SENIOR HIGH SCHOOL

General
Chemistry 2

Quarter 3 – WEEK 1
 Quarter 3, Week 1

Learning Activity Sheets (LAS) No.1

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Properties of Matter and Intermolecular Forces of Attraction)

I. Learning Competency
Use the kinetic molecular model to explain properties of liquids and
solids (STEM_GC11IMF-IIIa-c-99).

II. Background Information for Learners

Kinetic Molecular Model of Liquids and Solids

The experimental findings about the behavior of gases can be explained
with a simple theoretical model known as the kinetic molecular theory. This
theory is based on the following assumptions:

1. All matter is made of tiny particles.

2. These particles are in constant motion.
3. The speed of particles is proportional to temperature. Increased
temperature means greater speed.
4. Solids, liquids, and gases differ in distances between particles, in the
freedom of motion of particles, and in the extent to which the particles
interact.
*For an animation showing the motion of particles in a solid, liquid or gas, the lesson below
may be viewed. At http://preparatorychemistry.com/KMT_flash.html

Liquids and solids differ from gases in that their particles are much
closer together. They are collectively called as condensed phases because their
particles are in virtual contact. To fully understand their properties, examine
their kinetic molecular models as shown in Figure 1 below.
The Condensed State: Liquids and Solids
• In liquids, the molecules are so close
together that there is very little empty
space between them. Liquids are much
more difficult to compress and they are
much denser at normal conditions.

• Molecules in a liquid are held together

by one or more types of attractive forces.
However, the molecules can move past
one another freely. Liquids can flow, can
be poured and assumes the shape of its
container.

• In a solid, molecules are held tightly in

position with virtually no freedom of
motion. There is even less empty space
Figure 1: Molecular or particle level view of a solid, liquid and a gas.
in a solid than in a liquid.
1Image obtained from https://www.slideserve.com/tate/solids-liquids-gases-and-solutions

• Solids are almost incompressible and

Table 1. Properties of Gas, Liquid and Solid possess definite shape and volume.

Molecular
Properties of Behavior
Matter
Gas Liquid Solid
Volume/Shape Assumes the Assumes the Has a definite
volume and shape shape of its shape and volume
of its container container and
has a definite
volume
Density Low High High

Compressibility Very compressible Slightly Virtually

compressible incompressible
Motion of Vibrate and move Vibrate, move Vibrate but
Molecules freely at high about and slide generally do not
speeds past each other move from one
place to another

Table 1 shows the summary and comparison of the properties of gas,

liquid and solid.

Summary:

All substances exist in one of three states: gas, liquid, or solid. The
major difference between the condensed state and the gaseous state is the
distance separating their molecules. Substances that are gases or liquids at
room temperature are usually composed of molecules. In gases the
intermolecular attractive forces are negligible compared to the kinetic energies
of the molecules; thus, the molecules are widely separated and undergo
constant, chaotic motion. In liquids the intermolecular forces are strong
enough to keep the molecules in proximity; nevertheless, the molecules are
free to move with respect to one another. In solids the intermolecular
attractive forces are strong enough to restrain molecular motion and to force
the particles to occupy specific locations in a three-dimensional arrangement.

III. Accompanying DepEd Textbook and Educational Sites

Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. CHOOSE THE BEST!
A. Multiple Choice. Read and answer each statement carefully then write
the letter of the best answer before the number.

1. Which of the following properties pertains to solids only?

a. The kinetic energy is enough to overcome the attractive forces.
b. The particles can slide past one another.
c. They expand slightly when heated.
d. They diffuse extremely slow because the particles are tightly
packed.
2. Rank the matter based on decreasing relative strength of attractive
forces between particles.
 a. liquid, solid, gas c. gas, liquid, solid
b. solid, liquid, gas d. liquid, gas, solid
3. Which of the three states of matter has the strongest intermolecular
forces?
a. Solid c. Gas
b. Liquid d. gas, solid, liquid
4. Which of the following is synonymous to dipoles?
a. nonpolar molecules
b. polar molecules
c. charged atoms or group of atoms
d. molecules with even sharing of electrons

5. Which of the following is common to both solids and liquids?

a. They have fixed shape and fixed volume.
b. They have a strong intermolecular force of attraction and vibrate
in fixed position because their particles are close to each other.
c. They have sufficient kinetic energy to overcome their attractive
forces.
d. They are slightly compressible.

