Las-Gen - Chem2 - WK1 - 2

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LEARNING ACTIVITY SHEET TEMPLATE

GENERAL CHEMISTRY 2
KINETIC MOLECULAR MODEL
Name of Learner: ____________________________________
Grade Level: ____________________________________
Strand/Track: ____________________________________
Section: ____________________________________
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Date: ____________________________________
A. INTRODUCTION:
KMT-VERSION 1.0
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WHAT I NEED TO KNOW?
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The kinetic molecular theory of matter states that: Matter is made up of particles
that are constantly moving. Molecules in the solid phase have the least amount of energy
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thus it only allows the particles to vibrate, while gas particles have the greatest amount of
energy making it free to move in random motion. The temperature of a substance is a measure
of the average kinetic energy of the particles thus all particles have energy, but the energy
varies depending on the temperature the sample of matter is in. This in turn determines
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whether the substance exists in the solid, liquid, or gaseous state.
What are the main points of the kinetic theory of matter?
The kinetic theory of matter states that all matter is made of small particles that are in random
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motion and that have space between them. This means that no matter what phase matter is
in, it is made of separate, moving particles. This results to the Kinetic Theory of Matter which
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states that matter is composed of a large number of small particles—individual atoms or

molecules—that are in constant motion. This is important because the kinetic theory of
matter helps us to explain why matter exists in different phases (i.e. solid, liquid and gas), and
how matter can change from one phase to the next. The kinetic theory of matter also helps
us to understand other properties of matter.
Thus this lesson contains data with corresponding questions to develop your
understanding and a home-based activities which employ practical and basic procedures to
help you attain the objective of the lesson: Use the kinetic molecular model to explain
properties of liquids and solids (STEM_GC11IMFIIIa-c-99) . To assess your learning on
Kinetic Molecular model to explain properties of solids and liquids HOTS questions is
presented at the end of the lesson.
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WHAT’S NEW?
Direction: Answer the questions about the Kinetic Molecular Theory of Liquids and Solids.
Choose the letter of the best answer and write your answer in your answer sheet.
1. Why can liquids not be compressed easily?
a. The particles are arranged in a fixed position.
b. The particles are free to move and simply move away from each other when we try
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to squish them.
c. The particles are too close together to be squished any closer.
d. The particles moved randomly.
2. Why do solids have a fixed shape?
a. The particles don’t have enough energy to move out of position.
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b. The particles are too far apart.
c. The particles can slide past each other but not move far enough to change shape.
d. The particles can only vibrate at their position.
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3. In which state of matter has the most space between particles?
a. Solid b. Liquid c. Gas d. Plasma
4. In which state of matter do the particles have the lowest kinetic energy?
5. In which state of matter do the particles have enough energy to fill a container?
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6. In which state of matter do the particles have only enough energy to vibrate without
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moving out of place?

7. In which state of matter do the particles have enough energy to flow fast each other
allowing them to take the shape of the container?
8. Which statement correctly describes the spacing of BOTH solids and liquids?
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a. Liquid particles are a bit further apart than solid particles.

b. Liquid particles are much farther apart than solid particles.
c. Liquid particles are as tightly packed as solid particles are.
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d. Liquid particles vibrate in its position as solid particles are.

9. In which state of matter do the particles have the moderate amount of kinetic energy?
10. In which two states of matter do the particles have enough energy to flow?
a. Solid and Gas
b. Liquid and Gas
c. Solid and Liquid

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B. DEVELOPING
KMT-VERSION 2.0
Read the given facts below to develop your understanding on the kinetic molecular
model to explain properties of liquids and solids.
WHAT I KNOW ABOUT SOLIDS?
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In solid, the particles are touching, and the only motion allowed to them is vibration. The
particles may be arranged regularly (in which case, the solid is crystalline), or at random
(giv ing wa xy so lids li ke candles o r so me f orms of polythene, f or example).
The particles are held in the solid by forces as described in chemical bonds of a substance.
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WHAT’S IN LIQUIDS?
In a liquid, the particles are mainly touching, but some gaps have appeared in the structure.
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These gaps allow the particles to move, and so the particles are arranged randomly. For most
liquids, the density of the liquid is slightly less than that of the solid, but there isn't much
difference. That means that the particles in the liquid are almost as close together as they are
in a solid.
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WHAT IS IT IN GASES?
In a gas, the particles are entirely free to move. At ordinary pressures, the distance between
individual particles is of the order of ten times the diameter of the particles. At that distance,
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any attractions between the particles are fairly negligible at ordinary temperatures and
pressures.
C. DIRECTIONS/INSTRUCTIONS:
WHAT’S MORE?
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For further details on this topic refer to the data on the table below and make an
inference on the given situations below. Write your inference (a conclusion reached on
the basis of evidence and reasoning) on the space provided for each situation.
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Table 1. Comparative Properties of Matter

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1. When you drop granules of coffee into water, what will happen to both substance?
2. When you drop powdered coffee into water, what will happen to both substance?
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3. When you drop dish washing liquid on water, what will happen to both substance?
4. When you drop chunk of dish washing on water, what will happen to both substance?
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D. ACTIVITY
WHAT CAN I DO?
THE DROP POWER
1. Objective: To explain the properties of liquids and solids using the observable data from
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the given activity.

2. Materials: 1 glass of water at room temperature (4 set-ups)
1 teaspoon coffee granules
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1 teaspoon coffee powder

1 teaspoon dish washing liquids
1 teaspoon dish washing paste (chunk in form)
3. Procedures:
a. Make 4 set-ups with a glass of water at room temperature.
b. Perform the comparative drop test on the following materials on the respective glass of
water.
b.1. Coffee Granules vs. Coffee Powder
b.2. Dish washing liquid vs. Dish washing paste
c. Observe and record relevant data on the effects of solid materials on water after the drop
test.

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E. GUIDE QUESTIONS
4. Analysis of Data: Answer the following questions to compare your inference vs. the actual
results of the activity.
a. When you drop granules of coffee into water, what happen to both substance?
b. When you drop powdered coffee into water, what happen to both substance?
c. When you drop dish washing liquid on water, what happen to both substance?
d. When you drop chunk of dish washing on water, what happen to both substance?
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5. Conclusion: How will you explain the properties of liquid (water, dish washing liquid) and
solids (coffee granules, coffee powder, dish washing paste) using the kinetic molecular model?
F. RUBRICS FOR SCORING: Please be guided by the following criteria in

answering the questions in analysis and conclusion.
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CRITERIA 3pts 2pts 1 pt
Scientific evidence Complete presentation of Partial presentation of No scientific evidence
Presented scientific evidence. scientific evidence. presented.
Organization of Ideas Highly organized ideas Moderately organized ideas. Low organization of ideas.
Relevance to the objective of
the activity
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Highly relevant and can justify
the objective of the activity.
Moderately relevant and can
justify the objective of the
activity.
Unable to justify the
objective of the activity.
G. REFLECTION OF LEARNING
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WHAT I HAVE LEARNED? Answer the following questions by writing the letter of the
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best answer on your answer sheet.

