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ADM Physical Science Q2 Module 1

Teaching Science In Elem Grades (Physics, Earth) (Adamson University)

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Senior High School

Physical Science
Quarter 2 – Module 1:
Models of the Universe
(Greek Astronomy to Kepler)

Department of Education • Republic of the Philippines

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Physical Science – Grade 12

Alternative Delivery Mode
Quarter 2 – Module 1: Models of the Universe (Greek Astronomy to Kepler)
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Authors: Erickson F. Del Mundo
Editors: Joey H. Villanueva, Arlene C. Malaybalay
Reviewers: Tommy R. Rico, Emiterio D. Macarubbo, Maricris N. Surigao
Illustrator: Erickson F. Del Mundo
Layout Artist: Justine C. Montoya
Management Team: Wilfredo E. Cabral, Director IV
Jennifer F. Vivas, CLMD Chief
Dennis M. Mendoza, Regional EPS in-charge of LRMS
Micah S. Pacheco, Regional ADM Coordinator
Jocelyn M. Aliñab, CID Chief
Tommy R. Rico, Division in-charge of LRMS
and Division ADM Coordinator

Department of Education – National Capital Region

Office Address: Misamis St., Bago Bantay, Quezon City

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Physical Science
Quarter 2 – Module 1:
Models of the Universe
(Greek Astronomy to Kepler)

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

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Introductory Message
For the facilitator:

Welcome to Physical Science Grade 11/12 Alternative Delivery Mode (ADM) Module
on the topic Models of the Universe (Greek Astronomy to Kepler)!

This module was collaboratively designed, developed, and reviewed to assist the
teachers/facilitators in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st - century skills while taking into consideration
their needs.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to Physical Science Grade 11/12 Alternative Delivery Mode (ADM) Module
on the topic Models of the Universe (Greek Astronomy to Kepler)!

Our hands are the most represented parts of the human body. It is often used to
depict skill, action, and purpose. With our hands, we create, accomplish and learn.
Hence, you are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be able to
process the contents of the learning resource while being an active learner.

This module has the following parts:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes activity that will check

what you already know about the lesson. If
you get all the correct answer (100%), you
may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will

help you transfer your new knowledge or
skills into real-life situations.

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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next activity.
6. Return this module to your teacher/facilitator once done.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was created to give you an overview of the development of the
models of the universe from ancient Greeks to the laws formulated by Johannes
Kepler.

The module will focus on the concepts of astronomy known to the Greeks
and the laws of planetary motion.
The learners are expected to:
(a) explain how the Greeks know that the Earth is spherical S11/12PS-IVa-38;
(b) cite examples of astronomical phenomena known to astronomers before the
advent of telescopes S11/12PS-IVa-4;
(c) explain how Brahe’s innovations and an extensive collection of data in
observational astronomy paved the way for Kepler’s discovery of his laws of
planetary motion S11/12PS-IVb-44.

After going through this module, you are expected to:

1. discuss how Greeks knew that the Earth is round;
2. describe how Eratosthenes came up with the measurement of Earth’s
circumference;
3. cite examples of known astronomical phenomena before the advent of
telescopes;
4. distinguish between the Ptolemaic, Copernican, Tychonic, and Keplerian
models of the Solar system;
5. discuss how Brahe’s works became instrumental in the formulation of
Kepler’s discovery laws of planetary motion.

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What I Know

DIRECTIONS: Read each question carefully. Choose the letter of the best answer.
Write your answer on a separate sheet of paper.

