LEARNING ACTIVITY SHEET

GRADE QUARTER / DOMAIN WEEK &

LC CODE
LEVEL 1st QUARTER/Intermolecular DAY NO.
STEM_GC11MF-
GRADE 11 Forces and Liquids and WEEK 1
STEM Solids DAY 1 IIIa-c-99

Name : __________________________________ Strand & Section: _____________

TOPIC: Kinetic Molecular Model of Liquids and Solids

LEARNING COMPETENCY: Use the kinetic molecular model to explain properties
of liquids and solids
Activity No. 1
Kinetic Theory of Matter

I. OBJECTIVES

1. Compare the properties of solids, liquids and gases;

2. Describe the molecular structure of solids, liquids and gases relating their
properties to the forces and distances between molecules.

II. LESSON OVERVIEW

The kinetic theory of matter is a principle which is used to understand why

matter occurs in various phases like solid, liquid and gas as well as how matter
can transition from one phase to another. It describes the microscopic
properties of molecules and their interactions that lead to observable
macroscopic properties such as pressure, volume and temperature. The kinetic
theory of matter states that particles are too small to be seen, they have mass
and are always moving, they can join together to make larger particles, there
are spaces between them, a change in phase may occur when the energy of
the gas particles is changed, and forces hold them together to stop them from
separating.

III. A.MATERIALS

Pen and paper

B. REFERENCES

Commission on Higher Education in collaboration with Philippine Normal

University (2016). Teaching Guide for Senior High School General
Chemistry 2, Commission on Higher Education K to 12 Transition Program
 Management Unit Office, 4th Floor, Commission on Higher Education, C.P.
Garcia Ave., Diliman, Quezon City pp 18-19

Glencoe (2005). Chemistry Matter and Change. McGraw-Hill Companies,

Inc.

Yong, Loo Wan and Wai Loo Kwok (2007), Science in Focus: Physics “O”
Level, 2nd Edition theory Workbook, Pearson Education South Asia Pte L,
23/25 first Lok Yang road, Singapore 629733

https://cnx.org/contents/nlbuLA-c@4.3:fPCBlrlH@7/States-of-matter-and-
the-kinetic-molecular-theory

IV. PROCEDURE

1. Study the figure below.

2. From the given figure, compare the properties of gases, liquids, and solids
in terms of distances and arrangement of their molecules by completing
the table below:
Molecular behavior
Properties of Matter
solid liquid gas

Volume/shape

Density

Compressibility

Forces between molecules

Motion of molecules
V. ANALYSIS

Q1. How are the molecules of solid, liquid and gas arranged?

________________________________________________________________________
________________________________________________________________________

Q2. Describe the characteristic movement of the particles of solid, liquid

and gas and arranged them in increasing motion of the particles.

________________________________________________________________________
________________________________________________________________________

Q3. Which property of matter corresponds to the molecular behavior?

________________________________________________________________________
________________________________________________________________________

Q4. Compare the distances among molecules in solid, liquid and gas and
rank them in increasing distance between particles?

________________________________________________________________________
________________________________________________________________________

Q5. What happens to the motion of molecules when temperature

increases?

________________________________________________________________________
________________________________________________________________________

VI. GENERALIZATION

Compare the molecular behavior of solid, liquid and gas in terms of their
properties.

