Physical Science- Quarter 2-Module 1- Week 1_Ancient-Astronomy, Lecture notes of Physical education

Download Physical Science- Quarter 2-Module 1- Week 1_Ancient-Astronomy and more Lecture notes Physical education in PDF only on Docsity! Senior High School DepED DEPARTMENT If OF EDUCATION Physical Science Quarter 2 - Module 1 Ancient Astronomy  Physical Science Alternative Delivery Mode Quarter 2 – Module 1: Ancient Astronomy First Edition 2020 Republic Act 8293, Section 176 states that “no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.” Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – RegionIV-A CALABARZON Office Address: Gate 2 Karangalan Village,Barangay San Isidro Cainta, Rizal 1800 Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: region4a@deped.gov.ph/ict.calabarzon@deped.gov.ph Development Team of the Module Writers: X-handi B. Fallarna Editors: Priscilla D. Domino, Felipa A. Morada Reviewers: Rogelio D. Canuel, Elmer C. Bobis, Felipa A. Morada Illustrator: John Albert Rico Layout Artist: Elsie R. Reyes Pamela A. Lalusin, Mary Grace L. Asa Management Team: Wilfredo E. Cabral, Regional Director Job S. Zape Jr., CLMD Chief Elaine T. Balaogan, Regional ADM Coordinator Homer N. Mendoza, Schools Division Superintendent Catherine V. Maranan, Assistant Schools Division Superintendent Lorna R. Medrano, CID Chief Edita T. Olan, EPS In-charge of LRMS Editha M. Malihan, EPS iii For the learner: Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on Ancient Astronomy! The hand is one of the most symbolic parts of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that as a learner, you are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correctly (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. iv What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! References This is a list of all sources used in developing this module. 1 What I Need to Know This module was designed and written with you in mind. It is here to help you to explain how the Greeks knew that the Earth is Spherical. The scope of this module permits it to be used in many different learning situations. The language used recognizes the varied vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module contains discussion about what early philosophers thought about the shape of the Earth. After going through this module, you are expected to: 1. discuss the thoughts of philosophers about the shape of the Earth; 2. describe the size of the Earth; and 3. realize the importance of the shape of the Earth. 4 Lesson 1 Ancient Astronomy The Greeks are very much noted for their major contributions in different fields. They were not only great philosophers. They were great scientists and mathematicians as well. It was in Greece that the Golden Age of early astronomy was centered. Being philosophers, the Greeks used philosophical arguments to explain the natural events happening around them including the movements of the stars and other heavenly bodies. But they were also observers. They made use of their observational data to explain certain events. They were the ones who measured the sizes and the distances of the sun and the moon using the basics of geometry and trigonometry which they also developed. The early Greeks had a geocentric view of the earth. For them, it was the center of the universe; hence, a motionless sphere. The sun, moon, Mercury, Venus, Mars, Jupiter, and Saturn orbited the Earth. The Greeks also believed that stars traveled daily around the earth. However, they all stayed in a transparent, hollow sphere located beyond the planets. They called this sphere as the celestial sphere. What’s In Matching Type. Directions: Match the Greek astronomers in column A with their important findings in column B. Write the letter on the space provided before each number. Column A ________1. Hipparchus ________2. Aristarchus ________3. Eratosthenes ________4. Anaxagoras ________5. Eudoxus Column B A. He proposed a system of fixed spheres. He believed that the sun, the moon, the five known planets and the stars were attached to these spheres. B. He was able to explain what causes the phases of the moon. According to him, the moon shone only by reflected sunlight. 5 Notes to the Teacher Have you ever wondered what the philosophers in ancient astronomy thought about the shape of the Earth? They may have different beliefs and ideas but surprisingly, we used these to settle our curiosity in recent times. There are three good reasons to study the history of astronomy. First, history itself is fascinating. Second, you will understand the facts of astronomy better if you know why astronomers came to believe such incredible things. And third, the history of once-controversial ideas can shed light on scientific controversies that are still alive today. This chapter begins the story of the greatest scientific controversy of all time: the battle over earth's place in the universe. Is the earth unique, occupying a special place at the center of the universe? Or is it just another planet, drifting through space like the rest of the heavenly bodies? Today, every school child is taught that the second view is correct. But only a few hundred years ago, this view was considered absurd and even blasphemous. Let's try to understand why. C. The very first Greek to profess the heliocentric view. He learned that the sun was many times farther than the moon and it was much larger than the earth. C. He made the first successful attempt to determine the size of the earth. He did this by applying the geometric principle. D. He is considered as the greatest of the early Greek astronomers. He observed the brightness of 850 stars and arranged them into order of brightness or magnitude. E. He was a student of Plato. For him, the earth is spherical in shape since it always casts a curved shadow when it eclipses the moon. 6 What’s New How do you see the shape of the Earth? Let’s try to understand this by performing this song. The Shape of the Earth is Round In the tune of “The Wheels on the bus go round and round” By: X-handi B. Fallarna The shape of the Earth is round, just round Round, just round Round, just round The shape of the Earth is round, just round All this time The Greek philosophers had thought it’s flat, Some thought it’s round, some thought it’s round The Greek philosophers had thought it’s flat, But they got it wrong! North Star, eclipse, and sailing ship, Moon’s shadow from Earth’s relationship These conclude that the Earth is round All this time! Excellent, you are a great singer! 