Learning Activity Sheet No.

1
Physical Science
2nd Semester: Quarter 3

A. Multiple Choice
Directions: Choose the letter of the correct answer by encircling the letter.

1. The first elements were formed during ________________________________________.

A. Big Bang B. Supernova C. Stellar D. Nucleosynthesis

2. When hydrogen is fused together on the Sun, what new element is created?
A. Helium B. Oxygen C. Carbon Dioxide D. Light

3. What is nucleosynthesis?
A. How the sun creates new hydrogen atoms out of dark matter
B. The formation of new elements only in stars
C. The formation of a cell's nucleus
D. The formation of new elements.

4. Which of the following describes stellar nucleosynthesis?

A. The formation of elements during explosion.
B. The process by which elements are produced in gas clouds.
C. The formation of light elements.
D. The process by which elements are formed within stars.

6. It refers to a process by which star gets their energy and convert Hydrogen into Helium.
A. Proton-proton Chain Cycle C. Triple Alpha Process
B. Carbon–nitrogen oxygen Cycle B. S-process or slow process

7. The following are produced during stellar nucleosynthesis except.

A. Co B. Ni C. Li D. Mn

8. Which of the following would be considered a HEAVY element?

A. Helium B. Copper C. Hydrogen D. Carbon

9. What two elements were formed during Big Bang Nucleosynthesis?

A. hydrogen and lithium C. hydrogen and helium
B. hydrogen and oxygen D. helium and lithium

10. ___________nucleosynthesis happens in the center of stars where the element iron (Fe) is
formed.
A. Big Bang B. Stellar C. Supernova D. None of the choices

11. Three elements made in the fusion of helium are ________________.

A. H, He, and li B. He, N and OC. C, N, and O D. C, N and Fe

12. When hydrogen is "fused" together on the Sun, what new element is created?
A. He B. CO2 C. O D. Light

13. Which of the following refers to the process of producing the first atoms like H and He?
A. supernova nucleosynthesis B. big bang nucleosynthesis
C. particle accelerator nucleosynthesis C. stellar nucleosynthesis

14. Which of the following elements was created in the star?

A. Ar B. Ag C. Xe D. Bk

15. Which of the following elements was created in a supernova?

A. C B. Fe C. Ir D. Es
16. This element is produced through Big Bang Nucleosynthesis and considered as the second
most abundant element in the universe.
A. carbon B. helium C. hydrogen D. oxygen

17. Which element is the lightest and at the same time the most abundant in outer space?
A. H B. He C. Li D. Fe

18. What element can be formed when three atoms of helium are fused?
A. C B. H C. O D. Si

19. The process in which elements are formed at the center of a star.
A. big bang nucleosynthesis C. stellar nucleosynthesis
B. nuclear fusion D. supernova nucleosynthesis

20. Light elements such as H and He are formed through the process of __________
nucleosynthesis.
A. big bang nucleosynthesis C. stellar nucleosynthesis
B. nuclear fusion D. supernova nucleosynthesis

B. Answer the following for 5 pts each.

1. 26 1
56 Fe +3 0n ________ + _________

88 92
2. 226 Ra +¿ ¿ ¿¿
231 ¿

53 1 20 54 11
3.127 I +10 0n + 40Ca 131 Xe + ______ + 23 Na + _______
2 8 1 3
4. 4 He + 16O +5 0n 7 Li + _____ + ______
 Learning Activity Sheet No. 2
Physical Science
2nd Semester: Quarter 3

Polarity of Molecules and Its Properties

Learning Competencies
1. Determine if a molecule is polar or nonpolar given its structure (S11/12PS- IIIc-15).
2. Relate the polarity of a molecule to its properties (S11/12PS-IIIc-16).

Part I.
Directions: Predict what type of bond is present on the following pairs of atoms by determining
their electronegativity difference.
1. Ca and Cl 6. S and Be
2. Cl and Cl 7. C and Ca
3. H and Cl 8. S and F
4. S and O 9. Na and Cl
5. C and N 10. C and O

Part II. Predict and illustrate the molecular geometry of the following molecules and determine
whether or not they have molecular dipole (polar or nonpolar) by placing arrows.
1. CH4 6. H2S
2. SF2 7. CCl4
3. CH3Cl 8. BI3
4. PCl3 9. C2Cl2
5. CH2Cl2 10. BF3

Part III. Multiple Choice

Direction: Choose the correct answer by encircling your answer.

1. Which of the following does not belong to the group?

A. CCl4 B. CH4 C. H2O D. CO2

2. Which of the following molecules DO NOT have polar covalent bonds?

A. NH3 B.CS2 C. BCl3 D. HBr

3. Which of the following bonds is the MOST polar?

A. H-Cl B. C-Cl C. H-H D. N-F

4. Which of the following molecules DO NOT have polar covalent bonds?

A. NH3 B.CS2 C.BCl3 D. HBr

5. Which of the following bonds is the MOST polar?

A. H-Cl B. C-Cl C. H-H D. N-F

6. What is the molecular shape of CHBr3?

A. Linear C. Trigonal planar
B. Tetrahedral D. Trigonal bipyramidal

7. Which of the following pairs of atoms would form a nonpolar covalent bond?
A. P-N B. C-S C. Ca-O D. Na-Cl

8. Which of the following molecules is tetrahedral?

A. BF3 B. SF6 C. CH4 D. H2O
9. What best describes the molecule H2S in terms of polarity?
A. A nonpolar molecule with polar covalent bonds.
B. A polar molecule composed of nonpolar covalent bonds.
C. A polar molecule composed of polar covalent bonds.
D. A nonpolar molecule with nonpolar covalent bonds.

