Disaster Readiness and Risk Reduction SYLLABUS

Big Bang Theory and Formation of the Light
Elements
by Manolo Pena on November 07, 2017
lesson duration of 20 minutes
under Physical Science
generated on November 07, 2017 at 02:00 pm
Tags: Physical Science

CHED.GOV.PH
K-12 Teacher's Resource Community
Generated: Nov 07,2017 10:00 PM
Big Bang Theory and Formation of the Light Elements ( 1 hour and 20 mins )
Written By: Manolo Pena on September 6, 2016
Subjects: Physical Science
Tags: Physical Science
Resources
Contemporary Physics Education Project (CPEP). (2003 November). Chapter 10: Origin of the elements. Retrieved
September 16, 2015 from http://www2.lbl.gov/abc/wallchart/teachersguide/pdf/Chap10.pdf
Lineweaver, C., & Davis, T. (2005 March). Misconceptions About The Big Bang. Scientific American, 36-45.
Oakes, K. (2011 August 2). On the origin of chemical elements. Retrieved September 16, 2015, from
http://blogs.scientificamerican.com/basic-space/ht...
Sagan, C. (2000). Chapter 26: The Cosmic Connection. In J. Agel (Ed.), Carl Sagan's Cosmic Connection: An
Extraterrestrial Perspective. Cambridge: Cambridge University Press.
Wall, M. (2011, October 21). The Big Bang: What Really Happened at Our Universe's Birth? Retrieved September 15,
2015, from http://www.space.com/13347-big-bang-origins-universe-birth.html
Figure 1.
History of the Universe [digital image]. (2014). Retrieved September 16, 2015 from http://bicepkeck.org/visuals.html
Weiss, A. (2006). [Diagram of significant nuclear reactions]. Retrieved September 16, 2015 from http://www.einstein-
online.info/en/spotlights/BBN_phys/index.html
In a Nutshell – Kurzgesagt [kurzgesagt]. (2014 March 3). The Beginning of Everything – The Big Bang [Youtube
video]. Retrieved September 16, 2015, from www.youtube.com/watch?v=wNDGgL73ihY
Content Standard
The learners demonstrate an understanding of;
1. 1. The formation of the elements during the Big Bang and during stellar evolution
2. 2. The distribution of the chemical elements and the isotopes in the universe
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CHED.GOV.PH
Performance Standard
The learners shall be able to effectively present or discuss the aspects of a scientific theory in light of its evidence.
Learning Competencies
The learners will give evidence for and explain the formation of the light elements in the Big Bang theory
Introduction 10 mins
INTRODUCTION: Overview of the objectives and key terms for the quarter
1. Give a big picture of Chemistry by describing it as “the study of stuff.” Give a general outline of the lessons
for the quarter:
Study where all the stuff in the universe came from.
See how our understanding of all stuff has changed and continues to change.
Try to find answers as to why stuff is a certain way and why it changes in certain ways.
Develop an appreciation of why stuff is important in our daily lives.
2. Introduce the learning objective below using any of the suggested protocols (Verbatim, Own W ords, Read-
aloud):
a. I can give evidence for and explain the formation of the light elements in the Big Bang theory.
3. Introduce the following list of important terms that learners will encounter:
a. Cosmology
b. Big Bang Theory / Big Bang Model
c. Singularity
d. Inflation
e. Annihilation
f. Nucleosynthesis
g. Recomnbination
h. Redshift
i. Relative Abundance
j. Cosmic Microwave Background
Motivation 15 mins
MOTIVATION:Cosmology and the Big Bang model as a cosmological theory from science
4. Briefly define cosmology as the study of how the universe began, how it continues to exist, and how it will end.
Offer examples of cosmologies from different religions and cultures based on their beliefs. You may ask for examples
from the class. Challenge the class: Do you think there is proof that any of these stories or cosmologies are true?
Enrichment: Ask why different cultures have the need to explain where they came from and how the world was
created.
5. Explain that science brings forth a cosmological theory, not from belief, but from scientific evidence that the
universe once began to expand and continues to expand until today. This theory was eventually called the Big Bang
theory or Big Bang model. Astronomers George Lemaître and Edwin Hubble were some of its first proponents.
