, Leneth G. Physical Science Alternative Delivery Mode Quarter
2-Module 3. The Universe and the Laws of Motion First Edition. DEPED Regional Office-
10. Accessed November 10, 2020. https://drive.google.com/drive/u/1/folders
/18zUtSUtUTq3XVbBXaRL-BPe29LnqcT89?fbclid=IwAR3LGjvM2NT6WVoSeuPVMkJZT
4jwVsJG-T2Iwh9di6PZlfqVOfx-SA7CsI

Answer Key
Activity 2. The Shreds of Evidence of a Spherical Earth!
Activity 1. Who AM I?
1. Socrates
1. 4.
2. Eratosthenes
3. Empedocles
4. Aristarchus 2. 5.
5. Aristotle

3.

Activity 3. Flat or Round?

Table 1. Object Name, Shape of the Shadow, and Fits Lunar Eclipse.

Object Name The shape of the shadow Does the shadow of the object-
fit that of a lunar eclipse?
(Yes/No)
1.) Book Rectangle No
2.) Balloon Semi-circle Yes
3.) Glue container Rectangle No
Guiding Questions:
1.) Valid Results include:
Any flat circular, elliptical, or oval-shaped object (e.g., round plate, CD.)
Any spherical, cylindrical, or conical shaped object (e.g., ball& egg)
2.) Answers may vary.
3.) Possible Answer:
Lunar eclipses are caused by the Moon entering Earth's shadow; both are illuminated by the Sun.
Earth’s shadow is round, so Earth itself must be round in some way.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 8
email address:[email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science & Grade 11, Quarter 2, Week 1, PART B

Astronomical Phenomena Known to Astronomers

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Cite examples of astronomical phenomena known to astronomers before the advent of telescopes.
(S11/12PS-IVa-41)

Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. discuss some of the contributions of the ancient astronomers to astronomy;
2. cite examples of astronomical phenomena known to astronomers before the advent of
telescopes; and
3. simulate an activity done by an ancient astronomer like making a sundial.

Time Allotment: 2 hours

Key Concepts
Do you believe that the positions of heavenly bodies were significant to our ancestors? In this
lesson, you will understand that the sky was a practical tool for survival. Ancient people made
advanced tools for measuring the precise changes from season to season, from month to month,
and even today.

 Ancient Astronomy

Long before recorded history, people were aware of the close relationship between Earth's events
and heavenly bodies' positions. Ancient people realized that changes in the seasons and floods of
great rivers such as the Nile in Egypt occurred when individual celestial bodies, including the sun,
moon, planets, and stars, reached particular places in the heavens. Early agrarian cultures, whose
survival depended on seasonal change, believed that if these heavenly objects could control the
seasons, they could strongly influence all earthly events. These beliefs undoubtedly encouraged
early civilizations to keep records of celestial objects.

 Astronomical Phenomena Before the Advent of Telescopes

The telescope was invented around 1600. It was refined by several physicists, including Galileo
and Newton, for the use of the Solar system. Before the invention of the telescope, many
astronomers established their system of studying the solar system, Earth, and the Universe and
observed the following astronomical phenomena:

 Sunrise in the East and Sunset in the West

 Variation of the Point in the Horizon Where the Sun Rises and Sets in A Year
 Moon's Phases
Ancient people observed that the moon changes its appearance from a thin semi-circular disk to
a full circular disk and changes its path within 29.5. These phases of the moon are the basis of
ancient calendars.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 1
email address:[email protected]
  Lunar Eclipse
It was observed that sometimes the moon or part seemed to be covered by a shadow for a brief
moment. This shadow is from the planet earth when the Earth is between the moon and the sun.
This event is referred to as a lunar eclipse, wherein the moon changes into a dark or blood red
color.

 Solar Eclipse
Ancient astronomers also observed the occurrence of a solar eclipse. A solar eclipse occurs when
the moon is in between the sun and the Earth and the moon partially or entirely blocks out the
sun.
 The Motion of the Stars
The stars are observed to be embedded in a heavenly sphere that turns around an axis one day.
This axis crosses the celestial sphere at a particular mark in the northern sky near the northern
star, Polaris. Also, the constellations' positions in the night sky change depending on the time of
the year.
 Planet's Visibility
Mercury, Venus, Mars, Jupiter, and Saturn, thought to be stars, were discovered as planets called
"wanderers" or "planetes" in Greek terms. Astronomers differentiated planets from the stars
because of their very bright light and periodic change of positions, which do not conform to the
stars' behavior belonging to a constellation in a fixed position.

 Ancient Contributions to Astronomy

Early Americans
 Maya Indians developed written language and number systems.
 Recorded motions of Sun, Moon, and planets, such as Venus.
 Mayans predicted solar and lunar eclipses and Venus' path and recorded it in picture
books made of tree bark.
 The Mayan calendar was more accurate than those of the Spanish.

https://www.ancienthistorylists.com/maya-
history/top-10-inventions-of-mayan-civilization
Figure1. Mayan Calendar
Egyptians
 recorded interval of floods on the Nile every 365 days
 noted Sirius rose with the sun when floods due
 invented sundials to measure the time of day from the movement of the sun

https://www.livescience.com/28057-ancient-egyptian-sundial- https://virtualfieldtripegypt.weebly.com/egyptian-calendar-
discovered.html and-clock.html discovered.html
Figure 2. A sundial was dating to the 13th century B.C Figure 3. Egyptian Sundial

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 2
email address:[email protected]
Babylonians
 Venus tablets of Ammizaduga (c. 1500 B.C.).
 Eclipse Records (from very early times).
 New-moon records (from equally early times).
 Babylonians were the first people to make detailed records of Mercury's movements, Venus,
Mars, Jupiter, Saturn. These are the only planets visible until the telescope

Jupiter
https://www.discovermagazine.com/the-sciences/ancient-babylonian-astronomers-were-way-ahead-of-their-time

Figure 4. Ancient Babylonian Cuneiform Tablet

This ancient cuneiform recorded an astonishingly modern method in tracking Jupiter's path. A
sixty-day portion of Jupiter's path across the sky was plotted on a Babylonian astronomer's graph.
It is depicted in the graph that the time was plotted on one axis, and the number of degrees
Jupiter's path shifted each day on the other axis resulting in a trapezoid graph. This cuneiform
implies that the makers understood a concept important to modern calculus — 1500 years earlier
than historians have ever seen (Image: © Trustees of the British Museum/Mathieu Ossendrijver)

Greeks
• Thales predicted an eclipse of the sun (585 B.C.)
• Pythagoras (550 B.C) noted that the Evening and Morning stars were just the same and not a
star but a planet (Venus)
• Some Greek astronomers thought the Earth might be in the shape of a ball, and the moonlight
was reflected sunlight.

 Ancient Architectures Influenced by Astronomy

Pyramids of Giza in Egypt (2560 BCE)

Each side of the Pyramids of Giza in Egypt was constructed so that each side faced south, north,
west, or east of a compass within a tenth of a degree. Also, the three pyramids represent the belt
stars of the constellation Orion.

https://www.klook.com/en-HK/activity/37532-giza-pyramids-skip-line-ticket-cairo/
Figure 5. The Great Pyramids of Giza representing the belt stars of the constellation Orion

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 3
email address:[email protected]
Stonehenge in England (3000 BCE)
Stonehenge in England was thought to have been an observatory used to predict solar and lunar
eclipses. It was built so that the sun would rise above one of the main stones in the summer
solstice.

https://www.google.com/search?q=Stonehenge+on+the+summer+solstice.
Figure 6. Stonehenge on the summer solstice

The Pyramid in Palenque

The windows at the top and sides of the pyramid at the Mayan Site in Palenque, Mexico, were so
arranged that the rooms they lead to are illuminated by the rising sun. It was said that during
equinoxes, the illumination of the sun on the stairs and the base of the stepped pyramid creates
the illusion of a crawling serpent, symbolizing a god closely related to planet Venus in Mayan
Mythology.

https://traveltriangle.com/blog/pyramids-in-mexico/
Figure 7. The Pyramid in Palenque

The Big Horn Medicine Wheel in Wyoming

The Plains Indians built it. Its spokes and rock piles are aligned with the rising and setting of the
sun and other stars.

http://www.phys.unt.edu/~clittler/maymester2.PPT
Figure 8. The Big Horn Medicine Wheel in Wyoming

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 4
email address:[email protected]
 Activity 1. Find The Partner

What you need: Pen and paper

Direction: Match the astronomical concepts in column A to Column B. Write the letter of the
correct answer in a separate paper.

Column A Column B.

_____1. A lunar eclipse A. These three pyramids represent the belt stars
of the constellation Orion.
_____2. Ancient Babylonian B. They recorded motions of Sun, Moon, and
planets especially Venus.
cuneiform tablet
C. It occurs when the Moon is in between the Sun
_____3. Solar eclipse and the Earth and the moon partially or
completely blocks out the sun.
_____4. Early Americans
D. It describes a surprisingly modern method to
_____5. Pyramids of Giza track the path of Jupiter.
E. It occurs when the Earth casts its shadow on
_____6. Stonehenge in England the moon when the Earth is between the Sun
_____7. The Pyramid in Palenque and the Moon.
F. It was more accurate than those of Spanish
_____8. The Big Horn Medicine Wheel calendar

_____9. Sundials G. It’s used to measure time of day from

movement of the Sun.
_____10. Mayan Calendar H. It was built by the Plains Indians. Its spokes
and rock piles are aligned with the rising and
setting of the Sun and other stars.
I. The windows at the top and sides of this
pyramid were so arranged that the rooms they
lead to are illuminated by the rising sun.
J. It was constructed so that in the summer
solstice, the sun would rise above one of the
main stones.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 5
email address:[email protected]
 Activity 2. It’s About time: Sundial Making!

What You Need:

 Used paper plate or used folder

 plastic straw
 sharp pencil
 crayons
 duct tape/Scotch tape
 sunny place
 clock or watch
 Any timer, in alerting you at one-hour intervals

Direction:

1.Make a hole in the paper plate’s center the same size or smaller than a straw using a sharp
pencil or any sharp objects so the straw will go through. Be careful in handling sharp objects.
2.Place the paper plate in an upside-down position. Write the number “12” on the paper plate’s
edge.
3.Draw a line from the number “12” to the paper plate's hole using a ruler.
4. Make three vertical, equal, half-inch cuts from the bottom of the straw to spread the sections
out for it to stand on.

5. Put the straw in the hole and use a scotch-tape to secure the cut sections to the paper plate’s
bottom. Please refer to the figures below.

Step 1 Step 2 Step 3 Step 4 Step 5

The picture was taken by Emely M. Tragua
Figure 9. Illustration of Step 1 to Step 5

6.Just before noon, locate a place where the sun shines all day, and you can leave the sundial in
an upright position, such as in your driveway, your walkway, your veranda, or any other.
7.At exactly noon, turn the paper plate, so the straw's shadow lines up with the line and the
number 12.
8. Fasten the paper plate to the ground with scotch tape or something else, so it doesn't move.
Predict what will happen an hour later.
9. Every hour, check your sundial and the shadow's position on your plate using any timer to
alert you at the one-hour interval. Since you will start at noon., note the shadow's location at 1
PM. and write “1” on the edge of the plate where this shadow falls. Each time you check the
sundial, write the hour on the edge of the plate. Repeat this process every hour on the hour to
make the clock.
Source: National Wildlife Federation

The picture was taken by Emely M. Tragua

Figure 10. Illustration of Step 9

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 6
email address:[email protected]
Guiding Questions:
1.) What is a sundial?
2.) After several hours of tracing the straw's shadow in your sundial, observe each tracing's
position. Did the shadow move during the day? What else changed about the straw’s shadow
with each tracing?
3.) What do you think caused the shadow’s changes in your sundial?

Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.

Sundial Assessment

Rubric for Grading Sundial:

*(DO NOT ANSWER the boxes below; For Teacher use only)

Sundial All Some Few None Teacher

5 3 2 0 Assessment
Set up correctly
Labeled correctly
Marked correctly
https://www.alcaweb.org/arch.php/resource/view/78868

Reflection

Direction: Answer the following questions briefly on a separate sheet of paper.

1. How did the astronomical phenomena observed by the astronomers before affect the lives
of our ancestors?
2. Would you believe that pregnant women's exposure to the Lunar eclipse could harm the
pregnant woman and the fetus? Why?

Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 7
email address:[email protected]
References for learners:

ALCA. "Sundial Assessment" Accessed November 13, 2020.

https://www.alcaweb.org/arch.php/resource/view/78868
Bayo-ang, Roly B., Coronacion, Maria Lourdes G., Jorda, Annamae T., Restubog, Anna Jamille
Physical Science for Senior High School. Quezon City. Educational Resources
Corporation, 2016, 138, 163
CANADIAN MUSEUM OF HISTORY. "Astronomy "Accessed November 12,
2020.https://www.historymuseum.ca/cmc/exhibitions/civil/egypt/egcs03e.html
HOMESCIENCETOOLS." How to Make a Sundial?" Accessed November 11, 2020.https://learning-
center.homesciencetools.com/article/how-to-make-a-sundial-science-project/
Liberal Arts and Sciences. "Babylonian Astronomy" Accessed November
12,2020.http://users.clas.ufl.edu/ufhatch/pages/03-Sci-Rev/SCI-REV-Teaching/HIS-
SCI-STUDY- GUIDE/0014_babylonianAstron.html

Library of Congress. “Ancient Greek Astronomy and Cosmology” Accessed November 11,2020.
https://www.loc.gov/collections/finding-our-place-in-the-cosmos-with-carl
sagan/articles-and-essays/modeling-the-cosmos/ancient-greek-astronomy-and-
cosmology
Phenomena Known to Astronomers before the Advent of Telescopes. Accessed November
11,2020.https://lagmandana.wordpress.com/2017/11/24/astronomical-phenomena-
known-to- astronomers-before-the-advent-of-telescopes/
Santiago, Karen S., Silverado, Angelina A., 2016. Exploring Life Through Science. Physical Science.
927, Quezon Avenue, Quezon City.Phoenix Publishing House, Inc.

SCRIBD. "Physical Science: Teaching Guide for Senior High School" Accessed November
11,2020https://www.scribd.com/document/351198351/Physical-Science-pdf
Space Awareness. "Discovering The Shape of the Earth How Do We Know the Earth Is Round?"
Accessed November 11, 2020. http://www.space-
awareness.org/pt/activities/6057/discovering-the-shape-of-the-earth/
Sumalhay, Peace Joy T., Udarbe, Leneth G. Physical Science Alternative Delivery Mode Quarter
2-Module 3. The Universe and the Laws of Motion First Edition. DEPED Regional Office-
10. Accessed November 10, 2020. https://drive.google.com/drive/u/1/folders
/18zUtSUtUTq3XVbBXaRL-BPe29LnqcT89?fbclid=IwAR3LGjvM2NT6WVoSeuPVMkJZT
4jwVsJG-T2Iwh9di6PZlfqVOfx-SA7CsI
Scientific American. “It's about Time... to Make a Sundial!”Accessed December 3, 2020.
https://www.scientificamerican.com/article/its-about-time-to-make-a-
sundial/#:~:text=The%20oldest%20known%20instrument%20for,time%20down%20to%2
0the%20minute!

Preschool Crafts for Kids. “Easy Sundial Paper Plate Craft.”Accessed December 3, 2020.
http://easypreschoolcraft.blogspot.com/2012/03/easy-sundial-paper-plate-craft.html

WIKIPEDIA." Medicine Wheel/Medicine Mountain National Historic Landmark" Accessed

November14,2020.https://en.wikipedia.org/wiki/Medicine_Wheel/Medicine_Mountain_
National_Hi storic_Landmark

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 8
email address:[email protected]
Answer Key

Activity1. Find the Partner!

1. E
2. D
3. C
4. B
5. A
6. J
7. I
8. H
9. G
10. F

Activity 2. It’s About time: Sundial Making!

1.) Sundial is an instrument showing the shadow of a pointer cast by the sun onto a plate
marked with the day's hours.

2.) Yes. The straw's shadow was in a different position each hour, each time moving clockwise
from the start position.

3.)The straw’s shadow changes in position because the Earth rotates on its axis.

Sample Sundial

The picture was taken by Emely M. Tragua

Figure 11. Sample Sundial

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 9
email address:[email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science & Grade 11, Quarter 2, Week 1, PART C

Tycho Brahe and Kepler's Three Laws of Planetary Motion

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Explain how Brahe's innovations and an extensive collection of data in observational astronomy
paved the way for Kepler's discovery of his law of planetary motion. (S11/12PS-IVb-44)

Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. explain how Tycho Brahe's innovation and an extensive collection of astronomical data
(naked-eye astronomy) paved the way for Kepler's discovery of his laws of planetary motion;
2. state Kepler's Three Laws of Planetary motion; and
3. give opinions that Science is a social endeavor based on the concept presented.
Time Allotment: 1 hour

Key Concepts

 Tycho Brahe (1546-1601),

Tycho Brahe was considered the last and the greatest astronomer before the invention of the
telescope. In his 30s, he established his astronomical observatory in Hven, located between
Denmark and Sweden, under the patronage of Danish King Frederick II. He accurately measured
and recorded the sun's positions, the moon, and the planets in his observatory for twenty years.
After realizing that his data did not fit in Ptolemy and Copernicus's models, he proposed the
universe's model. In the universe, the sun orbited Earth, while the other planets orbited the sun.

http://www.polaris.iastate.edu/EveningStar/Unit2/unit2_sub3.htm
Figure 1. Tychonic Model of the Universe

 Summary of Brahe's Contributions

1. He devised the best instruments available before the telescope's invention leading to the
most precise observation that had been made.
2. He observed the planetary motion, such as that of Mars, giving crucial data for later
astronomers like Kepler to construct our present solar system model.
3. He observed a supernova (literally: nova, which means "new star") in 1572 (scientists
learned that it's an exploding star, not a new star). The supernova was thought to be a "star"

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 1
email address:[email protected]
 that suddenly appeared where no one had been seen before and was visible for about
eighteen months before fading from view. Since there was a change in the sky, the prevailing

opinion held that the supernova was not a star but some local event (Remember that
Aristotle believed that the skies were not changing). Brahe's careful monitoring revealed
that the supernova did not switch positions to the other stars (no parallax). Therefore, a
supernova was a real star, not a local object. This was early evidence against the heavens'
immutable nature, although Brahe did not interpret the absence of parallax for stars
correctly.
4. In 1577, he made thorough observations of a comet. By measuring the comet's parallax, he
showed that the comet was further away than the moon. This contradicted Aristotle's
teachings, who had held that comets were atmospheric phenomena ("gases burning in the
atmosphere" was a common explanation among Aristotelians). As for the supernova case,
comets represented a noticeable change in a celestial sphere that was supposed to be
unchanging; furthermore, it was challenging to attribute uniform circular motion to a
comet.
5. He produced the best measurements in the search for stellar parallax.
Upon discovering no parallax for the stars, he postulated the following conclusions:
 A motionless Earth is located at the center of the universe, or
 The parallax of the stars was too small to measure because they were so far away.
6. Brahe proposed a Solar System model that was an intermediary between the Copernican
and Ptolemaic models (Earth at the center). It proved to be wrong but was the most widely
recognized Solar System's model for a time.