10. Which of the following atoms, when bonded to a fluorine atom, produces the highest degree
of polarity?
A. Sulphur B. Hydrogen C. Carbon D. Oxygen

11. Which of the following ionic bonds has the highest degree of polarity?
A. Li-O B. Li-F C. K-Cl D. K-Br

12. How could the BeCl2 bonds be classified based on bond polarity?
A. Polar covalent C. Ionic
B. Nonpolar covalent D. Covalent

13. What kind of bond do you have: F and Cl?

A. Non-polar covalent C. Ionic Bond
B. Polar covalent D. Covalent Bond

14. Which of the following covalent bonds is the most polar?

A. H−N B. H−O C. H−F D. H−Cl

15. Which of the following molecules is polar?

A. SiCl4 B. SO3 C. CS2 D. SCl2
 Learning Activity Sheet No. 3
Physical Science
2nd Semester: Quarter 3

Multiple Choice
Direction: Choose the letter of the best answer.

1. Which of the following statement is not TRUE about intermolecular forces?

A. These are attractions that hold atoms together.
B. These are forces stronger than intramolecular forces.
C. Only a single intermolecular force can exist within molecules.
D. These are forces that influence the bulk properties of substances.

2. Which forces of attraction or repulsion are responsible for the bulk properties of different
substances?
A. covalent B. intermolecular C. intramolecular D. ionic

3. London force is also known as _____________

A. dispersion force C. hydrogen bonding
B. van der Waals forces D. covalent bonds

4. Dipole-Dipole forces are stronger than _______ and weaker than _________ interactions.
A. dipole-induced dipole, London C. ion-ion, dispersion
B. ion-ion, London D. london, ion-ion

5. Which of the following interaction occurs between a permanent dipole and a neutral molecule?
A. Dipole-Dipole interactions C. Dipole-induced dipole interactions
B. London interaction D. Van der Waals interaction

6. Which of the following is NOT a kind of intermolecular force?

A. hydrogen bonding C. covalent bond
B. London forces D. dipole-dipole attraction

7. Which one of the following exhibits dipole-dipole attraction between molecules?

A. XeF4 B. AsH3 C. CO2 D. BCl3

8. What type(s) of intermolecular forces exist between Br2 and CCl4?

A. dispersion forces
B. dispersion forces and ion-dipole
C. dispersion forces and dipole-dipole
D. dispersion forces, ion-dipole, and dipole-dipole

9. What types of intermolecular forces exist between HI and H2S?

A. dipole-dipole and ion-dipole
B. dispersion forces, dipole-dipole, and ion-dipole
C. dispersion forces, hydrogen bonding, dipole-dipole, and ion-dipole
D. dispersion forces and dipole-dipole

10. Which one of the following have the lowest boiling point?
A. PH3 B. H2S C. HCl D. SiH4

11. Which of the following substances, __________ has the highest boiling point?
A. H2O B. CO2 C. CH4 D. Kr

12. What intermolecular force is responsible for ice being less dense than liquid water?
A. London dispersion forces C. ion-dipole forces
B. dipole-dipole forces D. Hydrogen bonding
13. What type of intermolecular forces are due to the attraction between temporary dipoles and
their induced temporary dipoles?
A. Dipole-dipole C. hydrogen bond
B. London dispersion D. ionic bond

14. Which of the following compounds would be expected to have the highest melting point?
A. BaF2 B. BaCl2 C. BaBr2 D. BaI2

15. Which of the following (intermolecular forces of attraction) IMFAs is considered as the
weakest?
A. Ion-dipole B. H-bonding C. Dipole-dipole D. London forces
 Learning Activity Sheet No. 4
Physical Science
2nd Semester: Quarter 3

Biological Macromolecules

Multiple Choice
Directions: Read and analyze the given statements below. Encircle your chosen answer.
1. Which of the following is a monosaccharide which is used in dextrose?
A. fructose B. galactose C. glucose D. lactose

2. Which of the following elements is common to all organic compounds?

A. Hydrogen B. carbon C. phosphorus D. nitrogen

3. Which nutrient group is used in the composition of waxes and responsible for insulation of
some organisms?
A. lipids B. nucleic acids C. carbohydrates D. proteins

4. What type of macromolecule store and transmits genetic information?

A. lipids B. nucleic acids C. carbohydrates D. proteins

5. Student A wants to protect their floor from dirt and droplets of water. Which macromolecule
does Student A needs to consider in selecting a product the product he would use?
A. . lipids B. nucleic acids C. carbohydrates D. proteins

6. How do enzymes catalyze a chemical reaction?

A. Increasing the activation energy C. Repelling water
B. Lowering the activation energy D. None of these

7. Which biomolecular group carries and passes on the hereditary information of the organism?
A. carbohydrates B. nucleic acidC. lipids D. proteins

8. The most common monomer of carbohydrate is ______________________________.

A. glucose B. maltose C. galactose D. fructose

9. Which of the following below is the most abundant biomolecules on Earth?

A. carbohydrates B. nucleic acid C. lipids D. proteins

10. Which of the following groups are all polysaccharides?

A. Sucrose, glucose and fructose C. Maltose, lactose and fructose
B. glycogen, sucrose and maltose D. Glycogen, cellulose and starch