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Enrichment: Mention that George Lemaître was a Catholic priest. He did not find his theory (or science as a whole)
incompatible with his religion. Ask for possible reasons why some people think science goes against what they believe
i n.
Instruction/Delivery 55 mins
As an alternative to the nucleosynthesis game (in case there is not enough time), have the learners study and analyze
the given reactions to help them answer Evaluation A2.
Chief nuclear reactions responsible for the relative abundances of light atomic nuclei observed throughout the
universe.
Image retrieved from https://en.wikipedia.org/wiki/Nucleosynthesis
Download Teaching Guide Book 0 mins
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NUEVA ERA NATIONAL HIGH SCHOOL (Senior High School)
Daily Lesson Log in Physical Science for Grade 11 and 12
I. Objectives Week 1
A. Content Standard 1. The formation of the elements during the Big Bang and during stellar evolution
B. Performance Standards 1. Make a Creative representation of the historical development of the atoms or the chemical element in a timeline
C. Learning Competencies 1. Give evidence for and explain the formation of the light elements in the Big Bang Theory.
2. Give evidences for and describe the formation of the heavier elements during the formation and evolution
II. Content How the elements found in the Universe was formed?
III. Learning Resources Monday Tuesday Wednesday Thursday Friday
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages Glencoe Physical Science with Earth Glencoe Physical Science with Earth Glencoe Physical Science with Earth Glencoe Physical Science with Earth Glencoe Physical Science with Earth
Science pp.836-849 Science pp.836-849 Science pp.836-849 Science pp.836-849 Science pp.836-849
4. Additional Materials Powerpoint Presentation Video Presentation
B. Other Learning Materials
IV. Procedures
A. Reviewing previous lesson Review on the origin of the Universe Simple recall on the previous lesson Simple recall on the previous lesson Simple recall on the previous lesson
(powerpoint)
B. Establishing the purpose Show the relevance of the topic and its
For the lesson objectives
C. Presenting examples/ Have a drill on the different Theories Share to the class the story of Albert
instances of the new lesson of the origin of the universe Einstein
D. Discussing new concepts Let the student share stories of Present a short video on “relativistic Present a table of the most abundant
and practicing new skills #1 creation mechanics” elements in the Universe .
E. Discussing new concepts Illustrate the stories Relate Einstein’s Relativity in the Relate them in the formation of light and
and practicing new skills #2 formation of elements heavy elements
F. Developing Mastery Present their output on the different Discuss to the class how these elements
(leads to formative creation theories formed and how it relates in the evolution of
assessment) the solar system
G. Finding Practical Knowing ones beginning. Write their
applications of concepts and family tree.
skills in daily living
H. Making generalizations and Present a creative timeline on creation
abstraction about the lesson from the big bang to modern times
I. Evaluating Learning Have a simple rubric to evaluate their work Have a simple rubric to evaluate Give a short quiz on the theories of Show a rubric on their presentation. Guide
their work creation and evolution of the solar the student in peer evaluation
system
J. Additional activities for Present readings and articles on
application and remediation Cosmology
K. Additional activities for How elders predict natural
Cultural Integration phenomenon
L. Cultural Icons and symbols Story of Creation (Malakas and
used Maganda)
M. Remarks
V. Refelections Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can questions provide for you so when you meet them, you ask them relevant questions.
Monday Tuesday Wednesday Thursday Friday
The students have a hard time Most of what they know on creation is Stiudents were very interested on their The Story of “Malakas and Maganda” The presentation was a success
absorbing grand ideas about the influenced by rigid belief on family tree showed a different cultural
Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

