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Quarter 2 Module 1 1
Lesson Guide in Science Grade 9
Second Quarter
Module 1
Quarter 2 Module 1 2
Lesson Guide in Science Grade 9
Lesson 1
I. Competency:
Explain how the Quantum Mechanical Model of an atom describes
the energies and positions of the electrons.
(Learning Competency is given in the Teacher’s Guide but not
specified in the Curriculum guide)
II. Objective:
Describe how it is likely to find the electron in an atom by
probability.
V. References:
a. Teacher’s Guide: pp. 7-9
b. Learner’s Guide: pp. 9-14
c. Internet references:
http://winter.group.shef.ac.uk/orbitron/AOs/4f/index.html
d. Other references: Science and Technology III pp. 270-271
Science Links Chemistry pp. 70-71
Science and Technology III SEMP 2 pp. 70-73
Quarter 2 Module 1 3
Lesson Guide in Science Grade 9
With the pictures posted above let the students answer the following
questions:
o Do you know the persons in the picture?
(Answers may vary)
o What do you think are their occupations?
(Fortune Tellers)
o What do fortune tellers do?
(Give some predictions)
o Do their predictions always come true?
(Not all the time)
What is PROBABILITY?
Probability is the measure of the likelihood that an event will
occur (Webster).
VII. Activity:
Title: Predicting the Probable Location of an Electron
Reference: Teacher’s Guide: pp. 7-9; Learner’s Guide: pp 9-14
Procedure:
- Let students work in pairs if there are enough materials. Felt-tipped
marker is preferable than pencil.
- The teacher should demonstrate how the activity will be done. The
center of the circle represents the atom’s nucleus and it is the target
when dropping the pencil or marker. The dots represent the
electrons.
1. Working with your group mates, draw a dot on the center of the
sheet of paper or folder.
2. Draw 5 concentric circles around the dot so that the radius of
each circle is 1cm, 3 cm, 5 cm, 7 cm and 9 cm from the dot.
Quarter 2 Module 1 4
Lesson Guide in Science Grade 9
Guide Questions:
1. What happens to the number of dots per unit area as the
distance of the dots go farther from the center?
2. Determine the percent probability of finding a dot in each of the
circle drawn on the target by multiplying No. of dots /cm2 (column
D) by the total number of dots (100). For example: In circle 1(A)
Percent probability = No. of dots /cm2 X 100
= [0.1920 / 100 ] X 100 = 19.20%
3. Based on your graph, what is the distance with the highest
probability of finding a dot? Show this in your graph.
4. How many dots are found in the area where there is highest
probability of finding dots?
5. How are your results similar to the distribution of electrons in an
atom?
6. How many dots are found in the area where there is highest
probability of finding dots?
7. How are your results similar to the distribution of electrons in an
atom?
8. Can we determine the exact location of an electron in the atom?
VIII. Analysis:
1. What happens to the number of dots per unit area as the
distance of the dots go farther from the center?
(answers may vary)
2. Determine the percent probability of finding a dot in each of the
circle drawn on the target by multiplying No. of dots /cm2 (column
D) by the total number of dots (100). For example: In circle 1(A)
Percent probability = No. of dots /cm2 X 100
= [0.1920 / 100 ] X 100
= 19.20%
3. Based on your graph, what is the distance with the highest
probability of finding a dot? Show this in your graph.
(answers may vary)
4. How many dots are found in the area where there is highest
probability of finding dots?
(answers may vary)
Quarter 2 Module 1 5
Lesson Guide in Science Grade 9
IX. Abstraction:
Activity 2 is an analogy to show you that it is not possible to
know the exact position of the electron. So, Bohr’s idea that
electrons are found in definite orbits around the nucleus was
rejected. Three physicists led the development of a better model of
the atom. These were Louie de Broglie, Erwin Schrodinger, and
Werner Karl Heisenberg. De Broglie proposed that the electron
(which is thought of as a particle) could also be thought of as a
wave. Schrodinger used this idea to develop a mathematical
equation to describe the hydrogen atom. Heisenberg discovered
that for a very small particle like the electron, its location cannot be
exactly known and how it is moving. This is called the uncertainty
principle.
