ARELLANO UNIVERSITY

Senior High School Department

Juan Sumulong Campus2600 Legarda St., Sampaloc, Manila
Weekly Lesson Plan

Date CONTENT
Grade & Section STANDARD/ II. SUBJECT
I. OBJECTIVES III. PROCEDURE IV. ASSESSMENT
Learning Area PERFORMANCE MATTER
Class Period STANDARD
February 15-16 Content Standard: Learning Objectives Topic Date: February 15-16, 2024 Date: February 15-16, 2024
2024 Atomos, Aristotle Modality: In-person Modality: In-person
Physical Science 1. How the concept of the 1. Describe the ideas of the and Alchemy Summative
ACTIVITY:
atom evolved from Ancient Ancient Greeks on the (Chemistry Before Motivation
ICT B2 Greek to the present atom (S11/12PS-IIIa-b-5) Modern History) The Gnome theory of physics” APPLICATION: (Group
2. How the concept of the 2. Describe the ideas of the Activity)
2:50-4:10pm element evolved from Ancient Greeks on the •Gravity – gnomes like the ground.
Ancient Greek to the elements (S11/12PS-IIIab- Create a concept map beginning from
Thursday Gnomes throw small invisible ropes to the
present 6) References: ground. These ropes attach to unseen hooks each of the words below. Each map
3. Describe the that enable muscle-toned gnomes to pull should contain at least 30 connected
contributions of the Santiago, K. Silverio, themselves toward the ground. All bodies concepts each.
Performance Standard: alchemists to the science of A. (2016) Exploring a. atomism
ICT B1 experience gravitational attraction to each
chemistry (S11/12PS-IIIb- b. alchemy
Life Through Science other quite simply because gnomes are, to
5:30-6:50pm 1. make a creative 7) put it mildly, sociable creatures.
Series: Seeing the
representation of the • Light – gnomes that make up our eyes can
Thursday historical development of
Atoms, 4-17pages
see what color hats other gnomes are
the atom or the chemical At the end of the lesson,
Fowler, M. (2008 wearing to make up, say, a table. They then
element in a timeline. the learners will be able to:
August 23). Early Greek hi-five gnomes in our 'optical nerve' who
Science: Thales to Plato. run to tell the brain gnomes what they have
HE AB1 A. Discuss key
seen. This makes us think we are seeing a
developments in the Lecture. Retrieved
3:50-5:10pm table when in fact, it's all gnomes.
concept of the atom October 1, 2015 from
• States of matter – a solid is little more
and element http://
Friday than a closely compacted configuration of
throughout pre-modern galileoandeinstein.physi gnomes all holding hands, wearing hats and
history cs.virginia.edu/lectures/t having legs. Heating causes gnomes to
B. Discuss key hales.pdf become excited or tickled. They start to
developments in the
HE AB2 practical application of
loosen their grip of their neighbors (liquid).
5:10-6:50pm chemistry throughout When gnomes are tickled, they are no
pre-modern history. longer able to hold on and just float away in
Friday C. Articulate the Online Source groups of one or more (gas). Sometimes the
contributions of gnomes get so excited they catch fire
alchemy as a Link: (plasma).
protoscience to
chemistry https://
www.scribd.com/ ANALYSIS: ATOMOS, ARISTOTLE
slideshare AND ALCHEMY
(CHEMISTRY BEFORE MODERN
HISTORY

Time Allotment Atomism, Non-atomistic views of the

In-person Classes: 1 Greeks, The growth of alchemy across
hour and 20 different civilizations and Western Alchemy
minutes/week Leucippus and Democritus were two of the
most important theorists about the natural
Synchronous Classes: and physical world. They were called
1 hour and 20 physicists in Ancient Greece. They
minutes/week considered the idea of atomism, or the idea
that things are made up of much smaller
things that cannot be changed nor divided.
Asynchronous 1 hour Among the features of their theory were the
following:
and 20 minutes/week Atoms make up most of the things in the
universe; where there are no atoms, there is
a void.
Instructional Atoms are incredibly small and cannot be
divided, hence atomos (uncuttable).
Materials:
Atoms themselves are solid, homogeneous
and cannot change.
Atoms moving about and colliding in the
Prezi Presentations void cause the changes we see in our
White board universe.
The shapes, sizes and weights of individual
atoms influence the characteristics of the
thing they make up; e.g. sharp atoms cause
our tongues to tear and make bitter or sour
tastes, and atoms that compose clay are
joined by flexible joints which harden when
the clay is baked.