LANGUISAN School Principal II AZADA
Teacher II (Senior High Head Teacher I
creation of the Universe Catholicism. . Students should be guided perspective on the belief on creation
on the different cultures and beliefs on
creation
A. No. of learners who earned 20 25 34
80% in the evaluation
B. No. of learners who require 16 11 2
additional activities for
remediation
C. Did the remedial lessons YES the remedial lessons worked
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue 2
to require remediation
E. Which of my teaching The use of drawings and illustrations The Family tree. It showed their Cultural integration
strategies worked well? Why creativeness and craftsmanship
did this work?
F. What difficulties did my Comprehension Comprehension Comprehension Comprehension Comprehension
principal or supervisor can
help me solve?
G. What innovation or localized Use of Filipino Literature in teaching
materials did I use/discover science
which I wish to share with
other teachers?
A. Content Standard 1. The distribution of the chemical elements and the isotopes in the universe
B. Performance Standards 1. Perform correct calculations in nuclear reactions
C. Learning Competencies 1. Write the nuclear fusion reaction that take place in stars, which les to the formation of new elements 2. Writing Balanced Nuclear Equation
II. Content How the elements found in the Universe was formed?

III. Learning Resources Friday
Monday Tuesday Wednesday Thursday
A. References
2. Learner’s Material Glencoe Physical Science pp 786-790 Glencoe Physical Science pp 791-795 Glencoe Physical Science pp 801-806 Glencoe Chemistry Matter and Glencoe Physical Science pp 786-806
Pages Change pp. 810-813 Glencoe Chemistry Matter and Change
pp. 810-813
3. Textbook Pages Reading essentials 452-456 Reading essentials 458-463 Reading essentials 469-473 Reading essentials 469-473
A. Other Learning Materials Study Guide in Nuclear Chemistry Study Guide in Nuclear Chemistry PHEt Computer Simulation (ICT) PHEt Computer Simulation (ICT)
IV. Procedures
A. Reviewing previous lesson Simple recall on the definition of Review on the history of radioactivity Review on the concept of Review on balancing chemical Simple recall and review on the past
isotopes radioactivity and its application equations lessons
B. Establishing the purpose Show the students awareness of the How alpha, beta, and gamma Collect the assignment given and Give a simple drill on Balancing Let the students review their notes
For the lesson importance of isotopes in treating cancer radiation are similar and different How check their answers Chemical Equations
radioactive dating is used
C. Presenting examples/ Present the problem on Ifugao Show the process of radioactive Provide more examples of radioactive Show to the class Examples of the
instances of the new lesson mummy Carbon dating decay different types of Radioactive decay
D. Discussing new concepts Have a presentation on the history of Show to the class a presentation on the Give an overview on Nuclear Using a powerpoint presentation, show Give them instructions on how to take
and practicing new skills #1 Radioactivity three major nuclear radiations Reactions the students how to balanace nuclear On-line quiz
equations
E. Discussing new concepts Let the students take down notes on the Provide the students with handouts on Illustrate how nuclear fusion and Differentiate: Beta Decay, Alpha Provide tips in answering
and practicing new skills #2 major events leading to the study of nuclear radioactivity nuclear fission works through a Decay, Positron Emission, Electron questions
radioactivity computer simulation capture, and gamma emission
F. Developing Mastery Discuss the composition of an isotopes in Have a group activity on the different Give some examples of nuclear reactions Provide students with more exercises
(leads to formative relation to the number of sub atomic terms used in the reading material involving fusion and fission highlighting on the process of balancing
assessment) particles equations
G. Finding Practical Show an article on the controversy of the The Case of Lost scrolls. Show to the The Consequence of Nuclear reactions Reading about the Sun as a source of
applications of concepts and Shraud of Turin class the table of Half Lives regarding fusion and fission energy
H. Making generalizations and Let the students draw out the Let the students draw out the Write a narrative on the pro’s and Write s short essay on the importance of
abstraction about the lesson consequence of Radio activity consequence of Radio activity cons of nuclear reactions sun’s energy to our survival
through a Venn Diagram through a Venn Diagram
I. Evaluating Learning Give a short quiz on the number of sub Give a short quiz on nuclear Give a short quiz on nuclear reactions Give a short quiz on writing different Long Quiz on Nuclear Change
atomic particles of Isotopes radioactivity nuclear reactions Use of Google Forms
J. Additional activities for Distribute activity sheets as home Give them activity sheets to answer at Distribute reading materials on How Photosynthesis works Solar
application and remediation assignment home Nuclear change. pannels
K. Additional activities for The mysterious case of an Ifugao The story of Iniinit and
Cultural Integration Warior Aponibolinayen
L. Cultural Icons and symbols Ifugsao Mummy of Banawe Short Stories
used
M. Remarks
There is an increasing interest among the Some students were receptive during the Stiudents were very interested on their The story of how we harness energy from The presentation was a success
students on the application of nuclear lesson but some requires additional family tree the sun through nuclear reactions made
radioactivity in the medical field remediation an impact on the use of solar power
A. No. of learners who earned 32 28 25 30 34

B. No. of learners who require 4 8 11 6 2
remediation

C. Did the remedial lessons Yes. The activity sheets submitted Yes. The activity sheets submitted The assignment on reading materials is of The assignment on reading materials is of YES the remedial lessons worked
work? No. of learners who showed favorable scores reflected students difficulty in great help in their comprehension of hard great help in their comprehension of hard
have caught up with the understanding the concepts topics such as Nuclear reactions topics such as Nuclear reactions
lesson
D. No. of learners who continue none 4 4 6 2
E. Which of my teaching Group interactions Readings regarding radioactivity Readings on Nuclear Reactions The story of Tinguian folk tale. Cultural integration
strategies worked well? Why
did this work?
F. What difficulties did my none Lack of learning materials Lack of learning materials Comprehension
principal or supervisor can
help me solve?
G. What innovation or localized Ifugao Mummy Using Isotopes in the Use of computer simulation Use of Filipino Literature in teaching
materials did I use/discover Treatment of Cancer science
other teachers?
A. Content Standard 1. How the Concept of the atom evolved from Ancient Greek to t he present
C. Learning Competencies 1. Describe the ideas of the Ancient Greeks on the atom and the elements 3. Describe the contribution of the alchemist to the science of chemistry
2. Point out the main ideas in the discovery of the structure of the atom and its sub atomic particles
II. Content How the idea of the atom, along with the idea of the elements evolved
A. References
Pages
3. Textbook Pages Glencoe Chemistry pp 86-91 Glencoe Chemistry pp 86-91 History of Science Volume 1 Monograph on History of Science

