12

PHYSICAL SCIENCE
QUARTER 2

LEARNING ACTIVITY SHEET

 Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY

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Learning Activity Sheet in EARTH SCIENCE
(Grade 12)

Copyright © 2020
DEPARTMENT OF EDUCATION
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 Table of Contents

Page
Compentency Code
number
Explain how the Greeks knew that the Earth is spherical S11/12PS-IVa-38 1–7
Cite examples of astronomical phenomena known to
astronomers
before the advent of telescopes S11/12PS-IVa-41 8 – 19
Explain how Brahe’s innovations and extensive
collection of data in observational astronomy paved the
way for Kepler’s discovery of his laws of planetary
motion S11/12PS-IVb-44 20 – 30
Compare and contract the Aristotelian and Galilean
conceptions of vertical motion, horizontal motion and
projectile motion. S11/12PS-IVc-46 31 – 44
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 45 – 58
Explain the subtle distinction between Newton’s 1st
S11/12PS-IVd-51
Law of Motion (or Law of Inertia) and Galileo’s assertion
that force is not necessary to sustain horizontal motion 59 – 69
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 70 – 84
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 85 – 91
Cite experimental evidence showing that electrons can
behave like waves S11/12PS-IVg-64 92 – 107
Differentiate dispersion, scattering, interference, and
diffraction S11/12PS-IVh-65 108 – 130
Explain various light phenomena such as:
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 though red
cellophane than green cellophane
D. Clothing of certain colors appear different in artificial
light and in sunlight S11/12PS-IVh-66
E. Haloes, sundogs, primary rainbows, secondary
131 – 140
rainbows, and supernumerary bows
F. Why clouds are usually white and rainclouds dark
G. Why the sky is blue and sunsets are reddish
A. Your reflection on the concave and convex sides of a
spoon looks different
Describe how Hertz produced radio pulses S11/12PS-IVi-68 141 – 146
Explain how special relativity resolved the conflict
between Newtonian mechanics and Maxwell’s
electromagnetic theory S11/12PS-IVi-j-69 147 – 163
Explain the consequences of the postulates of Special
Relativity (e.g., relativity of simultaneity, time dilation,
length contraction, mass energy equivalence, and
cosmic speed limit) S11/12PS-IVi-j-70 164 – 182
Explain the consequences of the postulates of General
Relativity (e.g., correct predictions of shifts in the orbit
of Mercury, gravitational bending of light, and black
holes) S11/12PS-IVi-j-71 183 – 194
Explain how the speeds and distances of far-off objects
are estimated (e.g., doppler effect and cosmic distance
ladder) S11/12PS-IVj-72 195 – 210
Explain how we know that we live in an expanding
universe, which used to be hot and is approximately
14billion years old S11/12PS-IVj-73 211 – 221
 PHYSICAL SCIENCE

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

The Earth in the Universe

Background Information for the Learners (BIL)

Have you ever wondered what the early philosophers thought about the shape
of the Earth?

Around 500 B.C., most Greeks believe that the Earth was round, not flat. It was
Pythagoras and his pupils who first propose a spherical Earth.

The shape of the earth is oblate spheroid. It has bulging equator and squeezed
poles.

Plato’s “Saving Appearances”

Pythagoras, a Greek philosopher viewed heaven as perfect and that a circle is

a perfect polygon. From this, Plato concluded that heaven is circular and the motion
of celestial bodies is a perfect objects has to be constant and circular as well. However,
it was observed that some planets move in an
uneven path across a pre-set background of stars, GLIMPSE OF THE HISTORY
The Cave Story
doing asymmetrical and nonrepeating retrograde In ancient times, what one
rings. Figure 1 shows how the retrograde motion of saw was taken to be absolute truth.
a planet occurs. An observer on Earth sees the Any other perspective was considered
disturbing, profane, dangerous and
path of an outer planet as moving backward. This intimidating. Plato used an allegory of
apparent backward motion is called retrograde the cave story to portray society as
motion. Faced with the difficulty of explaining the comprised of people with no chance of
escaping the cave. They perceived as
retrograde motion of planets, the followers of Plato reality only what they observed from
used the allegory of the cave story to save the movement of shadows on the
appearances and provide an explanation without cave walls. Plato thought that if one of
these people escaped, then he would
dismissing the present belief. Saving the see a completely different reality from
appearances means discovering and that in the cave. He had the obligation
understanding the reality behind what humans to tell his peers what he saw, but
persuading these people to change
perceived to be true (i.e., what they observed with their belief was not easy. This allegory
the senses). They explained the truth by logic, ran parallel to what Plato was
geometry, numbers and observed planetary motion experiencing. The shadows
symbolized perceived reality, but
to move these views because these are what the people did not consider another reality
Ancient perceived reality. beyond the shadow.

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Seligman, Courtney. (n.d) Online Astronomy eText. The Sky/Orbital Motions. Retrieved from
https://cseligman.com/text/sky/retrograde.htm
Figure 1. The retrograde motion of an outer planets as observed from Earth.

In 500 to 430 B.C., Anaxagoras further supported Pythagoras’ proposal through

his observations of the shadows that the Earth cast on the Moon during a lunar eclipse.
He observed that during lunar eclipse, the Earth’s shadow was reflected on the Moon’s
surface. The shadow reflected was circular.
Around 340 B.C., Aristotle listed several arguments for a spherical Earth which
included the positions of the North Star, the shape of the Moon and the Sun, and the
disappearance of the ships when they sail over the horizon.

North Star
The North Star was believed to be at a fixed position in the sky. However, when
Greeks travelled to places nearer the equator, like Egypt, they noticed that the North
Star is closer to the horizon.

The Shape of the Sun and the Moon

Aristotle argued that if the Moon and the Sun were both spherical, then perhaps,
the Earth was also spherical.

Disappearing Ships
If the Earth was flat, then a ship travelling away from an observer should
become smaller until it disappeared. However, the Greeks observed that the ship
became smaller and then its hull disappeared first before the sail as if it was being
enveloped by the water until it completely disappeared.

The Size of the Spherical Earth

Ancient scholars tried to provide proof of a spherical Earth and its
circumference through calculations. It was Eratosthenes who gave the most accurate
size during their time. While he was working at the Library of Alexandria in Northern
Egypt, he received correspondence from Southern Egypt, which stated that a vertical
object did not cast any shadow at noontime during the summer solstice. But this was
not the case in Alexandria where, at noon time during the summer solstice, a vertical

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object still casts a shadow. These observations could only mean that the Sun, during
that time in Alexandria, was not directly overhead.

Canoy, W.Z. (2018).How the Greeks Knew that the Erath is Spherical ppt. Retrieved from
https://m.fdacebook.com/notes/grade-11-physical-science/lessson-63-how-the-greeks-knew-that-the -
earth-is-spherical/2033007150048833/

Eratosthenes then determined the angle the Sun made with the vertical
direction by measuring the shadow that a vertical stick cast. He found out that in
Alexandria, the Sun makes an angle of 7.2⸰ from the vertical while 0 in Syene. To
explain the difference, he hypothesized that the light rays coming from the Sun are
parallel, and the Earth is curved. From his measurements, he computed the
circumference of the Earth to be approximately 250, 000 stadia (a stadia is a unit of
measurement used to described the size of a typical stadium at the time), about 40,
000 kilometers.

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

Activity 1: Watch the Sunset

Procedures:
1. Choose a nice spot from which you can watch a sunset (well call this point A)
Ideally, you’d have a clear horizon in front of you, and behind you would be
some sort of elevated point that you can quickly access (a hill, a building with
at least two floors, or perhaps the aforementioned tree, we’ll call this point B.
2. Watch the sunset from point A, and once the sun is out of sight, proceed to
point B. With the added elevation provided by point B, you should be able to
see the sun above the horizon.

a. From the activity, if the Earth is flat what will happen to the sun once it had
set?
b. If the Earth is round what will happen to the sun once it had set?

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Activity 2: Climb a Tree
Procedures:
1. If the earth were flat, what would exactly be your observations when
standing at the base and when at the top of the tree? Explain your answer.
2. Can our naked eye see objects that are millions of miles away in space?

Activity 3: Let’s Test Your Understanding

Directions: Read and analyze each item carefully. Encircle the letter of the correct
answer.
1. Which of the following is the shape of the Earth according to ancient Greeks?
a. Circle
b. Octagon
c. Flat disc
d. Octagon
2. What is the shape of the earth as described by modern astronomy?
a. Ellipsoid
b. Hyperboloid
c. Oblate paraboloid
d. Oblate spheroid
3. Which of the following ancient Greek philosopher computed for the
circumference of the Earth?
a. Anaxagoras
b. Pythagoras
c. Eratosthenes
d. Aristotle
4. According to Eratosthenes’ computations what is the circumference of the
Earth?
a. 250 000 stadia
b. 500 stadia
c. 7.2 stadia
d. 40 000 stadia
5. In which of the following is 250 000 stadia equal to?
a. 40 000 inches
b. 40 000 meters
c. 40 000 kilometers
d. 40 000 miles

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Reflection:

1. I learned that _______________________________________________________

___________________________________________________________________
___________________________________________________________

2. I enjoyed most on ___________________________________________________

___________________________________________________________________
_________________________________________________________

3. I want to learn more on _______________________________________________

___________________________________________________________________
_________________________________________________________

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References:

Cabria, H., Olivar, J. & Rodolfo, R. (2016). Exploring life through science series: Earth
science. Phoenix Publishing House, Inc. 927 Quezon Avenue, Quezon City

Universe Today. Space & Astronomy News. (n.d). Retrieved from

https://grade8science.com/3-1-1-how-did-the-ancient-greeks-learn-that-earth-is-
round/

Greek Astronomy. (2017).Ancient History Encyclopedia. Retrieved from

https://www.astro.umd.edu/~peel/ASTR340/Greeks%20and%20all%20that.pdf

Seligman, Courtney. (n.d) Online Astronomy eText. The Sky/Orbital Motions.

Retrieved from https://cseligman.com/text/sky/retrograde.htm

Canoy, W.Z. (2018).How the Greeks Knew that the Erath is Spherical ppt. Retrieved
from https://m.fdacebook.com/notes/grade-11-physical-science/lessson-63-how-the-
greeks-knew-that-the -earth-is-spherical/2033007150048833/
Punzalan, J.M. &
Monseratt, R.C. (2016). Science in Today’s World for Senior High School.SIBS
Publishing House, Inc. Phoenix Building 927 Quezon Avenue, Quezon City

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 NOTE: Practice personal hygiene protocols at all times
7
Matucay National High School
MARIO BOLANDO
Prepared by:
Activity 1
1. In flat earth, sun will remain on the horizon as it sets.
2. In round earth, sun will disappear on the horizon as it sets.
Activity 2
1. If the earth were flat, your vision would extend exactly as far while
standing at the base of the trees it would when at the top of the tree.
However, the higher you climb, the farther you can see. That’s
because part of the earth that were not visible while you were on the
ground were hidden from view by its curvature and are now visible
because your position change.
2. Yes, visible all the way down here on earth, the most distant object
in the solar system we can see, without a telescope is Saturn at 1.5
billion km away.
Activity 3
1. B
2. D
3. C
4. A
5. C
ANSWER KEY
 PHYSICAL SCIENCE
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

The Earth and Beyond

Background Information for the Learners (BIL)

Even before the invention of the telescope, ancient people have already
observed different astronomical phenomena. The most observable object in the sky
are the sun and moon. Babylonian and Egyptian civilizations used a primitive version
of a sundial, called Gnomon, in systematically observing the motion of the sun. By
looking at the shadows that the sun rises in the eastern part of the sky, reaches the
highest point in the midday, and sets in the western part of the sky. Also, they recorded
that the points where the sun rises and sets on the horizon varies over a year and
these variations happen periodically. They observed this variations are related to
weather and so concluded that seasonal changes in climate happen during a course
of one year.

Pasachoff, Jay M. (2008). Astronomy. Microsoft® Encarta® 2009 [DVD]. Redmond, WA:
Microsoft Corporation, 2008.
Phases of the Moon

The appearance of the Moon from Earth depends on the relative positions of
the Earth, Moon, and Sun. This illustration shows what the Moon looks like from Earth
at different stages of the Moon's orbit.
Ancient people have observed that the moon changes its path and its
appearance within a period of 29.5 days. They observed that the moon changes its

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appearance from thin semi-circular disk to full circular disk. The phases of the moon
is the basis of ancient calendars.
As the Moon orbits Earth in a counter clockwise direction, Earth itself rotates
counter clockwise (from west to east) on its axis and revolves around the Sun in a
counter clockwise orbit. All of these motions combined determine when and how the
Moon appears in the sky to an observer on Earth. Seen from a single spot on Earth,
the Moon rises about 50 minutes later every day. Since the Moon has moved 13.8
degrees further in its orbit in 24 hours, the Earth has to turn an extra 13.8 degrees on
its axis for the Moon to rise above the horizon again

The Moon shows progressively different phases as it moves along its orbit
around Earth. Half of the Moon is always in sunlight, just as half of Earth has day while
the other half has night. Thus, there is no permanent “dark side of the Moon,” which is
sometimes confused with the Moon’s far side—the side that always faces away from
Earth. The phases of the Moon depend on how much of the sunlit half can be seen at
any one time. In the phase called the new moon, the near side is completely in shadow.
About a week after a new moon, the Moon is in first quarter, resembling a luminous
half-circle; another week later, the full moon shows its fully lighted near side; a week
afterward, in its last quarter, the Moon appears as a half-circle again. The entire cycle
is repeated each lunar month. The Moon is full when it is farther away from the Sun
than Earth; it is new when it is closer. When it is more than half illuminated, it is said
to be in gibbous phase. When it is less than half illuminated, it is said to be in crescent
phase. The Moon is said to be waning as it progresses from full to new, and to be
waxing as it proceeds from new to full.

The Moon is in the sky about 12 hours a day. At new moon it is in the sky during
daylight hours, rising just after dawn. At full moon it is visible throughout the night,
rising at sunset. The phases of the Moon match its position in the sky. New moon is
noticeable when the Moon is close to the western horizon at sunset. The full moon
occurs when the Moon is above the eastern horizon at sunset about 14 days later. The
dark phase of the Moon occurs when the Moon is in the daytime sky with its shaded
night side facing Earth. Its unseen presence can be revealed in a spectacular way if
the dark Moon passes directly in front of the Sun. When this happens, the view of the
Sun is blocked and the Moon’s shadow falls on a small region of the surface of the
Earth, an event called a solar eclipse.

SOLAR ECLIPSE
Aside from lunar eclipse, the occurrence of a solar eclipse was also observed.
Solar eclipse occurs when the Moon is in between the Sun and the Earth and the moon
is partially or completely block out the sun.
By a cosmic coincidence, the apparent sizes of the disk of the Moon and the
disk of the Sun are approximately the same (within about 0.5 of a degree) when seen
from Earth. If the Moon’s orbit lay exactly in the plane of Earth’s orbit around the Sun,
a solar eclipse would occur somewhere on Earth every month at new moon. However,
the Moon’s orbit is tilted 5.1 degrees with respect to the plane of Earth’s orbit around
the Sun. As a result, solar eclipses occur only about 2 to 5 times a year. Partial
eclipses, when the Moon only partially covers the disk of the Sun, happen more often
than total eclipses.

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 Another type of eclipse results when Earth comes directly between the Sun and
the Moon. Lunar eclipses happen at full moon about twice a year and are visible over
large areas on Earth. The round shadow of Earth passes over the Moon, giving it a
red or copper hue from sunlight filtered through Earth’s atmosphere.

LUNAR ECLIPSE

Besides their observations in different phases of the moon, they also noticed
that there are times when the moon or part of it seemed to be covered by a shadow for a
brief moment. A lunar eclipse happen at Full Moon, when the earth casts its shadow on the
moon when the Earth is between the sun and the Moon. A phenomenon such as this is
known as lunar eclipse wherein the moon changes into a dark or blood red color.
At a certain time, an observer on Earth can see only 50 percent of the Moon’s
entire surface. However, an additional 9 percent can be seen from time to time around
the edges because the viewing angle from Earth changes slightly as the Moon moves
through its elliptical orbit. This slight relative motion is called libration.

Hess, Fred. (2008). Eclipse. Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft
Corporation, 2008.
FIGURE A: No Solar/Lunar Eclipse

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Hess, Fred. (2008). Eclipse. Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft
Corporation, 2008.

Figure B: Partial Solar/lunar Eclipse

Hess, Fred. (2008). Eclipse. Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft
Corporation, 2008. .
Figure C: Total Solar/Lunar Eclipse

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THE MOTION OF STARS
It was also observed that the stars appear to be attached to a celestial sphere
that rotates around an axis in one day. This axis intersects the celestial sphere at a
point in the northern sky and it’s presently close to the northern star, Polaris. Also the
constellations’ positions in the night sky vary depending on the time of the year.
Star, massive shining sphere of hot gas. Of all the stars in the universe, our
Sun is the nearest to Earth and the most extensively studied. The stars visible to the
naked eye all belong to the Milky Way Galaxy, the massive ensemble of stars that
contains our solar system (the Sun and its nine planets).
About 5,000 stars can be seen with the naked eye, although not all of these
stars are visible at any given time or from any given place. With a small telescope,
hundreds of thousands of stars can be seen. The largest telescopes disclose millions
of galaxies, which may each contain over 200 billion stars. Modern astronomers
believe there are more than 1 x 1022 stars in the universe (this number is very large, a
1 followed by 22 zeros). The largest stars, if placed at the Sun's position, would easily
engulf Earth, Mars, Jupiter, and Saturn. The smallest white dwarf stars are about the
size of Earth, and neutron stars are less than about 20 km (about 10 mi) in diameter.
All stars are composed of hot glowing gas. The outer layers of some stars are
so empty that they can be described as red-hot vacuums. Other stars are so dense
that a teaspoonful of the material composing the outer layers would weigh several
tons. Stars are made chiefly of hydrogen and a smaller amount of helium. Even the
most abundant of the other elements present in stars—oxygen, carbon, neon, and
nitrogen—are generally present in very small quantities.

The Sun, our nearest star, is about 150 million km (about 93 million mi) from
Earth. It appears different from the stars visible in the night sky because it is about
250,000 times closer to Earth than the next closest star. The next nearest star is
Proxima Centauri, which is more than 30 trillion km (20 trillion mi) from Earth. While
light from the Sun takes only about eight minutes to reach Earth, the farthest stars are
so distant that their light takes billions of years to reach Earth.

The color of stars—ranging from the deepest red through all intermediate
shades of orange and yellow to an intense white-blue—depends directly on their
temperature. The coolest stars are red and the hottest stars are blue. Most stars make
light by several different kinds of thermonuclear fusion, a process in which the nuclei
of atoms combine to form a heavier element and release energy (see Nuclear Energy).
One of the most common thermonuclear fusion processes occurs in stars when four
hydrogen atoms combine into a helium atom, releasing energy that is transformed into
light and heat.

Constellation Names and Meanings

Ancient people and astronomers often saw designs or groupings in the stars
and named them after various religious figures, animals, and objects. This table lists
some of the more prominent constellations and translates their names.

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 CONSTELLATION ENGLISH NAME CONSTELLATION ENGLISH NAME
Andromeda Andromeda Gemini Twins
Aquarius Water Carrier Hercules Hercules
Aries Ram Hydra Water Snake
Cancer Crab Leo Lion
Canis Major Greater Dog Leo Minor Lesser Lion
Canis Minor Lesser Dog Libra Scales
Caprioornus Goat Lyra Lyre
Cassiopeia Cassiopeia Orion Orion
Centaurus Centaur Pegasus Pegasus
Cepheus Cepheus Perseus Perseus
Cetus Whale Pisces Fishes
Corvus Crow Sagitarius Archer
Crux Southern Cross Scorpius Scorpion
Cygnus Swan Taurus Bull
Draco Dragon Ursa Major Graet Bear
Equieus Little Horse Ursa Minor Little Bear
Eridanus River Virgo Virgin
Constellation names/Star Certificate. Retrieved from https://starregistration.net/constellations.html

VISIBILITY OF THE PLANETS

Astronomers have discovered that Mercury, Venus, Mars, Jupiter, and Saturn
are planets because they have noticed that the stars are in fixed position with respect
to each other (like how constellations are always grouped). But there are very bright
stars that change positions periodically. These “stars” do not belong to any group of
constellations in the sky. Thus, the word planet comes from the Greek word planetes,
meaning “wanderer.” Seen from Earth, the naked-eye planets Mercury, Venus, Mars,
Jupiter, and Saturn change their positions against the background of stars over
periods of weeks and months. People once used the term “wandering stars” for
planets. The two brightest heavenly bodies, the Sun and the Moon, have more regular
motions but were also called planets in ancient times, for a total of seven planets.
Explaining the strange motions of the planets posed a major challenge to the ancient
philosophers and astronomers.

In the 4th century BC, the Greek philosopher Aristotle asserted that Earth was
the stationary center of the universe and the heavens revolved around the Earth.
Heavenly bodies such as stars and planets were made of pure ether, a substance
totally different from the imperfect form of matter found on Earth. The stars and planets
both shined from their own fiery heat and had perfect circular motions. Aristotle’s views
were widely accepted for centuries and prevailed in European thought up until the
Renaissance. Ancient astrologers believed that the motions of the planets affected
events on Earth and guided the lives of individuals. Because the planets all orbit in the
plane of the solar system, the Sun, Moon, and planets appear to move through a single
band of constellations of stars called the zodiac. Special significance was attached to
the passage of a planet through a particular constellation of the zodiac.

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 Many ancient cultures associated the planets with gods and goddesses, or
other supernatural beings. The English names for the planets Mercury, Venus, Mars,
Jupiter, and Saturn date from their ancient identification with Roman gods. Educated
Romans saw the planets not as gods themselves but as heavenly objects that
represented qualities of the particular gods. Thus the bright, majestically moving planet
Jupiter was “Jupiter’s star,” and fiery red Mars was associated with god of war and
called “Mars’s star.”

The traditional notion of seven planets lasted until the 16th century when the
Polish astronomer Nicholaus Copernicus proposed that the Sun was at the center of
the universe, not Earth. In the Copernican system Earth became a planet that orbited
Sun and the Moon became a satellite that orbited Earth. Copernicus’s system
redefined the planets as worlds similar to Earth and not perfect objects made of pure
ether.

The true scientific study of planets began with the Italian astronomer and
physicist Galileo in the early 17th century. Galileo used a telescope to study the
surface of the Moon, the phases of Venus, and the moons of Jupiter. His observations
fully confirmed that the Moon and the planets were worlds like Earth. Galileo clashed
with the Roman Catholic Church over his support for the Sun-centered Copernican
system, however. Authorities in Catholic Church put Galileo on trial and forced him to
say that his scientific ideas were wrong.

As astronomers after Galileo made more discoveries about the solar system,
they had to decide what should be called a planet. The German-born British
astronomer William Herschel discovered the planet Uranus in 1781 but first thought it
was a comet. Uranus was not officially recognized as a planet until more observations
showed it had a circular orbit beyond Saturn.

In 1801 Italian astronomer Giuseppe Piazzi found a body orbiting between

Mars and Jupiter. Named Ceres, the body was thought to be the “missing” planet that
should exist between Mars and Jupiter. Other astronomers found additional bodies
with similar orbits. For a few decades these objects were called planets. After scientists
detected many more such small bodies, they decided to call them asteroids rather
than true planets. (Ceres is now considered a dwarf planet.)

The planet Neptune was found in 1846 based on slight changes in the orbit of
Uranus, likely caused by gravity from another planet further out in the solar system.
The calculations were so accurate that the first astronomer who made the search with
a telescope located the new planet in a few hours.

In 1859, an astronomer claimed to find a small body orbiting nearer the Sun
than Mercury. The discovery was hailed as a new planet named Vulcan. Later, more
careful searches failed to find Vulcan again and astronomers decided that the
supposed innermost planet never existed. The existence of a large planet beyond
Neptune was proposed by the American astronomer Percival Lowell to explain slight
irregularities apparently detected in Neptune’s orbit. (Lowell’s calculations contained
errors and no irregularities actually existed.). After Lowell’s death, the Lowell
Observatory in Flagstaff, Arizona, hired the young amateur astronomer Clyde
Tombaugh to search for Lowell’s so-called Planet X. In 1930, Tombaugh found a small

14
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point of light that moved like a planet only a few degrees away from one of the positions
predicted by Lowell. The object was named Pluto and hailed as the ninth planet in the
solar system.

Pluto turned out to be far smaller than the planet Lowell had imagined,
however. In fact, the discovery of Pluto was a lucky accident that rewarded Clyde
Tombaugh’s diligent work and not a confirmation of Lowell’s ideas. Whether Pluto
deserved to be called a planet at all later became a topic of scientific debate. The
International Astronomical Union made Pluto a dwarf planet in 2006, leaving eight
major (or “classical” planets) in the solar system.

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

ACTIVITY 1: See ME See YOU

Procedures:
1. Without using a telescope, try locating the planets Mercury, Venus, Mars,
Jupiter, and Saturn in the night sky.
2. Do this every month to see if there are changes in their positions.
3. Write your observations on your science journal and this will be checked by the
teacher as your performance output.
a. How did you determine that it is planet Mercury? Venus? Saturn?
Mars? Jupiter? Justify your answer.
b. Is there any changes you saw? How it was differ from the previous
observation you have made? Justify your answer.

ACTIVITY 2: Calendar Constellation

Procedures:
1. Print/Draw off calendar pages by changing the month and date on the
calendar page below then print/draw each page. Hand out calendar pages
to students. They can be a full size piece of paper or you can shrink them
to half page size. They will be stapled in the middle.
2. Student would research 2 constellations.
3. The students need to draw the constellations on the picture part of the
calendar and write three facts in the box. They will get the facts from the
resources you provide.
4. Have students complete each calendar.

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Scoring Guide:
Students researches and draws three constellations……………20 pts.
Student complete own calendar……………………………………10 pts.
Calendar is neat………………………………………………………5 pts.
Calendar has three facts…………………………………………….15pts.

Constellation Name:

Facts:

Sample page

December 2020

Sun Mon Tue Wed Thu Fri Sat

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

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 Activity 3: TRUE or FALSE

Directions: Label the following statements as True or False. If the statement is

false, underline the word/s that make it false and change it to make it true.
_________ 1. Around once a month phases of the Moon cycle repeats.
_________ 2. For a solar eclipse to occur, the alignment must be: Sun, Moon, and
Earth.
_________ 3. Lunar eclipse can occur during New Moon.
_________ 4. Venus is known as the Morning star.
_________ 5. Blue is the color are the hottest star.
_________ 6. Constellations were originally named and identified by people or
animals they may resembled.
_________ 7. Liberation is an apparent or real oscillation of the moon, by which
parts near the edge of the disc that are not often visible from the earth sometimes
come into view.
_________ 8. 5,000 stars can be seen with the naked eye.
_________ 9. The word planet comes from the Greek word “PLANETES” meaning
wonder.
________ 10. All stars are composed of hot glowing magma.

Reflection:

1. I learned that
___________________________________________________________________
___________________________________________________________________

2. I enjoyed most on
___________________________________________________________________
___________________________________________________________________

3.I want to learn more on

___________________________________________________________________
___________________________________________________________________

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References:
Cabria, H., Olivar, J. & Rodolfo, R. (2016). Exploring life through science series: Earth
science. Phoenix Publishing House, Inc. 927 Quezon Avenue, Quezon City.
Pasachoff, Jay M. (2008). Astronomy. Microsoft® Encarta® 2009 [DVD]. Redmond, WA:
Microsoft Corporation, 2008.

Hess, Fred. (2008). Eclipse. Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft
Corporation, 2008.

Mcintire, A. (2019). Earth’s Stabilizing Moon Maybe Unique within Universe. Retrieved from
https://qph.fs.quoracdn.net/main-qimg-1684b3c7927c44e40a403fc6d1517dab
NASA SCIENCE, Space Place. Retrieved from https://spaceplace.nasa.gov/eclipses/en/
Punzalan, J.M. & Monseratt, R.C. (2016). Science in Today’s World for Senior High
School.SIBS Publishing House, Inc. Phoenix Building 927 Quezon Avenue, Quezon
City

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ANSWER KEY

ACTIVITY 1
Answers may vary

ACTIVITY 2
Answers may vary

Activity 3
1.True
2. True
3. False…Full Moon
4. True
5. True
6. True
7. True
8. True
9. False…….Wanderer
10. False……..Gas

Prepared by:

MARIO BOLANDO
Matucay National High School

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 PHYSICAL SCIENCE

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

Kepler’s Law of Planetary Motion
Background Information for the Learners (BIL)

In the early 1600s, Johannes Kepler proposed three laws of planetary motion.
Kepler was able to summarize the carefully collected data of his mentor - Tycho Brahe
- with three statements that described the motion of planets in a sun-centered solar
system. Kepler's efforts to explain the underlying reasons for such motions are no
longer accepted; nonetheless, the actual laws themselves are still considered an
accurate description of the motion of any planet and any satellite.

Kepler's three laws of planetary motion can be described as follows:

✓ The path of the planets about the sun is elliptical in shape, with the center of
the sun being located at one focus. (The Law of Ellipses)
✓ An imaginary line drawn from the center of the sun to the center of the planet
will sweep out equal areas in equal intervals of time. (The Law of Equal Areas)
✓ The ratio of the squares of the periods of any two planets is equal to the ratio
of the cubes of their average distances from the sun. (The Law of Harmonies)
The Law of Ellipses
Kepler's first law - sometimes referred to as the Law of Ellipses - explains that
planets are orbiting the sun in a path described as an ellipse. An ellipse is a special
curve in which the sum of the distances from every point on the curve to two other
points is constant. The two other points (represented here by the tack locations) are
known as the foci of the ellipse. The closer together that these points are, the more
closely that the ellipse resembles the shape of a circle. In fact, a circle is the special
case of an ellipse in which the two foci are at the same location. Kepler's first law is
rather simple - all planets orbit the sun in a path that resembles an ellipse, with the
sun being located at one of the foci of that ellipse.

