SLM SHS Physical Science Quarter 1 DepEd Calabarzon

Physical Science
Quarter 1 – Module 1:
Formation of Heavy Elements
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Personal Development
Alternative Delivery Mode
Quarter 1 – Module 1: Title
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – RegionIV-A CALABARZON
Office Address: Gate 2 Karangalan Village,Barangay San Isidro
Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ict.calabarzon@deped.gov.ph
Development Team of the Module
Writers: Rose Ann Q. Abuel
Editors: Priscilla D. Domino
Felipa A. Morada
Reviewers: Elmer C. Bobis, Rogelio D. Canuel
Illustrator: Geselle A. Teaňo
Layout Artist: Elsie R. Reyes, Pamela A. Lalusin, Mary Grace L. Asa
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Susan DL. Oribiana,
Catherine V. Maranan
Lorna R. Medrano
Edita T. Olan
Editha M. Malihan
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Physical Science
Formation of Heavy Elements
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Introductory Message
For the facilitator:
Welcome to the Physical Science Alternative Delivery Mode (ADM) Module on
Formation of Heavier Elements!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
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For the learner:
Welcome to the Physical Science Alternative Delivery Mode (ADM) Module on
Formation of Heavier Elements!
The hand is one of the most symbolic parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that as a learner,
you are capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own
hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the lesson.
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What I Can Do This section provides an activity which will
help you apply your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in
developing this module.
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What I Need to Know
This module will walk you through the beginning of everything. It focuses on
how some elements known today were formed same as when stars were born right
after the universe existed. You will be provided with activities such as filling out
graphic organizer, reading story board and illustrations which make you remember
the lesson. Make sure to answer first the pretest before going through this module
and the posttest at the end of the module.
The module consists of:
• Lesson 1 – Stellar Nucleosynthesis: Rise of the Stars!
After going through this module, you are expected to:
1. explain stellar nucleosynthesis;
2. describe the different stages of life cycle of stars;
3. cite the different heavy elements formed in each stages of star cycle;
4. describe how heavier elements formed during stellar nucleosynthesis and
evolution.
Have you also wondered what stars are made of? What keeps them shining so
bright? Are there also stars that do not spark? You might also be asking the same
questions ever since you were little that until now you still seek answers for. Well,
this module will help you understand some of the important concepts about stars.
Are you ready? Let’s go!
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What I Know
Choose the letter of the best answer in each item and write it on a separate sheet of
paper.
1. Which of the following is the most accepted theory about the formation of the
universe that explains why it continues to expand?
a. big bang theory c. steady state theory
b. divine creation theory d. oscillating theory
2. Which of the following is not considered as light elements?
a. helium c. lithium
b. hydrogen d. iron
3. Which of the following is TRUE about nucleosynthesis?
a. It is the division of atomic particle
b. The combination of elements to form compound
c. It is the creation of everything including all matter in universe
d. It is the process of creating new atomic nuclei from pre-existing nuclei
4. Which process is responsible for the formation of light elements such as
Hydrogen and Helium?
a. big bang nucleosynthesis c. supernova nucleosynthesis.
b. stellar nucleosynthesis d. terrestrial nucleosynthesis
5. Which element is the lightest and at the same time the most abundant in
outer space?
a. hydrogen c. lithium
b. helium d. iron
6. How do heavier elements formed?
a. Though combustion c. Through nuclear fusion
b. Through nuclear fission d. Through nuclear synthesis
7. Which element can be formed when three atoms of helium are fused?
a. carbon c. oxygen
b. hydrogen d. silicon
8. Which of the following elements DOES NOT belong to the group?
a. beryllium c. iron
b. silicon d. oxygen
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9. Which process is responsible for the formation of elements at the center of
star?
a. big bang nucleosynthesis c. stellar nucleosynthesis
b. nuclear fusion d. supernova nucleosynthesis
10. How Elements heavier than iron are formed?
a. big bang nucleosynthesis c. stellar nucleosynthesis
b. solar nucleosynthesis d. supernova nucleosynthesis
11. Which element will be formed when Carbon atom is combined with Helium
atom?
a. magnesium c. oxygen
b. neon d. silicon
12. Why do average stars have longer life span than massive star?
a. They have less fuel to burn c. They burn their fuel at faster rate
b. They have more fuel to burn d. They burn their fuel at slower rate
13. Which phase of star life cycle is our sun?
a. main sequence star c. red giant
b. planetary nebula d. white dwarf
14. Which of the following contains only heavy elements?
a. carbon, lithium, neon
b. carbon, silicon, magnesium
c. carbon, beryllium, helium
d. helium, carbon, hydrogen
15. In which stage do massive stars explode and release large amount of
energy?
a. main sequence
b. protostar
c. super nova
d. white dwarf
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Lesson
1
Stellar Nucleosynthesis:
Rise of the Stars!
The world where we live today is just a small part of our universe. In your
previous years, you have learned about the different theories of the origin of
the universe that eventually led to the formation of galaxies, solar system
and other heavenly bodies. This lesson will focus on one of those wonderful
things present in outer space, the stars. Although stars are millions of light
years away from us, we can still see them twinkling in the night sky. Let’s
find out how they emit light and what keeps them shining for a long time.
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What’s In
Right after Big Bang, protons and neutrons combined together and formed
light elements Hydrogen and Helium in the process of Big Bang
Nucleosynthesis. Other light elements such as Lithium and Beryllium
were also formed during this process.
Scientists believe that the formation of the universe began through the
explosion of a primordial atom which happened 13 billion years ago. It is
known as the Big Bang. It became a theory that also explains the
continuous expansion of the universe.
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What’s New
Stellar Nucleosynthesis
The word “stellar” means star and the formation of elements in the center of the
star is called stellar nucleosynthesis. Carl Sagan said that “We are made of star
stuff.” What did he mean by that? If we know how some important heavy elements
were formed same as stars, that maybe a clue.
Label the sequence of star life cycle. Use the hints/clues found in the table below
this diagram.
Average Star Massive Star
Star Life Cycle
1. ______
3. ______
2. ______
4. ______8. _____
______
5. ______
7. ______ 6. ______
9. _____
______
10. _____
______
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• Guide them in this activity and clarify any
misconceptions.
• The teacher can also ask the students to illustrate the
stages of star cycle using their art materials in a
separate bond paper for better retention.
Hints/ Clues
Average Star
1. The star is unable to generate heat when it runs out of
hydrogen in its core leading to its contraction and expansion.
It cools down and glows red. The Helium fused into Carbon.
The star is now RED GIANT
2. Red giant star becomes exhausted of nuclear fuel, the outer
material is blown off into space leaving the inert Carbon. The
remnant is known as WHITE DWARF.
3. Giant cloud of gas and dust known as NEBULA.
4. It is formed from nebula due to the gravity that pulled
Hydrogen gas together until it spins faster and faster and
becomes ignited. A PROTOSTAR rises.
5. MAIN SEQUENCE STAR starts to form when nuclear fusion
occurs at the core of the star, it begins to contract, glow and
become stable. Hydrogen is converted into Helium.
6. This is said to be the remain of the white dwarf that cooled
down and no longer emits light and heat. The hypothetical
BLACK DWARF.
Massive star
1. It is believed that a NEUTRON STAR is formed from supernova
explosion. This is also the smallest star
2. Explosion of star or SUPERNOVA releases large amount of
energy. Because of that, elements are dispersed into the space.
3. BLACK HOLE is a region in space where gravity is too strong
that no matter can escape from it.
4. A more massive main sequence star evolves, cools and expands
faster than low mass star and will turn into RED SUPER GIANT
star, the largest known star. Carbon fusion still occurs and
Oxygen formed.
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Were you able to label all the stages of star? Review the hints/clues in the previous
activity. You will notice that following the sequence will reveal what happens in
each stage of star.
To understand further, answer the following questions below.
1. What element from space is pulled by gravity and turn into a protostar?
______________________________________________________________________
2. What will happen if a low massive main sequence star runs out of hydrogen
fuel?
_______________________________________________________________________
3. How are heavy elements such as Carbon, Oxygen and Neon formed during
star formation?
_______________________________________________________________________
4. Why is it impossible for any matter such as light and radiation to escape
from a black hole?
________________________________________________________________________
5. Why do you think massive star has shorter life span than average star?
________________________________________________________________________
What is It
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Look at the diagrams below. These will explain how stars are formed into
different stages because of nuclear fusion (combination of nuclei to form heavier
one) among heavy elements.
The diagram shows
the Proton-Proton
Chain reaction in
main sequence star.
This is the process by
which average star
gets their energy and
convert Hydrogen into
Helium. It starts with
proton and neutron
fused together to form
deuterium. When one
proton collides with
deuterium, Helium-3
is formed. Two
Helium-3 collided will
form Helium-4.