B. Other Learning Materials Internet Articles on Atoms Part 1 Harry Potter the Movie Internet Articles on Alchemy Articles on Chinese Science
IV. Procedures
A. Reviewing previous lesson Review on the concept of matter Review on their activity about the Have a short recall on the previous Simple recall and review on the past
Greek concept of the atom activity lessons
B. Establishing the purpose Present to the students the objective of Connect the lesson on Alchemy to the Let the students review their notes
For the lesson the lesson rennaissance
C. Presenting examples/ Group One Avtivity one- Time Travel Show to the Class a 30 minute clip on
instances of the new lesson Greece Harry Potter and the Sorcerer’s Stone.
(read on the concept of Atomos the
invisible atom)
D. Discussing new concepts Group 2- Democritus and Leucippus Give at least 20 minute discussion as to Have a thorough lecture on the different Using a powerpoint presentation, discuss Give them instructions on how to take On-
and practicing new skills #1 how the film view the elements and nature Alchemists who contributed in the the advancement of science during the line quiz
as a whole improvement of Science particularly renaissance
chemistry
E. Discussing new concepts Provide tips in answering questions
and practicing new skills #2
F. Developing Mastery Allot 30 minutes for the group to read the Present their output creatively Have a movie clip on the contribution of From what they have learned create a
(leads to formative article (report, interview, skit etc) Hindu and Arabic Science in the quest for timeline on the development of the
assessment) the improvement of laboratory tools used concept of atom and the elements
today
G. Finding Practical Show to the class the different Show to the class that the development
applications of concepts and laboratory apparatus that were of the concept of atom led to the
skills in daily living developed during the time of the understanding of nature
Alchemy
H. Making generalizations and Present their answers to guide Assess the Alchemy as a science or as
abstraction about the lesson questions posted on the board a Pseudo-science
I. Evaluating Learning Set Rubrics for the assessment Set Rubrics for the assessment Present their output in class Long Quiz on Atoms and Alchemy
Use of Google Forms
J. Additional activities for Let them watch the whole Harry Have them research on how Chinese
application and remediation Potter movie at home view the elements
K. Additional activities for
Cultural Integration
L. Cultural Icons and symbols
used
M. Remarks
Grade 11 students have to adjust and More reading materials should be Showing films like harry potter makes them Visual representations of abstract
develop their own study habits provided to the students for them to interested in the lesson ideas should be emphasized to
develop reading comprehension enhance their learning
A. No. of learners who earned 32 32 30 30
B. No. of learners who require 4 4 6 6
remediation
C. Did the remedial lessons Some students responded to Remedial lessons should include More reading comprehension skills More reading comprehension skills
work? No. of learners who overcome their lack of interest in videos and interactive lessons for
have caught up with the reading them to learn more
lesson
D. No. of learners who continue 2 2 2 2
E. Which of my teaching Film viewing because it concretize

strategies worked well? Why abstract ideas such as atoms and
did this work? alchemy
F. What difficulties did my Textbook that would suit to their Textbook that would suit to their Textbook that would suit to their Textbook that would suit to their Textbook that would suit to their
principal or supervisor can needs needs needs needs needs
help me solve?
G. What innovation or localized Use of video
materials did I use/discover
other teachers?
A. Content Standard 1. How the Concept of the atom evolved from Ancient Greek to t he present
C. Learning Competencies 1. Point out the main ideas in the discovery of the structure of the atom and the sub atomic particle
2. Cite the contribution of J.J, Thomson,, Ernest Rutherford, Henry Moseley, and Neils Bohr to the understanding of the structure of the atom
3. Describe the nuclear model of the atom and the location of its major components
4. Explain how the concept of atomic number led to the synthesis of new elements in the laboratory
B. References
Pages
3. Textbook Pages Chemistry pp. 43-49 Chemistry pp. 43-49 Chemistry by Chang 275-310 Chemistry by Chang 275-310 Chemistry pp. 43-49
C. Other Learning Materials Phet Simulations/ Video Clips Phet Simulations/ Video Clps Phet Simulations/ Video Clps Articles on Chinese Science Chemistry by Chang 275-310
IV. Procedures
A. Reviewing previous lesson Review on the concept of matter from Review on the Cathode ray Review on the Rutherford Model Recal the nature of light Review on the different lessns
Democritus to Dalton experiment of J.J. Thomson
B. Establishing the purpose Present to the class the timeline of Give a short video on the wave Relate the concept of light with the How does rainbow form Let the students review their notes
For the lesson events leading to the discovery of particle dual nature of Light Quantum mechanical Model of the atom
electricity and radioactivity

C. Presenting examples/ Have a short History in the Industrial Show the Biography of Ernest Use the electric fan analogy in presenting Present electro magnetic spectrum as
instances of the new lesson Revolution in Europe Rutherford and his Gold foil alpha the position and direction of electrons related to electron
scattering experiment
D. Discussing new concepts Who is J.J. Thomson? Give the Activity of Pingpong ball Ask the student if they can find the dot Divide the class and have a simple Give them instructions on how to take On-
and practicing new skills #1 simulation inside a spinning electric fan comparison on Neils Bohr and Albert line quiz
Einstein
E. Discussing new concepts Present the Cathode Ray experiment Discuss their finding Divide the class and relate the activity Present their ideas on matter and Provide tips in answering questions
and practicing new skills #2 with the position of electron energy as related to quantum
mechanics
F. Developing Mastery Allot 30 minutes for the group to read the Help the student relate their activity on Present Hund rule of Maximum Give a lecture on photons and
(leads to formative article Ping pong balls with the Alpha scattering Multiplicity emission of light
assessment) experiment of Rutherford. Aufbau Principle and Pauli’s
Exclusion Principle
G. Finding Practical Early Television use Cathode Ray The use of elements in treating Read an article about the use of Show Schrodinger’s Quantum
applications of concepts and Use the PHET Simulation Cancer (Cobalt) electron microscope mechanical Model
H. Making generalizations and Present a model of atom as viewed by J.J, Present the nuclear Model of the Electrons play important role in Have th calss compare the different
abstraction about the lesson Thomson Atom chemical bonds models
I. Evaluating Learning Let the student create their own Have a short quiz on the development of Present Rubrics as they present their Long Quiz on Atoms and Alchemy
nuclear model of the atom atomic model works creatively Use of Google Forms
J. Additional activities for Make a simple short film on the discovery Read about quantum mechanics How does CT scan and MRI work?
application and remediation of electron and the Nuclear model of the
atom
K. Additional activities for Relate the concept of positive and negative with Chinese belief of Yin and Yang. How do Make a story on the importance of balance in nature. Just like the charges in an atom,
Cultural Integration these affect our body stability and natural balance nature should be balanced
used
M. Remarks
remediation
lesson
help me solve?

