SHS

General Chemistry 2
Quarter 3: Week 2 - Module 2A
Properties of Liquids and
Intermolecular Forces
STEM – General Chemistry 2
Grade 11 Quarter 3: Week 2 - Module 2A: Properties of Liquids and
Intermolecular Forces
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Cristita C. Ferrer, PhD, MT II

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, PhD

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Rominel S. Sobremonte, EdD, EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
 General
Chemistry 2
Quarter 3 - Module 2A
Properties of Liquids and
Intermolecular Forces
 Target

Intermolecular forces are attractive forces that act between molecules or

particles in the solid or liquid states. These are forces that form between molecules,
atoms, or ions. Generally, these attractive forces are much weaker than bonding
forces or intramolecular forces.
This module will provide you with information and activities that will help you
understand the different properties of liquids such as surface tension, viscosity,
vapor pressure, boiling point, and molar heat of vaporization; and the properties of
water with its molecular structure and intermolecular forces.
After going through this module, you are expected to:

1. describe the following properties of liquids, and explain the effect of

intermolecular forces on these properties: surface tension, viscosity, vapor
pressure, boiling point, and molar heat of vaporization
(STEM_GC11IMFIIIa-c-102); and
2. explain the properties of water with its molecular structure and
intermolecular forces (STEM_GC11IMFIIIa-c-103).

Jumpstart

Before going on, let’s check how accurate your observation and
thinking skills are as you do the first activity.

Have fun and good luck! Are you ready? Let’s start!

Activity 1: “Describe My Pictures!”

Direction: Look at the given pictures below. Describe each in just a phrase or
a statement. Write your answers on a separate paper.

1. 2.
 3. 4.

5. 6.

7. 8.

Credit: Dr. Keith Hayward

9. 10.

Activity 2: “Complete Me!”

Direction: Complete the given paragraph about liquid below by decoding the
clues using the alphabet (e.g.: 1 – A; 2 – B; 5 – E; 10 – J; 19 – S; and the like). Write
your answers on a separate paper.

Liquids have (1) 6 – 9 – 24 – 5 - 4 volume and assumes shape of occupied

part of container. They have high (2) 4 – 5 – 14 – 19 – 9 – 20 – 25. They cannot be
appreciably (3) 3 – 15 – 13 – 16 – 18 – 5 – 19 – 19 – 5 – 4. In terms of motion of
molecules, they have (4) 18 – 1 – 14 – 4 – 15 – 13, medium speed, and (5) 12 – 9 –
13 – 9 – 20 – 5 – 4 distances.

That’s indeed a good start! Congratulations!

 Discover

Matter is anything that occupies space and has mass. Matter is divided into
different phases such as solid, liquid, gas, plasma, and Bose-Einstein Condensates.
The first three phases of matter differ in various properties such as volume/shape,
density, compressibility, motion of their molecules, and their molecular behavior.

Fluid is a gas or a liquid. Also, it is a substance that can flow.

Liquids show the following properties such as surface tension, viscosity,

vapor pressure, boiling point, and molar heat of vaporization.

I. Surface Tension
The cohesive forces between liquid molecules are responsible for the
phenomenon known as surface tension. The cohesive forces between molecules
down into a liquid are shared with all neighboring atoms. Those on the surface have
no neighboring atoms above, and exhibit stronger attractive forces upon their nearest
neighbors on the surface. This enhancement of the intermolecular attractive forces
at the surface is called surface tension.

Figure 1: Cohesion and surface tension (Image Source:

http://hyperphysics.phy-astr.gsu.edu/hbase/surten.html)

Surface tension is the measure of the elastic force in the surface of a liquid.
It is the amount of energy required to stretch or increase the surface of a liquid by a
unit area. It is the energy, or work, required to increase the surface area of a liquid
due to intermolecular forces. It is manifested as some sort of skin on the surface of
a liquid or in a drop of liquid.
Molecules within a liquid are pulled in all directions by intermolecular forces.
Molecules at the surface are pulled downward and sideways by other molecules, not
upward away from the surface (See next page).
 Figure 2: Molecules within a liquid (Image Source: wps.prenhall.com)

These intermolecular forces tend to pull the molecules into the liquid and cause
the surface to tighten like an elastic film or “skin”.
Liquids that have strong intermolecular forces also have high
surface tension.