1. Which of the following statement describes the particles of liquid?
a. The particles are arranged in a fixed position.
b. The particles are free to move and simply move away from each other when we try
to squeeze them.
c. The particles are too close together to be squished any closer.
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d. The particles moved randomly.

2. What statement can explain on why do solids have a fixed shape?
a. The particles don’t have enough energy to move out of position.
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b. The particles are too far apart.

c. The particles can slide past each other but not move far enough to change shape.
d. The particles can only vibrate at their position.
3. In which of the following materials does particles has very limited space between them?
a. Coffee granules c. Dish washing Paste
b. Dish washing liquid d. Water
4. In which material do the particles have the lowest kinetic energy?
a. Water c. Coffee Granules
b. Dish washing liquid d. coffee powder
5. In which state of matter do the particles have enough energy to fill a container but cannot
be compressed?

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6. In which state of matter do the particles have only enough energy to vibrate without
moving out of place?
b. Solid b. Liquid c. Gas d. Plasma
7. In which state of matter do the particles have enough energy to flow fast each other
allowing them to take the shape of the container they are in and can allow other particles to
penetrate on it using the drop method?
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8. Which statement correctly describes the spacing of BOTH solids and liquids?
a. Liquid particles are a bit further apart than solid particles.
b. Liquid particles are much further apart than solid particles.
c. Liquid particles are as tightly packed as solid particles are.
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d. Liquid particles vibrate in its position as solid particles are.
9. In which of the following materials used in the activity do the particles have the moderate
amount of kinetic energy?
a. Coffee Granules
b. Dis washing liquid
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d. Coffee powder
10. In which two materials do the particles have high penetration to liquid to prove the
properties of liquid as to the ability to slide one another?
a. Coffee granules and Dish washing paste
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b. Coffee granules and coffee powder
c. Dish washing liquid and Coffee powder
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d. Dish washing liquid and Dish washing paste.

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LEARNING ACTIVITY SHEET

GENERAL CHEMISTRY 2
TYPES OF INTERMOLECULAR FORCES
Name of Learner: ____________________________________
Grade Level: ____________________________________
Strand/Track: ____________________________________
Section: ____________________________________
AS
Date: ____________________________________
A. INTRODUCTION:
WHAT I NEED TO KNOW ABOUT IMF - PHASE 1
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Intermolecular forces (IMF) are the forces which mediate interaction between
molecules, including forces of attraction or repulsion which act between molecules and other
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types of neighboring particles, e.g. atoms or ions. We know how the atoms in a molecule are
held together, but why do molecules in a liquid or solid stick around each other? What makes
the molecules attracted to one another? These forces are called intermolecular forces. The
attraction of a positive charge with a negative charge is the force that allows for the structure
of the atom, causes atoms to stick together to form molecules; both ionic and covalent, and
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ultimately is responsible for the formation of liquids, solids and solutions. Thus, this results to
formation of new substances. When it comes to the trends on forces between particles while
the intramolecular forces keep the atoms in a molecule together and are the basis for the
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chemical properties, the intermolecular forces are those that keep the molecules themselves
together and are virtually responsible for all the physical properties of a material. On this set
of lesson questions about IMF were given , tabulation of data a deeper analysis of information
aided by home-based experiment to trace the concepts of IMF. Your learning will be measured
by a HOTS questions in relation to this learning competency: Describe and differentiate the
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types of intermolecular forces.(STEM_GC11IMFIIIa-c-100)
WHAT’S NEW?
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Direction: Answer the following questions below about IMF. Choose the letter of the best
answer and write on your answer sheet.
1. Which of the following statement is true about interaction of molecules in a pure liquid
phase?
a. Pure liquid phase has stronger interaction between molecules.
b. Pure liquid phase has moderate interaction between molecules.
c. Pure liquid phase has low interaction between molecules.
d. Pure liquid phase does not have interaction between molecules.
2. When you add a small amount of solute into a solvent, what will likely to happen?
a. The solubility process cannot be determined using the substance.
b. The lower the solubility of molecule in a liquid can be observed.

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c. The moderate the solubility of molecule in a liquid can be observed.

d. The greater the solubility of molecule in a liquid can be observed.
3. Which of the set of examples below demonstrate the London Dispersion Forces or
induced dipole interactions?
a. 1- atom collides with another atom.
b. 2- atom collides with a 2- atom molecule.
c. 2 -atom molecule collides with 3 - atom molecule
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d. 1 atom collides with 3 - atom molecule.
4. What will likely to happen when a molecule with a permanent dipole, such as HCN,
collides with a molecule without a molecular dipole?
a. The collision itself causes a dipole to become permanent dipole.
b. The collision itself causes a dipole to change in electron density.
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c. The collision itself causes a dipole to change molecule.
d. The collision itself causes the dipole to produce new molecule.
5. What type of interaction is produced by molecules with permanent dipoles with another
polar molecules?
a. London Dispersion Forces
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b. Dipole-Dipole Interaction d. Hydrogen Bonding Interaction
6. Which of the following statement correctly describes the London Dispersion Forces?
a. The forces that hold molecules together in liquid, solid and solution phase are
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quite weak.
b. The forces that hold molecules together in liquid, solid and solution phase are
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moderate.
c. The forces that hold molecules together in liquid, solid and solution phase are
strong.
d. The forces that hold molecules together in liquid, solid and solution phase are
highly strong.
7. Given the two molecules close together, these variations in charge can create a situation
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where one end of a molecule might be slightly negative, and the near end of the other
molecule could be slightly positive. Which of the following statements below is the result of
the reaction of intermolecular forces?
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a. This would result to strong attraction of two molecules.

b. This would result to moderate attraction of two molecules.
c. This would result to slight attraction of two molecules.
d. This would result to undetermined attraction of two molecules.
8. Which correctly describes a dipole-dipole interaction?
a. The positive end of the molecule ends up near to the negative end.
b. Opposite charge attraction as dipole is permanent and it is stronger.
c. This type of attraction is categorized as polar.
d. All of the above statement is true.
9. Which of the following statement best describe Hydrogen as a special element?

