DEPARTMENT OF EDUCATION

SCHOOLS DIVISION OFFICE-QUEZON CITY

SHS JOSE P. LAUREL SR. HIGH SCHOOL

SUBJECT PHYSICAL SCIENCE

DEVELOPMENT TEAM
Author ERICHA EMPAYNADO SOLOMON
Content Evaluator Ryan Noel Doña
Language Evaluator
Illustrator ERICHA EMPAYNADO SOLOMON
GOVERNMENT PROPERTY NOT FOR SALE

SUPPLEMENTARY LEARNING MATERIAL ON THE FORMATION OF THE ELEMENTS DURING BIG

BANG AND DURING STELLAR EVOLUTION
MODULE: I, WEEK I, QUARTER I, SEMESTER I SCHOOL YEAR 2020-2021

Name of Student:_______________________________________ Date received_____________

Section:________________________________________ Date Submitted___________
Name of Teacher:_______________________________________ Score:___________
 Expectations
In this module, you will understand the formation of the elements during the Big Bang
and during stellar evolution. (S11/12PS-IIIb-11)

Specifically, this module will help you to:

1. Provide evidence for and describe the formation of heavy and light elements during the
formation of and evolution.
2. Discuss how the concept of atomic number led to the synthesis of new elements in the
laboratory.
3. Understand the basis of the arrangement of elements in the periodic table.
4. Write the electronic configuration and draw the orbital diagram of the elements.
5. Provide the complete set of the quantum numbers for the last electron to fill up the orbital
diagram of the elements.

Pre-Test
DIRECTIONS: Read each question carefully. Choose and write the letter of the correct
answer on another sheet of paper.

1. Which theory suggests that the universe began from a singularity and its inflation?
a. Big Bang Theory c. Oscillating Universe
b. Eternal Inflation d. Steady-State Universe
2. What does adding neutrons to atoms make?
a. A new compound c. A new element
b. A new isotope d. None of the choices
3. Which of the following statements is FALSE?
a. The core of red giant star is made up of carbon.
b. The average star has shorter life span.
c. The more massive the star is the faster it burns its fuel.
d. No elements heavier than iron can be produced in a massive star.
4. Who solved Dmitri Mendeleev’s arrangement of the periodic table?
a. Albert Einstein c. J.J. Thompson
b. Henry Moseley d. Ernest Rutherford
5. Which of the following is the function of a proton?
a. It determines the atomic weight of an atom.
b. It is responsible for combining with neutrons in the nucleus together.
c. It gives the atom’s element name.
d. All of the above.

Looking Back
In your previous years, you have learned about the different theories of origin of the universe that
eventually led to the formation of galaxies, solar system, and other heavenly bodies. You’ll be surprised to
find out that you know more than you think about stars. A star passes through many different stages
during its life. In this activity, you will use your knowledge and intuition to arrange a series of images that
describes the life of a star from the beginning through the end.
Directions: Label the diagram and briefly describe what stage in the lifecycle of a start is represented in
each image. Write your explanation in your notebook.

Brief Introduction
The existence of all matter is believed to have started with the birth of the universe. The most
widely accepted explanation to the origin of the universe is the Big Bang Theory. This theory postulates
that approximately 14 billion years ago, a hot, dense mass about one centimeter in diameter experienced
a huge explosion, spreading its products as a fast moving cloud of gas. Right after Big Bang, protons and
neutrons combined together and formed light elements, Hydrogen and Helium, in the process of Big
Bang Nucleosynthesis.

The universe continuously expanded and over millions of years, the star made up of hydrogen
became hotter and denser. As the nuclear reactions continued, it produced elements heavier than lithium.
The formation of heavy elements by fusion of lighter nuclei in the interior of stars is called Stellar
Nucleosynthesis.
Proton – proton chain

The diagram at the right side will CNO Cycle

explain how stars are formed into different
stages because of nuclear fusion among
heavy elements. Proton-Proton Chain
reaction, also known as the p-p chain, is
the process by which average star gets
their energy and convert Hydrogen into
Helium. Whereas, the CNO cycle,AlphatheProcess
other known reaction, requires carbon to be
present to act as catalyst. The alpha
process, also known as the alpha ladder,
is one of two classes of nuclear fusion
reactions by which stars convert helium into
heavier elements. The triple-alpha
process, on the other hand, consumes
only helium and produces carbon.
Beyond Iron and Nickel
 How do elements heavier than Iron form? Elements heavier than iron cannot be formed through
fusion as tremendous amounts of energy are needed for the reaction to occur. Heavy elements are
formed by a Supernova nucleosynthesis, a massive explosion of a star. In supernova, neutron capture
reaction takes place, leading to formation of heavy elements. The diagram below will show you how
neutron is captured and heavier nucleus is formed.

Slow Neutron capture or s-process Rapid Neutron capture or r-process

Activities
Activity 1. Formation of Elements

Objective: Determine the cosmic phase involved in the synthesis of new elements.

Directions: Identify the cosmic phase (Big bang, Stellar, or Supernova Nucleosynthesis) in which the
nuclear reaction occurred.

Cosmic phase Cosmic phase

1. ____________ 6. ____________

2. ____________ 7. ____________

3. ____________ 8. ____________

4. ____________ 9. ____________

5. ____________ 10. ____________

Activity 2. The Atom and Chemical Element Timeline

Objective: 1. Make a timeline about a brief history of matter, atoms, and elements.

