PhysicalSci12 Q1 Mod1 Week2 Polarity of Molecules v3

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Senior High School
Physical Science
Quarter 1 - Module 1
Week 1: Formation of Elements
Week 2: Polarity of Molecules
Department of Education ● Republic of the Philippines

Physical Science – Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Week 1: Formation of Elements
Week 2: Polarity of Molecules
First Edition, 2020
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Senior
Senior High
High School
School
Physical Science
Quarter 1 - Module 1
Formation of Elements
Polarity of Molecules
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Table of Contents
What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module................................................................................................................ii
Icons of this Module....................................................................................................................................iii
What I Know.................................................................................................................................................iii
Lesson 1:
Formation of Heavier Elements...................................................................................1
What I Need to Know......................................................................................................1
What’s New: Galaxy’s Puzzle......................................................................................1
What Is It.............................................................................................................................2
What’s More: Comprehensive Reading....................................................................4
What’s More: (Formation of Elements: An Analogy)............................................5
What I Have Learned: Origin of Elements...............................................................6
What I Can Do: In the News.........................................................................................7
Lesson 2:
Synthesis of New Elements in the Laboratory...........................................8
What’s In.............................................................................................................................8
What’s New: Hidden Words..........................................................................................9
What Is It...........................................................................................................................10
What’s More: Evolution of an Atom’s Representation....................................... 12
What I Have Learned: Synthetic Elements........................................................... 12
What I Can Do: Bomb Leftovers...............................................................................13
Lesson 3:
Polarities of Molecules..........................................................................................................14
What’s New: Opposites.................................................................................................14
What Is It.............................................................................................................................15
What’s More: Creative Approach to Polarity...........................................................16
What’s More: Molecules out of Clay..........................................................................17
What I Have Learned: Polarities Lesson..................................................................18
What I Can Do: Polarities at Home............................................................................18
Lesson 4:
Properties of Molecules According to their Polarity...........................19
What’s New: Hidden Words.........................................................................................19
What Is It.............................................................................................................................21
What’s More: Polarity at Work.....................................................................................22
What’s More: Molecular Sketches..............................................................................23
What I Have Learned: Explore Your Chemicals....................................................23
Summary
Assessment: (Post-Test)
Key to Answers...........................................................................................................................................…26
References...................................................................................................................................................…28
What This Module is About
For the Students
This module will introduce you to the world in a deeper level. What you have learned
from your elementary years to your junior high years about science have prepared you to
enter and understand the new lessons you are about to get to know: from the theoretical
start of the universe to the behavior of molecules as observed through the microscope.
You might be intimidated by the depth of the lessons but don’t be disheartened. This
module is constructed to teach novices and inspire. If you ever find yourself lost or confused
amidst your learning, don’t hesitate to approach your teacher. Remember, unhealed
confusion will hinder effective learning.
Welcome to Module 1 of your Senior High School Physical Science. Happy learning!
For the Facilitators
This module aims to educate the students in the simplest way possible. Teachers
and parents must accommodate the learner to aid them in learning. Facilitators must avoid
giving direct answers but rather give help to the learners on how to acquire answers. Do not
hesitate to notify the teacher for concerns and ask further assistance.
The following are the lessons contained in this module:

Lesson 1 Formation of Heavier Elements
Lesson 2 Synthesis of Elements in Laboratories
Lesson 3 Polarities of Molecules
Lesson 4 Properties of Molecules Based on Their Polarities.
What I Need to Know
At the end of this module, you should be able to:

1. Give evidence for and explain the formation of heavier elements during star
formation. (S11/12PS-IIIa-1);
2. Explain how the concept of the atomic number led to the synthesis of new elements
in the laboratory. (S11/12PS-IIIb-11);
3. Determine if a molecule is polar or non polar given its structure. (S11/12PS-IIIc-15);
4. Relate the polarity of a molecule to its properties. (S11/12PS-IIIc-16)
How to Learn from this Module
To achieve the objectives cited, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
iv
What I Know
Multiple Choice. Select the letter of the best answer from among the given choices.
1. Which theory suggests that the universe began from a singularity and its inflation?
A. Big Bang Theory B. Eternal Inflation
C. Oscillating Universe D. Steady-State Universe
2. Aside from the neutron, the core of an atom is made up of which other subatomic
particle?
A. electron B. positron
C. proton D. None of the above.
3. What kinds of elements has atomic numbers greater than Uranium?

A. alkaline earth metals B. metals
C. noble gases D. transuranium elements
4. What’s the term for stars that are nine times bigger than our Sun?
A. massive stars B. nebulae
C. stars D. supernova
5. What does an element’s atomic number determine?

A. number of electron B. number of positron
C. number of proton D. None of the choices
6. What does an element’s atomic weight determine?

A. number of protons and electrons B. number of protons and neutrons
C. number of protons only D. number of neutrons only
7. Who developed the latest model of the atom which is accepted until today?
A. Ernest Rutherford B. J.J. Thomson
C. John Dalton D. Niels Bohr
8. How long can super heavy elements live?

A. hours B. minutes
C. seconds D. microseconds
9. What does adding neutrons to atoms make?

A. a new compound B. a new element
C. a new isotope D. None of the choices
10. What serves as the identity of an atom?

A. number of electron B. number of positron
C. number of proton D. None of the choices
11. What causes the formation of heavier elements in space?

A. death of a star B. neutron-star merger
C. supernova D. All of the choices
12. What is the last lighter element to be formed during a star formation?
A. Helium B. Hydrogen
C. Iron D. Oxygen
13. Who solved Dmitri Mendeleev’s arrangement of the periodic table?

A. Albert Einstein B. Ernest Rutherford
C. Henry Moseley D. John Dalton
v
14. What force naturally pulls things together?
A. fission B. fusion
C. gravity D. pressure
15. Which element is the first and lightest to ever be formed?

