Physical Science

Quarter 1 - Module 1
Week 1: Formation of Elements
Week 2: Polarity of Molecules

Senior High School

 Department of Education ● Republic of the Philippines
Physical Science – Grade 12 Alternative Delivery Mode Quarter 1 - Module 1: Week 1:
Formation of Elements Week 2: Polarity of Molecules First Edition, 2020

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 Senior High School Senior High School

Physical Science
Quarter 1 - Module 1
Formation of Elements
Polarity of Molecules

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Department of Education ● Republic of the Philippines

Table of Contents

What This Module is About ....................................................................................................................................................... 5

What I Need to Know .................................................................................................................................. ii
............................................................................................................................................................................................................. 6
How to Learn from this Module ............................................................................................................................................... 6
Icons of this Module ..................................................................................................................................................................... 6
What I Know .................................................................................................................................................................................... 8

Lesson 1:
Formation of Heavier Elements .................................................................................. 1
What I Need to Know..................................................................................................... 1

What’s New: Galaxy’s Puzzle ..................................................................................... 1

 What Is It ........................................................................................................................... 2

What’s More: Comprehensive Reading ................................................................... 4

What’s More: (Formation of Elements: An Analogy) ........................................... 5

What I Have Learned: Origin of Elements .............................................................. 6

What I Can Do: In the News ........................................................................................ 7

Lesson 2:
Synthesis of New Elements in the Laboratory .......................................... 8
What’s In ............................................................................................................................ 8

What I Need to Know..................................................................................................... 8

What’s New: Hidden Words ..................................................................................... ...9

What Is It ........................................................................................................................ .10

What’s More: Evolution of an Atom’s Representation ....................................... 12

What I Have Learned: Synthetic Elements .......................................................... 12

What I Can Do: Bomb Leftovers ............................................................................. 13

Lesson 3:
Polarities of Molecules ......................................................................................................... 14
What I Need to Know..................................................................................................... 14

What’s New: Opposites ................................................................................................ 14

What Is It ........................................................................................................................... 15

What’s More: Creative Approach to Polarity .......................................................... 16

What’s More: Molecules out of Clay ......................................................................... 17

What I Have Learned: Polarities Lesson ................................................................. 18

What I Can Do: Polarities at Home ........................................................................... 18

Lesson 4:
Properties of Molecules According to their Polarity .......................... 19
What I Need to Know..................................................................................................... 19
 What’s New: Hidden Words ........................................................................................ 19

What Is It ........................................................................................................................... 21

What’s More: Polarity at Work .................................................................................... 22

What’s More: Molecular Sketches ............................................................................. 23

What I Have Learned: Explore Your Chemicals ................................................... 23

Summary

Assessment: (Post-Test)

Key to Answers ......................................................................................................................................... …26

References ................................................................................................................................................. …28

What This Module is About

For the Students

This module will introduce you to the world in a deeper level. What you have learned from
your elementary years to your junior high years about science have prepared you to enter and
understand the new lessons you are about to get to know: from the theoretical start of the
universe to the behavior of molecules as observed through the microscope.

You might be intimidated by the depth of the lessons but don’t be disheartened. This module
is constructed to teach novices and inspire. If you ever find yourself lost or confused amidst
your learning, don’t hesitate to approach your teacher. Remember, unhealed confusion will
hinder effective learning.

Welcome to Module 1 of your Senior High School Physical Science. Happy learning!

For the Facilitators

This module aims to educate the students in the simplest way possible. Teachers and
parents must accommodate the learner to aid them in learning. Facilitators must avoid giving
direct answers but rather give help to the learners on how to acquire answers. Do not hesitate
to notify the teacher for concerns and ask further assistance.

The following are the lessons contained in this module:

Lesson 1 Formation of Heavier Elements

Lesson 2 Synthesis of Elements in Laboratories
Lesson 3 Polarities of Molecules
Lesson 4 Properties of Molecules Based on Their Polarities.
 What I Need to Know

At the end of this module, you should be able to:

1. Give evidence for and explain the formation of heavier elements during star formation.
(S11/12PS-IIIa-1);

2. Explain how the concept of the atomic number led to the synthesis of new elements in
the laboratory. (S11/12PS-IIIb-11);
3. Determine if a molecule is polar or non polar given its structure. (S11/12PS-IIIc-15); 4.
Relate the polarity of a molecule to its properties. (S11/12PS-IIIc-16)

i
How to Learn from this Module
To achieve the objectives cited, you are to do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises diligently.

• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
 What I Have Activities designed to process what you
Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii

What I Know
Multiple Choice. Select the letter of the best answer from among the given choices.

1. Which theory suggests that the universe began from a singularity and its inflation?
A. Big Bang Theory B. Eternal Inflation C. Oscillating Universe D. Steady-
State Universe

2. Aside from the neutron, the core of an atom is made up of which other subatomic particle?
A. electron B. positron
C. proton D. None of the above.