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

Directions: Create an infographic timeline about the contributions of the scientists in matter, models of
atom, and elements. If computer is unable, you can make a poster instead. Provide a brief description in
each period and explain how the concept of atomic number led to the synthesis of new transuranium
elements in the laboratory and its significance in providing information about elements in the periodic
table.
Activity 3. Elements in Periodic Table

Objective: 1. Understand how the elements were arranged in the periodic table.

2. Write the electronic configuration and draw orbital diagrams of elements.

3. Provide the complete set of the quantum number for the last electron to fill up the orbital
diagram of the elements.

Directions: Using your IUPAC periodic table, accomplish each task in A and B. Write your
answers on your notebook.
A. Name the element that is being described in each statements below.
1. Neutral atom of the cation with the configuration 1s 2 2s2 2p6
2. Period 4, Group 4A
3. Period 7, Group 11
4. Neutral atom with the configuration 1s2 2s2 2p6 3s2 3p6 4s2
5. Most metallic element in Period 2
6. Halogen in period 3
7. Neutral atom with the configuration 1s2 2s2 2p2
8. Neutral atom of an anion with the configuration 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6
9. Lanthanide with the highest atomic number
10. Actinide with the highest atomic number

B. Provide the electronic configuration (EC) and orbit diagram (OD) for the elements described.
Write the complete set of the quantum numbers (QN) for the last electron to fil up the orbital
diagram.

Example:

a. Period 3, Group 1B
b. Period 1, Group 8A
c. Period 2, Group 8A

Remember
 There are three cosmic stages through which specific groups of elements were formed.
(a) The Big bang (Primordial) Nucleosynthesis formed the light elements. (H, He, and Li)
(b) Stellar Nucleosynthesis formed the elements from Be to Fe.
(c) Supernova Nucleosynthesis formed the elements heavier than Fe.
 Each element has a unique atomic number (Z), which is the number of protons in the nuclei of
its atoms.
 Atoms use their electrons to participate in chemical reactions. Hence, knowing an element’s
electron configuration allows you to predict its reactivity or how it interacts with atoms of other
elements.
  There are three rules need to be followed in electronic configuration
(a) The Aufbau principle states that in the ground state of an atom or ion, electrons fill atomic
orbitals of the lowest available energy levels before occupying higher levels.
(b) Pauli exclusion principle states that no two electrons in an atom can possess the same set
of quantum numbers.
(c) Hund’s rule of maximum multiplicity suggests that the most stable arrangement of
electrons in subshells is one with the greatest number of parallel spins. This means that each
orbital in a subshell is singly occupied before pairing of electrons occurs.
 An Orbital Diagram consists of boxes and arrows that represent the orbitals and the electrons,
respectively.
 Quantum numbers describe the orbitals and the properties of the electrons in them.

 Principal quantum number (n) indicates the main energy level occupied by an electron. The
higher the n, the farther is the electron from the nucleus and the bigger is the atom, i.e, 4s 2 n=4
 The azimuthal quantum number (l ) describes the shape of the orbital.
 Magnetic quantum number (m ) indicates the orientation of an orbital around the nucleus.
 Spin quantum number (ms) indicates the spin of the electron and may have only two possible
values (+1/2 and -1/2).

Checking Your Understanding

Directions: Answer the following questions briefly but substantially. Write your answers on the blank
space provided.
1. How do elements form? Justify your answer based on what you have learned in this module.
_____________________________________________________________________________
_____________________________________________________________________________

2. Why are atomic numbers significant in the study of elements?

_____________________________________________________________________________
_____________________________________________________________________________

3. What are the rules followed in making electronic notation?

_____________________________________________________________________________
_____________________________________________________________________________

4. What do you think is the significance of observing the specific arrangement of elements in the
periodic table?
_____________________________________________________________________________
_____________________________________________________________________________
 5. Do you think the processes in the cosmic formation of elements are reproducible in the
laboratory? Why? Justify your answer.
_____________________________________________________________________________
_____________________________________________________________________________

Post-Test
Directions: Read each test item carefully. Choose and write the letter of the correct answer on another
sheet of paper.

1. Stellar Nucleosynthesis stops at the element of iron because there are _________ in their nuclei.
a. not enough protons c. not enough electrons
b. not enough atomic numbers d. not enough neutrons
2. Which of the following is the origin of light elements?
a. Stellar Nucleosynthesis c. R-Process
b. Primodial Nucleosynthesis d. Supernova Nucleosynthesis
3. Which of the following is the general electron configuration for the valence electrons of alkaline
earth metals?
a. ns1 c. ns2 np5
2 4
b. ns np d. ns2 np6(n-1)d7
4. When a star builds up too much iron, it ________.
a. regenerates c. starts burning over hydrogen
b. dies d. starts unmaking iron and goes backwards
5. Using the concept of principal quantum number, which of the atoms will have the bigger radius?
a. Li c. K
b. Al d. Ar

Reference

Department of Education –Senior High School- Physical Science Quarter 1 – Module 1 pp. 1-13

https://physics.info/nucleosynthesis/

https://www.youtube.com/watch?v=sE1IvKAijmo&t=4668s

https://en.wikipedia.org/wiki/Proton%E2%80%93proton_chain_reaction