Instead, these scientists agreed on the same idea that there is
only a probability the electron
can be found in a certain volume in space around the nucleus. This
volume or region of space is what scientists call as atomic orbital.
X. Application:
How does the agreement between Broglie, Schrodinger and
Heisenberg about the probability of finding an electron in a certain
space around the nucleus affects the concept of atomic model of an
atom?
If you are to make an action and is uncertain of your decisions in
life, what do you usually do; “follow your own gut feeling” or “think and
ask others before you decide”? Explain your answer?
Quarter 2 Module 1 6
Lesson Guide in Science Grade 9
XI. Assessment:
Direction: Solve the Cross-Word Puzzle
Across
4. Proposed the quantum mechanical model
Down
1. Proposed the uncertainty principle
2. Proposed the Matter-Wave Duality
3. Proposed that atom’s electron is in a specific orbit
corresponding to a fixed amount of energy of the
electron.
Key to correction
4. Schroedinger
1. Heisenberg
2. Broglie
3. NeilsBohr
XII. Agreement:
1. Have some readings about the scientists behind the rules of
filling up atomic orbitals with electrons.
Reference: http://education.jlab.org/qa/electron_config.html
2. Bring a periodic table of elements for tomorrow’s activity.
Quarter 2 Module 1 7
Lesson Guide in Science Grade 9
Lesson 2
Competency:
Describe how the Bohr’s model of the atom improved
Rutherford’s atomic model.
Explain how the Quantum Mechanical Model of an atom
describes the energies and positions of the electrons.
(Learning Competency is given in the Teacher’s Guide but not
specified in the Curriculum guide)
I. Objective(s):
IV. References:
a. Teacher’s guide: pp. 4-6
b. Learner’s guide: pp. 5-9
c. Internet references:
https://www.youtube.com/watch?v=u7CB8xc2ICw (Fireworks
display video)
d. Other references: Science Links Chemistry pp. 70-73
Chemistry in the New Millennium pp. 85-88
Quarter 2 Module 1 8
Lesson Guide in Science Grade 9
V. Preliminary Activity/Priming:
Flash a “fireworks display” video and let the students watch it.
Ask the following questions:
a. Is the fireworks display fascinating to watch?
(answers may vary)
b. What makes the fireworks display fascinating to watch?
(Students should answer “because of the different colors it
shows”)
c. What causes the fireworks display different colors?
(Students should be able to infer that there are chemicals
used in the fireworks display)
To further answer the question, let us perform an activity entitled
“Flame Test”.
VI. Activity:
Title: Flame Test
Reference: Teacher’s guide: pp. 4-6; Learner’s guide: pp. 5-9
` Procedure:
1. Group the students and check the materials to be used for the
activity
2. Distribute activity sheets and clarify procedures (include the safety
procedures to be observed while handling laboratory equipment and
chemicals)
3. Provide the students with rubrics in grading their laboratory activity
4. Let the students answer the guide questions listed in the activity and
report their laboratory activity in the class
Activity Proper
1. Place each metal salt on a watch glass and add 2 to 3 drops of 3
M hydrochloric acid.
2. Pour about 3 - 5 mL or enough ethyl alcohol to cover the size of a
1 peso-coin in the first watch glass. Light with a match and observe
the color of the flame. (This will serve as reference for comparison
of the flame color). Wait for the flame to be extinguished or put out
on its own.
3. Repeat procedure No. 2 for each salt. Observe the color of the
flame.
Quarter 2 Module 1 9
Lesson Guide in Science Grade 9
Guide Questions:
1. Why do you think there are different colors emitted?
2. What particles in the heated compounds are responsible for
the production of the colored light?
3. How did scientists explain the relationship between the
colors observed and the structure of an atom?
VII. Analysis:
1. As per stated by the findings of your laboratory activity,
metals salts which have compositions of metals like Boron,
Calcium, Copper, Sodium, and Potassium tend to emit
different colors when lighted by a flame.
2. Why do you think there are different colors emitted?
(Metal salts emitted color due to the absorption of heat from
the flame)
3. What particles in the heated compounds are responsible for
the production of the colored light?
4. The outermost particles (electrons) in the metallic element
are responsible for the production of colored light.