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The Law of Equal Areas
Kepler's second law - sometimes referred to as the Law of Equal Areas -
describes the speed at which any given planet will move while orbiting the sun. The
speed at which any planet moves through space is constantly changing. A planet
moves fastest when it is closest to the sun and slowest when it is furthest from the
sun. Yet, if an imaginary line were drawn from the center of the planet to the center of
the sun, that line would sweep out the same Law of Equal Areas
area in equal periods of time. For instance,
if an imaginary line were drawn from the
earth to the sun, then the area swept out by
the line in every 31-day month would be the
same. This is depicted in the diagram
below. As can be observed in the diagram,
the areas formed when the earth is closest
to the sun can be approximated as a wide
but short triangle; whereas the areas An imaginary line drawn from the sun to any
planet sweeps out equal areas in equal
formed when the earth is farthest from the amounts of time.
sun can be approximated as a narrow but Visit this page for the animation:
https://www.physicsclassroom.com/class/circles/Lesson
long triangle. These areas are the same
-4/Kepler-s-Three-Laws
size. Since the base of these triangles are
shortest when the earth is farthest from the sun, the earth would have to be moving
more slowly in order for this imaginary area to be the same size as when the earth is
closest to the sun.

The Law of Harmonies

Kepler's third law - sometimes referred to as the Law of Harmonies - compares
the orbital period and radius of orbit of a planet to those of other planets. Unlike
Kepler's first and second laws that describe the motion characteristics of a single
planet, the third law makes a comparison between the motion characteristics of
different planets. The comparison being made is that the ratio of the squares of the
periods to the cubes of their average distances from the sun is the same for every one
of the planets. As an illustration, consider the orbital period and average distance from
sun (orbital radius) for Earth and mars as given in the table below.

21
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 Period Average T2/R3
Planet
(s) Distance (m) (s2/m3)
Earth 3.156 x 107 s 1.4957 x 1011 2.977 x 10-19
Mars 5.93 x 107 s 2.278 x 1011 2.975 x 10-19

Observe that the T2/R3 ratio is the same for Earth as it is for mars. In fact, if the
same T2/R3 ratio is computed for the other planets, it can be found that this ratio is
nearly the same value for all the planets (see table below). Amazingly, every planet
has the same T2/R3 ratio.
Period Average T2/R3
Planet
(yr) Distance (au) (yr2/au3)
Mercury 0.241 0.39 0.98
Venus .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

(NOTE: The average distance value is given in astronomical units where 1 a.u. is equal
to the distance from the earth to the sun - 1.4957 x 1011 m. The orbital period is given
in units of earth-years where 1 earth year is the time required for the earth to orbit the
sun - 3.156 x 107 seconds. )

Kepler's third law provides an accurate description of the period and distance
for a planet's orbits about the sun. Additionally, the same law that describes
the T2/R3 ratio for the planets' orbits about the sun also accurately describes
the T2/R3 ratio for any satellite (whether a moon or a man-made satellite) about any
planet. There is something much deeper to be found in this T2/R3 ratio - something
that must relate to basic fundamental principles of motion.

22
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Activity 1 : Swing Me Around
Directions:
1. Tack the sheet of paper to the cardboard using the
two tacks.
2. Then tie the string into a loop and wrap the loop
around the two tacks.
3. Take your pencil and pull the string until the pencil
and two tacks make a triangle (see diagram at the
right).
4. Then begin to trace out a path with the pencil,
keeping the string wrapped tightly around the tacks.
Source: Henderson,The Physcis Classroom,
https://www.physicsclassroom.com/class/circl
es/Lesson-4/Kepler-s-Three-Laws
Guide Questions:
1. What is the resulting shape of what you have drawn?
___________________________________________________________
2. How does this relates to Kepler’s First Law of Motion?
___________________________________________________________
3. What does this Law states?
___________________________________________________________

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Activity 2: Calculating the Eccentricity of Planet Orbits
Directions: Calculate the eccentricity of each planet by using the formula e = c/a.
Distance from
center of Semi-Major Axis
Planet ellipse to focus in in Eccentricity (e)
Astronomical Astronomical
Units (c) Units (a)
Mercury 0.080 0.387
Venus 0.005 0.723
Earth 0.017 1.000
Mars 0.142 1.524
Jupiter 0.250 5.203
Saturn 0.534 9.540
Uranus 0.901 19.180
Neptune 0.271 30.060
Pluto 9.821 39.440

Guide Questions:
1. Which of the planet’s orbits is the most eccentric? Assume that Pluto is still a
planet for this question.
_____________________________________________________________
2. Which of the planet’s orbits is the least eccentric (closest to a circle’s eccentricity
of zero)? Assume that Pluto is still a planet for this question.
_____________________________________________________________
3. Which two planets have the most similar eccentricity?
_____________________________________________________________
4. Which planet has an eccentricity most similar to Earth’s eccentricity?
______________________________________________________________

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5. How could the eccentricity of a planet’s orbit affect the amount of solar radiation
it receives from the sun?
_____________________________________________________________
_____________________________________________________________

Activity 3: Count Me (2nd Law)

✓ Directions: Look at the diagram below. Count the number of squares in sector
1 and in sector 2, then place this diagram and your count in your notebook.
Squares in Sector 1: ______________
Squares in Sector 2: ______________

Source: Henderson,The Physcis Classroom,

https://www.physicsclassroom.com/class/circles/Lesson-4/Kepler-s-Three-Laws

Guide Questions:
1. What can you say about the number of squares in Sector 1 compared to the
number of squares in Sector 2?
_____________________________________________________________
2. What does the number of squares implies?
_____________________________________________________________

25
NOTE: Practice personal hygiene protocols at all times
3. If it takes the same amount of time for a planet to move from point A to point B as
it does for a planet to move from point C to point D, then what must a planet do in
terms of its speed in each sector?
______________________________________________________________
______________________________________________________________
4. Earth’s perihelion is in January and its aphelion is in July. Why is this not the reason
for the season on Earth? If it was, the Northern Hemisphere on Earth would be hotter
in January and colder in July. Think about it.
____________________________________________________________
____________________________________________________________
_____________________________________________________________

Activity 4: Kepler’s Third Law of Planetary Motion

Directions: Study the table below and answer briefly the questions given based from
your analysis.

Planets Mean Orbital Velocity and Mean Distance to the Sun

Mercur Venu Earth Mars Jupite Satur Uranu Neptun Pluto
y s r n s e

Velocity
(km/s) 47.87 35.0 29.7 24.1 13.07 9.67 6.84 5.48 4.75
2 9 3

Distanc 0.39 0.72 1.00 1.52 5.20 9.54 19.19 30.07 39.4
e 8
( AU )

1. How does the distance from the Sun of a planet affect the planet’s orbital velocity?

26
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2. What do you think is the reason behind the relationship you concluded on the first
question?
___________________________________________________________________
___________________________________________________________________
3. Based on your response to number 1, what do you think Kepler’s Third Law of
Planetary Motion say?
___________________________________________________________________
__________________________________________________________________

Reflections:

1. I learned that __________________________________________________

______________________________________________________________
______________________________________________________________

2. I enjoyed most on _________________________________________________

______________________________________________________________
______________________________________________________________

3. I want to learn more on ____________________________________________

______________________________________________________________

27
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References:
• Henderson,The Physcis Classroom,
https://www.physicsclassroom.com/class/circles/Lesson-4/Kepler-s-Three-
Laws
• Punzalan & Monserrat, “Physical Science” Sibs Publishing House, 2016
• Dasas et. al, “ Learning Guide: Physical Sciecne”, Sibs Publishing House,
2016

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ANSWER KEY:
Activity 1:
1. The shape is elliptical
2. This simply shows that a planet travels in an elliptical path.
3. Kepler’s First Law simply states that planets are orbitng around the sun in an
elliptical shape.
Activity 2:
Distance from
center of Semi-Major Axis
Planet ellipse to focus in in Eccentricity (e)
Astronomical Astronomical
Units (c) Units (a)
Mercury 0.080 0.387 0.21
Venus 0.005 0.723 0.007
Earth 0.017 1.000 0.02
Mars 0.142 1.524 0.09
Jupiter 0.250 5.203 0.05
Saturn 0.534 9.540 0.06
Uranus 0.901 19.180 0.05
Neptune 0.271 30.060 0.009
Pluto 9.821 39.440 0.24

1. Pluto
2. Venus
3. Jupiter and Uranus
4. Neptune
5. The amount of solar radiation received by planets are greatly affected by the
eccentricity of their orbit specially at their two major points, the perihelion
and aphelion. At perihelion, the planet receives the greatest percentage
which is the opposite when the planets are in their aphelion point.

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Activity 3:
Square 1: 120
Square 2: 120
1. They are the same.
2. This implies the area travelled by the planet at a given time.
3. From point A to B, the planets shall move at a slower pace while at Point C
to D, they should move at a faster rate.
4. The Earth’s tilt causes the season because the hemispheres of the earth
receives different amount of directs rays from the sun. At January, the
Northern Hemisphere is tilted away the sun, thus receiving lesser amount
of direct sunlight which makes it colder on that region. While on July, it is
tilted towards the sun making it warmer during that month.

Activity 4:
1. Based from the data given, as the distance of the planet from the sun is
increasing, the velocity decreases.
2. As a planet’s distance to the sun decreases, its gravitational pull becomes
stronger allowing it to move faster. On the other hand, as the planet gets
farther, sun’s gravitational pull weakens making the movement of the planet
around its orbit slower.
2. This law simply means that the ratio of the squares of the orbital period of
two planets is equal to the ratio of the cubes of their mean orbit radius.

Prepared by:

MARJOHN ADDURU
Pattao National High School

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 PHYSICAL SCIENCE
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

Aristotelian vs. Galilean concept of Vertical, Horizontal and Projectile Motion

Background Information for the Learners (BIL)

It is the movement or change in location of object overtime. It is often described
in terms of direction, location and speed.
Aristotle and Galileo were two of the most important historical figures in physics.
They may have opposing views regarding motion, but they helped science progress.

Aristotle's Theory on Motion

Aristotle was considered the most outstanding philosopher-scientist of his time

in ancient Greece. He explained the behavior of an object, such as a rock, in terms of
the “essential nature” of that object. For Aristotle, a non-measurable force existed
within an object that compelled it to behave in a certain manner. A stone, for example,
was classified by Aristotle as a heavy object, while fire was defined as a light object.
He defined motion as the actuality of a potentiality.
Aristotle divided motion into two main classes: natural motion and violent
motion.

• Natural motion
✓ Aristotle thought that natural motion proceeds from the "nature" of an object
which depended on the combination of four elements – earth, water, air, and
fire.
✓ In his view, every object in the universe has a proper place, determined by
this "nature“.
✓ Any object not in its proper place will "strive" to get there.
Example:
A. An unsupported lump of clay, being of earth, properly falls to the
ground while being of the air, an unimpeded puff of smoke properly
rises.
B. A feather being a mixture of earth and air but predominantly earth,
properly falls to the ground, but not as rapidly as a lump of clay.
• Violent motion
✓ Caused by pushing and pulling on objects.
Example:
A. Pushing a cart or lifting a heavy weight imposed motion.
B. The wind imposed motion on ships by pushing its sail.
C. Floodwaters imposed it on boulders and debris.

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Galileo’s Investigation on Motion

Galileo showed that physics should be investigated by experiment rather than

logic. Galileo disagreed with this principle and he postulated that if there is no
interference with a moving object, it will keep moving in a straight line forever; no push,
pull, or force of any kind is necessary.

Aristotle and Galileo’s view on Horizontal, Vertical and Projectile motion

A. Galileo’s Inclined Plane

Galileo uses the inclined plane to scientifically explain the movement of
object along the horizontal plane.

a. A ball released from a position of rest at the top of a downward sloping plane
rolled down and then up the slope of the upward sloping plane until it almost
reached its initial height.
b. Reducing the angle of the upward sloping plane causes the ball to rise to
the same height as before, but will never reach its initial height.
c. He predicted that, in the absence of friction or other opposing forces, a
horizontally moving object would continue moving indefinitely.

Balls rolling on upward sloping planes lost speed. Balls rolling on downward
sloping planes picked up speed. He hypothesized that balls rolling along a horizontal
plane should neither speed up nor slows down. The ball would finally come to rest
not because of its "nature" but because of friction directly opposing the statement of

http://1.bp.blogspot.com/-O7CjPl-mbAw/T51MQ3bVLvI/AAAAAAAAC_8/EQBQeQAcdaM/s1600/gali2.jpg

32
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 Aristotle that, every object in the universe has a proper place, determined
by this "nature“. Any object not in its proper place will "strive" to get there. This
idea was supported by observation of motion along smoother surfaces. The motion of
objects persisted for a longer time when there was less friction. Lessening the friction
caused the motion afforded a greater to approached constant speed. The tendency of
the ball is to move forever without slowing down in the absence of retarding forces.
The property of an object to resist changes in motion is called inertia. In the absence
of retarding forces, the tendency of the ball is to move forever without slowing down.
Galileo realized that friction was a force like any other push or pull and so developed
the idea of inertia.

B. Free-fall

It is a type of motion wherein no other external factors aside from gravity

influences the acceleration of an object.

Aristotle’s view on free-fall

Figure 2. Aristotle concluded that downward movement of objects is dependent

on its mass.

https://tse1.mm.bing.net/th?id=OIP.x7itY6CCpU5bKZnjgIC-rQHaGK&pid=Api&P=0&w=205&h=172

According to him, if you drop a piece of paper and a coin from the same height
at the same time, the coin would fall faster and hit the ground first because it is heavier.

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 Galileo’s experiment on Free-fall
Figure 3. Galileo’s experiment on free fall in the leaning tower of Pisa.

https://tse3.mm.bing.net/th?id=OIP.Wu48sL7qkUcTYBDV1_ylFgHaLB&pid=Api&P=0&w=300&h=300

He wanted to prove the rate of fall or acceleration of an object is independent

of their mass. Since free-fall experiments are difficult to determine accurately, Galileo
used an inclined plane set up to determine that the objects will accelerate at the same
rate. As the story goes, to prove his point, Galileo took two objects of different weights
to the top of the Tower of Pisa and threw them off of the top. When both objects hit
the ground at the same time, he had conclusive evidence that the system proposed
by Aristotle was incorrect. His book, Two New Sciences put this evidence into a
dialogue that attempted to explain his laws of motion of falling object.

In the absence of air resistance, all objects fall with the same constant
acceleration, g = 9.8 m/s2, this acceleration is called the acceleration due to gravity.
This acceleration is always pointing downward independent of the direction of motion
of the object (upward or downward). We now know that two objects of the same mass
will fall at the same rate, though there are factors that can affect this. If the resistance
of one object is significantly higher than the other object’s resistance to falling, they
will fall at different rates because of their interaction with the air (i.e. a feather and a
rock). If the air can be removed, the system returns to the results that Galileo
explained.

C. Projectile Motion

An object, called a projectile, moving only under the influence of gravity in a

curved/parabolic path or trajectory is said to be in a projectile motion.

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Aristotle’s notion on object following a certain trajectory

According to him, a cannonball when fired by a canon moves in a straight

horizontal line because of a force called impetus made it move. Aristotle believed that
the motion of an object is parallel to the ground until it is the object's time to fall back
into the ground. An impetus will be kept by the object until such time that the initial
force is forgotten, and the object returns to its natural state to stop moving and fall to
the ground.

Figure 4. Aristotle’s concept on projectile motion

https://tse2.mm.bing.net/th?id=OIP.Dx-rfNp7lDR1PlThO92ingHaE8&pid=Api&P=0&w=240&h=161

Galileo’s experiment on projectile motion

A projectile is a combination of uniform motion in the horizontal direction and

uniformly accelerated motion in the vertical direction. If it is not impeded, it will continue
to move even without an applied force.

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 https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcSKLq9GKd5iK5N1-dWq_sm5ErXhDED5b-A8yA&usqp=CAU

Figure 5. A page from one of Galileo's manuscripts in which he writes down the
figures he obtained in performing the experiment himself.

First of all, he reasoned that a projectile shot from a cannon is not influenced
by only one motion, but by two -- the motion that acts vertically is the force of gravity
and this pulls the projectile down by the times-squared law. But while gravity is pulling
the object down, the projectile is also moving forward, horizontally at the same time.
And this horizontal motion is uniform and constant according to his principle of inertia.
But could he demonstrate this? In fact, by using his inclined plane again, Galileo was
indeed able to demonstrate that a projectile is subject to two independent motions,
and these combine to provide a precise sort of mathematical curve.

What would happen if, instead of rolling along the horizontal plane, the ball were now
allowed to simply fall freely once it got to the bottom of the plane? If Galileo were
correct about the horizontal and vertical motions being independent, it would still
continue to move horizontally with a uniform, constant speed, but gravity would now
begin to pull it down vertically at the same time, the distance increasing proportionally
to the square of the time elapsed... and this is exactly what Galileo found. What he
actually comes to see is that, in fact, the curve has an exact mathematical shape -- it
is one the Greeks had already studied and called the parabola. The extraordinary
conclusion Galileo reached in this book on the Two New Sciences is that the path
any projectile follows is a parabola, and he drew exact consequences from this
discovery which, as he said, could only have been achieved by the sort of exacting
analysis that mathematics made possible.

Aristotle Key Points on Motion

1. According to Aristotle, motion can either be a natural motion or a violent

motion.

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NOTE: Practice personal hygiene protocols at all times
 2. An object will move and will eventually return to its natural state depending on
the composition that the object is made of. This referred as the natural motion
of an object.
3. An object will move if an external force such as pushing or pulling is applied to
it. This is referred as the violent motion of an object.
4. The motion of an object is parallel to the ground until it reaches the object's time
to fall back into the ground. This is referred as the projectile motion of an
object.

Galileo’s Key Points based on Mathematical Calculations

Galileo disproved Aristotle’s claims and believed that the motion of objects is not
simply due to the composition of objects. He mentioned that motion can be described
by mathematics and the changes in some physical variables such as time and
distance. Using his actual thorough experiments, he was able to prove that:
1. an object in uniform motion will travel a distance that is proportional to the time
it will take to travel;
2. a uniformly accelerating object will travel at a speed and proportional to some
factor of time; and
3. an object in motion, if unimpeded, will continue to be in motion; an external
force is not necessary to maintain the motion.
4. Galileo believed that a projectile is a combination of uniform motion in the
horizontal direction and uniformly accelerated motion in vertical direction.

Learning Competency:

Compare and contrast the Aristotelian and Galilean conceptions of vertical motion,
horizontal motion, and projectile motion. (S11/12PS-IVc-46)

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NOTE: Practice personal hygiene protocols at all times
Activity 1 – CROSSWORD PUZZLE

Directions: Complete the crossword puzzle below using the entire concept that has been
previously discussed.

Down
1. Motions that is dependent on the four elements in nature
2. Combination of horizontal and vertical motion
3. Unseen force of the earth that attracts everything in its surface
5. The basis of the acceleration of falling body according to Aristotle
9. Motion that is being influenced by gravity alone
10. Author of the book that explained motion
12. To thrust forward

Across
2. To hold back
4. Is a force between two surfaces that come in contact with each other
6. Force in a projectile motion according to Aristotle
7. Caused by pushing and pulling of objects
8. Greek philosopher that lay down the foundation of motion.
11. Apparatus used by Galileo in explaining horizontal motion
13. Push or pull

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ACTIVITY 2 – COMPARE AND CONTRAST

Directions: Compare and contrast the different ideas of Aristotle and Galileo that
paved the way in the development of the foundation of our understanding of motion.

MOTION
GALILEO
ARISTOTLE

DIFFERENCES DIFFERENCES

SIMILARITIES

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ACTIVITY 3 - ESSAY
Directions: Below are three essay questions which are connected to the topic being
discussed. Answer the following questions by relying on the rubric provided below
the questions.

1. At the instant a horizontally projected object is launched, an identical object is

dropped. Which object will hit the ground first, the one projected horizontally or
the one dropped? Explain fully, addressing the relevant underlying material.
2. A spring loaded cannon on wheels is traveling along a flat track at constant
speed. It shoots a marble directly upward into the air. Describe the motion of
the marble. Explain fully, addressing the relevant underlying material.
3. You are driving behind a pickup truck, going at the same speed as the truck. A
very heavy crate tips from the side of the truck and falls to the road. Ignoring air
resistance, will your car hit the crate before the crate hits the road if you neither
swerve nor brake? Explain fully, addressing the relevant underlying material.

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NOTE: Practice personal hygiene protocols at all times
 ACTIVITY 4 – MULTIPLE CHOICE

Directions: Choose the letter of your answer from the choices below every question.
Write your answer on the answer sheet that is being provided for you.

1. Which of the following is NOT true about Aristotle’s concept of violent motion?
A. Violent motion is imposed motion
B. Violent motion has an external cause
C. Violent motion is the result of forces that push or pull
D. Violent motion is thought to be either straight up or straight down
2. How does Aristotle define motion?
A. Motion is a push or a pull
B. Motion is the application of force
C. Motion is the actuality of potentiality
D. Motion is the tendency of something to change direction
3. The amount of matter in an object is called its
A. inertia B. balance C. force D. mass
4. The force that one surface exerts on another when the two rub against each other is
called
A. gravity B. inertia C. friction D. acceleration
5. What happens to the motion of the ball as it rolls up on an inclined plane?
A. Speed up C. Continue Moving
B. Slow Down D. Full Stop

For number 6-10. Refer from the choices below in answering.

A. Violent Motion C. Galileo Galilei

B. Natural Motion D. Aristotle

6. Smoke rising into the atmosphere.

7. The wind imposed motion on ships by pushing its sail.
8. Floodwaters imposed it on boulders and debris.
9. Author of the book Two New Sciences
10. Explained the very first idea on motion.

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NOTE: Practice personal hygiene protocols at all times
Reflection

1. I learned that ________________________________________________

___________________________________________________________
_______________________________________________________

2. I enjoyed most on _____________________________________________

_____________________________________________________________
_______________________________________________

3. I want to learn more on _________________________________________

_____________________________________________________________
_________________________________________________

42
NOTE: Practice personal hygiene protocols at all times
References

Tillery, Bill. W., Stephanie J. Slater and Thompson Slater., Physical Science 11th
Edition (Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY
10121, 2017)

Introduction to Free Fall Motion. (n.d.). Retrieved November 05, 2020, from
https://www.physicsclassroom.com/class/1DKin/Lesson-5/Introduction

“Horizontal and Vertical Velocity of a Projectile.” Accessed November 4, 2020.

https://www.physicsclassroom.com/class/vectors/Lesson-2/Horizontal-and-
Vertical-Components-of-Velocity.

Elise, Hanna. “Aristotle vs. Galileo,” March 14, 2018.

https://www.slideshare.net/mushthart/aristotle-vs-galileo-90584464.

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NOTE: Practice personal hygiene protocols at all times
ANSWER KEY

ACTIVITY 1

DOWN ACROSS

1. NATURAL MOTION 2. PULL

2. PROJECTILE 4. FRICTION
3. GRAVITY 6. IMPETUS
5. MASS 7. VIOLENT MOTION
9. FREEFALL 8. ARISTOTLE
10. GALILEO 11. INCLINED PLANE
12. PUSH 13. FORCE

ACTIVITY 2

THE RESPONSES FROM THE STUDENTS MAY VARY.

ACTIVITY 3

THE RESPONSES FROM THE STUDENTS MAY VARY.

ACTIVITY 4

1. D
2. C
3. D
4. C
5. B
6. B
7. A
8. A
9. C
10. D

Prepared by:

CHARLES DAQUIOAG
Sanchez Mira School of Arts and Trades

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NOTE: Practice personal hygiene protocols at all times
 PHYSICAL SCIENCE
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

GALILEO’S EXPERIMENT ON HORIZONTAL MOTION AND FREELY
FALLING BODIES.

Background Information for the Learners (BIL)

HORIZONTAL MOTION

Everyday experience seems to indicate that Aristotle’s idea about horizontal

motion on Earth’s surface is correct. After all, moving objects that are not pushed or
pulled do come to rest in a short period of time. It would seem that an object keeps
moving only if a force continues to act on it.

Is the natural state of an object to be at rest, and is a force necessary to keep

an object in motion? This is exactly what people thought until Galileo published his
book Two New Sciences in 1638, which described his findings about motion. Galileo
described details of simple experiments, measurements, calculations, and thought
experiments as he developed definitions and concepts of motion. In one of his thought
experiments, Galileo presented an argument against Aristotle’s view that a force is
needed to keep an object in motion. Galileo imagined an object (such as a ball)
moving over a horizontal surface without the force of friction. He concluded that the
object would move forever with a constant velocity as long as there was no unbalanced
force acting to change the motion.

Figure 1. A smooth ball

on a smooth incline
always (a) speeds up
going down and (b)
slowing down going up,
even for a very slight
incline. In the limiting
case (c) of a perfectly
smooth and level
surface, the ball should
keep going forever once
it has started rolling.
Why does a
rolling ball stop
slowly? You know that
a ball will roll farther across a smooth, waxed floor such as a bowling lane than it will
across a floor covered with carpet. The rough carpet offers more resistance to the
rolling ball. The resistance of the floor friction is shown by a force arrow, Ffloor, in Figure
2. This force, along with the force arrow for air resistance, Fair, opposes the forward

45
NOTE: Practice personal hygiene protocols at all times
movement of the ball. Notice the dashed line arrow in part A of Figure 2. There is no
other force applied to the ball, so the rolling speed decreases until the ball finally
comes to a complete stop. Now imagine what force you would need to exert by pushing
with your hand, moving along with the ball to keep it rolling at a uniform rate. An
examination of the forces in part B of Figure 2, can help you determine the amount of
force. The force you apply, Fapplied, must counteract the resistance forces. It opposes
the forces that are slowing down the ball as illustrated by the direction of the arrows.
To determine how much force you should apply, look at the arrow equation. The force
Fapplied has the same length as the sum of the two resistance forces, but it is in the
opposite direction to the resistance forces. Therefore, the overall force, Fnet, is zero.
The ball continues to roll at a uniform rate when you balance the force opposing its
motion. It is reasonable, then, that if there were no opposing forces, you would not
need to apply a force to keeps it rolling. This was the kind of reasoning that Galileo did
when he discredited the Aristotelian view that a force was necessary to keep an object
moving. Galileo concluded that a moving object would continue moving with a constant
velocity if no unbalanced forces were applied, that is, if the net force were zero.
.

https://www.slideshare.net/robintgreene/ch2-part-1motion

Figure 2. The following focus is on horizontal forces only: (A) This ball is rolling to
your left with no forces in the direction of motion. The sum of the force of floor friction
(Ffloor) and the force of air friction (Fair) results in a net force opposing the motion, so
the ball slows to a stop. (B) A force is applied to the moving ball, perhaps by a hand
that moves along with the ball. The force applied (Fapplied) equals the sum of the
forces opposing the motion, so the ball continues to move with a constant velocity.

It could be argued that the difference in Aristotle’s and Galileo’s views of forced
motion is really in degree of analysis. After all, moving objects on Earth do come to
rest unless continuously pushed or pulled. But Galileo’s conclusion describes why they
must be pushed or pulled and reveals the true nature of the motion of objects. Aristotle
argued that the natural state of objects is to be at rest, and he tried to explain why

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NOTE: Practice personal hygiene protocols at all times
objects move. Galileo, on the other hand, argued that it is just as natural for objects to
be moving, and he tried to explain why they come to rest. Galileo called the behavior
of matter that causes it to persist in its state of motion inertia. Inertia is the tendency
of an object to remain in unchanging motion whether actually at rest or moving in the
absence of an unbalanced force (friction, gravity, or whatever). The development of
this concept changed the way people viewed the natural state of an object and opened
the way for further understandings about motion.

Free Fall

Did you ever wonder what happens to a falling rock during its fall? Aristotle
reportedly thought that a rock falls at a uniform speed that is proportional to its weight.
Thus, a heavy rock would fall at a faster uniform speed than a lighter rock. As stated
in a popular story, Galileo discredited Aristotle’s conclusion by dropping a solid iron
ball and a solid wooden ball simultaneously from the top of the Leaning Tower of Pisa
(Figure 3). Both balls, according to the story, hit the ground nearly at the same time.
To do this, they would have to fall with the same velocity. In other words, the velocity
of a falling object does not depend on its weight. Any difference in freely falling bodies
is explainable by air resistance. Soon after the time of Galileo, the air pump was
invented. The air pump could be used to remove the air from a glass tube. The effect
of air resistance on falling objects could then be demonstrated by comparing how
objects fall in the air with how they fall in an evacuated glass tube. You know that a
coin falls faster than a feather when they are dropped together in the air. A feather and
heavy coin will fall together in the near vacuum of an evacuated glass tube because
the effect of air resistance on the feather has been removed. When objects fall toward
Earth without air resistance being considered, they are said to be in free fall. Free fall
considers only gravity and neglects air resistance.

Figure 3. According to a widespread

story, Galileo dropped two objects
with different weights from the
Leaning Tower of Pisa. They
reportedly hit the ground at about the
same time, discrediting Aristotle’s
view that the speed during the fall is
proportional to weight.

Galileo concluded that light and heavy objects fall together in free fall, but he
also wanted to know the details of what was going on while they fell. He now knew
that the velocity of an object in free fall was not proportional to the weight of the
object. He observed that the velocity of an object in free fall increased as the object

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NOTE: Practice personal hygiene protocols at all times
fell and reasoned from this that the velocity of the falling object would have to be
somehow proportional to the time of fall and somehow proportional to the
distance the object fell. If the time and distance were both related to the velocity of
a falling object at a given time and distance, how were they related to each other? To
answer this question, Galileo made calculations involving distance, velocity, and time
and, in fact, introduced the concept of acceleration. Let’s see how the equations can
be rearranged to incorporate acceleration, distance, and time for an object in free fall.

Step 1: Equation 2.1 gives a relationship between average velocity (v), distance (d),
and time (t). Solving this equation for distance gives

d = vt
Step 2: An object in free fall should have uniformly accelerated motion, so the
average velocity could be calculated from equation 2.3,

Substituting this equation in the rearranged equation 2.1, the distance relationship
becomes

Step 3: The initial velocity of a falling object is always zero just as it is dropped, so
the vi can be eliminated,

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Step 4: Now you want to get acceleration into the equation in place of velocity. This
can be done by solving equation 2.2 for the final velocity (vf), then substituting. The

initial velocity (vi) is again eliminated because it equals zero.

