Senior High School

Physical Science
Quarter 3 - Module 1
Week 1: Formation of Elements

Department of Education ● Republic of the Philippines

Physical Science – Grade 12
Alternative Delivery Mode
Quarter 3 - Module 1: Week 1: Formation of Elements
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Ariana Pauline G. Fernandez

Vanessa Mae B. Martinez

Reviewers: Jean S. Macasero, EPS – Science

Noeme S. Lagos
Emilie A. Franje
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Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

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Asst. Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS - Science
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 Senior
Senior High
High School
School

Physical Science
Quarter 3 - Module 1
Formation of Elements

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

.

Department of Education ● Republic of the Philippines

FAIR USE AND CONTENT DISCLAIMER: This module is for educational purposes only. Borrowed materials
(i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned
by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them.
Sincerest appreciation to those who have made significant contributions to this module.

iii
 Table of Contents

What This Module is About ................................................................................................ v

What I Need to Know…………………………………………………………………… v
How to Learn from this Module ........................................................................................ vi
Icons of this Module ........................................................................................................... vi

What I Know ....................................................................................................................... 1

Lesson 1:
Formation of Heavier Elements ............................................................ 3
What I Need to Know ....................................................................... 3
What’s New: Galaxy’s Puzzle ........................................................... 3
What Is It.......................................................................................... 4
What’s More: Comprehensive Reading ............................................ 6
What’s More: (Formation of Elements: An Analogy) ......................... 7
What I Have Learned: Origin of Elements ........................................ 8
What I Can Do: In the News ............................................................. 9

Lesson 2:
Synthesis of New Elements in the Laboratory ............................... 10
What’s In .......................................................................................... 10
What I Need to Know ....................................................................... 10
What’s New: Hidden Words ........................................................... ..11
What Is It........................................................................................ ..12
What’s More: Evolution of an Atom’s Representation ...................... .14
What I Have Learned: Synthetic Elements ..................................... 14
What I Can Do: Bomb Leftovers ..................................................... .15

Summary………………………………………………………………………………….16
Assessment: (Post-Test)………………………………………………………………..17
Key to Answers ................................................................................................... 18
References ......................................................................................................... 20

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What This Module is About
For the Students

Hello, learners!

This module will introduce you to the world on a deeper level. What you have learned
from your elementary years to your junior high years about science has prepared you to enter
and understand the new lessons you are about to get to know: from the theoretical start of the
universe to the behavior of molecules as observed through the microscope.

You might be intimidated by the depth of the lessons hence don’t be disheartened. This
module aims to teach novices and inspire you, dear learners. If you ever find yourself lost or
confused amidst your learning, don’t hesitate to approach your teacher. Remember, unhealed
confusion will hinder effective learning.

Welcome to Module 1 of your Senior High School science. Happy learning!

For the Facilitators

Hello, Facilitators!

This module aims to educate the students in the simplest way possible. Teachers and
parents must accommodate the learner to aid them in learning. Facilitators must avoid giving
direct answers but rather guide the learners on how to acquire correct answers. Do not
hesitate to notify the teacher of your concerns and ask for further assistance about the lesson.

This module covers the following MELCs:

1. Give evidence for and describe the formation of heavier elements during star formation
and evolution.
2. Explain how the concept of atomic number led to the synthesis of new elements in the
laboratory.

The following are the lessons contained in this module:

1. Formation of Heavier Elements;
2. Synthesis of Elements in Laboratories;

What I Need to Know

At the end of this module, you should be able to:

1. Give evidence for and describe the formation of heavier elements during star
formation and evolution. (S11/12PS-IIIa-2);
2. Explain how the concept of the atomic number led to the synthesis of new elements
in the laboratory. (S11/12PS-IIIb-11);

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How to Learn from this Module
To achieve the objectives cited, you are to do the following:
(Materials)
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

Multiple Choice. Select the letter of the best answer from among the given choices.

