Gen chem 1 3rd week - Daily Lesson Log

Daily Lesson Log

Grade 11

School ITLUGAN SENIOR HIGH SCHOOL

Grade Level 11

Teacher CHRISTIAN JAY D. SALAZAR Learning Area General Chemistry 1 for STEMTeaching Dates and Time Week 3 November 14-18, 2016 Semester 2ND

November 14, 2016 November 15, 2016 November 16, 2016 November 17, 2016 November 18, 2016I. OBJECTIVES

A. Content Standards

The learners demonstrate an understanding of:Atoms, Molecules and Ions

B. Performance Standards

The learners:1. Atomic structure2. Formulas and names of compounds

C. Learning Competencies / Objectives

LEARNING COMPETENCY:

Give a short history of the concept of the atom

Describe the contributions of Democritus and Dalton Atomic Theory

Summarize Dalton’s

Explain the observations that led to Thomson's discovery of the electron.

Describe Thomson's "plum pudding" mode of the atom and the evidence for it

Draw a diagram of

Describe Rutherford's gold foil experiment and explain how this experiment altered the "plum pudding" model.

Draw a diagram of the Rutherford model of the atom and label the

VACANT Explain the discovery of Proton Neutron and Electron

Describe the locations, charges, and masses and the three main subatomic particles.

Define atomic number.

Describe the size of the nucleus in

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Atomic theory and explain historical development

Thomson's "plum pudding" model of the atom and explain why it has this name. .

nucleus and the electron cloud

relation to the size of the atom.

II. CONTENT Dalton’s Atomic Theory

Time Frame: 1.5 hour

Basic Laws of Matter and Atomic Structure

Time Frame: 1 hour

Basic Laws of Matter and Atomic Structure

Time Frame: 1 hour

Subatomic Particle

Time Frame: 1.5 Hours

III. LEARNING RESOURCESA. References

1. Teacher’s Guide

2. Learner’s Materials Guide

3. Textbook pages4. Additional

Materials from Learning Resource (LR) portal

(1) https://learner.org/resources/series61.html

(2) VIDEOS: The World of Chemistry and

(1) A short history of the changes in our model of the atom, an image of the plum pudding model, and an animation of Rutherford's

(1) A short history of the changes in our model of the atom, an image of the plum pudding model, and an animation of Rutherford's

(1)Jeopardy Game: http://www.quia.com/cb/36842.html

(2)For a Bill Nye video

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Thinking Like Scientists

(3) http://www.randi.org/site

(4) http://historyguide.org/earlymod/lecture10c.html

experiment can be viewed at Plum Pudding and Rutherford Page (http://www.newcastle- schools.org.uk/nsn/chemistry/Radioactivity/Plub%20Pudding%20and%20Rutherford %20Page.htm).

(2) To see a video documenting the early history of the concept of the atom, go to http://www.uen.org/dms/. (3) Go to the k-12 library. Search for “history of the atom”. Watch part 02. (you can get the username and password from your teacher)Vision Learning: The Early Days

experiment can be viewed at Plum Pudding and Rutherford Page (http://www.newcastle- schools.org.uk/nsn/chemistry/Radioactivity/Plub%20Pudding%20and%20Rutherford %20Page.htm).

(2) To see a video documenting the early history of the concept of the atom, go to http://www.uen.org/dms/. (3) Go to the k-12 library. Search for “history of the atom”. Watch part 02. (you can get the username and password from your teacher)Vision Learning: The Early Days (Thomson, etc) http://visionlearnin

on atoms, go to http://www.uen.org/dms/. Go to the k-12 library. Search for “Bill Nye atoms”. (you can get the username and password from your teacher)

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(Thomson, etc) http://visionlearning.com/library/module_viewer.php?mid=50&l=&c3=

(4) Discovery of Electron (YouTube): http://www.youtube.com/watch%3Fv%3DIdTxGJjA4JwThomson’s Experiment: http://www.aip.org/history/electron/jjthomson.htm (5) Discovery of Atomic Nucleus (YouTube): http://www.youtube.com/watch%3Fv%3DwzALbzTdnc8

(6) Rutherford’s Experiment: http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/ruth

g.com/library/module_viewer.php?mid=50&l=&c3=

(4) Discovery of Electron (YouTube): http://www.youtube.com/watch%3Fv%3DIdTxGJjA4JwThomson’s Experiment: http://www.aip.org/history/electron/jjthomson.htm (5) Discovery of Atomic Nucleus (YouTube): http://www.youtube.com/watch%3Fv%3DwzALbzTdnc8

(6) Rutherford’s Experiment: http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/ruther14.swf

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er14.swf

B. Other learning Resources

http://www.history.boisestate.edu/WESTCIV/SCIENCE/

IV. ProceduresA. Reviewing

previous lesson or presenting the new lesson

The teacher will ask the students to give their idea about atoms based from their gained knowledge on the previous semester in their physical science

(10 minutes)

Will continue the last discussion we made since it took 1.5 hours.

Conclusion Observations

5) All atoms have electrons

a. Most alpha particles shot at gold foil go straight through, without any change in their direction.