1. Which BEST explains why the Earth is not disk-shaped?

A. Stars are viewed differently when traveling north and south.
B. The shadow cast by Earth during a lunar eclipse is circular.
C. The shadow cast in two different cities during a solstice differed in length.
D. The only shape that cast a circular shadow in whatever direction is a
sphere.
2. Which of the following is an annual motion?
A. Moonrise C. Sunset
B. Eastward rise of stars D. Vernal equinox
3. What astronomical event was NOT known to men before the advent of
telescopes?
A. Solar eclipse C. Retrograde of Mars
B. Summer solstice D. Rotation of the Sun
4. Which aided Eratosthenes in measuring the Earth’s circumference?
A. The appearance of stars differs when travelling from north to south.
B. The shadow cast within the Syene and Alexandria during the solstice.
C. A sphere is the only shape that cast a circular shadow in whatever
direction.
D. The shadow cast by the Earth during a lunar eclipse is circular.
For nos. 5-6, choices are
A. Autumnal equinox C. Summer solstice
B. Eastward rise of stars D. Zodiac cycle
5. What is a diurnal motion?
6. Which does NOT involve the Sun’s ecliptic path?
For nos. 7-10, choices are:
A. All planets revolve around the sun in an elliptical orbit.
B. Any point in the closed curved is equidistant to the two foci.
C. Planets move fastest in the elliptical orbit when nearest to the sun.
D. The length of a planet’s revolution in the Sun is proportional to its orbit’s
size.
7. Which describes the law of ellipse?
8. Which describes the law of harmony?
9. Which describes the law of equal areas?
10. Which explains the difference in the orbital period of Earth and Saturn?

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For nos. 11-15, choices are:

A. Copernican C. Ptolemaic
B. Keplerian D. Tychonic

11. Which presents a system with elliptical orbit?

12. Which presents a heliocentric model of the universe?
13. Which presents a geo-heliocentric model of the solar system?
14. Which attributes retrograde motion of the planets to epicycles?
15. Which states that a planet moves fastest when it is nearest to the sun?

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Lesson
MODELS OF THE UNIVERSE
1
The model of the solar system today traces its history back to the ancient
Greek astronomy.

What’s In

You have studied the sun, moon, stars, and other celestial bodies in your
Elementary Science. As you move to Junior High School, you came to understand
the occurrence of eclipses, solar system, and constellations. Likewise, in the
previous quarter, you have learned how the elements in the universe originated
from the Big Bang. In this module, we will look at the views of the ancient Greeks
about the universe and understand how the model of the Solar System originated.

What’s New

Activity 1
The objective of this activity is to
familiarize the coordinate system of the
celestial sphere. Identify what is asked on
each item using Figure 1 your reference.

1. equivalent to the Earth’s north pole

2. equivalent to the Earth’s south pole
3. equivalent to the Earth’s latitude (north-
south location)
4. equivalent to the Earth’s longitude
(east-west location)
5. path which the sun appears to take in Figure 1 The celestial sphere
the celestial sphere By Tfr000 (talk) 15:34, 15 June 2012 (UTC) - Own
work, CC BY-SA 3.0,
6. point in which the ecliptic intersects https://commons.wikimedia.org/w/index.php?curid=
with the celestial equator 19907447