FYI:
Surface tension is typically measured in dynes/cm, the force in dynes required
to break a film of length one cm. Equivalently, it can be stated as surface energy
in ergs per square centimeter. Water at 20°C has a surface tension of 72.8
dynes/cm compared to 22.3 for ethyl alcohol and 465 for mercury.

Use the illustrations/pictures given below to show manifestations of surface

tension.

Figure 3. Floating paper clip on water Figure 4. Drop of liquid on a coin

Figure 5. Water strider walking on the surface of a quiet pond. (Image Source:
http://hyperphysics.phy-astr.gsu.edu/hbase/surten.html)
It’s Viewing Time!
To view how water droplets form on the surface of the water pool because of
surface tension, you may refer to this link:
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Tex
tbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Physic
al_Properties_of_Matter/States_of_Matter/Properties_of_Liquids/Surface_Tension.

Capillary Action

Capillary action is the tendency of a liquid to rise in narrow tubes or be drawn

into small openings such as those between grains of a rock. Capillary action, also
known as capillarity, is a result of intermolecular attraction between the liquid and
solid materials.

Examples of Capillary Action:

Figure 6. Colored water seen rising up in glass tubes. Without capillary action,
the water level in all tubes would be the same. Smaller diameter tubes have more
relative surface area inside the tube, allowing capillary action to pull water up higher
than in the larger diameter tubes (Image Source:
http://water.usgs.gov/edu/capillaryaction.html)
Credit: Dr. Keith Hayward

Figure 7. A doctor takes blood sample from a patient’s finger using a capillary
tube. (Image Source: https://www.colourbox.com/image/blood-testing-image-
6891015)
 Figure 8. Water mixed with food coloring rises up freshly-cut stalks of
celery (Image Source: http://water.usgs.gov/edu/capillaryaction.html)

REMEMBER:
Capillary action is a phenomenon wherein a liquid is able to rise up on a
narrow tube. Adhesive forces between the tube and the liquid allow the liquid to
exceed its weight. The narrower the tube, the higher the liquid will reach.

Capillary action is the result of cohesive and adhesive forces. When liquid
flows through a narrow space, the cohesive and adhesive forces act together to lift
it against the natural force of gravity.

Two types of forces are involved in capillary action:

A. Cohesion is the intermolecular attraction between like molecules (the liquid
molecules).
B. Adhesion is an attraction between unlike molecules (such as those in water
and in the particles that make up the glass tube).
These forces also define the shape of the surface of a liquid in a cylindrical
container (the meniscus).

THINK ABOUT THIS!

When the cohesive forces between the liquid molecules are greater than
the adhesive forces between the liquid and the walls of the container, the surface
of the liquid is convex. Example: mercury in a container
When the cohesive forces between the liquid molecules are lesser than the
adhesive forces between the liquid and the walls of the container, the surface of
the liquid is concave. Example: water in a glass container

Figure 9. Concave and Convex Meniscus. (Image Source:

http://www.diffen.com/difference/Adhesion_vs_Cohesion)
II. Viscosity
It is a measure of a fluid’s resistance to flow. In layman’s term, it is defined as
the measure of the thickness of a liquid. The greater the viscosity, the slower the
liquid flows.

FYI:
Viscosity is expressed in units of centipoise (cP), also known as stoke. It
is a metric system unit. The SI unit is Pascal-second (Pa-s) or Newton-
second/meter2 (N-s/m2).

1 centipoise = 0.001 Pa-s

Table 1 below shows the viscosities of liquids of some pure substances. Water
has viscosity of 1 centipoise or 0.001 Pa/s at 20 oC.
Substances with lower viscosities include carbon tetrachloride and benzene.
Glycerol has a resistance to flow of more than a thousand times greater than water.