Therefore, Brahe's ideas about his data were not always correct, but the quality of the observations
themselves was essential to modern astronomy development.
http://www.pas.rochester.edu/~blackman/ast104/brahe10.html

 Johannes Kepler (1600s)

The three laws of planetary motion were proposed by Johannes Kepler using the factual data
collected by his mentor, Tycho Brahe.

 Kepler's Law of Planetary Motion

1. The Law of Ellipses

The planets move in elliptical orbits. The paths of the planets are ellipses with the sun.
Perihelion is the closest point to the sun in a planet's orbit; aphelion is the farthest point.

https://oneminuteastronomer.com/8626/keplers-laws/
Figure 2. An Elliptical Orbit of a Planet

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 2
email address:[email protected]
2. The Law of Equal Areas
An imaginary line from the planet to the sun sweeps equal areas in equal time intervals, whether
the Earth is close to or far from the sun. For this to be true, the planet moves fastest at the
perihelion and slowest at the aphelion.

https://starrythoughts.weebly.com/keplers-laws-of-planetary-motion.html
Figure 3. Kepler's Law of Equal Areas

3. The Law of Harmonies

The squares of the planets' periods are proportional to the cubes of their mean distances from the
sun. A period is the time it takes to make one complete revolution around the sun. In symbols,

T2 = k R3
k = T2 / R 3
Where:
𝑻 = period in years = 365.24 days
𝑹= distance in AU = 149 597 871 km
k= is a constant that depends only on the massive object.

One astronomical unit(A.U.) is the semi-major axis of the Earth's orbit around the sun, practically
the average distance between Earth and the Sun.
• Abbreviation: A.U.
• 1 A.U. = 149 597 871 km ~ 150 x 106 km= 92 million miles

Table 1. A table on Period and Distance from the sun

Planet Period(yr) Average T2/R3
(k)

(year) Distance(AU) (yr2/AU3 )

Mercury 0.241 0.39 0.98
Venus 0.615 0.72 1.01
Earth 1.00 1.00 1.00
Mars 1.88 1.52 1.01
Jupiter 11.8 5.20 0.99
Saturn 29.5 9.54 1.00
Uranus 84.0 19.18 1.00
Neptune 165 30.06 1.00
Pluto 248 39.44 1.00

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 3
email address:[email protected]
 Activity 1. The Tycho Brahe's Way!

What You Need: Pen and Paper

Direction: Draw a star in the space before the statement, which describes the contribution
of Tycho to astronomy; on the other hand, draw a crescent if the information does not represent
the contribution of Tycho to astronomy.

__________1. He devised the best instruments available before the telescope's invention leading to
the most precise observation that had been made.

__________2. He observed the planetary motion, such as that of Mars, giving crucial data for later
astronomers like Kepler to construct our present solar system model.

__________3. He observed a supernova in 1572.

__________4. Brahe proposed a Solar System model intermediate between the Ptolemaic and
Copernican models.

__________5. He made the best measurements that in the search for stellar parallax.

Activity 2. Kepler's Laws!

What You Need: Pen and Paper

Direction: After reading through the text on Kepler's Laws, answer the following questions below
on a separate sheet of paper.

1. What do Kepler's Laws accurately describe?

2. Discuss Kepler's first law briefly.
3. Describe the speed of a planet.
4. Draw a representation of the law of equal areas.

Rubrics:

3 – Answer is scientifically consistent with the concepts and has no misconception.

2 - Answer is scientifically consistent with the concepts but with minimal misconception.
1 – Answer is consistent with the concepts but with misconceptions.
0 - No discussion.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 4
email address:[email protected]
 Activity 3. Brahe Meets Kepler!

What You Need: Pen and Paper

Direction: Make a five-sentence discussion on how Brahe's works paved the way for Kepler's
discovery of his laws of planetary motion and relate this to the statement "Is Science a Social
Endeavor?". Write it on a separate sheet of paper.

Rubrics:
3 - Discussion is scientifically consistent with the concepts and has no misconception.
2 - Discussion is scientifically consistent with the concepts but with minimal misconception.
1 - Discussion is consistent with the concepts but with misconceptions.
0 - No discussion.

Reflection:

Direction: Answer the question below briefly on a separate sheet of paper.

1. As a student, how can you apply the scientific attitudes possessed by Tycho Brahe and
Johannes Kepler in discovering new ideas?

Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 5
email address:[email protected]
References for Learners:

Bayo-ang, Roly B., Coronacion, Maria Lourdes G., Jorda, Annamae T., Restubog, Anna Jamille
Physical Science for Senior High School. Quezon City. Educational Resources
Corporation, 2016, 138, 163

BetterLesson. “Kepler’s Laws Exploration with the Physics Classroom.” Accessed November 14,
2020. https://betterlesson.com/lesson/638085/exploring-kepler-s-three-laws

CHANDRA.”Astronomical The Astronomers Tycho Brahe and Johannes Kepler” Accessed

November 11,2020.https://chandra.harvard.edu/edu/formal/icecore/The_Astronomers_
Tycho_ Brahe_and_Johannes_Kepler.pdf

HISD. “ Writing Rubric,” Accessed November 16, 2020.

https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/51352/Writing
%20Rubric.pdf

SCRIBD. “Physical Science: Teaching Guide for Senior High School” Accessed November
11,2020https://www.scribd.com/document/351198351/Physical-Science-pdf

STARRY THOUGHTS. “Kepler’s Laws of Planetary Motion” Accessed November 15, 2020.
https://starrythoughts.weebly.com/keplers-laws-of-planetary-motion.html

Sumalhay, Peace Joy T., Udarbe, Leneth G. Physical Science Alternative Delivery Mode Quarter
2-Module 3. The Universe and the Laws of Motion First Edition. DEPED Regional Office- 10

The University of Rochester. “The Observations of Tycho Brahe.” Accessed November 14, 2020.
http://www.pas.rochester.edu/~blackman/ast104/brahe10.html

Answer Key

Activity 1
Activity 2
1.
1. The Laws of Kepler accurately describe the planet's and any
2. satellite's motion.
2. All planets revolve around the sun in an elliptical path, with the
3. sun being located at one of the ellipse's foci.
3. The planet's speed as it moves through space is continually
4. changing. A planet moves fastest when it is closest to the sun
and slowest when it is furthest from the sun.
5. 4. The Law of Equal Areas

Author: Emely M. Tragua

School/Station: Kitcharao National High School
Division: Agusan del Norte 6
email address:[email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science – Senior High School, Quarter 2, Week 2A
Laws of Motion
Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

1. Compare and contrast the Aristotelian and Galilean concepts of vertical motion,
horizontal motion, and projectile motion. (S11/12PS-IVc-46);
2. Explain how Galileo inferred that objects in vacuum fall with uniform acceleration, and
that force is not necessary to sustain horizontal motion (S11/12PS-IVc-47);

Learning Objectives:
After going through this learning activity sheet, I should be able to:
1. compare and contrast Aristotelian vs. Galilean views on motion;
2. describe how Galileo inferred that objects in vacuum fall with uniform acceleration and that
force is not necessary to sustain horizontal motion;
3. solve problems related to velocity and acceleration.

Time Allotment: 2 hours

Key Concepts
Aristotle thought that heavy objects fall faster than light objects in proportion to their
weight. Galileo argued that the motion of a falling body should be nearly dependent of its weight
and should have constant acceleration through careful measurements of distances and time
experiments.
There are several physical quantities that helps described motion of objects. Here are some
of them:
• Distance is the length of the part travelled from starting point to final point.
symbol: ∆𝑑
S.I unit: [m]
• Displacement is the length of the part travelled from the starting point to final point with
consideration to the direction.
symbol: ∆𝑑⃗⃗⃗⃗⃗
S.I unit: [m]

(Image Source: posterenvy.com)

Figure 1. Displacement vs. Distance

* Speed is the rate at which distance is covered.

𝑐ℎ𝑎𝑛𝑔𝑒 𝑜𝑓 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛
𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
∆𝑑
symbol: 𝑣 =
∆𝑡
S. I. unit: [m/s]

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 1
Division: Agusan del Norte
email address: [email protected]
 • Velocity is the displacement in a given time interval.
𝑐ℎ𝑎𝑛𝑔𝑒 𝑜𝑓 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 =
𝑡𝑖𝑚𝑒 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
∆𝑑
𝑣=
∆𝑡
S.I. unit: [m/s]

(Image Source: posterenvy.com)

Figure 2. Velocity vs. Speed
• Acceleration is a measure of how fast the velocity changes with respect to time.
Accelerating means moving faster/moving slower and/or changing direction,
𝑐ℎ𝑎𝑛𝑔𝑒 𝑜𝑓 𝑑𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦
𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 =
𝑡𝑖𝑚𝑒 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
⃗
∆𝑣
symbol: 𝑎 =
∆𝑡
S.I. unit: [m/s2]

(Image Source: slideshare.net)

Figure 3. Acceleration
• Free fall-a body in vertical motion where gravity is the only force acting on it. It could be
an object thrown upward (positive initial velocity), thrown downward (negative initial
velocity) or dropped (zero initial velocity).

(Image Source: slideplayer.com)

Figure 4. Free fall
• Projectile- a body or a particle in two-dimensional motion given an initial velocity and it
moves along a curved path under the influence of gravity alone (see Figure 5).

(Image Source: You and Natural World-Physical Science)

Figure 5. Projectile’s trajectory

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 2
Division: Agusan del Norte
email address: [email protected]
 Aristotle and Galileo were two of the most important historical figures that laid the
foundation of motion concepts. Their views regarding motion may be opposite but both helped the
progress of science.
Table 1. Views on Motion

Motion Aristotelian Concept Galilean Concept

Horizontal Force is required to maintain horizontal Objects moving in a straight line at a

motion motion. constant speed requires no force to keep
them moving.
All moving bodies naturally come to rest
It will continue in motion due to inertia
unless an external force acts on them.
Vertical motion A. Freefall is a natural motion occurring A. Objects move downward because
due to the tendency of nature to gravity disturbs their motion.
established balance to bring disturbed
elements to its natural resting place. B. The rate of fall or acceleration of an
object is independent of their mass.
B. Heavier objects have more earthly
elements than lighter ones hence they The motion of falling objects is
fall should fall faster. It will take uniformly accelerated.
shorter time to reach the ground

C. Warmer bodies have an access on fiery

elements hence they ascend faster.

Projectile The motion of a projectile is parallel A projectile moves two-dimensional

motion to the ground until it is the object's time motion in a parabolic path
to fall back into the ground.
The horizontal motion component has
zero acceleration (constant speed
horizontally) and vertical acceleration is
constant.
In recent times, the motion of falling bodies has been studied with great precision. When
air resistance can be neglected, all bodies experience equal acceleration regardless of their size
and weight. This constant acceleration g is called the acceleration due to gravity. The standard
value of g at or near the earth’s surface is approximately 9.8 m/s 2.
Objects in Vacuum Fall with Uniform Acceleration
Galileo was interested by the behavior of falling objects. He knew that as falling objects go
down, they increase their speed as they go down. This change in speed is acceleration. Although
he did not have any tool to measure this change, so he used inclined planes to reduce the
acceleration of the moving bodies. He was then able to take a close look at the moving bodies
carefully.
With his experiments, Galileo proved that regardless of their masses and air resistance two
objects dropped simultaneously will reach the ground at the same time. He also discovered that
objects fall with uniform acceleration.
On his experiment, he had observed the following:

(Image Source: dev.physicslab.org)

Figure 6. Galileo ramp

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 3
Division: Agusan del Norte
email address: [email protected]
 • After every second, a ball rolling down an inclined plane increases its speed by the same
value.

Table 2. Galileo’s Data on a Free Fall Experiment

Time (s) Speed (m/s) Acceleration (m/s2)
0 0
1 2 ≈2
2 4 ≈2
3 6 ≈2
4 8 ≈2
6 10 ≈2
• The acceleration of the rolling ball increases as the inclined plane becomes steeper.
• When the inclined plane was positioned vertically, the rolling ball has maximum acceleration.
What is uniform or constant acceleration?
For Galileo, constant acceleration means steady, incremental additions of velocity evenly
proportionate to time. The following graphs show the comparison between motion of objects with
constant velocity no object with constant acceleration.
Constant Velocity Constant Acceleration

Negative Positive Negative

Positive Velocity Velocity Acceleration Acceleration

(Image source: You and the Natural World – Physical Science)

Figure 7. Comparison Between Constant Velocity and Constant Acceleration
Positive velocity-indicates the object moves toward the positive direction
Negative velocity- indicates the object moves toward the negative direction
Positive acceleration-indicates the object is speeding up
Positive acceleration-indicates the object is slowing down
To have a constant velocity, an object must have a constant speed (steady) in a constant
direction. If an object maintains a constant or a uniform change in its velocity in a given time
interval along a straight line, then it is said to have a constant acceleration.
Force is Not Necessary to Sustain Horizontal Motion

Aristotle believed that forces are necessary to keep objects in motion. Although a force is
needed to start an object moving, Galileo believed that force was not necessary to sustain motion
and did this experiment:

(Image source: You and the Natural World – Physical Science)

Figure 8. Galileo’s Experiment on Sustaining Motion

Author: Adelyn G. Siega - Patatag

4
School/Station: Las Nieves National High School
Division: Agusan del Norte
email address: [email protected]
 Galileo rolled balls down inclined planes and observed and recorded the gain in speed as
the rolling continued. On downward-sloping planes, the force of gravity increases a ball’s speed
while on an upward slope, the force of gravity decreases a ball’s speed. If smoother planes were
used, the ball rolled up the opposite plane closer to the initial height. The difference between
initial and final heights was because friction. He postulated the ball would reach exactly the same
height if friction could be eliminated.

With regards to the ball rolling on a level surface, the ball neither rolls with nor against the
vertical force of gravity. It neither slows down or speeds up. It maintains a constant speed. Galileo
reasoned that a ball would move forever if it is in horizontal motion. If friction were entirely absent
once it is moving, no force is needed to keep it moving except for the force needed to overcome
friction. A moving object needs no force to keep it moving. when friction is absent. Such ball would
remain in motion all by itself of its own inertia.

Sample problems:

1. Leo traveled 500 m from their house to a shopping mall to meet a friend. Upon reaching the
mall, his friend texted that he cannot come. Sadly, Leo went back home following the same
path. (a) What was the total distance Leo travelled? (b) What was his displacement? If the
entire trip took 15 mins, what were his (c) speed and (d) velocity?

Given: 500 m = distance from Leo’s house to the shopping mall

20 mins = time travel for the round trip

T = 20 mins ≈ 1200 s

Solution:

a. Let d be the total distance Leo traveled.

d= 500 m + 500 m = 1000 m

b. Consider the displacement from Leo’s house to the mall as directed to the right and
therefore positive. Hence, the displacement from the mall to Leo’s house is directed to
the left and is negative.
d= 500 m – 500 m = 0

∆𝑑
c. : 𝑣 = = 1000m / 1200 s = 0.8333 m/s
∆𝑡

d. Since the total displacement is zero, Leo’s velocity is zero.

2. A roller coaster is moving at 25 m/s at the bottom of the hill. Three seconds later it reaches
the top of the hill moving 10 m/s. What was the acceleration of the coaster?

Given: vi = 25 m/s
vf = 10 m/s
t=3s

⃗
∆𝑣
Solution : : 𝑎 =
∆𝑡

= 10 m/s- 25 m/s
0-3 s
= 5 m/s2

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 5
Division: Agusan del Norte
email address: [email protected]
 Activity 1. Compare Our Laws

What you need:

Pen, paper

What to do:
Show how the Aristotle’s concepts of vertical motion, horizontal motion and projectile
motion is similar and different from Galileo through a Venn diagram. 1 point for each correct
answer.
Aristotelian Galilean

Both

Activity 2. Galileo Make It Easy

What you need:
Pen, paper
What to do:
Write a short discussion explaining how Galileo inferred that objects in vacuum fall with
uniform acceleration and that force is not necessary to sustain horizontal motion.
Rubrics

5- Practical application is scientifically explained consistent to the concepts, and has no

misconception

3 – Practical application is scientifically explained consistent to the concepts, but with minimal
misconception
1 – practical application is explained consistent to the concepts, but with misconception

0 – No discussion

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School
6
Division: Agusan del Norte
email address: [email protected]
 Activity 3. Time to Solve

What you need:

Pen, calculator, paper

What to do:
Solve the following problems and show your solutions.

1. A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47 seconds. Determine
the acceleration of the car and the distance traveled.

2. A baseball is thrown a distance of 60 meters. What is its speed if it takes 0.5 seconds to
cover the distance?

Reflection

What to do:
Discuss the following briefly. Write your answers in a separate answer sheet.
1. Cite practical applications of laws of motions in your day-to-day activities.

Rubrics

3 - Practical application is scientifically explained consistent to the concepts, and has no

misconception

2 – Practical application is scientifically explained consistent to the concepts, but with minimal
misconception
1 – Practical application is explained consistent to the concepts, but with misconception

0 – No discussion

References for learners:

Religioso, T.F., & Cordero-Navaza, D. (2017). You and the Natural World- Physical Science.
Phoenix Publishing House, Inc. Quezon Avenue, Quezon City.

Department of Education Central Office. Most Essential Learning Competencies (2020)

Department of Education. Project EASE Physics Module 10: Force and Motion (Learning Resource
Management Development Systems, 2003)

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 7
Division: Agusan del Norte
email address: [email protected]
Answer Key

Activity No. 1 Compare Our Laws

Answers may vary

(Possible answers)
All moving bodies
It will continue in
naturally come to motion due to inertia
rest. Laws of motion
unless an external
force acts on them.

Activity No. 2 Galileo Make it Easy

Answers may vary

(Possible answer)

Galileo proved with his experiments that when objects are dropped simultaneously, they
will reach the ground at the same time regardless of their masses and air resistance. In another
set of experiments, he discovered that objects fall with uniform acceleration. Galileo was fascinated
by the behavior of falling objects. He knew that falling objects increase their speed as they go down.
This change in speed is acceleration. However, he did not have any equipment to measure this
change, so he used inclined planes to lessen the acceleration of the moving bodies. He was then
able to investigate the moving bodies carefully.