C. Iron D. Oxygen
vi
Lesson Formation of Heavier Elements
1
What I Need to Know
At the end of this lesson, I should be able to:
1. Give evidence for and describe the formation of heavier elements during star
formation and evolution;
2. Understand the basic concept of star formation;
3. Know that the chemical elements from Hydrogen to Iron can be formed in the stars
through stellar fusion;
4. Counteract misconceptions about the formation of heavy elements;
5. Understand the importance and necessity to keep updated the progress of scientific
concepts.
What’s New
ACTIVITY 1.1.1 The Galaxy’s Puzzle
Instructions: A. Read the short story provided below and find the 5 words related to physics
and chemistry. Use items 1-5 as a guide to find the words.
Once, there was a spy named Hydrogen (nicknamed Hy) with massive issues on
trusting Angela, his agency partner. There was always the possibility that their opinions
crash against each other rather than end in a peaceful fusion like when Hy suggests the
suspect of the crime they were investigating could be in the East Coast but Angela argues
that the place should be in the West Coast. They were almost fired from the job for being too
unprofessional, almost becoming the ‘big bang’ to their careers. The gravity of the situation
made Hy and Angela rethink their attitude and agree to be more understandable of each
other’s differences on opinions.
vii
B.Chemistry and Physics words found in the story:
______________________1. This is the lightest element in the periodic table.
______________________2. This is what happens when elements combine together,
usually resulting to new elements.
______________________3. This is the theory which proposes the universe is still in the
process of inflation.
______________________4. This is the term for stars bigger than our own Sun.
______________________5. This is what pulls atoms together and what causes the
Earth to orbit the Sun.
VOCABULARY
 Big Bang Theory: this is the currently accepted theory of the origin of the universe
which proposes that everything started from a singularity which in time inflated—and
continues to do so—until the world we know of today started existing approximately 14
billion years ago.
 Stellar Nucleosynthesis: this is the birth of elements through nuclear fusion that
takes place within stars.
 Supernova: this is the explosion in the event of a death of a star.
 Neutron-Star Mergers: this is when stars merge to form a more massive star,
generating more energy than normal stars.
 Light Elements: these are elements from Hydrogen to Iron which form in less massive
stars.
 Heavy Elements: these are elements heavier than Iron which form from massive
stars, supernovae, or neutron-star mergers.
What Is It
Among the proposed explanations on how the universe began, the Big Bang Theory
is the one currently accepted, theoretically. It describes that the universe started with a
singularity defined simply as a point where all matter, time, space, laws of the universe and
reality itself are condensed—ultimately inflating (not exploding) since approximately 14
billion years ago until now, according to NASA (National Aeronautics and Space
Administration).
Before the planet we live in right now came to existence as all the other planets and
solar systems and galaxies, the earliest elements were formed first.
Let us explore why the elements needed to exist first: all matter that makes up most
of the universe—including us—are made up of elements. These elements are what we study
about in the Periodic Table such as Hydrogen (H), Oxygen (O), and Gold (Au). Now we
need to understand the foundations and formations of elements.
This lesson primarily focuses on the formation of the heavier elements but in order to
understand that, we must first understand how the lighter elements were formed.
viii
The steps below summarize the formation of the earliest and lighter elements in the
heart of massive stars, stars that are nine (9) times the size of our Sun:
1. There is first a huge cloud of Hydrogen (H) atoms. As per the law of the universe,
gravity will pull these atoms together.
2. The core (center) of this cloud will get dense and hot, like when more things rub
together they get hotter and more compressed. This dense and hot core will start to
ignite.
3. This ignition is the start of fusion and since the atoms that are fusing (clumping
together) are Hydrogen atoms, this is called Hydrogen Fusion happening in the core
of the cloud.
*KEEP IN MIND: When the Hydrogen fusion takes place, this doesn’t mean that
ALL the Hydrogen atoms are already fusing. The rest of the Hydrogen atoms
that are farther from the core remains outside the core. This trend happens not
only with Hydrogen but also with other elements when they start to fuse at a
later stage of element formation.
4. The heated core eventually becomes plasma: a soup of electrons and nucleuses that
are not as well-formed, explaining why they aren’t atoms yet.
5. Hydrogen atoms will eventually fuse into Helium (He) and this (He) is now the new
core. The surroundings of this (He) core is the previous (H) now called H-shell or H
fusion shell.
Figure 1.1 Shows the fusion of the isotopes of Hydrogen atoms to form a Helium atom.
6. Since the remaining H-shell are also constantly fusing into the (He) core, more (He) is
formed building up. With this (He) build-up, where gravity pulls atoms inward, there is
also pressure which pushes the H-shell outward causing the size of the star to get
bigger.
7. Steps 1-6 are going to continue until other fusions starts to happen:
a. He fuses with H into a Carbon (C) core with a He-shell outside it;
b. C fuses with He into Oxygen (O) core with a C-shell outside of it; and so on until
Iron (Fe).
8. Why do we stop at Fe? It’s because in order to produce another element after Fe,
more energy is needed than what the existing fusion can supply. That does not mean
only the elements from H to Fe are real elements. Heavier elements continue to form
ix
where there is enough energy: during supernovae (plural of supernova—when stars
explode and die) and neutron-star mergers (when stars merges).
Now that we have cleared the basics of how the lighter elements are formed, we go
in-depth on how the heavier elements get formed—one concept still unknown to science but
supported by theories.
Stellar Nucleosynthesis is one of the ways heavier elements are formed.