1. Which theory suggests that the universe started with a small singularity and then
inflated over the next 14 billion years?
A. Big Bang Theory B. Eternal Inflation
C. Oscillating Universe D. Steady-State Universe

2. Aside from the neutron, what other subatomic particle the core of an atom is made up
of?
A. Photon B. Electron
C. Proton D. Positron

3. What kind of elements has atomic numbers greater than Uranium?

A. Alkaline earth metals B. Metals
C. Noble gases D. Transuranium elements

4. What star is considered to have at least eight times more than our Sun?
A. Massive star B. Neutron star
C. Nebulae D. Supernova

5. An element’s atomic number determines

A. The number of electrons and neutrons B. The number of protons and neutrons
C. The number of protons D. The number of neutrons

6. An element’s atomic weight determines

A. The number of electrons and neutrons B. The number of protons and neutrons
C. The number of protons D. The number of neutrons

7. Who developed the latest model of the atom which is accepted until today?
A. Ernest Rutherford B. J.J. Thomson
C. John Dalton D. Niels Bohr

8. How long can super heavy elements live?

A. hours B. minutes
C. seconds D. microseconds

9. What does adding neutrons to atoms make?

A. a new compound B. a new element
C. a new isotope D. None of the choices

10. What serves as the identity of an atom?

A. number of electron B. number of positron
C. number of proton D. None of the choices

11. What causes the formation of heavier elements in space?

A. death of a star B. neutron-star merger
C. supernova D. All of the choices

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12. What is the last lighter element to be formed during a star formation?
A. Helium B. Hydrogen
C. Iron D. Oxygen

13. Who solved Dmitri Mendeleev’s arrangement of the periodic table?

A. Albert Einstein B. Ernest Rutherford
C. Henry Moseley D. John Dalton

14. What force naturally pulls things together?

A. fission B. fusion
C. gravity D. pressure

15. Which element is the first and lightest to ever be formed?

A. Helium B. Hydrogen
C. Iron D. Oxygen

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 Lesson
Formation of Heavier Elements
1
What I Need to Know

At the end of this lesson, I should be able to:

1. Give evidence for and describe the formation of heavier elements during star
formation and evolution;
2. Understand the basic concept of star formation;
3. Know that the chemical elements from Hydrogen to Iron can be formed in the stars
through stellar fusion;
4. Counteract misconceptions about the formation of heavy elements;
5. Understand the importance and necessity to keep updated the progress of scientific
concepts.

What’s New

ACTIVITY 1.1.1. The Galaxy’s Puzzle

Instructions:
A. Read the short story provided below and find the 5 words related to physics and
chemistry. Use items 1-5 as a guide to find the words.

Once upon a time, there was spy named Hydrogen (nicknamed Hy) with massive
issues on trusting Angela, his agency partner. There was always the possibility that
their opinions crash against each other rather than end in a peaceful fusion like when
Hy suggests the suspect of the crime they were investigating could be in the East
Coast but Angela argues that the place should be in the West Coast. They were almost
fired from the job for being too unprofessional, almost becoming the ‘big bang’ to their
careers. The gravity of the situation made Hy and Angela rethink their attitude and
agree to be more understandable of each other’s differences on opinions.

B. Use the words you found to answer items 1-5.

______________________1. This is the lightest element in the periodic table.

______________________2. This is what happens when elements combine together,
usually resulting to new elements.

3
 ______________________3. This is the theory which proposes the universe is still in the
process of inflation.
______________________4. This is the term for stars bigger than our own Sun.
______________________5. This is what pulls atoms together and what causes the Earth
to orbit the Sun.

IMPORTANT DEFINITIONS

• Big Bang Theory: this is the currently accepted theory of the origin of the universe
which proposes that everything started from a singularity which in time inflated—and
continues to do so—until the world we know of today started existing approximately 14
billion years ago.
• Stellar Nucleosynthesis: this is the birth of elements through nuclear fusion that takes
place within stars.
• Supernova: this is the explosion in the event of a death of a star.
• Neutron-Star Mergers: this is when stars merge to form a more massive star,
generating more energy than normal stars.
• Light Elements: these are elements from Hydrogen to Iron which form in less massive
stars.
• Heavy Elements: these are elements heavier than Iron which form from massive
stars, supernovae, or neutron-star mergers.