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a. Hydrogen as an element which is really a proton and can form a special type of
intermolecular attraction called hydrogen bond.
b. Hydrogen as an element which is really an electron and can form a special type of
intermolecular attraction called hydrogen bond.
c. Hydrogen as an element which is really a neutral element and can form a special
type of intermolecular attraction called hydrogen bond.
d. Hydrogen as an element, a non- metal, and can form a special type of
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intermolecular attraction called hydrogen bond by accepting electron to another
element.
10. Which of the following shows the correct arrangement of the types of intermolecular
forces in terms of increasing strength?
a. Ion-ion<H-Bonding<dipole-dipole<London Dispersion
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b. London Dispersion<Ion-ion<H-Bonding<dipole-dipole
c. H-Bonding<London Dispersion<ion-ion<dipole-dipole
d. London Dispersion<dipole-dipole<H-Bonding<ion-ion
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B. DEVELOPING
WHAT I KNOW ABOUT TYPES OF INTERMOLECULAR FORCES?

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What are the intermolecular forces? They are listed in the table below along with covalent and
ionic bonding for comparison. Notice that they have different dependence on the distance
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between the attracting particles, r. Analyze the following data.

WHATS IN? Table 2: Types of Intermolecular Forces
Interaction Strength Distance Function
covalent very strong complex

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ionic very strong 1/r

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ion-dipole strong 1/r2
dipole-dipole moderate 1/r3
ion-induced dipole weak 1/r4
dipole-induced dipole very weak 1/r6
London forces very weak 1/r6
(Reference: http://butane.chem.uiuc.edu/pshapley/genchem1/l20/1.html)

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WHAT IS IT ON IMF-PHASE 2?
Answer the following questions using the figures below given for each interaction.
1. LONDON DISPERSION FORCES OR INDUCED-DIPOLE INTERACTION

Figure 1. In the figure 1: a 2-atom molecule
collides with a 3-atom molecule. The
electron cloud of the first molecule
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repels the electron cloud of the
molecule it strikes, causing a
displacement of some electron
density away from the nucleus.
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1. How will you describe the
interaction among molecules in
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2.What causes such interaction
among molecules involve?
2. DIPOLE-INDUCED DIPOLE INTERACTION In the figure, nitrogen atom in HCN is

electron rich and the molecular dipole
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points in the direction of this atom.
3. Why does nitrogen become
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electron rich?
terms of strength?
Figure 2
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Molecules with permanent dipoles

3. DIPOLE-DIPOLE INTERACTION
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can interact with other polar

molecules through dipole-dipole
interactions. Again, this is
electrostatic in nature. The molecular
dipole vector points towards high
electron density.
terms of strength?
6.What have caused this type of
Figure 3 strength in interaction?

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4. ION - DIPOLE
An ion-dipole force is an
attractive force that results from
the electrostatic attraction between
an ion and a neutral molecule that
has a dipole.
1. Why does ion-dipole has
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strong attraction between ion
and molecule?
Figure 4
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(Picture Reference: http://butane.chem.uiuc.edu/pshapley/genchem1/l20/1.html)
AN C. ACTIVITY
WHAT’S MORE ON THE F-POWER?

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1. Objective: To describe the different types of intermolecular forces using basic example.
2. Materials: 2 Glasses of Water (2 set-up)
Alcohol
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1/2 teaspoon salt

2- 1 Ruler Sized Strip of Paper (2-set-up)
Glue
Baby Powder
3. Procedures:
a. On a glass of water add a small amount of alcohol, observe its solubility in water, this is
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your first set-up.

b. On another glass of water add 1/2 teaspoon of salt, observe its solubility in water, this is
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your second set-up.

c. Get your 1 ruler sized strip of paper, put a glue on the entire strip on one face then fold
the paper. Let the paper stick to make it half in size. This is your set-up 3.
d. Get another 1 ruler sized strip of paper, do the same procedure in letter but on this one
use a baby powder after putting a glue and observe if they will stick together. This is your
set-up 4.

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WHAT I CAN DO?

D. GUIDE QUESTIONS
4. Answer the following questions based on your observations.

a. How will you describe the solubility of pure liquid materials on your set up 1 as represented
by water as solvent and alcohol as solute?
b. Is there a strong force of interaction between the pure liquids? Why?
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c. When you add a small amount of solute into a solvent in your set-up 2 , what happen?
d. Will it have the same result if you are going to use greater amount of salt? Why?
e. How will you describe the forces of attraction between solid solute and liquid solvent?
f. How will you differentiate the results of set-up 3 and set-up 4?
g. Is there a difference in forces of interaction?
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What other enrichment activities can I engaged in?
5. Conclusion: In what way does intermolecular forces similar and different from one another?
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E. RUBRICS FOR SCORING ANSWERS ON THE ACTIVITY
Please be guided by the following criteria in answering the questions in analysis and
conclusion.
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Scientific evidence Presented Complete presentation of Partial presentation of No scientific evidence

scientific evidence. scientific evidence. presented.
Relevance to the objective of Highly relevant and can justify Moderately relevant and can Unable to justify the
the activity the objective of the activity. justify the objective of the objective of the activity.
activity.
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F. REFLECTION OF LEARNING
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WHAT I HAVE LEARNED?

Direction: Choose the letter of the best answer and write on your answer sheet.
1. When you add water and alcohol, which of the following statement is true about
interaction of molecules in a pure liquid phase?
a. Pure liquid phase has stronger interaction between molecules.
b. Pure liquid phase has moderate interaction between molecules.
c. Pure liquid phase has low interaction between molecules.
d. Pure liquid phase do not have interaction between molecules.
2. When you add a small amount of salt into a solvent, what evidence of intermolecular
forces is observable?
a. The solubility process cannot be determined using the substance.