11. Which of the following below is considered as the most abundant monosaccharide in nature?
A. Lactose B. Galactose C. Maltose D. Sucrose

12. Which organic molecule gives fast source of energy?

A. carbohydrates B. lipids C. nucleic acids D. proteins

13. Which of the following below is an example of polysaccharide?

A. Glucose B. Lactose C. Glycogen D. Malltose

14. Which of the following is considered as the building blocks of protein?

A. amino acids B. nucleic acids C. nucleotides D. polypeptides

15. Which of the following is reach in protein?

A. Rice B. Milk C. Meat D. butter
 Learning Activity Sheet No. 5
Physical Science
2nd Semester: Quarter 3

Factors Affecting Reaction Rate

Learning Competencies

1. Use the collision theory to explain the effects of concentration, temperature, and particle size
on the rate of reaction (S11/12PS-IIIf-23).

2. Define catalyst and describe how it affects reaction rate (S11/12PS-IIIf-24).

Reaction rate is the speed at which a reaction occurs. It expresses the extent to which
reactants are converted into products over time. If a reaction proceeds at a slower rate, it implies
that the molecules involved react at a moderate speed compared to reactions’ transpiring at a faster
rate. In other words, the reaction rate varies for every reaction depending on the molecules
involved. For instance, rusting of iron may occur for years but the explosion of fireworks takes
place in a matter of seconds. The variation in reaction rates arises due to the following factors:
concentration, temperature, surface area, and catalyst.

The Collision Theory - This theory states that reactants must come into contact (collide) with each
other in the correct orientation, high frequency of collision, and minimum energy for an effective
collision to occur resulting in a reaction. Any variables that can change these factors affect the
magnitude of the rate of reaction. A chemical reaction will only occur when particles of a reactant
collide. However, only effective collisions proceed to a reaction. Three governing factors
determine whether or not a reaction would occur:

1. Reactant molecules must collide in a proper orientation (facing the correct way)
relative to each other. This would allow the electron shell of the reacting molecules to
rearrange and form the products thus completing their valence shell.

2. Reactant particles must move at a rapid pace. When the molecules reacting are
moving fast, the frequency of collision (the number of collisions per second)
increases producing kinetic energy large enough to supply the energy needed in
breaking their bonds.

3. The collision of reactant particles must contain sufficient energy to surpass the
minimum amount of energy needed to break the bonds between reacting molecules,
allowing a reaction to occur (activation energy). The faster the activation energy is
achieved, the effective the collisions, and the faster the reaction will go.

Concentration - The rate of a chemical reaction is influenced by the concentration of a given

solution. Concentration is simple the amount of solute (particles dissolved) dissolved in a solvent
(dissolving agent); a higher concentration means there is a greater number of particles colliding,
increasing the chance of collisions between reactant particles. This increases the collision
frequency speeding up the reaction. Thus, the higher the concentration, the greater the reaction
rate will be.
Temperature - In any chemical reaction, adding more heat to the system raises the temperature
of the reaction, allowing it to occur faster. The effect of temperature on the rate of reactions can
be explained in two ways:
(1) When reacting molecules are subject to a higher temperature, their kinetic energy also
increases directing them, on a microscopic level, to bounce around more often at a
faster rate. This implies that more collisions occur per second increasing their
frequency of collision. Thus, a higher frequency of collision correlates to a higher rate
of reaction.
 (2) The increase in the kinetic energy of colliding molecules would allow more collisions
to carry the minimum amount of energy required to react. When this happens, the
proportion of successful collisions also increases, leading the system to undergo a
reaction. This also increases the rate of reaction. Hence, the effective collisions and
reaction rate increase with increasing temperature.

Particle Size - For reactions involving solid molecules, only the particles at the surface play a
role in the reaction. This exposed surface of reacting molecules is what we called the surface
area. For instance, a cube has a surface area equivalent to the sum of all its six sides. Dividing the
cube into smaller ones increases the surface area and the finer the cube gets, the higher
will its surface area be?

Consequently, if the reacting molecules have a bigger size, the surface area will be smaller and
limits the number of particles reacting leading to fewer collisions. In contrast, if the molecules are
in smaller sizes, there will be more particles available to react thus more collisions are taking
place.

Catalyst and the Rate of Reaction

Catalysts are chemical and biological agents that accelerate the rate of a chemical reaction
without being consumed in the end. It may form an intermediate with the reactants but it will then
be regenerated at the end, containing the same mass. In this way, only a small amount of catalyst
is needed to speed up the reaction with the mass of the catalyst staying the same. Some of the
most commonly conducted catalytic reactions with their respective catalyst
are listed below:

Catalytic Reactions and their Catalysts

Reaction Catalyst
Decomposition of hydrogen peroxide Manganese (IV) oxide (MnO2)
Nitration of Benzene Concentrated sulfuric acid (98%)
Synthesis of Ammonia (Haber Process) Iron
Manufacturing of Nitric Acid (Ostwald Platinum-rhodium
Conversion of SO2 into SO3 during the contact Vanadium oxide,
process to make sulfuric acid V2O5
Hydrogenation of a C=C double bond Nickel
Oxidation of glucose in the body to supply energy in Glucose oxidase (enzyme)
the body
Source: Jim Clark, 2002

Multiple Choice.
Directions: Encircle the LETTER of the correct answer.