Activity 2. COMICAL SKETCH

Directions: Recall the concepts on Molecular Geometry, Polarity, Bond Dipole

and Dipole Moment. Complete the table below by following these instructions:

1. Draw the Lewis structures of the following molecules with the correct
shape around the central atom.
2. Indicate each bond’s polarity by drawing an arrow to represent the
bond dipole along each bond.
3. Determine the molecule’s polarity and indicate this with an arrow to
represent the dipole.
4. Circle your choice in each box to mark the molecule as polar or
nonpolar.

Cl2 NH3 CH3Br CH4

polar or nonpolar polar or nonpolar polar or nonpolar polar or nonpolar

V. Reflection
You must fill in the component of the KWL chart to generalize the things
they have learned about the topic.
KWL Chart
Topic Know Want to know Learned
 Methods of I understand I want to know I have learned
Separating that…… that…… that ….
Components of
Mixtures and
Compounds

VI. Answer Key

A 5.
Prepared by:
B 4. may vary. may vary.
C 3. answer answer
A 2. Student’s Student’s RODEL A. AZARES
C 1. SHS-Teacher
Activity 2 Reflections
Activity 1

___________________________________________________________________________

Quarter 3, Week 1

Learning Activity Sheets (LAS) No.2

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Types of intermolecular forces)

I. Learning Competency
Describe and differentiate the types of intermolecular forces
(STEM_GC11IMF-IIIa-c-100).

II. Background Information for Learners

B. Intermolecular Forces of Attraction

Intermolecular forces are attractive forces that act between molecules or

particles in the liquid or solid states. These attractive forces are generally
much weaker than bonding forces.
The strength of intermolecular forces operating in solids and liquids can
be indicated by their melting and boiling points. Particles move away from
each other when a solid melt, or a liquid boil. As particles move away,
intermolecular forces of attraction are broken. Larger amount of energy is
needed when the intermolecular forces to be broken are stronger, hence, the
higher the melting and boiling points.
The different types of intermolecular forces are the following:

1. Dispersion forces- when temporary dipole moment is induced in

ordinarily nonpolar molecule, dispersion forces result. These forces are
present among all types of molecules because of the movement of
electrons. An uneven distribution causes momentary charge
separations as electrons move around the nucleus. Slightly negative
sides of a molecule are attracted to the slightly positive sides of the
adjacent molecule.

Figure 2. (a) Spherical charge distribution in a helium atom. (b) Distortion

caused by the approach of a cation. (c) Distortion caused by the approach of a
dipole.

What attractive interaction occurs in nonpolar substances? As being

shown in Figure 2, if we place charged (ion) or a polar molecule near an atom
(or a nonpolar molecule), the electron distribution of the atom (or molecule) is
distorted by the force exerted by the ion or polar molecule, resulting to a kind
of dipole.

The dipole in the atom (or nonpolar molecule) is said to be an induced

dipole because the separation of positive and negative charges in the atom (or
nonpolar molecule) is due to the proximity of an ion or a polar molecule. The
attractive interaction between a polar molecule and the induced dipole is called
dipole-induced dipole interaction and the attractive interaction between an ion
and the induced dipole is called ion-induced dipole interaction.

The ease with the electron distribution in the atom (or molecule) can be
distorted or polarizability of an atom can also influence dipole moments.
Generally, the more diffused the electron cloud in the atom or molecule and
the larger the number of electrons, the greater is its polarizability. Diffuse
cloud is an electron cloud that is spread over an appreciable volume, so that
the electrons are not held tightly by the nucleus.

Dispersion forces may be the weakest of intermolecular forces that can

exist between two molecules, but the larger the atoms present, the stronger
are the dispersion forces. For example, F2, the lightest halogen, is a gas, Br2
is a liquid, and the heavier I2, is a solid at room conditions. Further, the more
atoms that make up the molecules, the stronger are the dispersion forces.
Methane, CH4, is gaseous, but larger hydrocarbons like butane, C4H10 is
liquid, and those with larger number of carbon atoms, like the waxes, are
solids at room temperature.

