This document provides an overview of a lesson on the kinetic molecular theory of liquids and gases. The specific learning outcomes include comparing the properties of liquids, solids, and gases and describing intermolecular forces. The lesson includes activities where students act out different states of matter and compare the distances, arrangements, and volumes of particles in gases, liquids, and solids. It also involves an activity where students observe the evaporation rates of different liquids on coins to analyze intermolecular forces. The document defines intermolecular forces and describes different types including London dispersion forces, dipole-dipole forces, and hydrogen bonding.
DepEd SHS STEM General Chemistry Modules Quarters 1-2 by Tapayan
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
DepEd SHS STEM General Chemistry Modules Quarters 1-2 by Tapayan
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Experiment with Liquid Crystals - NanotechnologyNANOYOU
In this experiment developed within the NANOYOU project you will discover Liquid crystals, an example of self-assembled molecules that are sensitive to external factors, such as temperature, and that change their assembly as a consequence of variations in these factors.
In this experiment you will see how some liquid crystals change colour as their temperature is changed!
To download the protocol and background information, and to watch the videos available, visit www.nanoyou.eu
Translations to several languages are also availabe in the NANOYOU website.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Most Essential Learning Competencies (MELC) in Senior High School (STEM) Gene...EngineerPH EducatorPH
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Experiment with Liquid Crystals - NanotechnologyNANOYOU
In this experiment developed within the NANOYOU project you will discover Liquid crystals, an example of self-assembled molecules that are sensitive to external factors, such as temperature, and that change their assembly as a consequence of variations in these factors.
In this experiment you will see how some liquid crystals change colour as their temperature is changed!
To download the protocol and background information, and to watch the videos available, visit www.nanoyou.eu
Translations to several languages are also availabe in the NANOYOU website.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Specific Learning Outcomes
» compare the properties of liquids and solids with those of gases
» apply the kinetic molecular theory to describe liquids and solids
» describe the various intermolecular forces and factors that affect their
strengths
» identify the types of intermolecular forces that may operate in a given
molecular substance
» rank substances according to strength of intermolecular forces;
» illustrate the intermolecular forces between molecules of a compound.
2
At the end of the lesson, the
learners will be able to:
3. ACTIVITY!
PAINT ME A PICTURE
Discuss among your group how to act the
assigned state. One member of the group will
explain their act.
3
4. ACTIVITY!
DONE BY 5 MEMBERS
Using the picture acts carried out by the class at the motivation part, and the
following illustration of solid, liquid and gas, answer the questions that follow.
4
5. 1. Compare the properties of gases, liquids, and solids in terms of
distances and arrangement of their molecules.
a. Compare the distances among molecules in the gas, liquid and
solid and rank the phases in increasing distance between
particles.
b. Describe the characteristic movement of the particles of gas,
liquid and solid.
c. How are the molecules of gas, liquid and solid arranged?
d. Arrange the three phases of matter in order of increasing
volume of empty space between its molecules.
e. Identify the property of matter that corresponds to the
molecular behavior.
5
6. 6
Use the table to present the comparison of the
properties of gases, liquids and solids.
7. 7
Use the table to present the comparison of the
properties of gases, liquids and solids.
13. The activity should be performed in an airy
or well-ventilated room.
Remind the students of the proper handling of
the substances they will be using.
Avoid contact with the skin and direct
inhalation of the vapors of the substances. It
is best if the students use safety gloves,
goggles and mask.
13
14. » 1.Work in groups. One of the
members will act as the
recorder of data.
» 2. Each group should have 8
pieces of 1-peso coin and 4
droppers.
» 3. 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.
PROCEDURE:
» 4. Then on the next 4 coins, put
a drop of the liquid and
determine how much time it
takes one drop to evaporate.
» 7. Record your results.
14
15. Guide 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?
15
16. Define intemolecular forces of attraction.
Intermolecular forces are attractive
forces that act between molecules
or particles in the solid or liquid
states.
16
17. Explain why melting points and boiling points of
substances can be used as indicators of strength of
intermolecular forces operating in given solids and
liquids.
When a solid melts, or a liquid boils, the particles move away
from each other. As they do, intermolecular forces of attraction
are broken. The stronger the intermolecular forces to be
broken, the larger the amount of energy needed to break them,
hence, the higher the melting point for solid to liquid
transformation, and boiling point for liquid to gas
transformation.
17
19. 19
London Dispersion Forces
These forces of attraction result
from temporary dipole moments
induced in ordinarily nonpolar
molecules. These forces are
present between all types of
molecules due to the movement
of electrons.
20. 20
Dipole-dipole forces
These are attractive forces between polar molecules
(molecules that possess dipole moments).
This type of force is stronger than the dispersion
forces because polar molecules have a permanent
uneven distribution of electrons. The nature of
attraction is electrostatic and can be understood in
terms of Coulomb’s law: The larger the dipole
moment, the stronger the attraction.
21. 21
Hydrogen bond
is a special type of dipole-dipole
interaction between the hydrogen atom in
a polar bond, such as N‒H, O‒H, or F‒H,
and an electronegative O, N, or F atom.
Hydrogen bonds between water
molecules are particularly strong.
22. The following diagram can be used to determine the types of
intermolecular forces present in substances.
22
23. The following diagram can be used to determine the types of
intermolecular forces present in substances.
23
27. Place your screenshot here
iPHONE
PROJECT
Show and explain your web, app
or software projects using these
gadget templates.
27
28. Place your screenshot here
TABLET
PROJECT
Show and explain your web, app
or software projects using these
gadget templates.
28
29. CREDITS
Special thanks to all the people who made and
released these awesome resources for free:
» Presentation template by SlidesCarnival
» Photographs by Unsplash
29
30. PRESENTATION DESIGN
This presentation uses the following typographies and colors:
» Titles: Oswald
» Body copy: Roboto Condensed
You can download the fonts on these pages:
https://www.fontsquirrel.com/fonts/oswald
https://www.fontsquirrel.com/fonts/roboto
Dark aqua #3796bf / Aqua #4bb5d9 / Light aqua #81d1ec
Yolk yellow #ff9900
You don’t need to keep this slide in your presentation. It’s only here to serve you as a design guide
if you need to create new slides or download the fonts to edit the presentation in PowerPoint®
30
31. SlidesCarnival icons are editable shapes.
This means that you can:
● Resize them without losing quality.
● Change fill color and opacity.
● Change line color, width and style.
Isn’t that nice? :)
Examples:
31
32. Now you can use any emoji as an icon!
And of course it resizes without losing quality and you can change the color.
How? Follow Google instructions
https://twitter.com/googledocs/status/730087240156643328
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🎨🏈🏰🌏🔌🔑 and many more...
😉
32
Editor's Notes
In liquids, the molecules are so close together that there is very little empty space between them. Liquids are much more difficult to compress and they are much denser at normal conditions.
• Molecules in a liquid are held together by one or more types of attractive forces. However, the molecules can move past one another freely. Liquids can flow, can be poured and assumes the shape of its container.
• In a solid, molecules are held tightly in position with virtually no freedom of motion. There is even less empty space in a solid than in a liquid.
• Solids are almost incompressible and possess definite shape and volume.
Water 100 C polar
Butane -1 C non polar
Ethyl alcohol 78.37 C polar
Isopropyl less polar 82.6 C
Acetone 56 C polar