Liquids Viscosity (in Ns/m2)

at 20oC
Acetone (C3H6O) 3.16 x 10-4
Benzene (C6H6) 6.25 x 10-4
Carbon tetrachloride (CCl4) 9.69 x 10-4
Diethyl ether (C2H5OC2H5) 2.33 x 10-4
Ethanol (C2H5OH) 1.20 x 10-3
Glycerol (C3H8O3) 1.49 x 100
Mercury (Hg) 1.55 x 10-3
Water (H2O) 1.01 x 10-3
Table 1. Viscosities of liquids of selected substances

REMEMBER:
The more viscous a liquid is, the thicker is its consistency. The liquid with
the longest time to flow is, the most viscous while the one with the shortest time is
the least viscous.
In general, stronger intermolecular forces leads to higher viscosity.
Thus, the most viscous liquid has the strongest intermolecular force and
the least viscous liquid has the weakest intermolecular force.
Examples:

1. Given the molecular structures of water and glycerol, can you tell why
glycerol has a higher viscosity than water?

That’s a great idea!

REMEMBER:
The larger number of –OH groups allow glycerol to form more H-bonds
with other glycerol molecules, making its intermolecular forces stronger than
those of water, and its resistance to flow greater.

2. Consider the table of viscosities below. Table 2 presents the viscosities of

a series of hydrocarbons at 20oC. All the substances in the list are
hydrocarbons and nonpolar. What causes the differences in viscosities of
the hydrocarbons in the list?

Substance Formula Viscosity (in kg/m s)

Hexane CH3CH2CH2CH2CH2CH3 3.26 x 10-4

Heptane CH3CH2CH2CH2CH2CH2CH3 4.09 x 10-4
Octane CH3CH2CH2CH2CH2CH2CH2CH3 5.42 x 10-4
Nonane CH3CH2CH2CH2CH2CH2CH2CH2CH3 7.11 x 10-4
Decane CH3CH2CH2CH2CH2CH2CH2CH2CH2CH3 1.42 x 10-3
Table 2. Viscosities of some hydrocarbons. (Image Source: http://
wpscms.pearsoncmg.com/wps/media/objects/3662/3750037/Aus_content_10/Ta
ble10-04.jpg)

You got it right!

REMEMBER:
The size of the molecules affects the viscosities of the hydrocarbons. The
larger the molecule, even if it is nonpolar, the stronger the intermolecular
forces and the greater the viscosity compared to nonpolar substances made up
of small molecules.
It’s Thinking Time!

How does temperature affect the viscosities of substances?

Viscosity (decreases or increases) as temperature increases. Example:
Hot molasses flows much (faster or slower) than cold molasses.

The Idea:
Viscosity and temperature are inversely proportional with each other.

III. Vapor Pressure of a Liquid

The equilibrium pressure of a vapor above its liquid; that is, the pressure
exerted by the vapor above the surface of the liquid in a closed container.

Figure 10. Evaporation of water in open and in closed containers (Image Source:
http:// boomeria.org/physicslectures/heat/equilibrium.jpg)

(a) The water molecules in the liquid evaporate and go into the vapor phase. In the
open flask, some of the water molecules in the vapor phase find their way out of
the flask are lost to the atmosphere.
(b) When a liquid evaporates to a gas in a closed container, the molecules cannot
escape.

Molar Heat of Vaporization (ΔHvap)

It is the energy (usually in kilojoules) required to vaporize 1 mole of a liquid at

a given temperature.

Gas molecules move in random directions, collide with other gas particles and
the walls of the container.
Some will strike the liquid surface and condense back into it. In the closed
flask, none of the gas particles are able to get out of the container, and eventually,
the number of molecules that go into the gaseous state would equal the number of
molecules that condense back.
When the rate of condensation of the gas becomes equal to the rate of
evaporation of the liquid, the gas in the container is said to be in equilibrium with
the liquid.
 liquid ⇋ vapor (gas)

In this condition, the amount of gas and liquid no longer changes.

Figure 11. Equilibrium between liquid and gas (Image Source: http://
wpscms.pearsoncmg.com/wps/media/objects/3662/3750037/Aus_content_10/Fi
g10-20.jpg)

The equilibrium vapor pressure is the maximum vapor pressure of a liquid

at a given temperature and that it is constant at a constant temperature. It increases
with temperature.
Vapor Pressure and Temperature

Look at the given Figure below. Study the following plot of vapor pressure of
water as it varies with temperature.