9 c. Aristotle Aristotle was a student of Plato. For him, the earth is spherical in shape since it always casts a curved shadow when it eclipses the moon. He also believed that the earth was the center of the universe. The planets and stars were concentric, crystalline spheres centered on the earth. d. Aristarchus Aristarchus is the very first Greek to profess the heliocentric view. The word helios means sun; centric means centered. This heliocentric view considered the sun as the center of the universe. He learned that the sun was many time farther than the moon and that it was much larger than the earth. He also made an attempt to calculate the distance of the sun and the moon by using geometric principles. He based his calculations on his estimated diameters of the earth and moon, and expressed distance in terms of diameter. However, the measurements he got were very small and there were a lot of observational errors. e. Eratosthenes The first successful attempt to determine the size of the earth was made by him. He did this by applying geometric principles. He observed the angles of the noonday sun in two Egyptian cities that were almost opposite each other- Syene (now Aswan) in the south and Alexandria in the north. He assumed they were in the same longitude. f. Hipparchus Hipparchus is considered as the greatest of the early Greek astronomers. He observed and compared the brightness of 850 stars and arranged them into order of brightness or magnitude. He developed a method for predicting the times of lunar eclipses to within a few hours. Aside from this, he also measured the length of the year to within minutes of the modern value. g. Claudius Ptolemy He believed that the earth was the center of the universe. His Ptolemic Model claimed that the planets moved in a complicated system of circles. This geocentric model also became known as the Ptolemic System. The Ptolemic Model Claudius Ptolemy developed a model that was able to explain the observable motions of the planets. Figure 2: Ptolemic Model showing geocentrism. 10 According to the Ptolemic Mode, the sun, the moon, and the other planets move in circular orbits around the earth. However, if observed night after night, these planets move slightly eastward among the stars. At a certain point, the planet appears to stop then moves in the opposite direction for some time; after which it will resume its eartward motion. This westward drift of the planets is called retrograde motion. To justify his earth-centered model using retrograde motion, he further explained that the planets orbited on small circles, called epicycles, revolving around large circles called deferents. What’s More Aristotle’s Conclusion Aristotle lived in ancient Greece more than three hundred years before the Common Era (or Before Christ). In those days, most people believed that many gods ruled the universe. A happy god, for instance, might allow an abundant harvest while an angry god would show his fury with storms or earthquakes. Aristotle decided he could understand the world through observation and by using logic and reason. Later scientists called Aristotle the Father of Natural Science because centuries after the ancient scholar’s death, his methods formed the basis of the scientific method. Most people in Aristotle’s time believed the earth was flat, but he did not agree. He studied and used scientific methods to prove that his conclusion was correct. Firstly, Aristotle considered the position of the North Star. The farther north you journeyed, the closer the North Star seemed to move to the middle of the sky. But if someone were to travel south of what we now call the equator, the North Star could not be seen at all. He also watched ships sailing into port. He noticed that at a distance, he could see the tops of their sails before he saw the rest of the ship. Aristotle deduced that this was because of the curvature of the earth. And lastly he observed the shadow cast during eclipses. Try it! To test if one of Aristotle’s studies is correct, do this activity. Prepare a flashlight and two ping pong balls. In a dark room, align the flashlight and the balls horizontally. Illuminate one ball with the flashlight and observe the shadow it casts on the ball behind it. 1. What is the shape of the shadow? 2. How is the result of the experiment related to Aristotle's arguments about the shape of the Earth? 11 3. If you use a different object, like two Rubik’s cubes instead of ping pong balls, will it cast the same shape of shadow? Explain. What would life on Earth be like if it is not a sphere? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ________________. What I Have Learned Arrange the words in correct order and write the sentence on the blank provided in each item. These are the observations that led the Greeks to conclude that the Earth is sphere. 1. Earth the circular casts on the moon a shadow during a lunar eclipse. The_______________________________________________________________________ ______________________________________________________________. 