MAMAMO

1. Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las
PiñasCity
Learning Activity Worksheets (LAW)
Physical Science
Grade 12
Name: _ Date: _ Rating/Score _
HOW WE COME TO REALIZE THAT THE EARTH IS NOT THE
CENTER OF THE UNIVERSE
Activity 1: Greek Views of Universe
Directions: Choose the letter of the best answer. Encircle the letter of the correct answer.
1. Which century does the astronomers widely accept that the earth is a sphere?
A. 1st century B.C C. 5th century B.C
B. 3rd century B.C D. 10th century B.C
2. Which of the following statement is true?
A. Universe is a connected constituent.
B. China and Indian are great philosophers.
C. Ancient people thought the earth was flat.
D. Civilization did not develop a unique system.
3. During the 4th century B.C, who was the first Greek astronomer to rise?
Plato’s challenge?
A. Aristotle C. Aristarchus
B. Eudoxus D. Ptolemy
4. Which among the philosophers applied the theory of epicycles to compile
a systematic account of Greek astronomy?
A. Aristotle C. Copernicus
B. Ptolemy D. Eudoxus
5. Among the great philosophers, who thought that the planets orbited the Sun and that
the Moon orbited the earth?
A. Eudoxus C. Copernicus
B. Aristotle D. Ptolemy
Q2 Week 1 (Learning Activity Worksheet) Page 1 of 8
Target Competency: Explain how the Greeks knew that the Earth is spherical
(S11/12PS-Iva-38)

2. Activity 2: Models of Universe
Directions: Write the word FACT if the statement is true and BLUFF if the statement is
false.
FACT 1. Ptolemy elaborated theories for each of the planets, as well as for the Sun and
Moon.
BLUFF 2. Several of Tycho’s observations contradicted Aristotle’s system: a nova
that appeared in 1572.
FACT 3. The line between a planet and the earth sweeps out equal areas in equal
periods.
FACT 4. The planets travel around the Sun in elliptical orbits.
BLUFF 5. The square of a planet's period, T, is directly proportional to the cube of
its average distance from the Earth.
FACT 6. Aristotle spent his life looking for simple mathematical relationships that
described planetary motions.
FACT 7. Eudoxus of Cnidus (4th century BCE) was the first of the Greek astronomers
to rise to Plato’s challenge.
FACT 8. Babylonian and Indian astronomers developed systems that became the basis
for Greek astronomy.
BLUFF 9. All planets orbit the Sun in elliptical orbits with the Sun as one common focus.
BLUFF 10. Aristotle used this relationship to argue against the possibility of the
existence of a void.
Activity 3: Exploring the Universe
Directions: Write your conclusion about the following model of the universe developed by
different ancient philosophers shown below.
1. The number of stars cannot be infinite. This number
may be very big, but it has a definite value. The same goes
for stars. Each of all the stars at the instant t has her own
size, and we can give her a name
httphttps://amazingspace.stsci.edu/resources/
explorations/groundup/lesson/basics/g37/
Q2 Week 1 (Learning Activity Worksheet) Page 2 of 8
Target Competency: Cite examples of astronomical phenomena known to astronomers before the
advent of telescopes (S11/12PS-Iva-4)

3. 2. It's true that stars seem absolutely motionless,
like sitting ducks in the vast expanse of the
blackness of space. Even so, the truth is that every
star you see in the night sky is, in fact, constantly
moving.
httphttps://amazingspace.stsci.edu/resources/
explorations/groundup/lesson/basics/g37/
3. We call them planets, using the Greek name
which means wanderer. Like the Sun, the
planets sweep round the star pattern in daily
motion. Freezing out that daily motion, we find
that each planet slips slowly backwards from
west to east through the star pattern in the
course of years, along a path in the Zodiac belt.
https://www.google.com/search?q=imag
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P78WnyUXzcEhd50w dnGZoPLlauQ:15
93407362214&source=lnms&tbm=isch&
sa=X&ved=2ahUKEw jnnrr-
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C
Activity 4: Unscramble the letters to reveal the name of the ancient philosopher who is
being described in each number.
1. He assumed that a constant motion requires a
constant cause. ARISTOTLE
2. He did this by measuring the angle between the
Moon and the Sun during a half-moon and using
trigonometry. ARISTARCHUS
3. He applied the theory of epicycles to compile
a systematic account of Greek astronomy.
PTOLEMY
4. He thought that the planets orbited the Sun and
that the Moon orbited the earth. COPERNICUS
5. He contradicted Aristotle’s system: a nova that
appeared in 1572. BRAHE
6. He placed the Copernican hypothesis on firm
astronomical footing. KEPLER
7. He was the first of the Greek astronomers to rise
to Plato’s challenge. EUDOXUS
Q2 Week 1 (Learning Activity Worksheet) Page 3 of 8
Target Competency: Cite examples of astronomical phenomena known to astronomers
before the advent of telescopes (S11/12PS-Iva-4)
O U E D S
U X
E R L E K P
H R E A B
P N C I S U C O E R
E M T P O L
Y
R C H S I R T A U S A
L E T O A S I R T