Activity No. 3 Time to Solve

⃗
∆𝑣
1. 𝑎 =
∆𝑡
(46.1 m/s - 18.5 m/s)/(2.47 s)
a = 11.2 m/s2
d = vi*t + 0.5*a*t2
d = (18.5 m/s)*(2.47 s)+ 0.5*(11.2 m/s 2)*(2.47 s)2
d = 45.7 m + 34.1 m
d = 79.8 m

∆𝑑
2. 𝑣 = = 60 m/0.5 s = 120 m/s
∆𝑡

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School
8
Division: Agusan del Norte
email address: [email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science – Senior High School, Quarter 2, Week 2B

Laws of Motion

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

1. 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 (S11/12PS-
IVd-51)

Learning Objectives:
After going through this learning activity sheet, I should be able to:
1. explain the subtle distinction between Newton’s 1st Law of Motion (Law of Inertia) and
Galileo’s assertion that force is not necessary to sustain horizontal motion;
2. observe and explain motion of objects;
3. cite an example of a situation using Newton’s 1st Law of Motion.

Time Allotment: 2 hours

Key Concepts
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’. However, as for Galileo, once
the ball is in motion, no force is needed to keep it moving except for the force needed to overcome
friction. Friction is an opposing external force that prevents its continued motion. A moving object
needs no force to keep it moving when friction is absent. It will remain in motion all by itself.

Galileo, a premier scientist in the seventeenth century, developed the concept of inertia.
Galileo reasoned that moving objects eventually stop because of a force called friction. In
experiments using a pair of inclined planes facing each other, Galileo observed that a ball would
roll down one plane and up the opposite plane to approximately the same height. If smoother
planes were used, the ball would roll up the opposite plane even closer to the original height.
Galileo reasoned that any difference between initial and final heights was due to the presence of
friction. Galileo postulated that if friction could be entirely eliminated, then the ball would reach
exactly the same height.

Galileo further observed that regardless of the angle at which the planes were oriented, the
final height was almost always equal to the initial height. If the slope of the opposite incline were
reduced, then the ball would roll a further distance in order to reach that original height.

(Image Source: www.physicsclassroom.com)

Figure 1. Friction is eliminated in a slope

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 1
Division: Agusan del Norte
email address: [email protected]
 Galileo's reasoning continued - if the opposite incline were elevated at nearly a 0-degree angle,
then the ball would roll almost forever in an effort to reach the original height. And if the opposing
incline was not even inclined at all (that is, if it were oriented along the horizontal), then ... an
object in motion would continue in motion.

Image Source: www.physicsclassroom.com)

Figure 2. Friction is eliminated

In 1665, Sir Isaac Newton made great revolution in the growth of Science primarily in
Physics with his famous Laws of Motion. He established a new set of ideas with His three (3) Laws
of Motion that includes the 1st Law of Motion more popularly known as the Law of Inertia. In his
original manuscript the Law of Inertia was stated as:

“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.”

This means that things tend to keep on doing what they are already doing. Notebooks on top of
the table are in a rest state, they tend to stay at rest even when you quickly snap the tablecloth or
paper underneath.

“Everybody tends to preserve in its state of rest, or in state of uniform motion in a straight
line, unless it is compelled to change that state by some forces impressed thereon.”

If you slide a coin along the road, the coin soon comes to rest. If you let it slide along an ice
rink, it slides for a longer time and distance. If you let it slide along a table which it constantly
emits air, it continuous to moves. This is because the table offers no friction. A moving object tends
to move in a straight line indefinitely in the absence of a force.

We can say that Sir Isaac Newton concept was built on Galileo’s. All objects resist changes
of motion. This means they all have inertia.

(Image Source: socratic.org)

Figure 3. Newton’s First Law of Motion

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 2
Division: Agusan del Norte
email address: [email protected]
 Inertia is the natural inclination of any object to maintain state of rest or to remain in
uniform motion in a straight line. Resisting changes in its state depends upon its mass. It is the
fundamental property of matter for an object to be accelerated or decelerated where it is being
opposed. The more mass the object has, the greater is the tendency to resist changes in motion.

Newton’s First Law of Motion (Law of Inertia says that if the net force on an object is zero,
then the object will have zero acceleration implying that the object is either at rest or moving with
uniform velocity.

There are many more applications of Newton's first law of motion. Several applications are listed
below.

• Blood rushes from your head to your feet while quickly stopping when riding on a
descending elevator.
• The head of a hammer can be tightened onto the wooden handle by banging the
bottom of the handle against a hard surface.
• While riding a skateboard (or wagon or bicycle), you fly forward off the board when
hitting a curb or rock or other object that abruptly halts the motion of the skateboard.

Activity 1. Draw and Describe

What you need:

Pencil, paper

What to do:
Draw an example on what have you learned between Newton’s 1st Law of Motion (or Law of
Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal motion and
describe your drawing.

Rubrics

3 – Description scientifically explained consistent to the concepts, and has no misconception

2 – Description is scientifically explained consistent to the concepts, but with minimal

misconception

1 – Description is explained consistent to the concepts, but with misconception

0 – No discussion

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 3
Division: Agusan del Norte
email address: [email protected]
 Activity 2. What Happens Next

What you need:

Pen, paper

What to do:

1. John and Mary are riding on a bus. Suddenly the bus stops, what do you think will happen
to John and Mary? Give a brief discussion about your answer based on Newton’s First Law
of Motion.

Rubrics

3 - Answer is scientifically explained consistent to the concepts, and has no misconception

2 – Answer is scientifically explained consistent to the concepts, but with minimal misconception
1 – Answer is explained consistent to the concepts, but with misconception

0 – No discussion

Activity 3. Inertia in Motion

What you need:

Pen, paper

What to do:
Give at least 3 situations where Law of Inertia is applied. Justify your answer based on the
discussed concepts.

Rubrics

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 misconception

0 – No discussion

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 4
Division: Agusan del Norte
email address: [email protected]
Reflection

What to do:
Discuss the following briefly. Write your answers in a separate answer sheet.
1. Air bags and seat belts have been incorporated in our modern vehicles to lessen the impact
force on the driver and passengers during collision. If you were the driver how will you
explain to your passengers the importance of using seat belts based on your understanding
of the topic?

Rubrics

3 – Explanation is scientifically consistent to the concepts, and has no misconception

2 – Explanation is scientifically consistent to the concepts, but with minimal misconception

1 – Explanation is consistent to the concepts, but with misconception

0 – No discussion

References for learners:

Religioso, T.F., & Cordero-Navaza, D. (2017). You and the Natural World- Physical Science.
Phoenix Publishing House, Inc. Quezon Avenue, Quezon City.

Department of Education Central Office. Most Essential Learning Competencies (2020)

Department of Education. Project EASE Physics Module 10: Force and Motion (Learning Resource
Management Development Systems, 2003)

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 5
Division: Agusan del Norte
email address: [email protected]
Answer Key

Activity No. 1 Draw and Describe

Answers may vary

(Possible answer)

(Image source: https://artprojectsforkids.org/draw-the-leaning-tower-of-pisa/)

The drawing shows that objects of different weight fall to the ground at the same time in
the absence of air resitance.

Activity No. 2 What Happens Next

Answers may vary

(Possible answer)

When the bus stopped, the students fell forward because of they are at rest then a change
in motion was applied so they didn’t remain at rest due to the presence of force.

Activity 3. Inertia in Motion

Answers may vary

(Possible answer)

• Seat belts tighten in a car when it stops quickly.

Author: Adelyn G. Siega - Patatag

School/Station: Las Nieves National High School 6
Division: Agusan del Norte
email address: [email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science G11 Quarter 2 Week 3a

Light as a Wave and a Particle

Name: _______________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Describe how the propagation of light, reflection, and refraction are explained by the wave model
and the particle model of light (S11/12PS-IVf-59).

Learning Objectives:

1. Describe how the propagation of light, reflection and refraction are explained by the wave model
and the particle model of light.
2. Create a timeline recognizing how the light behaves based on evidences, models and
explanations.
3. Evaluate the particle and wave models of light and outline the currently accepted view.

Time Allotment: 4 hours

Key Concept

Light is an amazing phenomenon that wonders man for centuries. Light travels at a speed of
about 300,000 kilometers per second and can travel around the earth 7.5 times in a mere one second.
This property of light is utilized in many technical applications such as optical communications
which transfer huge data in a very short time. In recent years, research of such optical phenomenon
that occurs in this unbelievably short period of time, is becoming essential in new research on
different fields. The exact nature of visible light is a mystery that continues to puzzle scientist from
different eras. Thus, speculations arise and different point of views on how light behaves were always
been an interesting topic to discuss.

Is light a wave or a particle? One point of view envisions light as wave-like in nature, producing
energy that traverses through space in a manner similar to the ripples spreading across the surface of
a still pond after being disturbed by a dropped rock. The
opposing view holds that light is composed of a steady stream
of particles, much like tiny droplets of water sprayed from a
garden hose nozzle. During the past few centuries, the
consensus of opinion has wavered with one view prevailing for
a period of time, only to be overturned by evidence for the
other. Only during the first decades of the 20th Century was
enough compelling evidence collected to provide a
comprehensive answer, and to everyone's surprise, both
© Olympus @ Google.com
theories turned out to be correct, at least in part.
Figure 1. Light as Particle and Wave

Author: Eocelin C. Canonigo 1

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Wave model of light vs. particle model

Newton's corpuscular theory stated that light consisted of particles that travelled in straight lines.
Huygens argued that if light were made of particles, when light beams crossed, the particles would
collide and cancel each other. He proposed that light was a wave.
One group of scientists, who subscribed to the wave theory (figure 2), centered their arguments on
the discoveries of Dutchman Christian Huygens. The opposing camp cited Sir Isaac Newton's prism
(figure 3) experiment as proof that light traveled as a shower of particles, each proceeding in a straight
line until it was refracted, absorbed, reflected, diffracted or disturbed in some other manner.
Although Newton, himself, appeared to have some doubt about his corpuscular theory on the nature
of light, his prestige in the scientific community held so much weight that his advocates ignored all
other evidence during their ferocious battles.

©Physics. Stackexchange.com via google.com

©Prism via google.com

Figure 2. Light wave look like? Figure 3. Newton’s Prism

Light Reflection
An excellent comparison of the two theories involves the differences that occur when light is
reflected from a smooth, specular surface, such as a mirror. Wave theory speculates that a light
source emits light waves that spread in all directions. Upon impacting a mirror, the waves are
reflected according to the arrival angles, but with each wave turned back to front to produce a
reversed image (Figure 4). The shape of arriving waves is strongly dependent upon how far the light
source is from the mirror. Light originating from a close source still maintains a spherical, highly
curved wavefront, while light emitted from a distance source will spread more and impact the mirror
with wavefronts that are almost planar.
The case for a particle nature for light is strong with
regards to the reflection phenomenon. Light emitted by a
source, whether near or far, arrives at the mirror surface as
a stream of particles, which bounce away or are reflected
from the smooth surface. Because the particles are very
tiny, a huge number are involved in a propagating light
beam, where they travel side by side very close together.
Upon impacting the mirror, the particles bounce from
different points, so their order in the light beam is reversed
upon reflection to produce a reversed image, as © Olympus @ Google.com
demonstrated in Figure 4. Both the particle and wave Figure 4. When Light Strikes through a
theories adequately explain reflection from a smooth mirror
surface. However, the particle theory also suggests that if
the surface is very rough, the particles bounce away at a variety of angles, scattering the light. This
theory fits very closely to experimental observation.
Author: Eocelin C. Canonigo 2
School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Light Refraction
In refraction phenomenon, the particle nature is less strong compared to reflection. Huygens'
theory of light refraction, based on the concept of the wave-like nature of light, held that the velocity
of light in any substance was inversely proportion to its refractive index. In other words, Huygens
postulated that the more light was "bent" or refracted by a substance, the slower it would move while
traversing across that substance. His followers concluded that if light were composed of a stream of
particles, then the opposite effect would occur because light entering a denser medium would be
attracted by molecules in the medium and experience an increase, rather than a decrease, in speed.
Although the perfect solution to this argument would be to measure the speed of light in different
substances, air and glass for example, the devices of the period were not up to the task. Light
appeared to move at the same speed regardless of the material through which it passed. Over 150
years passed before the speed of light could be measured with a high enough accuracy to prove that
the Huygens theory was correct.
In 1700s corpuscular theory weakened despite the highly regarded reputation of Sir Isaac
Newton, a number of prominent scientists did not agree with to it. Some argued that if light consisted
of particles, then when two beams are crossed, some of the particles would collide with each other to
produce a deviation in the light beams. Obviously, this is not the case, so they concluded that light
must not be composed of individual particles.
Huygens had suggested in his 1690 treatise Traité de la Lumière that light waves traveled
through space mediated by the ether, a mystical weightless substance, which exists as an invisible
entity throughout air and space. The ether theory lasted at least until the late 1800s, as evidenced by
Charles Wheatstone's proposed model demonstrating that ether carried light waves by vibrating at an
angle perpendicular to the direction of light propagation, and James Clerk Maxwell's detailed models
describing the construction of the invisible substance. Huygens believed that ether vibrated in the
same direction as light, and formed a wave itself as it carried the light waves. In a later
volume, Huygens' Principle, he ingeniously described how each point on a wave could produce its
own wavelets, which then add together to form a wavefront. Huygens employed this idea to produce
a detailed theory for the refraction phenomenon, and also to explain why light rays do not crash into
each other when they cross paths.
When a beam of light travels between two media having different refractive indices, the beam
undergoes refraction, and changes direction when it pass from the first medium into the second. To
determine whether the light beam is composed of waves or particles, a model for each can be devised
to explain the phenomenon (Figure 5). According to Huygens' wave theory, a small portion of each
angled wavefront should impact the second medium before the rest of the front reaches the interface.
This portion will start to move through the second medium while the rest of the wave is still traveling
in the first medium, but will move more slowly due to the higher refractive index of the second
medium. Because the wavefront is now traveling at two different speeds, it will bend into the second
medium, thus changing the angle of propagation. In contrast, particle theory has a rather difficult
time explaining why particles of light should change direction
when they pass from one medium into another. Proponents of the
theory suggest that a special force, directed perpendicular to the
interface, acts to change the speed of the particles as they enter
the second medium. The exact nature of this force was left to
speculation, and no evidence has ever been collected to prove the
theory.
Is light a particle with mass and substance? Or, is it just a
wave traveling through space? Most scientists say light is both a © Olympus @ Google.com
particle and a wave! This concluded the theory of wave-particle
Figure 5. Light Refraction of Particles
duality. and Waves
Author: Eocelin C. Canonigo 3
School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Light as you learned is described as a wave, that is, visible, infrared and ultraviolet light. The
electromagnetic spectrum presented light with various wavelengths and frequencies. Blue light has a
smaller wavelength; red light has a longer wavelength. Scientists in the 20th century had begun to
question the wavelike nature of light as they had found new evidence to suggest that light was not
really a wave, but more like a particle. Famous scientists like Einstein, Hertz and de Broglie had to
put their heads together and come up with a better solution for how to think about light. Their
contributions led to the current scientific theory of wave-particle duality.

Evidence of Light as a Wave

Refraction and diffraction are two examples that light exhibit wavelike behaviors. Light refracts
when it travels from one medium to another, because waves travel at different speeds through
different media. In a similar way, light diffracts when it travels between or around objects, because
obstacles make the light waves bend. These are evidence that light are behaving like a wave. We even
use the wave diffraction of light by reading interference patterns in X-ray crystallography. Another
one is the Doppler Effect observed by astronomers in space. They notice a blue shift in the galaxies
moving toward us and a red shift in the galaxies moving further away when they observe distant
galaxies. The apparent change in light frequency is due to the way motion affects the traveling waves.
Waves on the front end of a moving object get bunched together. Waves on the tail end of a moving
object get spread apart. We already know the Doppler Effect discovered in 1842 by Christian Johann
Doppler occurs in sound, and sound is definitely a wave then, so as the light. In 1801 a physicist in
England, Thomas Young, performed an experiment that showed that light behaves as a wave. He
passed a beam of light through two thin, parallel slits. Alternating bright and dark bands appeared on
a white screen some distance from the slit.

Evidences that light is a particle

When Scientist first discovered the photoelectric effect they doubted light as a wave because it
describes the way electrons are excited and emitted from matter when they absorb the energy from
light. In 1887, Heinrich Hertz observed that a charged object would create a bigger, faster spark if it
was treated with ultraviolet light because the light was actually exciting the electrons. Several studies
supported this observation. For a while scientists thought that the electrons were just absorbing the
energy in the light wave and then using that energy to jump out of the metal. The more energy the
electrons could absorb, the more energy they could use to jump out. But, it seems complicated.
Scientists tried increasing the intensity of the lights on the metal. They figured that a greater light
intensity would give more energy to the electrons, making them jump from the metal to a higher
energy level, but that didn't happen at all! Instead, the electrons were emitted at the same energy level
as before; there were just more of them. This theory was rejected. If light was really a wave, then the
energy of the electrons should have increased, not the number. The electrons were not absorbing
energy in a way that matched our wave theory of light. So, if light wasn't really a wave, it’s probably
something else.
Albert Einstein thought up a good solution to this problem. In 1905, he suggested that we should
sometimes think of light as a particle, instead of a wave. He said that if we imagine light to exist in
little packets of energy, then all of our observations make a lot more sense. Think of that beam of light
as though it were a stream of tiny energy packets. Each packet has a mass of zero, so it doesn't weigh

Author: Eocelin C. Canonigo 4

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
anything. Each packet contains a certain amount of energy, which it can transfer to the electrons
when it strikes the metal. Einstein called these packets light quanta, but now we call them photons.

Activity 1. Behind the Light!

What to do:
Describe how the propagation of light, reflection and refraction are explained by the wave model
and the particle model of light by completing the passage below. Pictures are given to you as clue.
Possible answers are found randomly arranged in the parenthesis written below the passage. Rewrite
the passage with your answer on your answer sheet.

Model/Proponent Description
1. The Corpuscular Theory
of Isaac Newton Isaac Newton described light as made of ________that
travelled in _____________. He used his _______ experiment as
proof that light traveled as a __________, each proceeding in a
____________ until it was __________,_________, _________ or
__________ in some other manner.
(straight path, particles, refracted, absorbed, reflected, diffracted,
disturbed, prism, shower of particles, straight line )

Huygens proposed that light was a _______ that traveled

2. The Wave Model by through_________ mediated by the_________, a mystical weightless
Dutchman Christian substance, which exists as an _______ entity throughout air and
Huygens _______. He believed that ether _________ in the same direction as
light, and formed a wave itself as it carried the light waves. He
ingeniously described how each point on a wave could produce its
own _________, which then add together to form a _________.When
a beam of light travels between two media having different
refractive indices, the beam undergoes __________, and changes
_________ when it pass from the first medium into the second.
(wave, refraction, ether, direction, space, invisible, travel, wavelets,
wavefronts, space)

3. Wave-Particle Duality Albert Einstein suggested light as a __________, instead of a

Concept by Albert _______. Each _______ has a mass of _______, contains a certain
Einstein amount of _______, which it can transfer to the _________ when it
strikes the _________. He called these packets light _________, but
now we call them __________.
(electrons, packet, particle, wave,zero, energy, metal, quanta, photons )
The emission of electrons from
a metal plate caused by light

Author: Eocelin C. Canonigo 5

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Guide Questions:

Q1. How Isaac Newton made an impact to the people in his time about his thoughts on light?
Q2. Which of the models about light is more acceptable to you? Explain why.