1. It is generally believed that catalysts increase reaction rates by:

A. Removing the activation energy barrier.
B. Providing an alternate activation energy barrier that is lower than the original barrier.
C. Lowering the activation energy barrier.
D. Giving the reacting particles more energy, thus there will be more successful collisions.

2. Reaction rates generally increase with an increase in temperature. Four suggested reasons are:
I. Molecules collide more frequently at higher temperatures.
 II. As the temperature of a reaction increases, the activation energy for the reaction decreases.
III. The concentration of reactants will be greater at a higher temperature.
IV. The fraction of high-energy molecules is greater at higher temperatures.
A. II and IV only C. I and IV only
B. I, II, and IV only D. I, III, and IV only

3. Which combination of the factors is required for all successful collisions?

I. Reactant particles collide III. A favorable geometry exists
II. Sufficient kinetic energy is present IV. Catalysts are present
A. I only B. II and III only C. I, II, and III only D. I, II, III, and IV

4. Activation energy is the amount of energy required to .

A. Break the bonds between the reacting molecules.
B. Convert the reactants into the activated complex.
C. Make the reacting particles collide.
D. Form the bonds between the product molecules.

5. Which one of the following is NOT a key concept of the collision theory?
A. Particles must collide in order to react.
B. Particles move slowly when they collide, otherwise they simply “bounce off” one another.
C. Particles must collide with the proper orientation.
D. Particles collide with sufficient energy to reach the activated complex in order to react.

6. What factor is affecting the rate of a chemical reaction is influenced by the absorption of a given
solution?
A. Concentration B. Particle size C. Temperature D. Catalyst

7. It refers to a chemical and biological agent that accelerate the rate of a chemical reaction without
being consumed in the end.
A. Concentration B. Particle size C. Temperature D. Catalyst

8. It is the speed at which a reaction occurs that expresses the extent to which reactants are
converted into products over time.
A. Concentration B. Particle size C. Reaction rate D. Catalyst

9. The Collision Theory states that __________________________________________.

A. The reactants must collide with each other in the correct orientation.
B. The molecules must collide with each other in the correct orientation.
C. The inorganic compounds must collide with each other in the correct orientation.
D. The organic molecules must collide with each other in the correct orientation.

10. What is the main function of catalyst?

A. To increase the rate of reaction C. Both A and B
B. To decrease the rate of reaction D. None of the options
Learning Activity Sheet No. 6
Physical Science
2nd Semester: Quarter 3

LIMITING REACTANTS AND AMOUNTS OF PRODUCTS FORMED

Learning Competencies

1. Determine the limiting reactant in a reaction and calculate the amount of product formed
(S11/12PS-IIIh-27).

Limiting Reactant and Excess Reactant

 Stoichiometry that involves using relationships between reactants and/or products in a
chemical reaction to determine desired quantitative data. When two (or more) substances react, one
of them usually reacts completely, while the other will be partially used up and will still be present
in excess. The reactant that is completely used up in the reaction is called limiting reactant, and it
determines the amount of products formed. On the other hand, the one that is not completely
consumed because the limiting reactant got all used up in the reaction is what we call the excess
reactant.

Illustrative Example.

What is the greatest amount of NH3 (in moles) that can be made with 137.2 g of N 2 and 14.75
g of H2? Which is the limiting reactant? Which reactant is in excess, and how many moles of it are
left over? N2 + H2 → NH3

Step 1. Balance the equation. Note that only coefficients may be added/changed, not the subscripts.
Each element on the reactant side must be represented also in the product side.

N2 + 3H2 → 2NH3

Step 2. Identify the given and all the things required to find.
Given: Required to find:
137.2 g N2 1. Limiting reactant
14.75 g H2 2. Excess reactant and its left over
3. Greatest amount of NH3

Step 3. Convert grams into moles. Refer to the periodic table for the masses of the elements.

Step 4. Solve for limiting reactant: Note: To solve this, you must recall how to derive a conversion
factor from the chemical equation. A conversion factor (in fraction form) is a ratio of coefficients
found in a balanced reaction (reversible) such as the ones below:

N2 + 3H2 → 2NH3
In this balanced equation;

Using the maximum amount of N2, find the total amount of H2 needed:
 Thus, we need 14.7 mol H2 to use all of the N2.

Using the maximum amount of H2, find the total amount of N2 needed:

Hence, we need 2.43 mol N2 to use all of the H2.

Step 5. Compare the results from step 3 and step 4 and identify the limiting reactant, excess

Step 4 results: 2.43 𝑚𝑜𝑙 𝑁2

reactant and its left over.

14.7 𝑚𝑜𝑙 𝐻2
Step 3 results: 4.9 mol N2
7.3 mol H2
To sum up, we have enough N 2 to use all of the H 2, but we don’t have enough H2 to use all of the
N2. This indicates that our limiting reactant is H 2, as it is the ones that limits the amount of product
we can form in this reaction. On the contrary, our excess reactant is N 2.
Step 5. Solve for the excess reactant’s left over after the reaction:

Sol’n:

= 4.9 𝑚𝑜𝑙 𝑁2 − 2.43 𝑚𝑜𝑙 𝑁2

Excess reactant = Total Reactant – Reactants used

= 2.47 mol N2

Theoretical Yield
Theoretical yield is the maximum amount of product formed after a reaction which is determined
by the limiting reactant. In this sample problem, one of the things we are looking for is the
maximum amount of NH3, hence, we need to solve for the theoretical yield.

