1. The document provides a learning activity worksheet for grade 12 physical science students with questions about the formation of elements through nuclear fusion in stars and supernovae. It includes matching, fill-in-the-blank, multiple choice, and descriptive questions. 2. The worksheet covers topics like the Big Bang theory, stellar evolution, and nuclear reactions that form heavier elements. Activities require students to identify nuclear particles, complete nuclear equations, and understand stellar nucleosynthesis. 3. The document aims to assess students' understanding of how heavier elements are formed during star formation and evolution through nuclear fusion processes in stars and supernovae.

1. Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City
Learning Activity Worksheets (LAW)
Physical Science
Grade 12
Name: _____________________________ Date: _________ Rating/Score_________
THE FORMATION OF ELEMENTS
Activity 1: Match Me!
Directions: Match Column A with Column B. Write your answer in the space provided.
Column A Column B
_____1. Nuclear fusion A. a cosmological model of the
observable universe from the
_____2. Big Bang Theory earliest known periods through
its subsequent large-scale
_____3. Star evolution
B. made up of very hot gas mostly
_____4. Core hydrogen and helium
C. layer of star was nuclear fusion
_____5. Supernova happens
D. a powerful and luminous stellar
explosion
E. a nuclear reaction in which
atomic nuclei of low atomic
number fuse to form a
heavier nucleus with release
Activity 2: Name Me!
Directions: Identify the words that are being described. Write your answer on the blank.
1. It is a stellar core formed when the fragments of a collapsed molecular cloud
contract. _______________________
2. It was formed when a gravitational equilibrium is reached during the hydrogen
fusion in a protostar. _____________________
3. A star that used up its hydrogen supply in the core and switched into the
thermonuclear fusion of hydrogen in the shell surrounding the core.
____________________
4. It is also known as stars that are formed in clouds of gas and dust.
____________________
5. The two lightest elements formed after the Big Bang. ___________________
Q1 Week 1 (Learning Activity Worksheet) Page 1 of 8
Target Competency: Give evidence for and describe the formation of heavier elements during
star formation and evolution. (S11/12PS-IIIa-2)

2. Activity 3: Complete Me!
Directions: Identify the missing words to complete the sentence. Choose the correct
answer inside the box.
stellar nucleosynthesis big bang nucleosynthesis cosmic chemical reaction
oxygen cosmic ray spallation helium
The first nuclei were formed a few minutes after the Big Bang through nuclear
reactions in a process called 1. _____________. Nucleosynthesis in stars and their
explosion later produced the variety of elements and isotopes that we have today in the
process called 2. _______________stars fuse light elements to heavier ones in their
cores, giving off energy in the process known 3. ________________. Supernova
nucleosynthesis within exploding stars is largely responsible for the elements between 4.
__________ and rubidium. 5______________is a process wherein cosmic rays’ impact
that nuclei of the interstellar medium and fragment larger atomic nuclei.
Activity 4: Identify Me!
Directions: Identify the words that are being described. Rearrange the jumbled letters to
get the correct answer and write on the space provided.
1. Atomic nuclei interact through
TRNOGS ECFOSR __________ __________
2. To overcome the electrical repulsion, the particles must be moving rapidly, as
they will be if the material is at a high
EEERTTPUAMR __________
3. The overcoming of the electrical repulsion leads to what are known as
NOTERHMCULREA SRAETACNOI __________ __________
4. If neutrons are added to a stable nucleus, it is not long before the product
nucleus becomes unstable and the neutron is converted into a
NOPROT _________
5. The rate of thermonuclear reactors depends on
YDNETSI _________
Q1 Week 1 (Learning Activity Worksheet) Page 2 of 8
Target Competency: Give evidence for and describe the formation of heavier elements during star
formation and evolution. (S11/12PS-IIIa-2)