other teachers?
A. Content Standard 1. How the uses of different materials are related to their properties and structures
B. Performance Standards 1. Make different models of molecules showing its shape
C. Learning Competencies 1. Identify the different shapes or structures of covalent molecules
2. Determine if a molecule is polar or non polar given its structure
3. Relate the polarity of a molecule to its properties
4. Relate polarity with the shape of molecules
A. References
Pages
6. Textbook Pages Chemistry pp. 43-49 Chemistry pp. 43-49 Chemistry by Chang 275-310 Chemistry by Chang 275-310 Chemistry pp. 43-49
B. Other Learning Materials Phet Simulations/ Video Clips Phet Simulations/ Video Clps Phet Simulations/ Video Clps Articles on Chinese Science Chemistry by Chang 275-310
IV. Procedures
A. Reviewing previou s lesson Review on the concept of matter from Review on the Cathode ray Review on the Rutherford Model Recal the nature of light Review on the different lessns
Democritus to Dalton experiment of J.J. Thomson
B. Establishing the purpose Present to the class the timeline of Give a short video on the wave Relate the concept of light with the How does rainbow form Let the students review their notes
For the lesson events leading to the discovery of particle dual nature of Light Quantum mechanical Model of the atom
electricity and radioactivity
C. Presenting examples/ Have a short History in the Industrial Show the Biography of Ernest Use the electric fan analogy in presenting Present electro magnetic spectrum as
instances of the new lesson Revolution in Europe Rutherford and his Gold foil alpha the position and direction of electrons related to electron
scattering experiment
D. Discussing new concepts Who is J.J. Thomson? Give the Activity of Pingpong ball Ask the student if they can find the dot Divide the class and have a simple Give them instructions on how to take On-
and practicing new skills #1 simulation inside a spinning electric fan comparison on Neils Bohr and Albert line quiz
Einstein
E. Discussing new concepts Present the Cathode Ray experiment Discuss their finding Divide the class and relate the activity Present their ideas on matter and Provide tips in answering questions
with the position of electron energy as related to quantum

and practicing new skills #2 mechanics
F. Developing Mastery Allot 30 minutes for the group to read the Help the student relate their activity on Present Hund rule of Maximum Give a lecture on photons and
(leads to formative article Ping pong balls with the Alpha scattering Multiplicity emission of light
assessment) experiment of Rutherford. Aufbau Principle and Pauli’s
Exclusion Principle
G. Finding Practical Early Television use Cathode Ray The use of elements in treating Read an article about the use of Show Schrodinger’s Quantum
applications of concepts and Use the PHET Simulation Cancer (Cobalt) electron microscope mechanical Model
H. Making generalizations and Present a model of atom as viewed by J.J, Present the nuclear Model of the Electrons play important role in Have th calss compare the different
abstraction about the lesson Thomson Atom chemical bonds models
I. Evaluating Learning Let the student create their own Have a short quiz on the development of Present Rubrics as they present their Long Quiz on Atoms and Alchemy
nuclear model of the atom atomic model works creatively Use of Google Forms
J. Additional activities for Make a simple short film on the discovery Read about quantum mechanics How does CT scan and MRI work?
application and remediation of electron and the Nuclear model of the
atom
K. Additional activities for Relate the concept of positive and negative with Chinese belief of Yin and Yang. How do Make a story on the importance of balance in nature. Just like the charges in an atom,
Cultural Integration these affect our body stability and natural balance nature should be balanced
used
M. Remarks
remediation
lesson
help me solve?
other teachers?

PHYSICAL SCIENCE 1 – Formation of the Heavy Elements – Dapul
TOPIC / LESSON NAME We Are All Made of Star Stuff (Formation of the Heavy Elements)
The learners demonstrate an understanding of the formation of the elements during the Big Bang and
during stellar evolution.
CONTENT STANDARDS
The learners demonstrate an understanding of the distribution of the chemical elements and the
isotopes in the universe.
The learners can make a creative representation of the historical development of the atom or the
PERFORMANCE STANDARDS
chemical element in a timeline.
1. Give evidence for and describe the formation of heavier elements during star formation and
evolution (S11/12PS-IIIa-2)
LEARNING COMPETENCIES 2. Write the nuclear fusion reactions that take place in stars, which lead to the formation of new
elements (S11/12PS-IIIa-3)
3. Describe how elements heavier than iron are formed (S11/12PS-IIIa-b-4)
At the end of the lesson, the learners will be able to:
1. Briefly discuss stellar nucleosynthesis or fusion
SPECIFIC LEARNING OUTCOMES
2. Discuss other processes that led to other elements
3. Write out fusion reactions involved
120 minutes ~ 2 hours
TIME ALLOTMENT
If the allotted subject time is 1 hour, it is recommended to end the first hour with #9.
LESSON OUTLINE:
1. Introduction/Review: Overview of the objectives and key terms, Review of the Big Bang and Big Bang nucleosynthesis
2. Motivation: Discussion of text The Cosmic Connection
3. Instruction/Delivery: Continuation of Big Bang into star formation, Discussion of star fusion processes, Discussion of other fusion
processes
4. Practice: Concept map, Alpha process practice
5. Enrichment: Brief discussion of man-made nuclei (presentation of performance task)
6. Evaluation: Question bank, Performance task to present one of the man-made elements
MATERIALS Projector, computer