3. What kinds of elements has atomic numbers greater than Uranium?

A. alkaline earth metals B. metals
C. noble gases D. transuranium elements

4. What’s the term for stars that are nine times bigger than our Sun?
A. massive stars B. nebulae
C. stars D. supernova

5. What does an element’s atomic number determine?

A. number of electron B. number of positron C. number of proton D. None of
the choices

6. What does an element’s atomic weight determine?

A. number of protons and electrons B. number of protons and neutrons
C. number of protons only D. number of neutrons only
 7. Who developed the latest model of the atom which is accepted until today?
A. Ernest Rutherford B. J.J. Thomson
C. John Dalton D. Niels Bohr

8. How long can super heavy elements live?

A. hours B. minutes
C. seconds D. microseconds

9. What does adding neutrons to atoms make?

A. a new compound B. a new element
C. a new isotope D. None of the choices

10. What serves as the identity of an atom?

A. number of electron B. number of positron
C. number of proton D. None of the choices

11. What causes the formation of heavier elements in space?

A. death of a star B. neutron-star merger
C. supernova D. All of the choices

12. What is the last lighter element to be formed during a star formation?
A. Helium B. Hydrogen
C. Iron D. Oxygen

13. Who solved Dmitri Mendeleev’s arrangement of the periodic table?

A. Albert Einstein B. Ernest Rutherford C. Henry Moseley D. John Dalton
i

14. What force naturally pulls things together?

A. fission B. fusion
C. gravity D. pressure

15. Which element is the first and lightest to ever be formed?

A. Helium B. Hydrogen
C. Iron D. Oxygen
ii
Lesson
Formation of Heavier Elements

1
What I Need to Know

At the end of this lesson, I should be able to:

1. Give evidence for and describe the formation of heavier elements during star
formation and evolution;
2. Understand the basic concept of star formation;
3. Know that the chemical elements from Hydrogen to Iron can be formed in the stars
through stellar fusion;
4. Counteract misconceptions about the formation of heavy elements;
5. Understand the importance and necessity to keep updated the progress of scientific
concepts.

What’s New

ACTIVITY 1.1.1 The Galaxy’s Puzzle

Instructions: A. Read the short story provided below and find the 5 words related to physics
and chemistry. Use items 1-5 as a guide to find the words.

Once, there was a spy named Hydrogen (nicknamed Hy) with massive issues on
trusting Angela, his agency partner. There was always the possibility that their opinions crash
against each other rather than end in a peaceful fusion like when Hy suggests the suspect of

2
the crime they were investigating could be in the East Coast but Angela argues that the place
should be in the West Coast. They were almost fired from the job for being too unprofessional,
almost becoming the ‘big bang’ to their careers. The gravity of the situation made Hy and
Angela rethink their attitude and agree to be more understandable of each other’s differences
on opinions.

B.Chemistry and Physics words found in the story:

______________________1. This is the lightest element in the periodic table.
______________________2. This is what happens when elements combine together,
usually resulting to new elements.
______________________3. This is the theory which proposes the universe is still in the
process of inflation.
______________________4. This is the term for stars bigger than our own Sun.
______________________5. This is what pulls atoms together and what causes the Earth
to orbit the Sun.

VOCABULARY

• Big Bang Theory: this is the currently accepted theory of the origin of the universe
which proposes that everything started from a singularity which in time inflated—and
continues to do so—until the world we know of today started existing approximately
14 billion years ago.
• Stellar Nucleosynthesis: this is the birth of elements through nuclear fusion that
takes place within stars.
• Supernova: this is the explosion in the event of a death of a star.
• Neutron-Star Mergers: this is when stars merge to form a more massive star,
generating more energy than normal stars.
• Light Elements: these are elements from Hydrogen to Iron which form in less
massive stars.
• Heavy Elements: these are elements heavier than Iron which form from massive
stars, supernovae, or neutron-star mergers.

What Is It

Among the proposed explanations on how the universe began, the Big Bang Theory
is the one currently accepted, theoretically. It describes that the universe started with a
singularity defined simply as a point where all matter, time, space, laws of the universe and
reality itself are condensed—ultimately inflating (not exploding) since approximately 14 billion
years ago until now, according to NASA (National Aeronautics and Space Administration).
 Before the planet we live in right now came to existence as all the other planets and
solar systems and galaxies, the earliest elements were formed first.

Let us explore why the elements needed to exist first: all matter that makes up most of
the universe—including us—are made up of elements. These elements are what we study
about in the Periodic Table such as Hydrogen (H), Oxygen (O), and Gold (Au). Now we need
to understand the foundations and formations of elements.

This lesson primarily focuses on the formation of the heavier elements but in order to
understand that, we must first understand how the lighter elements were formed.

The steps below summarize the formation of the earliest and lighter elements in the
heart of massive stars, stars that are nine (9) times the size of our Sun:

1. There is first a huge cloud of Hydrogen (H) atoms. As per the law of the universe,
gravity will pull these atoms together.
2. The core (center) of this cloud will get dense and hot, like when more things rub together
they get hotter and more compressed. This dense and hot core will start to ignite.
3. This ignition is the start of fusion and since the atoms that are fusing (clumping together)
are Hydrogen atoms, this is called Hydrogen Fusion happening in the core of the cloud.

*KEEP IN MIND: When the Hydrogen fusion takes place, this doesn’t mean that
ALL the Hydrogen atoms are already fusing. The rest of the Hydrogen atoms
that are farther from the core remains outside the core. This trend happens not
only with Hydrogen but also with other elements when they start to fuse at a
later stage of element formation.

