Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X- Northern Mindanao Division of Iligan City
Santiago National High School
Purok 5-B, Barangay Santiago, Iligan City

SEMI-DETAILED LESSON PLAN

Learning Area PHYSICAL SCIENCE 11 Grade Level GRADE 11

Submitted by Marjorie M. Villaruz Submitted to Sir James Guiuo

Date May 10-12-15, 2023 Quarter Fourth Quarter

Semi-DLP #: 10 Subject Science 11

I. CONTENT STANDARD
1. Copernicus, Brahe, and Kepler.
2. Evidence that The Earth is not the center of the universe.
II. PERFORMANCE STANDARD

The learners should be able to 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.

III. LEARNING COMPETENCIES

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.

IV. OBJECTIVES
In this lesson, the students should be able to able to 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.

V. SUBJECT MATTER
a. Topic: How we Come to Realize that the Earth is Not the Center of the Universe.
b. Values Integration: Cooperation, Teamwork
c. References: Science 11 Learner’s Material
d. Duration: 60 minutes

VI. LEARNING RESOURCES

a. Materials: PowerPoint presentation, Learning Module

VII. PROCEDURE

Preliminary Activities:
-Greetings
- Prayer
-Checking of attendance
-Classroom Rules
-Collecting of assignment
Elicit (Review of the past lesson)
Last meeting, we discussed about astronomical phenomena known to astronomers before the
advent of telescopes
Question:
1. Can you cite an example of astronomical phenomena known to astronomers before the
advent of telescopes?

Ans.
- Phases of the Moon, Lunar Eclipse, Solar Eclipse, The Motion of the Stars, Visibility of
Planets.
2. Where is the position of the earth when lunar eclipse occurs?
Ans. Earth is between the moon and the Sun, Earth casts a shadow on the moon.

3. Where is the position of the moon when solar eclipse happens?

Ans. The moon is in between the Sun and the Earth and the moon partially or completely
blocks out the Sun.

Engage (Get the students’ minds focused on the topic (short question or picture)
In lesson 2, we have learned about the discovery of astronomical wonders even
without the aid of an instrument especially the telescope. Aside from that they also made us
realize that our surroundings not only heavens have a great influence on one's way of living.
The knowledge about the universe starting from the ancient time up to the present has
proven to be a dynamic one. The discoveries weakened the foundation of a theory that
thought to be correct and widely accepted for quite a long time. And in the process of
revolutionizing the idea, one must be able to back the claim with proof. The best proof one
could present is data that is verified and tested several times. Just like the works of Tycho
Brahe.

Present the topic:

Present the objectives:
At the end of the lesson, the learners should be able to 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.
Explore (Provide students with a common experience)
But before we discuss further the concept, let’s try to look back and look ahead of the
who’s who in the field of astronomy by associating the names of astronomers,
mathematicians or scientists and their contributions by answering this activity. If you are not
certain of your choice, don’t worry just give it a try.

What’s New
Activity 1.: The Who
Match the names in column A with their corresponding contribution in column B. Write the
letter that corresponds to your answers on the space provided.

(Checking)

Explain (Teach the concept. Should include interaction between teacher and students)

Tycho Brahe’s Contribution

If you got all the answers in Activity 1.3.1 correctly and correlate it with the timeline in
Fig.1.3.1., you will see that the geocentric universe model has prevailed for thousands of
years.
Fig. 1.3.1. The timeline of some of the who’s who in the field of astronomy and
mathematics.

The conflicting ideas and

pieces of evidence in both models
have pushed Brahe to come up with
his own model. Backed with his
accurate measurement of the
distance and positions of the planets
and stars, he proposed the
geoheliocentric model of the
universe, a hybrid of the geocentric
model of Ptolemy and the
heliocentric model of Copernicus. In
his model, the Sun orbited Earth,
while the other planets orbited the Fig. 1.3.2 Brahe's model of the universe is
sun. also called the Tychonic model. It is
considered as a hybrid of geocentric and
heliocentric models of the universe.

It was also during this time that Brahe met the young German mathematician Johannes
Kepler. Brahe hired Kepler as a sort of "research assistant" primarily to prove that Brahe's
model the geoheliocentric model is the right model. Kepler's task is to fit in the data
collected by Brahe into the model he proposed by doing the mathematical calculation.
Unfortunately, Brahe died before his model is proven. Kepler inherited a vast set of data that
will prove crucial for developing his Three Laws of Planetary Motion later. Kepler spent
many more years trying out many possible models to fit the available data that he inherited.