Step 5: Simplifying, the equation becomes

Thus, Galileo reasoned that a freely falling object should cover a distance
proportional to the square of the time of the fall (d ∝ t2). In other words the object
should fall 4 times as far in 2 s as in 1 s (22 = 4), 9 times as far in 3 s (32 = 9), and
so on.

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NOTE: Practice personal hygiene protocols at all times
 Figure 4. An object
dropped from a tall
building covers
increasing distances
with every successive
second of falling. The
distance covered is
proportional to the
square of the time of
falling
(d ∝ t2).

Galileo checked
this calculation by rolling balls on an inclined board with a smooth groove in it. He used
the inclined board to slow the motion of descent in order to measure the distance and
time relationships, a necessary requirement since he lacked the accurate timing
devices that exist today. He found, as predicted, that the falling balls moved through a
distance proportional to the square of the time of falling. This also means that the
velocity of the falling object increased at a constant rate, as shown in Figure 4.
Recall that a change of velocity during some time period is called acceleration. In
other words, a falling object accelerates toward the surface of Earth. Since the
velocity of a falling object increases at a constant rate, this must mean that falling
objects are uniformly accelerated by the force of gravity. All objects in free fall
experience a constant acceleration. During each second of fall, the object on Earth
gains 9.8 m/s (32 ft/s) in velocity. This gain is the acceleration of the falling object, 9.8
m/s2 (32 ft/s2). The acceleration of objects falling toward Earth varies slightly from
place to place on the surface because of Earth’s shape and spin. The acceleration of
falling objects decreases from the poles to the equator and also varies from place to
place because Earth’s mass is not distributed equally. The value of 9.8 m/s 2 (32 ft/s2)
is an approximation that is fairly close to, but not exactly, the acceleration due to gravity
in any particular location. The acceleration due to gravity is important in a number of
situations, so the acceleration from this force is given a special symbol, g.

Sample Problem 1

A rock that is dropped into a well hits the water in 3.0 s. Ignoring air resistance, how
far is it to the water?

Given: d =1/2 gt2

d = ½ (9.8 m/s2) (3.0 s)2
t = 3.0 s d = (4.9 m/s2)(9.0 s2)
g = 9.8 m/s2 d = 44 m*s2/s2
d = 44 m
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NOTE: Practice personal hygiene protocols at all times
d= ?m

Sample Problem 2

An object is dropped from rest from the top of a 100 m building. How long will it take
for the object to hit the ground?

Given: d = 1/2 gt2

t = √2d/g
t= ?s t = √2 (100 m) / 9.8 m/s2
g = 9.8 m/s2 t = 4.52 s
d = 100 m

Projectile Motion

Galileo also explained the relationship between the two types of motion: (1) the
horizontal, straight-line motion of objects moving on the surface of Earth and (2) the
vertical motion of dropped objects that accelerate toward the surface of Earth. A
third type of motion occurs when an object is thrown, or projected, into the air.
Essentially, such a projectile (rock, football, bullet, golf ball, or whatever) could be
directed straight upward as a vertical projection, directed straight out as a horizontal
projection, or directed at some angle between the vertical and the horizontal. Basic to
understanding such compound motion is the observation that (1) gravity acts on
objects at all times, no matter where they are, and (2) the acceleration due to
gravity (g) is independent of any motion that an object may have.

Vertical Projectiles

https://www.slideshare.net/robintgreene/ch2-part-1motion

51
NOTE: Practice personal hygiene protocols at all times
 Consider first a ball that you throw straight upward, a vertical projection. The
ball has an initial velocity but then reaches a maximum height, stops for an instant,
then accelerates back toward Earth. Gravity is acting on the ball throughout its climb,
stop, and fall. As it is climbing, the force of gravity is continually reducing its velocity.
The overall effect during the climb is deceleration, which continues to slow the ball
until the instantaneous stop. The ball then accelerates back to the surface just like a
ball that has been dropped. If it were not for air resistance, the ball would return with
the same speed in the opposite direction that it had initially. The velocity arrows for a
ball thrown straight up are shown in Figure 5.

FIGURE 5. On its way up, a vertical projectile is slowed by the force of gravity until an
instantaneous stop; then it accelerates back to the surface, just as another ball does
when dropped from the same height. The straight up and down moving ball has been
moved to the side in the sketch so we can see more clearly what is happening. Note
that the falling ball has the same speed in the opposite direction that it had on the way
up.

Horizontal Projectiles

Horizontal projectiles are easier to understand if you split the complete motion

https://www.slideshare.net/robintgreene/ch2-part-1motion
into vertical and horizontal parts. Consider, for example, an arrow shot horizontally
from a bow. The force of gravity accelerates the arrow downward, giving it an
increasing downward velocity as it moves through the air. This increasing downward
velocity is shown in Figure 6 as increasingly longer velocity arrows (vv). There are no
forces in the horizontal direction if you can ignore air resistance, so the horizontal
velocity of the arrow remains the same, as shown by the vh velocity arrows. The
combination of the increasing vertical (vv) motion and the unchanging horizontal (vh)
motion causes the arrow to follow a curved path until it hits the ground. An interesting
prediction that can be made from the shot arrow analysis is that an arrow shot
horizontally from a bow will hit the ground at the same time as a second arrow that is
simply dropped from the same height (Figure 6). Would this be true of a bullet dropped

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NOTE: Practice personal hygiene protocols at all times
at the same time as one fired horizontally from a rifle? The answer is yes; both bullets
would hit the ground at the same time. Indeed, without air resistance, all the bullets
and arrows should hit the ground at the same time if dropped or shot from the same
height. Golf balls, footballs, and baseballs are usually projected upward at some angle
to the horizon. The horizontal motion of these projectiles is constant as before because
there are no horizontal forces involved. The vertical motion is the same as that of a
ball projected directly upward.

FIGURE 6. A horizontal projectile has the same horizontal velocity throughout the fall
as it accelerates toward the surface, with the combined effect resulting in a curved
path. Neglecting air resistance, an arrow shot horizontally will strike the ground at the
same time as one dropped from the same height above the ground, as shown here by
the increasing vertical velocity arrows.

https://www.slideshare.net/robintgreene/ch2-part-1motion

FIGURE 7. A football is thrown at some angle to the horizon when it is passed

downfield. Neglecting air resistance, the horizontal velocity is a constant, and the
vertical velocity decreases, then increases, just as in the case of a vertical projectile.
The combined motion produces a parabolic path. Contrary to statements by
sportscasters about the abilities of certain professional quarterbacks, it is impossible
to throw a football with a “flat trajectory” because it begins to accelerate toward the
surface as soon as it leaves the quarterback’s hand.

The combination of these two motions causes the projectile to follow a curved
path called a parabola, as shown in Figure 7. The next time you have the opportunity,
observe the path of a ball that has been projected at some angle. Note that the second

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NOTE: Practice personal hygiene protocols at all times
half of the path is almost a reverse copy of the first half. If it were not for air resistance,
the two values of the path would be exactly the same. Also note the distance that the
ball travels as compared to the angle of projection. An angle of projection of 45° results
in the maximum distance of travel if air resistance is ignored and if the launch point
and the landing are at the same elevation.

Learning Competency
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

ACTIVITY 1- MODIFIED TRUE or FALSE

Directions: Write the word GALILEO if the statement is TRUE and ARISTOTLE if the
statement is FALSE on the space provided before the number and underlined the
word that makes the statement incorrect and write the correct word after the statement.

1. Friction greatly affects the motion of moving object.

2. A force is needed for something to move.
3. Aristotle states that gravity affects the motion of falling object.
4. A ball moving along a horizontal plain will move endlessly even with
friction.
5. The combination of all the forces that act on an object is called a net
force.
6. The concept of inertia is first introduced by Isaac Newton.
7. Free fall always considers air resistance.
8. Regardless of their mass, two objects will fall to the ground
simultaneously.
9. Velocity of an object in free fall is not proportional to its mass.
10. The velocity of falling objects decreases as its distance to the ground
decreases.

ACTIVITY 2 - PROBLEM SOLVING

Directions: Solve the following set of problems involving freely falling bodies.
Indicate the given, the solution and your answer with correct unit.

Given: 1 pt.
Solution: 2 pts.
Final answer w/ unit: 2 pts.

1. Doc Reyma a renowned physicist wanted to study the relationship between

mass of objects and its velocity. She dropped a 10 kg object in a building. How
far will it drop in 2 seconds?

2. An object is dropped from rest from the top of a 1200 cm building. How long will
it take for the object to hit the ground?

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NOTE: Practice personal hygiene protocols at all times
 3. An object is dropped from rest from a 10 storey building (1 storey = 3.5 meters).
How long will it take for the object to reach the ground?

ACTIVITY 3 – MULTIPLE CHOICES

Directions: Encircle the letter of your answer on the choices below the statement.

1. Which of the following is a way to increase acceleration of an object that is

moving?
A. Decreasing force.
B. Increasing mass.
C. Decreasing mass.
D. Increasing both force and mass proportionally.

2. According to Galileo, an object moving without opposing friction or other

opposing forces will
A. still need a constant force to keep it moving at a constant speed.
B. need an increasing force, or it will naturally slow and then
C. come to a complete stop.
D. continue moving at a constant speed.

3. In the idea of freely falling bodies, an object is seen to have a/an;

A. constant velocity.
B. constant acceleration.
C. increasing acceleration.
D. decreasing acceleration.

4. A tennis ball is hit, causing it to move upward from the racket at some angle to
the horizon before it curves back to the surface in the path of a parabola. While
it moves along this path,
A. the horizontal speed remains the same.
B. the vertical speed remains the same.
C. both the horizontal and vertical speeds remain the same.
D. both the horizontal and vertical speeds change.

5. A ball rolling across the floor slows to a stop because

A. there is a net force acting on it.
B. the force that started it moving wears out.
C. the forces are balanced.
D. the net force equals zero.

6. Two objects are released from the same height at the same time, and one has
twice the weight of the other. Ignoring air resistance,
A. the heavier object hits the ground first.
B. the lighter object hits the ground first.
C. they both hit at the same time.
D. whichever hits first depends on the distance dropped

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NOTE: Practice personal hygiene protocols at all times
 7. Ignoring air resistance, an object falling toward the surface of Earth has a
velocity that is
A. constant.
B. increasing.
C. decreasing.
D. acquired instantaneously but dependent on the weight of the object.

8. Ignoring air resistance, an object falling near the surface of Earth has an
acceleration that is
A. constant.
B. increasing.
C. decreasing.
D. dependent on the weight of the object.

9. Mass is measured in kilograms, which is a measure of

A. weight.
B. force.
C. inertia.
D. quantity of matter.

10. What is the difference between mass and weight?

A. Mass cannot be affected by gravity, while weight can be affected
B. Weight cannot be affected by gravity, while mass can be affected
C. Both can be affected by gravity
D. Weight and mass is just the same concept having different names

Reflection

1. I learned that _________________________________________________

_____________________________________________________________
_______________________________________________________

2. I enjoyed most on ______________________________________________

_____________________________________________________________
_________________________________________________

3. I want to learn more on __________________________________________

___________________________________________________________

56
NOTE: Practice personal hygiene protocols at all times
References

Tillery, Bill. W., Stephanie J. Slater and Thompson Slater., Physical Science 11th
Edition (Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY
10121, 2017)

Force and Laws of Motion - Galileo's Observations. (2018, September 10). Retrieved
November 04, 2020, from https://www.youtube.com/watch?v=J2hzF2vGWuU

https://www.khanacademy.org/science/physics/two-dimensional
motion/two-dimensional-projectile-mot/a/what-is-2d-projectile-motion

Horizontal and Vertical Velocity of a Projectile. (n.d.). Retrieved November 04, 2020,
from https://www.physicsclassroom.com/class/vectors/Lesson-2/Horizontal-
and-Vertical-Components-of-Velocity

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NOTE: Practice personal hygiene protocols at all times
ANSWER KEY

ACTIVITY 1

1. TRUE 6. F / GALILEO
2. TRUE 7. F / NEGLECTS
3. F / GALILEO 8. TRUE
4. F / STOP 9. TRUE
5. TRUE 10. F / INCREASES

ACTIVITY 2

1. Given: d =1/2 gt2

d = ½ (9.8 m/s2) (2.0 s)2
t = 3.0 s d = (4.9 m/s2)(9.0 s2)
g = 9.8 m/s2 d = 19.62 m*s2/s2
d= ?m d = 19.62 m

2. Given:
t= ?s
d = 1/2 gt2
g = 9.8 m/s2
t = √2d/g
d = 1200 cm
t = √2 (12 m) / 9.8 m/s2
t = 1.56 s

3. Given:
t= ?s
d = 1/2 gt2
g = 9.8 m/s2
t = √2d/g
d = 35 m
t = √2 (35 m) / 9.8 m/s2
t = 2.67 s
ACTIVITY 3
1. C 6. C
2. C 7. B
3. B 8. A
4. A 9. D
5. A 10. A

Prepared by:

CHARLES DAQIOUAG
Sanchez Mira School of Arts and Trades

58
NOTE: Practice personal hygiene protocols at all times
 PHYSICAL SCIENCE

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

Newton’s First Law of Motion
Background Information for the Learners (BIL)

Definition of Inertia

Newton's first law of motion states that "An object at rest stays at rest and an
object in motion stays in motion with the same speed and in the same direction unless
acted upon by an unbalanced force." Objects tend to "keep on doing what they're
doing." In fact, it is the natural tendency of objects to resist changes in their state of
motion. This tendency to resist changes in their state of motion is described as inertia.
Inertia is the resistance an object has to a change in its state of motion.

Newton's conception of inertia stood in direct opposition to more popular

conceptions about motion. The dominant thought prior to Newton's day was that it was
the natural tendency of objects to come to a rest position. Moving objects, so it was
believed, would eventually stop moving; a force was necessary to keep an object
moving. But if left to itself, a moving object would eventually come to rest and an object
at rest would stay at rest; thus, the idea that dominated people's thinking for nearly
2000 years prior to Newton was that it was the natural tendency of all objects to
assume a rest position.

Galileo and the Concept of Inertia

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

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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.

If friction could be eliminated

Initial height Initial height
equals final height equals final height

As the angle of the opposing incline is

With a steep angle a ball
reduced, the ball must roll even a
will roll a small distance to
farther distance in order to attain the
attain the original height.
original height. What happens if the
opposing incline is not inclined?

Source: Henderson,The Physcis Classroom,

https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Inertiaand-Mass

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... .

If friction could be eliminated

If a ball stops when it attains its original height, then this ball
would never stop. It would roll forever if friction were absent.
Source: Henderson,The Physcis Classroom,
https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Inertiaand-Mass

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Forces Don't Keep Objects Moving

Isaac Newton built on Galileo's thoughts about motion. Newton's first law of
motion declares that a force is not needed to keep an object in motion. Slide a book
across a table and watch it slide to a rest position. The book in motion on the table top
does not come to a rest position because of the absence of a force; rather it is
the presence of a force - that force being the force of friction - that brings the book to
a rest position. In the absence of a force of friction, the book would continue in motion
with the same speed and direction - forever! (Or at least to the end of the table top.) A
force is not required to keep a moving book in motion. In actuality, it is a force that
brings the book to rest.

Mass as a Measure of the Amount of Inertia

All objects resist changes in their state of motion. All objects have this tendency
- they have inertia. But do some objects have more of a tendency to resist changes
than others? Absolutely yes! The tendency of an object to resist changes in its state
of motion varies with mass. Mass is that quantity that is solely dependent upon the
inertia of an object. The more inertia that an object has, the more mass that it has. A
more massive object has a greater tendency to resist changes in its state of motion.

Learning Competency
Explain the subtle distinction between Newton’s First Law of Motion (or law of
Inertia) and Gallileo’s assertion that force is not necessary to sustain horizontal motion
(S11/12PS-IVd-51)

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Activity 1: Keep Me Standing

Cloth

A B
Empty bottle Bottle half-filled
with water

Guide Questions:
1. Which one is easier to pull the cloth out without moving the bottle? Why?
______________________________________________________________

2. Which between the bottles has greater resistance to motion?

______________________________________________________________

3. How is mass related to inertia? Explain your answer.

______________________________________________________________
______________________________________________________________

Activity 2: The Coin Drop Experiment: Keep me Falling

Coin
Card

Cup

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Guide questions:
1. What will happen with the coin if you quickly pull the card? Explain your answer.
_____________________________________________________________
______________________________________________________________
3. If you will pull the card slowly, do you think you will get the same result? Justify
your answer
______________________________________________________________
______________________________________________________________

Activity 3 : Complete Me

Directions: Using a threefold frayer diagram, answer what is being asked in each box
below. Be concise with your answers.

Definition Facts
.
First Law of
Motion

Examples Non- Examples

Activity 4 : Case Analysis

MJ bought a second hand Toyota Vios car as a gift for himself on his birthday.
With so much excitement, he immediately drove the car at a minimum speed just to
be safe. As he was driving, her fiancée called which suddenly distract his attention.
With him focusing on the phone, he didn’t see that someone is already walking across
the road which led him to step fully on the break. This incident led him to a minor head
injury because he bumped in the front shield of his car. According to the police report,
he forgot to follow an important precautionary measure when driving.

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NOTE: Practice personal hygiene protocols at all times
Guide Questions:
1. What violation does he most likely committed aside from using his phone
while driving?
___________________________________________________________________
___________________________________________________________________
2. Why did he bump on the front shield? Justify your answer by integrating the
Law of Inertia.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 5: Choose the Best

Directions: Read and analyze the following questions carefully. Write only the
letter of your choice.

1. Imagine a place in the cosmos far from all gravitational and frictional influences.
Suppose that you visit that place and throw a rock horizontally, what will happen to the
rock?
a. gradually stop.
b. continue in motion in the same direction at constant speed.
c. it will still be moving but later comes to stop
d. it will not move
2. A 2-kg object is moving horizontally with a speed of 4 m/s. How much net force is
required to keep the object moving at that speed and in that direction?
a. 0 N b. 2 N c. 4 N d. 8 N
3. Mac and Tosh are arguing in the cafeteria. Mac says that if he flings the Jell-O with
a greater speed it will have a greater inertia. Tosh argues that inertia does not depend
upon speed, but rather upon mass. Who explains it correctly?
a. Mac b. Tosh c. Both d. Neither of the two
4. Fred spends most Sunday afternoons at rest on the sofa, watching pro football
games and consuming large quantities of food. What affect (if any) does this practice
have upon his inertia? Fred's inertia will _________.
a. remain the same b. decrease c. increase d. cannot be determined

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5. Ben is being chased through the woods by a bull moose that he was attempting to
photograph. The enormous mass of the bull moose is extremely intimidating. Yet, if
Ben makes a zigzag pattern through the woods, he will be able to use the large mass
of the moose to his own advantage. Why is this true?
a. The large mass of the bull moose means that the bull moose has a large
inertia.
b. The large mass doesn’t affect the bull moose inertia.
c. Its large mass means it has a lower inertia.
d. Its resistance to motion decreases due to its large mass.
6. According to Galileo, how far will the ball move from inclined track 1 to inclined track
2? (Refer to the image provided)
Inclined Track 1 Inclined Track 2

a. To nearly twice the height as where it originally started

b. To the nearly the same height as where it originally started
c. To nearly half its original height
d. To about one quarter its original height
7. Which of the following correctly states the Law of Inertia? An object _________
a. at rest will remain at rest unless acted on by an outside force.
b. will continue moving at the same velocity unless an outside force acts on it.
c. will continue moving in a straight line unless an outside force acts on it.
d. all of the above
8. Which of the following can the concept of Inertia be applied?
a. moving objects.
b. objects at rest.
c. both moving and non-moving objects.
d. both moving and non-moving objects but depends on the location
9. After a cannon ball is fired into a frictionless space, the amount of force needed to
keep it going equals __________________.
a. twice the force with which it was fired.
b. the same amount of force with which it was fired.
c. one half the force with which it was fired.
d. zero, since no force is necessary to keep it moving. _________
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NOTE: Practice personal hygiene protocols at all times
10. Which has more mass, a kilogram of feathers or a kilogram of iron?
a. The feathers
b. The iron
c. Neither. The masses are equal.
d. Cannot be determined

Reflection:

1. I learned that _______________________________________________

______________________________________________________________
______________________________________________________________

2. I enjoyed most on _________________________________________________

______________________________________________________________
______________________________________________________________

3. I want to learn more on ____________________________________________

______________________________________________________________
______________________________________________________________

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NOTE: Practice personal hygiene protocols at all times
References:
• Henderson,The Physcis Classroom,
https://www.physicsclassroom.com/class/newtlaws/Lesson-1/Inertiaand-Mass
• Punzalan & Monserrat, “Physical Science” Sibs Publishing House, 2016
• Dasas et. al, “ Learning Guide: Physical Sciecne”, Sibs Publishing House,
2016

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Answer key:
Activity 1
1. The bottle half filled with water (Bottle B). Because the mass is heavier.
2. The bottle half filled with water (Bottle B).
3. Mass is a measure of inertia which means that the greater the mass the
greater the inertia. A greater inertia is a greater resistance to change
of motion. The cloth is easier to be pulled out under the bottle half filled
with water because its greater mass offers a greater resistance to
change its current state of motion (at rest).
Activity 2
1. The coin will drop into the cup. The coin has inertia, meaning it really wants
to stay in one place. If you move the card slowly, it isn’t fast enough to
overcome that force. An object at rest will remain at rest.
2. No, when pulled slowly, it will generate a greater force enough to pull
the coin on the direction of the card.

Activity 3
1. Defintion
• An object at rest will remain at rest and an object in motion will remain
in motion unless acted upon by an external force.
2. Facts
• It is dependet on mass. The grater the mass the greater the inertia.
• Force is not needed for an object to continually move rather it is the force
that stop it from moving.
3. Examples
• One's body movement to the side when a car makes a sharp turn.
• Tightening of seat belts in a car when it stops quickly.
• A ball rolling down a hill will continue to roll unless friction or another
force stops it.
• If pulled quickly, a tablecloth can be removed from underneath of dishes
4. Non-examples
• Horse-cart paradox
• The principle of walking and running

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Activity 4
1. Not wearing of seatbelt while driving.
2. While the car is moving, Mj is as well in motion. When the car stopped, an
unbalanced force reacted on the car through the brake while Mj will still
be moving because no outside force was exerted on him. The result
is, he bumped into the mirror because he didn’t wear the seatbelt which
would have act as the outside force that will stop him from moving.

Activity 5
1. B - According to Newton's first law, the rock will continue in motion in the
same direction at constant speed.
2. A - An object in motion will maintain its state of motion. The presence of an
unbalanced force changes the velocity of the object.
3. B- Tosh is correct. Inertia is that quantity which depends solely upon mass.
The more mass, the more inertia. Momentum is another quantity in
Physics which depends on both mass and speed. Momentum will be
discussed in a later unit.
4. C- Fred will increase his mass if he makes a habit of this. And if his mass
increases, then his inertia increases.
5. Thus, Ben can more easily change his own state of motion (make quick
changes in direction) while the moose has extreme difficulty changing its
state of motion. Physics for better living!
6. b 7. d 8. c 9. d 10. c

Prepared by:

MARJOHN ADDURU
Pattao National High School

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 PHYSICAL SCIENCE
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

PROPAGATION OF LIGHT, REFLECTION AND REFRACTION ARE EXPLAINED

BY THE WAVE MODEL AND THE LIGHT PARTICLE MODEL OF LIGHT

Background Information for the Learners (BIL)

The science of photonics requires a deep understanding of how light

propagates through space and through various materials. It is useful to memorize the
symbols that are consistently used for properties such as frequency and wavelength.
However, be aware that different disciplines may have different names or variables
used for the same phenomenon.

Light Propagation - Electric and Magnetic Fields

You can look at the propagation of the light as electric field and magnetic field
propagating perpendicular to each other. You can also consider the propagation of the
wave in space or propagation in time. The distance between two crests or troughs is
the wavelength. Frequency is the number of occurrences of a repeating event per unit
time. The period is the duration of one cycle in a repeating event, so the period is the
reciprocal of the frequency.

is the wavelength in a vacuum.

is the speed of light in a vacuum.
is the frequency in hertz
propagation in space:

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propagation in time:

Where:
is the frequency in hertz

where
= phase

Source:http://cleanenergywiki.org/index.php?title=File:Waveplot.jpg

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Light Interaction of Matter

When light hits a material it can be refracted, reflected or absorbed.

Reflection
Reflection is the abrupt change in the direction of propagation of a wave that
strikes the boundary between two different media. At least some part of the incoming
wave remains in the same medium. Assume that the incoming light ray makes an
angle θi with the normal of a plane tangent to the boundary. Then the reflected ray
makes an angle θr with this normal and lies in the same plane as the incident ray and
the normal. (See Figure 1)

Figure 1
Source: http://electron6.phys.utk.edu/optics421/modules/m1/reflection_and_refraction.htm

Law of reflection: θi = θr

Specular reflection occurs at smooth, plane boundaries. Then the plane

tangent to the boundary is the boundary itself. Reflection at rough, irregular
boundaries is diffuse reflection. The smooth surface of a mirror reflects light
specularly, while the rough surface of a wall reflects light
diffusely. The reflectivity or reflectance of a surface material is the fraction of energy
of the oncoming wave that is reflected by it. The reflectivity of a mirror is close to 1.
Light will be reflected symmetrically. In a perfectly smooth specular (Latin word
“speculum”- means mirror) surface the angle of incidence is equal to the angle of

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reflection. If you have rough surface light will be reflect in all directions causing diffuse
reflection.

Diffuse and specular reflection

Source: http://cleanenergywiki.org/index.php?title=Propagation,_Reflection_and_Refraction

Figure 2

Reflection, refraction, and scattering compared

Source: http://cleanenergywiki.org/index.php?title=Propagation,_Reflection_and_Refraction

Figure 3

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Refraction

Refraction is the change in direction of propagation of a wave when the wave

passes from one medium into another and changes its speed.
Light waves are refracted when crossing the boundary from one transparent medium
into another because the speed of light is different in different media. Assume that
light waves encounter the plane surface of a glass after traveling initially through air
as shown in the figure 4.
What will happen to the waves as they pass into the glass and continue to travel
through it? The speed of light in glass or water is less than the speed of light in a
vacuum or air. The speed of light in a given substance is v = c/n, where n is the index
of refraction of the substance. Typical values for the index of refraction of glass are
between 1.5 and 1.6, so the speed of light in glass is approximately two-thirds the
speed of light in air. The distance between wave fronts will therefore be shorter in the
glass than in air, since the waves travel a smaller distance per period T (time).
If f is the frequency of the wave and T = 1/f is the period, i.e. the time interval
between successive crests passing a fixed point in space, then λ1 = v1T = cT/n1 and
λ2 = v2T = cT/n2, or λ1/λ2 = n2/n1.

Now consider wave fronts and their corresponding light rays approaching the surface
at an angle.
We can see that the rays will bend as the wave passes from air to glass. The
bending occurs because the wave fronts do not travel as far in one cycle in the glass
as they do in air. As the diagram shows, the wave front halfway into the glass travels
a smaller distance in glass than it does in air, causing it to bend in the middle. Thus,
the ray, which is perpendicular to the wave front, also bends. The situation is like a
marching band marching onto a muddy field at an angle to the edge of the field. The
rows bend as the speed of the marchers is reduced by the mud. The amount of
bending depends on the angle of incidence and on the indices of refraction of glass
and air, which determine the change in speed. From the figure we can see that λ1/λ2 =
sinθ1/sinθ2. But λ1/λ2 = n2/n1. Therefore n2/n1 = sinθ1/sinθ2, or n1sinθ1 = n2sinθ2.

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This is Snell's law, or the law of refraction.

nisinθi = ntsinθt.

Source: http://electron6.phys.utk.edu/optics421/modules/m1/reflection_and_refraction.htm
Figure 4

Index of Refraction and Wavelength

Source: http://cleanenergywiki.org/index.php?title=Propagation,_Reflection_and_Refraction

The index of refraction, also called the refractive index, describes how light
propagates through a medium. It is a dimensionless quantity, and it determines how
much light is bent (refracted) when entering a different medium. In essence, refraction
means a change in the speed and wavelength of the wave.

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 As light passes from a vacuum into a medium with an index of refraction of 2,
the wavelength get cut in half, and therefore it will take twice as long for to get through
the medium. Again, the frequency does not change.
The index of refraction does not have a fixed value for a material, it depends on
the wavelength. Index of refraction is a function of the wavelength. If a photon has the
right energy to be absorbed, it will be interacting differently than another photon which
is in the transparent range for a material.

When light penetrates a material the frequency n is not affected but the
wavelength is. Light will be reflected symmetrically. In a perfectly smooth specular
(Latin speculum- means mirror) surface the angle of incidence is equal to the angle of
reflection. If you have rough surface light will be reflect in all directions causing diffuse
reflection.

The index of refraction is the ratio of over

So when you have two different materials n1 and n2, the ratio of the indices of
refraction equals the ratio of the sine of the angles. This is Snell's law.

or

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Index of refraction formula

Index of refraction of any medium is defined as the proportion between the light
of speed in vacuum and in the investigated medium. The refractive index equation is:
n = c/V
where:
c is the speed of light in vacuum - 299,792.46 km/s,
v is the speed of light in the medium, and
n is the refractive index.
The typical values for the refractive index are between 1 and 2, but there are
some higher values. As nothing can travel faster than with the speed of light, there are
no materials with the index of refraction lower than 1.

Sample Problem:
The speed of light in an unknown medium is measured to be 2.76 x
108 m/s. (a) What is the index of refraction of the medium?
Solution:
The index is found to be:
n=c/v
= (3.00 x 108 m/s)/(2.76 x 108 m/s)
= 1.09

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

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 Activity 1: DESCRIBE MY FIGURE
Directions: Match each diagram with the phrase which best describes it.
Diagram Phrases
1. Light speeding up

2. Diffuse reflection

3. Clear reflection

4. Light refracted from air to glass

5. Law of reflection correctly shown

6. Mirror with correct normal marked

7. Law of reflection incorrectly shown

8. Mirror with incorrectly marked

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 Activity 2: LABEL MY PARTS
Directions: Label the diagram to show how light reflects from a mirror
surface.

