Lesson Title Big Bang

Performance Standard: Make a creative representation of the historical

development of the atom or the chemical element in a timeline.

Learning Competency: Give evidence for and explain the formation of the light
elements in the Big Bang theory. S11/12 PS –III a-1

ACTIVTITY 1

Balloon Universe

Materials:

1 balloon, Marker, 1 tape measure

Procedure

1. Ask a member to inflate the balloon until is about 10 cm in diameter and hold
it closed
2. Draw 9 scattered dots on the surface of the balloon. Choose one dot and label
it the origin
3. Label the remaining 8 eight dots A-H these will represent the other galaxies in
the universe.
4. Measure the distance of dots A-H from the origin. Record the distance in cm
in the first column of the table.
5. Inflate the balloon again so that it will be 10 cm bigger that its previous
circumference. Record the distance of dots A-H from the origin in column 2 of
the table.
6. Determine the change in distance from the origin by subtracting the data in
column 1 from the data in column 2. Record your data in under column 3.
1 2 3
Dot Meausrement Measurement Change in
(cm) (cm) distance
A Ex. 5cm Ex. 8 cm 8cm-5cm= 3cm
B
C
D
E
F
G
H
GUIDE QUESTIONS

1. How is the inflation of the balloon related to the Big Bang theory?
2. How did the inflation of the balloon affect the distance of the galaxies from
the origin?
3. Which of the galaxies move farther from the origin is it the galaxies near
from it or those farther away from it?

4. Explain the theory of Big Crunch where all galaxies in the universe will
collapse using this model of the universe.

REFLECTION

What conclusion about the universe can be made based on this activity?
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Give evidence for and explain the formation of the light
elements in the Big Bang theory. S11/12 PS –III a-1

ACTIVITY

GUESS WHAT?

Study the diagram below and answer the questions that follow.

Deuterium
Proton

Helium
Tritium

Neutron

GUIDE QUESTIONS:

1. What subatomic particles are present in the formation of elements?

2. How deuterium was formed based on the diagram?
3. Deuterium and Tritium are isotopes of hydrogen. What are the similarities
and differences of these isotopes?
4. Which of the following particles has the highest mass? Why?
5. Why do think hydrogen and helium are most abundant elements in the
universe
6. Explain the Big Bang nucleosynthesis based on the diagram
Lesson Title Big Bang

Performance Standard: Make a creative representation of the historical

development of the atom or the chemical element in a timeline.

Learning Competencies: Give evidence for and describe the formation of heavier
element during star formation and evolution. S11/12 PS IIIa-2

ACTIVITY

Paper clip Nucleosynthesis

Materials:

Paper Clips

Blue = proton scotch tape

Yellow= neutron bond paper

Red= gamma ray

Procedure

1. Using the coded paper clips and tape make a model that represent the
following nucleosynthesis reactions in a bond paper.
a. 1 11𝑝+ 10𝑛 21𝐻 + 00𝑦

b. 2
1𝐻 + 11𝑝 → 32𝐻𝑒 + 00𝑦

c. 2
1𝐻 + 211 → 31𝐻 + 11𝑝

3
d. 1𝐻 + 21𝐻 → 42𝐻𝑒 + 10𝑛
 GUIDE QUESTIONS

1. Which nucleosyntheses reaction shows the formation of the lightest element?

Why?
2. How many protons and electron are present in Helium in reaction b?
3. Does the release of gamma ray affect the number of subatomic particles in
nucleosynthesis reaction? Cite an evidence to prove it.
Lesson Title How the idea of an Atom, along with the Idea of the Element
Evolved

Performance Standard: Make a creative representation of the historical

development of the atom or the chemical element in a timeline.

Learning Competency: Describe the ideas of the Ancient Greeks on the atom.
S11/12PS-IIIa-b-5

ACTIVITY

Greek Atomism Concept Map

Fill up the necessary information to complete the concept map.( Assign student to
research about the contribution of early Greek philosopher about atom)

Matter

Empedocles Aristotle Thales Leucippus/Democritus

GUIDE QUESTIONS

1. Describe Aristotle’s view of matter.

2. How does Leucippus and Democritus view about matter?

3. Differentiate continuous vs atomistic point view of matter?

4. Why was the idea of Leucippus and Democritus overlooked during that time?

5. Why do you think Greek philosophers’ idea is just based on logical thinking?
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Describe the ideas of the Ancient Greeks on the elements
S11/12PS IIIa-b-6

ACTIVITY

Procedure:

Create a timeline that shows the ideas of the Ancient Greeks on the element change
overtime as well as the origin of alchemy.