Figure 12. Vapor pressure of water vs. temperature

What do you conclude from the previous Figure?

It can be gleaned from Figure 12 that as the temperature increases, the vapor
pressure of water also increases. When temperature is high, more molecules have
enough energy to escape from the liquid. At a lower temperature, fewer molecules
have sufficient energy to escape from the liquid.
 Study the graph in Figure 13 below. The graph shows the vapor pressures for
four common liquids: diethyl ether, ethyl alcohol, water and ethylene glycol, as a
function of temperature. For all four liquids, the vapor pressure increases as
temperature increases.

Figure 13. Vapor pressure of four common liquids, shown as a function of

temperature (Image Source: http://wps.prenhall.com/wps/media/objects/
3311/3391416/blb1105.html)

Vapor Pressure and Strength of Intermolecular Forces

Consider the Table below on the vapor pressures of the following substances.
How is vapor pressure related to strength of intermolecular forces?
Substance Vapor Pressure at 25oC
Pentane 0.71 atm
Acetone 0.28 atm
Ethyl alcohol 0.08 atm
Water 0.03 atm
Table 3. Vapor pressure of selected substances

Ethyl alcohol and water have very low vapor pressures. Both liquids have the
strong dipole-dipole interaction called hydrogen bonding. Acetone is polar but does
not have H-bonding. Its vapor pressure is of intermediate value. Pentane is a
nonpolar substance, and its vapor pressure is high compared to those of water and
ethyl alcohol.
When liquids evaporate, the molecules have to have sufficient energy to break
the attractive forces that hold them in the liquid state. The stronger these
intermolecular forces are, the greater the amount of energy needed to break them.
For some substances with weak intermolecular forces, the energy requirement
is easy obtained from collisions with other molecules and absorption of energy from
the surroundings. Many molecules can vaporize, resulting in a high vapor pressure.
For molecules with strong intermolecular forces, gathering enough energy may not
be as easy, and register low vapor pressures.

The Idea:
The stronger the intermolecular forces of attraction, the lower the vapor
pressure of a liquid.

Molar Heat of Vaporization (ΔHvap) and Boiling Point

Remember:
The relationship between vapor pressure and strength of intermolecular
forces is consistent with the trends in two other properties of liquids, the enthalpy
or molar heat of vaporization, and the boiling point of the liquid.

Study the given Table below. What do you notice?

Substance ΔHvap (kJ/mol) Boiling Point* (oC)
Argon (Ar) 6.3 -186
Pentane (C5H12) 26.5 36.1
Acetone (CH3COCH3) 30.3 56.5
Ethanol (C2H5OH) 39.3 78.3
Water (H2O) 40.79 100
*Measured at 1 atm
Table 4. Molar heats of vaporization and boiling points of selected substances

Molar Heat of Vaporization and Strength of Intermolecular Forces

The heat of vaporization may be considered a measure of the strength of

intermolecular forces in a liquid. If the intermolecular attraction is strong, it takes
a lot of energy to free the molecules from the liquid phase and the heat of
vaporization will be high.

It is easier to vaporize acetone (lower Hvap) than water (higher Hvap) at a given
temperature, and more acetone escapes into the vapor phase at a given temperature.
Acetone is a polar substance but has no H-bonding. It has weaker intermolecular
forces than water, and therefore acetone molecules are held less tightly to one
another in the liquid phase.

Let’s Put It This Way!

Have you tried rubbing acetone on your hands? Compare what you felt when
water is used. Acetone has a lower ΔHvap than water so that heat from our hands is
enough to increase the kinetic energy of these molecules and provide additional heat
to vaporize them. As a result of the loss of heat from the skin, our hands feel cool.