1.
..

2. 5.
.. ..

3. 6.
.. ..

4.
..

Activity 3: MY REFLECTION

Directions: Put your mirror carefully to the line labelled “mirror”. Shine your light ray
along each of the other dotted lines. Draw a straight line with a ruler to show where
the reflected ray is and measure the angle of incidence and the angle of reflection.
1.

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2. Measuring angles using protractor:
Angle of Incidence Angle of Reflection
1.
2.
3.
4.
5.

Q1. What did you notice about the angle of incidence and the angle of reflection?
___________________________________________________________________
_________________________________________________________
This is called ___________________________________________________

Activity 4: THINK ABOUT IT!

Directions: Give the answer of the following questions below.

1. Light travels through water with a speed of 2.25x108m/s, what is the refractive
index of water? Given the speed of light in vacuum = 3.0x108m/s.
______________________________________________________________
____________________________________________________
2. Light travels from a rare medium 1 to a denser medium 2. The angle of incidence
and refraction are 450 and 300 respectively. Calculate the index of refraction of
second medium with respect to the first medium.
___________________________________________________________________
_________________________________________________________
3. How does the size of the angle of incidence compare to the angle of reflection?
___________________________________________________________________
_________________________________________________________

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4. Why does the pencil appear broken at the boundary between air and water as
viewed from the side of a glass of water?

___________________________________________________________________
_________________________________________________________
5. State the law of refraction.
___________________________________________________________________
_________________________________________________________

Reflection:

1. I learned that _______________________________________________________

___________________________________________________________________
_________________________________________________________

2. I enjoyed most on ___________________________________________________

___________________________________________________________________
_________________________________________________________

3. I want to learn more on _______________________________________________

___________________________________________________________________
_________________________________________________________

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NOTE: Practice personal hygiene protocols at all times
References:

http://electron6.phys.utk.edu/optics421/modules/m1/reflection_and_refraction.htm

http://cleanenergywiki.org/index.php?title=Propagation,_Reflection_and_Refraction

https://www.tes.com/teaching-resource/reflection-and-refraction-matching-6412008

https://www.tes.com/teaching-resource/reflection-of-light-11195278

http://www.learnersplanet.com/10th-class-light-reflection-and-refraction-worksheet
https://www.omnicalculator.com/physics/index-of refraction
https://www.rpi.edu/dept/phys/ScIT/InformationTransfer/reflrefr/rr_sample/rrsample_
10.html

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ANSWER KEY

Activity 1: DESCRIBE MY FIGURE

1. Diffuse reflection
2. Light refracted from air to glass
3. Light speeding up
4. Law of reflection incorrectly shown
5. Mirror with correct normal marked
6. Law of reflection correctly shown
7. Mirror with incorrectly marked
8. Clear reflection
Activity 2: LABEL MY PARTS
1. Normal line
2. Angel of Incidence
3. Incident ray
4. Mirror
5. Angle of Reflection
6. Reflected ray
Activity 3: MY REFLECTION
1. Ray 1 = 100
Ray 2 = 200
Ray 3 = 300
Ray 4 = 500
Ray 5 = 800
2.
Angle of Incidence Angle of Reflection
1. 100 100
2. 200 200
3. 300 300
4. 500 500
5. 800 800

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Q1. The angle of incidence is always equal to the angle of reflection. This is
called Law of Reflection.
Activity 4: THINK ABOUT IT!
1. 1.33
2. 2
3. They are equal
4. Light travels faster in air than water
5. The law of refraction states that the incident ray, the refracted ray, and the normal
to the interface, all lie in the same plane.

Prepared by:

SHAROLYN T. GALURA
Licerio Antiporda SR. NHS- Dalaya Annex

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 PHYSICAL SCIENCE
Name: ____________________________ Grade Level: ______________
Date: _____________________________ Score: ____________________

LEARNING ACTIVITY SHEET

Some Phenomena That Can Be Explained Using The Photon Concept,

Frequency and Energy of a Photon

Background Information for the Learners (BIL)

Light is an electromagnetic wave with a frequency range of 4X1014 Hz to

7.9X1014 Hz, and a wavelength ranging from 380 nm to 750 nm. It occupies a very
small portion of the electromagnetic spectrum that is visible to the unaided eye. Visible
light is made up of colors. In order of increasing frequency, these colors are red,
orange, yellow, green, blue, indigo and violet. The energy of each component of visible
light is dependent on its frequency and is given by the equation:

E = hf

Where h is Planck’s constant equal to 6.63X10-34 J.s and f is the frequency. The SI
unit of energy is the joule (J). However, a more common unit of energy of a photon is
the electron volt, abbreviated as eV.

1 eV = 1.6X10-19 J
h = 4.136X10-15 eV.s

Figure 1: The electromagnetic spectrum

Source: https://www.cyberphysics.co.uk/topics/light/emspect.htm

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 Visible light is the small part within the electromagnetic spectrum that human
eyes are sensitive to and can detect. We see these waves as the colours of the
rainbows. Each color has a different wavelength. Red has the longest wavelength, and
violet has the shortest wavelength. When all the waves are seen together, they make
white light. Objects appear different colors because they absorb some colours
(wavelength) and reflected or transmit other colours. The colors we see are the
wavelengths that are reflected or transmitted.

Figure 2
Source: https://www.sciencelearn.org.nz/resources/47-colours-of-light

Among the colors of visible light, red light is the least energetic because it has
the lowest frequency. Hence, red light is commonly used in phographic dark rooms to
avoid damage to film before it is developed. In addition to this, a red light can be used
safely without exposing the paper because most black-and-white papers are not
sensitive to red light. They are only sensitive to blue and/or green light.

Most of the sun’s radiation is emitted in the form of visible light. But there is a
significant portion of solar radiation emitted as infrared, and a small amount as
ultraviolet as well. Among these three types of electromagnetic waves, the ultraviolet
light has the highest frequency and hence the most energy. That is why the skin gets
sunburned more easily under ultraviolet light rather than under visible light.

Learning Competency:
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)

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Activity 1: The Fittest Color of Them All!

Directions: Use the picture below to answer the questions that follow. Write your
answers on the space provided.

Source: https://imagine.gsfc.nasa.gov/science/toolbox /emspectrum1.html

a. Which color has the highest frequency? ______________________________

b. Which color has the lowest frequency? ______________________________
c. Which color has the highest energy? ________________________________
d. Which color has the lowest energy? _________________________________
e. Which color has the longest wavelength? _____________________________
f. Which color has the shortest wavelength? ____________________________
g. Describe the color that causes skin to burn when exposed to
sunlight________________________________________________________
______________________________________________________________
______________________________________________________________
h. Describe the color that is used in photographic dark rooms
______________________________________________________________
______________________________________________________________
______________________________________________________________

Activity 2: Which Is The Greatest?

Directions: Read the following questions carefully then encircle the correct answer.

1. Which has a longer wavelength? Microwave or Infrared

2. Which has a lower frequency? X rays or Gamma rays
3. Which has a higher frequency? Visible L or Ultraviolet

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 4. Which has more energy? Radio/TV or Infrared
5. Which has more energy? Red light or Green light
6. Which has a higher frequency? Orange light or Blue light
7. Which has a shorter wavelength? Ultraviolet or X-rays
8. Which has lesser energy? Radio/TV or Visible L
9. Which has lower frequency? Blue light or Red light
10. Which has a lesser energy? Yellow light or Orange light

Activity 3: Brain Twister

Directions: Answer each question logically. Write your answer on the space provided.

1. Describe the relationship of a photon’s energy to its frequency.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Why X-rays are dangerous for pregnant women? Explain.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Why red is more preferrable to use in photographic dark rooms rather than violet
color?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What will be energy of a photon if its frequency is 5.8X1014 Hz?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Reflection:

1. I learned that ______________________________________________________

___________________________________________________________________
___________________________________________________________________

2. I enjoyed most on___________________________________________________

___________________________________________________________________
___________________________________________________________________

3. I want to learn more on_______________________________________________

___________________________________________________________________
___________________________________________________________________

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References

Silverio,Angelina. “Exploring Life Through Science Series: Physical Science.” In

Teachers Wraparound Edition. 927 Quezon Avenue, Quezon City, Pheonix
Publishing House, Inc, 2017

https://imagine.gsfc.nasa.gov/science/toolbox /emspectrum1.html

https://www.cyberphysics.co.uk/topics/light/emspect.htm

https://www.sciencelearn.org.nz/resources/47-colours-of-light

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ANSWER KEY
ACTIVITY 1:
a. Violet
b. Red
c. Violet
d. Red
e. Red
f. Violet
g. Violet, it has the shortest wavelength, the highest frequency, thus, has the
highest energy.
h. Red, it has the longest wavelength, the lowest frequency, thus, has the lowest
energy.

ACTIVITY 2:
1. Microwave
2. X-ray
3. Ultraviolet
4. Infrared
5. Green light
6. Blue light
7. X-ray
8. Radio/TV
9. Red light
10. Orange light

ACTIVITY 3:
1. The energy of a photon is directly proportional to its frequency. Thus, the higher
the frequency of a photon, the higher its energy.
2. X-rays have high-energy radiation that might increase the risk of fetal growth or
birth defects.
3. Red light is the least energetic because it has the lowest frequency. Hence, red
light is commonly used in phographic dark rooms to avoid damage to film before
it is developed.
4. 2.399 eV

Prepared by:

KIMBERLY ANNE C. PAGDANGANAN

Licerio Antiporda Sr. National High School - Dalaya Extension

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 PHYSICAL SCIENCE

Name: _______________________________ Grade Level: _____________

Date: _______________________________ Score: __________________

LEARNING ACTIVITY SHEET

EXPERIMENTAL EVIDENCE SHOWING THAT ELECTRONS CAN
BEHAVE LIKE WAVES

Background Information for the Learners (BIL)

Introduction to Wave-Particle Duality

In 1923, Louis de Broglie, a French physicist, proposed a hypothesis to explain
the theory of the atomic structure by using a series of substitution de Broglie
hypothesizes particles to hold properties of waves. Within a few years, de Broglie's
hypothesis was tested by scientists shooting electrons and rays of lights through slits.
What scientists discovered was the electron stream acted the same was as light
proving de Broglie correct.

Definition of Wave-Particle Duality

The behaviors of the electron do not allow for it to be observable as a particle

and as a wave. The two-sided nature of the electron is known as the Wave-Particle
Duality: The property of particles behaving as waves and the property of waves
behaving as particles as well as waves. Although the duality is not very effective in
large matter. The wave characteristic of the electron implicates many of the electron's
particle behaviors.

Planck's Hypothesis of the Quantum Theory states that energy is emitted in

quanta, little packets of energy, instead of a continuous emission. He stated that
energy emitted is related to the frequency of the light emitted. Planck's hypothesis
states that a quantum of energy was related to the frequency by his equation E=hν.

Waves & Particles Behaviors of Light

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 An easy way to prove the duality between a particle and a wave is to observe
light. At the time, many scientists believed that light is a wave. Since light is like waves,
it has the ability to diffract, reflect, refract, and interfere yet, light behaved strangely at
certain times, and scientists were
befuddled until Albert Einstein's theory
of photoelectric effect contributed greatly
to De Broglie's Theory and was a proof that
waves and particles could overlap. Light
can also be observed as a particle known
as photon. When light is shown on certain
objects, the electrons will be released.
Certain amounts of energy is needed to
remove an electron from the surface of a
substance. So, if a photon of greater
energy than that of an electron hits a solid
that electron will be emitted.
The following picture describes the threshold
When the electrons are release, they Vo, where one photon did not have enough
also release kinetic energy. Classical wave intensity to throw off an electron.
theory states that “the greater the intensity
Photo taken from:
the greater the energy”. Since energy of a https://chem.libretexts.org/Bookshelves/Physical_
wave is directly proportional to its amplitude, and_Theoretical_Chemistry_Textbook_Maps/Sup
it was puzzling for scientists to find brighter plemental_Modules_(Physical_and_Theoretical_
Chemistry)/Quantum_Mechanics/09._The_Hydro
lights (higher intensity) did not affect its gen_Atom/Atomic_Theory/Electrons_in_Atoms/W
overall kinetic energy. ave-Particle_Duality

However, scientists did discover that frequency of light effectively changed the
amount of kinetic energy. Since certain objects do not emit electrons under certain
frequencies, a threshold, V0, is used. This threshold was used to describe the amount
of kinetic energy needed for a photon to throw off an electron. They arrived at a linear
relation for frequency and kinetic energy given by the rough sketch.

The slope of this line was confirmed to be Planck's constant, h = 6.63 x 10-34

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 Using the graph, we are given the same equation as before: Ek = hv. Since the
energy of waves and energy of light do not coincide, we can rule that light is a particle
that contains the property of waves.

De Broglie Wavelength

The de Broglie wavelength describes the wave behavior of particles such as

electrons. De Broglie derived his equation using well established theories through the
following series of substitutions:

1. De Broglie first used Einstein's famous equation relating matter and energy:

E=mc2 (1)

where: E= energy, m = mass, c = speed of light

2. Using Planck's theory which states every quantum of a wave has a discrete
amount of energy given by Planck's equation:

E=hν (2)

where: E = energy, h = Plank's constant (6.62607 x 10-34 J s), υ = frequency

3. Since de Broglie believes particles and wave have the same traits, the two
energies would be the same:

mc2=hν (3)

4. Because real particles do not travel at the speed of light, De Broglie

substituted v, velocity, for c, the speed of light.

mv2=hν (4)

5. Through the equation λ, de Broglie substituted v/λ for ν and arrived at the final
expression that relates wavelength and particle with speed.

ℎ𝑣
mv2= (5)
𝜆

Hence:

ℎ𝑣 ℎ
λ= = (6)
𝑚𝑣 2 𝑚𝑣

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 Although De Broglie was credited for his hypothesis, he had no actual
experimental evidence for his conjecture. In 1927, Clinton J. Davisson and Lester H.
Germer shot electron particles onto a nickel crystal. What they see is the diffraction of
the electron similar to waves diffractions against crystals(x-rays). In the same year, an
English physicist, George P. Thomson fired electrons towards thin metal foil providing
him with the same results as Davisson and Germer.

Evidence Showing That Electrons Can Behave Like Waves

Davisson and Germer showed in 1927 that electrons scatter from a crystal the
way x rays do, proving that particles of matter can act like waves.

A 1927 paper in the Physical

Review demonstrated that particles of matter
can act like waves, just as light waves
sometimes behave like particles. Clinton
Davisson and Lester Germer of the Bell
Telephone Laboratories, then in New York,
found that electrons scatter from a crystal in
the same way that x rays do. The work began
as a result of a laboratory accident and
ultimately earned Davisson a Nobel Prize.

In 1924, Louis de Broglie, a graduate

student at Paris University, proposed that
matter, like light, has a dual nature. The next
year, graduate student Walter Elsasser of the Making waves. Davisson and
University of Göttingen in Germany proposed Germer showed in 1927 that a
a way to test it: If electrons do have a wave beam of electrons hitting a crystal
scatters just as an x-ray beam
nature, they should, like light, exhibit wave
does, proving that particles of
phenomena such as diffraction. In one form of matter can act like waves. A
diffraction, a light beam passing through a broken apparatus serendipitously
regular series of holes or slits, called a lead to the discovery.
grating, exhibits “dark spots” in directions Photo taken from: Lucent
where the wave troughs coming from some Technologies Inc./Bell Labs,
holes cancel the peaks coming from others. courtesy AIP Emilio Segrè Visual
Archives
“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.

By chance, Davisson and his junior partner Germer were well-positioned to

quickly follow Elsasser’s suggestion. They had been attempting to probe the structure

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of the atom by firing low-speed electrons at nickel and measuring the scatter. Their
experiments weren’t turning up anything of interest, and in 1925 they were saved from
frustration and ultimately obscurity by an accident. Their equipment broke, and
extreme heating recrystallized their nickel target into a few large crystals, where
previously there had been many smaller ones. Their data, showing the amount of
scattered electrons at each detector position, began exhibiting some intriguing peaks.

It was only later, when Davisson discussed his results with physicists during his
1926 summer vacation in England, that he learned of de Broglie’s theory and realized
that his data likely contained the world’s first glimpse of electron diffraction. The atoms
in the recrystallized nickel had acted as a grating. Following this realization, Davisson
and Germer began a deliberate search for diffraction patterns, especially the peaks in
their data plots that would indicate extra electrons scattering in specific directions.
After some disappointing initial results, they found a single peak that agreed both with
de Broglie’s theory and with separate experiments using x rays in place of electrons.
Eventually they found 30 peaks, 29 of which could be explained by diffraction. One
was left unexplained, and they failed to find eight additional peaks that they had
expected to appear.

The team published a short paper in Nature in early 1927 and then a more
complete article later that year in the Physical Review. George Paget Thomson of the
University of Aberdeen in Scotland published his own experimental proof of electron
diffraction just a month later and shared the 1937 Nobel Prize in physics with
Davisson.

Richard Feynman's Double-slit Experiment

In Feynman's 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
Richard Feynman’s famous double-slit and hit the backstop at a number of different
thought-experiment points with differing strength, creating what
is known as an interference pattern.
Image:
https://scx1.bcdn.net/csz/news/800/201 In 1965, Feynman popularized that
3/feynmansdoub.png
electrons -- historically thought to be
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particles -- would actually produce the pattern of a wave in the double-split experiment.
Unlike sound waves and water waves, Feynman 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."

Young’s Double-slit Experiment and Other Experiments

In 1801 Thomas Young provided the first experimental evidence for the wave
theory of light from double slit interference experiment. Young’s double-slit experiment
explains the interference of light by making an analogy with the interference of water
waves. Two waves are generated at the positions of two slits in an opaque screen.
The waves have the same wavelengths. They travel from their origins at the slits to
the viewing screen placed to the right of the slits. The waves meet on the viewing
screen. At the positions marked “Max” on the screen, the meeting waves are in-phase
and the combined wave amplitude is enhanced. At positions marked “Min,” the
combined wave amplitude is zero.
For light, this mechanism creates a
bright-and-dark fringe pattern on
the viewing screen.

A similar dichotomy existed

in the interpretation of electricity.
From Benjamin Franklin’s
observations of electricity in 1751
until J.J. Thomson’s discovery of
the electron in 1897, electric
current was seen as a flow in a
continuous electric medium. Within
this theory of electric fluid, the
present theory of electric circuits
was developed, and
electromagnetism and
Photo taken from:
electromagnetic induction were
https://sites.google.com/site/puenggphysics/ho
me/Unit-II/young-s-double-slit-experiment discovered. Thomson’s experiment
showed that the unit of negative
electric charge (an electron) can travel in a vacuum without any medium to carry the
charge around, as in electric circuits. This discovery changed the way in which
electricity is understood today and gave the electron its particle status. In Bohr’s early
quantum theory of the hydrogen atom, both the electron and the proton are particles
of matter. Likewise, in the Compton scattering of X-rays on electrons, the electron is a
particle. On the other hand, in electron-scattering experiments on crystalline
structures, the electron behaves as a wave.

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 A skeptic may raise a question that perhaps an electron might always be
nothing more than a particle, and that the diffraction images obtained in electron-
scattering experiments might be explained within some macroscopic model of a crystal
and a macroscopic model of electrons coming at it like a rain of ping-pong balls. As a
matter of fact, to investigate this question, we do not need a complex model of a crystal
but just a couple of simple slits in a screen that is opaque to electrons. In other words,
to gather convincing evidence about the nature of an electron, we need to repeat the
Young double-slit experiment with electrons. If the electron is a wave, we should
observe the formation of interference patterns typical for waves, such as those
described in Figure 1, even when electrons come through the slits one by one.
However, if the electron is a not a wave but a particle, the interference fringes will not
be formed.

The very first double-slit experiment with a beam of electrons, performed by

Claus Jönsson in Germany in 1961, demonstrated that a beam of electrons indeed
forms an interference pattern, which means that electrons collectively behave as a
wave. The first double-slit experiments with single electrons passing through the slits
one-by-one were performed by Giulio Pozzi in 1974 in Italy and by Akira Tonomura in
1989 in Japan. They show that interference fringes are formed gradually, even when
electrons pass through the slits individually. This demonstrates conclusively that
electron-diffraction images are formed because of the wave nature of electrons. The
results seen in double-slit experiments with electrons are illustrated by the images of
the interference pattern in Figure 2.

Figure 2. Computer-simulated interference fringes seen in the Young double-slit

experiment with electrons. One pattern is gradually formed on the screen, regardless of
whether the electrons come through the slits as a beam or individually one-by-one.
Photo taken from:
https://openstax.org/resources/cd13981032b2c6b4db7504c9bf408e908efb9ff9

Since experimental evidence showing that electrons can behave like waves
was already discussed in the first part of this module, there are different learning
activities which were prepared in order to test your understanding with regards to the
topic. Let’s get started!

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

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 Activity 1: Making a Timeline
Objective: Make a timeline showing the different experimental evidence showing that
electrons can behave like waves.
Materials: Paper, pen, pictures and illustrations

Procedure:

• Make a creative timeline showing the different experimental evidence showing

that electrons can behave like waves in chronological order. The dates and time
periods must be indicated. Dates need not be exact points on the line. The
names of the scientist/physicist should also be indicated together with the title
of the experiment or the object they had used in the experiment. You can modify
the timeline by adding brackets or arrows.
• Pictures and illustrations are highly recommended to make the timeline more
presentable and easier to understand.
• Refer to the Rubrics below on how your illustration will be graded.
CRITERIA WEIGHT LEVEL 1 LEVEL 2 LEVEL 3 RATING
(2 points) (3 points) (4 points)
The work is The work is
The work
presented in a presented in a
appears sloppy
NEATNESS AND neat and neat, clear and
x3 and
ORGANIZATION organized organized
unorganized. It is
fashion that is fashion that is
not visual.
usually visual. easy to visual.
Many parts of
Few parts of the The whole
COMPLETION the timeline
timeline were timeline was
OF THE x3 were still not
still not finished finished and
TIMELINE finished and
and furnished. furnished.
furnished.
Several of the
One or two of graphics used on
No graphics
the graphics the timeline
(pictures and
used in the reflect an
GRAPHICS- illustrations)
x4 timeline reflect exceptional
ORIGINALITY made by the
students’ degree of
students are
creativity in students’
included.
their creation. creativity in their
creation.
The timeline The illustration
The illustration
does not somewhat
accurately
accurately accurately
portrayed a
portrayed a portrayed a
CONTENT chronological
x5 chronological chronological
ACCURACY order of the
order of the order of the
experimental
experimental experimental
evidence
evidence evidence
showing that
showing that showing that

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 electrons behave electrons electrons behave
like waves behave like like waves
waves
TOTAL:

ACTIVITY 2: Self-Check with the Concept

Directions: Answer the following questions completely.

1. In your own words and understanding, what is wave-particle duality?

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. The photograph below shows an interference pattern from the electron double-
slit experiment.

a.) What aspect of the image illustrate the wave nature of electrons?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

b.) How can an electron be a particle and a wave at the same time?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. You are discussing the electron double-slit experiment with a friend. She says:
“Physicists understand the experiment completely. Each electron leaves the
source as a classical particle and hits the screen as a classical particle. All
researchers agree that an electron is a classical particle in the experiment.”
Write a three to four-line reply to your friend that explains why she is mistaken.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 ACTIVTIY 3: Mathematical Investigation of Electron as Wave

Directions: Answer the following problems correctly and systematically. Show your
complete solution and box your final answer. Use separate sheet in showing your
solution and answer.

1. The de Broglie wavelength of an electron is 2.0 x 10-16, find its velocity.

2. A particle with the speed of 2.1 x 107, its de Broglie wavelength is 6.5x10-14.
What is the mass of the particle?
3. Find the energy of a particle that weighs .000300 g and has a de Broglie
wavelength of 1.9 x 10-36 m.
4. Determine all the following frequency, wavelengths, and energy if one is given:
a.) frequency = 105 MHz
b.) wavelength = 527 nm
c.) energy = 3.20 x 10-17 J
d.) frequency = 34.2 x 10 15 Hz
5. What is the wavelength of an electron moving at 5.31 x 106 m/sec?
Given: mass of electron = 9.11 x 10-31 kg; h = 6.626 x 10-34 J·s

ACTIVITY 4: Concept Questions

Directions: Encircle the letter that corresponds to the correct answer.

1. In the double-slit experiment, electrons
a) behave like waves and like particles.
b) split in half and go through both slits simultaneously.
c) behave like particles,but are waves.
d) are both waves and particles at the same time.
2. A water wave passes through two slits. Which pattern best matches the
amplitude of the resulting wave?

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 3. To better understand the double-slit experiment, it is important to send
electrons through one at a time because:
a) the detector needed time to reset in order to detect the next electron.
b) the slits are too narrow to allow two electrons to pass at the same time.
c) It prevents electrons from interacting with each other.
d) time is needed to generate more electrons.
4. With electrons in the double-slit experiment, physicists know
a) where an electron will hit the screen.
b) which slit does the electron went through, without the aid of a detector.
c) that the electron went through both slits.
d) that all of the interpretations give the same predictions for the overall
results.
5. When we perform the two-slit experiment with electrons, we find that the
electrons behave
a) just like bullets.
b) just like water waves.
c) like bullets when they are detected but the pattern is wave-like.
d) like waves when they are detected but the pattern is particle-like.

6. Which of the following provides evidence of the wave nature of matter?

a) Diffraction of light c) Cathode ray
b) Photoelectric effect d) Electron diffraction

7. The Davisson-Germer experiment is famously known for

a) The discovery of the electron
b) Demonstrating the wave nature of matter
c) Observing light diffraction
d) Observing Rydberg’s formula

8. Which of the following phenomena provides the best evidence that particles
can have wave properties?

a) The absorption of photons by electrons in an atom

b) The interference pattern produced by neutrons incident on a crystal
c) The production of x-rays by electrons striking a metal target
d) Compton scattering

9. Which of the following formulas can be used to determine the de Broglie

wavelength?
a) λ = hmv
b) λ = h/mv
c) λ = mv/h
d) λ = mc/

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 10. The quantum- mechanical model of the atom does NOT have the problem of
accelerating charges emitting electromagnetic radiation because the electrons
a) behave like waves and do not have well-defined orbits
b) do not have a charge
c) are stationary
d) have paths for which there is no acceleration

Activity 5: APPLICATION OF WAVE BEHAVIOR OF

ELECTRON
The discovery of electron behaving like waves through experiments paved way
to more understanding of Quantum physics which has revolutionized society with
applications in the technology.
Directions: Give at least three technologies that uses the wave behavior of waves
that are widely used up to this date. Give a brief explanation how the wave behavior
of wave led to the discovery of a certain technology. Refer to the rubrics below on how
your output will be graded.

CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 RATING

(1 point) (3 points) (5 points)
The paper is
organized, The paper is well
makes good use organized, uses
The paper is poorly of transition transition
ORGANIZATION organized and statements and statements
difficult to follow. in most appropriately and
instances follows a logical
follows a logical progression.
progression.
Three or more
One technology Two technology
technology were
COMPLETION was only given and were given with
given with
explained. explanation.
explanation.
More than 5 errors 3-5 errors in Minimal errors in
Grammar &
in punctuation and punctuation and punctuation and
Spelling
spelling. spelling. spelling.
Content indicates
Shows some Content synthesis of
thinking and indicates original ideas, in depth
reasoning but most thinking and analysis and
LEVEL OF
ideas are develops ideas evidences
CONTENT
underdeveloped with sufficient original
and and firm thought and
unoriginal. evidence. support for the
topic.
TOTAL:

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Reflection:

1. I learned that _____________________________________________________

________________________________________________________________
________________________________________________________________

2. I enjoyed most on _________________________________________________

________________________________________________________________
________________________________________________________________

3. I want to learn more on

________________________________________________________________
________________________________________________________________
________________________________________________________________

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NOTE: Practice personal hygiene protocols at all times
References
Wave-Particle Duality.
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textb
ook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Quantum
_Mechanics/09._The_Hydrogen_Atom/Atomic_Theory/Electrons_in_Atoms/Wave-
Particle_Duality
Wave- Particle Duality. https://study.com/academy/lesson/wave-particle-duality-
concept-explanation-examples.html
Landmarks: Electrons Act Like Waves.
https://physics.aps.org/story/v17/st17#:~:text=Davisson%20and%20Germer%20sho
wed%20in%201927%20that%20a%20beam%20of,serendipitously%20lead%20to%2
0the%20discovery.