Atomism, although more a philosophical

idea than a scientific one was closest to our
current thinking about matter. Despite
having advocates, atomism was set aside
because more prominent philosophers
opposed it. Religious groups later declared
it as heretical or blasphemous because they
deemed atomistic thinking denied the
existence of God.

How the Greeks thought about matter

and the world:
• The philosopher Anaxagoras argued that
there was an infinite number of elementary
natural substances in the form of
infinitesimally small particles that combined
to comprise the different things in the
universe.
• Another theory by a philosopher named
Empedocles stated that everything is made
up of four eternal and unchanging kinds of
matter, fire, air (all gases), water (all liquids
and metals) and earth (all solids).
• The well-known philosopher Plato further
expanded Empedocles’ theory by saying
each of the four kinds of matter is composed
of geometrical solids (the “Platonic solids”)
further divisible into triangles. When
rearranged, these triangles could cause the
apparent transformations between the four
basic kinds of matter.
• Aristotle, on the other hand, believed that
the four elements could be balanced in
substances in an infinite number of ways,
and that when combined gave proportions
of “essential qualities,” hot, dry, cold and
wet. Transformations between the four
elements (or changes in their balance in a
substance) caused changes in the universe.

While our concept of matter didn’t

advance much during this time, the
practical aspect of dealing with
substances, matter and materials
flourished in different civilizations before
and after the Greeks:
• The Mesopotamians had techniques to
utilize metals like gold and copper. They
even assigned certain symbols to match
metals with the heavenly bodies such as the
Sun and Moon. They also made use of other
materials such as dyes, glass, paints, and
perfumes.
• The Egyptians adapted techniques from
the Mesopotamians and perfected the use of
bronze, dye and glass that the Greeks later
copied.
• The Chinese also had their own processes
for metalwork and ceramic materials, but
they especially focused on finding minerals,
plants and substances that could prolong
life. Some of the substances discovered in
Chinese medicine have been found to have
actual positive effects while others were
found useless or even harmful, like
mercury.
• The Indians, like the Chinese, had a kind
of alchemy (rasayana) that looked at
different substances and practices for Vedic
medicine. This is tied closely to Hindu and
Buddhist beliefs. They also perfected the
use of iron and steel and were well-known
manufacturers of dyes, glass, cement,
solutions for textiles, and soap.
• The Arabs and Muslims enriched not
only the practice but also the literature of
chemistry. In particular, the scholar Jabir
Ibn-Hayyan, also known as Geber,
translated the practices and Aristotelian
thinking of the Greeks and wrote
extensively on how metals can be purified.
He came up with the preparation of acids
such as nitric, hydrochloric and sulfuric
acids, as well as aqua regia (nitro-
hydrochloric acid).

Despite many of the progress being

practical, much of it was shrouded in
mysticism or cultural beliefs, and was often
a result of trial and error. These advances in
materials, metallurgy and medicine would
often be collectively referred to in history as
alchemy, from the Arabic/Greek alkīmiyā or
“the art of transmuting.”

The field of alchemy became popular in the

Western world because of Aristotle’s ideas
on the elements and the techniques
developed by other civilizations. Alchemists
tried to play with the balance of the four
elements (fire, water, air, earth) and three
principles (salt, sulfur and mercury) to
transform or transmute substances. Among
their aims was to try and transform
“impure” or “base” metals like lead or iron
into the “purer” metals of silver or gold,
discover a magical “Philosopher’s Stone,”
and produce the so-called “Elixir of Life.”
With a T-chart, distinguish how alchemy
both contributed to and hampered scientific
thought.

The pre-modern era, the understanding of

chemistry was distinct from the practice of
chemistry. While alchemists had the wrong
understanding of matter, much of what they
did set the stage for much of modern
chemistry. For this reason, alchemy is
considered a protoscience, a precursor that
allowed the field of chemistry to be what it
is today.

Protoscience - An unscientific field of

study which later developed into real
science (e.g. astrology toward astronomy
and alchemy toward chemistry).

Diagnostic:

Go back to the outline presented at the

 introduction of the quarter. Let the learners
take note of how our understanding of
matter has changed and continues to change
after discussing where all matter came from.

ABSTRACTION:

a. What are the aspects of Leucippus and

Democritus’ idea of atomism?
b. How did other Greek philosophers like
Plato and Aristotle think about the
elements?
c. What were the three aims of Western
alchemy?
d. Give two similar advances in alchemy
carried out by different civilizations.
e. Give an example of how the contributions
of alchemy can be found in the modern
chemistry laboratory

Prepared By: MS ROCHELLE MAE C. ANSALE, LPT Checked by: MRS. EVA A.
PUNZALAN, LPT
SHS Science Teacher SHS Science Coordinate