Boiling Point

The boiling point of a liquid is the temperature at which the liquid converts
into a gas. A liquid boils when its vapor pressure equals the pressure acting on the
surface of the liquid. The boiling point is the temperature at which the vapor pressure
of a liquid is equal to the external pressure. Also, it is the temperature at which liquid
 boils. The boiling point of a liquid when the external pressure is 1 atm is called the
normal boiling point.
The normal boiling point is the temperature at which the liquid converts to
a gas when the external pressure is 1 atm. The normal boiling point of water is 100 oC.

Remember:
The boiling point of a liquid depends on the external pressure. For
example, at 1 atm, water boils at 100oC, but if the pressure is reduced to 0.5 atm,
water boils at only 82oC.

Ext Pressure: 1 atm

VP of water: 1 atm
BP of water: 100oC

Ext Pressure: 0.5 atm

VP of water: 0.5 atm
BP of water: 100oC

Figure 14 Vapor pressure of four common liquids, shown as a function of temperature

(Image Source: http://wps.prenhall.com/wps/media/objects/3311/3391416/blb1105.html)

Boiling Point and Molar Heat of Vaporization

Remember:
The boiling point is directly related to molar heat of vaporization: the higher
ΔHvap, the higher the boiling point.

The boiling points of substances often reflect the strength of the intermolecular
forces operating among the molecules. At the boiling point, enough energy must
be supplied to overcome the attractive forces among molecules before they can
enter the vapor phase.

Water: A Very Unusual Liquid

Water (H2O) is an essential substance to life. It is the most abundant

compound on earth, and comprises about more than 60% of the human body. But it
is also one of the most unusual substances on earth.
I Challenge You!

Can you identify substances other than water that can exist naturally in all
three states? Can you identify some unusual properties of water? Can you explain
why water is said to be one of the most unusual substances on earth?

The Unique Properties of Water

A. Water is a good solvent.
A 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 substances that are
capable of forming hydrogen bonds with water. Gases like oxygen and carbon
dioxide will dissolve in water meaning that some animals do not need to
breathe air in order to respire but they must still be able to absorb oxygen and
excrete carbon dioxide. Water is sometimes called the universal solvent
because it can dissolve so many things.
B. Water has a high specific heat.

Specific heat is the amount of heat or energy needed to raise the

temperature of one gram of a substance by 1oC. The specific heat of water is
1 calorie/g-oC (4.18 J/g-oC), one of the highest for many liquids. Water can
absorb a large amount of heat even if its temperature rises only slightly. To
raise the temperature of water, the intermolecular hydrogen bonds should
break. The converse is also true; water can give off much heat with only a
slight decrease in its temperature. This allows large bodies of water to help
moderate the temperature on earth.

C. The boiling point of water unusually high.

Many compounds similar in mass to water have much lower boiling

points. The strong intermolecular forces in water allow it to be a liquid at a
large range of temperatures.
In the plot on the right, the
broken lines direct one to the
estimated boiling points of HF,
H2O and NH3 if H-bonding was
not present in these three
substances. (Image Source:
http:// www.reasons.org/Media/
Default/Article/articles/water-
designed-for-life-part-2-of-7/
part2-2.png)
Figure 15. Boiling points of Group 14-17 hydrides. The dotted lines direct to the
boiling points of H2O, HF, and NH3 in the absence of H-bonding.

D. Solid water is less dense, and in fact floats on liquid water.

Unlike all other liquids, the molecules in solid water are actually farther
apart than they are in liquid water. When solid water forms, the hydrogen
bonds result in a very open structure with unoccupied spaces, causing the
 solid to occupy a larger volume than the liquid. This makes ice less dense than
liquid water, causing ice to float on water.

Figure 15. The structure of ice.

(Image Source: http://media.wiley.com/Lux/35/168035.image2.jpg)

Explore

To explore and master these concepts, here are some

science laboratory activities prepared for you! Keep going! You
can do it! Enjoy!

Activity Number 1: “The Unique Liquid!”

Objectives:
A. To determine the properties of liquids;
B. To explain how intermolecular forces affect the properties of liquids; and
C. To explain the how the properties of water are related to its structure and
intermolecular forces.