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b. The lower the solubility of molecule in a liquid can be observed.

c. The moderate the solubility of molecule in a liquid can be observed.
d. The greater the solubility of molecule in a liquid can be observed.
3. What is being demonstrated by adding NaCl (salt) into H2O (water)
a.1- atom collides with another atom.
b.2- atom collides with a 2- atom molecule.
c.2 -atom molecule collides with 3 - atom molecule
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d.1 atom collides with 3 - atom molecule.
4. What will happen when a molecule with a permanent dipole, collides with a molecule
without a molecular dipole as shown in set-up 3 that made the paper stick with one another?
a. The collision itself causes a dipole to become permanent dipole thus paper does not stick
together.
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b. The collision itself causes a dipole to change in electron density that charges attract each
other causing the paper to stick together.
c. The collision itself causes a dipole to change molecule and produces new molecules.
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d. The collision itself causes the dipole to produce new molecule but without interactions.
5. What is being demonstrated by set-up 4 when you add powder on paper with glue where
it represents molecule with permanent dipoles that can interact with other polar molecules?
c. London Dispersion Forces c. Dipole-Induced Dipole Interaction
d. Dipole-Dipole Interaction d. Hydrogen Bonding Interaction
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GENERAL CHEMISTRY 2
PROPERTIES OF LIQUIDS
Name of Learner: ____________________________________
Grade Level: ____________________________________
Strand/Track: ____________________________________
Section: ____________________________________
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Date: ____________________________________
A. INTRODUCTION:
LIQUID FACTS
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The liquid state of matter is an intermediate phase between solid and gas. Like the
particles of a solid, particles in a liquid are subject to intermolecular attraction; however,
liquid particles have more space between them, so they are not fixed in position. The
movement of the particles causes the liquid to be variable in shape. Liquids will flow and
fill the lowest portion of a container, taking on the shape of the container but not changing
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in volume. The limited amount of space between particles means that liquids have only
very limited compressibility.To distinguish it from solid a solid has
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definite volume and shape, a liquid has a definite volume but no definite shape while on
the other hand to distinguish it from gas, gas are well separated with no regular
arrangement. Liquids and solids are often referred to as condensed phases because the
particles are very close together compared to gases. This makes liquid a state of matter
that can analyzed and explain using different properties which serves as the content of
this set of learning activity sheet. They are; surface tension, viscosity, vapor pressure,
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boiling point, and molar heat of vaporization. There are data presented questions to be
answered and set of home-based activities to be performed to answer the evaluation of
learning based on this learning competency: Describe the different properties of liquid ,
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and explain the effect of intermolecular forces on these properties. (STEM_GC11IMFIIIa-

c-102)
WHAT’S NEW?
Direction: Answer the questions below about properties of liquids. Choose the letter of the
best answer and write on your answer sheet.
1. Which of the statements below best describe on why liquid flows?
a. the intermolecular forces between molecules are weak enough to allow the
molecules to move around.

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b. the intramolecular forces between molecules are weak enough to allow the
molecules to move around.
c. the intermolecular forces between molecules are weak enough to allow atoms to
form different types of molecules.
d. the intramolecular forces are weak enough to allow atoms to form different types of
molecules.
2. Which of the following does NOT result from the strong hydrogen bonds in water
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molecules?
a. Water droplets have a spherical shape.
b. A leaf will float on the surface of water rather than sink.
c. Water molecules interact more strongly with each other than with other
compounds.
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d. Water pours more quickly than motor oil.
3. Which statement is true about the viscosity of a liquid?
a. The stronger the intermolecular forces, the more viscous the liquid.
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b. The smaller the molecules, the more viscous the liquid.
c. The higher the temperature, the more viscous the liquid.
d. All of the answers are true.
4. Why is it that water changes from liquid to gas when heated to the boiling point?
a. the heat changes the chemical composition of each water molecule.
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b. the kinetic energy increases to the point that it eventually overcomes the
intermolecular forces.
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c. the kinetic energy increases to the point that it eventually overcomes the
intramolecular forces.
d. the kinetic energy decreases, causing the molecules to spread out.
5. Most substances can move from one phase to another when the temperature changes.
a. True b. False
6. Which of the following is the most evident properties of liquids?
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a. Retention of volume if no external factors are available.

b. Conformation to the shape of its container.
c. Changes in shape when there is a change in container.
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d. All of the above.

7. When a liquid substance is poured into a vessel, it takes the shape of the vessel, and if
the substance stays in the liquid state, it will remain inside the vessel.
a. True b. False c. depends on the liquid type d. undetermined
8. When a liquid is poured from one vessel to another, it retains its volume, how will you
change its phase into a gaseous phase?
a. Increase the temperature c. use a constant temperature
b. Decrease the temperature d. all of the above
9. When a liquid is poured from one vessel to another, it retains its volume, how will you
change its phase into a compact phase?
a. Increase the temperature c. use a constant temperature

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b. Decrease the temperature d. all of the above

10. Which of the following examples prove that the liquid sometimes described simply as the
state that occurs between the solid and gaseous states?
a. At high temperature water is liquid in phase.
b. At moderate temperature water is gas in phase.
c. At low temperature water in liquid in phase.
d. At high temperature water is gas in phase and solid at low temperature.
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B. DEVELOPING HYPOTHESIS
Use the given pictures and data below about the properties of liquid. Make a
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hypothesis on every situation after each data presentation.
LIQUID FACTS
1. WHAT I KNOW ON SURFACE TENSION?

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Molecules on the surface of the liquid, however, feel a net force of attraction that pulls them
back into the body of the liquid. As a result, the liquid tries to take on the shape that has the
smallest possible surface area -- the shape of a sphere. The magnitude of the force that
controls the shape of the liquid is called the surface tension. The stronger the bonds between
the molecules in the liquid, the larger the surface tension.
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https://chemed.chem.purdue.edu/genchem/topicreview/bp/ch14/property.php
Hypothesis 1: What will happen if you will slowly sprinkle starch on a glass of water?
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2.WHAT I KNOW ON VISCOSITY?
Viscosity is resistance to flow. For liquids, typically the larger the intermolecular forces (IMF)
the higher the viscosity. The other factors that affect viscosity are temperature and the shape
of the molecule. Higher temperatures will correspond to higher average kinetic energies and

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faster moving molecules. This will lead to a lower viscosity. The shape will also affect the
viscosity, as molecules with many branches or kinks will be harder to "slide-by" one another
than small "round" molecules.
https://ch301.cm.utexas.edu/section2.php?target=imfs/liquids/viscosity.html
Hypothesis 2: How does the movement of marble differ in Water and in Oil?
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3.WHAT IS IN VAPOR PRESSURE?
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Vapor pressure is a liquid property related to evaporation. In the liquid (or any substance) the
molecules have a distribution of kinetic energies related to the temperature of the system.
Because this is a distribution there will always be a few molecules that have enough kinetic
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energy to over come the attractive potential energy of the other molecules (the intermolecular
force), and escape the liquid into the gas phase. In an open container, these molecules will
wander off (diffuse) into the room and out into the atmosphere. Eventually all the liquid will
evaporate.
https://ch301.cm.utexas.edu/section2.php?target=imfs/liquids/vapor-
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pressure.html
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Hypothesis 3: How does cotton ball with water differ with cotton ball with acetone after
several minutes of exposure into the air and heat?
4.WHAT IS IN BOILING POINT?

