School Lingig National High School Grade Level 11

DAILY LESSON Teacher Jennette G. Belliot Learning Area GENERAL CHEMISTRY 1

LOG
Teaching Dates and Time February 13-17, 2023 Set 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding how temperature and pressure affect
solubility of solutes (solids and gases) in solvents.

B. Performance The learners shall design a simple investigation to determine the effect on boiling point or freezing point when a solid is dissolved in water.
Standards
The learners design a simple investigation to determine the effect of temperature on solubility of sugar.

C. Learning Use the kinetic molecular model to explain properties of liquids and solids. (STEM_GC11IMF-IIIa-c-99)
Competencies with
Describe and differentiate the types of intermolecular forces. (STEM_GC11IMFIIIa-c-100)
LC code
Predict the intermolecular forces that a molecule can possibly form. (STEM_GC11IMF-IIIa-c-101)
1. • compare the properties of liquids and solids with those of gases
2. • apply the kinetic molecular theory to describe liquids and solids
3. • describe the various intermolecular forces and factors that affect their strengths
4. • identify the types of intermolecular forces that may operate in a given molecular substance
5. • rank substances according to strength of intermolecular forces;
6. • illustrate the intermolecular forces between molecules of a compound.

II. CONTENT Kinetic Molecular Model of Liquids and Solids

III. LEARNING RESOURCES

A. References (1) Chang, R. (1997). Chemistry (9th ed., pp. 434-485). New York: McGraw- Hill.

(2) Shakhashiri, B. (1989). Chemical demonstrations (3rd ed., pp. 329-332). Madison, Wis.: Univ. of Wisconsin Pr.

(3) Whitten, K. (2007). Chemistry (8th ed., pp. 446-499). Belmont, CA: Thomson Brooks/Cole.

1. Teacher’s Guide pp. 13-35

 pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from learning
Resource (LR) portal
B. Other Learning TV, laptop, pentel pen, manila paper, illustration board, wifi modem, cellphones
Resources

IV. Procedures PRELIMINARIES

● Start with the following with a prayer and greetings

● Checking of attendance

● Setting the mood, and classroom standards

A. Reviewing previous ● Conduct of Guess the word ● Review the previous activities ● Review the previous ● Review the previous Review the previous discussions.
lesson or presenting the (Decoding Image) Game and outputs of learners discussions. discussions.
new lesson about the previous lesson in
Gen Chem 1.

B. Establishing a purpose
for the lesson
1. Communicate to the learners the
learning competencies and
objectives using any of the
suggested protocols. (verbatim, own
words, read-aloud)
● Present the objective by ● Present the objective by ● Present the objective by Present short directions about the
allowing learners to read the allowing learners to read the allowing learners to read the day’s activity
objectives. objectives. objectives

2. Present relevant vocabulary that

learners should know and will be
used in the lesson:

3. Connect the lesson with

prerequisite knowledge
 A. Recall Kinetic Molecular
Theory:

B. Recall Molecular
Geometry, Determining
Polarity, Bond Dipole, Dipole
Moment

C. Presenting examples/ 1. Roleplay of the three physical ● Presentation of summary of ● Presentation of summary of the ● Presentation of summary of
Instances of the new states – solid, liquid, gas. students’ outputs discussion on festival dance experiences and learnings in
lesson their observations of local
The activity involves the students
festivals and other festivals
acting as particles (or molecules )
and they will present their behavior
and positions relative to each other in
the solid, liquid and gaseous state.
Divide the class into three groups.
Assign one group to act out the solid,
the second as liquid and the third one
as gas. Give the students 3 minutes
to discuss among themselves how to
act the assigned state, and 2 minutes
to act it. One member of the group
will explain their act.

2. Allow the other groups to make

comments on the group acts.

D. Discussing new concepts ● A. Kinetic Molecular Theory of

and practicing new skills Liquids and Solids
#1 Small Group Discussion
Group the students with three or
four members in each group. One
member acts as the recorder and
note-taker.

Questions for Small Group

Discussion
Using the roleplays carried out by
the class at the motivation part,
and the following illustration of
solid,

liquid and gas, answer the

questions that follow. Prior viewing
of the animations suggested in the
recall

of requisite knowledge may also

be useful in this activity.