Materials:
liquid samples: water, ethyl alcohol, kerosene three droppers
beakers or glass jars with wide mouth three pieces blade
small piece of wax paper or plastic sheet glass jar
old newspapers to catch drips and spills one-peso coins
plastic straw plastic sheet
salt pepper
sugar talcum powder
Procedure:
Part A: “Liquid and Drops on A Wax Paper”
a. Lay a piece of wax paper flat on the surface of the table.
b. Using a dropper, place a drop of a liquid sample on the wax paper.
Do the same for the two other liquids. Make sure a different dropper
is used for each of the liquid samples to avoid contamination.
c. Observe and record the appearance of the drops of the liquid samples
on wax paper.

Part B: “Liquid and Blade on the Surface”

a. Place some of the liquid samples in a beaker or a wide mouth glass
jar.
b. Carefully place a blade on the surface.
c. Did the blade float on the surface of the liquids? Record observations.

REMINDER:

To be safe throughout the conduct of the science activity, observe

strictly the following PRECAUTIONARY MEASURES:

1. Use the different materials for their intended purposes only for this
activity.
2. Do not play with the materials especially the sharp ones.
3. Dispose the used materials and liquids properly.
4. Do NOT mix the liquids.
5. Never taste the liquids.

Part C: “Drop Me One At A Time!”

a. Fill a small glass jar all the way to the top with water.
b. Add one-peso coin to it. What happened to the level of the water in the
glass jar?
c. Try adding one-peso coins one at a time. What happens to the water in the
jar?
d. Count how many coins can you add without causing the water to overflow.

Part D: “What’s My Shape!”

a. Take some water with a straw and put a few drops on plastic sheet. What
is the shape of the drop?
b. Move a drop around with your straw. Does the drop change?
c. Move one of the drops close to another one with your straw. What happens
when two drops meet?
d. Put a small amount of one of the solids (salt, pepper, sugar, talcum powder)
on one of the drops. Does the shape change?
e. Try this again with the other solids.
Data Analysis:

Part A:
1. How would you describe the appearance of the drops of the liquid samples
on wax paper?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Part B:

1. Did the blade float on the surface of the liquids? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Part C:
1. What happened to the level of the water in the glass jar?
________________________________________________________________________
________________________________________________________________________

2. What happened to the water in the jar when you added more one-peso
coins?
________________________________________________________________________
________________________________________________________________________

3. How many coins were added without causing the water to overflow?
________________________________________________________________________

Part D:

1. What is the shape of the drop of water on the plastic sheet?

________________________________________________________________________

2. What happens when two drops meet?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Complete the Table below:

Solids Added to the Drop Changes the Drop’s Shape

(Yes / No)
Salt
Pepper
Sugar
Talcum powder
Conclusions:

1. What are the properties of liquid?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How do intermolecular forces affect the properties of liquids?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What are the properties of water and how do they relate to its structure
and intermolecular forces?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Did you enjoy performing the science laboratory

activities? I hope so! You are really doing great! That’s
amazing!
 Deepen

To deeply and practically apply our lesson in your

real life situation, do the next task.

Performance Task:
Goal: To draw and explain the relationship of the properties of water to an
environmental phenomenon

Note: On a short bond paper, draw and explain how the property of water
is related to one of the following situations:

a. The role of water in plant nutrition;

b. Environmental pollution;
c. Changing climate and the capacity of bodies of water to act as
temperature buffer: “In summer months this means that water must
absorb a great deal of energy in the form of heat from the sun in order
for the temperature to increase. Since most bodies of water are large
enough not to be significantly affected by the heat from the sun, water
provides an almost constant temperature for the plants and animals
living there. It takes about 4.5 times greater amount of energy to heat
up water than an equal amount of land. Hence, large bodies of water
heat up and cool down more slowly than adjacent land masses.”;
d. Drying up of small water bodies; or
e. Survival of aquatic organisms in temperate countries.

Role: You are a young environmentalist

Audience: Teachers and classmates

Situation: You are invited to give a talk about environmental awareness,
protection, and preservation to help lessen the impacts of
environmental malpractices of some people to humanity and the
world-at-large.

As one of the international awarded environmentalists, you are

expected to show and explain how the properties of water are related
to environmental phenomena.