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Boiling point, temperature at which the pressure exerted by the surroundings upon a liquid is
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equal to the pressure exerted by the vapor of the liquid; under this condition, addition of heat
results in the transformation of the liquid into its vapor without raising the temperature.
https://www.britannica.com/science/boiling-point
Hypothesis 4: Which will boil faster, a salt solution or a pure water?
5.WHAT IS IT IN MOLAR HEAT OF VAPORIZATION

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Keep in mind the fact that this is a very specific value. It is only for one mole of substance
boiling. The molar heat of vaporization is an important part of energy calculations since it tells
you how much energy is needed to boil each mole of substance on hand. (Or, if we were
cooling off a substance, how much energy is required per mole in order to remove from a
substance as it condenses.)
https://www.chemteam.info/Thermochem/Molar-Heat-Vaporization.html
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Hypothesis 5: Which will vaporize faster between alcohol and water?
DIRECTIONS/INSTRUCTIONS: Perform the 2 parts activity to prove your hypothesis
through actual results of the activity.
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C.ACTIVITY-PART 1:
WHAT’S MORE ON LIQUID POWER?

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1. Objective: To describe operationally the surface tension and viscosity property of liquid.
2. Materials: 1 glass of water
1 teaspoon starch
1 glass water
1 glass of cooking oil (you can use other thick liquid available at home)
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Timer
2 marble
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3. Procedures:
a. Put water in a glass up to its lid. Let it settle for a while on top of a table.
b. Get a teaspoon of starch and sprinkle it on a top of the water on a glass.
c. Observe the motion of the starch on water. Record your observation as an answer
to Hypothesis 1.
d. Get a glass of water and another glass with oil. Fill in equal amounts of water and
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oil.
e. Using 2 marbles, drop each marble on both liquids.
f. Observe the travel time of each marble on both liquids until it reaches the bottom.
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Record the time as your evidence of travel.

g. Use this data to answer Hypothesis 2.
D.GUIDE QUESTIONS
4. What happen to starch as you sprinkle it on top of a glass of water?
5. How will you explain this result scientifically?
6. Will your observation be used in describing surface tension as a property of liquid? How?
7. What are the significant results in your drop test?
8. How will you explain this result scientifically?
9. Will your observation be used in describing viscosity as a property of liquid? How?

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ACTIVITY PART 2 -
WAHT CAN I DO WHEN THE HEAT IS ON?
1. Objective: To describe operationally the properties of liquid in relation to reaction to higher

temperature such as: vapor pressure, boiling point and molar heat of vaporization.
2. Materials: cotton balls-2 pcs.
1 teaspoon water
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1 teaspoon acetone
Timer
1 cup pure water
1 cup salt solution (you can use ratio such as 1cup water vs. 3 teaspoon salt)
Burner/cooking stove
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150 ml water
150 ml alcohol AN
3. Procedure:
a. Wet your cotton balls with water and acetone respectively.
b. Find a secure place where you can observe the two set- up as it is exposed to
sunlight.
c. Record the time separately for each cotton ball when it dries up.
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d. Use this data to answer you Hypothesis 3.
e. Using your cooking stove/heater on 2 separate pot/casserole boil a cup of water
and a cup of salt solution respectively.
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f. Observe the time of boiling until both liquids completely boils.

g. Record your result and use this to answer Hypothesis 4.
h. Clean the utensils and use this to heat 150 ml water and on the other utensil is 150
ml alcohol.
i. Observe the time where 2 liquids evaporate and turns into vapor. Record the result
to answer Hypothesis 5.
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4. Numerical Challenge: Molar heat of vaporization can be described quantitatively using the
total amount of heat involve in order to vaporize liquid through this equation:
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The molar heat of vaporization equation looks like this:

q = (ΔHvap) (mass/molar mass)
Solve this problem about molar heat of vaporization to identify heat involve.
a. What is the heat (q) needed by water with molar heat of vaporization of 40.7kJ if it
is 50.0g in mass and boils at 1000C? Note that the molar mass of water is 18.0g/mol
b. How will you compare it with the heat needed by alcohol with molar heat of
vaporization 44.0kJ at 35.0g and boils at 82.50C? Note that the molar mass of isopropyl
alcohol is 60.1 g/mol.

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E. ADDITIONAL ACTIVITIES: SHOW YOUR SOLUTIONS FOR PARTS A and B.
5.Literacy Challenge: How will you describe the operational properties of liquid using
your hypothesis with the emphasis on the effects of intermolecular forces on these
properties. Is your hypothesis rejected or accepted? Describe your results.
F.REFLECTION OF LEARNING
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Direction: Choose the letter of the best answer and write on your answer sheet.
1. Which of the statements below best describe how intermolecular forces affects the
properties of liquids?
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a. the intermolecular forces between molecules are weak enough to allow the molecules to
move around and make a reaction resulting to a specific property;
b. the intramolecular forces between molecules are weak enough to allow the molecules to
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move around but does not form any type of reaction;
c. the intermolecular forces between molecules are weak enough to allow atoms to form
different types of molecules and properties;
d. the intramolecular forces are weak enough to allow atoms to form different types of
molecules and properties.
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2. Both water and motor oil have hydrogen bonds, but the large size of motor oil molecules
makes it more viscous than water. Which of the statements below describes the viscosity of
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oil?
a. long hydrocarbon chains in oil, the molecules can get tangled up with their neighbors,
slowing the flow;
b. smaller hydrocarbon chains in oil, the molecules can get tangled up with their neighbors,
slowing the flow;
c. smaller hydrocarbon chains in oil, the molecules can get tangled up with their neighbors,
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that makes it flow easily;

d. long hydrocarbon chains in oil, the molecules can get tangled up with their neighbors, that
makes it flow easily.
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3. In the liquid (or any substance) the molecules have a distribution of kinetic energies
related to the temperature of the system. Because of the distribution there will always be
few molecules that have enough kinetic energy to over-come the attractive potential energy
of the other molecules (the intermolecular force). What will happen to liquid particles of
acetone when it is heated?
a. The liquid particles gain potential energy;
b. the liquid particles loses energy;
c. the liquid turns into the gas phase;
d. he liquid turns into its natural state.
4. Why is it that water changes from liquid to gas when heated to its boiling point ?

