SUBJECT SCIENCE 9 / 2ND QUARTER / CHEMISTRY

MODULE 1
EPISODE 1
LESSON TITLE ELECTRONIC STRUCTURE OF MATTER
AIRING DATE
TEACHER BROADCASTER MR. KEVIN A. DOMINGO
WRITER MR. KEVIN A. DOMINGO
EXECUTIVE PRODUCER MR. JM NEBRES
ASSOCIATE PRODUCER MISS SHARLENE GRACE MARTIN

VIDEO AUDIO
INSERT DEPED OBB
INSERT SUBJECT OBB – SCI 9
ON CAM 1 (WIDE -CENTER) – LOCATION SIR KEVIN
TC: 00:36:29 – 00:57:28 HI GRADE 9 LEARNERS! WELCOME
TO MY SCIENCE CLASS! I HOPE
YOU ARE HAVING A WONDERFUL
DAY! THIS IS TEACHER KEVIN A.
DOMINGO CHECKING IN FOR
ANOTHER FUN AND EXCITING
LESSON - EXPLORATIONS AND
DISCOVERIES ONLY HERE AT
YOUR KIND OF K!
ROLL VIDEO: SIR KEVIN VO
GFX: BACKGROUND TC: EP 2 MATS: 00:39:01 – 00:59:07
DESCRIPTION: THERE WILL BE A COLLAGE- WE CAN GO SERIOUS
LIKE TEMPLATE WITH FOUR SQUARE GRIDS WE CAN GO FUNNY
WITH A DIAMOND SHAPE AT THE CENTER WE CAN GO REAL
OF THE FOUR SQUARES APPEARING ONE WE CAN GO FANCY
BY ONE WHERE SIR KEVIN WILL SHOW HIS BUT EVERYTIME I TEACH, I DO IT
DIFFERENT ACTS AS STATED IN EACH WITH SINCERITY!
PART.

SERIOUS
FUNNY

SINCERE

REAL FANCY

1|CHEMISTRY – 2ND QUARTER

ON CAM 2 (MID-CENTER) – LOCATION – SIR KEVIN
DARK ROOM SIR KEVIN LIGHT SPOTTED. BEFORE WE START WITH OUR
TC: 3:01:21 – 3:30:07 LESSON FOR TODAY, LET’S
GFX POP UP REVIEW THE CONCEPTS YOU
“TRUE” “FALSE” HAVE LEARNED IN GRADE 8
Sir kevin we will do a gesture of hand here sa popup ng ABOUT MATTER. LET’S DO THIS
true or false” – JM THROUGH A GAME. I WILL GIVE
DIFFERENT STATEMENTS THEN
YOU WILL ANSWER THEM IF THEY
ARE TRUE OR FALSE. ALL YOU
HAVE TO DO IS TO PRESS THE
BUTTON ON YOUR TV SCREEN.

READY? LET’S BEGIN!

In this part there will be a button (GFX peg mala Iron Man)
then sir kevin will push the button. Gfx zooming in to
Transition:
GFX FULL SCREEN: SIR KEVIN VO:
TC:04:22:10 – 05:07:11
STATEMENT NUMBER 1:
STATEMENT NUMBER 1: MATTER IS MADE UP OF TINY
MATTER IS MADE UP OF TINY PARTICLES PARTICLES CALLED ATOMS
CALLED ATOMS.
IS IT TRUE OR FALSE? PRESS
TRUE OR FALSE YOUR ANSWER

ANSWER: TRUE THE ANSWER IS TRUE

GFX FULL SCREEN: SIR KEVIN VO:
TC:04:22:10 – 05:07:11
STATEMENT NUMBER 2: STATEMENT NUMBER 2:
SOLIDS HAVE DEFINITE SHAPES AND SOLIDS HAVE DEFINITE SHAPES
VOLUME WHERE THE PARTICLES ARE AND VOLUME WHERE THE
PACKED CLOSELY IN A FIXED POSITION PARTICLES ARE PACKED CLOSELY
WITH A LITTLE VIBRATION. IN A FIXED POSITION WITH A
LITTLE VIBRATION
TRUE OR FALSE
IS IT TRUE OR FALSE? PRESS
ANSWER: TRUE YOUR ANSWER

THE ANSWER IS TRUE

GFX FULL SCREEN: SIR KEVIN VO:
STATEMENT NUMBER 3: TC: 06:45:18 – 08:21:02
ATOMS ARE COMPOSED OF THREE STATEMENT NUMBER 3:
PARTICLES: THE NEGATIVELY CHARGED ATOMS ARE COMPOSED OF
PROTONS, THE NEUTRONS WHICH HAVE THREE PARTICLES: THE
NO CHARGE, AND THE POSITIVELY NEGATIVELY CHARGED PROTONS,
CHARGED ELECTRONS. THE NEUTRONS WHICH HAVE NO

2|CHEMISTRY – 2ND QUARTER

 CHARGE, AND THE POSITIVELY
TRUE OR FALSE CHARGED ELECTRONS

ANSWER: FALSE IS IT TRUE OR FALSE? PRESS

YOUR ANSWER

THE ANSWER IS FALSE

THE FACT IS PROTONS ARE

POSITIVELY CHARGED, THE
NEUTRONS HAVE NO CHARGE OR
ELECTRICALY NEUTRAL WHILE
THE ELECTRONS ARE
NEGATIVELY CHARGED.
GFX FULL SCREEN: SIR KEVIN VO:
STATEMENT NUMBER 4: TC: 06:45:18 – 08:21:02
ISOTOPES ARE VARIATIONS OF CHEMICAL STATEMENT NUMBER 4:
ELEMENTS THAT HAVE THE SAME NUMBER ISOTOPES ARE VARIATIONS OF
OF PROTONS BUT HAVE A DIFFERENT CHEMICAL ELEMENTS THAT HAVE
NUMBER OF NEUTRONS. THE SAME NUMBER OF PROTONS
BUT HAVE A DIFFERENT NUMBER
TRUE OR FALSE OF NEUTRONS

