DLP Formation of Elements in The Universe

School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/19/19- Tuesday
Daily
Lesson Teacher Winnie Rose A. Pablo
Learning Physical Science
Area
Plan Track/Sec./ 12 ICT: 10-11 3rd
Quarter
Time
I.OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the elements during the Big Bang and during stellar evolution.
B. Performance Standard The learners shall make a creative representation of the historical development of the atom or the chemical element in a
timeline.
C. Learning Competencies/ Give evidence for and explain the formation of the light elements in the Big Bang Theory. S11/12PS-IIIa-1
Objectives
1.Cognitive Enumerate the lightest elements formed during the Big Bang event.
Explain how were the first four light elements formed during the Big Bang.
2.Psychomotor Balance fusion/nuclear reactions.
3.Affective Appreciate how light elements evolved through series of reactions.
II.CONTENT/SUBJECT How the light elements formed during the big bang
MATTER
III.LEARNING RESOURCES
A.References:1.Cur.guide p. 1
.2. Textbook pages An Introduction to Physical Science by James T. Shipman, et al p.382; Internet
Exploring Life Through Science by Santiago &Silverio p. 6-7
Exploring Natural Science:Physical Science by Rocelia M. de Villa p. 1-4
B. Other Learning Resources Internet, quipper
Materials Concept Charts, Pictures, Handouts, Activity Sheets, Periodic Table of Elements, Video Clips
C .Process Skills Thinking, Listening, Illustrating, Interacting/Communicating, Analyzing
D. Value Integration Cooperation, Patience, & Persistence
IV.PROCEDURES
Preliminaries Prayer, greetings, checking of attendance, setting classroom policies & rules.
A. Reviewing previous lesson What is the main idea of the Big Bang Theory?
or presenting the new lesson What happened after the Big Bang?
What elements were formed as a result of the Big Bang?
B.Establishing purpose for the The teacher will ask, have you wonder how were the first elements came into existence?
lesson The students will be asked to read the objectives of the day.
C.Presenting examples/ The teacher will present a video clip on the origin of the universe and the first elements.
instances of the new lesson
D. Discussing new concepts & Handouts for reference & activity sheets will be distributed to the learners where they have to write their answers. They will
practicing new skills # 1 perform different exercises with corresponding directions. They will be working by group but will have individual outputs.
Reporting will be done after the tasks. Each group will be given 2minutes to present its output. The first group to finish the
tasks will be the winner & the recipient of the point allotted for the time in the rubrics.
Rubrics:
CRITERIA POINTS CRITERIA POINTS CRITERI POINTS
A
Accuracy/Content 14 Teamwork/ Time 1
Delivery 2 Behavior 2 Total 20
Exercises 1. (3-5 minutes). rearrange the letters correctly.
Scrambled Words/clues Correct Words
gibgnabyroeth (origin of the universe) Big Bang theory
stnemele (Substances that are arranged in the periodic table in increasing atomic number) elements
thgilstnemele (Substances with the atomic numbers from 1 to 4) Light elements
evitacradioyaced (Spontaneous change of nuclei due to emission of particles or rays) Radioactive decay
dewinelbbhu (the scientist who observed that the universe is continuously expanding) Edwin Hubble
Exercises 2. (3-5 minutes). Using the periodic table, locate & identify the first 4 elements with atomic numbers from 1 to 4.
Write your answers in the spaces below.
1.____________________ 2. ___________________ 3. __________________ 4. ______________________
E.Discussing new concepts & Exercises 3. (5-8 minutes). See illustrations 1 to 8 found in your handouts. Study the formation of light elements & check
practicing new skills # 2 your understanding by supplying the needed information in the table below.
Fusion Reactions Reactants Products
Illustration 1
Illustration 2
Illustration 3
Illustration 4
Illustration 5
Illustration 6
Illustration 7
Illustration 8
F. .Discussing new concepts & Exercises 4. (3-5 minutes). Illustration of the series of nuclear reactions during the big bang nucleosynthesis. The teacher
practicing new skills # 3 will discuss how the first 4 elements were formed during the big bang nucleosynthesis. Write your answers in the table
below. Fill up your group’s space only.
a. 11p + 10n ---- 21H + 00y
b.21H + 11p ---- 32He + 00y Each group will identify the light elements formed from the big bang
c. 21H + 21H ---- 32He + 10n nucleosynthesis illustrated at the left.
d. 21H + 21H ---- 31He + 11p Group 1. Identify what light elements were formed in a & b nuclear reactions.
e.32He + 21H ---- 42He + 11p Group 2. Identify what light elements were formed in c & d nuclear reactions
f. 31He + 21H ---- 42He +10n Group 3. Identify what light elements were formed in e & f nuclear reactions
g. 32He + 42He ---- 74Be + 00y Group 4. Identify what light elements were formed in g & h nuclear reactions
h. 74Be + 10n ---- 73Li + 11p
Group No. Nuclear Reactions Products
1 a&b A b
2 c&d C d
3 e&f E f
4 g&h G h
Illustration on fusion of protons & neutrons forming heavier nuclei.
G.Developing Mastery Exercises 5.(3-5 minutes). Balancing the ff. fusion/nuclear reactions.
Group 1. 1__p +11p __
1H + 1eGroup 3. 2He + 2He
0 3 __ 7
4Be + __y
0
Group 2. 11H + __1H 31He +01eGroup 4. __4Be + 10n 7

__Li + 1p
1
H.Finding practical Suppose 100B helium can be produced every 10seconds, what is the rate of nuclear fusion of helium in seconds?
applications of concepts &
skills in daily living
I. Making generalizations & 1. What is the Big Bang Theory?3. What elements were formed as a result of the Big Bang?
abstractions about the lesson 2. What isnucleosynthesis?4. What are the elements that belong to light elements?
J. Evaluation Evaluation: ¼ SOP. Write the letters which correspond to your answers (15 items).
1. Which of the following refers to the process of producing the light elements such as helium?
a. supernova nucleosynthesis b. big bang nucleosynthesis c. cosmic ray spallation d. rp-process
2. ___ are the remains of energy created after the Big Bang expansion.
a. Gravitational wave b. Blackbody radiation c. Cosmic microwave radiation d. magnetic field
3. Who was the scientist who used the redshift of light from galaxies to calculate their velocities and distances from the
Earth? a. Robert Wilson b. Edwin Hubble c. Arno Penzias d. VestoSlipher
4. According to the big bang theory, how much time was needed to produce the light elements hydrogen and helium? a. 3
minutes b. 5 hours c. 7MY d. 13.8BY
5. What happens when something redshifts?
a. Its wavelength increases. b. Its energy increases. c. Its frequency increases. d. Its size increases.
6. What does the increase in wavelength of light from a galaxy mean? The galaxy is moving ____.
a. away from the Earth, & the universe is expanding. c. towards the Earth, & the universe is being compressed.
b. towards the Earth, & the universe is expanding d. away from the Earth, & the universe is being compressed.
7. Sequence the following products of big bang nucleosynthesis from lowest to highest by mass.
I hydrogen II deuterium III helium IV lithium
Choices: a. I,II,III,IV b. I,III,II,IV c. I,II,IV,III d. I, IV, II, III
8. Which of the ff. events during the big bang expansion led to the
nucleosynthesis of helium-3 and hydrogen?
a. The temperature of the universe cooled down below 1010 K. c.
The nucleosynthesis of helium-4 halted.
b. The temperature of the universe increased above 1010 K. d. Beryllium-7 spontaneously decayed.
9. Refer to the figure below.Which of the following is the by-product
of the nucleosynthesis of helium-4 from a deuterium and tritium?
a. Proton b. Gamma radiation c. Helium-3 d. Neutron
10. Refer to the figure below. Which of the ff. is the other starting material for the nucleosynthesis of beryllium-7 from
helium-4?
a. proton b. gamma radiationc.helium-3 d. neutron
11.What are the substances arranged in the periodic table in an increasing atomic number? a. Objects b.
Materials c. Matter d. Elements
12. Which of the ff. were the very first elementsin the universe? I. Hydrogen II. Helium III. Beryllium
a. I,II b. I, III c. II, III d. I, II, III
13. From the nuclear reactions presented as to the formation of the light elements, which reactions produced Helium? a.
a,b,c,d,e b. b,c,d,e,f c. c,d,e,f,g d. d,e,f,g,h
14. Which of the ff. pair of numbers will balance the nuclear reaction: 31He + --1p ---- 4--He + 00y
a. 3;4 b. 3;1 c. 1;4 d. 1;2
15. Who was the scientist who observed that the universe is continuously expanding, thus the Big Bang Theory
a. David Krofcheck b. Martin Rees c. William Ramsay d. Edwin Hubble
V.REMARKS
VI.REFLECTION
Grade, Strands & Section 12 ICT
A. No. of students who earned 80% in the evaluation
B.No. of students needing additional activities for remediation who scored below 80%
C. Did the remediation work? No. of students who cope up w/ lesson
D. No. of students who continue to require remediation
E. .Wlc of my teaching strategies worked well? Why did these work?
F. What difficulty I encounter w/c my principal can help me solve?
G. What innovation or localized materials did I use to share w/ others?
Prepared by: Checked by: Noted by: Observed by:
WINNIE ROSE A. PABLO FE V. LIZARDO, MT-II DORCAS CONSUELO D. REVAULA ______________

Subject Teacher Subject Specialist Asst. Principal, SHS
https://link.quipper.com/en/organizations/547ffc09d2b76d0002002866/curriculum#curriculum
Nucleosynthesis: The Beginning of Elements (The Formation of the Light Elements in the Big Bang Theory)
Objectives:1. Enumerate the lightest elementsformed during the Big Bang event.
2. Give evidence for and explain how were the first four light elements formed during the Big Bang.
3. Balance fusion reactions. 4. Appreciate how light elements evolved through series of reactions.
What elements were produced during the big bang expansion?
Learn about it!
Big Bang Theory: The big bang theory is a cosmological model stating that the universe started its expansion about 13.8 BYA. Pieces of
evidence supporting this theory are (1) occurrence of redshift, (2) background radiation, and (3) abundance of light elements.
1. Redshift: VestoSlipher and Carl Wilhelm Wirtz (1910s) measured the wavelengths of light from spiral nebulae (interstellar clouds of dust
and ionized gases). They discovered that the light from the nebulae increased in wavelength. They explained their discovery as a
Doppler shift. The Doppler shift or Doppler effect explains that when an object gets closer to us, its light waves are compressed into
shorter wavelengths (blueshifted, because blue light has the shortest wavelength in the visible region). On the other hand, when an
object moves away from us, its light waves are stretched into longer wavelengths (redshifted, because red light has the longest
wavelength in the visible region). Slipher and Wirtz then explained that the redshift or increase in wavelength was due to the increase in
the distance between the Earth and the nebulae. They concluded that the redshift occurred due to the expansion of space.
Edwin Hubble (1929) used the redshift of light from galaxies to calculate the velocities and distances of these galaxies from the Earth.
He discovered that they were moving away from the Earth and from each other. His calculations supported the theory that the universe
is expanding.
2. Cosmic Microwave Background Radiation:Robert Wilson and Arno Penzias (1965) discovered a low, steady “hum” from their Holmdel Horn
antenna (an antenna built to support NASA’s Project Echo). They concluded that the noise is Cosmic Microwave Background
Radiation (CMBR), the remains of energy created after the big bang expansion.
3. Abundance of Light Elements: The abundance of light elements supports the big bang theory. The theory predicts that the universe is
composed of 73% hydrogen and 25% helium by mass. The prediction correlated to the measured abundances of primordial material in
unprocessed gas in some parts of the universe with no stars.
Learn about it!:Formation of Light Elements: Big bang nucleosynthesis is the process of producing the light elements during the
big bang expansion. In the beginning, the universe was very hot that matter was fully ionized and dissociated. Few seconds after the
start of the big bang, the universe was filled with protons, neutrons, electrons, neutrinos, and positrons. After the first three minutes, the
universe cooled down to a point where atomic nuclei can form. Protons and neutrons combined to form atomic nuclei such as
deuterium.
Illustration 1.
However, the temperature of the universe was still much greater than the
binding energy of deuterium. Binding energy is the energy required to break
down a nucleus into its components. Therefore, deuterium easily decayed
upon formation.
Learn about it!

When the temperature cooled down below 1010 K,deuterium nuclei combined with other nuclei to formheavier ones.
Illustration 2. Illustration 3.
Helium-3 was formed from the fusion of two deuterium Tritium or hydrogen-3 was produced from the fusion of
nuclei and a release of a neutron. two deuterium nuclei and a release of a proton.
Helium-4 was also synthesized from deuterium Helium-4 was produced from the fusion
and helium-3. of deuterium and tritium.
Learn about it!

For the first three minutes, a substantial amount of neutrons was converted into helium-4 nuclei, before their decay.
Helium then combined to other nuclei to form heavier ones such as lithium-7 and beryllium-7.
Lithium-7 was synthesized from helium-4 and tritium.Beryllium-7 was produced from helium-3 and helium-4.
Illustration 8.
Among the light elements formed, deuterium,
helium-3, helium-4, and lithium-7 were stable. Beryllium-7
was unstable and decayed spontaneously to lithium-7.
What do you think?

How are elements heavier than beryllium formed?
Key Points
1.Pieces of evidence that support the big bang theory are redshift, cosmic microwave background radiation, and abundance of light elements.
2.Big bang nucleosynthesis is the process of light element formation.
3.The light elements that formed after the big bang were helium, deuterium, and trace amounts of lithium and beryllium.
4. Deuterium, helium-3, helium-4, and lithium-7 were stable. On the other hand, Be-7 was unstable and decayed spontaneously to Li-7.
Evaluation: ¼ SOP. Write the letters which correspond to your answers.

1. Which of the following refers to the process of producing the light elements such as helium?
a. supernova nucleosynthesis b. big bang nucleosynthesis c. cosmic ray spallation d. rp-process
2. ___ are the remains of energy created after the Big Bang expansion.
a. Gravitational wave b. Blackbody radiation c. Cosmic microwave radiation d. magnetic field
3. Who was the scientist who used the redshift of light from galaxies to calculate their velocities and distances from the Earth?
a. Robert Wilson b. Edwin Hubble c. Arno Penzias d. VestoSlipher
4. According to the big bang theory, how much time was needed to produce the light elements hydrogen and helium?
a. 3 minutes b. 5 hours c. 7MY d. 13.8BY
5. What happens when something redshifts?
a. Its wavelength increases. b. Its energy increases. c. Its frequency increases. d. Its size increases.
6. What does the increase in wavelength of light from a galaxy mean? The galaxy is moving ____.
a. away from the Earth, and the universe is expanding. c. towards the Earth, and the universe is being compressed.
b. towards the Earth, and the universe is expanding d. away from the Earth, and the universe is being compressed.
7. Sequence the following products of big bang nucleosynthesis from lowest to highest by mass.
I hydrogen II deuterium III helium IV lithium Choices: a. I,II,III,IV b. I,III,II,IV c. I,II,IV,III d. I, IV, II, III
8. Which of the following events during the big bang expansion led to the nucleosynthesis of helium-3 and hydrogen?
a. The temperature of the universe cooled down below 10 10 K. c. The nucleosynthesis of helium-4 halted.
b. The temperature of the universe increased above 10 10 K. d. Beryllium-7 spontaneously decayed.
9. Refer to the figure below.Which of the following is the by-product of the nucleosynthesis of helium-4 from a deuterium and tritium?
a. Proton b. Gamma radiation c. Helium-3 d. Neutron
10. Refer to the figure below. Which of the ff. is the other starting material for the nucleosynthesis of beryllium-7 from helium-4?
a. proton b. gamma radiation c.helium-3 d. neutron
11.What are the substances arranged in the periodic table in an increasing atomic number?
a. Objects b. Materials c. Matter d. Elements
12. Which of the ff. were the very first elementsin the universe? I. Hydrogen II. Helium III. Beryllium
a. I,II b. I, III c. II, III d. I, II, III
13. From the nuclear reactions presented as to the formation of the light elements, which reactions produced Helium?
a. a,b,c,d,e b. b,c,d,e,f c. c,d,e,f,g d. d,e,f,g,h
14. Which of the ff. pair of numbers will balance the nuclear reaction: 31He + --1p ---- 4--He + 00y
a. 3;4 b. 3;1 c. 1;4 d. 1;2
15. Who was the scientist who observed that the universe is continuously expanding, thus the Big Bang Theory .
a. David Krofcheck b. Martin Rees c. William Ramsay d. Edwin Hubble
Group No. _______(please write the individual names of the members at the back of this sheet) Score_____________
Grade/Strand/Section_____________ Date ______________
Activity No. _____
Title: Nucleosynthesis: The Beginning of Elements (The Formation of the Light Elements in the Big Bang Theory)
Objectives: 1. Enumerate the lightest elements formed during the Big Bang event.
2. Explain how were the first four light elements formed during the Big Bang.
3. Balance fusion/nuclear reactions.
Rubrics: Reporting: Each group has one to 1 minute to present their output. 5-6min
CRITERIA POINTS CRITERIA POINT CRITERIA POINTS
S
Accuracy/Content 14 Teamwork/ 2 Time 1
Delivery 2 Behavior Total 20
Tasks: Exercises 1. (3-5 minutes). Strips with scrambled words will be distributed to each group. The first group to rearrange the letters
correctly will be the winner. Answers will be written in manila paper to be posted on the board.
Scrambled Words/clues Correct Words
1.gib gnab yroeth (origin of the universe)
2. stnemele (Substances that are arranged in the periodic table in increasing atomic number)
3. thgil stnemele (Substances with the atomic numbers from 1 to 4)
4. evitacradio yaced (Spontaneous change of nuclei due to emission of particles or rays)
5. dewin elbbhu (the scientist who observed that the universe is continuously expanding)
Exercises 2. (3-5 minutes).Using the periodic table, locate & identify the first 4 elements with atomic numbers from 1 to 4. Write your
answers in the spaces below.
1.______________________ 2. _____________________ 3. _____________________ 4. _____________________
Exercises 3. (5-8 minutes). See illustrations 1 to 8 found in your handouts. Study the formation of light elements& check your
understanding by supplying the needed information in the table below.
Fusion Reactants Products
Reactions
Illustration 1
Illustration 2
Illustration 3
Illustration 4
Illustration 5
Illustration 6
Illustration 7
Illustration 8
Exercises 4. (3-5 minutes). Illustration of the series of nuclear reactions during the big bang nucleosynthesis. The teacher will discuss
how the first 4 elements were formed during the big bang nucleosynthesis. Write your answers in the table below. Fill up your group’s
space only.
a. 11p + 10n ---- 21H + 00y Each group will identify the light elements formed from the big bang
b.21H + 11p ---- 32He + 00y nucleosynthesis illustrated at the left.
c. 1H + 1H ---- 2He + 0n
2 2 3 1 Group 1. Identify what light elements were formed in a & b nuclear reactions.
d. 1H + 1H ---- 1He + 1p
2 2 3 1 Group 2. Identify what light elements were formed in c & d nuclear reactions
e. 2He + 1H ---- 2He + 1p
3 2 4 1 Group 3. Identify what light elements were formed in e & f nuclear reactions
f. He + H ---- He + n
3 2 4 1 Group 4. Identify what light elements were formed in g & h nuclear reactions
1 1 2 0
g. 2He + 2He ---- 74Be + 00y
3 4
h. 74Be + 10n ---- 73Li + 11p

Group No. Nuclear Reactions Products
1 a&b a b
2 c&d c d
3 e&f e f
4 g&h g h
Exercises 5.(3-5 minutes). Balancing the ff. fusion, nuclear reactions.