Case is different in massive
star or star eight times
larger than solar mass.
They undergo CNO
(Carbon, Nitrogen,
Oxygen) cycle to convert
Hydrogen into Helium. You
can see at the right how
Carbon 12 fused with
proton (H) and form
Nitrogen-13. Nitrogen-13
undergoes beta decay to
form Carbon-13. Carbon-
13 captures proton (H) and
Nitrogen 14 is formed.
Nitrogen 14 captures
proton and Oxygen-15 is
produced. Oxygen-15
undergoes beta decay and
produces Nitrogen-15.
Nitrogen-15 fused with
proton gives off Helium and
ends up with Carbon-12.
Then the process repeats
again.
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Tri alpha process happens in red giant star once they leave the stage of
main sequence star. This is how three Helium-4 are converted into Carbon.
A star accumulates more mass and continues to grow into red super giant.
Alpha particle fusion happens at its core and creates more heavy elements
until Iron. This is known as the Alpha ladder process.
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How do elements heavier than Iron form? As the energy at the
core of the star decreases, nuclear fusion cannot produce
elements higher than Iron. Different pathway is needed for
heavier elements to be formed.
Neutron capture, a neutron is added to a seed nucleus.
Below is the representation of how neutron is captured
and heavier nucleus is formed.
Example:
Neutron capture can be slow or rapid;
a. S-process or slow process happens when there is a
slow rate of capturing neutron while there is a faster
rate of radioactive decay hence increasing the proton
by 1.
Example:
b. R-process or rapid process means that there is faster
rate of capturing neutron before it undergoes
radioactive decay thus, more neutrons can be
combined at the nucleus. This is what happens in a
supernova forming heavier elements than Iron with
the process known as supernova nucleosynthesis.
Example:
The explosion of star or supernova is believed
to be the source of other elements heavier
than Iron. During the explosion, these heavy
elements are dispersed into the space. Aside
from gases Hydrogen and Helium in space,
other evidence of star formation is the energy
emitted during nuclear reaction. It is also the
energy emitted by different forms of radiation
such as UV, Infrared, X-ray, radio wave and
microwave.
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What’s More
Match the terms in column A with its description in Column B
________1. Alpha ladder process
________2. Big bang nucleosynthesis
________3. CNO cycle
________4. Neutron capture
________5. Proton- proton chain
________6. R- process
________7. S- process
________8. Stellar Nucleosynthesis
________9.Supernova
Nucleosynthesis
_______10. Tri alpha process
a. There is faster rate of capturing
neutron before it undergoes
radioactive decay
b. Nuclear fusion that happens in
red super giant star and creates
more heavy elements until Iron.
c. Happens when there is a slow rate
of capturing neutron while there
is a faster rate of radioactive
decay
d. Process wherein light elements
such as Helium and Hydrogen
form.
e. This is how three Helium-4 is
converted into Carbon in red giant
star
f. A process where elements heavier
than Iron are formed.
g. Nuclear fusion reaction where
Hydrogen is converted to Helium
h. Addition of neutron to form
heavier nuclei
i. Process by which elements are
created within the star
j. This happens in massive star
which convert Hydrogen into
Helium.
A B
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Read the paragraph then fill in the blanks with the correct word/s.
It all starts with 1. ____________, cloud of gas and dust particle in outer
space. Due to the force of gravity, the 2. ____________ gas is pulled together and
eventually became a protostar. Nebular fusion occurs at the center of the protostar
and becomes stable. During this time, hydrogen is converted into 3. _____________
forming main sequence star. The size of the star can be average or massive. A
massive main sequence star that runs out of hydrogen fuel will begin to expand
and cool down. This is 4. ________________, the biggest star in the universe. The red
super giant continues to fuse with heavy elements and stops when 5. ___________ is
converted in the core of the star. At this point, red super giant will become a
supernova after hundreds of years.
What I Can Do
Now, you have learned how stars are formed and evolve from one stage to another
and its connection with heavy elements from Carbon through Iron. There are many
processes that stars have to undergo before they evolve from one stage to another.
For your next task, you will write a story which relates the events of your life from
past, present and future to the life cycle of a star. Use also those elements which
could symbolize something or anything in your story. (Use another sheet of paper
for this task).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________-
__________________________________________________________________________________
What I Have Learned
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Rubrics for Story of Your Life
Criteria Excellent
(5pts)
Fair
( 3pts)
Poor
(1pt)
Overall effort
Work shows time,
effort and
neatness that
enhances the
overall written
output.
Work shows time
and effort put into
it
Lacks effort and
cleanliness
Background
context
The student's
output contains
background and
context and shows
how world events
have significantly
affected his/her
life.
The project
contains
discussion of
world events but it
is unclear how
they have affected
the student's life.
No background or
contextual
information is
included.
Grammar and
Spelling
The student does
not commit error
when it comes to
grammar and
spelling.
The student
commits 1- 3
grammar mistakes
and spelling.
The student
commits more
than 4 mistakes in
grammar and
spelling
Content
Student includes
information about
birth, friends,
family, hobbies
and is able to tie
his/her story to
the topic given.
Student includes
very few details.
Output is
somewhat tied up
with the topic
Information
included is not
related to the task
or no attempt was
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Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is NOT an evidence of star formation?
a. hydrogen c. infrared Radiation
b. helium d. rocks
2. How is the energy of star produced?
a. By combustion c. by nuclear fission
b. By decomposition d. by nuclear fusion
3. Which phase of star will be created after the end of red giant?
a. black hole c. supernova
b. red super giant d. white dwarf
4. Which is known as the biggest stars in the universe.
a. main sequence star c. red super giant
b. red giant d. white dwarf
5. Which of the following gases are major components of star?
a. carbon and oxygen c. hydrogen and carbon
b. helium and carbon d. hydrogen and helium
6. Which of the following statements is FALSE?
a. The core of red giant star is made up of carbon
b. The average star has shorter life span
c. The more massive the star is the faster it burns its fuel
d. No elements heavier than Iron can be produced in a massive star
7. Which is the first stage of a star’s life cycle?
a. black hole c. protostar
b. nebula d. white dwarf
8. In main sequence star, Hydrogen fuses and converted to Helium. What
element is produced from Helium gas at its core??
a. carbon c. neon
b. iron d. silicon
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9. Which is the second most abundant element in the universe?
a. carbon c. hydrogen
b. helium d. oxygen
10. What object is formed from gas and dust particles which are pulled together
by gravity and no nuclear fusion has happened yet?
a. nebula c. protostar
b. main sequence star d. red supergiant star
11.Who stated that we are made of star stuff?
a. Carl Sagan c. Galileo Galilei
b. Edwin Hubble d. Stephen Hawking
12. Which of the following is the sign that a protostar will transform into the
next stage?
a. When the it starts to spin faster
b. When it starts to glow
c. When Hydrogen nuclear fusion begins
d. When it increases temperature igniting the Hydrogen
13.When does a star become unstable?
a. When it runs out of fuel
b. When it contracts and expands
c. When its core is converted to Iron
d. When the outer shell of star is pulled by the gravity from the center
14.Which fusion of elements does Iron come from?
a. carbon fusion c. magnesium fusion
b. neon fusion d. silicon fusion
15.Which is a huge luminous ball of hot gas such as Hydrogen and
Helium.
a. comet c. planet
b. moon d. star
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Additional Activities
On this activity, you will see a star with the topic written on its center. Fill out the
parts of the stars with all the concepts you have learned in this module.
1
2
3
4
6
5
7
Star Formation
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Assessment
1.D
2.D
3.D
4.C
5.D
6.B
7.B
8.A
9.B
10.C
11.A
12.C
13.A
14.D
15.D
What’sMore
4.B
5.2.D
6.3.J
7.4.H
8.5.G
9.6.A
7.C
8.I
9.F
10.E
WhatIKnow
1.A
2.D
3.C
4.A
5.A
6.C
7.A
8.A
9.C
10.D
11.C
12.B
13.A
14.B
15.C
What’sNew
1.Nebula
2.Protostar
3.Mainsequencestar
4.Redsupergiant
5.Supernova
6.Blackhole
7.Neutronstar
8.Redgiant
9.Whitedwarf
10.Blackdwarf
WhatIHaveLearned
1.Nebula
2.Hydrogen
3.Helium
4.Redsupergiant
5.Iron
Answer Key
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References
Dhaliwal, J and Moore,J. (n.d).Stellar Nucleosynthesis and The Periodic Table.
Retrieved from
https://earthref.org/SCC/lessons/2012/nucleosynthesis/#materials
National Aeroautics and Space Administration. (2015, May 7).Imagine the Universe.