Dhaliwal, J. K. (2012a). Nucleosynthesis: Alpha Fusion in Stars. [Powerpoint slides]. Retrieved from
http://earthref.org/SCC/lessons/2012/nucleosynthesis/
Dhaliwal, J. K. (2012b). Nucleosynthesis: Heavier Elements. [Powerpoint slides]. Retrieved from

RESOURCES
http://earthref.org/SCC/lessons/2012/nucleosynthesis/
Nave, C. R. (2012). Nuclear fusion in stars. Retrieved September 23, 2015 from
http://hyperphysics.phy-astr.gsu.edu/hbase/astro/astfus.html
Penovich, K. (n.d.). Formation of the High Mass Elements. Retrieved September 23, 2015, from
http://aether.lbl.gov/www/tour/elements/stellar/stellar_a.html
Sagan, C. (2000). Chapter 26: The Cosmic Connection. In J. Agel (Ed.), Carl Sagan's Cosmic
Connection: An Extraterrestrial Perspective. Cambridge: Cambridge University Press.
Images:
Figure 1.
Equilibrium of the Sun [illustration]. (August 2007). Retrieved September 24, 2015 from
http://lasp.colorado.edu/education/outerplanets/solsys_star.php#nuclear
Figure 2.
Elert, G. (2015a). Proton-proton chain (main branch) [diagram]. Retrieved September 23, 2015, from
http://physics.info/nucleosynthesis/
Figure 3.
Commonwealth Scientific and Industrial Research Organisation (CSIRO). (2015). Hydrogen Shell
Burning on the Red Giant Branch [illustration]. Retrieved September 24, 2015 from
http://www.atnf.csiro.au/outreach//education/senior/astrophysics/stellarevolution_postmain.html
Figure 4.
Elert, G. (2015b). Triple alpha process [diagram]. Retrieved September 23, 2015, from
Figure 5.
Elert, G. (2015c). Carbon nitrogen oxygen cycle [diagram]. Retrieved September 23, 2015, from
PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION (5 MINUTES) Teacher Tip:
1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own 1. Display the objectives and terms
Words, Read-aloud) prominently on one side of the classroom
a. I can give evidence for and describe the formation of heavier elements during star formation and refer to them frequently during
and evolution. discussion.
b. I can write the nuclear fusion reactions that take place in stars, which lead to the formation of
new elements
c. I can describe how elements heavier than iron are formed
2. Introduce the list of important terms that learners will encounter: 2. To serve as an outline, you may map
a. fusion b. stellar nucleosynthesis out the lesson using the diagram in the
c. proton-proton chain reaction d. triple alpha process Practice portion of the lesson.
e. alpha ladder f. CNO cycle
g. main-sequence star h. red giant
i. supernova explosion j. supernova nucleosynthesis
k. r-process l. s-process
REVIEW (15 MINUTES)

3. Review the stages of the Big Bang model, giving particular focus to nucleosynthesis and the 3. Cosmic ray spallation is outside of the
formation of light elements such as H and He. Discuss briefly that more significant amounts of Li, Be lesson’s scope, but simply explain that
and B formed through other processes, such as cosmic ray spallation. Remind them that once matter when particles in cosmic rays collide with
had recombined, gravity and other forces acted to bring matter together, eventually forming stars 200 B heavier elements they generate Li, Be
years after the Big Bang occurred. and B – among other elements –
4. Remind students how symbols for an atom are written. Have them recall that through nuclear fission.
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𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑠𝑦𝑚𝑏𝑜𝑙!!!"#$ , or in terms of particle count, 𝑋(!!!)
!"#$%& !"#$%& (!)