Group 1. 1__p +11p __
1H + 01e
Group 2. 11H + __1H 3

He +01e
1
Group 3. 32He + __2He 7

Be + 0__y
4
Group 4. __4Be + 10n 7

__ Li + 11p
School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/25/19- Monday

Daily Learning Physical Science
Teacher Winnie Rose A. Pablo
Lesson Area
Quarter
Time
I.OBJECTIVES
timeline.
C. Learning Competencies/ Give evidence for and explain the formation of heavier elements during star formation & evolution.
Objectives S11/12PS-IIIa-2
1.Cognitive Enumerate the heavier elements from carbon to iron formed during star formation & evolution.
Explain how were the heavier elements from carbon to iron formed during star formation & evolution.
2.Psychomotor Trace the formation of star together with the formation of heavier elements.
3.Affective Appreciatethe birth and evolution of a star.
II.CONTENT/SUBJECT How the heavier elements formed during Star Formation & Evolution
MATTER
.2. Textbook pages An Introduction to Physical Science by James T. Shipman, et al p.26-27; Internet
B. Other Learning Resources Internet
Materials Concept Charts, Pictures, Handouts,Activity Sheets, video clips
IV.PROCEDURES
A. Reviewing previous lesson What were first 4 light elements formed during the big bang?
or presenting the new lesson How many minutes just after the big bang when the hydrogen & helium were formed? Answer: 3min. to 300.000 years.
B.Establishing purpose for the The teacher will ask, have you wonder how were the heavier than beryllium like carbon, neon and iron formed?
C.Presenting examples/ The teacher will present a video clip on the origin of the universe and the first elements.
Rubrics:
A
scrambled words Correct answers
1.reivaeh ementels Heavier elements
2.tsar noitamrof Star formation
3.rallets noitulove Stellar evolution
4.der tiang Red giant
5.noisuf llhes Fusion shell
E.Discussing new concepts & Exercises 2. (3-5 minutes).Using the periodic table, locate & write theheavier elements corresponding atomic numbers of
practicing new skills # 2 the ff. heavier elements: carbon, Neon, Oxygen, Silicon, & Iron. Write your answers in the space provided found in your
activity sheets.
(Answer: Carbon 12, Neon 10, Oxygen 8, Silicon 14, & Iron 26 ).
Exercises3. (10minutes).Answer the ff. questions for 3-4 minutes.Refer your answers to the handouts, page 1.
Group 1. Explain the star formation theory. (Answer: The dense region of nebular clouds collapses. Its fragments contract
to form stellar core called the protostar).How does a younger yellow star generate its fuel. (Answer: By the energy released
from fusion of H nuclei to form He).
Group 2. When could a protostar has become a main sequence star? (Answer:When the contraction of the protostarstops,
gravitational equilibrium is reached, the protostar has become a main sequence star).What causes the star to become red?
(Answer: When He begins burning, the outer temperature of the star becomes colder than the core, thus causes the star
to become red).
Group 3. Why does production of elements stops when iron is formed? (Answer: Fe is the most stable nuclei, it is unable to
undergo nuclear reactions). What happens to a red giant when its light elements like H & He are consumed in nuclear
reactions? (Answer: The core of the star starts to collapse & the star will finally explode).
Group 4. Explain the fate or destiny of low-mass star and & a massive star. (Answer: In a low-mass star [with mass less
than twice the Sun’s mass], there is not enough mass for a carbon fusion to occur. The star’s fuel is depleted, & over time,
the outer material of the star is blown off into space. The only thing that remains is the hot & inert carbon core. The star
becomes a white dwarf.A massive star on the other hand, has enough mass such that temperature & pressure increase to a
point where carbon fusion can occur. The star goes through a series of stages where heavier elements are fused in the core
& in the shells around the core. The element oxygen is formed from carbon fusion; neon from oxygen fusion; magnesium
from neon fusion: silicon from magnesium fusion; and iron from siliconfusion. The star becomes a multiple-shell red giant).
F.Developing Mastery Exercises 4. (3-5 minutes).The learners will answer the ff. questions. Refer to the handouts: series of nuclear fusion, a – j
(page 1 to 2).
Series of Nuclear Fusions during Stellar/Star Formation & Evolution
a. 11H + 11H ---- 21He +01e
b. 21H + 11H ---- 32He + ooy
c. 32He + 32He ---- 42He + 11H + 11H
d. .42He + 42He ---- 84Be
e. 84Be + 42He ---- 126C
f. 126C + 126C ----2010Ne + 42He
g. 126C + 126C ----2310Na + 21H
h. 2010Ne + 00y --- 168Na + 42He
i. 2010Ne + 42He ---2412Mg + 00y
j. 168O + 168O------2814Si + 42He
Group 1. Identify the elements formed in the
Figure 1.2. Cross section of the layered model of red giant
hydrogen/H fusion shell (a, b, & c) nuclear reactions. star showing the distribution of the first few elements
Group 2. Identify the elements formed in the formed after the big bang. Layering increases the density of
helium/He fusion shell (d, & e) nuclear reactions. the star.
Group 3. Identify the elements formed in the carbon/C
fusion shell (f & g) nuclear reactions.
Group 4. Identify the elements formed in the neon/Ne fusion shell (h &i) nuclear reactions; and the elements formed in the
Oxygen/O fusion shell (j) nuclear reactions.
G.Finding practical How does fusion provide the energy for the sun?
applications of concepts & Answer: In the sun, about 600M tons of hydrogen is converted into 596M tons of helium every second. The other 4M tons
skills in daily living of matter are converted into energy. Fortunately, the sun has enough hydrogen to produce energy at its present rate for
several billion more years.
Illustration: 411H 42He + 2(+1oe) + energy
H. Making generalizations & What are the heavier elements?
abstractions about the lesson What is stellar evolution?
What elements provide energy for the star to live?
What will happen to a star when it hasexhausted its light elements in nuclear reactions? (Answer: The star will explode and
eventually die).
What is the fate of a low-massive star (with mass less than twice the Sun’s mass)? How about the fate of a massive star?
I. Evaluation Beryllium & carbon ¼ SOP. Write the letters which correspond to your answers. (15 items)
1. Which of the following describes stellar nucleosynthesis?
a. It is the process by which elements are formed within stars. c. It is the process by which elements are produced in
gas clouds.
b. It is the formation of elements during a supernova explosion. d. It is the formation of light elements such as hydrogen
and helium.
2. Which of the following is a stellar core formed when the fragments of a collapsed molecular cloud contract?
a. Protostar b. Supernova c. Red giant d. Main sequence star
3. Which of the following is a star that has used up its hydrogen supply in the core and switched into the thermonuclear
fusion of hydrogen in the shell surrounding the core? a. Protostar b. Supernova c. Red giant d. Main sequence
star
4. The formation of a star starts with the dense regions of molecular clouds. What force pulls matter together to form these
regions?
a. Magnetic force b. Nuclear force c. electromagnetic force d. gravitational force
5. What happens when most of the hydrogen (H) in the core is fused into helium (He) in the stellar core? (multiple choice)
a. H fusion stops, & the pressure in the core decreases.c.Nuclear energy increases until carbon & helium burning occur.
b. H fusion continues, and the pressure in the core increases. d. Gravity squeezes the star until He & H occur.
6. Arrange the following stages of stellar evolution of a low-mass star. I.Protostar II. Main sequence star
III. Red giant IV. White dwarf Choices: a. I,II,III,IV b. I,III,II,IV c. I,II,IV,III d. I,IV,II,III
7. Which of the following is the major factor predicting the fate of a star?
a. Strength of gravitational force b. Mass of the star c. Amount of iron produced d. Temperature of the star
8. Which of the following elements are not formed during stellar evolution? a. Carbon b. Oxygen c. Gold d. Cadmium
9. When does a massive star enter the stage of becoming a supernova? a. When the silicon fusion stops
b. When the star has used up all its hydrogen fuel c. When the chromium fusion stops d. When the star has
burned all its oxygen
10. Which of the following are true about the formation of elements lighter than iron in the core of the stars?
a. When the elements combine, they release energy which can fuel the nuclear fusion reactions in the star.
b. When the elements combine, they produce a nucleus with a mass lower than the sum of their masses.
c. When there is an input of energy from nuclear fission reactions in the star, the elements are formed.
d. When the elements combine, they produce a nucleus with a mass greater than the sum of their masses.
1.Which of the ff. are considered as heavier elements which were the products of stellar formation & evolution? I.Carbon
II. Neon III. Oxygen IV. Silicon V. Iron VI. Nickel Choices: a. I,II, III, IV,V b. II, III, IV, V,VI c.
I, III, IV, V,VI d. I, II, III, IV,V,VI
2. At what fusion shell where Helium is formed? (a. H b. He c. C d. Ne) fusion shell.
3. What heavier elements were formed in the Helium fusion shell? a. Beryllium &Carbon b. Carbon & Neon c.
Beryllium &Oxygen d. Neon & Oxygen
4.Which of the ff. is the correct sequence of the formation of the heavier elements after carbon in the stellar formation? I.
Neon II. Oxygen
III. Silicon IV. Iron Choices: a. I,II,III,IV b. II,III,IV,I c. III,IV,I,II d. IV,III,II,I
5. Why does production of elements stop when iron is formed?a. Fe is the most stable nuclei, it is unable to undergo nuclear
reactions.
b. To produce elements heavier than iron, energy input is necessary. c. At this point, the star has already exhausted its
nuclear fuel. d. All of the above.
V.REMARKS
VI.REFLECTION
Prepared by: Checked by: Noted by: Observed by:
WINNIE ROSE A. PABLO FE V. LIZARDO, MT-II DORCAS CONSUELO D. REVAULA ______________

Subject Teacher Subject Specialist Asst. Principal, SHS
Nucleosynthesis: The Beginning of Elements (Formation of Heavier Elements during Star Formation & Evolution)
Objectives: 1. To give evidence for & describe the formation of heavier elements during star formation & evolution.
Review: How were the light elements – hydrogen, helium, lithium, & beryllium, were formed during the big bang nucleosynthesis?
Learn about it!
Elements heavier than beryllium are formed through stellar nucleosynthesis. Stellar nucleosynthesis is the process by which elements
are formed within stars. The abundances of these elements change as the stars evolve.
Evolution of Stars
The star formation theory proposes that stars form due to the collapse of the dense regions of a nebular cloud. As the cloud collapses,
the fragments contract to form a stellar core called protostar. Due to strong gravitational force, the protostar contracts & its temperature
increases. When the core temperature reaches about 10 million K, nuclear reactions begin. The reactions release positrons & neutrinos
which increase pressure & stop the contraction. When the contraction stops, gravitational equilibrium is reached, & the protostar has
become a main sequence star.
In the core of a main sequence star, hydrogen is fused into helium via the proton-proton chain. When most of the hydrogen in the core
is fused into helium, fusion stops, & the pressure in the core decreases. Gravity squeezes the star to a point that helium & hydrogen
burning occur. Helium is converted to carbon in the core while hydrogen is converted to helium in the shell surrounding the core. The
star has become a red giant.
Learn about it!

When the majority of the helium in the core has been
converted to carbon, then the rate of fusion decreases. Gravity again
squeezes the star. In a low-mass star (with mass less than twice the Sun’s
mass), there is not enough mass for a carbon fusion to occur. The star’s fuel
is depleted, & over time, the outer material of the star is blown off into space.
The only thing that remains is the hot & inert carbon core. The star becomes
a white dwarf.
However, the fate of a massive star is different. A massive star has enough mass
such that temperature & pressure increase to a point where carbon fusion can
occur. The star goes through a series of stages where heavier elements are
fused in the core & in the shells around the core. The element oxygen is formed
from carbon fusion; neon from oxygen fusion; magnesium from neon fusion:
silicon from magnesium fusion; and iron from silicon fusion. The star becomes a
multiple-shell red giant.
Learn about it!