2. The different has positions depending observer on the location of the North Star. The_______________________________________________________________________ ______________________________________________________________. 3. Moon spherical and the Sun are both the. The_______________________________________________________________________ ______________________________________________________________. 4. A sailing ship becomes smaller and then its hull disappears first before the sail as if it is being water enveloped by completely disappears the until it. A__________________________________________________________________________ ___________________________________________________________. 5. The Sun of the with the vertical summer direction at angle noon time during a solstice from place to place varies. The_______________________________________________________________________ ______________________________________________________________ 14 9. During which time did Eratosthenes observe the shadows cast by a vertical stick? a. noon time in summer solstice b. noon time in winter solstice c. during a lunar eclipse d. during a solar eclipse 10. According to Eratosthenes, which of the following explains why a vertical stick casts a shadow in Alexandria but not in Syene? I. The Sun is directly overhead in Syene while in Alexandria, it is only almost directly overhead. II. The light rays coming from the sun are parallel, and the Earth is curved. III. The light rays coming from the sun are curved, and the Earth is flat. IV. The Sun is directly overhead in Alexandria while in Syene, it is only almost directly overhead. a. I only b. I and II c. III and IV d. II and IV 11. Greek philosopher who gave the most accurate size of the spherical earth during their time? a. Eratosthenes c. Claudius Ptolemy b. Anaxagoras d. Hipparchus 12. It is an astronomical model in which the Earth and planets revolve around the Sun. a. Geocentrism b. Heliocentrism c. Solstice d. Eclipse 13. Any theory of the structure of the solar system (or the universe) in which Earth is assumed to be at the center of it all. a. Geocentrism b. Heliocentrism c. Solstice d. Eclipse 14. An obscuring of the light from one celestial body by the passage of another between it and the observer or between it and its source of illumination. a. Geocentrism b. Heliocentrism c. Solstice d. Eclipse 15. Either of the two times in the year, the summer solstice and the winter solstice, when the sun reaches its highest or lowest point in the sky at noon, marked by the longest and shortest days. a. Geocentrism b. Heliocentrism c. Solstice d. Eclipse 15 Additional Activities It can be through a song, a role play (experiment), poem, poster, or interpretative dance. A 5-minute-performance will be evaluated using a common rubric to be given by the teacher. Criteria 5 4 3 2 1 Content Content is accurate and all required information is presented in a logical order. Content is accurate but some required information is missing and/or not presented in a logical order, but is still generally easy to follow. Content is accurate but some required information is missing and/or not presented in a logical order, making it difficult to follow. Content is questionable. Information is not presented in a logical order, making it difficult to follow. Content is inaccurate. Information is not presented in a logical order, making it difficult to follow. Presentation Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way. Presentation flows well. Tools are used correctly. Overall presentation is interesting. Presentation flows well. Some tools are used to show acceptable understanding . Presentation is unorganized. Tools are not used in a relevant manner. Lacks information about some and/or information is not identified. Presentation has no flow. Insufficient information. Product/ Output Product is appropriate. Details are pleasing to the eye. Product is appropriate. Details are cluttered. Product is quite appropriate. Product is inappropriate or details are messy. No relevance at all. Mechanics No spelling errors. No grammar errors. Text is in author’s own words. Few spelling errors. Few grammar errors. Text is in author’s own words. Some spelling errors. Some grammar errors. Text is in author’s own words. Some spelling errors. Some grammar errors. Most of the text is in author’s own words. Many spelling and grammar errors. Text is copied. In your most creative way, how will you explain how the Greeks knew that the Earth is Spherical? 16 What's More 1.It is round. 2.Aristotle realized that a lunar eclipse occurred when the earth came between the sun and the moon. The shape of the earth’s shadow was round. If the earth were flat, its shadow would have a much different form. 3.No. Because the shape of the shadows depends on the shape of the object that blocks the light. What I Have Learned 1.The earth casts a circular shadow on the moon during a lunar eclipse. 2.The North Star has different positions depending on the location of the observer. 3.The moon and the sun are both spherical. 4.A sailing ship becomes smaller and then its hull disappears first before the sail as if it is being enveloped by the water until it completely disappears. 5.The angle of the sun with the vertical direction at noon time during a summer solstice varies from place to place. Answer Key What’s In 1.E 2.C 3.D 4.B 5.A What I Know 1.Greeks 2.Ptolemic Model 3.Oblate spheroid 4.North Star 5.Aristotle 6.Eclipse 7.Shadow 8.Eratosthenes 9.Retrograde motion 10.Winter solstice 11.Summer solstice 12.Heliocentrism 13.Geocentrism 14.Nicolaus Copernicus 15.Galileo Galilei Assessment 1.D 2.B 3.C 4.A 5.A 6.C 7.A 8.D 9.A 10.B 11.A 12. B 13. A 14. D 15. C