What Is It

Among the proposed explanations on how the universe began, the Big Bang Theory
is the one currently accepted, theoretically. It describes that the universe started with a
singularity defined simply as a point where all matter, time, space, laws of the universe and
reality itself are condensed—ultimately inflating (not exploding) since approximately 14 billion
years ago until now, according to NASA (National Aeronautics and Space Administration).

Before the planet we live in right now came to existence as all the other planets and
solar systems and galaxies, the earliest elements were formed first.

Let us explore why the elements needed to exist first: all matter that makes up most of
the universe—including us—are made up of elements. These elements are what we study
about in Periodic Tables such as Hydrogen (H), Oxygen (O), and Gold (Au). Now we need to
understand the foundations and formations of elements.

This lesson primarily focuses on the formation of the heavier elements but in order to
understand that, we must first understand how the lighter elements were formed.

The steps below summarize the formation of the earliest and lighter elements in the
heart of massive stars, stars that are nine (9) times the size of our Sun:

4
1. There is first a huge cloud of Hydrogen (H) atoms. As per the law of the universe,
gravity will pull these atoms together.
2. The core (center) of this cloud will get dense and hot, like when more things rub
together they get hotter and more compressed. This dense and hot core will start to
ignite.
3. This ignition is the start of fusion and since the atoms that are fusing (clumping
together) are Hydrogen atoms, this is called Hydrogen Fusion happening in the core
of the cloud.

*KEEP IN MIND: When the Hydrogen fusion takes place, this doesn’t mean that
ALL the Hydrogen atoms are already fusing. The rest of the Hydrogen atoms
that are farther from the core remains outside the core. This trend happens not
only with Hydrogen but also with other elements when they start to fuse at a
later stage of element formation.

4. The heated core eventually becomes plasma: a soup of electrons and nucleuses that
are not as well-formed, explaining why they aren’t atoms yet.
5. Hydrogen atoms will eventually fuse into Helium (He) and this (He) is now the new
core. The surroundings of this (He) core is the previous (H) now called H-shell or H
fusion shell.

Figure 1.1 Shows the fusion of the isotopes of Hydrogen atoms to form a Helium atom .

6. Since the remaining H-shell are also constantly fusing into the (He) core, more (He) is
formed building up. With this (He) build-up, where gravity pulls atoms inward, there is
also pressure which pushes the H-shell outward causing the size of the star to get
bigger.
7. Steps 1-6 is going to continue until other fusions starts to happen:

a. (He) fuses with (H) into a Carbon (C) core with a He-shell outside it;
b. (C) fuses with (He) into Oxygen (O) core with a C-shell outside of it; and so on until
Iron (Fe).

8. Why do we stop at Fe? It’s because in order to produce another element after Fe, more
energy is needed than what the existing fusion can supply. That does not mean only
the elements from H to Fe are real elements. Heavier elements continue to form where

5
 there is enough energy: during supernovae (plural of supernova—when stars explode
and die) and neutron-star mergers (when stars merges).

Now that we’ve cleared the basics of how the lighter elements are formed, we go in-
depth on how the heavier elements get formed—one concept still unknown to science but
supported by theories.

Stellar Nucleosynthesis is one of the ways heavier elements are formed.

Nucleosynthesis explains how new atomic nucleus are formed from nucleons preceding
from the new ones. There is also Nuclear Fusion, a process where neutrons and protons
combine to new atoms. Nuclear fusion is how elements Hydrogen, Helium and small amounts
of Lithium and Beryllium were formed.

*REMEMBER: The number of protons (+) is the identity of an element, not the number
of neutron (+) nor the number of electrons (-).

What’s More

ACTIVITY 1.1.2. Comprehensive Reading

Instructions: Read the given passages and answer the questions that follow. This activity aims
to practice your analysis on scientific articles, specifically about the basic formation of elements.

