MODULE

General Chemistry 2
Name:
Grade/Section: 12-STEM(SIMPLICITY)
Subject Teacher: MRS SHAREN A. BERGADO
Adviser: MRS SHAREN A. BERGADO
3
CONTENT STANDARD:
The Students demonstrate an understanding of the properties of liquids and solids to the nature of forces
between particles, phase changes in terms of the accompanying changes in energy and forces between
particles.

PERFORMANCE STANDARD:
The Students design a simple investigation to determine the effect on boiling point or freezing point when a
solid is dissolved in water.

MELC STANDARDS WRITTEN

OUTPUT
WEEK 1-2
Lesson 1: describe the properties of liquids: surface tension, viscosity, vapor pressure,
boiling point, and heat of vaporization
Lesson 2: describe the differences between amorphous and crystalline solids

Lesson 3: describe the nature of the solid-liquid, liquid-vapor, and solid-vapor phase changes in terms of
energy changes and increase or decrease in molecular order
WEEK 3-4
Lesson 3: differentiate electrolyte solutions from non-electrolyte solutions
Lesson 4: enumerate factors that affect solubility
Lesson 5: choose the appropriate unit of concentration to use in calculations
TOTAL
GENERAL GUIDELINES AS LIVING FRANCISCANS
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Thank you and God Bless!
Learners’ Participation in the Distance Learning Program
Hi students! I am glad to offer you the Self – Learning Module In General
Chemistry 2. This module weighs bigger responsibilities. As Learners, you
are obliged to follow instructions in the module; your answers are your
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must be paraphrased, direct quoted or summarized with the reference.
Sharing/posting your answers/ any part of the module is strictly prohibited.
Please submit your modules on time and if you have
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SET B WEEK 1-2 GEN. CHEM 2 MODULE 3

LESSON 1: Matter in the Liquid Phase
I. LEARNING OBJECTIVES
Using varied learning activities, the students can:
a. describe the properties of liquids: surface tension, viscosity, vapor pressure, boiling point,
and heat of vaporization:
b. observe surface tension in water and compare the viscosity of three liquids; and
c. respond to the values life connections.
II. ESSENTIAL QUESTION
How do liquids compare with gases according to the kinetic molecular theory?

III. FORMATION
Hi! Congratulations, you are now in Module 3 Lesson 1 in general chemistry 2!
Lesson 1 talks about the Intermolecular forces of matter and properties of liquids. Stay
tuned and enjoy learning!

Discussion
Using your textbooks in General Chemistry 2, please follow the discussion method below:
1. Read the introduction of matter in the liquid phase on page 9.
2. Find out the Intermolecular forces of matter and properties of liquids on page 10-14.
Key Concept
1. A liquid boils when its vapor pressure is equal to the external pressure.
2. The normal boiling point of a liquid is the temperature at 1atm pressure.
3. Evaporation is the process when a liquid that is not boiling changes to vapor or gas.
4. The unusual properties of water are: high density, high boiling point (and melting point), high heat
of vaporization, high surface tension, and high specific heat due to the intermolecular forces between
its molecules.
5. Water is a very good solvent as it dissolves more substances than any other common liquid.
6. Hydrates are solids that contain water molecules as part of its crystalline structure.
IV. ACTIVITY: CHECK
Directions: Identify the sentences described below. Tell whether they are Surface tension,
Viscosity, Capillary Action, Incompressibility, Diffusibility, Evaporation, Cooling Effect, Vapor
Pressure, Boiling Point, or Heat of Vaporization. Write your answers in the space provided.
__boiling point_____1. The temperature at which the vapor pressure of a liquid is
equal to the external pressure (atmospheric pressure above the
liquid).
_______ Cooling Effect _________2. Expressed in cal/g or in kcal/g-atom or in kJ/kg, is the energy
required to change exactly one gram of liquid to vapor at
its normal boiling point.
_________ Vapor Pressure __________3.When a liquid vaporizes in a closed container, the space
above the liquid becomes saturated with vapor and an
equilibrium state exists between the liquid and the
vapor.
____ Viscosity ___________4. Measure of its tendency to resist flowing motion.
____ Incompressibility __________5.The molecules in a liquid are already close, touching one
another, they cannot be crowded together anymore
unless they are squeezed and deformed, which would
require a great amount of energy.

