GRADE 1 TO

12
School Claro M. Recto High School Grade Level Grade 9
DAILY LESSON Date November 8, 2022 Learning Area Science
LOG
Day Tuesday 2nd
Quarter

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:

1. the development of atomic models that led to the description of the behavior of electrons
within atoms

2. how atoms combine with other atoms by transferring or sharing electrons

3. forces that hold metals together

II. Performance The learners should be able to:

Standards
Not stated in DBOW
III. Learning The learners should be able to:
Competencies/
Objectives. Write Explain how the Quantum Mechanical Model of the atom describes the energies
the LC code for and positions of the electrons
each.
IV. Objectives
Predict the probable location of electron/s in an atom (include in the discussion the
electron cloud & Heisenberg's Uncertainty Principle).
Illustrate the development of atomic models

V. CONTENT

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages Self-Learning Module
Page 5,12
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources Internet:

http://www.abcte.org/files/previews/chemistry/s1_p6.html#:~:text=Development
https://www.wikilectures.eu/w/Atomic_Models

III.PROCEDURES MATERIALS
A. ELICIT (5 mins) ROUTINARY ACTIVITIES: Attendance
Reviewing previous lesson or Sheet,
presenting the new lesson
Prayer Notebook
Attendance
Reminders
B. ENGAGE (5 mins) ACTIVITY: Projector
Establishing a purpose for the lesson Let’s recall your understanding on the concepts of atom. Identify the word being
Presenting examples/instances of the
described on the following items.
new lesson
Presenting examples of the new
lesson 1. The charge of an atom where the electron is equal to the number of protons.

2. The part of the atom where the mass is concentrated.

 3. It is known as the atomic model of Joseph Thomson.

4. The atomic model of Rutherford using gold foil experiment.

5. The negative charge of an atom.

C. EXPLORE (15 mins) DEVELOPMENT OF ATOMIC MODELS Projector

Discussing new concepts and There has been a variety of atomic models throughout history of atomic physics
practicing new skills #1
that refers mainly to a period from the beginning of 19th century to the first half of
20th century, when a final model of atom which is being used nowadays (or
accepted as the most accurate one) was invented. Although the awareness of atom
existence goes way back to the antique period of the world history (Greek
conception of atom), this article will be mainly about five basic atomic models,
from which each one has somehow contributed to how we percept the structure of
atom itself - Dalton´s Billiard Ball Model, J.J Thomson's "plum pudding"
model, Rutherford's Planetary model, Bohr's Atomic model, Electron Cloud
Model/Quantum Mechanics Model.

John Dalton’s atomic model

Ilustration of Dalton's perception of atom

John Dalton was an English scientist, who came up with an idea that all matter is
composed of very small things. It was the first complete attempt to describe all
matter in terms of particles. He called these particles atoms and formed an atomic
theory. In this theory he claims that:

 All matter is made of atoms. Atoms are indivisible and indestructible

 All atoms of a given element are identical in mass and properties
 Compounds are formed by a combination of two or more different kinds
of atoms
 A chemical reaction is a rearrangement of atoms

Parts of his theory had to be modified based on the discovery of subatomic

particles and isotopes. We now also know that atoms are not indivisible, because
they are made up of neutrons, electrons and protons.

Plum pudding model

After discovery of an electron in 1897, people realised that atoms are made up of
even smaller particles. Shortly after in 1904 J. J. Thomson proposed his famous
“plum pudding model“. In this model, atoms were known to consist of negatively
charged electrons, however the atomic nucleus had not been discovered yet.
Thomson knew that atom had an overall neutral charge. He thought that there must
be something to counterbalance the negative charge of an electron. He came up
with an idea that negative particles are floating within a soup of diffuse positive
charge. His model is often called the plum pudding model, because of his similarity
to a popular English dessert.

Ilustration of Thomson's perception of atom

 Rutherford’s model of the atom

Rutherford was first, who suggested that Thomson’s plum pudding model was
incorrect. His new model introduces nucleus to the atom theory. Nucleus contains
relatively high central charge concentrated into very small volume. This small
volume also contains the bulk of the atomic mass of the atom. Nucleus is
surrounded by lighter and negatively charged electrons. His model is sometimes
known as the planetary model of the atom. However, there were still some major
problems with this model. For example Rutherford could not explain why atoms
only emit light at certain frequencies. This problem was solved later by a Danish
physicist Niels Henrik David Bohr.

Bohr’s model of the atom

Bohr model describes the atom as a positively charged nucleus, which is

surrounded by electrons. Electrons travel in circular orbits, attraction is provided
by electrostatic forces. Normally occupied energy level of the electron is called the
ground state. The electron can move to the less – stable level by absorbing energy.
This higher – energy level is called excited state. The electron can return to its
original level by releasing the energy. All in all, when electron jumps between
orbits, it is accompanied by an emitted or absorbed amount of energy (hv).

Electron Cloud Model/Quantum Mechanics Model of Atom

Quantum Mechanics Model of Atom is nowadays being taught as the most

"realistic" atomic model that describes atomic mechanisms as how present science
presumes they work. It came to exist as a result of combination of number of
scientific assumptions:

1. All particles could be percieved as matter waves with a wavelength.

(Louis de Broglie)
2. Resulting from the previous assumption, atomic model which treats
electrons also as matter waves was proposed. (Erwin Schrödinger,
quantum mechanical atomic model emerged from the solution of
Schrödinger's equation for electron in central electrical field of nucleus.)
3. Principle of uncertainty states that we can't know both the energy and
position of an electron. Therefore, as we learn more about the electron's
position, we know less about its energy, and vice versa. (Werner
Heisenberg)
4. There exists more than one energy level of electron in the atom. Electrons
are assigned certain atomic orbitals that can differ from one another in
energy. (Niels Bohr)
5. Electrons have an intrinsic property called spin, and an electron can have
one of two possible spin values: spin-up or spin-down. Any two electrons
occupying the same orbital must have opposite spins. (the Stern-Gerlach
Experiment)

D. Explain (5 mins) None

Helps students synthesize Recitation:
new knowledge and ask
questions if they need further Based on the Atomic Model presented, where is the location of electrons in an
clarification. atom?

E. Elaborate (10 mins) Recitation: None

Developing mastery (leads to Why do we need to study the previous model of atoms?
formative assessment)
Finding practical applications of
concepts and skills in daily living We are studying the past to better understand the present.
Making generalizations and
abstractions about the lesson

F. EVALUATE (5 mins) Illustrate the following atomic model. Write your answer in a 1 whole sheet of 1 whole sheet
Evaluate learning paper. of paper

Ernest Rutherford (Nuclear Model)

Joseph John Thomson(Plum Pudding Model)
Niels Bohr (Planetary Model)
John Dalton(Solid Sphere Model)
Erwin Schrodinger (Electron Cloud Model)
G. EXTEND (5 mins)
Additional activities for
application of remediation
Have an advance reading about “Electronic Configuration”

Prepared By:

MELANIE L. CORONA
Teacher 1
Checked By:

RONALIZA M. ATIAGAN
Master Teacher 1

Dr. JIBB G. QUIDES

Head Teacher III

Noted By:

RAFFY V. CABALLES
Principal II