Activity 2. Twilight Years!

What to do:

Create a timeline on the development of concepts and evolution of ideas about light as presented
in the key concepts. Write the contributor on top and state the contribution below.

The Models are:

Christian Huygens’s Light Wave Model Christian Johann Doppler’s Doppler Effect
Isaac Newton’s Corpuscular Theory Heinrich Hertz’ Photoelectric Effect
James Clerk Maxwell’s Invisible Ether Albert Einstein Wave-Particle Duality Model

1500 1700 1800 1900 2000

Guide Questions:

Q1. How the scientists do established the facts about light that would be acceptable to all?
Q2. What would be the reasons why certain idea remains believable for a certain time and then
change with time?

Activity 3. Glow and Glitz!

What to do:

A. Evaluate the particle and wave models of light and outline the currently accepted view.
Review the evidences on the evolution of the concept of light by completing the table.

Write 3 evidence Write 3 evidence that Write 3 evidence What is your view
that light is a wave. light is a particle. that light is both a about light?
wave and a particle.

Author: Eocelin C. Canonigo 6

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 B. In view of the wave model and the particle model of light, what do you think would happen
to the light as it pass through two different mediums and to a plane mirror. Draw a
diagram of light during refraction and reflection then label them properly.

Light Source
Light Source

Transparent
Medium

Mirror
Refraction
Reflection

Figure 6. Wave Model of Light

Light Source
Light Source

Transparent
Medium

Mirror
Refraction Reflection

Figure 7. Particle Model of Light

Guide Questions:

1. What do you think weakened the idea that light is a wave?

2. What do you think is the strongest evidence that light is a particle?
3. Do the Doppler Effect and Photoelectric effect discovery made ideas about light clear enough?
Justify your answer.

Author: Eocelin C. Canonigo 7

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Reflections:

Discuss practical applications of the light in one of the three industries below. Write your 5-sentence
answer for your chosen item in a separate sheet of paper.
1. Movie Production and Cinematography
2. Radiation and Medicine Application
3. Architecture and engineering

Rubrics:

5 points - Practical application is scientifically explained consistent to the concepts, and has no
misconception.
3 points- Practical application is scientifically explained consistent to the concepts, but with
minimal misconception.
1 point - Practical application is explained consistent to the concepts, but with misconceptions.
0 point - No discussion.

References

Hewitt, P.G. et.al. (2016). The Nature of Light. Conceptual Physical Science, 6th Edition. Pearson
Pearson Education, Inc. Upper Saddle River, New Jersey.

Frank, D., et al. (2002). Pysical Science. Pearson Education, Inc. Upper Saddle River, New Jersey.

Toyoda, Haruyoshi (2019). The Nature of Light. HAMAMATSU PHOTONICS Europe GmbH,
Arzbergerstr. 1082211 Herrsching, Germany Accesed on November 05, 2020
https://photonterrace.net/en/photon/behavior/

Olympus Corporation ( 2018). Light: Particle or A wave accessed on November 05, 2020 @
https://www.olympus-lifescience.com/en/microscope-resource/primer/lightandcolor/
particleorwave/

Shipman, J.T (2012) What is Light?. Introduction to Physical Science. Cengage Learning 7th Floor,
Fusion Square Plot no. 5A & 5B, Sector 126, Noida, Uttar Pradesh 201303, India
Cengage Learning India Private Limited

Author: Eocelin C. Canonigo 8

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Answer Key

Author: Eocelin C. Canonigo 9

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Email: [email protected]
Division: Agusan del Norte
School/Station: Cahayagan National High School
10 Author: Eocelin C. Canonigo
Answer to Reflections
Answer may vary.
Activity 3. Glow and Glitz!
Guide Questions:
Q1. Albert Einstein’s idea that light is a particle, instead of a wave and exist in little
packets of energy called quanta.
Q2. Possible answer: In 1887, Heinrich Hertz observed that a charged object would create
a bigger, faster spark if it was treated with ultraviolet light because the light was actually
exciting the electrons. Several studies supported this observation. For a while scientists
thought that the electrons were just absorbing the energy in the light wave and then
using that energy to jump out of the metal. The more energy the electrons could absorb,
the more energy they could use to jump out.
Q3. Possible answer: Yes because it presented ideas and hypothesis that particles of light
may absorb energy and this behave like a wave and a particle.
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science G11 Quarter 2 Week 3b

Light as a Wave and a Particle

Name: _______________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

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 light is used in photographic dark rooms, why we get
easily sunburned in ultraviolet light but not in visible light, and how we see colors (S11/12PS-IVf-61).

Learning Objectives:

1. Describe a photon as a particle of light.

2. Explain phenomena of light particles and its common applications.
3. Design and create a useful product for practical purposes that use mirrors and lenses.

Key Concepts

Communication and technology has continuously evolved with more amazing breakthroughs and
opened numerous applications of electromagnetic waves. The speed of the electromagnetic waves –
about 300,000,000 meters per second- records the fastest to travel in space but slows down as it
passes to different medium. This unique characteristic of light fascinates scientist for years to find
evidence on the long-time debate that light is a wave or a stream of particle.

Certain phenomena like polarizing filter and photoelectric effect has come to a clearer
explanation not until Albert Einstein in 1905, suggested that we should sometimes think of light as a
particle, instead of a wave. He asserted that we should think that a beam of light as though it were a
stream of tiny energy packets containing a certain amount of energy corresponding to their
wavelength, which it can transfer to the electrons when it strikes the metal. Einstein called these
packets light quanta, but now it’s called photons.

How do photons behave? When a beam of light shines on some substances, it causes tiny
particles called electron to move causing an electric current to flow. Sometimes light can even remove
electrons from a substance. The photoelectric effect is a phenomenon where irradiating a blue light on
metal emits electrons from it. However, red light does not cause electron emission from metal no
matter how long or how intense the light is applied. Blue light is a particle having high energy capable
of emitting electrons. Red light is particle containing low energy not capable of emitting electrons. To
understand this effect, you should think of photon as particles containing energy. So light in this way
came to be called “photons (light quanta)” since it has the properties not only of a wave but also of a
particle.

Author: Eocelin
Author: C. Canonigo
Eocelin C. Canonigo 1 1
School/Station: Cahayagan
School/Station: National
Cahayagan High School
National High School
Division: Agusan
Division: del Norte
Agusan del Norte
Email:Email:
[email protected]
[email protected]
ht is a wave or a stream of particle.

Certain phenomena like polarizing filter and photoelectric effect has come to a clearer
explanation not until Albert Einstein in 1905, suggested that we should sometimes think of light as a
particle, instead of a wave. He asserted that we should think that a beam of light as though it were a
stream of tiny energy packets containing a certain amount of energy corresponding to their
wavelength, which it can transfer to the electrons when it strikes the metal. Einstein called these
packets light quanta, but now it’s called photons.

How do photons behave? When a beam of light shines on some substances, it causes tiny
particles called electron to move causing an electric current to flow. Sometimes light can even remove
electrons from a substance. The photoelectric effect is a phenomenon where irradiating a blue light on
metal emits electrons from it. However, red light does not cause electron emission from metal no
matter how long or how intense the light is applied. Blue light is particles having high energy capable
of emitting electrons. Red light is particles containing low energy not capable of emitting electrons. To
understand this effect, you should think of photon as particles containing energy. So light in this way
came to be called “photons (light quanta)” since it has the properties not only of a wave but also of a
particle.

Photoelectric effect is commonly applied in photography. Only red light is allowed to be use in a
darkroom. A darkroom is used to process photographic film, to make prints and to carry out other
associated tasks. This room should be made completely dark to allow the processing of
the light-sensitive photographic materials, including film and photographic paper. Papers used in
black and white photography are coated with an emulsion typically containing Silver halide crystals
in a gelatin solution. This emulsion is sensitive to blue and green light, but not red light. This makes
it safe to use a red safelight while making black and white prints. Even so, one exposes paper to such
light as little as possible. Generally you would keep your paper in a light safe box and only remove one
sheet at a time as you work. Some paper and film manufacturers include technical specification on
labels of their packaging so that you know what lights and chemicals are appropriate to use with a
particular product.

Are photons responsible why we get easily sunburned in ultraviolet light but not in visible light?
We are advice to put on some sunscreen lotion and sunblock when we are out in the field, because
ultraviolet light (UV) from the sun damages the skin cells expose to it. Why does UV light cause
damage? If we consider light a packet of energy called a photon (particle) as electromagnetic wave,
EM, then we are at risks of cell damage. Physicists classify EM waves according to their wavelength,
the shorter the wavelength the more energy. UV waves are shorter than visible light waves, so UV
possesses more energy than regular visible light. UV photons have the right energies to cause
chemical changes. When UV light hits your skin, the DNA in your skin cells can undergo chemical
change. These DNA lesions are called thymine dimers. Your body has several strategies to repair cell
damage, but occasionally the repair is not done correctly and a mutation results. An accumulation of
mutations can make the skin cell malignant; resulting in cancer. If the damage is too great, the cells
just die. That's what happens when you suffer severe sunburns. The outer layer of skin dies and a
new layer must grow back.

Author: Eocelin C. Canonigo 2

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Not every UV photon causes chemical damage, and not all UV light reaches Earth. The ultraviolet
region is commonly divided into UVA with wavelengths from 400 to 320 nanometers (a nanometer is
a billionth of a meter); UVB from about 320 to 290 nanometers; and UVC from about 290 to 200
nanometers. By comparison, visible light has wavelengths from about 400 to 700 nm. Since UVB and
UVC waves have more energy, they have the greatest potential to damage the skin. However, we
Earthlings are fortunate because atmospheric chemicals, especially ozone, absorb much of the UVB
and UVC before reaching the Earth’s surface. However, some UV light does reach the surface and can
cause skin damage. You should avoid excessive exposure to UV light, whether from the sun or a
man-made source, to protect your skin. An estimated 90% of basal and squamous cell skin cancers
and 65% of melanoma cancers result from UV exposure.

There are two methods of protection from UV. First, simply prevent long exposure. Stay out of the
sun, or cover yourself when out in the sun. Second, use a sunscreen containing chemicals like PABA
which can absorb UV light and convert it to heat. This shields the DNA in your cells and you don't
burn. But don't stay in the dark, either! UV light synthesizes Vitamin D in your skin; children who
don’t make enough vitamin D get rickets, so people need to get a little sun, or take a vitamin
supplement.

Does photon has something to do with how do we see? The human eye and brain together
translate light into color. Considered to be part of the brain itself, the retina is covered by millions of
light-sensitive cells, some shaped like rods and some like cones. These receptors process the light into
nerve impulses and pass them along to the cortex of the brain via the optic nerve.

Have you ever wondered why your peripheral vision is less sharp and colorful than your front-on
vision? It's because of the rods and cones. Rods are most highly concentrated around the edge of the
retina. There are over 120 million of them in each eye. Rods transmit mostly black and white
information to the brain. As rods are more sensitive to dim light than cones, you lose most color vision
in dusky light and your peripheral vision is less colorful. It is the rods that help your eyes adjust when
you enter a darkened room. Light receptors within the eye transmit messages to the brain, which
produces the familiar sensations of color. Cones are concentrated in the middle of the retina, with
fewer on the periphery. Six million cones in each eye transmit the higher levels of light intensity that
create the sensation of color and visual sharpness. There are three types of cone-shaped cells, each
sensitive to the long, medium or short wavelengths of light. These cells, working in combination with
connecting nerve cells, give the brain enough information to interpret and name colors.

Newton observed that color is not inherent in objects. Rather, the surface of an object reflects
some colors and absorbs all the others. We perceive only the reflected colors. Thus, red is not "in" an
apple. The surface of the apple is reflecting the wavelengths we see as red and absorbing all the rest.
An object appears white when it reflects all wavelengths and black when it absorbs them all. Red,
green and blue are the additive primary colors of the color spectrum. Combining balanced amounts of
red, green and blue lights also produces pure white. By varying the amount of red, green and blue
light, all of the colors in the visible spectrum can be produced.

When light hits an object – say, a banana – the object absorbs some of the light and reflects the
rest of it. Which wavelengths are reflected or absorbed depends on the properties of the object? For a
ripe banana, wavelengths of about 570 to 580 nanometers bounce back. These are the wavelengths of

Author: Eocelin C. Canonigo 3

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
yellow light. When you look at a banana, the wavelengths of reflected light determine what color you
see. The light waves reflect off the banana's peel and hit the light-sensitive retina at the back of your
eye. That's where cones come in. Cones are one type of photoreceptor, the tiny cells in the retina that
respond to light. Most of us have 6 to 7 million cones, and almost all of them are concentrated on a
0.3 millimeter spot on the retina called the fovea centralis.

The human eye can perceive more variations in warmer colors than cooler ones. This is because
almost 2/3 of the cones process the longer light wavelengths (reds, oranges and yellows). About 8% of
men and 1% of women have some form of color impairment. Most people with color deficiencies aren't
aware that the colors they perceive as identical appear different to other people. Most still perceive
color, but certain colors are transmitted to the brain differently. The most common impairment is red
and green dichromatism which causes red and green to appear indistinguishable. Other impairments
affect other color pairs. People with total color blindness are very rare.

Birds, fish and many other mammals perceive the full spectrum. Some insects, especially bees,
can see ultraviolet colors invisible to the human eye. In fact, color camouflage, one of nature's favorite
survival mechanisms, depends on the ability of the predator to distinguish colors. The predator is
expected to be fooled by the color matching of the prey. Until recently, it was thought that dogs didn't
see any color at all. Recent studies now show, however, that dogs can differentiate between red and
blue and can even pick out subtle differences in shades of blue and violet.

Activity 1. Photons Be Like

What you need:

Activity Sheets, pen and paper

What to do:

Describe a photon by making a picture of how it looks the way you perceived it and explain your
picture briefly.

__________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
____________________

Guide Questions:

Q1. If photon is a particle, how do you think it would react when its strikes a barrier?
Q2. If photon has energy and each electromagnetic wave is a packet of photons, which do you
think has the greatest energy among the colors and which has lesser energy?

Author: Eocelin C. Canonigo 4

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Activity 2. Photon shots

What to do:

Below are statements explaining certain phenomena where photons are involved carrying
energy with different wavelengths and frequencies related to photography, radiation effects and how
we see things. Tell whether the statement happens in the (A) dark room, (B)under the sun (C) scope of
our eyes. Write the letter of your choice in your answer sheet.

1. Safe lighting is done to provide sufficient illumination without any detrimental effect on the
sensitive film material.
2. When white light is passed through coloured filters, certain wavelengths (or colours) are
absorbed by the filters, whilst those wavelengths, which correspond to the colour of the
filters will be transmitted.
3. Red light is used as safelight because it has greater wavelength and less frequency.
4. Silver halide crystals in a gelatin solution are used as emulsion to coat the paper for photo
printing because it’s not sensitive to red color.
5. Lotions are formulated with SPF. The greater the SPF the greater protection you get from
radiation.
6. Visible light are less harmful than ultraviolet light because it has longer wavelength less
frequency therefore it is less penetrating.
7. Wearing black clothes under sunshine makes you warmer because black absorbs all
electromagnetic radiation.
8. A white appearance means all colors are reflected by the object.
9. Light enters into our eyes and form virtual image in the retina.
10. Our rods and cones in the eyes are sensitive to various colors, and are capable of reducing
the amount of light energy it will receive.

B. Consider the dual property of light as a wave and a particle, how do you think it behaves for us to
see? Use the illustration below to make a diagram of how light behave and describe it briefly. Write
your answer on your answer sheet. You will be scored with;

3 Points - diagrams and description are accurately stated

2 Points - any one of the diagram or description is inaccurately stated
1 Point - Only one of the required is stated.
0 Point - diagram and description are not evident

B.1 How do we see objects around us? B.2 How the photons could pass through these fence?

(Make a diagram of the

possible shadow of the
fence on the left.)
©Google.com
©Google.com

Figure 1 Light Ray Diagram of how we see objects. Figure 2 Light Ray Diagram of photons passing through the fence
Author: Eocelin C. Canonigo 5
School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
B.3 What color would be seen on the white wall if photons pass through various filters?

Red Blue Green White

Filter Filter Filter wall

Guide Questions:

Q1. What are ways we do to protect ourselves from ultraviolet rays of the sun?
Q2. What do you think happened in the process where a blurred picture or foggy
photos were produce?
Q3. Our eyes automatically closed halfway when there is so much light in the
environment. What do you think is the cause of this?

Activity 3. DIY App! Photon Opp!

What to do:

It is a challenge to young scientist like you to be creative, resourceful and productive. It

would be a great opportunity for you to make applications on the lessons you got about photons.
You are going to design and create a useful product for practical purposes that use mirrors and
lenses using the concept of the photons and inspired by its wide application.

You will be scored accordingly:

5 points – Design created are genuine and of practical use and presented with creativeness.
3 points – Design are of less essential.
1 point - Design are incomplete.
0 Point - No evidence of output submitted.

Guide Questions

Q1. What basic needs of men you design is addressed and who are the target beneficiary?
Q2. What is the relevance and importance of your design?
Q3. Why did you choose such design?

Author: Eocelin C. Canonigo 6

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Reflections:

Give practical applications of the duality nature of light in one of the following fields. Write your
5-sentence answer in a separate sheet of paper.
1. Agriculture and food production
2. Advertisement and audio-visual media
3. Landscaping and gardening

Rubrics:

5 points - Practical application is scientifically explained consistent to the concepts, and has no
misconception.
3 points- Practical application is scientifically explained consistent to the concepts, but with
minimal misconception.
1 point - Practical application is explained consistent to the concepts, but with misconceptions.
0 point- No discussion.

References

Hewitt, P.G. et.al. (2016). The Nature of Light. Conceptual Physical Science, 6th Edition. Pearson
Pearson Education, Inc. Upper Saddle River, New Jersey.

Frank, D., et al. (2002). Pysical Science. Pearson Education, Inc. Upper Saddle River, New Jersey.