Electrons behaving like a particle and a wave: Feynman's double-slit

experiment brought to life.

https://www.sciencedaily.com/releases/2013/03/130313214031.htm#:~:text=The%20
precise%20methodology%20of%20Richard,for%20the%20very%20first%20time.
Double-slit Experiment. https://physicsworld.com/a/the-double-slit-experiment/

The Merli–Missiroli–Pozzi Two-Slit Electron-Interference Experiment.

https://link.springer.com/article/10.1007/s00016-011-0079-0
The Challenge of Quantum Reality.
http://www.perimeterinstitute.ca/images/perimeter_explorations/dark_matter/pi_quan
tum_booklet.pdf

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ANSWER KEY
Activity 1: Making a Timeline
• Students’ output may vary. See attached Rubrics below the activity for scoring
purposes.
ACTIVITY 2: Self-Check with the Concept
1. Students’ answer may vary. But the main idea is electrons exhibit both wave
and particle behavior.
2. a. The interference pattern suggests wave behavior.
b. Answers will vary. One important point to clarify with students is that the
particle nature and the wave nature never occur simultaneously. The wave
nature is inferred by the creation of an interference pattern after several
thousand electrons have been sent through the apparatus. The particle
nature is observed every time an electron is detected, and it is worth noting
that only whole electrons have ever been detected.
3. This question should provoke students to think about what evidence supports
an electron’s wave-like properties and what evidence supports particle-like
properties. Electrons are only ever detected as single localized objects; partial
electrons have never been detected. The electron’s wave nature is only inferred
from the interference pattern produced over time. These dual behaviors do not
permit scientists to say electrons are particles or waves. What can be said is
that electrons behave like waves and they behave like particles.
ACTIVITY 3: Mathematical Investigation of Electron as Wave
1. 3.6 x 10-28 m/s2
2. 4.9 x 10-28 kg
3. 4.1 x 105 J
4. a. wavelength: 2.86m, energy: 6.96 x 10 -19 J
b. frequency: 5.69 x 10 14 Hz, energy: 3.77 x 10 -19 J
c. frequency: 4.74 x 10 16 Hz, wavelength: 6.33nm
d. wavelength: 8.77 nm, energy: 2.27 x 10-17 J
5. 1.37 x 10-10 m

ACTIVITY 4: Concept Questions

1. A
2. C
3. C
4. D
5. C
6. D
7. B
8. B
9. B

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NOTE: Practice personal hygiene protocols at all times
 10. A

ACTIVITY 5: Application of Wave Behavior of Electron

Students’ output may vary. See attached rubrics for the scoring purposes

Prepared by:

JENNY VIE S. VINAGRERA

Licerio Antiporda Sr NHS-Main

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NOTE: Practice personal hygiene protocols at all times
 PHYSICAL SCIENCE
Name: _______________________________ Grade Level: _____________
Date: _______________________________ Score: __________________

LEARNING ACTIVITY SHEET

DIFFERENCE BETWEEN DISPERSION, SCATTERING,
INTERFERENCE AND DIFFRACTION
Background Information for the Learners (BIL)
Introduction
Blue lakes, ochre deserts, green forests, and multicolored rainbows can be
enjoyed by anyone who sees them. But by studying the branch of physics called
optics, which deals with the behavior of light and other electromagnetic waves, we
can reach a deeper appreciation of the visible world. A knowledge of the properties of
light allows us to understand the blue color of the sky and the design of optical devices
such as telescopes, microscopes, cameras, eyeglasses, and the human eye. The
same basic principles of optics also lie at the heart of modern developments such as
the laser, optical fibers, holograms, optical computers, and new techniques in medical
imaging.

In this module, we will study of the concepts of dispersion, scattering,

interference, and diffraction of light.

The Nature of Light

Until the time of Isaac Newton (1642–1727), most scientists thought that light
consisted of streams of particles (called corpuscles) emitted by light sources. Galileo
and others tried (unsuccessfully) to measure the speed of light. Around 1665, evidence
of wave properties of light began to be discovered. By the early 19th century, evidence
that light is a wave had grown very persuasive.
In 1873, James Clerk Maxwell predicted the existence of electromagnetic
waves and calculated their speed of propagation, as we learned in Chapter 32. This
development, along with the experimental work of Heinrich Hertz starting in 1887,
showed conclusively that light is indeed an electromagnetic wave.
The wave picture of light is not the whole story, however. Several effects
associated with emission and absorption of light reveal a particle aspect, in that the
energy carried by light waves is packaged in discrete bundles called photons or
quanta. These apparently contradictory wave and particle properties have been
reconciled since 1930 with the development of quantum electrodynamics, a
comprehensive theory that includes both wave and particle properties. The

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propagation of light is best described by a wave model, but understanding emission
and absorption requires a particle approach.

The fundamental sources of all electromagnetic radiation are electric charges

in accelerated motion. All bodies emit electromagnetic radiation as a result of thermal
motion of their molecules; this radiation, called thermal radiation, is a mixture of
different wavelengths. Light is also produced during electrical discharges through
ionized gases. The bluish light of mercury-arc lamps, the orange-yellow of sodium-
vapor lamps, and the various colors of “neon” signs are familiar. In most light sources,
light is emitted independently by different atoms within the source; in a laser, by
contrast, atoms are induced to emit light in a cooperative, coherent fashion.
No matter what its source, electromagnetic radiation travels in vacuum at the
same speed. The speed of light in vacuum is defined to be; c = 2.99792458 x 108 m/s
or 3.00 x 108 m/s to three significant figures.
This module will introduce the different properties of light – dispersion,
scattering, interference, and diffraction and how
each property differs from one another.

Dispersion
Ordinary white light is a superposition of
waves with wavelengths extending throughout the
visible spectrum. The speed of light in vacuum is the
same for all wavelengths, but the speed in a material
substance is different for different wavelengths.
Therefore, the index of refraction of a material
depends on wavelength. The dependence of wave
speed and index of refraction on wavelength is called Figure 1. Variation of index of
dispersion. refraction with wavelength for
different transparent materials. The
Figure 1 shows the variation of index of horizontal axis shows the 𝛌o of the
light in vacuum; the wavelength in
refraction with wavelength for some common optical
the material is equal to 𝛌= 𝛌o/n.
materials. Note that the horizontal axis of this figure is
the wavelength of the light in vacuum, 𝛌o; the Photo taken from:
https://www.chegg.com/homework-
wavelength in the material is given by, 𝛌= 𝛌o/n. In most help/questions-and-answers/10-based-
materials the value of decreases with increasing data-graph-provided-value-closest-
wavelength and decreasing frequency, and thus n index-refraction-quartz-extreme-violet-
light-wa-q36119647
increases with decreasing wavelength and increasing
frequency. In such material, light of longer
wavelength has greater speed than light of shorter wavelength.
Why does white light get dispersed?

When a beam of white light enters a prism, all the colors of white light refract at
different angles. It causes the white light to split into its component colors. Red light

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NOTE: Practice personal hygiene protocols at all times
bends the least. Violet light bends the most and refracts by the largest angle. In this
way, white light disperses into its component colors.

Figure 2. shows a ray of white light

incident on a prism. The deviation (change
of direction) produced by the prism
increases with increasing index of
refraction and frequency and decreasing
wavelength. Violet light is deviated most,
and red is deviated least; other colors are
in intermediate positions. When it comes Figure 2. Dispersion of light by a prism. The
out of the prism, the light is spread out into band of colors is called a spectrum.
a fan-shaped beam, as shown. The light is Photo taken from:
said to be dispersed into a spectrum. The https://www.assignmentpoint.com/science
amount of dispersion depends on the /physics/dispersion-light.html
difference between the refractive indexes
for violet light and for red light.
In Figure 1 we can see that for a
substance such as fluorite, the difference
between the indexes for red and violet is small,
and the dispersion will also be small. A better
choice of material for a prism whose purpose
is to produce a spectrum would be silicate flint
glass, for which there is a larger difference in
Figure 3. To maximize their brilliance, the value of n between red and violet.
diamonds are cut so that there is total
The brilliance of diamond is due to its
internal reflection on their back surfaces.
unusually large refractive index; another is its
Photo taken from: large dispersion, which causes white light
https://www.huffpost.com/entry/5- entering a diamond to emerge as a
homemade-tests-for-iden_b_12128848 multicolored spectrum. Crystals of rutile and of
strontium titanate, which can be produced
synthetically, have about eight times the dispersion of diamond.

Rainbow Formation
A rainbow forms when sunlight is refracted and totally reflected by tiny water
droplets. A rainbow is a natural demonstration of refraction, dispersion, and total

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internal reflection of light. When white light
of the sun passes through tiny rain drops
suspended after rainfall, a rainbow may
appear. Raindrops in the air act like tiny
prisms. They refract and reflect the
sunlight and then separate it into different
colors. The color scheme of rainbow is the
same as in the spectrum made by the
prism. Since red color bends the least and Figure 4. A typical rainbow.
violet color bends the most from its original
Photo taken from:
path, so in the rainbow, the red color
https://qknowbooks.gitbooks.io/class_5_sci
appears at the top and the violet color
ence-light/formation_of_a_rainbow.html
appears at the bottom. The other colors
appear in between these two colors.

Scattering

Scattering of light is the deviation of light rays from its straight path. As light
propagates through the atmosphere, it travels in a straight path until it is obstructed by
bits of dust or gas molecules in the
atmosphere. The process in which light gets
deflected by the particles in the medium
through which the light passes is called
scattering. It is not about the splitting of light,
but the incident beam of light that gets
redirected after being stroked by the
atmospheric particles. The blue color of the sky
is due to the scattering of sunlight by the Figure 5. Scattering of light in atmosphere.
Photo taken from: ww2010.atmos.uiuc.edu
molecules of air. During sunrise and sunset
sunlight has to travel greater distance, so shorter wavelength gets scattered off and
removed and only red wavelengths reach us.

Blue Sky
Air molecules scatter light. The incoming
sunlight is white, a mixture of all the colors. Air
molecules do not scatter all the colors equally, they
scatter the shorter wavelengths (violet, blue, and
Figure 6. Wavelength of different
green) in greater amounts than the longer
colors in visible light. Photo taken wavelengths (yellow, orange, and red). Actually, the
from: figure shows only short wavelengths being scattered
https://sites.google.com/site/mrjhel
just to keep things simple. Air molecules scatter light
ectromagneticspectrum/home/visibl
e-light

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NOTE: Practice personal hygiene protocols at all times
in this way because they are very small (much smaller than the wavelength of visible
light).

Violet has the shortest wavelength and

is scattered the most. However, there isn't as
much violet in sunlight as there is blue and
green. There is a lot of green light in sunlight
(more than any other color as a matter of fact)
but it is not scattered as readily as blue. So, the
end result is that we see blue light coming from
the sky. Therefore, the sky is blue. When the
air is clean (from of particulates), the sky has a
Photo taken from:
deep blue color. The response of our eyes is
https://jooinn.com/blue-sky.html
also involved, here's a little more explanation.
We do not to look directly at the beam of laser light. It is too intense and could
damage our eyes. The same is true of the sun. We do not look directly at the sun. It
is safe to look at the scattered light coming from the sky. It is much weaker, only a
small portion of the beam of intense sunlight is scattered.

White Clouds
Cloud droplets and ice crystals are the
best example of scattered light. Cloud droplets
and ice crystals are larger than air molecules
that it scatters all the color in equal amount.

When white light strikes a cloud, white

light is scattered and reflected. This is why
Photo taken from: clouds are white (with some shades of grey
https://www.publicdomainpictures. mixed in if the cloud is thick). When you look up
net/en/view- at a cloud you see a white cloud (sunlight being
image.php?image=156295&picture= scattered by cloud droplets) surrounded by blue
puffy-white-clouds
sky (sunlight being scattered by air molecules).
Red Sunset
As the Sun sets, its light passes more
through the atmosphere before reaching us.
Which means more of the blue light is scattered,
allowing the reds and yellows to pass straight to
our eyes.
The fraction of the light which is deviated Photo taken from: https://www.itp.uni-
by scattering increases with increasing path hannover.de/fileadmin/arbeitsgruppen/z
length, so that at sunset the shorter wavelengths awischa/bildchen/PG2921.JPG
are depleted in direct sunlight and the sun
appears orange or red, depending on the amount of haze or dust in the air. After sunset

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on a clear day. In the west the sky is brightest near the horizon (left), in the east it is
darkest there due to the earth's shadow. Above the shadow zone there is a slight pink
reflection of the setting sun's red light.

Interference
The term interference refers to any situation in which two or more waves
overlap in space. When this occurs, the total wave at any point at any instant of time
is governed by the principle of superposition. This principle also applies to
electromagnetic waves and is the most important principle in all of physical optics. The
principle of superposition states:

When two or more waves overlap, the resultant displacement at any

point and at any instant is found by adding the instantaneous
displacements that would be produced at the point by the individual
waves if each were present alone.

An important characteristic of light

wave is its ability, under certain
circumstances, to interfere with one another.
Most people observe some type of optical
interference every day, but do not realize
what is occurring to produce this
phenomenon. One of the best examples of
interference is demonstrated by the light
reflected from a film of oil floating on water. Figure 6. Soap Bubble Interference Colors.
Another example is the soap bubble Photo taken from: https://www.olympus-
illustrated in Figure 6 that reflects a variety of lifescience.com/en/microscope-
resource/primer/lightandcolor/interference/
beautiful colors when illuminated by natural
or artificial light sources.
This dynamic interplay of colors derives from simultaneous reflection of light
from both the inside and outside surfaces of the bubble. The two surfaces are very
close together (they are only a few microns thick) and light reflected from the inner
surface interferes both constructively and destructively with light reflected from the
outer surface. This is because light reflected from the inner surface of the bubble must
travel further than light reflected from the outer surface. When the waves reflected
from the inner and outer surface combine, they will interfere with each other, removing
or reinforcing some parts of white light by destructive or constructive interference. This
results in color. If the extra distance traveled by the inner light waves is exactly the
wavelength of the outer light waves, then they will recombine constructively, and bright
colors of those wavelengths will be produced. In places where the waves are out of
step, destructive interference will occur, canceling the reflected light (and the color).

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NOTE: Practice personal hygiene protocols at all times
 When two waves come close to one another, their effects add together. If
the crests, or highest parts of the waves, line up perfectly, then the crest of the
combined wave will be the sum of the heights of the two original crests. Likewise, if
the lowest parts of the waves (the troughs) line up just right, then the combined trough
will be the depth of the two original troughs combined. This is known as constructive
interference, in which two waves (of the same wavelength) interact in such a way that
they are aligned, leading to a new wave that is bigger than the original wave.

Figure 7. Illustration of Constructive Interference.

https://cdn.kastatic.org/ka-perseus-
images/3845de524b7962d7fe729b4e196b2a8e99698cf5.svg

However, if two waves are not perfectly aligned, then when the crest of one
wave comes along, it will be dragged down by the trough of the other wave. The
resulting, combined wave will have crests that are shorter than the crests of either
original wave, and troughs that are shallower than either of the incoming waves. This
is known as destructive interference.
In fact, if the two waves (with the same amplitude) are shifted by exactly half a
wavelength when they merge together, then the crest of one wave will match up
perfectly with the trough of the other wave, and they will cancel each other out. The
resulting combined wave will have no crests or troughs at all, and will instead just look
like a flat line, or no wave at all!

Figure 8. Illustration of Destructive

Interference.
https://cdn.kastatic.org/ka-perseus-
images/3845de524b7962d7fe729b4
e196b2a8e99698cf5.svg

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Conditions for sustained interference:

(1) The sources must be coherent (i.e., they must maintain a constant phase
relationship with one another).
(2) The sources must be monochromatic (i.e., of a single wavelength).
(3) The linear superposition principle is applicable.
A laser is an excellent source of coherent and monochromatic light beam.

Young’s Double Slit Experiment

Thomas Young was an early 19th
century physicist who demonstrated
interference showing that light is a wave
phenomenon and who also postulated that
different colors of light were made from
waves with different lengths. This was
contrary to common opinion at the time,
which was widely biased toward the theory
that light is a stream of particles. In 1801,
Young conducted an experiment providing
important evidence that visible light has
wave-like properties. This classic
experiment, often termed "the Double-
Slit experiment", originally used sunlight that Figure 9. Young’s Double Slit Experiment.
had first been diffracted through a single slit Photo taken from: https://static5.olympus-
as a light source, but we will describe the lifescience.com/data/olympusmicro/primer/i
experiment using coherent red laser light. mages/interference/doubleslit.jpg?rev=D5A9

The basic setup of the double-slit experiment is illustrated in Figure 9. Coherent

laser light is allowed to illuminate a barrier containing two pinhole apertures that allow
only some of the light to pass through. A screen is placed in the region behind the slits,
and a pattern of bright red and dark interference bands becomes visible on the screen.
The key to this experiment is the mutual coherence between the light diffracted from
the two slits at the barrier. Young achieved this coherence through the diffraction of
sunlight from the first slit, and we are using a coherent laser source for the purposes
of this discussion.
As laser light is diffracted through the two barrier slits, each diffracted wave
meets the other in a series of steps, as illustrated in Figure 9. Sometimes the waves
meet in step (or in phase; constructive interference), sometimes they meet out of step
(or out of phase; destructive interference), and sometimes they meet partially in step.
When the waves meet in step, they add together due to constructive interference and
a bright area is displayed on the screen. In areas where the waves meet totally out of
step, they will subtract from each other due to destructive interference and a dark area

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will appear in that portion of the screen. The resulting patterns on the screen, a product
of interference between the two diffracted beams of laser light, are often referred to as
interference fringes.

Diffraction
Everyone is used to the idea that sound bends around corners. If sound didn’t
behave this way, you couldn’t hear a police siren that’s out of sight around a corner or
the speech of a person whose back is turned to you. What may surprise you (and
certainly surprised many scientists of the early 19th century) is that light can bend
around corners as well. When light from a point source falls on a straightedge and
casts a shadow, the edge of the shadow is never perfectly sharp. Some light appears
in the area that we expect to be in the shadow, and we find alternating bright and dark
fringes in the illuminated area. In general, light emerging from apertures doesn’t
behave precisely according to the predictions of the straight-line ray model of
geometric optics.

The reason for these effects is that light, like sound, has wave characteristics.
From the previous pages of this module, we studied the interference patterns that can
arise when two light waves are combined. In this part, we’ll investigate interference
effects due to combining many light waves. Such effects are referred to as diffraction.

Diffraction is the spreading out of waves as they pass through an aperture or

around objects. It occurs significantly when the size of the aperture or obstacle is of
similar linear dimensions to the wavelength of the incident wave. It happens when a
part of the travelling wave front is obscured. For very small aperture sizes, the vast
majority of the wave is blocked. For large apertures the wave passes by or through
the obstacle without any significant diffraction, and that largely at the edges.

According to geometric optics, when an

opaque object is placed between a point light
source and a screen, as in Fig. 10, the shadow of
the object forms a perfectly sharp line. No light at
all strikes the screen at points within the shadow,
and the area outside the shadow is illuminated
nearly uniformly. But as we read in the
introduction, the wave nature of light causes
effects that can’t be understood with geometric
optics. An important class of such effects occurs
when light strikes a barrier that has an aperture
or an edge. The interference patterns formed in Figure 10. A point source of light
such a situation are grouped under the heading illuminates a straightedge.
diffraction. Photo taken from:
http://oz.nthu.edu.tw/~g9561701/a
pPhysicsB/ch24_diffraction.pdf

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 Figure 11 shows an example of diffraction. The photograph in Fig. 11.a was
made by placing a razor blade halfway between a pinhole, illuminated by
monochromatic light, and a photographic film. The film recorded the shadow cast by
the blade. Figure 11.b is an enlargement of a region near the shadow of the right edge
of the blade. The position of the geometric shadow line is indicated by arrows. The
area outside the geometric shadow is bordered by alternating bright and dark bands.
There is some light in the shadow region, although this is not very visible in the
photograph. The first bright band in Fig. 11.b, just to the right of the geometric shadow,
is considerably brighter than in the region of uniform illumination to the extreme right.
This simple experiment gives us some idea of the richness and complexity of what
might seem to be a simple idea, the casting of a shadow by an opaque object.

We don’t often observe diffraction patterns such as Fig. 11 in everyday life

because most ordinary light sources are neither monochromatic nor point sources. If
we use a white frosted light bulb instead of a point source to illuminate the razor blade
in Fig. 11, each wavelength of the light from every point of the bulb forms its own
diffraction pattern, but the patterns overlap so much that we can’t see any individual
pattern.

Figure 11. Example of diffraction.

Photo taken from:
https://www.uccs.edu/Documents/kspendie/PES2130fall2014/lectures/L24.pdf

Diffraction and Huygens’ Principle

We can analyze diffraction patterns using Huygens’s principle. This principle

states that we can consider every point of a wave front as a source of secondary
wavelets. These spread out in all directions with a speed equal to the speed of
propagation of the wave. The position of the wave front at any later time is the
envelope of the secondary wavelets at that time. To find the resultant displacement at
any point, we combine all the individual displacements produced by these secondary
waves, using the superposition principle and taking into account their amplitudes and
relative phases.

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 In Fig. 10, both the point source and the screen are relatively close to the
obstacle forming the diffraction pattern. This situation is described as near-field
diffraction or Fresnel diffraction, pronounced “Freh-nell” (after the French scientist
Augustin Jean Fresnel, 1788–1827). By contrast, we use the term Fraunhofer
diffraction (after the German physicist Joseph von Fraunhofer, 1787–1826) for
situations in which the source, obstacle, and screen are far enough apart that we can
consider all lines from the source to the obstacle to be parallel, and can likewise
consider all lines from the obstacle to a given point on the screen to be parallel. We
will restrict the following discussion to Fraunhofer diffraction, which is usually simpler
to analyze in detail than Fresnel diffraction.

Diffraction is sometimes described as “the bending of light around an obstacle.”

But the process that causes diffraction is present in the propagation of every wave.
When part of the wave is cut off by some obstacle, we observe diffraction effects that
result from interference of the remaining parts of the wave fronts. Optical instruments
typically use only a limited portion of a wave; for example, a telescope uses only the
part of a wave that is admitted by its objective lens or mirror. Thus, diffraction plays a
role in nearly all optical phenomena.

Finally, we emphasize that there is no fundamental distinction between interference

and diffraction. In the above discussion about interference, we used the term
interference for effects involving waves from a small number of sources, usually two.
Diffraction usually involves a continuous distribution of Huygens’s wavelets across the
area of an aperture, or a very large number of sources or apertures. But both
interference and diffraction are consequences of superposition and Huygens’s
principle.

SUMMARY
• Dispersion is the separation of visible light into different colors when
it passes through a medium such as the lens or prism.
• The process in which light gets deflected by the particles in the medium
through which the light passes is called scattering.
• Interference refers to any situation in which two or more waves overlap
in space.
• Diffraction is the slight bending of the light as it passes through the
edges of an object.

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 Since dispersion, scattering, interference, and diffraction were already
discussed in the first part of this module, there are different learning activities which
were prepared in order to test your understanding with regards to the topic. Let’s get
started!

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

Activity 1: Simple Experiments

Objective: Perform the simple experiments on dispersion and scattering at home.
Directions: Perform the simple experiments on dispersion, scattering, interference
and diffraction. Answer the follow-up questions in each experiment.
Note: Provide pictures as evidence that you performed the experiments.
Experiment 1: Dispersion – “Rainbow on the wall”
Materials Tools
• Water * a clear glass
• Sunlight * small mirro

Instructions
1. Fill the glass with water.
2. Put the mirror into the water inside
the glass at an angle.
3. Position the glass so that sunlight
shines directly at the mirror. You
may have to shift the mirror to find
the right angle.
4. Look for a reflection on the wall. It
would be easier to see if the room is dark.
5. Adjust the angle of the mirror until you see a rainbow on the wall.

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Answer the following questions:
1. Where do the different colors come from? How does the rainbow form in the
wall?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is the role of the water in the experiment?
______________________________________________________________
______________________________________________________________
______________________________________________________________

Experiment 2: Scattering – “My own Blue Sky”

Materials
• water
• A little bit of milk or milk powder should also work
Tools
• a clear glass
• flashlight that emits white light
Instructions
1. Fill the glass with water.
2. Dissolve one teaspoon of milk in the water to get a cloudy solution. This solution
will be the blue sky for your experiment.
3. In a dark room, point the flashlight at the cloudy solution from the side.
4. Observe the fluid from the side to see a hint of the sky blue color.

Answer the following questions:

1. Why does the white suspension turns blue?
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What is the role of the milk in the experiment?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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NOTE: Practice personal hygiene protocols at all times
 Activity 2: Venn Diagram
Directions: Using the Venn Diagram, identify the similarities and differences of
interference and diffraction. You can search additional information about interference
and diffraction via textbook, video, books on tape, classroom library, school library,
and or Internet. Remember to cite the references you used. Refer to the Rubrics below
on how your Graphic Organizer will be graded.

Venn Diagram

Rubrics
CRITERIA Full Credit Partial Credit Limited Credit Minimal Credit RATING
(20 points) (15 points) (10 points) (5 points)
- Compares & - Compares
- Compares
contrasts and contrasts - Compares or
and contrasts
items clearly clearly, but contrasts, but
clearly, but
- Only includes supporting does not do
supporting
Purpose & relevant and information is both
information is
Supporting accurate general - No supporting
incomplete.
Details information - Only information, or
- May include
includes incomplete
irrelevant
relevant information
information
information

- Whole-to- - Beaks - Breaks

whole information information - Many details
Organization similarities into one of the into structure, are not in
& Structure - Whole-to- structures but some logical
whole - Does not information order
differences follow is in wrong

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 - Similarities- consistent section - Little sense
to-differences order when - Some details that the writing
- Consistent comparing are not in is organized
order when logical or
discussing the expected order
comparison

- No errors in - 1-2 errors in - 3-4 errors - Excessive

grammar grammar or that distract errors that
Grammar & or spelling spelling that the reader distract the
Spelling distract the reader from the
reader content

- Moves from
- Moves
one idea to
smoothly from
the next, but
one idea to the
with little
next
variety - Some
- Comparison
- Uses transitions
and contrast - Transitions
comparison work well, but
transition are unclear or
Transitions and contrast connections
words to show nonexistent
transition between other
relationships
words to ideas are fuzzy
- Variety of
show
sentence
relationships
structures &
between
transitions
ideas

TOTAL:

Activity 3: Self-Check with the Concept

Directions: Answer the following questions completely

1. Under what condition does the formation of rainbow occur?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Why does the sky appear black to an astronaut instead of blue in the outer
space?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Atmospheric haze is due to water droplets or smoke particles (“smog”). Such
haze reduces visibility by scattering light, so that the light from distant objects
becomes randomized and images become indistinct. Explain why visibility

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 through haze can be improved by wearing red-tinted sunglasses, which filter
out blue light.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. The explanation given for the color of the setting sun should apply equally well
to the rising sun, since sunlight travels the same distance through the
atmosphere to reach your eyes at either sunrise or sunset. Typically, however,
sunsets are redder than sunrises. Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Huygens’s principle also applies to sound waves. During the day, the
temperature of the atmosphere decreases with increasing altitude above the
ground. But at night, when the ground cools, there is a layer of air just above
the surface in which the temperature increases with altitude. Use this to explain
why sound waves from distant sources can be heard more clearly at night than
in the daytime. (Hint: The speed of sound increases with increasing
temperature. Use the ideas for light.)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. Soapy water is colorless, but when blown into bubbles it shows vibrant colors.
How does the thickness of the bubble walls determine the particular colors that
appear?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
7. Why can we readily observe diffraction effects for sound waves and water
waves, but not for light? Is this because light travels so much faster than these
other waves? Explain.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
8. What is the difference between Fresnel and Fraunhofer diffraction? Explain.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 Activity 4: Application of Dispersion, Scattering, Interference and
Diffraction
Directions: Complete the table by citing technological devices that applies the
concept of Dispersion, Scattering, Interference and Diffraction that we are using
nowadays. Give at least five application for each. An example for each is provided
below as your reference. Refer to the Rubrics below on how output will be graded.
Note: Cite the references used in this activity.

Dispersion Scattering Interference Diffraction

Holograms also
depend upon
interference to produce
Dynamic light their three-
Optical fibers are a The diffraction
scattering (DLS) dimensional-like
sort of waveguide for images. In reflection grating is an important
technique also known device that makes use
optical frequencies holograms, both a
as the photon
(light) widely used in reference and object- of the diffraction of
correlation spectrosco
modern illuminating beam are light to produce
py or quasi-elastic
telecommunications reflected onto a thick spectra. Diffraction is
light scattering film from opposite
systems. The rate at also fundamental in
technique is generally sides. These beams
which data can be
used for the rapid interfere to produce other applications such
transported on a
determination of the light and dark areas as x-ray diffraction
single fiber is limited
particle-size that correspond to an studies of crystals and
by pulse broadening
distribution profile of image that appears holography.
due to chromatic
the nano-sized three-dimensional.
dispersion among
droplets, mostly in Transmission
other phenomena. Source: Diffraction -
emulsions, colloids, holograms use both
suspensions, or the reference and Fundamentals,
Source:
polymer solutions object-illuminating Applications -
https://en.wikipedia.or
g/wiki/Dispersion_(opt beams on the same Aperture, Light,
Source: side of the film to Pattern, and Waves -
ics)#:~:text=Material%
https://www.sciencedi produce a similar type JRank
20dispersion%20can
%20be%20a,more%2 rect.com/topics/food- of effect.
Articles https://science
0accurate%20discrimi science/light- Source: .jrank.org/pages/2063/
nation%20of%20wave scattering https://www.olympus- Diffraction.html#ixzz6S
lengths. lifescience.com/fr/micr YKDtyi7
oscope-
resource/primer/lighta
ndcolor/interference/

1. 1. 1. 1.

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 2. 2. 2. 2.

3. 3. 3. 3.

4. 4. 4. 4.

5. 5. 5. 5.