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What is It

HOW GREEKS KNOW THAT THE EARTH IS ROUND

Even before Plato, the Greeks have deduced that the Earth is spherical
based on the observation that the shadow cast by the Earth during a lunar eclipse
is circular and that the only shape that can cast a circular shadow at whatever
direction it is pointed is a sphere. The Greeks were also able to measure the
diameter of the Earth. The Greeks also noted that the stars are viewed differently
as they travel north and south.
Eratosthenes, a Greek Mathematician, told
that no vertical shadow was cast as the
sun rays fall vertically in the city of Syene
in Egypt during summer solstice.
Eratosthenes noted that at the same time
a shadow was cast as the sun rays fell at
an angle of 7.2° [one fiftieth (1/50) of a
circle in ancient Greek writings] in the city
of Alexandria. He assumed that the sun
was so distant that the rays fall parallel to
each other on the Earth’s surface and that
the difference in the shadows cast in the
two cities was due to the curvature of
Earth’s round surface. The distance
between Syene and Alexandia was found
Figure 2 Eratosthenes’
to be 5000 stadia (approx. 800 km). Thus,
measurement of the Earth’s Eratosthenes thought the Earth’s
circumference circumference must be 50 x 5000 stadia or
From Ch. 2 Observing the Sky: The Birth of
Astronomy—Astronomy p. 44 | OpenStax. (2016). 250,000 stadia (40,000 kilometers). Now,
Download for free at what is the significance of the spherical
https://openstax.org/details/books/astronomy.
shape of Earth? The sense of symmetry by
Greeks demands a spherical Earth located
at the center of the sphere of heavens.
ASTRONOMICAL EVENTS KNOWN TO MEN BEFORE THE ADVENT OF
TELESCOPES
Before the advent of telescopes, humans depended on their senses to grasp
the universe. Ancient Babylonian, Assyrian, and Egyptian knew the length of the
year and Egyptians, adopted a calendar based on 365 days a year. The Egyptians
also kept track of the yearly cycle of the star Sirius which corresponds to the
flooding of Nile. Early Chinese civilizations kept track of the comets, meteors, and
dark spots of the Sun. Mayan civilization also developed a calendar based on the
movements of Venus. Meanwhile, the Polynesians utilized the stars for navigation.
Below are astronomical events before telescope was invented.

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Diurnal Motion
In modern astronomy, diurnal motion is defined as the apparent daily
motion of stars and other celestial bodies across the sky due to Earth’s rotation.
Man has observed the sun rising from the east and set in the west. The Greek
astronomers have described ‘fixed stars’ moving in the sky at the same
arrangement and speed as most of the stars are. Stars whose movements deviate
from what seems to be fixed stars were called ‘planetes’ which means ‘wandering
stars’ in Greek. The seven wandering stars are the Sun, moon, Mercury, Venus,
Mars, Jupiter, and Saturn.
Annual Motion
Annual motion is the apparent yearly motion of stars and other celestial
bodies across the sky due to Earth’s revolution. Below are events under annual
motion.
Zodiac and the Ecliptic
If we trace the path the sun takes in the celestial sphere as we see on Earth,
we would have traced the ecliptic. A band of thirteen constellations collectively
called zodiac can be seen in the ecliptic. Ancient civilizations have observed that
these constellations changes through months as constellations are visible at
different times in a year. These constellations served to mark the time for planting
and used by astronomers to develop a chart called horoscope.
Equinoxes and Solstices
Equinoxes are the two days in a year in which the sun crosses the celestial
equator occurring near March 20 (vernal equinox) and near September 22
(autumnal equinox). Midway between these two equinoxes is the solstices. Solstices
are the two days in a year in which the Sun is at the farthest declination (north or
south) from the celestial equator. Ancient Greeks and Early Chinese civilizations
have recorded solstices by observing the declination of the sun for several days
before and after the solstice. The calculated half-way between the days with the
equal declination of the sun at noon would be the solstice. This method also applies
for equinoxes.
Precession
Hipparchus in 150 BCE has discovered based on his observation that the
north celestial pole has changed during the period of a half - century. He noticed
that the slow and continuous
change in the direction in which
the sky is moving. We understand
at present that precession is the
slow ‘wobbling’ of Earth’s axis of
rotation due to the gravitational
pull of the Moon and Sun. Figure 3
illustrates the 26,000-year cycle of
precession. About 5,000 years ago
the north celestial pole is located at
the star Thuban. At present, the
Figure 3 Precession of the Earth
From Ch. 2 Observing the Sky: The Birth of Astronomy—Astronomy
p. 47 | OpenStax. (2016). Download for free at
https://openstax.org/details/books/astronomy

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north celestial pole is located near the star Polaris and will be located at the star
Vega after 14,000 years.
Eclipse
Eclipses occur when either the Earth or moon cast a shadow into each other.
A solar eclipse occurs when the moon passes between the Earth and sun with the
moon casting a shadow on the Earth’s surface. A lunar eclipse occurs when the
Earth is directly aligned between the sun and moon with the Earth casting a
shadow on the moon. Take note that a solar eclipse may occur only during the new
moon phase, while a lunar eclipse may occur only during the full moon phase.
MODELS OF THE UNIVERSE
Throughout the history of astronomy, models of the universe have been
projected. The table below describes the model of the universe.