Toyoda, Haruyoshi (2019). The Nature of Light. HAMAMATSU PHOTONICS Europe GmbH,
Arzbergerstr. 1082211 Herrsching, Germany Accesed on November 05, 2020
https://photonterrace.net/en/photon/behavior/

Olympus Corporation ( 2018). Light: Particle or A wave accessed on November 05, 2020 @
https://www.olympus-lifescience.com/en/microscope-resource/primer/lightandcolor/
particleorwave/

Shipman, J.T (2012) What is Light?. Introduction to Physical Science. Cengage Learning 7th Floor,
Fusion Square Plot no. 5A & 5B, Sector 126, Noida, Uttar Pradesh 201303, India
Cengage Learning India Private Limited

Author: Eocelin C. Canonigo 7

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Answer Key

Answer may vary.

Reflections

Answer may vary

Activity 3

Author: Eocelin C. Canonigo 8

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science G11 Quarter 2 Week 4a

Light as a Wave and a Particle

Name: _______________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Cite experimental evidence showing that electrons can behave like waves (S11/12PS-IVg-64)

Learning Objectives:

1. Cite experimental evidences showing that electrons can behave like waves.
2. Recognize scientist and their efforts to produce scientific knowledge about the topic.
3. Create a model of how could electrons can behave like waves.

Time Allotment: 2 hours

Key Concept

It took scientists a long time to reconcile the dual nature of light, which led to the idea of the
duality of matter. In this lesson, you are going to trace evidences showing that electrons too can
behave like waves. Electron is one of the subatomic particles in an atom that has a wave-like
behaviour. Scientists have given their time and effort to come up with this idea. Several
experiments have been done for this hypothesis, like the following:

 In 1924, a French physicist named Louis de Broglie suggested that, like light, electrons
could act as both particles and waves. De Broglie's hypothesis was soon confirmed in
experiments that showed electron beams could be diffracted or bent as they passed through
a slit much like light could. So, the waves produced by an electron confined in its orbit about
the nucleus sets up a standing wave of specific wavelength, energy and frequency much like
a guitar string sets up a standing wave when plucked. Light with a wave phenomenon acts
like a particle, then a particle may also have a wavelike behavior. He further theorized that
the wavelength of a particle is related to Planck’s constant and inversely proportional to its
momentum. This relationship is represented by the equation known as the de Broglie
wavelength: λ=h/p, where λ is the de Broglie wavelength of a particle, h is Planck's constant
equal to 6.63×10−34 J⋅s, and p is the momentum of the particle. The Planck’s constant relates
the amount of energy that a photon carries to the frequency of its electromagnetic wave. The
λ or wavelength shows the wave nature of the electron, while p or the momentum shows its
particle nature. This wavelength is too small that it can no longer be observed, and cannot
be bent even when it encounters an opening. This is true with other macroscopic objects.
However, for microscopic particles like electrons, their wavelengths are also very small but
have the same size as the inter-atomic spacing in crystal solids. This small inter-atomic
spacing can cause electrons, which have small wavelengths, to be bent or diffracted, a
phenomenon associated with waves that encounter a barrier or small opening. On the other

Author: Eocelin C. Canonigo 1

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 hand the de Broglie wavelength shows that the wavelength of a particle is related to Planck’s
constant, and is inversely proportional to its momentum.

 In 1925, Walter Elsasser of the University of Göttingen in Germany proposed a way to test
the duality nature of light. He thought if electrons do have a wave nature, they should, like
light, exhibit wave phenomena such as diffraction. He hypothesize that in one form of
diffraction, a light beam passing through a regular series of holes or slits, called a grating,
exhibits “dark spots” in directions where the wave troughs coming from some holes cancel
the peaks coming from others. “Bright spots” appear in directions where the peaks reinforce
one another. A beam of tiny marbles, as electrons were conceived of until this point, could
never show such cancellation and enhancement.

 The Uncertainty Principle of Werner Heisenberg followed de Broglie's idea. If an electron

travelled as a wave, could you locate the precise position of the electron within the wave? He
answered it that to view an electron in its orbit, you must shine a wavelength of light on it
that is smaller than the electron's wavelength. This small wavelength of light has a high
energy and the electron will absorb that energy. The absorbed energy will change the
electron's position. We can never know both the momentum and position of an electron in an
atom. Therefore, Heisenberg said that we shouldn't view electrons as moving in well-defined
orbits about the nucleus! Heisenberg realized that the wave-particle duality of nature implied
that there was a natural trade-off between knowing an object's position and knowing it's
momentum. The greater the uncertainty in an object's particle's position, the smaller the
uncertainty in its momentum. It is impossible to predict, measure, or know both the exact
position of an object and its exact momentum at the same time. In fact, an object does not
have an exact position and momentum at the same time! This is called the Heisenberg
uncertainty principle, and it is a natural consequence of the wave-particle duality of nature.
Recalling that a particle's momentum is just its (mass) x (velocity), Heisenberg's uncertainty
principle says that an object does not have an exact position and velocity at the same time.
This deals a fatal blow to the Newtonian clockwork universe. The idea of a
deterministic universe was that if we could know the exact position and velocity of every
atom in the universe, then the entire history of the universe could be calculated, at least in
principle. Heisenberg's principle demolishes that idea, because nothing in the universe has
an exact position and an exact velocity. The future is not determined, not in fact and not in
principle. Nature simply does not know how the future will unfold. Quantum physics does
not explain our human free will, but it does free us from the shackles of a deterministic
universe. Today's electronics use the Heisenberg uncertainty principle in certain devices; it is
not unreasonable to believe that it must also affect neural pathways in the brain. Modern
physics shows that the brain is not deterministic; our future thoughts are not determined by
our past thoughts or by our environment. Free will remains a profound mystery.
 With de Broglie's hypothesis and Heisenberg's uncertainty principle in mind, an Austrian
physicist named Erwin Schrodinger derived a set of equations or wave functions in 1926 for
electrons. According to Schrodinger, electrons confined in their orbits would set up standing
waves and you could describe only the probability of where an electron could be. The
distributions of these probabilities formed regions of space about the nucleus were called
orbitals. Orbitals could be described as electron density clouds. The densest area of the

Author: Eocelin C. Canonigo 2

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 cloud is where you have the greatest probability of finding the electron and the least dense
area is where you have the lowest probability of finding the electron.

 In 1927, American physicists Clinton Davisson and Lester Germer tried to verify a
prediction of classical physics that scattered electrons will appear from all directions with
little dependence on their intensity, on scattering angle, and energy of the primary beam.
They demonstrated that electrons scatter from a crystal the way x rays do, proving that
particles of matter can act like waves just as light waves sometimes behave like particles.
They had been attempting to probe the structure of the atom by firing low-speed electrons at
nickel and measuring the scatter. They expected that because of the small size of the
electrons, they would still be experiencing diffused reflection even if they hit a smooth
surface like that of a crystal. They proved in their experiment that the wavelength is too
small that it can no longer be observed, and cannot be bent even when it encounters an
opening. This is true with other macroscopic objects. However, for microscopic particles like
electrons, their wavelengths are also very small but have the same size as the inter-atomic
spacing in crystal solids. This small inter-atomic spacing can cause electrons, which have
small wavelengths, to be bent or diffracted, a phenomenon associated with waves that
encounter a barrier or small opening.
To prevent other molecules from hitting the electrons, the setup is placed in a vacuum
chamber. They performed the experiment by bombarding a beam of electrons coming from an
electron gun, which is positioned perpendicularly to a single crystal of nickel. They measured
the intensity of the scattered beam after hitting the nickel crystal using a movable detector,
where a galvanometer is attached. A galvanometer is a device which detects and measures
small electric currents.
They found nothing significant in their experiment until their setup was broken. When
air accidentally entered the setup, the nickel was oxidized. To decrease the oxide in the pure
nickel, extreme heat was applied to the nickel and was used again to continue the
experiment. After bombarding the recrystallized nickel with a beam of electrons, they
observed that the intensity of the scattered beam was at the maximum at 50°. They noted
that this peak in the intensity is where constructive interference occurs. Constructive
interference is a process where two waves meet and add up.
Recrystallizing the nickel made small holes in the crystal which served as a diffraction
grating. A diffraction grating is an optical device made of glass or metal with a band of
equidistant, parallel lines. When a wave encounters a diffraction grating, it bends or
diffracts. In the experiment of Davisson and Germer, the beam of electrons that passed
through several small holes was diffracted. This diffraction of electrons shows one of the
properties of a wave.
Waves that come from different openings or diffraction gratings, which are the small
holes in the recrystallized nickel, meet and form interference patterns. Interference is a
process where two waves meet. Waves can add up or interfere constructively. They can also
interfere destructively when they cancel each other. However, electrons also behave like
waves and produce an interference pattern of bright and dark fringes, as shown in the
experiments by Davisson and Germer and other succeeding experiments using modern
setups.
The diagram below shows an electron diffraction tube, an instrument used in
modern setups of the experiments that show the wave nature of electrons.

Author: Eocelin C. Canonigo 3

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Figure 1. An electron diffraction tube
In this vacuum tube, a narrow beam of electrons is fired by an electron gun. The
electron beam passes through a carbon in the form of graphite, which acts as the diffraction
grating. When the electron beam hits the phosphor screen, the screen glows. The interatomic
spacing in the carbon causes the electrons to diffract, producing ring patterns in the screen.

 In 1965 Richard Feymann popularised the double-slit thought experiment. In his double-slit
thought-experiment, a specific material is randomly directed at a wall which has two small
slits that can be opened and closed at will - some of the material gets blocked and some
passes through the slits, depending on which ones are open. Based on the pattern that is
detected beyond the wall on a backstop - which is fitted with a detector - one can discern
whether the material coming through behaves as either a wave or particle. When particles
are fired at the wall with both slits open, they are more likely to hit the backstop in one
particular area, whereas waves interfere with each other and hit the backstop at a number of
different points with differing strength, creating what is known as an interference pattern. If
the electrons exhibit only the behavior of a particle, they would produce a pattern of two
bands on a screen after passing through a double-slit barrier as shown in the diagram
below.

Fi gur e 2. Diagram of the double slit experiment

When electrons pass through a double slit and strike a screen behind the slits, an
interference pattern of bright and dark bands is formed on the screen. This proves that
electrons act like waves, at least while they are propagating through the slits and to the
screen. When an electron hits the screen, it produces a flash of light at just one place on the
screen. The bright and dark bands are the result of the flashes of light produced by many

Author: Eocelin C. Canonigo 4

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 electrons hitting the screen. Note that "hitting the screen" is an interaction, and the electron
therefore acts like a particle with a definite position when it hits.

 Batelaan and his team, along with colleagues at the Perimeter Institute of Theoretical
Physics, created a modern representation of Feynman's experiment by directing an electron
beam, capable of firing individual electrons, at a wall made of a gold-coated silicon
membrane. The wall had two 62-nm-wide slits in it with a centre-to-centre separation of 272
nm. A 4.5 µm wide and 10 µm tall moveable mask, controlled by a piezoelectric actuator, was
placed behind the wall and slid back and forth to cover the slits.

 "Akira Tonomura's brilliant experiment used a thin, charged wire to split electrons and bring
them back together again, instead of two slits in a wall which was proposed by Feynman.
Similar to this, the experiments by Guilio Pozzi were the first to use nano-fabricated slits in a
wall; however, the slits were covered up by stuffing them with material so could not be open
and closed automatically."

If everything in nature exhibits the wave-particle duality and is described by probability

waves, then nothing in nature is absolutely certain according to Heisenberg. We can only talk about
how nature will probably behave. Of course, the probability that Newton's laws will be obeyed for
large objects like baseballs is very nearly a certainty. But certainty does not describe nature on a
small scale, the scale of atoms, molecules, electric circuits, and neural pathways. For example, we
cannot predict where a given electron will strike the screen after passing through a double slit. We
can only say that there is a high probability it will strike in one of the bright bands of the
interference pattern, and a low probability it will strike in one of the dark bands. Identical electrons
following identical paths to the slits will hit the screen in different locations. Nature herself does not
know where an electron will strike the screen before the electron actually hits.
The precise methodology of Richard Feynman's famous double-slit thought-experiment - a
cornerstone of quantum mechanics that showed how electrons behave as both a particle and a
wave - has been followed in full for the very first time. Although the particle-wave duality of
electrons has been demonstrated in a number of different ways since Feynman popularised the idea
in 1965, none of the experiments have managed to fully replicate the methodology. Unlike sound
waves and water waves, he highlighted that when electrons are fired at the wall one at a time, an
interference pattern is still produced. He went on to say that this phenomenon "has in it the heart
of quantum physics but in reality, it contains the only mystery."
What does it mean to say that an object, such as an electron or a baseball, exhibits a wave-
particle duality? Waves and particles seem so different. In fact, the wave and particle
characteristics of any object are complementary, in the sense that the wave and the particle
characteristics are never exhibited at the same time. An object may behave like a wave or like a
particle, but never both simultaneously. Which aspect of its nature an object displays depends on
the experiment that is performed.

Author: Eocelin C. Canonigo 5

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Activity 1. Matching Theories, Hypothesis and Scientist

What to do:

Match the hypothesis in column A, to the experiment done in column B then tell the scientist who
propose it in column C.

Ans.(I) Column A Ans.(II) Column B Column C

____1. Light with a wave phenomenon acts like a ____A The Uncertainty M Clinton
particle, then a particle may also have a Principle Davisson
wavelike behaviour and its wavelength is and Lester
related to Planck’s constant and inversely Germer
proportional to its momentum.
____2. In one form of diffraction, a light beam ____B Electron N Erwin
passing through a regular series of holes or diffraction Schrodinger
slits, called a grating, exhibits “dark spots” in
directions where the wave troughs coming
from some holes cancel the peaks coming
from others.
____3. To view an electron in its orbit, you must ____C The Wave O Werner
shine a wavelength of light on it that is Phenomena Heisenberg
smaller than the electron's wavelength.
____4. Electrons confined in their orbits would set up ____D The Electron P Walter
standing waves and you could describe only Orbitals Elsasser
the probability of where an electron could be.
____5. Scattered electrons will appear from all ____E Double-slit Q Louis de
directions with little dependence on their thought Broglie
intensity, on scattering angle, and energy of experiment
the primary beam.
____6. A specific material is randomly directed at a ____F Duality Nature R Richard
wall which has two small slits that can be of Electrons Feymann
opened and closed at will --some of the
material gets blocked and some passes
through the slits, depending on which ones
are open.
____7. Duality of light through directing an electron ____G Double Slit S Guilio Pozzi
beam, capable of firing individual electrons, at Gold-Coated
a wall made of a gold-coated silicon Silicon
membrane. Membrane
____8. Brilliant experiment used a thin, charged wire ____H charged wire to T Akira
to split electrons and bring them back split electrons Tonomura
together again, instead of two slits in a wall
____9. Similar with Feymann’s experiment but the _____I Clockwork U Batelaan
slits were covered up by stuffing them with universe
material so could not be open and closed
automatically.
___10. The idea of a deterministic universe was that ____J nano-fabricated V Newtonian
if we could know the exact position and slits in a wall
velocity of every atom in the universe, then the
entire history of the universe could be
calculated, at least in principle.

Author: Eocelin C. Canonigo 6

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Guide Questions:

Q1. Which of these experiments convinced you the most that electrons also have a dual
nature- act like a wave and a particle?

Q2. What is your misconception about electrons?

Q3. How do you perceive electrons now upon knowing these experiments?

Activity 2. Timeline Links

What to do:

Arrange the timeline of the experiment done by the scientist to link ideas and tell which ideas
are recently adopted. Number the experiment done according to which ideas came first and link to
the next experiment, 1 being the first experiment done and 10 being the latest experiment
conducted.

__________1. In 1924, a French physicist named Louis de Broglie suggested that, like light,
electrons could act as both particles and waves. De Broglie's hypothesis was soon
confirmed in experiments that showed electron beams could be diffracted or bent as they
passed through a slit much like light could.

__________2. Akira Tonomura's brilliant experiment used a thin, charged wire to split electrons and
bring them back together again, instead of two slits in a wall which was proposed by
Feynman.

__________3. The Uncertainty Principle of Werner Heisenberg followed de Broglie's idea. If an

electron travelled as a wave we should locate the precise position of the electron its orbit
about the nucleus. The greater the uncertainty in an object's particle's position, the smaller
the uncertainty in its momentum.

__________4. With Heisenberg's uncertainty principle in mind, Erwin Schrodinger derived a set of
equations or wave functions in 1926 for electrons. According to him electrons confined in
their orbits would set up standing waves and you could describe only the probability of
where an electron could be.

__________5. Batelaan created a modern representation of Feynman's experiment by directing an

electron beam, capable of firing individual electrons, at a wall made of a gold-coated silicon
membrane.

__________6. In 1965 Richard Feymann popularised the double-slit thought experiment where a
specific material is randomly directed at a wall which has two small slits that can be
opened and closed.

__________7. In 1927, American physicists Clinton Davisson and Lester Germer tried to verify a
prediction of classical physics that scattered electrons will appear from all directions with
little dependence on their intensity, on scattering angle, and energy of the primary beam.

Author: Eocelin C. Canonigo 7

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
__________8. The experiments by Guilio Pozzi were the first to use nano-fabricated slits in a wall;
however, the slits were covered up by stuffing them with material so could not be open and
closed automatically.

__________9. In 1927, American physicists Clinton Davisson and Lester Germer tried to verify a
prediction of classical physics that scattered electrons will appear from all directions with
little dependence on their intensity, on scattering angle, and energy of the primary beam.

__________10. Isaac Newtonian’s clockwork universe presented an idea of a deterministic universe

which state that if we could know the exact position and velocity of every atom in the
universe, then the entire history of the universe could be calculated, at least in principle.

Guide Questions:

Q1. What do you think have triggered scientist to find ideas about electrons?

Q2. Which idea do you think is more convincing?

Q3. Which of those ideas you aren’t convince at all?

Activity 3. My Electron Model!

What to do:

Considering the hypothesis of the experiment done by the scientist, create a model of how
could electrons can behave like waves. Make a diagram of it and a brief explanation.

___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Author: Eocelin C. Canonigo 8

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Reflection:

Give practical applications of those experiments on how the electrons behave create impact and
benefit the society today. Write your 5-sentence answer in a separate sheet of paper.

Rubrics:

5 points - Practical application is scientifically explained consistent to the concepts, and has
no misconception.
3 points- Practical application is scientifically explained consistent to the concepts, but with
minimal misconception.
1 point - Practical application is explained consistent to the concepts, but with
misconceptions.
0 point- No discussion.

References

Hewitt, P.G. et.al. (2016). The Nature of Light. Conceptual Physical Science, 6th Edition. Pearson
Pearson Education, Inc. Upper Saddle River, New Jersey.