“Heaviest Elements Did Not Form from Supernovae”

Source: Physics Today (Frebel and Beers, 2018)

Unitil now it is accepted that heaviest elements formed from a supernova.However,

scientists Anna Frebel from the Massachussets Institute of Technology (MIT) in Cambridge and
Timothy C. Beers from the University of Notre Dame in Indiana have found evidence contrary to
that belief.
A supernova explosion happens when a star dies. This explosion, like any other explosion,
would generate enough heat but in this case, such heat would aid the formation of elements.
Since the lighter elements up until Iron can take form from normal stars, there are still questions
about how the elements after Iron have taken form to which most studies proposed to be from
supernovae.
From the study of Anna Frebel and Timothy Beers, heaviest elements tend to form in an
environment filled with free neutrons. This is vital because these free neutrons would be captured
eventually into an existing nucleus making it heavier. The new element will not be this heavier
nucleus but the one formed after this nucleus decays. Such decay would become stable and thus
becomes this new, heavier element with a very short lifespan of a millisecond.
The big revelation was that such an event with enough energy can only happen during a
neutron-star merging. Neutron-star merger is when two stars collide due to gravitational pull and
results in a much bigger explosion than a standard supernova.

6
 The 2018 study of these two scientists has undoubtedly shone light on the formation
of heavier elements. — [Taken from the Physics Today and the American Institute of Physics
articles (Frebel and Beers, 2018)]

QUESTIONS:

1. What is the major finding of Anna Frebel and Timothy Beers’ 2018 study?
2. Why do you think their finding is important to the field of scientific education?
3. What could have happened if the new evidence about the formation of the heaviest
elements had not been discovered?

What’s More

ACTIVITY 1.1.3. Formation of Elements: An Analogy

Instructions: Read the individual instructions per item carefully. Make sure before doing this
activity that your materials are complete.

*add criteria/point system

Objectives: At the end of the activity, you should be able to:

1. Understand how the formation of elements works through an analogy.

Materials:
• (2 points for each color) Colored clays (3 separate colors, at least 1-inch ball each)
• (2 points) Permanent marker
• (1 point) Any smooth paper to serve as a surface
• (5 points) 1 whole sheet of paper

Make sure to take a picture with the materials as evidence.

Procedure:
1. Assign each color as 1A, 2B, and 3C. This will be the information you will put on your
paper as reference. 1A, 2B, and 3C will serve as element examples.

Make sure to take a picture with the procedures as evidence.

2. Now, make little balls out of one of the colored clays. Make the balls equal in size. This
wil be your 1A element atoms. Make as many as your clay would allow while setting
aside the other 2 colored clays.
3. Now, merge 2 of the 1A atoms and keep merging two balls of the 1A atoms.
4. When merged, cover the merged 1A atoms with a new colored clay. This now becomes
an analogy of the birth of a new element, 2B.

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 5. Continue covering the merged 1A atoms with the 2B atom color.
6. Notice that while the new atom 2B has been formed, the atom also becomes heavier.
7. This time, merge two 2B atoms together until all of them are merged by two.
8. The merged 2B atoms should now be covered with your last colored clay for it to
become the atom 3C. Set your merged clays aside and follow through step 9.
9. On your paper, answer the following questions:
a. In all honesty, did this activity aided your learning about the formation of elements?
Please justify your answer. (5 points)
b. What did the colored clays represent? (2 points)
c. What did the merging of the clay balls represent? (3 points)

POINTS
• Materials • 10 (with pictures)
• Questions • 10 (with 1 picture per procedure,
total of 8)
TOTAL POINTS: 20/20

10. End of the activity.

What I Have Learned

Activity 1.1.4: Origin of Elements

Instructions: In your household, pick one member of your family to pair with in this
assignment.

The purpose of this assignment is to strengthen your acquired knowledge through sharing it
verbally. This method helps improve memory retention and confidence in the lesson.

What you will do is to tell your partner about what you have learned today about the formation
of the stars and elements. After this, make sure to ask your partner the following questions
and that your write her/his answer on a sheet of 1 whole paper.

1. What was the process of the formation of lighter elements? (5 points)

2. Is this lesson new to you? (1 point)
3. Are you satisfied knowing the origins of the elements? Please justify your answer. (4
points)

Make sure that you take a picture of you and your partner’s mini discussion about the formation
of elements at home. This picture must be sent to your teacher as part of the overall score.
Happy learning!