Materials : Science References on the development of atomic model

Internet
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: D escribe the contributions of the the alchemist to the

science of chemistry S11/12 PS-IIIb-7

ACTIVITY

Reason Out

Materials:

Activity Sheet Marker

Manila paper

Procedure:

The following are the ancient beliefs of alchemist on matter. Give your own
reaction and understanding on these beliefs.

1. Aristotle and Jabir believed metals grew in the earth.

2. Aristotelian theory that metals are were differentiated by how much mercury
and sulfur they contained.
3. Paracelsus believed that the balance of the three substances ( mercury,
sulfurs, and salt) were necessary to maintain a healthy human body.
4. They believed that cheap metal can be turned into gold
5. Alchemist used symbols to represent certain element
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Point out the main ideas in the discovery of the atom and its
subatomic particles S11/12PS-III-8

ACTIVITY

From Raisin to Nuclear

Material: Pictures of Scientist, References

Procedures:

Read about the contribution of Joseph John Thomson and Ernest Rutherford
in the development of atomic theory using any references ( the student may
use the ICT room) and answer the table below.

Joseph John Contributions Model in Illustration

Thomson

GUIDE QUESTIONS:

1. What are the cathode rays made of?

2. What is the charge of the electron? How did he prove it?
3. Describe Joseph John Thomson model of an atom.

Ernest Rutherford Contributions Model in Illustration

GUIDE QUESTIONS

1. What was the charge of the alpha particle?

2. How did he prove that atom has a positive charge nucleus?
3. Differentiate Thomson’s atomic model from Rutherford’s model.
 Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline

Learning Competency: Point out the main ideas in the discovery of the
structure of the atom and its subatomic particles.

ACTIVITY

Look for the Differences

Materials:
Venn Diagram

Procedure:

1. Divide the students into five groups.

2. Each group will make a Venn Diagram to show the similarities and
differences of Planetary model of an atom and Electron Cloud
Model

Planetary Model Electron Cloud Model

.
GUIDE QUESTIONS

1. How did Neils Bohr describe an atom in his atomic model?

2. What happens when an electron absorbs or releases energy?
3. What are the similarities between the two models
4. What was the difference between Bohr’s Model and the electron cloud
model
5. Why is it not possible to determine the exact position of an electron based
on the electron cloud model?
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Describe the nuclear model of the atom and the location of
its major components ( protons neutrons, and electrons) S11/12PS-IIIb-10

ACTIVITY

Where I am?

Procedure:

Study the picture below and fill up the necessary in data below

P+ 1

2
e-

3 n0

Internetslook.com

Subatomic Particles Symbol Location in the Charge

atom

GUIDE QUESTION

1. What subatomic particle has a positive charge?

2. What subatomic particles are located in the nucleus?

3. How many energy levels are shown in the picture?

4. What subatomic particles are located outside the nucleus?

5. In your own word describe an atom.

Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Explain how the concept of atomic number ledto the
synthesis of new element in the laboratory S11/12PS-IIIb-11

Activity: Synthesis of New Element

INTRODUCTION:

In the discovery of the subatomic particles, scientists were encouraged to

arrange elements in a table. John Newland an English chemist arranged element in
increasing mass and every eight element exhibits similar properties. He called it the
law of octave.

Dimitri Mendeleev arranged the element according to their atomic mases

which result in the formation of the modern periodic table. But Henry Moseley
argued that atomic number should be the basis in arranging the element in the
periodic table due to his discovery of the correlation between atomic number and
frequency of x ray generated by element bombarded by high energy electron.

All elements nowadays are determined through the number of protons which
equal to the atomic number. In a neutral atom the number of proton is equal with the
number of electron and the mass number is the sum of the number of protons and
neutrons.