Retrieved from
https://imagine.gsfc.nasa.gov/educators/lifecycles/LC_main_p2.html
The Elements: Forged in Stars.(n.d). Retrieved from
https://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.fusion/the-
elements-forged-in-stars/
Toogood, O (n.d).Hubbles Law and the Big Bang. Retrieved from
http://www.alevelphysicsnotes.com/astrophysics/big_bang.html#
Cain, F. (2009, February 5). Red Super Giant Star. Retrieved from
https://www.universetoday.com/
Quipper. (n.d). Nucleosynthesis: The beginning of Elements. Retrieved from
https://link.quipper.com/en/organizations/547ff9a8d2b76d0002001cf8/cu
rriculum#curriculum
Cantor, K. (n.d). Asrtonomy Portfolio. Retrived from
https://sites.google.com/a/wnesu.com/astronomy-portfolio-kenny-
cantor/big-bang-theory
Wiess, A. (2006). “Big Bang Nucleosynthesis: Cooking up the first Light Elements”.
Retrieved from https://www.einstein-online.info/en/spotlight/bbn/
Strassler, M. (2013, March 4). What Holds Nuclei Together?. Retrived from
https://profmattstrassler.com/articles-and-posts/particle-physics-
basics/the-structure-of-matter/the-nuclei-of-atoms-at-the-heart-of-
matter/what-holds-nuclei-together/
Esiegel. (2014, February 28). Burn Baby Burn!
https://scienceblogs.com/startswithabang/2014/02/28/ask-ethan-26-
burn-baby-burn
Canoy, W.Z. ( 2019, November 10). We Are all Made of Star Stuff. Retrieved from
https://www.facebook.com/notes/physical-science/lesson-2-we-are-all-
made-of-star-stuff-formation-of-the-heavy-elements/3024639240885614/
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For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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Physical Science
Concept of Atomic Number Led
to the Synthesis of New
Elements in the Laboratory
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Quarter 1 – Module 2: Concept of Atomic Number Led to the Synthesis of New
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
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Physical Science
Concept of Atomic Number Led
to the Synthesis of New
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Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module
on Concept of Atomic Number Led to the Synthesis of New Elements in the
Laboratory!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
the module:
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module
on Concept of Atomic Number Led to the Synthesis of New Elements in the
Laboratory!
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that as a learner,
you are capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own
hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
What I Need to Know This will give you an idea of the skills or
the module.
What I Know This part includes an activity that aims to
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
What’s New In this portion, the new lesson will be
What is It This section provides a brief discussion of
What’s More This comprises activities for independent
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What I Have Learned This includes questions or blank
What I Can Do This section provides an activity which will
Assessment This is a task which aims to evaluate your
competency.
Additional Activities In this portion, another activity will be given
Answer Key This contains answers to all activities in the
module.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
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What I Need to Know
This module is especially designed for you. It will help you track the
development of your understanding on how the concept of atomic number led
to the synthesis of new elements in the laboratory.
To make learning easy for you, the module provides activities that will soon
develop your curiosity on how the concept of atomic number led to the
synthesis of new elements in the laboratory
The scope of this module permits it to be used in different learning situations.
The language used recognizes the numerous vocabulary levels of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook
you are now using.
1. explain how the concept of atomic number led to the synthesis of
new elements in the laboratory;
2. identify the different elements formed after the process of synthesis;
3. realize the importance of the atomic number in identifying the new
elements identity in the periodic table.
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What I Know
Directions: Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. It is a device that 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.
a. Spectroscopy c. Particle Accelerator
b. Particle Decelerator d. Microscope
2. He created a classification of elements based on their atomic
weight.
a. Rutherford c. Millikan
b. Dalton d. Mendeleev
3. It is a one-dimensional point which contains a huge mass in an
infinitely small space.
a. Nucleosynthesis c. Singularity
b. Dilation d. R-process
4. He noticed that shooting electrons at elements caused them to
release x-rays at unique frequencies.
a. Mendeleev c. Moseley
b. Millikan d. Serge
5. He synthesized element with atomic number 43 using a linear
particle accelerator.
a. Ernest Rutherford c. Dmitri Mendeleev
b. Ernest Lawrence d. John Dalton
6. This is known as the origin and production of heavy elements.
a. Stellar Nucleosynthesis c. R-Process
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis
7. This is known as the origin of light elements.
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8. Process that can produce elements up to #83 - Bismuth.
a. Nuclear Fission c. S Process
b. R-Process d. S Process
9. This is also known as Nucleosynthesis.
a. S Process c. Nuclear Fission
b. R-Process d. Proton-Proton Reaction
10. This occurs in the main sequence of stars.
11. It is also known as nuclear fusion and the formation of new
nuclei actions in the early stages of development of the universe.
a. Nucleosynthesis c. R-Process
b. S-Process d. Singularity
12. In this process, there’s a buildup of a VERY heavy isotope, then
as beta-decays occur, you march up in atomic number and
produce heavy product.
13. He successfully carried out a nuclear transmutation reaction, a
process of transforming one element or isotope into another
element.
a. Chadwick c. Mendeleev
b. Moseley d. Rutherford
14. It was created by bombardment of molybdenum by deuterons
(heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in
1937.
a. Oxygen c. Technetium
b. Helium d. Uranium
15. These are elements with atomic numbers beyond 103.
a. Super Heavy Elements c. Lightest Element
b. Gases Elements d. Halogens
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Let the student explore the process and the history on how
elements form using the concept of atomic number.
Lesson
6
Physical Sciences: Concept of Atomic
Number that Led to the Synthesis
of New Elements in the Laboratory
Elements are made up of tiny particles, the neutron, proton and electron. H
and Helium are the elements that exist in the early beginning. Early in the Big
Bang, it was a tiny elementary particle. As the Universe expanded and cooled,
there was a period of proton-proton chain reaction wherein protons were fuse
into Helium. The Universe ran into a problem. Red giant cores get past this
via the Triple-Alpha process, but the Universe expands right through this
possibility and the density/temperature are quickly too low to synthesis any
additional elements.
What’s In
You learned earlier how all matter in the universe is made from tiny building
blocks called atoms. All modern scientists accept the concept of the atom, but
when the concept of the atom was first proposed about 2,500 years ago,
ancient philosophers laughed at the idea. It has always been difficult to
convince people of the existence of things that are too small to see. We will
spend some time considering the evidence (observations) that convince
scientists of the existence of atoms.
Do you have any idea how the different elements on the periodic table were
formed, known and identified? Let’s have a short review.
There is what we call Big Bang Theory that has some key stages: Singularity,
Inflation, Nucleosynthesis and Recombination: Let us differentiate them.
Singularity is a one-dimensional point which contains a huge mass in an
infinitely small space, where density and gravity become infinite and space-time
curves infinitely, and where the laws of physics as we know them cease to
operate. The basic homogeneity in distribution of matter in the universe was
established as a consequence of the first phase of inflation. Nucleosynthesis
was the nuclear fusion and the formation of new nuclei actions in the early
stages of development of the universe. Recombination - the formation of the
capture of free electrons by the cations in a plasma.
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What’s New
Activity I.I Making Your Own Periodic Table
a. P and Pr both have one electron each. Pr has a bigger atomic size.
b. Od, Ri, and E are in the same series as P, C, and I. In terms of
atomic size, P is the biggest while C is the smallest. E is a metal
while I is a non-metal. Od is smaller than Ri in atomic size.
c. O has a bigger atomic size than E in the same group. Y is also a
bigger atom than C in the same group. R is more nonmetallic than
Pe but more metallic than Ti.
What is It
Key Points
• The atomic number is the number of protons (positively charged
particles) in an atom.
• Henry Gwyn-Jeffreys Moseley was an English physicist who
demonstrated that the atomic number, the number of protons in
an atom, determines most of the properties of an element.
• In 1919, Ernest Rutherford successfully carried out a nuclear
transmutation reaction a process of transforming one element
or isotope into another element.
• In 1925, there were four vacancies in the periodic table
corresponding to the atomic numbers 43, 61, 85, and 87.
Elements with atomic numbers 43 and 85 were synthesized using
particle accelerators.
• A particle accelerator is a device that 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. It is
used to synthesize new elements.
Make your own periodic table using the hypothetical elements that
are given in the clues. Explain the word/s that will be formed if you
arrange the symbols of the elements correctly.
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• Elements with atomic numbers greater than 92 (atomic number of
uranium) are called transuranium elements They were discovered
in the laboratory using nuclear reactors or particle accelerators.
Dmitri Mendeleev created a classification of elements based on their atomic
weight. He found that organizing the elements at the time by their
calculated weight demonstrated a periodic pattern of both physical and
chemical properties, such as luster, physical state, reactivity to water, and
others.
