SCHOOL OF KNOWLEDGE FOR INDUSTRIAL LABOR, Grade & Section: Sage & Thyme

School LEADERSHIP AND SERVICE

Learning Area: Physical Science
Teacher Ma. Theresa M. Catayoc
DAILY LESSON LOG Teaching Week Semester & Second Semester: S.Y. 2023-2024
February 26-March 1, 2024 School Year:
Term: MIDTERM

I. OBJECTIVES The learner demonstrates an understanding of:

1. describe the general types of intermolecular forces.
2. give the type of intermolecular forces in the properties of substances.

3. Content Standards
The learners demonstrate an understanding of:
1. how the uses of different materials are related to their properties and structures
make a creative representation of the historical development of the atom or the chemical element in a timeline
4. Performance Standards
INTERMOLECULAR FORCES
II. CONTENT
III. LEARNING RESOURCES K to 12 Basic Education Curriculum- DEPED

A. References

1. Teacher’s Guide Pages DEPED K-12 Curriculum Guide/Course Syllabus, TG AND LM

2. Learner’s Materials Pages Physical Science

3. Textbook Pages Physical Science pp 46-49

B. Other Learning PowerPoint Presentations

Materials Visual Aids
IV. PROCEDURES
A. Reviewing Previous Lesson 1. Prayer, checking of attendance
or Presenting the New 2. Review the previous lesson
Lesson 3. Motivation
B. Presenting Let the students answer the 4 pics one-word game that is related to the topic to unlock difficult terms:
Examples/Instances of the
Lesson

Answer: Force Molecule Intermolecular

Non-contact forces can be attractive or repulsive. A force is attractive if the objects interacting exert a pull on each other, creating a tendency to
move closer. On the other hand, a force is repulsive if the interacting objects push each other away.

An ion is any atom or group of atoms that bears one or more positive or negative electrical charges. Positively charged ions are called cations.
Positively charged ions are called cations; negatively charged ions, are anions.

Based on the 4 pictures word game what are intermolecular forces?

What do you think is our lesson for today?
Our lesson for today is all about Intermolecular forces

What have you observed in the illustration above?

What is the lizard's tail covered with?
What do you think is this process?
Why do some materials tend to break easily and fragile?
Can you give another example of other materials that tend to break easily?

The Lizard’s feet are covered with thousands of extremely tiny fibers that will attract to the surface using a variety of intermolecular forces. In
addition, why do some materials tend to break easily and fragile? Possibly, the bonds that hold the molecules to these materials are weak, so this
can be associated with the London force or dispersion force. On the other hand, some materials are hard to break, the molecules of the materials
are tightly bonded. These materials possessed ion-dipole force.
Discussing New Concepts Communicate the learning objectives.
and Practicing New Skills 1. describe the general types of intermolecular forces.
#1 2. give the type of intermolecular forces in the properties of substances.

Content standard

1. Demonstrate how the uses of different materials are related to their properties and structures.

The teacher will discuss the following:

In chemistry, there are always interactions between and among atoms and molecules. These attractive forces that hold particle such
molecules together are called intermolecular forces.

In many ways, water is a miracle liquid. It is essential for all living things on earth and it is often referred to as a universal solvent because
many substances dissolve in it. Water displays unusual properties due to how individual water molecules interact with each other.
As a refresher, let’s review the properties of water. Who can name a property of water?
Today you will complete two experiments that compare the properties of water to the properties of isopropanol (a type of rubbing alcohol).
Before conducting each experiment, you will predict what you think will happen. You will then read about and experiment. Afterward, you will
write an explanation of what was happening at the atomic level that let us observe these properties.

Group Experiment Activity:

Activity Title: Balancing Liquid on a Coin (20 minutes)

Materials:
Each group needs:

- science notebook for each student

- Intermolecular Forces Lab Worksheet for each student(provided)
- 2 pennies/coins
- dropper bottle with water
- dropper bottle with isopropyl alcohol
- paper towels
- 4-5 Q-tips
- safety gloves for each student
- stopwatch, smartphone timer, or watch timer

Procedure:

1. Place one penny on a paper towel.

2. Drop water onto the surface of the penny, slowly, one drop at a time.
3. Count how many drops it takes until the water spills off the penny.
4. Record the number of drops to the right.
5. Repeat steps A through D for isopropanol(alcohol).
6. Compare the number of drops of isopropanol to the number of drops of water.
Pause students after collecting data about the number of drops of water on the penny and discuss
everyone’s findings. Calculate averages and analyze the group data.