Step 6. Solve for the maximum amount of NH 3 formed (theoretical yield): Since the limiting
reactant is H2, H2 will also be the ones that could determine how much product can be formed. We
will now use another conversion factor that would help us arrive to the final answer (the product).

Therefore, 4.87 mol NH3 can be formed once all H2 is consumed in the reaction. However, in
reality, the amount of product formed in the laboratory is almost always lesser than what is
expected. This is what the image in the first page is pertaining to (no pun intended). This amount of
product that actually formed is called the actual yield. Percent yield on the other hand is a measure
of the eficiency of a reaction carried out in the laboratory and is calculated using the following
formula:

Note that percent yield is expressed in percentage. It does not matter whether your theoretical and
actual yield is in
moles or grams (as the problem requires), provided however, that upon solving the percent yield,
they are using the same units.

Suppose after the reaction, the actual yield is only 3.62 mol NH3. What is the percent yield?
Assessment
True or False.
Directions: On the space provided, write T if the statement is True, F if it is False.

_______1. A chemical reaction between reactants never stop.

_______2. The amount of product formed is determined by the limiting reactant.

_______3. When a hydrogen atom is found in the reactant side of the chemical equation, it must be
present also in the product side.

_______4. The theoretical yield is expected to be lesser than the actual yield.

_______5. The actual yield is the amount of products formed based on stoichiometric calculations.

_______6. Excess reagents are not totally consumed in the reaction.

_______7. All products in the chemical equation is found on the right side.

_______8. Chemical reaction stops when at least one of the reactants involved is totally consumed.

_______9. No atoms are gained or lost during a chemical reaction; they are just rearranged to
produce a new substance.

_______10. Percent yield is expressed in grams.

Multiple choice
Direction: Encircle the letter of the best answer.

1. When a sample of A reacts with one of B, a new substance AB is formed, and no B but a little of
A is left. Which is the limiting reactant?
A. A B. B C. Neither A nor B D. Cannot be determined

2. Which of the following is the balanced equation of water?

A. H2 + O2 → H2O C. 2H2 + 2O2 →3 H2O
B. H2 + O2 →3H2O D. 2H2 + O2 →2H2O

3. For nos. 3-5, consider the following:

Student A has 10 envelopes, 25 stamps, and 18 handwritten letters.

3. If Student A needs 1 envelope, 1 stamp, and 1 handwritten letter to send an invitation letter to
one of his friends, how many of his friends can receive an invitation letter?
A. 8 B. 7 C. 10 D. 5

4. Which of the materials he have limits the amount of invitation letter he could send to his friends?
A. Handwritten letter B. Stamp C. Envelope D. None of these

5. What is the maximum number of invitation letters Student A could send?

A. 8 B. 7 C. 10 D. 5
Activity: Problem Solving
Solve the following problems. A balanced chemical equation is already provided for your
reference. Show your solution on the space provided. Use extra sheets of paper if necessary.

1. How many moles of HCl can be produced by reacting 4.0 mol H 2 and 3.5 mol Cl2. Which
compound is the limiting react?
H2 + Cl2 → 2 HCl

2. How many moles of Fe3O 4 can be obtained by reacting 16.8 g Fe with 10 g H 2O? Which
substance is the limiting reactant? Which substance is in excess? Suppose after the reaction, the
actual amount of Fe3O4 produced is only 0.49 mol, what is the percent yield of the reaction?

3Fe + 4H2O → Fe3O4 + 4H2

Learning Activity Sheet No. 1

Physical Science
2nd Semester: Quarter 4

Astronomy Before Modern Times

Learning Competencies:
1. explain how the Greeks knew that the Earth is spherical (S11/12PS-Iva-38)
2. cite examples of astronomical phenomena known to astronomers before the advent of
telescopes (S11/12PS-Iva-40)
3. explain how Brahe’s innovations and extensive collection of data in observational astronomy
paved the way for Kepler’s discovery of his laws of planetary motion. (S11/12PS-Iva-44)

ASTRONOMY - The study of the universe (the totality of all matter, energy, space, and time).

1. ARISTARCHUS (Heliocentric View) – The sun is the center of the universe

2. ARISTOTLE (Geocentric view) – The famous Greek philosopher and he the student of
Plato. He believed that the earth is spherical in shape because when it eclipses the moon it
always casts a curved shadow (Edward J. Tarbuck 2012).

3. ERATOSTHENES (Geocentric view) - In (276-194 BC) using experimental measurements

of shadows in two cities he determines the approximated circumference (size) of the Earth
 by applying the geometric principles and observing the angles of noonday in two Egyptian
cities – Syene (Aswan) - South and Alexandria (North).

4. CLAUDIUS PTOLEMY – The Earth is the center of the universe (Geocentric model) –
PTOLEMIC SYSTEM - He proposed the Ptolemic Model which claimed that planets moved
in complicated system of circles.

5. HIPPARCHUS (Geocentric view) - He is considered as the greatest of early Greek

astronomers. He observed the brightness of 850 stars and arranged them into order of
brightness or magnitude.

LESSON 1: EARTH IS SPHERE

The Greek are the first observers of the sky. In 500 B.C., most of them believed that the
Earth is round not flat. Pythagoras and his pupils first to proposed a spherical Earth and
supported by Anaxagoras through his observations of the shadows the Earth cast on the Moon
during a lunar eclipse – the Earth’s shadows (circular) was reflected on the moon’s surface.