Rubrics
CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 RATING
(1 point) (3 points) (5 points)
The paper is
The paper is well
organized,
organized, uses
makes good use
transition
The paper is poorly of transition
statements
ORGANIZATION organized and statements and
appropriately
difficult to follow. in most
and follows a
instances
logical
follows a logical
progression.
progression.
Three or more
One product was Two products
products were
COMPLETION only given and were given with
given with
explained. explanation.
explanation.
More than 5 errors 3-5 errors in Minimal errors in
Grammar &
in punctuation and punctuation and punctuation and
Spelling
spelling. spelling. spelling.
Content
Content indicates
Shows some
indicates synthesis of
thinking and
original ideas, in depth
reasoning but most
LEVEL OF thinking and analysis and
ideas are
CONTENT develops ideas evidences
underdeveloped
with sufficient original
and
and firm thought and
unoriginal.
evidence. support for the
topic.
TOTAL:

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 Activity 5: The Physics behind It!
Directions: Every phenomenon that is happening around us have a Physics Concept
behind it. The following are some phenomena that we are observing from our daily life.
These phenomena are application of dispersion, scattering, interference and
diffraction. Read the following phenomena and try to gather information on what
concept (dispersion, scattering, interference and diffraction) is behind it. Give a brief
explanation how that chosen concept is the accurate answer to the phenomenon.
Note: Cite the references used in this activity. For Activity 4 and Activity 5, refer to
the Rubrics above on how your output will be graded.
Example:
Phenomenon: When we enter a dark room, usually we cannot see the path of light. But
with the help of the laser beam, we are able to see the path.
Answer: This is due to the scattering of light by small particles of air in the path of the
laser beam. The phenomenon in which path of the light incident on the particle is
redirected in a different direction this is called scattering of light.
Reference: https://www.toppr.com/guides/physics/ray-optics-and-optical-instruments/some-
natural-phenomenon-due-to-sunlight/

1. Phenomenon: Suppose on a rainy day when the roads are wet and you are
driving a car or riding a bike sometimes you see that the petrol spills on the road.
When the petrol mixes with the water we can see different layers of colors on the
road. Why does this happen? What is the phenomenon behind this?
Answer:
References:
2. Phenomenon: The colors of iridescent butterflies or when the butterfly moves
its wings it gives off changing colors of yellow, red, orange and everything in
between.
Answer:
References:
3. Phenomenon: The color red is used in the danger signals instead of other
colors. What is the scientific reason of choosing red as the color for danger
signals?
Answer:
References:
4. Phenomenon: The familiar rainbow pattern we see when looking at a disk.
Answer:
References:
5. Phenomenon: When light passes through a diamond, the light splits into
different colors.
Answer:
References:

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Reflection:

1.I learned that _____________________________________________________

________________________________________________________________
________________________________________________________________

2.I enjoyed most on _________________________________________________

________________________________________________________________
________________________________________________________________

3.I want to learn more on

___________________________________________________________________
___________________________________________________________________
__________________________________________________________

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References
Dispersion, Scattering, Interference and Diffraction of Light.
https://www.academia.edu/39499005/Full_Book_University_Physics_13th_Edition_PDF_KD
Dispersion, Scattering, Interference and Diffraction of Light. https://www.wiley.com/en-
us/Fundamentals+of+Physics+Extended%2C+10th+Edition-p-9781118230725
Light and its Origin. https://physicsabout.com/light/
Scattering of Light. https://www.itp.uni-
hannover.de/fileadmin/arbeitsgruppen/zawischa/static_html/scattering.html
Scattering of light.
http://www.atmo.arizona.edu/students/courselinks/spring08/atmo336s1/courses/fall13/atmo1
70a1s3/1S1P_stuff/scattering_of_light/scattering_of_light.html
Light and Color: Interference. https://www.olympus-lifescience.com/en/microscope-
resource/primer/lightandcolor/interference/
Interference and Diffraction of light. https://www.khanacademy.org/test-prep/mcat/physical-
processes/light-and-electromagnetic-radiation-questions/a/diffraction-and-constructive-and-
destructive-interference
Diffraction.http://www.phys.ttu.edu/~huang24/Teaching/Phys2401/LectureNotes/Lecture36.p
df
Diffraction of light. https://www.universetoday.com/89409/diffraction-of-light/
Concept of Diffraction. https://isaacphysics.org/concepts/cp_diffraction
Scattering and Dispersion Experiment. https://www.rookieparenting.com

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ANSWER KEY:

Activity 1: Simple Experiments

a. Experiment 1: Dispersion – “Rainbow on the Wall”
a.1. The sunlight shines into the water droplets in the air, bending as it moves
from the air into the water, reflecting off the sides the drops, and bending again
as it exits the drops. As a result, all of the colors in the white light of the sun
separate into the individual bands of color characteristic of a rainbow.
a.2. Water droplets break sunlight into the seven colors of the spectrum.
b. Experiment 1: Dispersion – “Rainbow on the Wall”
b.1. The milk particles are scattering the blue light
b.2. The water molecules are uniform. When a beam of light is incident on
water, the beam of light is not visible from the side. But when milk is added to
the water, we are actually adding many tiny particles to the water. The tiny
particles of proteins and fats present in the milk get suspended in water. These
particles scatter light, due to which the beam of light is visible from the side.
Hence we are able to see the beam of light clearly.

Activity 2: Venn Diagram

• Students’ output may vary. See attached Rubrics below the activity for scoring
purposes.
Activity 3: Self-Check with the Concept
1. Availability of rain drops causes refraction, dispersion and total internal
reflection of sun light results in the form of rainbow and the back of the observer
should be towards the sun.
2. In outer space, the sky looks dark and black instead of blue because there is
no atmosphere containing air in the outer space to scatter sunlight. Since there
is no scattered light to reach our eyes in outer space, therefore, the sky looks
dark and black there.
3. Red lens sunglasses comfort and help the eyes adjust to contrast. Winter sports
fans hitting the slopes are often spotted sporting these rosy tinted lenses. Great
for increasing depth of field and vision, these rose-tinted lenses provide
enhanced driving visibility. A favorite lens tint among computer users and
gamers, sunglasses with red lenses reduce eye strain by blocking blue light.
4. The scattering is also related to the size and quantity of the scattering particles.
During the nighttime, the atmosphere is cool, and the aerial particles and dust
particles settle by morning whereas by evening they get dispersed. Thus, the
scattering is more by evening than in the morning.
5. Sound is the vibration of air. When temperature of air varies with altitude, it
results in refraction. Sound waves travel from hotter area to colder area. During
daytime when sun shines the Earth, the air near the Earth is hotter than the air
above. So, the sound waves will be refracted to the sky while at night the air

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 near the Earth is colder than the air above, so the sound waves are refracted
to the Earth.
6. The colors appear due to constructive interference between light waves
reflected from the outer and inner surfaces of the soap bubble. The thickness
of the bubble walls at each point determines the wavelength of light for which
the most constructive interference occurs and hence the color that appears the
brightest at that point
7. Diffraction effect is more pronounced if the size of obstacle or aperture is of the
order of the wavelength of the waves. As the wavelength of light (~10−6m) is
much smaller than the size of the objects around us,
so diffraction of light is not easily seen. But sound waves have large
wavelength.
8. If the source of light and screen are at finite distance from the obstacle, then
the diffraction is referred to as Fresnel Diffraction. If the source of light and screen
are at infinite distance from the obstacle, then the diffraction is referred to
as Fraunhofer diffraction. Patterns occur on flat surfaces.

Activity 4: Application of Dispersion, Scattering, Interference and Diffraction

• Students’ output may vary. See attached Rubrics below the activity for scoring
purposes.
Activity 5: The Physics behind It!
• Students’ output may vary. See attached Rubrics below the activity for scoring
purposes.

Prepared by:

JENNY VHIE S. VINAGRERA

Licerio Antiporda SNHS- Main

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 PHYSICAL SCIENCE

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

VARIOUS LIGHT PHENOMENA

Background Information for the Learners (BIL)

Reflection of light (and other forms of electromagnetic radiation) occurs when

the waves encounter a surface or other boundary that does not absorb the energy of
the radiation and bounces the waves away from the surface. The simplest example of
visible light reflection is the surface of a smooth pool of water, where incident light is
reflected in an orderly manner to produce a clear image of the scenery surrounding
the pool. Throw a rock into the pool, and the water is perturbed to form waves, which
disrupt the reflection by scattering the reflected light rays in all directions.

When electromagnetic radiation, in the form of visible light, travels from one
substance or medium into another, the light waves may undergo a phenomenon
known as refraction, which is manifested by a bending or change in direction of the
light. Refraction occurs as light passes from one medium to another only when there
is a difference in the index of refraction between the two materials. The effects of
refraction are responsible for a variety of familiar phenomena, such as the apparent
bending of an object that is partially submerged in water and the mirages observed on
a hot, sandy desert. The refraction of visible light is also an important characteristic of
lenses that enables them to focus a beam of light onto a single point.

A. Your reflection on the concave and convex sides of a spoon looks different.

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Objective

This topic gives an overview of;

• Playing with Spherical Mirrors

• Concave mirror
• convex mirror

Playing with Spherical Mirrors

Pedro and Mario were waiting for their dinner. Mario lifted a stainless-steel plate
and saw his image in it. Oh! This plate acts as a plane mirror. My image is erect and
is of the same size. Pedro saw her image using the back of a steel spoon. Mario look
here! I can also see my erect image though it is smaller in size. This spoon also acts
as a mirror of some kind, said Pedro. You can also use a spoon or any curved shining
surface to see your image.

Activity 1

Take a stainless steel spoon. Bring the

outer side of the spoon near your face and
look into it.

Questions: 1. Do you see your image in it.

2. Is this image different from what you see
in a plane mirror? Is this image erect? 3. Is
the size of the image the same, smaller or
larger?

Now look at your image using the inner side of the spoon. This time you may find that
your image is erect and larger in size. If you increase the distance of the spoon from
your face, you may see your image inverted. You can also compare the image of your
pen or pencil instead of your face.

The curved shining surface of a spoon acts as a mirror. The most common example
of a curved mirror is a spherical mirror. If the reflecting surface of a spherical mirror is

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concave, it is called a concave mirror. If the reflecting surface is convex, then it is a
convex mirror.

The inner surface of a spoon acts like a concave mirror, while its outer surface acts
like a convex mirror. We know that the image of an object formed by a plane mirror
cannot be obtained on a screen. Let us investigate if it is also true for the image formed
by a concave mirror.

B.MIRAGE

The mirage is caused by the total internal reflection of light at layers of air at
different densities. In a desert, the sand is very hot during day time and a result the
layer of the air in contact with it gets heated up and becomes lighter. The lighter the
air rises up and the denser air from above comes down.

As a result, the successive upper layer are denser than those below them. A
ray of light coming from a distant object, like top of a tree, gets refracted from a denser
to a rarer medium. Consequently the refracted ray bends away from the normal until
at a particular layer, the light is incident at an angle greater than the critical angle. At
this stage the incident ray suffers total internal reflection and is reflected upwards.
When this reflected beam of light enters the eyes of the observer, it appears as if
inverted image of the tree is seen and the sand looks like a pool of water.

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Activity 2

Mirages occur on sunny days. The role of the sun is to heat the roadway to high
temperatures. This heated roadway in turn heats the surrounding air, keeping the air
just above the roadway at higher temperatures than that day's average air
temperature. Hot air tends to be less optically dense than cooler air. As such, a non-
uniform medium has been created by the heating of the roadway and the air just above
it. While light will travel in a straight line through a uniform medium, it will refract when
traveling through a non-uniform medium. If a driver looks down at the roadway at a
very low angle (that is, at a position nearly one hundred yards away), light from objects
above the roadway will follow a curved path to the driver's eye as shown in the diagram
below.

Explain the Mirage Phenomenon on this diagram.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________

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C. Light from a red laser passes more easily through red cellophane than
green cellophane.

White light
If you shine torch light onto a sheet of paper, the light from the torch appears white.
The light given out by torch lights, light globes and the Sun is white light. Some sources
of light, for example coloured neon lights or LEDs, do not produce white light, but
coloured light.

If you want to know what colour make-up or clothes will appear under normal
circumstances, you need to check the colours in white light. Checking the colours
under coloured light can cause them to look very different.

The light spectrum

If a beam of white light from a globe or from the Sun is shone through a triangular
prism, a rainbow is produced.

This is because the white light that comes from a light globe or from the Sun is a
mixture of many different colors. When white light passes through a prism, it is split up
into these separate colors

White light is therefore a mixture of red, orange, yellow, green, blue and violet light. It
is our eye that sees this mixture as 'white’.

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Activity 3: EXPERIEMNT

Color Combinations

You will need:

Three flashlights
Red, green, and blue pieces of cellophane
Three rubber bands
A sheet of white card
What to do:
In a well-lit room, hold a piece of red cellophane in front of your eyes.
1. What do you see?
2. What is the normal color of the objects that seem brightest when viewed through
the cellophane?
3. What is the normal color of the things that seem darkest?

Make the room as dark as possible and turn on a flashlight. Fix a blue piece of
cellophane to the end of the flashlight with a rubber band and again look through the
red cellophane. What happens? Look through a piece of blue cellophane, then green.
Try different combinations of cellophane in front of they our eyes and around the
flashlight. Makes notes of your findings and try to explain them.

Fasten a piece of red cellophane in front of one flashlight, a blue piece in front of
another, and a green piece in front of a third. Darken the room and shine the flashlights
onto the card so that their beams overlap. Try the flashlights in pairs and then all three
together. What do you notice about the areas where the beams overlap?

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Taking it further:
Repeat the last part of the experiment involving the three flashlights. But this time
place your finger in various positions in the beams from the flashlights just before they
strike the screen. Look at the different shadows of your finger that are cast. What
colors are they? How do you explain what you see?

Note: This experiment will work even better if you use three slide projectors in place
of the flashlights, and colored slides instead of cellophane.
D. Clothing of certain colors appear in different artificial light and in sunlight.

The dyes use absorb light and re-emit it at a different wavelength giving the colors we
see on the clothes. The color change happens because the dyes can exist in two
states, one of which fluoresces at UV wavelengths and the other at visible
wavelengths. The change between the two states is triggered by ultra-violet light.

Artificial light contains very little ultraviolet so the dyes revert to the state in which they
do not fluoresce in the visible wavelengths. Sunlight contains significant uv and in
sunlight the dyes change to the form that fluoresces at visible wavelengths. That's why
the color appears only in sunlight.

Question: Why does the color of clothing appear different in sunlight than it does in a
store of florescent light?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
____________________________________________________________

Reflection:

1.I learned that _____________________________________________________

________________________________________________________________
________________________________________________________________

2.I enjoyed most on _________________________________________________

________________________________________________________________
________________________________________________________________

3.I want to learn more on

___________________________________________________________________
___________________________________________________________________
__________________________________________________________

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References
aven.amritalearning.com,. (2013). Spherical Mirror. Retrieved 4 June 2020, from
aven.amritalearning.com/index.php?sub=100&brch=295&sim=1487&cnt=3429
https://www.physicsclassroom.com/class/refrn/Lesson-4/Mirages
https://www1.curriculum.edu.au/sciencepd/readings/ligh_colour.htm
https://www.sciencelearn.org.nz/resources/47-colours-of-light

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ANSWER KEY

ACTIVITY 1
Students’ answer may vary

ACTIVITY 2
Students’ answer may vary

ACTIVITY 3
Students’ answer may vary

Prepared by:

ARNOLD TEODORO
Andarayan National High School

140
NOTE: Practice personal hygiene protocols at all times
 PHYSICAL SCIENCE

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

HOW HERTZ PRODUCED RADIO PULSES

Background Information for the Learners (BIL)

“Hertz” is the measurement of the frequency of radio (electromagnetic) waves.

These waves are created by alternating electricity from direction to the other. The
electrical signal goes from zero to its peak in one direction, then decreases to zero
and increases to the peak, then back to zero. That is called a “cycle,” and radio waves
used to be measured in cycles per second. The measurement unit was changed to
“Hertz” to honor the scientist who discovered these waves. So, a radio station that
broadcasts at 89.9 Megahertz (MHz) transmits a signal that alternates 89.9 million
times a second. Radios can be “tuned” so they ignore all of the radio frequencies
except the desired one (station).

WHAT ARE RADIO WAVES?

In 1932, Karl Jansky at Bell Labs revealed that stars and other objects in space radiated radio waves. Credit:
NRAO/AUI

Radio waves have the longest wavelengths in the electromagnetic spectrum.

They range from the length of a football to larger than our planet. Heinrich Hertz proved

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the existence of radio waves in the late 1880s. He used a spark gap attached to an
induction coil and a separate spark gap on a receiving antenna. When waves created
by the sparks of the coil transmitter were picked up by the receiving antenna, sparks
would jump its gap as well. Hertz showed in his experiments that these signals
possessed all the properties of electromagnetic waves.

You can tune a radio to a specific wavelength—or frequency—and listen to your

favorite music. The radio "receives" these electromagnetic radio waves and converts
them to mechanical vibrations in the speaker to create the sound waves you can hear.

SOME TERMS

Electromagnetic radiation is a form of energy that is all around us and takes

many forms, such as radio waves, microwaves, X-rays and gamma rays.
•The EM spectrum is divided into bands: Radio Waves, Microwave, Infrared,
Visible, Ultraviolet, X-Rays, and Gamma Rays

➢
➢
➢

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 FACTS

➢ Radio Waves have frequencies as high as 300

GHz to as low as 3 KHz.
➢ The sun and the planet Jupiter are extraterrestrial
sources of radio waves.

USE OF RADIO
WAVES

The prime purpose of radio is Use for sending out signals and
to convey information from one picking up their reflections from
place to another through the objects in their path.
intervening media without wires

Enables astronauts to communicate

Use for transmitting sound and
with the earth from moon and carry
television signals, radio waves is
information from space probes as
used for transmission of data in
they travel to distant planets.
coded form.

Automatic doors, WI-FI, and GPS and radio frequency

Bluetooth make use of radio identification also make use of
waves radio waves.

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 How are radio waves used in cell phones?

__________________________________________________________
___________________________________________________________
____________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________

What are the harmful effects of radio waves?

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Reflection:

1.I learned that _____________________________________________________

________________________________________________________________
________________________________________________________________

2.I enjoyed most on _________________________________________________

________________________________________________________________
________________________________________________________________

3.I want to learn more on

___________________________________________________________________
___________________________________________________________________
__________________________________________________________

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References

https://science.nasa.gov/ems/05_radiowaves
https://www.livescience.com/38169-
electromagnetism.html#:~:text=Electromagnetic%20(EM)%20radiation%20i
s%20a,broad%20range%20of%20electromagnetic%20wavelengths.

ANSWER KEY
Answers to the questions may vary

Prepared by:

ARNOLD TEODORO
Andarayan National High School

146
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 PHYSICAL SCIENCE
Name:______________________ Grade Level: _____________
Date : ______________________ Score : ________________

LEARNING ACTIVITY SHEET

HOW SPECIAL RELATIVITY RESOLVED THE CONFLICT BETWEEN NEWTONIAN
MECHANICS AND MAXWELL’S ELECTROMAGNETIC THEORY

Background Information for the Learners (BIL)

The theory of relativity developed by Albert Einstein includes the special
theory of relativity and general theory of relativity. According to him, the rate of
proceeding into the future is influenced by the movement through space. His theories
helped the scientists in their comprehension of the universe.
The theory of special relativity explains how space and time are linked for
objects that are moving at a consistent speed in a straight line. One of its most famous
aspects concerns objects moving at the speed of light.

The theory of special relativity was developed by Albert Einstein in 1905, and it
forms part of the basis of modern physics. After finishing his work in special relativity,
Einstein spent a decade pondering what would happen if one introduced acceleration.
This formed the basis of his general relativity, published in 1915.

Before Einstein, astronomers (for the most part) understood the universe in
terms of three laws of motion presented by Isaac Newton in 1686. These three laws
are:
1. Objects in motion (or at rest) remain in motion (or at rest) unless an external force
imposes change.

2. Force is equal to the change in momentum per change of time. For a constant
mass, force equals mass times acceleration.

3. For every action, there is an equal and opposite reaction.

But there were cracks in the theory for decades before Einstein's arrival on the
scene. In 1865, Scottish physicist James Clerk Maxwell demonstrated that light is a
wave with both electrical and magnetic components, and established the speed of
light (186,000 miles per second). Scientists supposed that the light had to be
transmitted through some medium, which they called the ether. (We now know that no
transmission medium is required, and that light in space moves in a vacuum.)

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 Twenty years later, an unexpected result threw this into question. Physicist A.A.
Michelson and chemist Edward Morley (both Americans at the time) calculated how
Earth's motion through this "ether" affected how the speed of light is measured, and
found that the speed of light is the same no matter what Earth's motion is. This led to
further musings on light's behaviour and its incongruence with classical mechanics by
Austrian physicist Ernst Mach and French mathematician Henri Poincare.

Albert Einstein began thinking of light's behaviour when he was just 16 years
old, in 1895. He did a thought experiment, where he rode on one light wave and looked
at another light wave moving parallel to him.

Classical physics should say that the light wave Einstein was looking at would
have a relative speed of zero, but this contradicted Maxwell's equations that showed
light always has the same speed: 186,000 miles a second. Another problem with
relative speeds is they would show that the laws of electromagnetism change
depending on your vantage point, which contradicted classical physics as well (which
said the laws of physics were the same for everyone.)
This led to Einstein's eventual musings on the theory of special relativity, which
he broke down into the everyday example of a person standing beside a moving train,
comparing observations with a person inside the train. He imagined the train being at
a point in the track equally between two trees. If a bolt of lightning hit both trees at the
same time, due to the motion of the train, the person on the train would see the bolt
hit one tree before the other tree. But the person beside the track would see
simultaneous strikes.

Einstein concluded that simultaneity is relative; events that are simultaneous

for one observer may not be for another. This led him to the counterintuitive idea that
time flows differently according to the state of motion, and to the conclusion that
distance is also relative."

Special Theory of Relativity

The special theory of relativity states the effect of motion in space at constant
velocity and time. It also describes how mass and energy are related at a constant
speed. Motion in space affects motion in time and is timeless. Traveling through space
at the speed of light, therefore, does not consider time

The two main postulates of special relativity:

1. The laws of physics are the same in all reference frames that are moving at a
constant velocity (not accelerating).
According to Einstein, experiments cannot detect the state of uniform motion
the way they can detect accelerated motion .He claimed that all kinds of motion are
relative and all reference frames are arbitrary. From this observation it will be difficult
for two reference frame to determine which is in motion and at rest

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Example:
a. There are times when it appears that the cars you see in another lane seem moving
backward. You will realized, however, that they are really at rest and it is your car that
is really moving forward.
b. When a pendulum is made to swing inside a car. It will be noticed that the velocity
of the pendulum, when not moving, remains the same even when the car starts to
move.
2. The speed of light is the same in all of these reference frames, even if the source
of the light is moving.
The speed of light in all frames of reference is always the same. Einstein was
not convinced that a light beam would appear as if it is at rest if one travels along
beside it. Instead, he concluded that light could be measured by an observer as if it is
moving away from him at 300 000 km/s.
Example:

Suppose you are sitting on the hood of a stationary car and your brother is
standing alongside the road some 50 feet ahead of the car. If you throw a ball to your
brother with a velocity of 10 m/s, it will travel, relative to you, at a velocity of 10 m/s
and it will travel, relative to your brother, as 10 m/s. Suppose then, that you repeat the
throw except this time, you toss the ball while the car is moving toward your brother at
10 m/s. This time, the ball will move, relative to you, with a velocity of 10 m/s but it will
move, relative to your brother, with a velocity of 20 m/s. In this case, the velocity of the
source of the ball is added to the velocity of the ball to get the velocity relative to a
stationary observer.

The special theory of relativity copes with the results of the Michelson-Morley
experiments much better than does classical mechanics, but it also has some
surprising consequences. For example, according to the theory of special relativity,

• Two events that occurred simultaneously for one observer were not simultaneous
for another observer if the two observers had relative motion to each other.
(Relativity of simultaneity).

• Clocks in a moving frame of reference tick more slowly than an observer’s

“stationary” clock. (Time dilation).

• Objects are measured to be shorter in the direction that they are moving with
respect to a stationary observer. (Length contraction).

• E=mc2, energy and mass are equivalent and transmutable. (Mass-energy

equivalence).
• No physical object can travel faster than the speed of light in a vacuum.
(Maximum speed is finite).

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Mass and Velocity Relation:
In 1905 Einstein proved that the laws of physics are the same for all non-
accelerating observers and that the speed of light in a vacuum was independent of the
motion of all observers. This was the Special Theory of Relativity.

Where,

• v is the magnitude of the velocity

• c is the speed of light
• m0 is the rest mass of the body
• m is the relativistic mass

This equation tells us that if we travel with speeds approaching the speed of light
then our mass will increase with speed. So, do you really gain mass? Do you become fat?
No, let me tell you that we take inertial mass into consideration here. Inertial mass
measures an object’s resistance to being accelerated by a force. Now, every body has
rest mass which is m0 here in the formula.

If an object moves with some speed then the kinetic energy adds up to the rest
mass and overall the inertial mass increases. This means that if an object approaches
light speed then its inertial mass increases rapidly and accelerating it further becomes
more and more difficult. If any object reaches light speed its inertial mass approaches
infinite according to the above equation. Thus, Einstein stated that no object can travel
faster than light speed.

Examples:

1. An electron has a rest mass of 9.11 x 10 -31 kg. In a detector, the same electron has a
mass of 12.55 x 10-31 kg. How fast is electron moving relative the detector?
Solution:
We cleared the velocity of the equation of the relativistic mass

v = c √(1 – (m0 / mr)2

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Now we replace the data

v = (3.00 x 108 m/s) √(1 – 9.11 x 10-31 kg / 12.55 x 10-31 kg)

v = 2.06 x 108 m/s

Solution:
2. The rest mass of an electron is 9.1 x 10-31 kg and it moves with a speed of 4.5 x 105 m/s.
Calculate the relativistic mass.

We juts replace the data in the relativistic mass equation

mr = 9.1 x 10 -31 kg / sqrt (1 – (4.5 x 107 m/s / 3.0 x 108 m/s)2

mr = 9.8 x 10-31 kg

The Equivalence of Mass and Energy

The equation E = mc^2 states that the amount of energy possessed by an
object is equal to its mass multiplied by the square of the speed of light. Since
the speed of light is an incredibly high number, almost 300,000 km/sec, a small
amount of mass contains a lot of energy. Additionally, the equation suggests that
energy and mass are interchangeable with each other. In other words, energy can be
converted to mass and mass to energy.

E = mc2,
Where: E = energy, m = mass, and c = the speed of light.

Examples:

1. How much energy is contained in a particle that has a mass of m=1μg?

Solution:

E=mc2

In order to calculate the energy in our particle, we must make sure that the
mass is in units of kg.
1μg = 1x10−9kg

E=1 x 10−9kg (3.0 x 108m/s)2

E= 9 x 107J

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2. Two grams of helium are completely converted into energy and used to power
a 100kg man. If all of this energy is converted into kinetic energy of the man, how fast
will he move?

Solution:

The energy from the two grams of helium can be found using E=mc2

E= (.002kg) (3 x 108m/s)2

E=1.8 x 1014J

This energy can then be equated to the man's kinetic energy, which can then be used
to find the man's velocity.

1.8 x 1014J = mv2 / 2

1.8 x 1014=(100) (v2) / 2

v≈1.90 x 106m/s

Learning Competency:

Explain how special relativity resolved the conflict between Newtonian mechanics and
Maxwell’s electromagnetic theory (S11/12PS-IVi-j-69)

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Activity 1: PAIR ME

Objectives: Identify the term being describe by the following statements.

Material: Paper and Pen

Directions: Choose which term in the box is being described by the following
statements in Column B. Write your answer on the column A.

SPEED OF LIGHT THEORY OF SPECIAL RELATIVITY

JAMES CLERK MAXWELL SECOND POSTULATE OF SPECIAL RELATIVITY
A.A MICHELSON MICHELSON – MORLEY EXPERIMENT
LENGTH CONTRACTION FIRST POSTULATE OF SPECIAL RELATIVITY
INERTIAL FRAME OF REFENCE ISAAC NEWTON

A B

1. Explains how space and time are linked for

objects that are moving at a consistent speed in a
straight line.

2. The proponent of three laws of motion

3. Demonstrated that light is a wave with both

electrical and magnetic components

4. He found that the speed of light is the same no

matter what Earth's motion is

5.Laws of physics are the same in all inertial frames

of reference

6. Reference frame in which a body at rest remains

at rest and a body in motion moves at a constant
speed in a straight line unless acted on by an
outside force

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 7. Decrease in observed length of an object from its
proper length L0 to length L when its length is
observed in a reference frame where it is traveling
at speed v

8. Investigation performed in 1887 that showed that

the speed of light in a vacuum is the same in all
frames of reference from which it is viewed

9. Light travels in a vacuum with the same

speed c in any direction in all inertial frames

10. Ultimate speed limit for any particle having

mass

Activity 2: EXPLAIN ME

Objectives: Give the correct answer of the different questions below based on
your readings about special relativity.
Material: Paper and Pen

Directions: Answer the following questions base on your understanding about

special relativity.

1. A woman stands on top of a moving railroad car and tosses a ball straight up in the
air. If there is no air resistance, where will the ball come back down? Explain your
answer.
a. behind the railroad car
b. ahead of the railroad car
c. into the woman’s hand
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

2. Does time dilation mean that time actually passes more slowly in a moving reference
frame or that it only seems to pass more slowly?

___________________________________________________________________
___

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3. A young looking woman astronaut has just arrived home from a long trip at near the
speed of light. She rushes up to an old gray-haired man and refers to him as her son.
Is this possible?

___________________________________________________________________
___

4. A person on another planet shines a flashlight at you. The planet and the earth are
both in the same reference frame and are not moving relative to each other. At the
same instant that the person shined the flashlight at you, a person on a spaceship
passing that planet and moving toward you at 0.5 c also shined a flashlight at you.
Which light pulse will reach you first?
a. the light from the person on the planet
b. the light from the flashlight on the spaceship
c. the two light pulses will reach you at the same time

___________________________________________________________________
___

5. How much energy would be produced if 1.00 milligram of mass were completely
converted into energy?

___________________________________________________________________
___

6. What happens to the mass of an electron as it is accelerated close the speed of

light? Could the electron ever be made to travel at the speed of light? Explain why it
can or can’t travel at 1.0c.

___________________________________________________________________
___

7. Under what circumstances will a light beam follow a curved path?

___________________________________________________________________
___

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8. If you were inside a windowless car that was traveling perfectly smoothly at a
constant velocity, you could determine the speed of the car by dropping a ball. Explain
your answer.
a. True
b. False

___________________________________________________________________
___

9. We have seen that if several observers watch two events, labeled A and B, one of
them may say that event A occurred first, but another may claim that it was event B
that did so. What would you say to a friend who asked you which event really did occur
first?

___________________________________________________________________
___

10. The general theory of relativity was a new way of understanding

a. the speed of light.
b. gravity.
c. mass.
d. force.

Activity 3: SOLVE ME

Objectives: Solve the following problems using mass- velocity relation and
energy –mass relation.
Materials: Paper, Pen and Scientific Calculator

Directions: Solve the following problems using mass- velocity relation and
energy –mass relation. Show your complete solution.

1. A 25 kg rock is accelerated to a speed of 0.98c.

a. What would the mass of this rock be at this speed?
b. How much energy would be associated with the rock at rest? At this speed?

2. It takes 2.3 x 1010 J of energy to operate a long train for 1.0 h. How long could you
operate this train if 45 kg of matter could be converted to pure energy?

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3. What is the momentum of a 5.0 kg rock travelling at 0.99c?