Let the students answer the Intermolecular worksheet provided by the teacher.
Have students read and mark up the “Reading” section about intermolecular forces and then develop an explanation about what happened
during the experiment.

Experiment #2: Evaporation Rates (20minutes)

 1. Hand out materials to students.
2. Students work through Experiment #2

Procedure:

1. Dip one end of cotton buds (Q tip) in water. Shake off excess water.
2. Dip one end of a different cotton bud (Q tip) in isopropanol. Shake off excess isopropanol.
3. At the same time, draw (streak) the tips of each across a paper towel in two parallel lines.
4. Time how long it takes for each streak to evaporate.
5. (This may take a few minutes.) Record your observations.

Pause students after collecting data about the time taken for each liquid to evaporate and discuss findings. This can be an opportunity to
calculate averages and analyze the group’s data.

Students read and mark up the “Reading” section about hydrogen bonding and then develop an explanation of what happened during the
experiment. Have students share their explanations and clear up misconceptions about hydrogen bonding. Another option here is to have
students define in their notes: surface tension, hydrogen bonding, and intermolecular forces.

The teacher let the students answer the Intermolecular worksheet provided by the teacher.

C. Discussing New Concepts

and Practicing New Skills
#2
Intermolecular forces are involved in phase changes. The IMFA in solids are very strong, thus the particles are
compact. The IMFA in liquids is not strong enough to keep the particles remain in fixed positions so liquids generally
tend to resemble the shape of their containers. The IMFA in gases is extremely weak or almost negligible thus,
particles are free to move around.
Let the students answer the following activity

ACTIVITY NO. 3 IMFA – WHAT TYPE?

Objective: Identify the types of intermolecular forces of attraction.
Directions: Identify the type of IMFA for the following substances and answer the questions that follow.
Table 1 – Substances and IMFA Types

Substance Type of IMFA

1. CO
2. NH3
3. CCl4

Critical Thinking Questions:

1. How do you determine the type of IMFA that occurs in each of the given substances?

2. Rank the strength of each compound based on IMFA. (1 = strongest, 2 = in

between, 3 = weakest)
Explain your answer.

Match the term in Column A to Column B. Use a separate sheet of paper for your answer.
 COLUMN A

______1. Intermolecular force

_____ 2. Ion-Dipole force
______3. Dipole-Dipole force
______4. Hydrogen bond
______ 5. Dispersion force
COLUMN B
A. A force is present between cation and polar molecules.
B. A force that results from the interaction of non-polar molecules.
C. An attractive force that holds molecules together.
D. A force that links polar molecules.
E. A force that links polar molecules which contain hydrogen atoms.

D. Developing Mastery Identify the force that holds the given particles together. Use a separate sheet of paper for your answer.
1. N—N----------N—N

2. Mg+ ------
3. N—Cl----------N—Cl

4. H—Br----------H—Br

5. -------

6. Cl—Cl---------Cl—Cl

7. F—Br----------F—Br

8. Na+-------

9. S—O---------S—O

10. O—O---------O—O
E. Finding Practical Learners will relate how polarity of attitude
Applications of Concepts can affect their decision making by answering
and Skills in Daily Living the question, how do we usually act when hear
something negative about us from other people?
What should be the right thing to do?
Learners will relate how polarity of attitude
can affect their decision making by answering
the question, how do we usually act when hear
something negative about us from other people?
What should be the right thing to do?

how do we usually act when hear

something negative about us from other people?
What should be the right thing to do?
If the intermolecular forces are very strong, what matter will exist? If they are relatively weak, then that compound exists as? If they are
weakest, then the compound exists will be?
What is the importance of intermolecular forces? How are Intermolecular forces used in real life?
F. Making Generalizations and What is force? What are Intermolecular forces?
Abstractions about the What are the different types of intermolecular forces of attraction? Explain each type
Lesson How do you determine the type of IMFA that occurs in each of the given substances?
What is surface tension?
G. Evaluating Learning Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following (intermolecular forces of attraction) IMFAs is considered
as the weakest?
a. Ion-dipole
b. H-bonding
c. Dipole-dipole
d. London forces
2. The boiling point of water is greater than dihydrogen sulfide (H2S). This is because of the presence of
what type of intermolecular forces of attraction?
a. Ion-dipole
b. H-bonding
 c. London dispersion
d. Dipole-dipole bond

