Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

Instructional Planning (iPlan)

(With the inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DETAILED LESSON PLAN (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:
2 Physical Science 11 2 1 hour
1. LEARNING Code
 Give evidence for and describe the formation of heavier
elements during star formation and evolution. S11/12PS-IIIa-2
COMPETENCY
Key Concepts/
 The formation of the elements during the Big Bang and stellar evolution
Understanding
 The distribution of the chemical elements and the isotopes in the universe
to be Developed
 Describe the evolution of stars.
Knowledge  Describe the formation of heavier elements during star
Specific formation and evolution.
Learning  Write the nuclear fusion reactions in stars, which lead to the
Skills
Objectives formation of new elements.
Attitudes  Display cooperation when working with a group.
Values  Practice oneness in group work.
2. CONTENT Stellar Evolution and the Formation of Heavier Elements
 Physical Science MELC, p. 534
 Physical Science TG, pp. 12-23
3. LEARNING
References  Stellar evolution and the formation of heavier elements.
RESOURCES (n.d.). Quipper. Retrieved from
https://tinyurl.com/248r37y9
PPT slides, periodic table of elements, manila paper, marking pen,
Materials
tape, printed photos of the different stages of a star, printed text
4.
PROCEDURES
 The teacher facilitates a review of the previous lesson on the formation of light
4.1 elements such as hydrogen, helium, lithium, and beryllium during the big bang
Introductory nucleosynthesis.
Activity  The teacher asks, "How were the elements heavier than beryllium formed?"
 The teacher introduces the learning objectives.
 The teacher divides the class into four to six groups.
 Using the materials given, each group will arrange printed photos and texts
according to the evolution of stars.
4.2 Activity
 A group representative will describe stars' formation evolution based on their
output.
 The teacher provides feedback on their presentation.
4.3 Analysis The teacher asks the following questions and solicits varied answers from the
learners.
 1. How did you find the activity?
2. How are stars formed and born?
3. What are the significant events during star formation and evolution?
4. What elements formed during star formation and evolution?
5. How were elements heavier than beryllium formed?
Lecture-Discussion of Key Concepts:
(Refer to SLM Module 1, Lesson 1 for the detailed concepts)

 Elements heavier than beryllium were formed through stellar nucleosynthesis,

the process by which elements are formed within stars.
 Hydrogen and helium formed from BBN begin combining in nuclear fusion
reactions, forming bigger elements.
 Stellar evolution is the process by which a star changes during its lifetime.
 The star formation theory proposes that stars form due to the collapse of the
dense regions of a molecular cloud.
 A protostar is a stellar core formed when the fragments of a collapsed molecular
cloud contract.
 The main sequence star is formed when gravitational equilibrium is reached
during the hydrogen fusion in a protostar.
4.4 Abstraction  A red giant is a star that has used up its hydrogen supply in the core and
switched into the thermonuclear fusion of hydrogen in the shell surrounding the
core.
 A massive star becomes a multiple-shell red giant when oxygen, neon,
magnesium, silicon, and iron are formed in its core together with carbon, helium,
and hydrogen.
 A supernova is a star that blows apart and releases a large amount of energy.
 Stellar nucleosynthesis fusion reactions cannot produce nuclei higher than iron.
Synthesis of heavier nuclei happens via neutron or proton capture processes.
 In neutron capture, a neutron is added to a seed nucleus. The addition of a
neutron produces a heavier isotope of the element. Neutron capture can occur
slowly or rapidly.
 Beta decay results in an increase in the number of protons of the nucleus by one.
Hence, a heavier nucleus is formed.
 Proton capture or p-process is the addition of a proton in the nucleus.
4.5 Application With the same group, the teacher asks learners to complete the diagram by filling
in missing terms.
4.6 Assessment The teacher conducts a pen-and-paper test (Multiple Choice Questions).

1. Which of the following describes stellar nucleosynthesis?

A. The process of producing the light elements during the big bang expansion.
B. The process by which elements are formed within stars.
C. The process that generates elements heavier than iron.
D. The process that creates new elements in supernovas.
2. What happens when most of the hydrogen in the core is fused into helium in
the stellar core?
A. The temperature and density of the star's core increase up to 100 million K.
B. The star's thermal pressure causes it to push out hydrogen gas.
C. The star balloons into a red giant.
D. All of the above
3. Arrange the following stages of the stellar evolution of a low-mass star.
A. main sequence star – protostar – red giant – supergiant – supernova
B. main sequence star – protostar – supergiant – red giant – supernova
C. protostar – main sequence star – red giant – supergiant – supernova
D. protostar – main sequence star – supergiant – red giant – supernova
4. Which of the following element is not formed during stellar evolution?
A. Hydrogen-3 C. Carbon-12
B. Helium-4 D. Iron-52
5. When does a massive star enter the stage of becoming a supernova?
A. when the majority of the helium in the core has been converted to carbon
B. when the gravitational equilibrium is reached
C. when the core of a star can no longer produce energy to resist gravity
D. when helium is converted to carbon in the core while hydrogen is converted to
helium in the shell surrounding it
6. Which of the following reactions is not part of the alpha ladder?
A. 24 4 28
12 Mg + 2 He → 14 Si C. 36 4 40
18 Ar + 2 He → 20 Ca
 B. 31 4 35
15 P + 2 He → 17 Cl D. 44 4 48
22Ti + 2He → 24 Cr
7. Arrange the three-step process of the main branch of the proton-proton chain
reaction.
(1) 11 H + 11 H → 21 H +e +¿+v ¿
(2) 32 He + 32 He → 42 He+ 2 11 H
(3) 21 H + 11 H → 32 He +γ
A. 1,2,3 C. 3,1,2
B. 1,3,2 D. 2,1,3
8. If a star in fusion uses up an element, it is sometimes called "burning," even
though no actual combustion occurs. Which of the following processes is
likely to involve "carbon burning"?
A. proton-proton chain reaction
B. CNO cycle
C. triple-alpha process
D. alpha ladder
9. Which of the following processes is likely to generate the heaviest element?
A. CNO cycle C. s-process
B. triple-alpha process D. r-process
10. Molybdenum-94 undergoes a proton capture to produce technicium-95. Which of
the following equation illustrates the nuclear fusion reaction?
A. 94 1 95
42 Mo + 1 p → 43 Tc+γ

95 +¿+v
B. 94 1
42 Mo + 1 p → Tc+ 43 e ¿
C. 94 1 95 0
42 Mo + 1 p → Tc+ 43 ¿ −1 β ¿

D. 94 1 95
42 Mo + 1 p → 43 Tc

The teacher asks, "Are there known elements on Earth that are not present in
4.7 Assignment
outer space?" Support your answer.
Indicate below special cases including but not limited to continuation of lesson plan to the following day
in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension,
etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week.
6. What works? What else needs to be done to help the students learn? Identify what help your instructional
REFLECTIONS supervisors can provide for you so you can ask them relevant questions when you meet them. Indicate
below whichever is/are appropriate.
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. learners who
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties
did I encounter that
my principal or
supervisor can help
me solve?
G. What innovation
or localized
materials did I
use/discover that I
wish to share with
other teachers?