Nucleosynthesis explains how new atomic nucleus are formed from nucleons preceding
from the new ones. There is also Nuclear Fusion, a process where neutrons and protons
combine to new atoms. Nuclear fusion is how elements Hydrogen, Helium and small
amounts of Lithium and Beryllium were formed.
*REMEMBER: The number of protons (+) is the identity of an element, not the number
of neutron (+) nor the number of electrons (-).
What’s More
ACTIVITY 1.1.2A Comprehensive Reading neutrons would be

Instructions: Read the given passages and answer the questions captured
that follow. This activity aims to practice your analysis eventually into an
on scientific articles, specifically about the basic existing nucleus
formation of elements. making it heavier.
The new element
“Heaviest Elements Did Not Form from Supernovae” will not be this
Source: Physics Today (Frebel and Beers 2018)
heavier nucleus
but the one formed
Unitil now it is accepted that heaviest elements
after this nucleus
formed from a supernova.However, scientists Anna Frebel
decays. Such
from the Massachussets Institute of Technology (MIT) in
decay would
Cambridge and Timothy C. Beers from the University of
become stable
Notre Dame in Indiana have found evidence contrary to
and thus becomes
that belief.
this new, heavier
element with a
A supernova explosion happens when a star dies.
very short lifespan
This explosion, like any other explosion, would generate
of a millisecond.
enough heat but in this case, such heat would aid the
formation of elements. Since the lighter elements up until
The big
Iron can take form from normal stars, there are still
revelation was that
questions about how the elements after Iron have taken
such an event with
form to which most studies proposed to be from
enough energy can
supernovae.
only happen during
a neutron-star
From the study of Anna Frebel and Timothy Beers,
merging. Neutron-
heaviest elements tend to form in an environment filled
star merger is when
with free neutrons. This is vital because these free
two stars collide
x
due to
gravitational pull and results in a much bigger explosion
than a standard supernova.
xi
Questions:
1. What is the major finding of Anna Frebel and Timothy Beers’ 2018 study?
2. Why do you think their finding is important to the field of scientific education?
3. What could have happened if the new evidence about the formation of the heaviest
elements had not been discovered?
ACTIVITY 1.1.2B Formation of Elements: An Analogy
Instructions: Read the the procedure carefully. Make sure before doing this activity that your
materials are complete.
Objective: Understand how the formation of elements works through an analogy.
Materials:
 Colored clays (3 separate colors, at least 1-inch ball each)
 Permanent marker
 any smooth paper to serve as a surface
 1 whole sheet of paper
Procedure:
1. Assign each color as 1A, 2B, and 3C. This will be the information you will put on your
paper as reference. 1A, 2B, and 3C will serve as element examples. Make sure to
take a picture with the procedures as evidence.
2. Now, make little balls out of one of the colored clays. Make the balls equal in size.
This wil be your 1A element atoms. Make as many as your clay would allow while
setting aside the other 2 colored clays.
3. Now, merge 2 of the 1A atoms and keep merging two balls of the 1A atoms.
4. When merged, cover the merged 1A atoms with a new colored clay. This now
becomes an analogy of the birth of a new element, 2B.
5. Continue covering the merged 1A atoms with the 2B atom color.
6. Notice that while the new atom 2B has been formed, the atom also becomes heavier.
7. This time, merge two 2B atoms together until all of them are merged by two.
8. The merged 2B atoms should now be covered with your last colored clay for it to
become the atom 3C. Set your merged clays aside and follow through step 9.
9. On your paper, answer the following questions:
a. In all honesty, did this activity aided your learning about the formation of
elements? Please justify your answer.
b. What did the colored clays represent?
c. What did the merging of the clay balls represent?
10. End of activity PARTS POINTS
Materials 10 (with pictures)
Questions 10 (with 1 picture per
procedure, total of 8)
TOTAL POINTS: 20/20
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What I Have Learned
Activity 1.1.4: Origin of Elements
Instructions: In your household, choose one member of your family to be your partner.
The purpose of this activity is to strengthen your acquired knowledge through sharing
the topic verbally. This method helps improve memory retention and confidence in the
lesson.
What you will do is to tell your partner about what you have learned today about the
formation of the stars and elements. After this, make sure to ask your partner the
following questions and write her/his answer on a sheet of 1 whole paper.
1. What was the process of the formation of lighter elements?

2. Is this lesson new to you?
3. Are you satisfied knowing the origins of the elements? Please justify your answer.
Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the
overall score. Happy learning!
What I Can Do
Activity 1.1.5: In the News
Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the elements that can be found in our blood and
bones. Use the following table below and copy the format on a 1 whole piece of
paper.
Title of the Article: Date of the Article’s Publication:

Reference/s: Score: /10
1. What did you learn from the article?
2. Which elements can be found in a human’s blood and bones?
3. What was the connection of the article you read to the lesson about the formation of
elements?
13
Lesson
Synthesis of New Elements in
2 the Laboratory
What’s In
We have discussed that the lighter elements from Hydrogen to Iron were formed
through stellar nucleosynthesis in the cosmos or simply, space after the events of the Big
Bang.
However, there are elements that need so much energy that it needs to be recreated
in the laboratory in a controlled environment in order to be recorded here on our planet. This
does not mean that these heaviest elements are not possible in space—they are but their life
span can only last for a such a little time before ceasing to exist which makes obtaining
evidence of them hard.
What I Need to Know
1. Explain how the concept of atomic number led to the synthesis of new elements in
the laboratory;
2. Understand the synthesis of an element in a laboratory;
3. Know the importance of the periodic table of elements
What’s New
ACTIVITY 1.2.1. Hidden Words
Instructions: Find the hidden words inside the box of letters and encircle them. Use the
words you found to match them with the guide sentences that follow.
14
A G B Y H N E D T E A F
T D E V O H E N R Y F R
O S D E J B P Q A S I I
M C G G L B L A N G U N
I J F D A A O S S K K G
C U A O S I Y D U U T T
W G O S D T Y U R T O D
E L E M E N T B A O S E
I Y T A W L I B N M A F
G K Y G C J R G I P E C
H K G A S K A T U N D L
T S D O Q R L R M I G O
Y D N P A E O E H A T K
N V B L A F P S R D R J
F D O T V U Y H T W G H
G
uide Sentences:
DOWN
1. This is the term for the combined number of protons and neutrons.
ANS: _________________________________
2. This is what the heaviest elements are called.
ANS: _________________________________
3. This means that one part of a molecule is either more positively-charged or
negatively-charged, to be discussed in Lesson 3.
ANS: _________________________________
ACROSS
4. He was the one to fix Mendeleev’s periodic table of elements.
ANS: _________________________________
5. This is formed during the Big Bang, with Hydrogen as an example.
ANS: _________________________________
VOCABULARY
 Synthetic Elements: refers to the chemical elements formed in a laboratory through

