Q2 law-week-7-8 physical science-validated-converted

Q2 Week 7 (Learning Activity Worksheet) Page 1 of 8
TargetCompetency: Explain the consequences of the postulates of special relativity (e. g mass-energy
equivalence and cosmic speed limit)
(S11/12PS-IIIe-22)
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 _
Special and General Theory of Relativity
Activity 1: Multiple Choice
Direction: Choose the letter of the correct answer in each item and encircle the letter of
the correct answer.
1. Who is the famous scientist that proposed the Special Theory of Relativity Theory?
A. Galileo Galilei
B. Isaac Newton
C. Albert Einstein
D. James Maxwell
2. Which of the following is NOT an implication of the mass-energy equivalence?
A. Even the smallest amount of mass has an equivalent energy
B. Energies in objects that have mass can be harvested to do work
C. The speed of light can be attained by massive objects
D. It confirms that the speed of light is the absolute speed
3. How many postulates are there in the Special Theory of Relativity?
A. 2
B. 3
C. 4
D. 5
4. Which of the following is a postulate of special relativity?
A. Physicists can make no measurements in a moving reference frame.
B. The laws of physics are the same for all observers in uniformly moving frames of
reference.
C. The color of light is the same for all observers.
D. The relative speed of two objects is the same for all observers.
5. What kind of speeds are we dealing with when it comes to Special Relativity Theory?
A. encountered everyday
B. negligible
C. approaching the speed of light
D. proportional to the mass of an object
6. Which of the following phenomena is not a consequence of general relativity?
A. Blackhole
B. Weightlessness
C. Precession of Mercury’s orbit
D. The existence of gravitational lenses

(S11/12PS-IIIe-22)
7. Which of the following reference frames is NOT an inertial reference frame?

(S11/12PS-IIIe-22)
A. A man on a car speeding up on a freeway
B. A woman on the street not moving
C. A man on a train that is moving at constant velocity
D. A woman in a car that is not accelerating
8. What two principles make up the theory of special relativity?
A. Principle of mass and the principle of nuclear forces
B. Principle of nuclear forces and the principle of the speed of light
C. Principle of relativity and the principle of mass
D. Principle of relativity and the principle of the speed of light
9. Which of the following theory states that there is a constant speed of light in an inertial
frame?
A. Inertial relativity
B. General relativity
C. Special relativity
D. Specific relativity
10. Which is true about the speed of light?
A. Dependent on the motion of the source of the light
B. Dependent on the relative motion of the observer
C. Neither A nor B
D. Both A and B
Activity 2: MATCH ME
Directions: Match Column A with Column B. Write your answer on a separate sheet
of paper.
Column A Column B
J 1. It is the value of the speed of light in A. Cosmic speed limit
vacuum expressed in m/s.
B 2. The principle that anything having B. Special Theory of Relativity
mass has an equivalent amount of energy
and vice versa.
G 3. It is the principle which states the C. Rest Energy
law of physics must be the same in all
inertial frames of reference.
E 4. The theory explains how motions D. E=��2.
can be compared in different inertial frames.
C 5. It is the amount of energy an object E. Inertial frame of Reference
at rest.
I 6. The maximum speed with which F. Second postulate of relativity
two distinct and independent parts of the
universe can interact and exchange
information with each other.
D 7. Einstein applied his principles of G. Principles of relativity
relativity to produce the famous equation.
A 8. Is one which is at rest or in uniform H. Mass – energy equivalence
motion relative to another frame.
H 9. It is the same for all observers I. Speed of light
regardless of their motion to the source
of light.
F 10. The idea is that the speed of light c J. 3.0x108m/s
is a constant, independent of the source.

