toaz.info-dll-physical-science-second-semester-pr_93130c7283e481d301c826362d3bc79b.pdf

Daily Lesson Log School Vicente D. Trinidad High School Grade level Grade 11
Teacher Christopher A. Masirag Learning Area Physical Sciece
Teaching Days and Time Quarter 3rd
Date: Week 1 Date: Week 1
I. OBJECTIVES
A. Content Standards The formation of the elements during the Big Bang and
during stellar evolution
The formation of the elements during the Big Bang and
during stellar evolution
B. Performance Standards Make a creative representation of the historical
development of the atom or the chemical element in a
timeline
Make a creative representation of the historical
timeline
C. Learning Competencies/Write the LC code for
each
1. Give evidence for and explain the formation of
the light elements in the Big Bang Theory.
S11/12PS-IIIa-1
2. Give evidence for and describe the formation of
heavier elements during star formation and
evolution. S11/12PS-IIIa-2
1. Write the nuclear fusion reactions that take place
in stars, which lead to the formation of new
elements. S11/12PS-IIIa-3
2. Describe how elements heavier than iron are
formed. S11/12PS-IIIa-b-4
II. CONTENT How the elements found in the universe were formed How the elements found in the universe were formed
III. 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 Ppt presentation, video clips Ppt presentation, video clips
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE  Recall

 Guided Inquiry Strategy
 Film clip on the formation of the elements during
the Big Bang and during stellar evolution
 Giving of guide questions for the film/video clip
 Video clip presentation
ACQUIRING NEW KNOWLEGDE  Discussion of the evidence for the formation of
the light elements in the Big Bang theory
 Give evidence for and explain the formation of
heavier elements during star formation and
evolution
 Write the nuclear fusion reactions that takes
place in stars, which lead to the formation of new
elements
 Describe how elements heavier than iron formed
ABSTRACTION  Group work. Make a comic strip.  Summing-it-up (Ask a volunteer to summarize the
lesson)
APPLICATION/EVALUATION  Journal Writing
 Quiz
 Think-Pair-Share (Think of an application/s of the
lesson learned today and share it with a partner)
 Quiz
V. REMARKS The performance standard will be attained within the first
three weeks.
VI. 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 lesson 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?
Date: week 2 Date: week 2
I. OBJECTIVES
A. Content Standards How the concept of the atom evolved from Ancient Greek
to the present
How the concept of the atom evolved from Ancient Greek
to the present
timeline
timeline
each
1. Describe the ideas of the Ancient Greeks on the
atom. S11/12PS-IIIa-b-5
2. Describe the ideas of the Ancient Greeks on the
elements. S11/12PS-IIIa-b-6
3. Describe the contributions of the alchemists to
the science of chemistry. S11/12PS-IIIb-7
1. Point out the main ideas in the discovery of the
structure of the atom and its subatomic particles.
S11/12PS-IIIb-8
2. Cite the contributions of J.J. Thompson, Ernest
Rutherford, Henry Mosely, and Neils Bohr to the
understanding of the structure of the atom.
S11/12PS-IIIb-9
3. Describe the nuclear model of the atom and the
location of its major components (protons,
neutrons, and electrons). S11/12PS-IIIb-10
II. CONTENT How the idea of the atom, along with the idea of the
elements evolved
How the idea of the atom, along with the idea of the
elements evolved
C. References

3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Ppt presentation Ppt presentation
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE  Sharing of the reading assignment  Group Game/Quiz Bee
ACQUIRING NEW KNOWLEGDE  Large group discussion. (The teacher will facilitate
the discussion in the class.)The discussion should
tackle the following:
A. ideas of the Ancient Greeks on the atom and
elements
B. contributions of the alchemist to the science
of chemistry
 Worksheets
 Reporting
 Point out the ideas in the discovery of the structure of
the atom and its subatomic particles.
 Cite the contributions of J.J. Thompson, Ernest
Rutherford, Henry Moseley, and Neils Bohr to the
understanding of the structure of the atom.
 Describe the nuclear model of the atom and the
location of its major components (protons, neutrons,
and electrons)
ABSTRACTION What possible concepts of atom and elements may we
have today if the Ancient Greeks did not thought of it?
Make a list of main events that leads to the discovery of
the structure of atom and its subatomic particles.
APPLICATION/EVALUATION How can you share the knowledge learned in this lesson
with your family and friends?
Quiz.
What is/are the importance of the concepts of atom and
its subatomic particles in our world today? Explain.
C. REMARKS
D. REFLECTION
evaluation

activities for remediation who scored below
80%.
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
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?