The fusion of elements continues until iron is formed by silicon fusion.
Elements lighter than iron can be fused because when two of these
elements combine, they produce a nucleus with a mass lower than the sum
of their masses. The missing mass is released as energy. Therefore, the
fusion of elements lighter than iron releases energy. However, this does not
happen to iron nuclei. Rather than releasing energy, the fusion of two iron
nuclei requires an input of energy. Therefore, elements lighter than &
including iron can be produced in a massive star, but no elements heavier
than iron are produced.When the core can no longer produce energy to
resist gravity, the star is doomed. Gravity squeezes the core until the star
explodes and releases a large amount of energy. The star explosion is
called a supernova.
Learn about it!
History: Stellar/Star Formation and Evolution
Through Series of Nuclear Fusions. The universe
continuously expanded for several years & the
cloud of H & He gases condensed to form stars,
including the sun. Over million of years, the stars
made of H became hotter & denser. During this
stellar evolution, nuclear reactions continued
which produced elements heavier than lithium.
The light elements combined to form atoms of C,
Ne, O, Si, & Fe. The stars are described to have
an “onionskin structure” as they evolve & produce
new elements. See figure 1.2, right (Exploring
Life Through Science by Santiago &Silverio p. 8).
Figure 1.2. Cross section of the layered model of red giant star showing the
distribution of the first few elements formed after the big bang. Layering increases
the density of the star.
Page 2. The Formation of Heavier Elements during Star Formation and Evolution
A younger yellow star made up of H is fueled by the energy released from fusion of H nuclei to form He. Once enough He-4 is produced, these nuclei
become concentrated at the core of the star, thus the core of the star becomes hotter. H fusion continues in a “shell” surrounding the He core as
shown below.
Series of nuclear fusion in the formation of elements during star formation & evolution:
a. 11H + 11H 21He +01e b. 21H + 11H 32He + ooyc. 32He + 32He 42He + 11H + 11H
When the core reaches the temperature enough for He fusion to occur, He burning begins. The outer temperature then becomes colder than the
core, which causes the star to become red. From this fusion, Beryllium-8 (Be-8) is formed. Another He-4 fuses with Be-8 to form C12. These
reactions happen in the He fusion shell, beneath the H fusion shell.
d. .42He + 42He 8
4Be e. 84Be + 42He 12
6C
The C nuclei produced become more concentrated at the center, as He was earlier. This produces a carbon core, that when it reaches a certain
temperature to allow carbon fusion, it produces neon (Ne) within the carbon fusion shell. Nuclear reactions occurring in this shell include the ff.:
f. 126C + 126C 20 4
10Ne + 2He g. 126C + 126C2310Na + 21H
Neon (Ne) then becomes concentrated at the core, then undergoes fusion to produce oxygen (O).
h. 2010Ne + 00y 168Na + 42He i. 2010Ne + 42He2412Mg + 00y
When the Oxygen becomes concentrated at the core, fusion continues, producing silicon (Si). j. 168O + 168O2814Si + 42He
Lastly, the fusion of Si-28 produces radioactive Nickel-56 (Ni-56), which will then decay to iron. More nuclear fusions happen between different
nuclei to form the other elements. However, the production of elements stops when iron is formed. Since Fe is the most stable nuclei, it is unable to
undergo nuclear reactions. A great amount of energy is produced, enough to fuel more nuclear reactions; however, in order to produce elements
heavier than iron, energy input is necessary. At this point, the star has already exhausted its nuclear fuel.As the red giant star exhausted the nuclear
fuel of light elements, its core started to collapse & eventually led to the explosion of the star.
Pieces of Evidence
1. The discovery of the interstellar medium of gas & dust during the early part of the 20th century provided a crucial piece of evidence to support the
star formation theory. Other pieces of evidence come from the study of different stages of formation happening in different areas in space & piecing
them together to form a clearer picture.
2. Energy in the form of Infrared Radiation (IR) is detected from different stages of star formation. For instance, astronomers measure the IR
released by a protostar& compare it to the IR from a nearby area with zero extinction. Extinction in astronomy means the absorption & scattering of
electromagnetic radiation by gases & dust particles between an emitting astronomical object & an observer. The IR measurements are then used to
approximate the energy, temperature, & pressure in the protostar.
Key Points
1. Stellar nucleosynthesis is the process by which elements are formed within stars.
2. The star formation theory proposes that stars form due to the collapse of the dense regions of a molecular cloud.
3. A protostar is a stellar core formed when the fragments of a collapsed molecular cloud contract.
4. A main sequence star is formed when gravitational equilibrium is reached during the hydrogen fusion in a protostar.
5. A red giant is a star that has used up its hydrogen supply in the core and switched into the thermonuclear fusion of hydrogen in
the shell surrounding the core.
6. A massive star becomes a multiple-shell red giant when the elements oxygen, neon, magnesium, silicon, and iron are formed in
its core together with carbon, helium, and hydrogen.
7. A supernova is a star that blows apart and releases a large amount of energy.
8. Evidence of star formation comes from studying IR emissions from the different stages of star evolution.
Evaluation:¼ SOP. Write the letters which correspond to your answers.
1. Which of the following describes stellar nucleosynthesis?
a. It is the process by which elements are formed within stars. c. It is the process by which elements are produced in gas clouds.
b. It is the formation of elements during a supernova explosion. d. It is the formation of light elements such as hydrogen and helium.
2. Which of the following is a stellar core formed when the fragments of a collapsed molecular cloud contract?
a. Protostar b. Supernova c. Red giant d. Main sequence star
3. Which of the following is a star that has used up its hydrogen supply in the core and switched into the thermonuclear fusion of hydrogen in the
shell surrounding the core? a. Protostar b. Supernova c. Red giant d. Main sequence star
4. The formation of a star starts with the dense regions of molecular clouds. What force pulls matter together to form these regions?
a. Magnetic force b. Nuclear force c. electromagnetic force d. gravitational force
5. What happens when most of the hydrogen (H) in the core is fused into helium (He) in the stellar core? (multiple choice)
a. H fusion stops, & the pressure in the core decreases.c.Nuclear energy increases until carbon & helium burning occur.
b. H fusion continues, and the pressure in the core increases.d.Gravity squeezes the star until He & H occur.
6. Arrange the following stages of stellar evolution of a low-mass star. I.Protostar II. Main sequence star
III. Red giant IV. White dwarf Choices: a. I,II,III,IV b. I,III,II,IV c. I,II,IV,III d. I,IV,II,III
7. Which of the following is the major factor predicting the fate of a star?
a. Strength of gravitational force b. Mass of the star c. Amount of iron produced d. Temperature of the star
8. Which of the following elements are not formed during stellar evolution? a. Carbon b. Oxygen c. Gold d. Cadmium
9. When does a massive star enter the stage of becoming a supernova?a. When the silicon fusion stops
b. When the star has used up all its hydrogen fuelc. When the chromium fusion stops d. When the star has burned all its oxygen
10. Which of the following are true about the formation of elements lighter than iron in the core of the stars?
a. When the elements combine, they release energy which can fuel the nuclear fusion reactions in the star.
b. When the elements combine, they produce a nucleus with a mass lower than the sum of their masses.
c. When there is an input of energy from nuclear fission reactions in the star, the elements are formed.
d. When the elements combine, they produce a nucleus with a mass greater than the sum of their masses.
11..Which of the ff. are considered as heavier elements which were the products of stellar formation & evolution? I. Carbon II. Neon
III. Oxygen IV. Silicon V. Iron VI. Nickel Choices: a. I,II, III, IV,Vb. II, III, IV, V,VIc. I, III, IV, V,VId. I, II, III, IV,V,VI
For questions # 12 to 14, refer your answers to figure 1.2 in your handouts (inset, page 1).
12. At what fusion shell where Helium is formed? (a. H b. He c. C d. Ne) fusion shell.
13. What heavier elements were formed in the Helium fusion shell? a. Beryllium & C b. C & Neonc. Beryllium & Od. Neon & O
14.Which of the ff. is the correct sequence of the formation of the heavier elements after carbon in the stellar formation?
I. Neon II. Oxygen III. SiliconIV. Iron Choices: a. I,II,III,IV b. II,III,IV,I c. III,IV,I,II d. IV,III,II,I
15. Why does production of elements stop when iron is formed? a. Fe is the most stable nuclei, it is unable to undergo nuclear reaction.
b. To produce elements heavier than iron, energy input is necessary. c. At this point, the star has already exhausted its nuclear fuel. d. All
Group No. _______(please write the individual names of the members at the back of this sheet) Score________________
Grade/Strand/Section_____________ Date _________________
Activity No. _____
Title: Nucleosynthesis: The Beginning of Elements (Formation of Heavier Elements during Star Formation and Evolution)
Objectives: 1. Enumerate the heavier elements from carbon to iron formed during star formation & evolution.
2. Explain how were the heavier elements from carbon to iron formed during star formation & evolution.
3. Trace the formation of star together with the formation of heavier elements.
Rubrics: Reporting: Each group has one to 2 minutes to present its output. 5-6min
S
Exercises 1. (3-5 minutes). Rearranged the letters correctly. Write your answers in the table below.
scrambled words Correct answers
1.reivaeh ementels
2.tsar noitamrof
3.rallets noitulove
4.der tiang
5.noisuf llhes
Exerises 2.(3-5 minutes).Using the periodic table, locate & write the heavier elements corresponding atomic numbers of the ff. heavier
elements: carbon, Neon, Oxygen, Silicon, & Iron. Write your answers in the spaces provided.
1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. _____________________
Exercises 3. (10minutes).Answer the ff. questions for 3-4 minutes. Refer your answers to the handouts, page 1.
Group 1. 1. Explain the star formation theory
2. How does a younger yellow star generate its fuel. (Answer: By the energy released from fusion of H nuclei to form He).
Group 2. 1. When could a protostar has become a main sequence star?
2. What causes the star to become red?
Group 3. 1. Why does production of elements stops when iron is formed?
2. What happens to a red giant when its light elements like H & He are consumed in nuclear reactions?
Group 4. 1. Differentiate & explain the fate or destiny of low-mass star and & a massive star.
Answers: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Exercises 4. (3-5 minutes). Answer the ff. questions. Refer to the handouts: series of nuclear fusion, a – j (page 1 to 2).
Series of Nuclear Fusions during Stellar/Star Formation & Evolution
a. 11H + 11H 21He +01e
b. 21H + 11H 32He + ooy
c. 32He + 32He 42He + 11H + 11H
d. .42He + 42He 84Be
e. 84Be + 42He 126C
f. 126C + 126C2010Ne + 42He
g. 126C + 126C2310Na + 21H
h. 2010Ne + 00y 168Na + 42He
i. 2010Ne + 42He2412Mg + 00y
j. 168O + 168O2814Si + 42He
Figure 1.2. Cross section of the layered model of red giant star showing the
distribution of the first few elements formed after the big bang. Layering increases
the density of the star.
Group 1. Identify the elements formed in the hydrogen/H fusion shell (a, b, & c) nuclear reactions.
Group 2. Identify the elements formed in the helium/He fusion shell (d, & e) nuclear reactions.
Group 3. Identify the elements formed in the carbon/C fusion shell (f & g) nuclear reactions.
Group 4. Identify the elements formed in the neon/Ne fusion shell (h &i) nuclear reactions; and the elements formed in the Oxygen/O
fusion shell (j) nuclear reactions.
Answers: ___________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________________________________
School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/26/19- Tuesday

Lesson Area
Quarter
Time
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of the distribution of the chemical elements and the isotopes in the universe.
timeline.
C. Learning Competencies/ Write nuclear fusion reactions that take place in the stars which lead to the formation of new elements .
Objectives S11/12PS-IIIa-3.
To explain how elements are formed in stars through nuclear fusion.
1.Cognitive Identify some types of nuclear reactions.
2.Psychomotor Write nuclear reactions.
3.Affective Express gratitude for both small & big things
II.CONTENT/SUBJECT How elements heavier than iron were formed: The Nuclear Fusion Reactions in Stars
MATTER
Exploring Life Through Science by Santiago &Silverio p. 5-6; 10-11
Materials Concept Charts, Pictures, Handouts,Periodic Table of Elements, video clips
IV.PROCEDURES
A. Reviewing previous lesson What are the heavier elements?
or presenting the new lesson How does a young star generate its fuel/energy?
B.Establishing purpose for the The formation of iron ended nuclear reactions, how were the other elements formed.
C.Presenting examples/ Handouts for reference & activity sheets will be distributed to the learners where they have to write their answers. They will
instances of the new lesson perform different exercises with corresponding directions. They will be working by group but will have individual outputs.
Not yet edited tasks will be the winner & the recipient of the point allotted for the time in the rubrics.
Rubrics:
A
Scrambled Words Correct Words
avanoperus supernova
Nortuenerutpac Neutron capture
Ivetacoidar Radioactive decay
Sscerop-s s-process
Sscerop-r r-process
D. Discussing new concepts & Exercises 2. For 3-5 min. ,Select the correct answer from the choices at the right and explain or illustrate the idea of the
practicing new skills # 1 statements. Answers will be written in the table below.
Description Correct Answer
Group 1. The processes of fast & slow neutron capture a. r-process & s-process
Edit up to here Group 2. Violent explosion of a red star. b. supernova
Group 3. Formation of elements by addition of neutrons. c. Neutron capture
Group 4.Formation of elements by decomposition. d. Radioactive decay
E.Discussing new concepts & (10minutes)
practicing new skills # 2 As the red giant star exhausted the nuclear fuel of light elements, its core collapses & eventually explodes.
The explosion of the star is called supernova. This violent explosion released huge amount of nuclear energy & produced,
through neutron capture and radioactive decay, other elements heavier than iron. Neutron capture can be as fast as a
fraction of a second or as slow as a few million years. This process occurs as a seed nucleus captures neutrons, forming
heavier isotopes of element that can either be stable or radioactive. Stable isotopes can continue to capture neutrons &
form other heavier isotopes of the said nuclei. Unstable radioactive isotopes, however, will undergo beta decay, producing
an isotope of a new element. For seed nuclei with relatively few neutrons (from iron to bismuth), neutron capture occurs so
slowly that the beta decay of the product isotope happens before it can capture another neutron. This is referred to as the
slow process or s-process. An example of this is the formation of Copper (Cu) & Zinc (Zn) nuclei (Ni) from nickel nucleus.
Presentation of processes of neutron capture & radioactive decay (10minutes)
. 6228Ni + 10n 63
28H -------------- neutron capture
28Ni + 29Cu 29Ni + 29Cu + -1β------beta decay of unstable 28Ni
63 63 63 64 0 63
29Cu + 0n 29Cu ------------ neutron capture

63 1 64
29Cu 30Zn + -1β ----------- beta decay of unstable 29Cu

64 64 0 64
Series of neutron transfer:

26Fe + 0n 26 Fe
56 1 57
26Fe + 0n 26 Fe series of neutron capture

57 1 58
58
26 Fe + 1
0 n 59
26 Fe
26 Fe 27 Co + -1β------------ beta decay of unstable 26 Fe
59 59 0 59
Different isotopes & much heavier elements are formed during the neutron capture-and-decay process. All these elements
along with the fragments of the star during supernova, are released into the vast space & gradually condensed to form the
different planets like Earth, new stars, & other heavenly bodies.
Table 1. Nuclear Radiations
Name Symbol Charge Mass Number
alpha 4
2He, 1p
1
+2 4
Beta 0
-1e -1 0
Gamma 0 0
Positron 0
+1e +1 0
Neutron 1
0n 0 1
F.Developing Mastery Examples of Half-life
1.Alpha decay: 23290Th ---- 22888Ra + 42He
2.Beta decay: 146C ---- 147N + 0-1e
3.Gamma decay: 20482Pb* ---- 20482Pb + y
4. Fission decay: 23692U ---- 14054Xe+ 9438Str + 210n
5. Fusion (source of energy for the sun): 21H + 21H----31H + 11H
The teacher will discuss how elements heavier than iron were developed by radioactivity.
Exercises 3. The students will write nuclear reactions.
G1 Alpha decay of Uranium:23892 U ----- ____ + 42He
G2 Beta decay of Be: 85Be ----- ____+ 0-1e
G3 Gamma decay of 21084Po ----- 21084Po + ___
G4 23290Th ----- ____ + 42He
* the nucleus is in its excited state.
G.Finding practical What are the importance of radiation?
applications of concepts & Radiation may be used in medicine, in farming, & other industries.
H. Making generalizations & Differentiate s-process from r-process
abstractions about the lesson What are the types of decay?
I. Evaluation Evaluation. ¼ SOP. Write the letters which correspond to your answers.
I. Multiple Choice.
1. It is a type of reaction that produces heavier elements from lighter ones.
a. nuclear fusion b. . nuclear fission c. combustion d. decomposition reaction
2. It is the lightest element and the starting point of nuclear fusion reactions in stars.
a. Hydrogen b. Helium c. Carbon d. Nitrogen
3. It is the process that uses kinetic energy of protons to form helium-4 from hydrogen.
a. proton-proton chain b. CNO cycle c. nuclear fission d. beta decay
4. What are the conditions necessary for a nuclear fusion to occur? a. high temperature, high pressure
b. high temperature, low pressure c. low temperature, high pressure d. low temperature, low pressure
5. What characteristic of the stars determines whether the energy comes from the proton-proton fusion or carbon-nitrogen-
oxygen cycle? a. mass b. distance from the earth c. shape d. distance from another star
6. Which of the following nuclei forms when two proton pair breaks, and a proton-neutron pair forms?
a. deuterium b. helium-4 c. tritium d. helium-3
7. What type of reaction occurs in more massive and hotter stars than the sun?
a. carbon-nitrogen-oxygen cycle b. proton-proton fusion c. hydrogen-helium cycle d. proton-neutron fusion
8. Which of the following nuclei initiates the sequence of the CNO cycle?
a. carbon-12 b. carbon-13 c. nitrogen-15 d.oxygen-15
9. Why is carbon-12 considered a catalyst of the carbon-nitrogen-oxygen cycle?Becauseit ____
a. it is regenerated in the final step c. is not involved in the cycle
b. is heavier than H & He d. becomes an unstable N-13 by releasing a gamma ray
10. How many helium nuclei is/are produced after the CNO cycle?a. 1 b. 2 c. 3 d. 4
II. Complete each equation below & identify what type of nuclear reaction it is:
11. 42He + 147N 17
8O + ___ Type of nuclear reaction: __________________
12. 42He + 2713Al 30
15P + ___ Type of nuclear reaction: __________________
III. Write the equation for each of the ff.
13. Alpha decay of 22688Ra Answer: _____________________________
14. Beta decay of 6027Co Answer: ___________________
15. Gamma decay of 20482Pb* Answer: __________________
J. Agreement Research other uses of radiation.
V.REMARKS
VI.REFLECTION
Nucleosynthesis: The Beginning of Elements (The Nuclear Fusion Reactions in Stars)
Objective; To explain how elements are formed in stars through nuclear fusion.
What are the nuclear fusion reactions that happen in the stellar cores?
Learn about it!
Stellar nucleosynthesis is the process by which elements are formed in the cores and shells of the stars through
nuclear fusion reactions. Nuclear fusion is a type of reaction that fuses lighter elements to form heavier ones. It
requires very high temperatures and pressures. It is the reaction that fuels the stars since stars have very high
temperatures and pressures in their cores.
Hydrogen is the lightest element and the most abundant in space. Thus, the formation of heavier elements starts with
hydrogen. Hydrogen burning is the stellar process that produces energy in the stars. There are two dominant
hydrogen burning processes, the proton-proton chain and carbon-nitrogen-oxygen (CNO) cycle.
Learn about it!
Proton-Proton Chain (see figure below)
The proton-proton chain is a series of thermonuclear
reactions in the stars. It is the main source of energy
radiated by the sun and other stars. It happens due to the
large kinetic energies of the protons. If the kinetic energies
of the protons are high enough to overcome their
electrostatic repulsion, then proton-proton chain
proceeds.
The sequence proceeds as follows:
The chain starts when two protons fuse. When the fused
proton breaks, one proton is transmuted into a neutron.
The proton and neutron then pairs, forming an isotope of
hydrogen called deuterium.
Another proton collides with a deuterium forming a
helium-3 nucleus and a gamma ray.
Finally, two helium-3 nuclei collide, and a helium-4 is created with the release of two protons.
Learn about it!

Carbon-Nitrogen-Oxygen(CNO) Cycle (see figure, right)
For more massive and hotter stars, the carbon-nitrogen-oxygen
cycle (CNO cycle) is the more favorable route in converting
hydrogen (H)to helium (He).
The cycle proceeds as follows:
1. Carbon-12 (C-12) captures a proton and gives off a gamma ray,
producing an unstable nitrogen-13 (N-13).
2. N-13 undergoes beta decay to form C-13.
3. C-13 captures a proton and releases a gamma ray to become N- 14.
4. N-14 then captures another proton and releases a gamma ray
to produce oxygen-15 (O-15).
5. O-15 undergoes beta decay and becomes N-15.
6. Finally, N-15 captures a proton and gives off helium (alpha
particle) ending the cycle and returning to C-12.
Unlike the proton-proton chain, the CNO cycle is a catalytic
process. C-12 acts a catalyst for the cycle.
It is used in the initial reaction and is regenerated in the final one.
Learn about it!
Formation of elements heavier than iron. As the red giant star exhausted
the nuclear fuel of light elements, its core collapses & eventually explodes (supernova). This violent explosion released huge amount of nuclear
energy & produced other elements heavier than iron through neutron capture & radioactive decay,. Neutron capture can be as fast as a fraction of a
second or as slow as a few million years. This process occurs as a seed nucleus captures neutrons, forming heavier isotopes of element that can
either be stable or radioactive. Stable isotopes can continue to capture neutrons & form other heavier isotopes of the said nuclei. Unstable
radioactive isotopes, however, will undergo beta decay, producing an isotope of a new element. For seed nuclei with relatively few neutrons (from
iron to bismuth), neutron capture occurs so slowly that the beta decay of the product isotope happens before it can capture another neutron. This is
referred to as the slow process or s-process. An example of this is the formation of Copper (Cu) & Zinc (Zn) nuclei (Ni) from nickel nucleus.

. 6228Ni + 10n 6328H -------------- neutron capture
63 63 63 64 0 63

63 1 64

64 64 0 64

26Fe + 0n 26 Fe
56 1 57
26Fe + 0n 26 Fe series of neutron capture

57 1 58
26Fe + 0n 26 Fe
58 1 59
26 Fe 27 Co + -1β------------ beta decay of unstable 26 Fe

59 59 0 59
More examples of Half-life

1.Alpha decay: 23290Th 22888Ra + 42He
2.Beta decay: 146C 147N + 0-1e
3.Gamma decay: 22286Ra* 222
86Ra + 0y
0
The teacher will discuss how elementsheavier than iron were formed by radioactivity.
Different isotopes & much heavier elements are formed during the neutron capture-and-decay process. All these elements along with
the fragments of the star during supernova, are released into the vast space & gradually condensed to form the different planets like
Earth, new stars, & other heavenly bodies.
Table 1. Nuclear Radiations
Name Symbol Charge Mass Number
4
alpha 2He, 11p +2 4
0
Beta e
-1 -1 0
Gamma 0 0
0
Positron +1e +1 0
1
Neutron 0n 0 1
Try it!:Look at the periodic table of elements. Which elements are formed during the big bang nucleosynthesis? Which elements are
formed during stellar nucleosynthesis?
What do you think?:Are there elements found in the outer space that are not present in the earth?
Key Points
1. Nuclear fusion is a type of reaction that fuses lighter elements to form heavier ones.
2. Hydrogen burning is the stellar process that produces energy in the stars. There are two dominant hydrogen burning processes, the
proton-proton chain & carbon-nitrogen-oxygen (CNO) cycle.
3. Proton-proton chain is a sequence of thermonuclear reactions in the stars. It is the main source of energy radiated by the sun & other
stars.
4. Carbon-nitrogen-oxygen cycle is a catalytic cycle of gamma emission and beta decay that converts hydrogen into helium.
Evaluation. ¼ SOP. Write the letters which correspond to your answers.