4. The heated core eventually becomes plasma: a soup of electrons and nucleuses that
are not as well-formed, explaining why they aren’t atoms yet.
5. Hydrogen atoms will eventually fuse into Helium (He) and this (He) is now the new core.
The surroundings of this (He) core is the previous (H) now called H-shell or H fusion
shell.

Figure 1.1 Shows the fusion of the isotopes of Hydrogen atoms to form a Helium atom.

4
6. Since the remaining H-shell are also constantly fusing into the (He) core, more (He) is
formed building up. With this (He) build-up, where gravity pulls atoms inward, there is
also pressure which pushes the H-shell outward causing the size of the star to get
bigger.
7. Steps 1-6 are going to continue until other fusions starts to happen:

a. He fuses with H into a Carbon (C) core with a He-shell outside it;
b. C fuses with He into Oxygen (O) core with a C-shell outside of it; and so on until
Iron (Fe).

8. Why do we stop at Fe? It’s because in order to produce another element after Fe, more
energy is needed than what the existing fusion can supply. That does not mean only
the elements from H to Fe are real elements. Heavier elements continue to form where
there is enough energy: during supernovae (plural of supernova—when stars explode
and die) and neutron-star mergers (when stars merges).
 Now that we have cleared the basics of how the lighter elements are formed, we go in-
depth on how the heavier elements get formed—one concept still unknown to science but
supported by theories.

Stellar Nucleosynthesis is one of the ways heavier elements are formed.

Nucleosynthesis explains how new atomic nucleus are formed from nucleons preceding
from the new ones. There is also Nuclear Fusion, a process where neutrons and protons
combine to new atoms. Nuclear fusion is how elements Hydrogen, Helium and small amounts
of Lithium and Beryllium were formed.

*REMEMBER: The number of protons (+) is the identity of an element, not the number of
neutron (+) nor the number of electrons (-).

What’s More

ACTIVITY 1.1.2A Comprehensive Reading

Instructions: Read the given passages and answer the questions that follow. This activity aims
to practice your analysis on scientific articles, specifically about the basic formation
of elements.

“Heaviest Elements Did Not Form from Supernovae”

Source: Physics Today (Frebel and Beers 2018)

Unitil now it is accepted that heaviest elements formed from a supernova.However,

scientists Anna Frebel from the Massachussets Institute of Technology (MIT) in
Cambridge and Timothy C. Beers from the University of Notre Dame in Indiana have found
evidence contrary to that belief.

A supernova explosion happens when a star dies. This explosion, like any other

explosion, would generate enough heat but in this case, such heat would aid the formation

of elements. Since the lighter elements up until Iron can take form from normal stars, there are
still questions about how the elements after Iron have taken form to which most studies
proposed to be from supernovae.

From the study of Anna Frebel and Timothy Beers, heaviest elements tend to form
in an environment filled with free neutrons. This is vital because these free neutrons would
be captured eventually into an existing nucleus making it heavier. The new element will
not be this heavier nucleus but the one formed after this nucleus decays. Such decay
would become stable and thus becomes this new, heavier element with a very short
lifespan of a millisecond.

6
 The big revelation was that such an event with enough energy can only happen
during a neutron-star merging. Neutron-star merger is when two stars collide due to
gravitational pull and results in a much bigger explosion than a standard supernova.

Questions:
1. What is the major finding of Anna Frebel and Timothy Beers’ 2018 study?
2. Why do you think their finding is important to the field of scientific education?
3. What could have happened if the new evidence about the formation of the heaviest
elements had not been discovered?

ACTIVITY 1.1.2B Formation of Elements: An Analogy

Instructions: Read the the procedure carefully. Make sure before doing this activity that your
materials are complete.

Objective: Understand how the formation of elements works through an analogy.

Materials:
• Colored clays (3 separate colors, at least 1-inch ball each)
• Permanent marker
• any smooth paper to serve as a surface
• 1 whole sheet of paper

Procedure:
1. Assign each color as 1A, 2B, and 3C. This will be the information you will put on your
paper as reference. 1A, 2B, and 3C will serve as element examples. Make sure to take
a picture with the procedures as evidence.
2. Now, make little balls out of one of the colored clays. Make the balls equal in size. This
wil be your 1A element atoms. Make as many as your clay would allow while setting
aside the other 2 colored clays.
3. Now, merge 2 of the 1A atoms and keep merging two balls of the 1A atoms.
4. When merged, cover the merged 1A atoms with a new colored clay. This now becomes
an analogy of the birth of a new element, 2B.
5. Continue covering the merged 1A atoms with the 2B atom color.
6. Notice that while the new atom 2B has been formed, the atom also becomes heavier.
7. This time, merge two 2B atoms together until all of them are merged by two.
8. The merged 2B atoms should now be covered with your last colored clay for it to
become the atom 3C. Set your merged clays aside and follow through step 9.
9. On your paper, answer the following questions:
a. In all honesty, did this activity aided your learning about the formation of elements?
Please justify your answer.
b. What did the colored clays represent?
c. What did the merging of the clay balls represent?

