THE BIG BANG THEORY

( Lesson 1.1 )
Prepared by
LORIE NOVAL PACLIPAN MPH, RN
Adventist Medical Center College-Señor High School Dept.

Performance Standard
The students will be able to make a creative model of the Big Bang Theory and the formation
of the light elements.
Learning Competencies
At the end of the lesson, the students will give evidence and explain the formation of light
elements in the Big Bang Theory
Specific Learning Outcomes
1. Identify the different terms used in Big Bang Theory
2. Describe how the universe comes into existence according to Big Bang Theory
3. Enumerate the light elements formed in the Big Bang Theory

IFL: THE CREATION

REFERENCE: GENESIS, BIBLE

Engage:
Activity:
1. View the video ( individually ): Stpehen Hawking: The Big Bang
2. God’s creation according to GENESIS

Primary Concepts:
1. Physical Science- is a branch of natural science that studies non-living systems. Physical
science is the study of matter and energy. Physical science can be divided into chemistry and
physics. Chemistry is the study of matter and energy at the scale of atoms and molecules.

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Physics is the study of matter and energy at all scales—from the tiniest particles of matter to
the entire universe.
2. Cosmology-is a branch of astronomy that involves the origin and evolution of the universe,
from the Big Bang Theory today and on to the future.
3. Big Bang Theory-explains how the elements were initially formed the formation of
different elements involved many nuclear reactions, including fusion, fission and radioactive
activity.
 The Big Bang Theory is a cosmological model stating that the universe started its
expansion 13.8 billion years ago
4. Singularity- a point in space and/ or a moment in time where the universe was infinitely
hot and dense.
5. Inflation- is a theory of exponential expansion of space in the early universe. The
inflationary epoch lasted from 10-36
6. Nucleosynthesis-is the process that creates new atomic nuclei from pre-existing nucleons,
primarily protons and neutrons.
7. Recombination-refers to the epoch at which charged electrons and protons first became
bound to form electrically neutral hydrogen atoms.
8. Annihalation-I physics, reaction in which a particle and its antiparticle collide and
disappear, releasing energy.
9. Redshift-the displacement of spectral lines toward longer wavelengths ( the red end of the
spectrum) in radiation from distant galaxies and celestial objects.
10. Cosmic Microwave Background ( CMB ) –is electromagnetic radiation left over from an
early stage of the universe in Big Bang cosmology.
11. Stellar evolution is a description of the way that stars change with time. On human
timescales, most stars do not appear to change at all, but if we were to look for billions of
years, we would see how stars are born, how they age, and finally how they die.

The primary factor determining how a star evolves is its mass as it reaches the main
sequence. The following is a brief outline tracing the evolution of a low-mass and a high-mass
star.

The life of a star

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Stars are born out of the gravitational collapse of cool, dense molecular clouds. As the cloud
collapses, it fragments into smaller regions, which themselves contract to form stellar cores.
These protostars rotate faster and increase in temperature as they condense, and are
surrounded by a protoplanetary disk out of which planets may later form.
The central temperature of the contracting protostar increases to the point where nuclear
reactions begin. At this point, hydrogen is converted into helium in the core and the star is
born onto the main sequence. For about 90% of its life, the star will continue to burn
hydrogen into helium and will remain a main sequence star.
Once the hydrogen in the core has all been burned to helium, energy generation stops and
the core begins to contract. This raises the internal temperature of the star and ignites a shell
of hydrogen burning around the inert core. Meanwhile, the helium core continues to contract
and increase in temperature, which leads to an increased energy generation rate in the
hydrogen shell. This causes the star to expand enormously and increase in luminosity – the
star becomes a red giant.
Eventually, the core reaches temperatures high enough to burn helium into carbon. If the
mass of the star is less than about 2.2 solar masses, the entire core ignites suddenly in a
helium core flash. If the star is more massive than this, the ignition of the core is more gentle.
At the same time, the star continues to burn hydrogen in a shell around the core.
The star burns helium into carbon in its core for a much shorter time than it burned hydrogen.
Once the helium has all been converted, the inert carbon core begins to contract and increase
in temperature. This ignites a helium burning shell just above the core, which in turn is
surrounded by a hydrogen burning shell.( COSMOS, THE SAO ENCYCLOPEDIA OF
ASTRONOMY)

Activity:
“Pick a Pic for Word”
Instruction:
1. Students will be divided by group with 5 members each.
2. Each group will present a picture to the rest of your classmates
3. Let the class identify the pictures.( The picture refers to numbers 4-10of your primary
concepts)
Question:
How were the following pictures relate to Big Bang Theory?

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EXPLORE
Activity: “Blow, Expand & Observe”
Materials:
1. Balloon
2. Colored Stickers

Procedures:
1. Student must performed individually
2. Cut the stickers into small sizes.
3. Stick the stickers to the uninflated balloon randomly.
4. Inflate the balloon by blowing slowly
5. Observe the stickers as the balloon expands

Answer the following questions:

1. Which is moving, the sticker or balloon?
2. Do the stickers grow in size?
3. How can you relate the movement to the Big Bang Theory?

Explain:
Activity: Lecture
Materials: LCD with the prepared power point
1. After the lecture students will go back to their groups
2. Students must ask questions regarding the Big Bang Theory and he should be able to know
the answer and share it to the class.

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Elaborate:
Activity: Drawing Session
Materials:
1. Crayons
2. White Cartolina
Procedure:
1. Students with their original group of 5.
2. Each group will draw the formation of light elements based on stellar evolution.
3. Present it to the class
Question: What conclusion can you draw out now with the formation of light elements?

Evaluate:
Activity:
1. Each group will present a reflection between a Big Bang Theory and God’s creation
basing on Genesis. ( Graded reflection)

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