VII. APPLICATION
Suppose you fill a container with steam and then seal the container.
When the steam in the container changes to liquid water at room temperature,
will the container still be full? Explain your answer.
VIII. ENRICHMENT ACTIVITY
Design an experiment that provides evidence of the random movement
of molecules in either liquid or a gas. Refer to the rubrics below.
Exceeds Standard Meets Standard Nearly Meets Does Not Meet
(5) (4) Standard Standard
(3) (2)
Title Page Contains: Title, Missing 1 component Missing 2 – 4 Missing more than
Your Name, Teacher’s components 4 components
Name, Course Period,
Date, neatly finished-no
errors
Question Clear and concise Identifies the Identifies only part The question is not
problem question in an of the question, but testable no
stated that is testable. unclear manner, but is still testable matter how clear
is still and concise
testable. the question is.
Hypothesis Follows “if…then… Follows “if…then… Follows “if…then… Follows “if…then…
because” format. because” format. because” format. because”
Is related to the question. Is related to the Is related to the format. Is related
Clearly defines controls vs. question. Defines question. Defines to the question.
variables in “if” portion. controls vs. variables controls vs. Defines controls
Predicts with correct facts. in “if” portion in an variables in “if” vs. variables in
unclear manner. portion in an “if” portion in an
Predicts with correct unclear manner. unclear manner.
facts Predicts with some Predicts with no
facts. facts
Materials Lists all materials and Lists most materials Lists some of the Lists wrong
equipment. and equipment. materials & materials or
equipment. equipment.
Procedure Lists all steps in a detailed, Lists all steps in a Lists all steps in a Lists steps in an
sequential order that are sequential order that sequential order that are
easily are not easily order that are not not sequential, not
followed. All safety followed. All safety easily followed. easily followed, or
precautions and precautions and All safety incomplete.
warnings are provided. warnings are precautions and Some safety
Provides diagrams of all set provided. warnings are precautions and
ups. Provides diagrams of missing. Provides warnings are not
all set ups. some diagrams of provided. Provides
set ups some diagrams of
set ups.
Results All data is recorded and All data is recorded All data is recorded Incorrect data is
organized in a clear and organized in a and organized in a provided
manner. clear manner. clear manner. regardless of
All visible observations are All visible Visible observations inclusion or
provided. observations are are missing. presentation of all
Complete and correct provided. Analysis of Analysis of data is other criteria
analysis of data is data is provided provided with a
provided. Errors of with a few errors. few errors. Errors of
Experimentation are Errors of experimentation
provided. experimentation are are provided.
provided.
Conclusion Restates the hypothesis, Restates the Supports or refutes Does not address
supports or refutes it and hypothesis and the hypothesis the hypothesis
explains the role of the test supports or refutes it without restating it
in making the decision
 LEARNING ACTIVITY SHEET
GRADE QUARTER / DOMAIN WEEK &
LC CODE
LEVEL 1st QUARTER/Intermolecular DAY NO.
STEM_GC11IMFIIIa-
GRADE Forces and Liquids and WEEK 1
c-100
11 STEM Solids DAY 2

Name: __________________________________ Strand & Section: _____________

TOPIC: Intermolecular Forces

LEARNING COMPETENCY: Describe and differentiate the types of intermolecular
forces.
Activity No. 2
Intermolecular Forces

I. OBJECTIVES

1. Describe and differentiate the types of intermolecular forces;

2. Identify the type of IMF of a given molecule.

II. LESSON OVERVIEW

Intermolecular forces are the attractive and repulsive forces that arise
between the molecules of a substance. These forces mediate the interactions
between individual molecules of a substance. These forces also serve to hold
particles close together and are mainly responsible for the physical
characteristics of the substance. Intermolecular forces have various types:
London dispersion forces, dipole-dipole forces, hydrogen bonding and ion-
dipole forces.

III. A. MATERIALS

Pen and paper

B. REFERENCES:

Brown, Theodore, et.al. (2012). Chemistry The Central Science. 12 th Edition,

Pearson Education Inc. Pearson Prentice Hall, United States of America

Commission on Higher Education in collaboration with Philippine Normal

University (2016). Teaching Guide for Senior High School General
Chemistry 2, Commission on Higher Education K to 12 Transition Program
 Management Unit Office, 4th Floor, Commission on Higher Education, C.P.
Garcia Ave., Diliman, Quezon City

Glencoe (2005). Chemistry Matter and Change. McGraw-Hill Companies,

Inc.

Glencoe (2005) Chemistry Matter and Change Science Notebook,

McGraw-Hill Companies, Inc.

