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 Assurance Team
Content Reviewer: John-John Q. Garcia
Language Reviewer: Mark Emil L. Agustin
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jasper N. Arciaga

Management Team:

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
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph

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?
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

2 LU_Physical Science_Module1
 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: ___________________

OLPTA
Answer: ___________________

3 LU_Physical Science_Module1
 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.

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.

4 LU_Physical Science_Module1
 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.

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.

5 LU_Physical Science_Module1
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

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 and developed. detail included. assignment.
developed with
sufficient
examples.
Grammatical The Confined to Errors Message is
Accuracy appropriate simpler frequently largely
level of sentences or affect incomprehensibl
complexity in structures with comprehensibil e due to
syntax with very few errors ity or very inaccurate
very few errors, OR shows variety basic types of grammar, which
if any. and complexity in errors (subject- alters or
syntax with verb obscures it, OR
errors that do not agreement; reader must
affect noun-adjective know English to
comprehensibility agreement, comprehend
etc.) much of the
message.

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Punctuation, Correct spelling Occasional Frequent English spelling
Spelling, and and mechanical mechanical and
Presentation punctuation; errors. errors. punctuation: no
neatly typed a accents;
with correct mechanical
format as errors in most
specified sentences.

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 so elements are illustrations understand.
clearly written, written, and labels
labeled, and labeled, and
illustrated. illustrated.

Content There are There are There are very There are no
references to references to few references references to
the topic 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.

7 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.

8 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 semi-
circular 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

9 LU_Physical Science_Module1
 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
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

10 LU_Physical Science_Module1
 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 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
Organization Extremely well Organized. The The somewhat Poorly organized.
organized. The structure allows organized A clear sense of
order and the reader to structure allows direction is not
structure of move through the reader to evident. Flow is
information content without move through frequently
are compelling confusion. Flows some of the interrupted.
and flow smoothly. content without
smoothly. confusion. Flow is
sometimes
interrupted.
Content Thorough and Complete Shows some Shows incomplet
insightful understanding understanding of e understanding
understanding of content content. of material
of content
Ideas Insightful and Ideas Ideas are Ideas are unclear
well- are considered; somewhat on
few connections
considered more than one topic; makes
ideas making thoughtful some connections
multiple connection is
connections made

11 LU_Physical Science_Module1
 Deepen

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.

12 LU_Physical Science_Module1
 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.
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-a-

sundial-science project/

13 LU_Physical Science_Module1
 BRAHE’S INNOVATIONS IN THE
DISCOVERY OF KEPLER’S LAWS
OF PLANETARY MOTION

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 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

14 LU_Physical Science_Module1
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.

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?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

15 LU_Physical Science_Module1
 3. If you were Brahe, is it ok for you to use your observations to discover
something? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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- 8) Good (7-6) Fair (5-4) Poor (3-1)

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 standard and constructed component. one missing
based according to size, (size, component. multiple
materials, and material, (size, components
display. or display) material, or .
display)

16 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.
D. Both the statements are false.

17 LU_Physical Science_Module1
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.
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

18 LU_Physical Science_Module1
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

19 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-astronomical-
phenomena-known-to-astronomers-before-the-advent-of-
teles/2060305700652311/?_rdc=1&_rdr

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

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

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

21 LU_Physical Science_Module1
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22 LU_Physical Science_Module1