Frank, D., et al. (2002). Pysical Science. Pearson Education, Inc. Upper Saddle River, New Jersey.

Toyoda, Haruyoshi (2019). The Nature of Light. HAMAMATSU PHOTONICS Europe GmbH,
Arzbergerstr. 1082211 Herrsching, Germany Accesed on November 05, 2020
https://photonterrace.net/en/photon/behavior/

Olympus Corporation ( 2018). Light: Particle or A wave accessed on November 05, 2020 @
https://www.olympus-lifescience.com/en/microscope-resource/primer/lightandcolor/
particleorwave/

Shipman, J.T (2012) What is Light?. Introduction to Physical Science. Cengage Learning 7th Floor,
Fusion Square Plot no. 5A & 5B, Sector 126, Noida, Uttar Pradesh 201303, India
Cengage Learning India Private Limited

Author: Eocelin C. Canonigo 9

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Answer Key

Author: Eocelin C. Canonigo 10

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science G11 Quarter 2 Week 4b

Light as a Wave and a Particle

Name: _______________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Differentiate dispersion, scattering, interference, and diffraction (S11/12PS-IVh-65).

Learning Objectives:
1. Define dispersion, scattering, interference and diffraction.
2. Cite application of dispersion, scattering, interference and diffraction.
3. Compare dispersion, scattering, inference and diffraction through diagrams.
4. Explain how do dispersion, scattering, interference, and diffraction of light prove the wave
nature of light

Time Allotment: 3 hours

Key Concept

Light travels in space at a speed of 3.0 x 108 m/s and reflects when hit into a smooth and shiny
surface like the mirror. Light illuminates the surface of the object it hits when reflected. When light
travels to two different transparent media like air and water, light beams are refracted which explains
certain light phenomena like the appearance of rainbow. Light is a wave and a particle at the same
time; as a wave, it can be dispersed, scattered, interfered, and diffracted. In the previous lesson
several scientist proves the dual nature of light which behaves like a wave and a particle with various
wavelengths carrying energy. In this lesson, you are going to define other behaviour of light as a wave
as it pass through various materials; dispersion, scattering, inference and diffraction. There might be
other definition of these but in the course of this lesson those words will focus only on how light
behaves as define in the following context;
Dispersion is the separation of white light into its seven color
components when there is refraction or bending of light. This
happens when light passes into two transparent medium different
densities other than 90O or a prism. White light is composed of the
different color spectrum: red, orange, yellow, green, blue, indigo, and
violet. Each color has its own wave frequency; different light
frequencies bend at different amounts when they pass through a
prism. When white light passes through a prism, it will refract two
©Google.com
times making the separation of the colors noticeable.
Figure 1. Light dispersion in a prism

Light scattering is the ability of particles to absorb light and scatter it in all directions. Scattering
of light components depend on the size of the particles or scatterers; small particles scatter
components of short wavelengths (high frequency) while larger particles scatter longer wavelengths
(low frequency).

Author: Eocelin C. Canonigo 1

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Our atmosphere is composed of tiny particles that scatter the color components of white light. The
atmosphere has abundance in nitrogen and oxygen particles, which can scatter higher frequency
components of white light. They scatter violet the most, followed by blue, green, and so on. This
selective scattering is called the Rayleigh scattering. Our eyes are more sensitive to blue frequencies of
light, which is why we see the sky as blue.

Another example is the clouds. Clouds appear white because the water droplets in the clouds are
larger than the wavelength of light which scatter all the colors of light equally. This type of scattering
is known as Mie scattering.

Interference is the result of the superposing of waves

from different sources. If you examine a shadow formed by
the diffraction of light, you will see fringes on the edge of the
shadow. These fringes or the interference of light waves are
the result of the diffraction of light at different sides of the
objects or obstacle which causes the shadow to be fuzzy.
When this property was observed in the visible light, it was
considered as a clear proof of the wave nature of light.
Constructive interference happens when two identical parts
of two waves meet such as a crest of one wave meets the ©Google.com
crest of another wave of the same wavelength; this would
result in a new wave with the same wavelength but twice the
amplitude. Destructive interference happens when two oppo-
site parts of two waves meet for example a crest of one wave meets the trough of another wave which
would result in the cancellation of the two waves.

Diffraction is the bending of light when it encounters an obstacle or an opening. A shadow is

usually formed when light meets an obstacle. The bending of light is not very much noticeable, but
when you look around the edges of a shadow, you will notice blurred areas or diffraction fringes; these
are the areas where diffraction of light occurs.

The amount of diffraction depends on the wavelength of light and the size of the obstacle. Also, the
smaller the opening, the greater is the diffraction of light as shown in diagrams A, B, and C below. The
longer the wavelength, the greater is the diffraction of light as shown in diagrams D and E below.

©Google.com ©Google.com

Figure 3. Diffraction Figure 4. Diffraction depends on the wavelength of light and the size of the obstacle.

Author: Eocelin C. Canonigo 2

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Diffraction effects are sometimes not helpful when viewing objects under the microscope. When
the wavelength of light has the same size as the object, diffraction blurs the image. When the
wavelength of light is larger than the size of the object, there is no image seen.
Particles and waves should also behave differently when they encounter the edge of an object and
form a shadow (See Fig.3). Newton stated in his 1704 book Opticks, that "Light is never known to
follow crooked passages nor to bend into the shadow". This concept is consistent with the particle
theory, which proposes that light particles must always travel in straight lines. If the particles
encounter the edge of a barrier, then they will cast a shadow because the particles not blocked by the
barrier continue on in a straight line and cannot spread out behind the edge. On a macroscopic scale,
this observation is almost correct, but it does not agree with the results obtained from light diffraction
experiments on a much smaller scale.

When light is passed through a narrow slit, the beam spreads and becomes wider than expected.
This fundamentally important observation lends a significant amount of credibility to the wave theory
of light. Like waves in water, light waves encountering the edge of an object appear to bend around the
edge and into its geometric shadow, which is a region that is not directly illuminated by the light
beam. This behaviour is analogous to water waves that wrap around the end of a raft, instead of
reflecting away.

An English physicist named Thomas Young performed an experiment that strongly supported the
wave-like nature of light following hundred years after Newton and Huygens proposed their theories.
Believing that light was composed of waves, Young reasoned that some type of interaction would
occur when two light waves met. To test this hypothesis, he used a screen containing a single, narrow
slit to produce a coherent light beam containing waves that propagate in phase from ordinary
sunlight. When the sun's rays encounter the slit, they spread out or diffract to produce a single
wavefront. If this front is allowed to illuminate a second screen having two closely spaced slits, two
additional sources of coherent light, perfectly in step with each other are produced. Light from each
slit traveling to a single point halfway between the two slits should arrive perfectly in step. The
resulting waves should reinforce each other to produce a much larger wave. However, if a point on
either side of the central point is considered, then light from one slit must travel much farther to
reach a second point on the opposite side of the central point. Light from the slit closer to this second
point would arrive before light from the distant slit, so the two waves would be out of step with each
other, and might cancel each other to produce darkness.

As he suspected, Young discovered that when the light waves from the second set of slits are
spread (or diffracted), they meet each other and overlap. In some cases, the overlap combines the two
waves exactly in step. However, in other cases, the light waves are combined either slightly or
completely out of step with each other. Young found that when the
waves met in step, they added together by a process that has come
to be termed constructive interference. Waves that meet out of
step will cancel each other out, a phenomenon known as
destructive interference. In between these two extremes, various
degrees of constructive and destructive interference occur to
produce waves having a wide spectrum of amplitudes. Young was
able to observe the effects of interference on a screen placed at a
set distance behind the two slits. After being diffracted, the light
that is recombined by interference produces a series of bright and ©Physics. Stackexchange.com via google.com
dark fringes along the length of the screen.

Figure 5. Interference Patterns with diffracted light

Author: Eocelin C. Canonigo 3
School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 The image on the right shows diffraction of light from two sources or openings. As the waves from
these two openings meet, they interfere and produce interference patterns. The bright fringes are the
areas where the waves interfere constructively, while the dark fringes are the areas where the waves
interfere destructively. Does the behaviour of light appear to you as a wave or a particle?

Activity 1. Light Wave Web

What to do:

Arrange the rambled letters of the first word of every statement to completely define the
behaviour of light as a wave. Write only the correct word as your answer in the answer sheet.

1. (Derisposin) is then separation of white light into its seven color components when there is a
refraction or bending of light. When white light passes through a prism, it will refract two
times, making the separation of the colors noticeable.
2. (Ltihg sacterting) is the ability of particles to absorb light and scatter it in all directions.
3. (Dacfrotinif) is the bending of light when it encounters an obstacle or an opening.
4. (Irenefecrent) is the result of the superposing of waves from different sources.
5. (Costrutciven iftererencen) happens when two identical parts of two waves meet, such as
when a crest of one wave meets the crest of another wave of the same wavelength.
6. (Destructive interference) happens when two opposite parts of two waves meet, for example a
crest of one wave meets the trough of another wave, resulting in the cancellation of the two
waves.
7. (Singtacter) is the deviation of light from its straight-line path caused by tiny random particles
on the medium on which it travels. It happens when light hitting the atmospheric particles are
re emitted by the particles in different directions.
8. (Donipersis) happens when light is refracted by particles acting like another medium (aside
from air). Water for example can disperse light (break it to different colors) by serving as a
second medium that refracts light.
9. (Dirfactfion) is the bending of light as it passes through an opening or a corner. Any bending
of light other than those caused by refraction and reflection is diffraction.
10. (Iferennterce) happens when combined light waves travel in the same medium at the same
time.

Guide Questions:

Q1. What previous knowledge about light have been corrected upon learning this course?

Q2. Do you think also that light could behave as a wave? Can you explain about it?

Author: Eocelin C. Canonigo 4

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Activity 2. Light Wave Wonders

What to do:

Find out what behaviour of the wave nature of light (dispersion, scattering, interference and
diffraction) can be used to explain the applications mentioned below. Write your answer on your
answer sheet.

1. Spectrometers
2. Formation of Rainbow
3. light passing through a glass prism
4. the leaves appear green
5. It is used in the highways to avoid accident at dark zone.
6. It is also used in the security system in museum.
7. Used in the projectors, laser, .etc
8. Rainbow on bubble waves
9. Visual Channels
10. ring light formations in celestial objects
11. CD reflecting rainbow colours
12. Holograms
13. Sun appears red during sunset
14. From the shadow of an object
15. Bending of light at the corners of the door

Guide Questions:

Q1. Do you know some other applications of dispersion, scattering, interference and
diffraction? Enumerate them and explain how it happens.

Author: Eocelin C. Canonigo 5

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Activity 3. Light Wave Path and Patterns

What you need:

Activity Sheets, pen and coloring pens

What to do:

Compare dispersion, scattering, inference and diffraction through diagrams that are observable
in daily life. Predict the path of light as they travel through the medium you will find in each box below
then draw diagrams of the possible patterns of light waves produce with corresponding colors and
label them.

Source of Bubbles
white light

Glass Prism

Dispersion of Light Vs Light Scattering

.

Light Light Light

source source source
1 2

Single –slit barriers

Light Interference Light Diffraction

Guide Questions:

Q1. Try to see diffraction and interference by holding two pencil leads side by side then shine
a laser beam ( you may use flashlights from lighters or cell phone) on the slits and project
the image on a wall. Describe what you see. Can you distinguish interference from
diffraction?

Author: Eocelin C. Canonigo 6

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
Reflections:

Give practical applications of the wave nature of light in your daily life. Write your 5-sentence answer
in a separate sheet of paper.

Rubrics:

5 points - Practical application is scientifically explained consistent to the concepts, and has no
misconception.
3 points- Practical application is scientifically explained consistent to the concepts, but with
minimal misconception.
1 point - Practical application is explained consistent to the concepts, but with misconceptions.
0 point- No discussion.

References

Hewitt, P.G. et.al. (2016). The Nature of Light. Conceptual Physical Science, 6th Edition. Pearson
Pearson Education, Inc. Upper Saddle River, New Jersey.

Frank, D., et al. (2002). Pysical Science. Pearson Education, Inc. Upper Saddle River, New Jersey.

Toyoda, Haruyoshi (2019). The Nature of Light. HAMAMATSU PHOTONICS Europe GmbH,
Arzbergerstr. 1082211 Herrsching, Germany Accesed on November 05, 2020
https://photonterrace.net/en/photon/behavior/

Olympus Corporation ( 2018). Light: Particle or A wave accessed on November 05, 2020 @
https://www.olympus-lifescience.com/en/microscope-resource/primer/lightandcolor/
particleorwave/

Shipman, J.T (2012) What is Light?. Introduction to Physical Science. Cengage Learning 7th Floor,
Fusion Square Plot no. 5A & 5B, Sector 126, Noida, Uttar Pradesh 201303, India
Cengage Learning India Private Limited

Weisheng L., Xiaohui F. (2012) The Phenomena and Applications of Light Dispersion. In: Wu Y. (eds)
Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on
Teaching and Computational Science (WTCS 2009). Advances in Intelligent and Soft
Computing, vol 116. Springer, Berlin, Heidelberg.
https://doi.org/10.1007/978-3-642-11276-8_35

Author: Eocelin C. Canonigo 7

School/Station: Cahayagan National High School
Division: Agusan del Norte
Email: [email protected]
 Email: [email protected]
Division: Agusan del Norte
School/Station: Cahayagan National High School
8 Author: Eocelin C. Canonigo
Activity 2 Light Wave Wonders
1. dispersion
2. dispersion
3 dispersion
4. scattering Activity 1 Light Wave Web
5. scattering
6. scattering 1. Dispersion
7. scattering 2. Light Scattering
8. interference 3. Diffraction
9. interference 4. Interference
10. interference 5. Constructive Interference
11. diffraction 6. Destructive interference
12. diffraction 7. Scattering
13. diffraction 8. Dispersion
14. diffraction 9. Diffraction
15. diffraction 10. Interference
Guide Questions:
Guide Questions: Q1. Answer may vary
Q1. Answer may vary. Q2. Answer may vary
Answer Key
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science 11, Quarter __2__, Week _5__

LIGHT AS A WAVE AND A PARTICLE

Name: ____________________________ Section: ____________________

Most Essential Learning Competencies (MELCs)

1.Explain various light phenomena such as: (S11/12PS-IVh-66)
A. Your reflection on the concave and convex sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more easily through red cellophane than green cellophane
D. Clothing of certain colors appear different in artificial light and in sunlight
E. Haloes, sundogs, primary rainbows, secondary rainbows, and supernumerary bows
F. Why clouds are usually white and rainclouds dark
G. Why the sky is blue and sunsets are reddish
2. Describe how Hertz produced radio pulses (S11/12PS-IVi-68)

Learning Objectives:
a. Explain the behavior of light in different media.
b. Describe how Hertz produced radio pulses.
c. Share the learned concepts to others.

Time Allotment: 4 hours

Key Concepts

Light and light phenomena

 The luminous energy manifests itself in nature through a phenomenon known as light. It
comes from objects capable of emitting them, called light sources. The sun is our greatest
source of light. In dark places, we light up using light bulbs, lanterns, candles, matches,
fire, etc.
 Dispersion of light. When the white light passes through a prism, it breaks down into the
colors that form it, then it can be seen. This phenomenon is known as light scattering.
When the sun rays pass through small drops of rain, they act as small prisms and scatter
the light, thus forming a rainbow.
 Absorption of light. Objects can absorb the light that reach them. If it absorbs all the light
it receives, it will be black. If a material that does not absorb light, reflecting all, will be
white and when an object absorbs some of the components of white light, the color will be
the result of the colors of the reflected light. So if it reflects red, it will be red, if blue will
reflect blue.
 Reflection of light. It is the change of direction and sense that light rays suffer when they
collide with a surface of a medium other than the one that they move. The bodies that do
not produce their own light can see them because they reflect the light that comes to them.
A highly polished surface, such as a mirror, reflects most of the light falling on it. Let us
recall the laws of reflection – (i) The angle of incidence is equal to the angle of reflection, and
(ii) The incident ray, the normal to the mirror at the point of incidence and the reflected ray,
all lie in the same plane. These laws of reflection are applicable to all types of reflecting
surfaces including spherical surfaces. Image formed by a plane mirror is always virtual and
erect. The size of the image is equal to that of the object. The image formed is as far behind
1
 the mirror as the object is in front of it. Further, the image is laterally inverted. How would
the images be when the reflecting surfaces are curved? The curved surface of a shining
spoon could be considered as a curved mirror. The most commonly used type of curved
mirror is the spherical mirror. The reflecting surface of such mirrors can be considered to
form a part of the surface of a sphere. Such mirrors, whose reflecting surfaces are spherical,
are called spherical mirrors. Concave Mirrors have real images except when the object is
very close to the mirror. Their images are inverted when real and upright when virtual.
Convex mirrors on the other hand, have enlarged images for certain positions and
diminished for others. Their images are virtual and upright and diminished.

www.teacherspayteachers.com
Figure 1. Concave and concave mirrors Figure 2. Mirage

 Refraction of light. When a light ray, for example, that travels through the air passes from
this to another medium, such as water, there is a change in its speed and direction. This
phenomenon is known as refraction of light. Because of this, when we introduce a pencil in
a glass with water, there is an optical illusion that makes the pencil look like a halved partly.
Also by the same phenomenon, a stone located in the bottom of a swimming pool, is seen
as to less depth than it really is. This phenomenon always occurs when a ray of light passes
from one medium to another. Another example is the phenomenon called mirage. (See
Figure 2 above for the example).

Activity 1. Spoon the Difference!

What you need:
Spoon ½ crosswise paper & pen
What to do:
1. Take a large shining spoon. Try to view your face in its curved surface.
2. Move the spoon slowly away from your face. Observe the image.
3. Reverse the spoon and repeat the activity.
4. Compare the characteristics of the image on the two surfaces.
5. Write your answers on a one half crosswise of paper.

Table 1. Size and Orientation of Image

Part of the Spoon Size of Image Orientation of Image
(Diminished or Enlarged) (Upright or Inverted)
Inner surface of the spoon
Backside of the spoon

Guide Questions:
1. What is the image when you viewed your face in its inner surface? Is it smaller or larger?
2. How did the image change when you moved the spoon slowly away from your face?
3. How does the image look like when you reversed the spoon?
4. What type of mirror can you associate with the inner surface of the spoon? How about the
backside?
2
Activity 2. Now You See It! Now You Don’t!

What you need:

1/2 crosswise paper & pen

What to do: Read the interview of the famous Dora, the explorer then answer the guide questions
that follow. Write you answers in a ½ crosswise paper.

Announcer: Dora, an explorer, has just returned from an expedition in the Sahara Desert.
We are fortunate enough to conduct the first live interview with her.
Reporter: Dora, I understand that you did not finish your journey across the Sahara.
Dora: Quite right. If it weren’t for those pesky mirages, I would have completed the journey.
Reporter: Mirages kept you from finishing your expedition?
Dora: Yes.

