Senior High School

Physical Science
Module 9:
A Spherical Earth and Kepler’s
Law of
Planetary Motion

LU_Physical Science_Module9
AIRs - LM
PHYSICAL SCIENCE
Module 9: A Spherical Earth and Kepler’s Law of Planetary Motion
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Jhunel L. Nevado

Editor: SDO La Union, Learning Resource Quality A ssurance Team
Content Reviewer: John-John Q. Garcia
Language Reviewer: Mark Emil L. Agustin
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jasper N. Arciaga

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Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph D
Assistant Schools Division Superintendent
German E. Flora, Ph D, CID Chief
Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Rominel S. Sobremonte, Ph D, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
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LU_Physical Science_Module9
 Senior High School

Physical Science
Module 9:
A Spherical Earth and Kepler’s
Law of Planetary Motion

LU_Physical Science_Module9
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for
you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons

in each SLM. This will tell you if you need to proceed with completing this
module or if you need to ask your facilitator or your teacher’s assistance
for a better understanding of the lesson. At the end of each module, you
need to answer the post-test to self-check your learning. Answer keys are
provided for each activity and test. We trust that you will be honest in
using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders
on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.

Thank you.

LU_Physical Science_Module9
 Target

Christian and his father were gazing at stars outside one beautiful
evening. They were very surprised at the presence of a lot of stars. But since it
was already late at night, they needed to go home and have a rest. His father
said, "Let's sleep now because it's another day tomorrow." There was a moment
of silence, and Zander suddenly asked, "Daddy, why do we have a day and a
night?"

The scenario above is an astronomical phenomenon that needs an

explanation of how the universe works. In this learning material, you will know
and comprehend the origins of Earth, the solar system, and the universe. You will
also examine the transformation from the ancient view of the universe, which
focused on the positions and movements of celestial objects, to the modern
perspective, which focuses on understanding how these objects came to be and
why they move the way they do.

After going through this learner material, you are expected to:
1. explain how the Greeks knew that the Earth is spherical (S11/12PS-Iva-38)
Learning Objectives:
a. enumerate philosophers that contributes to
the development of the theory that earth is spherical in
shape
b. explain how the philosophers came to realize that earth is
spere
c. create a comic strip that shows the evidences that
supports philosophers’ claim (Spherical Earth)
2. cite examples of astronomical phenomena known to astronomers before the
advent of telescopes (S11/12PS-Iva-40) Learning Objectives:
a. describe astronomical phenomena known to astronomers
b. explain how earth rotates as one of the astronomical
phenomena thru sundial time activity
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) Learning Objectives:
a. describe Tycho Brahe’s innovation
b. explain Brahe’s Law of Planetary Motion
c. make a representation of Brahe’s model of the universe

1 LU_Physical Science_Module1
Pre-test

Direction: Read each item carefully. Write the letter of the correct answer.

1. Which of the following is the shape of the Earth according to ancient

Greeks?
A. Cylinder B. Flat Disc C. Octagon D. Sphere

2. What is the shape of the Earth as described by modem astronomy?

A. Ashy B. Hyperboloid
C. Oblate obloid D. Oblate spheroid

3. Who among the following ancient Greek philosophers computed for the
circumference of the Earth?
A. Aristotle B. Eratosthenes C. Plato D. Pythagoras

4. According to Eratosthenes' computations, what is the circumference of the

earth?
A. 7.2 stadia B. 500 stadia C. 40,000 stadia D. 250,000 stadia

5. In which of the following events can the circular shadow of the Earth be
observed notably?
A. Lunar Eclipse B. Solar Eclipse
C. Summer Solstice D. Winter Solstice

6. Greek philosopher who gave the most accurate size of the spherical earth
during their time?
A. Anaxagoras B. Claudius Ptolemy
C. Eratosthenes D. Hipparchus

7. Which of the following describes the position of the North Star if you go
nearer the equator?
A. Closer to the horizon.
B. It disappears completely.
C. Farther away from the horizon.
D. The North Star is fixed wherever you are on the Earth.

8. Which of the following can be observed of a cruising ship if the Earth is a

flat disc?
A. It will not change its size.
B. It will become bigger and bigger.
C. It will become smaller and smaller until it disappears.
D. It will shrink then only the sail will be visible until it completely
disappears.

9. During which time did Eratosthenes observe the shadows cast by a

vertical stick?

