Genchem 2 Polaris

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G-12 POLARIS
GEN CHEM 2
Q1 WEEK 2
Downloaded by Dexter Mark Vargas (dextermarkvargas@gmail.com)
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SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 2
SELF-LEARNING PACKAGE
Quarter 1 | Week 2
Intermolecular Forces of Liquids

and Solids
SHS—General Chemistry 2
Competency/ies: Describe the difference in structure of crystalline and amorphous solids
(STEM_GC11IMFIIIa-c-104)
Interpret the phase diagram of water and carbon dioxide (STEM_GC11IMFIIIa-c-107)
Determine and explain the heating and cooling curve of a substance

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General Chemistry 2 – SHS

Self-Learning Package
Intermolecular Forces of Liquids and Solids
First Edition, 2020
Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
SCIENCE
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Quarter 1| Lesson 1
This Self-Learning Package is published to be utilized by the Schools Division of
Iloilo.
ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written
permission from the Schools Division of Iloilo.
Development Team of Self-Learning Package
Writer: Maricar R. Magro

Illustrator: Armand Glenn S. Lapor
Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Zaldy M. Tondo

Emmanuel S. Sasi
Reviewer: Zaldy M. Tondo
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Armand Glenn S. Lapor
Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Zaldy M. Tondo


Introductory Message
Welcome!
The Self-Learning Package for Senior High School is a developed to guide you our dear
learners to meet the standards set by the K to 12 Curriculum.
The Self-Learning Package aims to guide our learners in accomplishing

activities at their own pace and time. This also aims to assist learners in developing
and achieving the lifelong learning skills while considering their needs and
situations. SCIENCE
For learning facilitator:

Quarter 1| Lesson 1
The Self-Learning Package is developed to address the current needs of the learner
to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.
For the learner:
The Self-Learning Package is developed to help you, dear learner, in your needs to
continue learning even if you are not in school. This learning material aims to
primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.
REMEMBER ….
To answer the given exercises, questions and assessment, USE your Activity
Notebook or Answer Sheet. When you are DONE, wait for the teacher/volunteer
to collect your activity notebook/ answer sheet.
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Good luck and God bless.
SELF-LEARNING PACKAGE IN
GENERAL CHEMISTRY 2

Intermolecular Forces of Liquids

and Solids
Learning Competency:
Describe the difference in structure of crystalline and amorphous solids
Interpret the phase diagram of water and carbon dioxide ( STEM_GC11IMFIIIa-c-107)
Determine and explain the heating and cooling curve of a substance (STEM_GC11IMFIIIa-c-
109)
Lesson 1: Solids and their Properties
Ready to Launch!
When you look around you, solids are everywhere. A solid is a state of matter
characterized by particles arranged in such a way that their shape and volume
are relatively stable. Solids are formed when the forces holding atoms or
molecules together are stronger than the energy moving them apart. In today’s
lesson, you are going to explore more about solid, its types and classifications
based on the attractive forces between
them.
Aim at the Target!
At the end of this lesson, you will be able to:

1. describe the difference in structure of crystalline and
amorphous solids;

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2. classify crystals according to the attractive forces between the

component atoms, molecules, or ions (molecular crystals, covalent
network crystals, ionic crystals, and metallic crystals.
Try This!
Direction: Answer the following in a one whole sheet of pad paper.
A. Write CS if the statement describes crystalline solids and AS if it
describes amorphous solids.
____1. They tend to melt over a wide range of temperature.
____2. They are considered super-cooled liquids where molecules are ar
ranged in a random manner similar to the liquid state.
____3. They have a uniform structure.
____4. The types and strengths of the intermolecular forces in this type
of solid are the same among particles.
____5. They have a specific melting points.
B. Classify the following crystals. Write MC for molecular crystal, MT
for metallic crystals, IC for ionic crystal, and CC for covalent
network crystal.
1. SiO2
2. CaO
3. I2
4. Al
5. HF
Keep This in Mind!
Activity
Direction: Observe and identify the common features and properties of

each group of materials listed below. Record your
observation.
Group A. salt, sugar, alum (tawas)
Group B. rubber band, plastic, glass
Analysis
Direction: Based on your observation in the group of materials above
answer the following questions in a one whole sheet of pad
paper.
1. What are the two types of solids?
2. What features/properties can be used to distinguish
these two types of solids?
Abstraction and Generalization