6) Atoms are mostly empty space.

b. A few alpha particles shot at gold foil bounce in the opposite direction.

7) Electrons have a negative charge

c. Some alpha particles (with positive charges) when shot through gold foil bend away from the gold.

8) The nucleus is positively charged

d. No matter which element Thomson put in a cathode ray tube, the same negative particles with the same properties (such as charge & mass) were ejected.

9) Atoms have a small, densenucleus

e. The particles ejected in Thomson’s experiment bent away from negatively charged plates, but toward positively charged plates.

Match each conclusion regarding subatomic particles and atoms with the observation/data that supports it.

B. Establishing a purpose for the lesson

The teacher will show a video about to clarify students answer from the review

The teacher will show a video about the experiment made by JJ

The teacher will show a video about the experiment made by Ernest

The teacher will show a music video about subatomic

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then the teacher will introduce the topic afterwards.The teacher will introduce to the students the following statement: Atom:

Democritus’ word for the tiny, indivisible, solid objects that he believed made up all matter in the universe

Dalton’s Atomic Theory: the first scientific theory to relate chemical changes to the structure, properties, and behavior of the atom.

Thompson about the discovery of subatomic particles.

The teacher will introduce to the students the following statement: Subatomic

particles: particles that are smaller than the atom

Electron: a negatively charged subatomic particle

Proton: a positively charged subatomic particle

Nucleus: the small, dense center of the atom

Rutherford about the discovery of subatomic particles.

The teacher will introduce to the students the following statement: When Ernest

Rutherford fired alpha particles at a thin gold foil, most alpha particles went straight through; however, a few were scattered at different angles, and some even bounced straight back.

In order to explain the results of his Gold Foil experiment, Rutherford suggested that

particles.The teacher will introduce to the students the following statement: Neutron: a

subatomic particle with no charge

Atomic mass unit (amu): a unit of mass equal to one-twelfth the mass of a carbon- twelve atom

Atomic number: the number of protons in the nucleus of an atom

Mass number: the total number of protons and neutrons in the nucleus of an atom

Isotopes: of 17

the positive matter in the gold atoms was concentrated at the center of the gold atom in what we now call the nucleus of the atom.

atoms of the same element that have the same number of protons but different numbers of neutrons

C. Presenting examples/instances of the new lesson

The teacher will discuss about the short history of atoms.The students are expected to share their prior knowledge and answer teacher’s questions.

THINK

The teacher will introduce the topic by means of telling the stories made by JJ Thompson about atoms.

THINK

The teacher will draw on the board the model made by Rutherford and then ask the student to explain it.

THINK

The teacher will show an illustration of an atom having the proper position of subatomic particles in it then the teacher will ask questions about the illustrations.

THINKD. Discussing new

concepts and practicing new skills #1

Students will be grouped into 5 and then they will be given topic about the history of the atomGroup 1: name the list of

Students will be grouped into 5 and then they will be given topic about further understanding of atom.(Students will answer the guide

Students will be grouped into 5 and then they will be given topic about further understanding of atom.(Students will answer the guide

Students will be grouped into 5 and then they will be given topic about further understanding of atom.(Students will

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ancient greeks that contributes to the discovery of atomsGroup 2: Antoine Lavoisier and the Law of Conservation of MassGroup 3: Year 1700 and early 1800’s and the Law of Definite ProportionsGroup 4: Substance C,D,E and the Law of Multiple proportionsGroup 5: Dalton’s Atomic Theory

JIGSAW METHOD

question given by the teacher)

question given by the teacher)

answer the guide question given by the teacher)

E. Discussing new concepts and practicing new skills #2

Students Presentation:

The students’ will present their




The students’ will present their topic



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topic as the teacher will supply other information and ask questions

ANALYZE


ANALYZE

as the teacher will supply other information and ask questions

ANALYZE


ANALYZEF. Developing

Masterya. The teacher

will ask some of the students to summarize the topic discussed with the used of a concept map.

The teacher will ask some of the students to summarize the topic discussed with the used of a concept map.



G. Finding practical applications of concepts and skills in daily living

Answer the question:

It turns out that a few of the ideas in Daltons Atomic Theory aren’t correct. Are inaccurate theories an indication that science is a waste of time?

REFLECT

Draw a model depicting JJ Thompsons Model:

“Thomson’s plum pudding model was much like a chocolate chip cookie. Notice how the chocolate chips are the negatively charged electrons, while

.

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the positive charge is spread throughout the entire”

H. Making generalization and abstractions about the lesson

Ask: Atom:

Democritus’ word for the ____, _______, ______ objects that he believed made up all matter in the universe

Dalton’s Atomic Theory: the first scientific theory to relate _______ changes to the _______, _______ and _______ of the atom.

(10 minutes)

Ask: ___________:

particles that are smaller than the atom

_____: a negatively charged subatomic particle

____: a positively charged subatomic particle

______: the small, dense center of the

Ask: When _______

fired alpha particles at a thin ______, most alpha particles went _______ through; however, a few were scattered at different _____, and some even bounced straight back.

