Teacher
RENELLE L. GAPAY
Date
MARCH 13-17, 2023
School
MANARING INTEGRATED SCHOOL
Time
9:45am to 10:45 AM
Subject
Physical Science
Quarter
2nd Semester, 3rd Quarter
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC
code for each
Title: Properties of molecules based on Intermolecular force of attraction: Physical states and its
solubility.
The learner demonstrates understanding the relationship between the function and structure of
biological macromolecules.
The learners shall be able to conduct differentiated experiments about the intermolecular forces that
relate to the properties uses and structure of substance
1. Review the general properties of intermolecular forces (S11-12PS-IIIc-17)
1. Give the type of intermolecular forces in the properties of substance-(S11-12PS-IIIc-18)
2. Explain the effects of inter molecular forces on the properties of substances
At the end of the session, the students should be able to:
1. Explore the relevance of the periodic table about the possible interactions/reactions of the elements
to one another.
2. Conduct the experiment about the solubility and physical states of molecules that relates to the
intermolecular force of attraction.
3. Differentiate hydrophilic and hydrophobic in amphipathic molecules example.
4. Discuss the other properties of molecules based on intermolecular force of attractions
II. CONTENT
III. LEARNING
RESOURCES
A. References
file:///C:/Users/Vergel/Desktop/DEMO%20(RPMS)/qUIPPER%20inTERMOELCUAR.pdf
file:///C:/Users/Vergel/Desktop/Intermolecular%20forces/Intramolecularforces_Ch11.pdf
1. Teacher’s
Teaching Guide for Senior High School (Physical Science)
Guide pages
2.
Learner’s
file:///C:/Users/Vergel/Desktop/DEMO%20(RPMS)/qUIPPER%20inTERMOELCUAR.pdf
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
file:///C:/Users/Vergel/Desktop/DEMO%20(RPMS)/qUIPPER%20inTERMOELCUAR.pdf
file:///C:/Users/Vergel/Desktop/Intermolecular%20forces/Intramolecularforces_Ch11.pdf
IV. PROCEDURES
Power of Review Presentation
A. Reviewing
previous lesson
or presenting
the new lesson
(ELICIT)
B. Establishing a
purpose for the
lesson
(ENGAGE)
Note: The student’s assignment is to create and conceptualize short video presentation by
means of making slides in the Power point presentation each group. The group leader will
discuss the types of intermolecular forces for at least 1 minute each group set as review for
the past lesson.
UNLOCKING OF WORD DIFFICULTIES
1.
Miscible - If the two liquid dissolves or mix.
2.
Immiscible – If the two liquid do not dissolve or mix.
3.
Amphipathic molecules – having both hydrophilic and hydrophobic parts.
4.
Hydrophilic – Substance or molecules that form interactions with water.
5.
Hydrophobic – Substance or molecules that repel water to form interactions.
6.
Solubility – The amount of a substance that will dissolve in a given amount of
another substance.
7.
Density- also known as volumetric mass density of a substance is its mass per unit
volume.
8.
Concentrations- is the abundance of a constituent divided by the total volume of a
mixture.
MOTIVATION: The teacher will show the video about the recently concluded fight of our
fighting Senator Manny Pacquiao Vs. Broner in Las Vegas USA, and then ask the guide
questions.
Processing Questions:
1.
What is the video all about?
2.
How did the video show the interactions
between two people?
3.
How will you relate the video presented to
the intermolecular force?
The teacher will show the big periodic table and explain the parts and functions that relates to the
interactions of element to each other.
The teacher will show this meme came from internet to the
class. and then ask questions
The teacher will give the insights about the reason why noble
gas does not need shared electrons to interact between any
other elements.
C.
Presenting
examples/instances
of the new lesson
(ENGAGE)
The teacher will show a short video
presentions about laboratory safety tips
before the laboratory experiment of the
students.
The teacher will give the laboratory activity after showing some reminders/tips about laboratory safety
and procedures. The activity sheet includes different laboratory experiment per group. The students
will have at least 15 minutes to conduct simple experiment and then report the results in class.
