Physical Science

Quarter 2 – Module 17:How We

Know That We Live In An
Expanding Universe
Physical Science
Alternative Delivery Mode
Quarter 2 – Module 17: How We Know That We Live In An Expanding Universe First
Edition, 2020

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 Physical Science
Quarter 2 – Module 17:How We
Know That We Live In An
Expanding Universe
Introductory Message
For the facilitator:

Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

How We Know That We Live In An Expanding Universe!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator 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 into 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 and circumstances.

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 own 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 the Physical Science 11 Alternative Delivery Mode (ADM) Module on

How We Know That We Live In An Expanding Universe!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is 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 enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

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 an activity that aims to check what
you already know about the lesson to take. If you get all the answers
correct (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 sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life situations or concerns.

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. This also tends retention of
learned concepts.

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
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
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 deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the explanation on how we live in an expanding universe. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module focuses on explaining how we know that we live in an expanding

universe.

After going through this module, you are expected to explain how we know that we
live in an expanding universe, which used to be hot and is approximately 14 billion
years old.

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 What I Know
Identify the correct term being described by the following phrases. Choose
the answer inside the box below. Use a separate sheet of paper for your
answer.

redshift cosmology electron recombination

annihilation antiquark inflation nucleosynthesis

photon quark universe neutron

Cosmic Microwave Background (CMB ) proton gravity

________________1. Cosmic formation of atoms that is more complex than the

hydrogen atom

________________2. Branch of knowledge which deals with the study on how

the universe began, how it continues to exist, and how it
will end

________________3. Subatomic particle of an atom with a positive electric

charge

________________4. Force that attracts a body toward the center of the earth

________________5. First evidence for the Big Bang model

________________6. Conversion of matter into energy

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________________7.Type of elementary particle and a
fundamental constituent of matter

________________8. All existing matter and space considered as a whole

________________9. Theory of exponential expansion of space in the early

universe

________________10. Process where electrons started to bind to ionized

protons and nuclei forming neutral atoms in

________________11. Energy (thermal radiation) that was left as a result of

recombination

________________12. Type of elementary particle that always move at the

speed of light in vacuum

________________13. A subatomic particle whose electric charge is negative

________________14. An antiparticle of quark

________________15. A subatomic particle of the same mass as a proton but

without an electric charge

Lesson
How We Know that We Live
1 in an Expanding Universe

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The universe is all of space and time and their contents, including planets,
stars, galaxies, and all other forms of matter and energy. Cosmology is the
study of how the universe began, how it continues to exist, and how it will
end. Approximately, the known universe is about 14 billion years old.

What’s In

Science brings forth a cosmological theory, not from belief, but from
scientific evidence that the universe once began to expand and continues to
expand until today. This theory was eventually called the Big Bang theory or
Big Bang model. Astronomers George Lemaître and Edwin Hubble were
some of its first proponents.
Edwin Hubble’s research helped prove that the universe is expanding, and
he created a classification system for galaxies that has been used for several
decades. In 1927, the Belgian Catholic priest Georges Lemaître proposed an
expanding model for the universe to explain the observed redshifts of spiral
nebulae, and calculated the Hubble law.

Activity 1.1 Word Hunt

Fill in the blanks below using each word once inside the cloud.

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 expand speed matter

universe space

1. The __________ may have begun as an infinitely hot and dense initial
singularity.
2. There is no ___________ around the singularity – just nothingness.
3. All of it then began to rapidly __________ in a process known as inflation.

4. Space itself expanded faster than the ___________ of light.

5. The universe cooled down as it expanded. An excess of __________
(electrons, protons, neutrons and other particles) somehow came to be in
a highly energetic “plasma soup.”

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 Notes to the Teacher
There are several limitations and misconceptions associated with
discussing the Big Bang Theory. Clarify key features and
limitations of the demonstrationon the activity.

What’s New

Activity 1.2 Cosmic Inflation

Materials: balloons, balloon pump (optional), small stickers (any design)

Instructions:

1. Stick small stickers randomly on the surface of the uninflated balloon

2. Quickly inflate the balloon with a pump or your breath. Observe the
stickers.

3. Answer the following questions on a separate sheet of paper.

a. Why do the stickers appear to be moving away from each other?

b. Are the stickers moving across the balloon? Explain.

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 c. Do the stickers themselves grow in size? Explain.

