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    Electron DLL

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    Bimbs Lazo
    1) The lesson describes a classroom activity where students predict the probable location of electrons in an atom by dropping pencils onto concentric circles drawn on paper. 2) The results show that most dots are found closer to the center, mimicking how electrons are more likely to be found closer to the atom's nucleus. 3) The activity helps students understand Neil Bohr's atomic model, which proposed that electrons orbit in specific energy levels corresponding to their distance from the nucleus.

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    Electron DLL

    Uploaded by

    Bimbs Lazo
    180 views4 pages
    1) The lesson describes a classroom activity where students predict the probable location of electrons in an atom by dropping pencils onto concentric circles drawn on paper. 2) The results show that most dots are found closer to the center, mimicking how electrons are more likely to be found closer to the atom's nucleus. 3) The activity helps students understand Neil Bohr's atomic model, which proposed that electrons orbit in specific energy levels corresponding to their distance from the nucleus.

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    ready made daily lesson log

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    Electron Dll

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    1) The lesson describes a classroom activity where students predict the probable location of electrons in an atom by dropping pencils onto concentric circles drawn on paper. 2) The results show that most dots are found closer to the center, mimicking how electrons are more likely to be found closer to the atom's nucleus. 3) The activity helps students understand Neil Bohr's atomic model, which proposed that electrons orbit in specific energy levels corresponding to their distance from the nucleus.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    180 views4 pages

    Electron DLL

    Uploaded by

    Bimbs Lazo
    1) The lesson describes a classroom activity where students predict the probable location of electrons in an atom by dropping pencils onto concentric circles drawn on paper. 2) The results show that most dots are found closer to the center, mimicking how electrons are more likely to be found closer to the atom's nucleus. 3) The activity helps students understand Neil Bohr's atomic model, which proposed that electrons orbit in specific energy levels corresponding to their distance from the nucleus.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Grade

    School LIPA CITY NATIONAL HIGH Grade 9


    Level
    SCHOOL
    GRADE
    9
    Daily Learning
    Teacher JEREME F. FALCATAN SCIENCE
    Lesson Log Area
    Teaching Date
    Quarter Second
    and Time

    DAY:
    I. OBJECTIVES
     The learners demonstrate an understanding of the
    A. Content Standards development of atomic models that led to the description of the
    behavior of electrons within atoms

    B. Performance Standards

    Learning Competency

    Describe how the Bohr model of the atom improved


    C. Learning Competencies / Objectives Rutherford’s atomic model S9MT-IIa-21
    Write the LC code for each
    Objective
     Describe how it is likely to find the electron in an atom by
    probability.

    Module No._____
    Lesson No I
    II. CONTENT Topic: Electronic Structure of Matter
    Predicting the probable location of atom

    III. LEARNING RESOURCES


    A. References
    1. Teacher's Guide Pages pp 85-87
    2. Learner’s Materials Pages Pp 104-105
    Textbook Science Links Chemistry pp 70-73
    3.
    Pages Chemistry in the New Millenium pg 85-88
    4. Additional Materials from
    Learning http://lrmds.deped.gov.ph/.
    Resource (LR) portal
    5. Lesson Guide Second Quarter Module 1 pp. 3-7
    B. Other Learning Resource http://winter.group.shef.ac.uk/orbitron/AOs/4f/index.html
    IV. PROCEDURES

    Post pictures of fortune-tellers on the board and let the students


    analyze it. (Please refer to the Lesson Guide QII M2 pp 3 for the
    picture)

    A. ELICIT
    Ask the following questions to the students:
     What do you call the persons in the picture?
     What do you think are their occupations?
     What do fortune tellers do?
     Do their predictions always come true?

    Introduce the lesson by asking the question:


     On the previous activity (Activity No.1) you have learned about
    atomic orbital model of Neil’s Bohr. How do you think Neil’s
    Bohr predicted the probable location of electrons in an atom?

    Ask:
    B. ENGAGE  What do you mean by “Probability”?
     Where can we find electrons in an atom?

    Perform Activity No. 2 “Predicting the Probable Location of an Electron”

    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.
    - Working with your group mates, draw a dot on the center of the
    sheet of paper or folder.
    C.
    1. Draw 5 concentric circles around the dot so that the radius of
    EXPLORE
    each circle is 1cm, 3 cm, 5 cm, 7 cm and 9 cm from the dot.
    2. Tape the paper on the floor so that it will not move.
    3. Stand on the opposite side of the target from your partner.
    (Target is the center which represent the nucleus of an atom). Hold a
    pencil or marker at chest level above the center of the circles you have
    drawn.
    4. Take turns dropping the pencil or marker so that it will leave
    100 dots on the circles drawn on paper or folder.
    5. Count the number of dots in each circle and record that number
    on the data table.
    6. Calculate the number of dots per square centimeter (cm2).
    7. Using a graphing paper, plot the average distance from the
    center on the x-axis and number of dots per sq.cm on the y-axis.

    Let the students answer the following 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
    D. = [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?
    EXPLAIN
    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?

    Let the students analyze the result of their activity. Ask them to
    compare the results to Neil’d Bohr Atomic Model.
    E.
    ELABORATE
    Ask:
    1. Based on the result of your activity, Is Neils Bohr’s Model of an
    atom applicable or not? Explain your answer.

    Applying the concept that they have learned from the previous activity
    “Finding the probability that an electron is found in a certain location”.

    F. Raise this question to the class.


    EXTEND
    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?

    Instruct the students to solve and complete 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.
    G. EVALUATE
    Key to correction
    4. Schroedinger
    1. Heisenberg
    2. Broglie
    3. NeilsBohr

    V. REMARKS

    VI. REFLECTION

    No. of learners who earned 80% in the


    A.
    evaluation
    B. No. of learners who require additional
    activities for remediation who scored
    below 80%
    Did the remedial lessons work? No. of
    C.
    learners who have caught up with the
    lesson
    D. No. of learners who continue to require
    Remediation
    E. Which of my teaching strategies worked
    well? Why did these worked?
    F. What difficulties did I encounter which
    my principal or supervisor can help me
    solve?
    What innovation or localized materials
    G. did I use or discover which I wish to
    share with other teachers?

    Prepared By: Checked By: Noted:

    JEREME F. FALCATAN LEONISA A. MAGSINO MANUEL B. SARMIENTO

    Teacher III Head, Science Department Principal IV

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