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 Recall: Hands-on activity
What I know? Molecular Geometry, Determining Suggested liquids to use: Water, ethanol,
What’s in? Phase -A homogeneous part of a system in Polarity, Bond Dipole, Dipole Moment acetone.
B. What is it? contact with other parts of the system, but
separated from t h e s e Activity:
other parts by well-defined boundaries. Ask the students to Questions to investigate:
1. draw the Lewis structures of the 1. How many drops of liquid can a 1-peso coin
Condensed phases - Liquids and solids following molecules with the correct hold?
Intermolecular forces are attractive forces shape around the central atom; 2. How long will it take for one drop of a liquid
between molecules. 2. indicate each bond’s polarity by to evaporate?
Intramolecular forces hold atoms together in drawing an arrow to represent the bond
a molecule. dipole along each bond; Directions:
3. determine the molecule’s polarity and Tell the students to work in groups of three
indicate this with an arrow to represent members. One of the members will act as the
the dipole; recorder of data.
MOTIVATION 4. circle their choice in each box to mark 2. Give each student a data sheet for their
Roleplay of the three physical states – solid, the molecule as polar or nonpolar results.
liquid, gas.
The activity involves the students acting as 3. Give each group 4 labeled small vials
particles (or molecules) and they will present containing each of the liquids.
their behavior and positions relative to each 4. Using the first 4 coins, have the students drop
other in the solid, liquid and gaseous state. each liquid on a 1-peso coin and count the
Divide the class into three groups. Assign number of drops the coin can hold.
one group to act out the solid, the second as 5. Then on the next 4 coins, put a drop of the
liquid and the third one as gas. Give the liquid and determine how much time it takes
 students 3 minutes to one
discuss among themselves how to act the drop to evaporate.
assigned state, and 2 minutes to act it. One 6. Let the students write their results on the
member of the group will board for comparison with the results of the
explain their act. class.

C. Engagement INSTRUCTION Comprehensive Instruction Comprehensive Instruction:

What’s more? Kinetic Molecular Theory of Liquids and Intermolecular forces are the forces that bind
What I can do? Solids Intermolecular Forces two molecules together. Physical properties are
C. What other 1. Difference of intramolecular forces affected by the strength of intermolecular
enrichment can I A. Small Group Discussion and intermolecular forces. forces.
engage in? Group the students with three or four The order of increasing strength of
members in each group. One member acts as intermolecular forces is a follows:
the recorder and 2. Types of intermolecular forces.
note-taker.  Ion-dipole forces exist between ions
Questions for Small Group Discussion and polar (dipole) molecules. The ion
Using the roleplays carried out by the class is attracted to the part of the
at the motivation part, and the following molecule that has an opposite charge
illustration of solid, to its own.
liquid and gas, answer the questions that
follow.  Ion-induced dipole forces exist
between ions and non-polar
1. Compare the properties of gases, liquids, molecules. An ion induces a dipole in
and solids in terms of distances and the non-polar molecule.
arrangement of their molecules.
a. Compare the distances among molecules  Dipole-dipole forces exist between
in the gas, liquid and solid and rank the two polar (dipole) molecules. Physical properties commonly discussed when
phases in increasing relating to IMFs in pure substances are:
distance between particles.  Dipole-induced dipole forces exist
b. Describe the characteristic movement of between a polar molecule and a non-  Viscosity - thickness of a liquid when it
the particles of gas, liquid and solid. polar molecule. comes to fluid flow
c. How are the molecules of gas, liquid and  Surface tension - measured as the energy
solid arranged?  Induced dipole forces exist between required to increase the surface area of a
d. Arrange the three phases of matter in two non-polar molecules. liquid by a unit of area; results from an
order of increasing volume of empty space imbalance of intermolecular attractive
between its molecules. Collaborative Activity forces, the cohesive forces between
e. Identify the property of matter that Work in groups of 3 to 4 to complete the molecules:
corresponds to the molecular behavior. table below:  Melting and boiling points - when
e. Prepare a comparison table similar to one molecules go from solid to liquid or liquid
which will be shown in the ppt presentation to gas.
to summarize the results of the small group  Vapor pressure - the pressure exerted by
discussion. gases onto the walls of the container

B. Hands on Activity
The core principle is that the stronger the IMFs
Hands-on activity in the sample of molecules, the more
Suggested liquids to use: Water, ethanol, strongly they interact, which means they
acetone. stick together more.

That leads to the following trends:

Questions to investigate:  Stronger IMF →Higher viscosity
1. How many drops of liquid can a 1-peso  Stronger IMF →Higher surface tension
coin hold?  Stronger IMF →Higher melting and
2. How long will it take for one drop of a boiling points (harder to melt and boil)
liquid to evaporate?  Stronger IMF →Lower vapor pressure
(harder to boil)
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
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