Mass number (A) = number of proton (Z) + number of neutron

The most acceptable way in denoting the atomic number and mass number of
an atom is shown below.

Mass number 𝐴 element

Atomic number
𝑍𝑋

There are 26 synthetic or manmade elements in the periodic table that have
an atomic number from 93 to 118. Most these elements are product of nuclear
reaction in the particle accelerator or a nuclear reactor

ACTIVITY

Materials:

Periodic Table and Activity Sheet

Complete the table below by filling up the necessary information.

Element Symbols Atomic Mass Manmade/ Number Number Number

Number Number Natural of of of
Protons Electron Neutron
Hydrogen
Calcium
98
24
Ne
Sulfur
Ag

GUIDE QUESTIONS:

1. How did you determine the number of neutron of an atom?

2. What did you notice in the number of proton and electron in a neutral atom?
3. What are the manmade and natural elements in the table?
4. How do you determine if the element is manmade or natural?
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Cite the contribution of Dalton toward the understanding of

the concept of chemical elements S11/12 PS-IIIc-13

ACTIVITY

Dalton’s Contribution

Materials: Crayons, Marker, ½ Illustration board

Procedures:

1. Working in a group composed of 4-8 members make a poster that shows the
contributions of John Dalton towards the understanding of the concept of chemical
elements.

2. After the output present your poster to the class

Rubric

Category 4 3 2 1
Presentation The poster The poster The poster The poster
clearly communicates indirectly does not
communicates some of the communicates sufficiently
the main idea important the idea and communicate
ideas any idea

Creativity and All the graphics Most of the Most of the All the
Originality in the poster graphics in the graphics in the graphics in
show originality poster show poster were the poster are
in the creation originality in copied in other copied from
the creation poster other poster
Relevance of All the graphics Most of the Some of the None of the
the Content in the poster are graphics in the graphics in the graphics in the
relevant to the poster are poster are poster are
contribution of relevant to the relevant to the related to
Dalton contribution of contribution of works of
Dalton Dalton Dalton
Performance Standard: Make a creative representation of the historical
development of the atom or the chemical element in a timeline.

Learning Competency: Explain how Dalton theory contributed to the discovery of

other elements S11/12 PS IIIc-14

ACTIVITY

Prove It Dalton

Materials: Meta cards

Procedures.

1. Each group will be provided with a meta card containing the Dalton’s
postulate.
2. Working in a group the students will choose which postulate explains each
situation.
a. Jose observed that the masses of element in the periodic table are
different.
b. It is not possible to create gold using cheap metal in any given
reaction.
c. Pure water in any given places in Calamba is the same.
d. When Mario burned a piece of paper with the presence of oxygen it
turned into ashes and gases but its composition is still same.
e. The mass of reagents in a sealed container does not change before
and after the reaction.
3. The students will present their work to class

GUIDE QUESTION:

1. Which postulates of Daltons is obsolete? Why?

2. What do you think are the limitation of Dalton’s postulate?

ACTIVITY

Model of the Atom

Materials:

pair of scissors colored, cardboard , colored paper, modelling clay, (recycled

materials is also encouraged )
Procedures:

1. Divide the students into four groups Assigned each group to research on the
contribution of the following scientist:

Group I Joseph John Thomson

Group II Ernest Rutherford
Group III Neils Bohr
Group IV Erwin Schrodinger and Werner Heisenberg

2. Using the gathered data on your research construct a model of an atom.

Group I Raisin Bread Model/ Plum Pudding Model

Group II Rutherford’s Model
Group III Planetary Model
Group IV Electron Cloud Model

3. Explain each model to the class and how scientist arrived on each model.

Guide Questions

1. What did J.J. Thompson discover?

2. What is the charge of an electron?
3. What are cathode rays made of?
4. What is the charge of an alpha particle?
5. How did he know that an atom was mostly empty space?
6. What happened to the alpha particles as they hit the gold foil?
7. How did Rutherford know that the nucleus was positively charged?
8 Why was Bohr’s model called as planetary model of an atom?
9. How many electrons can occupy the third energy level?
10. What happens to an electron when it jumps to a higher energy level?
Lesson Title: How the Properties of Matter Relate to their Chemical Structures

Performance Standard:

Learning Competencies: Determine if a molecule is polar or nonpolar given its

structure

Code S11/12PS-IIIc-15

ACTIVITY

Polar or Non Polar

Introduction:

Nonpolar covalent bond is a bond in which electrons are equally shared by

the bonded atoms in a molecule. It has a difference in the electronegativity of its
bonded atoms of less than .5

While polar covalent bond refers to the bond in which the bonded atoms have
unequal sharing of electrons. Its electronegativity difference is between .5 and 2.0.