Activity 1.1 Making Your Own Periodic Table shows how theoretical
elements where arrance accordiing to its atomic weight. For example, H has
an atomic mass of 1.00794 amu, which makes hydrogen the lightest
element on the periodic table. Hydrogen, H, was named by Laviosier and is
the most abundant element on the periodic table. It is followed by He, Li, Be
and so on and so fort because atomic weight is used to arrange elements
from lightest to heaviest.
Hello there, let me help you about how elements form
with the atomic concept.
By the way, He is Henry Moseley. He was an English
physicist whose experiment demonstrated that the
major properties of an element are determined by the
atomic number, not by the atomic weight, and firmly
established the relationship between atomic number
and the charge of the atomic nucleus.
Henry Moseley was a researcher at Rutherford’s laboratory.
In 1913, Moseley used Rutherford’s work to advance the understanding of
the elements and solve the problem with Mendeleev’s periodic table.
Moseley noticed that shooting electrons at elements caused them to release
x-rays at unique frequencies. He also noticed that the frequency increased by
a certain amount when the “positive charge” of the chosen element was
higher.
By arranging the elements according to the square root of the frequency they
emitted, he was able to draw out an arrangement of elements that more
correctly predicted periodic trends.
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𝐵𝑒4
9
+ 𝐻𝑒2
4
→ 𝐶 + 𝑛0
1
6
12
Mention the experimental evidence he gave to an existing hypothesis: that
the elements’ atomic number, or place in the periodic table, was uniquely
tied to their “positive charge”, or the number of protons they had. This
discovery allowed for a better arrangement of the periodic table, and
predicted elements that were not yet discovered. His method of identifying
elements by shooting electrons and looking at x-rays became a very useful
tool in characterizing elements, and is now called x-ray spectroscopy.
He used X-ray spectroscopy to determine the atomic number of an element.
He bombarded a beam of electrons to different elements and measured their
X-ray spectral lines. His results clearly showed that frequency of the X-rays
given off by an element was mathematically related to the position of that
element in the Periodic table. The frequency is proportional to the charge of
the nucleus, or the atomic number.
When the elements were arranged according to their atomic numbers, there
were four gaps in the table. These gaps corresponded to the atomic numbers
43, 61, 85, and 87. These elements were later synthesized in the laboratory
through nuclear transmutations.
Discovery of Nuclear Transmutation
In 1919, Ernest Rutherford successfully carried out a nuclear transmutation
reaction — a reaction involving the transformation of one element or isotope
into another element. The first nuclide to be prepared by artificial means was
an isotope of oxygen, 17O. It was made by Ernest Rutherford in 1919 by
bombarding nitrogen atoms with α particles:
However, both alpha particles and atomic nuclei are positively charged, so
they tend to repel each other. Therefore, instead of using fast-moving alpha
particles in synthesizing new elements, atomic nuclei are often bombarded
with neutrons (neutral particles) in particle accelerators.
James Chadwick discovered the neutron in 1932, as a previously unknown
neutral particle produced along with 12C by the nuclear reaction between
9Be and 4He:
The first element to be prepared that does not occur naturally on the earth,
technetium, was created by bombardment of molybdenum by deuterons
(heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in 1937:
The first controlled nuclear chain reaction was carried out in a reactor at the
University of Chicago in 1942. One of the many reactions involved was:
N7
14
+ α2
4
→ O + H1
1
8
17
𝐻1
2
+ 𝑀𝑜42
97
→2 𝑛0
1
+ 𝑇𝑐43
97
𝑈92
235
+ 𝑛0
1
→ 𝐵𝑟35
87
+ 𝐿𝑎57
146
+ 3 𝑛0
1
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The Discovery of the Missing Elements
Recall that in 1925, there were four vacancies in the periodic table
corresponding to the atomic numbers 43, 61, 85, and 87. Two of these
elements were synthesized in the laboratory using particle accelerators. A
particle accelerator is a device that 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. It is used to synthesize new elements. In
1937, American physicist Ernest Lawrence synthesized element with atomic
number 43 using a linear particle accelerator. He bombarded molybdenum
(Z=42) with fast-moving neutrons. The newly synthesized element was named
Technetium (Tc) after the Greek word "technêtos" meaning “artificial.” Tc was
the first man-made element.
The bombarding of Mo with deuteron formed technicium which is the first
artificially made element.
In 1940, Dale Corson, K. Mackenzie, and Emilio Segre discovered element
with atomic number 85. They bombarded atoms of bismuth (Z=83) with fast-
moving alpha particles in a cyclotron. A cyclotron is a particle accelerator
that uses alternating electric field to accelerate particles that move in a spiral
path in the presence of a magnetic field. Element-85 was named astatine
from the Greek word “astatos” meaning unstable.
The two other elements with atomic numbers 61 and 87 were discovered
through studies in radioactivity. Element-61 (Promethium) was discovered as
a decay product of the fission of uranium while element-87 (Francium) was
discovered as a breakdown product of uranium.
The Synthesis of the Elements
The invention of the device called cyclotron paved the way for transmuting
one element into another artificially. The high-energy particles that are
produced from the cyclotron upon hitting heavy target nuclei produce
heavier nuclei.
The Universe ran into the Be problem. Red giant cores get past this via the
Triple-Alpha process, but the Universe expands right through this possibility
and the density/temperature are quickly too low to synthesis any additional
elements.
𝑀𝑜42
97
+ 𝐻1
2
→ 𝑇𝑐43
97
+ 𝑛0
1
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Big Bang Nucleosynthesis
• The oldest stars in the Galaxy are deficient in the abundance of elements
heavier than Helium (but show the predicted amount of He)
• The current record holder has Fe/H about 130,000 times smaller than
the solar value.
• Not quite down to Big Bang abundances, but we are getting pretty close
and still looking.
Chemical Evolution of the Universe
Chemical Evolution
• Low-mass stars synthesize `new’ He, C, O during the main-
sequence, RGB, HB and AGB phases.
• These freshly minted elements are brought to the surface via
convection and redistributed via stellar winds and planetary
nebulae into the interstellar medium to be incorporated into later
generations of stars.
Chemical Evolution II
• For more massive stars, `equilibrium’ fusion reactions produce
elements all the way up to Fe.
• Freshly made elements are delivered via stellar winds or,
sometimes more spectacularly via supernova explosions
Chemical Evolution III
What about the trans-Fe elements?
• Equilibrium fusion reactions of light elements don’t proceed past
Fe because of Fe’s location at the peak of the curve of binding
energy.
• However, in certain circumstances, supernovae for example, non-
equilibrium reactions can build elements beyond Fe in the Periodic
Table. Many of these are radioactive, but some are stable.
So we need to find the sources of the vast
majority of elements in the Periodic Table
of elements.
We already know about some of the
sources.
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Neutron Capture Elements
• There are two principle paths to building the elements heavier
than Fe. Both use the addition of neutrons to existing `seed’ nuclei
(neutrons have no charge so are much easier to add to positively-
charged nuclei).
S-process (slow addition of neutrons)
R-process (rapid addition of neutrons)
The S-process
• The S-process stands for the Slow addition of neutrons to nuclei.
The addition of a no produces heavier isotope of a particular
element. However, if an electron is emitted (this is called beta-
decay), the nucleus moves one step up the periodic table.
• `Slow’ here means that rate of no captures is low compared to the
beta-decay rate.
• It really is slow. Sometimes 100’s of years go by between neutron
captures.
The s-process acting in the range from
Ag to Sb.
Here a neutron
changed into a
proton by emitting
an electron
• The S-process can produce elements up to #83 - Bismuth. There
are peaks in the Solar System abundance of heavy elements at
38Sr, 56Ba and 82Pb. These are easily understood in the context
of the S-process and `magic’ numbers of neutrons.
• The site of the S-process is AGB start during and between shell
flashes. The no source is a by-product of C13+He4 -> O16
• 43Tc is an s-process nucleus and proof that it is in operation in
AGB stars.
The R-process
• The R-process is the Rapid addition of neutrons to existing nuclei.
Rapid here means that many neutrons are added before a beta-
decay occurs.
• First build up a VERY heavy isotope, then, as beta-decays occur,
you march up in atomic number and produce the REALLY HEAVY
STUFF.
• For this to happen, a big burst of neutrons is needed. The most
promising place with the right conditions is in a SNII explosion
right above the collapsed core.
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• We see an overabundance of R-process elements in the oldest
stars. As the early chemical enrichment of the Galaxy was through
SNII, this is evidence of SNII as the source of r-process elements.
• If we look at the Crab Nebula or other SNII remnants we don’t see
r-process elements.
