School: Benigno “Ninoy” S.

Aquino High School- Integrated SHS Grade Level: 11

GRADE 11 Teacher: Analyn A. Vinoya Learning Area: General Chemistry 2
DAILY LESSON LOG Teaching Dates and
Time: April 11, April 15, April 16, April 18, 2024 Quarter: 4th
DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the:

1. Formation of the elements during the Big Bang and stellar evolution
2. Distribution of the chemical elements and the isotopes in the universe
Performance The learners should be able to make a creative representation of the historical development of the atom or the chemical element in a timeline
Standards
Most Essential The learners shall be able to:
Learning 1. Use the kinetic molecular model to explain properties of liquids and solids (STEM_GC11IMFIIIa-c-99)
Competencies 2. Describe and differentiate the types of intermolecular forces (STEM_GC11IMFIIIa-c-100)
3. 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)
4. Explain the properties of water with its molecular structure and intermolecular forces (STEM_GC11IMFIIIa-c-103)
D. Enabling
Competencies

Kinetic Molecular Model of Liquids and Solids Types of Intermolecular Forces The Properties of Liquids The Unique Properties of Water
II. CONTENT

III. LEARNING RESOURCES

A. References
References
Teacher’s Guide
Pages
Learner’s Material
Pages
Textbook Pages
B. Additional
 Materials from
Learning
Resources