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_____ Evaporation ________ 6. Indication of the escape of molecules from the surface of the
liquid.
______ Diffusibility _________7.Much less in a liquid than in a gas, but it takes place at an
easily measured rate.
_____ Surface tension ________8.Force that causes the molecules on the surface of a liquid to
“tighten their hold to one another”, creating the effect of a
thin membrane on the surface.
_____ Heat of Vaporization _________9.The amount of heat energy for the given number of
molecules is reduced as well as their temperature.
____ capillary action______ 10.The spontaneous rising of a liquid in a narrow tube, is also
observed in liquids.

V. INTEGRATE
KNOWLEDGE
Directions: Answer the following questions.
1. At 50 degrees celcius the vapor pressure of ethanol is 0.30 atm, acetic acid is 0.08 atm, water is
0.12 atm, and acetone is 0.84 atm.
A. Arrange these substances in order of increasing rates of vaporization.

B. Arrange these substances in order of increasing boiling point temperature.

C. Arrange these substances in order of increasing intermolecular forces.

SKILL
Home Laboratory No. 1. Do and See the ST/Viscosity of a liquid. This will serve as your output for skill.
Read the guidelines first before performing the activity. If possible, ask the assistance of your parents or
siblings. Please follow the laboratory sheet at the end of the module.
Rubrics for Grading!
Please do not forget to read the rubrics before answering.
Criteria Satisfactory (4) Good (3) Fair(2) Poor (1)
Level of The student has a full and The student has a good The student has basic The student has some
Understanding complete understanding of the understanding of the understanding of the question or understanding of the
question. question or problem. problem. question or problem
Synthesis of The response reflects a complete The response reflects some The response provides little or no The response
Information synthesis of information synthesis of information synthesis of information addresses the
question
Use of Pertinent and complete supporting The supporting details are The supporting details are The supporting details
Supporting details demonstrate an integration generally complete adequate are only minimally
Details of ideas. effective
Use of The use of accurate scientific The use of accurate scientific The use of accurate scientific The use of accurate
Accurate terminology enhances the terminology strengthens the terminology may be present in the scientific terminology
Scientific response response. response is not in the response.
Terminology
Application of An effective application of the The concept has been The application of the concept to The application, if
Information concept to a practical problem or applied to a practical a practical problem or real-world attempted, is irrelevant
real-world situation reveals an problem or real-world situation is adequate
insight into scientific principles. situation

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VALUES
Directions: Respond to the Values Life Connection questions. (5 pts. each)
Criteria: Content – 3, Reflection – 2.
1. It is a common observation that when the sun comes out immediately after a rain shower, the
puddles formed from the rain dries up faster than if it remains cloudy. Explain, on the molecular
level, why this could occur.

___________
____________________________________________________________________________
2. Explain why rubbing alcohol, which has been warmed to your body temperature still feels cold when
applied to your skin.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VI. CONCLUDE
ESSENTIAL QUESTION
How do liquids compare with gases according to the kinetic molecular theory?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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Republic of the Philippines

FRANCISCAN COLLEGE OF THE IMMACULATE CONCEPTION
Baybay, Leyte, Incorporated
A. Bonifacio St. Baybay City, Leyte

Name: __________________________________ Date Performed: _________________

Section: _________________________________ Date Submitted: _________________
Rating: ________________________

Activity 1: Surface tension and Viscosity

A.Do and See the ST

Objective:
To observe surface tension in water
Estimated Time Frame: 15 minutes
Materials:
 a 25-centavo coin, a medicine dropper, water, a piece of tissue paper, and a 2 x 2 piece of wax paper.

Procedure:
A.
1. Place the clean, dry coin flat on the table over a piece of dry tissue paper.
2. With a dropper, carefully put water on the coin, adding little by little until it reaches the maximum
amount that the coin’s surface can hold without spilling.
3. Describe the shape of the water on top of the coin.
_________________________________________________________________________________
What property of the liquid is shown?
_________________________________________________________________________________
B.
1. Place two to three drops of water on the piece of wax paper.
2. Describe the shape of the water drop. __________________________________________________
3. What explanation can you give for the shape of the water drops?
_________________________________________________________________________________

B.Viscosity of a liquid
Objective:
To compare the viscosity of three liquids and determine the viscosity of sample liquids.
Estimated Time Frame: 15 minutes
Materials:
 Clean, dry marble, a 25-mL measuring cups, timer, water, cooking oil, and pancake syrup or vanilla.