IV. PROCEDURE

1. Study the figure below.

2. Describe the types of intermolecular forces based from the given figure.
Type of IMF Description

London Dispersion forces

Dipole-dipole forces

Hydrogen bonding

Ion-dipole forces
V. ANALYSIS

Q1. Explain intermolecular forces?

________________________________________________________________________
________________________________________________________________________

Q2. How can you identify the type of IMF?

________________________________________________________________________
________________________________________________________________________

Q3. Is dispersion forces found in all substances?

________________________________________________________________________
________________________________________________________________________

Q4. How do the strengths of these forces increases?

________________________________________________________________________
________________________________________________________________________

VI. GENERALIZATION

How can you identify and predict the type of IMF to a molecule?

VII. APPLICATION

When you have open wound, you tend to cover it with adhesive
bandage. Explain how adhesive bandage works.

VIII. ENRICHMENT ACTIVITY

Identify the type of IMF between molecules in each of the following

species.

Molecules Type of IMF

1. HBr and HBr

2. Cl2 and Cl2

 3. C6H6 and C6H6

4. CH3CH3 and CH3CH3

5. LiF in H2O

6. CBr4 and CBr4

7. NH4NO3 in H2O

8. NH3 and NH3

9. HF and HF

10. H2S and H2S

Prepared by:
ALBERT M. RAMOS
MT II, Zaragoza NHS-SHS

Checked by:
ROSEMARIE Z. BURAYAG
EPS I, Science
 LEARNING ACTIVITY SHEET
GRADE QUARTER / DOMAIN WEEK &
LC CODE
LEVEL 1st QUARTER/Intermolecular DAY NO.
STEM_GC11IMFIIIa-
GRADE Forces and Liquids and WEEK 2
c-102-103
11 STEM Solids DAY 1
Name: __________________________________ Strand & Section: _____________

TOPIC: Properties of liquids and IMF

LEARNING COMPETENCY: Describe the 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; Explain the
properties of water with its molecular structure and intermolecular force

Activity No. 3
Properties of Liquids and IMF
I. OBJECTIVES

1. Describe the properties of liquids.

2. Explain the effect of IMF on the properties of liquids.

II. LESSON OVERVIEW

Liquids are made up of particles that are close to each other in which
they move limitedly and only travel at a short distance before they collide to
each other and change the direction of motion. Since they cannot move freely
at far distances they just slide on top of one another and flow. This ability to flow
take the shape of container and occupy a fixed volume. As they occupy a
fixed volume, the particles are attracted to each other and joined by the
intermolecular forces. The presence of intermolecular forces exist between
molecules of liquids results in the special properties of liquids such as cohesion,
adhesion, surface tension, viscosity, vapor pressure and boiling point, and molar
heat of vaporization.

III. A.MATERIALS

Pen and paper, cup of water, medicine dropper, peso coin (cleaned and
rinsed well)

B. REFERENCES
Ayson, Marissa and De Borja, Rebecca (2016). General Chemistry 2
Textbook for Senior High School. Department of Education and Vibal
Group Inc. Araneta Avenue, Quezon City
 Brown, Theodore, et.al. (2012). Chemistry The Central Science. 12 th Edition,
Pearson Education Inc. Pearson Prentice Hall, United States of America

Commission on Higher Education in collaboration with Philippine Normal

University (2016). Teaching Guide for Senior High School General
Chemistry 2, Commission on Higher Education K to 12 Transition Program
Management Unit Office, 4th Floor, Commission on Higher Education, C.P.
Garcia Ave., Diliman, Quezon City

National Science Foundation and Interagency Education Research

Initiative Science IDEAS Project Grant #0228353

III. PROCEDURE

1. Place the one-peso coin on a flat surface.

2. Fill the medicine dropper with water from the cup.
3. Carefully drop water from the medicine dropper onto the coin one drop
at a time, counting each drop.
4. Record the number of drops,
5. Repeat the experiment with the same coin two or more times, recording
the final number of drops each time.