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a. the heat changes the chemical composition of each water molecule;

b. the kinetic energy increases to the point that it eventually overcomes the intermolecular
forces;
c. the kinetic energy increases to the point that it eventually overcomes the intramolecular
forces;
d. the kinetic energy decreases, causing the molecules to spread out.
5. Liquids can move from one phase to another when the temperature changes. What
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statement best explain this concept as to the effect of intermolecular forces to the properties
of the liquid?
a. The density of a liquid is affected by change in temperature;
b. increasing the temperature generally decreases its density and vice versa;
c. in simpler terms, liquids increase in volume with substantial increase in
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temperature and decrease in volume with significant decrease in temperature;
d. All of the above statement is true.
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GENERAL CHEMISTRY 2
PROPERTIES OF WATER
Name of Learner: ____________________________________
Grade Level: ____________________________________
Strand/Track: ____________________________________
Section: ____________________________________
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Date: ____________________________________
A. INTRODUCTION
WHAT I NEED TO KNOW ABOUT THE TRANSPARENCY OF WATER?
Water is the most abundant compound on Earth’s surface. In nature, water exists in the
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liquid, solid, and gaseous states. It is in dynamic equilibrium between the liquid and gas
states at 0 degrees Celsius and 1 atm of pressure. At room temperature (approximately 25
degrees Celsius), it is a tasteless, odorless, and colorless liquid. Many substances dissolve
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in water, and it is commonly referred to as the universal solvent.
Following are some of the unique properties of water:
 In the solid state, the particles of matter are usually much closer together than they are
in the liquid state. So if you put a solid into its corresponding liquid, it sinks. But this is
not true of water. Its solid state is less dense than its liquid state, so it floats.
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 Water’s boiling point is unusually high. Other compounds similar in weight to water have
a much lower boiling point.
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 Another unique property of water is its ability to dissolve a large variety of chemical
substances. It dissolves salts and other ionic compounds, as well as polar covalent
compounds such as alcohols and organic acids.
 Water is sometimes called the universal solvent because it can dissolve so many things.
It can also absorb a large amount of heat, which allows large bodies of water to help
moderate the temperature on earth.
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On this learning set of materials challenging questions will be asked , relevant data will be
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gathered , home-based activity is included and HOTS questions will test your learning. Be
guided with this learning competency: Explain the properties of water with its molecular
structure and intermolecular forces. (STEM_GC11IMFIIIa-c-103).

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WHAT’S NEW?
Direction: Answer the questions below as the beginning of the lesson. Write five (5)
statements for each figure.
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How will you describe the intermolecular
How will you describe the molecular forces and the existing covalent bond on
structure of water? water?
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Reference: https://www.siyavula.com/read/science/grade-11/intermolecular-
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forces/04-intermolecular-forces-02
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B. DEVELOPING
WHAT I KNOW ON THE UNIQUE PROPERTIES OF WATER?

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1. EVIDENCE ON SPECIFIC HEAT
You have probably observed this phenomenon if you boil water in a pot. The metal of the pot
heats up very quickly, and can burn your fingers if you touch it, while the water may take
several minutes before its temperature increases even slightly. These can be explain by
hydrogen bonding. Using this data put a check on the evidences that will prove this
phenomenon.
______a. Remember that increasing the temperature of a substance means that its
particles will move more quickly.
______b. However, before they can move faster, the intermolecular forces between
them must be disrupted.

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______c. In the case of water, these forces are strong hydrogen bonds, and so a lot of
energy is needed just to break these, before the particles can start moving further apart.
______d. The quality of the container adds up heat to water.
2. Melting point and boiling point: The melting point of water is 0℃ and its boiling
point is 100℃ (at standard pressure or 0,987 atm). This large difference between the melting
and boiling point is very important. Check the statement that supports these properties.
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______a. because it means that water can exist as a liquid over a large range of
temperatures.
______b. this temperature range is only large in the world around us, if we look at
space and the universe then this is a very narrow temperature range.
______c. because water can exist in solid at different temperature.
______d. this temperature range is limited depending on the container.
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3. Heat of Vaporization: The strength of the hydrogen bonds between water molecules also
means that it has a high heat of vaporization. Heat of vaporization is the heat energy that is
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needed to change water from the liquid to the gas phase. Because the forces between
molecules are strong, water must be heated to 100℃ before it change its phase. At this
temperature, the molecules have enough energy to break the intermolecular forces that hold
the molecules together. The heat of vaporization for water is 40,65⋅kJ·mol−1. It is very
important for life on earth that water does have a high heat of vaporization. Check the
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disadvantage of low heat of vaporization of water.
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______a. All the water that makes up the cells in our bodies would evaporate and
most of the water on earth would no longer be able to exist as a liquid.
______b. All water in the surrounding changes in phase.
______c. Water intermolecular forces will be disrupted.
4.Less dense solid phase: Another unusual property of water is that its solid phase (ice)
is less dense than its liquid phase. You can observe this if you put ice into a glass of water,
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the ice doesn't sink to the bottom of the glass, but floats on top of the liquid. This phenomenon
is also related to the hydrogen bonds between water molecules. While other materials contract
when they solidify, water expands. Check the relevant examples of this property.
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______a. The ability of ice to float as it solidifies in the environment.

______b. If ice sank, then eventually all ponds, lakes, and even the oceans would
freeze solid as soon as temperatures dropped below freezing, making life as we know
it impossible on Earth.
______c. During summer, only the upper few meters of the ocean would thaw. Instead,
when a deep body of water cools, the floating ice insulates the liquid water below,
preventing it from freezing and allowing life to exist under the frozen surface.
_____d. The ability of ice to sink in liquid substances.

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WHAT’S IN? PROPERTY IN FOCUS
WORKED EXAMPLE 4: PROPERTIES OF WATER IN FOCUS; SPECIFIC HEAT
Explain why water takes a long time to heat up, while the pot that you are using gets
hot quickly. Describe the property applied here in five (5) statements.
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Note to remember: If you are asked why water takes a long time to heat up compared to the
pot you are using, the property that applies here is SPECIFIC HEAT.
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WHAT IS IT C. ACTIVITY
WHAT’S MORE ABOUT WATER?

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1. Objective: To investigate the properties of water.
2. Materials
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• water
• ice
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• beakers
• Oil
• solids (e.g. sodium chloride)
3. Method
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1. Pour about 100 ml of water into a container/pot.

2. Place the container/pot on a stove and heat it for about a minute. Notice also if the water
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is already boiling or not.

