LESSON PLAN

Name of School Mangwazana High School

Grade: 11a Duration 1 Hour Date 07 April 2022
Name of the Teacher Qinisolethu Myeni
Subject Physical Sciences
Topic Matter and Material: intermolecular forces
Number of Learners 58

AIMS AND OBJECTIVES

General aims  Social transformation: ensuring that the educational
imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of
the population; to ensure that no learner is left behind.
 To ensure credibility, quality and efficiency of the content
given to learners; providing an educational content that is
comparable in quality, relevance and depth to that of
other countries.

Specific aim  To give learners knowledge and skills required in

scientific inquiry and problem solving; to the construction
and application of scientific and chemical knowledge;
 To influence learners on scientific and technological
development, which is necessary for the country’s
economic growth.

Lesson Objective (The By the end of the lesson, the learners would be able to:
purpose of the lesson)
 Sharing or transfer of electrons by atoms to obtain a noble
gas structure. (Covalent bond and ionic bond models).
 Identify the important role of molecular geometry in
determining the polarity of a single molecule
Subject content  Covalent bong is the share of electrons
(concepts)
Teaching strategies  Demonstration
 Narrative method
 Socratic method

Teaching resources  Textbook

 Chalkboard
 Caps document

Prior knowledge  The difference between atoms, ions, and molecules.

 The meaning of electronegativity that determines the
polarity of a bond.
 LESSON PHASES
Teacher Activity Learner Activity Time
INTRODUCTION: 10 min.
Educator explains the fact that physical properties allow us
to classify and identify chemical substances.

Physical properties are colour, state of matter, melting and

boiling point, density, solubility, electric and heat
conductivity, volatility, surface tension, viscosity and
capillary action.

Educator demonstrates a few of the physical properties of

different substances, e.g., compare the boiling points of
water and pentane (or any non-polar organic substance);
compare the viscosity of olive oil and water; compare the
shiny surface of metals with the dull colours of ionic salts –
the demonstration depends on the availability of chemicals
in the school laboratory

PRESENTATION:
Atoms of non-metal elements bond by sharing electrons –
covalent bonds are formed. In the example below, two H-
atoms each provides an electron for sharing between the two
nuclei.
The learner listens
attentively

The covalent bond is considered as an interatomic force.

The product is a single small molecule. Covalent bonds are
exceptionally strong and require a great amount of energy to 45 min.
be broken. The significant difference in the physical
properties of molecular substances is closely related to the
difference in the forces between their molecules. These
forces are called intermolecular forces. It is important to
understand the difference between intermolecular forces and
interatomic forces (Also called intra-molecular forces).
Molecules can be polar or non-polar. The polarity of a
molecule is determined by two factors: The
electronegativity of the bonds between atoms. The
geometry (shape) of the molecule. The electronegativity The learner writes
difference of the two single bonds between the O-atom and down the information
the two H-atoms in the H2O-molecule is determined as from the teacher’s
follows: ∆ = 3,5 – 2,1 = 1,4 The two bonds are polar and book
because the molecule has an angular shape, there is a nett
dipole molment in the molecule.
The O – end of the molecule is δ- and the H – end of the
molecule is δ+. The water molecule can be considered as a
polar molecule. Information about the dipole moment of a
molecule is important to determine the type of bond
between the molecules. Non-polar molecules have no net
dipole moment. In polar molecules there are a positive and a
negative end causing a definite dipole moment.

The learner listens

attentively

Ions are negatively charged (anions) or positively charged

(cations). Examples of simple molecules are: H2(g), O2(g),
CO2 (g), NH3 (g), H2O(ℓ)¸ I2(s). The symbols in brackets
refer to the phase (gas, liquid or solid) of the substance at a
specific temperature. In the liquid and solid phases, the
molecules are kept together with intermolecular forces.
Although there are different types of intermolecular forces,
they are all electrostatic and result from electrostatic
attractions and repulsions between positive nuclei and
negative electrons.
CONCLUSION 5 min.
 The diagram of a number of water molecules can be
used to explain the difference between interatomic-
and intermolecular forces. Each molecule consists
of an oxygen atom and two hydrogen atoms. These
non-metal atoms are bonded with strong covalent
bonds: Covalent bonds are interatomic forces. The
molecules are bonded with hydrogen bonds.
Hydrogen bonds are intermolecular forces.
APPLICATION (ASSESSMENT QUESTIONS AND MEMORANDUM):
ENRICHMENT ACTIVITY:
(Please attach the instructions/activity)
1 Explain the difference between interatomic and intermolecular forces.
2 Classify covalent bonding as an interatomic- or intermolecular force.
3 Which one of the two forces mentioned in question 1 is the strongest?
4 It is possible that only interatomic forces can be present in crystal lattice. A macro molecule
is formed.
a Give two examples of macro molecules.

b In which phase will macro molecular structures most probably be at room temperature? (25
0C)? c Give a reason for your answer in question 4 b.
REFLECTION:
Did you achieve what you had prepared to deliver during the lesson?
 Yes, I did it was all simple and understandable to learners.
What challenges did you encounter during the lesson?
 They failed to draw the graph when there is a shift either horizontal or vertical.
How did you respond to the above-mentioned challenges?
 They must draw the mother graph first and used their hand and shift the graph in their
imagination when it shifted to the left or right and up or down.
What is it that you think you could do differently to improve your lesson development
and delivery?
 The teacher should provide more of different resources and solving problems of the
exam type questions.