Ptolemaic system Copernican system Tychonic system

Proponent Claudius Ptolemy Nicholas Copernicus Tycho Brahe
Center of Earth Sun Earth
universe
Orbits All other celestial All planets including The moon and sun
bodies revolve around Earth revolves around revolve around
the Earth. the Sun. Only the moon Earth. All other
revolves around the planets revolve
Earth. around the sun.
Stars The stars are located The stars are located The stars are
and fixed in the and fixed in the located and fixed in
outermost celestial outermost celestial the outermost
sphere. sphere. celestial sphere.
Explanation Utilized the epicycles Differences in the orbital Same as the
of and deferent to speed of the planets Copernican
retrograde explain the apparent explained the retrograde System.
motion westward motion of motion of the planets.
the planets. (See Planets nearer to the
figure 7a) Sun revolves faster than
those that are far from
the Sun.
Illustration

Figure 4 Geocentric Figure 5 Heliocentric Figure 6 Geo-

model according to model according to heliocentric model
Ptolemy Copernicus according to Brahe
https://upload.wikimedia.org/wik https://commons.wikimedia.org/w/in https://commons.wikimedia.o
ipedia/commons/8/8f/Ptolemaic_ dex.php?curid=12353176 rg/w/index.php?curid=53903
system_%28PSF%29.png 3

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(a) (b)
Figure 7 (a) Retrograde motion of Mars as seen in the celestial sphere (b) epicycle
used by Ptolemy to explain retrograde motions.
From Ch. 2 Observing the Sky: The Birth of Astronomy—Astronomy (a) p. 47 (b) p.48 | OpenStax. (2016). Download for free at
https://openstax.org/details/books/astronomy

Planets usually rise from east to west as we see in the celestial sphere.
However, it was observed by the ancient astronomers that the planets seem to
move westward for several weeks and move eastward again in the succeeding
weeks. In our current situation, we can explain that these retrograde motions were
due to the difference in the period of revolution of the planets around the sun as
seen in figure 7a. With Earth being closer to the sun, it moves faster than the
planets farther from the Sun. Ptolemy in his time held the belief that the Earth
does not revolve and is the center of the universe. The epicycle was used to explain
these retrograde motions. Here, a planet revolves in an orbit called epicycle while
the center of the epicycle revolves around Earth. This path of revolution of the
epicycle is called deferent.
TYCHO BRAHE AND JOHANNES KEPLER
Tycho Brahe, a Danish astronomer continuously and precisely recorded the
position of the sun, moon, and planets for over 20 years using instruments that are
like giant protractors. He noted based on his observations that the positions of the
planets differ from those that were published. However, he was not able to develop
a better model than Ptolemy’s as he didn’t have the ability to analyze his data.
Years before his death, he hired Johannes Kepler as a research assistant to aid in
analyzing his data. Brahe was reluctant to provide such data to Kepler, but at his
death, the observational data was possessed by Kepler. Being knowledgeable in
geometry, Kepler was able to derive from Brahe’s data that the orbital path of Mars
was elliptical contrary to the previous investigators who were trying to fit the
planetary paths in circles. Generalizing his results, he was able to formulate the
three laws of planetary motion:
1. Law of Ellipse: orbits of all the planets are elliptical with the Sun at one focus
of the ellipse. An ellipse is a somewhat flattened circle. It is a closed curve in
which the sum of the distances from any point on the ellipse to foci (two
points inside) is constant.
2. Law of Equal Areas: a line joining a planet and the Sun sweeps out equal
areas in space in equal intervals of time. Thus, a planet moves fastest when it
is nearest to the sun

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3. Law of Harmony: the square of a planet’s orbital period (years) is proportional

to the cube of the semimajor axis of its orbit (in astronomical units or AU) or
𝑃2 = 𝑎3 . Thus, the larger the orbit’s size, the longer it takes to orbit the sun.