2. Dipole-dipole forces
Dipole-dipole forces are attractive forces between polar molecules (molecules
that possess dipole moments). In polar molecules, the electrons are unequally
distributed due to the difference of the electronegativities of the atoms. The
partial positive side of one molecule is attracted to the partial negative side of
another molecule. Dipole-dipole forces are stronger than the dispersion forces
because polar molecules have a permanent unequal spread of electrons. The
nature of attraction is electrostatic and can be explained in terms of
Coulomb’s law: the larger the dipole moment, the stronger the attraction.

Figure 3. Attractive Dipole-Dipole Interactions. Image obtained from

http://www.mikeblaber.org/oldwine/chm1045/notes/Forces/Intermol/For
ces02.htm

3. Ion-Dipole Forces

Ion-dipole forces attract an ion (either a cation or an anion) and polar

molecule to each other (Figure 4). These types of forces can also be explained
by Coulomb’s law. The charge and size of the ion, the magnitude of the dipole
moment and size of the molecule greatly influence the strength of this
interaction. A cation interacts more strongly with dipoles than does an anion
having a charge of the same magnitude because the charges on cations are
generally more concentrated, because cations are usually smaller than
anions.

Figure 4.(a) Interaction of a water molecule with a Na+ ion and a Mg 2+ ion. (b)
In aqueous solutions, metal ions are usually surrounded by six water molecules
in an octahedral arrangement.

Figure 4 shows the ion-dipole interaction between the sodium and

magnesium ions with a water molecule, which has a large dipole moment.
Because the Mg2+ ion has a smaller ionic radius (78 pm) and a higher charge
than that of the Na+ ion (98 pm), it interacts more strongly with water
molecules. (In reality, each ion is enclosed by a number of water molecules in
solution.) Similar differences exist for anions of different charges and sizes.

4. Hydrogen bond
Hydrogen bond is a generally strong force of attraction. It is a special
type of dipole-dipole interaction between the hydrogen atom in a polar bond,
such as N‒H, O‒H, or F‒H, and an electronegative O, N, or F atom. Hydrogen
bonds between water molecules are particularly strong.

The interaction is written as:

A ‒ H ••• B or A ‒ H ••• A

A and B represent O, N, or F; A ‒ H is one molecule or part of a molecule and

A or B is a part of another molecule; the dotted line represents the hydrogen
bond.
Examples of hydrogen bonding are demonstrated in the molecules of
water (H2O), ammonia (NH3) and hydrogen fluoride (HF):

Figure 5.Hydrogen bonds in H2O, NH3 and HF. Image obtained from
http://wps.prenhall.com/wps/media/objects/3082/3156196/blb1102.html

III. Accompanying DepEd Textbook and Educational Sites

Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. ANALYZE!
 Directions: Read and answer each question carefully. Write your answers on
a separate sheet of paper.

1. (a) Does the diagram best describe a crystalline solid, a liquid, or a gas?
(b) Explain.

Brown, 2015

2. List the three states of matter in their order of

(a) increasing molecular disorder and
(b) increasing intermolecular attraction.
(c) Which state of matter is most easily compressed?

Activity 2. COMICAL SKETCH

Directions: Make a comical sketch using three heroes as particles (or

molecules) and present their behavior and positions relative to each other in
the solid, liquid and gaseous state. Assign one hero as the solid, the second
as liquid and the third one as gas. Explain the part of each hero and put your
output on a separate sheet of paper.

V. Reflection
You must fill in the component of the KWL chart to generalize the things
they have learned about the topic.
KWL Chart
Topic Know Want to know Learned
Types of I understand I want to know I have learned
intermolecular that…… that…… that ….
forces

VI. Answer Key

far apart and there is much empty space.
particles are
(c) Matter in the gaseous state is most easily compressed because may vary. may vary.
(b) gas < liquid < solid answer answer
2. (a) Solid < liquid < gas
Student’s Student’s
structure in all three directions.
regular repeating
a
particles are far apart, and a crystalline solid, which has Reflections Activity 2
sample, where the
Prepared by:
regular arrangement or order. This rules out a gaseous
touching, but there is no
(b) In the diagram, particles are close together, mostly
. (a) The diagram best describes a liquid. RODEL A. AZARES
SHS-Teacher
Activity 1
 Quarter 3, Week 1

Learning Activity Sheets (LAS) No.3

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Properties of liquids)

I. Learning Competency
Describe the following properties of liquids and explain the effect of
intermolecular forces on these properties: surface tension, viscosity, vapor
pressure, boiling point, and molar heat of vaporization (STEM_GC11IMF-IIIa-
c-102).