Trial Number of Drops

1
2
3
Total
Average

IV. ANALYSIS:

Q1. Explain the forces caused the drops to stick to each other and to the
coin.
________________________________________________________________________
________________________________________________________________________

Q2. What factors contributed to being able to pile a large number of

drops on a coin without spilling?
________________________________________________________________________
________________________________________________________________________
 Q3. What finally happened to cause the water to stop sticking to the
penny?
________________________________________________________________________
________________________________________________________________________

V. GENERALIZATION

How do the intermolecular forces affect the properties of liquids?

VI. APPLICATION

Acetone is a product used as a nail polish remover and paint remover. At

a given temperature, it is easier to vaporize than water. Why is this so?

VII. ENRICHMENT ACTIVITY

The boiling points, surface tensions, and viscosities of water and several
alcohols are as follows:

Boiling Surface Tension Viscosity

point (ºC) (J/m2) (kg/m-s)
Water, H2O 100 7.3X10-2 0.9X10-3
Ethanol, CH3CH2OH 78 2.3X10-2 1.1X10-3
Propanol, CH3CH2CH2OH 97 2.4X10-2 2.2X10-3
n-Butanol, CH3CH2CH2CH2OH 117 2.6X10-2 2.6X10-3
Ethylene glycol, HOCH2CH2OH 197 4.8X10-2 26X10-3

1. For ethanol, propanol, and n-butanol the boiling points, surface tensions,
and viscosities all increase. What is the reason for this increase?
2. How do you explain the fact that propanol and ethylene glycol have
similar molecular weights (60 versus 62 amu), yet the viscosity of ethylene
glycol is more than 10 times larger than propanol?
3. How do you explain the fact that water has the highest surface tension
but the lowest viscosity?

Prepared by:
ALBERT M. RAMOS
MT II, Zaragoza NHS-SHS

Checked by:
ROSEMARIE Z. BURAYAG
EPS I, Science
 LEARNING ACTIVITY SHEET
GRADE QUARTER / DOMAIN WEEK &
LC CODE
LEVEL 1st QUARTER/Intermolecular DAY NO.
STEM_GC11IMFIIIa-
GRADE 11 Forces and Liquids and WEEK 2
c-104
STEM Solids DAY 2
Name: __________________________________ Strand & Section: _____________

TOPIC: Crystalline and Amorphous Solid

LEARNING COMPETENCY: Describe the difference in structure of crystalline and
amorphous solids
Activity No. 4
Crystalline and Amorphous Solid

I. OBJECTIVES

1. Describe the difference in structure of crystalline and amorphous solids;

2. Construct sample unit cells of crystalline structure.

II. LESSON OVERVIEW

Solid is a state of matter in which particles remain in a fixed location

relative to the surrounding particles. The particles are not free to move from one
another but they vibrate in place. Solids whose particles are arranged in regular
geometric patterns are called crystalline solids. Crystalline solids have definite
patterns that repeat themselves in solid crystals which called as unit cells.
Among the examples of crystalline solids are salt, sugar and precious stones
used in jewelry. However, there are solids which particles are not arranged in a
regular geometric pattern, they are called amorphous solid or super cooled
liquids. Some examples of these amorphous solids are glass, rubber, and some
plastics.

III. A.MATERIALS
60 pieces Cotton swabs, glue stick, scissor

B. REFERENCES:

Ayson, Marissa and De Borja, Rebecca (2016). General Chemistry 2

Textbook for Senior High School. Department of Education and Vibal
Group Inc. Araneta Avenue, Quezon City
 Commission on Higher Education in collaboration with Philippine Normal
University (2016). Teaching Guide for Senior High School General
Chemistry 2, Commission on Higher Education K to 12 Transition Program
Management Unit Office, 4th Floor, Commission on Higher Education, C.P.
Garcia Ave., Diliman, Quezon City

Glencoe (2005). Chemistry Matter and Change. McGraw-Hill Companies,

Inc.

