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
(STEM_GC11IMFIIIa-c-109)
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
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Quarter 1| Lesson 1
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Iloilo.

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

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
(STEM_GC11IMFIIIa-c-109)
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.

Good luck and God bless.

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
(STEM_GC11IMFIIIa-c-109)
 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
(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
(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 attrac-
tive 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;
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 crys-
tal, 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 lat-
tice, thus producing a crystalline solid, or they can aggregate with no par-
ticular 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.

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

pattern (crystalline solids) or randomly (amorphous).
• 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 MgSO 4), 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 dis-
tances 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 re-
sults in a difference in the behavior of the solid when heated. The struc-
tures of crystalline solids are built from repeating units called crystal lattic-
es. The surroundings of particles in the structure are uniform, and the at-
tractive 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 liq-
uids at a specific tempera-
ture (i.e. the melting point).
At this temperature, physi- Figure 3. Examples of crystalline solids (Image source: http;//www.brainfuse.com/

cal properties of the crystal- quizUploads/c_83128/crystalline1.GIF)

line solids change sharply.

• Amorphous solids soften gradually when they are 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.
 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 to-
gether by electrostatic interactions between the cations and delocalized elec-
tron. These interactions are called metallic bonds. This model of metallic bond-
ing is called the “sea of electrons” model.

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.
• 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 electro-
static 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.
• The figure below shows a model of NaCl crystal, where one Na+ ion is sur-
rounded 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

3. MOLECULAR CRYSTALS
• Molecular crystals are made of atoms, such as in noble gases, or mole-
cules, such as in sugar, C12H22O11,iodine, I2, and naphthalene, C10H8. The
atoms or molecules are held together by a mix of hydrogen bonding/dipole-
dipole and dispersion forces, and these are the attractive forces that are
broken when the crystal melts. Hence, most molecular crystals have rela-
tively low melting points.
 Table 3: Observe Property and Inference about the Structure of Molecular
Crystals

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 cova-
lently 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 net-
work solids, like those for ionic compounds, are simple ratios of the compo-
nent atoms represented by a formula unit.

• The valence electrons of the atoms in the crystal are all used to form cova-
lent 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
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 car-
bide (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 Covalent-

Network Crystals
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 sub-
stances 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?
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.
 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 sum-
mary 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!

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!
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
A E Liquid
G Gas

C H Critical point
Triple point
Solid gas
E Solid liquid
B
Liquid gas
D

Analysis
Direction: Using the phase diagram above, answer the following ques-
tions 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 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 tem-
perature (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 condi-
tions 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:
 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 ex-
ist in equilibrium. In other
words, these lines define phase
change points.
1. The line divides the solid
and liquid phases, and repre-
sents 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 dep-
osition (gas to solid) points. Figure 3: Phase diagram with three lines/curve
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 di-
agram 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 tem-
perature 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.

• For water, the melting point gets lower at higher pressures. This is be-
cause 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 occupy-
ing 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

• 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 tem-
perature. If the temperature of a material is monitored during heating, it var-
ies with time.
• A plot of the temperature versus time is called the heating curve. One such
heating curve is shown here

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 de-
pendent 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.
• 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 ob-

jects/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.
• Heat of vaporization (ΔHvap)= 40.79 kJ/mol
• Heat of sublimation (ΔHsub)= 46.8 kJ/mol
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.
 Reflect
Many material and alloy systems can exist in more than one phases de-
pending on the conditions of temperature, pressure and compositions.
The knowledge and understanding of phase dia-
grams is very important and useful for metallurgists, ma-
terial 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 tem-
perature conditions will all
three phases of the sub-
stance be present?
3. What is the normal melt-
ing point of the substance?
4. What phase(s) will exist at
1atm and 70 °C
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?
 References & Photo Credits

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

General Chemistry 2. Commision on Higher Education.
h t t p : / / 1 . im im g . c o m / d a t a / P / 9 / M Y - 9 7 9 2 6 4 / a c t iv a t e d c har-
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-does-
it-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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jpeg;base64,/9j/4AAQSkZJRgABAQAAAQABAAD/2wCEAAkGBxET
EhUSERMVFRUVGBgXGBUWFRUVFhgVFxgXFhUVFhgZHiggGBslG
xUYITQhJSktLi4uFyAzODMtNygtLisBCgoKDg0OGhAQGy0fICYrLTIt
LS8tLS0tLSsrLS0tLS0tLS4uLS0vLS0tLi03LystLy0tKy0tKy0tLS0tLS
0tLf/AABEIALwBDAMBIgACEQEDEQH/
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EAEsQAAIBAgMEBgYECggFBQAAAAECEQADBBIhBTFBUQYTIm-
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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
Reinforcement and Enrichment
Answers may vary.

Lesson 2
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Answer Key
Lesson 2
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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

Application