3. Activity 5: Correct Me If I’m Wrong!
Directions: Write T if the statement is correct. If false, underline the word or group of
words that makes the statement false. Write the correct answer in the space provided.
_________ 1. A linear particle accelerator is used to speed up the protons to overcome
the repulsion between the protons and the target atomic nuclei by using
magnetic and electrical fields.
_________ 2. The first synthesized element in the periodic table was Technetium.
_________ 3. A particle accelerator is a device used in synthesizing elements with atomic
number 43.
_________ 4. The other two elements with atomic numbers 61 and 87 were discovered
through studies in radioactivity.
_________ 5. Element 85 was named astatine from the Greek word “astatos’ meaning
unstable.
Activity 6: Guess Who?
Directions: Multiple Choice. Choose the letter of the best answer.
________1. Who published a paper on the arrangement of the elements in the periodic
table based on their atomic number?
A. Henry Gwyn-Jeffreys Moseley C. Ernest Rutherford
B. Albert Einstein D. Dale Corson
________2. Who bombarded molybdenum with an atomic number (Z=42) with fast-
moving neutrons?
A. Galileo Galilei C. Dmitri Mendeleev
B. Jeffrey Moseley D. Ernest Lawrence
________3. Who successfully carried out a nuclear transmission reaction involving the
transformation of one of the elements into another element in 1919?
A. Emilio Segre C. K. Mackenzie
B. Ernest Rutherford D. Nikola Tesla
________4. Dale Corson, ______________ and Emilio Segre discovered elements with
atomic number 85.
A. Isaac Newton C. Mackenzie
B. Ernest Lawrence D. Ernest Rutherford
________5. Who proved that an element having the atomic number 93 could be created?
A. Edwin McMillan C. Marie Curie
B. Dale Corson D. Emilio Segre
Q1 Week 1 (Learning Activity Worksheet) Page 3 of 8
Target Competency: Give evidence for and describe the formation of heavier elements during
star formation and evolution. (S11/12PS-IIIa-2)

4. Activity 7: Name Me!
Directions: Identify the name of the following atomic nuclei and sub-atomic particles. Write
your answer in the space provided.
1. 𝑛0
6. 𝑒−
2. 𝑝+
7. 𝛾
3. 23𝐻𝑒 8. 23𝐻𝑒
4. 12𝐷 9. 47𝐵𝑒
5. 13𝑇
10
. 37𝐿𝑖
Activity 8: Complete Me!
Directions: Complete the given following nuclear reactions on the formation of heavier
elements during star formation and evolution. Write your answers in the space given.
1. 𝑛0
→ 𝑝+
+ ___ + 𝑣𝑒
2. 𝑝+
+ 𝑛0
→ 12𝐷 + ___
3. 23𝐻𝑒 + 12___ → 24𝐻𝑒 + 𝑝+
4. 12𝐷 + 12𝐷 → 24𝐻𝑒 + ____
5. 13𝑇 + 12𝐷 → 24𝐻𝑒 + ____
6. 12𝐻 + 12𝐻 → 24𝐻𝑒 + ____
7. 13𝐻 + 𝐻 → 24𝐻𝑒 + ____
8. ____ + ____ → 37𝐿𝑖 + ____
9. ____ + ____ → 47𝐵𝑒 + ____
10 ____ + ____ → 67𝐶 + ____
Q1 Week 1 (Learning Activity Worksheet) Page 4 of 8
Target Competency: Give evidence for and describe the formation of heavier elements during
star formation and evolution. (S11/12PS-IIIa-2)