Example: Given the following electronegativites

Cl= 3. F=4 H=2.2

Find the type of covalent bond in the following substances

a) Cl2 b) HF

Solutions:

a) Cl2 difference in electronegativities = 3 – 3 = 0 nonploar covalent bond

Materials:

b) Periodic table, Actvity Sheet HF difference in electronnegativities = 4 - 2.2

= 1.8 polar covalent bond

Procedure:

1. Using your periodic table determine the electronegativity difference of the

following molecules.

2. Classify the bond present in the molecules as polar or nonpolar covalent

bond.
Compounds Electronegativity Type of Covalent bond(
Difference Polar or Nonpolar)
N2
CaO
CH4
SO2
H2O

GUIDE QUESTIONS

1.Which of the following compounds are nonpolar covalent compound?

2. Which of the following compounds are polar covalent bond

3. Differentiate polar covalent bond from nonpolar covalent bond.

Lesson Title: How the Properties of Matter Relate to their Chemical Structures

Performance Standard:

Learning Competency: Relate the polarity of a molecule to its properties

Code S11/12PS-IIIc-16

ACTIVITY

Molecular Geometry

Introduction:

The molecular polarity of molecule is due to its molecular geometry. The

molecular structure greatly influences the chemical properties and how it reacts with
other substances. It is important to determine the molecular geometry of a molecule
to know its properties and uses.

In this activity you are going to construct the different molecular

geometry.

Materials

Modelling clay of two different colors

1/8 Illustration Board

4 pcs of barbecue stick

Procedure;

1. The students will be divided into five groups and each group will be assigned
to construct a molecular geometry model of the different molecules.

Group I NH3
Group 2 CH4
Group 3 H20
Group 4 CO2
Group 5 SO2

2. Attached the model of molecular geometry in the illustration board and

describe its geometry, properties and uses.
3. Each group will present their output to group.
GUIDE QUESTIONS

1. What molecular geometry is shown by Group1-5?

2. Describe the structure of each molecule.
3. How does its molecular geometry affect its polarity
4. Cite 2 properties or uses of the following molecule.
Lesson Title: Intermolecular Structure

Performance Standard:
Learning Competencies: Describe the general types of Intermolecular
forces of attraction

Code S11/12PS-IIIc-d17

ACTIVITY

Intermolecular Forces of Attraction

Introduction

Intermolecular forces of attraction are electrostatic interaction between

molecules. This attraction is between two oppositely charge. Unlike
intramolecular forces of attraction which hold atoms together in a molecule it
is the attraction between molecule to molecule and it is weaker.

Materials:

Video presentation of intermolecular

www.youtube.com/watch?v=S8QsLUO_tgQ

Procedure:

1.The teacher will prepare the video clip using link above or students
by group can go to the ICT room and watch the youtube video

2.While watching the video each group will answer the prepared
question by the teacher

3. After watching video students will have a group presentation

GUIDE QUESTIONS:

1. What is an intermolecular force of attraction?

2. What are the three types of intermolecular forces of attraction?
3. Describe each type of intermolecular forces.
4. Arrange the following intermolecular forces from the strongest to
weakest
5. How does intermolecular forces of attraction affect the physical
properties of a molecule.
 Lesson Title: Intermolecular Structure

Performance Standard:
Learning Competencies: Describe the general types of intermolecular
forces of attraction

Code S11/12PS-IIIc-d17

ACTIVITY

Intermolecular Forces of Attraction

Materials: Cellphone/ Video recorder

Video Editing software

Introduction

Properties of substances depend upon the type of intermolecular

forces that binds molecules together. Two molecules with dipole moment
interact with each other where the negative end is attracted to the positive end

Procedure:

1. Divide the students into five groups. Assign the group ahead from this
activity to research about the type of intermolecular forces in the properties
of substances.
2. Given the information from their research student will make a video
presentation about the type of intermolecular forces as reflected by the
properties of substances.
3. After the video editing it will be presented to the class .

