Physical Science Module 4 PDF

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Physical ScienceQuarter 2 – Module 4The Aristotelian and GalileanConceptions of Vertical,Horizontal, and ProjectileMotionsPhysical Science Alternative Delivery Mode Quarter 2 – Module 4: The Aristotelian and Galilean Conceptions of Vertical Motion, Horizontal Motion, and Projectile Motion First Edit...

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Physical Science Quarter 2 – Module 4 The Aristotelian and Galilean Conceptions of Vertical, Horizontal, and Projectile Motions

Physical Science Alternative Delivery Mode Quarter 2 – Module 4: The Aristotelian and Galilean Conceptions of Vertical Motion, Horizontal Motion, and Projectile Motion First Edition 2020 Republic Act 8293, Section 176 states that “no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.” Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Daisy G. Jurilla Editors: Priscilla D. Domino, Felipa A. Morada Reviewer: Rogelio D. Canuel, Elmer C. Bobis, Felipa A. Morada Illustrator: John Albert Rico Layout Artist: Elsie R. Reyes Pamela A. Lalusin, Mary Grace L. Asa Management Team: Wilfredo E. Cabral, Regional Director Job S. Zape Jr., CLMD Chief Elaine T. Balaogan, Regional ADM Coordinator Homer N. Mendoza, Schools Division Superintendent Catherine V. Maranan, Assistant Schools Division Superintendent Lorna R. Medrano, CID Chief Edita T. Olan, EPS In-charge of LRMS Editha M. Malihan, EPS Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Telefax: E-mail Address:

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Physical Science Quarter 2 – Module 4 The Aristotelian and Galilean Conceptions of Vertical Motion, Horizontal Motion, and Projectile Motion

Introductory Message For the facilitator: Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on The Aristotelian and Galilean Conceptions of Vertical Motion, Horizontal Motion, and Projectile Motion! 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 The Aristotelian and Galilean Conceptions of Vertical Motion, Horizontal Motion, and Projectile Motion! The hand is one of the most symbolic parts 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 as a learner, 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 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 correctly (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.

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What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

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 Aristotelian and Galilean conceptions of motion: vertical motion, horizontal motion, and projectile motion. 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.

After going through this module, you are expected to: 1. describe the Aristotelian concepts of vertical motion, horizontal motion, and projectile motion; 2. describe the concepts of vertical motion, horizontal motion, and projectile motion according to Galileo; and 3. compare and contrast the Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion.

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What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Who was the Italian physicist who played a major role in the scientific revolution, studied natural forces and conducted theoretical and experimental work on motions of bodies? a. Galileo Galilei b. Isaac Newton c. Johannes Kepler d. Tycho Brahe 2. Who claimed that heavy and light objects drop in the same way? a. Aristotle b. Copernicus c. Galileo d. Ptolemy 3. What are the two classes of motion according to Aristotle? a. Natural motion and dynamic motion b. Natural motion and sliding motion c. Natural motion and violent motion d. Natural motion and weak motion 4. Which of the following is an example of natural motion according to Aristotle? a. A smoke rises. b. A kicked soccer ball. c. A pulled bag. d. A pushed trolley. 5. Which of the following is an example of a violent motion? a. An air moving upward. b. A laptop pushed along the table c. A vase dropped from the window d. A water falling 6. Sacks of rice are donated during this pandemic. A sack of rice is pulled by a volunteer to be given to Ezekiel’s family. According to Aristotle, which of the following is true about this scenario? a. The sack of rice experiences momentum. b. The sack of rice experiences a violent motion. c. The sack of rice experiences projectile motion. d. The sack of rice experiences a natural motion.