LESSON 2: ASTRONOMICAL PHENOMENA KNOWN TO ASTRONOMERS

Phases of the Moon Phases of the Moon

Ancient people observed that within a
Period of 29.5 days, the moon changes its
path and its appearance. They noted that
the appearance of the moon varies from
a thin semi-circular disk to a full circular
disk. The foundations of ancient calendars
are these phases of the moon.

Lunar Eclipse

Lunar Eclipse
When the Earth is between the Sun
And the Moon, a lunar eclipse occurs. A
phenomenon like this is referred to as a
lunar eclipse in which the moon transforms
into a dark or red blood color.

Solar Eclipse

Solar Eclipse
When the Moon is between the Sun
and the Earth, the solar eclipse occurs and
the moon partially or entirely blocks out
the sun.

Visibility of the Planets Visible Planets

Astronomers have found the planets
Mercury, Venus, Mars, Jupiter, and
Saturn because they have noticed that
the stars (like how constellations are
always grouped) are in a fixed position
with respect to each other. But there
are very bright stars which periodically
change positions. Any group of
constellations in the sky does not belong
to these "stars." In Greek terms, they are
thus called "wanderers" or planets.

Motion of the Stars

It was also noted that the stars seem to be attached in one day to a celestial sphere that rotates
around an axis. At a point in the northern sky, this axis intersects the celestial sphere and is
presently close to the northern star, Polaris. Also, the positions of the constellations in the night sky
vary according to the time of the year.

Daily and Annual Motion of the Stars

A. Daily (Diurnal motion) – The apparent daily revolution of the celestial sphere around
the celestial poles as a direct effect of the Earth rotation on its axis.

B. Circumpolar stars – The stars that are always present in the celestial sphere

C. Annual Motion – The apparent yearly movement of the stars as observed from Earth as
direct effect of Earth’s revolution around the sun.

LESSON 3: BRAHE’S INNOVATIONS IN THE DISCOVERY KEPLER’S LAWS OF

PLANETARY MOTION

Tycho Brahe (1546-1601), a Danish nobleman, made important contributions by devising

the most precise instruments available for observing the heavens before the telescope’s invention.
From Uraniborg, on an island in the sound between Denmark and Sweden called Hveen, Brahe
made his observations. The tools of Brahe enabled him to determine the detailed motions of the
planets more precisely than was possible. In particular, in formulating the laws of planetary
motion, Brahe compiled extensive data on the planet Mars, which would later prove crucial to
Kepler, because it would be sufficiently accurate to demonstrate that the orbit of Mars was not a
circle, but an ellipse.

Although Copernicus correctly observed that the planets revolve around the Sun, it was
Kepler who defined their orbits correctly. Kepler became the assistant of a wealthy astronomer at
the age of 27, Tycho Brahe, who asked him to define Mars' orbit. A lifetime of astronomical
observations had been gathered by Brahe, which passed into Kepler 's hands upon his death.
(Brahe, who had his own Earth centered model of the Universe, at least partly withheld the bulk of
his observations from Kepler because he did not want Kepler to use them to prove the correct
Copernican theory.) Using these observations, Kepler found that three laws were followed by the
orbits of the planets.

Kepler, like many philosophers of his era, had a mystical belief that the circle was the
perfect form of the Universe, and that the orbits of the planets must be circular as a manifestation
of the Divine order. He struggled for many years to make Brahe 's observations of Mars' motions
match a circular orbit.

However, Kepler eventually noticed that an imaginary line drawn from a planet to the Sun
swept out an equal area of space at the same time, irrespective of where the planet was in its orbit.
If you draw a triangle from the Sun to the position of a planet at one point in time and its position
later at a set time, say, 5 hours or 2 days, that triangle's area is always the same, anywhere in the
orbit. The planet must move faster when it is near the Sun, but more slowly when it is farthest from
the Sun, for all these triangles to have the same area.

This discovery (which became Kepler’s second law of orbital motion) led to the realization
of what became Kepler’s first law: that the planets move in an ellipse (a squashed circle) with the
Sun at one focus point, offset from the center.

Kepler’s third law shows that there is a precise mathematical relationship between a
planet’s distance from the Sun and the amount of time it takes revolve around the Sun

Tycho Brahe and His Plenty of Data

Tycho Brahe is a Danish astronomer considered as the greatest practical astronomer since
Greeks. He spent most of his life observing and studying the stars and planets and known for his
very accurate measurements of these bodies without using telescope.
Brahe’s data published in 1603. When he died, all of writings, instrument, etc. were
passed to Johannes Kepler, a German mathematician and astronomer.

Brahe’s data were used by Kepler in formulating three laws of planetary motion:

(1) The law of elliptical orbits – All planets move in elliptical orbits around the sun.

(2) The law of equal areas – An imaginary line (radial vector) joining a planet to the sun
sweeps out equal areas in equal period of time. As the planet orbits around the sun, they
covers equal areas in times.