I. Multiple Choice.
1. It is a type of reaction that produces heavier elements from lighter ones.
a. nuclear fusion b. . nuclear fission c. combustion d. decomposition reaction
2. It is the lightest element and the starting point of nuclear fusion reactions in stars.a. Hydrogen b. Helium c. Carbon d. Nitrogen
3. It is the process that uses kinetic energy of protons to form helium-4 from hydrogen.
a. proton-proton chain b. CNO cycle c. nuclear fission d. beta decay
4. What are the conditions necessary for a nuclear fusion to occur?a. high temperature, high pressure
b. high temperature, low pressure c. low temperature, high pressure d. low temperature, low pressure
5. What characteristic of the stars determines whether the energy comes from the proton-proton fusion or carbon-nitrogen-oxygen
cycle?a. mass b. distance from the earth c. shape d. distance from another star
6. Which of the following nuclei forms when two proton pair breaks, and a proton-neutron pair forms?
a.deuterium b. helium-4 c. tritium d. helium-3
7. What type of reaction occurs in more massive and hotter stars than the sun?
a. carbon-nitrogen-oxygen cycle b. proton-proton fusion c. hydrogen-helium cycle d. proton-neutron fusion
8. Which of the following nuclei initiates the sequence of the CNO cycle?
a.carbon-12 b. carbon-13 c. nitrogen-15 d.oxygen-15
9. Why is carbon-12 considered a catalyst of the carbon-nitrogen-oxygen cycle?Becauseit ____ a. it is regenerated in the final step
b. is heavier than H & He c. is not involved in the cycle d. becomes an unstable N-13 by releasing a gamma ray
10. How many helium nuclei is/are produced after the CNO cycle?a. 1 b. 2 c. 3 d. 4
II. Complete each equation below & identify what type of nuclear reaction it is:
11. 42He + 147N 178O + ___ Type of nuclear reaction: __________________
12. 42He + 2713Al3015P + ___ Type of nuclear reaction: __________________
III. Write the equation for each of the ff.
13. Alpha decay of 22688Ra Answer: _______________________________
14. Beta decay of 6027Co Answer: ____________________
15. Gamma decay of 82Pb* Answer: __________________
204
Group No. _______(please write the individual names of the members at the back of this sheet) Score___________________
Grade/Strand/Section_____________ Date ___________________
Activity No. _____
Title: Nucleosynthesis: The Beginning of Elements (The Nuclear Fusion Reactions in Stars)
Objectives: 1. Become familiar with some types of nuclear reactions.
2. Explain how elements heavier than iron were formed.
3. Identify type of nuclear reactions.
4. Write nuclear reactions.
S
1. avanoperus
2. Nortuenerutpac
3. Ivetacoidar
4. Sscerop-s
5. Sscerop-r
Exercises 2. For 3-5 min. ,Select the correct answer from the choices at the right and explain or illustrate the idea of the statements.
Answers will be written in the spaces provided below the table.
Group 1. The processes of fast & slow neutron capture a. r-process & s-process
Group 2. Violent explosion of a red star. b. supernova
Group 4. Formation of elements by decomposition. d. Radioactive decay
Explanation: ________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

. 6228Ni + 10n 6328H -------------- neutron capture
63 63 63 64 0 63

63 1 64

64 64 0 64

26Fe + 0n 26 Fe
56 1 57
57
26Fe + 1
0n 58
26 Fe series of neutron capture
26Fe + 0n 26 Fe
58 1 59
26 Fe 27Co + -1β------------ beta decay of unstable 26 Fe

59 59 0 59
More examples of Half-life

1.Alpha decay: 23290Th 22888Ra + 42He
2.Beta decay: 146C 147N + 0-1e
3.Gamma decay: 22286Ra* 222
86Ra + 0y
0
The teacher will discuss how the heavier elements were developed by radioactivity.
Exercises 3.Complete the reactions and identify the type of the nuclear reaction.
G1 Alpha decay of Uranium:23892 U ____ + 42He
G2 Beta decay of Be: 85Be ____+ 0-1e
G3 Gamma decay of 21084Po*21084Po + ___
G4 23290Th ____ + 42He
* the nucleus is in its excited state.
Answer: Complete Reaction: ________________________________________
Answer: Type of nuclear reaction: _____________________________
School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/27/19-

Daily Wednesday
Lesson Teacher Winnie Rose A. Pablo
Plan Area
Track/Sec./ 12 ICT: 10-11
Quarter 3rd
Time
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of the distribution of the chemical elements and the isotopes in the universe.
timeline.
C. Learning Competencies/ Describe & explain how elements heavier than iron are formed. S11/12PS-IIIa-b-4
Objectives
1.Cognitive Identify some types of nuclear reactions.
2.Psychomotor Write nuclear reactions.
3.Affective Express gratitude for both small & big things
II.CONTENT/SUBJECT MATTER How elements heavier than iron were formed: The Nuclear Fusion Reactions in Stars
Exploring Life Through Science by Santiago &Silverio p. 5-6; 10-11
Materials Concept Charts, Pictures, Handouts, Periodic Table of Elements, video clips
IV.PROCEDURES
A. Reviewing previous lesson or In the previous lessons, you have learned about the types of nucleosynthesis. The big bang nucleosynthesis produced
presenting the new lesson hydrogen and helium, whereas the stellar nucleosynthesis produced elements up to iron in the core of the stars.
B.Establishing purpose for the lesson If the stellar nucleosynthesis produced only elements up to iron, then what type of nucleosynthesis produced the elements
heavier than iron?
The students will be asked to read the objectives of the day.
C.Presenting examples/ instances of Handouts for reference & activity sheets will be distributed to the learners where they have to write their answers. They will
the new lesson perform different exercises with corresponding directions. They will be working by group but will have individual outputs.
Rubrics:
A
avanoperus Proton capture
Nortuenerutpac Neutron capture
Ivetacoidar Supernova nucleosynthesis
Sscerop-sroNortuenSscerop s-process or slow neutron process
Sscerop-r roNortuenSscerop r-process or rapid neutron process
D. Discussing new concepts & Exercises 2. For 3-5 min. ,Select the correct answer from the choices at the right and explain or illustrate the idea of the
practicing new skills # 1 statements. Answers will be written in the table below.
Edit up to here Group 1. The processes of fast & slow neutron capture a. r-process & s-process
Group 2. Violent explosion of a red star. b. supernova
Group 4.Formation of elements by decomposition. d. Radioactive decay
E.Discussing new concepts & Learn about it!:Neutron capture can either be slow or rapid.
practicing new skills # 2 Slow neutron capture or s-process happens when there is a small number of neutrons. It is termed slow because the rate of
neutron capture is slow compared to the rate of −10β decay. Therefore, if a −10β decay occurs, it almost always occurs
before another neutron can be captured.
Rapid neutron capture or r-process, on the other hand, happens when there is a large number of neutrons. It is termed rapid
because the rate of neutron capture is fast that an unstable nucleus may still be combined with another neutron just before it
undergoes −10β decay. The r-process is associated with a supernova. The temperature after a supernova is tremendously
high that the neutrons are moving very fast. Because of their speed, they can immediately combine with the already heavy
isotopes. This kind of nucleosynthesis is also called supernova nucleosynthesis.
Learn about it! :Proton Capture
Proton capture (p-process) is the addition of a proton in the nucleus. It happens after a supernova, when there is a
tremendous amount of energy available. It is because the addition of a proton to the nucleus is not favorable because
of Coulombic repulsion, which is the repulsive force between particles with the same charge.
Proton capture produces a heavier nucleus that is different from the seed nucleus.
Z x+1 p→Z+1 y + γ
A 1 A+1
For example, molybdenum-94 undergoes proton capture to produce technetium-95.

42 Mo+1 p→43 Tc + γ
94 1 95
F.Developing Mastery Try it! :Nuclei, stable or radioactive, may be a product of s-, r-, or p-process. The nuclei produced by the s-process are
called s-nuclei, whereas those from r- and p-processes are called r- & p-nuclei, respectively. Go over the web & look for the
ff. nuclei and classify them as s-, r-, or p-nucleus.
1. xenon-136 ______ 2. tellurium-122 _______ 3. barium-132 ______ 4. antimony-121 _______
5. cesium-133 ________
G.Finding practical applications of What are the importance of radiation?
concepts & skills in daily living Radiation may be used in medicine, in farming, & other industries.
H. Making generalizations & 1. Fusion reactions cannot account for the synthesis of nuclei heavier than 2656Fe.
abstractions about the lesson 2. Neutron and proton capture processes are responsible for the synthesis of nuclei heavier than 2656Fe.
3. Seed nucleus is the starting material for the formation of heavier isotopes or new nuclei.
4. Neutron capture process can be either slow (s-process) or rapid (r-process).
5. Neutron capture process is often accompanied by subsequent −10β decay.
6. The r-process and proton capture are processes that happen in a supernova because a tremendous amount of energy is
needed for them to occur.
I. Evaluation ¼ SOP. Write the letters which corresponds to your answers.
1. __ is the process by which nuclei are synthesized from pre-existing ones. (answer: nucleosynthesis)
2. Neutron capture process is often accompanied by _ decay. a.−10β b. 11p c. 10β d. 24He
3. Slow neutron capture process is also called _. a.s-process b. n-process c. r-process d. p-process
4. Which of the following processes cannot synthesize nuclei heavier than 2656Fe?
a. fusion with 24He b. rapid neutron capture c. slow neutron capture d. proton capture
5. Which of the following are requirements for rapid neutron capture process? a. high proton density
b. high neutron density c. extremely high temperature d. high alpha particles density
6. Which of the following are the net effects of a proton capture? a. Increase in atomic number
b. Increase in mass number c. Decrease in number of neutron d. Decrease in atomic number
7. Which of the following are the net effects of a neutron capture?a. Decrease in atomic number
b. Decrease in the number of protons c. Increase in the number of neutrond. Increase in mass number
8. Which of the ff. is most likely a product of 2860Ni undergoing two consecutive neutron captures which are immediately
followedby a −10β decay? a. 3061Zn b. 3062Zn c. 2961Cu d.2962Cu
9. Which of the ff. is most qualified to be called an r-process?a. 2860Ni+201n→2962Cu + −10β
b.2856Ni+801n→2964Cu + −10β c. 2448Cr+24He→2652Cud. 2962Cu+11p→3063Zn
10. Which of the ff. is most likely the seed nucleus of 4294Mo that underwent two p-processes & an s-process?
a. 4095Zr b.3994Y c. 45100Rh d. 4499Ru
J. Agreement Research other uses of radiation.
V.REMARKS
VI.REFLECTION
Nucleosynthesis: The Beginning of Elements (How Are Elements Heavier than Iron Formed)
Objective:To describe how elements heavier than iron are formed.
Definition of Terms: Nucleosynthesis is the process by which new nuclei are formed from pre-existing or seed nuclei.
Review: In the previous lessons, you have learned about the types of nucleosynthesis. The big bang nucleosynthesis produced hydrogen and
helium, whereas the stellar nucleosynthesis produced elements up to iron in the core of the stars.
Preview Question: If the stellar nucleosynthesis produced only elements up to iron, then what type of nucleosynthesis produced the elements
heavier than iron?
Learn about it! :The stellar nucleosynthesis produced nuclei that are heavier than helium-4 by nuclear fusion. It started by fusing two helium-4
nuclei to form beryllium-8 accompanied by a release of energy in the form of gamma radiation (γ). This process continues until nickel-56. However,
nickel-56 is unstable and undergoes positron (+10β) emission. Recall that positron emission results in a nucleus with lower atomic
number.ZAx→Z−1Ay+ +10β: A is mass number, Z is atomic number, x is the seed nucleus, and y is the new nucleus formed.
Nickel-56 radioactively decomposes to a more stable iron-56 through subsequent emission of two positrons.
28
56
Ni→2756Co++10β→2656Fe++10β
Learn about it! :The fusion reactions cannot produce nuclei higher than iron-56 because fusion reaction becomes unfavorable. This is
because the nuclear binding energy per nucleon, the energy that holds the nucleus intact, decreases after iron-56. Therefore, different pathways are
needed for the synthesis of heavier nuclei.Synthesis of heavier nuclei happens via neutron or proton capture processes.
Neutron Capture
In neutron capture, a neutron is added to a seed nucleus. The addition of neutron produces a heavier isotope of the element.
Z x+0 n→Z y
A 1 A+1
26 Fe+301n→26 Fe
56 59
For example, iron-56 captures three neutrons to produce iron-59.
The generated isotope, when unstable, undergoes beta (−10β) decay. This decay results in an increase in the number of protons of the nucleus by
Z x→Z y+−1 β
A +1A 0
1. Hence, a heavier nucleus is formed.
Beta decay results in the formation of a new element. For example, the unstable iron-59 undergoes beta decay to produce cobalt-59.
26 Fe→27 Co+−1 β
59 59 0
Learn about it!:Neutron capture can either be slow or rapid.

Slow neutron capture or s-process happens when there is a small number of neutrons. It is termed slow because the rate of neutron capture is slow
compared to the rate of −10β decay. Therefore, if a −10β decay occurs, it almost always occurs before another neutron can be captured.
Rapid neutron capture or r-process, on the other hand, happens when there is a large number of neutrons. It is termed rapid because the rate of
neutron capture is fast that an unstable nucleus may still be combined with another neutron just before it undergoes −10β decay. The r-process is
associated with a supernova. The temperature after a supernova is tremendously high that the neutrons are moving very fast. Because of their
speed, they can immediately combine with the already heavy isotopes. This kind of nucleosynthesis is also called supernova nucleosynthesis.
Learn about it! :Proton Capture
Proton capture (p-process) is the addition of a proton in the nucleus. It happens after a supernova, when there is a tremendous amount of energy
available. It is because the addition of a proton to the nucleus is not favorable because of Coulombic repulsion, which is the repulsive force between
particles with the same charge.
Z x+1 p→Z+1 y+γ
A 1 A+1
Proton capture produces a heavier nucleus that is different from the seed nucleus.
42 Mo+1 p→43 Tc+γ
94 1 95
For example, molybdenum-94 undergoes proton capture to produce technetium-95.
Try it! :Nuclei, stable or radioactive, may be a product of s-, r-, or p-process. The nuclei produced by the s-process are called s-nuclei, whereas
those from r- and p-processes are called r- & p-nuclei, respectively. Go over the web & look for the ff. nuclei and classify them as s-, r-, or p-nucleus.
1. xenon-136 ______ 2. tellurium-122 _______ 3. barium-132 ______ 4. antimony-121 _______ 5. cesium-133 ________
Tips :Big bang, stellar, and supernova nucleosynthesis are natural nuclear transformation processes. These nuclear reactions are natural, that is,
they happen in nature. These processes produced the elements we have in the periodic table. However, note that not all of the elements are
naturally occurring. Some of them are artificially made such as Flerovium (Fl) and Livermorium (Lv).
What do you think? What process is used for the production of the synthetic elements?
Key Points
1. Fusion reactions cannot account for the synthesis of nuclei heavier than 2656Fe.
2. Neutron and proton capture processes are responsible for the synthesis of nuclei heavier than 2656Fe.
3. Seed nucleus is the starting material for the formation of heavier isotopes or new nuclei.
4. Neutron capture process can be either slow (s-process) or rapid (r-process).
5. Neutron capture process is often accompanied by subsequent −10β decay.
6. The r-process & proton capture are processes that happen in a supernova because a tremendous amount of energy is needed for them to occur.
Evaluation: ¼ SOP. Write the letters which corresponds to your answers.
1. __ is the process by which nuclei are synthesized from pre-existing ones. (answer: nucleosynthesis)
2. Neutron capture process is often accompanied by _ decay. a. −10β b. 11p c. 10β d. 24He
3. Slow neutron capture process is also called _. a. s-process b. n-process c. r-process d. p-process
4. Which of the following processes cannot synthesize nuclei heavier than 2656Fe?
a. fusion with 24He b. rapid neutron capture c. slow neutron capture d. proton capture
5. Which of the following are requirements for rapid neutron capture process?
a. High proton density b. High neutron density c. Extremely high temperature d. High alpha particles density
6. Which of the following are the net effects of a proton capture? a. Increase in atomic number
b. Increase in mass number c. Decrease in number of neutron d. Decrease in atomic number
7. Which of the following are the net effects of a neutron capture?a. Decrease in atomic number
b. Decrease in the number of protons c. Increase in the number of neutrond. Increase in mass number
8. Which of the ff. is most likely a product of 2860Ni undergoing two consecutive neutron captures which are immediately followed
by a −10β decay? a. 3061Zn b. 3062Zn c. 2961Cu d. 2962Cu
9. Which of the following is most qualified to be called an r-process?
a. 2860Ni+201n→2962Cu + −10β b. 2856Ni+801n→2964Cu + −10β c. 2448Cr+24He→2652Cu d. 2962Cu+11p→3063Zn
94
10. Which of the ff. is most likely the seed nucleus of 42 Mo that underwent two p-processes and an s-process?
a. 4095Zr b. 3994Y c. 45100Rh d. 4499Ru
Activity No. _____
Title: Nucleosynthesis: The Beginning of Elements (How Are Elements Heavier than Iron Formed )
Objectives: 1. Explain how elements heavier than iron were formed.
2. Identify type of nuclear reactions.
3. Write nuclear reactions.
S
avanoperus
Nortuenerutpac
Ivetacoidar
Sscerop-s roNortuenSscerop
Sscerop-r roNortuenSscerop
Exercises 2. For 3-5 min.Select the correct answer from the choices at the right and explain or illustrate the idea of the statements.
Answers will be written in the table below.
Group 1. The processes of fast & slow neutron capture
Group 2. Violent explosion of a red star.
Group 3. Formation of elements by addition of neutrons.
Group 4.Formation of elements by decomposition.
School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/28/19- Thursday