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 What I Can Do

Activity 1.1.5: In the News

Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the elements that can be found in our blood and bones. Use the
following table below and copy the format on a 1 whole piece of paper.

Title of the Article: Date of the Article’s Publication:

Reference/s:
1. What did you learn from the article? (3 points)

2. Which elements can be found in a human’s blood and bones? (3 points)

3. What was the connection of the article you read to the lesson about the formation of
elements? (4 points)

9
 Lesson Synthesis of New Elements in
2 the Laboratory

What’s In

Let us recall the previous lesson:

We have discussed that the lighter elements from Hydrogen to Iron were formed
through stellar nucleosynthesis in the cosmos or simply, space after the events of the Big
Bang.

However, there are elements that need so much energy that it needs to be recreated
in the laboratory in a controlled environment in order to be recorded here on our planet. This
does not mean that these heaviest elements are not possible in space—they are but their life
span can only last for a such a little time before ceasing to exist which makes obtaining
evidence of them hard.

What I Need to Know

At the end of this lesson, I should be able to:

1. Explain how the concept of atomic number led to the synthesis of new elements in
the laboratory;
2. Understand the synthesis of an element in a laboratory;
3. Know the importance of the periodic table of elements.

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 What’s New

Activity 1.2.1. Hidden Words

Instructions: Find the hidden words inside the box of letters and encircle them. Use the
words you found to match them with the guide sentences that follow.

A G B Y H N E D T E A F
T D E V O H E N R Y F R
O S D E J B P Q A S I I
M C G G L B L A N G U N
I J F D A A O S S K K G
C U A O S I Y D U U T T
W G O S D T Y U R T O D
E L E M E N T B A O S E
I Y T A W L I B N M A F
G K Y G C J R G I P E C
H K G A S K A T U N D L
T S D O Q R L R M I G O
Y D N P A E O E H A T K
N V B L A F P S R D R J
F D O T V U Y H T W G H

Guide Sentences:

DOWN
1. This is the term for the combined number of protons and neutrons.
ANS: _________________________________
2. This is what the heaviest elements are called.
ANS: _________________________________
3. This means that one part of a molecule is either more positively-charged or
negatively-charged, to be discussed in Lesson 3.
ANS: _________________________________

ACROSS
4. The first name of the person who fixed Mendeleev’s periodic table of elements.
ANS: _________________________________
5. This is formed during the Big Bang, with Hydrogen as an example.
ANS: _________________________________

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IMPORTANT DEFINITIONS

• Synthetic Elements: refers to the chemical elements formed in a laboratory through

certain, man-controlled processes.
• Transuranium Elements: these are elements heavier than Uranium.
• Isotopes: these are the same atoms with different number of neutrons.
• Atomic Number: this is the number of protons in an atom, pertaining to its identity.
• Atomic Weight: this is the number of protons and neutrons together of an atom.
• Periodic Trends: the chemical properties exhibited by the elements, reflected in the
periodic table through groups or families.

What Is It

The heaviest elements in the universe can be recreated in a laboratory. This type of
element creation is called the synthesis of elements which is the focus for this lesson.

It is important to note that these heavy elements, although created in a laboratory, do

exist in space. The main reason why these heavy elements are needed to be created here in
our planet is because traces of them in space cannot be harvested. The reason for this is
becuase their life spans are too short to be captured for evidence—microseconds short to be
exact.

Let us take the following scenario for example: the element Gold (Au) is too heavy that
whenever it takes form in spcae, it dissipates almost as soon as it was formed.

Back on 1913, a scientist named Henry Moseley sought to fix Dmitri Mendeleev’s
arrangement of the periodic table of elements. There was a discovery that arranging the
elements based on their weight didn’t reflect the element’s chemical properties properly. Henry
Moseley experimented by shooting electrons at varying elements. The result was that the
elements released x-rays at a certain frequency that increases as the protons increases.