2 LU_Physical Science_Module1
 A. During a solar eclipse B. During a lunar eclipse
C. Noon time in winter solstice D. Noon time in summer solstice

10.Which of the following is an astronomical model in which the Earth and

planets revolve around the Sun?
A. Eclipse B. Geocentric C. Heliocentrism D. Solstice

EARTH IS SPHERE

Jumpstart

Activity 1: GUESS THE PHILOSOPHER

Directions: Below are the pictures and names (which are jumbled) of Greek
philosophers who made great explanations for why Earth is spherical. Arrange
their names and write their significant contribution in determining that Earth is
spherical in shape, which can be found in the box below. Use a separate sheet for
your answer.

PHILOSOPHER CONTRIBUTION

ARSAGOTHYP
Answer: ___________________

3 LU_Physical Science_Module1
 OLPTA
Answer: ___________________

EASIRLTTO
Answer: ___________________

TTOSHENESARE
Answer: ___________________

“My conviction is that the Earth is a round body in the center of the heavens, and
therefore has no need of air or any similar force to be a support”.

Conducted experiment to measure the length of the shadow casted by vertical

stick during solstice noon in order to figure out the angle the sun made with the
vertical direction at Alexandria.

4 LU_Physical Science_Module1
There are stars that were seen in Egypt and Cyprus that is not visible in the
northern region.

Influenced by Thales & Anaximander and he said that sphere is the most perfect
shape.

Discover

The Pythagoreans have developed a spherical model of the Earth and the
heavens since the fifth century BC. Their geographical and astronomical work
was based on the theory that the Earth was a sphere.

The evidence for a spherical Earth is overwhelming. Evidence of a

spherical Earth is visible to the naked eye, and one of the first cosmic facts
worked out by ancient individuals.

https://www.google.com/search?q=evidence+for+round+earth

By the time of the philosopher Socrates and his student Plato, that the
Earth was spherical, many Greeks also understood. Sailors would have noticed
that before the hulls of the approaching ships became visible, the sails appeared
first because the surface of the sea is slightly curved, like a surface of an
enormous ball.

5 LU_Physical Science_Module1
 Aristotle (384-322 BC), the famous Greek philosopher, concluded that the
Earth is spherical because when it eclipses the moon, it always casts a curved
shadow (Edward J. Tarbuck 2012). In addition to this observations of the stars,
Aristotle also argued that not only is the earth circular, but it is also a circle of no
great size. He pointed out that the stars at night had minimal change in position
to south or north, and the stars seen are different, as one moves north or south.
His belief in a spherical Earth, however, was lost during the Middle Ages

Using experimental measurements of shadows in two cities and some

geometry, an ancient scholar named Eratosthenes (276-194 BC) correctly
approximated the circumference of the Earth.
Evidences that supports their claim

• Ships appear to sink gradually below the horizon as they travel far away
from the observer and over the horizons – in all directions
• Polaris, the North Star, is located practically over the North Pole of planet
Earth.
• If you stood at the North Pole, Polaris would be almost directly overhead.
• The North star gradually appears lower and lower in the sky as you
travel toward the equator.
• When the North Star is visible at the horizon, you are located at the
equator.
• South of the equator, the North Star is not visible.
• Only a sphere can cast a shadow that always appears round. During
lunar eclipses, Earth casts its shadow on the moon, and the shadow is
always round.

Explore

6 LU_Physical Science_Module1
Enrichment Activity: FLAT OR SPHERE

Directions: Make a short essay on the topic “Is the Earth Flat or Sphere?”. Be
guided by the scoring rubric on how your output will be rated. Use a separate
sheet for your answer.

CRITERIA 5 4 3 2
Content Interesting Some interesting Conventional Cursory; gives
content and content; points ideas or the impression
presentation; not sustained or clichés; little of writing just to
ideas well- not fully supporting complete the
conceived developed. detail included. assignment.
and
developed
with sufficient
examples.
Grammatica The Confined to Errors Message is
l Accuracy appropriate simpler frequently largely
level of sentences or affect incomprehensib
complexity in structures with comprehensibil l e due to
syntax with very few errors ity or very inaccurate
very few OR shows variety basic types of grammar,
errors, if any. and complexity errors which
in syntax with (subjectverb alters or
errors that do not obscures it, OR
affect agreement; reader must
comprehensibilit noun-adjective know English to
y agreement, comprehend
etc.) much of the
message.
Punctuatio Correct Occasional Frequent English spelling
n, spelling mechanical mechanical and
and errors. errors. punctuation: no
Spelling,
punctuation; accents;
and mechanical
Presentatio neatly typed a errors in most
with correct
n sentences.
format as
specified

7 LU_Physical Science_Module1
 Deepen

Performance Task 1: STORY LINE

Directions: Create a comic out of the ancient Greeks’ view about the argument
on Earth’s shape. Be guided by the scoring rubric on how your output will be
rated.