GROUP 1 - Naphthalene vs. Water vs. Alcohol
I. Objectives:
Correlate intermolecular forces of attraction and physical properties such as solubility.
II. Materials:
Powdered Naphthalene
100ml of 40% Alcohol
100ml of 70% Alcohol
Laboratory spoon
Water
Denatured Alcohol
Graduated Cylinder
Stirring Rod
III. Procedures
1. Prepare the following materials in separate container each
2. Prepare 50ml of water in the graduated cylinder. Make sure to label the cylinder #1 using masking
tape.
3. Put at least 1 teaspoon of powdered Naphthalene in the graduated cylinder of water, shake well and
stir using stirring rod, observe.
4. Prepare 70ml of 40% of ethyl alcohol in Cylinder #2, 70ml of 70% ethyl alcohol in Cylinder #3 and
another 70ml of denatured alcohol in Cylinder #4. Make sure that each test tube will properly
labeled.
5. Put at least 1 teaspoon of powdered naphthalene in the test tube #1, 2 and 3. Shake well using
stirring rod for 10 seconds. Observe what will happen.
6. Illustrate your observations.
D.
Discussing new
concepts
and
practicing new
skills
#1
(EXPLORE)
Guide Questions
1.
What happened to the water and naphthalene when mixed together?
2.
Why does alcohol can dissolve naphthalene powder while water cannot?
3.
How do 40% and 70% of ethyl alcohol differ from denatured alcohol in dissolving naphthalene
powdered after mixing up to each other?
GROUP 2 – Liquid vs. Liquids
I. Objectives:
Correlate intermolecular forces of attraction and physical properties such as solubility.
II. Materials:
500 ml cleared empty bottle
Honey
Dishwashing liquid
Water
Cooking oil
Food color
Beaker
III. Procedures
1. Prepare cleared 500ml empty bottle and make sure to remove the label in observation of the
experiment.
2. Pour at least 100ml of honey/syrup to the beaker #1.
3. Pour at least 100ml of dishwashing liquid to the beaker#2
4. Dilute 100ml of water and food
color to the beaker #3.
5. Prepare at least 100ml of cooking oil in the beaker#4
6. Place beaker #1 (honey/syrup) first in the cleared empty bottle.
7. Gently pour beaker#2 (dishwashing liquid) inside the bottle.
8. Add beaker #3(colored water solution) in the bottle.
9. Gently pour beaker #4 (cooking oil) in the bottle as a final step. Then observe.
10. Illustrate your observations.
Guide Questions
1. What happened to the liquid substances?
2. Is there any substance mixed together after the procedure?
3. Why concentration of each liquid substance affects the solubility of the substances?
GROUP 3 - The Power of SOAP
I. Objectives:
Correlate intermolecular forces of attraction and physical properties such as solubility.
II. Materials:
Cooking oil
Test tube
Test tube rack
Medicine Dropper
Detergent soap
Stirring rod
Water
Cork stopper
III. Procedures
1. Prepare for at least 10ml of water in the test tube #1. Make sure to label the test tube (Oil &
Water)
2. Add at least 5 ml of cooking oil using medicine dropper in the test tube of water. Shake well and then
observe.
3. Prepare for at least 10ml of water in the test tube #2 and then add 5ml of cooking oil using medicine
dropper.
4. Prepare 1 table spoon of detergent soap and then add to test tube #2. Cover the test tube using cork
stopper, shake well and observe.
5. Prepare for at least 10ml of water in the test tube #3 and then add 2ml of red water solutions. Shake
gradually to form another solutions.
6. Add at least 5ml of cooking oil using medicine dropper to test tube #3. Cover the test tube using cork
stopper, shake well and observe.
8. Make sure that all the test tubes are properly label.
9. Complete the table below.
# of Trials
Substance
Combine substance
Reactions
1
H20
Oil
Immiscible
2
H20
Oil and Soap
Miscible
3
Colored H20 Solution
(red)
Oil
Immiscible
Guide Questions
1.
What happened to the water after adding cooking oil in the test tube #1?
