Senior High School

Physical Science

Universe were Formed

AIRs - LM
LU_Physical Science _Module1
 Module 1 :
How the Elements found in the

LU_Physical Science _Module1

 PHYSICAL SCIENCE
Module 1: How the Elements found in the Universe were Formed
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Jhunel L. Nevado

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: John-John Q. Garcia
Language Reviewer: Mark Emil L. Agustin
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Jhunel L. Nevado

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph D
Assistant Schools Division Superintendent
German E. Flora, Ph D, CID Chief
Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Rominel S. Sobremonte, Ph D, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph

LU_Physical Science _Module1

 SHS
Physical Science
Module 1:
How the Elements found in the
Universe were Formed

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,

LU_Physical Science _Module1

 questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed with completing this
module or if you need to ask your facilitator or your teacher’s assistance for
a better understanding of the lesson. At the end of each module, you need to
answer the post-test to self-check your learning. Answer keys are provided
for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Physical Science _Module1

 Target

The early existence of the universe is believed to be the start of the

occurrence of all matter. Approximately 13.8 billion years ago, light elements such
as hydrogen, helium and a little of lithium emerged in the universe from the Big
Bang. But how are heavier elements formed? What are some of the evidence/s on
how these elements were formed?

During the 16th and 17th century, alchemists attempted to transform some
elements by simply mixing chemicals. Unfortunately, no matter what they did
they could not convert base metals into gold. It is because they were doing the
wrong process. What should then be done to create new elements?

This module will provide you with information and activities that will help
you understand better the Formation of Heavier Elements during Star Formation
and Evolution and How the Concept of Atomic Number Led to the Synthesis of
New Elements in the Laboratory.

After going through this module, you are expected to:

1. give evidence for and describe the formation of heavier elements during
star formation and evolution (S11/12PS-IIIb-10)

Learning Objectives:
a. define the stellar nucleosynthesis
b. give evidence for the formation of heavier elements during star
formation and evolution
c. describe the formation of heavier elements during star formation
and evolution; and
d. create an artistic representation on 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 (S11/12PS-IIIb-11)

Learning Objectives:
a. define nuclear transmutation
b. explain how Moseley discovered the correlation between the
atomic number of an element and the wavelengths of xrays
emitted by the element; and
c. illustrate how new elements are synthesized

Pretest

Direction: Read each item carefully. Write the letter of the correct answer.
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 1. Which of the following elements is formed in the main sequence star?
A. Carbon B. Helium C. Iron D. Neon

2. Which of the following refers to the formation of elements?

A. Fission B. Nucleotides
C. Nucleosynthesis D. Synthogenesis

3. Which of the following refers to the formation of the first elements in the
universe?
A. Genonucleosynthesis B. Stellar nucleosynthesis
C. Big bang nucleosynthesis D. Supernova nucleosynthesis

4. Which of the following were the two elements formed in Big Bang
Nucleosynthesis?
A. Helium and lithium B. Hydrogen and oxygen
C. Hydrogen and helium D. Hydrogen and lithium

5. Which of the following is formed when three helium nuclei fuse?

A. Carbon B. Hydrogen
C. Lithium D. Phosphorus

6. Which of the following is known to be the heaviest element?

A. Gold B. Neptunium
C. Silver D. Uranium

7. Where can you find the heavy elements in the star?

A. Core B. Protostar
C. Red Giant D. Main Sequence Star

8. How to determine an element’s atomic weight?

A. Number of protons only
B. Number of neutrons only
C. Number of protons and electrons
D. Number of protons and neutrons

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

10. What is formed when the core of a star is heated?

A. Plasma B. Light elements
C. Heavy elements D. Transuranic elements

11. At which element does element formation stop in massive stars?

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

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 12. Which of the following shows the proper sequence of how elements were
synthesized?
A. Astatine – Plutonium – Technetium – Uranium B. Astatine –
Uranium – Plutonium – Technetium C. Technetium – Astatine –
Uranium – Plutonium
D. Uranium – Astatine – Plutonium – Technetium

13. Which of the following statements is TRUE about stellar nucleosynthesis?

A. Due to strong gravitational force, the protostar contracts and its
temperature increases.
B. In the core of a main sequence star, hydrogen is fused into helium
via beta plus decay.
C. When the majority of the helium in the core has been converted to
carbon, then the rate of fusion increases.
D. When the core temperature reaches about 10 million K, nuclear
reactions begin wherein positrons and neutrons are released,
increasing pressure and stop the contraction.

14. Which of the following was done by the scientist to create Neptunium?
A. Uranium was bombarded with deuterons in a cyclotron.
B. Particle accelerator was used to bombard uranium with neutrons.
C. Fast-moving alpha particles was bombarded with bismuth in a
cyclotron.
D. Molybdenum was bombarded with fast-moving neutrons using
linear particle accelerator.

15. Which of the following statements is/are TRUE about neptunium and
plutonium?
I. They are both trans uranium elements.
II. They were synthesized through radioactivity.
III. They are stable and decay radioactivity into other elements.
IV. They were discovered in the laboratory as artificially
generated synthetic elements.
A. I only B. IV only
C. I and III D. I and IV

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 HOW ARE WE RELATED TO
STAR?

Jumpstart

Activity 1. Search Me!

Directions: Read the given information about how heavier elements are formed.
Understand what you are reading, then accomplish the given activity below.

For several years, the universe continuously expanded and the cloud of
hydrogen and helium gases condensed to form stars. Stars became hotter and
denser and heavier elements are formed in stars through stellar nucleosynthesis.

It all started when the fragments of a collapsed molecular cloud contracted

which resulted in the formation of stellar core known as the protostar. Once the
contraction stops, protostar becomes a main-sequence star.

Hydrogen is fused to helium in the core of the main sequence star via the
proton-proton chain. When a star has used up its hydrogen supply in the core
fusion stops. As a result, helium and hydrogen burning occur and the star
becomes red giant.

Fusion will not occur in a low-mass star when most of the helium in the core
had been converted to carbon. The star’s fuel is depleted and the star becomes
white dwarf. On the other hand, in massive stars, fusion will occur and heavier
elements are fused in the core and the star becomes a multi-shell red giant.

When the star can no longer produce energy, an explosion of the stars that
releases a large amount of energy and produced other elements heavier than iron
will happen. This explosion is called a supernova.

Directions: Find and encircle all the words being described in each statement,
then label it with its number. The words are hidden in the grid.

1. It is a stellar core formed when the fragments of a collapsed molecular cloud

contract.
2. It is a star that blows apart and releases a large amount of energy.
3. It is the process by which elements are formed within the star.
4. It is a star that used up its hydrogen supply in the core and switched into the
thermonuclear fusion of hydrogen in the shell surrounding the core.

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 5. It is a start that is being produced in the hot and inert carbon core.

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

J H U N E L J G S S R A T S Y E D J S K L R
A G H J L N E V A D O J Y A S R J E K D D R
S T E L L A R N U C L E O S Y N T H E S I S
V N S E F A H U I O P D R R F O H J K L Z X

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

P J H U N A Y S D J S T R E D G I A N T U Y
P R O T O S T A R V Y M K S G U I O P D R R

Discover

Stellar Formation and Evolution

Big Bang Theory proposes that due to the expansion of universe, hydrogen
and helium were produced. As the years go by, these light elements (hydrogen and
helium) condensed and formed stars, including the sun. Over millions of years, the
stars made of hydrogen became hotter and denser. With these occurrence, stellar
nucleosynthesis started.
Stellar nucleosynthesis is the process by which elements are formed within
stars by nuclear reactions. The abundances of these elements change as the stars
evolve.
Evolution of Stars

The theory which suggests that stars form due to the collapse of the dense
regions of an atomic cloud is known as the star formation theory. As the cloud
collapses, the fragments contract to form a stellar core called protostar. The
protostar contracts and its temperature increases due to strong gravitational force.
Nuclear reactions begin, when the core temperature reaches about 10 million K.
The reactions release positrons, and neutrinos which increase pressure and stop
the contraction. When the contraction stops, the gravitational equilibrium is
reached, and the protostar becomes a main sequence star.

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 Hydrogen is fused into
helium in the core of a main
sequence star through the
proton-proton chain.
When most of the hydrogen in
the core is fused into helium,
the fusion stops, and the
pressure in the core decreases.
Gravity squeezes the star to a
point that helium and hydrogen
burning occur. Figure 1. A star with a very dense helium core
Helium converts to carbon in and a hydrogen shell expands into a red giant
the core while hydrogen is due to increased radiation pressure.
changed to helium in the
shell surrounding the core. The
star becomes a red giant.
The rate of fusion decreases when most of the helium in the core has been
converted to carbon, which resulted in the squeezing of stars. Carbon fusion will
not occur in a low-mass star (with mass less than twice the Sun’s mass) because
there is no enough mass. As a result, there is a depletion of the star’s fuel, and over
time, the outer material of the star is blown off into space. Due to this, only the hot
and inert carbon core remained, and eventually, the star becomes a white dwarf.
On the other hand, carbon
fusion can occur in massive
stars because they have enough
mass wherein there is an
increase in temperature and
pressure. Through a series of
stages, a star was able to fused
heavier elements in the core and
in the shells around it. The
element oxygen is formed from
carbon fusion; neon
from oxygen fusion;
magnesium from neon
Figure 2. Cross
-section of the structure of red fusion: silicon
giant star showing the distribution of the first from magnesium fusion; and
few elements formed after Big Bang. iron from silicon fusion. The star
becomes a multiple-shell red
giant.
As the elements continues to fuse, iron is made (by silicon fusion). Two
elements (lighter than iron) can now combine to produce a nucleus with a mass
lower than the sum of their masses. The missing mass is released as energy during
the fusion of elements lighter than iron. However, if two iron nuclei fused together,
they need an input of energy. Therefore, massive stars can produce light elements
up to element iron except for elements heavier than iron.
The core of red giant stars starts to collapse when it can no longer produce
enough pressure to resist gravity. Then it leads to the explosion of stars, which
releases a large amount of energy and produces other elements heavier than iron.
This violent explosion is called a supernova.

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 Pieces of Evidence

The discovery of the interstellar medium of gas and dust provided a crucial
piece of evidence to support the star formation theory. The study of the different
stages of formation that happen in different areas in space. These pieces of evidence
are put together to form a clear picture.
From the different stages of star formation, energy in the form of Infrared
Radiation (IR) is detected. For instance, astronomers measure the IR released by a
protostar and compare it to the IR from a nearby area with zero extinction. The
absorption and scattering of electromagnetic radiation by gases and dust particles
between an emitting astronomical object and an observer is called extinction. The
IR measurements are then used to approximate the energy, temperature, and
pressure in the protostar.
The Nuclear Fusion Reactions in Stars

Stellar nucleosynthesis is the process by which elements are formed in the

cores and shells of the stars through nuclear fusion reactions. Nuclear fusion is a
type of reaction that fuses lighter elements to form heavier ones. It requires very
high temperatures and pressures. It is the reaction that fuels the stars since stars
have very high temperatures and pressures in their cores.

Hydrogen is the lightest element and the most abundant in the universe.
Thus, the formation of heavier elements starts with hydrogen. Hydrogen burning is
the stellar process that produces energy in the stars. There are two dominant
hydrogen burning processes, the proton-proton chain and carbon-nitrogen-oxygen
(CNO) cycle.

Proton-Proton Chain

The proton-proton chain is a series of thermonuclear reactions in the stars.

It is the main source of energy radiated by the sun and other stars. It happens due
to the large kinetic energies of the protons. If the kinetic energies of the protons are
high enough to overcome their electrostatic repulsion, then proton-proton chain
proceeds.
The sequence proceeds as follows:

1. The chain starts when two

protons fuse. When the fused
proton breaks, one proton is
transmuted into a neutron.

2. The proton and neutron then

pairs, forming an isotope of
hydrogen called deuterium.

3. Another proton collides with a

deuterium forming a helium-3
nucleus and a gamma ray.

Figure 3. Proton-proton chain

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 4. Finally, two helium-3 nuclei collide, and a helium-4 is created with
the release of two protons.

Carbon-Nitrogen-Oxygen (CNO) Cycle

For more massive and hotter stars, the carbon-nitrogen-oxygen cycle is the
more favorable route in converting hydrogen to helium.

The cycle proceeds as follows:

1. Carbon-12 captures a proton and gives off a gamma ray,
producing a n unstable nitrogen-13.
2. Nitrogen-13 undergoes beta decay to form carbon-13.
3. Carbon-13 captures a proton and releases a gamma ray to become
nitrogen- 14.
4. Nitrogen-14 then captures another proton and releases a gamma
ray to produce oxygen-15.
5. Oxygen-15 undergoes beta decay and becomes nitrogen-15.
6. Finally, nitrogen-15 captures a proton and gives off helium (alpha
particle) ending the cycle and returning to carbon-12.
Unlike the proton-proton chain, the CNO cycle is a catalytic process.
Carbon- 12 acts a catalyst for the cycle. It is used in the initial reaction and is
regenerated in the final one.

Nucleosynthesis is the process by which new nuclei are formed from pre-
existing or seed nuclei. Previously, you have learned about the types of
nucleosynthesis. The big bang nucleosynthesis produced hydrogen and helium,
whereas the stellar nucleosynthesis produced elements up to iron in the core of the
stars.

If the stellar nucleosynthesis produced only elements up to iron, then what

type of nucleosynthesis produced the elements heavier than iron?

The fusion reactions cannot produce nuclei higher than iron-56 because
fusion reaction becomes unfavorable. This is because the nuclear binding energy
per nucleon, the energy that holds the nucleus intact, decreases after iron-56.
Therefore, different pathways are needed for the synthesis of heavier nuclei.

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

neutron produces a heavier isotope of the element.

For Slow neutron capture or s-process happens when there is a small

number of neutrons.

Rapid neutron capture or r-process, on the other hand, happens when

there is a large number of a neutron.

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 Explore

Enrichment Activity 1: Concept Map

Direction: Complete the diagram by filling in the missing terms.

FORMATION OF HEAVY ELEMENTS

7. 10.

Enrichment Activity 2: Flowchart

Direction: Illustrate the process of the formation of heavy elements during star
formation and evolution through a flowchart. Be guided by the scoring rubric on
how your output will be rated.
CRITERIA 4 3 2 1
Organization Good Organized flow Some Not organized
and Layout organization for the most organization flow makes no
flow is logical past is clear. flow slightly sense and is
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 and easy to unclear. not clear.
follow.
Quality and Steps are very Some details Details are Unable to find
Accuracy of specific to are not somewhat specific details
Information process and relevant to ambiguous and/or details
accurate. process and and/or are mostly
chart contains somewhat inaccurate.
few inaccurate.
inaccuracies.
Primary Exhibits Illustrates a Display limited Shows little or
Source mastery of the firmer understanding no
Content material as understanding with some understanding
evidenced by of most of the details of the topic.
attention to details. pertinent to the
detail. subject matter.

Deepen

Performance Task: Origin of Elements

Few elements were first discovered as man-made since many of them did not
emerge from the major nucleosynthesis reactions (or their minor processes).

For this activity, you will create an output that discusses the origin of one of
the man-made elements.
Note: You may choose elements from Americium through Lawrencium as
well as some of the recently discovered elements like Flerovium and Livermorium.
In your output, you must:
• discuss the element’s basic characteristics; and
• give a brief timeline leading up to the element’s discovery

You may present your research in the form of poster, PowerPoint

Presentation, essay, video, or infographic. You will be guided by the scoring
rubric below on how your output will be rated.
Criteria 4 3 2 1
Creativity The project was The project was Little No creativity
original and was original, and the creativity or observed.
really explored student may originality Student did
the options for have explored was observedlittle to nothing
project ideas. It some options. in this to engage the
was engaging, Creativity was project. audience or to
creative, and observed. Student "think
oneof-a-kind. decided to outside
stick with the box"
the same

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 ideas he/she
has in the
past.
Work Ethic Student worked Student worked Student No work was
diligently throughout all struggled done during
throughout all work sessions, throughout class.
work sessions. at times losing the majority Student was
He/she was focus. Student of class consistently off
productive and used resources work time. task.
used resources as efficiently and It was
needed. wisely. difficult
to keep
him/her on
task.
Limited use
of sources
observed.
Stages All required Most of the Some of the No stages were
stages are required stages stages were included in the
included in the are included in included. presentation.
presentation. the
presentation.
Originality The presentation The The The presentation
shows substantial presentation presentation is a copy of
originality and shows some shows an other people's
creativity. The originality and ideas and/or
content and ideas creativity. The effort at graphics and
are presented content and originality shows very
ideas are and little effort at
in an exceptional inventiveness
presented in an original
and interesting
interesting way. thought
way.

Presentation The poster is The poster is The poster is The poster is

exceptionally attractive in acceptably distractingly
attractive in terms of design, attractive messy or very
terms of design, layout, and though it poorly designed.
layout, and neatness. may be a bit It is not
neatness. messy. attractive.

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 FORMATION OF HEAVIER
ELEMENTS

Jumpstart

Activity 1. Crack the Code

Direction: Use the atomic number of elements to help you crack the secret
message.

90 27 E 78 8 9
E 7 6

90 85 8 53 6
M

7 92 2 15 16
M L

53 7 90
E

D 53 21 8 E R 39 8 9
V

10 74 7 16
E L E M E T

53 90
E

57 5 8 88 8 R 39
T
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 Discover

Moseley’s X-ray Spectroscopy

Henry Gyn-Jeffreys Moseley was an English physicist who concluded that

most of the properties of an element can be determined on its atomic number
(number of protons in an atom). He studied radioactivity in Ernest Rutherford’s
laboratory but later decided to explore more on X-rays.
As he continued his study, he measured the x-ray spectral lines of an
element as he bombarded a beam of electrons to different elements to determine its
atomic number. He then believed that frequency of the X-rays given off by an
element was mathematically related to the position of that element in the Periodic
table. With this study, he was able to published a paper (1913) on the arrangement
of the elements in the Periodic table based on their atomic numbers.
Elements were then arranged according to their atomic numbers but there
were four gaps in the table (atomic numbers 43, 61, 85, and 87). The four missing
elements were later created in the laboratory through nuclear transmutations.

Discovery of Nuclear Transmutation

In 1919, Ernest Rutherford carried out a reaction in which one element was
transformed into another element. In the reaction, alpha particles were bombarded
from radium directed to the nitrogen nuclei. He showed that the nitrogen nuclei
reacted to the alpha particles formed some oxygen nuclei. This reaction is called
nuclear transmutation.

The nuclear transmutation was successfully done but both the alpha
particles and atomic nuclei are positively charged, so they tend to repel each other.
Because of this, atomic nuclei are often bombarded with neutrons (neutral
particles) in particle accelerators in synthesizing new elements.

The Discovery of the Missing Elements

In 1925, there were four gaps in the periodic table corresponding to the
atomic numbers 43, 61, 85, and 87. Using particle accelerators, two of these
elements were synthesized in the laboratory. Particle accelerator is a device used
to synthesize new elements using magnetic and electrical fields. It speeds up the
protons to overcome the repulsion between the protons and the target atomic
nuclei.

In 1937, Ernest Lawrence bombarded molybdenum (Z=42) with fast-moving

neutrons in a linear accelerator and he was able to create element with atomic
number 43 which was named as Technetium. It was the first artificially created
element and the lightest element that has no stable isotope.

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 Astatine (element with atomic number 85) was first produced in 1940 by
Dale Corson, K. Mackenzie and Emilio Segre. It was synthesized by

14

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 bombarding bismuth with fast-moving alpha particles in a cyclotron. The scientists
found that the isotope they created was radioactive, so they named the element
using the Greek ‘astatos’ meaning unstable.

Through studies in radioactivity, the two other elements with atomic

numbers 61 and 87 were discovered. Promethium (element 61) was recovered from
the leftovers of uranium fission while Francium (element 87) was discovered as a
breakdown product of uranium.

Synthesis of New Elements

Neptunium was first produced by Edwin McMillan and Philip Abelson in

1940. They used particle accelerator to bombard uranium with neutrons and they
were able to show chemically that they had produced neptunium, which has a
half-life of just 2.3 days.

An element discovered through Major advancement in nuclear

studies in radioactivity; element-61 reactions took place in 1932.
was discovered as decay product of the This advancement uses a projectile
fission of uranium. of high-energy particles.

1. 2.
Dr. Glenn Seaborg, Edwin McMillan, Joseph Kennedy, and Arthur Wahl
was able to create the element 94 which is the Plutonium by deuteron (particles
composed of a proton and a neutron) bombardment of uranium in a cyclotron.

Transuranium elements are element with atomic numbers greater than 92.
Hence, neptunium and plutonium are both transuranium elements. All these
elements were discovered in the laboratory and are prepared using nuclear reactors
or particle accelerators.

Explore

Enrichment Activity 1: “Sino Siya!”

Blind Item: Scientists, Synthesized Elements and Nuclear Reactions
Direction: Read the following clues that determine the blind item. Refer to the
icons if it’s a scientist, an element, or Nuclear Reaction.

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 An English physicist who demonstrated In 1940, these 3 scientists
that the atomic number discovered an element with
(the number of protons in an atom) atomic number of 85 (Astatine- from
determines most of the properties of Greek word “astatos”
an element. He began his study of meaning unstable) using a cyclotron.
radioactivity in Rutherford’s laboratory
but later decided to explore more on X-
rays.
3. 4.

A nuclear reaction involving the An element discovered through

transformation of one element or studies in radioactivity; element-
isotope into another element. It 87 was discovered as decay
happens when a nucleus reacts with a product of the fission of uranium.
subatomic particle to
produce a more massive nucleus.
5. 6.

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 An American physicist who synthesized an In 1930s, the heaviest known element
element with atomic number of 43 is Uranium. In 1940,
(Technetium – a this scientist proved that an element
Greek word “technetos” meaning having an atomic
artificial – the first man-made number of 93 could be created.
element) using a linear particle He used a particle accelerator to
accelerator. bombard uranium with
neutrons and created an
element with an atomic number of
93 which he named Neptunium.

7. 8.
Enrichment Activity 2: Questions to Answer

Directions: In a minimum of five (5) sentences, answer the following questions. The
scoring rubric on the next page will be used in assessing your output. Use a
separate sheet of paper for your answers.

1. Is the discovery of the atomic number by Henry Moseley important? Why or

why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Why do scientists study and create new transuranium elements in the

laboratory? What are the uses of these elements?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How will you relate the synthesis of new elements to your life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
CRITERIA 4 3 2 1
Main/Topic Main/Topic Main/Topic Main/Topic Main/Topic
Idea Sentence idea sentence idea sentence idea sentence idea sentence
is clear, is either is unclear and is unclear and
correctly unclear or incorrectly incorrectly
placed, and is incorrectly placed and is placed and is
restated in the placed and is restated in the not restated in
closing restated in the closing the closing
sentence. closing sentence. sentence.
sentence.
Supporting Paragraph(s) Paragraph(s) Paragraph(s) Paragraph(s)
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 Detail have three or have two have one have no
Sentence(s) more supporting supporting supporting
supporting detail detail sentence detail
detail sentences that that relate sentences that
sentences that relate back to back to the relate back to
relate back to the main idea. main idea. the main idea.
the main idea.
Elaborating Each Each Each Each
Detail supporting supporting supporting supporting
Sentence(s) detail sentence detail sentence detail sentence detail sentence
has three or has at least has one has no
more two elaborating elaborating
elaborating elaborating detail sentence. detail sentence.
detail detail

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 sentences. sentences.

Mechanics and Paragraph has Paragraph has Paragraph has Paragraph has
Grammar no errors in one or two three to five six or more
punctuation, punctuation, punctuation, punctuation,
capitalization, capitalization, capitalization, capitalization,
and spelling. and spelling and spelling and spelling
errors. errors. errors.
Organization Details are in Details are in Some details Details are not
logical order logical order are not in in logical
which keeps which keeps logical order order.
the reader the reader which keeps
interested. somewhat the reader less
interested. interested.

Deepen

Performance Task: Comic Strip Making

Direction: Make a comic strip showing how the concept of atomic number led to
the synthesis of new elements in the laboratory. You will be graded using the
following rubrics below.
CRITERIA 4 3 2 1
Clarity and The comic The comic The comic The comic
Neatness Strip is easy to Strip is easy to Strip is Strip is hard
read, and all read, and somewhat to read, and
elements are most elements easy to read, few elements
clear. are clear. and some are clear.
elements are
clear.
Spelling & No spelling or One spelling or Two to three More than four
Grammar grammatical grammatical spelling or spelling
mistakes in mistakes in grammatical and/or
the comic the comic errors in the grammatical
strip. strip. comic strip. errors in the
comic strip.
Required The comic The comic The comic One or more
Elements Strip includes Strip includes Strip includes required
all required all required all required elements is
elements as elements and elements. missing from
well as a few one additional the comic
additional element. strip.
elements.

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 Captions Captions are Captions are Captions are Captions do
related to the related to the related to the not relate well
scenes, and scenes, and scenes, and to the scenes.
the story and the story and the story but There seems
the most the to be no
connections connections connections connection or
are easy to are easy to are less connections
understand. understand. obvious. are very
general.
Timeliness Submitted the Submitted the Submitted the Submitted the
output on output after output on output on
time. 56 days. after 7-8 days. after 9-10
days.

Gauge

Direction: Read each item carefully. Write the letter of the correct answer.

1. Which of the following is a stellar core formed when the fragments of

collapsed molecular cloud contract?
A. Protostar B. Supernova
B. Red giant D. Main sequence star

2. Which of the following is a star that blows apart and releases a large amount
of energy?
A. Protostar B. Supernova
C. Red giant D. Main sequence star

3. Which of the following is NOT produced in red giant stars?

A. Carbon B. Helium C. Oxygen D. Silicon

4. Which of the following elements is formed in the main sequence star?

A. Carbon B. Helium C. Iron D. Neon

5. Who among the following studied radioactivity using X-ray spectroscopy? A.

Edwin McMillan B. Ernest Lawrence
C. Ernest Rutherford D. Henry Moseley

6. Which of the following is known to be the heaviest element?

A. Gold B. Neptunium C. Silver D. Uranium

7. Which of the following match with each other?

A. Fission of uranium: Francium
Uranium and deuterons: Plutonium
B. Breakdown of uranium: Promethium
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 C. Uranium and molybdenum: Neptunium
8. Which of the following shows the proper sequence on how elements were
synthesized?
A. Astatine – Plutonium – Technetium – Uranium B. Astatine – Uranium –
Plutonium – Technetium
C. Technetium – Astatine – Uranium – Plutonium
D. Uranium – Astatine – Plutonium – Technetium

9. Which of the following statement is CORRECT about how Astatine was

synthesized?
A. Scientists bombarded molybdenum with fast-moving alpha particles in
a cyclotron.
B. Scientists bombarded atoms of bismuth with fast moving alpha
particles in a cyclotron.
C. Scientists bombarded molybdenum with fast-moving neutrons through
particle accelerator.
D. Scientists bombarded atoms of bismuth with fast moving alpha
particles through particle accelerator.

10. Which of the following was done by the scientist to create Neptunium? A.
Uranium was bombarded with deuterons in a cyclotron.
B. Particle accelerator was used to bombard uranium with neutrons.
C. Fast-moving alpha particles was bombarded with bismuth in a
cyclotron.
D. Molybdenum was bombarded with fast-moving neutrons using linear
particle accelerator.

11. Which of the following statements is/are TRUE about neptunium and
plutonium?
I. They are both transuranium elements.
II. They were synthesized through radioactivity.
III. They are stable and decay radioactivity into other elements.
IV. They were discovered in the laboratory as artificially
generated synthetic elements.
A. I only B. IV only C. I and III D. I and IV

12. Which of the following is TRUE about the formation of elements lighter than
iron in star’s core?
I. When the elements combine, they release energy that can fuel
the nuclear fusion reactions in the star.
II. When the elements combine, they produce a nucleus with a
mass lower than the sum of their masses.
III. When there is an input of energy from nuclear fission reactions
in the star, the elements are formed.
IV. When the elements combine, they produce a nucleus with a
mass greater than the sum of their masses.
A. I B. II C. III D. IV

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 13. What happens to low-mass stars if carbon fusion will not occur? I. The
star’s fuel will be depleted.
II. The cold and inert carbon core will remain.
III. The star will become multiple-red giant star.
IV. The outer material of the star is blown off into space
A. I and II B. I and III C. I and IV D. II and IV
14. Which of the following shows the proper sequence of events where protostar
becomes a red giant star?
I. The fusion stops and the pressure in the core decreases.
II. Gravity squeezes the star to a point that helium and hydrogen
burning occur.
III. Hydrogen is fused into helium in the core of a main sequence
star, through the proton-proton chain.
IV. Helium becomes carbon in the core while hydrogen is changed
to helium in the shell surrounding the core.
A. I – II – III – IV B. II – III – IV – I
C. III – I – II – IV D. III – II – I – IV

15. Which of the following statements is/are INCORRECT about the discovery of
nuclear transmutation by Rutherford?
Statement I – Ernest Rutherford bombarded alpha particles from radium
directed to the nitrogen nuclei.
Statement II - Ernest Rutherford showed that the oxygen nuclei reacted
to the alpha particles to form nitrogen nuclei.

A. Only statement I is incorrect.

B. Only statement II is incorrect.
C. Both statements are incorrect.
D. Both statements are incorrect.

Learning Resource Management Section

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