ANSWER: TRUE IS IT TRUE OR FALSE? PRESS

YOUR ANSWER

THE ANSWER IS TRUE

GFX FULL SCREEN:
STATEMENT NUMBER 5:
ATOMS ARE PRESENT IN SOME OF THE
ELEMENTS. THESE ELEMENTS ARE
ARRANGED IN THE PERIODIC TABLE WHICH
CAN BE USED AS A TOOL IN DETERMINING
THE PROPERTIES OF ELEMENTS.
TRUE OR FALSE
ANSWER: FALSE
SIR KEVIN VO:
TC: 06:45:18 – 08:21:02
STATEMENT NUMBER 5:
ATOMS ARE PRESENT IN SOME OF
THE ELEMENTS. THESE
ELEMENTS ARE
ARRANGED IN THE PERIODIC
TABLE WHICH CAN BE USED AS A
TOOL IN DETERMINING THE
PROPERTIES OF ELEMENTS.
IS IT TRUE OR FALSE? PRESS
YOUR ANSWER

THE ANSWER IS FALSE

THE FACT IS ATOMS ARE

PRESENT IN ALL THE ELEMENTS
IN THE PERIODIC TABLE.

3|CHEMISTRY – 2ND QUARTER

TRANSITION:
ON CAM 3 –(CENTER) LOCATION
-CONTROLLED LIGHTING
TC: 00;09;07;12 - 00;09;20;22
TRANSITION:
ON CAM 4 (MID- LEFT)
GFX POPUP FOLLOWING GESTURE
TC: O9:05:28 – 09:21:27
POSITION: RIGHT SIDE OF THE FRAME
EXECUTION: SIR KEVIN WILL MAKE A HAND
GESTURE TO SHOW THE MOST ESSENTIAL
LEARNING COMPETENCIES
TEXT: EXPLAIN HOW THE QUANTUM
MECHANICAL MODEL OF THE ATOM
DESCRIBES THE ENERGIES AND POSITIONS
OF THE ELECTRONS. (MELC)
ON CAM 5 – (MID -LEFT)
TC: 12:14:07 – 12:42:18
GFX
POSITION: CENTER OF THE FRAME
EXECUTION 1: SIR KEVIN WILL MAKE A
HAND GESTURE TO SHOW THE PICTURE OF
ERNEST RUTHERFORD (1911) AND THE
DIAGRAM OF GOLD FOIL EXPERIMENT
ERNEST
RUTHERFORD
(1911)
GOLD FOIL
EXPERIMENT
EXECUTION 2: ANOTHER GESTURE WILL BE
4|CHEMISTRY – 2ND QUARTER
SIR KEVIN
HOW MANY OF YOU GOT ALL THE
ANSWERS CORRECTLY?
GOOD JOB!
FOR THOSE WHO DID NOT, YOU
CAN TRY TO DO BETTER NEXT
TIME. DON’T EVER QUIT
LEARNING!
SIR KEVIN
IN THIS EPISODE, WE ARE GOING
TO EXPLAIN HOW THE QUANTUM
MECHANICAL MODEL OF THE
ATOM DESCRIBES THE ENERGIES
AND POSITIONS OF THE
ELECTRONS. (MELC)
SIR KEVIN
BACK IN GRADE 8, WE LEARNED
THE ATOMIC MODEL INTRODUCED
BY ERNEST RUTHERFORD WHERE
HE USED THE GOLD FOIL
EXPERIMENT. THIS EXPERIMENT
SHOWED THAT ALPHA PARTICLES
FIRED AT A THIN GOLD FOIL
WOULD NEVER GO THROUGH.
ERNEST RUTHERFORD PROVED
THAT THE PLUM-PUDDING MODEL
OF J.J. THOMPSON WAS
INCORRECT.
FOR J.J. THOMSPON AND HIS PLUM-
PUDDING MODEL
ON CAM 6: WIDE – CENTER - Then dolly in shot
going to the hand. - JM
POSITION: CENTER OF THE FRAME
EXECUTION 1: SIR KEVIN WILL SHOW THE
ANIMATED PICTURE OF RUTHERFORD’S
MODEL OF ATOMS THRU HIS HAND
GESTURE
TC: 1:32:52:03 – 1:33:50: 22
FORR INSERT:
TC: 1:34:12:05 – 1:34:25:16
ON CAM 7 (WIDE – CENTER) – Shooting down
5|CHEMISTRY – 2ND QUARTER
SIR KEVIN:
RUTHERFORD THEN DESCRIBED
THAT THE ATOM AS MOSTLY
EMPTY SPACE AND ITS MASS IS
CONCENTRATED IN THE
NUCLEUS, WHERE HE
DISCOVERED THE PROTONS AND
THE NEUTRONS.
THIS MODEL SEEMED TO WORK
AT THAT TIME. HOWEVER, IT ONLY
PRESENTED A FEW AND BASIC
PROPERTIES OF ATOMS. ITS
LIMITATIONS INCLUDED ITS
INABILITY TO EXPLAIN THE
REASON WHY METAL GAVE OFF
CHARACTERISTIC COLORS WHEN
HEATED OVER A FLAME. IT ALSO
DID NOT INCLUDE THE REASON
WHY OBJECTS FIRST GLOWED TO
A DULL RED WHEN HEATED WITH
HOTTER TEMPERATURES BEFORE
TURNING TO YELLOW AND
FINALLY TO WHITE.
THUS, A MODEL OTHER THAN
RUTHERFORD'S ATOMIC MODEL
WAS NEEDED TO FURTHER
DESCRIBE THE BEHAVIOR OF
ATOMS.
SIR KEVIN
- JM LET US LOOK BACK AT THE
TC: 1:28:59:11 – 1:29:15:28 HISTORY OF THE DEVELOPMENT
OF ATOMS AFTER THE
DISCOVERIES OF ERNEST
RUTHERFORD.
TRANSITION:
T-CARD: ELECTRONIC STRUCTURE OF MATTER
ON CAM 8 – (MID – LEFT) SIR KEVIN
TC: 14:29:19 – 14:57:08 RUTHERFORD’S MODEL OF THE
GFX ATOM DID NOT SAY ANYTHING
PISITION: LEFT FRAME ABOUT THE ARRANGEMENT OF
EXECUTION: SIR KEVIN WILL WAVE HIS ELECTRONS IN AN ATOM.
HAND TO SHOW THE PICTURE OF NIELS HOWEVER, A SCIENTIST NAMED
BOHR NIELS HENRIK DAVID BOHR (1885-
1962), A DANISH PHYSICIST, DID
NIELS HENRIK FURTHER STUDIES ON THE ATOM
DAVID BOHR AND HIS FINDINGS HAVE
(1885-1962)
CONTRIBUTED TO A CLEARER
DANISH PHYSICIST UNDERSTANDING OF THE ATOMIC
STRUCTURE AND QUANTUM
THE ATOMIC THEORY.
STRUCTURE AND
QUANTUM THEORY
GFX FULL SCREEN: SIR KEVIN VO
PICTURE OF NIELS BOHR TC: 15:3:22 – 16:19:28
THERE WAS A PROPOSAL MADE
BY NIELS BOHR REGARDING HIS
FINDINGS ABOUT THE
ELECTRONIC STRUCTURE OF
MATTER OF MATTER, AND THAT IS
THE PROBABILITY THAT THE
ELECTRONS HAVE A CERTAIN
LOCATION AROUND THE NUCLEUS
OF AN ATOM THAT PAVED A WAY
TEXT: THE PROBABILITY THAT THE FOR HIM TO COME UP WITH THE
ELECTRONS HAVE A CERTAIN LOCATION MODEL OF THE ATOM CALLED THE
AROUND THE NUCLEUS OF AN ATOM “PLANETARY MODEL” BECAUSE
THE ELECTRONS MOVE AROUND
IMAGE OF PLANETARY MODEL THE DENSE CENTRAL REGION OF
THE ATOM CALLED THE NUCLEUS
WHERE THE PROTONS AND
NEUTRONS ARE LOCATED. JUST
LIKE THE PLANETS OF THE SOLAR
SYSTEM WHERE THE PLANETS
ORBIT AROUND THE SUN.