2.
Why the cooking oil does not mix into the water?
3.
How does soap affects the intermolecular force of attraction between water and cooking oil in
test tube #2?
4.
How will you differentiate the reactions of test tube # 1 and test tube #3?
GROUP 4 – Acetone and water particles
I. Objectives:
Correlate intermolecular forces of attraction and physical properties such as solubility.
II. Materials:
Acetone 100ml
Test tube rack
Cork stopper
Food color blue and yellow
Beaker
Test tube
Salt
Water
Medicine dropper
White rags
III. Procedures
Trial 1
1. Prepare at least 200ml of acetone in the beaker, and then dilute it using blue food
color.
2. Prepare at least 150ml of yellow water solutions using food color in a beaker.
3. Pour the 150ml of yellow H20 solutions in a cleared container #1 set as trial 1. Make
sure to properly label.
4. Add the 200ml of blue acetone in cleared container #1 and then observe.
5. After few seconds of observations. Cover the cleared container using its cap and then
shake well so that the blue acetone will mix to the yellow H20 solutions. Observe and
record your data.
6. Complete the table below
Observation Table for Trial 1
Color of Acetone
Color of H20 Solutions
Color of liquids after shaking
Blue
Yellow
Green
Trial 2
1. Prepare at least 200ml of acetone in the beaker, and then dilute it using red food
color.
2. Prepare at least 150ml of blue water solutions using food color in a beaker.
3. Pour the 150ml of blue H20 solutions in a cleared container #2 set as trial 1. Make sure
it is properly label.
4. Add the 200ml of red acetone in cleared container #2 and then observe.
5. After few seconds of observations. Cover the cleared container using its cap and then
shake well so that the red acetone will mix to the blue H20 solutions. Observe and
record your data.
6. Complete the table below.
Observation Table for Trial 2
Color of Acetone
Color of H20 Solutions
Color of liquids after shaking
Red
Blue
Violet
Guide questions:
1. What happened to the acetone and water solutions after adding to the test tube?
2. Which of the two liquids is denser? Why?
3. How do you compare the color of trial 1 and 2 after mixing it together?
The students will present the result of differentiated experimental activities in front of the class. They
have at least 2 minutes to discuss their output and answer the following guide questions given in the
activity.
E.
Discussing new
concepts
and
practicing new
skills
#2
(EXPLAIN)
Processing Questions: (Follow-up questions, after each presentation for clarifications)
Group 1
1.
Based on the observation about the combination of naphthalene powder and water. Did the
naphthalene powder mix with water molecule? Why?
2.
Why naphthalene powder soluble to alcohol?
3.
How does denatured alcohol can easily dissolved naphthalene powder rather than 40 and 70
percent of ethyl alcohol?
Group 2
1. How do honey react with any liquid samples in the experiment?
2. Why the liquid samples such as; honey, dishwashing liquid, colored water, and oil does not mix?
3. How do they differ to the concentration?
Group 3
1. Why does water immiscible to cooking oil?
2. Why detergent soap affects the solubility of cooking oil and water?
Group 4
1. Is the acetone miscible to water with food color? Why?
2. Why does the solution of H20 and acetone in trial number 1 become green?
3. How does the solution of acetone and water in trial number 2 becomes violet in color?
Physical State
When molecules have strong intermolecular forces of attraction, they are packed closely together.
They often exist in condensed phase (solid or liquid) at room temperature. On the other hand, when
molecules have weak intermolecular forces of attraction, they are far apart from each other. They
often exist as gas at room temperature.
Substances such as mothballs (naphthalene) sublime easily
at room temperature.
Solubility
Solubility refers to the ability of a substance to dissolve in a given amount of solvent at a specified
temperature. Recall the rule “like dissolves like.” When the solute and the solvent both exhibit the
same intermolecular forces of attraction, they form a solution.
F. Developing
mastery
(leads to Formative
Assessment 3)
(ELABORATE)
Water and ethanol are
polar substances. They both
exhibit LDF, dipole-dipole
forces, and hydrogen
bonding. When mixed
together, they form a
solution. If two liquids
dissolve or mix together,
they are called miscible
liquids.
