School
DAILYLESSON LOG
Teacher
Teaching Dates and Time
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
I.
CONTENT
II.
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
III.
BAUAN NATIONAL AGRICULTURAL
AND VOCATIONAL HIGH SCHOOL
ROSEANN A. ABREA
April 22 & 29, 2022 / 7:45 AM - 9:45 AM
Grade Level
12
Learning Area
GENERAL CHEMISTRY 2
FOURTH
Quarter
The learner demonstrates their understanding on spontaneous
change, entropy and free energy.
The learner is able to prepare a poster on a specific application
of one of the following:
a. Spontaneous change
b. Entropy
c. Free Energy
1.
Predict the spontaneity of a process based on
entropy. (STEM_GC11CT-Iva-b-140)
2.
Determine whether entropy increases or
decreases if the following are changed:
temperature, phase, number of particles.
(STEM_GC11CTIVa-b-141)
3.
Explain the Second Law of Thermodynamics and
its significance. (STEM_GC11CT-Iva-b-142)
4.
Use Gibbs’ free energy to determine the direction
of a reaction. (STEM_GC11CT-IVa-b-143)
Spontaneous Change, Entropy, and Free Energy
409-448
2-13
Online Learning Resources: Youtube
PROCEDURES
Daily Routine
- Prayer
- Greetings
- Checking of Attendance
- Classroom Rules
INDICATOR 5. Established safe and
secure learning environments to
enhance learning through the
consistent implementation of
policies,
guidelines
and
procedures.
1.Presented the classroom rules and
regulations before the start of the
discussion.
A. Reviewing previous lesson or
presenting a new lesson
Picture Analysis
Can you still recall our previous lesson?
Using the picture flashed on the screen, can you identify and
elaborate the lesson that we’ve tackled?
INDICATOR 9. Designed, adapted
and
implemented
teaching
strategies that are responsive to
learners
with
disabilities,
giftedness and talents.
1.I consider visual learners from this
preliminary activity.
INDICATOR 16. Applied a personal
philosophy of teaching that is
learner-centered.
School
DAILYLESSON LOG
Teacher
Teaching Dates and Time
BAUAN NATIONAL AGRICULTURAL
AND VOCATIONAL HIGH SCHOOL
ROSEANN A. ABREA
April 22 & 29, 2022 / 7:45 AM - 9:45 AM
Grade Level
12
Learning Area
GENERAL CHEMISTRY 2
FOURTH
1.I let the learners according to their
basic understanding from the picture.
Quarter
The picture flashed on the screen represent or portrait how
catalyst act and somehow speed up a certain reaction. Based
from the given picture, a family chose to drive going to school
instead to walk. The car, being the catalyst in the said situation.
For now, in order to reveal our new lesson, we will play a game
called “Name it to Win it!”. I will call a student to guess the word
or phrase in the box. You’ll just need to tell me the letters of the
word. Each word has something to do with our topic today.
Are you ready?
Let’s proceed then.
INDICATOR4. Used effective verbal
and
nonverbal
classroom
communication
strategies
to
support learner understanding,
participation, engagement and
achievement.
1.In this part of the lesson, the teacher
will provide positive feedback to the
learner’s response.
Analyze the given picture then answer the following question.
What can you say about the pictures shown? Compare each pair and
tell which one is more spontaneous than
the other?
INDICATOR 4. Used effective
verbal and nonverbal classroom
communication strategies to
support learner understanding,
participation, engagement and
achievement.
INDICATOR 16. Applied a personal
philosophy of teaching that is
learner-centered.
B. Establishing a purpose for the
lesson
1.Learners will be given the
opportunity to share his/her own
insights about the topic.
Activity 1
1. Heat flows from a hotter object to a colder one.
2. A piece of sodium metal reacts violently with water to
form sodium hydroxide and hydrogen gas.
3. Iron exposed to water and oxygen forms rust.
C. Presenting examples/ instances
of the new lesson
How would you elaborate the given examples as spontaneous and
non-spontaneous reaction?
Aside from the given scenario, can you give other examples of
spontaneous and non-spontaneous reaction?
.
Activity 2
Directions: Tell whether the following chemical reactions is positive
or negative based on entropy.
D.
Discussing new concepts and
practicing new skills #1
1.
2.
3.
4.
A liquid freezes.
A solid melts.
A vapor condenses to a liquid.
A vapor is converted to a solid.
INDICATOR 1: Apply knowledge of
content within and across
curriculum teaching areas.
1.The skill and knowledge of learners
in analyzing and interpreting the
situation developed in English apply in
this activity.
INDICATOR 8. Applied a range of
successful strategies that maintain
learning
environments
that
motivate
learners
to
work
productively
by
assuming
responsibility for their own
learning.