Q2 Week 7 (Learning Activity Worksheet)
Target Competency: Explain the consequences of the postulates
precessions of mercury, gravitational bending of light, and blackhole)
(S11/12PS-IIIe-22)
Page 3 of 8
of general relativity (e.g., correct
Activity 3: Essay
Direction: Describe one of the consequences of the Special Theory of Relativity.
Specifically, Special Relativity showed us that space and time are not independent of one another but
can be mixed into each other and therefore must be considered as the same object, which we shall
denote as space-time. The consequences of space/time mixing are: time dilation. and length
contraction.
Activity 4: RIGHT/WRONG
Direction: Put a check inside the box if the statement is correct and cross mark
if not.
/ 1. The General Theory of Relativity explains the effect of gravity in space-time.
/ 2. Isaac Newton’s idea about the Theory of Relativity paved the way to modern
Physics.
/ 3. Gravitational redshift is the effect of the motion that produces a longer
wavelength.
X 4. Black hole absorbs everything near it.
/ 5. Time slows down in an area where the gravitational field is strong.
X 6. The speed of light is essentially constant, where c is equal to 3.0x108 �/�.
/ 7. The disturbance in space-time brought by a rapid acceleration of a massive
object is called a gravitational wave.
X 8. Albert Einstein’s idea about relativity is that everything moves relative to
everything else.
/ 9. Einstein’s theory of special relativity applies special relativity to the concept of
acceleration.
/ 10.One of the consequences of the General Theory of Relativity is the orbit of
Venus.
Activity: Complete Me
Direction: Read the paragraph then fill in the blanks with the correct word/s. Choose the
answer on the box and write it on the blanks provided.
General Relativity slow
Gravity
Gravitational redshift
Bends Precession
Wavelength
Albert Einstein
Mercury
Curve/Curvature

Q2 Week 7 (Learning Activity Worksheet)
Target Competency: Explain the consequences of the postulates
precessions of mercury, gravitational bending of light, and blackhole)
(S11/12PS-IIIe-22)
Page 4 of 8
of general relativity (e.g., correct
According to 1. GENERAL THEORY OF RELATIVELY the mass of the object
causes 2. DISTORION in space-time. This theory explains the presence of 3.
MATTER OR ENERGY which pulls two objects towards each other. 4. ALBERT
EINSTEIN who gave his time and effort in studying about the interrelationship of
special relativity and general relativity. Evidence has shown that his idea is more
accurate. It is said that planet
5. MERCURY was observed and had shown that there were changes in its
movement. This is known as 6. SHIFTING of Mercury. Another one is when light travels
in a region where gravity is strong, the light 7. BEND. In a black hole, it is said that time
is 8. SLOWS DOWN due to strong magnetic field.
It isassociated with wavelength. When time slows down, the 9. WAVELENGTH becomes
longer. This effect is known as 10. GRAVITATIONAL REDSHIFT
Activity 6: EXPOUND ME
Direction: State the postulate of General Theory of Relativity and explain using your own
words.
POSTULATE 1
The principle of general covariance: The laws of physics are the same for all observers,
regardless of their motion. This generalizes special relativity, as it also includes
accelerating observers. And because “the laws of physics” includes the laws of
electromagnetism, which are invariant under Lorentz-Poincare transformations but not
invariant under Galilean transformations, the result of this postulate is that locally (in
“sufficiently small neighborhoods”) observers are related to one another by Lorentz-
Poincare transformations, just as in special relativity.
POSTULATE 2
The weak equivalence principle: Gravity is universal. It also implies that
gravitational acceleration cannot be distinguished from free fall. Togetherwith the
first postulate, then, it also implies that a geometric transformation can be used to
formally eliminate gravity, i.e., that gravity can be “explained” as pure geometry:
this is what we mean when we say that gravity couples “universally and
minimally” to matter, i.e., it determines the local geometryand nothing else.

Target Competency: Explain how the speeds and distances of far-off objects are estimated
(S11/12PS-IVj-72)
THE EXPANDING UNIVERSE
Activity 1: Your Insights!
Directions: Give your insights for each question.
1. How will you determine the distance of Mars from Earth?
Using triangulation, Cassini was able to make a measurement of the distance to Mars.
He calculated a distance of about 140 million kilometers which was only off by 7% of
today's accepted value of 150 million kilometers.
2. Explain how the brightness of a star can be used to estimate its distance from Earth.
If a star is too far away to measure its parallax, astronomers can match its color and spectrum
to one of the standard candles and determine its intrinsic brightness, Reid said. Comparing this
to its apparent brightness, we can get a good measure of its distance by applying the 1/r^2 rule.