6|CHEMISTRY – 2ND QUARTER

ON CAM 9 (MID – CENTER) – THE BACK
SHOT
TC: 1:26:45:18 -1:27:38:01
GFX
GROUND STATE AND EXCITED STATE
TRANSITION:
ON CAM 10 – (MID – LEFT)
TC: 17:56:27 – 18:27:29
GFX POPUP: PLEASE FOLLOW THE BEAT -
JM
POP-UP TEXT: 17TH CENTURY
POP-UP TEXT: FLAME TEST
ON CAM 11 – (WIDE- CENTER)
TC: 1:36:29:05 – 1:36:45:15
SHOTS OF THE FOLLOWING:
7|CHEMISTRY – 2ND QUARTER
SIR KEVIN
THIS IS THE PLANETARY MODEL
PRESENTED BY NIELS BOHR. IT
HAS THE GROUND STATE AND
THE EXCITED STATE.
THE GROUND STATE IS WHERE
THE ELECTRONS ARE IN A
POSITION OF LOWEST ENERGY
POSSIBLE, WHILE THE EXCITED
STATE IS WHERE THE ELECTRON
IS IN A TEMPORARY POSITION OF
HIGHER ENERGY THAN THE
GROUND STATE. IN THE EXCITED
STATE, ELECTRONS ALSO JUMP
TO HIGHER ENERGY LEVELS DUE
TO AN INPUT OF ENERGY. AGAIN,
WHEN THE ELECTRON JUMPS
FROM ONE ENERGY LEVEL TO
ANOTHER ENERGY LEVEL
PARTICULARLY FROM THE
GROUND STATE TO THE EXCITED
STATE, IT MEANS THAT ENERGY IS
RELEASED.
SIR KEVIN
AS EARLY AS THE 17TH CENTURY,
KNOWLEDGE ABOUT THE
STRUCTURE OF THE ATOM GREW
WHEN SCIENTISTS BEGAN TO
STUDY THE EMISSION AND
ABSORPTION OF LIGHT FROM
DIFFERENT ELEMENTS. TODAY,
YOU WILL FIND OUT WHAT
HAPPENS WHEN METAL SALTS
ARE SUBJECTED TO HEAT. `THE
COLORS YOU OBSERVE COULD BE
RELATED TO THE STRUCTURE OF
THE ATOM. WE WILL BE DOING A
FLAME TEST
SIR KEVIN
BUT BEFORE WE PROCEED WITH
OUR EXPERIMENT, LET ME JUST
 1. TEACHER KEVIN WEARING A
GOGGLES
2. SHOT OF THE VENTILATED AREA
3. SIR KEVIN HANDLING A CHEMICAL
WITH RUBBER GLOVES ON HIS
HANDS
4. TEACHER KEVIN EXTINGUISHING THE
MATCHES
5. SHOT OF HEAT SOURCES
ROLL VIDEO: PILI NA LNG SA PASOK
TC: 1:43:36:22- 1:44:59:04
ROLL VIDEO:
SHOT OF THE MATERIALS TO BE USED
WITH LABELS – WITH GFX POPUP AS
LABELS FOR THE MATERIALS:
ROLL VIDEOS:
TC: 1:45:03:18 – 1:46:27:04 (CHEMICALS)
TC: 1:48:31:16 – 1:48:44:22 (ACIDS)
TC: 1:49:21:16 – 1:49:26:04 (TORCH)
8|CHEMISTRY – 2ND QUARTER
REMIND YOU OF THE FOLLOWING
SAFETY PRECAUTIONS,
ESPECIALLY IN DEALING WITH
COMBUSTIBLE CHEMICALS TO
AVOID BURNS AND OTHER
RELATED INJURIES.
VO:
TC: 1:37:08:02 – 1:37:28:09
JUMP – 1:37:34:08 – 1:37:47:26
FIRST, WEAR GOGGLES, GLOVES
AND A SAFETY APRON WHILE
PERFORMING THE ACTIVITY.
SECOND, DO THIS ACTIVITY IN A
WELL-VENTILATED AREA.
THIRD, HANDLE HYDROCHLORIC
ACID WITH CARE BECAUSE IT IS
CORROSIVE.
FOURTH, BE CAREFUL TO
EXTINGUISH ALL MATCHES AFTER
USE
FIFTH, BE CAREFUL WITH HEAT
SOURCES AND WATCH OUT FOR
HOT SURFACES
SIR KEVIN VO:
TC:1:40:00:21 – 1:40:27:12
JUMP 1:41:40:17- 1:41:50:16
FOR OUR EXPERIMENT, WE NEED
THE FOLLOWING MATERIALS:
0.50 GRAMS OF THE FOLLOWING
METAL SALTS:
 CALCIUM CHLORIDE
 SODIUM CHLORIDE
 COPPER (II) SULFATE
 POTASSIUM CHLORIDE AND
 BORIC ACID
 100 ML 95% ETHANOL OR
ETHYL ALCOHOL
 100 ML 3 M HYDROCHLORIC
ACID