3. Then, carefully touch the side of the container/pot (be very careful in touching the
container/pot). Record your observation on the table as SET-UP A.
4. Next, place an ice into water. What do you observe? Record your observation as SET-UP
B.
5. Put water in a glass and pour 1 teaspoon of salt. Which substances floats on top? Record
your observation as SET-UP C.
6. Using the different solid substances (available at home), dissolve each in a glass of water
with one teaspoon each. Observe what happens. Record your observation as SET-UP D.

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7. WHAT I CAN DO? Record your results on this table below:
PROPERTY OBSERVATION
Temperature (During Boiling Period)-SET-UP A
Ice in Water-SET-UP B
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Solubility-SET-UP C
Density-SET-UP D
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C. ADDITIONAL ACTIVITIES: MIXED IT UP
Procedure:
1. Using the materials on set-up d stir the mixture by 10 rounds.
2. Observe the solubility of each materials.
3. Record your observation on the table format below:
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Water and Coffee Water and Water and Water and Starch
Powder Powdered Juice Powdered Milk
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4. Using your observations answer this question below.

Having a unique property of being a good solvent to ionic substance, why is it that
Water is a good solvent for polar and ionic substances?
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D.RUBRICS FOR GRADING YOUR OBSERVATIONS

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Scientific evidence Complete presentation of Partial presentation of No scientific evidence

Presented scientific evidence. scientific evidence. presented.
Relevance to the objective of Highly relevant and can justify Moderately relevant and can Unable to justify the
the activity the objective of the activity. justify the objective of the objective of the activity.
activity.

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E. REFLECTION OF LEARNING: WHAT I HAVE LEARNED?
Direction: Answer the following questions specifically using the data on the properties of water
as gathered in the activity on this topic. Write your answer after every question.
1. You went home from school on a hot day and pours a glass of water. You add ice
cubes to the water and notices that ice float on the water. Why?
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2. You add 1 teaspoon salt in hot water as your natural mouth solution, why is it that
salt dissolves in hot water quickly?
3. You add 1 teaspoon powdered milk on a glass of cold water, it does not totally
dissolve in water, why?
4. You place water on a glass and settle it over a period of time, it remains as liquid,
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Why?
5. You place water on a freezer, and it solidify over a period of time, water is in solid
form, why? AN
https://www.siyavula.com/read/science/grade-11/intermolecular-forces/04-
intermolecular-forces-02
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GENERAL CHEMISTRY 2
STRUCTURE OF CRYSTALLINE AND AMORPHOUS SOLIDS
Name of Learner: ____________________________________
Grade Level: ____________________________________
Strand/Track: ____________________________________
Section: ____________________________________
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Date: ____________________________________
A. INTRODUCTION
THE SOLID TEAM
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You may not think of salt and sugar as solids because when you see them in the kitchen they
are such small particles. But these particles is a solid like the wooden table, a glass window,
or a gold piece of jewelry. A solid is a collection of atoms or molecules that are held together
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so that, under constant conditions, they maintain a defined shape and size. Solids, of course,
are not necessarily permanent. Solids have constant shape and size because they are formed
when the attractive forces between individual atoms or molecules are greater than the energy
causing them to move apart. In other words, the atoms or molecules don’t have enough energy
to move and are stuck together in whatever shape they were in when they lost the energy to
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separate.( cited in the discussion of Properties of Solids by Berstein, Rachel & Anthony Capri
, PHD) . Amorphous and crystalline are two states that describe typical solids in chemistry.
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Using X-ray diffraction experiments, the structure of solids can be categorized into crystalline
or amorphous (non-crystalline). Solids are among the three basic states of matter that include
liquids and gases. They are characterized by a rigid structure of molecules, ions and atoms
arranged in an orderly or non-orderly manner. These orderly or non-orderly arrangements
have led to the categorization as amorphous and crystalline and this article unfolds the key
differences between the two terms. On this set of learning journey, experience the joy of
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conceptual derivation by questions given , comparative activity and an evaluation of your

learning. Be guided with learning competency for this topic: Describe the difference in
structure of crystalline and amorphous solids. (STEM_GC11IMFIIIa-c-104). Read
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more: Difference Between Crystalline and Amorphous | Difference

Between http://www.differencebetween.net/science/difference-between-crystalline-and-
amorphous/#ixzz6UxK2b7Rc
WHAT’S NEW?
Direction: Answer the following questions below, write your answer in your answer sheet.
A student obtained a solid product in a laboratory synthesis. To verify the identity of the solid,
she measured its melting point and found that the material melted over a 12°C range. After it
has cooled, she measured the melting point of the same sample again and found that this time

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the solid had a sharp melting point. A material is said to have a sharp melting point if the
range is less than 5ºC, and a material is said to have a broad melting point if the range is
greater than about 5ºC. Pure compounds characteristically have a sharp melting range while
most mixed or impure compounds have a broad melting range. Why there are the two
melting points? Write your answer on your answer sheet. Present 5 statements for 2
pts each to acquire the 10 pts. mark.
A. DEVELOPING
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WHAT I KNOW?
Direction: Each statement below has a posted challenge, do the challenge by answering the
questions about crystalline and amorphous solids.
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Structure of Crystalline and Amorphous
1. Crystalline solids have a definite shape with orderly arranged ions, molecules or atoms in
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a three-dimensional pattern often termed crystal lattice. If cut, they depict a clear cleavage
with surfaces intersecting at angles that are characteristic of the crystal.
2. Amorphous solids, on the other hand, have a disordered array of components not showing
a definite shape. When cut, they show irregular shapes usually with curved surfaces.
3. Crystalline components are held together by uniform intermolecular forces whereas in
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amorphous solids these forces differ from one atom to the other.
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Question: Which term correctly describe the name of the example? A crystal salt or a crystal
glass?
WHAT’S IN?
Melting points of Crystalline and Amorphous
Amorphous solids do not have definite melting points but melt over a wide range of
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temperature because of the irregular shape.
Crystalline solids, on the other hand, have a sharp melting point.

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Question: How will you compare the melting point range of glass and sugar?
WHAT IS IT?
Physical properties of Crystalline and Amorphous
Crystalline solids possess different electrical conductivity, thermal conductivity, refractive

index and mechanical strength within a crystal in different directions hence they are called
anisotropic.
Amorphous are called isotropic because of similar physical properties from either direction.