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 10. End of activity PARTS POINTS
Materials 10 (with pictures)
Questions 10 (with 1 picture per
procedure, total of 8)
TOTAL POINTS: 20/20

What I Have Learned

Activity 1.1.4: Origin of Elements
Instructions: In your household, choose one member of your family to be your partner.

The purpose of this activity is to strengthen your acquired knowledge through sharing
the topic verbally. This method helps improve memory retention and confidence in the lesson.

What you will do is to tell your partner about what you have learned today about the
formation of the stars and elements. After this, make sure to ask your partner the following
questions and write her/his answer on a sheet of 1 whole paper.

1. What was the process of the formation of lighter elements?

2. Is this lesson new to you?
3. Are you satisfied knowing the origins of the elements? Please justify your answer.

Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the overall
score. Happy learning!

What I Can Do
Activity 1.1.5: In the News
Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the elements that can be found in our blood and bones.
Use the following table below and copy the format on a 1 whole piece of paper.

Title of the Article: Date of the Article’s Publication:

Reference/s: Score: /10

8
 1. What did you learn from the article?

2. Which elements can be found in a human’s blood and bones?

3. What was the connection of the article you read to the lesson about the formation of
elements?

Lesson

Synthesis of New Elements in

2 the Laboratory

What’s In

We have discussed that the lighter elements from Hydrogen to Iron were
formed through stellar nucleosynthesis in the cosmos or simply, space after
the events of the Big Bang.
However, there are elements that need so much energy that it needs to be recreated
in the laboratory in a controlled environment in order to be recorded here on our planet. This
does not mean that these heaviest elements are not possible in space—they are but their life
span can only last for a such a little time before ceasing to exist which makes obtaining
evidence of them hard.

What I Need to Know

At the end of this lesson, I should be able to:

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

2. Understand the synthesis of an element in a laboratory;

9
 3. Know the importance of the periodic table of elements

What’s New

ACTIVITY 1.2.1. Hidden Words

Instructions: Find the hidden words inside the box of letters and encircle them. Use the words
you found to match them with the guide sentences that follow.

A G B Y H N E D T E A F

T D E V O H E N R Y F R
O S D E J B P Q A S I I

M C G G L B L A N G U N
I J F D A A O S S K K G

C U A O S I Y D U U T T
W G O S D T Y U R T O D

E L E M E N T B A O S E
I Y T A W L I B N M A F

G K Y G C J R G I P E C

H K G A S K A T U N D L
T S D O Q R L R M I G O

Y D N P A E O E H A T K
N V B L A F P S R D R J

F D O T V U Y H T W G H
Guide Sentences:
DOWN
1. This is the term for the combined number of protons and neutrons.
ANS: _________________________________ 2. This is what the
heaviest elements are called.
ANS: _________________________________
3. This means that one part of a molecule is either more positively-charged or
negatively-charged, to be discussed in Lesson 3. ANS:
_________________________________

10
ACROSS
4. He was the one to fix Mendeleev’s periodic table of elements. ANS:
_________________________________
5. This is formed during the Big Bang, with Hydrogen as an example.
ANS: _________________________________

VOCABULARY

• Synthetic Elements: refers to the chemical elements formed in a laboratory through

certain, man-controlled processes.
• Transuranium Elements: these are elements heavier than Uranium.
• Isotopes: these are the same atoms with different number of neutrons.
• Atomic Number: this is the number of protons in an atom, pertaining to its identity.
• Atomic Weight: this is the number of protons and neutrons together of an atom.
• Periodic Trends: the chemical properties exhibited by the elements, reflected in the
periodic table through groups or families.

What Is It

The heaviest elements in the universe can be recreated in a laboratory. This type of element
creation is called the synthesis of elements which is the focus for this lesson.

It is important to note that these heavy elements, although created in a laboratory, do

exist in space. The main reason why these heavy elements are needed to be created here in
our planet is because traces of them in space cannot be harvested. The reason for this is
becuase their life spans are too short to be captured for evidence—microseconds short to be
exact.

Let us take the following scenario for example: the element Gold (Au) is too heavy that
whenever it takes form in spcae, it dissipates almost as soon as it was formed.

Back on 1913, a scientist named Henry Moseley sought to fix Dmitri Mendeleev’s
arrangement of the periodic table of elements. There was a discovery that arranging the
elements based on their weight didn’t reflect the element’s chemical properties properly. Henry
Moseley experimented by shooting electrons at varying elements. The result was that the
elements released x-rays at a certain frequency that increases as the protons increases.

Based on Henry Moseley’s x-ray spectroscopy experiment, he opted to arrange the

elements in the periodic table according to the square root of their unique frequency emission
resulting in a more organized table which shows periodic trends more clearly. Moseley’s xray
spectroscopy is vital in the synthesis of the heaviest elements in a laboratory because it serves
as a foundation of discovering that manipulating an element’s number of protons can be done.

11
SYNTHESIS OF ELEMENTS

An element is identified by its number of protons because no two elements can have the same
number of protons. So in order to make a new, heavier element, protons must be added to an
existing atomic nuclei of an element.

A cyclotron—a type of particle accelerator—is a device invented and used to form and
accelerate protons to hit a target nuclei, causing an addition of a proton to the target element.

Figure 2.1 Shows the simple mechanism and model of a cyclotron.

Figure 2.2 Shows the simple mechanism and model of a particle accelerator.