MOTIVATION (15 MINUTES) Teacher Tip:
5. Briefly discuss the selection given as an assignment, Carl Sagan’s The Cosmic Connection.
Sagan found it remarkable that the elements we find on Earth are also those we find amongst the stars,
and that we find that most of what we know as matter was made by processes inside stars themselves.
Enrichment: Using the Think, Pair, Share protocol, ask students to reflect on the selection.
From their sharing, draw out one of the theses of the text: how being made of stardust makes
us both cosmic – we are as much a part of the universe as the stars – and yet helps us realize
that we are not the center of the universe.
INSTRUCTION/DELIVERY (55 MINUTES) Teacher Tip:
6. Introduce that once hydrogen-helium 6. You may emphasize the rates of
stars had formed from the action of gravity, the reaction in the proton-proton (p-p) chain,
hydrogen and helium atoms in stars began and point out that it will likely take a
combining in nuclear fusion reactions that billion years before a specific proton is
release a tremendous amount of light, heat, and involved in a successful p-p fusion. 2He
radioactive energy. Fusion resulted in the often immediately decays back into two
formation of nuclei of new elements, so these protons, and rarely is a proton converted
reactions inside stars are known as stellar into a neutron to form deuterium (beta-
nucleosynthesis. plus decay). However, with billions of
protons reacting, enough make it to the
Emphasize that the first fusion process occurs in next step.
the hydrogen core of stars with a temperature of
less than 15 million K, such as the Sun. These After discussing each of the steps, ask
kinds of stars are called main-sequence stars. students to give the balanced equation
Discuss the three steps of the process known as for the formation of one 4He atom in the
the main-branch proton-proton chain. Figure 1. Equilibrium of the Sun and other main- proton-proton chain. The answer is as
sequence stars. (Equilibrium of the Sun, 2007). follows:
4 1H → 4He + 2 ν + 2 e+
Deuterium (D or 2H) forms from proton fusion, with
one proton turning into a neutron via beta-plus
decay, giving off a neutrino and a positron:
1
H + 1H → 2H + ν + e+
3
He forms from deuterium and proton fusion, also
known as deuterium burning. This immediately
consumes all deuterium produced.
2
H + 1H → 3He + γ
4
He formation from 3He fusion.
3
He + 3He → 4He + 2 1H
The entire three-step process releases about 26.7
MeV (megaelectronvolts) of energy. Emphasize Figure 2. The main branch of the proton-proton
that the energy released is responsible for the chain reaction (p-p chain) resulting in the
thermal pressure that pushes against gravity, and formation of 4He. (Elert, 2015a).
for the light, heat and radiation emitted by the star.
Add that a different process facilitates hydrogen
fusion in main-sequence stars with temp. greater
than 15 million K.
7. Discuss how, as H is depleted, the core of 7. Don’t give the complete alpha ladder.
a star becomes comprised of He instead, while H Show only the ladder until neon. Later on
fusion only occurs in a shell around it. Due to this in Practice, ask students to write out the
process, the temperature and density of the core complete the alpha ladder.
of the star increases, up to 100 million K, and the
star’s thermal pressure causes it to push out H
gas. The star balloons into a red giant.
Several nuclear fusion processes occur in a red

giant aside from hydrogen fusion, the first of which
is the triple alpha process. Alpha particles refer
to 4He, so this reaction involves the fusion of three
4
He atoms in the following steps:
4
He + 4He → 8Be
Figure 3. A star with a very dense helium core 8
Be + 4He → 12C + γ
and a hydrogen shell expands into a red giant Note that the 8Be intermediate is unstable, so
due to increased radiation pressure. (CSIRO, either it decays or forms 12C.
2015)
As it accumulates mass, the star can keep

growing into a supergiant, where alpha fusion
processes continue in the core via the alpha
ladder. More and more alpha particles are fused
to create heavier elements all the way until iron,
making the core and !"
star itself
!
more
!"
massive.
!" !
𝐶 +!!𝐻𝑒 → !"!𝑂
!" !
𝑂 + !!𝐻𝑒 → !"!"
𝑁𝑒
!"𝑁𝑒 + !𝐻𝑒
!" !
→ !"!"𝑀𝑔
Figure 4. The triple alpha process resulting in the !"!"𝑀𝑔
𝑆𝑖 + !!𝐻𝑒 → !" !"𝑆𝑖
12 !" + ! !"
𝐻𝑒 →!" 𝑆
formation of C. (Elert, 2015b) !" !
!"!"
𝑆 + !!𝐻𝑒 → !"!"𝐴𝑟
!"𝐴𝑟 + !!𝐻𝑒 → !"
!" !!
𝐶𝑎
!!!"𝐶𝑎 +!!𝐻𝑒 → !" !!𝑇𝑖
!"!!
𝑇𝑖 + !!𝐻𝑒 → !"!"
𝐶𝑟
!"𝐶𝑟 + !𝐻𝑒 → !"𝐹𝑒

8. Mention that once carbon was 8. It is good to teach this in a way that
present from alpha processes, main- accounts for the number of protons and
sequence stars hotter than 15 million K neutrons in each step:
could facilitate the production of helium n Next step:
p+
through a process where 12C is used as a 12 6 6 Add a proton
C
catalyst: the carbon fusion cycle or the 7 6 Convert a need
protonnot be
9.13N
r-process and s-process
CNO cycle. Go through the cycle briefly, 13 6 7 Add a proton
discussed
C at length, but it will help to
demonstrating that this process involves 14 7that 7theseAddprocesses
a proton change
mention
N
repeated proton capture and beta-plus 8 atomic
15 atom’s 7 Convert after
a proton
the O weight, which the
decay. 7 8 Add a proton
atom
15
N undergoes various decay
Figure 5. The CNO cycle, which uses 12C as a catalyst to processes
12 6 6
to change its identity.
4 C
form more 4He in larger or hotter main-sequence stars. He 2 2
(Elert, 2015c)
9. Finally, share how due to the formation of heavier elements, a star will eventually be unable to
generate energy to push against gravity, causing it to collapse on itself. It then undergoes a supernova
explosion. Discuss that this releases a tremendous amount of energy, enough to synthesize elements
heavier than iron, including some of the heaviest elements known (uranium, thorium). This is done
through the r-process, which involves rapid capture of neutrons by the atom. Mention that other heavy
elements are also synthesized through s-process, which involves slow neutron capture in red giants.
PRACTICE (30 MINUTES) Teacher Tip:

10. Review the lesson using the 10. Alternately, this concept map may be
following concept map. Give the map used at the start of the lesson to guide
with blanks in place of most of the students with all the terms.
terms, and ask students to fill the
diagram in.
Figure 6. Concept map for the current lesson.