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Question: What do you mean by the statement “shine like a diamond”?
B. ACTIVITY FOR ENGAGEMENT: WHAT’S MORE?
Use the following data in order to be a scientific investigator at home. To do this you
may use the following word bank as a clue to develop your idea to be presented.
Irregular pattern vs. Regular pattern - Crystalline solids have regular ordered arrays
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of components held, in contrast, amorphous solids have irregular or curved surfaces.
1. In investigating pattern, get a crystal of rock salt/sugar crystals and compare it with
granules of food seasoning (magic sarap).
Melting point - Crystalline solids have well-defined edges and faces, diffract x-rays,
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and tend to have sharp melting points. In contrast, amorphous solids have irregular
or curved surfaces, do not give well-resolved x-ray diffraction patterns, and melt over
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a wide range of temperatures.
2. In investigating the influence of range in temperature, compare the melting

process of your materials in no.1.
Heat Fusion-For a crystalline solid, the heat of fusion and the melting point are
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definite and fixed. Amorphous solid, on the other hand, has no definite value of
the heat of fusion and the melting point. This is the effect of their respective identified
pattern.
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3. In heat fusion, observe how each material reacts with the heat that you applied.
Isotropic - In the study of mechanical properties of materials, "isotropic" means

having identical values of a property in all directions. Glass and metals are examples
of isotropic materials. Like glass the atoms that make up a glass are not well organized in
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any direction, so the material properties of glasses tend to be the same.
4. In isotropic (having a physical property which has the same value when measured
in different directions.) use a glass material and carefully examine this description
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when glass is broken and forms fragments.
Anisothropic - Diamond is crystalline and anisotropic, meaning that its properties

are directional. The single crystalline diamond shown in the left picture contains lots
of facets. In contrast, amorphous diamond is isotropic like glass, and it may be cut to
any shape including an ideal sphere, therefore we have fake diamonds.
5. In anisotropic (varying in magnitude according to the direction of measurement.)

use rock salt crystal and examine this description.
WHAT I CAN DO? Direction: Provide a definite statement as you explore

other available materials at home that can represent these concepts.

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C.REPORTING OF INVESTIGATORY RESULTS
WRITE ALL YOUR DISCOVERED DATA ON YOUR ANSWER SHEET.
RUBRICS FOR EVALUATING ANSWERS ON INVESTIGATORY ACTIVITY
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CRITERIA 3PTS 2PTS 1PT
Scientific Evidence Complete Presentation of Missing some relevant data No scientific evidence
Presented Evidences in the presentation of presented on the statement.
evidences
Organization of Ideas Highly Organized Moderately organized Not organized in idea

presentation.
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Relevance to the focus of the Specified and can easily be Missing some specific ideas. No relevance to the lesson
Lesson identified. in terms of the idea
presented
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C. ASSESSMENT OF LEARNING

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Direction: After being an investigator, be an explorer of your understanding on this lesson.
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Explore on the following summary of concepts. Contrast the underlined properties of solids on
each statement by pointing out their descriptive difference. Write your answer on your answer
sheet.
Summary of Crystalline Verses Amorphous
1. Crystalline solids have a regular three-dimension pattern of ions, atoms or molecules

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whereas amorphous solids have a random arrangement of these components

2. Crystalline solids have an exact melting point whereas amorphous solids melt over a
range of temperature
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3. Amorphous solids yield fragments with irregular patterns when cleaved whereas
crystalline solids depict a definite shape
4. Crystalline called anisotropic because of different physical properties in all directions
whereas amorphous are called isotropic
5. Examples of amorphous include glass and that of crystalline include diamond.

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D. RUBRICS FOR EVALUATING ANSWERS ON EXPLORATION ACTIVITY
CRITERIA 3PTS 2PTS 1PT

Scientific Data Presented Complete Presentation of Missing some relevant data No scientific data presented
Data in the presentation of on the statement.
evidences
Organization of Ideas Highly Organized Moderately organized Not organized in idea
presentation.
Relevance to the focus of the Specified and can easily be Missing some specific ideas. No relevance to the lesson
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Lesson identified. in terms of the idea
presented
Reference: Difference Between Crystalline and Amorphous | Difference
Between http://www.differencebetween.net/science/difference-between-crystalline-and-amorphous/#ixzz6UxgQbrV4
REFERENCES
G
Wyman, Elizabeth , Kinetic Molecular Theory , Retrieve on August 20, 2020 , Retrieve
from ,https://study.com/academy/lesson/the-kinetic-molecular-theory-properties-of-solids-and-liquids.html
Ma, Samantha(UC Davis), Physical and Chemical Properties of Matter, Updated and Retrieved by August 17, 2020 , Retrieve
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at:
https://chem.libretexts.org/Bookshelves/Inorganic_Chemistry/Modules_and_Websites_(Inorganic_Chemistry)/Chemical_Reacti
ons/Properties_of_Matter
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LEARNING ACTIVITY SHEET TEMPLATE

whether the substance exists in the solid, liquid, or gaseous state.

What are the main points of the kinetic theory of matter?

states that matter is composed of a large number of small particles—individual atoms or

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moving out of place?

a. Liquid particles are a bit further apart than solid particles.

d. Liquid particles vibrate in its position as solid particles are.

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WHAT I KNOW ABOUT SOLIDS?

Table 1. Comparative Properties of Matter

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the given activity.

1 teaspoon coffee powder

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F. RUBRICS FOR SCORING: Please be guided by the following criteria in

best answer on your answer sheet.

d. The particles moved randomly.

b. The particles are too far apart.

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a. Solid b. Liquid c. Gas d. Plasma

d. Dish washing liquid and Dish washing paste.

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LEARNING ACTIVITY SHEET

WHAT I NEED TO KNOW ABOUT IMF - PHASE 1

types of intermolecular forces.(STEM_GC11IMFIIIa-c-100)

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c. The moderate the solubility of molecule in a liquid can be observed.

a. This would result to strong attraction of two molecules.

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WHAT I KNOW ABOUT TYPES OF INTERMOLECULAR FORCES?

between the attracting particles, r. Analyze the following data.

Interaction Strength Distance Function

covalent very strong complex

ionic very strong 1/r

ion-dipole strong 1/r2

dipole-dipole moderate 1/r3

ion-induced dipole weak 1/r4

dipole-induced dipole very weak 1/r6

London forces very weak 1/r6

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1. LONDON DISPERSION FORCES OR INDUCED-DIPOLE INTERACTION

2. DIPOLE-INDUCED DIPOLE INTERACTION In the figure, nitrogen atom in HCN is

Molecules with permanent dipoles

can interact with other polar

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WHAT’S MORE ON THE F-POWER?

1/2 teaspoon salt

your first set-up.

your second set-up.

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