II. Background Information for Learners

Intermolecular forces give rise to several structural features and
properties of liquids. In this section we will look at five such phenomena
associated with liquids in general: surface tension, viscosity, vapor pressure,
boiling point, ang molar heat of vaporization. The properties of liquids that
were observed are consequences of the interactions of particles that make up
the liquid.

1. Surface Tension
Molecules within a liquid are pulled in all directions by intermolecular
forces. There is no tendency for them to be pulled in any one way. However,
molecules at the surface are pulled sideways and downward by other
molecules, but not upward away
from the surface (Figure 1).
Karp, 2010

Figure 1. Intermolecular
forces acting on a molecule in
the surface layer of a liquid and
in the interior region of the liquid

These intermolecular attractions appear to draw the molecules into the

liquid and like an elastic film, cause the surface to tighten. A drop of water
assumes the form of a small round bead. There is little to no attraction
between polar water molecules and the nonpolar molecules since a sphere
minimizes the surface area of a liquid. This effect is also created by a wet
apple's waxy surface (Figure 2).
 Figure 2. Water beads on
an apple, which has a waxy
surface

Karp, 2010

Surface tension is a measure of the elastic force on a liquid's surface. It is

the amount of energy needed by a unit area to stretch or increase the surface
of a fluid (for example, by 1 cm2). There are also high surface tensions in
liquids that have solid intermolecular forces. Thus, water has a much greater
surface tension than most other liquids because of hydrogen bonding.

Figure 3. Surface tension

enables the water strider to
“walk” on water.

Karp, 2010

Capillary action is another example of surface tension. Figure 4(a)

reveals a capillary tube, water rises spontaneously. A thin water film adheres
to the wall of a tube of glass. This film is caused to contract by the surface
tension of water as it pulls the water up the tube.
Capillary action is brought on by two types of forces: cohesion and
adhesion. Cohesion is the intermolecular attraction between similar
molecules (water molecules, in this case). Adhesion is an attraction between
unlike molecules, such as those in water and in the sides of a glass tube. If
adhesion is stronger than cohesion, as it is in Figure 4(a), the contents of the
tube will be pushed upward. This process continues until the adhesive force
is balanced by the weight of the water in the tube. This action is by no means
universal among liquids, as Figure 4(b) shows. In mercury, cohesion is greater
than the adhesion between mercury and glass, so that when a capillary tube
is dipped in mercury, the result is a depression at the mercury level—that is,
the height of the liquid in the capillary tube is below the surface of the
mercury.
Figure 4. (a) When adhesion
is greater than cohesion, the liquid
(for example, water) rises in the
capillary tube. (b) When cohesion
is greater than adhesion, as it is
for mercury, a depression of the
liquid in the capillary tube results.
Note that the meniscus in the tube
of water is concave, or rounded
downward, whereas that in the
tube of mercury is convex, or
rounded upward.

Brown, 2015

2. Viscosity

The term "slow as January molasses" owes its reality to another

physical property of liquids called viscosity. Viscosity is a measure of the
resistance of a fluid to flow. The greater the viscosity, the more the liquid flows
steadily. As temperature increases, the viscosity of a liquid normally
decreases; hot molasses thus flow much faster than cold molasses.
Liquids with strong intermolecular forces are higher in viscosity than
those with weak intermolecular forces (Table 1). Owing to its ability to form
hydrogen bonds, water has a higher viscosity than many other liquids. It is
noteworthy that glycerol's viscosity is significantly higher than all of those
other liquids mentioned in Table 1.
Glycerol has the structure like water. It can form hydrogen bonds. Each
glycerol molecule has three-OH groups that can participate in hydrogen
bonding with other glycerol molecules.

Figure 5. 3D and 2D
structures of glycerol - a clear,
odorless, syrupy liquid used to
make explosives, lubricants
and ink.