Product/Performance: Drawing/illustration and an essay showing and

explaining how the different properties of water are connected to
some environmental phenomena which people experience nowadays.

Standard: Criteria for your task is shown in the given rubric on the next page:
 Rubric for Essay: High School

Highly
Proficient Developing Beginning
CRITERIA Proficient SCORE
(3) (2) (1)
(4)
The essay is The essay is The essay is The essay
focused, focused on the focused on topic poorly
Focus/ Main
purposeful, and topic and and includes addresses topic
Point
reflects clear includes few loosely and includes
insight and relevant ideas. related ideas. irrelevant ideas.
ideas.
Persuasively Supports main Supports main Provides little or
supports main point with point with some no support for
point with well- developed underdeveloped the main point
Support developed reasons and/or reasons and/or
reasons and/or examples examples
examples
Effectively Organizes ideas Some Little or no
Organization
organizes ideas to build an organization of organization of
& Format
to build a argument ideas to build ideas to build
(Paragraphs,
logical, coherent an argument an argument
Transitions)
argument
Effective and Appropriate use Some use of Little or no use
Language creative use of of elements of elements of of elements of
Use, Style & elements of style Uses style Contains style Many
Conventions style to enhance correct frequent errors errors in
(Sentence meaning Uses grammar, in grammar, grammar,
structure, correct spelling, and spelling, and spelling, and
word choice, grammar, punctuation punctuation punctuation,
grammar, spelling, with few errors makes reader’s
spelling, punctuation comprehension
punctuation) throughout with difficult
very few errors
Distinctive Sufficient Very little No
experimentation experimentation experimentation experimentation
with language with language to enhance nor
Originality and usage to and usage to concepts Does enhancement of
(Expression enhance enhance not exhibit concepts No
of the theme concepts concepts creativity adherence to
in a creative Applies higher Applies basic the theme
way) order thinking creative skills to
and creative relay ideas
skills to relay
complex ideas

Adapted from https://www.kpu.ca/sites/default/files/NEVR/High%20School%20Rubrics.pdf

 Rubric for Artwork: High School

Highly Proficient Proficient Developing Beginning

CRITERIA SCORE
(4) (3) (2) (1)
The artwork shows The artwork The artwork The artwork
outstanding shows average shows below shows poor
Craftsmanship/
craftsmanship, craftmanship average craftmanship
Skill
with clear and attention craftmanship and no
(Neatness,
attention to detail. to detail. and little attention to
precision, care)
attention to detail.
detail.
The artwork is The art work is The artwork The artwork
Understanding planned carefully; planned shows little shows no
(Demonstration understanding of adequately; evidence of understanding
that all concepts and understanding understanding of the
instructions instructions is of some the concepts concepts and
and concepts clearly shown. concepts and and instructions.
are understood) instructions instructions.
shown.
The artwork The artwork The artwork The artwork
Creativity/ demonstrates demonstrates demonstrates lacks evidence
Originality original personal an average little personal of personal
(Inventiveness, expression and amount of expression expression.
expression of outstanding personal and problem-
ideas and problem-solving expression. solving skills.
imagination) skills.

Adapted from https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=Q3X9A4&

Gauge

You are now on the last part of your module. To

assess how much you have understood the lesson, you are
asked to answer a 15-point Multiple Choices type of test.
Keep going! Good luck!

Direction: Write the CAPITAL letter of the correct answer on a separate paper.
(15 points)