IV. PROCEDURE

1. Get 12 pieces of cotton swabs. Connect each end forming a 90º angle
using a glue stick.

2. Deform the cube made in step 1 until no angles are 90º. This is the model
for a rhombohedral crystal.

3. Get 31 pieces of cotton swabs. Form 2 cubes using 24 pieces of cotton

swabs. Flatten each cube until it looks like a pie. Stick the remaining 7
cotton swabs on each point of a flatten cube to form a hexagonal crystal
model.

4. To model a tetragonal crystal, get 8 pieces of cotton swabs. Cut the 4

pieces in half. Stick the eight shorter pieces to four square ends. Use the 4
long cotton swabs to connecct the square ends.

5. For an orthorombhic crystal, get 8 pieces of cotton swabs. Cut 1/3 off the
four cotton swabs. Stick the four long, four medium and four short pieces
so that each side is a rectangle.

6. For the monoclinic crystal, deform the model from step 4 along one axis.

7. To model the triclinic crystal, deform the model from step 5 until it has no
90º angles.

8. Get a picture of each crystal unit cell model.

V. ANALYSIS

Q1. Which two models have three axes of equal length? How do these
models differ?

________________________________________________________________________
________________________________________________________________________

Q2. Which model includes a square and rectangle?

________________________________________________________________________
________________________________________________________________________

Q3. Which models have three unequal axes?

________________________________________________________________________
________________________________________________________________________

Q4. Do you think crystals are perfect or do they have defects?

________________________________________________________________________
________________________________________________________________________

Q5. Describe the difference between crystalline solid and amorphous

solid.

________________________________________________________________________
________________________________________________________________________

VI. GENERALIZATION

How do you describe the difference between crystalline solid and

amorphous solid?

VII. APPLICATION

Rubber is mainly used in manufacturing of tires, footwear, ropes and as a

raw material for several industries. Explain what will happen if these products are
made of crystalline solid
VIII. ENRICHMENT ACTIVITY

Crystalline and Amorphous Solid Report:

1. Choose an example of one crystalline solid and one amorphous solid.
a. Describe the structure and arrangement of constituent particles of
each solid.
b. Give the properties and characteristic of each solid and behavior
when heated
c. Uses of each solid
2. A rubric will be used to evaluate the learners work.

2 (NEEDS 3 (MEETS 4 (EXCEEDS

CRITERIA 1 (NOT VISIBLE)
IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
LEVEL OF Shows some thinking Content indicates Content indicates Content indicates
CONTENT and reasoning but thinking and original thinking synthesis of ideas,
most ideas are reasoning applied and develops in- depth analysis
underdeveloped and with original ideas with and evidences
unoriginal. thought on a few sufficient and firm original thought
ideas. evidence. and support for
the topic.
Main points lack Main points are Main points well Main points well
DEVELOPMENT
detailed present with developed with developed with
development. Ideas limited detail and quality supporting high quality and
are vague with little development. details and quantity support.
evidence of critical Some critical quantity. Critical Reveals high
thinking. thinking is present. thinking is weaved degree of critical
into points thinking.
DRAWINGS/ The student’s drawings Few of the Most drawings Drawings and
GRAPHICS are drawings and and graphics graphics are
not clear or relevant. graphics are clear are clear and clear and
and relevant. relevant. relevant.
GRAMMAR Spelling, punctuation, Most spelling, Essay has few Essay is free of
AND and grammatical punctuation, and spelling, distracting
MECHANICS errors create grammar correct punctuation, and spelling,
distraction, making allowing reader to grammatical punctuation, and
reading difficult; progress though errors allowing grammatical
fragments, comma essay. Some errors reader to follow errors; absent of
splices, run-ons remain. ideas clearly. Very fragments,
evident. few fragments or comma splices,
Errors are frequent. run-ons. and run-ons.

Prepared by:
ALBERT M. RAMOS
MT II, Zaragoza NHS-SHS

Checked by:
ROSEMARIE Z. BURAYAG
EPS I, Science