Annex 2B.6 to DepEd Order No. 42 , s.

2016

School Grade Level

GRADE 11/12
Teacher Learning Area PHYSICAL SCIENCE
DAILY LESSON LOG
Dates & Time Quarter

DAY
DATE
I. OBJECTIVES
A. Content Standards Formation of Heavy Elements
B. Performance Standards
The learners:
C. Learning Competencies / Objectives 1. give evidence for and describe the formation of heavier elements during star formation and evolution

II. CONTENT
III. LEARNING RESOURCES
A. References Physical Science Teaching Guide by CHED
1. Teacher’s Guide Pages Page 12-23 S11/12PS-IIIa-2
2. Textbook Pages
B. Other Learning Resources Pictures retrieved online
IV. PROCEDURES
A. Motivation/Reviewing previous lesson/Presenting the new lesson Facilitate think pair share activity, let students discuss among themselves for about 3-5 minutes what they know about the topic
to be discussed. Elaborate on topics about nucleosynthesis, the big bang, and about how symbols for an atom are written.

B. Presenting examples/instances of the new lesson Introduce important words that will be encountered throughout the lesson.
C. Discussing new concepts and practicing new skills Discuss how hydrogen and helium atoms in stars began combining in nuclear fusion reactions once hydrogen-helium stars had
formed from the action of gravity. This releases a tremendous amount of light, heat, and radioactive energy. Fusion resulted in the
formation of nuclei of new elements. These reactions inside stars are known as stellar nucleosynthesis.
Figure 1. Equilibrium of the Sun and other main-sequence stars.

Emphasize that the first fusion process occurs in the hydrogen core of stars such as the sun with a temperature of less than 15
million K. These kinds of stars are called main-sequence stars. Discuss the three steps of the process known as the main-branch
proton-proton chain. Deuterium (D or 2H) forms from proton fusion, with one proton turning into a neutron via beta-plus decay,
giving off a neutrino and a positron: 1H + 1H → 2H + ν + e+
Figure 2. The main branch of the proton-proton chain reaction (p-p chain) resulting in the formation of 4He.

3He forms from deuterium and proton fusion, also known as deuterium burning. This immediately consumes all deuterium
produced. 2H + 1H → 3He + γ

4He forms from 3He fusion.

3He + 3He → 4He + 2 1H
Figure 3. A star with a very dense helium core and a hydrogen shell expands into a red giant due to increased radiation pressure.

Figure 4. The triple alpha process resulting in the formation of 12C. (Elert, 2015b)

The entire three-step process releases about 26.7 MeV (megaelectronvolts) of energy. Emphasize that the energy released
is responsible for the thermal pressure that pushes against gravity. It is also responsible for the light, heat and radiation emitted
by the star. A different process facilitates hydrogen fusion in main sequence stars with temperature greater than 15 million K.

Discuss how the core of a star becomes comprised of He as H is depleted, while H fusion only occurs in a shell around it. Due to
this process, the temperature and density of the core of the star increases up to 100 million K. The star’s thermal pressure causes
it to push out H gas. The star balloons into a red giant.

Several nuclear fusion processes occur in a red giant aside from hydrogen fusion. The first is the triple alpha process. Alpha
particles refer to 4He. This reaction involves the fusion of three 4He atoms in the following steps:
4He + 4He → 8Be
8Be + 4He → 12C + γ

Note that the 8Be intermediate is unstable, so either it decays or forms 12C.

The star can keep growing into a supergiant as it accumulates mass. Alpha fusion processes continue in the core via the alpha
ladder. More and more alpha particles are fused to create heavier elements all the way to iron, making the core and star itself
more massive.
Mention that main-sequence stars hotter than 15 million K could facilitate the production of helium once carbon was present from
alpha processes. This happens through a process where 12C is used as a catalyst known as the carbon fusion cycle or the CNO
cycle. Go through the cycle briefly and explain that this process involves repeated proton capture and beta-plus decay

Figure 5. The CNO cycle, which uses 12C as a catalyst to form more 4He in larger or hotter main-sequence stars.

Teach this in a way that accounts for the number of protons and neutrons in each step:
 Finally, share how a star will eventually be unable to generate energy to push against gravity due to the formation of heavier
elements, thus causing it to collapse on itself. It then undergoes a supernova explosion that releases a tremendous amount of
energy enough to synthesize elements heavier than iron. Examples of these elements are uranium and thorium, which are some
of the heaviest known elements. This is done through the r-process that involves rapid capture of neutrons by the atom. Other
heavy elements are also synthesized through sprocess involving slow neutron capture in red giants.

D. Developing mastery (leads to formative assessment) Make a concept map of Alpha decay.

Sample concept map. Note: this could be modified by letting the students fill in the blanks. Rather than them making a new one.
 E. Making generalizations and abstraction about the lesson Select/ ask for volunteers (students) to present in front what they have learned, and the teacher shall wrap up/ conclude what
was relayed by the students.

F. Evaluation Paper and Pencil Exam

Modified True or False

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities or remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. Which of my teaching strategies worked well? Why did these work?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with
other teachers?