What are the elements synthesized here on Earth? These elements are those termed
as transuranic elements and those written at the bottom of the periodic table of elements
which are the heaviest in terms of atomic number, considered when heavier than Uranium (U)
with an atomic number of 92.
12
TRANSURANIC ELEMENTS

There are 26 transuranic elements in total, as follows:

Atomic
Number: 93 94 95 96 97 98 99 100 101
Element
Symbol: Np Pu Am Cm Bk Cf Es Fm Md
Element
Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium
Name:

Atomic
Number: 102 103 104 105 106 107 108 109 110
Element
Symbol: No Lr Rf Db Sg Bh Hs Mt Ds
Element
Nobelium Lawrencium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium
Name:

Atomic
Number:
111 112 113 114 115 116 117 118
Element
Symbol:
Rg Cn Nh Fl Mc Lv Ts Og
Element
Name: Roentgenium Copernicium Nihonium Flerovium Moscovium Livermorium Tennessine Oganesson

What’s More
ACTIVITY 1.2.2 Evolution of an Atom’s Representation

Instructions: Answer accordingly. Ask your teacher for clarifications.

Objectives: 1. Analyze how the model of an atom changed over time;

2. How the different models help us better understand th concept of the atomic
number.
Procedure:
1. Research about the following models of the atom in order:
a. John Dalton’s model
b. J.J Thomson’s model
c. Ernest Rutherford’s model
d. Neils Bohr’s model
e. Erwin Schrodinger’s model
2. On a piece of 1 whole paper, draw the simple versions of their models (in order) and
add notes on the bottom about the highlights of their model.
3. Answer the question: What made the scientists change the atomic models so much?

13
 What I Have Learned

Activity 1.2.3 Synthetic Elements

Instructions: In your household, pick one member of your family to to be your partner.
10 points

The purpose of this activity is to strengthen your acquired knowledge through sharing
the topic verbally. This method helps improve memory retention and confidence in the lesson.

What you will do is to tell your partner about what you have learned today about the
concept of atomic number led to the synthesis of new elements in the laboratory. After
this, make sure to ask your partner the following questions and write her/his answer on a sheet
of 1 whole paper.

1. How did Henry Moseley arrange the periodic table of elements?

2. Is this lesson new to you?
3. Are you satisfied knowing that man can recreate an element using technology? Justify
your answer.

Make sure that you take a picture of you and your partner’s mini discussion about the
formation of elements at home. This picture must be sent to your teacher as part of the overall
score. Happy learning!

What I Can Do

Activity 1.2.4: Bomb Leftovers

Remember that during star explosions, heavier elements are created? That same
concept happens here on Earth when a nuclear bomb explodes. When a nuke explodes, traces
of radioactive elements such as Uranium and those heavier than it are left in the wake of the
explosion. These radioactivity can be hazardous to the health of the people near the area.

Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the Chernobyl Nuclear Incident focusing on the
topics of radiation and its effects. Use the following table below and copy the
format on a 1 whole piece of paper.
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 Title of the Article: Date of the Article’s Publication:
Reference/s: Score: /10
1. What did you learn from the article?

2. What heavy element was the Chernobyl nuclear accelerators supposed to make?

3. What was the connection of the article you read to the concept of atomic number
led to the synthesis of new elements in the laboratory?

Lesson
Polarities of Molecules
3
What’s In

We have discussed about the synthesis of elements using technology

whenever such elements cannot exist unless created. In this lesson, we will look further into
the trends of atoms and a group of atoms, also called as molecules—more specifically into
their polarities.

What I Need to Know

At the end of this lesson, I should be able to:

1. Determine if a molecule is polar or non-polar given its structure;

2. Give the scientific definition of polarity;
3. Identify a molecule’s polarity;

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 What’s New

ACTIVITY 1.3.1 Opposites

Instructions: To ready you for the next lesson, this activity will give you an idea on the general
concept of polarity. Use a one whole piece of paper to make a simple sketch of
the given situations below, following the criteria:

Area Definition Percentage Points

%
Creativity This is the creative use of the story format
as a medium to communicate knowledge 60 6
of a topic.

Neatness This is the readability of your written

output and its neatness. 40 4

10 per
100 % item

Situations:

1. Tony and Steve playing on a seesaw, with Steve the heavier one on the left.
2. An infinity sign with the left side bigger than the right.
3. A Yin-Yang

VOCABULARY

• Polarity: refers to the overall charge of a molecule

• Molecule: a group of elements bonded together
• Positive charge: refers to an atom or a molecule with an excess proton
• Negative charge: refers to an atom or a molecule with an excess, unpaired electron •
Electronegativity (EN): the tendency of an atom/element to attract an electron,
resulting in a negative charge, hence the name.

What Is It

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Before anything else, it is important to note that a molecule is held together by bonds. These
bonds are like the ropes which holds together a makeshift roof outside your house except in a
subatomic level, these bonds are either polar or nonpolar.

A polar bond is generally an unfair bond: one is more tight while the other is rather
loose. In chemistry, this bond refers to an ionic bond—a result of an unequal and big
difference in electronegativities of elements involved in the bond. On the other hand, a
nonpolar bond is a fair bond: the electronegativities of the elements concerned are equal, as
well as the sharing of electrons (this usually occurs in covalent bonds). In analogy to the rope,
visualize this bond as something with both ends of the rope equally tied tight.

