Daily Lesson LOG: Senior High School

SENIOR HIGH SCHOOL
SCHOOL MTOT ROIII GRADE LEVEL 11

DAILY LESSON
LOG SHIELLA MARIE
TEACHER LEARNING AREA Physical Science
A. GANIBAN
TEACHING DATE
May 12, 2017 QUARTER 1st Quarter
AND TIME
I. OBJECTIVES
A. CONTENT The learners demonstrate an understanding of the formation of the elements
STANDARDS during the Big Bang and during stellar evolution.
B. PERFORMANCE The learners shall be able to make a creative representation of the historical
STANDARDS development of the light elements.
D. LEARNING The learners can describe how elements heavier than iron are formed.
COMPETENCIES (S11/12PS-IIIa-4)
II. CONTENT How the elements found in the universe were formed.
 science.how.stuffworks.com
 learn.genetics.utah.edu
IV. LEARNING RESOURCES
 Quipper School
 https://earthref.org/SCC/lessons/2012/nucleosynthesis/
Other Resources: PowerPoint presentation, worksheets
V. PROCEDURES
 Greetings
 Prayer
A. REVIEW AND
INTRODUCTION  Checking of Attendance
 Review
Alpha Fusion in Stars
B. ESTABLISHING The teacher will show periodic table and ask the students to name elements
PURPOSE after iron.
C. Presenting
examples or
instances of the
new lesson
D. Discussing new
concepts and Valley of Stability Worksheet
practicing new Valley of Stability Worksheet Key
skills 1
E. Discussing new
concepts and
practicing new
skills 2
(Optional)
 Heavier Elements DLP PowerPoint - Description
This lesson focuses on the heavier elements produced in supernovae reactions.
F. Developing It is a short addendum to the previous lesson, but provides a context for
Mastery understanding the periodic table (i.e. alpha processes are important, but other
reactions like decay and s- and r- processes are necessary for the formation of
many elements)
G. APPLICATIONS Are elements heavier than iron important? Name some of their uses.
H. GENERALIZATIONS/ If the stellar nucleosynthesis produced only elements up to iron, then what
ABSTRACTION type of nucleosynthesis produced the elements heavier than iron?
I. EVALUATION  The students will produce a model of proton-proton fusion using craft
supplies. In addition, each pair of students will build on an initial alpha
particle in order to create a final nucleus of iron.
 The supplies for the model-building consist of two different colors of
cotton balls, with one color representing protons (e.g. white) and
another for neutrons (e.g. red).
 Using glue and a paper backing, the students should model proton-
proton fusion as modeled in Lesson 3, slides 6-9.
 In the next step, they should start with an alpha particle model and
continue to add an alpha particle (2 neutrons and 2 protons) until they
have a Fe-52 nucleus.
J. ACTIVITIES FOR
REMEDIATION
VI. REMARKS
VI. REFLECTION
NO. OF LEARNERS WHO Section No. of learners Total Learners
EARNED 80%ON FORMATIVE
ASSESSMENT
NO. OF LEARNERS REQUIRE
REMEDIATION
Did the lesson work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
with my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by:

SHIELLA MARIE A. GANIBAN WILLIAM RODERICK R. FALLORIN
Trainee EPS, CID,Trainer
Noted:
LIBRADA M. RUBIO
EPS II,CLMD, DepEdROIII
Valley of Stability Worksheet

Purpose: Some combinations of neutrons and protons form isotopes that are not stable and will decay or break apart.
This lesson shows how to predict the proper ratio of protons to neutrons to form stable isotopes. In nature we find that
stable isotopes have an ideal ratio of protons to neutrons. When charted on a graph (protons vs. neutrons) we see that
stability lies in an area called the band of stability.
Plot the following isotopes on the graph.
24
12 Mg 13560Nd 39
19 K 81
35 Br 114
44 Ru 34
19 K
http://www.science.uottawa.ca/eih/ch1/Image4.gif
Answer the following questions:
1. What does the entire area on the graph represent?

2. What does the black area represent? What is it called?
3. What does the straight line represent?
4. Which elements where charted outside the grey area? What would it indicate about those elements?
5. There are two K’s (potassium) atoms on the graph. What is it called there are two atoms of the same element
with different atomic masses? What on the subatomic level, is different between the two atoms?
6. Do all stable atoms have the same number of protons and neutrons?
Valley of Stability Worksheet Key
Purpose: Some combinations of neutrons and protons form isotopes that are not stable and will decay or break apart.
This lesson shows how to predict the proper ratio of protons to neutrons to form stable isotopes. In nature we find that
stable isotopes have an ideal ratio of protons to neutrons. When charted on a graph (protons vs. neutrons) we see that
stability lies in an area called the band of stability.
Plot the following isotopes on the graph.
24
12 Mg 13560Nd 39
19 K 81
35 Br 114
44 Ru 34
19 K
http://www.science.uottawa.ca/eih/ch1/Image4.gif
Answer the following questions:
1. What does the entire area on the graph represent?

It represents all the possible nuclides that can form, including those that will decay because they are unstable.
2. What does the black area represent? What is it called?

It is the “valley of stability” and represents all the stable nuclides that can exist.
3. What does the straight line represent?

It has a slope of one and shows the expected trend for atoms with the same number of neutrons and protons in
their nuclei.
4. Which elements where charted outside the grey area? What would it indicate about those elements?
All nuclides that cannot form, because they are never unstable
5. There are two K’s (potassium) atoms on the graph. What is it called there are two atoms of the same element
with different atomic masses? What on the subatomic level, is different between the two atoms?
They are called isotopes. They have a different number of neutrons in their nuclei, but the number of protons is
the same.
6. Do all stable atoms have the same number of protons and neutrons?
No, as atoms get larger, they typically have more neutrons than protons

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SENIOR HIGH SCHOOL

SCHOOL MTOT ROIII GRADE LEVEL 11

Prepared by: Checked by:

Valley of Stability Worksheet

Plot the following isotopes on the graph.

Answer the following questions:

1. What does the entire area on the graph represent?

3. What does the straight line represent?

Valley of Stability Worksheet Key

Plot the following isotopes on the graph.

Answer the following questions:

1. What does the entire area on the graph represent?

2. What does the black area represent? What is it called?

3. What does the straight line represent?

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