certain, man-controlled processes.
 Transuranium Elements: these are elements heavier than Uranium.
 Isotopes: these are the same atoms with different number of neutrons.
 Atomic Number: this is the number of protons in an atom, pertaining to its identity.
 Atomic Weight: this is the number of protons and neutrons together of an atom.
 Periodic Trends: the chemical properties exhibited by the elements, reflected in the
periodic table through groups or families.
15
What Is It
The heaviest elements in the universe can be recreated in a laboratory. This type of
element creation is called the synthesis of elements which is the focus for this lesson.
It is important to note that these heavy elements, although created in a laboratory, do

exist in space. The main reason why these heavy elements are needed to be created here in
our planet is because traces of them in space cannot be harvested. The reason for this is
becuase their life spans are too short to be captured for evidence—microseconds short to be
exact.
Let us take the following scenario for example: the element Gold (Au) is too heavy
that whenever it takes form in spcae, it dissipates almost as soon as it was formed.
Back on 1913, a scientist named Henry Moseley sought to fix Dmitri Mendeleev’s
arrangement of the periodic table of elements. There was a discovery that arranging the
elements based on their weight didn’t reflect the element’s chemical properties properly.
Henry Moseley experimented by shooting electrons at varying elements. The result was that
the elements released x-rays at a certain frequency that increases as the protons increases.
Based on Henry Moseley’s x-ray spectroscopy experiment, he opted to arrange the

elements in the periodic table according to the square root of their unique frequency
emission resulting in a more organized table which shows periodic trends more clearly.
Moseley’s x-ray spectroscopy is vital in the synthesis of the heaviest elements in a
laboratory because it serves as a foundation of discovering that manipulating an element’s
number of protons can be done.
SYNTHESIS OF ELEMENTS
An element is identified by its number of protons because no two elements can have
the same number of protons. So in order to make a new, heavier element, protons must be
added to an existing atomic nuclei of an element.
A cyclotron—a type of particle accelerator—is a device invented and used to form

and accelerate protons to hit a target nuclei, causing an addition of a proton to the target
element.
16
Figure 2.1 Shows the simple mechanism and model of a cyclotron.
Figure 2.2 Shows the simple mechanism and model of a particle accelerator.
What are the elements synthesized here on Earth? These elements are those termed
as transuranic elements and those written at the bottom of the periodic table of elements
which are the heaviest in terms of atomic number, considered when heavier than Uranium
(U) with an atomic number of 92.
TRANSURANIC ELEMENTS
There are 26 transuranic elements in total, as follows:
Atomic
Number:
93 94 95 96 97 98 99 100 101
Element
Symbol:
Np Pu Am Cm Bk Cf Es Fm Md
Element
Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium
Name:
Atomic
Number:
102 103 104 105 106 107 108 109 110
Element
Symbol:
No Lr Rf Db Sg Bh Hs Mt Ds
Element
Nobelium Lawrencium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium
Name:
17
Atomic
Number: 111 112 113 114 115 116 117 118
Element
Symbol: Rg Cn Nh Fl Mc Lv Ts Og
Element
Name: Roentgenium Copernicium Nihonium Flerovium Moscovium Livermorium Tennessine Oganesson
What’s More
ACTIVITY 1.2.2 Evolution of an Atom’s Representation
Instructions: Answer accordingly. Ask your teacher for clarifications.
Objectives: 1. Analyze how the model of an atom changed over time;

2. How the different models help us better understand th concept of the atomic
number.
Procedure:
1. Research about the following models of the atom in order:
a. John Dalton’s model
b. J.J Thomson’s model
c. Ernest Rutherford’s model
d. Neils Bohr’s model
e. Erwin Schrodinger’s model
2. On a piece of 1 whole paper, draw the simple versions of their models (in order) and
add notes on the bottom about the highlights of their model.
3. Answer the question: What made the scientists change the atomic models so much?
What I Have Learned
Activity 1.2.3 Synthetic Elements
Instructions: In your household, pick one member of your family to to be your partner.
10 points
lesson.
concept of atomic number led to the synthesis of new elements in the laboratory. After
this, make sure to ask your partner the following questions and write her/his answer on a
18
sheet of 1 whole paper.
1. How did Henry Moseley arrange the periodic table of elements?

2. Is this lesson new to you?
3. Are you satisfied knowing that man can recreate an element using technology? Justify
your answer.
Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the
overall score. Happy learning!
What I Can Do
Activity 1.2.4: Bomb Leftovers
Remember that during star explosions, heavier elements are created? That same
concept happens here on Earth when a nuclear bomb explodes. When a nuke explodes,
traces of radioactive elements such as Uranium and those heavier than it are left in the wake
of the explosion. These radioactivity can be hazardous to the health of the people near the
area.
research and read about the Chernobyl Nuclear Incident focusing on the
topics of radiation and its effects. Use the following table below and copy the
format on a 1 whole piece of paper.
Title of the Article: Date of the Article’s Publication:

1. What did you learn from the article?
2. What heavy element was the Chernobyl nuclear accelerators supposed to make?
3. What was the connection of the article you read to the concept of atomic number
led to the synthesis of new elements in the laboratory?
Lesson Polarities of Molecules

19
3
What’s In
We have discussed about the synthesis of elements using technology whenever

such elements cannot exist unless created. In this lesson, we will look further into the trends
of atoms and a group of atoms, also called as molecules—more specifically into their
polarities.
What I Need to Know
1. Determine if a molecule is polar or non-polar given its structure;

2. Give the scientific definition of polarity;
3. Identify a molecule’s polarity;
What’s New
ACTIVITY 1.3.1 Opposites
Instructions: To ready you for the next lesson, this activity will give you an idea on the
general concept of polarity. Use a one whole piece of paper to make a simple
sketch of the given situations below, following the criteria:
Area Definition Percentage % Points