Guide Questions:
1. How does mirage occur?
2. Mirage is an example of what property of light?
3. How did the mirages keep Dora from finishing her journey across the Sahara Desert?

Rubric for Scoring

3 – Natural phenomenon is scientifically explained consistent to the concepts, and has no
misconception.
2 - Natural phenomenon is scientifically explained consistent to the concepts but with
minimal misconception.
1 – Natural phenomenon is explained consistent to the concepts but with misconceptions.

Activity 3. Color Pass!

 The light spectrum. If a beam of white light is shone through a triangular prism, a rainbow
is produced. This is because the white light is a mixture of many different colors. When
white light passes through a prism, it is split up into separate colors. It is a mixture of
red, orange, yellow, green, blue and violet light. It is our eye that sees this mixture as 'white'.
 Colored filters. Colorless glass lets light pass through it unhindered. Cellophane and
colored glass are also transparent because you can see through them. However, the color
of what you see is changed. If you look through red cellophane, everything on the other side
appears to be shades of red. If you look through green glass, everything appears green.
Green cellophane will only allow green light to pass through it. The cellophane absorbs
other colors of light. In a red cellophane, green light is absorbed that is why it will not pass
through it. A yellow color filter will let through only yellow and absorb all other colors. So,
when blue light is allowed through a blue filter onto a blue object, the object will still reflect
blue and therefore appear blue. But when blue light from a blue filter hits a red object, the
blue will be absorbed and no light will be reflected, giving the object an appearance of being
black.
 White surfaces. When light hits any surface (e.g. a book, a tablecloth or your clothes) it
may be reflected off the surface. A white sheet of paper reflects almost all the light that falls
on it. It reflects white light because it can reflect all the colors of the spectrum that comprise
white light. If red light only is shone onto a white page, the red light is reflected. If green

3
 light is shone onto the page, the green light is reflected. White surfaces can reflect all colors
of light.
 Colored surfaces. Clothes can be made up of many different colors. We see them as colored
because of the way they reflect light. A red surface reflects only red light. When white light
hits a red jumper, only the red light is reflected. All the other colors in the white light are
absorbed by the dyes in the jumper. A blue tablecloth reflects only blue light. It absorbs
red, orange, yellow, green and violet colored light. The blue light may be reflected into our
eyes. This is why we see it as blue. Some colors are complex. For example, cyan (blue-green)
paint reflects a mixture of blue and green light and absorbs other colors. Our brain sees
the reflected mixture as cyan.

What You Need:

 Well-lighted area
 Colored cellophane (red, green, blue)
 Colored papers cut into different shapes (yellow, green, blue, red colored papers)
 Paste

What to do:

1. Paste the colored papers cut into different shapes in the bond paper. Place the red
cellophane on top of the colored papers.
2. Describe what you see. Repeat procedure no.1 using green and blue cellophanes.
3. Write your observation in your journal notebook.
Table 2. Color Result

Cellophane Colored Paper

Red Green Blue Yellow

Red

Green

Blue

Guide Questions:
1. Why does the colored paper not appear the same color after a different colored cellophane
was placed over it?
2. Why do red, green and yellow colored papers appear the same after the same color of
cellophane was placed over them?

Activity 4. Hello HalOwS!

 Haloes. Solar halo, which is also called gloriole, icebow or nimbus, is a light phenomenon
that happens when light shines through clouds that are composed of ice crystals. Light
refracts upon passing through the ice crystals and also reflects upon hitting the crystal’s
faces; these events cause the formation of the bright ring around the Sun or Moon. Halo is
usually bright white ring but may also have colors due to the dispersion of light upon
striking the ice crystals.
 Sundogs. Sundogs, or parhelion (with the sun), happen due to the refraction of light upon
hitting the small crystals that make up cirrus or cirrostratus clouds. These crystals are
hexagonal in shape and with faces almost horizontal upon drifting; these cause the
formation of spots of light (sundog) on either side of the Sun, or the Moon, when light strikes
4
 them at a minimum angle of 22 degrees. Since red light is the least refracted compared to
blue this makes the inner edge of a sundog to be red hued.
 Rainbows. A rainbow is a light phenomenon formed from the combination of several light
properties like refraction, reflection, and dispersion. Rainbows are usually seen after rainfall
because they are formed when light strikes the scattered raindrops in the atmosphere. Due
to the differences in the frequency of the colors of visible light, they are refracted at different
amounts and are dispersed. The dispersed colors reflect upon hitting the other side of the
raindrop and then refracted again as they go out. The colors go out dispersed and reach the
observer’s eyes. Primary rainbow is formed when light hits a raindrop, refracted and single
reflection happens inside the raindrop. Secondary rainbows are formed when two inner
reflections are done instead of one; this causes the reversal of colors in a secondary rainbow
in comparison to a primary rainbow. Supernumerary rainbows are formed when light
strikes small raindrops with almost the same size. These are bands of green, pink and
purple colors found inside the primary rainbow (www.science.howstuffworks.com).

Direction: Analyze the photographs of HalOwS (Hal-Haloes, Ow- Rainbow, S- Sundog) and
answer the guide questions below on your journal notebook.

A. B.

science.howstuffworks.com

science.howstuffworks.com
C. D.

Guide Questions:

1. Which photo shows a halo? What causes the formation of haloes?

2. Which photo depicts sundogs? What property of light causes sundogs?
3. Rainbows are spectacular view in the sky. What is the difference between a primary
rainbow and secondary rainbow?
4. Which among the pictures is a supernumerary bow? How is a supernumerary bow
formed?

5
Activity 5. Fleeting Beauty at 20!

What you need:

1/2 crosswise paper & pen

 Blue Skies and Red Sunsets. The interaction of sunlight with matter can result in one of
three wave behaviors: absorption, transmission, and reflection. The atmosphere is a
gaseous sea that contains a variety of types of particles; the two most common types of
matter present in the atmosphere are gaseous nitrogen and oxygen. These particles are
most effective in scattering the higher frequency and shorter wavelength portions of the
visible light spectrum. This scattering process involves the absorption of a light wave by an
atom followed by reemission of a light wave in a variety of directions. The amount of
multidirectional scattering that occurs is dependent upon the frequency of the light.
Atmospheric nitrogen and oxygen scatter violet light most easily, followed by blue light,
green light, etc. So as white light (ROYGBIV) from the sun passes through our atmosphere,
the high frequencies (BIV) become scattered by atmospheric particles while the lower
frequencies (ROY) are most likely to pass through the atmosphere without a significant
alteration in their direction. This scattering of the higher frequencies of light illuminates the
skies with light on the BIV end of the visible spectrum. Compared to blue light, violet light
is most easily scattered by atmospheric particles. However, our eyes are more sensitive to
light with blue frequencies. Thus, we view the skies as being blue in color.

Meanwhile, the light that is not scattered is able to pass through our atmosphere and reach
our eyes in a rather non-interrupted path. The lower frequencies of sunlight (ROY) tend to
reach our eyes as we sight directly at the sun during midday. While sunlight consists of the
entire range of frequencies of visible light, not all frequencies are equally intense. In fact,
sunlight tends to be most rich with yellow light frequencies. For these reasons, the sun
appears yellow during midday due to the direct passage of dominant amounts of yellow
frequencies through our atmosphere and to our eyes.
As the path that sunlight takes through our atmosphere increases in length, ROYGBIV
encounters more and more atmospheric particles. This results in the scattering of greater
and greater amounts of yellow light. During sunset hours, the light passing through our
atmosphere to our eyes tends to be most concentrated with red and orange frequencies of
light. For this reason, the sunsets have a reddish-orange hue. The effect of a red sunset
becomes more pronounced if the atmosphere contains more and more particles. The
presence of sulfur aerosols (emitted as an industrial pollutant and by volcanic activity) in
our atmosphere contributes to some magnificent sunsets.(www.physicsclassroom.com)

 White Clouds and Dark Rainclouds. Clouds are visible accumulation of tiny water droplets
or ice crystals in the Earth’s atmosphere. They differ greatly in size, shape, and color. They
can appear thin and wispy, or bulky and lumpy. Clouds usually appear white because the
tiny water droplets inside them are tightly packed reflecting most of the sunlight that hits
them. White is how our eyes perceive all wavelengths of sunlight mixed together. When it’s
about to rain, clouds darken because the water vapor is clumping together into raindrops
leaving spaces between drops of water. Less light is reflected. The rain cloud appears black
or gray.

6
What to do: Answer the following questions by writing an essay not exceeding 20 words.
Table 2. Short response essay

Questions Answer
1. Why is the sky blue?

2. Why are the sunsets reddish?

3. Why are clouds usually white and

rainclouds dark?

Rubric for Scoring

3 – Natural phenomenon is scientifically explained consistent to the concepts, and has no
misconception.
2 - Natural phenomenon is scientifically explained consistent to the concepts but with
minimal misconception.
1 – Natural phenomenon is explained consistent to the concepts but with misconceptions.

Activity 6.1. It really Hertz!

 How Heinrich Hertz Discovered Radio Waves

Visible light is only one of the seven electromagnetic (EM) waves. Another type of EM wave is
the radio wave which is widely used for communication and transmission of information regardless
the distance of the sender and receiver. Radio waves are naturally created by astronomical bodies
or lightning but can also be created artificially to serve its purpose. In 1865, James Clerk Maxwell
published his theory about EM waves. According to Maxwell’s theory, EM waves move at the speed
of light, c = 3 x 108 m/s, and is created by oscillating electric and magnetic fields moving
perpendicular to each other, in which a changing electric field yields changing magnetic field and
vice versa. The first person to succeed was Heinrich Rudolf Hertz. In 1886, Hertz was able to create
the first man-made radio wave by using induction coil, Leyden jar as a condenser and a spark gap.

https://www.famousscientists.orghow-hertz-discovered-radio-waves

Figure 3. Hertz’ set-up. The poles of the spark gap are made up of two 2-cm radius spheres. The picture above depicts
the image of Hertz’ set-up

 Hertz' First Transmission of Radio Waves

Inducing high voltage to the induction coil caused a spark discharge between the spark gaps.
Relating this to Maxwell’s theory, where changing electric fields or magnetic fields will produce EM
waves, Hertz thought that whenever a spark is produced, EM waves will be transmitted. To check
if this was true, he created a receiver made of looped copper wire whose ends were made of small
knobs with small gaps in between. He ran the experiment again and saw that a spark was
produced at the receiver loop, which means that EM waves were transmitted. His experiment was
the first transmission and reception of radio waves.

7
  The Speed of Electromagnetic Waves

To calculate the speed of the EM waves, Hertz performed another experiment that aimed the
radiation into a wide metal sheet. A standing wave was formed from which he was able to measure
the distance between nodes which served as the wavelength (λ) of the EM wave while the frequency
(f) was calculated from the frequency of the oscillator. From these two quantities, Hertz was able
to calculate the speed of the EM wave (v=λf). The speed of the EM wave was equivalent to the speed
of light which served as a proof of Maxwell’s theory. The frequency of a wave, which is the number
of cycles created in a unit of time, was named hertz, in honor of his name.

What you need:

1/2 crosswise paper & pen

What to do: Fill in the missing words by choosing from the choices in the parentheses.

According to Maxwell’s theory, a 1. _______ (changing, constant) electric field or magnetic field
will produce electromagnetic waves. These waves propagate at a speed 2. ______ (greater, equal)
to the speed of light. To check if Maxwell’s theory was true, Hertz created a receiver made of looped
3. _________ (iron wire, copper wire) whose ends were made of small knobs with small gaps in
between. He thought that electromagnetic waves were transmitted when there was a 4. _______
(spark, sound) produced at the receiver loop. He then calculated the speed of the EM waves by
measuring its 5. __________ (speed and period, wavelength and frequency).

Activity 6.2. Tell Me Where It Hertz!

What you need:

1/2 crosswise paper & pen

What to do: Read the paragraph written below then examine the set-up that Hertz used to do
his experiment. Copy the figure in your answer sheet and label the parts of the set up. Choose
your answer from the words in the box given below.

In November 1886 Hertz put together his spark-gap transmitter, which he hoped would
transmit electromagnetic waves. At the ends of his set up are two hollow zinc spheres of diameter
30 cm which are 3 m apart. These act as capacitors. 2 mm thick copper wire is run from the
spheres into the middle, where there is a spark-gap. Today we would describe this oscillator as a
half-wave dipole antenna.

Copper wire Spark gap Capacitor 1 Capacitor 2

1. 4.

2. 3.

https://www.famousscientists.org/how-hertz-discovered-radio-waves/

8
 Reflection

Give practical applications of light and light phenomena in rea-life situation. Write your 5-sentence
answer in a separate sheet of paper.

Rubric for Scoring

3 – Practical application is scientifically explained consistent to the concepts, and has no
misconception.
2 - Practical application is scientifically explained consistent to the concepts but with
minimal misconception.
1 – Practical application is explained consistent to the concepts but with misconceptions.

REFERENCES

Punzalan, Jervie. M., Richard C. Monserrat, Physical Science in Today’s World, Quezon City: Sibs
Publishing House, 2016.

“Color Filters”, accessed last November 7, 2020,

https://www.teacherspayteachers.com/Product/Color-Filters-Light-Assignment

“Why are skies blue? and “Why are sunsets red? “, accessed last November 8, 2020,
www.physicsclassroom.com

“Cloud”, accessed last November 10, 2020, nationalgeographic.org

“How Heinrich Hertz discovered radio waves”,accessed last November 6, 2020,

https://www.famousscientists.org/how-hertz-discovered-radio-waves/

“Hertz’s Experiment”, Youtube Channel Media Smarts, accessed last May 22, 2020, you
tube.com/watch?v=A5mxwBABgDs

“Hertz’s Experiment on Electromagnetic Waves”, You tube Channel Media Smarts, accessed last
June 8, 2020, https://www.youtube.com/watch?v=9gDFll6Ge7g

“How Heinrich Hertz discovered Radio Waves-Famous Scientist”, accessed last May 22, 2020,
https://www.famousscientists.orghow-hertz-discovered-radio-waves

9
10
email address: [email protected]
10 Division: Agusan del Norte
School/Station: Magallanes National High School
Author: Lanelyn C. Alonsagay
Answer Key
Activity 1. Spoon The Difference!
Part of the Spoon Size of Image Orientation of Image
Inner Surface Diminished Upside Down/Inverted
Backside of the spoon Enlarged Upright
1. smaller
2. it slowly became smaller
3. larger
4. concave mirror, convex mirror
Activity 2. Now You See It! Now You Don’t!
1. It occurs when a light ray, for example, that travels through the air passes from this to another
medium, such as water, there is a change in its speed and direction.
2. refraction
3. because Dora might have thought that there is water ahead of her hindering her path
Activity 3. Color Pass!
Table 2. Color Result
Cellophane Colored Paper
Red Green Blue Yellow
Red Red Black Black Invisible
Green Red Green Black Yellow
Blue Black Green Blue Green
Guide Questions:
1. Other colors are absorbed and the same color is reflected.
2. Colors that are reflected are those colors that were not absorbed. A green color absorbs other colors and
reflects green and so with red, blue and other colors.
Activity 4. Hello HalOwS!
Guide Questions:
1. B. Light refracts upon passing through the ice crystals and also reflects upon hitting the crystal’s
faces.
2. D. Refraction
3. Primary rainbow is formed when light hits a raindrop, refracted and single reflection happens
inside the raindrop. Secondary rainbows are formed when two inner reflections are done instead of
one; this causes the reversal of colors in a secondary rainbow in comparison to a primary rainbow.
4.A
Activity 5. Fleeting Beauty at 20!
Answers may vary
Activity 6.1. It really Hertz!
1. changing
2. equal
3. copper wire
4. spark
5. wavelength and frequency
Activity 6.2. Tell Me Where It Hertz!
4. Capacitor 2
1. Capacitor 1
2. Copper wire 3. Spark gap
 WEEKLY LEARNING ACTIVITY SHEETS
Physical Science Quarter 2 Week 6

THE SPECIAL THEORY OF RELATIVITY

Name: ___________________________________________ Section: ____________________

Learning Competency:
• Explain how special relativity resolved the conflict between Newtonian mechanics and
Maxwell’s electromagnetic theory (S11/12PS-IVi-j-69)
Specific Learning Objectives:
• Describe Galilean-Newtonian relativity.
• Explain Maxwell’s electromagnetic theory.
• Explain how special relativity resolved the conflict between Newtonian mechanics and
Maxwell’s electromagnetic theory
Time Allotment: 1 week

Key Concepts

• Frame of reference refers to a vantage point from which a motion is being observed and
measured.
• Newtonian or classical mechanics talks about the observable motion of normal sized
objects including the force that causes these motions. The ideas under Newtonian
mechanics are based on Newton’s ideas about motion which describes the state of motion
of an object whether moving in a straight path or at rest, and the forces that can cause
changes and maintain the body’s states of motion.
• According to the principle of the Galilean relativity, in all inertial frames of reference, the
laws of mechanics must be the same. Inertial frames of reference are those in which the
Newton’s laws are valid, where objects move in straight lines at constant speed or at rest
unless acted on by a nonzero net force. Thus, the name “inertial frame” because objects
observed at these frames obey the first Newton’s law, the “law of inertia”.
• In a room that is at rest, any observations done in this frame of reference is the same
observations that will be done in a truck moving with constant velocity. If you throw a ball
vertically upward in a room that is at rest, you will observe this ball to fall back to your
hand, this observation should be the same if the same experiment is done by an observer
in a truck moving with constant velocity.
• Let us consider an observer at rest on Earth viewing the experiment in the previous
paragraph, this stationary observer sees the path of the ball in the truck to be a parabola.
The observer will also see that the ball is moving to the right with a velocity the same as the
truck. This observation is not the same with the observer in the truck who sees the ball
moving in a vertical path (Figure 1). Another observation that may differ between the two
observers is that for the one who is at the moving truck, he will see the ball in his hand to
be at rest, while the observer at rest on Earth will see the ball moving with a speed the same
as the speed of the truck. Although the two observers disagree on the shape of the path of
the ball, both will agree that the ball obeys the law of gravity and Newton’s laws of motion,
and they would even agree of the time the ball will remain in the air. With this observation,
it is concluded that there is no preferred frame of reference for describing the laws of
mechanics.

Author: IVAN C. DANO

School/Station: AGAY NATIONAL HIGH SCHOOL
1
Division: AGUSAN DEL NORTE
Email address: [email protected]
 Serway, Raymond A, et al. College Physics. Boston, Ma Cengage Learning, 2018. pp 839.