3. Which of the following substances will dissolve most likely in water?

I. Oil III. Vinegar (CH3COOH)
II. Hexane (C6H14) IV. Carbon tetrachloride (CCl4)

a. I only
b. I and II only
c. III only
d. III and IV only
4. By principle, polar molecules have a relatively high melting point than non-polar molecules because
they have a stronger intermolecular force. Which of the following molecules has high melting point?
a. BCl3
b. CCl4
c. BeCl2
d. CHCl3
5. It is the energy required to increase the surface area of a substance by a unit amount.
a. Density
b. Viscosity
c. Vapor pressure
d. Surface tension
6. Which of the following statements is TRUE about nonpolar molecules?
a. Have high boiling point
b. Have high melting point
c. Have low surface tension
d. Have low vapor pressure

7. Which of the following substances is miscible in hexane (C6H14)?

a. Acetone (C3H6O)
b. Methanol (CH3OH)
c. Chloroform (CHCl3)
 d. Vinegar (CH3COOH)
8. From the choices below, which is NOT an example of intermolecular forces of attraction?
a. H-bond
b. Dipole-dipole
c. Covalent bond
d. London forces

9. Which of the following properties has indirect relationship with the strength of IMFA?
a. Boiling point
b. Melting point
c. Vapor pressure
d. Surface tension
10. In which of the following solvents would molecular iodine (I2) be most soluble?
a. Water ( H2O)
b. Vinegar (CH3COOH)
c. Ethyl alcohol (C2H5OH)
d. Carbon tetrachloride (CCl4)
True or False: Write T if the statement is true, otherwise write F.
11. H-bonds are broken when ice melts.
12. Molecules with H-bonds have higher boiling point than molecules with dipole-dipole
bond.
13. In covalent molecules, vapor pressure decreases with decreasing strength of intermolecular
forces.
14. When the attractive forces holding particles together are greater, you have to get to a
higher temperature to break those forces, so the melting point is higher.
15. The strength of dispersion (London) forces tends to increase with increased molecular weight.

None.
H. Additional Activities for
 Application or Remediation

V. REMARKS Taken

VI. REFLECTION

A. No. of learners who earned 75 % of the learners who earned 80% in the evaluation
80% in the evaluation
B. No. of learners who require Only 5% of the learners who require additional activities for remediation who scored below 75%
additional activities for
remediation
C. Did the remedial lessons Yes, the remedial worked. Most of the learners caught up with the lesson
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to none
require remediation
E. Which of my teaching One science teaching strategy that has proven to work well is incorporating hands-on experiments and inquiry-based learning into the
strategies works well? Why did classroom. This approach engages students actively in the learning process, allowing them to explore scientific concepts through firsthand
this work? experiences and investigations. By providing opportunities for students to design experiments, make predictions, gather data, and draw
conclusions, they develop a deeper understanding of scientific principles and develop critical thinking skills.

This strategy works for several reasons. First, hands-on experiments promote student engagement and motivation. Students are naturally
curious, and when they have the chance to actively participate in scientific activities, they become more invested in the learning process.
The hands-on nature of the experiments also makes the content more tangible and relatable, enhancing students' comprehension and
retention of scientific concepts.

Second, inquiry-based learning fosters problem-solving skills and encourages students to think like scientists. It promotes a sense of
ownership over the learning process, as students are actively involved in formulating questions, designing experiments, and analyzing
data. This approach encourages independent thinking, creativity, and the development of scientific inquiry skills, which are essential for
scientific literacy.

Additionally, hands-on experiments provide opportunities for collaboration and communication among students. Group work and
discussion during experiments allow students to share ideas, collaborate on problem-solving, and learn from one another. This promotes
the development of social and communication skills, as well as teamwork and cooperation.
 •Real-world experience or connections
• Multimedia and Technology Integration
• Regular monitoring and assessment
• Inquiry-based learning is a student-centered approach to learning this is the technique I always used in which students are actively engaged
in exploring real-world problems and questions. In inquiry-based learning, students are not given all the answers; instead, they are encouraged
to ask questions, think critically, and construct their own understanding of the world around them. This type of learning allows students to
develop problem-solving skills and critical thinking skills, which are essential for success in today’s world.
• Providing scaffolding instruction. Scaffolding instruction is a teaching technique I often use in which I provide support to students as they
learn new concepts. This support is gradually withdrawn as students become more proficient with the material. Scaffolding instruction helps
ensure that all students have the opportunity to learn complex concepts and prevents any one student from becoming overwhelmed or
frustrated.

F. What difficulties did I NONE

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized Hands on activities and Simulation
materials did I used/discover
which I wish to share with
other teachers?
Prepared by: Checked and Approved by:

MA. THERESA M. CATAYOC DR. EUNICE B. RAZ

Teacher Academic Director