I. OBJECTIVES
A. Content Standards How the concept of the atom evolved from Ancient Greek
to the present
How the concept of the atom evolved from Ancient Greek
to the present
timeline
timeline
each
1. Explain how the concept of atomic number led to
the synthesis of new elements in the laboratory.
S11/12PS-IIIb-11
2. Write the nuclear reactions involved in the
synthesis of new elements. S11/12PS-IIIb-12
1. Cite the contribution of John Dalton toward the
understanding of the concept of the chemical
elements. S11/12PS-IIIc-13
2. Explain how Dalton’s theory contributed to the
discovery of other elements. S11/12PS-IIIc-14
II. CONTENT How the idea of the atom, along with the idea of the
elements evolved
How the idea of the atom, along with the idea of the
elements evolved
A. References
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE Guided Inquiry Strategy
- What is meant by atomic number?
- How do scientist/chemist synthesize new
elements in the laboratory?
Ask the students to discuss the contribution of ancient
scientists the development of the atomic theory.
ACQUIRING NEW KNOWLEGDE Class Discussion.
- The teacher will explain how concept of atomic
number led to the synthesis of new elements in
the laboratory.
Group the class into 2 and discuss among themselves the
assigned topic. After group sharing a discussion leader will
present the concept they learned to the whole class.

- The teacher will give a board work on the
students on writing the nuclear reactions involved
in the synthesis of new elements.
Group 1- Discuss the postulates and explain how these
were able to explain the laws of chemical combination.
Group 2- Discuss how the discovery of electrons affected
Dalton’s atomic theory.
ABSTRACTION There are new elements synthesized in the laboratory,
due to nuclear development, higher elements have been
discovered. What are the difference of these newly
synthesized elements compared to the other elements in
the representative groups?
Dalton reasoned out that if atoms really exist, they must
have a certain properties to augment the Laws of
Chemical Combination. What are the properties of an
atom according to John Dalton?
APPLICATION/EVALUATION What are the importance of synthesizing new elements in
the laboratory?
Objective assessment.
How would you differentiate Dalton’s model of the atom
from Bohr’s model of the atom?
V. REMARKS
VI. REFLECTION
evaluation
activities for remediation who scored
below 80%.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
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?
I. OBJECTIVES
A. Content Standards How the uses of different materials are related to their
properties and structures.
How the uses of different materials are related to their
B. Performance Standards
each
1. Determine if a molecule is polar or non-polar
given its structure. S11/12PS-IIIc-15
2. Relate the polarity of a molecule to its structure.
S11/12PS-IIIc-16
1. Describe the general types of intermolecular
forces. S11/12PS-IIIc-d-17
2. Give the type of intermolecular forces in the
properties of substance. S11/12PS-IIId-e-18
3. Explain the effect of intermolecular forces on the
properties of substances. S11/12PS-IIId-e-19
II. CONTENT How the properties of mater relate to their chemical
structure
How the properties of mater relate to their chemical
structure
A. References
3. Textbook Pages Chang, R. Chemistry. 7th Edition. p.417-466
4. Additional Materials from Learning Resource (LR)
portal

B. Other Learning Resources Ppt presentation Ppt presentation
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE  Present the basic assumptions of the VSEPR
theory
 Show models of different molecular geometry
A small drop of oil in water assumes a spherical shape.
Explain. (this can be demonstrated by the teacher) {Hint:
Oil is made up of nonpolar molecules, which tend to avoid
contact with water.}
ACQUIRING NEW KNOWLEGDE  Have the class work on predicting molecular
geometry of given compounds.
 Explain polar and nonpolar covalent bonding
given its structure.
 Differentiate bond polarity from molecular
polarity using H2O, CO2, CH4, NH2, SO2, and CHCl2
as examples.
Group the class into 5 and assign each of the following
type of intermolecular forces:
1. Dipole-dipole interaction
2. Dipole-induced dipole interaction
3. Ion-dipole interaction
4. Dispersion forces
5. Van der Waals forces
Each group will discuss the given topic among themselves
and prepare a ppt presentation for their output to share
in the whole class.
ABSTRACTION  What are the general properties of polar
compounds and of nonpolar compounds?
 What other factors are considered in determining
molecular polarity?
Explain the term “polarizability.” What kind of molecules
tend to have high polarizabilities? What is the relationship
between polarizability and intermolecular forces?
APPLICATION/EVALUATION What is/are the application of the lesson you learned in
your daily life? Discuss.
Swimming coaches sometimes suggest that a drop of
alcohol (ethanol) placed in an ear plugged with water
“draws out the water.” Explain this action from a
molecular point of view.
V. REMARKS
VI. REFLECTION
evaluation
activities for remediation who scored below
80%.