Brown, 2015

Table 1. Viscosity of Some Common Liquids at 20°C

 *The SI units of viscosity are newton-second per meter squared.
Brown, 2015

3. Vapor Pressure

By evaporation, molecules may escape from the surface of a liquid into

the gas phase. Suppose we place in an evacuated, closed container a quantity
of ethanol (CH3CH2OH), as in (Figure 6). Quickly, the ethanol starts
evaporating. The pressure exerted by the vapor in the space above the liquid
increases consequently. The pressure of the vapor reaches a constant value
after a short period, which we call vapor pressure.

Figure 6. Vapor pressure over a liquid

Any of the ethanol molecules on the liquid surface have ample kinetic
Brown, 2015
energy at any moment to overcome their neighbors' attractive forces and thus,
escape into the gas phase. The passage of molecules from the liquid phase to
the gas phase continuously goes on at every given temperature. However, as
the number of gas-phase molecules increases, the likelihood increases that a
molecule will reach the liquid surface in the gas phase and be recaptured by
the liquid, as shown in Figure 6 in the flask on the right. The rate at which
molecules return to the liquid is, finally, equal to the rate at which they
escape. In the gas phase, the number of molecules then reaches a stable value
and the pressure exerted by the vapor becomes constant.
The situation in which two opposing processes occur at equal rates
simultaneously is called dynamic equilibrium (or simply equilibrium).
Chemical balance, in which chemical reactions are the opposite mechanisms,
is a type of dynamic equilibrium. When evaporation and condensation occur
at similar rates, a liquid and its vapor are in dynamic equilibrium. It might
appear that since there is no net shift in the system, nothing happens in
equilibrium. In fact, however, as molecules constantly move from liquid state
to gas state and from gas state to liquid state, a great deal happens. The vapor
pressure of a liquid is the pressure exerted by its vapor when the liquid and
vapor are in dynamic equilibrium.

4. Boiling Point

A liquid's boiling point is the temperature at which its vapor pressure,

acting on the liquid surface, equals the external pressure. The thermal energy
of the molecules at this temperature is high enough for the molecules within
the liquid to break free from their neighbors and enter the gas phase. As a
consequence, bubbles of vapor form inside the liquid. If the external pressure
rises, the boiling point increases. The boiling point of a liquid at 1 atm (760
torr) pressure is called its normal boiling point. From Figure 7, we see that
the normal boiling point of water is 100°C.
The time required for food to be cooked in boiling water depends on the
water. The temperature is 100 °C in an open container, but it is possible to
boil at higher temperatures. Pressure cookers operate by only allowing steam
to escape when it exceeds a predetermined pressure; therefore, the pressure
above the water can rise above atmospheric pressure. The higher pressure
allows the water to boil at a higher temperature, making it easier for the food
to get hotter and cook quicker.
The influence of pressure on the boiling point also explains why cooking
food at high elevations takes longer than it does at sea level. At higher
altitudes, the air pressure is lower, so water boils at a temperature lower than
100 °C, and food typically takes longer to cook.
 Figure 7. Vapor pressure for four liquids as a function of temperature.

Brown, 2015

5. Molar Heat of Vaporization

A measure of the strength of intermolecular forces in a liquid is the

molar heat of vaporization (ΔHvap), defined as the energy (usually in
kilojoules) required to vaporize 1 mole of a liquid. The molar heat of
vaporization has a direct relationship to the strength of intermolecular forces
that exist in the liquid.

Table 2.Molar heats of vaporization and boiling points of some substances

ΔHvap Boiling
Substance
(kJ/ Point*
mol) (OC)
Argon (Ar) 6.3 -
186
Pentane(C5H12) 26.5 36.1
Acetone (CH3COCH3) 30.3 56.5
Ethanol (C2H5OH) 39.3 78.3
Water (H2O) 40.7 100
9
*Measured at 1 atm

Rubbing ethyl alcohol on your hands is a realistic way to illustrate

variations in the molar heat of vaporization. Compare what is felt while using
water. Ethyl alcohol has a lower ΔHvap than water so that heat from our hands
is enough to increase the kinetic energy of these molecules and provide
additional heat to vaporize them. Because of the loss of heat from the skin,
our hands feel cool.

III. Accompanying DepEd Textbook and Educational Sites

 Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. CHOOSE THE BEST!
A. Multiple Choice. Read and answer each statement carefully then write
the letter of the best answer before the number.