ON CAM 12: (MID -CENTER)
TC: 19:28:03 -19:45:21
ROLL VIDEO:
GFX
CAMERA WILL FOCUS ON THE EXECUTION
OF THE EXPERIMENT
EACH WATCH GLASS WILL BE GIVEN A
SOLO SHOT WITH THE MATCHING LABEL OF
THE METAL SALT.
VIDEO:
TC:1:53:19:01 – 1:54:22:02(FIRST GLASS)
TC: 1:55:16:06 – 1:56:08:07(SECOND GLASS)
TC: 1:56:49:21 – 1:58:31:28 (3RDGLASS)
TC: 1:59:11:29 – 2:00:43:02(4TH GLASS)
TC: 2:01:03:00 – 2:01:50:28 (5TH GLASS)
ON CAM 13 – (WIDE – CENTER)
TC: 21:13:26- 21:35:19
9|CHEMISTRY – 2ND QUARTER
WE ALSO NEED THE FOLLOWING
EQUIPMENT:
 6 PCS WATCH GLASS
 1 PC 10-ML GRADUATED
CYLINDER
 1 PC DROPPER
 SAFETY MATCHES
WHAT WE HAVE HERE IS BORON,
IT IS NOT A METAL, IT’S A
METALLOID, HOWEVER WE WILL
STILL USE IT IN OUR EXPERIMENT.
SIR KEVIN
ARE YOU READY TO PERFORM
OUR FLAME TEST? PERFECT! IT IS
BEST TO DO IT IN A DARK PLACE
SO YOU WILL SEE THE COLOR OF
THE FLAMES.
WATCH CLOSELY, OBSERVE, AND
DISCOVER!
SIR KEVIN VO:
TC: 1:42:54:25 – 1:43:26:20
FIRST, LET US PLACE EACH METAL
SALT ON A WATCH GLASS AND
ADD 2 TO 3 DROPS OF 3 M
HYDROCHLORIC ACID.
SECOND, WE WILL POUR ABOUT 3-
5 ML OR ENOUGH ETHYL
ALCOHOL TO COVER THE SIZE OF
A ONE PESO COIN IN THE FIRST
WATCH GLASS. THEN WE WILL
USE A FLAME TORCH TO BURN IT.
THIRD, WE WILL REPEAT THE
PROCESS IN EACH OF THE
REMAINING WATCH GLASSES.
SIR KEVIN
WOW! THAT WAS A FUN
EXPERIMENT! AGAIN, I WANT YOU
TO REMEMBER THAT WHENEVER
YOU WANT TO PERFORM THE
EXPERIMENT, SAFETY MUST BE A
PRIORITY. AND NOW, ITS TIME
FOR US TO ANSWER THE
OBSERVATION TABLE BELOW.
 GFX FULL SCREEN: Please put emphasis on VOICE OVER
the parts being discussed. - JM TC: 22:06:28 – 22:27:21
22:39:21 – 22:47:18
23:26:24 – 23:44:18
THE COLOR OF THE FLAME FOR
EACH METAL SALTS IS NOTED IN
THE TABLE AS FOLLOWS:

FOR BORIC ACID, THE ELEMENT-

TEXTS: PRODUCING COLOR IS BORON,
METAL SALT TESTED FLAME COLOR AND IT GAVE US A GREEN COLOR.
BORIC ACID GREEN
CALCIUM CHLORIDE ORANGE FOR CALCIUM CHLORIDE, THE
SODIUM CHLORIDE YELLOW ORANGE ELEMENT-PRODUCING COLOR IS
POTASSIUM CHLORIDE VIOLET CALCIUM, AND IT GAVE US AN
COPPER (II) SULFATE BLUE GREEN ORANGE COLOR.

FOR SODIUM CHLORIDE, THE

ELEMENT-PRODUCING COLOR IS
SODIUM AND IT GAVE US A
YELLOW ORANGE COLOR.

FOR POTASSIUM CHLORIDE, THE

ELEMENT-PRODUCING COLOR IS
POTASSIUM AND IT GAVE US A
LIGHT VIOLET COLOR.

AND FOR COPPER (II) SULFATE,

THE ELEMENT-PRODUCING
COLOR IS COPPER AND IT GAVE
US A BLUE-GREEN COLOR.
TRANSITION:
ON CAM 14: (MID – LEFT) SIR KEVIN
TC: 33:59:18 – 34:30:16 GRADE 9 LEARNERS, THE FLAME
POP-UP TEXT: TEST WE’VE PERFORMED IS A
THE FLAME TEST IS A FORM OF FORM OF QUALITATIVE ANALYSIS
QUALITATIVE ANALYSIS THAT IS USED TO VISUALLY
DETERMINE THE IDENTITY OF AN
POP-UP TEXT: UNKNOWN METAL OR METALLOID
VISUALLY DETERMINE THE IDENTITY OF AN ION BASED ON THE COLOR
UNKNOWN METAL OR METALLOID ION EMISSION. A DISTINCTIVE COLOR
BASED ON THE COLOR EMISSION IS EMITTED BECAUSE THE HEAT
OF THE FLAME EXCITES THE
ELECTRONS OF THE METAL IONS,
LIMITATIONS OF FLAMES: CAUSING THEM TO EMIT VISIBLE
POP-UP TEXT: LIGHT. REMIND THE STUDENTS OF

10 | C H E M I S T R Y – 2 N D Q U A R T E R
  IT CANNOT DETECT LOW THE LIMITATIONS OF THE FLAME
CONCENTRATIONS OF ALMOST ALL TEST WHICH ARE AS FOLLOWS:
IONS. VO-
TC 35:54:20 – 36:30:15
 THE INTENSITY OF THE VISIBLE 36:36:11 – 36:49:21
LIGHT DIFFERS FROM ONE SAMPLE  IT CANNOT DETECT LOW
TO ANOTHER. CONCENTRATIONS OF
 CONTAMINANTS AFFECT THE TEST ALMOST ALL IONS.
RESULTS.  THE INTENSITY OF THE
 THE TEST CANNOT DIFFERENTIATE VISIBLE LIGHT DIFFERS
BETWEEN ALL ELEMENTS. FROM ONE SAMPLE TO
ANOTHER. FOR EXAMPLE,
THE YELLOW EMISSION
FROM SODIUM IS MUCH
BRIGHTER THAN THE RED
EMISSION FROM THE SAME
AMOUNT OF LITHIUM.
 CONTAMINANTS AFFECT
THE TEST RESULTS.
SODIUM, IN PARTICULAR, IS
PRESENT IN MOST
COMPOUNDS AND WILL
COLOR THE FLAME.
SOMETIMES, A BLUE GLASS
IS USED TO FILTER OUT
THE YELLOW OF SODIUM.
 THE TEST CANNOT
DIFFERENTIATE BETWEEN
ALL ELEMENTS. SEVERAL
METALS PRODUCE THE
SAME FLAME COLOR. SOME
COMPOUNDS DO NOT
CHANGE THE COLOR OF
THE FLAME AT ALL.
ON CAM 15 - (MID CENTER) SIR KEVIN
TC: 37:48:17 – 37:58:12 NOW, BASED ON YOUR
OBSERVATIONS IN OUR ACTIVITY,
LET US ANSWER THE FOLLOWING
GUIDE QUESTIONS..

SIR KEVIN VO:

GFX FULL SCREEN: TC: 38:45:19 – 39:19:11
POP-UP TEXTS: 40:34:24 – 41:03:27

QUESTION NUMBER 1 QUESTION NUMBER 1

WHY DO YOU THINK DIFFERENT COLORS WHY DO YOU THINK THERE

11 | C H E M I S T R Y – 2 N D Q U A R T E R
 ARE EMITTED BY THE DIFFERENT METAL DIFFERENT COLORS ARE
SALTS? EMITTED BY THE DIFFERENT
METAL SALTS?
ROLL VIDEO OF THE EXPIREMENT:
THE METAL SALTS EMITTED DIFFERENT COLORS BECAUSE THE METAL SALTS EMITTED
OF THE ABSORPTION OF HEAT FROM
THE FLAME. DIFFERENT COLORS BECAUSE OF
THE ABSORPTION OF HEAT FROM
THE FLAME.
QUESTION NUMBER 2
WHY DO YOU THINK ARE THERE DIFFERENT QUESTION NUMBER 2
COLORS EMITTED? WHY DO YOU THINK ARE THERE
DIFFERENT COLORS EMITTED?

ROLL VIDEO OF THE EXPERIMENT:

THE OUTERMOST PARTICLES IN THE METALLIC ELEMENT THE OUTERMOST PARTICLES IN
ARE RESPONSIBLE FOR THE
THE METALLIC ELEMENT ARE
PRODUCTION OF COLORED LIGHT.
RESPONSIBLE FOR THE
PRODUCTION OF THE COLORED
LIGHT.
QUESTION NUMBER 3
HOW DID THE SCIENTISTS EXPLAIN THE
RELATIONSHIP BETWEEN THE COLORS QUESTION NUMBER 3
OBSERVED AND THE STRUCTURE OF THE HOW DID THE SCIENTISTS
ATOM? EXPLAIN THE RELATIONSHIP
BETWEEN THE COLORS
OBSERVED AND THE STRUCTURE
ROLL VIDEO OF THE EXPIREMENT: OF THE ATOM?
THE COLORS OBSERVED IS AN INDICATION THAT DEFINITE
ENERGY TRANSFORMATIONS OCCURS INSIDE THE ATOM
EMITTING LIGHT. IT FOLLOWS THAT ELECTRONS MUST
OCCUPY ORBITS OF FIXED ENERGY.
THE COLORS OBSERVED IS AN
INDICATION THAT DEFINITE
ENERGY TRANSFORMATIONS
TRANSITION: OCCURS INSIDE THE ATOM THAT
RESULT IN THE EMISSION OF
LIGHT. IT FOLLOWS THAT
ELECTRONS MUST OCCUPY
ORBITS OF FIXED ENERGY.
ON CAM 16: (WIDE – LEFT) SIR KEVIN
TC: 46:01:27 – 46:24:02 YOU HAVE OBSERVED THAT EACH
OF THE SUBSTANCES WE TESTED
SHOWED A SPECIFIC FLAME
COLOR. WHY DO CERTAIN
ELEMENTS GIVE OFF LIGHT OF A
SPECIFIC COLOR WHEN HEAT IS
APPLIED? THE COLORS GIVEN

12 | C H E M I S T R Y – 2 N D Q U A R T E R
 GFX POPUP IMAGE: FOLLOW THE BEAT OFF BY THE VAPORS OF THE
Then the diagram will popup sa right. Teacher kevin will ELEMENTS CAN BE ANALYZED
look at it.. THE DIAGRAM IS TURNING LIKE A 3D WITH AN INSTRUMENT CALLED
MODEL. Sir kevin will do the gesture.. then zooming in to
the diagram.. transitioning to full screen of the diagram - JM
THE SPECTROSCOPE.

GFX FULL SCREEN: VO

SHOWING THE DIAGRAM OF THE ATOMIC TC: 57:25:23 – 57:59:21
SPECTROSCOPE
A GLASS PRISM SEPARATES THE
LIGHT GIVEN OFF INTO ITS
COMPONENT WAVELENGTH. THE
SPECTRUM PRODUCED APPEARS
AS A SERIES OF SHARP BRIGHT
LINES WITH CHARACTERISTIC
COLORS AND WAVELENGTHS ON
A DARK BACKGROUND INSTEAD
OF BEING CONTINUOUS LIKE THE
RAINBOW. WE CALL THIS SERIES
OF LINES THE ATOMIC SPECTRUM
OF THE ELEMENT. THE COLOR,
NUMBER AND POSITION OF LINES
PRODUCED IS CALLED THE
“FINGERPRINT” OF AN ELEMENT.
THESE ARE ALL CONSTANT FOR A
GIVEN ELEMENT.

ON CAM 17 – (MID – LEFT) SIR KEVIN

TC:1:03:25:20 – 104:13:13 HOW DID NIELS BOHR EXPLAINED
ATOMIC SPECTRA HIS FINDINGS ABOUT THE
ELEMENTS IN A SPECTROSCOPE?

13 | C H E M I S T R Y – 2 N D Q U A R T E R

INSERT GFX: - camera movement Sir Kevin
will be in the frame. The shot will start from hi
last frame size. Then we pan left putting him in
the center. - JM
SHOWING AGAIN THE PICTURE OF THE
ELECTRON SPECTRA
GFX FULL SCREEN: camera movement here.
From sir Kevin’s last frame, we will dolly out,
transitioning to FULL SCREEN OF THE
DIAGRAM. - JM
14 | C H E M I S T R Y – 2 N D Q U A R T E R
INDIVIDUAL LINES IN THE ATOMIC
SPECTRA OF ELEMENTS INDICATE
DEFINITE ENERGY
TRANSFORMATIONS WITHIN THE
ATOM. BOHR CONSIDERED THE
ELECTRONS AS PARTICLES
MOVING AROUND THE NUCLEUS
IN FIXED CIRCULAR ORBITS.
THESE ORBITS ARE FOUND AT
DEFINITE DISTANCES FROM THE
NUCLEUS. THE ORBITS ARE
KNOWN AS THE ENERGY LEVELS,
REPRESENTED BY A SMALL
LETTER N INDICATING THE WHOLE
NUMBERS 1,2,3 AND SO FORTH.
SIR KEVIN VO:
TC: 1:05:31:10 – 1:06:30:05
ELECTRONS IN EACH ORBIT HAVE
A DEFINITE ENERGY, WHICH
INCREASES AS THE DISTANCE OF
THE ORBIT FROM THE NUCLEUS
INCREASES. AS LONG AS THE
ELECTRON STAYS IN ITS ORBIT,
THERE IS NO ABSORPTION OR
EMISSION OF ENERGY. WHEN AN
ELECTRON OF AN ELEMENT
ABSORBS EXTRA ENERGY (FROM
A FLAME OR ELECTRIC ARC), THIS
ELECTRON MOVES TO A HIGHER
ENERGY LEVEL. AT THIS POINT
THE ELECTRON IS AT ITS EXCITED
STATE. ONCE EXCITED, THE ATOM
IS UNSTABLE. THE SAME
ELECTRON CAN RETURN TO ANY
OF THE LOWER ENERGY LEVELS
BY RELEASING ENERGY IN THE
FORM OF LIGHT WITH A
PARTICULAR COLOR AND A
DEFINITE ENERGY OR
WAVELENGTH. BOHR’S MODEL
EXPLAINED THE APPEARANCE OF
THE BRIGHT LINE SPECTRUM OF
THE HYDROGEN ATOM BUT
COULD NOT EXPLAIN IT FOR

TRANSITION:
ON CAM 18 – (MID – LEFT)
TC: 1:06:45:03 – 1:06:52:03
GFX FULL SCREEN: Sir kevin please provide
images na here and illustration..
ANIMATION OF ELECTRONS
SOURCE LINK FOR ANIMATION:
https://www.youtube.com/watch?v=-
w_wdwmkdTM
GFX FULL SCREEN
ANIMATION:
PEG ANIMATION (GROUND STATE-EXCITED
STATE OF CARBON) – FILE IS INSIDE THE
FOLDER I PREPARED.
SOURCE LINK FOR ANIMATION:
https://www.youtube.com/watch?
v=8OiLvwF2f3Q
POP-UP TEXTS:
 DEFINITE ENERGY, WHICH
INCREASES AS THE DISTANCE OF
15 | C H E M I S T R Y – 2 N D Q U A R T E R
ATOMS THAT HAVE MORE THAN
ONE ELECTRON.
SIR KEVIN
NOW, LET US RELATE YOUR
OBSERVATION TO BOHR’S MODEL
OF AN ATOM.
SIR KEVIN VO:
TC: 1:07:29:18 – 1:07:53:14
THE ELECTRONS ARE MOVING
AROUND THE NUCLEUS IN
CIRCULAR ORBITS. WHEN AN
ELECTRON ABSORBS EXTRA
ENERGY FROM AN OUTSIDE
SOURCE (A FLAME), THE
ELECTRON MOVES TO A HIGHER
ORBIT. THE COLORED LIGHT IS
EMITTED WHEN THE ELECTRON
FALLS BACK TO A LOWER ORBIT.
THIS LIGHT IS THE DIFFERENCE
BETWEEN THE ENERGIES OF THE
TWO ORBITS INVOLVED.
SIR KEVIN VO
ELECTRONS IN EACH ORBIT HAVE
A DEFINITE ENERGY, WHICH
INCREASES AS THE DISTANCE OF
THE ORBIT FROM THE NUCLEUS
INCREASES. AS LONG AS THE
ELECTRON STAYS IN ITS ORBIT,
THERE IS NO ABSORPTION OR
EMISSION OF ENERGY. WHEN AN
ELECTRON OF AN ELEMENT
ABSORBS EXTRA ENERGY (FROM
A FLAME OR ELECTRIC ARC), THIS
ELECTRON MOVES TO A HIGHER
ENERGY LEVEL. AT THIS POINT
THE ELECTRON IS AT ITS EXCITED
STATE. ONCE EXCITED, THE ATOM
IS UNSTABLE. THE SAME
ELECTRON CAN RETURN TO ANY
OF THE LOWER ENERGY LEVELS
RELEASING ENERGY IN THE FORM
OF LIGHT WITH A PARTICULAR
COLOR AND A DEFINITE ENERGY
 THE ORBIT FROM THE NUCLEUS
INCREASES.
 THERE IS NO ABSORPTION OR
EMISSION OF ENERGY
 ELECTRON MOVES TO A HIGHER
ENERGY LEVEL
OR WAVELENGTH. BOHR’S MODEL
EXPLAINED THE APPEARANCE OF
THE BRIGHT LINE SPECTRUM OF
THE HYDROGEN ATOM BUT
COULD NOT EXPLAIN IT FOR
ATOMS THAT HAS MORE THAN
ONE ELECTRON.

 EXCITED STATE

 THE ATOM IS UNSTABLE

ON CAM 19 – (MID – CENTER) SIR KEVIN

TC: 1:08:44:00 -1:08:53:25 LET US DISCOVER MORE OF THE
DISCOVERIES MADE BY NIELS
BOHR BY COMPARING THEM TO
RUTHERFORD’S THEORY.
GFX FULL SCREEN SIR KEVIN VO
GFX: SHOWING A TABLE OF COMPARISON TC: 1:30:25:10 – 1:30:53:01
OF THE WORKS OF RUTHERFORD AND THE RUTHERFORD MODEL
DALTON. TEXTS AND ILLUSTRATIONS WILL STATES THAT AN ATOM IS
BE SHOWN ONE-BY-ONE SYNC TO THE COMPOSED OF A CENTRAL CORE
VOICE OVER WHERE NEARLY THE WHOLE
MASS OF THE ATOM IS
CONCENTRATED, AND
LIGHTWEIGHT PARTICLES MOVE
AROUND THIS CENTER CORE

BOHR’S MODEL EXPLAINS THAT

THE ELECTRONS ALWAYS TRAVEL
IN SPECIFIC SHELLS OR ORBITS
WHICH ARE LOCATED AROUND
THE NUCLEUS AND THESE SHELLS
HAVE DISCRETE ENERGY LEVELS.

GFX FULL SCREEN SIR KEVIN VO

GFX: TABLE OF COMPARISON (CONTD) TC: 1:16:32:05 – 1:16:46:10
THE RUTHERFORD MODEL WAS
RUTHERFORD BOHR DEVELOPED BASED ON THE
DEVELOPED DEVELOPED OBSERVATIONS FROM HIS GOLD
BASED ON BASED ON FOIL EXPERIMENT.

16 | C H E M I S T R Y – 2 N D Q U A R T E R
 OBSEREVATIONS OBSERVATIONS
OF THE GOLD OF THE LINE BOHR’S MODEL WAS DEVELOPED
FOIL SPECTRA OF THE BASED ON HIS OBSERVATIONS OF
EXPERIMENT HYDROGEN THE LINE SPECTRA OF THE
ATOM HYDROGEN ATOM.

GFX FULL SCREEN SIR KEVIN VO

GFX: TABLE OF COMPARISON (CONTD) TC:1:17:58:24 – 1:18:29:23
RUTHERFORD’S NUCLEAR ATOMIC
RUTHERFORD BOHR MODEL DESCRIBES THE ATOM AS
DOES NOT EXPLAINS THE MOSTLY EMPTY SPACE.
EXPLAIN THE RELATIONSHIP ACCORDING TO HIS MODEL, THE
RELATIONSHIP BETWEEN THE ATOM’S MASS IS CONCENTRATED
BETWEEN THE ORBITAL SIZE IN THE NUCLEUS THAT CONSIST
ORBITAL SIZE AND THE OF PROTONS AND NEUTRONS.
AND THE ENERGY OF THE HOWEVER, IT COULD NOT
ENERGY OF ORBITAL WHERE EXPLAIN THE CHEMICAL
ORBITALS THE SMALLEST PROPERTIES OF ELEMENTS.
ORBITAL HAS
THE LOWEST BOHR’S ATOMIC MODEL
ENERGY DESCRIBES THE ATOM LIKE A
SOLAR SYSTEM, WHERE THE
ELECTRON
IS FOUND ONLY IN SPECIFIC
CIRCULAR PATHS, OR ORBITS,
AROUND THE NUCLEUS.

ON CAM 21 (MID CENTER) SIR KEVIN

TC: 1:09:20:23 -1:09:32:29
NOW, LEARNERS IT’S TIME TO
TEST YOURSELF! PREPARE A
SHEET OF PAPER TO ANSWER
THE FOLLOWING QUESTIONS. YOU
HAVE 5 MINUTES TO ANSWER

17 | C H E M I S T R Y – 2 N D Q U A R T E R
 THEM.

GFX FULL SCREEN SIR KEVIN VO:

GFX TC: 1:18:56:06- 1:21:46:07
5-MINUTE TIMER 1. ON THE BASIS OF
RUTHERFORD’S MODEL OF AN
TEXTS: ATOM, WHICH SUBATOMIC
PARTICLE OR PARTICLES ARE
1. ON THE BASIS OF RUTHERFORD’S PRESENT IN
MODEL OF AN ATOM, WHICH SUBATOMIC THE NUCLEUS OF AN ATOM?
PARTICLE OR PARTICLES ARE PRESENT IN A. PROTON AND ELECTRON
THE NUCLEUS OF AN ATOM? B. NEUTRON AND ELECTRON
A. PROTON AND ELECTRON C. PROTON AND NEUTRON
B. NEUTRON AND ELECTRON D. PROTON ONLY
C. PROTON AND NEUTRON
D. PROTON ONLY THE ANSWER IS:
C. PROTON AND NEUTRON
THE ANSWER IS:
C. PROTON AND NEUTRON 2. THE SYMBOL “N” IN THE BOHR
THEORY OF ATOMIC STRUCTURE
2. THE SYMBOL “N” IN THE BOHR THEORY REFERS TO
OF ATOMIC STRUCTURE REFERS TO: A. THE ENERGY OF THE
A. THE ENERGY OF THE ELECTRON ELECTRON
B. THE TOTAL ENERGY OF THE ATOM B. THE TOTAL ENERGY OF THE
C. THE NUMBER OF ELECTRONS IN AN ATOM
ENERGY LEVEL C. THE NUMBER OF ELECTRONS
D. THE ORBIT IN WHICH AN ELECTRON IS IN AN ENERGY LEVEL
FOUND. D. THE ORBIT IN WHICH AN
ELECTRON IS FOUND.
THE ANSWER IS:
C. THE NUMBER OF ELECTRONS IN AN THE ANSWER IS:
ENERGY LEVEL C. THE NUMBER OF ELECTRONS
IN AN ENERGY LEVEL
3. BOHR’S ATOMIC MODEL DESCRIBES THE
ATOM LIKE A SOLAR SYSTEM, WHERE THE 3. BOHR’S ATOMIC MODEL
ELECTRON IS FOUND ONLY IN SPECIFIC DESCRIBES THE ATOM LIKE A
CIRCULAR PATHS, OR ORBITS, AROUND SOLAR SYSTEM, WHERE THE
THE NUCLEUS. WHAT MODEL WAS ELECTRON IS FOUND ONLY IN
DESCRIBED? SPECIFIC CIRCULAR PATHS, OR
A. THE ATOMIC MODEL ORBITS, AROUND THE NUCLEUS.
B. THE QUANTUM THEORY MODEL WHAT MODEL WAS DESCRIBED?
C. THE PLUM PUDDING MODEL A. THE ATOMIC MODEL
D. THE PLANETARY MODEL B. THE QUANTUM THEORY MODEL
C. THE PLUM PUDDING MODEL
THE ANSWER IS: D. THE PLANETARY MODEL
D. THE PLANETARY MODEL

18 | C H E M I S T R Y – 2 N D Q U A R T E R

4. THE LOWEST ENERGY LEVEL OF AN
ATOM IS KNOWN AS ITS:
A. EXCITED STATE
B. GROUND STATE
C. ELECTRON CONFIGURATION
D. SHELLS
THE ANSWER IS:
B. GROUND STATE
5. WHEN AN ELECTRON IS IN THE EXCITED
STATE, WHAT HAPPENS TO IT?
A. ENERGY IS RELEASED THAT MAKES THE
ELECTRONS MOVE FROM ONE ENERGY
LEVEL TO ANOTHER.
B. ENERGY IS RELEASED THAT MAKES THE
ELECTRONS VIBRATE AND STAYS IN ITS
PLACE.
C. ENERGY HAS BEEN STORED THAT
MAKES THE ELECTRONS EXPLODE
D. ENERGY HAS BEEN STORED THAT
MAKES THE ELECTRONS MOVE FROM ONE
ENERGY LEVEL BACK TO ITS PLACE
THE ANSWER IS:
A. ENERGY IS RELEASED THAT MAKES THE
ELECTRONS MOVE FROM ONE ENERGY
LEVEL TO ANOTHER
ON CAM 22 (MID CENTER)
TC:1:15;27:29 -1:16:10:09
POP-UP TEXT:
KEEP THIS IN MIND, WHEN WE DECIDE ON
THINGS WHETHER GOOD OR BAD, WE
MUST THINK FIRST. WE SHOULD NOT BE
19 | C H E M I S T R Y – 2 N D Q U A R T E R
THE ASNWER IS:
D. THE PLANETARY MODEL
4. THE LOWEST ENERGY LEVEL OF
AN ATOM IS KNOWN AS ITS:
A. EXCITED STATE
B. GROUND STATE
C. ELECTRON CONFIGURATION
D. SHELLS
THE ANSWER IS:
B. GROUND STATE
5. WHEN AN ELECTRON IS IN THE
EXCITED STATE, WHAT HAPPENS
TO IT?
A. ENERGY IS RELEASED THAT
MAKES THE ELECTRONS MOVE
FROM ONE ENERGY LEVEL TO
ANOTHER.
B. ENERGY IS RELEASED THAT
MAKES THE ELECTRONS VIBRATE
AND STAYS IN ITS PLACE.
C. ENERGY HAS BEEN STORED
THAT MAKES THE ELECTRONS
EXPLODE.
D. ENERGY HAS BEEN STORED
THAT MAKES THE ELECTRONS
MOVE FROM ONE ENERGY LEVEL
BACK TO ITS PLACE.
THE ANSWER IS:
A. ENERGY IS RELEASED THAT
MAKES THE ELECTRONS MOVE
FROM ONE ENERGY LEVEL TO
ANOTHER.
SIR KEVIN
LEARNERS, HERE IS OUR
THOUGHT FOR THE DAY:
KEEP THIS IN MIND, WHEN WE
DECIDE ON THINGS WHETHER
GOOD OR BAD, WE MUST THINK
 IMPULSIVE LIKE THE ELECTRONS THAT
WHEN ENERGY IS RELEASED IT STARTS TO
BE EXCITED. LEARN TO LIVE ONE STEP AT A
TIME.
(WIDE CITER – SHOOTING DOWN)
CBB
-END-
20 | C H E M I S T R Y – 2 N D Q U A R T E R
FIRST. WE SHOULD NOT BE
IMPULSIVE LIKE THE ELECTRONS
THAT WHEN ENERGY IS
RELEASED IT STARTS TO BE
EXCITED. LEARN TO LIVE ONE
STEP AT A TIME.
SIR KEVIN
I HOPE YOU LEARNED SOMETHING
IN TODAY’S EPISODE ABOUT THE
ELECTRONIC STRUCTURE OF
MATTER. SEE YOU AGAIN FOR
ANOTHER EPISODE OF YOUR KIND
OF K! THIS IS TEACHER KEVIN A.
DOMINGO, AND YOU ARE
WATCHING DEPED TV!