Intermolecular Forces

School Salvador National High School Grade Level Grade 11 STEM
LESSON PLAN
IN Teacher John Nerlo M. Dequiña Learning Area General Chemistry 2
EARTH AND LIFE
SCIENCE Teaching Date and Time February 15 – 16, 2023
I. Objectives
a. Content At the end of the lesson, learners can demonstrate an understanding of:
Standard 1. the properties of liquids and solids to the nature of forces.
b. Performanc At the end of the lesson, learners will be able to:
e Standard 1. design a simple investigation to determine the effect on boiling point or freezing point when a solid is dissolved in water
between particles
2. phase changes in terms of the accompanying changes in energy and forces between particles
c. Learning 1. Describe and differentiate the types of intermolecular forces. (STEM_GC11IMF-IIIa-c-100)
Competency
II. Content Intermolecular forces and liquids and solids
III. Learning CHED Teaching guide for Senior High School “General Chemistry 2”
Resources Deped General Chemistry 2 Quarter 2 Week 1 (Module 1)
IV. Procedures Preliminary Activities (2 mins)
 Prayer
 Greetings
“Good Morning Students, How was your weekend?”.
 Classroom management
“arrange your chairs”
“Before we start please pick up those trash around you”.
 Checking of Attendance
 Ask the students about the previous lesson.
a. Elicit  Show a picture (Printed or screen photo) of oil and water.
(The activities in this  Let the students differentiate the behavior of the two (2) liquid
section will evoke or  Ask the students why the two (2) liquids behave in different way.
draw out prior
concepts or prior
experiences from the
students)
b. Engage Hands-on activity

(The activities in this Suggested liquids to use: Water, ethanol, acetone, pentane
section will stimulate
their thinking and help Questions to investigate:
them access and connect
How many drops of liquid can a 1-peso coin hold?
prior knowledge as a
jumpstart to the present
How long will it take for one drop of a liquid to evaporate?
lesson)
Safety Precautions:
c. Explore The activity should be performed in an airy or well-ventilated room.Remind the students of the proper handling of the substances
(In this section they will be using.
students will be given Avoid contact with the skin and direct inhalation of the vapors of the substances. It is best if the students use safety gloves, goggles
time to think, plan, and mask.
investigate, and 1. Tell the students to work in groups of three members. One of the members will act as the recorder of data.
organize collected 2. Give each student a data sheet for their results.
information; or the 3. Check for the availability of the materials for the activity. Each group should have 8 pieces of 1-peso coin and 4 droppers.
performance of the 4. Give each group 4 labeled small vials containing each of the liquids.
planned/ prepared 5. Using the first 4 coins, have the students drop each liquid on a 1-peso coin and count the number of drops the coin can hold.
activities from the 6. Then on the next 4 coins, put a drop of the liquid and determine how much time it takes one drop to evaporate.
students’ manual with 7. Let the students write their results on the board for comparison with the results of the class.
data gathering with
Guide Questions*).
Structured inquiry*
d. Explain Discuss the results of the activity.
(In this section, 1. Ask the students to share the results of their experiment. Let them compare their results with those of their classmates for 2
students will be minutes.
involved in an 2. Ask the students the following questions:
analysis of their 3. Which molecules can hold more drops on the coin?
exploration. Their 4. Which molecules took longer to evaporate?
understanding is 5. Are the molecules that can hold the lesser number of drops the same as the molecules that took less time to evaporate?
clarified and modified 6. Based on the formula and geometries of the substances, are the molecules that can hold more drops on the coin polar or
because of reflective nonpolar? What about those that took longer to evaporate?
activities)/ Analysis of 7. Discuss the Intermolecular Forces of Attraction between individual particles of a substance in the condensed states.
the gathered data and
results and be able to
answer the Guide
questions leading to
the focus concept or
topic for the day*.
e. Elaborate  define intermolecular forces of attraction

(This section will give  explain why melting points and boiling points of substances can be used as indicators of strength of intermolecular forces operating in
given solids and liquids When a solid melt, or a liquid boil, the particles move away from each other. As they do, intermolecular forces
students the
of attraction are broken. The stronger the intermolecular forces to be broken, the larger the amount of energy needed to break them,
opportunity to expand hence, the higher the melting point for solid to liquid transformation, and boiling point for liquid to gas transformation.
and solidify/concret  describe the different types of intermolecular forces and relate these to the type of molecules that exhibit them.
ize their
understanding of the
concept and/or apply
it to a real-world
situation)
 5 item Quiz.
f. Evaluation
(This section will 1. Which is NOT true about London Dispersion Force?
provide opportunities a. It is present in all molecules whether polar or nonpolar.
for concept check test b. Forces are higher with higher boiling point.
items and answer key c. The higher the surface area, the higher the forces.
which are aligned to d. Exhibit stronger dispersion forces with smaller and lighter atoms/ molecules.
the learning objectives 2. Which shows decreasing order of intermolecular forces?
– content and a. London Dispersion Forces > Dipole-Dipole Forces > Hydrogen Bonds > Ion-Dipole Forces
performance standards b. Ion-Dipole Forces > Hydrogen Bonds > Dipole-Dipole Forces > London Dispersion Forces
and address c. Dipole-Dipole Forces > London Dispersion Forces > Hydrogen Bonds > Ion-Dipole Forces
misconceptions –if d. Hydrogen Bonds > Dipole-Dipole Forces > London Dispersion Forces > Ion-Dipole Forces
any). 3. Which of the following descriptions are true to dipole-dipole forces?
I. permanent attractive force
II. two polar molecules
III. Ion and polar molecules
a. I and II
b. I and III
c. II and III
d. I, II and III
4. What bond exists between the Oxygen and Hydrogen atoms in water?
a. Covalent Bond
b. Ionic Bond
c. Hydrogen Bond
d. Metallic Bond
5. Why do water and oil do not mix?
a. Because water is polar and oil is nonpolar.
b. Because both substances are nonpolar.
c. Because water is nonpolar and oil is polar.
d. Because both substances are polar.
g. Extend
(This section gives
situation that explains
the topic in a new
context, or integrate it
to another
discipline/socie tal
concern)
V. Remarks
Reflection
a. No.of learners who earned 80% in the evaluation
b. No.of learners who require additional activities for remediation
c. Did the remedial lessons work? No.of 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
work?
f. What difficulties did I encounter which my principal or
supervisor can help me solve?
g. What innovation or localized materials did I use/discover which
I wish to share with other teachers?
Prepared by: Checked by:
JOHN NERLO M. DEQUIÑA KATHERINE GRACE LIWANAG

Teacher Master Teacher
Noted by:
CHARLYN A. AYING
School Principal

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School Salvador National High School Grade Level Grade 11 STEM

b. Engage Hands-on activity

e. Elaborate  define intermolecular forces of attraction

Prepared by: Checked by:

JOHN NERLO M. DEQUIÑA KATHERINE GRACE LIWANAG

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