DETERMINING THE POLARITY OF A MOLECULE

The easier and more basic way in determining the polarity of a given structure is through the
Lewis structure and some solving, given the following steps and examples:

1. First, recall how to draw the Lewis structure and apply it to an example. In this case, let’s
have the molecule CO2 (more commonly known as carbon dioxide.
*IF UNFAMILIAR, kindly ask your teacher to review about how to draw Lewis
structures.

Lewis structure of C𝑂2: O C O

2. Find the electronegativity (EN) difference of each bond. Use a periodic table of elements
for this.
If the EN difference of the bond is greater than 0.4, it is polar but if it is lesser than 0.4, it
is nonpolar. If ALL of the bonds in the molecule is nonpolar, the molecule is automatically
nonpolar. However, if one bond is polar, continue with the steps.

In the case of C𝑂2, the EN difference is 0.89 which is greater than 0.4. In this stage we
can assume that C𝑂2 is polar.
3. If the central atom has no lone pairs (unpaired electrons) with all of the other atoms
around it the same, the molecule is considered to be nonpolar. If the central atom has
lone pairs (unpaired electrons) with all of the other atoms around it different, the molecule
is possibly polar.

In the case of C𝑂2, the central atom C has no lone pairs around it and the atoms
around it are identical. In this stage, C𝑂2 is now nonpolar.

4. Your teacher will teach you how to draw a sketch for the molecule which will essentially
help you identify if the molecule is asymmetrical (polar) or symmetrical (nonpolar).

In the case of C𝑂2, the sketch will show that this molecule is symmetrical (evenly
distributed). The final judgement for the C𝑂2 molecule is that it’s nonpolar.

What’s More

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ACTIVITY 1.3.2A Creative Approach to Polarity

Instructions: On a ½ crosswise sheet of paper, make a creative story about the lesson of
polarity of molecules. You can use your own characters and analogy but make
sure they are in-line with the main concepts of the lesson. It could be sci-fi, humor,
drama, or in a script format—you decide. Your short story will be graded
according to the following criteria:

Area Definition Percentage % Points

Significance This is the connection of the story to the

scientific concept discussed (polarity of 30 6
molecules)

Creativity This is the creative use of the story

format as a medium to communicate 30 6
knowledge of a topic.

Grammar & This is the proper use of the English

Punctuation (American) language in terms of 20 4
grammar and punctuation.

Neatness This is the readability of your written

output and its neatness. 20 4
100 % 20

ACTIVITY 1.3.2B Molecules out of Clay

Instructions: Make sure to follow the procedure and secure the materials are ready. Materials:
• Clay (of 2 colors) • 2 sticks of about 3 inches in length
• Permanent marker

Procedure:
1. First, wait for your teacher to show you and the rest of the class the VSEPR model of
the water molecule (H2O).

Note for the Teacher: provide images of the VSEPR models required.

2. Next, use one colored clay for Hydrogen and the other to Oxygen. For Hydrogen, make
a bigger ball and mark it with a permanent marker with H. For Oxygen, make 2 smaller
balls and mark them with O each.

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 3. Use the sticks to connect the clays as referenced by the image provided by the teacher.
It should look like an inverted V.

4. Using your new individual models, let the teacher discuss the polarity of water and listen
carefully.

5. Wait for your turn to show the class your model and to discuss what you know of it in
terms of the lesson.

6. End of the activity. PARTS POINTS

Materials 10 (with pictures)
Questions 10 (with 1 picture per procedure,
total of 5)
TOTAL POINTS: 20/20

What I Have Learned

ACTIVITY 1.3.3. Polaritiy Lessons

Instructions: In your household, choose one member of your family to be your partner.

The purpose of this activity is to strengthen your acquired knowledge through sharing
the topic verbally. This method helps improve memory retention and confidence in the lesson.

What you will do is to tell your partner about what you have learned today about the
polarities of molecules. After this, make sure to ask your partner the following questions and
write her/his answer on a sheet of 1 whole paper.

1. Do you think the polarity of a molecule matters on a larger scale?

2. Where do you think can this lesson be applied to in daily life?

Make sure that you take a picture of you and your partner’s mini discussion. This picture
must be sent to your teacher as part of the overall score. Happy learning!

What I Can Do

ACTIVITY 1.3.4 Polarities At Home

After this lesson, try to look at the common objects you can see in your house and even those
outside school with new eyes: how polarity plays a role on their overall figure and look. From
the water to the air around you: their polarity at work!

Instructions: To broaden your understanding that this lesson can be applied in real life,
research and read about the polarity of the following chemicals: isopropyl
alcohol, ammonia, vegetable oil, candle wax, acetone, and hydrogen

19
 peroxide. Use the following table below and copy the format on a 1 whole
piece of paper.

Title of the Article/s: Date of the Article’s Publication:

Reference/s: Score: /7
1. Which chemicals from the list are polar?

2. Which chemicals from the list are non-polar?

Lesson

Properties of Molecules
4 According to their Polarity

20
 What’s In
In the previous lesson, we have discussed about the polarity of molecules and how to
determine if a molecule is polar or nonpolar.