Based on Henry Moseley’s x-ray spectroscopy experiment, he opted to arrange the

elements in the periodic table according to the square root of their unique frequency emission
resulting in a more organized table which shows periodic trends more clearly. Moseley’s x-
ray spectroscopy is vital in the synthesis of the heaviest elements in a laboratory because it
serves as a foundation of discovering that manipulating an element’s number of protons can
be done.

SYNTHESIS OF ELEMENTS
An element is identified by its number of protons because no two elements can have
the same number of protons. So, in order to make a new, heavier element, protons must be
added to an existing atomic nucleus of an element.

12
 A cyclotron—a type of particle accelerator—is a device invented and used to form
and accelerate protons to hit a target nuclei, causing an addition of a proton to the target
element.

Figure 2.1 Shows the simple mechanism and model of a cyclotron .

Figure 2.2 Shows the simple mechanism and model of a particle accelerator.

What are the elements synthesized here on Earth? These elements are those termed
as Transuranium elements and those written at the bottom of the periodic table of elements
which are the heaviest in terms of atomic number, considered when heavier than Uranium (U)
with an atomic number of 92.

TRANSURANIUM ELEMENTS

There are 26 transuranic elements in total, as follows:

Atomic
Number:
93 94 95 96 97 98 99 100 101
Element
Symbol:
Np Pu Am Cm Bk Cf Es Fm Md
Element
Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium
Name:

13
Atomic
Number:
102 103 104 105 106 107 108 109 110
Element
Symbol:
No Lr Rf Db Sg Bh Hs Mt Ds
Element
Nobelium Lawrencium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium
Name:

Atomic
Number: 111 112 113 114 115 116 117 118
Element
Symbol: Rg Cn Nh Fl Mc Lv Ts Og
Element
Name: Roentgenium Copernicium Nihonium Flerovium Moscovium Livermorium Tennessine Oganesson

What’s More

Activity 1.2.2. Evolution of an Atom’s Representation

Instructions: Read the individual instructions per item carefully. Make sure to ask your
teacher for clarifications.

Objectives: At the end of this activity, you should be able to:

1. Analyze how the model of an atom changed over time;
2. How the different models help us better understand the concept of the atomic
number.

Procedure:
1. Research about the following models of the atom in order:
a. John Dalton’s model
b. J.J Thomson’s model
c. Ernest Rutherford’s model
d. Neils Bohr’s model
e. Erwin Schrodinger’s model
2. On one whole sheet of paper, draw the simple versions of their models (in order) and
add notes on the bottom about the highlights of their model.
3. Answer the question: What made the scientists change the atomic models so much?

14
 What I Have Learned

Activity 1.2.3: Synthetic Elements

Instructions: In your household, pick one member of your family to pair with in this
assignment.

The purpose of this assignment is to strengthen your acquired knowledge through

sharing it verbally. This method helps improve memory retention and confidence in the lesson.

What you will do is to tell your partner about what you have learned today about the concept
of atomic number led to the synthesis of new elements in the laboratory. After this, make
sure to ask your partner the following questions and that you write her/his answer on a sheet
of 1 whole paper.

1. How did Henry Moseley arrange the periodic table of elements? (5 points)
2. Is this lesson new to you? (1 point)
3. Are you satisfied knowing that man can recreate an element using technology? Please
justify your answer. (4 points)

Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the overall
score. Happy learning!

What I Can Do

Activity 1.2.4: Bomb Leftovers

Remember that during star explosions, heavier elements are created? That same
concept happens here on Earth when a nuclear bomb explodes. When a nuke explodes,
traces of radioactive elements such as Uranium and those heavier than it are left in the wake
of the explosion. This radioactivity can be hazardous to the health of the people near the area.

Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the Chernobyl Nuclear Incident focusing on the topics of radiation
and its effects. Use the following table below and copy the format on a 1 whole piece of paper.

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 Title of the Article: Date of the Article’s Publication:
Reference/s:
1. What did you learn from the article? (3 points)

2. What heavy element was the Chernobyl nuclear accelerators supposed to make?
(3 points)

3. What was the connection of the article you read to the concept of atomic number
led to the synthesis of new elements in the laboratory? (4 points)

Summary
Overall, we have learned that the earliest elements were Hydrogen and Helium,
formed during the birth of a star. The heavier elements after Iron were formed during the death
or merging of stars. The evidence for this can be found in everyday objects, including our
bodies that are made up of elements. The birth of stars can be traced back to the theory of
the Big Bang as the origin of the universe.