Lesson Area
Quarter
Time
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of how the concept of the atomevolved from Ancient Greek to the present.
timeline.
C. Learning Competencies/ Describe the ideas of the ancient Greeks on the atom. S11/12PS-IIIa-b-5.
Objectives Describe the ideas of the ancient Greeks on theelements. S11/12PS-IIIa-b-6
1.Cognitive Describe the ideas of the Ancient Greeks on atoms.
Describe the ideas of the Ancient Greeks on the elements.
2.Psychomotor Construct the diagram of the ideas of the ancient Greeks on the 4-element theory.
3.Affective Relate how ancient Greeks conceived the components of matter that paved the way to curiosity of matter.
II.CONTENT/SUBJECT The Atomic Structure and the Chemical Elements (The Ideas of the Ancient Greeks on the Atom and Elements)
MATTER
A.References:1.Cur.guide p. 1& 2
Materials Concept Charts, Pictures, Handouts, Crayons, video clips
IV.PROCEDURES
A. Reviewing previous lesson What is neutron capture?
or presenting the new lesson What is the s-process? How about the r- process?
B.Establishing purpose for the The students will be asked to read the objectives of the day.
lesson
C.Presenting examples/ Can matter be infinitely divided into smaller particles?
instances of the new lesson What were the early ideas of the Greeks on the elements?
Rubrics:
A
Exercises 1. (3-5 minutes). Rearrange the letters correctly.
Scrambled Words Correct Words Scrambled Words Correct Words
1.EMDOPECLES EMPEDOCLES 3. ATISTORLE ARISTOTLE
2. DOCRIMETOUS DEMOCRITUS 4. SALTHE THALES
E.Discussing new concepts & Exercises 2. For 3-5 min. Select whose proponent are described in the first column of the table. Choices are at the right
practicing new skills # 2 column. Answers will be written in the table below..
G 1. Believed that there were only 4 components of elements: fire, air, water, & a. Empedocles
earth.
G 2.Who supported the 4-element theory? b. Aristotle
G 3. Who believed that matter is composed of very tiny particles which he called c Democritus
atomos meaning, indestructible or indivisible?
G 4. Believed that all matter was all water. d. Thales
F.Developing Mastery Ideas of Ancients Greeks on atoms.
1. Democritus & Leucippus, ancient Greek philosophers, first proposed the idea of the atom.
2. Their theory states that all matter is made up of tiny, indivisible particles called atoms.
3. They believed that the atoms are very small, have different shapes & sizes, are continuously moving, & can combine with
other atoms.
4. Aristotle did not believe that matter is strictly a collection of atoms, & that matter can be made of air, fire, water, or earth.
5. Democritus’ idea on the existence of atoms was accepted, and Aristotle’s argument was proven incorrect.
Ideas of Ancients Greeks on elements.
Some Greek philosophers believed that there was only one element that made up all materials. Anaximenes thought that it
was air; Heraclitus supposed it was fire; Thales believed that it was water; and Xenophanus assumed it was earth.
Empedocles proposed that all four – air, fire, water, and earth, were the primordial substances.
Plato first used the term element. He treated the four elements geometrically and named them Platonic solids.
Aristotle described each element using the qualities hot, cold, wet, or dry. He also added a fifth element, aether.
G.Finding practical Present beliefs and technologies are founded on ancient ideas and past discoveries.
applications of concepts & History is the foundation of present events.
H. Making generalizations & Who were the great Greek philosophers who paved the way to the idea of particles of matter?
abstractions about the lesson
I. Evaluation Evaluation. ¼ SOP. Write the letters which correspond to your answers.
1. Who among the following scholars proposed that matter is composed of tiny, unbreakable particles?
a. Leuccipus b. Democritus c. Aristotle d. Empedocles
2. In what ancient nation did Democritus and Leuccipus come from? a. Greece b. Persia c. Dacia
d. Russian Empire
3. Which of the following is the Greek word that means uncuttable?a.atomos b. antion c. atom d. actonos
4. Which of the following is not made up of atoms? a. Heat b. Water c. Stoned. Smoke
5. Which of the following early ideas of the atom tells you that an atom has no parts?
a. Atoms are homogeneous in nature. c. Atoms make up the universe as they are continuously moving in a void that
surrounds them.
b. Atoms are made of the same material but have different shapes and sizes. d. Atoms are completely solid.
6. Which of the following early ideas of the atom explains that the atoms of water are different from the atoms of a stone?
a. Atoms are made of the same material but have different shapes and sizes. c. Atoms are small particles.
b. Atoms cannot be divided further. d. Atoms continuously moving in a void that surrounds them.
7. Onyok found a piece of a shell along the seashore. He smashed it with a rock until it turned into fine powder. What idea
of the atom can you relate from this scenario? a. Atoms are made of the same material but different shapes & sizes.
b. Atoms cannot be divided further. c. Atoms can combine with other atoms. d. Atoms are unlimited &contineously
in motion.
8. Luningning visited the park. She saw lots of things, from people, pets, benches, trees, up to different cars. All of these are
made up of atoms. What early notion of the atom would relate to these things?
a. Atoms can combine with other atoms to form different materials. c. Atoms are small and compact particles.
b. Atoms cannot be divided further. d. Atoms are unlimited and continuously in motion.
9. Luna dissolves a spoonful of sugar in a glass of water. She tastes the mixture, and it tastes sweet. Although she cannot
see the sugar, she knows that it is present in the mixture. What early idea of the atom would relate to this example?
a. Atoms are small and cannot be seen with the naked eye. d. Atoms cannot be divided further.
b. Atoms can combine with other atoms.
c. Atoms are made of the same material but different shapes and sizes.
10. Why did Aristotle strongly oppose the concept of atoms?
a. He thought that molecules, not atoms, are the smallest particles.d. He believed that atoms exist, but
b. He believed that everything in the universe is made up of four elements. theydonot comprise matter.
c. He thought that believing in atoms would mean putting restriction on the gods.
F. Agreement Research evolution of the atomic theory.

V.REMARKS
VI.REFLECTION
Prepared by: Checked by: Observed by:
FE V. LIZARDO DORCAS CONSUELO D. REVAULA ___________________

Subject teacher Asst. Principal, SHS
https://link.quipper.com/en/organizations/547ffc09d2b76d0002002866/curriculum
The Atomic Structure and the Chemical Elements (The Ideas of the Ancient Greeks on the Atom)
Objective; To describe the ideas of the Ancient Greeks on atoms.
Can matter be infinitely divided into smaller particles?
Learn about it!
The Indivisible Atom: Democritus of Abdera (460 - 370 B.C.)& his teacher Leucippus of Miletus (c.500 B.C.) were Greek scholars who
believed that matter could be divided into tiny particles until such point where it can no longer be divided anymore. They became the
first proponents of the atomic theory. Their early ideas on atoms are summarized below.
1. All matter is made up of tiny, indivisible particles called atoms, which come from the Greek word atomos meaning uncuttable. The
atoms are indestructible, impenetrable, and unchangeable.
2. The atoms make up the universe as they are continuously moving in a “void” that surrounds them, repelling each other when they
collide, or combining into clusters.
3. Atoms are completely solid which means that there is no void or empty space inside that will make them prone to disintegration or
destruction.
4. Atoms are homogeneous in nature. They have no internal structures.
5. Atoms come in different shapes and sizes.
These proposed ideas about atoms were supported by some Greek philosophers but were strongly opposed by Aristotle.
Learn about it!
Aristotle's Opposing View on Atoms: Aristotle, a Greek philosopher, had a different view on atoms. He disregarded the existence of
atoms proposed by Leucippus and Democritus. He did not believe that matter is a collection of atoms. Instead, he believed that
everything in the universe is made up of the four elements, air, fire, water, and earth. He stated that believing in atoms would mean
putting restriction on the gods, who have the power to divide elements smaller than the atom.
Aristotle's beliefs greatly flourished especially in the Middle Ages in Europe, where Roman Catholics were strongly influenced by his
ideas. They believed that ideas about the atoms equated to Godlessness. Thus, the whole concept of the atom was dismissed for
centuries. However, the Greeks' concept of atoms and even Aristotle's arguments were rediscovered in France at the start of the
Renaissance period. The theory of Aristotle was proven incorrect, & Democritus' & Leucippus' theory on the existence of atoms was
proven right.
Explore!:Choose one digital photo and zoom in. Can you see a group of tiny squares? They are called pixels. How can you relate
them to atoms?
Try it!:Get a piece of paper. Divide it into half as many times as you can. What do you notice? How would you relate this activity to
the concept of the atoms?
What do you think?:Is the early idea of the existence of the atom true?
Key Points
1. Democritus & Leucippus, ancient Greek philosophers, first proposed the idea of the atom.
2. Their theory states that all matter is made up of tiny, indivisible particles called atoms.
3. They believed that the atoms are very small, have different shapes & sizes, are continuously moving, & can combine with other
atoms.
4. Aristotle did not believe that matter is strictly a collection of atoms, & that matter can be made of air, fire, water, or earth.
5. Democritus’ idea on the existence of atoms was accepted, and Aristotle’s argument was proven incorrect.
Evaluation. ¼ SOP. Write the letters which correspond to your answers.
1. Who among the following scholars proposed that matter is composed of tiny, unbreakable particles?
a. Leuccipus b.Democritus c. Aristotle d. Empedocles
2. In what ancient nation did Democritus and Leuccipus come from? a. Greece b. Persia c. Dacia d. Russian Empire
3. Which of the following is the Greek word that means uncuttable?a.atomos b. antion c. atom d. actonos
4. Which of the following is not made up of atoms?a. Heat b. Water c. Stone d. Smoke
5. Which of the following early ideas of the atom tells you that an atom has no parts?
a.Atoms are homogeneous in nature. c. Atoms make up the universe as they are continuously moving in a void that surrounds them.
b. Atoms are made of the same material but have different shapes and sizes. d. Atoms are completely solid.
6. Which of the following early ideas of the atom explains that the atoms of water are different from the atoms of a stone?
a. Atoms are made of the same material but have different shapes and sizes. c. Atoms are small particles.
b. Atoms cannot be divided further. d. Atoms continuously moving in a void that surrounds them.
7. Onyok found a piece of a shell along the seashore. He smashed it with a rock until it turned into fine powder.
What idea of the atom can you relate from this scenario? a. Atoms are made of the same material but different shapes and sizes.
b. Atoms cannot be divided further. c. Atoms can combine with other atoms. d. Atoms are unlimited and continously in motion.
8. Luningning visited the park. She saw lots of things, from people, pets, benches, trees, up to different cars. All of these are made
upof atoms.What early notion of the atom would relate to these things?
a. Atoms can combine with other atoms to form different materials. c. Atoms are small and compact particles.
b. Atoms cannot be divided further. d. Atoms are unlimited and continuously in motion.
9. Luna dissolves a spoonful of sugar in a glass of water. She tastes the mixture, and it tastes sweet. Although she cannot see the
sugar, she knows that it is present in the mixture.What early idea of the atom would relate to this example?
a.Atoms are small and cannot be seen with the naked eye. c. Atoms are made of the same material but different shapes and sizes.
b. Atoms can combine with other atoms. d. Atoms cannot be divided further.
10. Why did Aristotle strongly oppose the concept of atoms? a. He thought that molecules, not atoms, are the smallest particles.
b. He believed that everything in the universe is made up of four elements. d. He believed that atoms exist, but they do
c. He thought that believing in atoms would mean putting restriction on the gods. not comprise matter.
The Atomic Structure and the Chemical Elements (The Ideas of the Ancient Greeks on the Elements)
Objective: To describe the ideas of the Ancient Greeks on the elements.
What were the early ideas of the Greeks on the elements?
Learn about it!
Many Greek philosophers tried to answer the question "What are the primordial
substances from which everything is made up of?"Some of them believed that
there was only one element that made up all materials. Anaximenes thought
that it was air; Heraclitus supposed it was fire; Thales believed that it was water;
& Xenophanus assumed it was earth.
Empedocles proposed that all four – air, fire, water, and earth, are the primordial substances. He called them roots.
Plato, the founder of

the Academy in
Athens (the first
institution of higher
learning in the Western
world), first used the
term element. The
word element came
from the Greek word “στοιχεῖον” (stoicheion) which means smallest division.
Plato treated the four elements geometrically and named them Platonic solids. Air was an
octahedron; fire was a tetrahedron; water was an icosahedron; and earth was a cube. He
also added a fifth one, a dodecahedron, which was the shape of the Universe.
Learn about it!
Aristotle, a student of Plato, described each element with two qualities. He stated that
air was wet and hot; fire was hot and dry; water was wet and cold; and earth was dry
&cold. He then added a fifth element, aether. He thought aether was the finest of
all substances, the “quintessence,” associated with the heavenly realm. It was neither
hot nor cold and was neither wet nor dry.
Try it! :Ancient Chinese, Japanese, and Indians also had their own lists of elements.
Research about their classical elements and their characteristics.
What do you think?
What do you think were the bases of the Greek philosophers’ notions of elements?
Key Points
Some Greek philosophers believed that there was only one element that made up all materials. Anaximenes thought that it was
air; Heraclitus supposed it was fire; Thales believed that it was water; and Xenophanus assumed it was earth. Empedocles proposed that
all four – air, fire, water, & earth, were the primordial substances. Plato first used the term element. He treated the four elements
geometrically & named them Platonic solids. Aristotle described each element using the qualities hot, cold, wet, or dry. He also added a
fifth element, aether.
Evaluation: ¼ SOP. Write the letters which correspond to your answers.
1. Which of the following describes the primordial substance?
a. It is the substance from which everything is made of. c. It is the substance that is made up of fire, air, water, and earth.
b. It is the substance that makes up aether. d. It is the substance from which Platonic solids are made of.
2. Which of the ff. is the primordial substance that Anaximenes thought the world is made up of?a. airb. waterc. Fired. earth
3. Who among the ff. Greek philosophers believed that the 4 elements can be described geometrically?
a. Plato b. Empedocles c. Aristotle d.Thales
4. Which of the following elements are correctly matched to their geometric shape according to Plato?
a. air: octahedron b. earth: cube c.fire: icosahedron d. water: tetrahedron
5. Which of the ff. statements are true about Aristotle’s notion of elements? a. Every material in the world is made up of elements.
b. Each element, air, fire, water, & earth, has 2 distinct characteristics. c. Every material in the world is made up of the same element.
d. Each element, air, fire, water, & earth, can be described using geometrical shapes.
6. Which of the following elements are correctly matched to their characteristics according to Aristotle?
a. air: cold and dry b. fire: hot and dry c. water: cold and wet d. earth: hot and wet
7. According to Aristotle, which of the following are true about aether?
a. It is the sixth element that makes up matter. c. It makes up everything on Earth.
b. It is the finest among all the elements. d. It the “quintessence,” associated with the heavenly realm.
8. A Greek philosopher believed that everything on Earth is made up of primordial substance X. He described X as hot & dry &
shaped like a tetrahedron.Which among the ff. primordial substances is most likely X?
a. fire b. earth c. water d. air
9. Which of the ff. Greeks’ notions of elements are still considered valid today?a. Elements have certain characteristics.
b. Elements are the substances from which everything else is made up of. c. There are 4 elements – air, fire, earth, & water.
d. Each element can be described using its geometrical shapes octahedron, cube, tetrahedron, or icosahedron.
10. What are the contributions of the Greek philosophers to the development of the field of Chemistry?
a. They studied the substances that make up matter. c. They developed a method to create the fifth element, aether.
b. They studied naturally-occurring and radioactive elements. d. They conceptualized the idea of elements.
Activity No. _____
Title: The Atomic Structure and the Chemical Elements (The Ideas of the Ancient Greeks on the Atom and Elements)
Objectives: 1.To describe the ideas of the Ancient Greeks on atoms and elements.
S
Scrambled Words Correct Words Scrambled Words Correct Words
1.EMDOPECLES 3. ATISTORLE
2. DOCRIMETOUS 4. SALTHE
Exercises 2. For 3-5 min. Select whose proponent are described in the first column of the table. Choices are at the right column.
Answers (letters only) will be written in the table below.
Description Choices Correct Answer
G 1. Believed that there were only 4 components of elements: fire, air, water, & earth. a. Aristotle
G 2.Who supported the 4-element theory? b. Democritus
G 3. Who believed that matter is composed of very tiny particles which he called c. Thales
atomos meaning, indestructible or indivisible?
G 4. Believed that all matter was all water. d. Empedocles
Exercises 3. For 2-3 min. Write the Aristotle’s point of view why did he opposed Democritus ideas on atomos and supported
Empedocles’ ideas that the universe is composed of air, fire, water, & earth?What was the impact to the general public during the
Middle Ages in Europe?
Explanation:_________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Empedocles
School KABACAN NATIONAL HIGH SCHOOL Date/Day