What I Need to Know

At the end of this lesson, I should be able to:

1. Relate the polarity of a molecule to its properties;
2. Identify the properties of a molecule.

What’s New
ACTIVITY 1.4.1 Hidden Words
Instructions: Find the hidden words inside the box of letters and encircle them. Use the words
you found to match them with the guide sentences that follow.
H B A S E D F K L Y H F

S O L P F R Q B V S E D
A N B H J K S W M I L Y

P R O P E R T I E S C E
J A I D F A J O L T Y U

O G L E W L B S T F S D
R T I N S O J V I A R G

D E N D D P O E N G P E
G R G C I W R N G O O W

U K P V I N N A P N S R

B H O E L B U L O S F B
B U I S H I E S I L R S

E N N E G K N K N N E J
N F T W D L E A T E H S

F E D A A M S W D F T D

Guide Sentences:

21
DOWN
1. This is the temperature at which liquid starts to boil. ANS:
_________________________________
2. This is the temperature at which liquid starts to melt. ANS:
_________________________________
3. This is the term for molecules which have a slightly
negative or positive side. ANS:
_________________________________

ACROSS
4. These are what determines the behaviour of a polar/non-polar molecules. ANS:
_________________________________
5. This is what a material would be called if they easily mix with water or any solvent.
ANS: _________________________________

VOCABULARY

• Properties: this refers to the behaviour of an entity or an object.

• Solubility: this is a physical property that refers to the ability of a molecule to dissolve
in a solvent.
• Melting point: this is a property that refers to the temperature when a molecule starts
to melt.
• Boiling point: this is a property that refers to the temperature when a molecule starts to
boil.

What Is It

Molecules do not have the same properties, which contributes to the wonderful
diversity of things around us and the different ways such things react with the world. One of
the major factor that determines what properties molecules have is their polarity.

The first property we will discuss is the solubility. This is the ability of a molecule to
be dissolved in a solvent. Another property is the melting point—temperature when a
molecule starts to melt or transition into a liquid state. The next property is the boiling point—
temperature when a molecule starts to boil or transition into a gaseous state.

The following examples will cover examples of the correlation of polarity and the
mentioned properties:

22
 SOLUBILITY
• The general law for solubility among molecules is that polar molecules can be dissolved
in polar solvents (polar to polar) and nonpolar molecules can be dissolved in nonpolar
solvents (nonpolar to nonpolar). An example to this is salt (NaCl) which is polar. Have
you noticed that it can easily be dissolved in water (H2O)? This is because water is polar,
too.
• As opposed to salt, oil (containing Carbon and Hydrogen only) is nonpolar. Have you
seen what happens when oil and water are mixed? They separate. This is because water
is polar. Oil, being nonpolar, can only be dissolved in a nonpolar solvent.

MELTING AND BOILING POINT

• Polar molecules usually have Hydrogen bonds. Hydrogen bond is a big thing in bonding
because this means a stronger attraction. Therefore, polar molecules have a stronger
attraction as opposed to nonpolar molecules. What does this mean for both the melting
point and boiling point? The stronger the attraction, the higher both the melting and
boiling point given that they are of the same sizes.

What’s More

ACTIVITY 1.4.2 Polarity at Work

Instructions: Make sure to follow the procedure carefully and that your materials are ready.

Objective: Understand how properties of molecules behave due to polarity works in a larger
scale.

Materials:
• Tablespoon of oil • 1 bottle of nail polish
• Tablespoon of salt • clean spoon for stirring
• Tablespoon of sugar • permanent marker
• 4 glasses of clear water, separate (considred• 1 whole sheet of paper
as 2 points as one)

Procedure:
1. In each glass , label them accordingly with A, B, C, and D.
2. On your paper, write the following table:

Molecules: When Mixed in Water:

A. Oil
B. Salt
C. Sugar

23
 D. Drops of nail polish

3. On the second column, “When Mixed in Water” answer them one by one and mix your
samples in their designated glasses of water.
4. Answer the following questions below the table on your paper:
a. Which sample of molecules did not dissolve in the water?
b. Which sample of molecules dissolved in the water?
c. If water is polar, what is the polarity of the molecules that didn’t dissolve in the water?
d. If water is polar, what is the polarity of the molecules that dissolved in the water?

5. End of activity. PARTS POINTS

Materials 16 (with pictures)
Table Answers 8 (2 points each item)
Questions 10 (with 1 picture per procedure,
total of 4)

TOTAL POINTS: 34/34

What I Have Learned

ACTIVITY 1.4.3 Explore Your Chemicals

Directions: In your household, pick one member of your family to be your partner.

The purpose of this activity is to strengthen your acquired knowledge through sharing
the topic verbally. This method helps improve memory retention and confidence in the lesson.

What you will do is to tell your partner about what you have learned today about the
properties of the molecules based on their polarities. After this, make sure to ask your
partner the following questions and write her/his answer on a sheet of 1 whole paper.

1. What are 2 common household chemicals that you consider polar?

2. What are 2 common household chemicals that you consider polar?
3. In your own words, what is solubility?

Make sure that you take a picture of you and your partner’s mini discussion. This picture
must be sent to your teacher as part of the overall score. Happy learning!