1. Which of the following properties refers to the resistance of liquid to

flow?
a. surface tension
b. viscosity
c. vapor pressure
d. heat of vaporization

2. Which of the following properties explains why raindrops are spherical

in shape?
a. surface tension
b. viscosity
c. vapor pressure
d. heat of vaporization

For numbers 3-5, refer to the table below.

Liquid Normal Boiling Point (°C)
J 46.0
K 61.7
L 78.5

3. Which liquid would have the highest vapor pressure?

a. J
b. K
c. L
d. It depends on the temperature.

4. Which has the weakest intermolecular forces?

a. J
b. K
c. L
d. They are equally weak.

5. Which liquid would be the most viscous?

a. J
b. K
c. L
d. They would be equally viscous
 Activity 2. INFER THE TOPIC!

Directions: The objective is for you to deduce the subject of the lesson from
the ideas you get from the photos. Look at the pictures in a minute or less
and record an inference about the upcoming subject of study. Based on the
images seen, you should be able to make arguments to support your
conclusion. Express your answer in three to five sentences only.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

© 2004 Thomson/Brooks Cole © 2004 Thomson/Brooks Cole © 2004 Thomson/Brooks Cole

© 2004 Thomson/Brooks Cole © 2004 Thomson/Brooks Cole Karp, 2010

V. Reflection
You must fill in the component of the KWL chart to generalize the things
they have learned about the topic.
KWL Chart
Topic Know Want to know Learned
Properties of I understand I want to know I have learned
Liquids that…… that…… that ….

VI. Answer Key

 5. A
Prepared by:
4. A may vary. may vary.
3. C answer answer
2. A Student’s Student’s RODEL A. AZARES
1. B SHS-Teacher
Activity 2 Reflections
Activity 1

Quarter 3, Week 1

Learning Activity Sheets (LAS) No.4

Name of Learner: _______________________________________________________

Grade and Section: _________________________ Date: ___________________

Learning Activity Sheets in General Chemistry 2

(Properties of Water)

I. Learning Competency
Explain the properties of water based on its molecular
structure and intermolecular forces (STEM_GC11IMF-IIIa-c-103).
II. Background Information for Learners

The Structure and Properties of Water

On Earth, water is so prevalent a material that we often forget its special
existence. All processes of life include water. For several ionic compounds, as
well as other substances capable of forming hydrogen bonds with water, water
is an excellent solvent.

Table 3. The Specific Heats of Some Common Substances

Substance Specific Heat (J/goC)

Al 0.900
Au 0.129
C (graphite) 0.720
C (diamond) 0.502
Cu 0.385
Fe 0.444
Hg 0.139
H2O 4.184
C2H5OH (ethanol) 2.460

As Table 3 shows, water has a high specific heat. The explanation is

that to boost water temperature (that is, to raise the average kinetic energy of
the water molecules), we must break the several hydrogen intermolecular
bonds first. Water can also consume a large quantity of heat while its
temperature increases just slightly. The reverse is also true: with just a small
reduction in its temperature, water will give off a lot of heat. For this reason,
by absorbing heat in the summer and giving off heat in the winter, with just
minor changes in the temperature of the body of water, the vast amounts of
water that are present in our lakes and oceans will effectively moderate the
climate of neighboring land areas. Water's most striking property is that its
solid form is less dense than its liquid form on the surface of liquid water,
that is why ice floats (Figure 9). The density of almost all other substances is
greater in the solid state than in the liquid state.

We have to analyze the electronic structure of the H2O molecule to

understand why water is different. There are two pairs of nonbonding
electrons, or two lone pairs, on the oxygen atom:

Brown, 2015
Figure 8. Electrostatic potential map of water.

Karp, 2010
Figure 9. Left: Ice cubes float on water. Right: Solid benzene
sinks to the bottom of liquid benzene.

While intermolecular hydrogen bonds can be formed by many

compounds, the difference is that each oxygen atom will form two hydrogen
bonds between H2O and other polar molecules, such as NH3 and HF, the
same as the number of lone electron pairs on the oxygen atom. Thus, in an
extensive three-dimensional network in which each oxygen atom is roughly
tetrahedrally bound to four hydrogen atoms, by two covalent bonds and by
two hydrogen bonds, water molecules are joined together. This equality in the
number of hydrogen atoms and lone pairs does not define NH 3 or HF, or any
other molecule capable of forming hydrogen, for that matter. Consequently,
rings or chains, but not three-dimensional structures, may be formed by these
other molecules.