Criteria Excellent 3 Fair 2 Poor1

Creativity Excellent Fair creativity has Little creativity is
creativity , has a moderate level displayed in the
high level of wow of wow factor video
factor
Understanding Excellent mastery Understand basic Little
of the subject of the topic is concept about the understanding of
matter presented and topic and have the topic is
has very few some error presented and
error has so many error
Presentation Excellent Moderate Presentation skill
presentation skill. presentation skill. needs a drastic
Clear and May be lacking in improvement
coherent some areas. But
still effective
Relevance Images and Images and Images and
graphics in the graphics in the graphics has little
video are highly video has relevant to the
relevant to the moderate relevant topic
to topic
 Lesson Title: Intermolecular Structure

Performance Standard:
Learning Competencies: Explain the effect of intermolecular forces on the
properties on the properties of substances
Code S11/12PS-IIId-e19

ACTIVITY

Intermolecular forces of attraction and properties

Introduction

In this activity you will discover how intermolecular forces of attraction

are related to its physical properties.

Materials:

Water, Vegetable Oil, table salt, table sugar naphthalene mothball, test tube,
conductivity apparatus alcohol lamp test holder, test rack

Procedure:

A.Solubility

1. Place one-eight teaspoon tablespoon

Lesson
Performance Standard:
Learning Competencies: Explain how the uses of the following materials
depend on the on their on their properties.
Code S11/12PS-IIIc-d-e-20
Activity: Properties of materials
Materials:
Pictures of the following: medical implant, sports equipment, electronic
devices, construction supplies, household gadget.

Procedure :

Give the properties of the following materials below based on their uses.
 1.

https://www.propublica.org
https://www.scientificamerican.com

______________________________________________________________
______________________________________________________________
______________________________________________________________

2.

http://www.sheldonbrown.com/ http://www.thevintager.de/YONEX

________________________________________________________
________________________________________________________
________________________________________________________

3.

http://www.designbolts.com/
http://ph.priceprice.com/

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4.

http://sreesaiagencies.com/
http://cwhomedepot.com/

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5.

http://lowfatveganchef.com/
http://picphotos.net/

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

GUIDE QUESTIONS

1. What will be the effect if reactive metal is used as an implant in a surgery?

2. Why do think some sports equipment are made of composite materials?
3. Explain why some infrastructure collapse during an earthquake?
4. Why do you think cooking utensils are made of metal while the handles are
made of plastic or rubber?
5. If you are an engineer what are the things that you need to consider in
designing a cellphone?
6. Why is it important for designer to know the properties of materials
Performance Standard:

Learning Competency: Explain how the properties of the above material are
determined by their structure

Code S11/12PS-IIIc-d-e-21

ACTIVITY

Properties Of Materials Are Determined by Their Structure

Materials: Rubrics, Visual Presentation

Procedure

1. Divide the class into five groups .Assigned each group to research about the
following materials focusing on how its structure affect its properties.( This
should be done before the class proper)
A. Group I Medical implants and Prosthetics
B. Group II Sports Equipment
C. Group III Electronic devices
D. Group IV Construction supplies
E. Group V Household gadget
2. Each group will form an expert group who will communicate the result of their
research to the class.
3. After the reporting student can ask question to expert group.

Rubrics

Criteria 4 3 2 1
Participation/ All group members All group Some 1-2 of the
Cooperation participate equally members group group
particpate member members
particpate particpate
Voice Quality Reporters speak Reporters Reporters Reporters
clearly and easy to speak clearly speak speak not
understand in all and easy to clearly and clearly and
the time understand in but it is is hard to
most of the hard to understand
time understand
Organization Information is Most of the Information Information
presented in an information may be is presented
organized way are presented partially in an
in an presented disorganize
organized in an d way
way organize
way
Content Presentation is Presentation Presentatio Presentatio
complete in details is contains n contains n has few
most of the some details
details details