Daily
Lesson Teacher Fe V. Lizardo
Area
Plan Track/Sec./ 12HUMSS 5: 7-8; 12HUMSS 3: 8-9: 3rd
Quarter
Time 12HUMSS 1 :9-10; 12ICT: 10-11; 11ABM 1: 1-2
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of how the concept of the atom evolved from Ancient Greek to the
present.
B. Performance Standard The learners shall make a creative representation of the historical development of the atom or the chemical
element in a timeline.
C. Learning Competencies/ Describe the contributions of the alchemists to the science of chemistry. S11/12PS-IIIb-7
Objectives
1.Cognitive Describe the contributions of alchemists to the science of chemistry
2.Psychomotor Construct the diagram of the ideas of the ancient Greeks on the 4-element theory.
3.Affective Relate how ancient Greeks conceived the components of matter that paved the way to curiosity of matter.
II.CONTENT/SUBJECT MATTER The Atomic Structure and the Chemical Elements: The Contributions of the Alchemists to the Science of
Chemistry
A.References:1.Cur.guide p. 1&2
IV.PROCEDURES
A. Reviewing previous lesson or According to Empedocles and Aristotle, all matter in the universe were made up of 4 elements. What are they?
presenting the new lesson
lesson Do you wonder what Alchemy is?
C.Presenting examples/ Long before the fundamentals of chemistry were established, there was alchemy. Alchemy was a speculative
instances of the new lesson science with goals of finding the elixir of life and the philosopher’s stone, which could transform base metals
into gold.
How did alchemy evolve into the science of chemistry?
D. Discussing new concepts & Handouts for reference. They will perform different exercises with corresponding directions. They will be
practicing new skills # 1 working by group but will have individual outputs. Reporting will be done after the tasks. Each group will be
given 1-2 minutes to present its output. The first group to finish the tasks will be the winner & the recipient of the
point allotted for the time in the rubrics. They will write their explanation in a 1WSOP.
Rubrics:
CRITERIA POINTS CRITERIA POINTS CRITERIA POINTS
ccuracy/Content 14 Teamwork/ Time 1
Exercises 1. (3-5 minutes). Rearrange the letters correctly.
Group 1. Discuss & study Asian alchemy like India, China, & Baghdad
Groiup 2. Discuss & study Egyptian alchemy
Group 3. Discuss & study European alchemy
Group 4. Discuss & study the death of alchemy and the birth chemistry.
EDeveloping Mastery The teacher will discuss alchemy and its original goals.
F.Finding practical applications of H Was alchemy successful with its goals? Explain how did alchemy paved the beginning of chemistry?
concepts & skills in daily living
G. Making generalizations & What is alchemy? What were the goals of alchemy?.
H. Evaluation Evaluation. ¼ SOP. Choose the latter which correspond to your answers.
1. Which of the following describe alchemy? a. It was a speculative science practiced by alchemists.
b. It was the practice of the scientific method. . c. It was a field of science based on logic and experimentation
d. It was a protoscientific tradition practiced in Egypt, Asia, and Europe.
2. Which of the following was believed by the alchemists as the material that could transform base metals into gold?
a. philosopher's stoneb. elixir of life c. elixir of immortality d. laudanum
3. Who among the following invented the gunpowder?a. Chineseb. Indiansc. Egyptiansd. Europeans
4. Which of the following is not a contribution of alchemists to modern chemistry? a. Isolated metallic zinc
b. Invented steel and gunpowder c. Discovered subatomic particlesd. Developed distillation and extraction
5. Which of the following were the contributions of Indian alchemists? a. Isolation of metallic zinc
b. Invention of steel c. Production of silver nitrate d. Creation of poisons such as mercuric sulfide
6. Which of the following is true about laudanum? a. It was created by Aristotle. b. It was made by Paracelsus.
c. It was an opium tincture. d. It was used as a painkiller.
7. Which of the following sets of substances comprise the tria prima? a. Salt, mercury, sulfur
b. Mercury, zinc, steel c. Steel, salt, sulfur d. Mercury, steel, sulfur
8. Which of the following became the problems of the alchemy as time passed by?
a. The symbols of alchemists were borrowed from myths. c. The alchemists had no standardized scientific practice.
b. The formula of substances read like magic spells. d. The alchemists used common laboratory techniques.
9. Which of the following are contributions of the alchemists to the development of chemistry?
a. They were able to create procedures to prepare liquors. b. They contributed to the vast uses of inks, paints,
and cosmetics. c. They developed spectroscopic techniques for analyzing materials.
d . They discovered the elements copper, uranium, and calcium.
10. Alchemists failed to create philosopher's stone, the material that could transform base metals into gold. But modern
scientists can now change base metals such as lead into gold using particle accelerators. What is the major problem
withthe use of accelerators? a. The method is too dangerous. b. The method is very expensive.
c. Lead is more valuable than gold. d. Low-quality gold is produced.
I. Agreement Research evolution of the atomic theory.
V.REMARKS
VI.REFLECTION
Grade, Strands & Section 12HUMSS 5 12HUMSS 5 12HUMSS 5 12ICT 1 11ABM 1


The Atomic Structure and the Chemical Elements (Contributions of the Alchemists to the Science of Chemistry)
Objective: To describe the contributions of the alchemists to the science of chemistry.
Long before the fundamentals of chemistry were established, there was alchemy. Alchemy was a speculative science with goals of finding the
elixir of life and the philosopher’s stone, which could transform base metals into gold.
How did alchemy evolve into the science of chemistry?
Learn about it!
Alchemy was a protoscientific tradition practiced in Asia, Egypt, and Europe.
Asian Alchemy
India. Alchemy developed independently in India. Major accomplishments of Indian alchemists included isolation of metallic zinc, the invention
of steel, and use of flame to identify metals.
China. In China, alchemy was started by monks. The creation of gold was an aim, but the ultimate goal was prolonging life. While trying to
find the elixir of life, the Chinese were able to invent gunpowder. Also, through their experiments with sulfur, mercury, and arsenic, they were
able to create poisons such as mercuric sulfide.
Baghdad. In Baghdad, Jabir Ibn Hayyan, a famous Islamic alchemist, used controlled experiments in his investigations. He was diligent in
writing his activities and observations. His works were the first to mention silver nitrate and red oxide of mercury (mercuric oxide). His writings
also described a handful of laboratory techniques — distillation, crystallization, reduction, calcination, dissolution, and sublimation.
Learn about it!
Egyptian Alchemy
Alchemy probably evolved from the Egyptian metallurgy, extending back to 3500 B.C. Some of the Egyptian documents on alchemy
contained manufacturing of imitation gold and silver. They also contained recipes for dyes and procedures for making artificial gemstones and
fabricating pearls. The recipes and procedures were combined with the knowledge of the classical elements, air, fire, water, and earth.
European Alchemy
Alchemy also thrived in Europe. One of the foremost alchemists was Paracelsus, who believed that the organs of the body worked
alchemically. He proposed that the three essentials or tria prima, salt, mercury, and sulfur, should be balanced to maintain health. He also
treated diseases with alchemical approach. He used inorganic salts, minerals, and metals to treat illnesses. He also created laudanum, an
opium tincture used as a painkiller.
Learn about it!
The Death of Alchemy and the Beginning of Chemistry
As time passed by, the writings of alchemists became more and more cryptic. They used unintelligible names for substances. They borrowed
symbols and words from myths. Even the simplest formula read like a magic spell. Even though they used common techniques, alchemists
had no standardized scientific practice.
By the 17th century, alchemy began to decline, as the scientific method was being established. Although alchemists failed in their lofty goals,
they left behind a rich knowledge of chemical information. They contributed to the vast uses of chemicals such as inks, paints, and cosmetics.
They were able to create procedures to prepare liquors. They developed porcelain material that became China’s most valuable commodity.
Their contributions had been valuable to advancing civilization.
Nonetheless, alchemy had been crucial in the development of the field of Chemistry.
Explore!:Imagine being an alchemist in the Ancient times. What would be your probable contributions to alchemy?
What do you think?
One of the goals of alchemy was to transform a base metal (such as nickel or copper) into gold. Why is it difficult with today’s technology?
Key Points
1. Alchemy was a speculative science with goals of finding the elixir of life and transforming base metals into gold.
2. Alchemy was a protoscientific tradition practiced in Egypt, Asia, and Europe.
3. Although alchemists failed in their lofty goals, they left behind a rich knowledge of chemical information.
4. Alchemy had been crucial in the development of the field of Chemistry.
Evaluation. ¼ SOP. Choose the latter which correspond to your answers.
1. Which of the following describe alchemy?a. It was a speculative science practiced by alchemists.
b. It was the practice of the scientific method. .d.It was a protoscientific tradition practiced in Egypt, Asia, and Europe.
c. It was a field of science based on logic and experimentation
2. Which of the following was believed by the alchemists as the material that could transform base metals into gold?
a. philosopher's stone b. elixir of life c. elixir of immortality d. laudanum
3. Who among the following invented the gunpowder?a. Chineseb. Indiansc. Egyptiansd. Europeans
4. Which of the following is not a contribution of alchemists to modern chemistry? a. Isolated metallic zinc
b. Invented steel and gunpowderc. Discovered subatomic particlesd. Developed distillation and extraction
5. Which of the following were the contributions of Indian alchemists? a. Isolation of metallic zinc
b. Invention of steel c. Production of silver nitrate d. Creation of poisons such as mercuric sulfide
6. Which of the following is true about laudanum? a. It was created by Aristotle. b.It was made by Paracelsus.
c.It was an opium tincture. d.It was used as a painkiller.
7. Which of the following sets of substances comprise the tria prima? a. Salt, mercury, sulfur
b. Mercury, zinc, steel c. Steel, salt, sulfur d. Mercury, steel, sulfur
8. Which of the following became the problems of the alchemy as time passed by?
a. The symbols of alchemists were borrowed from myths. c. The alchemists had no standardized scientific practice.
b. The formula of substances read like magic spells. d. The alchemists used common laboratory techniques.
9. Which of the following are contributions of the alchemists to the development of chemistry?
a. They were able to create procedures to prepare liquors. c. They developed spectroscopic techniques for analyzing materials.
b. They contributed to the vast uses of inks, paints, and cosmetics. d . They discovered the elements copper, uranium, and calcium.
10. Alchemists failed to create philosopher's stone, the material that could transform base metals into gold. But modern
scientists can now change base metals such as lead into gold using particle accelerators. What is the major problem with the use
of accelerators? a. The method is too dangerous. b. The method is very expensive.
c. Lead is more valuable than gold. d. Low-quality gold is produced.

Daily
Area
Quarter
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of how the concept of the atom and elements evolved from Ancient Greek to the
present.
timeline.
C. Learning Competencies/ Point out the main ideas in the discovery of the structure of the atom& its subatomic particle. S11/12PS-IIIb-8.
Objectives Cite the contributions of JJ. Thomson, Ernest Rutherford, Henry Moseley, &Neils Bohr to understanding of the structure of
the atom. S11/12PS-IIIb-9.
Describe the nuclear model of the atom & the location of its major components (protons, neutrons, & electrons). S11/12PS-
IIIb-10.
1.Cognitive Identify the scientists with their contributions to the development of the atomic theory.
Cite some experiments that led to the present concept of the atom.
2.Psychomotor Trace the evolution of the atomic theory.
3.Affective Express gratitude for the development of the atomic theory.
II.CONTENT/SUBJECT MATTER How the idea of the atom, along with the idea of the elementsevolved.
IV.PROCEDURES
A. Reviewing previous lesson or What is alchemy?
lesson
C.Presenting examples/ Activity 1.The first group to rearrange the scrambled words correctly will be the winner. Answers will
instances of the new lesson be written on the board. They will be given 3-5 minutes.
1.Jnoh Doatln John Dalton
2.Enrest Rorfurthed Ernest Rutherford
3.Jemas Cwichadk James Chadwick
4. JnohJespohTsomhon John Joseph Thomson
5.Niles Brho Neils Bohr
D. Discussing new concepts & Activity 2. For 3-5 min. Select whose proponent are described in the first column of the table. Choices are at the right
practicing new skills # 1 column. Answers will be written in a ¼ SOP to be recited by the reported of the group.
G 1. Father of modern theory of the atom. a. John Dalton
G 2.Discovered protons. b. Ernest Rutherford
G 3. Discovered neutrons. c Neils Bohr
G 4.His model of the atom was the birth of quantum mechanics.. d. James Chadwick
Rubrics:
CRITERIA POINTS CRITERIA POINTS CRITERIA POINTS
ccuracy/Content 14 Teamwork/ Time 1
Reporting: Each group has one to 1 minute to present their output. 5-6min
E.Discussing new concepts & The teacher will discuss the contributions of the ff. scientists on the idea of the atom.
practicing new skills # 2 John Dalton described the atom as spherical.
Joseph John Thomson discovered the electron.
Ernest Rutherford proposed that the electrons orbit around the nucleus. He, together with his students, discovered the
proton.
Niels Bohr proposed that electrons orbit around the nucleus in set energy levels.
James Chadwick discovered the neutron.
Niels Bohr proposed that the electrons orbit around the nucleus in set energy levels.
In the quantum mechanical model, the nucleus is surrounded by a cloud of electrons called orbitals.
In 1897, John Thomson presented that electrons have negative charge. Thomson
proposed the “plum pudding” model of an atom, figure 1.5.
In 1911, Ernest Rutherford, from his experiment of scattering alpha particles using gold
foil, established that the nucleus is very dense, very small, & positively charged. He also
concluded that electrons are located outside the nucleus (figure 1.6).
Figure 1.5. “Plum pudding”
The Protons & Neutrons. The positively charge particle in the nucleus is called the protons. The
magnitude of each proton is of the same magnitude of an electron which is -1.6022 x 10-19
coulombs. Each proton weighs as much as 1.67262 x 10-24 grams.
In 1932, James Chadwick discovered neutral subatomic particles, which he named
neutrons.Chadwick concluded that the radiation consisted of neutral particles that are slightly
heavier than protons, & are together with protons in
the nucleus.
The Electrons. Surrounding the nucleus are negatively charged particles

Figure 1.6. scattering of alpha particles.
called electrons. In 1900s, Robert Millikan found that an electron has a charge equal to -1.6022 x 10-19 coulombs & mass of
9.10 x 10-28 grams which is 1840 times lighter than a proton. Electrons are considered elementary particles which cannot be
broken into smaller sub-units like the nucleus.
Atoms do not carry charge & are electrically neutral because the number of protons is equal to
the number of electrons. This stability was proven in 1913 by Neils Bohr with a new atom model,
figure 1.7. This model was the birth of quantum mechanics.
To easily picture the size of an electron & nucleus relative to the size of an atom, think of two
times the whole area of our campus, its nucleus takes the size of a marble located at the center &
the electron is as small as a dot moving around the perimeter of the area and the rest is simply a
space.
Figure 1.7 Bohr’s model of an atom.
F.Developing Mastery The students will match the diagrams with their corresponding contributors or concepts.
G.Finding practical applications of Radiations at certain strengths are harmful, avoid from frequent exposure to them especially children &pregnant women.
H. Making generalizations & Who is the father of modern chemistry?
abstractions about the lesson What are the main ideas of the 3 postulates of John Dalton about atoms?
What are the 3 components of an atom?
I. Evaluation ¼ SOP.
I.Matching Type. Match column A to column B. Write the letters which correspond to your answers.
Column A Column B
1. John Dalton a. Formulated the atomic theory & proposed that the atom is like a solid ball (1808)
2. Dmitri Mendeleev b. Arranged the elements in the periodic table based on increasing atomic mass
3.Wilhelm Rontgen c. Discovered x-rays (1895)
4.JJ Thomson d. Discovered that atoms are mostly empty space & proposed the planetary model
5.Ernest Rutherford e. Discovered electrons & suggested the “plum pudding” model for atoms (1904)
6.Niels Bohr f. Developed application of x-ray spectra to study atomic structure (1913)
7.Henry Moseley g. Created the atomic model that shows electrons move in orbits, quantum model.
8.James Chadwick h. Discovered the neutrons in 1932.
9.Joseph Proust i. Proposed the law of definite proportions.
10.Antoine Becquerel j. Discovered radioactivity.
II. Draw the atom & label the 3 components: protons, neutrons, & electrons.
III. 1. It is the basic unit of an element. a. atom b. matter c. compound d. energy
2. Which of the following are particles that make up an atom? a. proton b. neutron c. electron d. photon
3. Who proposed that the electrons orbit around the nucleus in set energy levels?
a. Niels Bohr b. John Dalton c. Joseph John Thomson d. Ernest Rutherford
4. Why is Ernest Rutherford's model called the planetary model?
a. The movement of the subatomic particles follows the movement of the planets.
b. The nucleus emits energy that mimics the emission of solar energy from the Sun. c. It is not related to Rutherford's model.
d. The electrostatic interaction of electrons & nucleus mimics the gravitational force of attraction between planets & the sun.
5. Which of the following describes John Dalton's model? He described ______.
a. the atom as spherical, which cannot be broken down into smaller parts.
b. the atom as spherical, which contain different subatomic particles.
c. the atom as small, dense, and has a positively charged core called nucleus.
d. that the atom consists of negatively charged particles evenly spread throughout a positively charged material.
6. Which of the ff. are not true about Bohr’s model? He proposed that ________.
a. the electrons orbit around the nucleus set energy levels.
b. an electron absorbs energy if it moves from lower to higher energy level, and it emits energy if it returns to the lower energy level.
c. an electron absorbs energy if it moves from higher to lower energy level, and it emits energy if it returns to the higher energy level.
d. the nucleus orbits around the electrons in set energy levels.
7. Which of the ff. are true about the neutrons? The neutron _______.
a. is found on the space surrounding the nucleus. c. is a positively charged particle.
b. is found together with the protons inside the nucleus. d. was proven to exist by James Chadwick.
8. Which of the ff. is true about the quantum mechanical model? This model states that the nucleus is surrounded by orbitals & the
______. a. only probable location of the electrons is determined. b. only probable location of the electrons is determined.
c. exact location of the electrons is determined. d. exact location of the electrons is determined.
9. Why did Niels Bohr disprove Rutherford's model? Rutherford’s model _______.
a. showed that the electrons and nucleus have opposite charges; thus, the electrons would collapse into the nucleus, making the atom
unstable. b. of the electrons as negatively charged and the nucleus as positively charged were inconclusive.
c. was based on assumptions. d. showed that the electrons freely move within the nucleus.
10. Which of the following are true about the discovery of subatomic particles?
a. Joseph John Thomson discovered the electron. c. James Chadwick discovered the neutron.
b. Ernest Rutherford discovered the proton in the nucleus. d. Niels Bohr discovered the proton.
F. Agreement Research other uses of radiation.