Figure 10. The three-dimensional

structure of ice. Each O atom is
bonded to four H atoms. The
covalent bonds are shown by short
solid lines and the weaker hydrogen
bonds by long dotted lines between
O and H. The empty space in the
structure accounts for the low
density of ice.

Brown, 2015

The highly ordered three-dimensional ice structure (Figure 10) makes

it difficult for the molecules to get too close to each other. But remember what
happens with the melting of ice. Several water molecules have enough kinetic
energy at the melting point to break free from the intermolecular bonds of
hydrogen. In the cavities of the three-dimensional structure, which is broken
down into smaller clusters, these molecules become stuck. As a consequence,
in liquid water, more molecules per unit volume are present than in ice. Thus
because of mass/volume density, the water density is higher than that of ice.
More water molecules are released from intermolecular hydrogen bonding
with further heating, so that the water density continues to rise only above
the melting point with the increasing temperature. Water expands as it is
heated at the same time of course, so that its density is decreased. These two
processes work in opposite directions: the trapping of free water molecules in
cavities and thermal expansion. Trapping prevails from 0 °C to 4 °C and water
becomes increasingly denser. However, thermal expansion predominates
above 4 °C and water density decreases with rising temperatures (Figure 11).

Brown, 2015

Figure 11.Plot of density versus temperature for liquid

water. The maximum density of water is reached at 4°C.
The density of ice at 0°C is about 0.92 g/cm3.

III. Accompanying DepEd Textbook and Educational Sites

Chang, R. (2010). Chemistry. Tenth Edition.McGraw-Hill. America,
New York
 Licuanan, P.B. (2016). Teaching Guide for Senior High School
(GENERAL CHEMISTRY 2). Commission on Higher Education. Diliman,
Quezon City Publication

IV. Activity Proper

Activity 1. CHOOSE THE BEST!
A. Multiple Choice. Read and answer each statement carefully then write
the letter of the best answer before the number.

1. What would be the boiling point of liquid L at the top of a mountain where
the atmospheric pressure is lower than 1 atm?
a. 78.5 °C
b. less than 78.5 °C
c. greater than 78.5 °C
d. It depends on the amount of heat the liquid is exposed to.

2. The vapor pressure of ethyl alcohol at 60 °C is 47.02 kPa. What would be

its vapor pressure at 20 °C?
a. 47.02 kPa
b. greater than 47.02 kPa
c. less than 47.02 kPa
d. cannot be determined

3. With all other factors held constant, which of the following places will rice
cook for a longer time?
a. at the peak of a mountain
b. at sea level
c. It would take the same time to cook rice regardless of location.
d. It depends on the variety of rice.

4. What property of water explains why water inside the tiny cracks in rocks
helps the latter break when it freezes?
a. Water has a high boiling point.
b. Water has high surface tension.
c. Water has a greater volume in its solid state.
d. Water has high heat of vaporization.

5. What property of water explains why our body temperature remains

essentially constant?
a. Water has high heat of vaporization.
b. Water has a high specific heat.
c. Water has high density in its liquid form.
d. Water has high boiling point.

Activity 2. IMAGINE AND ANALYZE!

a. Two pans
Directions: of and
Read wateranalyze
are on different burnersAnswer
each situation. of a stove.
the One pan of water
questions that
is boiling vigorously, while the other is boiling gently.
follow and write your answers on a separate sheet of paper. What can be said
about the temperature of the water in the two pans?
b. A large container of water and a small one is at the same temperature.
What can be said about the relative vapor pressures of the water in the
two containers?
V. Reflection
You must fill in the component of the KWL chart to generalize the things
they have learned about the topic.
KWL Chart
Topic Know Want to know Learned
Properties of I understand I want to know I have learned
Water that…… that…… that ….

VI. Answer Key

5.B
Prepared by:
4.C may vary. may vary.
3.A answer answer
2.C Student’s Student’s RODEL A. AZARES
1.B SHS-Teacher
Activity 2 Reflections
Activity 1