IV. PROCEDURES

A. Introduction Learning Objectives:

What I need to At the end of the lesson, the learners will be
know? able to:
A. What’s new? • compare the properties of liquids and solids
with those of gases
• apply the kinetic molecular theory to
describe liquids and solids
B. Development Vocabulary
What I know?
What’s in? Phase -A homogeneous part of a system in
B. What is it? contact with other parts of the system, but
separated from t h e s e
other parts by well-defined boundaries.
Condensed phases - Liquids and solids
Intermolecular forces are attractive forces
between molecules.
Intramolecular forces hold atoms together in
a molecule.
MOTIVATION
Roleplay of the three physical states – solid,
liquid, gas.
The activity involves the students acting as
particles (or molecules) and they will present
their behavior and positions relative to each
other in the solid, liquid and gaseous state.
Divide the class into three groups. Assign
one group to act out the solid, the second as
liquid and the third one as gas. Give the
Recall:
Molecular Geometry, Determining
Polarity, Bond Dipole, Dipole Moment
Activity:
Ask the students to
1. draw the Lewis structures of the
following molecules with the correct
shape around the central atom;
2. indicate each bond’s polarity by
drawing an arrow to represent the bond
dipole along each bond;
3. determine the molecule’s polarity and
indicate this with an arrow to represent
the dipole;
4. circle their choice in each box to mark
the molecule as polar or nonpolar
Hands-on activity
Suggested liquids to use: Water, ethanol,
acetone.
Questions to investigate:
1. How many drops of liquid can a 1-peso coin
hold?
2. How long will it take for one drop of a liquid
to evaporate?
Directions:
Tell the students to work in groups of three
members. One of the members will act as the
recorder of data.
2. Give each student a data sheet for their
results.
3. Give each group 4 labeled small vials
containing each of the liquids.
4. Using the first 4 coins, have the students drop
each liquid on a 1-peso coin and count the
number of drops the coin can hold.
5. Then on the next 4 coins, put a drop of the
liquid and determine how much time it takes
 students 3 minutes to
discuss among themselves how to act the
assigned state, and 2 minutes to act it. One
member of the group will
explain their act.
C. Engagement INSTRUCTION
What’s more? Kinetic Molecular Theory of Liquids and
What I can do? Solids
C. What other
enrichment can I A. Small Group Discussion
engage in? Group the students with three or four
members in each group. One member acts as
the recorder and
note-taker.
Questions for Small Group Discussion
Using the roleplays carried out by the class
at the motivation part, and the following
illustration of solid,
liquid and gas, answer the questions that
follow.
1. Compare the properties of gases, liquids,
and solids in terms of distances and
arrangement of their molecules.
a. Compare the distances among molecules
in the gas, liquid and solid and rank the
one
drop to evaporate.
6. Let the students write their results on the
board for comparison with the results of the
class.
Comprehensive Instruction Comprehensive Instruction:
Intermolecular forces are the forces that bind
Intermolecular Forces two molecules together. Physical properties are
1. Difference of intramolecular forces affected by the strength of intermolecular
and intermolecular forces. forces.
The order of increasing strength of
intermolecular forces is a follows:
2. Types of intermolecular forces.
 Ion-dipole forces exist between ions
and polar (dipole) molecules. The ion
is attracted to the part of the
molecule that has an opposite charge
to its own.
 Ion-induced dipole forces exist
between ions and non-polar
molecules. An ion induces a dipole in
the non-polar molecule.
 Dipole-dipole forces exist between
two polar (dipole) molecules. Physical properties commonly discussed when
phases in increasing
distance between particles.
b. Describe the characteristic movement of
the particles of gas, liquid and solid.
c. How are the molecules of gas, liquid and
solid arranged?
d. Arrange the three phases of matter in
order of increasing volume of empty space
between its molecules.
e. Identify the property of matter that
corresponds to the molecular behavior.
e. Prepare a comparison table similar to one
which will be shown in the ppt presentation
to summarize the results of the small group
discussion.
B. Hands on Activity
Hands-on activity
Suggested liquids to use: Water, ethanol,
acetone.
Questions to investigate:
1. How many drops of liquid can a 1-peso
coin hold?
2. How long will it take for one drop of a
liquid to evaporate?
Directions:
Tell the students to work in groups of three
members. One of the members will act as
the recorder of data.
2. Give each student a data sheet for their
results.
3. Give each group 4 labeled small vials
containing each of the liquids.
 Dipole-induced dipole forces exist
between a polar molecule and a non-
polar molecule.
 Induced dipole forces exist between
two non-polar molecules.
Collaborative Activity
Work in groups of 3 to 4 to complete the
table below:
relating to IMFs in pure substances are:
 Viscosity - thickness of a liquid when it
comes to fluid flow
 Surface tension - measured as the energy
required to increase the surface area of a
liquid by a unit of area; results from an
imbalance of intermolecular attractive
forces, the cohesive forces between
molecules:
 Melting and boiling points - when
molecules go from solid to liquid or liquid
to gas.
 Vapor pressure - the pressure exerted by
gases onto the walls of the container
The core principle is that the stronger the IMFs
in the sample of molecules, the more
strongly they interact, which means they
stick together more.
That leads to the following trends:
 Stronger IMF →Higher viscosity
 Stronger IMF →Higher surface tension
 Stronger IMF →Higher melting and
boiling points (harder to melt and boil)
 Stronger IMF →Lower vapor pressure
(harder to boil)
 4. Using the first 4 coins, have the students
drop each liquid on a 1-peso coin and count
the
number of drops the coin can hold.
5. Then on the next 4 coins, put a drop of the
liquid and determine how much time it takes
one
drop to evaporate.
6. Let the students write their results on the
board for comparison with the results of the
class.

D. Assimilation Discuss the results of the activity. Discussion of Activity. Written Output 2.3
What I have 1. Ask the students to share the results of Lewis Structures and Molecular
Learned? their experiment. Let them compare their Geometry
D. What I can do? results with those of
their classmates for 2 minutes. (See Attachment)
2. Ask the students the following questions:
a. Which molecules can hold more drops on
the coin?
b. Which molecules took longer to evaporate?
c. Are the molecules that can hold the lesser
number of drops the same as the molecules
that took less
time to evaporate?
d. Based on the formula and geometries of
the substances, are the molecules that can
hold more drops on the coin polar or
nonpolar? What about those that took longer
to evaporate?

VI. REFLECTION

A. No. of learners
 who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

Analyn A. Vinoya Randy O. Salentes, EdD

Teacher II MTI/SGH-STEM