Creativity This is the creative use of the story
format as a medium to communicate 60 6
knowledge of a topic.
Neatness This is the readability of your written
40 4
output and its neatness.
10 per
100 %
item
Situations:
1. Tony and Steve playing on a seesaw, with Steve the heavier one on the left.
20
2. An infinity sign with the left side bigger than the right.
3. A Yin-Yang
VOCABULARY
 Polarity: refers to the overall charge of a molecule

 Molecule: a group of elements bonded together
 Positive charge: refers to an atom or a molecule with an excess proton
 Negative charge: refers to an atom or a molecule with an excess, unpaired electron
 Electronegativity (EN): the tendency of an atom/element to attract an electron,
resulting in a negative charge, hence the name.
What Is It
Before anything else, it is important to note that a molecule is held together by bonds.
These bonds are like the ropes which holds together a makeshift roof outside your house
except in a subatomic level, these bonds are either polar or nonpolar.
A polar bond is generally an unfair bond: one is more tight while the other is rather
loose. In chemistry, this bond refers to an ionic bond—a result of an unequal and big
difference in electronegativities of elements involved in the bond. On the other hand, a
nonpolar bond is a fair bond: the electronegativities of the elements concerned are equal,
as well as the sharing of electrons (this usually occurs in covalent bonds). In analogy to the
rope, visualize this bond as something with both ends of the rope equally tied tight.
DETERMINING THE POLARITY OF A MOLECULE
The easier and more basic way in determining the polarity of a given structure is
through the Lewis structure and some solving, given the following steps and examples:
1. First, recall how to draw the Lewis structure and apply it to an example. In this case,
let’s have the molecule CO 2 (more commonly known as carbon dioxide.
*IF UNFAMILIAR, kindly ask your teacher to review about how to draw Lewis
structures.
Lewis structure of CO 2: O C O
2. Find the electronegativity (EN) difference of each bond. Use a periodic table of
elements for this.
If the EN difference of the bond is greater than 0.4, it is polar but if it is lesser than 0.4,
it is nonpolar. If ALL of the bonds in the molecule is nonpolar, the molecule is
automatically nonpolar. However, if one bond is polar, continue with the steps.
In the case of CO 2, the EN difference is 0.89 which is greater than 0.4. In this stage
we can assume that CO 2 is polar.
3. If the central atom has no lone pairs (unpaired electrons) with all of the other atoms
around it the same, the molecule is considered to be nonpolar. If the central atom has
21
lone pairs (unpaired electrons) with all of the other atoms around it different, the
molecule is possibly polar.
In the case of CO 2, the central atom C has no lone pairs around it and the atoms
around it are identical. In this stage, CO 2 is now nonpolar.
4. Your teacher will teach you how to draw a sketch for the molecule which will essentially
help you identify if the molecule is asymmetrical (polar) or symmetrical (nonpolar).
In the case of CO 2, the sketch will show that this molecule is symmetrical (evenly
distributed). The final judgement for the CO 2 molecule is that it’s nonpolar.
What’s More
ACTIVITY 1.3.2A Creative Approach to Polarity
Instructions: On a ½ crosswise sheet of paper, make a creative story about the lesson of
polarity of molecules. You can use your own characters and analogy but make
sure they are in-line with the main concepts of the lesson. It could be sci-fi,
humor, drama, or in a script format—you decide. Your short story will be graded
according to the following criteria:
Area Definition Percentage % Points

Significance This is the connection of the story to
the scientific concept discussed 30 6
(polarity of molecules)
Creativity This is the creative use of the story
format as a medium to communicate 30 6
knowledge of a topic.
Grammar & This is the proper use of the English
Punctuation (American) language in terms of 20 4
grammar and punctuation.
Neatness This is the readability of your written
output and its neatness. 20 4
100 % 20
ACTIVITY 1.3.2B Molecules out of Clay
22
Instructions: Make sure to follow the procedure and secure the materials are ready.
Materials:
 Clay (of 2 colors)  2 sticks of about 3 inches in length
 Permanent marker
Procedure:
1. First, wait for your teacher to show you and the rest of the class the VSEPR model of
the water molecule ( H 2 O).
Note for the Teacher: provide images of the VSEPR models required.
2. Next, use one colored clay for Hydrogen and the other to Oxygen. For Hydrogen,
make a bigger ball and mark it with a permanent marker with H. For Oxygen, make 2
smaller balls and mark them with O each.
3. Use the sticks to connect the clays as referenced by the image provided by the
teacher. It should look like an inverted V.
4. Using your new individual models, let the teacher discuss the polarity of water and
listen carefully.
5. Wait for your turn to show the class your model and to discuss what you know of it in
terms of the lesson.
6. End of the activity. PARTS POINTS

Questions 10 (with 1 picture per procedure,
total of 5)
TOTAL POINTS: 20/20
What I Have Learned
ACTIVITY 1.3.3. Polaritiy Lessons
Instructions: In your household, choose one member of your family to be your partner.
lesson.
polarities of molecules. After this, make sure to ask your partner the following questions
and write her/his answer on a sheet of 1 whole paper.
1. Do you think the polarity of a molecule matters on a larger scale?