V.REMARKS
VI.REFLECTION


The Atomic Structure and the Chemical Elements (Discovery of the Structure of the Atom its Subatomic Particles)
Objective: At the end of this lesson, you should be able to identify the main ideas in the discovery of the structure of the atom and its subatomic
particles.
Review: In the previous lessons, you have learned that matter is composed of atoms.
What is the structure of the atom?
Learn about it!
Greek philosophers Democritus and Leucippus developed the idea that all matter is composed of tiny, indivisible particles called atoms. However,
their atomic theory was based only on assumptions. It was not until the early 1800s that experiments were performed to develop models for the
structure of the atom.
In 1803, John Dalton, a British scientist, did experiments on mixtures of gases. He studied how the properties of individual gases affect the
properties of the mixtures of these gases. He developed the hypothesis that the sizes of the particles making up different gases must be different.
After several experiments, he concluded that all matter is composed of spherical atoms, which cannot be broken down into smaller pieces. He added
that all atoms of one element are identical to each other but different from the atoms of another element.
Learn about it!
Discovery of the Subatomic Particles
The Electrons in the Plum Pudding Model. In 1897, Joseph John Thomson, a British physicist, proposed an atomic model known as the plum
pudding model. His model consisted of negatively charged particles (plum) spread evenly throughout the positively charged material (pudding). The
small, negatively charged particles are called electrons.
The Protons in the Planetary Model. In the early 1900s, Ernest Rutherford, a New Zealand-born physicist, established the planetary model which
described the atom as small, dense, and has a positively charged core called the nucleus. Inside the nucleus are positively charged particles called
the protons. The nucleus is surrounded by negatively charged particles or electrons. The electrostatic attraction between electrons and nucleus
mimics the gravitational force of attraction between planets and the sun.
The Neutrons. In 1923, James Chadwick proved the existence of the neutron, which is also situated in the nucleus together with the proton. It has
the same mass as the proton but unlike the latter, it has no electric charge.
Learn about it!
Recent Atomic Models
Bohr’s Atomic Model
Rutherford’s model showed that the electrons and nucleus have opposite charges which according to the laws of physics, will attract each other.
Thus, Rutherford's model would have electrons collapsing into the nucleus, making the atom unstable. Niels Bohr solved this problem by proposing
that the electrons orbit around the nucleus in set energy levels. An electron absorbs energy if it moves from lower to higher energy level, and it emits
energy if it returns to the lower energy level.
Quantum Mechanical Model
The quantum mechanical model of the atom states that a nucleus is surrounded by a cloud of electrons called orbitals. It explains that it
is impossible to determine the exact location of the electron at a given time, but one can find its probable location. It incorporates the
concept of Bohr’s model where the electrons move in one orbital to another by absorbing or emitting energy.
Explore!
Look around your house. Try to think of Bohr’s discovery of energy levels. What things can you find in your house that use the same concept
proposed by Bohr?
Try it!
Create a timeline on the discovery of subatomic particles and development of the atomic theory. Who are the scientists who had important
contributions in atomic theory?
What do you think?
Based on Bohr's atomic model, what causes an electron to move from one orbital to another?
Key Points
John Dalton described the atom as spherical.
Joseph John Thomson discovered the electron.
Ernest Rutherford proposed that the electrons orbit around the nucleus. He, together with his students, discovered the proton.
Niels Bohr proposed that electrons orbit around the nucleus in set energy levels.
James Chadwick discovered the neutron.
Niels Bohr proposed that the electrons orbit around the nucleus in set energy levels.
In the quantum mechanical model, the nucleus is surrounded by a cloud of electrons called orbitals.
Evaluation. ¼ SOP. Write the letters which corresponds to your answers.
1. It is the basic unit of an element. a. atom b. matter c. compound d. energy
2. Which of the following are particles that make up an atom? a. proton b. neutron c. electron d. photon
3. Who proposed that the electrons orbit around the nucleus in set energy levels?
a. Niels Bohr b. John Dalton c. Joseph John Thomson d. Ernest Rutherford
4. Why is Ernest Rutherford's model called the planetary model?
a. The movement of the subatomic particles follows the movement of the planets.
b. The nucleus emits energy that mimics the emission of solar energy from the Sun.
c. It is not related to Rutherford's model.
d. The electrostatic interaction of electrons & nucleus mimics the gravitational force of attraction between planets & the sun.
5. Which of the following describes John Dalton's model? He described ______.
a. the atom as spherical, which cannot be broken down into smaller parts.
b. the atom as spherical, which contain different subatomic particles.
c. the atom as small, dense, and has a positively charged core called nucleus.
d. that the atom consists of negatively charged particles evenly spread throughout a positively charged material.
6. Which of the ff. are not true about Bohr’s model? He proposed that ________.
a. the electrons orbit around the nucleus set energy levels.
b. an electron absorbs energy if it moves from lower to higher energy level, and it emits energy if it returns to the lower energy level.
c. an electron absorbs energy if it moves from higher to lower energy level, and it emits energy if it returns to the higher energy level.
d. the nucleus orbits around the electrons in set energy levels.
7. Which of the ff. are true about the neutrons? The neutron _______.
a. is found on the space surrounding the nucleus. c. is a positively charged particle.
b. is found together with the protons inside the nucleus. d. was proven to exist by James Chadwick.
8. Which of the ff. is true about the quantum mechanical model? This model states that the nucleus is surrounded by orbitals & the
______. a. only probable location of the electrons is determined.
b. only probable location of the electrons is determined.
c. exact location of the electrons is determined.
d. exact location of the electrons is determined.
9. Why did Niels Bohr disprove Rutherford's model? Rutherford’s model _______.
a. showed that the electrons and nucleus have opposite charges; thus, the electrons would collapse into the nucleus, making the
atom unstable.
b. of the electrons as negatively charged and the nucleus as positively charged were inconclusive.
c. was based on assumptions. d. showed that the electrons freely move within the nucleus.
10. Which of the following are true about the discovery of subatomic particles?
a. Joseph John Thomson discovered the electron. c. James Chadwick discovered the neutron.
b. Ernest Rutherford discovered the proton in the nucleus. d. Niels Bohr discovered the proton.
Table 1.1 A timeline on the brief history of the development of the atomic theory
Year Philosopher/Scientist Contribution
450 BC Empedocles Asserted that all things are composed of 4 primal elements: earth, air, fire, & water.
400 BC Democritus Believed that all matter is made up of small particles called atoms, which cannot be divided
into smaller units.
Around Aristotle He thought that all matter was continuous & can be further divided into smaller pieces
380-320 BC infinitely.
1799 Joseph Proust Proposed the law of definite proportions. (3rd postulate of atomic theory). e.g. Sample of CO2
in Manila and CO2 in other countries have both carbon: oxygen ratio, which is 1:2.
1808 John Dalton Formulated the atomic theory & proposed the law of multiple proportions.
1869 Dmitri Mendeleeve Arranged the known elements in the Periodic Table based on their atomic mass.
1890s Antoine Becquerel, Observed that radioactive materials cause the atoms to break down spontaneously.
Marie Curie
1895 Wilhelm Roentgen Discovered x-rays
1897 John Joseph Discovered electrons.
1904 Thomson Suggested the plum pudding model- negative electron in a positive structure
1908-1917 Robert Millikan Found that the charge of an electron is equal to -1.6022 x 1019C
1910-1911 Ernest Rutherford Observed that atoms are mostly empty space.
Neils Bohr Came up with a model that shows electrons move in orbits
1913
Henry Moseley Developed applications of x-ray spectra to study atomic structure
1919 Ernest Rutherford Discovered protons
1932 James Chadwick Discovered neutrons
Empedocles Aristotle DemocritusJoseph Proust John Dalton Dmitri MendeleeveAntoine Becquerel
Marie Curie Wilhelm Röntgen JJ Thomson Robert Millikan Ernest Rutherford Henry Moseley James Chadwick
The 4postulates of Dalton’satomic theory that led to modern era of chemistry.

1.Elements are made up of small particles called, atoms.
2.In any given pure element, the mass & other properties of all atoms are the same. Atoms of different elements differ in mass & other properties.
3.Compounds are made up of atoms of more than one element. The constituent atoms in a given compound are present in the same whole # ratio.
4. in a chemical reaction, atoms are neither created nor destroyed. They simply combine, separate, or rearrange.
Dalton’s concept of the atom is more detailed than that of Democritus.
The 3rd hypothesis of Dalton supports findings of Joseph Proust (1799) on thelaw of definite proportions. It also supports the law of
multiple proportions.
Dalton’s last hypothesis points out that when a reaction is done in a closed container, the total mass before & after the reaction is the same. This is
known as the law of conservation of mass, states that mass is neither created nor destroyed during a chemical reaction.
The structure of an atom. All atoms are made up of nucleus (composed of protons&neutrons) &electrons.
After the discovery of x-rays in 1895 by Wilhelm Röntgen, by accident, Antoine Becquerel he learned that darkening of thickly wrapped photographic
plates occurs after exposing them to a uranium compound.
Marie Curie, one of his students, proposed the word radioactivity to describe the spontaneous emission of particles or radiation . Later, it
was found out that 3 types of rays are produced by radioactive decay, namely: alpha (+; deflected by a positively charged plate), β rays refer to the
high-energy electrons(-;deflected by a negatively charged plate), & gamma rays(no charge; high-energy rays & are not affected by an external
electric or magnetic field), figure 1.4.
In 1897, John Thomson presented that electrons have negative charge. Thomson proposed the “plum pudding” model of an atom, figure 1.5.
In 1911, Ernest Rutherford, from his experiment of scattering alpha particles using gold foil, established that the nucleus is very dense, very
small, & positively charged. He also concluded that electrons are located outside the nucleus (figure 1.6).
The Protons & Neutrons. The positively charge particle in the nucleus is called the protons. The magnitude of each proton is of the same magnitude
of an electron which is -1.6022 x 10-19 coulombs. Each proton weighs as much as 1.67262 x 10 -24 grams.
In 1932, James Chadwick discovered neutral subatomic particles, which he named neutrons.Chadwick concluded that the radiation consisted of
neutral particles that are slightly heavier than protons, & are together with protons in the nucleus.
The Electrons. Surrounding the nucleus are negatively charged particles called electrons. In 1900s, Robert Millikan found that an electron has a
charge equal to -1.6022 x 10-19 coulombs & mass of 9.10 x 10-28 grams which is 1840 times lighter than a proton. Electrons are considered
elementary particles which cannot be broken into smaller sub-units like the nucleus.
Atoms do not carry charge & are electrically neutral because the number of protons is equal to the number of electrons. This stability was proven
in 1913 by Neils Bohr with a new atom model, figure 1.7. This model was the birth of quantum mechanics.
To easily picture the size of an electron & nucleus relative to the size of an atom, think of two times the whole area of our campus, its nucleus
takes the size of a marble located at the center & the electron is as small as a dot moving around the perimeter of the area and the rest is space.
Empedocles Aristotle Democritus
Max Planck, a German

physicist, is best known as
the originator of the
quantum theory of energy
for which he was awarded
the Nobel Prize in 1918.
His work contributed
significantly to the
understanding
of atomic and subatomic
processes.
Wilhelm Roentgen Albert Einstein Max Planck
Sources:
1.Empedocles:https://www.google.com.ph/search?
q=greek+philosopher+empedocles&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjByI-
CvvbeAhUZeH0KHfXDA5UQ_AUIDigB&biw=1034&bih=620#imgrc=3z2NVrQdsoVV8M:
2.Democritus:https://www.google.com.ph/search?
q=greek+philosopher+democritus&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiy75DHv_beAhUXSX0KHe9qDxAQ_AUIDigB&biw=1
034&bih=620#imgdii=-VjWIJCqLE2SnM:&imgrc=VDC71qltdsIxSM:
3.Aristotle:https://www.google.com.ph/imgres?imgurl=https://static01.nyt.com/images/2016/05/27/world/27ARISTOTLE/
27ARISTOTLEarticleLarge.jpg?quality%3D75%26auto%3Dwebp%26disable%3Dupscale&imgrefurl=https://www.nytimes.com/
2016/05/27/world/europe/greece-aristotle-
tomb.html&h=751&w=600&tbnid=WI7qNtyxUfY_M:&q=greek+philosopher+aristotle&tbnh=186&tbnw=148&usg=AI4_-
kRMlTvysKMeIJIss7KYaA2XtnqTcA&vet=12ahUKEwjvrsXLvvbeAhWFfpAKHWi9CaUQ_B0wH3oECAMQBg..i&docid=WcFy9Wj1DBZ
O1M&itg=1&hl=en-PH&sa=X&sqi=2&ved=2ahUKEwjvrsXLvvbeAhWFfpAKHWi9CaUQ_B0wH3oECAMQBg
4.Roetntgen:https://www.google.com.ph/search?
q=wilhelm+roentgen&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjogqiP2PbeAhUQdCsKHTr6COIQ_AUIDigB&biw=1034&bih=620#i
mgrc=ZL02gsvT1apNRM:
5.Einstein:https://www.google.com.ph/search?
q=Albert+Einstein&stick=H4sIAAAAAAAAAONQFuLQz9U3MDWOT1FiB7GykitOMcLFTjGiCaYZGcRDmcbFlmUwpZaVBlBmenpOFpR
pEp9RBWUa5ZoX_WLUCUrNSSxJTVEoyVfwTSzKTFVwLgWRiXkpCq5FeanFJQpBpSUZqUVp-
UUpu1jgroAyQYYAACgG7NaxAAAA&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjw6tflufbeAhVOVisKHYebDv0QQ_AUIDigB&biw=
1034&bih=620#imgrc=6-355PPI7SkN6M:
6. Max Planck:https://www.google.com.ph/search?sa=X&q=Max+Planck&stick=H4sIAAAAAAAAAONQFuLQz9U3MDWOT1ECs0ziM
6pOMcIFTzGyg5hZyRVQwTQjg3go07jYsgym1LLSAMpMT8_JgjKRzDLKNS_6xagTlJqTWJKaolCSr-CbWJSZquBcCiIT81IUXIvyUo
tLFIJKSzJSi9Lyi1J2scBdAWWCDAEASOfd4LIAAAA&npsic=0&ved=0ahUKEwjw6tflufbeAhVOVisKHYebDv0Q-BYIOg
Marie Curie Ernest Rutherford Antoine Becquerel

7.MarieCurie:https://www.google.com.ph/search?
q=marie+curie&source=lnms&tbm=isch&sa=X&ved=0ahUKEwji88vFuPbeAhVJX30KHdJBDAIQ_AUIDigB&biw=1034&bih=620
8.ErnestRutherford:https://www.google.com.ph/search?q=ernest+rutherford&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi5oo-
IuPbeAhVFdCsKHQAUAM0Q_AUIDigB&biw=1034&bih=620
9.Antoine Becquerel. First to conclude that atoms could be radioactive: https://www.google.com.ph/search?q=antoine+becquerel+
atomic+theory&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjn4pWDtvbeAhVYb30KHQnPCJgQ_AUIDigB&biw=1034&bih=620#imgr
c=BtKMnyO2vM4UNM:
10. Henry Moseley: https://www.google.com.ph/search?
ei=_wvW5T3DNH2rQGZ757oCg&q=henry+moseley+atomic+model&oq=Henry&gs_l=psy-
ab.1.1.0i131i67j0i67l3j0i131i67j0i67l5.39744.42005..47879...0.0..0.474.1961.2-1j0j4......0....1..gws-
wiz.......0j0i3j0i131j0i10i67.ekOvorTYX4c
Illustrations/Models/Diagrams on the evolution of the atomic theory
Moseley’s atomic model

Rutherford’s model of the atom Rutherford’s model
overturned Thomson’s Dalton’s atomic model
Model with his gold-foil expt.
Bohr’s Model on an Atom JJ Thomson’s “Plum Pudding” atomic model
Rutherford’s experimental design for Scattering of alpha particles using gold foil.
measuring alpha particles using (Experiment of Rutherford)
gold foil.
Joseph proustJJ Thomson Dmitri Mendeleeve
https://www.google.com.ph/search?q=wilhelm+roentgen+atomic+theory&tbm=isch&tbs=rimg:CU0K8CpNuf_15IjjTnq6WF0wi1r65bL9-
eEMu9aZbVmPkXPgK-F_1LWR0597kkl1FxPlKkIO3UJbB50RH-lAaASzZpuSoSCdOerpYXTCLWEX4cq1o0-mC-
KhIJvrlsv354Qy4RbYpa424Y6dEqEgn1pltWY-Rc-BFDbIcWZsvHvSoSCQr4X8tZHTn3EcQDHRPlln7rKhIJuSSXUXE-
UqQRJBKPi9C4sWwqEgkg7dQlsHnRERGKMXIH4pRGiSoSCf6UBoBLNmm5ER5uV7Wc94OX&tbo=u&sa=X&ved=2ahUKEwj9yI7owf
beAhWCbX0KHQSzA7oQ9C96BAgBEBg&biw=1034&bih=620&dpr=1#imgrc=LjJxgpOH3uwT2M:
Daily
Area
Quarter
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of how the concept of the atom and elements evolved from Ancient
Greek to the present.
C. Learning Competencies/ Explain how the concept of atomic number led to the synthesis of new elements in the laboratory. S11/12PS-
Objectives IIIb-11.
Write the nuclear reactions involved in the synthesis of new elements. S11/12PS-IIIb-12.
1.Cognitive Identify & relate the atomic number & atomic mass to the number of protons, neutrons, & electrons of an element.
Determine the number of neutrons and how atomic mass & atomic number change when isotopes form and when an atom
becomes an ion.
Explain the concept of atomic numbers the synthesis of new elements in the laboratory.
2.Psychomotor Compute the number of protons, neutrons, electrons& particles in nuclear & chemical reactions.
3.Affective Appreciate the importance of atomic number & atomic mass of elements.
II.CONTENT/SUBJECT MATTER How the idea of the atom, along with the idea of how elementsevolved.
A.References:1.Cur.guide p. 2& 3
IV.PROCEDURES
A. Reviewing previous lesson or Cite some of the scientists who had made great contributions in the development of the atomic
presenting the new lesson theory.
lesson
C.Presenting examples/ Activity 1.Part 1. Crossword puzzle (separate sheet). They will be given 3-5 minutes.
D. Discussing new concepts & The atomic number and the development of the periodic table.
practicing new skills # 1 Henry Gwyn Jeffreys Moseley (Eng.Physicist, 1887-1915), experimentally found that
x
A different metals bombarded with electrons produced varying frequencies of x-rays. He
attributed these results to the differences in the positive charge in the nucleus of the
elements. He correlated the frequencies to whole numbers which he assigned to each
Z
element – the atomic number which serves as the identity of an atom, see the
representation at the left.
X - element; A - atomic mass; Z - atomic number Example: C
Atomic mass = number of protons + number of neutrons number of protons = atomic number = 6
Atomic mass = atomic number + number of neutrons number of neutrons = number of protons = 6
Atomic mass = 6 + 6 = 12
Sample problem: 4020Ca is produced during the stellar evolution. How many protons, neutrons, & electrons are
there in one atom of 4020Ca.
Solution: number of protons = number of electrons = 20
number of neutrons = A – Z = 40 – 20 = 20
Proof of Exercise: The burning of Carbon (C) in stars is represented by the ff. reaction:
4
2He + 6C ----- 8O + 0y
12 16 0
Find the number of subatomic elements/particles involved in the reaction.