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7. Which of the following agrees with Galileo’s view of motion? a. The air rises because the sky is its natural state. b. The cotton ball will be as fast as the metal ball if dropped in a vacuum. c. The natural tendency of a mobile phone dropped from a certain height is to go back to Earth, its natural state. d. The 5.0kg boulder will stop midway when dropped to the sea. 8. What is true about Aristotle’s theory of motion? a. Objects fall faster in air than water. b. The fall of heavy object toward the center of the earth is a violent motion. c. The increase in the rate of motion is inversely proportional to the weight of the object. d. The object will continue to move even without an external force applied. 9. What is the belief of Galileo on an object in uniform motion? a. An object in uniform motion will travel a distance that is proportional to acceleration. b. An object in uniform motion will travel a distance that is proportional to motion. c. An object in uniform motion will travel a distance that is proportional to speed. d. An object in uniform motion will travel a distance that is proportional to time. 10. Based on Galileo’s experiments, when do you say that motion is uniformly accelerated? a. When speed is proportional to time of travel. b. When speed is proportional to distance. c. When speed is proportional to acceleration. d. When speed is proportional to distance velocity. 11. What is the concept of Galileo of a projectile? a. A projectile is a moving object that will continue to move if it is impeded, and external force is needed to move it continuously. b. A projectile is an object in motion, if unimpeded, will cease to move. c. A projectile is composed of uniform motion in the horizontal direction and uniformly accelerated motion in the vertical direction. d. A projectile is composed of uniform motion in the vertical direction and uniformly accelerated motion in the horizontal direction. 12. What is the relationship between the vertical and horizontal motions based on Galileo’s concept of projectile motion? e. The two motions are dependent on each other. f. The two motions are independent of each other. g. Vertical motion does affect the horizontal motion. h. When vertical motion is fast, the same is true with the horizontal motion.

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13. Which of the following objects A, B, or C with masses 3 kg, 6 kg, and 9 kg respectively will reach the ground first neglecting air resistance? a. Object A will reach the ground first. b. Object B will reach the ground first. c. Object C will reach the ground first. d. The three objects will reach the ground at the same time. 14. Which of the following is true about the projectile of an arrow when shot? a. It rises because its particles are mostly air. b. It has continued applied force from the person who shot the arrow. c. It has both uniform motion and uniformly accelerating motion. d. It creates a vacuum that sucks air in, and the air pushes the arrow. 15. Jamir and Jake are flying their kites. While running fast, Jamir accidentally released his kite. He watched it as it slowly rises in the air. According to Aristotle, which of the following statements is true about the situation? a. The kite experienced a free fall motion. b. The kite experienced a violent motion. c. The kite experienced a projectile motion. d. The kite experienced a natural motion

Lesson

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The Aristotelian and Galilean Conceptions of Vertical, Horizontal and Projectile Motions

Motion is the action of changing location or position. Life is motion. From the coordination of the muscles of our body which enables us to walk, run, and dance to the pumping of our hearts to deliver blood to the different parts of our bodies are motion. The first evidence of the study of the motion of heavenly bodies can be traced back to the people of Sumeria and Egypt. While the Greeks were the first ones to study systematically and in detail the heavenly bodies. They regarded the Earth as the center of the universe, geocentric. This idea of geocentric earth was replaced by the heliocentric model of Nicolaus Copernicus, where earth and other planets revolve in circular orbits around the Sun. These early studies were the foundations of Galileo Galilei, an Italian physicist to revolutionized Science.

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What’s In To get started, you have to choose the terms or names of persons related to motion from the WORD POOL below. List down these words/names on the table and write what you know about it. Heliocentric

cannonball

Aristotle

Kepler

feather

hammer

Galileo

Copernicus

geocentric

Ptolemy

leaning tower of Pisa

distance

inertia

acceleration

Term/Name of Person

What I know about it?

Notes to the Teacher Ask learners to name other examples of motion and list them on the board. Add on the list examples that are not mentioned by the learners.

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What’s New

Activity 1.1 The timeline below shows the different personalities involved in the Ancient Greek Astronomy and during the time of Galileo and Isaac Newton.