If two liquids do not dissolve or mix together, theyarecalled immiscible liquids. Another example of
immiscible liquids are oil and water, which you used in making the lava lamp.
Substances or molecules that form interactions with water are also described as hydrophilic.
Dipole-dipole forces and hydrogen bonding are the primary IMFA in hydrophilic substances. In contrast,
substances or molecules that repel water are described as hydrophobic . London dispersion forces are
the primary IMFA in these substances. Some large molecules can have both hydrophilic and
hydrophobic regions.
Soaps and detergents are examples of these kind of molecules. These types of molecules are known as
amphipathic molecules. Soap and detergent molecules have hydrophilic heads and hydrophobic tails.
The hydrophilic tail interacts with water while the hydrophobic head interacts with the grease. They
form an enclosing structure called micelles which allows the soap or detergent to remove stains from
clothes.
The teacher will prepare another laboratory experiment about the intermolecular force of attractions
and its properties but this time, the teacher will be the one to execute to the class. The teacher will
prepare the materials such as the following;
1. Food color – red
2. Beaker
3. Acetic Acid
4. Baking Soda
5. Graduated Cylinder –big
6. Laboratory spoon
7. Evaporating dish
8. Cooking oil
9. Stirring rod
Procedures:
1.
Prepare for at least 50ml of Acetic acid, pour this in the graduated cylinder.
2.
Dilute red food color to a small beaker that contain for at least 5ml of water.
G. Finding practical 3.
Add the 5ml of diluted red food color to the acetic acid and gradually stir using stirring rod.
applications
of
4.
Prepare for at least 80ml of Cooking oil and then pour it in the graduated cylinder gradually.
concepts and skills in
Observe what will happen.
daily living
5.
Add for about 1 tablespoon of baking soda at the top of the graduated cylinder and then
observe.
PROCESSING QUESTIONS:
1.
What will happened if the acetic acid mixed with 5ml of food color?
2.
Why did acetic acid mix with diluted 5ml of food color?
3.
Why are cooking oil and acetic acid immiscible substances?
4.
How do you compare the repulsion of acetic acid with cooking oil to your experiment?
5.
What happened to the cooking oil and colored acetic acid after adding for at least 1 tablespoon
of baking soda?
6.
Did the addition of baking soda produce any differences in the experiment? Compare your
observations and explain them briefly.
7.
After few minutes of observation? What will happened to the colored acetic acid and cooking
oil?
H. Making
generalizations and
abstractions about
the lesson
Substance
Reactions taken in the experiment
NAPHTHALENE
POWDER
Water
(Insoluble)
Alcohol
(Soluble)
HONEY SYRUP
Dishwashing liquid
(Immiscible)
Colored water solution
(Immiscible)
Cooking oil
(Immiscible)
I. Evaluating
learning
(EVALUATE)
COOKING OIL
Water
(Immiscible)
Water + Soap
(Miscible)
ACETONE
Water
(Miscible)
Water + NaCl Solution
(Immiscible)
DIRECTIONS: Read the following questions carefully, and then write the letter of the correct answer on
your paper.
1. These are composed of large molecules that contain both hydrophobic and hydrophilic regions.
A.
Immiscible
C. Solutions
B.
Miscible
D. Amphipathic molecules 2. These are liquids
that are soluble in one another.
A. Miscible
C. Immiscible
B. Amphipathic molecules
D. Unsaturated
3. These are molecules or regions in a molecule that attracted to water.
A.
Solute
C. Hydrophilic
B.
Saturated
D. Amphipathic molecules
4. These are
liquids that are not soluble in one another.
A. Solvent
C. Supersaturated
B. Immiscible
D. Miscible
5. These are molecules or regions in a molecule that repel water.
A. Hydrophobic
B. Solutions
B.
Additional
activities
for
application or
remediation
C. Hydrophilic
D. Amphipathic molecules
Lava Lamp using vegetable oil, water and table salt.
V. REMARKS
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?