4. ASTRONOMERS CONTRIBUTION
Eudoxus of
Cnidus
Aristotle
Aristarchus
Ptolemy
Nicolaus
Copernicus
Tycho
Brahe
Johannes
Kepler
Activity 3: Astronomers and their cosmological models
Direction: Write the contribution of the astronomers using their cosmological models.
Greek mathematician and astronomer who substantially
advanced proportion theory, contributed to the
identification of constellations and thus to the development
of observational astronomy in the Greek world, and
established the first sophisticated, geometrical model of
celestial motion.
Aristotle came to be known for putting forward the physical
model of the heavens. Ptolemy was also interested in
deploying his model of the heavens to describe its
physical reality. However, his most important work was the
mathematical models and data he used for predicting the
motion of heavenly bodies.
Aristarchus was certainly both a mathematician and
astronomer and he is most celebrated as the first to
propose a sun-centered universe. He is also famed for his
pioneering attempt to determine the sizes and distances of
the sun and moon.
Ptolemy synthesized Greek knowledge of the known
Universe. His work enabled astronomers to make
accurate predictions of planetary positions and solar and
lunar eclipses, promoting acceptance of his view of the
cosmos in the Byzantine and Islamic worlds and
throughout Europe for more than 1400 years.
Nicolaus Copernicus was a Polish astronomer known as
the father of modern astronomy. He was the first modern
European scientist to propose that Earth and other planets
revolve around the sun, or the Heliocentric Theory of the
universe.
Tycho Brahe made accurate observations of the stars and
planets. His study of the “new star” that appeared in 1572
showed that it was farther away than the Moon and was
among the fixed stars, which were regarded as perfect
and unchanging.
Johannes Kepler was a German mathematician and
astronomer who discovered that the Earth and planets
travel about the sun in elliptical orbits. He gave three
fundamental laws of planetary motion.

5. Q2 Week 1 (Learning Activity Worksheet) Page 4 of 8
Target Competency: 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)
Brahe believed in a model of the Universe with the Sun (rayed disk) orbiting the Earth (black dot), but the
other planets (symbols) orbiting the Sun. In an attempt to prove his theory, Brahe compiled extensive
astronomical records, which Kepler eventually used to prove heliocentric and to calculate the orbital laws.
Tycho Brahe believed that the Sun orbited the Earth, but he believed the other planets orbited the Sun. His
reasoning was that he should be able to measure the parallax of nearby stars if the Earth was moving
around the Sun. Since he did not observe this, he reasoned that the Earth must be stationary. The fallacy
in his reasoning was that the parallax angle of even the nearest star was too small for his instruments to
measure. Since telescopes had not been invented, his instruments were basically large protractors. He did,
however, take very accurate observations of the positions of the planets relative to the stars. Kepler was
employed by Tycho to study these observations and see what he could discover. At this time in history
there was no evidence that the Earth orbited the Sun, but Copernicus had proposed the idea earlier, and
Kepler adopted that view. Assuming that the planets orbit the Sun allows you to calculate the orbital period
of a planet by observing the planets position over a long enough period of time. For example, if you
observe a planet in the opposite direction of the Sun in the sky (called opposition) and one and a half years
later you observe that planet at opposition again, you can figure out that the planet has moved through one
half of its orbit (draw a picture). If you know the orbital period, and you have two observations one orbital
period apart, you can triangulate the planet's position. Knowing the orbital period of Mars, Kepler used
Tycho's observations to plot the orbit of Mars. He studied the orbit for some time, for example trying to fit
the orbit into regular polygons, before he finally realized that its shape was an ellipse with the Sun located
at one of the focal points of the ellipse. It is fortunate that he chose Mars to study since it has a highly
eccentricorbit.