What is It

How We Know that We Live in An Expanding Universe

Terms and Definitions

The following definition of terms will be of great help while you are
going through with this lesson.

a. quark - a type of elementary particle and a fundamental constituent of

matter

b. antiquark - antiparticle of quark

c. annihilation - the conversion of matter into energy

d. nucleosynthesis - the cosmic formation of atoms more complex than the

hydrogen atom

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e. gravity- the force that attracts a body toward the center of the earth

f. proton - subatomic particle of an atom with a positive electric charge and

a mass slightly less than that of a neutron

What caused the Big Bang? Was there anything before the Big Bang? What
evidence do we have for the Big Bang? When we say the universe is
expanding, what exactly is expanding?

Using the materials (balloon and stickers) from the previous activity enabled
us to detect the light of other galaxies. This light is found to be redshifted
(the light looks “stretched”). This suggests that other galaxies are moving
farther away from ours. It was later determined that they are not moving
away. Instead, space itself is expanding in all directions causing all the
galaxies to be relatively farther apart. From this “redshift” we learn how fast
the universe is expanding. Redshift is the first piece of evidence for the Big
Bang model.

Similar to the Big Bang, a balloon expands very rapidly at the start, then
more slowly when it has already inflated. But some evidence shows that the
expansion is now accelerating again. The balloon is the universe and space
itself. There is no classroom for it to expand into.

Before 1917, many scientists thought that the universe always existed. But
Einstein’s revolutionary theory of gravity changed all the rules. It opened up

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the mind-blogging possibility that space itself – the permanence of which
had never been questioned – might actually be expanding. If space is
expanding, the universe that we inhibit today could have infinitely smaller.

In 1929, astronomer Edwin Hubble made the amazing discovery that distant
galaxies are speeding away from us. This means that the galaxies we see
today are much closer together – originating from a tiny region of space. The
origin of the universe remains one of the greatest questions in science.
Current scientific evidence supports the Big Bang was an expansion of space
itself. Every part of space participated in it. Space is not simply emptiness;
it’s real stretchable, flexible thing. Galaxies are moving away from us
because space is expanding. Galaxies are moving with space, not through
space.

Look and study the diagram showing the key stages of the Big Bang Model.
From the diagram we can assume the key stages of the Big Bang:
a. The universe may have begun as an infinitely hot and dense initial
singularity, a point with all of space, time, matter and energy. This means
that there was nowhere, when or what. There is no space around the
singularity – just nothingness.
b. All of it then began to rapidly expand in a process known as inflation.
Space itself expanded faster than the speed of light. In this still hot and
dense mass of the universe, pairs of matter and antimatter (quarks and
antiquarks) were formed from energy, but these pairs cancelled each other
back into energy (annihilation).
c. The universe cooled down as it expanded. An excess of matter
(electrons, protons, neutrons and other particles) somehow came to be in a
highly energetic “plasma soup.” Photons (light particles) were being
scattered everywhere in this “soup”. Protons and neutrons came together to
form different types of nuclei by nucleosynthesis or nuclear fusion.

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d. Much later on, electrons started to bind to ionized protons and nuclei
forming neutral atoms in a process called recombination. The bound
particles no longer scattered photons so light and energy moved freely
across space. The period was hence known as the “dark ages”.
e. Gravity caused these atoms to collapse onto one another to form stars
and galaxies and eventually, other matter. This still happens until today.
Space also continues to expand at an accelerating rate, thus increasing the
distance between the matters inside it.
The relative abundance of light elements in the universe is the second piece
of evidence to prove that the Big Bang occurred. Through measurements, we
find that around 24% of the universe’s ordinary matter is currently
comprised of helium, about 74% hydrogen, and 2% of other elements. These
figures only make sense if nucleosynthesis in the Big Bang model actually
occurred since no chemical process significantly changes these percentages.
A third part of evidence for the Big Bang model: cosmic microwave
background, or the energy (thermal radiation) that was left as a result of
recombination. Atoms became neutral due to the binding of nuclei and
electrons. The remaining radiation then began to scatter. This is seen by
scientists as a faint microwave glow not emitted by any object in space.

Keep in mind the following misconceptions associated with the Big Bang
Theory:
1. The Big Bang refers to the very start of the whole process called the
Big Bang model.
2. The Big Bang was NOT an explosion that carried matter outward from
a point. It refers to the rapid inflation of space itself.
3. The theory does not explain what caused it or where the singularity
came from, BUT the Big Bang model does not need a cause to be a valid
theory. It simply needs to show that observations and evidence validate its
assumptions. The model is a work in progress that we are still finding
evidence for until now.