What’s More

Activity 1.1 Draw it

Draw a model of the solar system based on the Kepler’s Law of Planetary Motions.
Write labels and figures to illustrate the three laws.

Activity 1.2 How far and how many years?

Using the formula given for the Law of Harmony, find the number of years a planet
takes to orbit the Sun and its distance from the Sun (semi-major axis).

Ex. Pluto’s a3 = 64,000. Its distance from the Sun (a) is equal to 40 AU. Likewise,
Pluto’s 𝑃2 64,000. Its orbital period (P) is equal to 252.98 years.

Planet Square of Cube of the Orbital period Distance from

planet’s semi-major (a)in years the sun (P) in
orbital years axis of the AU
(𝑃2 ) planet’s orbit
(a3 ) in
astronomical
units (AU)
Mercury 0.058 0.058 (1) (2)

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Venus 0.378 0.378 (3) (4)

Earth 1.00 1.00 (5) (6)
Mars 3.54 3.54 (7) (8)
Jupiter 141 141 (9) (10)
Saturn 868 868 (11) (12)

What I Have Learned

Identification
Identify the astronomical events being described in each item. Write your answer
on a separate sheet of paper.
1. It is the daily motion of stars and other celestial bodies across the sky due to
Earth’s rotation.
2. It is a model which deems Earth as the center of the universe.
3. An event in which the sun passes the celestial equator.
4. Occurs when the moon passes between the Earth and sun with the moon
casting a shadow on the Earth’s surface.
5. A model which deems all planets revolve around the sun.
6. Set of thirteen constellations seen along the Sun’s ecliptic path.
7. The astronomical event in which the sun passes the highest or lowest point
from the celestial equator.
8. It is the wobbling of the Earth’s celestial north pole.
9. The apparent yearly motion of stars and other celestial bodies across the sky
due to Earth’s revolution.
10. It occurs when the Earth is directly aligned between the sun and moon with
the Earth casting a shadow on the moon.

What I Can Do

You have learned about the ancient Greek astronomy and the development
of the model of the solar system. Answer the questions in two to three sentences.
1. Using a ball and a Frisbee, how would you explain to a flat-earther friend that
the Earth is round?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why was Tycho Brahe’s work essential in the development of Kepler’s law of
planetary motion?

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Assessment

DIRECTIONS: Read each question carefully. Choose the letter of the best answer.
Write your answer on a separate sheet of paper.

1. Which BEST explains why the Earth is not disk-shaped?

A. Stars are viewed differently when traveling north and south.
B. The shadow cast by the Earth during a lunar eclipse is circular.
C. The shadows cast in two different cities during a solstice differed in
length.
D. The only shape that cast a circular shadow in whatever direction is a
sphere.
2. Which of the following is an annual motion?
A. Moonrise C. Sunset
B. Eastward rise of stars D. Vernal equinox
3. What astronomical event was NOT known to men before the advent of
telescopes?
A. Solar eclipse C. Retrograde of Mars
B. Summer solstice D. Rotation of the Sun
4. Which aided Eratosthenes in measuring the Earth’s circumference?
A. The appearance of stars differs as when traveling north and south.
B. The shadows cast within the Syene and Alexandria during the solstice.
C. The sphere is the only shape that casts a circular shadow in whatever
direction.
D. The shadow casts by the Earth during a lunar eclipse is circular
For nos. 5-6, choices are
A. Autumnal equinox C. Summer solstice
B. Eastward rise of stars D. Zodiac cycle
5. What is a diurnal motion?
6. Which does NOT involve the Sun’s ecliptic path?
For nos. 7-10, choices are:
E. All planets revolve around the sun in an elliptical orbit.
F. Any point in the closed curved is equidistant to the two foci.
G. Planets move fastest in the elliptical orbit when nearest to the sun.
H. The length of a planet’s revolution in the Sun is proportional to its orbit’s
size.