Procedure:
A.
1. Fill the measuring cups with water up to 20 mL.

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2. Drop the marble into the water. Use a timer to record the time it takes for the marble to reach the
bottom.
3. Repeat the step 2 two or more times to make three trials. Record the marble’s travel time in each trial.
4. Remove the marble and the water from the measuring cups and dry both of them.
5. Repeat steps 1 to 4 and use pancake syrup or vanilla instead of water.
6. Wash and dry the measuring cups and the marble.
7. Repeat steps 1 to 4 and use cooking oil.
8. Wash and dry the measuring cups and the marble.
9. Calculate the average time it took the marble in moving from the top to the bottom of the
liquids.
Results:
Time ( in seconds)
water Pancake Cooking oil
syrup/vanilla
T1
T2
T3
Average time

B.
Complete the following table, determine and calculate the viscosity of each liquid using the equation:
l l
Where vis 1 and 2 are the viscosities of liquids 1 and 2 respectively; d1 and d2 are the densities of liquids 1
and 2 in g/cc; t1 and t2 are the time used by the marble took to move from the top to the bottom of the
liquids.

l1- Water l2-Cooking Oil l3 - Vanilla

T ave

d 1.00g/cm3 (determine this using (determine this using

prior knowledge) prior knowledge)
Calculated Viscosity
visl1 = d1 t1
visl1 d2 t2

Questions:
1. In which liquid did the marble take the longest time to reach the bottom?
________________________________________________________________________________________
________________________________________________________________________________________
2. How would you rank the liquids in the order of decreasing viscosity?
________________________________________________________________________________________
________________________________________________________________________________________
3. What explanation can you give for the observed viscosities?
________________________________________________________________________________________
________________________________________________________________________________________

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SET B WEEK 1-2 GEN CHEM 2 MODULE 3

LESSON 2: Types of Solids

I. LEARNING OBJECTIVES
Using varied learning activities, the students can:
a. describe the differences between amorphous and crystalline solids;
b. illustrate the geometric shape of the face-centered cube and hexagonal close-packed cube;
and
c. apply the concept in Everyday life.
II. ESSENTIAL QUESTION
How do solids differ from liquids and gases?

III. FORMATION

Hi there! Welcome to Lesson 2 of this module!

This Lesson talks about the difference between amorphous and crystalline solids. Apart from
this, we will also be discovering the different types of crystalline solids.

Discussion
Using your textbooks in General Chemistry 2, please follow the discussion method below:
1. Read the introduction of the concept on page 25-26.
2. Then, find out the classes of solids and the types of crystalline solids on page 28-31.
Key Concepts
1. Matter in the solid phase is either amorphous or crystalline.
2. Crystalline solids are sub-classified according to their constituent particles as: metallic, ionic,
molecularly, and covalent network crystals.
3. Polymorphism is the property shown by solids that can assume more than one stable
arrangement of their component ions or molecules.
Key Words
1. amorphous solids
2. metallic crystal
3. crystalline solid
4. molecular crystal
5. ionic crystal
6. covalent network crystal
7. polymorphism
8. allotropes

IV. ACTIVITY: CHECK

Directions: Classify the following solids as molecular, ionic, metallic or covalent solid. Write your answer
in the space provided before the number.
____________1.P4O10 ______________7.H2
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____________2.Graphite _____________8.LiBr
____________3.(NH4)3PO4 _____________9.P4  
_______________
____________4.Brass _____________10.Na2SO4
____________5.SiC _____________11.I2
____________6.Rb _____________12.Cu

V. INTEGRATE
KNOWLEDGE
Directions: Write true if the statement described between amorphous or crystalline solids and false if it
is not.
______1.The word amorphous means that the solid is always adopt the same form.
______2.Crystalline solid is a slid in which the constituent particles (atoms, ions, or molecules) have
an orderly arrangement.
______3.Crystalline solid shows anisotropy in properties
______4.The atoms or molecules of crystalline solids are packed much more closely to each other than
atoms or molecules of amorphous solids.
______5.The amorphous solid has assumed the shape of its container whereas the crystalline solid
always has its own specific form.
______6.Crystals has an orderly arrangement of their constituent particles.
______7.Amorphous solids have no geometry in their shapes
______8.Amorphous solids are rigid structures but they lack a well-defined shape.
______9.Crystalline solids have a sharp melting point on which they will definitely melt.
______10.Amorphous solids break into uneven pieces with irregular edges.
A
SKILL
Directions: Draw the two types of the close-packed structure of the metallic crystals.
1. Face centered cube 2. Hexagonal close-packed cube