• We DO see regions of enhanced O, Si, Ne and He which appear to
reflect the `onion skin’ structure of the massive star progenitor.
The Transuranic Elements
In the 1930s, the heaviest element known was uranium, with an atomic
number 92. Early in 1940, Edwin McMillan proved that an element having
an atomic number 93could be created. He used a particle accelerator to
bombard uranium with neutrons and created an element with an atomic
number 93 which he named neptunium.
Transuranic elements are synthetic elements with atomic numbers higher
than that of Uranium (Z = 92).
Plutonium (Z = 94)
At the end of 1940, element-94 was synthesized by Seaborg, McMillan,
Kennedy, and Wahl. They bombarded uranium with deuterons (particles
composed of a proton and a neutron) in a cyclotron. Element-94 was named
plutonium.
1Diagram (How R-Process Occur)
Crab Nebula
https://www.nasa.gov/mission_pages/hubble/multimedia/crab_
nebula.html
𝑈 + 𝑛 → 𝑁𝑝 + 𝛽−1
0
93
239
0
1
92
238
𝑈 + 𝐻 → 𝑁𝑝 + 2 𝑛0
1
93
239
1
2
92
238
𝑁𝑝 → 𝑁𝑝+1
+ 𝛽−1
0
94
239
93
238
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Elements with atomic numbers greater than 92 (atomic number of uranium)
are called transuranium elements. Hence, neptunium and plutonium are
both transuranium elements. They are unstable and decay radioactively into
other elements. All these elements were discovered in the laboratory as
artificially generated synthetic elements. They are prepared using nuclear
reactors or particle accelerators. In the next lesson, you will learn the
nuclear reactions involved in the synthesis of these transuranium elements.
Stellar nucleosynthesis
This is the process by which elements are created within stars by combining
the protons and neutrons together from the nuclei of lighter elements.
Fusion inside stars transforms hydrogen into helium, heat, and radiation.
Heavier elements are created in different types of stars as they die or
explode.
The Superheavy Elements
Superheavy elements are elements with atomic numbers beyond 103. These
are produced by bombarding heavy nuclear targets with accelerated heavy
projectiles.
Bohrium (Z = 107) – projectile used was Cr
Following are the equations of several nuclear reactions that have important
roles in the history of nuclear chemistry:
• The first naturally occurring unstable element that was isolated, polonium,
was discovered by the Polish scientist Marie Curie and her husband Pierre in
1898. It decays, emitting particles:
𝐵𝑖 + 𝐶𝑟 → 𝐵ℎ + 2 𝑛0
1
107
261
24
54
83
209
𝑃𝑜 → 𝑃𝑏82
208
84
212
+ 𝐻𝑒2
4
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What’s More
Activity 1.1 Write the nuclear reactions involved in the
synthesis of each of the following new elements:
a. Curium (Z = 96) was formed by reacting Pu – 239 with alpha
particles 42He. 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
What I Have Learned
Why do scientists study and synthesize new
transuranium elements in the laboratory? What are the
uses of these elements?
Create a timeline using illustrations and text showing
on how elements form with the concept of atomic
number.
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Timeline Rubric
Category 10 points 7 points 5 points 3 points
Content/
Facts
Facts were
accurate for
all events
reported on
the timeline
Facts were
accurate for
almost all
events
reported on
the
timeline.
Facts were
accurate
for most
(~75%) of
the
events
reported on
the
timeline.
Facts
were often
inaccurat
e for
events
reported
on the
timeline.
Graphics
All graphics
are
effective and
balanced
with text
use.
All graphics
are
effective, but
there
appear to be
too few or
too many.
Some
graphics
are
effective
and their
use
is balanced
with text
use.
Several
graphics
are
not
effective.
Readability
The overall
appearance
of the
timeline is
pleasing
and easy to
read.
The overall
appearance
of the
timeline is
somewhat
pleasing and
easy to
read.
The
timeline is
relatively
readable.
The
timeline is
difficult
to read.
Requirements
The timeline
contained
10 events
related to
the topic
being
studied.
The timeline
contained
at least 8-9
events
related to
the topic
being
studied.
The
timeline
contained
at least 6-7
events
related to
the topic
being
studied.
The
timeline
contained
fewer
than 5
events.
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What I Can Do
Short Essay (maximum of 3 sentences)
1.
Assessment
Directions: Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. He successfully carried out a nuclear transmutation reaction, a
process of transforming one element or isotope into another
element.
a. Chadwick c. Mendeleev
b. Moseley d. Rutherford
2. This is also known as Nucleosynthesis.
3. This is known as the origin and production of heavy elements.
b. Primordial Nucleosynthesis d. Supernova
Nucleosynthesis
4. It was created by bombardment of molybdenum by deuterons
(heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in 1937.
a. Oxygen c. Technetium
b. Helium d. Uranium
c.
5. Process that can produce elements up to #83 - Bismuth.
1. Dmitri Mendeleev is often regarded as the Father
of the Periodic Table. Would you say that Henry
Moseley deserves the recognition more than him?
2. Explain why the atomic number is called the
“fingerprint” of elements.
3. How would you relate alchemy to synthesis of new
elements?
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a. Nuclear Fission c. S Process
b. R-Process d. S Process
6. This is known as the origin of light elements.
7. It is also known as nuclear fusion and the formation of new nuclei
actions in the early stages of development of the universe.
a. Nucleosynthesis c. R-Process
b. S-Process d. Singularity
8. In this process there’s a buildup of a VERY heavy isotope, then as
beta-decays occur, you march up in atomic number and produce
heavy product.
9. These are elements with atomic numbers beyond 103.
a. SuperHevy Elements c. Lightest Element
b. Gases Elements d. Halogens
10. This occurs in the main sequence of stars.
11. It is a device that 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.
a. Spectroscopy c. Particle Accelerator
b. Particle Decelerator d. Microscope
12. He created a classification of elements based on their atomic
weight.
a. Rutherford c. Millikan
b. Dalton d. Mendeleev
13. It is a one-dimensional point which contains a huge mass in an
infinitely small space.
a. Nucleosynthesis c. Singularity
b. Dilation d. R-process
14. He noticed that shooting electrons at elements caused them to
release x-rays at unique frequencies.
a. Mendeleev c. Moseley
b. Millikan d. Serge
15. He synthesized element with atomic number 43 using a linear
particle accelerator.
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a. Ernest Rutherford c. Dmitri Mendeleev
b. Ernest Lawrence d. John Dalton
Research on the latest instruments used in preparing new elements in
the laboratory. What were the instruments used in preparing the
newest four elements, nihonium, moscovium, tennessine, and
oganesson?
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WhatIKnow
1.c
2.d
3.c
4.c
5.b
6.a
7.b
8.c
9.c
10.a
11.a
12.b
13.d
14.c
15.a
What'sMore
a.23994Pu+42He—>
24296Cm+10nCmis
namedafterMarieand
PierreCuriewhohad
doneextensive
researchonnatural
radioactivity.
b.25399En+42He—>
256101Mv+10nMvis
namedafterDmitri
Mendeleev.
c.20983Bi+5826Fe—>
266109Mt+10n
Assessment
1.d
2.c
3.a
4.c
5.c
6.b
7.a
8.b
9.a
10.a
11.c
12.d
13.c
14.c
15.b
Answer Key
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References
Coyne, Glynis L. (2012). Lead to Gold, Sorcery to Science: Alchemy and the
Foundations of Modern Chemistry. University of North Carolina PIT
Journal, 4. Retrieved October 10, 2015
http://pitjournal.unc.edu/article/lead-gold-sorcery-sciencealchemy-and-
foundations-modern-chemistry;
Famous Scientist Org. “Henry Moseley.” Famous Scientists. famouscientist.org,
December 29, 2014. http://www.famousscientists.org/henry-moseley/.
Gonzales, Jay. “Synthesis of the New Elements in the Laboratory.” LinkedIn
Corporation. SlideShare, December 22, 2017.
https://www.slideshare.net/JhayGonzales/synthesis-of-the-new-
elements-in-the-laboratory.
“Henry Moseley, the Atomic Number, and Synthesis of Elements.” Teach
Together, 2012.
http://teachtogether.chedk12.com/teaching_guides/view/283.
Navarro, Mary Grace. “The Atomic Number and the Synthesis of New
Elements.” Academia. Academia.edu. Accessed May 22, 2020.
https://www.academia.edu/33928561/The_Atomic_Number_and_the_
Synthesis_of_New_Elements.
“The Synthesis of the Elements.” Lick Observatory. Accessed May 23, 2020.
http://www.ucolick.org/~bolte/AY4_04/class6_04bwd.pdf.
