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    Expanding UNIVERSE

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    Jenefer Aguirre Roldan Son
    1. The document describes an activity to model an expanding universe using a balloon with dots drawn on it. Blowing up the balloon represents the expansion of the universe, with the distance between dots increasing over time similar to galaxies. 2. The activity is meant to provide evidence for the Big Bang theory, which proposes that approximately 13.8 billion years ago, the entire observable universe was concentrated into a very high density and high temperature region. 3. Research assignments discuss other theories on the origin of the universe such as the steady state theory, oscillating universe theory, and creationist theory, but conclude that the Big Bang theory best explains the expanding universe seen through redshift of galaxy light.

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    © All Rights Reserved
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    Expanding UNIVERSE

    Uploaded by

    Jenefer Aguirre Roldan Son
    146 views38 pages
    1. The document describes an activity to model an expanding universe using a balloon with dots drawn on it. Blowing up the balloon represents the expansion of the universe, with the distance between dots increasing over time similar to galaxies. 2. The activity is meant to provide evidence for the Big Bang theory, which proposes that approximately 13.8 billion years ago, the entire observable universe was concentrated into a very high density and high temperature region. 3. Research assignments discuss other theories on the origin of the universe such as the steady state theory, oscillating universe theory, and creationist theory, but conclude that the Big Bang theory best explains the expanding universe seen through redshift of galaxy light.

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    1. The document describes an activity to model an expanding universe using a balloon with dots drawn on it. Blowing up the balloon represents the expansion of the universe, with the distance between dots increasing over time similar to galaxies. 2. The activity is meant to provide evidence for the Big Bang theory, which proposes that approximately 13.8 billion years ago, the entire observable universe was concentrated into a very high density and high temperature region. 3. Research assignments discuss other theories on the origin of the universe such as the steady state theory, oscillating universe theory, and creationist theory, but conclude that the Big Bang theory best explains the expanding universe seen through redshift of galaxy light.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    146 views38 pages

    Expanding UNIVERSE

    Uploaded by

    Jenefer Aguirre Roldan Son
    1. The document describes an activity to model an expanding universe using a balloon with dots drawn on it. Blowing up the balloon represents the expansion of the universe, with the distance between dots increasing over time similar to galaxies. 2. The activity is meant to provide evidence for the Big Bang theory, which proposes that approximately 13.8 billion years ago, the entire observable universe was concentrated into a very high density and high temperature region. 3. Research assignments discuss other theories on the origin of the universe such as the steady state theory, oscillating universe theory, and creationist theory, but conclude that the Big Bang theory best explains the expanding universe seen through redshift of galaxy light.

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    You are on page 1of 38

    PHYSICA

    L Science
    Grade 12
    What does the picture show?
    What are What are the
    the parts composition
    of each part?
    of the
    Earth? Alloy of
    nickel and
    iron

    Where and when


    does these elements
    discove re d?
    During the
    formation
    of the
    UNIVERSE
    I

    ACTIVITY
    PROPER
    A MODEL OF AN
    EXPANDING
    UNIVERSE
    OBJECTIVES:
    After performing this activity, you
    should be able to:
    * to make a model of an expanding
    universe;
    * give supporting evidence for the
    Big Bang theory.
    MATERIALS:

    1 balloon

    2 marker pens
    Tape measure
    PROCEDURE:
    1. Ask a teammate to blow the balloon with air until it is
    stretched tight and hold it closed.
    2. Using a tape measure, measure its diameter.
    3.Draw a red dots on the surface of the balloon about two
    centimeters apart.
    4. Locate a central dot and encircle it with a black marker.
    5. Choose 10 dots-some far and some near the center dot.
    Label these dots A to I.
    6. Measure the distance of dots A to I from the center dot.
    Record these distances in column 2 of your data table.
    7. Have your teammate blow again your balloon. This time,
    measure the distance of dots A to I from the central dot.
    Record the distances in column 3 of the data table.
    8. Subtract the data in column 2 from the corresponding data in
    column 3. Record the resulting data in column 4.
    9. Divide the data in column 3 by the corresponding data in
    column 2. Record your answers in column 5.
    QUESTIONS AND PROBLEMS:

    1. What does blowing the balloon represent?


    _____________________________________
    2. Compare the data in column 2 with the data
    in column 4. Explain your answer.
    _____________________________________
    3. Compare the data in column 2 with the data
    in column 4. Explain your answer.
    _____________________________________
    4. What conclusion can be drawn about the
    universe based on the activity?
    _____________________________________
    START NOW
    SHARING
    RESULT
    DISCUSSION
    *The expanding balloon in the
    activity is a model of an expanding
    universe.
    * The dots represent the galaxies.
    * In this model of the universe, the
    galaxies are moving away from one
    another.
    * Astronomers and thinkers in the
    ancient world thought that all the
    matter in the galaxies were once
    packed together in a very dense
    mass.
    * They thought that this mass
    exploded 15 billion years ago in a
    big bang where a center cannot be
    determined since it occurred
    everywhere in space at the same
    time.
    * They where just dots in the balloon
    that you blew up.
    * The dots moved away little by little
    from one another similar to the
    galaxies in an expanding universe.
    ASSIGNMENT

    Research on the different


    theory behind the origin of
    the universe
    END
    Thank YOU!
    THEORIES BEHIND THE
    ORIGIN OF THE
    UNIVERSE
    1930 Edwin Hubble
    CREATIONIST THEORY

    God created the


    Universe.

    Proof? Its in the


    Bible.
    OSCILLATING UNIVERSE THEORY

    • George Gamow
    • Expansion will
    stop, return to its
    original form then
    another Big
    Bang will occur.
    • Big Bang to Big
    Crunch
    STEADY STATE THEORY
    • The Universe has
    always been the
    same since the
    beginning and it
    remain that way
    forever!
    BIG BANG THEORY

    • Fr. Edouard
    Lemaitre
    • Edwin
    Hubble
    • No matter but
    PURE energy
    called
    SINGULARITY
    have inflated and
    expanded
    Our expanding Universe!
    • Our cosmos is still
    expanding in a
    doppler red shift or
    cosmological red
    shift
    • In big bang, there
    was no space for
    the explosion to go
    into − space itself is
    explodig.
    • If you are to formulate your own
    theory about the origin of the
    universe, how would you
    explain it? What would you
    call it?
    Quiz
    How can you prove that the universe is
    expanding?

    Quiz
    • ½ Crosswise sheet of paper. Answer the
    questions below.
    1. What are the different theories regarding
    the Origin of the Universe? Describe each.
    2. How can you prove that the universe is
    expanding using the REDSHIFT?
    END
    References:
    • https://omicspublishinggroup.wordpress.com/2013/02/26
    /earth-science-climate-change/
    • http://exploringspace.org/astronomy/proxima-b-the-hunt-
    for-proximas-wobbler/
    • www.kidsastronomy.com/nebulae.htm
    • https://www.youtube.com/watch?
    v=T20RT0GgOB4
    References:
    • Bayo-ang, R.B., et. al. (2016) Earth & Life Science For
    Senior High School. Educational Resources Corporation.
    pp. 1-13;
    • Cabria, H.B. et.al., (2016). Exploring Life Through
    Science Series: Senior High School Earth Science.
    Phoenix Publishing House. pp. 1-12;
    • Salandanan, Gloria et al. 2016. Earth and Life Sciences
    for Senior High School. Quezon City: Lorimar. pp. 4-15

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