4. A 12500 kg (rest mass) spaceship is travelling at 0.99c. What is the spaceship

kinetic energy?

5. If the rest mass of a proton is 1.67x10-27 Kg. , what is its mass when traveling at
0.85 c?

REFLECTIONS:

1. I learned that
___________________________________________________________________

___________________________________________________________________
___

2. I enjoyed most on
___________________________________________________________________

___________________________________________________________________
___

3. I want to learn more on

___________________________________________________________________
__________________________________________________________________
____________________________________________________________

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References:
https://sciencehook.com/popular-science/einsteins-mass-velocity-relation-1933

https://study.com/academy/lesson/theory-of-special-relativity-definition-equation-
quiz.html

https://study.com/academy/lesson/mass-and-energy-description-and-
interchangeable-relationship.html

https://www.varsitytutors.com/ap_physics_2-help/mass-energy-equivalence

https://phys.libretexts.org/Bookshelves/University_Physics/Book%3A_University_Ph
ysics_(OpenStax)/Map%3A_University_Physics_III_-_Optics_and_Modern_Physics_

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ANSWER KEY:
Activity 1: PAIR ME

SPEED OF LIGHT THEORY OF SPECIAL RELATIVITY

JAMES CLERK MAXWELL SECOND POSTULATE OF SPECIAL RELATIVITY
A.A MICHELSON MICHELSON – MORLEY EXPERIMENT
LENGTH CONTRACTION FIRST POSTULATE OF SPECIAL RELATIVITY
INERTIAL FRAME OF REFENCE ISAAC NEWTON

1. Explains how space and time are linked for

THEORY OF SPECIAL
objects that are moving at a consistent speed in a
RELATIVITY
straight line.

ISAAC NEWTON 2. The proponent of three laws of motion

JAMES CLERK 3. Demonstrated that light is a wave with both

MAXWELL electrical and magnetic components

4. He found that the speed of light is the same no

A.A MICHELSON
matter what Earth's motion is

FIRST POSTULATE 5.Laws of physics are the same in all inertial

OF SPECIAL frames of reference
RELATIVITY

6. Reference frame in which a body at rest remains

INERTIAL FRAME OF at rest and a body in motion moves at a constant
REFENCE speed in a straight line unless acted on by an
outside force

7. Decrease in observed length of an object from

LENGTH its proper length L0 to length L when its length is
CONTRACTION observed in a reference frame where it is traveling
at speed v

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 MICHELSON – 8. Investigation performed in 1887 that showed
MORLEY that the speed of light in a vacuum is the same in
EXPERIMENT all frames of reference from which it is viewed

SECOND 9. Light travels in a vacuum with the same

POSTULATE OF speed c in any direction in all inertial frames
SPECIAL RELATIVITY

10. Ultimate speed limit for any particle having

SPEED OF LIGHT
mass

Activity 2: EXPLAIN ME

1. A woman stands on top of a moving railroad car and tosses a ball straight up in the
air. Ifthere is no air resistance, where will the ball come back down? Explain your
answer.
a. behind the railroad car
b. ahead of the railroad car
c. into the woman’s hand

Answer C.
The ball would return to the woman’s hand, as its inertia (granted by the forward
motion of the railroad car) would be unchanged by the vertical acceleration of
her hand.

2. Does time dilation mean that time actually passes more slowly in a moving reference
frame or that it only seems to pass more slowly?

Time actually passes more slowly at relativistic speeds

3. A young looking woman astronaut has just arrived home from a long trip at near the
speed of light. She rushes up to an old gray-haired man and refers to him as her son.
Is this possible?

This is entirely possible, as time would have passed more slowly for her on her trip
than for her son.

4. A person on another planet shines a flashlight at you. The planet and the earth are
both in the same reference frame and are not moving relative to each other. At the
same instant that the person shined the flashlight at you, a person on a spaceship
passing that planet and moving toward you at 0.5 c also shined a flashlight at you.
Which light pulse will reach you first?
a. the light from the person on the planet

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b. the light from the flashlight on the spaceship
c. the two light pulses will reach you at the same time

Answer c.

The light pulses would arrive at the same time, as the speed of light in a vacuum is
constant.

5. How much energy would be produced if 1.00 milligram of mass were completely
converted into energy?

Using 𝐸=𝑚𝑐2 ∶ 1.0×10−6 (3.0×108𝑚/𝑠)2 = 𝟗.𝟎×𝟏𝟎𝟏𝟎𝑱𝒐𝒖𝒍𝒆𝒔

m=𝟑.𝟏𝟓𝟏×𝟏𝟎−𝟐𝟕𝒌𝒈
6. What happens to the mass of an electron as it is accelerated close the speed of
light? Could the electron ever be made to travel at the speed of light? Explain why it
can or can’t travel at 1.0c.
It would gain an infinite amount of mass. No, it would take an infinite amount of
energy to do so. The energy that you add to the electron to make it move at
higher speeds becomes converted to mass.

7. Under what circumstances will a light beam follow a curved path?

Answer C.

A light beam will follow an apparently curved path when measured in the
presence of an extreme gravitational field.

8. If you were inside a windowless car that was traveling perfectly smoothly at a
constant velocity, you could determine the speed of the car by dropping a ball. Explain
your answer.
a. True
b. False

Answer b

False, the ball would fall straight down regardless of the speed of the car.

9. We have seen that if several observers watch two events, labelled A and B, one of
them may say that event A occurred first, but another may claim that it was event B
that did so. What would you say to a friend who asked you which event really did occur
first?

Since the theory of relativity states that time is not absolute, it is impossible to
say that event A or event B really happens first. There is no such thing as the

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"best reference frame" in this case since both frames with different
observations are equally good. The best way is to say that event A occurred first
relative to this specific frame of reference and event B occurred first relative to
this another frame of reference.

10. If you were travelling away from the Earth at 0.50c, would you notice a change in
your heartbeat? Would your mass, height, or waistline change? What would
observers on Earth using a telescope to see you say about you?

You would not notice anything different about yourself. To you everything
seems normal. To a stationary observer your heartbeat, pulse and other life
signs would all slowed down compared to those on earth. Your mass would
have increase, and you would be skinner in the direction of motion.

Activity 3: SOLVE ME

1. A 25 kg rock is accelerated to a speed of 0.98c.

a. What would the mass of this rock be at this speed?

Solution:
m = mo / 1 – v2/c2

m = 25 kg / 1 – 0.982 / c2
m = 25 kg / 0.198 = 126 kg
b. How much energy would be associated with the rock at rest? At this speed?
Solution:

At rest: E = mc2 = 25 x (3.00 x 108 m/s)2 = 2.25 x 1018 J

At speed: E = mc2 = 126 x (3.00 x 108 m/s)2 = 1.13 x 1019 J

2. It takes 2.3 x 1010 J of energy to operate a long train for 1.0 h. How long could you
operate this train if 45 kg of matter could be converted to pure energy?

Solution:

E = mc2 = 45 x (3.00 x 108)2 = 4.05 x 1018 J

Time = 4.05 x 1018 J/ 2.3 x 1010 J/h
Time = 1.76 x 108 h = 20100 years
3. What is the momentum of a 5.0 kg rock travelling at 0.99c?

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Solution:
P = m v but m = mo / 1 – v2/c2

m= 5 kg / 1 – 0.992 / c2
m= 5kg / 0.141 = 35.4 kg
p = 35.4 kg x 0.99 x 3.00 x 108 m/s = 1.05 1010 kgm/s
4. A 12500 kg (rest mass) spaceship is travelling at 0.99c. What is the spaceship
kinetic energy?

Solution:
Ek = ½ mv2 but m = mo / 1 – v2/c2

m= 12500 kg / 1 – 0.992 / c2
m= 12500 kg / 0.141 = 88610 kg
Ek = ½ mv2= 88610 kg x (0.99 x 3.00 x 108 m/s)2
Ek = 3.90 x 1021 J
5. If the rest mass of a proton is 1.67x10-27 Kg. , what is its mass when traveling at
0.85 c?
Solution:

m= 𝑚𝑜√1−𝑣2 / 𝑐2
m=1.67×10−27𝑘𝑔 / √1−(0.85𝑐)2 / 𝑐2
m=1.67×10−27𝑘𝑔 / √1−0.72
m= 1.67×10−27𝑘𝑔 / 0.53
m=𝟑.𝟏𝟓𝟏×𝟏𝟎−𝟐𝟕𝒌𝒈

Prepared by:

CASIMIRO CABASAG

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 PHYSICAL SCIENCE
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

EINSTEIN’S SPECIAL THEORY OF RELATIVITY

Background Information for the Learners (BIL)

The first person to understand the WORD BANK

relationship between space and time was Albert
Einstein. At a very young age of 26, he showed how FRAMES OF REFERENCE
measurements of time and space are affected by motion ➢ A specific frame of
between observer and what is being observed. Einstein reference is always
stated in 1905 that in moving through space, we also involved in describing
change our rate of proceeding into the future time itself. something that is in
motion.
Special Theory of Relativity has two main
Inertial frame of reference
postulates:
– nonrotating, nonaccelerating.
1) The laws of physics are the same in every initial
Non-inertial frame of reference
frame of reference; and -the frame itself is the one is
2) The speed of light is the same in all inertial accelerating.
frames of reference and is independent of the
motion of the source.

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 The First Postulate of Special Relativity

Einstein reasoned all motion is relative and all frames of reference are
arbitrary.
Example: Spaceman A considers himself at rest and sees spacewoman B pass by,
while spacewoman B considers herself at rest and sees spaceman A pass by.

Spaceman A and spacewoman B will both observe only the relative motion.

Relativity. Presentation Express. Conceptual Physics.

Einstein’s first postulate of special relativity assumes our inability to detect a

state of uniform motion.

The Second Postulate of Special Relativity

Einstein concluded that if an observer could travel close to the speed of

light, he would measure the light as moving away at 300,000 km/s.
Einstein’s second postulate of special relativity assumes that the
speed of light is constant.
Example1: The speed of light is constant regardless of the speed of the flashlight
or observer.

Relativity. Presentation Express. Conceptual Physics.

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 Example 2: A spaceship departing from the space station. The speed of a light
flash emitted by either the spaceship or the space station is measured as c by
observers on the ship or the space station.

Relativity. Presentation Express. Conceptual Physics.

QUICK CHECK: Its all Relative!

1. What does the first postulate of special relativity state?
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What does the second postulate of special relativity state?

______________________________________________________________
______________________________________________________________
______________________________________________________________

CONSEQUENCES OF THE THEORY OF SPECIAL RELATIVITY

Special Relativity implies a wide range of consequences which have been

experimentally verified such as relativity of simultaneity, time dilation, length
contraction, relativistic mass, mass-energy equivalence and cosmic speed limit.

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RELATIVITY OF SIMULTANEITY

Two events happening at the same time in a frame of reference is a

property known as the relativity of simultaneity. According to Eintein’s theory of
relativity, simultaneity is not an absolute property between events. If two distinct events
are separated in space, then it cannot be said absolutely that they occur at the same
time. It does not necessarily follow what is simultaneous in one frame is also
simultaneous in another.
Example:

Special Relativity. pdf

To inside observer, light beams hit top and bottom simultaneously while to outside
observer, downward beam hits first and upward beam hits next.

TIME DILATION

Einstein proposed that time can be stretched depending on the motion between
the observer and the events being observed.

The stretching of time is time dilation.

A moving clock ticks more slowly than a clock at rest. To further
understand this, lets consider a light clock at a moving ship.
A stationary light clock is shown here. Imagine an
empty tube with a mirror at each end. A flash of light
bounces back and forth between the parallel mirrors.
The mirrors are perfect reflectors, so the flash bounces
indefinitely.

Relativity. Presentation Express. Conceptual Physics.

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 Relativity. Presentation Express. Conceptual Physics.

The moving ship contains a light clock.

a. An observer moving with the spaceship observes the light flash moving
vertically.
b. An observer who is passed by the moving ship observes the flash moving along
a diagonal path.
From the outside, one tick of the light clock takes longer than it takes for occupants of
the spaceship. The spaceship’s clock has slowed down.However, for occupants of the
spaceship, it has not slowed.
The slowing of time is not peculiar to the light clock. It is time itself in the moving
frame of reference, as viewed from our frame of reference that slows.
• The heartbeats of the spaceship occupants will have a slower rhythm.
• All events on the moving ship will be observed by us as slower.
• We say that time is stretched—it is dilated.

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The Twin Paradox

A dramatic illustration of time dilation is afforded by

identical twins, one an astronaut who takes a high-speed If the traveling twin maintains
round-trip journey while the other stays home on Earth. a speed of 50% the speed of
When the traveling twin returns, he is younger than the light for one year (according
stay-at-home twin. How much younger depends on the to clocks aboard the
relative speeds involved. spaceship), 1.15 years will
have elapsed on Earth.
If the traveling twin maintains
a speed of 87% the speed of
light for a year, then 2 years
will have elapsed on Earth.
At 99.5% the speed of light,
10 Earth years would pass in
one spaceship year.

Relativity. Presentation Express. Conceptual Physics.

Einstein showed the relation between the time t0 in the observer’s own frame
of reference and the relative time t measured in another frame of reference is:

where v represents the relative velocity between the observer and the observed and
c is the speed of light.
Example 1: Astronauts traveling at 99% of speed of light could go to star Procyon
(11.4 light-years distant) and back in 23.0 years in Earth time. How long would be is
the travel if we apply the time dilation?
I. List all the given.
v = 0.99 c
t = 23.0 years
t0 = ?

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 II. Substitute.

𝑣
t0 = 𝑡√1 − (𝑐 )2 (Derived formula on how to get t0 . )

t0 = 23.0 years √1 − (0.99𝑐/𝑐) 2 (Substitute all the given.Cancel out c.)

t0 = 23.0 years√1 − (0.99) 2 (Get the value of the square root .)

t0 = 23.0 years (0.14) (Multiply.)
t0 = 3.22 years

Example 2: We discovered an Earth-like planet 20.5 lightyears away. Suppose that

you are chosen as one of the astronauts to go along as the first explorers. How long
will be is your round trip to the planet if you can travel 87% of the speed of light?
v = 0.87 c
t=?
t0 = 20.5 years

t = 20.5 years / √1- (0.87 c / c)2

t = 20.5 years / √1- (0.87)2
t = 20.5 years / √1- (0.76)
t = 20.5 years / 0.24
t = 85.4 years

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LENGTH CONTRACTION

For moving objects, space as well as time undergoes change.

The observable shortening of moving objects approaching the speed of
light is called length contraction.
The amount of contraction is related to
the amount of time dilation. For everyday speeds,
the amount of contraction is much too small to be
measured.
The contraction of speeding objects is For relativistic speeds, the
the contraction of space itself. Space contracts in contraction would be noticeable.
only one direction, the direction of motion. Lengths
along the direction perpendicular to this motion are At 87% of c, it would appear to
the same in the two frames of reference. you to be 0.5 meter long.
At 99.5% of c, it would appear to
As relative speed increases,
you to be 0.1 meter long.
contraction in the direction of motion increases.
Lengths in the perpendicular direction do not As relative speed gets closer and
change. closer to the speed of light, the
measured lengths of objects
contract closer and closer to zero.
The width of a stick, perpendicular
to the direction of travel, doesn’t
change.

Relativity. Presentation Express. Conceptual Physics.

Relativistic length contraction is stated mathematically:

v is the speed of the object relative to the observer

c is the speed of light
L is the length of the moving object as measured by the observer
L0 is the measured length of the object at rest

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Example 1: An earth-bound observer measures the distance to star Sirius as 8.7 light
years ( Ly). What distance between the Earth and Sirius would be measured by an
observer on a spaceship moving at speed of 0.8 c?
L=?
Lo = 8.7 Ly
v = 0.8 c

L = 8.7 Ly √1-(0.8 c /c)2

L = 8.7 Ly √1-(0.64)
L = 8.7 Ly √0.36
L = 8.7 Ly (0.6)
L = 5.2 Ly

Example 2: An observer on Earth sees a rocket zoom by at 0.95 c. If the rocket is

measured to be 5.5 m in length, how long is the rocket ship as measure by the
astronaut inside the rocket?

L = 5.5 m
v = 0.95 c
Lo = ?

Lo = L / √1-(v/c)2
Lo = 5.5 m / √1-(0.95 c / c)2
Lo = 5.5 m / √1-(0.9025 )
Lo = 5.5 m / √0.0975
Lo = 5.5 m / 0.312
Lo = 17.6 m

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MASS ENERGY EQUIVALENCE

A remarkable insight of Einstein’s special theory of relativity is his

conclusion that mass is simply a form of energy.
A piece of matter has an “energy of being” called rest energy. Einstein
concluded that it takes energy to make mass and that energy is released when mass
disappears. Rest mass is, in effect, a kind of potential energy.
The amount of rest energy E is related to the mass m
by the most celebrated equation of the twentieth century: E = mc2 says that mass
is congealed energy.
Mass and energy are
two sides of the same
coin.

Special Relativity. pdf

where c is again the speed of light. This equation gives the total energy content of a
piece of stationary matter of mass m.
Rest energy can be converted to other forms. For example, when we strike
a match, a chemical reaction occurs and heat is released. A change in energy of any
object at rest is accompanied by a change in its mass. The equation E = mc2 is more
than a formula for the conversion of rest mass into other kinds of energy, or vice versa.
It states that energy and mass are the same thing.
Example: Two grams of helium are completely converted into energy and used to
power a 100 kg man. If all of this energy is converted into kinetic energy of the man,
how fast will he move?
E=?
m = 0.002 kg (Note! Always express mass into kg.)
c = 3 x 108 m/s
E = mc2
E = 0.002 kg (3 x 108 m/s )2
E = 0.002 kg ( 9x 1016 m2/s2)
E = 1.8 x 1014 kg*m2/s2 (Note! 1 kg*m2/s2 = 1 Joule J )
E = 1.8 x 1014 J (Note! The unit of energy is Joule J )

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 This energy computed can be equated to man’s kinetic energy, which can
be then used to find the man’s velocity.
Now, let us now get the man’s velocity using the formula on how to get the Kinetic
Energy (KE).
KE = mv2/2
where in, m is the mass express in kg and v is velocity.
KE = 1.8 x 1014 J
m = 100 kg
v=?
KE = mv2/2
1.8 x 1014 J = 100 kg (v2) / 2
v = √ KE (2) / m
v = √ 1.8 x 1014 J (2) / 100 kg
v = √ 1.8 x 1014 kg*m2/s2 (2) / 100 kg
v = √ 3.6 x 1014 kg*m2/s2 / 100 kg
v = √ 3.6 x 1012 m2/s2
v = 1.9 x 1012 m/s

RELATIVISTIC MASS

The relative change in mass is perceived when the body is in motion. This
concept is relativistic mass. Moving objects appear to be more massive.

Special Relativity. pdf

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 Relativistic mass is given as
m = m0 / √1-(v2/c2)
where m – relativistic mass
m0 – mass of the object at rest (rest mass)
The mass of an object moving at the speed v relative to an observer is
larger than its mass when at rest relative to the observer relative to the factor 1 / √1-
(v2/c2). increase in relativistic mass is significantly only at speeds approaching that of
light.
Example: An object in motion has a mass of 12 kg and travels in the air with velocity
of 0.82 c. What would be its rest mass?
m = 12 kg
v = 0.82 c
m0 = ?
m = m0 / √1-(v2/c2)
m0 = m * √1-(v2/c2)
m0 = 12 kg * √1-(0.822 c2/c2)
m0 = 12 kg * √1-(0.67)
m0 = 12 kg * √0.33
m0 = 12 kg * 0.57
m0 = 6.8 kg

COSMIC SPEED LIMIT

Einstein showed that the universe has a speed limit which is the speed of
light in vacuum. Nothing can travel faster than 300 000 km/s.
It is impossible for any material object to travel faster than the speed of
light because the faster the object travels, the more it becomes massive and it takes
more energy to increase its speed.

Learning Competency
Explain the consequences of the postulates of Special Relativity (e.g. relativity of
simultaneity, time dilation, length contraction , mass energy equivalence, and cosmic
speed limit (S11/12PS-IVi-j-70)

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 ACTIVITY BOX 1

TRUTH or BLUFF
Directions: Write T if the statement is correct and B if the statement is a
bluff. If the statement is a bluff, underline the word or words that makes it
incorrect.
____1. Albert Einstein is the proponent of the Special Theory of
Relativity.
____2. The Special Theory of Relativity has three main postulates.
____3. The first postulate states that the speed of light is the same in all
inertial frames of reference and is independent of the motion of
the source.
____4. A non-inertial frame of reference is non-accelerating and non-
rotating frame of reference.
____5. The speed of light is constant regardless of the observer.
____6. In Relativity of Simultaneity, if two distinct events are separated in
space, then it can be said that they occur at the same time.
____7. Space contracts in the direction of motion.
____8. A clock at rest ticks more slowly than a moving clock.
____9. Traveling at speed of 87% the speed of light for a year, then 2
years will have elapsed on Earth.
____10. Moving objects appear to be more massive.
____11. It is possible to travel faster than 300 000 km/s.
____12. A piece of matter has an “energy of being” called rest energy.
____13. At 85% of c, the space contraction would be 0.1meter long.
____14. Mass is a form of energy.
____15. Two events happening at the same time in a frame of reference
is a property known as the relativity of simultaneity.

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 ACTIVITY BOX 2

REASON OUT!
Directions: Answer or explain the following questions correctly.
1. What are the two postulates of Special Theory of Relativity?
__________________________________________________
__________________________________________________
__________________________________________________

2. If you were moving in a spaceship at a high speed relative to

Earth, would you notice a difference in your pulse rate? In the
pulse rate of the people back on Earth?
__________________________________________________
__________________________________________________
__________________________________________________

3. How does the length of an object change when it is moving at

a very high speed relative to an observer?
__________________________________________________
__________________________________________________
__________________________________________________

4. Can we look at the equation E = mc2 in another way and say

that matter transforms into pure energy when it is traveling at
the speed of light squared?
__________________________________________________
__________________________________________________
__________________________________________________

5. Is it possible to travel faster than the speed of light?

__________________________________________________
__________________________________________________
__________________________________________________

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 ACTIVITY BOX 3

SOLVE!
Directions: Solve the following problems. Write the solution that supports
your answer.
1. The NASA discovered an exo planet 14.3 lightyears away from Earth.
The NASA Spacecraft is travelling at 97% of the speed of light to go
there and back in 35.2 years. How long would be is the travel if time
dilation is applied?

2. A spacewoman travels by a spherical planet so fast that it appears to

her to be an ellipsoid (egg shaped). If she sees the short diameter as
half the long diameter, what is her speed relative to the planet?

3. Compute the contracted length of an object whose initial length is 10

m and travel with a velocity of 0.75 c?

4. If the combination of protons and neutrons in an atom’s nucleus

results in mass defect of 0.528 amu ( 1 amu = 1.66 x 10-27 kg ), what
is the binding energy for this atom?

5. A particle mass of 1.67 x 10-24 kg travels with velocity of 0.65 c.

Compute its rest mass.

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 REFLECTION!

Direction: Complete the statements below.

1. I learned that
______________________________________________________
_______________________________________________________
_____________________________________________________

2. I enjoyed most of
______________________________________________________
_______________________________________________________
_____________________________________________________

3. I want to learn more on

______________________________________________________
_______________________________________________________
_____________________________________________________

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References

Padolina, Padua, Crisostomo and Alumaga. Physical Science, Vibal Group Inc.,
2016.
Sears, Zemansky, and Young. University Physics,Seventh Edition, Addion-Wesly
Publishing Company, 1987.
Special Relativity Presentation EXPRESS
https://www.phas.ubc.ca
uw.physics.wisc.edu
https.//byjus.com
varsitytutors.com

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ANSWER KEY

QUICKCHECK: Its all Relative!

1.What does the first postulate of special relativity state?

The first postulate of special relativity states that the laws of physics are the
same in every initial frame of reference.

2.What does the second postulate of special relativity state?

The second postulate of special relativity states that the speed of light is the
same in all inertial frames of reference and is independent of the motion of the
source.

ACTIVITY 1: TRUTH or BLUFF

1. T
2. B - three
3. B - first
4. B - non-inertial
5. T
6. B - can
7. T
8. B - rest/moving
9. T
10. T
11. B - possible
12. T
13. B - 85%
14. T
15. T

ACTIVITY 2: REASON OUT!

1. What are the two postulates of Special Theory of Relativity?

The two postulates of Special Theory of Relativity presented by Albert Einstein

are:
• the laws of physics are the same in every initial frame of reference; and
• the speed of light is the same in all inertial frames of reference and is
independent of the motion of the source.

2. If you were moving in a spaceship at a high speed relative to Earth, would you notice
a difference in your pulse rate? In the pulse rate of the people back on Earth?

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 I would not notice a difference in my pulse rate, it will seem normal at all.
However, in the pulse rate of the people back on Earth, it will seem slower than
mine/normal.

3. How does the length of an object change when it is moving at a very high speed
relative to an observer?

The length of an object change when it is moving at a very high speed relative
to an observer by:
• 87% of c = 0.5 m
• 99.5% of c = 0.1 m
• And when the speed nearing to c or at exactly c, the length of thre object
will be contracted to zero.

4. Can we look at the equation E = mc2 in another way and say that matter transforms
into pure energy when it is traveling at the speed of light squared?

No, no, no! Matter cannot be made to move at the speed of light, let alone the
speed of light squared (which is not a speed!). The equation E = mc2 simply
means that energy and mass are “two sides of the same coin.

5. Is it possible to travel faster than the speed of light?

No! it is impossible! Because no material can travel faster than the speed of
light.

ACTIVITY 3: SOLVE!

1. 8.55 years
2. 0.87 c
3. 6.6 meters
4. 7.74 x 10 -11 J
5. 1.26 x 10 -24 kg
Prepared by:

SAMANTHA MAE R. TAJON

Sta. Teresita National high School

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 PHYSICAL SCIENCE

Name: ____________________________ Grade Level: _________

Date: _____________________________ Score: ______________

LEARNING ACTIVITY SHEET

EINSTEIN’S GENERAL THEORY OF RELATIVITY

Background Information for the Learners (BIL)

The General Theory of Relativity is, as

the name indicates, a generalization of the Special
Theory of Relativity.
Einstein’s 1916 General Theory of
Relativity goes further by including the effect of
acceleration on what is observed.
He was convinced that the laws of nature
should be expressed in the same form in every frame
of reference. This motivation led him to develop the
General Theory of Relativity—a new theory of
gravitation, in which gravity causes space to become Einstein’s General Theory of
curved curve and time to slow down around a body of Relativity Paper
matter. An object moving through such region in The General Theory of Relativity.WudkaGr-7.com
space in general follows a curve path rather than a
straight one and may be even trapped there.

A representation of the warping of space and time due to a large mass.

Relativity. Presentation Express. Conceptual Physics.

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 Einstein was led to this new theory of gravity by thinking about observers in
accelerated motion. He imagined a spaceship far away from gravitational influences.
In such a spaceship at rest or in uniform motion relative to the distant stars, everything
within the ship would float freely. If rocket motors were activated to accelerate the ship,
things would be different—phenomena similar to gravity would be observed.

Relativity. Presentation Express. Conceptual Physics.

a. Everything inside is weightless when the spaceship isn’t accelerating.

b. When the spaceship accelerates, an occupant inside feels “gravity.”

THE PRINCIPLE OF EQUIVALENCE

An important aspect of the General Theory of Relativity is the Principle

of Equivalence. The principle states that:
An inertial frame of reference in a uniform gravitational field is equivalent to a
frame of reference in the absence of a gravitational field that has a constant
acceleration with respect to the inertial frame.
Einstein concluded that gravity and accelerated motion through space-
time are related. You cannot tell whether you are being pulled by gravity or being
accelerated. The effects of gravity and acceleration are equivalent.
Einstein considered the consequence of dropping two balls, say one of
wood and the other of lead, in a spaceship. To an observer inside the accelerating
ship, a lead ball and a wooden ball accelerate downward together when released, just
as they would if pulled by gravity. Both interpretations of the falling balls are equally
valid.

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 Relativity. Presentation Express. Conceptual Physics.

Einstein incorporated this equivalence, or impossibility of distinguishing

between gravitation and acceleration, in the foundation of his general theory of
relativity. He stated that the principle holds for all natural phenomena, including optical,
electromagnetic, and mechanical phenomena.

CONSEQUENCES OF THE THEORY OF GENERAL RELATIVITY

The General Theory of Relativity does not only explain the motion of the
planets. It can also describe the history and expansion of the universe as well as other
consequences like the physics of balck holes, gravitational bending of light, and
prediction of shifts in the orbit of mercury.

MERCURY ORBIT SHIFTS

Mercury, as it orbits the Sun, follows an

ellipse...but only approximately: it is found that the point
of closest approach of Mercury to the sun, called as the
Perihelion Point, does not always occur at the same
place but that it slowly moves around the sun. This
rotation of the orbit is called a precession.
The perihelion point 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 Precession of Mercury’s orbit.
were used, the advance was predicted perfectly. The General Theory of Relativity.WudkaGr-7.com

Mercury is a planet with an obviously elliptical orbit and is also closest of

all the planets to the sun. and so, Mercury is one of the most affected by the
gravitational relativistic time effect.

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GRAVITATIONAL BENDING OF LIGHT

An important prediction that arises from the principle of equivalence is

that light is bent in a gravitational field.

Relativity. Presentation Express. Conceptual Physics.

A light ray enters the spaceship horizontally through a side window.

a. Light appears, to an outside observer, to be traveling horizontally in a
straight line.
b. To an inside observer, the light appears to bend.
According to Einstein, light don’t curve because of any force, but because
the space-time in which they travel is curved.
An important application of the deflection
effect concerns so-called gravitational lensing, a
phenomenon in which light from a distant galaxy is
bent as it passes by a nearer galaxy in such a way
that multiple images of the distant galaxy appear.
Masses configured in a way that astronomers two or
more images of one and the same far away object in
the night sky.
The photograph on the right side shows
a famous example. It is a four images of one and the
same object of a remote galaxy on either sides of an
intervening cluster of galaxies observed by the
Hubble Space Telescope. The splitting of the central
image is due to the gravitational lensing effect
produced by a nearby galaxy. The central image is The Einstein Cross: four images of a
quasar GR2237+0305 (a very distant –
visible because the galaxy does not lie on a straight
8 billion light-years–, very bright object)
line from the quasar to Earth. The Einstein Cross is Theappear
General around
Theory ofthe central glow.
Relativity.WudkaGr-7.com
only visible from the southern hemisphere.