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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Physical Science
Polarity of Molecules
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Physical Science
Quarter 1 – Module 3: Polarity of Molecules
First Edition, 2020
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Physical Science
Quarter 1 – Module: 3
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Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module on
Polarity of Molecules!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
the module:
As a facilitator you, are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
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For the learner:
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module on
Polarity of Molecules!
The hand is one of the most symbolic part of the human body. It is often used to
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know
This will give you an idea of the skills or
the module.
What I Know
This part includes an activity that aims to
module.
What’s In
This is a brief drill or review to help you link
What’s New
In this portion, the new lesson will be
What is It
This section provides a brief discussion of
What’s More
This comprises activities for independent
What I Have Learned
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
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Assessment
This is a task which aims to evaluate your
competency.
In this portion, another activity will be given
Answer Key
This contains answers to all activities in the
module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to other activities
4. Observe honesty and integrity in doing the tasks and checking your answers.
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
determine if a molecule is polar or non-polar. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the varied
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
The module is divided into three lessons, namely:
● Lesson 1 – Polarity of Molecules
1. differentiate polar and nonpolar bonds;
2. determine the polarity of chemical bonds between atoms using the concept of
electronegativity;
3. familiarize with the different molecular shapes;
4. explain how polarity of bonds and molecular geometry affects the polarity of
molecules.
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What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. ____ refers to the ability of an atom in a molecule to attract shared electrons.
a. Electron affinity
b. Electronegativity
c. Ionization energy
d. Electromotive force
2. Which of the following statements is TRUE about polar bonds?
a. They are present in metals.
b. They are responsible for the formation of ionic compounds.
c. They always result to the formation of polar molecular compounds.
d. They may result to nonpolar covalent compounds depending on
molecular geometry.
3. What type of chemical bond holds the atoms of water molecule together?
a. Hydrogen bond
b. Ionic bond
c. Polar covalent bond
d. Nonpolar covalent bond
4. Which of the following molecule is nonpolar?
a. NaCl
b. HCl
c. CO2
d. NH3
5. What is the electronegativity difference of C - O?
a. 0
b. 0.5
c. 1.0
d. 1.5
6. Supposedly a hypothetical molecule has an electronegativity difference of 0.5,
what is the type of chemical bond present?
a. Ionic
b. Hydrogen
c. Polar covalent
d. Nonpolar covalent
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7. What is the molecular shape of BeF3?
a. Linear
b. Trigonal
c. Tetrahedral
d. Trigonal bipyramidal
8. A molecule can have a polar bond and still be nonpolar overall. The statement
is ___
a. True
b. False
c. Maybe
9. A polar covalent bond would form in which of the following pairs of atoms?
a. Cl-Cl
b. Mg-O
c. N-H
d. C-S
10.A molecule shape is a three-dimensional arrangement of atoms or bonding
groups around a central atom. The molecular shape is governed by the valence
shell electron repulsion (VSEPR) theory.
a. The first and second statements are true.
b. The first and second statements are false.
c. The first statement is true while the second statement is false.
d. The first statement is false while the second statement is true.
True or False: Write TRUE if the statement is correct, otherwise write FALSE.
11.The general trend of electronegativity as you move from top to bottom of the
periodic table is increasing.
12.Flourine has the greatest electronegativity while cesium and francium have the
least electronegativity value.
13.Water, with a bent molecular shape, is classified as a polar molecule.
14.Sulfur hexafluoride (SF6) has six bonded electrons and no lone pair in its
central atom.
15.Hydrogen cyanide (HCN) exhibits a linear geometry.
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Lesson
1 Polarity of Molecules
It is interesting to have a quick glance at the lessons you have learned about
compounds and chemical bonds when you were in Grades 8, 9 and 10. Can you still
recall them? Great!
In Grade 8, you learned that atoms combine to form molecules or compounds
thus making them more stable by achieving a stable configuration satisfying the Octet
Rule. On the other hand, you learned about chemical bonds or intramolecular forces
and its three types such as ionic, covalent and metallic and the writing of Lewis dot
symbol in Grade 9. While in your Grade-10 Science, you have learned the concepts of
electronegativity and you were briefly introduced to the topic polarity of molecules
using the electronegativity values.
Studying this module will certainly increase your understanding about the
polarity of molecules. This module is packed with interesting activities which will
make you enjoy your Chemistry lessons even more. So, are you ready to delve on an
exciting quest for chemistry learning? You may start now by doing the activity below.
Goodluck and happy learning!
What’s In
Chemical bonds are formed when atoms lose, accept or share electrons. An ionic bond
occurs when there is a transfer of one or more valence electrons form one atom to
another. It exists between metal and nonmetal atoms where metal loses electron/s
while nonmetal accepts the electron/s donated by metal. On the other hand, when two
nonmetal atoms combine, neither of them loses or gains electron Instead, electron
pairs are being shared by both atoms and the type of chemical bond formed is called
covalent bond.
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Tell whether the compound below is an ionic compound (IC) or covalent compound
(CC) based on the type of chemical bond present.
____1. NaCl _____6. N2O
____2. CO2 ________7. PCl5
____3. CaCl2 _____8.KBr
____4. CCl4 _____9. HCl
____5. Fe2O3 _____10.AlCl3
ANSWER: NaCl, CaCl2, Fe2O3,KBr, and AlCl3 are all ionic compound because the
atoms involved are combination of metal and nonmetal. On the other hand, CO2, CCl4,
N2O, PCl5 and HCl are covalent compounds because the atoms involved are both
nonmetals.
It’s good that you were able to recall the difference between ionic bond and covalent
bond.
You have learned that a covalent is a shared pair of electrons between two atoms. But
are the electrons equally shared by the combing atoms? How does a polar covalent
bond differ from a nonpolar covalent? Did you know that electronegativity of an atom
can be used to further classify covalent bond into polar and nonpolar?
As you perform the activity below, you will find out that substances have different
polarities, and this explains why there are substances that do not mix while others do.
Periodic Table is an indispensable tool in studying chemistry. In
order for the learners to answer the above activity, they must first
be familiar on how to use all the information written on the
periodic table. At this point, they should be able to effectively use
the periodic table in order to classify elements as to metal, non-
metal or semi-metals.
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What’s New
Activity1: Polarity Experiment
Materials:
• Water
• Vinegar
• Oil
• Alcohol
•6 disposable glasses
•spoon
Procedure:
1. Obtain 6 clean disposable glasses and prepare the following set-up.
Set-up 1: 1 cup water + 5 tablespoons vinegar
Set-up 2: 1 cup water + 5 tablespoons oil
Set-up 3: 1 cup water + 5 tablespoons alcohol
Set-up 4: 1 cup vinegar + 5 tablespoons oil
Set-up 5: 1 cup vinegar + 5 tablespoons alcohol
Set-up 6: 5 tablespoon oil + 5 tablespoons alcohol
2. Thoroughly stir each mixture and observe carefully.
Note: •Do not forget to wash and dry the spoon after each use.
• Properly label each set-up.
• Samples with oil should first be mixed with dishwashing
liquid before disposing down the sink
Guide Question:
a. Which of the following set-ups mixed well? Which did not?
b. What can you infer from the result of this activity?
Or if not feasible, this activity may be performed instead.
Calculate the electronegativity difference and give the type of bond that exists between
the atoms in each of the following pairs.
Molecule
EN of the first
atom
EN of the 2nd
atom
∆ EN
1. NaCl
2. NH3
3. CH4
4. H2
5. H2O
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What is It
The polarity of molecules is determined by the two factors: the polarity of bonds based
on the electronegativity difference of the atoms involved and the geometrical shape of
the molecules which can be predicted via valence shell electron pair repulsion (VSEPR)
theory.
A. Polarity of Bonds and Electronegativity
In your grade 9 chemistry, you have tackled the lesson on the periodic properties of
elements such as atomic size, metallic property, ionization energy, electron affinity and
electronegativity. Can you still recall the definition of electronegativity? If not, no
problem because I will define it for you.
Electronegativity (EN) measures the relative tendency of an atom to attract electrons to
itself when chemically combined with other atom. Take a look at the electronegativity
values of some elements on Fig.1. What have you noticed? Correct! It increases within
period (from left to right) and decreases within a group (from top to bottom). Take note
also that the higher the value of EN, the more it tends to attract electron towards
itself.
So what is the connection of electronegativity to the polarity of bonds? We could use
the electronegativity values of the atoms involved to get the absolute electronegativity
difference (∆EN) which will help us in predicting what type of chemical bond (ionic,
polar covalent or nonpolar covalent) that would exist between them. Table 1 shows the
type of bond based on the electronegativity difference of bonded atoms.