5. How does atom emit light?
6. When an electron absorbed extra energy from an outside
source (flame), the electron moves to a higher orbit. Colored
light is emitted when the electron falls back to a lower orbit.
7. And this is explained by Neil’s Bohr in his atomic orbital
model of an atom.
8. How did scientists explain the relationship between the
colors observed and the structure of an atom?
(The colors observed is an indication that definite energy
transformations occur inside the atom emitting light. It follows
that electrons must occupy orbits of fixed energy).
Quarter 2 Module 1 10
Lesson Guide in Science Grade 9
XIII. Abstraction:
1. Now look at the picture of Neil’s Bohr atomic orbital model. Bohr
discovered electrons as particles moving around the nucleus in
fixed circular orbits. It is something worth more precise
judgement than Ernest Rutherford’s model illustrating the
presence of a dense nucleus at the center of the atom. Neil’s
Bohr’s atomic orbital model had shown that there are particles
surrounding this dense nucleus. Each of which has their definite
distances from the nucleus. These circular orbits were also
called as energy levels. When an electron of an element
absorbed extra energy (from a flame or electric arc), this
electron moves to a higher energy level.
2. At this point the electron is at its excited state. Once excited, the
atom is unstable. The same electron can return to any of the
lower energy levels releasing energy in
the form of light with a particular color a nd a definite energy or
wavelength.
These energy absorbed through heat makes atom to be
quantized.
- The energy levels of electrons are like the steps of a ladder. The
lowest step of the ladder corresponds to the lowest energy level. A person
can climb up and down by going from step to step. Similarly, the electrons can
move from one energy level to another by absorbing or releasing energy.
Energy levels in an atom are not equally spaced which mea ns that the
amount of energy is not the same. The higher energy levels are closer
together. If an electron occupies a higher energy level, it will take less
energy for it to move to the next higher energy level. As a result of the Bohr
model, electrons are described as occupying fixed energy levels at a certain
distance from the nucleus of an atom.
IX. Application:
After a rain, you will see rainbow. Why do you see lines of different
colors in a rainbow?
Quarter 2 Module 1 11
Lesson Guide in Science Grade 9
X. Assessment:
Directions: Read each question/statement carefully. Choose the letter
of the correct answer.
1. Which combination describes the flame color of the compound when
heated?
A. Sodium chloride – red C. Potassium chloride – blue
B. Copper (II) sulfate – violet D. Boric acid – green
2. Which statement is incorrect?
A. Orbital is a region in an atom where an electron can be found.
B. An electron can emit energy when it jumps to a higher energy
level.
C. An electron can absorb energy when it jumps to a higher energy
level.
D. Filling of electrons in an atom starts from a low energy level to the
highest energy level.
3. Which explain the spectral line given off by an atom of a substance
when heat is applied directly to it?
A. The electron is removed from the atom.
B. The electron moves faster around its orbit.
C. The electron absorbs energy and jumps to a higher energy states.
D. The electrons which jumped to a higher energy state returns to
a lower energy state.
4. What do the atomic spectra of elements prove about the atom?
A. That atom is charged
B. That atom contains a nucleus
C. That atom has electrons that are negatively charged.
D. That atom has electrons that are found in definite energy
levels.
5. Which requires absorption of energy?
A. an electron coming nearer the nucleus
B. The electron going farther to the nucleus
C. an electron moving around the nucleus in its normal path.
D. None of the above.
XI. Agreement:
Quarter 2 Module 1 12
Lesson Guide in Science Grade 9
Lesson 3
Competency:
Explain how the Quantum Mechanical Model of an atom describes the
energies and positions of the electrons.
(Learning Competency is given in the Teacher’s Guide but not
specified in the Curriculum Guide)
I. Objective(s):
1. Identify energy levels, sub levels and orbitals
2. Analyze the maximum number of electrons an energy level,
sub level and orbital can hold
IV. References:
a. Teacher’s guide:
b. Learner’s guide:
c. Internet references:
http://education.jlab.org/qa/electron_config.html
d. Other references: Science and Technology SEMP 2 pp. 70-74
Science Links Chemistry pp. 71-75
FUSE CONSTEC volume 2 pp. 143-147
V. Preliminary Activity/Priming:
Quarter 2 Module 1 13
Lesson Guide in Science Grade 9
VI. Activity
Procedure:
You have learned in your previous activity the quantum
mechanical model of an atom that views an electron as a cloud of
negative charge having a certain geometrical shape. This model shows
how likely an electron could be found in various locations around t he
nucleus. This probable location of electron is coined as atomic orbital.
