3rd Monthly Test

Religious Education
• Moral dilemma
Morals - an individuals concept of right or wrong (religious values, social attitudes and certain
behavior_
Dilemma - a situation where there is no clear “best choice” between two or more alternatives
- Ta etheka, the customary, the approved. But accepted by whom and whose authorit.
Process of determining right and wrong
Ethics - is the process of determining right and wrong (Scott Rae). This is a satisfactory
de nition, however it is also a de nition which can be used by an unbeliever as well as by a
christian
- John Frame - said, “theology determining which human persons, acts, attitudes and
which do not”
a. This de nition assumes the covenantal character of Christian ethics

Categories
1. Descriptive - describes moral behavior. Ethics done from a sociological or anthropological
perspective. covenantal behavior
2. Normative - prescribes moral behavior. discipline that produces moral norms or rules as its
end product. “thus saith the Lord”
3. Metaethics - authorizes and legitimizes moral behavior. investigates the meaning of moral
language or the epistemology of ethics
b. deontological - no exemptions from violating moral truths
c. teleological - utilitarianism, end justi es the means
d. relativistic - what is true for one individual, or one social group, may not be true for
another
4. Aretaic Ethics - links moral behavior with virtue. category of ethics that focuses on the
virtues produced in people, not that morality of speci c acts

Morality - the end result of ethical deliberation, the substance of what is right and wrong.
- It is the end result of the process of determining which human persons, acts and attitudes
receive God’s blessings and which do not.

CPAR
Art - the latin wod of Ars means “skill”. It is the expression or application of human creative
skill and imagination
Contemporary art - is the term used to represent the “art of today”
- It started when Roger Eliot Fry and his colleagues founded the Contemporary Art
Society in 1910
- Roger Eliot Fry - champion of the movement her termed ‘Post-Impressionism’
- Contemporary Art Society - its main goal was for artworks

Modern Art Contemporary Art

Art works created from the 1880s to 1970s Art works created from 1930s to the present
time
Art produced from the late 19th century to the Produced from the mid-20th century to the
mid-20th century. It encompasses present day. It emerged after modern art and
movements such as Impressionism, favism, includes various movements and styles like
cubism, abstract expressionism, surrealism pop art, minimalism, conceptual art, and
digital art
Focused on traditional subjects like Embraces a broader range if subjects and
landscapes, still life, and portraits. Artists themes. It encompasses not only traditional
sought new ways to depict reality and subject but also social issues, cultural
experimented with abstraction and diversity, technology, and personal
symbolism. experiences
* 1940s and early 1950s was considered sort of a turning point. This period between modern
and contemporary art with the emergence of abstract expressionism spearheaded by
Jackson Pollock and Willem De Kooning

• Contemporary Art
Signi cance of art: Suzi Nassif, a contemporary artist said, “The most prominent feature of
contemporary art is the fact taht it has no distinct feature or single characteristic”
fi
fi
fi
fi
fi
fi
 Importance: it re ects and challenges the current social, cultural, and political issues of our
time. It can create aesthetic experiences, stimulate critical thinking, and provoke dialogue
among viewers.
Functions:
1. Aesthetic value - the art possesses some capacity to elicit a sense of pleasure in the
viewer.
2. Relaxation and inspiration - this is used for some of the mindfulness exercises that are
currently so popular. Art can help to pull people out of their mind of racing and wandering
thoughts, into the present moment to experience what is in front of them.
3. Personal Expression - anyone can express themselves in a way that will be safely
observable for others. Likewise, the perspectives that are expressed are valuable for
society because it gives a unique window into the minds and thoughts of the artists.
4. Cultural commentary - this includes depicting literally or guratively their view on
everything ranging from politics to pop culture. With imagery, shapes, and other varied
media the artist can create a dialogue or narrative of their views.

Exploring six major contexts in philippine contemporary art

1. Cultural context - philippine contemporary artists frequently draw inspiration from their
cultural milieu, engaging with socio-political issues, historical events, and cultural tradition.
- It provides a rice source of material fro artists seeking to express their perspectives on
identity, belonging, and social norms.
- Artists such as BenCab, who addresses issues of cultural identity and heritage through
his evocative paintings and installations
2. Social context - it encompasses the broader social landscape, including societal
structures, movements, and collective experiences.
- Artists often explore activism, human rights, and social justice themes, contributing to
the discourse on relevant societal issues.
- Active-artists like Alwin Reamillo, for instance, incorporate social and political
commentary into their artworks, addressing the pressing concerns of their time.
3. Technological Context - artists leverage various technologies, from virtual and
augmented reality to arti cial intelligence, to create innovative and interactive experiences.
- The works of arists like Leeroy New, who explores the intersection fo technology and
traditional Filipino folklore in his installation.
4. Institutional context - the spaces in which philippine art is exhibited, such as galleries and
museums, signi cantly contribute to the interpretation of artworks. The institutional context
in uences how viewers engage with art, shaping their understanding and appreciation.
5. Economic context - the economic landscape impacts the production, distribution, and
consumption of contemporary Philippine art. The art market, collectors, and funding
sources shape artistic practices and trends
- Artists may respond to economic challenges by adopting unconventional materials,
collaborating with local brands, or exploring alternative funding models.
- Artists like Patricia Perez Eustaquio, navigate the economic context by engaging with
local industries and craft traditions.
6. Personal context - personal experiences, emotions, and perspectives contribute to
contemporary art’s subjective nature. Artists infuse their work with elements of
autobiography, self-re ection, and introspection
- Mark Justiniani exemplify the intimate connection between a Filipino artist’s context
and creative expression.

Art movement - is a distinct artistic style, technique, or trend that mapes a particular period of
cultural development in the history of art.
- Paul Cezanne - is considered as the father of modern art
Modern art movements
1. Impressionism - characterised by quick, painterly brushstrokes and a unique use of colour
based on the e ects of light. The lines of the impressionism.
- Claude monet - was a leader of the movement
2. Expressionism - Europe, late nineteenth and early twentieth centuries as a response to
bourgeois complacency and the increasing mechanisation and urbanisation.
- Vincent Van Gogh - is the father of expressionism
- History of Expressionism: as an art movement, the term expressionism indicates the
conservatories of the sensitive or interpretative mode of sharing reactions. The
popularity of expressionism increased when Antonin Matejcek
3. Fauvism - Uses bright, wild, and vividly intense colour. Lines are simpli ed and it usually
has no basis in reality, which often looks very childish. A painting that ourished in France
around the turn of 20th century
- Henri Matisse - father of fauvism
4. Cubism - A recognizable art movement that originated at the beginning of the 20th century,
and many of its techniques are still in demand. Its distinctive features are the direct use of
geometric shapes, a narrow circle of subjects.
fl
ff
fi
fl
fl
fi
fi
fl
fi
 - Pablo Picasso - the father of cubism
Contemporary art movements
1. Pop art - Mimics advertisements found on billboards, packaging, labels, posters, other
commercial products such as cereal boxes or comic books by using simple shapes and
bright colours such as circles or squares.
2. Minimalism - The term minimal was rst coined by an American professor of philosophy
Richard Wollheim to describe art style.
- The main goal of minimalism is to reduce paintings and sculptures to their essentials;
the pure qualities of colour, form, space, and materials.
- The art style focuses on the fundamental principle of “less is more”
3. Earth art - Also known as land art, is an art movement that emerged in the 1960’s and
1970’s. Artists create structure in landscapes using natural materials such as rock. The goal
of this art movement is to transform natural landscapes into works of art.
4. Installation arts - Originating in the 1960’s it is an art movement characterised by its
immersive large-scale artworks.
- The main goal of this art movement is to design artworks t=at would physically interact
with their arts.
5. Performance art - Artist goal for this drama-inspired approach is to convey a message or
idea through various conceptualised performances. It has four elements,
6. Digital art - Formerly referred to as computer art or cybernetic art, digital art began in
Europe. The rst computer art howard

General Physics
• Electrostatic
Electrostatics - study of forces between charges, as described by Columb’s law
- Science of statistic or stationary electricity
- Started 600 BC when Greeks rubbed amber and caused attraction
- William Gilbert - discovered static does not only come from amber
- Greek words and meaning
a. Amber - elektra
b. Object - electrics
c. Process - electricity

Structure of atoms
Protons - positively charged
Neurons - no charge
Electrons - negatively charged
- Protons and neutrons have the same mass
- Electrons - smallest mass, biggest area
- Protons and electrons have the same quantity

Charges:
1. Elementary charges (e)
2. Proton (+e) and electron (-e)
3. Electrical charges (q)
4. Coulomb (C) - SI unit of charge

Conversion:
6.24 x 1018 e = 1 C
1e = 1.602 x 10-19 C

Properties of Proton, Neutron, and Electron

Subatomic Particle Location Mass Charge

Proton Inside nucleus 1.678 x 10-27 kg 1.602 x 10-19 C

Neutron Inside nucleus 1.675 x 10-27 kg 0

Electron Around nucleus 9.109 x 10-31 kg -1.602 x 10-19 C

Conductors - materials that readily allow the ow of charges through them.

- conducts electricity with little to no resistance
- Ex: Metals

Semiconductors - intermediate between conductors and insulators. Not as conductive as

metals, but they are more conductive than insulators.
fi
fi
fl
 - Can conduct electricity under certain conditions
- Doping - higher conductivity
- Examples: silicon, germanium, and gallium arsenide
Superconductors - o er practically no resistance to the ow of charges below some critical
temperatures.
- a current in a superconductor can keep owing without any decay
Insulators - materials that resist the ow of charges. (Examples: rubber, plastic, mica, paper,
glass, and air)

Valence electrons - electrons in the outermost shell of an atom

- Conductors: 1-3 valence electrons
- Semiconductors: 4 valence electrons
- Insulators: 5-8 valence electrons
Process of charging
Charging - process where atoms gain or lose electrons
1. Charging by friction
- Triboelectric
- Results when two di erent materials are rubbed together
- Electron a nity - measure of attraction of an atom to an electron or tendency of an
atom to become negatively charged
2. Charging by conduction - required physical contact between a charging body and a
neutral body
3. Charging by induction - charging without physical contact with a charged body
- Attraction and polarization

Electroscope - scienti c device used to detect presence of an electric charge

Electrometer - instrument for measuring electric charge or electrical potential

• Conservation of charge
Conservation of charge - the total charge of an isolated system remains constant. Charges
can neither be created nor destroyed.

Personal Development
• Knowing oneself
Self - union of elements that make up your unique traits or personality and distinguishes you
from others: body, thought, feelings, sensations
Emotions - constitutes yout physical attributes, health, posture, and poise
Thoughts - the way you think how you perceive the environment
ID - set of uncoordinated instinctual desires that are unconscious
Ego - organized, realistic agen that mediated between the id and the superego
Superego - critical and moralizing part that internalizes social norms and ideas
Growth - physical changes
Development - behavioral changes
Personal development - process of improving and takes place over the course of a person’s
entire life.
- Covers activities that improve awareness that improve awareness and identity, develop
talents and potential
Abraham Harold Maslow - physchologist studied positive human qualities and the lives of
exemplary people. Created hierarchy of human needs expressed in his book, Motivation and
Personality
- Maslow’s Hierarchy of Needs
1. Self-actualization - person’s motivation to reach his or her full potential. Sense of
direction and e ectiveness
2. Esteem
3. Love/belonging
4. Safety
5. Physiological
Weakness - lack of strength or a character aw
Strength - good bene cial quality or attribute of a person
Adolescence - came from the Latin word “adolescere” meaning “grow”
- Early adolescence
- Middle adolescence
- Late adolescence
Physical development - process that happens between ages 10-14 for girls and ages 16 for
boys
Social development - virtually all aspects of society are social. “social” refers to the co-exist in
an interactions ad relations that take place between people
ffi
ff
ff
ff
fi
fi
fl
fl
fl
fl
 Mental development - how a person talks, ideas he expresses, and things he talks about
Emotional development - how we feel about something internally
Spiritual development - aims to recover the original shape of man

Jean Piaget - 21 years old when he earns his PhD

- His work with Binet helped inspire his interest in intellectual development
- Wrote Albino at the age of 11
Piaget’s Theory of Cognitive Development
1. Sensorimotor stage - infanthood to babyhood, ages 0-2. Can smell, hear, taste, and see.
- They are egocentric
- The cognitive development during sensorimotor stage: Piaget believed developing
object permanence, the understanding that objects
2. Pre-operational stage - ages 2-7. Can learn to speak and understand and are pretty
egocentric.
3. Concrete operational stage - Inductive reasoning at the age of 7-11. Our brain learns to
rearrange our thoughts to classify and build concrete mental structure. Capable fo logic
and reasoning
4. Formal operational stage - Age of 12 plus, has the ability to think more and a deeper form
of understanding of identity. Develops metacognition

Scheme - is stabilised activity organised to gather and interpret information about objects in
the world.
Schema - is stabilised information about features of the objects in the world, such as colour,
shape.

Moral development (Lawrence Kolhberg)

Stage 1: pre-conventional
1. Obedience and punishment
2. Self-Interest - “what’s in it for me?”
Stage 2: conventional
3. Interpersonal accord and conformity - what others think of you
4. Authority and maintaining social order - how to maintain law and order
Stage 3: post-conventional
5. Social contract - does a rule serve all the members of the community
6. Universal Ethical Principles - what are the abstract principles

Sigmund Freud - was a Viennese doctor who came to believe that the way parents dealt with
children’ basic sexual and aggressive desires would determine how their personalities
developed and whether or not they would end up well-adjusted as adults.
- Freud describe children as going through multiple stages of sexual development,
Stages of sexual development
1. Oral Phase (birth-18 months) - Children are focused on the pleasures that they receive
from sucking and biting.
- Erogenous zone: the mouth
- The primary source of interaction occurs through the mouth, so the rooting and sucking
re ex is especially important.
2. Anal phase (18 months to 3 years) - This focus shift to the anus as they begin
- Erogenous zone: bladder and bowel control
- The primary focus of the libido is on controlling bladder and bowel movements.
- The major con ict at this stage is toilet training the child to learn to control his or her
bodily needs.
- Developing this control leads to a sense of accomplishment and independence.
3. Phallic Stage (3-6 years) - Children turned their interest and love towards their parents of
the opposite sex and began to strongly resent the parents of the same sex.
- This focus moves to genital stimulation and the sexual identi cation that comes with
having or not having a penis.
- Oedipus and Electra Complexes occur
- Erogenous zone: Genitals
- The primary focus on the libido is on the genitals. At this stage, children also begin to
discover the di erences between males and females.
- Oedipus Complex - describes the feelings of wanting to possess the mother.
- Electra Complex - is the feeling of wanting to possess the father.
4. Latency Stage (6 years - onset of puberty)
- Sexual motivations recede in importance
- Erogenous zone: Socialisation
- The state begins around the time that children enter into school with peer relationships,
hobbies and other interests.
fl
fl
ff
fi
 - This stage is important in the development of social skills and communication.
5. Genital Stage (Puberty onwards) - Adolescents focus not only on their genitals, but also
on developing sexual relationships with members of the opposite sex and on seeking
sexual satisfaction.
- Erogenous zone: Maturing sexual interests

Pagsulat Filipino sa Piling Larangan

• Mga batayang kaalaman sa akademikong pagsulat
Akademikong pagsulat - isinasagawa sa isang akademikong institusyon kung saan
kinakailangan ang mataas na antas ng kasanayan sa pagsulat
- Ang layunin ay magbigay ng makabuluhang impormasyon sa halip na manlibang lamang.
- Paghahambing ng Malikhaing pagsulat at Akademikong pagsulat
a. ito ay nangangailangan ng mas mahigpit na tuntunin.
b. Mayroon itong isang paksa na may magkakaugnay na mensahe.
c. Maayos na inihahanay ang mga pangungusap, talata, at seksiyon upang maging
malinaw ang pagkakabuo ng mga ideya at paliwanag ng mga ito.
- Karaniwang Estruktura ng Isang Akademikong Sulating: May simula na karaniwang
nilalaman ng introduksiyon, gitna na nilalaman ng mga paliwanag, at wakas na nilalaman
ng resolusyon, kongklusyon, at rekomendasyon.
- Ilan sa mga halimbawa ng akademikong teksto. ang abstrak, bionote, talumpati,
panukalang proyekto, replektibong sanaysay, sintesis, lakbay-sanaysay, synopsis, at iba
pa.
- Ang pagbuo ng akademikong sulatin ay nakadepende sa kritikal na pagbasa ng isang
indibidwal (Arrogante et al. 2007).
- Kinikilala sa ganitong uri ng pagsulat ang husay ng manunulat dahil may kakayahan
siyang:
a. Mangalap ng mahahalagang datos
b. Mag-organisa ng mga ideya
c. Lohikal mag-isip
d. Mahusay magsuri
e. Marunong magpahalaga sa orihinalidad ng gawa
f. May inobasyon
g. May kakayahang gumawa ng sintesis.
- Sa pagsulat ng sulating pang-akademiko, gumagamit ng piling-piling salita at
isinasaalang-alang ang target ng mambabasa
- Mahigpit din sa paggamit ng tamang bantas (tuldok, pandamdam, patanong, kuwit,
pahilis) at baybay ng salita dahil ang mga sulating ito ay nakatuon sa pagbibigay ng
kaalaman.

Katangian ng Akademikong Pagsulat

1. Pormal - Ang mga ganitong uri ng sulatin ay pormal at hindi ginagamitan ng mga impormal
o balbal na pananalita.
- Maliban na lamang kung ang naturang uri ng pananalita ay bahagi ng isang pag-aaral.
2. Obhetibo - Ang layunin ng akademikong pagsulat ay pataasin ang antas ng kaalaman ng
mga mag-aaral sa pagbasa at pagsulat sa iba't ibang disiplina o larang.
- Binibigyang-diin dito ang impormasyong gustong ibigay at ang argumento sa mga
ideya na sumusuporta sa paksa (Alejo et al 2005)
3. May Paninindigan - Ang akademikong pagsulat ay kailangang may paninindigan sapagkat
ang nilalaman nito ay pag-aaral o mahalagang impormasyon na dapat idinudulogat
dinepensahan, ipinaliliwanag at binibigyang-katwiran ang mahahalagang layunin, at
inilalahad ang kahalagahan ng pag-aaral.
- Mahalaga ito dahil ang mismong daloy ng mga pangungusap, pangangatwiran,at
layunin ay depende sa isinasaad ng paninindigan ng manunulat.
4. May Pananagutan - Mahalagang matutuhan ang pagkilala sa mga sangguniang
pinaghanguan ng mga impormasyon.
- Ang pangongopya ng impormasyon o ideya ng ibang manunulat o plagiarism ay isang
kasalanang may takdang kaparusahan sailalim ng ating batas.
5. May Kalinawan - Ang sulating akademiko ay may paninindigang sinusundan upang
patunguhan kung kaya dapat na maging malinaw ang pagsulat ng mgaimpormasyon at ang
pagpapahayag sa pagsulat ay direktibo at sistematiko.

Layunin sa pagsasanay sa akademikong pagsulat

1. Makapagsagawa ng wastong pangangalap ng mga impormasyon at malikhaing
pagsasagawa ng ulat.
- Ang wastong pangangalap ng mga impormasyon at datos ay nangangailangan ng
kasanayan sa pagbabasa at pagsuri ng iba't ibang sanggunian katulad ng diksiyonaryo,
encyclopedia, annual journals, almanac, atlas, magasin, academic journals, mga libro,
pahayagan, at tesis at disertasyon.
 - Dapat ding matutuhan ang wastong pagbuong bibliyograpiya o listahan ng mga ginamit
na aklat at pagbanggit sa mgapaglalahad ng impormasyon mula sa mga taong
kinauukulan upang maiwasanang direktang pangongopya ng mga impormasyon o
plagiarism.
- Sa pagkatuto ng wastong pangangalap ng impormasyon at pagbuongbibliyograpiya,
kinakailangan din na malikhaing maipakita ang ulat na binuoupang maging
nakapanghihikayat ang pagbasa ng pag-aaral o sulatin.
2. Nagagamit ang mga kasanayan sa pagbasa sa pagsusuri ng iba't ibang uri ng teksto
na magagamit sa mga gawain ng akademikong pagsulat.
- Ang mag-aaral ay nararapat na nagtataglay ng tatlong antas ng pag-unawa sa pagbasa:
1. Unang antas: Ang pagkakaroon ng literal na pagpapakahulugan kung saan ang
mambabasa ay nakauunawa ng mga salita ng wikang ginamit.
2. Pangalawang antas: Pagbasa nang may pag-unawa. Ang mag-aaral ay
nakapagbibigay ng pagpapakahulugan gamit ang paghihinuha at komprehensiyon
sa ipinapahayag na mensahe ng awtor.
3. Pangatlong antas: Pagbasa nang may aplikasyon. Matapos ang pagbasa, dapat ay
naisasagawa sa isang pagkilos ang mensahe ng teksto na maaaring pasulat o pag-
uulat.
3. Natatalakay ang paksa ng mga naisagawang pag-aaral ayon sa pananaw ng may-
akda kasabay rin ang pag-unawa ng mag-aaral bilang mambabasa.
- Ang mag-aaral ay inaasahang marunong magsuri ng ibang akda na makatutulong sa
kanyang pag-aaral kritikal sa pag-iisip, obhetibo sa pagtalakay sa paksa, organisado
ang mga ideya at kaisipan, nakatutukoy ng sanhi at bunga, nakapaghahambing,
nakabubuo ng konsepto, at nakalulutas ng suliranin para sa ikabubuti ng kanyang
sulatin.
4. Nakapagsusuri at nakabubuo ng wastong konsepto mula sa tinalakay na paksa ng
mga naisagawang pag-aaral.
- Ang pamanahong papel ay output ng mga mag-aaral bilang pagtupad sa
pangangailangan ng kanilang kurso.
- Bilang isang kritikal at mapanuring mag- aaral, kailangang makapagsagawa ng
pagsusuri sa mga naisagawa nang pag-aaral upang maging batayan ang mga ito sa
pagbuo ng sariling konsepto na magiging daan sa pagpapalawak ng pagsasanay at
pagbuo ng sariling papel pananaliksik.
5. Malinang ang kasanayan ng mga mag-aaral para makasulat ng iba't ibang anyo ng
akademikong sulatin.
- Inaasahang mapahuhusay pa ang kasanayan ng mag-aaral upang makasusulat ng iba't
ibang sulatin sa larangan ng akademikong pagsulat.
6. Matukoy na ang Akademikong Pagsulat ay isang kurso na lumilinang sa pagiging
inobatibo ng mag-aaral sa pagkakaroon ng mataas na pagkilala sa edukasyon.
- Mahalagang katangian na dapat ding taglayin ng mag-aaral sa pagsulat ang
pagkakaroon ng mataas na pagkilala sa edukasyon bilang isang paraan ng pagpapabuti
sa kondisyon ng tao at lipunan.
- Sa ganito, lalabas at malilinang ang pagiging inobatibo ng mag-aaral sa kanyang
pagsulat tulad ng pagiging malikhain para sa kanyang mambabasa.
7. Napahahalagahan at naiingatan ang mga nagawang sulatin sa pamamagitan ng
paggawa ng portfolio.
- Ang portfolio ay kalipunan ng mga sulating naisulat para sa pangangailangan ng
kursong Akademikong Pagsulat. Ang kalagayan, ayos, at dating nito ay sumasalamin sa
pagpapahalaga ng mag-aaral sa kanyang sarili.

General Chemistry
• Kinetic Molecular Theory and Intermolecular Forces of Attraction
A molecule will be nonpolar if:
- All of the terminal atoms (or groups) are the same
- All of the terminal atoms (or groups) are symmetrically arranged around
the central atom
- The terminal atoms (or groups) have the same changes
A molecule will be polar if:
- One or more terminal atoms di er from each other
- At least one polar bond is present
- The terminal atoms are not symmetrically arranged
- The molecule has one slightly positive end and one slightly negative end
Kinetic energy - energy of movement and attraction of particles
- There is a variant of KMT that speci cally applies in solids and liquids
ff
fi
 Properties of matter Molecular Behavior

Gas Liquid Solid

Volume/Shape Assumes volume and Fixed volume; assumes Fixed volume; xed
shape of container shape of occupied part of shape (regardless of
container size and shape of
container)

Density Low High High

Compressibility Easy to compress Cannot be appreciably Cannot be appreciably

compressed compressed

Motion of Molecules Random, fast, cober Random, medium, speed, Vibration in place
large distances limited distances

Assumptions regarding the KMT of solids and liquids:

1. Liquids and solids have less internal energy to move
molecules, making them denser compared to gases
2. The molecules in a liquid are close enough to slide past one
another and be slightly compressible
3. The molecules of a solid are held rigidly at xed positions
and have freedom to move.

Intermolecular Forces of Attraction (IMFA) - are attractive forces in between the neighboring
molecules. It is also known as “van der Waals forces”
- Inter - means between molecules
- Intra - means within a molecule
Dipole-dipole force - is an attraction that occurs between the positive end of a polar
molecules and the negative end of another polar molecule
- In dipole-dipole forces, the larger the dipole moment, the greater the force.
Ion-dipole force - is an attractive force that occurs between an ion and a polar (dipole)
molecule
- The positive sodium ions interact with the negative ends of water molecules, while the
negative chloride ions interact with the positive ends of water moelcules
Hydrogen bonding - is a force of attraction between a hydrogen atom bonded to a highly
electronegative atom (F, O, and N)
- It occurs between
h. Lone pairs on electronegative atom of one molecule, and
i. H on electronegative atom of another molecule
London dispersion force - is the weakest intermolecular force
and is present in all molecular. It is the only present
intermolecular force in nonpolar molecules
- Occurs when temporary, instantaneous dipole in one
molecule induces a similar dipole in a neighboring molecule
(temporary, random rearrangement of charge)
- LDF is dependent on size and surface area. Heavier
molecules (higher molecular weight) and also molecules
with a larger surface area all result in higher London
dispersion forces.

• Properties of liquids
1. Surface tension - the amount of energy that is needed to increase the surface area of a
liquid.
- Hydrogen bonding is present between neighboring water molecules, and this force
exerts a downward force at the surface of the liquid, causing surface tension.
- The stronger the intermolecular force, the higher the surface tension of liquids.
2. Cohesion - IMF between the molecules of a liquid that allows them to attract the sane type
of molecules
- Surface tension results from the strong cohesive forces of some liquids.
These forces are strong enough to be maintained even when they experience external
forces like the weight of an insect walking across its surface.
3. Adhesion - the net attractive force between a liquid’s molecules and molecules of other
type. It helps explain how liquids interact with their containers and with other liquids.
4. Capillary action - the stronger the IMFA, the greater the adhesion/cohesion.
5. Viscosity - the internal resistance of a liquid to ow
- Liquids that are considered polar or that are able to form hydrogen bonds have higher
viscosity.
- The stronger the intermolecular force, the higher the viscosity of a liquid.
fi
fi
fl
6. Vapor pressure - the pressure exerted by a gas molecule. The stronger the intermolecular
force present, the greater the amount of energy needed to break them, so the higher the
boiling point will be.
- Liquids with stronger IMFA have lower vapor pressure. Vapor pressure is inversely
proportional to the strength of intermolecular forces.
- So, molecules with strong intermolecular forces have low vapor pressures.
7. Boiling point - it is the temperature at which the liquid starts turning into gas.
- The stronger the intermolecular force present, the greater the amount of energy needed
to break them, so the higher the boiling point will be.

Properties of water
- Water is a universal solvent.
- It has high speci c heat capacity (the energy required to raise the temperature of one gram
of substance by one degree)
- Sold water (ice) is less dense than liquid water
- Exhibits capillary action.
fi