BigBangTheoryJHGBHGBJHNBHJNBHJKJHNLK.pptx

this presentation aims to boost the knowledge of the student in BIGBANG THEORY

1. Physical science 12 Aileen Pearle m. renomeron , lpt Subject Teacher

2. Chapter 1 : Formation of elements found in the universe LESSON 1.1 THE BIG BANG THEORY

3. MOST ESSENTIAL LEARNING COMPETENCIES (MELCS) At the end of the lesson, you should be able to; Describe the Big Bang Theory Describe the formation of light elements found in the universe seconds after the Big Bang; Give evidence for the formation of light elements after Big Bang.

4. Explanation of Big Bang Theory

5. After Big Bang

6. Father of Big Bang

7. Big bang theory ( scientific theory) States that the universe was formed 15 billion years ago in a great explosion and it has been expanding since then. It is a scientific explanation about the early development of the universe. According to this theory, the universe began as an infinitely hot and dense single point approximately 13.7 billion years ago.  It then started expanding and cooling, eventually leading to the formation of atoms, stars, and galaxies

8. Big bang theory ( scientific theory) Explains how the elements were initially formed of different elements involved many nuclear reactions, including fusion, fission and radioactive decay. Part of its proof is the amounts of H and He we have in the universe today.

9. Cosmology

10. 3 cosmic stages

11. singularity A point in space and/ or a moment in time where the universe was infinitely hot and dense (compacted)

12. The universe begin in an endless state Created from nothing

13. COSMIC Microwave Background ( CMB)

14. Activity 1: Model of an expanding universe Perform the following activity. Objective: To make a model of an expanding universe Materials: 1 balloon ( not red or black) 2 marker pens ( 1 red, 1 black) 1 tape measure Procedure: Prepare the following materials.

15. 2. Make a data table with 5 columns and 10 rows like the one shown below. Data Observations: DOTS Distance from the dot at the center (I) Distance from the dot at the center after expansion (II) Change of distance from center (II-1) Factor by which distances change (II A B C D E F G H I

16. ACTIVITY 1 3. Ask a teammate to blow the balloon with air until it is stretched tight and hold it closed. 4. Using a tape measure, measure its diameter. 5. Draw red dots on the surface of the balloon about two centimeters apart. 6. Locate a central dot and encircle it with black marker. 7. Choose 10 dots – some far and some are near the central dot. Label these dots A to I.

17. ACTIVITY 1 8. Measure the distances of dots A to I from the central dot. Record these distances in column 2 of your data table . 9. 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. 10. Subtract the data in column 2 from the corresponding data in column 3. Record the resulting data in column 4. 11. Divide the data in column 3 by the corresponding data in column 2. Record your answers in column 5.

18. Questions and problems What does blowing the balloon represent? Compare the data in column 2 with the data in column 4. Explain your answer. Compare the set of data in column 2 with the set of data in column 5. Explain your answer. What conclusion can be drawn about the universe based on the activity?