Activity 1.1 Guide Questions: 1. Who were the Ancient Greek Astronomers who studied the motion of heavenly bodies from Aristotle to the year 200 AD? 2. Who were those Astronomers who made contributions to the study of heavenly bodies from 1400 to the time of Galileo Galilei? 3. Do you think that our current understanding on the physics of motion happened overnight? Support your answer. 4. What do think were the bases of the different astronomers or natural philosophers in their explanations of motion? Our current understanding on the physics of motion did not happen overnight. Instead, it gradually developed as philosophers took up previously held philosophies and improved on it or gave critique identifying possible weakness or inconsistencies with observations.

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One such philosophical concept held is the philosophy behind motion in two particular points, namely, the existence of one unifying explanation for the horizontal and vertical motions and how projectile motions can be derived from the two and the quantification of the “rate of fall” or “acceleration”. Aristotle held that the Universe was divided into two regions, the terrestrial region and the celestial region. He also divided motion into two main classes which are natural motion and violent motion. On the other hand, Galileo Galilei believed that a projectile motion is a combination of uniform motion in the horizontal direction and uniformly accelerated motion in the vertical direction.

What is It

I. Aristotle’s Concept of Vertical Motion, Horizontal Motion, and Projectile Motion 1. Vertical Motion Vertical motion is referred to as natural motion. In a natural motion, the object will move and will return to its natural state based on the object's material or composition - earth, water, air, and fire.

 For example, Aristotle believed that because a ball fell when thrown upward, its element was earth.  Smoke goes up the air because it seeks its natural place in the atmosphere.  Aristotelian concept of natural motion is largely vertical motion which is falling or rising.

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2. Horizontal Motion An object moving in a violent motion requires push or pull to maintain horizontal motion. Motion continues only so long as there is an applied force to an object. When the force is removed, motion stops.  The example at the right shows piled boxes of food donations. The boxes will remain on the floor unless a push or a pull force is applied.  Violent motion is imposed motion caused by pushing or pulling.  Aristotle classified any motion that required a force as a "violent motion". (He did not mean violent in the sense that it is marked by the use of harmful or destructive physical force.)

3. Projectile Motion Aristotle believed that the projectile motion of an object is parallel to the ground until it is the object's time to fall back into the ground. An impetus will be kept by the object until such time that the initial force is forgotten, and the object returns to its natural state to stop moving and fall to the ground. He viewed projectile motion as natural and violent motion. He said that heavy objects fall faster than light ones.

The illustration shows an example of cannon fired which gives the cannonball an impetus. 

A notorious problem for the Aristotelian view was why arrows shot from

a bow continued to fly through the air after they had left the bow and the string was no longer applying force to them.

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Aristotle's Explanation: • Initial motive force transfers to the medium initially surrounding the object a "power" to act as a motive force.

Air flow • Medium then forces object into new region, which is then imparted with the "power" to act.

Power transfer

II. Galileo’s Concept of Vertical Motion, Horizontal Motion, and Projectile Motion 1. Vertical Motion In the absence of a resistance, objects would fall not depending on their weight, but in the time of fall. Also, if the object encountered a resistive force from a fluid equal or greater than its weight, it will slow down and reaches a uniform motion until it reaches the bottom and stops.

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

For example, without any resistance, a 1-kg object will be as fast as a 10-kg object when falling because they fall with the same amount of time, given that they are released from the same height.



Also, a stone dropped in the ocean will sooner or later travel at constant speed.

2. Horizontal Motion An object in motion, if unimpeded, will continue to be in motion, and an external force is not necessary to maintain the motion. If the Earth’s surface is very flat and extended infinitely, objects that are pushed will not be impeded. Thus, the objects will continue to move. This kind of motion, however, is not evident in nature.

For example, if a ball is pushed on an infinitely flat plane, the ball will continue to roll if unimpeded.

3. Projectile Motion Galileo performed experiments on uniformly acceler...