(3) The harmonic law – The square of sidereal period of planet is proportional to the cube of its
semimajor axis (one-half the major axis). This law explains the relationship among the

𝑇2=(𝑘𝑅)3
motions of the different planets and what account for these motions. This can be written as

Step 1: Substitute the values of k (constant) and R

Step 2: Cube 30 AU and cancel (AU)3 units
Step 3: Take the square root of both sides

Part I: Fill in the blank

Directions: Write your answer on the blank.
1. He measured the circumference of the earth in two different Egyptian cities by applying
geometric principles. ___________________________

2. He was Plato’s student who believed on Geocentric view. __________________

3. He proposed the heliocentric model of the universe. __________________

4. Introduced the Ptolemaic Model which prevailed for a long time. __________________
 6. He is considered as the greatest of the early Greek astronomers. He observed the brightness
of 850 stars and arranged them into order of brightness ____________________

Part II: Putting check and wrong

Directions: Write check (/) if the event has been discovered before the invention of telescope and
write (X) if after the invention of telescope
1. Sunspots 6. Motion of the stars
2. Solar eclipse 7. Phases of Venus
3. Jupiter 8. Lunar eclipse
4. Venus 9. Sunrise
5. Phases of the moon 10. Jupiter’s moon

Part III: Multiple Choice

Directions: Write the letter of the best answer on your paper.

1. Johannes Kepler formulated the three laws of planetary motion. This contribution of his would
not be possible if not for Tycho Brahe’s ____________.
A. death C. discovery of anomalies of Ptolemy’s model
B. plenty of accurate data D. none of these

2. Which of the following is TRUE about Kepler’s Third Law?

A. Any planet joining the Sun sweeps out equal areas in equal lengths of time.
B. Planets move in an ellipse with the Sun at one focus point, offset from the center.
C. The relationship among the motions of the different planets and account for these motions.
D. Both A and B

3. The daily motion of the stars around the earth is called _____________________.
A. Annual motion B. Diurnal motion C. precession of the equinoxes D. revolution

4. The following are some of the proofs that the earth is not flat EXCEPT
A. Eclipses C. light strikes in a parallel manner
B. Light strikes in an angle D. shadows vary from each other

5. The earth has greater orbital speed at some point of the year. This phenomenon can be best
explained using the
A. The law of elliptical orbits C. the harmonic law
B. The law of equal areas D. the laws of motion

6. Calculate the period of a planet whose orbit has a semi major axis of 1.52 AU.
A. 1. 87 y B. 3.51 y C. 4.1 y D. 5 y

7. Who among the following philosophers developed a spherical model of the

Earth and the heavens since the fifth century BC?
A. Aristotle C. Plato
B. Eratosthenes D. Pythagoras

8. Which of the following occurs when Earth casts its shadow on the moon when the Earth is
between sun and the moon?
A. Lunar Eclipse C. Phases of the moon
B. Motion of the Star D. Solar Eclipse

9. Which of the following was discovered by Kepler with the use of Brahe’s extensive collection
of data in observational astronomy?
A. Law of Motion C. Law of Acceleration
B. Law of Relativity D. Law of Planetary Motion

10. Who among the following philosophers concluded that the Earth is spherical in shape with
no great size?
A. Aristotle C. Plato
B. Eratosthenes D. Pythagoras

Learning Activity Sheet No. 2

Physical Science
2nd Semester: Quarter 4

Aristotelian vs. Galilean views of Motion

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

2. Explain how Galileo inferred that objects in vacuum fall with uniform acceleration, and that
force is not necessary to sustain horizontal motion(S11/12PS-1Vc-47)

3. Explain the subtle distinction between Newton’s First Law of Motion (or Law of Inertia) and
Galileo’s assertion that force is not necessary to sustain horizontal motion (S11/12PS-1Vd-51)

A. Nature of Motion
According to www. britannica.com, motion, in Physics, is the change with time,
the position or orientation of a body.

Aristotelean Concepts on Motion

For Aristotle, a non-measurable force existed within an object that compels it to behave in
a certain manner. Motion is among the behaviors of an object. Aristotle taught that motion was
primarily determined by the nature of the substance that was moving. He also said that motion can
either be a natural motion or a violent motion. Referring to natural motion, he maintained that an
object will move and will eventually return to its natural state depending on the composition of the
object, and as to violent motion, an object will move if an external force such as pushing or pulling
is applied to it. Here, force is considered as a controlling factor of the only reason why there is
motion
Aristotle also believed that the laws governing the motion of the heavens were a different
set of laws than those that governed motion on the earth.

Galilean Concepts on Motion

For Galileo, “Motion is a natural state which continue until altered” or motion continued
unless interfered with. He sees force as interference of motion rather than cause of it as believed by
Aristotle. After conducting experiments, he concluded that without gravity to speed the descent and
slow the ascent, and without friction, objects would not start or stop moving at all. Unlike Aristotle,
Galileo described motion by introducing the concept of time and its relationship with space or
location as in the discovery of the acceleration due to gravity which is 9.8 m/s2.This means that his
description of motion included logic and mathematics.

B. Vertical Motion
 For Aristotle, as mentioned earlier, the behavior of objects depends upon their composition,
so heavy objects, likes stones, tend to fall downwards. On the other hand, light objects, such as
fire, tend to move upwards. These behaviors - gravity and levity or heaviness and lightness
respectively-- were deemed by Aristotle to be part of the essential nature of those objects. The
significant point here is that the factors determining the behavior of an object, all originate within
the object to be explained, and depend upon the unobservable nature of that object.

Galileo, on the other hand, conducted experiments from which he was able to show that
pure freefall acceleration is uniform and constant for all objects regardless of their own size and
weight, and that acceleration is 9.8 m/s2. This means that all objects, no matter how heavy or how
light they are, fall to the ground with the same acceleration which is due to gravity. This further
means that it was Galileo who first established the idea that all objects on the surface of the earth
are being pulled by the earth’s gravitational force at an acceleration of 9.8 m/s2, so any object
tossed upward will surely fall back to the ground.