1. Compare the properties of

gases, liquids, and solids in terms
of distances and arrangement of
their

molecules.

a. Compare the distances among

molecules in the gas, liquid and
solid and rank the phases in
increasing

distance between particles.

b. Describe the characteristic

movement of the particles of gas,
liquid and solid.

c. How are the molecules of gas,

liquid and solid arranged?

d. Arrange the three phases of

matter in order of increasing
volume of empty space between
its molecules.

e. Identify the property of matter

that corresponds to the molecular
behavior.

2. Use the table to present the

comparison of the properties of
 gases, liquids and solids.

E. Continuation of Class Discussion

discussion of new
1. Draw the same table on the
concepts leading to
board and ask representatives
formative assessment
from each group to fill in each
box.
2. Use the following illustration to
organize the answers of the
learners in the preceding
questions.
3. The following table summarizes
properties of gases, liquids, and
solids and identifies the
microscopic behavior
responsible for each property.
4. Put emphasis on the difference
in distances of particles in solids
and liquids as compared to
gases. This is the reason solids
and liquids are called the
condensed states. Direct
attention to the ability of
particles in the gaseous state to
move away from each other. On
the other hand, the particles stay
close together in the solid and
liquid states.
Ask the following question as jump
off point for the lesson on
intermolecular forces of
attraction.: What holds the
particles in the solid and liquid
states?
5. If internet connection is
available, you can use the video
 found at this site to provide
some imagery to your
discussion:
http://preparatorychemistry.com/
KMT_flash.htm

F. Developing Mastery B. Kinetic Molecular Theory of Liquids

and Solids
(Leads to formative
Assessment 3) Hands-on activity

Suggested liquids to use: Water,

ethanol, acetone, pentane

Questions to investigate:

1. How many drops of liquid can a 1-

peso coin hold?

2. How long will it take for one drop of a

liquid to evaporate?

Safety Precautions:

The activity should be performed in an

airy or well-ventilated room.

Remind the students of the proper

handling of the substances they will
be using.

Avoid contact with the skin and direct

inhalation of the vapors of the
substances. It is best if the students
use safety gloves, goggles and mask.

1. Tell the students to work in groups of

three members. One of the members
 will act as the recorder of data.

2. Give each student a data sheet for

their results.

3. Check for the availability of the

materials for the activity. Each group
should have 8 pieces of 1-peso

coin and 4 droppers.

4. Give each group 4 labeled small vials

containing each of the liquids.

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.

6. Then on the next 4 coins, put a drop

of the liquid and determine how much
time it takes one drop to evaporate.

7. Let the students write their results on

the board for comparison with the
results of the class.

G. Finding practical Discuss the results of the activity.

applications of concepts
1. Ask the students to share the
and skills in daily living
results of their experiment. Let
them compare their results with
those of their classmates for 2
minutes.
2. Ask the students the following
questions:
a. Which molecules can hold more
drops on the coin?
b. Which molecules took longer to
evaporate?
c. Are the molecules that can hold
the lesser number of drops the
 same as the molecules that took
less time to evaporate?
d. Based on the formula and
geometries of the substances,
are the molecules that can hold
more drops on the coin polar or
nonpolar? What about those
that took longer to evaporate?
3. Discuss the Intermolecular
Forces of Attraction between
individual particles of a
substance in the condensed
states.

a. Making generalizations Flow of discussion:

and abstraction about
a. define intermolecular forces of
the lesson
attraction
b. 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
c. describe the different types of
intermolecular forces and relate
these to the type of molecules that
exhibit them.

d. list the type of intermolecular

forces that are expected to operate
in the solid or liquid states of
simple molecular substances
based on their structures
 PRACTICE (5 MINS). Fill the data
sheet for Intermolecular Forces.

b. Evaluating learning ENRICHMENT (10 MINS)

Appendix A. Notes on Molecular
Polarity
To determine the polarity of a
molecule, both the bonds present and
the overall shape of the molecule
should be considered. Two or more
polar bonds may cancel each other
out leading to a nonpolar molecule.

c. Additional Activities for Read fact sheets about festival in the Review lessons from discussions
application or Philippines
remediation
V. REMARKS

VI. 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 lessons.

D. No. Learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I used/discover which I wish to share with other
teachers?