CRITERIA 4 3 2 1

Clarity and The comic is The comic is The comic is The comic is
Neatness easy to read, easy to read, hard to read hard to read
and all and most with few and
elements are elements are illustrations understand.
so written, and labels
clearly written, labeled, and
labeled, and illustrated.
illustrated.
Content There are There are There are very There are no
references references few references references to
to the topic to the topic to the assigned the assigned
assigned in assigned in topic in a few topic in the
each frame. most frames. frames. comic strip.

Graphics The graphics The graphics The graphics Little or no

are meaningful, are somewhat are scarce graphics were
colorful, and meaningful, throughout the evident. It is
appropriate. colorful, and piece, and not clear that the
Time and effort appropriate. much time or effort was
went into their Some time and effort was put lacking, and
creation. effort went into forth. they did not
their creation. complete the
assignment.

8 LU_Physical Science_Module1
 Jumpstart

Activity 1: WHAT YOU KNOW

Directions: Make your mind map on the things you know about the main
concepts, which are the SUN and MOON. Add branches to the main concept and
draw or use symbols to classify different types of thoughts and ideas. Use a
separate sheet for your answer.

SUN

MOON

Discover

Without the help of telescopes, Mercury, Venus, Mars, Jupiter, and Saturn
can be easily seen in the sky. These planets can be easily confused with stars
and are only seen at specific times of the day. The best time to look for these
planets would be before sunrise and after sunset.

9 LU_Physical Science_Module1
 Even before the telescope's invention, different astronomical phenomena
were observed by ancient people. The sun and moon are the most observable
objects in the sky.

In systematically observing the movement of the sun, the Babylonian and

Egyptian civilizations used a primitive version of a sundial called a gnomon. They
were able to observe that the sun rises in the eastern part of the sky, reaches its
highest point at noon, and sets in the western part of the sky by looking at the
shadows which the gnomon casts.

They also recorded that the points where the sun rises and sets on the
horizon vary over a year, and periodically these variations occur. They noted that
these variations are weather-related and thus concluded that seasonal climate
changes occur over one year.

Phases of the Moon

https://www.google.com/search?q=phases+of+the+moon

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

Lunar Eclipse

https://www.google.com/search?q=lunar+eclips

In addition to their observation of the various phases of the moon, they

also noticed that there are times when for a short moment, the moon or part of it
10 LU_Physical Science_Module1
seemed to be covered by a shadow. If the Earth casts its shadow on the moon
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

https://www.google.com/search?q=solar+eclipse

In addition to the lunar eclipse, the occurrence of a solar eclipse was also
observed. When the Moon is between the Sun and the Earth, the moon partially,
or entirely blocks out the sun.

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.

Visibility of the Planets

https://www.google.com/search?q=visibility+of+the+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 to each other. But there are very bright
stars which periodically change positions. These “stars” do not belong to any

11 LU_Physical Science_Module1
group of constellations in the sky. In Greek terms, they are called "wanderers" or
planets.

Explore

Enrichment Activity: GRAPHIC ORGANIZER

Directions: Make a graphic organizer which shows the astronomical phenomena

known to astronomers before the advent of telescopes. Be guided by the scoring
rubric on how your output will be rated. Use a separate sheet for your answer.

CRITERIA 5 4 3 2
Organizatio Extremely Organized. The The somewhat Poorly
n well structure allows organized organized.
organized. the reader to structure allows A clear sense of
The order and move through the reader to direction is not
structure of content without move through evident. Flow is
information confusion. some of the frequently
are Flows smoothly. content without interrupted.
compelling confusion. Flow is
and flow sometimes
smoothly. interrupted.
Content Thorough and Complete Shows some Shows
insightful understanding understanding of incomplet e
understanding of content content. understanding
of content of material
Ideas Insightful and Ideas are Ideas are Ideas are unclear
well- considered; somewhat on few connections
considered more than one topic; makes
ideas making thoughtful some
multiple connection is connections
connections made

Deepen

12 LU_Physical Science_Module1
Performance Task: SUNDIAL TIME

Directions: Follow the instructions in the activity carefully.

Objectives:

At the end of the activity, you will be able to make a sundial to cast a
shadow allowing you to gauge the time. You will demonstrate that the Earth is
rotating, to the sun, by showing how a shadow moves throughout the day.

Materials:

• Stiff piece of cardboard, file folder, tablet back, or other flat, durable
surface to make marks on
• Pencil or Chalk
• Ruler or yardstick
• Colored drinking straw, or other long, narrow object
• Clay, tape, or other adhesive to adhere the object to the flat surface
• Masking tape
• Small scissors
• Marker, pen, or pencil
• Magnetic compass
• Watch or clock
• Timer, alarm, or stopwatch to alert you at one-hour intervals

Procedures:

1. Choose one side of your cardboard to be the bottom. Two inches from
the bottom, make a pencil mark. Use a pencil, small scissors, or other
sharp objects to make a small hole the same size or slightly smaller
than the straw.
2. Use the scissors to cut the straw: make three vertical, equal, half-inch
cuts from the bottom of the straw so that you can spread the sections
out flat for the straw to stand on. If you’re using a pencil or other
heavier object, skip this step.
3. Insert the straw through the hole in the cardboard until just the cut
sections remain on the bottom of the cardboard.
4. Tape the cut sections securely to the bottom of the cardboard. If you’re
using a pencil or other heavier object, use clay on the top of the
cardboard (instead of tape on the bottom) to hold your object upright.
5. Your straw should be standing upright when you place the cardboard
on the ground or table.
6. Find a place where the sun shines all day, and you can leave the
sundial in the same position. Options include your driveway, the
sidewalk, your patio or other hard, flat surface.

13 LU_Physical Science_Module1
 7. Use a compass to find north. Position the cardboard so that the
shadow of the straw aligns with North using the compass. Use the
masking tape to secure the cardboard to the ground or table.
8. Set your alarm for the next top of the hour (noon, 1:00, 2:00, etc.)
When the alarm sounds, observe where the straw’s shadow is on the
cardboard. Align the ruler with the edge of the straw’s shadow and
make a pencil mark along with the edge.
9. Write the hour next to, on top of, or underneath, the mark.
10. Repeat the observation and notes at each hour. If you started in
the afternoon, come back to the sundial the next day in the morning
hours to complete the hour marks.

https://www.google.com/search?q=sundial+time

Observation/s:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Adapted from https://learning-center.homesciencetools.com/article/how-to make-

asundial-science project/

BRAHE’S INNOVATIONS IN THE

DISCOVERY OF KEPLER’S LAWS
OF PLANETARY MOTION

14 LU_Physical Science_Module1
 Jumpstart

Activity 1: SET ME FREE

Directions: Unscramble the letters in each item to form words and give your
ideas in each word. Use a separate sheet for your answer.

1. ELLIPSE __________________________
2. EKPLRE __________________________
3. EHABR __________________________
4. SAMR __________________________
5. TRICLIOEH __________________________

Discover

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 Earthcentered 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 the orbits
of the planets follow more laws.

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.

15 LU_Physical Science_Module1
 However, Kepler eventually noticed that an imaginary line is drawn from a
planet to the Sun to sweep 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 of 5 hours or 2 days. The area of the triangle 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, 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 to
revolve around the Sun.

Explore

Enrichment Activity: JUST GIVE ME A REASON

Directions: Read the following questions and answer concisely and briefly. Use a
separate sheet for your answer.

1. Why is the invention of Brahe important to the discovery of Kepler’s Law of

Planetary Motion?
___________________________________________________________________________
__________________________________________________________________________
_
__________________________________________________________________________
_
___________________________________________________________________________

2. What would think will happen if Brahe did not extensively record his data
on heavenly bodies?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. If you were Brahe, is it ok for you to use your observations to discover
something? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

16 LU_Physical Science_Module1
 Deepen

Performance Task: 3D MODEL

Directions: Using any recyclable or indigenous materials, make a 3D Model on
Brahe’s model of the universe. Your output will be graded using the attached
rubric.
Criteria Excellent(10- Good (7-6) Fair (5-4) Poor (3-1)
8)

One or two More than

All structures are structures two Fail to
included, and are not structures identify and
Completeness
accurately included or are not represent
represented, and are included or structures
labeled. inaccurately inaccurately correctly.
represented. represented.

Model is
The model is
Model is constructed A model is
Creativity/ creatively
constructed using a constructed
Aesthetic constructed
using several limited using the
appeal/ using a wide
recyclable or variety of same
variety of variety of
indigenous recyclable or material for
material used recyclable or
materials indigenous each part.
indigenous items.
items.

Slightly
Durable, durable and The model is
Extremely neat, missing neat, missing sloppy or
Durability
durable, neat, one more than messy and
and
and constructed component. one missing
standard
according to size, (size, component. multiple
based
materials, and material, (size, components
display. or display) material, or .
display)

17 LU_Physical Science_Module1
 Gauge

Direction: Read each item carefully. Write the letter of the correct answer.

1. Who among the following philosophers concluded that the Earth is

spherical with no great size?
A. Aristotle B. Eratosthenes
C. Plato D. Pythagoras

2. Who among the following philosophers DOES NOT explain that the Earth
is a sphere?
A. Aristotle C. Brahe
C. Eratosthenes D. Plato

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

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

4. Which of the following statements was used by Eratosthenes to support

his claim that Earth is a sphere?
A. Both statements are false.
B. Stars change in position to south or north.
C. Ship appears to sink gradually below horizon.
D. All of the above.

5. Which of the following is NOT evidence that Earth is a sphere? A. The

North Star is not visible in the South of equator.
B. Polaris is located over the South Pole of the Earth.
C. When the North Star is visible at the horizon, you are located at the
equator.
D. The ships appear to sink gradually, below horizon as they travel far
away from the observer and over the horizons.

6. Which of the following statements is/are TRUE about early astronomical

phenomena?
Statement I - The sun and moon are the most observable objects in the
sky.
Statement II - Mercury, Venus, Mars, Jupiter, and Saturn can be easily
seen in the sky with the help of telescope.

A. Only statement I is true.

B. Only statement II is true.
C. Both statements are true.

18 LU_Physical Science_Module1
 D. Both the statements are false.

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

8. Which of the following should be the alignment for a solar eclipse to occur?
A. Sun, Moon, Earth B. Sun, Earth, Moon
C. Earth, Sun, Moon D. None of these

9. Which of the following statements BEST explains why you are less likely to
see a total solar eclipse than a total lunar eclipse?
A. New moon phases occur less often than full moon phases.
B. The moon’s shadow covers all of Earth during a solar eclipse.
C. The moon’s umbra only covers a small area on Earth’s surface.
D. Only people on the daytime side of Earth can see a solar eclipse.

10.Which of the following is NOT an astronomical phenomenon known to

astronomers before the invention of the telescope?
A. Solar Eclipse B. Lunar Eclipse
C. Motion of the moon D. Phases of the Moon

11.Who among the following demonstrated that the planets move in elliptical
orbits around the sun?
A. Galileo Galilei B. Johannes Kepler
C. Nicolaus Copernicus D. Tycho Brahe

12.Which of the following statements is/are CORRECT about Tycho Brahe? A.

He compiled extensive data on the planet Mars.
B. He determined the detailed motions of the planets more precisely.
C. He devised the most precise instruments available for observing the
heavens before the telescope's invention.
D. All of the above

13.Which of the following statements is/are TRUE about Kepler?

Statement I - Kepler noticed that an imaginary line is drawn from a
planet to the Sun to sweep out an equal area of space at
the same time, irrespective of where the planet was in its
orbit.
Statement II - Kepler discovered that the planets move in an ellipse
with the Sun at one focus point, offset from the center.

A. Only statement I is true.

19 LU_Physical Science_Module1
 B. Only statement II is true.
C. Both statements are true.
D. Bothe statements are false.

14.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 B. Law of Relativity
C. Law of Acceleration D. Law of Planetary Motion

15.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. There is a precise mathematical relationship between a planet’s
distance from the Sun and the amount of time it takes to revolve
around the Sun.
D. Both A and B

20 LU_Physical Science_Module1
References
Printed Materials

The Commission on Higher Education. (2016). Physical Science, Teaching

Guide for Senior High School (pp. 13-23). Diliman, Quezon City

Santiago, K and Silverio, A. (2016). Exploring Life Through Science Series.

Phoenix Publishing House, Incorporated

Websites

https://earthobservatory.nasa.gov/features/OrbitsHistory/page2.php

https://web.facebook.com/notes/physical-science/lesson-66-
astronomicalphenomena-known-to-astronomers-before-the-advent-
ofteles/2060305700652311/?_rdc=1&_rdr

https://starchild.gsfc.nasa.gov/docs/StarChild/questions/question54.html

https://www.nasa.gov/audience/forstudents/5-8/features/nasaknows/what-
is-earth-58.html

https://www.popsci.com/10-ways-you-can-prove-earth-is-round/

For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriclum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046 Email
Address:
[email protected] [email protected]

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