6. Galileo’s Views on Motion
Determined that the natural state
of an object is rest or uniform
motion, i.e. objects always have a
velocity, sometimes that velocity
has a magnitude of zero = rest
objects resist change in motion,
which is called inertia.
Aristotle’s Views on Motion
It requires a force to make an
object move in an unnatural
manner - or, more simply, motion
requires force. After all, if you
push a book, it moves.
Aristotelian versus Galilean Views of Motion
Activity 1: “I Need an Explanation”
Directions: You have learned the views of motion of Galileo and Aristotle. Explain each view of
motion on the space provided.
Answer the following questions:
1. How do the views of Galileo and Aristotle about motion affect our understanding of the
concept?
Aristotle says that the heavier things are, the quicker they will fall, whereas Galileo felt that the mass
of an object made no difference to the speed at which it fell. They concluded that Aristotle was correct
and it is the force of gravity that makes this happen.
2. What is the importance of knowing the difference between Newton’s 1st Law of Motion (or Law of
Inertia) and Galileo’s assertion about force?
Newton's firstlaw explains how things move and how forces work on their movement,which makes itan extremely
importantdiscovery. If we were to place an objectinto space,we could observe how it behaves withoutany external
influences.The force that is exerted upon an object can be either external or internal.
Q2 Week 2 (Learning Activity Worksheet) Page 5 of 8
 Target Competency: Compare and contrast the Aristotelian and Galilean conceptions of
vertical motion, horizontal motion, and projectile motion. (S11/12PS -IVc -46)

7. 3. How does motion help us in our daily routine?
Motion is a phenomenon that is very common in our daily life. For example, the car in which you travel moves, the air
we breathe is in motion, the blood in our veins is in motion, the earth is in motion, the universe is moving and many
more.
Activity 2: FIND THE HIDDEN MESSAGE
Directions: Find the following words in the puzzle either vertical, horizontal, diagonal, or
even upside down. Afterwards, you will arrange the words from a statement. Write your
answers on the space provided.
ACCELERATION
BALL
BECOMES
INCLINED
INCREASES
PLANE
ROLLING
STEEPER
Galileo’s Ideas of Motion
As the (1) Ball (2) rolling (3)inclined (4)plane , the
(5)acceleration of the (6)steeper (7) becomes (8)increases.
Q2 Week 2 (Learning Activity Worksheet) Page 6 of 8
 Target 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)

8. Activity 3: 4PICS 1 WORD
Directions: There are four pictures presented below that are related to our topic. Analyze
what specific word fits with the theme of the photos presented. Write your answer on the
space provided.
Answer: Physics
https://heavy.com/4-pics-1-word-cheats/2014/04/balls-science-magnet s-einstein/
P A Y C M N S
E I O A H L S
Activity 4: Fact or Bluff!
Directions: Write FACT if the statement is correct and BLUFF if the statement is wrong.
Bluff 1. The smaller the inclination of the plane in relation to the horizontal, the farther
the ball will have to roll to reach the same height.
Fact 2. Inertia is the tendency of a body to remain its state of rest or of uniform speed
along the straight line.
Bluff 3. According to Galileo, force is not needed to maintain uniform motion.
Fact 4. The first law of motion is also known as the Law of Inertia.
Bluff 5. Galileo Galilei created the Laws of motion
Fact 6. The First Law of motion states that, “A body at rest will remain at rest, and a
body in motion will remain in motion along a straight line unless it is
acted upon by an external force.”
Fact 7. Newton expanded the idea of Galileo that all the bodies accelerate at
the same rate regardless of size and mass.
Bluff 8. The mass of an object is inversely proportional to it’s inertia.
Q2 Week 2 (Learning Activity Worksheet) Page 7 of 8
 Target Competency: Explain the subtle distinction between Newton’s 1st Law of Motion
(or Law of Inertia) and Galileo’s assertion that force is not necessary to sustainhorizontal
motion (S11/12PS-IVd-51)

9. Fact 9. The greater the mass the greater inertia.
Bluff 10. The concept of inertia is introduced by Aristotle.
Activity 5: “THOUGHT EXPERIMENT”
Directions: A feather and a ball are placed in a vacuum container, while another set of
feathers and balls is placed in an air container. Write your observations in space provide
using your knowledge about motion
https://www.instructables.com/Building-a-better-Guinea-and-Feather/
Galileo discovered that objects that are denser, or have more mass, fall at a faster rate than less dense objects, due
to this air resistance. A feather and brick dropped together. Air resistance causes the feather to fall more slowly. If you
drop a feather and a bowling ball from the same distance anywhere on Earth, they will fall at different rates. The
feather will drift breezily to the ground while the bowling ball plunks downward immediately. But this explanation
leaves an important factor out of the equation: air resistance. Since the feather is so light, air pressure acting on it
from all directions is strong enough to counteract the force of gravity, which acts on it uniformly regardless of its
weight.
Q2 Week 2 (Learning Activity Worksheet) Page 8 of 8
 Target Competency: Explain the subtle distinction between Newton’s 1st Law of Motion
(or Law of Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal
motion (S11/12PS-IVd-51)