2. Where do you think can this lesson be applied to in daily life?
Make sure that you take a picture of you and your partner’s mini discussion. This
picture must be sent to your teacher as part of the overall score. Happy learning!
23
What I Can Do
ACTIVITY 1.3.4 Polarities At Home
After this lesson, try to look at the common objects you can see in your house and
even those outside school with new eyes: how polarity plays a role on their overall figure and
look. From the water to the air around you: their polarity at work!
research and read about the polarity of the following chemicals: isopropyl
alcohol, ammonia, vegetable oil, candle wax, acetone, and hydrogen
peroxide. Use the following table below and copy the format on a 1 whole
piece of paper.
Title of the Article/s: Date of the Article’s Publication:

1. Which chemicals from the list are polar?
2. Which chemicals from the list are non-polar?
24
Lesson
Properties of Molecules
4 According to their Polarity
What’s In
In the previous lesson, we have discussed about the polarity of molecules and how to
determine if a molecule is polar or nonpolar.
What I Need to Know

1. Relate the polarity of a molecule to its properties;
2. Identify the properties of a molecule.
What’s New
ACTIVITY 1.4.1 Hidden Words

Instructions: Find the hidden words inside the box of letters and encircle them. Use the
words you found to match them with the guide sentences that follow.
H B A S E D F K L Y H F
S O L P F R Q B V S E D
A N B H J K S W M I L Y
P R O P E R T I E S C E
J A I D F A J O L T Y U
O G L E W L B S T F S D
R T I N S O J V I A R G
D E N D D P O E N G P E
G R G C I W R N G O O W
U K P V I N N A P N S R
B H O E L B U L O S F B
B U I S H I E S I L R S
E N N E G K N K N N E J
N F T W D L E A T E H S
F E D A A M S W D F T D
G
uide Sentences:
25
DOWN
1. This is the temperature at which liquid starts to boil.
ANS: _________________________________
2. This is the temperature at which liquid starts to melt.
ANS: _________________________________
3. This is the term for molecules which have a slightly negative or positive side.
ANS: _________________________________
ACROSS
4. These are what determines the behaviour of a polar/non-polar molecules.
ANS: _________________________________
5. This is what a material would be called if they easily mix with water or any solvent.
ANS: _________________________________
VOCABULARY
 Properties: this refers to the behaviour of an entity or an object.

 Solubility: this is a physical property that refers to the ability of a molecule to dissolve
in a solvent.
 Melting point: this is a property that refers to the temperature when a molecule starts
to melt.
 Boiling point: this is a property that refers to the temperature when a molecule starts
to
boil.
What Is It
Molecules do not have the same properties, which contributes to the wonderful
diversity of things around us and the different ways such things react with the world. One of
the major factor that determines what properties molecules have is their polarity.
The first property we will discuss is the solubility. This is the ability of a molecule to
be dissolved in a solvent. Another property is the melting point—temperature when a
molecule starts to melt or transition into a liquid state. The next property is the boiling point
—temperature when a molecule starts to boil or transition into a gaseous state.
The following examples will cover examples of the correlation of polarity and the
mentioned properties:
26
SOLUBILITY
 The general law for solubility among molecules is that polar molecules can be
dissolved in polar solvents (polar to polar) and nonpolar molecules can be dissolved in
nonpolar solvents (nonpolar to nonpolar). An example to this is salt (NaCl) which is
polar. Have you noticed that it can easily be dissolved in water ( H 2 O)? This is because
water is polar, too.
 As opposed to salt, oil (containing Carbon and Hydrogen only) is nonpolar. Have you
seen what happens when oil and water are mixed? They separate. This is because
water is polar. Oil, being nonpolar, can only be dissolved in a nonpolar solvent.
MELTING AND BOILING POINT

 Polar molecules usually have Hydrogen bonds. Hydrogen bond is a big thing in
bonding because this means a stronger attraction. Therefore, polar molecules have a
stronger attraction as opposed to nonpolar molecules. What does this mean for both
the melting point and boiling point? The stronger the attraction, the higher both the
melting and boiling point given that they are of the same sizes.
What’s More
ACTIVITY 1.4.2 Polarity at Work

Instructions: Make sure to follow the procedure carefully and that your materials are ready.
Objective: Understand how properties of molecules behave due to polarity works in a larger
scale.
Materials:
 Tablespoon of oil  1 bottle of nail polish
 Tablespoon of salt  clean spoon for stirring
 Tablespoon of sugar  permanent marker
 4 glasses of clear water, separate  1 whole sheet of paper
(considred as 2 points as one)
Procedure:
1. In each glass , label them accordingly with A, B, C, and D.
2. On your paper, write the following table:
Molecules: When Mixed in Water:

A. Oil
B. Salt
C. Sugar
D. Drops of nail polish
27
3. On the second column, “When Mixed in Water” answer them one by one and mix
your samples in their designated glasses of water.
4. Answer the following questions below the table on your paper:
a. Which sample of molecules did not dissolve in the water?
b. Which sample of molecules dissolved in the water?
c. If water is polar, what is the polarity of the molecules that didn’t dissolve in the
water?
d. If water is polar, what is the polarity of the molecules that dissolved in the water?
PARTS POINTS
5. End of activity.
Table Answers 8 (2 points each item)
Questions 10 (with 1 picture per procedure,
total of 4)
TOTAL POINTS: 34/34
What I Have Learned
ACTIVITY 1.4.3 Explore Your Chemicals
Directions: In your household, pick one member of your family to be your partner.
The purpose of this activity is to strengthen your acquired knowledge

through sharing the topic verbally. This method helps improve memory retention
and confidence in the lesson.
What you will do is to tell your partner about what you have learned today
about the properties of the molecules based on their polarities. After this,
make sure to ask your partner the following questions and write her/his answer on
a sheet of 1 whole paper.
1. What are 2 common household chemicals that you consider polar?