However, the model does not give any information about how the
electron are distributed around the nucleus.
Let us find out by doing the activity for today.
WORD DRILL
Quarter 2 Module 1 14
Lesson Guide in Science Grade 9
Procedure:
Analyze the table below, and answer the following questions.
VII. Analysis:
Ask the following questions
1. If s sub level has 1 orbital and the maximum number of
electrons that an orbital can hold is two, how many electrons
can fill up 1s sub level?
-2
2. If p sub level has 3 orbitals, what is the maximum number of
electrons can p sub level hold?
- 6
3. 2nd main energy level has 2s sub level and 2 p sub level.
How many electrons in total can 2 nd main energy level be
filled?
-8
4. If f sub level has 7 orbitals, each orbital can be filled up by
how many electrons?
- 14
5. 4th main energy level occupies 4s,4p,4d and 4f sub levels.
What is the maximum number of electrons that 4 th main
energy level can hold?
- 32
Quarter 2 Module 1 15
Lesson Guide in Science Grade 9
VIII. Abstraction:
IX. Application:
X. Assessment:
Quarter 2 Module 1 16
Lesson Guide in Science Grade 9
XI. Agreement:
1. Model Making
Ask the students to make models of the s and p orbitals
using recyclable materials at home like old newspapers and old
plastic products. What is important in this activity is that they
visualize the shapes and orientation of the orbitals.
2. Memorize the mnemonic device used in writing electron
configuration of atoms.
Quarter 2 Module 1 17
Lesson Guide in Science Grade 9
Lesson 4
Competency:
Explain how the Quantum Mechanical Model of an atom describes the
energies and positions of the electrons.
(Learning Competency is given in the Teacher’s Guide but not
specified in the Curriculum guide)
I. Objective(s):
1. Identify the principles/rules involved in the pattern of filling atomic
orbitals
2. Apply the rules in filling atomic orbitals
IV. References:
a. Teacher’s guide:
b. Learner’s guide:
c. Internet references:
http://www.youtube.com/watch?v=B3Q5a3q_5b0
http://education.jlab.org/qa/electron_config.html
d. Other references: Science Links Chemistry pp. 73-77
Chemistry for the New Millennium pp. 106
V. Preliminary Activity/Priming:
Quarter 2 Module 1 18
Lesson Guide in Science Grade 9
Now that you know the maximum numbers that energy levels,
sub levels and orbitals can hold. This time we are going to fill up each
one of them with electrons following the rules proposed by scientists.
In an atom, electrons and the nucleus interact to make the most
stable arrangement possible.
The way in which electrons are distributed in the different orbitals
around the nucleus of an atom is called ELECTRON
CONFIGURATION.
Activity:
Quarter 2 Module 1 19
Lesson Guide in Science Grade 9
Guide Questions
1. Did you observe some patterns in writing electronic
configuration?
2. What patterns did you see?
VI. Analysis:
Pre Analysis
(Analysis of the guide questions in the activity)
1. Did you observe some patterns in writing electronic
configuration?
- (Yes)
2. What patterns did you see?
- An orbital has a maximum of two opposite spins.
(represented by arrows up and down)
- An orbital in the same sublevel is filled with one spin before
pairing.
- Filling the orbitals with electron starts from the lowest
energy level to
the highest energy level. (1s 2s 2p 3s 3p 4s 3d 4p 5s 4d
5p…)
Post Analysis
1. Element Helium (He) has 2 electrons since it has an atomic
number 2. How many electron does its 1s orbital have?
- 2 (An orbital can hold a maximum of 2 numbers of
electrons)
2. Boron (B) has 5 electrons. How are these electrons arranged
in their orbitals?