11. Using a provided periodic table, allow students to write out all the equations involved in the alpha 11. Students should notice that mostly
ladder. What do they notice about the atomic number patterns of the elements found in the ladder? even-numbered elements emerge
Explain that this feature of the alpha ladder, as well as other rules of stability, results in the odd- through the alpha ladder, and that other
numbered elements being generally less abundant than the even-numbered elements beside them on elements between carbon and iron need
the periodic table. Emphasize that many other processes allowed for the odd-numbered elements, to be accounted for in other ways.
including supernova nucleosynthesis, radioactive decay, electron and neutron capture, nuclear fission,
and cosmic ray spallation.
ENRICHMENT (10 MINUTES & OUTSIDE OF CLASS) Teacher Tip:

12. Mention that quite a few elements were first discovered as man-made elements, as many of
them were not found to emerge from the major nucleosynthesis reactions (or their minor processes).
These include elements Americium through Lawrencium, and also include some of the newer, recently
discovered elements (eg. Flerovium, Livermorium). Inform students that they will have to research on
one of these elements for the Performance Task.
EVALUATION (20 MINUTES) Teacher Tip:

A. Question Bank (sample questions for Written Evaluation) A. Correct answers:
1. b. r-process
1. Which of the following processes is likely to generate the heaviest element?
a. CNO cycle c. triple-alpha process 2. !"𝑃 + !𝐻𝑒 → !"𝐶𝑙
b. r-process d. Big Bang nucleosynthesis
2. Which of the following reactions is not a part of the alpha ladder? !" ! !"
a. !"𝑀𝑔 + !𝐻𝑒 → !"𝑆𝑖 c. !"𝐴𝑟 + !𝐻𝑒 → !"𝐶𝑎 3. a. alpha ladder (CNO cycle does not
!" ! !" !" ! !"!"
b. !"𝑃 + !𝐻𝑒 → !"𝐶𝑙 d. !!𝑇𝑖 + !𝐻𝑒 → 𝐶𝑟 consume any carbon; it simply uses
carbon as a catalyst)
!" ! !" !! ! !" 4. a. heavier
3. If an element is used up by a star in fusion, it is sometimes called “burning”, even though no b. supernova
actual combustion occurs. Which of the following processes is likely to involve “carbon burning”? c. True
a. alpha ladder c. triple-alpha process d. True
b. CNO cycle d. s-process B. Emphasize the importance of proper
4. Modified True or False: If the statement is true, write True. Else, replace the underlined portion research skills and citation throughout
with the correct word or phrase. the task, even with creative outputs. If
a. A star gets lighter as time goes on. there is no time to present in class, they
b. Most of the heaviest elements were formed in main-sequence stars. may present outside of class directly to
c. The heavy elements in a star are found in its core. you, or submit in a form that can be
viewed separately.
d. In stellar nucleosynthesis, heavier elements are formed from combining lighter ones.
B. Performance Task
Students will create an output that discusses the origin of one of the man-made elements. In their
output, they must:
 discuss the element’s basic characteristics
 give a brief timeline leading up to the element’s discovery
Students may present their research in the form of a poster, powerpoint, a report or essay, video, or
infographic. A sample rubric may be given as follows:
1 pt. 3 pts. 5 pts.
Presentation of the Most basic Basic aspects of the Unique aspects of the
element’s characteristics of the element that can be element, for example
characteristics element are missing or found on the periodic the element’s potential
absent table are present significance or uses,
were presented
Timeline of the There is no clear chain The scientific history of The element’s history
element’s discovery of events or key the element’s was presented clearly
moments presented discovery was made and the process of
clear, including creating the element
notable people and was discussed
groups involved
(add creative metric)
(add other metrics)

Disaster Readiness and Risk Reduction SYLLABUS

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Disaster Readiness and Risk Reduction SYLLABUS

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Big Bang Theory and Formation of the Light

lesson duration of 20 minutes

under Physical Science

generated on November 07, 2017 at 02:00 pm

Tags: Physical Science

Generated: Nov 07,2017 10:00 PM

Written By: Manolo Pena on September 6, 2016

Subjects: Physical Science

Tags: Physical Science

The learners demonstrate an understanding of;

Image retrieved from https://en.wikipedia.org/wiki/Nucleosynthesis

Download Teaching Guide Book 0 mins

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

A. No. of learners who earned 32 28 25 30 34

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

Prepared by: HENRY N. Noted: GLADYS A. ACOBA Checked by: JHONY C.

MATERIALS Projector, computer

Dhaliwal, J. K. (2012b). Nucleosynthesis: Heavier Elements. [Powerpoint slides]. Retrieved from

PROCEDURE MEETING THE LEARNERS’ NEEDS

REVIEW (15 MINUTES)

!"#$%& !"#$%& (!)

Several nuclear fusion processes occur in a red

As it accumulates mass, the star can keep

!"𝐶𝑟 + !𝐻𝑒 → !"𝐹𝑒

PRACTICE (30 MINUTES) Teacher Tip:

Figure 6. Concept map for the current lesson.

ENRICHMENT (10 MINUTES & OUTSIDE OF CLASS) Teacher Tip:

EVALUATION (20 MINUTES) Teacher Tip:

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