School
DAILYLESSON LOG
Teacher
Teaching Dates and Time
E. Discussing new concepts and
practicing new skills#2
BAUAN NATIONAL AGRICULTURAL
AND VOCATIONAL HIGH SCHOOL
ROSEANN A. ABREA
April 22 & 29, 2022 / 7:45 AM - 9:45 AM
5. 2H2(g) + O2(g) → 2H2O(l)
12
Learning Area
GENERAL CHEMISTRY 2
FOURTH
Quarter
Answer:
1. Negative
2. Positive
3. Negative
4. Negative
5. Negative
Activity 3
For our next activity, using data of S°, calculate the standard entropy
change fpr each of the following reactions at 25°C. For each reaction,
interpret the sign and magnitude of the reaction entropy.
Formula: ∆S°rxn = ΣnS° (products) - ΣmS° (reactants)
1. CaCO3(S)
F. Developing mastery
Grade Level
→ CO2(g) + CaO(S)
1.The skill and knowledge of learners
in calculating the given problem
developed in Mathematics subject
apply in this activity.
Activity 4
Should you invest in an engine that is said to burn air at room
temperature? You are told that a special chamber allows O2 to
combine with N2 to form NO2 (nitrogen dioxide) using reaction.
½ N2(g) + O2(g)
G. Finding practical applications of
concepts and skills in daily
living
INDICATOR 1: Apply knowledge of
content within and across
curriculum teaching areas.
NO2(g)
Activity 5: The Entropy of It All
Directions: Think of and draw at least four (4) real-life examples or
happenings which show an increase of entropy. Put a caption under
each illustration.
INDICATOR 1: Apply knowledge of
content within and across
curriculum teaching areas.
1.The skill and knowledge of learners
in calculating the given problem
developed in Mathematics subject
apply in this activity.
INDICATOR 1: Apply knowledge of
content within and across
curriculum teaching areas.
1.Integration of Arts and Science in
this part of the lesson.
INDICATOR 16. Applied a personal
philosophy of teaching that is
learner-centered.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What general rules apply to predicting whether an entropy change is
negative or positive?
Possible Answer:
1. If the reaction produces more gas molecules than it consumes, ΔS°
is positive.
2. If the total number of gas molecules diminishes, ΔS° is negative.
3. If there is no net change in the total number of gas molecules, ΔS°
may be positive or negative, but will be relatively small numerically.
Assessment
Directions: Write the letter of the best answer on your answer sheet.
SHOW YOUR SOLUTIONS!
1. What is the entropy change of the reaction below at
298 K and 1 atm pressure?
N2(g) + 3H2(g) → 2NH3(g)
1.Learners will think of some real-lifeor
practical applications of what they
have learned from the lesson.
INDICATOR 3. Displayed proficient
use of Mother Tongue, Filipino and
English to facilitate teaching and
learning.
1.Expounding the concepts in an
easier way that learners will
understand.
INDICATOR 1: Apply knowledge of
content within and across
curriculum teaching areas.
1.The skill and knowledge of learners
in calculating the given problem
School
DAILYLESSON LOG
Teacher
Teaching Dates and Time
BAUAN NATIONAL AGRICULTURAL
AND VOCATIONAL HIGH SCHOOL
ROSEANN A. ABREA
April 22 & 29, 2022 / 7:45 AM - 9:45 AM
S0298 (J/mol•K)
191.5 130.6
(a) –198.7 J/K
(b) 76.32 J/K
Grade Level
12
Learning Area
GENERAL CHEMISTRY 2
FOURTH
developed in Mathematics subject
apply in this activity.
Quarter
192.3
(c) –129.7 J/K
(d) 303.2 J/K
2. Evaluate ΔSo for the reaction below at 25°C and 1
atm.
3NO2(g) + H2O(l) → 2HNO3(aq) + NO(g)
So (J/mol•K
240
69.91
146
210.7
J. Additional activities for
application or remediation
(a) +1.37 x 103 J/K
(c) –287.2 J/K
(b) +287.2 J/K
(d) +1.37 x 103 J/K
Please answer the additional activities that can be found on our
Google Classroom.
https://classroom.google.com/c/NTE0NTc0MTc0OTkw/p/NTE0NTc0
NjIyNjkx/details
INDICATOR 7: Selects, develops,
organizes, and uses appropriate
teaching and learning resources,
including ICT, to address learning
goals.
1.Learners utilize the use of Google
Classroom as platform in accessing
their additional activities.
IV. REMARK
V. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%
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/Observed by:
ROSEANN A. ABREA
Teacher I
CARMELO C. CARPIO
Master Teacher I
Noted by:
WILFREDO M. DAKILA
PRINCIPAL IV