5. POLAR AND NONPOLAR MOLECULES
Activity 1: Time to think!
Directions: Identify the following. Write the missing letter on the blank to complete the
word/s.
1. N_ _ _ _l_r _o_a_e_t _o_d
- a type of bond which occurs when two atoms share the same pair of electrons.
2. _o_a_ C_ _a_ _ _t B_ _ _
- a kind of chemical bond in which a pair of electrons are shared unequally between
two atoms.
3. _ o_i_
- the complete transfer of the electron(s) of valence between atoms.
4. M_ _ec_ _ _s
- the smallest entity that has the chemical properties of that element or compound in
a chemical element or compound.
5. _ l _ _t_ _ _e_ _t_ _ i_y
- a measure of the power of an atom to draw in the electrons when the atom is a
component of a compound.
Activity 2: Let’s Arrange!
Directions: Arrange the following set of elements according to increasing
electronegativity value. Please refer to the Periodic Table of Elements.
Elements Increasing electronegativity value
1. K Sc Be Fr O
2. Mn Pt Cs F Sn
3. Te Se Po N P
4. Hg H Hf C As
5. V Y B U I
Arrange the following set of elements according to decreasing electronegativity value.
Elements Decreasing electronegativity value
1. Lithium, Iron, Zinc, Calcium, Cerium
2. Tungsten, Osmium, Gold, Gallium,
Selenium
3. Erbium, Tin, Arsenic, Sulfur, Chlorine
4. Cobalt, Silicon, Lead, Osmium, Barium
5. Bismuth, Tantalum, Niobium,
Palladium, Indium
Q1 Week 2 (Learning Activity Worksheet) Page 5 of 8
Target Competency: Determine if a molecule is polar or non-polar given its structure.
(S11/12 PS-IIIc-15)

6. Activity 3: Complete the table
Directions: Determine if the bond between atoms in each example below is
nonpolar covalent, polar covalent, or ionic. Please refer to the Periodic Table of
Elements.
Molecule Electronegativity
Values
Difference in
Electronegativity
Bond Type
H and O
H=2.2
1.2 Polar
O=3.4
1. Tl and Tl
2. Germanium
and
Sodium
3. Cr and Co
B. Identify the Polarity of the molecule base on the given Lewis Electron Dot Structure.
Molecule Lewis Electron Dot
Structure
Polarity
(Polar/Nonpolar)
1. H2O
https://nonsibihighschool.org/advancedch11.ph
p
2. CH4
https://learnwithdrscott.com/lewis-dot-structure/
Activity 4: Modified True or False
Directions: Read each statement below carefully. Write TRUE if the statement is
correct. If FALSE, change the underlined word or group of words to make it correct.
Write your answer before the number.
___________________1. Valence electrons identified in the innermost shell.
___________________2. To write the Lewis dot symbol of an element we place dots
representing its valence electrons around the chemical
symbol of the element, one at a time.
Q1 Week 2 (Learning Activity Worksheet) Page 6 of 8
Target Competency: Determine if a molecule is polar or non-polar given its structure.
(S11/12 PS-IIIc-15)

7. ___________________3. Lewis electron dot symbols (often shortened to Lewis dot
symbols) that can be used to multiply the shape of valence
that most elements in their compounds formed.
___________________4. The American chemist at the beginning of the 20th century G.
N. Lewis (1875–1946) developed a symbol system — now
known as Lewis electron-dot symbols.
___________________5. Enables the monitoring of valence electrons during bond
formation.
Activity 5: Complete the table.
Directions: Draw the Lewis electron dot structure of each element present in the
compound. In the first column, draw the Lewis electron dot structure of each element
present in the given chemical compounds. In the second column, draw the Lewis
electron dot structure as a compound.
Element
Symbol
Valence Electron of Each
Element Involve
Lewis Electron Dot Structure
of The Whole Molecule
HF
H2S
Cl2
HBr
OF2
Activity 6: SCIE-EX!
Materials: Water, bowl, thread, vegetable oil, and dish detergent
Directions: Pour some water into a shallow bowl. Now take a length of thread or a long
hair and lay it on top of the water in a closed-loop. Put a few drops of vegetable oil
inside the loop of the thread and gently stir the oil. Now add some dish detergent
outside the loop of string and gently stir it into the water. Remove the thread and watch
what happens.
Q1 Week 2 (Learning Activity Worksheet) Page 7 of 8
Target Competency: Relate the polarity of a molecule to its properties. (S11/12 PS-IIIc-16)

8. Answer the following question:
A. What did you observe from the experiment? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
B. Why do you think Oil and water do not mix?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
C. Based on your observations, what conclusion have you drawn?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Q1 Week 2 (Learning Activity Worksheet) Page 8 of 8
Target Competency: Relate the polarity of a molecule to its properties. (S11/12 PS-IIIc-16)