Figure 1. The two observers watch the path of the thrown ball and obtain different results.
• In the last half of the nineteenth century, a complication arose with the Galilean-Newtonian
relativity. Maxwell’s theory of electromagnetism gave an equation which predicted that
light is an electromagnetic wave with a velocity c of 3.00 x 108 m/s. But, in what frame of
reference does light have precisely the values predicted by Maxwell’s theory? It was thought
that in different frames of reference, light would have a different speed. For example, if
observer could travel in a ship that moves away from the source of light, we might expect
this observer to see the light reaching them at a speed slower than the predicted speed of
light c. But there was no provision for relative velocity in Maxwell’s theory. The predicted
speed of light implies that there must be some preferred reference frame where c would have
this value.
• Nineteenth-century physicists thought that light, as a wave, travels in a medium, and they
call this transparent medium as luminiferous ether (or aether) and assumed it permeated
all space. It was therefore believed that the velocity of light given by Maxwell’s equations
must be with respect to the ether. This frame of reference was called the absolute frame.

https://upload.wikimedia.org/wikipedia/commons/thumb/f/fc/
AetherWind.svg/1200px-AetherWind.svg.png

Figure 2. It was assumed that the speed of light is relative to the luminiferous ether, a
reference frame called the absolute frame.
• To determine the speed of the Earth relative to the absolute frame of reference, an
experiment was performed by A.A. Michelson and E.W. Morley in the 1880s. They measured

Author: IVAN C. DANO

School/Station: AGAY NATIONAL HIGH SCHOOL
2
Division: AGUSAN DEL NORTE
Email address: [email protected]
 the difference in the speed of light in different directions using Michelson’s interferometer.
They expected to find a difference depending on the orientation of their apparatus with
respect to the ether. For just as a boat has different speed relative to the land when it moves
upstream, downstream, or across the stream, so too light would be expected to have
different speeds depending on the velocity of the ether past the Earth. However, they
detected no difference at all, which was a puzzle for them.

https://images.slideplayer.com/26/8374367/slides/slide_26.jpg

Figure 3. If luminiferous ether exist, the speed of light during spring should be faster
and slower during winter.
• The negative results of the Michelson-Morley experiment not only contradicted the ether
hypothesis, but also showed that it was impossible to measure the absolute velocity of Earth
with respect to the absolute frame. Maxwell's equations predict that the speed of light in a
vacuum is a constant, the same for all observers which is not consistent with Newtonian
physics, where all speeds are relative. In later years, when more was known about the
nature of light, the idea of an ether that permeates all space was discarded. Light is now
understood to be an electromagnetic wave that requires no medium for its propagation.
• Albert Einstein, in 1905, proposed the theory of relativity that explained the result of the
Michelson-Morley experiment and completely altered the notions of space and time. The
theory is based on the two postulates:
1. The principle of relativity: All laws of physics are the same in all inertial frames.
2. The constancy of the speed of light: The speed of light in free space has the same
measured value for all observers, regardless of the motion of the source or the motion of
the observer; that is, the speed of light c is a constant.
• The first postulate emphasizes that all laws of physics are the same in all reference frames
moving with constant velocity relative to each other. Einstein’s principle of relativity means
that any kind of experiments performed in a laboratory at rest must give the same result
when performed in a laboratory moving at a constant speed. Hence, no preferred inertial
frame of reference exists, and it is impossible to detect absolute motion.
• The second postulate may seem hard to accept, for it seems to violate the common sense.
First, we have to think of light travelling through empty space, which is not hard because
ether was not detected. But the second postulate also tells us that the speed of light c in a
vacuum is always the same no matter what the speed of the observer or the source. Thus,
a person travelling toward or away from the source of light will measure the same speed for
that light as someone at rest with respect to the source. This conflicts with our everyday
experience where we have to add or to take into consideration the speed of the observer.
The negative result of the Michelson-Morley experiment is consistent with the second
postulate.

Author: IVAN C. DANO

School/Station: AGAY NATIONAL HIGH SCHOOL
3
Division: AGUSAN DEL NORTE
Email address: [email protected]
 • It was possible to reconcile classical mechanics with Maxwell’s electromagnetic theory by
doing away with the idea of an absolute reference frame. This doesn’t mean that Newton is
wrong with his laws of motions, it’s just that it has limits. The speed of light predicted by
Maxwell’s equations is the speed of light in vacuum in any reference frame.

Activity 1. Form and Describe

What you need: Answer Sheet and Pen
What to do: In each item are words or terms whose letters are jumbled. Arrange these jumbled
letters to determine the word or term in the item, and then, give a short description
for this word or term. Write your answers on your answer sheet.

1. ERMAF OF ENEFCERER - ______________________________________________________________

2. TINERIAL EAFRM - ____________________________________________________________________
3. CTRGNELEICOMAET ERYOTH - ________________________________________________________
4. MILUOUERNIFS RHEET - ______________________________________________________________
5. BARTLE TENSEIIN - ___________________________________________________________________

Activity 2. True or False

What you need: Answer Sheet and Pen
What to do: Read each item carefully. On your answer sheet, write TRUE if the statement is
correct, if otherwise, change the underlined word or phrase in the item.
1. Newtonian mechanics is mainly based on the Newton’s laws of motion which describes the
motion of an object at rest or moving in a straight path.
2. According to Galilean relativity, the basic laws of physics are the same in all inertial
reference frames.
3. Inertial reference frame refers to a reference frame that is accelerating.
4. At rest, if you throw an object upward, it will eventually fall back to your hand, the same
observation will be seen if you are in a vehicle moving in a constant velocity.
5. In the principle of Galilean-Newtonian relativity, the speed of the object inside a moving
vehicle observed by a person inside that vehicle is the same speed that will be observed by
a person standing in the sidewalk.
6. Maxwell’s electromagnetic theory predicted that the speed of light c is constant, at a value
of 3.00 x 106 m/s.
7. Light, as a wave, was assumed to travel in a medium called the luminiferous ether.
8. The experiment performed by A.A. Michelson and E.W. Morley in the 1880s shows that
luminiferous ether does exist.
9. Maxwell’s electromagnetic theory predicts that the speed of light is the same for all
observers, which is consistent with the Newtonian mechanics.
10. Einstein’s special theory of relativity resolved the conflict between the Newtonian mechanics
and Maxwell’s electromagnetic theory by stating that the speed of light is constant in all
inertial frame of reference, regardless of the motion of the observer or of the source of the
light.

Author: IVAN C. DANO

School/Station: AGAY NATIONAL HIGH SCHOOL
4
Division: AGUSAN DEL NORTE
Email address: [email protected]
Reflection
Answer the following question concisely. Write your answer on your answer sheet.
1. If you were in a bus moving at constant velocity with no windows, could you sense the
difference between uniform motion and rest? Between accelerated motion and rest?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Rubric
3 - Practical application is scientifically explained consistent to the concepts, and has no
misconception.
2 - Practical application is scientifically explained consistent to the concepts, but with minimal
misconception.
1 - Practical application is explained consistent to the concepts, but with misconceptions.
0 - No discussion

References:

Giancoli, Douglas C. Physics: Principles with Applications. 7th ed., Harlow, Pearson Education,
2016. pp 744 – 749

Hewitt, Paul G. Conceptual Physics. 12th ed., Harlow, Essex, Pearson Education, 2015. pp 659
– 662

Serway, Raymond A, et al. College Physics. Boston, Ma Cengage Learning, 2018. pp 838 – 841

Young, Hugh D, et al. Sears and Zemansky’s University Physics: With Modern Physics. Harlow,
United Kingdom, Pearson Education Limited, 2020. pp 1245 – 1248

Answer Key
10. TRUE
9. is not consistent
8. doesn’t exist
7. TRUE
6. 3.00 x 108 m/s
5. Is not the same speed
4. TRUE
3. Not accelerating
2. TRUE
1. TRUE
Activity 2

ALBERT EINSTEIN 5.
LUMINIFEROUS ETHER 4.
ELECTROMAGNETIC THEORY 3.
INERTIAL FRAME 2.
FRAME OF REFERENCE 1.
1 Activity

Author: IVAN C. DANO

School/Station: AGAY NATIONAL HIGH SCHOOL
5
Division: AGUSAN DEL NORTE
Email address: [email protected]
 WEEKLY LEARNING ACTIVITY SHEET
Physical Science Grade 11, Quarter 2, Week 7

General Relativity

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)

Explain the consequences of the postulates of General Relativity. (S11/12PS-IVi-j-71)

Learning Objectives:

After going through this learning activity sheet you are expected to:
1. explain the principle of equivalence;
2. explain the consequences of general relativity; and
3. complete a concept map on the theory of general relativity.

Time allotment: 4 hours

Key Concepts

General Relativity

The theory of general relativity attempts to explain within a single framework almost all the
laws of physical universe. It was formulated by Albert Einstein to account for gravity. He thought
of homogenous gravitational field as completely equivalent to a uniformly accelerated reference
frame. This refers to the principle of equivalence, which Einstein considered as his happiest idea
and is the backbone of general relativity (Santiago and Selverio, 2016).The principle of
equivalence states that an inertial reference frame in a uniform gravitational field is equivalent to
a reference frame in the absence of gravitational field that has a constant acceleration with respect
to the inertial frame (Padua and Crisostomo, 2007).

Consequences of General Relativity

One of the key ideas in the general theory

is that gravitation is a warping of space and
time around a body of matter. An object moving
through such region of space in general follows a
curved path rather than a straight one and may
even be trapped there (Padua and Crisostomo,
2007).Figure 1 on the right shows the curvature Source: https://casswww.ucsd.edu/archive
of space caused by a massive object. It is a lattice /public/tutorial/GR.html
Source: https://bit.ly/3fFJ7XR
analogy of the space- time caused by a planetary Figure 1.The curvature of space caused by a
Figure 1. Space-time curvature schematic
massive object
mass.
Massive entities like stars and galaxies are able to warp space and time considerably that
even the behavior of light is affected. In the absence of gravitational field, light would follow a
straight path. The presence of massive object would bend the lights path around the gravitational
field of the said object. The implications of the general theory of the relativity is not always straight
and rectilinear as once envisioned but in certain places, curved.

Author: Julie B. Bongcales

School/Station: Las Nieves National High School
Division: Agusan del Norte 1
email address: [email protected]
 Another consequences that arises from the principle of equivalence is that light is bent in a
gravitational field. This ability of gravity to bend light just like a lens is called the gravitational
lensing. Light can be bent when it travels along a warped space near a massive object. This was
confirmed in 1919 by measuring position of stars during a solar eclipse. Today, gravitational
lensing is measured by the deflection of radio waves emitted by distant galaxies called quasars.

galaxy
galaxy cluster
lensed galaxy images

distorted light-rays

Earth
Source: https://bit.ly/3fvFbcc
Figure 2.Bending of light by gravity

The idea that gravity affects light is seen in

the concept of black hole. A black hole is
generally considered to form from the
gravitationally collapsed remnant of a star. Such
an object has a great density and a very intense
gravitational field that nothing can escape it. A
black hole can also be considered a bottomless
pit in the fabric of space-time. Even light cannot
escape the intense gravitational field of a black
hole. Source: https://go.nasa.gov/3fFKOEH
Figure 3. Black hole

The gravitational redshift is another

result of the general theory of relativity. Gravity
affects time by causing it to slow down-the
greater the gravitational field, the greater the
slowing time. Another success of the general
theory of relativity is about the explanation of the
advance perihelion of the planet Mercury. The
perihelion point, the point closest to the sun, of
Mercury moves ‘forward’ in the planet’s orbital
motion. Previous predictions of the actual rate of
advance fall short from actual observation. Yet
when calculations using the general theory of
relativity were used, the advance was predicted
perfectly. Mercury is a planet with an obviously
elliptical orbit and is also closest of all planets to Source: https://bit.ly/3lAe29s
the sun. And so, Mercury is the one most affected Figure 4. The relativistic perihelion shift of
by the gravitational relativistic time effect. Mercury’s orbit

Relativistic effects apply to all systems. It might be that these effects are very obvious for
atomic particles and light, but they also apply to real clocks, and to us (Padua and Crisostomo,
2007).

Author: Julie B. Bongcales

School/Station: Las Nieves National High School
Division: Agusan del Norte 2
email address: [email protected]
Global Positioning System (GPS)

The general theory of relativity may seem to be an exotic bit of knowledge with little practical
application. In fact, this theory plays an essential role in the global positioning system (GPS),
which makes it possible to determine your position on the earth’s surface to within a few meters
using a handheld receiver. The heart of the GPS system is a collection of more than two dozen
satellites in very precise orbits. Each satellite emits carefully timed radio signals, and a GPS
receiver simultaneously detects the signals from several satellites. The receiver then calculates the
time delay between when each signal was emitted and when it was received, and uses this
information to calculate the receiver’s position. To ensure the proper timing of the signals, it’s
necessary to include corrections due to the special theory of relativity (because the satellites are
moving relative to the receiver on earth) as well as the general theory (because the satellites are
higher in the earth’s gravitational field than the receiver). The corrections due to relativity are
small—less than one part in —but are crucial to the superb precision of the GPS system ( Young
and Freedman, University Physics,2012 ).

Exercises / Activities

Activity 1. Face the Consequences of General Relativity

What you need:

Activity sheet, ball pen, paper
What to do:
Explain each of the consequences of general relativity stated in each item. Write
your answer in a separate sheet of paper.

1. Warping of space and time Explanation:___________________________________________

_______________________________________________________
_______________________________________________________
_______________________________________________________.

2. Black hole
Explanation:___________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________.

3. Gravitational lensing
Explanation:___________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________.

4. Gravitational redshift
Explanation:___________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________.

Author: Julie B. Bongcales

School/Station: Las Nieves National High School
Division: Agusan del Norte 3
email address: [email protected]
Activity 2. Completely General Relativity

What you need:

Activity sheet, ball pen, paper
What to do:
Complete the concept map to show Einstein’s Theory of Relativity. Use the words in
the box below. Then, answer the guide questions that follow. Write your answer in a
separate answer sheet.

black hole

gravitational redshift

Is divided into

deals with

is backed up by

results in

Author: Julie B. Bongcales

School/Station: Las Nieves National High School
4
Division: Agusan del Norte
email address: [email protected]
Guide Question/s:

1. Explain the principle of equivalence.

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
.
Rubrics for scoring:
1 point - The response was partially incorrect.
3 points- The response was correct.
5 points- The response was correct and especially insightful or detailed

Activity 3. Correct Me If I’m Wrong

What you need:

Activity sheet, ball pen, paper
What to do:
Part A. Write TRUE if the statement is correct, if it is false change the underlined
word or group of words to make the statement true. Write your answer in a
separate sheet of paper.
1. General relativity predicts that the stronger the gravity, the more slowly time must run.
2. Gravitational lensing is an increase in wavelength of an electromagnetic wave (light) when
propagating from or near a massive object.
3. Gravitational redshift is the bending and focusing of light and especially the formation of
multiple images of a more distant object by a celestial object acting as a gravitational lens.
4. A black hole is a region of space time where gravity is so strong that nothing—no particles or
even electromagnetic radiation such as light—can escape from it.
5. Einstein proposed that there is a relationship between mass, gravity and space time. Mass
distorts space time, causing it to curve.

Part B. Study the illustration below and answer the question that follow. Write your
answer in a separate answer sheet.

Mass A Mass B

Mass B

Mass C

©2012 Britanica Encyclopedia,Inc.

1. Which mass (mass A, mass B or mass C) warp space-time more? Why?

Rubrics for scoring:

1 point - The response was partially incorrect.
3 points- The response was correct.
5 points- The response was correct and especially insightful or detailed

Author: Julie B. Bongcales

School/Station: Las Nieves National High School
Division: Agusan del Norte 5
email address: [email protected]
Reflection

Discuss the given question briefly. Write your answer in a separate sheet of paper.

1. The general theory of relativity plays an essential role in the global positioning system (GPS).
Modern cars and cellular phones incorporate GPS as an added accessory that gives accurate
readings of position, speed, and heading in real time. How important is GPS to the COVID-19
contact tracers? How about to the transportation group and commuters?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Rubrics for scoring:

3 points-Practical application is scientifically explained consistent to the concepts, and has no

misconception
2 points- Practical application is scientifically explained consistent to the concepts, but with
minimal misconception
1 point - Practical application is explained consistent to the concepts, but with misconceptions

References

Bayoang, R.B et.al, Physical Science: Educational Resources Corporation, 2016.

Padua, Alicia L. and Ricardo M.Crisostomo, Practial and Explorational Physics: Vibal Publishing
House, Inc. Reprinted 2007.

Santiago, Karen S. and Angelina A. Selverio,Exploring Life Throuh Science:Physical

Science:Phoenix Publishing House, 2016.

Young, Hugh D. and Roger A Freedman, University Physics with Modern Physics, Pearson
Education, Inc;13th ed. 2012.

Author: Julie B. Bongcales

School/Station: Las Nieves National High School
Division: Agusan del Norte 6
email address: [email protected]
 email address: [email protected]
Division: Agusan del Norte
7 School/Station: Las Nieves National High School
Author: Julie B. Bongcales
Activity 1.Race the Consequences of General Relativity
1. Warping of space and time
Possible answer: gravity is the warping of space and time. Gravity is the curvature of the
universe, caused by massive bodies, which determines the path that objects travel. That
curvature is dynamical, moving as those objects move.
2. Black hole
Possible answer: A black hole is a region of space-time where gravity is so strong that
nothing—no particles or even electromagnetic radiation such as light—can escape from it.
The theory of general relativity predicts that a sufficiently compact mass can deform space-
time to form a black hole
3. Gravitational lensing
Possible answer: The ability of gravity to bend light just like a lens is called the gravitational
lensing. Light can be bent when it travels along a warped space near a massive object.
4. Gravitational redshift
Possible answer: (in general relativity) the shift toward longer wavelengths of electromagnetic
radiation emitted by a source in a gravitational field, especially at the surface of a massive
star.
Activity 2.Completely Relativity
Guide question/s:
1. Possible answer: The principle of equivalence states that an inertial reference frame
in a uniform gravitational field is equivalent to a reference frame in the absence of
gravitational field that has a constant acceleration with respect to the inertial frame.
Activity 3.Correct Me If I’m Wrong
Part A.1.True 2. Gravitational redshift 3. Gravitational lensing 4. True 5. True
Part B. 1.Possible Answer: Mass B will warp the space time more since mass B has the
largest mass which can warp time by speeding it up or slowing it down. Einstein preferred to
think that it is space and time that are affected by the presence of a large mass.
Reflection:
1. Answers may vary.
Answer Key
 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: [email protected]
 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: [email protected]
 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: [email protected]
 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: [email protected]
 ➢ 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: [email protected]
 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: [email protected]
 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: [email protected]
 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: [email protected]
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: [email protected]
 email address: [email protected]
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