This 3 sentence summary provides the key details about the document:
The document is a lesson plan for a Grade 12 Physical Science class at Dolores National High School that explains how the concept of atomic number led to the synthesis of new elements in the laboratory. The lesson plan outlines the objectives, content, learning resources, procedures including preliminary activities, the main activity, analysis, abstraction, application, and evaluation. The goal is for students to understand how atomic numbers are used to synthesize new elements.
This 3 sentence summary provides the key details about the document:
The document is a lesson plan for a Grade 12 Physical Science class at Dolores National High School that explains how the concept of atomic number led to the synthesis of new elements in the laboratory. The lesson plan outlines the objectives, content, learning resources, procedures including preliminary activities, the main activity, analysis, abstraction, application, and evaluation. The goal is for students to understand how atomic numbers are used to synthesize new elements.
This 3 sentence summary provides the key details about the document:
The document is a lesson plan for a Grade 12 Physical Science class at Dolores National High School that explains how the concept of atomic number led to the synthesis of new elements in the laboratory. The lesson plan outlines the objectives, content, learning resources, procedures including preliminary activities, the main activity, analysis, abstraction, application, and evaluation. The goal is for students to understand how atomic numbers are used to synthesize new elements.
This 3 sentence summary provides the key details about the document:
The document is a lesson plan for a Grade 12 Physical Science class at Dolores National High School that explains how the concept of atomic number led to the synthesis of new elements in the laboratory. The lesson plan outlines the objectives, content, learning resources, procedures including preliminary activities, the main activity, analysis, abstraction, application, and evaluation. The goal is for students to understand how atomic numbers are used to synthesize new elements.
Explain how the concept of atomic number led to the synthesis of new elements in the laboratory.
II. Content a. Topic: Henry Moseley, Atomic Number, and Synthesis of Elements b. Resources: MELC, Phoenix Book, Teachers Guide c. Materials: Laptop, PPT Presentation d. Attitudes: Perceive the significance of making synthetic elements. e. Values: Respect scientist for their artificial construct. f. Learning across curriculum : Mathematics: Atomic number can be related to the concept of counting. The periodic table and atomic numbers can be used to introduce patterns and sequences in mathematics.
III. Learning Resources
a. Most Essential Learning Competency b. Physical Science book c. Physical Science Module
IV. Procedure a. Preliminary Activities i. Checking of Attendance ii.Drill A. Identify the elements! 1. Au 2. N 3. Md 4. Be 5. Mn
iii. Review
Check point! Like or Dislike
Directions: Raise your thumb if the statement is correct, otherwise thumbs-down.
1. Big Bang Nucleosyntheis is the formation of elements in the center of the star. 2. Protostar is a giant cloud of dust and gas in space. 3. According to Georgess Lemaitre that the galaxies are moving away from the earth. 4. S process happen when there is a slow rate capturing neutron while there is a faster rate of radioactive ddecay hence increasing the proton by 1. 5. Massive star or star eight larger than solar mass, they under proton-proton chain reaction to convert Hydrogen to Helium.
iv. Motivation Emblem-ments! Direction: Change the elements of the periodic table to its corresponding symbols to make them into a new word in the sentence.
Trial!
When there is love, there is Lithium Iron. (Life)
1. I am a Carbon Oxygen Flourine Iron Einsteinium minus Sulfur lover.
2. Barium Borin Ytrium, will you be mine? 3. It’s Floruine Iodine Neon to be hurt rather than be in a fake love. 4. Wala talagang Flourine Oxygen Rhenium Vanadium Erbium!
v. Activity Proper
i. Activity (Collaborative Learning)
Atomic Number Puzzle
Objective: To reinforce the concept of atomic numbers and their arrangement in the periodic table.
Instructions: 1. Distribute the puzzle pieces with atomic numbers to the students. 2. In groups, students need to arrange the puzzle pieces to form the correct sequence of atomic numbers. 3. Evry group will be provided with ablank puzzle template where students can write the atomic numbers in order.
Materials:
Puzzle Pieces with atomic numbers, Blank puzzle template
Rubric: Correct Arrangement of Atomic Numbers – 5 pts Participation and Teamwork – 5 pts
Guide Questions:
1. What is atomic number?
2. What is the significance of atomic number in the periodic table? 3. How are elements arranged based on their atomic numbers? 4. Explain why atomic number is important in predictinf the properties of elements?
ii. Analysis
1. What is atomic number?
2. What is the significance of atomic number in the periodic table? 3. How are elements arranged based on their atomic numbers? 4. Explain why atomic number is important in predicting the properties of elements? iii. Abstraction
Explain how the concept of atomic number led to the synthesis of new elements in the laboratory.
a. History of the Periodic Table
b. Identifying the Atomic Number, Atomic Weight, Atomic Mass, Protons, Neutrons and Electrons. c. Defining atomic number d. Synthesis of new elements inside the laboratory.
Students will complete the chart with
needed information on the distinguishable characteristics of quantitative and qualitative research. The teacher will then clarify and elaborate the key concepts. iv. Application
Why do scientist study and synthesize new tranuranium elements in laboratory? What are the uses of these elements?
v. Evaluation
I. Multiple Choice. Directions: Choose the letter of the best answer in each item and write your answer on your quiz notebook.
1. He successfully carried out a nuclear transmutation reaction, a process of transforming one
element or isotope into another element. a. Chadwick b. Moseley c. Mendeleev d. Rutherford 2. He synthesized element with atomic number 43 using alinear particle accelerator. a. Ernest Rutherford b. Ernest Lawrence c. Dmitri Mendeleev d. John Dalton 3. He noticed that shooting electrons at elements caused them to release x-rays at unique frequencies. a. Mendelev b. Millikan c. Moseley d. Serge 4. These are elements with atomic numbers beyond 103. a. SuperHevy Elements b. Gases Elements c. Lightest Elements d Halogens 5. He created a classification of elements based on their atomic weight. a. Rutherford b. Dalton c. Millikan d. Mendeleev II. Directions: Write the nuclear reactions involved in the synthesis of each of the following elements. a. Curium (z=96) was formed by reacting Pu – 239 with alpha particles 42 He. It has a half-life of 162 days. b. Mendelevium (z=101) was formed by reacting En-253 with alpha particles. c. Meitnerium (Z=109) was formed by cold fusion which involves the combination of Bi and Fe nuclides at ordinary temperature.
vi. Assignment
Create a timeline using illustrations and text showing on how elements form with the concept of atomic number.