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BLACK HOLE

The idea that affects light is seen in

the concept of a black hole.
When a star dies, its nuclear fuel
exhausted, it cools and contracts dramatically. In
a very large star - several times as massive as the
Sun - many Physicist believe that there is no limit
to the contraction. The star collapses under the
pull of its gravity until nothing, even light, can
escape. It becomes the what we call “black hole”.
A black hole is generally considered to
form from the gravitational collapsed remnant of a
First ever black hole image captured by
star. Such an object has a great density and a very the NASA’s telescope.
intense gravitational field that nothing can escape The General Theory of Relativity.WudkaGr-7.com
it. It can also be considered a bottomless pit in the
fabric of space-time.
By their nature, black holes cannot be seen directly. But their presence
can be deduced from their effect on nearby material.

DO YOU KNOW?

What may be the first known

black hole was found in the 1970s
about 6000 light years away from the
constellation of Cygnus the Swan.
The area around the hole is known
as Cyg X-1; it gives off strong X-rays
- the result, astronomers believe, of
material being compressed and
heated just before it is sucked in.

A color-coded impression of X-rays

given off by Cyg X-1.
Readers Digest Great Illustrated Dictionary, Volume 1

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Learning Competency
Explain the consequences of the postulates of General Relativity (e.g. correct
predictions of shifts in the orbit of Mercury, gravitational bending of light and black
holes (S11/12PS-IVi-j-71)

ACTIVITY BOX 1

In this challenge, you will explore how space and time is distorted in the
General theory of Relativity.

What you need:

✓ Box
✓ Spandex (stretchable material to cover the box)
✓ Different balls (ping-pong, tennis)
✓ Ruler
✓ Marker
What to do:

1. Place the tennis ball in the center of the spandex-covered box.

2. Roll a ping-pong ball in a straight line pass the tennis ball at different
speeds. Describe what happened.

3. Repeat using different size of balls.

4. Draw a straight line on a spandex covering the box.

5. Repeat steps 1-4. Describe what happens to the line.

6. Draw and write your observation.

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 ACTIVITY BOX 2

LIKE A BLACK HOLE

What you need:

✓ A light-weight table tennis ball

✓ A tennis ball

✓ An iron ball

✓ A comforter

✓ A pair of glass marbles

What to do:

1. Put the table tennis ball at the comforter.

2. Try this now with a tennis ball and then with the iron ball.

3. Place a glass marble at the border of the depression. Let the

marbles roll one by one in the depression.

Questions:

1. What happened to the surface of the comforter when you placed

the table tennis ball? The tennis ball? The iron ball?

2. Describe the speed of the marbles as they roll down to the

depression caused by each ball.

3. What happens when a lot of marbles get collected in the

depression?

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 ACTIVITY BOX 3

TRUTH or BLUFF

Directions: Write T if the statement is correct and B if the statement is a

bluff. If the statement is a bluff, underline the word that makes it incorrect.

____1. General Theory of Relativity is a theory of gravitation.

____2. Einstein was led to this new theory by thinking about observers at
rest.

____3. An important aspect of the General Theory of Relativity is the

Principle of Correspondence.

____4. The point of closest approach of Mercury to the sun is called as

the Aphelion Point.

____5. A prediction arises from the principle of equivalence is that light is

bent in a gravitational field.

____6. A phenomenon in which light is bent in such a way that multiple

images appear is called as gravitational bending.

____7. black hole is generally considered to form from the gravitational

collapsed remnant of a star.

____8. A light can escape from a black hole.

____9. The first known black hole was found in the constellation of
Cygnus the Archer.

____10. The General Theory of Relativity is the realization of the Special

Theory of Relativity.

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 ACTIVITY BOX 4

REASON OUT!

Directions: Answer or explain the question.

Why do we not notice the bending of light by gravity in our
everyday environment?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

REFLECTION!

Directions: Complete the statements below.

. 1. I learned that
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. I enjoyed most of
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. I want to learn more on

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

191
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References

Padolina, Padua, Crisostomo and Alumaga. Physical Science, Vibal Group Inc.,
2016.
Sears, Zemansky, and Young. University Physics,Seventh Edition, Addion-Wesly
Publishing Company, 1987.
Special Relativity Presentation EXPRESS
The Big Book of Knowledge Encyclopedia, Random House India, 2012.
Readers Digest Great Illustrated Dictionary, Volume 1, Reader’s Digest Association
Limited, 1984.
en.m.wikipedia.org
eoronews.com
Einstein-online.info

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ANSWER KEY

ACTIVITY BOX 1

1. Describe what happens to a ping-pong ball as it rolls in a straight line

pass the tennis ball at different speeds.

✓ The ping pong ball rolls down at the depression made by the tennis ball.
The speed of rolling down into the depression by the ping pong ball is
slow at a slow rate and faster at a faster rate.

2. Describes what happens to the line of the spandex covering the box.

✓ The line become curved caused by the depression made the tennis ball.
The more massive the ball is, the more curve it becomes.

ACTIVITY BOX 2 : Like A Black Hole!

1. What happened to the surface of the comforter when you placed the
table tennis ball? The tennis ball? The iron ball?

✓ The surface of the comforter when the table tennis ball was placed hardly
gets deformed. When the tennis ball was placed, it formed a depression
or curved and it became deeper when the iron ball was placed.

2. Describe the speed of the marbles as they roll down to the depression
caused by each ball.

✓ The glass marbles roll down slowly in the depression caused by the table
tennis ball; faster in the depression caused by the tennis ball; and runs
quickly and directly in the depression/funnel made by the iron ball.

3. What happens when a lot of marbles get collected in the depression?

✓ As more marbles roll in the black hole, it becomes deeper and the of the
depression or funnel become steeper.

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 ACTIVITY BOX 3 : Truth or Bluff!
1. T
2. B - at rest
3. B - Principle of Correspondence
4. B - Aphelion Point
5. T
6. B - gravitational bensing
7. T
8. B - can
9. B - Archer
10. T

ACTIVITY BOX 4 : Reason Out!

Why do we not notice the bending of light by gravity in our everyday
environment?

✓ Earth’s gravity is too weak to produce a measurable bending. Even the

sun produces only a tiny deflection. It takes a whole galaxy to bend light
appreciably.

Prepared by:

SAMANTHA MAE R. TAJON

Sta. Teresita National High School

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 PHYSICAL SCIENCE
Name:___________________________ Grade Level:____________
Date:____________________________ Score:__________________

LEARNING ACTIVITY SHEET

ESTIMATING SPEED AND DISTANCE OF FAR-OFF OBJECTS

Background Information for the Learners (BIL)

At night, when you look at the sky you see those tiny celestial objects with their
luminous spheres of plasma, commonly known as the “stars”. During the day time we
see the sun up above--which is actually a star. But have you ever wondered why does
the star we see at night seems very small compared to the sun? By merely looking at
these objects with an unaided eye, we cannot assume how big or how small it is.
Because they are way farther than what we thought. The sun might be as big or as
small as those luminous objects we see at night. (That depends on what type of stars
are those).

In this lesson we are not going to tackle the sizes of the stars, rather we are going
to estimate how far these objects are. Answering this question will lead to explain why
they seem to have relative sizes as we perceived it includes other celestial objects
focusing on how their speeds and distances are being estimated.

In order to measure distances in the universe, we need to a "cosmic distance

ladder". Astronomers use different methods in determining distances of objects; the
specific method used depends on how far away the object is. In measuring distances
in our solar system, astronomers used “Radar”. They used “Parallax” if they are going
to measure our distance to nearby stars (nearest star to ours is Proxima Centauri) and
“Cepheids” if they are to measure our galaxy’s distance to a nearby galaxy (nearest
galaxy to ours is Andromeda). They used “Supernovae” for measuring distance of
other galaxies probably those farther than Andromeda. And for the far away objects
they used “Redshift” and “Hubble’s Law”. Let us study deeper these mentioned
methods.

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 THE COSMIC DISTANCE LADDER

https://starchild.gsfc.nasa.gov/docs/StarChild/questions/radar.html

RADAR

I mentioned, that it is used to measure distance in our solar system. But how do
astronomers measure distance using Radar? How does Radar actually work? This
modern method of measuring distances is based on the fact that light (whether in the
form of radio waves, microwaves, visible light, or X-rays) travels with a speed of
300,000 km/sec.

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Therefore,

Specifically, d = (v)(t ) where d is distance, v is velocity, and t is time. As

mentioned above, when we use any form of light, v is equal to 300,000 km./sec. So if
we measure how long it takes for light to go to an object, we can calculate the distance.

This method has been used in one form or another to determine the distances to
all of the planets in our solar system (except Pluto). It is also routinely used to measure
the distance from the Earth to the Moon.

Light travels at a finite speed of 3×108 m/s (299,792,458 m/s to be exact). When
a light signal (such as a radio pulse) is directed at a nearby planetary body part of the
signal will be reflected back. By timing how long it takes this light echo to return and
then dividing this time by 2 and multiplying by the speed of light, the distance to the
planet can be determined.

PARALLAX

Astronomers derive distances to the nearest stars (closer than about 100 light-
years) by a method called stellar parallax. This method relies on no assumptions other
than the geometry of the Earth's orbit around the Sun. You are probably familiar with
the phenomenon known as parallax. Try this. Hold out your thumb at arm's length,
close one of your eyes, and examine the relative position of your thumb against other
distant (background) objects, such as a window, wall, or tree. Now look at your thumb
with your other eye. What do you notice? Move your thumb closer to your face and

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repeat the experiment. What was different this time? This is a demonstration of the
parallax effect: the apparent shift in position of a relatively nearby object against more
distant ones when viewed from different vantage points.

Consider that the Earth moves in its orbit around the Sun, allowing us to look at
nearby stars from slightly different locations - just like your two eyes are at slightly
different locations. This method relies on watching nearby stars as they appear to
move against the background of more distant stars, which look fixed. By comparing a
star’s apparent position today with its apparent position six months ago, astronomers
can calculate distance. But that’s the catch — it only works for stars that are close
enough that they appear to move against the more distant background. With current
technology, parallax can measure distances to stars up to a few tens of thousands of
light-years away.

The-Handy-Astronomy-Answer-Book.pdf

The general idea of parallax is to use triangulation to measure distances. When

looking at an object from two different vantage points, the object appears to shift its
position relative to the background. For astronomical applications, the position of Earth
shifts by up to 186 million miles (300 million kilometers) as Earth orbits the Sun. So it
is possible to view distant objects, such as stars, at two different vantage points. The

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measure of the amount of apparent change in position of that object is its parallax.
Once the parallax is known, it is possible to calculate the distance to that object.

The-Handy-Astronomy-Answer-Book.pdf

The mathematical formula of a parallax distance is:

The-Handy-Astronomy-Answer-Book.pdf

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CEPHEIDS

Cepheids, also called Cepheid Variables, are stars which brighten and dim
periodically. This behavior allows them to be used as cosmic yardsticks out to
distances of a few tens of millions of light-years.

The important feature of a Cepheid Variable that allows it to be used for distance
measurements is that its period is related directly to its luminosity. This relation allows
us to work out how much brighter than the Sun the star is. From there we can calculate
how much further away the star must be than the Sun to make it the brightness we
see from Earth.

In 1912, Henrietta Swan Leavitt noted that 25 stars, called Cepheid stars, in the
Magellanic cloud would brighten and dim periodically. Leavitt was able to measure the
period of each star by measuring the timing of its ups and downs in brightness. What
she determined was that the brighter the Cepheid, the longer its period. In fact,
Cepheids are very special variable stars because their period (the time they take to
brighten, dim and brighten again) is regular (that is, does not change with time), and a
uniform function of their brightness. That is, there is relation between the period and
brightness such that once the period is known, the brightness can be inferred.

So from the period and Leavitt's plot we get the brightness at the distance of one
light-year.

https://people.ast.cam.ac.uk/~mjp/calc_cepheids.html#:~:text=Cepheids

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 The brightness at the distance of one light-year will be larger than the observed
brightness due to the fact that brightness drops like the square of the distance. From
these numbers one can extract the distance to the stars. This method works up to 13
million light-years when Earth-bound telescopes are used; for larger distances these
stars become too dim to be observed.

SUPERNOVAE

At large distances (up to about 1 billion light-years), astronomers can no longer

use methods such as parallax or Cepheid variables.

Type Ia supernovae are extremely useful in measuring the distance of remote

galaxies. It is known that type Ia supernovae always reach the same brilliance at their
peak. Type Ia supernova are extremely brilliant, often outshining their parent galaxy,
so unlike Cepheid variables they can be observed across tens of millions of light years.
So the distances to very distant galaxies can be determined using them.

So let’s work out how to determine the distance to a distant galaxy if we know the
brightness of a type Ia supernova. A typical type Ia supernova has an absolute
magnitude of -19.3.

The formula used is: M=5+m-5 logd

Where: M = Absolute Magnitude (= -19.3)

m = Apparent Magnitude (brightness as observed from Earth

d = Distance in Parsecs (1 Parsec = 3.26 light years)

A Type Ia supernova (SN 2011fe) was seen in M101 in 2011. The brightest apparent
magnitude it attained was +10. This was easily viewed by amateur astronomers for
many weeks, even bright enough to be seen in binoculars.

We now have all the information we need to rewrite the equation to start to calculate
the distance to M101.

19.3 = 5 + 10 – 5 log d

Simplified: 19.3 = 15 – 5 logd

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The only unknown is now the distance, so the equation can be re-arranged thus: 5
logd = 15 + 19.3

5 logd = 34.3
log d = 34.3 / 5 log d = 6.86
This is then re-arranged to give: =

The anti-log of 6.86 from a scientific calculator gives us 7,244,359 parsecs.

As there are 3.26 light years in a single parsec, our final calculation gives us:

7,244,359 x 3.26 = 23, 616,612 = 23.6 million light years.

REDSHIFT AND HUBBLE’S LAW

For very far objects (beyond about 1 billion light-years) none of the above methods
work. Scientists must move from direct observation to using observations in
conjunction with a theory. The theory used to determine these very great distances in
the universe is based on the discovery by Edwin Hubble that the universe is
expanding.

In 1929, Edwin Hubble announced that almost all galaxies appeared to be moving
away from us. In fact, he found that the universe was expanding - with all of the
galaxies moving away from each other. This phenomenon was observed as a redshift
of a galaxy's spectrum. This redshift appeared to be larger for faint, presumably
further, galaxies. (Redshift is a phenomenon where electromagnetic radiation--such
as light from an object undergoes an increase in wavelength.)

The velocity of a galaxy could be expressed mathematically as: v = H x d

where v is the galaxy's radial outward velocity, d is the galaxy's distance from Earth,
and H is the constant of proportionality called the Hubble constant. (The exact value
of the Hubble constant is still somewhat uncertain, but is generally believed to be
around 65 kilometers per second for every megaparsec in distance. A megaparsec is
given by 1 Mpc = 3 x 106 light-years).

So to determine an object's distance, we only need to know its velocity. Velocity is

measurable thanks to the Doppler shift. Doppler effect is defined as a change in the
wavelength (or frequency) of energy in the form of waves, e.g., sound or light, as a

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result of motion of either the source or the receiver of the waves. Doppler effect for
light is used to measure the velocity (and indirectly distance) and rotation of stars and
galaxies along the direction of sight. In the spectrum of nearly every star there are
wavelengths. By taking the spectrum of a distant object, such as a galaxy, astronomers
can see a shift in the lines of its spectrum and from this shift determine its velocity.
Putting this velocity into the Hubble equation, they determine the distance.

Next we proceed on studying how do Astronomers estimate the velocity or speed of

far-off distance objects.

DOPPLER EFFECT

https://www.infoplease.com/encyclopedia/science/physics/concepts/doppler-effect

The Doppler Effect for electromagnetic waves such as light is of great use in
astronomy and results in either a so-called redshift or blueshift. It has been used to
measure the speed at which stars and galaxies are approaching or receding from us;
that is, their radial velocities.

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 When an object emits light—or any kind of electromagnetic radiation, for that
matter—moves toward someone, the wavelength of its emitted light is decreased.
Conversely, when the object moves away, the wavelength of its emitted light is
increased. For visible light, the bluer part of the spectrum has shorter wavelengths,
and the redder part of the spectrum has longer wavelengths. Thus, the Doppler effect
for light is called a “blueshift” if the light source is coming toward an observer, and a
“redshift” if it is moving away. The faster the object moves, the greater the blueshift or
redshift.

We know that the Doppler Effects can give us the measurement of the speed of a
celestial object coming toward us (blueshift) or moving away from us (redshift).

But how does the Doppler Effect used to measure the velocity of a stellar object
that is away from Earth? To answer this question, let us analyze the pictures below;

Picture 1: Suppose a star does not move (meaning it has zero velocity) with
respect to the observer (person here on Earth). The stars photographic spectrum looks
like this. We can see it has absorption lines with spacing between them.

Picture 2: If the star is moving away (as we can see in the diagram) otherwise
known as “redshift”. We can see that those absorption lines are shifted toward the red
color, meaning the wavelengths are longer thus, the star is moving away from the
observer. Note that the pattern of the lines are just the same as the first picture, it’s
just that the wavelengths are shifted to the right.

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 Picture 3: And if the star moves towards the observer, “blueshift”. The wavelengths
that the observer detects are going to be shorter wavelengths. The absorption lines
will be shifted towards left (blue).

Be reminded that if a star appears to be bluish or reddish, it does not mean that it is
moving towards us or away from us. It’s the photographic spectrum that we should
rely on and not what color we perceive as we star gaze.

The mathematical equation for Doppler shift is;

From this equation the velocity of any celestial object

Wavelength shift of Velocity of source

spectral line

Wavelength of Speed of light

spectral line
(stationary source) moving toward or away
from us can be calculated.

By deriving the formula we get;

v =  • c /  o
Learning Competency:

Explain how the speeds and distances of far-off objects are estimated (e.g., Doppler
effect and cosmic distance ladder) (S11/12PS-IVj-72)

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 Activity 1: WHAT IS MY USED?

Directions: Complete the table below by specifying the use of given cosmic distance
ladder.

Cosmic Distance Ladder What is it use for?

Radar

Parallax

Cepheids

Supernovae

Redshift

Doppler Effect

Activity 2:How Am I Being Used (Radar)

Directions: In your own understanding, illustrate and explain how Radar is used to
estimate the distance of far-off objects.

Activity 3: How Am I Being Used (Parallax)

Directions: In your own understanding, illustrate and explain how Parallax is used to
estimate the distance of far-off objects.

Activity 4: How Am I Being Used (Cepheids, Supernovae, and Redshift)

Directions: In your own understanding, explain how the following (Cepheids,

Supernovae, Redshift) are used to estimate the distance of far-off objects.

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Activity 5: TRUE OR FALSE

____1. The Doppler Effect is used to directly measure the distance of far-off objects.

____2. Doppler Effects is used indirectly to measure the distance of far-off objects.

____3. Doppler Effect is used directly to measure the speed of far-off objects.

____4. Redshift is toward us while blueshift is away from us.

____5. Redshift has shorter wavelength while bllueshift has longer wavelengths.

____6. When an object emitting light moves toward someone, the wavelength of its
emitted light is decreased.

____7. When the object moves away, the wavelength of its emitted light is increased.

____8. Size of Doppler Shift depends only on the relative velocity between sources ad
observer.

____9. Distance between source and observer is not a factor.

____10. The larger the relative velocity the larger the Doppler shift.

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Reflection

1. I learned that___________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________

2. I enjoyed most of _______________________________________________

______________________________________________________________
______________________________________________________________
______________________________________

3. I want to learn more on___________________________________________

_____________________________________________________________

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References:

https://starchild.gsfc.nasa.gov/docs/StarChild/questions/radar.html
The-Handy-Astronomy-Answer-Book.pdf
https://people.ast.cam.ac.uk/~mjp/calc_cepheids.html#:~:text=Cepheids
https://www.infoplease.com/encyclopedia/science/physics/concepts/doppler-effect

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ANSWER KEY/CRITERIA:

Applied for Activity 1,2,3 and 4 (for the explanation)

5 points 3 points 2 points 1 point

Clear, complete Clear and precise Clear but not Unclear definition
and precise definition or precise definition or explanation of
definition or explanation of the or explanation of the given term.
explanation of the given term. the given term.
given term.

Applied for Activity 2 and 3 (for the illustration)

5 points 4 points 3 points 2 points

The illustration The illustration The illustration The illustration

has enough has some details has some does not have
details to be that makes it details, but the any details or is
easily some what easy is not easy to incomplete.
understood to understand. understand.

Answers of students from Activity 1-4 may vary

Activity5: Answer Key

1. F
2. T
3. T
4. F
5. F
6. -10 T
Prepared by:

Angelika B. Torres
Sta Ana Fishery National High School

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 PHYSICAL SCIENCE
Name:___________________________ Grade Level:____________
Date:____________________________ Score:__________________

LEARNING ACTIVITY SHEET

The expanding universe
Background Information for the Learners (BIL)
The Bigbang
Big Bang Theory was first proposed by George Lemaitre a Belgian Catholic priest.
He reasoned out that since the universe is expanding and galaxies are moving apart,
then at a much earlier time the universe must have been smaller.

Before we discuss the expansion of our very own universe, let us first review our
Big Bang Theory which describes the birth, evolution, and fate of the universe.
According to this theory the universe started off as an extremely hot and supermassive
state that expanded rapidly in all directions (as shown in the picture below). The
universe began to exist as a single point of spacetime, this means that before the Big
Bang there was no space nor time. Time came into existence as well as space when
the single dot (which is believe to be the universe) began to expand. That is why it is
not scientifically possible to ask what came “before” the Big Bang, because time itself
did not exist until the Big Bang occurred.

As that expansion has occurred, the conditions in the universe have changed—
from small to big, from hot to cold, and from young to old—resulting in the universe we
observe today. (Note that the Big Bang theory does not explain why the Big Bang
actually happened.)

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A picture of expanding universe.
Source:The Diagram Group, Infobase Publishing Inc.2006

Here are some Big Bang concepts;

1. Matter did not expand out from the big bang into space over a period of time:
space and time came into existence with the big bang and have been expanding
ever since.
2. The universe was very different in the past to what it is now, and will be very
different in the future.
3. The origins of the big bang itself are unknown.

The Universe

Now that we have reviewed how the universe began through Big Bang Theory, we
will move to the characteristics of our universe. Try to close your eyes and imagine
beyond our solar system, think of the stars you see at night---have you ever wonder
what is behind those tiny twinkling things? (Well scientifically speaking stars do not
actually twinkle, they just appear twinkling when seen from the surface of earth.) Have
you ever wonder what is in a universe? Or what is a universe?

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 The Universe is everything we can touch, feel, sense, measure or detect. It
includes living things, planets, stars, galaxies, dust clouds, light, and even time. The
universe in its own sense is very broad for it includes variety of familiar things. It
contains billions of galaxies, each containing millions or billions of stars. The space
between the stars and galaxies is largely empty. Though spaces between these
celestial objects is mostly empty, the Universe is incredibly huge. It would take a
modern jet fighter more than a million years to reach the nearest star to the Sun, which
named as Proxima Centauri. Travelling at the speed of light (300,000 km per second),
it would take 100,000 years to cross our Milky Way galaxy alone. No one knows the
exact size of the Universe, because we cannot see the edge – if there is one. All we
know is that the visible Universe is at least 93 billion light years across and the
Universe has not always been the same size. Scientists believe it began in a Big Bang,
which took place nearly 14 billion years ago. Since then, the Universe has been
expanding outward at very high speed. So the area of space we now see is billions of
times bigger than it was when the Universe was very young. The galaxies are also
moving further apart as the space between them expands.

Now that we have mentioned that the universe is expanding, let us now try to
answers the question, “how do we know that we live in an expanding universe” by
looking at the evidences of an expanding universe.

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Expanding Universe

Since we cannot feel nor see the expansion of our universe, take a look at the image
below as comparison to Universe’ expansion.

Raisin bread analogy of an Expanding Universe.

https://images.app.goo.gl/tpADcxzvZE1tq4uTA

One famous analogy to explain the expanding universe is imagining the

universe like a loaf of raisin bread dough. As the bread rises and expands, the raisins
move farther away from each other, but they are still stuck in the dough.

The dough represents the space itself and the raisins as the galaxies, galaxies
in the universe are moving away from each other due to the expansion of the universe.
Likewise in the bread analogy, raisins are moving away from each other not because
they themselves move but the space they are in is actually expanding as in the case
of the rising dough.

Simply, the galaxies are not moving through space, they are moving in space,
because space is also moving. In other words, the universe has no center; everything
is moving away from everything else.

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How old is the Universe?

Age may only be a number, but when it comes to the age of the universe, it's a
pretty important one. According to research, the universe is approximately 13.8 billion
years old. They can determine the age of the universe using two different methods: by
studying the oldest objects within the universe and measuring how fast it is expanding.
In other words, Cosmologists were able to calculate the age of the Universe by
measuring the distances and radial velocities of other galaxies, most of which are flying
away from our own at speeds proportional to their distances. Using the current
expansion rate, we can imagine “rewinding” the universe to the point where everything
was contained in a singularity, and calculate how much time must have passed
between that moment (the Big Bang) and the present. But extrapolating back to the
Big Bang also requires knowing the history of the expansion rate, which can be learned
about by examining the current density and composition of the universe. Cosmologists
have studied observations of the cosmic microwave background, relic radiation
leftover from the Big Bang, to determine these parameters.

What are the evidences of an expanding Universe?

In 1912, Vesto Slipher was the first to discover that galaxies exhibit motion. He
detected that galaxies rotate and galaxies move relative to each other. His work
focused on the shifts in the spectra of the galaxies which he then called “fuzzy
patches”. When a source of light is moving away from an observer the spectral lines
shift toward the red end of the spectrum, “Red shift”. Conversely, when a source of
light is moving toward the observer, the spectral lines shift to the blue end of the
spectrum, Blue shift”.

In 1929, Edwin Hubble expanded the work of Slipher by conducting a study of the
galaxies. He noticed that most galaxies have spectral shifts toward the red end of the
spectrum--which occurs when an object emitting light is receding from an observer.
Therefore all galaxies appear to be moving away from our galaxy the Milky Way.
These patterns were later on called the cosmological redshifts because they were
deemed to be the result of the expansion of space. Using his measurements of galactic
distances along with Slipher’s measurement, Hubble discovered that the redshift
increases with distance and that the most distant galaxies are receding the fastest.

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Simply put, the farther the galaxy is, the faster it moves away. Therefore, the concept
is now called the Hubble’s Law “galaxies recede at a speed proportional to their
distances from the observer”.

Now to answer the question, “how do we know that we live in an expanding

universe?” It is through observing of what our lenses could reach. Scientist look
beyond earth’s space and look through the celestial objects along with ours. They
studied the galaxies near us and even use the concept of Big Bang Theory thinking
that if the universe originated from a single dot, could it be that the universe is really
expanding since then, ‘till now?

For additional knowledge, here are some theories of how the expanding universe will
end.

1. Closed Universe
The gravitational attraction of all the matter in the universe may be high enough to
slow the expansion and eventually reverse it. And the universe will reach a maximum
extent and then contract back to a singularity (the big crunch). Picture source: Space
and Astronomy.

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 2. Open Universe

If there is insufficient matter in the universe for gravity to slow its expansion, the
universe will go on expanding forever. Entropy will ensure that, eventually, all star
formation will stop, all matter will decay into dispersed subatomic particles, and black
holes will evaporate. (This ultimate conclusion of entropy is known as the heat death
of the universe). Picture source: Space and Astronomy.

3. Static Universe
If there is just enough matter in the universe to slow and eventually stop its expansion,
but not enough to cause it to collapse again, the universe will reach a maximum extent
and become static. In this scenario the universe will also eventually undergo a heat
death. Picture source: Space and Astronomy.

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Learning Competency:

Explain how we know that we live in an expanding universe, which used to be hot
and is approximately 14billion years old (S11/12PS-IVj-73).

Activity 1: WHAT IS YOUR HUBBLE’S LAW HUGOT?

Directions: Think of a particular application or situation in real-life scenario where
Hubble’s Law can be applied and discuss the relationship between the two.

Activity 2: THE END!

Directions: Scientifically discuss your stand as to how you think the Universe will end.
Back up your explanation with scientific facts.

Activity 3: ARE WE ALONE?

Directions: The universe is expanding since the beginning, do you believe with some
conspiracy theories that aliens are real? Scientifically discuss your claim.

CRITERIA:
(Applied from Activity 1 to 5)
5 points 3 points 2 points 1 point

Clear, complete and Clear and precise Clear but not precise Unclear definition or
precise definition or definition or definition or explanation of the
explanation of the explanation of the explanation of the given concept.
given concept. given concept. given concept.
The student does not
The student fully The student fully The student understand the
understand the understand the somehow lesson and needs
lesson and able to lesson but needs understand the remediation to be
relate and apply it to extra effort to be lesson and needs able to relate and
real life situations. able to relate and extra effort to be able apply in real life
apply in real life to relate and apply in situations.
situations. real life situations.

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Reflection

1. I learned that___________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________

2. I enjoyed most of _______________________________________________

______________________________________________________________
______________________________________________________________
______________________________________

3. I want to learn more on___________________________________________

_____________________________________________________________

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References

Ramsey and Burckley. Earth Science. Holt, Rinehart and Winston.Inc.1996

Tarbuck,Lutgens and Tasa. Earth Science. 13th Edition,Pear Education Inc.2012
The Diagram Group, Infobase Publishing Inc.2006

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ANSWER KEY
Activity 1
Answers may vary

Activity 2
Answers may vary

Activity 3
Answers may vary

Prepared by:

ANGELIKA B. TORRES
Sta. Ana Fishery National High School

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 222
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