2. What are 2 common household chemicals that you consider polar?
3. In your own words, what is solubility?
Make sure that you take a picture of you and your partner’s mini
discussion. This picture must be sent to your teacher as part of the overall score.
Happy learning!
What I Can Do
ACTIVITY 1.4.2 Molecular Sketches
28
Instructions: Answer accordingly.
Objective: Find out a molecule’s polarity thorugh a series of scienctific steps.
Materials:
 Periodic table of elements (can be printed from a source in the internet, with the source
cited) or can be store-bought.
 1 whole sheet of paper
Procedure:
1. Research on the following molecules:

a. CO 2 b. O F 2 c. CCl 2 d. C H 2 Cl2
2. For each of the molecules listed above, find their:

a. Molecular geometry
b. Individual bond EN difference
c. Verdict if polar or nonpolar
3. Submit your answer sheet to your teacher
Summary
Overall, we have learned that the earliest elements were Hydrogen and
Helium, formed during the birth of a star. The heavier elements after Iron were
formed during the death or merging of a stars. The evidence for this can be found
in everyday objects, including our bodies that are made up of elements. The birth
of stars can be traced back to the theory of the Big Bang as the origin of the
universe.
Synthesis of new elements are made possible here on Earth through the
technology of particle accelerators. The basis for this synthesis goes all the way
back to the concept of atoms and the arrangement of the periodic table.
We also learned that it is possible to identify the polarity of a molecule

using its structure or the steps provided. Knowing the polarity of a molecule is
important because it affects the overall behavior of a molecule and sheds light on
why a certain molecule has certain properties unique to it which will be discussed
in depth on the next lesson.
Polarities affect the properties and behaviors of molecules, as shown by

their solubility, melting and boiling points. The concept of this lesson is important
because it explains normal, daily things at a micro perspective.
29
Assessment: (Post-Test)
Multiple Choice. Answer the question that follows. Choose the best answer from among the
given choices.
1. Which invention helped synthesize elements on Earth?
A. bombs B. magnets
C. particle accelerators D. All of these
2. What refers to the ability of a molecule to be dissolved in a solvent?
A. boiling points B. melting points
C. solubility D. surface tension
3. What refers to the certain temperature for a molecule to transition into a gaseous
state?
A. boiling points B. melting points
C. solubility D. surface tension
4. What is the explosion during a death of a star commonly called?
A. neutron-star merger B. supernova
C. synthesis D. fusion
5. Which of the following can determine a molecule’s polarity?
A. EN difference B. Lewis structure
C. molecular geometry D. All of these
6. What theory on the origin of the universe is currently accepted today?
A. Big Bang theory B. Eternal Inflation
C. Oscillating Universe D. Steady-State Universe
7. What is the term for elements heavier than Uranium?
A. light elements B. heavy elements
C. transuranic elements D. None of these
8. What is the term for elements which were born first during star formation?
A. light elements B. heavy elements
C. transuranic elements D. None of these
9. Which of the following DOES NOT determine a molecule to be nonpolar?
A. central atoms has no lone pairs B. EN difference is less than 0.4
C. symmetrical in structure D. None of these
10. Who fixed Dmitri Mendeleev’s arrangement of the periodic table of elements?
A. Albert Einstein B. Henry Moseley
C. J.J. Thomson D. John Dalton
11. What force pulls matter together?
A. gravity B. pressure
C. polar bonds D. None of these
12. What is formed when the core of a star becomes heated?
A. heavy elements B. light elements
C. plasma D. transuranic elements
13. At which element does element formation stop in massive stars?
C. Iron D. Lithium
14. How many transuranic elements are there?
30
A. 20 B. 23
C. 26 D. 94
15. This is the ability of an atom to attract electrons.
A. electronegativity B. fusion
C. polarity D. synthesis
Key to Answers
LESSON 2 PRE-TEST:
A 1.2.1: 1. A. 2. C. 3. D.
4. A. 5. C. 6. B.
(in any order, ENCIRCLED in the puzzle 7. D. 8. D. 9. C.
box) 10. C. 11. D. 12. C.
13. C. 14. C. 15. B.
LESSON 1
A 1.1.1:
A. (in any order)
1. Hydrogen
2. Fusion
3. Big Bang
4. Massive
5. Gravity
B.
1. Hydrogen
2. Fusion
3. Big Bang
1. Atomic Weight 4. Massive
2. Transuranium 5. Gravity
3. Polarity A 1.1.2:
4. Henry 1. The major finding of Anna Frebel
5. Elements Timothy Beers in their 2018 study was
that heaviest elements may not have
A 1.2..2 formed
from supernova explosions but from
1. (Drawings, teacher should use best neutron star mergers.
judgment on this) 2. Their finding is important because it
2. The scientists made the changes helps
because explain the real origin of the formation
over the years more and more information of heaviest elements and advance our
about the atoms are revealed and so understanding
should the atom's representation. of it.
3. We could still have believed that
heaviest elements are formed from
supernova explosions.
A 1.1.3:
Step 9 questions
A. (Varying answers)
B. The colored clays represent the
lightest
elements
C. The merging of the clay balls represent
fusion (or the fusion of elements).
A 1.1.4:
1. (see lesson for comprehensive
answers)
31 2. (Varying answers)
LESSON 4 LESSON 2 (continued)
A 1.4.1: (in any order, ENCIRCLED in the A 1.2.3:

puzzle box)
1. Henry Moseley arranged the elements
in the periodic table by the square root
of their unique frequency emission.
2. (Varying answers)
3. (Varying answers with justification)
A 1.2.4:
*answers are mostly based on the
references the student indicated.
1. (Varying answers)
2. Plutonium (Pu)
1. Boiling point 3. (Varying answers, but the idea is that
2. Melting point technology allowed for the formation of
3. Polar heavier elements in the laboratory with
4. Properties high risks.
5. Soluble
LESSON 3
A 1.4.2:
Table answers: A 1.3.1:
A. Oil: does not mix with water (Drawings/sketches vary but must closely
B. Salt: mixes well with water follow the situations given.)
C. Sugar: (might not mix well with 30/30
water at first but should be with
stirring) - mixes well with water A 1.3.2A:
D. Drops of nail polish: does not (Points based on criteria)
mix well with water
A 1.3.2B:
Answers to questions: (Answers are based on the procedure &
4a. Oil and drops of nail polish criteria)
4b. Salt and sugar
4c. nonpolar A 1.3.3:
4d. polar 1. Yes, it does because the molecule's
behaviour in the microscale
A 1.4.4: determines it behaviour in the larger
Note to teacher: answers here include a scale.
lot of figures, some of which varying
from student to student but should 2. (Varying answers)
contain the general answer in the case
of a molecule's Lewis structure. A 1.3.4:
1. isopropyl alcohol, ammonia,
Please use your best verdict. hydrogen peroxide, acetone
POST-TEST: 2. vegetable oil, candle wax
1. C. 2. C. 3. A.
4. B. 5. D. 6. A.
7. C. 8. A. 9. D.
10. B. 11. A. 12. C.
13. C. 14. C. 15. A.
32
References
“4.12: Shapes and Properties- Polar and Nonpolar Molecules.” 2019. Chemistry LibreTexts.
May 29, 2019. https://bit.ly/2AM4GFU.
“How Can Scientists Create New Elements?” n.d. Discover Magazine. Accessed July 10,
2020. https://bit.ly/3bIJIEt.
‌“How to Make an Element.” n.d. PBS LearningMedia. Accessed July 10, 2020.
https://bit.ly/2yhBDci.
‌“How to Tell If Something Is Polar or Non-Polar.” n.d. Sciencing. Accessed July 10, 2020.
https://bit.ly/3bPwztx.
‌“Lifecycle of Massive Stars (Video).” n.d. Khan Academy. Accessed July 10, 2020.
https://bit.ly/3cNVwGN.
‌“Molecular Polarity (Video) | Chemical Bonds.” n.d. Khan Academy. Accessed July 10, 2020.
https://bit.ly/2Tiw7xt.
“Molecular Polarity.” n.d. Preparatorychemistry.Com. Accessed July 10, 2020.
https://bit.ly/3e10wIv.
‌“Physical Science: Senior High School SHS Teaching Guide.” 2017. TeacherPH. June 9,
2017. https://bit.ly/3dWMR58.
‌“Polar and Non-Polar Molecules.” n.d. Www2.Nau.Edu. Accessed July 10, 2020.
https://bit.ly/2z4eISl.
‌“Polar vs. Nonpolar.” n.d. Users.Stlcc.Edu. Accessed July 10, 2020. https://bit.ly/2XcMwVb.
“Polarity of Bonds: Definition, Factors Affecting Polarity, Examples, Videos.” 2018. Toppr-
Guides. April 1, 2018. https://bit.ly/3e9H6Br.
‌“SCC GK12 Lesson Plan -- Stellar Nucleosynthesis and The Periodic Table.” n.d.
Earthref.Org. Accessed July 10, 2020. https://bit.ly/3cOAVlY.
‌“Synthesis of New Elements.” n.d. Prezi.Com. Accessed July 10, 2020.
https://bit.ly/3e6C1tB.
“The Elements: Forged in Stars.” n.d. PBS LearningMedia. Accessed July 10, 2020.
https://bit.ly/2ymTXkq.
B E J Pagel, and Cram101 (Firm. 2013. Studyguide for Nucleosynthesis and Chemical
Evolution of Galaxies by Pagel. United States: Cram101, Inc.
Frebel, Anna, and Timothy C. Beers. 2018. “The Formation of the Heaviest
Elements.” Physics Today 71 (1): 30–37. https://doi.org/10.1063/pt.3.3815.
Jerome Bigael. 2017. “Formation of Light and Heavy Elements.” September 9, 2017.
https://bit.ly/3g3Urg9.
Jhay Gonzales. 2017. “Synthesis of the New Elements in the Laboratory.” December 22,
2017. https://bit.ly/2TogSmD.
Brondo, M. “Lesson 8 Physical Science.” June 4, 2018. https://bit.ly/36eQ5hX.
33
Masa-Aki Hashimoto, Riou Nakamura, Ann Thushari, Kenzo Arai, and Springer Malaysia
Representative Office. 2018. Big-Bang Nucleosynthesis Thermonuclear History in
the Early Universe. Puchong, Selangor D.E. Springer Singapore Springer.
Popular Science. n.d. “Making New Elements.” Accessed July 10, 2020.
https://bit.ly/2TkxrzF.
34
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DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
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This instructional material was collaboratively developed and reviewed

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Department of Education ● Republic of the Philippines

What This Module is About........................................................................................................................i

For the Facilitators

The following are the lessons contained in this module:

What I Need to Know

At the end of this module, you should be able to:

Icons of this Module

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

3. What kinds of elements has atomic numbers greater than Uranium?

5. What does an element’s atomic number determine?

6. What does an element’s atomic weight determine?

8. How long can super heavy elements live?

9. What does adding neutrons to atoms make?

10. What serves as the identity of an atom?

11. What causes the formation of heavier elements in space?

13. Who solved Dmitri Mendeleev’s arrangement of the periodic table?

15. Which element is the first and lightest to ever be formed?

At the end of this lesson, I should be able to:

ACTIVITY 1.1.1 The Galaxy’s Puzzle

Stellar Nucleosynthesis is one of the ways heavier elements are formed.

ACTIVITY 1.1.2A Comprehensive Reading neutrons would be

ACTIVITY 1.1.2B Formation of Elements: An Analogy

Objective: Understand how the formation of elements works through an analogy.

1. What was the process of the formation of lighter elements?

Title of the Article: Date of the Article’s Publication:

2. Which elements can be found in a human’s blood and bones?

What I Need to Know

At the end of this lesson, I should be able to:

2. Understand the synthesis of an element in a laboratory;

3. Know the importance of the periodic table of elements

ACTIVITY 1.2.1. Hidden Words

 Synthetic Elements: refers to the chemical elements formed in a laboratory through

It is important to note that these heavy elements, although created in a laboratory, do

Based on Henry Moseley’s x-ray spectroscopy experiment, he opted to arrange the

A cyclotron—a type of particle accelerator—is a device invented and used to form

There are 26 transuranic elements in total, as follows:

Instructions: Answer accordingly. Ask your teacher for clarifications.

Objectives: 1. Analyze how the model of an atom changed over time;

What I Have Learned

Activity 1.2.3 Synthetic Elements

1. How did Henry Moseley arrange the periodic table of elements?

Activity 1.2.4: Bomb Leftovers

Title of the Article: Date of the Article’s Publication: