I. OBJECTIVES

A. Content Standard: The learner demonstrates an understanding of:

  the distribution of the chemical elements and the isotopes in the universe

B. Performance Standard: The learner shall be able to:

 
make a creative representation of the historical development of the atom or the chemical element
in a timeline
  
Learning Competency: how the concept of atomic number led to the synthesis of new elements
in the laboratory

C. Topic: Synthetic Elements (Indicator 1: Aligned the content within and across curriculum
teaching areas in MECLS)

II. CONTENT:

III. LEARNING RESOURCES

A. References
Physical Science Quarter 1 – Module 2pp.6-8
https://www.angelo.edu/faculty/kboudrea/periodic/
physical_natural.htm#:~:text=Elements%201%20through
%2092%20(except,present%20in%20extremely%20small
%20quantities.&text=The%20elements%20following%20uranium%20on,the
%20transuranium%20or%20transuranic%20elements.
https://www.abcteach.com/documents/clip-art-periodic-table-of-the-elements-bw-
blank-i-abcteachcom-42743

IV. PROCEDURE

Elicit
Review of the previous lesson

Activity 1: Light or Heavy…

Materials: 1 box, cut-out pictures of light elements (4), heavy elements (4)
Light elements: Hydrogen, Helium, Lithium, Beryllium
*Heavy Elements: Nitrogen, Carbon, Oxygen, Iron
 1. Teacher will draw a two-columned table on the board titled as:
The origin of naturally occurring elements:
First column is labeled: Big bang or primordial nucleosynthesis
Second column is labeled: Stellar nucleosynthesis

2. Learners will be asked to pick one element from the box and paste in the correct
column.

Processing the activity:

1.How do you identify if an element is alight *By their atomic number

element or a heavy one?

*Very good. Great because you can still

remember our previous lesson. Light
elements like hydrogen and helium formed
during the big bang, and those up to iron are
made by fusion in the cores of stars.

2. What is an atomic number? * The atomic number is the number of protons in the
nucleus of an atom
 That’s correct. The atomic number is
the number of protons, which is always
equal to the number of electrons in the
neutral atom

3. What do we mean by a neutral atom? * Atoms are usually neutral because the number of
* Yes, if an atom has an equal number of electrons is equal to the number of the proton.
protons which is positively charged, and an
electron that is negatively charged, an atom
is said to be neutral or has zero charges.

Example:
If an atom has 2 protons (+) and 2 electrons
(-)
In your mathematics lesson,
One of the Rules for Addition of Integers is
the sum of an integer, and its additive
inverse is 0.

then, (2) +(-2) = 0

Engage
A. Establishing a purpose of the new lesson

(Direct learners’ attention to the periodic table posted on the board or projected on LED
screen)
 Teacher Learner’s Possible Responses
1. What have you noticed in the 1.The elements in the Periodic Table are
arrangement of Elements in the arranged from the elements with smallest
modern periodic table? atomic number to with biggest atomic
number

2. What elements have the same 2. None

atomic number?

3. * Emphasize that every element

has different atomic number.

4. What else have you noticed aside 3. No elements with atomic number 106-
from atomic number that are 110
arranged from smallest to biggest?
-The chemist Dmitri Mendeleev
arranged the elements on the
modern periodic table from the
lightest to the heaviest element
leaving gaps for elements that were
yet to be discovered.

5. What else? 4. Some elements under transition metals

and rare Earth metals labeled with
 Teacher may respond: different font colors.
 Why do you think so?
 As we go through our topic
today, you will know why these
elements are labeled with
different font color.

B. Presenting examples/instances of the new lesson

 State the objectives of the lesson.

After going through this our lesson today, you are expected to:

1. Explain how the concept of atomic number led to the synthesis of new elements in the
laboratory

Explore

C. Discussing new concepts and practicing new skills

Activity 1: Natural or Synthetic/Artificial
Materials: LED TV/projector, Laptop, PPT (printed pictures in case of no electricity),
activity sheet.
 Activity can be done individually (to observe health protocol) or by grouping to (to
promote collaboration)

Objective: After going through this activity, you are expected to:
be able to realize the difference between natural and synthetic/artificial things.

Instruction:
*Teacher will project some picture of natural and artificial things that can be
found around us.

1. In your activity sheet identify the things that are natural, and things are
synthetic or artificial.

1.

A B

2.
A B

3.

A B

Guide question:
1. How can you distinguish natural from artificial or synthetic?
2. Why do you think these synthetic or artificial things are made?
Discussion:
Learners will read/report their answers.
Teacher Leaner’s possible responses
1. I believe you have learned this  Natural things are just naturally
in your junior high school occurring in the environment
science topics. How can you and synthetic or artificial man-
distinguish natural from artificial made things.
things?

*You are correct.

 Natural things are just naturally
occurring in the environment
and synthetic or artificial man-
made things. Some are made by
chemical synthesis, especially
to imitate a natural product.

2. Why do you think these artificial  The one who invented it was
things are made? curious if it is possible to make
an artificial one
3. Do you think it possible for  Yes.
an element to be made
artificially?

4. If NO, why do think so?  by combining/mixing two or

If YES, how? more elements.

 You will find out as we go

through with our topic today.
 Activity 2: Examine the PTE (5 minutes)
 Can be done individually or by grouping.

Materials: print-out/picture of Periodic Table of Elements highlighting naturally occurring and synthetic
Elements.

Objective: After going through this activity, you are expected to:

1. realize that some Elements in the Periodic Table do not occur naturally on Earth: they have been
created by human manipulation of fundamental particles (proton, neutron, electron).
2. identify what elements in the periodic table were synthesize in the laboratory.

Teacher Leaner’s Possible Answers:

 Teacher will project a picture of the
Periodic table on LED screen or distribute
a printout of pictures to learners.

1. Examine the Periodic Table provided to Not all Elements in the Periodic table occurred
you and discuss your observation or naturally, some are made by man.
realization in 2-3 sentences. (5 minutes)

*that’s correct. Most of the elements are

found naturally, but there are some
elements can be produced in the
laboratories. How?
Explain

E. Developing Mastery

• Discussion

Moseley’s X-ray Spectroscopy

Henry Gwyn-Jeffreys Moseley was an English physicist who demonstrated that the atomic number, the
number of protons in an atom, determines most of the properties of an element.

He began his study of radioactivity in Ernest Rutherford’s laboratory but later decided to explore more
on X-rays.

In 1913, Moseley published a paper on the arrangement of the elements in the Periodic table based on
their atomic numbers. He used X-ray spectroscopy to determine the atomic number of an element. He
bombarded a beam of electrons to different elements and measured their X-ray spectral lines. His
results clearly showed that frequency of the X-rays given off by an element was mathematically related
to the position of that element in the Periodic table. The frequency is proportional to the charge of the
nucleus, or the atomic number.

When the elements were arranged according to their atomic numbers, there were four gaps in the
table. These gaps corresponded to the atomic numbers 43, 61, 85, and 87. These elements were later
synthesized in the laboratory through nuclear transmutations.

Discovery of Nuclear Transmutation

• Project Ernest Rutherford photo on the LED screen while discussing.

In 1919, Ernest Rutherford successfully carried out a nuclear transmutation reaction — a reaction
involving the transformation of one element or isotope into another element. He bombarded alpha
particles from radium directed to the nitrogen nuclei. He showed that the nitrogen nuclei reacted to the
alpha particles to form an oxygen nucleus. The reaction is written as

However, both alpha particles and atomic nuclei are positively charged, so they tend to repel each
other.

Remember you lesson on Coulomb’s law?

According to Coulomb, the electric force for charges at rest has the following properties: Like
charges repel each other; unlike charges attract. Thus, two negative charges repel one another,
while a positive charge attracts a negative charge. The attraction or repulsion acts along the line
between the two charges.

Charge is a basic property of matter. Every constituent of matter has an electric charge with a value
that can be positive, negative, or zero. For example, electrons are negatively charged, and atomic
nuclei are positively charged. Most bulk matter has an equal amount of positive and negative charge
Therefore, instead of using fast-moving alpha particles in synthesizing new elements, atomic nuclei are
often bombarded with neutrons (neutral particles) in particle accelerators.