Synthesis of new elements are made possible here on Earth through the technology
of particle accelerators. The basis for this synthesis goes all the way back to the concept of
atoms and the arrangement of the periodic table.

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 Assessment: (Post-Test)

Multiple Choice. Answer the question that follows. Choose the best answer from
among the given choices.
1. Which invention helped synthesize elements on Earth?
A. bombs B. magnets
C. particle accelerators D. All of the choices
2. What refers to the ability of a molecule to be dissolved in a solvent?
A. boiling points B. melting points
C. solubility D. surface tension
3. What refers to the certain temperature for a molecule to transition into a gaseous
state?
A. boiling points B. melting points
C. solubility D. surface tension
4. What is the explosion during a death of a star commonly called?
A. neutron-star merger B. supernova
C. synthesis D. fusion
5. Which of the following can determine a molecule’s polarity?
A. EN difference B. Lewis structure
C. molecular geometry D. All of the choices
6. What theory on the origin of the universe is currently accepted today?
A. Big Bang theory B. Eternal Inflation
C. Oscillating Universe D. Steady-State Universe
7. What is the term for elements heavier than Uranium?
A. light elements B. heavy elements
C. transuranic elements D. None of the choices
8. What is the term for elements which were born first during star formation?
A. light elements B. heavy elements
C. transuranic elements D. None of the choices
9. Which of the following DOES NOT determine a molecule to be nonpolar?
A. central atoms has no lone pairs B. EN difference is less than 0.4
C. symmetrical in structure D. None of the choices
10. Who fixed Dmitri Mendeleev’s arrangement of the periodic table of elements?
A. Albert Einstein B. Henry Moseley
C. J.J. Thomson D. John Dalton
11. What force pulls matter together?
A. gravity B. pressure
C. polar bonds D. None of the choices
12. What is formed when the core of a star becomes heated?
A. heavy elements B. light elements
C. plasma D. transuranic elements
13. At which element does element formation stop in massive stars?
A. Helium B. Hydrogen
C. Iron D. Lithium
14. How many transuranic elements are there?
A. 20 B. 23 C. 26 D. 94
15. This is the ability of an atom to attract electrons.
A. electronegativity B. fusion C. polarity D. synthesis
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 18
PRE-TEST: LESSON 2
1. A. 2. C. 3. D.
4. A. 5. C. 6. B. A 1.2.1:
7. D. 8. D. 9. C.
10. C. 11. D. 12. C. (in any order, ENCIRCLED in the puzzle
13. C. 14. C. 15. B. box)
LESSON 1
A 1.1.1:
A. (in any order)
1. Hydrogen
2. Fusion
3. Big Bang
4. Massive
5. Gravity
B.
1. Hydrogen
2. Fusion
3. Big Bang
4. Massive
5. Gravity
1. Atomic Weight
A 1.1.2: 2. Transuranium
1. The major finding of Anna Frebel 3. Polarity
Timothy Beers in their 2018 study was
4. Henry
that heaviest elements may not have formed
from supernova explosions but from 5. Elements
neutron star mergers.
2. Their finding is important because it helps A 1.2..2
explain the real origin of the formation
of heaviest elements and advance our
understanding 1. (Drawings, teacher should use best
of it. judgment on this)
3. We could still have believed that 2. The scientists made the changes
heaviest elements are formed from supernova because
explosions.
over the years more and more
A 1.1.3: information
Step 9 questions about the atoms are revealed and so
A. (Varying answers) should the atom's representation.
B. The colored clays represent the lightest
elements
C. The merginf of the clay balls represent
fusion (or the fusion of elements).
A 1.1.4:
1. (see lesson for comprehensive answers)
2. (Varying answers)
3. (Varying answers with justification)
Key to Answers
 19
LESSON 2 (continued)
A 1.2.3:
1. Henry Moseley arranged the
elements
in the periodic table by the square
root
of their unique frequency emission.
2. (Varying answers)
3. (Varying answers with justification)
A 1.2.4:
*answers are mostly based on the
references the student indicated.
1. (Varying answers)
2. Plutonium (Pu)
3. (Varying answers, but the idea is
that
technology allowed for the formation
of
heavier elements in the laboratory
with
high risks.
POST-TEST
1. C. 2. C. 3. A.
4. B. 5. D. 6. A.
7. C. 8. A. 9. D.
10. B. 11. A. 12. C.
13. C. 14. C. 15. A.
References