Element Symbol Z A No. of Neutrons No. of Protons No. of Electrons
Helium 4
2 He 2 4 2 2 2
Carbon 12
6C 6 12 6 6 6
oxygen 16
8O 8 16 8 8 8
gamma ray 0
0 y 0 0 0 0 0
Dmitri Mendeleeve arranged the elements according to their atomic weights/atomic masses in 1869. He
paved the way to the construction of the periodic table. Moseley in 1913 confirmed the use of the atomic
number as the basis for the arrangement of elements in the periodic table. Before the discovery of some
elements, the periodic table had gaps, which led to scientists to think that there were still undiscovered
elements that should fill the gaps. Through time, discoveries of these elements were made, while some are
synthesized in the laboratory like radium which was made by Marie Curie from uranium.
Part 2. For 5-7 min. Find the number of subatomic elements/particles involved in the nuclear reaction.
Use the formula, number of protons = number of electrons; number of neutrons = A – Z.
Problem: Scadnium- 21 can be bombarded artificially with neutron to make potassium-19 & Helium-2 with the
nuclear reaction, 10n + 4521Sc ------ 4219K + 42He
Supply the required information in the table. The first row had been done for you.
45
Scadnium 21 Sc 21 45 24 21 21
42
potassium 19 K 19 42
4
Helium 2He 2 4
1
neutron 0n 0 1
Rubrics: (To be used for the rest of the activities)
CRITERIA POINTS CRITERI POINTS
A
Accuracy 14 Time 2
Delivery 2 Total 20
Teamwork/ 2
Behavior
E.Discussing new concepts & Ions.Ions unlike isotopes (isotopes are formed from nuclear reactions which involves the nucleus of an atom),
practicing new skills # 2 are made from chemical reactions where only electrons of the atom are involved. During chemical reaction, the
number of protons remains the same in the atomic nucleus, but the electrons may be lost or gained by another
atom. When an electron is lost, the atom is said to be cation with net positive charge while an atom that gained
electrons is said to be anion with net negative charge. The charge q of an ion is written as superscript at the
right hand side of the chemical symbol. See the symbol, AZXq .
The charge of an atom may be computed using the formula ,
q = number of protons – number of electrons
Example: neutral potassium atom (3919K ) loses an electron to form potassium ion. Similarly, a neutral
Oxygen (168O) gains two electrons to form oxygen ion.
Substance Symbol Z A No. of Neutrons No. of protons No. of electrons
neutral 3919K 19 3 20 19 19
9
potassium
cation 3919K+ 19 3 20 19 18
9
neutral 168O 8 1 8 8 16
6
oxygen
anion 16
8O
2-
8 1 8 8 10
6
Part 3. For 5-7 min. Find the number of subatomic elements/particles involved in the formation of ions.
Use the formulas, number of protons = number of electrons; number of neutrons = A – Z.
q = number of protons – number of electrons.
Problem: Sodium (2311Na)loses 1 electron forming sodium ion (2311Na+)while chlorine (3517Cl)gains 1 electron to
form chlorine ion (3517Cl -).
Supply the required information in the table. The second row had been done for you.
neutral 23
11Na 11 2
3
Sodium
cation 23
11Na
+
11 2 11 11 10
3
neutral 35
17Cl 17 3
5
Chlorine
anion 35
17Cl
-
17 3
5
Part 4. 3-5 minutes. 1-2.The students will be asked to cite the contributions of the scientists of the
importance of the atomic number.
F.Developing Mastery The students will be identifying whether a reaction is nuclear or chemical.
G.Finding practical applications of Why do you think nuclear reaction generates much more energy than a chemical reaction?
H. Making generalizations & The formation of isotopes such as nuclear reactions are actually like explosion of bombs, while formation of
abstractions about the lesson ions are just the lose or gain of electrons in the process of chemical reactions.
I. Evaluation ½ SOPCx. Identify & compute the A, Z, number of protons, number of neutrons, number of electrons, &
particles. Answer items 1-5.
1.nuclear reaction: 3618Ar + 42He ------ 4020Ar + 00y; Ar - Argentum
2. chemical reaction: Magnesium (2412Mg) losing 1 electron (2412Mg+)
1.Argentum 36
18Ar 18 36 1. 2. 18
2.Magnsesium 24
12Mg 12 24 3. 4.
3.Magnsesium+ 2412Mg+ 12 24 12 12 5.
F. Agreement
V.REMARKS
VI.REFLECTION


Name /Members:_____________________ Date____________________ Score _________________

Grade/Course/Section: ________________
Activity No. 6
Title: Atomic Number and atomic mass
A
Accuracy 14 Time 2
Delivery 2 Total 20
Teamwork/ 2
Behavior
Part1. Cross word puzzle. Write the word or words required. Refer your answers to the clues below.
1.
Across: Down:
1.Mass of protons & neutrons 1.particle of matter
2. 2. 3. 4.
2.Number of protons 2.an atom with different
3.positively charged sub-particle number of neutrons
4. atoms with net positive or net 3.sub-particle with no
negative charge because of loss charge
3.
or gain of electrons 4. protons + neutrons
4.
Part2. For 5-7 min. Find the number of subatomic elements/particles involved in the nuclear reaction.
Problem: Scadnium- 21 can be bombarded artificially with neutron to make potassium-19 & Helium-2 with the nuclear reaction,
1
0n + 21Sc ------ 19K + 2He
45 42 4
Scadnium 45
21 Sc 21 45 24 21 21
potassium 42
19 K 19 42
Helium 4
2He 2 4
neutron 1
0n 0 1
Problem: Sodium (2311Na)loses 1 electron forming sodium ion (2311Na+)while chlorine (3517Cl)gains 1 electron to form chlorine ion (3517Cl -).
neutral 23
11Na 11 2
3
Sodium
cation 23
11Na
+
11 2 11 11 10
3
neutral 35
17Cl 17 3
5
Chlorine
anion 35
17Cl
-
17 3
5
Part 4. 3-5 minutes. 1-2.Cite the contributions of the ff. scientists of the importance of the atomic number:
1.Henry Gwyn Jeffreys Moseley. __________________________________________________________________________________
2.Dmitri Mendeleev. __________________________________________________________________________________
3. Differentiate the formation of isotopes from the formations of ions. ___________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Answers:
Activity No. 6
Title: Atomic Number and atomic mass
A
Accuracy 14 Time 2
Delivery 2 Total 20
Teamwork/ 2
Behavior
Part 1. 4-6 minutes. Cross word puzzle. Write the word or words required. Refer your answers to the clues below.
a t o m i c m a s s
Across: Down:
t
1.Mass of protons & neutrons 1.particle of matter
a t o m i c n u m b e r
m s e a
2.Number of protons 2.an atom with different
o u s 3.positively charged sub-particle number of neutrons
t t s 4.. atoms with net positive or 3.sub-particle with no
o r net negative charge because of charge
p r o t o n loss or gain of electrons 4. protons + neutrons
e n
i o n s
Part 2. For 5-7 minutes. Find the number of subatomic elements/particles involved in the nuclear reaction.
Problem: Scadnium- 21 can be bombarded artificially with neutron to make potassium-19 & Helium-2 with the nuclear reaction,
1
0n + 21Sc ------ 19K + 2He
45 42 4
Scadnium 45
21Sc 21 45 24 21 21
potassium 42
19K 19 42 23 19 19
Helium 4
2He 2 4 2 2 2
neutron 1
0n 0 1 1 0 0
Problem: Sodium (2311Na)loses 1 electron forming sodium ion (2311Na+)while chlorine (3517Cl)gains 1 electron to form chlorine ion (3517Cl -).
neutral 23
11Na 11 2 12 11 11
3
Sodium
cation 23
11Na
+
11 2 12 11 10
3
neutral 35
17Cl 17 3 18 17 17
5
Chlorine
anion 35
17Cl
-
17 3 18 17 18
5
Part 4. 1-2.Cite the contributions of the ff. scientists of the importance of the atomic number:
1.Henry Gwyn Jeffreys Moseley. He correlated that the atomic number which serves as the identity of an atom .
2.Dmitri Mendeleev. Using the atomic weights as basis of arranging the elements paved the way to the constructions of the periodic
table
3. Differentiate the formation of isotopes from the formations of ions. Isotopes are formed due to reactions of nuclei of atoms while ions
are formed because of the lose or gain of electrons in a chemical reaction.

Daily
Area
Quarter
I.OBJECTIVES
A. Content Standard The learners demonstrate understanding of how the concept of the atom and elements evolved from Ancient
Greek to the present.
C. Learning Competencies/ Cite the contribution of John Dalton toward the understanding of the concept of the chemical elements.
Objectives S11/12PS-IIIc-13.
Explain how Dalton’s theory contributed to the discovery of other elements. S11/12PS-IIIc-14.
1.Cognitive Explain the postulates of John Dalton known as the Dalton’s Atomic Theory and the three laws of the atomic theory.
2.Psychomotor
3.Affective Appreciate the observations of John Dalton that led to the John Dalton.
II.CONTENT/SUBJECT MATTER Dalton’s Atomic Theory; The Three Laws of the Atomic Theory
.2. Textbook pages An Introduction to Physical Science by James T. Shipman, et al p.71;134-135; Internet
IV.PROCEDURES
A. Reviewing previous lesson or Who was the philosopher who believed that substances are made up of small particles called
presenting the new lesson atomos?
lesson
C.Presenting examples/ Activity 1.Crossword puzzle (separate sheet). They will be given 3-5 minutes.
D. Discussing new concepts & Discuss Dalton’s postulates or Dalton’s Atomic Theory
practicing new skills # 1
E.Discussing new concepts & Discuss samples of the laws of:
practicing new skills # 2 1.definite proportions 2.multiple proportions 3. conservation of mass
F.Developing Mastery Students will explain the postulates of Dalton on atomic theory and the 3 laws in their own words.
G.Finding practical applications of If plants can only store 10% of the energy from the sun, where do you think the 90% gone since we hold that
concepts & skills in daily living energy & mass is not created nor destroyed? Explain.
H. Making generalizations & What are the postulates or the atomic theory? How about the 3 laws of the atomic theory?
I. Evaluation ¼ SOP. 3-5min. Explain the ff.
1.One of the postulates or the atomic theory.
2. One of the laws of the atomic theory.
F. Agreement
V.REMARKS
VI.REFLECTION


Ims on Dalton’s atomic theory

Explanation: That all substances are made up of the smallest particles called atoms.
Explanation: Dalton taken hydrogen & oxygen as examples, he realized that all atoms of hydrogen have the same properties and so all atoms of
oxygen also have the same properties. The properties of hydrogen & oxygen atoms are entirely different from each other.
Explanation: Illustration is the chemical combination of hydrogen & oxygen forming a compound called water. Water has entirely different properties
compared to uncombined hydrogen or oxygen. That universally water has the same hydrogen: oxygen ratio which is 2:1.
4. in a chemical reaction, atoms are neither created nor destroyed. They simply combine, separate, or rearrange.
Explanation: Taken hydrogen & oxygen as examples, the masses of hydrogen & oxygen before & after the chemical reactions, the total mass of the
reactants,hydrogen & oxygen is equal to the mass of water which is the product.
The three laws of the formation of compounds:

1.Law of definite proportions.
Explanation: When a product is formed, elements always combine in similar proportions by mass regardless of the size of the sample.
2. Law of multiple proportions.
Explanation: This law illustrates that if 2 or more different compounds are composed of the same 2 elements, then the ratio of the masses of the
second element combined with a certain mass of the first element is always a ratio of small whole numbers.
3. Law of conservation of mass.
Explanation:The masses of the reactants & the products of a chemical reaction is always equal. That there is no loss nor gain of mass before & after
reaction.
Activity No. 7
Title: Dalton’s atomic theory
A
Accuracy 14 Time 2
Delivery 2 Total 20
Teamwork/ 2
Behavior
Part 1. Cross word puzzle. Write the word or words on the Across: Down:
heighted boxes. Refer your answersfrom clues given at the 1.positively charged sub- 1.quantity of matter
right box. particle 2.combination of elements in
p r o t o n 2. indivisible particle definite parts.
r u according to Democritus 3.sub-particle consisting the
a t o m o s c 3.two or more elements protons & neutrons
p l n Chemically combined 4. negatively charged sub-
4.repeated more than once, particle
c o m p o u n d e e e
example: 2,4,6,8,… 5. sub-particle with no charge
r u l u 5.keeping from loss
m u l t i p l e s e t
a i c r
s c o n s e r v a t i o n
s n r n
o
n
Part 2. For 5-7 min. Make a short explanation for the ff. statements of Dalton on atoms.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
4. in a chemical reaction, atoms are neither created nor destroyed. They simply combine, separate, or rearrange
__________________________________________________________________________________________________________________
Part 3. For 5-7 min. Explain the three laws of the atomic theory by using illustrations or examples.
1.Law of definite proportions __________________________________________________________________________________________
2. Law of multiple proportions _________________________________________________________________________________________
3. Law of conservation of mass ________________________________________________________________________________________
Daily
Area
Quarter
I.OBJECTIVES
C. Learning Competencies/ S11/12PS-IIIa-1 to S11/12PS-IIIc-14
Objectives
1.Cognitive Attain 80% proficiency level from a summative test
2.Psychomotor Answer test question honestly and diligently.
3.Affective Value honesty and perseverance.
II.CONTENT/SUBJECT MATTER How the elements found in the universe were formed
A.References:1.Cur.guide p. 1-3
Materials questionnaire
C .Process Skills Reading, Analyzing, Answering
D. Value Integration Patience& Persistence
IV.PROCEDURES
A. Reviewing previous lesson or
B.Establishing purpose for the Giving or reminders in taking exams.
lesson
C.Presenting examples/
D. Discussing new concepts & Test proper
E.Discussing new concepts &
F.Developing Mastery
H. Making generalizations &
I. Evaluation Checking will be done after all sections under the teacher has taken the summative test.
F. Agreement/Enrichment
V.REMARKS
VI.REFLECTION



DLP Formation of Elements in The Universe

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DLP Formation of Elements in The Universe

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School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/19/19- Tuesday

Group 2. 11H + __1H 31He +01eGroup 4. __4Be + 10n 7

a. Proton b. Gamma radiation c. Helium-3 d. Neutron

a. proton b. gamma radiationc.helium-3 d. neutron

WINNIE ROSE A. PABLO FE V. LIZARDO, MT-II DORCAS CONSUELO D. REVAULA ______________

Learn about it!

Learn about it!

What do you think?

Evaluation: ¼ SOP. Write the letters which correspond to your answers.

a. Proton b. Gamma radiation c. Helium-3 d. Neutron

a. proton b. gamma radiation c.helium-3 d. neutron

h. 74Be + 10n ---- 73Li + 11p

Exercises 5.(3-5 minutes). Balancing the ff. fusion, nuclear reactions.

Group 2. 11H + __1H 3

Group 3. 32He + __2He 7

Group 4. __4Be + 10n 7

School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/25/19- Monday

WINNIE ROSE A. PABLO FE V. LIZARDO, MT-II DORCAS CONSUELO D. REVAULA ______________

Learn about it!

Learn about it!

School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/26/19- Tuesday

29Cu + 0n 29Cu ------------ neutron capture

29Cu 30Zn + -1β ----------- beta decay of unstable 29Cu

Series of neutron transfer:

26Fe + 0n 26 Fe series of neutron capture

Learn about it!

Presentation of processes of neutron capture & radioactive decay (10minutes)

29Cu + 0n 29Cu ------------ neutron capture

29Cu 30Zn + -1β ----------- beta decay of unstable 29Cu

Series of neutron transfer:

26Fe + 0n 26 Fe series of neutron capture

26 Fe 27 Co + -1β------------ beta decay of unstable 26 Fe

More examples of Half-life

Evaluation. ¼ SOP. Write the letters which correspond to your answers.

Presentation of processes of neutron capture & radioactive decay (10minutes)

29Cu + 0n 29Cu ------------ neutron capture

29Cu 30Zn + -1β ----------- beta decay of unstable 29Cu

Series of neutron transfer:

26 Fe 27Co + -1β------------ beta decay of unstable 26 Fe

More examples of Half-life

Answer: Type of nuclear reaction: _____________________________

School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/27/19-

For example, molybdenum-94 undergoes proton capture to produce technetium-95.

Learn about it!:Neutron capture can either be slow or rapid.

School KABACAN NATIONAL HIGH SCHOOL Date/Day 11/28/19- Thursday

F. Agreement Research evolution of the atomic theory.

Prepared by: Checked by: Observed by:

FE V. LIZARDO DORCAS CONSUELO D. REVAULA ___________________

Plato, the founder of

School KABACAN NATIONAL HIGH SCHOOL Date/Day

A. No. of students who earned 80% in the evaluation

FE V. LIZARDO DORCAS CONSUELO D. REVAULA ___________________

School KABACAN NATIONAL HIGH SCHOOL Date/Day

The Electrons. Surrounding the nucleus are negatively charged particles

F. Agreement Research other uses of radiation.

A. No. of students who earned 80% in the evaluation

FE V. LIZARDO DORCAS CONSUELO D. REVAULA ___________________

Empedocles Aristotle DemocritusJoseph Proust John Dalton Dmitri MendeleeveAntoine Becquerel

The 4postulates of Dalton’satomic theory that led to modern era of chemistry.

Empedocles Aristotle Democritus

Max Planck, a German

Marie Curie Ernest Rutherford Antoine Becquerel

Illustrations/Models/Diagrams on the evolution of the atomic theory

Group 2. 11H + 1H 31He +01eGroup 4. 4Be + 10n 7

Name /Members:_____ Date Score _