What’s More

Activity 1.3 JUMBLED WORDS

Arrange the jumbled letters to form words related to expanding universe.
Write your answer on a separate sheet of paper

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1. PLONXIESO

2. HOYETR

3. NFIANTLIO

4. HIRFDTES

5. LANRUCE

6. ESDEN

7. BGNIGBN

8. NOHTPO

9. YALGXA

10. O G M C O Y S O L

11. I Y N G S A U R L I T

12. E T R A O S M R O N

13. N C B O A M R T E I N I

14. E C I E V N D E

15. N T O E R N U

What I Have Learned

Activity 1.4

Present the key stages of the Big Bang through an illustration. Draw in your
own creative way on a separate sheet of paper.
a. The universe may have begun as an infinitely hot and dense
b. Space itself expanded faster than the speed of light
c. Protons and neutrons came together to form different types of nuclei
d. Electrons started to bind to ionized protons and nuclei forming neutral
atoms

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 What I Can Do

Activity 1.5 Concept Map

Make a concept map or a graphic organizer that will show the significance
and relevance of living in an expanding universe.

Guide Questions:
1. Do you believe that the universe is expanding?
2. What is the importance of living in an expanding universe?

Assessment

Modified TRUE or FALSE. On the space before each number, write TRUE if
the statement is correct; if the statement is FALSE, change the italicized
word to make it true.

_________1. Galaxies are moving away from us because space is expanding.

_________2. The Steady State Theory is the most widely accepted model
about the creation of the universe.

________3. Science brings forth a cosmological theory, not from belief, but
from scientific evidence that the universe once began to expand and
continues to expand until today.

________4. According to the Big Bang theory, the universe began 8.9 billion
years ago.

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________5. The universe cooled down as it expanded.

________6. The relative abundance of light elements in the universe is the

second piece of evidence to prove that the Big Bang occurred.

________7. Redshift is the third piece of evidence for the Big Bang model.

________8. Atom is composed of smaller subatomic particles as protons,

neutrons and electrons.

________9. The research of Georges Lemaître helped prove that the universe
is expanding.

________10. Space itself expanded faster than the speed of light.

________11. Protons and neutrons came together to form different types of

nuclei by nuclear fission.

_______ 12. While the universe is still hot and dense, pairs of matter and
antimatter were formed from energy.

_______13. Edwin Hubble proposed an expanding model for the universe to

explain the observed redshifts of spiral nebulae.

_______14. Atoms became neutral due to the binding of nuclei and electrons
after recombination.

______ 15. The Big Bang was NOT an explosion that carried matter outward
from a point.

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 Additional Activities

Activity 1.6 The Cosmic Connection

Read some of the paragraphs taken from Carl Sagan’s “The Cosmic
Connection” below. After reading, answer the questions and write your
insights on a separate sheet of paper.
1. Find the meanings of the underlined words in the passage.
2. Astrology and astronomy both deal with the stars and planets. List at
least two differences between them.
3. Why did human beings invent astrology? How do we know astrology is not
a real study?
4. How does science say we are connected with the universe?

The Cosmic Connection

by Carl Sagan

From earliest times, human beings have pondered their place in the
universe. They have wondered whether they are in some sense connected
with the awesome and immense cosmos in which the Earth is imbedded.

Many thousands of years ago a pseudoscience called astrology was invented.

The positions of the planets at the birth of a child were supposed to play a
major role in determining his or her future. The planets, moving points of
light, were thought, in some mysterious sense, to be gods. In his vanity, Man
imagined the universe designed for his benefit and organized for his use.
Perhaps the planets were identified with gods because their motions seemed
irregular. The word "planet" is Greek for wanderer. The unpredictable
behavior of the gods in many legends may have corresponded well with the
apparently unpredictable motions of the planets. The argument may have
been: Gods don't follow rules; planets don't follow rules; planets are gods.

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References

Commission on Higher Education. Teaching Guide for Senior High School: Physical
Science. Book.
https://drive.google.com/file/d/0B869YF0KEHr7SHFGVG5mVFFhcXc/view.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0

Sagan, C. (2000). Chapter 26: The Cosmic Connection. In J. Agel (Ed.), Carl
Sagan's Cosmic Connection: An Extraterrestrial Perspective. Cambridge:
Cambridge University Press.

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