1. What is called as the amount of energy required to stretch or increase the

surface of a liquid by a unit area?
A. adhesion B. capillarity C. cohesion D. surface tension
2. What type of force is required to increase the surface area of a liquid?
A. intermolecular B. intramolecular C. normal D. tension
 3. What is referred to as the energy (usually in kilojoules) required to vaporize 1
mole of a liquid at a given temperature?
A. molar heat of deposition B. molar heat of vaporization
C. molar heat of condensation D. molar heat of sublimation
4. How is surface tension expressed?
A. dynes/cm B. erg/cm-s
C. kilogram/cm-s D. newton/cm
5. Which of the following substances has the HIGHEST boiling point?
A. acetone B. ethanol C. ethyl alcohol D. water
6. Which of the following statements BEST describes capillary action?
A. It is the tendency of a fluid to rise in narrow tubes or be drawn into small
openings.
B. It is the tendency of a fluid to rise in wide tubes or be drawn into large
openings.
C. It is the tendency of a liquid to rise in narrow tubes or be drawn into
small openings.
D. It is the tendency of a liquid to rise in wide tubes or be drawn into large
openings.
7. Which type of force between the tube and the liquid will allow the liquid to
exceed its weight?
A. adhesion B. cohesion C. gravity D. weight
8. When does a liquid have high surface tension? When it has _____.
A. high intermolecular force B. high intramolecular force
C. low intermolecular force D. low intramolecular force
9. How is temperature related to the viscosity of a liquid?
A. direct B. equal C. inverse D. none
10. How does temperature affect the vapor pressure of water?
A. directly B. equally D. inversely D. none
11. How can the vapor pressure of a liquid be INCREASED?
A. When the intermolecular forces of attraction are low.
B. When the intermolecular forces of attraction are high.
C. When the intramolecular forces of attraction are low.
D. When the intermolecular forces of attraction are high.
12. How can a concave meniscus of a liquid be formed?
A. When the adhesive forces between the liquid molecules are lesser than the
cohesive forces between the liquid and the walls of the container.
B. When the adhesive forces between the liquid molecules are greater than the
cohesive forces between the liquid and the walls of the container.
C. When the cohesive forces between the liquid molecules are lesser than the
adhesive forces between the liquid and the walls of the container.
D. When the cohesive forces between the liquid molecules are lesser than the
adhesive forces between the liquid and the walls of the container.
13. How can molecules with sufficient energy break the attractive forces that hold
them in the liquid state? When liquids _____.
A. condense B. evaporate C. freeze D. sublime
14. Why do solid water float in liquid water? When solid water forms, the _____
bonds result in a very _____ structure with unoccupied spaces,
causing the solid to occupy a larger volume than the liquid.
A. ionic - closed B. ionic - open
C. hydrogen - closed D. hydrogen open
15. How will you explain compounds with relatively high vapor pressure?
A. They have low boiling points and weak intermolecular forces.
B. They have high boiling points and weak intermolecular forces.
C. They have low boiling points and strong intermolecular forces.
D. They have high boiling points and strong intermolecular forces.

Congratulations!!! You did very well in this module!!!

Answer Key
References

A. Books
Buthelezi, Thandi, Laurel Dingrando, Nicholas Hainen, Cheryl Wistrom, and Dina
Zike. Chemistry Matter and Change. Quezon City, Metro Manila: Phoenix
Publishing House, Inc. 2013.

Ilao, Luciana V., Bettey M. Lontoc, and Edwehna Elinore S. Paderna-Gayon.

General Chemistry 1. Sampaloc, Manila: Rex Book Store, Inc. 2017.

B. Government Publications
Commission on Higher Education. Teaching Guide for Senior High School General
Chemistry 2. n.d.

Commission on Higher Education. Teaching Guide for Senior High School Physical
Science. n.d.

C. Online and Electronic Sources

“Adhesion vs. cohesion.” Accessed December 29, 2020.
https://www.diffen.com/difference/Adhesion_vs_Cohesion
“Capillary action and water.” Accessed December 29, 2020.
https://www.usgs.gov/special-topic/water-science-school/science/capillary-
action-and-water?qt-science_center_objects=0#qt-science_center_objects. nd.
“Rubric for essay: high school.” Accessed January 7, 2021.
https://www.kpu.ca/sites/default/files/NEVR/High%20School%20Rubrics.pdf

“Surface tension.” Accessed December 29, 2020.

https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Tex
tbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Physic
al_Properties_of_Matter/States_of_Matter/Properties_of_Liquids/Surface_Tension.
2020.

“Surface tension.” Accessed December 28, 2020. http://hyperphysics.phy-

astr.gsu.edu/hbase/surten.html. 2020.

“Vapor Pressure.” Accessed December 29, 2020.

https://wps.prenhall.com/wps/media/objects/3311/3391416/blb1105.html