In order to explain the results of his Gold Foil experiment, Rutherford suggested that the _____ matter in the gold atoms was concentrated at the _____ of the gold atom in what we now call the _____ of the atom.

Ask: ______ a

subatomic particle with no charge

______ (amu): a unit of mass equal to one-twelfth the mass of a carbon- twelve atom

______ the number of protons in the nucleus of an atom

_______ the total number of protons and neutrons in the nucleus of an atom

______ atoms of the same element that have the

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same number of protons but different numbers of neutrons

I. Evaluating learning

1) (Multiple choice) Which of the following is not part of Dalton’s Atomic Theory?a) matter is made of tiny particles called atoms. b) during a chemical reaction, atoms are rearranged. c) during a nuclear reaction, atoms are split apart. d) all atoms of a specific element are the same. Essay:2) Democritus and Dalton both suggested that all matter was composed of small particles, called atoms. What is the greatest advantage

Decide whether each of the following statements is true or false.

1) Electrons (cathode rays) are positively charged.2) Electrons (cathode rays) can be repelled by a negatively charged metal plate. 3) J.J. Thomson is credited with the discovery of the electron. 4) The plum pudding model is the currently accepted model of the atom

Consider the following two paragraphs for #1-3Scientist 1: Although atoms were once regarded as the smallest part of nature, they are composed of even smaller particles. All atoms contain negatively charged particles, called electrons. However, the total charge of any atom is zero. Therefore, this means that there must also be positive charge in the atom. The electrons sit in a bed of positively charged mass.Scientist 2: It is true that atoms

Label each of the following statements as true or false.1) The nucleus of an atom contains all of the protons in the atom. 2) The nucleus of an atom contains all of the electrons in the atom. 3) Neutral atoms must contain the same number of neutrons as protons. 4) Neutral atoms must contain the same number

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Dalton’s Atomic Theory had over Democritus’?

contain smaller particles. However, the electrons are not floating in a bed of positive charge. The positive charge is located in the central part of the atom, in a very small, dense mass, called a nucleus. The electrons are found outside of the nucleus.1) What is the main dispute between the two scientists’ theories? 2) Another scientist was able to calculate the exact charge of an electron to be -1.6x10-19 C. What effect does this have on the claims of Scientist 1? (Pick one answer)a) Goes against his claim b) Supports his claim

c) Has no effect on

of electrons as protons. Match the subatomic property with its descriptionSub-Atomic Particle5) electron 6) neutron 7) proton Characteristicsa. has a charge of +1b. has a mass of approximately 1/1840 amuc. is neither attracted to, nor repelled from charged objectsIndicate whether each statement is true or false.8) An element’s atomic number

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his claim. 3) If a positively charged particle was shot at a thin sheet of gold foil, what would the second scientist predict to happen?

is equal to the number of protons in the nuclei of any of its atoms. 9) A neutral atom with 4 protons must have 4 electrons. 10) An atom with 7 protons and 7 neutrons will have a mass number of 14. 11) An atom with 7 protons and 7 neutrons will have an atomic number of 14. 12) A neutral atom with 7 electrons and 7 neutrons will have an atomic number of 14.

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J. Additional activities for application for remediation

Make a narrative report from the information and discussion made by one of the given website. Choose one website.her Reading / Supplemental Linkshttp://learner.org/resources/series61.html: The learner.org website allows users toview streaming videos of the Annenberg series of chemistry videos. You are requiredto register before you can watch the videos but there is no charge. The website hastwo videos that apply to this lesson. One is a video called The World of Chemistrythat relates chemistry to other sciences and daily life. Another video called ThinkingLike Scientists relates to the scientific method. The audience on the

Make a narrative report from the information and discussion made by one of the given website.

A short history of the changes in our model of the atom, an image of the plum pudding model, and an animation of Rutherford's experiment can be viewed at Plum Pudding and Rutherford Page (http://www.newcastle- schools.org.uk/nsn/chemistry/Radioactivity/Plub%20Pudding%20and%20Rutherford %20Page.htm).

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video is youngchildren but the ideas are full grown.Website of the James Randi Foundation. James Randi is a staunch opponent of fakescience. http://www.randi.org/site/Websites dealing with the history of the scientific method.http://www.historyguide.org/earlymod/lecture10c.htmlhttp://www.history.boisestate.edu/WESTCIV/science/

V. REMARKS VACANT

VI. REFLECTIONA. No. of learners

who earned 80% on the formative assessment

B. No. of learners who require additional activities for

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remediationC. Did the remedial

lessons work? No. of learners who have caught up with the lessons

D. No. of learning’s who continue to require remediation

E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter which my principal can help me solve?

G. What innovations or localize materials did I use which I wish to share with other teachers?

PREPARED BY:

CHRISTIAN JAY D. SALAZARTeacher III

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NOTED BY:

MARY JANE M. GONZALES Ed.D.Principal I

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Gen chem 1 3rd week - Daily Lesson Log

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Transcript of Gen chem 1 3rd week - Daily Lesson Log