C. Horizontal Motion
Aristotle believes that objects move not by their nature but because of impressed forces.
This means that bodies need push or pull to maintain horizontal motion.

For Galileo, objects will move along the same plane with a motion which is uniform
and perpetual, provided the plane has no limits, meaning there are no interferences such as friction.

D. Projectile Motion
Aristotle described projectile motion as motion of an object which is moving parallel
to the ground due to an ‘impetus’ until it is time for it to fall back into the ground. Movement
continues in straight line until the impetus is expended causing the object to fall to the ground.
‘Impetus’ refers to a force, so this means that a stone thrown horizontally continues to move in the
same direction until the force is used up which would cause the stone to fall to the ground.

Galileo established that the motion of a projectile is a combination of constant horizontal

velocity and vertical motion, in which the projectile accelerates at a rate of 9.8 m s². Recognizing
that falling objects accelerate downward at the same uniform rate even if they are moving
horizontally allowed him to describe the motion of projectiles. Algebra

E. Acceleration in a Vacuum
It was mentioned earlier that friction is an interference to motion. This means the presence
of friction can slow down or stop motion. This can be understood easily on a visibly rough surface.
But what about in air that we can’t see, is there friction? Yes, we call this air resistance.

Suggested Action 1: From the same height, drop a basketball and a piece of paper? Which will
reach the ground first?
Answer: Basketball

Suggested Action 2: Crumple the paper you used in action 1, and repeat Action 1. Which will
reach the ground first?
Answer: Both hit the ground at the same time.

Why? Air resistance is present in both instances, but it was lessened in Action 2 due
to the decrease in the volume of the piece of paper because it was crumpled. Air
resistance offers opposition to motion, slowing down a moving object.

The above observations were made by Galileo during his time which led him to conclude that all
objects fall with the uniform acceleration in vacuum. A vacuum is a place where there is no air,
therefore, no air resistance. This is because in a vacuum there would be no interference to
motion, so nothing affects the falling object except gravity.

F. Difference Between Galileo’s Assertion of Frictionless Motion and Newton’s Law of Inertia.
Galileo’s Assertion: If friction were absent, a rolling ball would continue to move with constant
velocity, unless a push or pull compels it to change state. Newton’s Law on Inertia: A body
remains at rest or moves in straight line of constant velocity if no external forces act on it. What
is the difference between the two ideas? It is the terminology used by the two scientists. Galileo
used the terms push or pull; Newton made use of the term force.

Scientist Basic Concept of Motion Vertical Motion Horizontal Motion

Aristotle (384 B.C.E.-
322 B.C.E.) Greek
Galileo Galilei (1564-
1642) Italian

Multiple Choice
Directions: Read and analyze each question then choose the correct answer. Encircle the letter of
your choice.

1. What did Galileo prove to be the same in all falling objects?

A. energy B. acceleration C. speed D. velocity

2. What material did Galileo use to study the acceleration of a falling body?
A. balls C. inclined planes
B. horizontal planes D. rings

3. Which of the following is an example of a violent motion?

A. water flowing in a river C. a dropped pen falling to the ground
B. a ball kicked from the ground D. rocks falling from a mountain

4. What example does a leaping frog represent?

A free fall C. projectile motion
B. natural motion D. violent motion

5.Which of the following BEST explains why Aristotle’s view on motion stood for many years?
A. Aristotle’s ideas are readily proven through observation.
B. Aristotle was a very influential Greek philosopher.
C. People at the time were gullible to the ideas of the philosophers.
D. Aristotle supported his ideas with laboratory experimentation.

6. According to Aristotle, which of the following is TRUE about this scenario? The shooting of
an arrow shows a _________
A. violent motion. C. projectile motion.
B. natural motion. D. free fall motion.

7. Which of the following statements AGREES with Galileo’s concept of falling objects? Falling
objects fall with_________
A. changing acceleration. C. changing speed.
B. constant acceleration. D. constant speed.

8. Three objects A, B, and C with mass 5 kg, 8 kg, and 15 kg, respectively, were dropped
simultaneously. Neglecting air resistance, which object will reach the ground FIRST?
A. Objects A, B & C C. Object C
B. Object B D. Object A

9.If you were Galileo, answer the following question: Why does a bowling ball and
feather hit the ground at varying times when dropped from the same height?
A. They don’t, they hit the ground at the same time.
B. One is denser than the other.
C. One is heavier than the other.
D. air resistance
10.Evaluate the following statement: The more mass an object has, the faster it will fall.
A. True C. False
B. Galileo - True; Aristotle- False D. Galileo- False ; Aristotle – True

11. What kind of terrestrial motion is portrayed by a free-falling object in

accordance to Aristotle’s belief?
A. alteration B. celestial C. natural D. violent

12. Based from Aristotelian Physics, what was natural for planets to do in terms of
their type of motion?
A. The orbit in circular motion
B. They orbit in elliptical motion
C. They orbit in triangular motion
D. They orbit in no particular consistent shape

13. What is idea used by Aristotle to explain how objects sustain their horizontal motion?
A. antiperistasis C. violent motion
B. projectile motion D. large amount of force applied

14. Aristotle explained that the object moves depending on the natural motion of the dominant
element of that object. Which among the following element-motion pairs are CORRECTLY
matched?
A. earth – circular C. water – fall
B. fire – fall D. celestial – retrograde

15. According to Galileo, force is need to what?

A. oppose the motion of the object C. sustain the motion of the object
B. change the speed of the object D. change the direction of the object