• Solids can be categorized into two groups: the crystalline
solids and the amorphous solids.
• The differences in properties of these two groups of solids arise from the
presence or absence of long range order of arrangements of the particles in
the solids.
Difference between crystalline and amorphous solids:
Arrangement of particles
• The components of a solid can be arranged in two general ways: they can
form a regular repeating three-dimensional structure called a crystal lattice,
thus producing a crystalline solid, or they can aggregate with no particular
long range order, and form an amorphous solid (from the Greek ámorphos,
meaning “shapeless”).
• Crystalline solids are arranged in fixed geometric patterns or lattices.
Examples of crystalline solids are ice and sodium chloride (NaCl), copper
sulfate (CuSO4), diamond, graphite, and sugar (C12H22O11). The ordered
arrangement of their units maximizes the space they occupy and are
essentially incompressible.
• Amorphous solids have a random orientation of particles. Examples of
amorphous solids are glass, plastic, coal, and rubber. They are considered
super-cooled liquids where molecules are arranged in a random manner
similar to the liquid state.

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Figure 1.The entities of a solid phase may be arranged in a regular, repeating

pattern (crystalline solids) or randomly (amorphous).

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• More than 90% of naturally occurring and artificially prepared solids are
crystalline. Minerals, sand, clay, limestone, metals, alloys, carbon
(diamond and graphite), salts (e.g. NaCl and MgSO4), all have crystalline
structures. They have structures formed by repeating three dimensional
patterns of atoms, ions, or molecules.
• The repetition of structural units of the substance over long atomic
distances is referred to as long-range order.
• Amorphous solids (e.g. glass), like liquids, do not have long range order,
but may have a limited, localized order in their structures.
Figure 2. Crystal and amorphous quarts

Behavior when heated
• The presence or absence of long-range order in the structure of solids
results in a difference in the behavior of the solid when heated. The
structures of crystalline solids are built from repeating units called crystal
lattices. The surroundings of particles in the structure are uniform, and
the attractive forces experienced by the particles are of similar types and
strength. These attractive forces are broken by the same amount of
energy, and thus, crystals
become liquids at a specific
temperature (i.e. the
melting point). At this
temperature, physical
properties of the crystalline
solids change sharply.
Amorphous solids soften Figure 3. Examples of crystalline solids (Image source: http;//www.brainfuse.com/
gradually when they are quizUploads/c_83128/crystalline1.GIF)
heated. They tend to melt

over a wide range of temperature. This behavior is a result of the variation
in the arrangement of particles in their structures, causing some parts of
the solid to melt ahead of other.

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Figure 4. Examples of amorphous solids
Four Types of Crystals

1. METALLIC CRYSTALS
Metallic crystals are made of atoms that readily lose electrons to
form positive ions (cations), but no atoms in the crystal would readily gain
electrons. The metal atoms give up their electrons to the whole crystal,
creating a structure made up of an orderly arrangement of cations surrounded
by delocalized electrons that move around the crystal. The crystal is held
together by electrostatic interactions between the cations and delocalized
electron. These interactions are called metallic bonds. This model of metallic
bonding is called the “sea of electrons” model.

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Figure 5. Positive ions surrounded by delocalized electrons (Image source:

http://wps.prenhall.com/wps/media/objects/3311/3391416/imag1108/AAAUBAF0.JPG)
Table 1: Observe Property and Inference about the Structure of Metallic
Crystals
Explanation of properties:
• High melting point – a large amount of energy is needed to melt the crystal
since the forces of attraction to be broken are numerous and extend
throughout the crystal.
• Dense – atoms are packed closely together. Metals exhibit close-packing
structures, a most economical way by which atoms utilize space.