But Kepler failed to reconcile the data on hand with the model Brahe proposed
especially on the notion of the stationary Earth. It took another brilliant mind and his
invention of the telescope to prove that Copernicus was right in proposing that Earth after all
is not the center of the universe.

But despite everything still, something good came out of his persistence, after about
20 years or so working with the data he got from Brahe; the Three Laws of Planetary Motion
were published in two different years:

First Law: Law of Elliptical Orbit or Law of Ellipses (1609)- The planets move in
elliptical orbits with the Sun at a focus (F1). The other focus (F2) is empty.
 Fig. 1.3.3 Law of Ellipses
Second Law: Law of Equal Areas (1609)-As the planets orbit around the sun, the planets
cover equal areas in equal times. For this to happen, as shown in the figure below the point
A to B when the planets are nearest to the Sun it moves and lowest at point C to D when the
planets are farthest from the Sun. When the planet is nearest to the Sun, it is called
perihelion. When it is farthest from the Sun, it is called aphelion.

Fig 1.3.4 Law of Equal Areas

Third Law: Law of Periods (1619)-The ratio of the squares of the periods (the time needed
for one revolution about the Sun) of any of the two planets revolving around the Sun is equal
to the ratio of the cubes of their mean distances from the Sun. That is if T1 and T2 represent
the periods for any two planets, and r1 and r2 represent the mean distances from the Sun,
then

Based on the result of the calculation, do you think this is also true for other planets and
heavenly bodies?

Elaborate (Students apply the information learned in the Explain)

Let’s see how far you’ve learned this topic.
Question: Will you 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.
Answer: The data collected by Brahe on position and movement of planets and stars is
voluminous and accurate, thus out of these accurate measurement Kepler discover important
relationships such as the speed of the planet with respect to its distance from the sun.

What’s More
Activity 1.3.2: The Data Says
Now that you know that the data left by Brahe to Kepler proved to be accurate that is why he
was able to discover the three laws of planetary motion. So, to verify it yourself, why don't
you complete the table below with your own result of the calculations applying the law of
periods. For easy calculation, please use a scientific calculator. Earth's data is already
supplied to you.
Show at least one of the solutions here. Just follow the example given for Earth.
Note: For the computations, use a scientific calculator.

What I Have Learned

Activity 1.3.3: Here’s My Take
Answer the following questions based on your learning.
1. In what way that the data collected by Brahe paved the way in the discovery of the laws
of
planetary motion?
2. According to the Law of periods that the ratio of r3/T2 is the same for each planet, so what
do you think is the period of revolution of an imaginary planet if its mean distance from the
Sun is 337.9 x 106 km? Comparing its period of revolution to Earth, is the imaginary
planet near or far from the Sun? Show your solution.

Evaluate ((How will you know the students have learned the concept)
Direction: Identify the correct answer. Write the letter of the best answer on your activity
notebook.

1.The accurate measurement of the positions and distances of stars and planets in the
major contribution of _________ to the field of astronomy.
A. Johannes Kepler C. Copernicus
B. Tycho Brahe D. Ptolemy
2. Below is Brahe’s model of the universe. What is the implication of Brahe’s model when it
comes to the idea of the center of the universe?
A. There are two centers the Earth and the Sun.
B. The Earth, not the Sun is the center of the universe.
C. The Sun, not the Earth is the center of the universe.
D. Neither the Earth nor the Sun is the center of the universe.
3. Based on Kepler's First Law, which of the figures below describes the path of a planet
as it moves around the Sun?

A B C D
4. Kepler discovered that planets do not go around the Sun at a uniform speed but it
depends on its position relative to the Sun. What is its speed when it is farther from
the Sun?
A. faster B. neither fast nor slow C. slower
B. neither fast nor slow D. similar to the speed when it is closer to the Sun

5. Kepler’s third law of planetary motion states that the ratio of ______________.
A. the cube of the times of revolution of the planets are proportional to the square of their
average distance from the Sun.
B. the cube of the times of revolution of the planets is not proportional to the square of their
average distance from the Sun.
C. the square of the times of revolution of the planets is proportional to the cube of their
average distance from the Sun.
D. the square of the times of revolution of the planets is not proportional to the cube of their
average distance from the Sun.
Extend(Deepen conceptual understanding through use in new context)
Additional activities:

What I Can Do
Activity 1.3.4: As I Ponder On
As you go through the lesson, it can be noted that there are prominent ideas that many
thought to be true and correct for hundreds or even thousands of years can become out-dated
or no longer correct when pieces of evidence especially accurate data are presented. What
important life lesson can you get from this?

Due date: May 15, 2023