“4.12: Shapes and Properties- Polar and Nonpolar Molecules.” 2019. Chemistry
LibreTexts. May 29, 2019. https://bit.ly/2AM4GFU.
“How Can Scientists Create New Elements?” n.d. Discover Magazine. Accessed
July 10, 2020. https://bit.ly/3bIJIEt.
“How to Make an Element.” n.d. PBS LearningMedia. Accessed July 10, 2020.
https://bit.ly/2yhBDci.
“How to Tell If Something Is Polar or Non-Polar.” n.d. Sciencing. Accessed July 10,
2020. https://bit.ly/3bPwztx.
“Lifecycle of Massive Stars (Video).” n.d. Khan Academy. Accessed July 10, 2020.
https://bit.ly/3cNVwGN.
“Molecular Polarity (Video) | Chemical Bonds.” n.d. Khan Academy. Accessed July
10, 2020. https://bit.ly/2Tiw7xt.
“Molecular Polarity.” n.d. Preparatorychemistry.Com. Accessed July 10, 2020.
https://bit.ly/3e10wIv.
“Physical Science: Senior High School SHS Teaching Guide.” 2017. TeacherPH.
June 9, 2017. https://bit.ly/3dWMR58.
“Polar and Non-Polar Molecules.” n.d. Www2.Nau.Edu. Accessed July 10, 2020.
https://bit.ly/2z4eISl.
“Polar vs. Nonpolar.” n.d. Users.Stlcc.Edu. Accessed July 10, 2020.
https://bit.ly/2XcMwVb.
“Polarity of Bonds: Definition, Factors Affecting Polarity, Examples, Videos.” 2018.
Toppr-Guides. April 1, 2018. https://bit.ly/3e9H6Br.
“SCC GK12 Lesson Plan -- Stellar Nucleosynthesis and The Periodic Table.” n.d.
Earthref.Org. Accessed July 10, 2020. https://bit.ly/3cOAVlY.
“Synthesis of New Elements.” n.d. Prezi.Com. Accessed July 10, 2020.
https://bit.ly/3e6C1tB.
“The Elements: Forged in Stars.” n.d. PBS LearningMedia. Accessed July 10, 2020.
https://bit.ly/2ymTXkq.
B E J Pagel, and Cram101 (Firm. 2013. Studyguide for Nucleosynthesis and
Chemical Evolution of Galaxies by Pagel. United States: Cram101, Inc.
Frebel, Anna, and Timothy C. Beers. 2018. “The Formation of the Heaviest
Elements.” Physics Today 71 (1): 30–37. https://doi.org/10.1063/pt.3.3815.
Jerome Bigael. 2017. “Formation of Light and Heavy Elements.” September 9,
2017. https://bit.ly/3g3Urg9.
Jhay Gonzales. 2017. “Synthesis of the New Elements in the Laboratory.”
December 22, 2017. https://bit.ly/2TogSmD.

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Marjorie Brondo. 2018. “Lesson 8 Physical Science.” June 4, 2018.
https://bit.ly/36eQ5hX.
Masa-Aki Hashimoto, Riou Nakamura, Ann Thushari, Kenzo Arai, and Springer
Malaysia Representative Office. 2018. Big-Bang Nucleosynthesis
Thermonuclear History in the Early Universe. Puchong, Selangor D.E.
Springer Singapore Springer.
Popular Science. n.d. “Making New Elements.” Accessed July 10, 2020.
https://bit.ly/2TkxrzF.

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