Figure 1. Pauling Electronegativity values of some elements
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Table 1. Type of bond based on electronegativity difference (∆EN) of bonded atoms
Type of Bond
Electronegativity Difference
(∆EN)
Ionic ≥1.7
Polar Covalent 0.5 to 1.6
Nonpolar Covalent ≤ 0.4
For example, you are asked to predict what type of bond is present between the
following pairs of atoms by determining their electronegativity difference.
1. Ca and Cl
2. Cl and Cl
3. H and Cl
4. S and O
5. C and N
Solution:
1. ENCa = 1.0 (∆EN) = 1.0 – 3.0 = │-2.0│= 2.0 ionic bond
ENCl = 3.0
2. ENCl = 3.0 (∆EN) = 3.0 – 3.0 = 0 nonpolar covalent bond
ENCl = 3.0
3. ENH = 2.1 (∆EN) = 2.1 – 3.0 = │-0.9│= 0.9 polar covalent bond
ENCl= 3.0
4. ENS= 2.5 (∆EN) = 2.5 – 3.5 = │-1.0│= 1.0 polar covalent bond
ENO = 3.5
5. ENC= 2.5 (∆EN) = 2.5 – 3.0 = │-0.5│= 0.5 polar covalent bond
ENN = 3.0
Using the above examples, let us know more about polar and nonpolar covalent
bonds. A polar covalent bond is formed when electrons are shared unequally by two
atoms in a compound. The bonded pair of atoms form an electric dipole (represented
by ). Dipole means “two poles” which means that a molecule has one positive
end and one negative end. In this type of bond, the atom with the higher EN value
becomes the partial negative pole (symbolized as ẟ-) while the atom with the lower EN
value becomes the partially positive (symbolized as ẟ+) pole. Always bear in mind that
the direction of the arrow is always pointing from a more electropositive pole to the
more electronegative pole. Take HCl for example, H is has higher EN than Cl, thus the
direction of the arrow is from H pointing to Cl and there is unequal electron density as
represented by a size of the circle (refer to figure 2). On the other hand, a nonpolar
covalent bond develops if both atoms equally share a pair of electrons between them.
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This occurs when the bonding atoms have approximately equal EN value or equal
ability to attract electrons to each side. Nonpolar covalent bond is an example of bond
formed when two chlorine atoms combine.
(a) (b)
Figure 2. (a) Polar bond between H and Cl and (b) nonpolar bond between two Cl
atoms
B. Polarity of Molecules and Molecular Geometry
You just have learned how to predict the type of bond polarity simply by calculating
the electronegativity difference of atoms (specifically two atoms). The next question is,
how about for those molecules consisting of more than two atoms like H2O, CCl4, NH3
and CO2? For polyatomic molecules, both the bond polarity and molecular shape
determine the overall molecular polarity. In terms of molecular geometry, the valence
shell electron pair repulsion (VSEPR) theory would help us to determine the spatial
arrangement of atoms in a polyatomic molecule.
You can predict the shape or molecular geometry of a substance using the following
steps:
Step 1: Determine the central atom of a molecule. The central atom is the least
electronegative element.
Step 2: Draw the appropriate Lewis dot structure for the molecule.
Step 3: Count the number of bonding pairs of electrons and non-bonding (or
lone pairs) around the central atom.
Step 4: Determine the electron pair orientation using the total number of
electron pairs.
Step 5: Name the shape of based on the location of the atoms
Figure 3. Different Molecular Shapes
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Consider the examples below:
Example 1: Predict the molecular geometry of BCl3
Step 1: ENB = 2.0 ENCl= 3.0 therefore, B will be the central atom and three
Cl atoms are attached to it. By looking at the chemical formula, you
will also have an idea that boron will be the central atom and three atoms of
choline are attached to it.
Step 2:
Step 3: The central atom has three electron pairs: 3 bonded pairs and no
lone pair
Step 4: The electron pair orientation for three electrons is trigonal planar.
Step 5: The molecular shape of BCl3 is trigonal planar.
Example 2: Predict the molecular geometry of CO2
Step 1: ENC= 2.5 ENO= 3.0 therefore, C will be the central atom and two
O atoms will be the attached to it. (Use may also use the chemical
formula to predict which atom will be the central atom
Step 2:
Step 3: For the purpose of determining the position of the bonding pairs, let
us count the double bonds as one bonding pair. Therefore, CO2 has
two bonding pairs of electron.
Step 4: The electron pair orientation for two electron pairs is linear.
Step 5: The molecular shape of CO2 is linear.
Example 3: Predict the molecular geometry of CHCl3.
Step 1: ENC = 2.5, ENH= 2.1 and ENCl= 3.0. Because carbon is less
electronegative than chlorine and hydrogen is normally terminal atom,
C must be the central atom.
Step 2:
Step 3: There are four bonding electron pairs.
Step 4: The electron pair orientation for four electron pairs is tetrahedral.
Step 5: The molecular shape of CHCl3 is linear.
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Now that you have learned how to determine the molecular geometry, let us now go
on to our discussion of polarity of molecules based on molecular shapes. You may
study the diagram below and we will use it as our guide.
Figure 4. Flowchart to determine if a molecule is polar or nonpolar
Going back to our previous examples, let us try to determine the polarity of
molecules of BCl3, CO2 and CHCl3.
For both BCl3 and CO2, the atoms are symmetrically arranged (trigonal
planar and linear) and the attached atoms to the central atom are also the
same. You must also take note that in a symmetrical molecule, the sum of the
bond dipole is equal to zero (because they cancel out) which leads to the
formation of nonpolar molecule. Therefore, both BCl3 and CO2 are nonpolar. On
the other hand, CHCl3, although it has a symmetrical arrangement
(tetrahedral), the atoms attached to the central atom are not all the same (3
chlorine atoms and 1 hydrogen atom). This causes CHCl3 to become a polar
molecule.
Now, let us see if you fully understood our discussion. I want you to try
answering the exercises below.
YESNO Is the shape
symmetrical
in 3D?
Are all atoms
bonded to the
central atoms
the same?
The molecule
is POLAR
The molecule
is NONPOLAR
NO
Note: You must think about a molecule
in 3-D according to VSEPR Theory
YES
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Identify which molecule is polar and which is nonpolar given the Lewis structure and
molecular shapes of the following molecules.
Molecule Lewis Structure Molecular Geometry
(based on VSEPR)
Molecular Shape
1. NH3
Trigonal
pyramidal
2. H2O Bent or angular
3. CCl4
Tetrahedral
4. Linear
If you were able to answer that NH3 and H2O are polar molecules because the bond
dipole cannot be cancelled because of the presence of lone pairs on the central atom
and CCl4 and HBr are nonpolar molecules, you are correct. Job well done! You may
now proceed to the rest of this module.
What’s More
Molecule
Lewis
Structure
∆
EN
Bond
Polarity
Molecular
Geometry
Polarity of
Molecule
1. PCl5
2. BeCl2
3. CH4
4. OF2
5. SF6
So far, we have discussed how polarity of molecules is being determined. At this point,
you will perform the activity below to find out if you fully understood our topic. If you
think you need to go back to the discussion part of this module while answering this
activity, please feel free to do so.
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What I Have Learned
In your own words, differentiate polar and nonpolar covalent bond.
1. What is electronegativity and how can it be used in in determining the polarity
of molecules?
2. Is it possible for a molecule to have a polar bond but have an overall polarity of
nonpolar?
3. Differentiate bonding and non-bonding electrons.
What I Can Do
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The following molecules have polar covalent bonds EXCEPT?
a. NH3
b. CS2
c. BCl3
d. HBr
2. Which of the following bonds is the MOST polar?
a. H-Cl
b. C-Cl
c. H-H
d. N-F
Answer the following questions below:
1. Ammonia (NH3) is polar molecule while boron trifluoride (BF3) is a nonpolar
molecule. Explain the difference in the polarity of these compounds.
2. Suppose that AB3E, a hypothetical molecule, is discovered. Predict whether
the molecule is polar or nonpolar by determining its molecular shape.
Note: A – corresponds to central atom,
B - terminal atom
E – lone pair (nonbonding electrons)
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3. What is the molecular shape of CHBr3?
a. Linear
b. Trigonal planar
c. Trigonal bipyramidal
d. Tetrahedral
4. A nonpolar covalent bond would form in which of the following pairs of atoms?
a. Na-Cl
b. Ca-O
c. P-N
d. C-S
5. From the given Lewis structure of NH3, how many nonbonding pair/s of electron
are around the central atom?
a. 0
b. 1
c. 2
d. 3
6. Which of the following statements is INCORRECT?
a. Polar covalent bonds can be present in a nonpolar molecule.
b. Polar covalent bond is present if the electronegativity difference between
atoms is equal or less than 0.4.
c. Polarity of bond and molecular geometry are the two factors that affect the
polarity of molecules.
d. Polar bond forms when electrons are unequally shared by two atoms in a
compound.