- lowest energy level is filled up with electrons first before the
higher energy level
3. Element Nitrogen (N) has how many electrons in its 2p sub
level? How are these electrons arranged in its 2p orbital?
- The 3 orbitals of the 2p sub level are filled up with one
electrons each.
Quarter 2 Module 1 20
Lesson Guide in Science Grade 9
VIII. Abstraction:
Rule Matches
which letter?
Hund’s Rule
Single electrons must occupy
each equal-energy orbital before
additional electrons can occupy the
same orbitals.
Pauli Exclusion Principle
A maximum of two electrons may
occupy a single orbital.
The Aufbau Principle
Each electron occupies the lowest
energy orbital
first before the higher energy orbitals.
IX. Application:
For reflection, ask the students these questions:
a. In what places are there set of rules to follow?
b. Why is it important to follow a set of rules?
c. Relate the importance of following a set of rules in filling up the
atomic orbitals with electrons.
Quarter 2 Module 1 21
Lesson Guide in Science Grade 9
X. Assessment:
Complete the table below. Apply the knowledge that you have
gained in the previous activity.
Atomic
Atom # of electrons
Number
Carbon 6 6
Energy
Subshell # of electrons
level
1, 2, 3, … s, p, d or f
1 s 2
2 s 2
2 p 2
Electron Configuration:
1s2 2s2 2p2
XI. Agreement:
- Memorize the mnemonic device used in writing electron
configuration of atoms.
- Follow up activity
o Ask the students to perform the interactive activity in the
link provided below.
https://www.learner.org/interactives/periodic/elementary
interactive.html
Atomic # of
Atom
Number electrons
Beryllium
# of
Energy level Subshell
electrons
1, 2, 3, … s, p, d or f
Electron Configuration:
Quarter 2 Module 1 22
Lesson Guide in Science Grade 9
Lesson 5
Competency:
I. Objective:
Write the electron configuration of atoms/elements
IV. References:
a. Teacher’s guide:
b. Learner’s guide:
c. Other references: Science Links Chemistry pg 73-77
Chemistry for the New Millennium pg 106
V. Preliminary Activity/Priming:
- Have some review of the previous lesson through this activity.
Direction: Unscramble the letters to form the phrase that state a rule
in writing electron configurations of atoms.
Quarter 2 Module 1 23
Lesson Guide in Science Grade 9
VI. Activity:
a.
Atom Atomic Number # of electrons
Carbon 6 6
Energy level Subshell # of electrons
1, 2, 3, … s, p, d or f
1 S 2
2 S 2
2 P 2
Electron Configuration:
1s2 2s2 2p2
b.
Atom Atomic Number # of electrons
Neon 10
Energy level Subshell # of electrons
1, 2, 3, … s, p, d or f
1
2
2
Electron Configuration:
Quarter 2 Module 1 24
Lesson Guide in Science Grade 9
c.
Atom Atomic Number # of electrons
Aluminum 13
Energy level Subshell # of electrons
1, 2, 3, … s, p, d or f
1
2
2
3
Electron Configuration:
VII. Analysis:
Get your Periodic Table of Elements. Compare your answer to
the written electronic configuration of the element in the periodic table.
Check your answer:
1. How did you get the correct electron configuration?
(with the help of the previous class discussion and the
mnemonic device)
2. What served as your guide in writing the electron
configuration of elements?
(mnemonic device)
3. Why is it that your answer is wrong?
(haven’t followed the mnemonic device)
4. What leads you to wrong writing of electronic configuration?
(not following the rules and the guides)
VIII. Abstraction:
IX. Application:
Quarter 2 Module 1 25
Lesson Guide in Science Grade 9
X. Assessment
For items 1 ad 2, refer to the table below showing the electron
configuration of the Group VIIIA elements
Energy Levels
Atom 1 2 3 4 5 6 7
He 2
Ne 2 8
Ar 2 8 8
Kr 2 8 18 8
Xe 2 8 18 18 8
Rn 2 8 18 32 18 8
1. Using the table, what is the electron configuration of Argon?
A. 1s22s 22p6 C. 1s22s 22p63s2
B. 1s22s22p63s 1 D. 1s22s22p63s2 3p6
XI. Agreement:
Quarter 2 Module 1 26