February 21, 2020: Intermolecular Forces

February 21, 2020
SEMI-DETAILED LESSON PLAN IN PHYSICAL SCIENCE
8:45 – 9:45 Grade 12 – WUNDT

11:00 – 12:00 Grade 12 - SOCRATES
2:00 – 3:00 Grade 12 – STRAWBERRY
I. Objectives
A. Content Standard: The learner demonstrates understanding of how the uses of different
materials are related to their properties and structures.
B. Performance Standard:
C. Learning Competencies: The learners:
1. Explain how the uses of the following materials depend on their
properties:
a. medical implants, prosthesis
b. sports equipment
c. electronic devices
d. construction supplies for buildings and furniture
e. household gadgets
2. Explain how the properties of the above materials are determined
by their structure
D. Competency Code : S11/12PS-IIId-e-20
S11/12PS-IIId-e21
II. Subject Matter
A. Content : How the properties of matter relate to their chemical structure
B. References:  K12 Basic Education Curriculum Senior High School
Curriculum Guide
 Teaching Guide for Senior High school Physical Science by
CHED in collaboration with Philippine Normal university
 Physical Science by Helen E. Caintic, Ph.D.
C. Materials: PowerPoint presentation, laptop, television, chalk, board, picture,
III. Procedure
A. Preparatory Activities
1. Review  The learners will be asked about their past learnings on the
previous topic (intermolecular forces) but it is going to be in
a form of a game (4pics 1word). Words to review are:
Vapor, Melting Point, Solubility, Surface Tension
 What are the effects of intermolecular forces on the properties of
substances?
2. Motivation *First guide question
The teacher shows the class a single strand of walis tingting. Ask for
its uses and encourage creative answers. This can be a fun interactive
activity for the class.
Next, show a bundle of walis tingting and ask the learners its uses. At
the end of the activity, help the learners realize that the structure of
a material relates to its properties and eventual uses.
CONCEPT BRIDGING: the teacher must give the learners an idea that
everybody may employ engineering in daily materials that they use.
B. Developmental Activities
(Note: May always have Individual, Pair, and Peer Activities)
1. Activity *Second guide question
GROUP ACTIVITY # 1: STRING ENGINEERING
 Present a dilemma to learners of making a piece of string
strong enough to lift a 3 kg weight. On its current state, the
string can only lift a portion of the weight before it breaks.
 The learners need to figure out how to make it stronger.
 Time limit: Project making: 10 minutes
 Give the learners several material options to work:
1. More string (maximum amount of 6 meters) - learners may
opt to braid
February 21, 2020
2. Tape (maximum of 3 meters) - learners can wrap the string

with it
3. Glue (maximum of 1/2 cup) – learners may try to stiffen the
string
4. Rubber bands (10 pieces) - learners may try to mix materials
5. Others
 The learners can do various things with the string. The
only limitation is that they must make the string strong enough
to lift a 3 kg weight and that it must be at least 1/2 meter in
length.
 The initial string can be yarn, pisi, thin twine, paper
twine, etc. as long as it is a weak string that the learners can
“engineer” to make stronger. The weight may also be changed
to practical objects such as a heavy pot that needs to be hanged,
etc.
CONCEPT BRIDGING: The teacher must be abe to eplain to

the learners that when the structure of materials are adjusted or
engineered the properties and the uses are changed as well.
*third guide question

GROUP ACTIVITY # 2 GallerRealia WALK
*the class will ten again be grouped to 5
*a leader, reporter and a documenter will first be seleted in the
group
*rules will be set properly first
The learners will then be again grouped into 5. They will be
asked to roam by group and to the corresponding group of
pictures and some realia (medical implants, prosthesis, sports
equipment, electronic devices , construction supplies for
buildings and furniture, household gadgets) strategically
scattered around the classroom. After the gallery walk the
students wil be tasked to discuss among themselves using the
folowing guide questions/requirements, eachgroup will be given
realias/ set of pictures to work on
 Ask the learners to find the following:
- chemical formula of the material
- structure of the material
- properties and uses
- how the material is manufactured
- historical development (if available)
*after the brainstorming, the groups will have to present their
outputs and report it in front of the class and will also be
processed by other groups
 CONCEPT BRIDGING: the teacher shoud be able to supply

lacking and needed information after each group discusses
their findings
The learners will have to analyze and rationalize these GUIDE
2. Analysis QUESTIONS presented before each activity:
 Do you believe that everybody practices engineering?
 As students, will you be able to engineer materials and its
uses?
 When engineering is applied does it always alter the
properties and uses of the resulting material?
February 21, 2020
*In a mini discussion the teacher should be able to summarize

3. Abstraction the topic by making students answer the question:
 What are the various materials that have been engineered
throughout history and improved the way we do things?
 How does chemistry played an important role in the
understanding and development of these materials?
 In the engineering and restructuring of materials, does
the property always change?
 And what happens to the result?
 Does it become helpful to society or not?
(In this concept building part of the lesson the teacher may
present other information not included during the activities.)
Show a video clip about Filipino inventors. Have the learners watch a
4. Application video about: Filipino Inventor Plastic to Fuel
(https://www.youtube.com/watch?v=YMIQCEuNIpE)
ASK:
 What realization can they get from the video?
 Does the property of a material determine its structure?
 Do finding new inventions and innovative ways improve the
way we do things in everyday life?
FILLING THE TABLES
IV. Evaluation In a ½ sheet of paper the class will be completing a table flashed
on the screen and as follows:
MATERIALS SPECIFIC EX. PROPERTY USES
medical
implants,
prosthesis
sports
equipment
electronic
devices
construction
supplies for
buildings and
furniture
household
gadgets
V. Assignment Study on the biological macromolecules.
VI. Remarks Not executed because I am in official travel to Division Office.
Prepared by:
JUNEDINE MITZE P. QUINONES

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February 21, 2020

SEMI-DETAILED LESSON PLAN IN PHYSICAL SCIENCE

8:45 – 9:45 Grade 12 – WUNDT

2. Tape (maximum of 3 meters) - learners can wrap the string

CONCEPT BRIDGING: The teacher must be abe to eplain to

*third guide question

 CONCEPT BRIDGING: the teacher shoud be able to supply

*In a mini discussion the teacher should be able to summarize

V. Assignment Study on the biological macromolecules.

VI. Remarks Not executed because I am in official travel to Division Office.

JUNEDINE MITZE P. QUINONES

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