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• Electrical conductivity – then delocalized electrons move throughout the

crystal.
Figure 6. Copper is a
metallic solid.
2. IONIC CRYSTALS
Ionic crystals are made of ions (cations and anions). These ions form strong
electrostatic interactions that hold the crystal lattice together. The
electrostatic attractions are numerous and extend throughout the crystal
since each ion is surrounded by several ions of opposite charge, making
ionic crystals hard and of high melting points.

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• The figure below shows a model of NaCl crystal, where one Na+ ion is
surrounded by six Cl-ions, and a Cl- ion is likewise surrounded by six Na+
ions.
Figure 7 . Sodium ion, Na+ and chloride ion,

Cl
- at lattice points of NaCl crystal (Image
Source: http://chemwiki.ucdavis.edu/
Wikitexts/Howard_University/
General_Chemistry)
Table 2: Observe Property and Inference about the Structure of Ionic Crystals

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3. MOLECULAR CRYSTALS
• Molecular crystals are made of atoms, such as in noble gases, or molecules,

such as in sugar, C12H22O11,iodine, I2, and naphthalene, C10H8. The atoms
or molecules are held together by a mix of hydrogen bonding/dipoledipole
and dispersion forces, and these are the attractive forces that are broken
when the crystal melts. Hence, most molecular crystals have relatively low
melting points.
Table 3: Observe Property and Inference about the Structure of Molecular

Crystals

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Figure 8. Arrangement of water molecules

in ice crystal (Image Source: http:// chemwiki.ucdavis.edu/
Textbook_Maps
General_Chemistry_Textbook_Maps/)
4. COVALENT NETWORK CRYSTALS

• Covalent network crystals are made of atoms in which each atom is
covalently bonded to its nearest neighbors. The atoms can be made of one
type of atom (e.g. Cdiamond and Cgraphite) or can be made of different atoms
(e.g. SiO2 and BN). In a network solid, there are no individual molecules
and the entire crystal may be considered one very large molecule.
Formulas for network solids, like those for ionic compounds, are simple
ratios of the component atoms represented by a formula unit.
The valence electrons of the atoms in the crystal are all used to form
covalent bonds. Because there are no delocalized electrons, covalent
network solids do not conduct electricity.
• Covalent bonds are the only type of attractive force between atoms in the
network solid. Rearranging or breaking of covalent bonds requires large
amounts of energy; therefore, covalent network solids have high melting
points. Covalent bonds are extremely strong, so covalent network solids

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are very hard. Generally, these solids are insoluble in water due to the
dif ficulty of solvating very large molecules. Diamond is the hardest
material known, while cubic boron nitride (BN) is the second-hardest.
Silicon carbide (SiC) is very structurally complex and has at least 70
crystalline forms.
Figure 9. Two allotropes of carbon: graphite and diamond

(Image Source: http://www.designanduniverse.com/articles/images/diamond/
atomic_order%20.jpg)
Table 4: Observe Property and Inference about the Structure of

CovalentNetwork Crystals

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Application
Direction: Below are some of the crystals you are familiar with. Discuss
how these crystals were formed and what conditions were
involved in the formation of these crystals. Write the
answer in a one whole sheet of pad paper.
1. salt
2. sugar
3. snow fall
(You can watch how some crystals are formed @ https://www.youtube.com/
watch?v=sdYS-3J85Pw .)
Reflect
Uric acid is a chemical created when the body breaks down
substances called purines, which are found in some foods. Purines show up
when cells die and get taken apart. Most of the uric acid leaves your body
when you pee, and some when you poop.
If you have high levels of uric acid, it can be a sign of disease such
as gout. Watch out for foods that are high in purines such as tuna,
sardines, high fat foods, organ meats and sugary
foods.
Reinforcement & Enrichment
Direction: Choose one crystal you usually use or see at home or in

your neighborhood. Read about the crystal and write a four-six
para graph essay by answering the following questions. Cite
your sources following the APA format . Do this in a short bond
paper. Refer to the rubric on the next page for scoring.
1. How is the crystal formed?
2. Is it beneficial or harmful to man or both? Discuss how it is
beneficial or harmful to man.
3. If it is something harmful, what can be done to avoid its formation? If it is
something beneficial, how can its formation be promoted?

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Rubric
https://sites.google.com/a/une.edu/hgeo/home/2 -the-middle-east/tuesdayfebruary23/middle-east -project/rubric
Assess Your Learning

Direction: Indicate the strongest force holding the crystals together in
the following substances by putting a check on the
appropriate box. The first five substances were done for you.
Do this in a one whole sheet of pad paper.

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Lesson 2: Intermolecular Forces of Liquids and Solids;

Phase Diagram of Water and Carbon Dioxide
Ready to Launch!
The state exhibited by a given sample of matter depends on the identity,

temperature, and pressure of the sample. A phase diagram is a graphic
summary of the physical state of a substance as a function of temperature and
pressure in a closed system.
A typical phase diagram consists of discrete regions that represent the different
phases exhibited by a substance . Each region corresponds to the range of
combinations of temperature and pressure over which that phase is stable.
In today’s lesson you are going to explore the phase diagrams of water and
carbon dioxide.
Aim at the Target!

At the end of this lesson, you will be able to:
1. describe the components of a phase diagram;
2. interpret the phase diagram of water and carbon dioxide;
3. determine and explain the heating and cooling curve of a substance.
Try This!
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Direction: Find and circle all of the words that are hidden in the grid. The
words may be hidden in any direction. Define phase diagram using the
words found. Write the answer in your answer sheet.
V T R M A T T E R E N E R G Y T O O
C R I T I C A L P O I N T A S E D E
G O L D H W L A E D I A G R A M U V
O P O K O H E S E R U S S E R P T Y
O A V O P A A Z O A N M T L P E S E
D V E P T H A V A L S S I K L R R R
D A Y S P F P C I M I N E M A A Q U
A B O E E I P Q G K L D P O T T P S
Y B U E O S U C A T D O G L E U O S
H M E L T I N G C U R V E E B R N E
E C H M D H A P P Y S M I L E E M R
L E I O L A B C D E F H I J J K L P
O A L O H A M A N V C R I T I C A L
MELTING CURVE SOLID

LIQUID CRITICAL POINT
VAPOR TEMPERATURE
CRITICAL PRESSURE PRESSURE
PHASE DIAGRAM
Keep This in Mind!

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Activity
Direction: Below is a phase diagram. Label the different parts of a

phase diagram using the given word/s. Do this in a one whole sheet of
pad paper.
Solid
Liquid
G
Gas
C Critical point
Triple point
E Solid gas
Solid liquid
D Liquid gas
Analysis
Direction: Using the phase diagram above, answer the following
questions below. Write your answer in a one whole sheet of pad paper.
1. What is a phase diagram?
2.What are the three areas of a phase diagram?
3. What does each line in a phase diagram
represents?
Abstraction and Generalization

• A phase diagram is a graphical representation of
the physical states of a substance under different conditions of
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temperature and pressure. It gives the possible combinations of pressure

and temperature at which certain physical state or states a substance
would be observed. Each substance has its own phase diagram. A
typical phase diagram is shown below;
Figure 1: General Phase diagram
• What are the features of a phase diagram?

Phase diagrams are plots of pressure (usually in atmospheres) versus
temperature (usually in degrees Celsius or
Kelvin). The diagram is divided into three areas: solid, liquid and gaseous
states. The boundary between the
liquid and gaseous regions stop at point C, the critical temperature for the
substance.
The Three Areas
• The three areas are marked solid, liquid, and vapor. Under a set of
conditions in the diagram, a substance can exist in a solid, liquid, or vapor
(gas) phase. The labels on the graph represent the stable states of a system
in equilibrium.
• Suppose a pure substance is found at three different sets of conditions of
temperature and pressure corresponding to A, B, and C as shown in the
following diagram:

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Figure 2: Phase diagram with three sets of

conditions
• Under the set of conditions at A in the diagram, the substance would be a

solid as it falls into that
area of the phase diagram. At B, it would be a liquid; and at C, it would be
a vapor (gas).
Three Lines (Curves)
• The lines that serve as boundaries between physical states represent the
combinations of pressures and temperatures at which two phases can
exist in equilibrium. In other
words, these lines define
phase change points.
1. The line divides the solid
and liquid phases, and
represents melting (solid to
liquid) and freezing (liquid to
solid) points.
2. The line divides the liquid
and gas phases, and represents
vaporization (liquid to gas) and
condensation (gas to liquid)
points.
3. The line divides the solid

and gas phases, and represents
sublimation (solid to gas) and
deposition (gas to solid) points. Figure 3: Phase diagram with three lines/curve

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Two Important Points
• The triple point is the combination of pressure and temperature at which

all three phases of matter are at equilibrium. It is the point on a phase
diagram at which the three states of matter coexist. The lines that
represent the conditions of solid-liquid, liquid-vapor, and solid-vapor
equilibrium meet at the triple point
• The critical point terminates the liquid/gas phase line. It is the set of
temperature and pressure on a phase diagram where the liquid and
gaseous phases of a substance merge together into a single phase. Beyond
the temperature of the critical point, the merged single phase is known as a
supercritical fluid.
• The temperature and pressure corresponding to this are known as the
critical temperature and critical pressure.
• If the pressure on a gas (vapor) is increased at a temperature lower than
the critical temperature, the liquid vapor equilibrium line will eventually be
crossed and the vapor will condense to give a liquid.
Figure 4: Temperature and pressure values at the critical point

The Phase Diagram for Water
• There is only one difference between the phase diagram for water and the
other phase diagrams discussed. The solid-liquid equilibrium line (the
melting point curve) slopes backwards rather than forwards.
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• For water, the melting point gets lower at higher pressures. This is because
solid ice is less dense than liquid water. This phenomenon is caused by the
crystal structure of the solid phase. In the solid forms of water and some
other substances, the molecules crystallize in a lattice with greater average
space between molecules, thus resulting in a solid occupying a larger
volume and consequently with a lower density than the liquid. When it
melts, the liquid water formed occupies a smaller volume.
• An increase in pressure will move the above equilibrium to the side with
the smaller volume. Liquid water is produced. To make the liquid water
freeze again at this higher pressure, the temperature should be reduced.
Higher pressures mean lower melting (freezing) points.
Figure 5: Phase Diagram of Water

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•
The Phase Diagram for Carbon Dioxide
• The only thing specia about this phase diagram is the position of the
triple point, which is well above atmospheric pressure. It is impossible to
gt any liquid carbon dioxide at pressures less than 5.2 atm.
• At 1 atm pressure, carbon dioxide will sublime at a temperature of 197.5

K (-75.5 °C). This is the reason why solid carbon dioxide is often known
as "dry ice." There is no liquid carbon dioxide under normal conditions -
only the solid or the vapor.
Figure 6: Phase Diagram of Carbon dioxide
Heating and Cooling Curves

When the system is heated, energy is transferred into it. In response to
the energy it receives, the system changes, for example by increasing its
temperature. If the temperature of a material is monitored during heating, it
varies with time.
A plot of the temperature versus time is called the heating curve. One such heating
curve is shown here

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Figure 7: Heating Curve
•
Between A
& B, the material
is a solid. The
heat supplied to
the material is used to increase the kinetic energy of the molecules and the
temperature rises. • Between B & C, the solid is melting. Heat is still being
supplied to the material but the temperature does not change. Heat
energy is not being changed into kinetic energy. Instead, the heat is used to
change the arrangement of the molecules.
• At point C, all of the material has been changed to liquid. • Between C & D,
the heat supplied is again used to increase kinetic energy of the molecules
and the temperature of the liquid starts to rise.
• Between C & D, the liquid is heated until it starts to boil.

• Between D & E, the liquid is still being heated but the extra heat energy does
not change the temperature (kinetic energy) of the molecules. The heat energy
is used to change the arrangement of the molecules to form a gas.
• At point E, all of the liquid has been changed into gas.

• Between E & F, the gas is heated and the heat energy increases the kinetic
energy of molecules once more, so the temperature of the gas increases.
When a system contains only one phase (solid, liquid, or gas), the temperature
will increase when it receives energy. The rate of temperature increase will be
dependent on the heat capacity of the phase in the system.
When the heat capacity is large, the temperature increases slowly, because
much energy is required to increase its temperature by one degree. Thus, the
slopes of temperature increase for the solid, liquid, and gases are different.

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•
The figure below shows the heating curve of water. To calculate the total energy
change for such a process, all the steps should be included.
Figure 8: Heating curve for water (Image source: http://wpscms.pearsoncmg.com/wps/media

objects/3662/3750037/Aus_content_10/Fig10-19.jpg)
• Data for water used in the heating curve:

• Heat capacity of ice (Cice) = 37.6 J/K mol
• Specific heat of ice (Swater) = 2.03 J/g OC
• Heat capacity of water (Cwater)= 75.3 J/K mol
• Specific heat of water (Swater) = 4.184 J/g OC
• Heat capacity of steam (Csteam)= 35.8 J/K mol (at constant pressure of 1
atm)
• Specific heat of steam (Ssteam) = 1.99 J/g OC
• Melting point = 273.15 K (0 OC)
• Heat of fusion of ice (ΔHfus)= 6.01 kJ/mol
• Boiling point = 373.15 K.

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•
• Heat of vaporization (ΔHvap)= 40.79 kJ/mol
• Heat of sublimation (ΔHsub)= 46.8 kJ/mol

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Application
Direction: Provide a clear and concise explanation for each of the
question below: Write the answer in a one whole sheet of pad paper.

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Reflect
Many material and alloy systems can exist in more than one phases
depending on the conditions of temperature, pressure and compositions.
The knowledge and understanding of phase
diagrams is very important and useful for metallurgists,
material engineers and materials scientists. Why do
you think so?
Reinforcement & Enrichment

Interpreting a Phase Diagram
Direction: Refer to the phase diagram of a certain substance to answer
the following questions.. Write the answer in a one whole
sheet of pad paper.
1. In what phase is the

sub-stance at 50 °C and 1
atm pressure?
2. At what pressure and
temperature conditions will
all three phases of the
substance be present?
3. What is the normal
melting point of the
substance? 4. What phase(s)
will exist at
1atm and 70 °C

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Assess Your Learning
Direction: Visualize a substance with the following points on

the phase diagram: a triple point at 0.05 atm and
150 K; a normal melting point at 175 K; a normal
boiling point at 350 K; and a critical point at 2.0
atm and 450 K. The solid liquid line is
“normal” (meaning positive sloping). For this,
complete the instruction below. Do this in a one
whole sheet of pad paper.
1. Roughly sketch the phase diagram, using units of atmosphere and `

Kelvin. Label the area 1, 2, and 3, and points T and C on the diagram.
2. Describe what one would see at pressures and temperatures above
2.0 atm and 450 K.
3. Describe the phase changes from 50 K to 250 K at 1.5 atm.
4. What exists in a system that is at 1 atm and 350 K?
5. What exists in a system that is at 1 atm and 175 K?

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References & Photo Credits
Barrameda, M.C.B. et al.(2016). Teaching Guide for Senior High School

General Chemistry 2. Commision on Higher Education.
http://1.imimg.com/data/P/9/MY-979264/activated char-
coal_10714160_250x250.jpg
https://upload.wikimedia.org/wikipedia/commons/9/96
Glass_paperweight.jpg
http://healthychild.org/assets/esphoto_plastics_tupperware1-.jpg
https://www.webmd.com/arthritis/qa/what-is-uric-acid-and-what-doesit-
mean-if-you-have-high-levels-of-it
https://www.google.com/url?sa=i&url=https%3A%2F%2Fmedium.com%
2Fbetter-programming%2Frevisiting-solid-
927e6a5202d3&psig=AOvVaw2YYkjVkGSclLLbzBg8XWMG&ust=16
00943130628000&source=images&cd=vfe&ved=0CA0QjhxqFwoTCP
DtqouI_-sCFQAAAAAdAAAAABAD
https://sites.google.com/a/une.edu/hgeo/home/2-the-middle-east/
tuesdayfebruary23/middle-east-project/rubric
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LS8tLS0tLSsrLS0tLS0tLS4uLS0vLS0tLi03LystLy0tKy0tKy0tLS0tLS
0tLf/AABEIALwBDAMBIgACEQEDEQH/
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EAEsQAAIBAgMEBgYECggFBQAAAAECEQADBBIhBTFBUQYTImFxgTJ
CUpGhsSNiksEUJDNTcnOCstHwBxU0Q2OUotIWdLTC4VSDh
KPx/8QAGQEAAgMBAAAAAAAAAAAAAAAAAAQBAwUC/8QALBEAA
gIBAwIFAwQDAAAAAAAAAAECEQMEITESQRMiMlFxFGGRgaHB0Q
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Answer Key
Lesson 1 Try This
A. 1. AS 2. AS 3. CS 4. CS 5. CS Application
B. 1. CC 2. IC 3. MC 4. MT 5. MC Answers may vary. Assess Your
Learning

lOMoARcPSD|23418451
Reinforcement and
Enrichment Answers may
vary.
Lesson 2

lOMoARcPSD|23418451
Try This
Answer Key
Lesson 2 Keep This in Mind Assess Your
Learning
Expected Answer
1. 1-Solid, 2-Liquid, 3-Gas, Point T-triple

point, Point C-critical point
2. Super-critical fluid
3. Melt at around 180 K and become a
liquid at 250 K.
4. Both liquid and vapor exist.
5. Both solid and liquid exist

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Genchem 2 Polaris

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lOMoARcPSD|23418451

SENIOR HIGH SCHOOL

Intermolecular Forces of Liquids

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General Chemistry 2 – SHS

Published in the Philippines

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

Development Team of Self-Learning Package

Writer: Maricar R. Magro

Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Zaldy M. Tondo

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Division Quality Assurance Team: Lilibeth E. Larupay, Zaldy M. Tondo

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

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Competency/ies: Describe the difference in structure of crystalline and amorphous solids

The Self-Learning Package aims to guide our learners in accomplishing

For learning facilitator:

For the learner:

Good luck and God bless.

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Intermolecular Forces of Liquids

Aim at the Target!

At the end of this lesson, you will be able to:

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2. classify crystals according to the attractive forces between the

Keep This in Mind!

Direction: Observe and identify the common features and properties of

Abstraction and Generalization

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Figure 1.The entities of a solid phase may be arranged in a regular, repeating

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Figure 2. Crystal and amorphous quarts

heated. They tend to melt

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Figure 4. Examples of amorphous solids

Four Types of Crystals

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Figure 5. Positive ions surrounded by delocalized electrons (Image source:

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• Electrical conductivity – then delocalized electrons move throughout the

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Figure 7 . Sodium ion, Na+ and chloride ion,

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• Molecular crystals are made of atoms, such as in noble gases, or molecules,

Table 3: Observe Property and Inference about the Structure of Molecular

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Figure 8. Arrangement of water molecules

4. COVALENT NETWORK CRYSTALS

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Figure 9. Two allotropes of carbon: graphite and diamond

Table 4: Observe Property and Inference about the Structure of

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Reinforcement & Enrichment

Direction: Choose one crystal you usually use or see at home or in

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https://sites.google.com/a/une.edu/hgeo/home/2 -the-middle-east/tuesdayfebruary23/middle-east -project/rubric

Assess Your Learning

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Lesson 2: Intermolecular Forces of Liquids and Solids;

The state exhibited by a given sample of matter depends on the identity,

Aim at the Target!

MELTING CURVE SOLID

Keep This in Mind!

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