7. What do you call the relative ability of a bonded atom to attract shared electron
pairs?
a. Electron affinity
b. Electronegativity
c. Ionization energy
d. Metallic property
8. Which description below correctly describes polar molecules?
a. Have polar bonds present.
b. The polar bonds are arranged so that they do not cancel.
c. Lone pairs on the central atom are arranged so that they do not cancel.
d. Lone pairs on the central atom are arranged so that they can be
cancelled out.
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9. Which of the following molecules is tetrahedral?
a. H2O
b. SF6
c. CH4
d. BF3
10. Which of the following is NOT TRUE about CO2?
a. Has an electronegativity difference of 1.0
b. Polar bond is present
c. Has a linear molecular shape
d. Is a polar molecule
True or False: Write TRUE if the statement is correct, otherwise write FALSE.
11. S and O are bonded by a polar covalent bond because its
electronegativity difference value is 1.0.
12. Atoms with high electronegativity have a greater tendency to attract electrons
toward itself.
13. Polarity of molecules are determined both by polarity of bonds and molecular
geometry.
14. Among C-Cl, H-Cl, C-H and Cl-Cl, only Cl-Cl is polar.
15. Methyl alcohol, CH3OH, is a nonpolar molecule.
Analyze the following statements and determine if it is correct or wrong.
1. SiCl4 is a nonpolar molecule.
______________________________________________________________________
______________________________________________________________________
2. H2S has a linear molecular geometry.
________________________________________________________________________
________________________________________________________________________
3. PF5 is a polar molecule.
________________________________________________________________________
________________________________________________________________________
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What’sMore
1.IC
2.2.CC
3.3.IC
4.4.CC
5.5.IC
6.6.CC
7.7.CC
8.8.IC
9.9.CC
10.IC
Molecule∆EN
Bond
Polarity
Molecular
Geometry
Polarityof
Molecule
1.PCl5
0.8polar
Trigonal
bipyramidal
polar
2.BeCl20.5PolarLinearnonpolar
3.CH40.4Non-polarTetrahedralnonpolar
4.OF20.5PolarBentpolar
5.SF61.7PolarOctahedralnon-polar
Answer Key
Assessment
1.B
2.D
3.D
4.D
5.B
6.B
7.B
8.C
9.C
10.D
11.T
12.T
13.T
14.F
15.F
WhatIKnow
1.B
2.D
3.C
4.C
5.C
6.C
7.B
8.A
9.C
10.A
11.F
12.F
13.T
14.T
15.T
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WhatIHaveLearned
1.Inyourownwords,differentiatepolarandnonpolarcovalentbond.
Answer:Polarbondsareformedwhenthereisanunequalsharingof
electronsbetweenatoms,whilenonpolarbondsareformedwhen
thereisequalsharingofelectronsbetweenatoms.
2.Whatiselectronegativityandhowcanitbeusedinindeterminingthe
polarityofmolecules?
Answer:Electronegativitymeasuresthetendencyofanatominamolecule
toattractsharedelectronstowarditself.Theconceptof
electronegativitycanbeusedtopredictwhetherthebondwillbepolar
ornonpolar.Ifthe∆ENis0.4orless,thebondisnonpolar.Butifthe
∆ENisbeyond0.4butlessthan1.7,thebondispolar.
3.Isitpossibleforamoleculetohaveapolarbondbuthaveanoverall
polarityofnonpolar?
Answer:Yes.Becausepolarityofmoleculeisdeterminedbothbypolarityof
bondandmoleculargeometry.Amoleculecanhaveapolarcovalent
bondbutstillbeclassifiedasanonpolarmoleculeaslongasits
moleculargeometrysatisfiestheconditionofVSEPRtheory.
4.Differentiatebondingandnon-bondingelectrons.
Answer:Bondingelectronsarethoseelectronsinvolvedintheformationof
covalentbondswhilelonepair(nonbondingelectrons)referstoapair
ofvalenceelectronsthatisnotsharedwithanotheratominacovalent
bond.
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AdditionalActivities:
1.SiCl4isanonpolarmolecule.
Correct.Thoughpolarbondispresentbecause∆ENis0.8,SiCl4isstill
classifiedasnonpolarmoleculebecauseithasatetrahedralgeometryand
thecentralatomdoesnothavelonepair.
2.H2Shasalinearmoleculargeometry.
Incorrect.H2Shasabentmoleculargeometrywhichgivesitanupwardsnet
dipolemoment.Twopartiallypositivehydrogenatomsareattachedtothe
moreelectronegativecentralatom,sulfur.Themoleculeisrepresentedby
AB2E2representationwhereinthecentralatomalsohastwolonepairs.
3.PF5isapolarmolecule.
Correct.Thoughthevalue∆ENis1.9(polarbondispresent),Phosphorus
pentafluoride(PF5)exhibitsatrigonalbipyramidalbasedonVSEPRtheory
makingtheoverallmoleculenonpolar.
WhatIcando
1.Ammonia(NH3)ispolarmoleculewhileborontrifluoride(BF3)isanonpolar
molecule.Explainthedifferenceinthepolarityofthesecompounds.
Answer:Polarityofmoleculeisdeterminedbyitsmoleculargeometry.SinceNH3
hasatrigonalpyramidalshape,withfourelectronpairs(3bondingpairsand
1nonbondingpair/lonepair),thismakesitpolar.Ontheotherhand,BF3
hasatrigonalplanargeometrywiththreebondingpairsofelectronand
centralatomhasnolonepair,makingitnonpolar.
2.SupposethatAB3E,ahypotheticalmolecule,isdiscovered.Predictwhether
themoleculeispolarornonpolarbydeterminingitsmolecularshape.
Note:A–correspondstocentralatom,
B-terminalatom
E–lonepair(nonbondingelectrons)
UsingtheconceptofVSEPRtheory,amoleculewithanAB3E
configurationwillexhibitatrigonalbipyramidalshapeandthereforeitis
nonpolar.
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References
Department of Education- Bureau of Secondary Education (2003). Lesson Plans
in Science III(Chemistry).
CHED-PNU. (2006). Teaching Guide in Senior High School-Physical Science.
Commission on Higher Education. C.P. Garcia Ave., Diliman, Quezon City. Retrieved
from https://lrmds.deped.gov.og/detail/14519 last May 19, 2020
Punzalan, J.M. &Monserat, R.C. (2016). Science in Today’s World for Senior
High School- Physical Science. Sibs Publishing House, Inc. Quezon City, Philippines.
Padua, A.L., Padolina, M.C.D., Crisostomo, R.M., &Alumaga, M.J.B. (2016).
Physical Science. Vibal Group Inc. G. Araneta Avenue, Quezon City
Santiago, K. S., & Silverio, A.A. (2016). Exploring Life Through Science-Physical
Science. Pheonix Publishing House, Inc. Quezon Avenue, Quezon City.
Religioso, T.F., & Cordero-Navaza, D. (2017). You and the Natural World-
Physical Science. Phoenix Publishing House, Inc. Quezon Avenue, Quezon City.
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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Physical Science
Polarity of Molecules and Its
Properties
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Quarter 1 – Module 4: Polarity of Molecules and Its Properties
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Department of Education – RegionIV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay 1900, Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address:region4a@deped.gov.ph/ict.calabarzon@deped.gov.ph
Writers: Bayani T. Vicencio, Valeria Amor C. Rosita
Gertrudes L. Malabanan
Reviewers: Rogelio D. Canuel, Elmer C. Bobis, Gertrudes L. Malabanan
Layout Artist: Elsie R. Reyes
Job S. Zape Jr.
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Physical Science
Polarity of Molecules and Its
Properties
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ii
Welcome to the Physical Science 11/12Alternative Delivery Mode (ADM) Module on
Polarity of Molecules and Its Properties!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
the module:
As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
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iii
For the learner:
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module on
Properties of Molecules based on its Polarity!
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
What I Need to Know
This will give you an idea of the skills or
the module.
What I Know
This part includes an activity that aims to
module.
What’s In
This is a brief drill or review to help you link
What’s New
In this portion, the new lesson will be
What is It
This section provides a brief discussion of
What’s More
This comprises activities for independent
What I Have Learned
This includes questions or blank
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
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Assessment
This is a task which aims to evaluate your
competency.
In this portion, another activity will be given
Answer Key
This contains answers to all activities in the
module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your answers.
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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SLM SHS Physical Science Quarter 1 DepEd Calabarzon

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SLM SHS Physical Science Quarter 1 DepEd Calabarzon