What I Can Do

ACTIVITY 1.4.2 Molecular Sketches

24
Instructions: Answer accordingly.

25
Objective: Find out a molecule’s polarity thorugh a series of scienctific steps.

Materials:
• Periodic table of elements (can be printed from a source in the internet, with the source cited)
or can be store-bought.
• 1 whole sheet of paper

Procedure:

1. Research on the following molecules:

a. CO2 b. OF2 c. CCl2 d. CH2Cl2

2. For each of the molecules listed above, find their:

a. Molecular geometry
b. Individual bond EN difference
c. Verdict if polar or nonpolar

3. Submit your answer sheet to your teacher

Summary
Overall, we have learned that the earliest elements were Hydrogen and Helium, formed
during the birth of a star. The heavier elements after Iron were formed during the death or
merging of a stars. The evidence for this can be found in everyday objects, including our
bodies that are made up of elements. The birth of stars can be traced back to the theory of
the Big Bang as the origin of the universe.

Synthesis of new elements are made possible here on Earth through the technology of
particle accelerators. The basis for this synthesis goes all the way back to the concept of
atoms and the arrangement of the periodic table.

We also learned that it is possible to identify the polarity of a molecule using its structure or
the steps provided. Knowing the polarity of a molecule is important because it affects the
overall behavior of a molecule and sheds light on why a certain molecule has certain
properties unique to it which will be discussed in depth on the next lesson.

Polarities affect the properties and behaviors of molecules, as shown by their solubility,
melting and boiling points. The concept of this lesson is important because it explains normal,
daily things at a micro perspective.

26
 Assessment: (Post-Test)
Multiple Choice. Answer the question that follows. Choose the best answer from among the given
choices.

1. Which invention helped synthesize elements on Earth?

A. bombs B. magnets
C. particle accelerators D. All of these
2. What refers to the ability of a molecule to be dissolved in a solvent?

A. boiling points B. melting points

C. solubility D. surface tension
3. What refers to the certain temperature for a molecule to transition into a gaseous state?

A. boiling points B. melting points

C. solubility D. surface tension
4. What is the explosion during a death of a star commonly called?

A. neutron-star merger B. supernova

C. synthesis D. fusion
5. Which of the following can determine a molecule’s polarity?

A. EN difference B. Lewis structure

C. molecular geometry D. All of these
6. What theory on the origin of the universe is currently accepted today?

A. Big Bang theory B. Eternal Inflation C. Oscillating Universe D.

Steady-State Universe
7. What is the term for elements heavier than Uranium?

A. light elements B. heavy elements

C. transuranic elements D. None of these
8. What is the term for elements which were born first during star formation?

A. light elements B. heavy elements

C. transuranic elements D. None of these
9. Which of the following DOES NOT determine a molecule to be nonpolar?

A. central atoms has no lone pairs B. EN difference is less

than 0.4
C. symmetrical in structure D. None of these
10. Who fixed Dmitri Mendeleev’s arrangement of the periodic table of elements?
A. Albert Einstein B. Henry Moseley C. J.J. Thomson D. John
Dalton
11. What force pulls matter together?

A. gravity B. pressure
C. polar bonds D. None of these
27
12. What is formed when the core of a star becomes heated?

A. heavy elements B. light elements C. plasma D. transuranic

elements
13. At which element does element formation stop in massive stars?

A. Helium B. Hydrogen
C. Iron D. Lithium
14. How many transuranic elements are there?

A. 20 B. 23
C. 26 D. 94
15. This is the ability of an atom to attract electrons.

A. electronegativity B. fusion
C. polarity D. synthesis

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References

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May 29, 2019. https://bit.ly/2AM4GFU.
“How Can Scientists Create New Elements?” n.d. Discover Magazine. Accessed July 10,
2020. https://bit.ly/3bIJIEt.
“How to Make an Element.” n.d. PBS LearningMedia. Accessed July 10, 2020.
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“Physical Science: Senior High School SHS Teaching Guide.” 2017. TeacherPH. June 9,
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“Polar and Non-Polar Molecules.” n.d. Www2.Nau.Edu. Accessed July 10, 2020.
https://bit.ly/2z4eISl.
“Polar vs. Nonpolar.” n.d. Users.Stlcc.Edu. Accessed July 10, 2020. https://bit.ly/2XcMwVb.
“Polarity of Bonds: Definition, Factors Affecting Polarity, Examples, Videos.” 2018.
TopprGuides. April 1, 2018. https://bit.ly/3e9H6Br.
“SCC GK12 Lesson Plan -- Stellar Nucleosynthesis and The Periodic Table.” n.d.
Earthref.Org. Accessed July 10, 2020. https://bit.ly/3cOAVlY.
“Synthesis of New Elements.” n.d. Prezi.Com. Accessed July 10, 2020.
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B E J Pagel, and Cram101 (Firm. 2013. Studyguide for Nucleosynthesis and Chemical
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Frebel, Anna, and Timothy C. Beers. 2018. “The Formation of the Heaviest
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Jhay Gonzales. 2017. “Synthesis of the New Elements in the Laboratory.” December 22,
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For inquiries and feedback, please write or call:

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Telefax: ((08822)855-0048
E-mail Addr ess: [email protected]

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