The Discovery of the Missing Elements

Recall that in 1925, there were four vacancies in the periodic table corresponding to the atomic
numbers 43, 61, 85, and 87. Two of these elements were synthesized in the laboratory using particle
accelerators.

• Asked the learners to revisit their Periodic table and point out what are these four elements.

*Discuss while projecting on LED screen the photo of particle accelerator.

A particle accelerator is a device that is used to speed up the protons to overcome the repulsion
between the protons and the target atomic nuclei by using magnetic and electrical fields. It is used to
synthesize new elements.

*Discuss while projecting Ernest Lawrence picture on the screen.

In 1937, American physicist Ernest Lawrence synthesized element with atomic number 43 using a linear
particle accelerator. He bombarded molybdenum (Z=42) with fast-moving neutrons. The newly
synthesized element was named Technetium (Tc) after the Greek word "technêtos" meaning “artificial.”
Tc was the first man-made element.

In 1940, Dale Corson, K. Mackenzie, and Emilio Segre discovered an element with atomic number 85.
They bombarded atoms of bismuth (Z=83) with fast-moving alpha particles in a cyclotron.

In the 1930s, the heaviest element known was uranium, with an atomic number of 92. Early in 1940,
Edwin McMillan proved that an element having the atomic number 93 could be created. He used a
particle accelerator to bombard uranium with neutrons and created an element with an atomic number
93 which he named neptunium.

At the end of 1940, element-94 was synthesized by Seaborg, McMillan, Kennedy, and Wahl. They
bombarded uranium with deuterons (particles composed of a proton and a neutron) in a cyclotron.
Element-94 was named plutonium.

Elements with atomic numbers greater than 92 (atomic number of uranium) are called transuranium
elements. Hence, neptunium and plutonium are both transuranium elements. They are unstable and
decay radioactively into other elements. All of these elements were discovered in the laboratory as
artificially generated synthetic elements. They are prepared using nuclear reactors or particle
accelerators. In the next lesson, you will learn the nuclear reactions involved in the synthesis of these
transuranium elements.

*After the discussion, Teacher may show a short video on how particle accelerator works.

Elaborate
Activity no. 3 fill it up! (Can be done individually or by grouping)

Materials: Periodic Table Template (Blank), numbers 1-3 for grouping

Instruction:

1. Learners will pick a number from small a box (containing only numbers 1-3)
2. All learners with the same numbers will be grouped 1,2,3.
3. Teacher will distribute a Periodic Table Template
4. Each group will make 1 periodic table for the following years:
Group 1 – 1930
Group 2 – 1937
Group 3- 1940

Extend
Research on the latest instruments used in preparing new elements in the
laboratory. What were the instruments used in preparing the newest four
elements, nihonium, moscovium, tennessine, and oganesson?

Evaluate
1. It is the number of positively charged particles in an atom.
 A. mass number
 B. atomic weight
 C. atomic number
 D. atomic mass
2. He proved that the atomic number determines the major properties of an
element.
 A. Ernest Walton
 B. Henry Gwyn-Jeffreys Moseley
 C. Ernest Rutherford
  D. James Chadwick
3. What was the method used by Moseley in determining the atomic number of
elements?
 A. UV spectroscopy
 B. mass spectrometry
 C. NMR spectroscopy
 D. X-ray spectroscopy
4. Which of the following is true about the scientific basis of the periodic table as
published by Moseley?
 A. The periodic table was arranged based on the atomic number of
elements.
 B. The periodic table was arranged based on the atomic number and
atomic weights of elements.
 C. The periodic table was arranged based on the atomic weight of elements.
 D. The periodic table was arranged based on the mass number of elements.
5. How did Rutherford show the first successful nuclear transmutation reaction?
 A. He bombarded alpha particles of radium to nitrogen nuclei to produce
oxygen nuclei.
 B. He bombarded alpha particles of nitrogen to oxygen nuclei to produce
radium nuclei.
 C. He bombarded nitrogen nuclei with protons to produce oxygen nuclei.
 D. He bombarded nitrogen nuclei with neutrons to produce oxygen nuclei.