The document discusses early models of the universe including the ideas that the Earth was flat and then spherical. It describes models from Greek philosophers like Aristotle who believed the Earth was at the center of the universe and surrounded by spheres carrying the planets and stars. Later models from Copernicus, Brahe and Kepler placed the Sun at the center with Earth and other planets orbiting around it, moving astronomy toward a heliocentric understanding of the solar system.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Earth and Life Sciences for Senior High School by Duyanen and Andaya pages 176-179
My fun and colorful grade 11 report on Life Sciences 2nd semester of A.Y. 2016-2017 under Ms. Lagmay
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Earth and Life Sciences for Senior High School by Duyanen and Andaya pages 176-179
My fun and colorful grade 11 report on Life Sciences 2nd semester of A.Y. 2016-2017 under Ms. Lagmay
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
-----------------------------------------------------------------------
Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
• THEMES OF LIFE:
o BIOLOGICAL SYSTEMS
o THE CELLULAR BASIS OF LIFE
o STRUCTURE AND FUNCTION
o REPRODUCTION AND INHERITANCE
o ENVIRONMENTAL INTERACTIONS
o ENERGY AND LIFE
o REGULATION
o EVOLUTION AND DIVERSITY
o SCIENTIFIC INQUIRY
o SCIENCE, TECHNOLOGY AND SOCIETY
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
-----------------------------------------------------------------------
Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
• THEMES OF LIFE:
o BIOLOGICAL SYSTEMS
o THE CELLULAR BASIS OF LIFE
o STRUCTURE AND FUNCTION
o REPRODUCTION AND INHERITANCE
o ENVIRONMENTAL INTERACTIONS
o ENERGY AND LIFE
o REGULATION
o EVOLUTION AND DIVERSITY
o SCIENTIFIC INQUIRY
o SCIENCE, TECHNOLOGY AND SOCIETY
Astronomy is the oldest of the natural sciences, dating back to antiquity, with its origins in the religious, mythological, cosmological, calendrical, and astrological beliefs and practices of pre-history: vestiges of these are still found in astrology, a discipline long interwoven with public and governmental astronomy, and not completely disentangled from it until a few centuries ago in the Western World (see astrology and astronomy). In some cultures, astronomical data was used for astrological prognostication.
Ancient astronomers were able to differentiate between stars and planets, as stars remain relatively fixed over the centuries while planets will move an appreciable amount during a comparatively short time.
Introduction to Empowerment Technology.pptxJerome Bigael
Introduction to Empowerment Technology.
What is ICT?
What is information and Communication Technology?
Status if ICT in the Philippines
Importance of ICT in the Philippine society
Desk Calendar planner 2023 pdf
Monthly Planner Template helps you visually track and space out deadlines and to-do's for people and teams. Easily plan out your day, week, or month!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Module 1
Early Models
of the
Universe
Jerome A. Bigael, Leyte Progressive High School
Tacloban City
2.
3.
4. The Spherical Earth
▪During ancient times, Earth was perceived to be flat.
▪Early Babylonian, Chinese, Egyptian, and Hebrew
civilizations believed that Earth had corners.
▪It was then believed that if you set to sail straight in
the ocean, you would get to the edge of Earth and
fall.
5.
6. ▪Flat Earth map drawn by Orlando Ferguson in
1893. The map contains several references to
biblical passages as well as various jabs at
the "Globe Theory".
▪However, many philosophers theorized that
Earth was round and not flat.
7. ▪Navigators such as
Ferdinand Magellan (1480-
1521) and
▪Juan Sebastian Elcano
(1476-1526) were given
credit for circumnavigating
the world and proving that
Earth is not flat.
8.
9. How did the idea of spherical earth
evolve?
Greek philosophers also investigated on the
shape of Earth.
Philosophers like Plato (428 BCE – 348 BCE) and
Aristotle (384 BCE – 322 BCE) described Earth
and the heavens as spherical.
10. In fact, Eudoxus of Cnidus (400 BCE – 350 BCE )
constructed a planetary model based on this.
Then around 6 BCE, these Greek philosophers
speculated that Earth was actually spherical.
11. ▪The timeline shows the ideas of some Greek
philosophers, including Pythagoras (570 BCE –
490 BCE) and Eratosthenes (276 BCE – 194 BCE),
about the sphericity of the Earth.
Pythagoras (started the idea of the spherical Earth)
Plato (educated his students on the sphericity of the
Earth but made no justifications)
Aristotle ( noted that there were stars in Egypt that could
be seen on the other parts of the Earth. This phenomenon
was only possible if Earth had a curved surface.
Eratosthenes (estimated the circumference of the
Earth.
12. Pythagoras (started the idea of the spherical
Earth)
Plato (educated his students on the sphericity of
the Earth but made no justifications)
Aristotle ( noted that there were stars in Egypt
that could be seen on the other parts of the Earth.
This phenomenon was only possible if Earth had a
curved surface.
Eratosthenes (estimated the circumference of
the Earth.
13. Different Models of the Universe
▪Before the telescope was invented,
ancient astronomers only used their
unaided eyes to observe the sky and the
stars.
▪Eventually they created models of the
universe.