VALUES
Directions: Answer the following questions.
Criteria: Content – 3, Reflection – 2
1. How do you identify a type of solid?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Why is it important to study the properties of solids?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

VI. CONCLUDE
ESSENTIAL QUESTION
How do solids differ from liquids and gases?
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

SET B WEEK 1-2 GEN CHEM 2 MODULE 3

LESSON 3: Phase Changes

I. LEARNING OBJECTIVES
Using varied learning activities, the students can:
a. describe the nature of the solid-liquid, liquid-vapor, and solid-vapor phase changes in terms
of energy changes and increase or decrease in molecular order:
b. interpret and gain information from phase diagrams; and
c. respond with excellence in values life connection.
II. ESSENTIAL QUESTION
How are the changes manifested and measured?

III. FORMATION

Welcome Back! You have reached Lesson 3!

In this lesson, we will look at how substances change phase.

Discussion
Using your textbooks in General Chemistry 2, please follow the discussion method below:
1. Read the introduction on page 34-35.
2. Read and understand the heating and cooling curves, Phase Diagrams on page 38-41.

IV. ACTIVITY: CHECK

Directions: Study the diagram and determine the relationships indicated by the words and arrows, then
answer the following questions.

1. What phase change happens in the process of:

a.)sublimation?_________________to_________________.
b.)fusion?______________to_______________.
c.)vaporization?________________to_______________.
2. hat happens to heat energy energy during the phase changes in number 1?
_______________________________________________________________________________
3. What phase change happens in the process of:
a.)solidification?________________to________________.
b.)condensation?_________________to_________________.
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c.)deposition?________________to________________.
4. What happens to heat energy during the phase changes in number 3?
_______________________________________________________________________________
5. Which pairs of phase changes happen in reverse?
a.)___________________to____________________
b.)___________________to____________________
c.)___________________to___________________

V. INTEGRATE
KNOWLEDGE
Directions: Complete the following table to show what changes in kinetic energy and molecular order
occur with phase changes.
Phase Change Kinetic Energy Change Molecular Order Change
(Increase or Decrease) (Increase or Decrease)
1. Solid to liquid
2. liquid to solid
3.gas to liquid
4.solid to gas
5.liquid to gas
6.gas to solid

SKILL
Directions: Answer questions 1-5 based on the graph which represents changes of state for unknown
substance.

1. From what phase does the change start?

_______________________________________________________________________________
2. What is the boiling temperature of the substance?
_______________________________________________________________________________
3. What is the melting temperature?
_______________________________________________________________________________
4. How much time was needed from the start to the completion of change to the liquid phase of the
substance?
_______________________________________________________________________________
5. How much time passed between the first appearance of the liquid phase and the presence of the
substance completely in the gas phase?
_______________________________________________________________________________
VALUES
Directions: Answer the following questions.
Criteria: Content – 3, Reflection – 2
1. Give at least one real life example of sublimation? Explain the changes.

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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. What is the importance of such changes?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

VI. CONCLUDE
ESSENTIAL QUESTION

How are the changes manifested and measured?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFERENCES
Textbook: Luciana V. Ilao, Betty M. Lontoc, Edwehna Elinore S. Paderna-Gayon (2017). General Chemistry 2,
Rex Book Store. C.M. Recto Avenue Manila
Graphics/Icons: Microsoft 365 Icons, Avatoon App

PROGRESS CHART
Dimensions LESSON 1 LESSON 2 LESSON 3
Check
Integration: KNOWELDGE
Integration: SKILLS
Integration: VALUES
SCORE:
TEACHER’S FEEDBACK:

Teacher’s Signature

MRS SHAREN BERGADO

Signature

PARENTAL CONSENT
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I hereby certify that I am aware of my son/daughters’ answers in this module.

Signature over printed name

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