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7. Which describes the law of ellipse?

8. Which describes the law of harmony?
9. Which describes the law of equal areas?
10. Which explains the difference in the orbital period of Earth and Saturn?
For nos. 11-15, choices are:
A. Copernican C. Ptolemaic
B. Keplerian D. Tychonic
11. Which presents a system with elliptical orbit?
12. Which presents a heliocentric model of the universe?
13. Which presents a geo-heliocentric model of the solar system?
14. Which attributes retrograde motion of the planets to epicycles?
15. Which states that a planet moves fastest when it is nearest to the sun?

Additional Activities

Reflect on your learning in this module using the 3-2-1 questionnaire.

Three things I learned in this module:
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Two things I am interested at:
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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One question I still have

1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Optional: Watch the video on https://www.youtube.com/watch?v=01QWC-rZcfE
entitled “Cycles in the Sky: Crash Course Astronomy #3”, include your learnings
from the video in the 3-2-1 questionnaire.

Answer Key

B 15.
C 14.
D 13.
A 12.
B 11.
D 10.
C 9.
D 8. 9.54 12.
A 7. 29.46 11.
D 6. 5.20 10.
D 5. 11.87 9.
C 4. 1.524 8.
D 3. 1.881 7. B 15.
C 2. 1.00 6. C 14.
D 1. 1.00 5. D 13.
0.723 4. A 12.
Assessment 0.615 3. B 11.
lunar eclipse 10. 0.387 2. D 10.
annual motion 9. 0.241 1. C 9.
precession 8. D 8.
What's more (Activity 1.2)
solstice 7. A 7.
zodiac 6. D 6.
vernal equinox 6.
heliocentric 5. D 5.
ecliptic 5.
solar eclipse 4. C 4.
right ascension 4.
equinox 3. D 3.
declination 3.
geocentric model 2. C 2.
celestial south pole 2.
diurnal motion 1. D 1.
celestial north pole 1.
What I have learned What I Know
What’s in?

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References
1. Ancient Greek Astronomy and Cosmology | Library of Congress. (n.d.). [Web
page]. Library of Congress, Washington, D.C. 20540 USA. Retrieved June 29,
2020, from https://www.loc.gov/collections/finding-our-place-in-the-
cosmos-with-carl-sagan/articles-and-essays/modeling-the-cosmos/ancient-
greek-astronomy-and-cosmology/?fbclid=IwAR2NKfRBa8MTiZVmdKS2VL-
xpiqHQmZooy6P7L6lb2mvx7bQRnGMEUdjocg

2. Schneider, S. E. & Arny, T. T. (2008). Pathways to Astronomy (2nd ed.). Mc-

Graw Hill.

3. Fraknoi, A., Morrison, D., Wolff, S. C., Beck, J., Benecchi, S. D., Bochanski,
J., Bond, H., Carson, J., Dunne, B., Elvis, M., Fischer, D., Hammel, H.,
Hoehler, T., Ingram, D., Kawaler, S., Knox, L., Krumholz, M., Lowenthal, J.,
Morgan, S., ... & Young, T. (2016). Astronomy. OpenStax. DOI or URL
https://openstax.org/details/books/astronomy

4. Diurnal Motion | COSMOS. (n.d.). Retrieved June 30, 2020, from

https://astronomy.swin.edu.au/cosmos/D/Diurnal+Motion

5. Eratosthenes | Biography, Discoveries, & Facts. (n.d.). Encyclopedia

Britannica. Retrieved June 30, 2020, from
https://www.britannica.com/biography/Eratosthenes

6. Hoskin, M. (1983). Astronomy in Ancient Greece. Highlights of Astronomy, 6,

2–14. https://doi.org/10.1017/S1539299600004950

7. Thurston, H. (2001). Early Greek solstices and equinoxes. Journal for the
History of Astronomy, 32, 154–156.
https://doi.org/10.1177/002182860103200208

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