14. Eudoxus of Cnidus (400 BCE – 355 BCE)
He was considered as the first astronomer
to explain the retrograde motion of the
planets in the sky.
He found out the differences in the motion
of each planet that should be considered
to give an accurate description of the
universe.
15. What is retrograde motion?
▪Retrograde motion is an APPARENT
change in the movement of the planet
through the sky.
▪Watch this video to fully understand
retrograde motion.
16. ▪According to Eudoxus’s model,
the universe was composed of
Earth, five other planets (that
are visible with the unaided
eye, namely Mercury, Venus,
Mars, Jupiter, and Saturn)
17. Aristotle’s Model
▪Aristotle somehow patterned his model
to the model of Eudoxus.
▪Aristotle’s model showed that the
universe was spherical and finite.
▪Just like Eudoxus, he perceived Earth
was at the center of the universe and
was stationary.
18. ▪He believed so
because Earth is too
big to move; thus it
could not rotate.
▪Other celestial
bodies were built up
symmetrically in
concentric spherical
rings around the
earth
19. ▪Aristotle believed that the Earth was composed of
four elements – Earth, Water, Air, and Fire.
▪Beyond Earth are the planets and the moon which
revolved in spherical rings.
▪He further described that each ring was in physical
contact with one another, which means the motion
of a heavenly body in one sphere will affect the
motion of a nearby heavenly body.
20. Aristarchus of Samos model
310 BCE – 230 BCE
▪He was a Greek astronomer
who made the first attempt to
create a heliocentric model of
universe, which places the sun
and the fixed stars were at
rest, while Earth revolved
around the sun in a circular
path.
21.
22. ▪The only book that survived was entitiled
On the Sizes and Distances of the Sun and
the Moon.
▪In this book, Aristarchus calculated the
sizes of the sun, and the moon and their
distances from Earth by estimating the
relative angles of the moon and the sun
from Earth.
23.
24. ▪Aristarchus had 3 assumptions:
a. Earth was spherical
b. It is far from the sun
c. Moon passes through the Earth’s
shadow when they align.
25. ▪Do you believe that the
astronomical positions of the stars
and planets influence or affect
human lives and events on Earth?
Why or Why not?
26. ▪Why do modern scientists consider
the sun as the center of the
universe? Cite Examples based on
your previous lessons in high
school.
27. Claudius Ptolemaeus 100 AD – 178 AD
▪Ptolemaic universe.
▪In this model, it is assumed that
Earth was at the center of the
universe, while the other celestial
bodies revolved around the Earth
in perfect circles with constant
velocity.
28. ▪Ptolemy’s model
was considered
more refined than
previous geocentric
models because his
model could explain
the motion of the
celestial bodies
accurately.
30. ▪He added that the stars belonged
to the celestial sphere which was
located beyond the planetary
spheres.
31. ▪The center of the
deferent is called the
eccentric.
▪What Ptolemy did next
was to “move” Earth
from its original position
to a position below the
center of the system that
is still inside the
deferent.
32. Nicolaus Copernicus (1473-1543)
▪ During the 16th century, a Polish
astronomer, revived the
heliocentric model of Aristarchus.
▪ He was hesitant to publish his
findings because he was afraid of
condemnation.
▪ But it was published a year before
his death.
33. ▪Copernicus strongly
believed in the
heliocentric model
because there were
loopholes in the
Ptolemaic model in terms
of predicting the
positions of the planets.
▪The Copernicus’s model
of the universe.
34. ▪ In Copernicus’s model shown
above, it could be concluded
that:
1. Heavenly bodies exhibited
constant circular and
perpetual motion along their
epicycles.
2. The sun was at the center of
the universe.
3. The order of planets from
the sun is Mercury, Venus,
Earth, Mars, Jupiter, Saturn
and beyond the planets were
fixed stars.
35. Tycho Brahe (1546-1601)
▪Tycho Brahe was a Danish
astronomer who also made
planetary observations.
▪Unlike Copernicus, Brahe
Believed in a geocentric
universe, but his idea of
the geocentric universe is
slightly different from
Ptolemy’s
36. ▪In Brahe’s model of the
universe, called the
“Tychomic system”, Earth
was at the center and the
sun and the moon revolved
around it, and all the other
planets orbited the sun. Such
a model was a type of
“geoheliocentric system”.
37.
38. After reading the article, write an essay using the
following questions as guide:
▪ 1. Why is Ptolemy’s geocentric astronomy inaccurate?
▪ 2. Why was Copernicus’s idea on the model of the universe described as
revolutionary?
▪ 3. Based on the Prutenic Tables, what can be considered as a weakness of the
Copernican model?
▪ 4. Who is Tycho Brahe? What error(s) did he discover about the astronomical table
created based on Ptolemy’s model of the universe? Based on Copernicus’s model of
the universe?
▪ 5. What did Brahe conclude about these errors?
▪ 6. What did Brahe do to gather more accurate observations?
▪ 7. What scientific attitude did Brahe show during his 20-year observation in Hven?
▪ 8. What can be considered as Brahe’s greatest legacy to the world of astronomy?
▪ 9. Who is Kepler? What is considered as one of his greatest discoveries?
▪ 10. How did Brahe pave the way for Kepler’s discovery?
▪ 11. How would you describe Keplers model of the universe?