(S11/12PS-IVj-72)
Activity 2: Match Me!
Directions: Match Column A with Column B. Write your answer on the space provided.
Column A Column B
A 1. It is used by astronomers to A. Cosmic distance ladder
estimate the speeds of far-off objects.
E 2. The apparent change in the B. Edwin Hubble
position of an object is due to a change in
the way it is perceived.
D 3. is a graph that shows a star’s C. Doppler Effect
luminosity versus its temperature.
B 4. He discovered the Universe is D. Hertzsprung-Russell (HR) Diagram
not static rather it was expanding.
C 5. It is a succession of methods E. Parallax
used by astronomers to estimate the
distance of far-off objects
Activity 3: SEARCH ME!
A. Direction: Identify what is being emphasized by the given clues below. Circle
the words as they are found.
B. Explain how your answers above are used to estimate the speeds and
distances of far-off objects.
+
1.
The apparent brightness of a star is the rate at which energy (in the form of light) reaches your
telescope, divided by the area of your telescope's mirror or lens.
CLUES:
1. A method that requires star’s
apparent brightness and
spectrum be first observed.
2. The process by which
astronomers measure the
brightness of the stars.
3. The standard measure of
brightness of a star in
astronomy is the brightness of
a star that is 10 parsecs away
from earth.
4. It is the actual brightness of a
star that we see here on earth.
5. A graph diagram that shows
star’s luminosity versus its
temperature.

(S11/12PS-IVj-72)
_ _
2. The process of measuring the apparent brightness of stars is called photometry (from the
Greek photo meaning “light” and –metry meaning “to measure”). As we saw Observing the
Sky: The Birth of Astronomy, astronomical photometry began with Hipparchus.
3. absolute magnitude
However, the brightness of a star depends on its composition and how far it is from the
planet.
4. Astronomers define star brightness in terms of apparent magnitude how bright the star
appears from Earth and absolute magnitude how bright the star appears at a standard
distance of 32.6 light-years, or 10 parsecs.
5. The Hertzsprung–Russell diagram, or H–R diagram, is a plot of stellar luminosity against
surface temperature. Most stars lie on the main sequence, which extends diagonally across
the H–R diagram from high temperature and high luminosity to low temperature and low
luminosity.
Activity 4: Organize Me
Directions: Complete the table by choosing the answer on the box below. Give a short
description on the given method.
METHOD DESCRIPTION EQUATION
Parallax Is the apparent displacement of
an object because of a change in
the observer's point of view
The parallax formula
states that the distance to
a star is equal to 1
divided by the parallax
angle, p , where p is
measured in arc-seconds,
and d is parsecs
Spectroscopic Method Spectrometry is the
measurement of the interactions
between light and matter, and
the reactions and measurements
of radiation intensity and
wavelength
m-M= 5 log d-5(distance
modulus eq.)
Doppler effect The Doppler effect or Doppler
shift is the change in frequency
of a wave in relation to an
observer who is moving relative
to the wave source.
Activity 5: Big-Bang is the real BANG!
Direction: Using the given figure of the big bang theory, explain how this theory helps
you to understand that we live in “an expanding universe”. I’m sure you meant approximately in your
question. We are confident that the age of the universe is at least ~13.8 billion years old. We know this because of the Planck and
WMAP satellites w hich have made measurements of the cosmic microw ave background radiation. The measurement of the thermal
background radiation, as measured by WMAP and Planck, w as in the thousands of degrees F. This measurement w as taken w hen
the universe w asonly 380,000 years old. Keep in mind that w hen w e lookto the universe w e can only lookbackin time.. We also
know that at that time the universe w asIsotropic and homogeneous. (Essentially the same everywhere with little temperature
differentialanywherewe look) This picture of the universe does not show temperature variations that w ould indicate star formation.
Today w e see stars and galaxies that indicates the universe is expanding at an ever increasing rate. These measurements are
made by looking at the light spectra w hich moves to the infrared over time
Parallax
Spectroscopic Method
d=
Doppler effect m-M= 5 log d-5(distance modulus eq.)

(S11/12PS-IVj-72)

(S11/12PS-IVj-72)
An illustration of Big Bang Theory of the Origin and evolution of the Universe.
http://thegophysics.com/big-bang-theory-story-universe/
Activity 6
Direction: Read the question carefully and write your answer on the space
provided. Your answer should be 5-8 sentences and make it organized.
How do we know that we live in an expanding universe?
It was during the 1920's that Edwin Hubble provided the first evidence that we live in an
expanding Universe. Hubble discovered that there is a simple relationship between the
distance to a remote galaxy and the redshift in the spectral lines from that galaxy. This redshift
is known as the cosmological redshift. Hubble's observations showed that the greater the
distance to a galaxy, the greater the redshift in its spectral lines. These measurements strongly
indicated that galaxies appear to be moving away from us with speeds proportional to their
distance. This observation is made in whatever direction you may look in the sky, giving the
(false) impression that our solar system is at the center of the Universe. The net effect of this
motion is that as time goes on the galaxies are getting further and further apart. Astronomers
describe this as an expanding universe

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