Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
HONORATO C. PEREZ, SR. MEMORIAL SCIENCE HIGH SCHOOL
MABINI EXTENSION, CABANATUAN CITY

NAME: __________________________________________

YEAR & SECTION: _______________________________

Science 8
QUARTER 3 – WEEK 4
Activity 3-4

The big difference

MELCS: S8MTIIIe-f-10-Determine the number of protons, neutrons, and

electrons in a particular
Objectives:
After performing this activity, you should be able to:
1. compare the masses of the subatomic particles using different ways of
visual representation
2. infer which subatomic particle contributes to the mass of the atom

Materials Needed:
pencil/pen
crayons or colored pencils

Procedure:
1. Refer to the masses of the subatomic particles in Table 2.
2. Arrange the subatomic particles in increasing mass.

Q1. Which subatomic particle is the lightest?

____________________________________
Q2. Which subatomic particle is the heaviest?

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Q3. Which subatomic particles have almost the same mass?
____________________________________

____________________________________
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
HONORATO C. PEREZ, SR. MEMORIAL SCIENCE HIGH SCHOOL
MABINI EXTENSION, CABANATUAN CITY

2. Show a comparison of the masses of the three subatomic particles using a

bar graph below. Refer to bar graph below, assuming that the first bar
represents the mass of the proton; draw the bars to represent the masses of
the neutron and the electron. Take note that the masses are expressed in
the -28 exponent.
3. This time, using a pie chart, show the proportion of the masses of the
subatomic particles for an atom composed of only 1 proton, 1 neutron and 1
electron.
4. A seesaw can show a comparison between two masses of an
object. A seesaw goes up and down depending on the mass it carries on
each side.
Seesaw figure 1

Q4. How does the mass of the neutron compare with the mass of the
proton? Using circles to represent the particles show the comparison
by drawing a seesaw with the particles on it.

Q5. How many electrons should be placed on one side of the seesaw to
balance it if the other side has 1 proton on it, like the one shown below?
Write the number on the space provided in the illustration below.

5. Take a look again at the different visual representations you have made.
Q6. Which subatomic particle/s make/s up most of the mass of the atom?
__________________________________________________________
__________________________________________________________
__________________________________________________________
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
HONORATO C. PEREZ, SR. MEMORIAL SCIENCE HIGH SCHOOL
MABINI EXTENSION, CABANATUAN CITY
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
HONORATO C. PEREZ, SR. MEMORIAL SCIENCE HIGH SCHOOL
MABINI EXTENSION, CABANATUAN CITY

Activity 3 Small but terrible

Objectives: After performing this activity, you should be able to:
1. simulate and describe Thomson’s model of the atom
2. simulate and describe Rutherford’s model of the atom
3. deduce that scientific models may change over time Part A .

Materials Needed:
Box containing a marble and a regularly shaped object fixed in place
PART A
Procedure:
1. Get the activity box from your teacher. Write the box number on your
worksheet. Inside the box are the “mystery object” which is fixed in
place and one marble.
2. Without opening the box, guess the shape, size and location of the
mystery object.
Q1. What is the shape of your “mystery object”?
__________________________________________________________
__________________________________________________________
__________________________________________________________

Q2. What is the size of the “mystery object”? Draw a picture of the
“mystery object” showing its size relative to the box.

Q3. Where is it located in the box? Draw a picture of the “mystery

object” showing its location within the box.

Q4. How were you able to infer the shape, size and location of the
“mystery object” in the bo2. Open the box and check how close you
are in guessing the size, shape and location of the “mystery object”.
Q5. How close was your guess? If given the chance to guess another
“mystery object”, will you change your strategy? If yes, what changes
will these be?
__________________________________________________________
__________________________________________________________
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
HONORATO C. PEREZ, SR. MEMORIAL SCIENCE HIGH SCHOOL
MABINI EXTENSION, CABANATUAN CITY

__________________________________________________________

3. With the permission from your teacher, you may again try to guess
another “mystery object”.

Part B
Materials Needed:
one piece of 25 centavo coin
paper, any small piece will do
smooth, clean table, counter or floor 200
Procedure:
1. Tear 20, very small pieces of paper, the size of mongo beans.
2. Scatter the pieces in a circle on the floor, about one foot in diameter.
Imagine
these to be the electrons in the Thomson’s raisin bread model of the atom.
3. As forcefully as you can, slide the coin to hit the circle of paper pieces.
Imagine
the coin to be the high-speed alpha particle in Rutherford’s experiment.
Q1. What do you observe? What happened to the coin?
__________________________________________________________
__________________________________________________________
__________________________________________________________

4. If you repeat what you did with the coin and the paper pieces many
times, do you think you will make the same observation as you did above
about what happens to the coin?
__________________________________________________________
__________________________________________________________
__________________________________________________________

Part C
Material Needed:
pencil

Procedure:
1. Refer to Figure 3 in the next page. Using this schematic representation of
the atoms of the gold foil, draw the path of the positively-charged alpha
particles as they move through the atoms.
Q1. What happens to a positively-charged alpha particle that comes near the
positively-charged nucleus?
__________________________________________________________
__________________________________________________________
__________________________________________________________

Q2. What happens when the positively-charged alpha particle directly hits
the positively-charged nucleus?
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF CABANATUAN CITY
HONORATO C. PEREZ, SR. MEMORIAL SCIENCE HIGH SCHOOL
MABINI EXTENSION, CABANATUAN CITY

__________________________________________________________
__________________________________________________________
__________________________________________________________

2. The representation of the gold foil that has been given to you is not quite to scale. The
nucleus is very tiny compared to the size of the atom. The ratio of the size of the nucleus to
that of the atom is 1:100,000. If the nucleus about 1 mm in diameter, the atom would have
a diameter of 100 meters, which about the height of 30-story building.
Q3. Imagining this relative size of the nucleus compared to the atom, would there be many
more or fewer alpha particles that would pass through the gold foil undeflected compared to
the number in your schematic representation?
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__________________________________________________________
__________________________________________________________

Q4. What do you think are the chances of the alpha particle directly hitting
the nucleus?
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