remediation
Why did these work?
teachers?
I. OBJECTIVES
A. Content Standards How the uses of different materials are related to their
The relationship between the function and structure of
biological macromolecules.
each
1. Explain how the uses of the following materials
depend on their properties: a. medical implants,
prosthesis; b. sports equipment; c. electronic
devices; d. construction supplies for buildings and
furniture; e. household gadgets. S11/12PS-IIId-e-
20
2. Explain how the properties of the above
materials are determined by their structure.
S11/12PS-IIId-e-21
Explain how the structures of biological
macromolecules such as carbohydrates, lipids,
nucleic acid, and proteins determine their properties
and functions. S11/12PS-IIIe-22
II. CONTENT How the properties of mater relate to their chemical
structure
How the properties of mater relate to their chemical
structure
A. References

3. Textbook Pages
portal
B. Other Learning Resources Ppt presentation, laboratory glass wares and chemicals Ppt presentation
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE • The teacher will explain the fact that physical
properties allow us to classify and identify chemical
substances.
• Physical properties are: colour, state of matter, melting
and boiling point, density, solubility, electric and heat
conductivity, volatility, surface tension, viscosity and
capillary action.
• The teacher demonstrates a few of the physical
properties of different substances, e.g. compare the
boiling points of water and pentane (or any non-polar
organic substance); compare the viscosity of olive oil and
water; compare the shiny surface of metals with the dull
colours of ionic salts – the demonstration depends on the
availability of chemicals in the school laboratory.
The teacher ask the students to explain the difference
between interatomic and intermolecular forces.
Ask the students to classify covalent bonding as an
interatomic- or intermolecular force.
ACQUIRING NEW KNOWLEGDE Collaborative learning. (small group activity)
Divide the class into five and assign the following
materials (a. medical implants, prosthesis; b. sports
equipment; c. electronic devices; d. construction supplies
for buildings and furniture; e. household gadgets.) and let
them explain how the properties of these materials affect
their uses.
Outputs will be presented in class.
CLASSWORK ACTIVITY
It is possible that only interatomic forces can be present
in crystal lattice. A macro molecule is formed.
a. Give two examples of macro molecules.
b. In which phase will macro molecular structures most
probably be at room temperature? (25 0
C)?
c. Give a reason for your answer in question 4 b.
d. Are the physical properties of matter related to
interatomic - or intermolecular forces?
After the presentation of classwork, the teacher further

discuss how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins
determine their properties and functions.
ABSTRACTION The structures and properties of materials (crystals), such
as melting point, density, and hardness are determined
by the kinds of forces that hold the particles together.
How can you classify materials based on the kind of
forces that hold the particles together?
How do the structures of the biological macromolecules
unique to one another? Explain.
APPLICATION/EVALUATION Investigate and explain the effects of intermolecular
forces on evaporation, surface tension, solubility, boiling
points and capillarity.
How do the structures of the biological macromolecules
determine their properties and functions?
V. REMARKS
VI. 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%.
remediation
Why did these work?
teachers?
Date: 2 hours Week 6 Date: 7 hours Week 6-week 8
I. OBJECTIVES
A. Content Standards The following aspects of chemical changes: The following aspects of chemical changes:

a. How fast a reaction takes place b. How much reactants are needed and how much
products are formed in a reaction
C. Learning Competencies/Write the LC code for each 1. Use simple collision theory to explain the effects of
concentration, temperature, and particle size on
the rate of reaction. S11/12PS-IIIf-23
2. Define catalyst and describe how it affects reaction
rate. S11/12PS-IIIf-24
1. Calculate the amount of substances used or
produced in a chemical reaction. S11/12PS-IIIf-h-25
• Perform stoichiometric calculations using balanced
equations.
• Convert any given units to required units.
II. CONTENT How chemical changes takes place How chemical changes takes place
A. References
3. Textbook Pages
portal
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE Question and answer, Explanation
1. The collision theory explains why chemical reactions
occur and why they take place at different rates. Give one
term for each of the following descriptions.
1.1 A chemical substance that speeds the rate of a
chemical reaction.
1.2 A collision in which the reacting particles have
sufficient kinetic energy and the correct orientation.
1.3 The factor responsible for increasing the rate of
reaction when a solid is broken into smaller pieces.
1.4 A measure of the average kinetic energy of the
Simple Recall on Balancing of Chemical equation.
The teacher should introduce the lesson by explaining
what stoichiometric calculations are all about and the
steps to be followed when dealing with stoichiometric
calculations.
(i) Stoichiometric calculations are calculations
whereby number of moles, mass and volume of
reactants and products of a chemical reaction are
calculated.
(ii) These calculations can be done by using a
balanced chemical reaction.

particles in a gas.
2. The rate at which 50 mm piece of clean magnesium
ribbon reacts with 20 cm3 hydrochloric acid (concentration
of 1mol•dm-3
) is determined by measuring the volume of
hydrogen gas released during the reaction
Mg(s) + 2 HCl(aq) → MgCl2(aq) + H2(g)
State how the rate of this reaction will be influenced if the
experiment is repeated three times altering only ONE
factor at a time as follows. (Simply state INCREASE,
DECREASE, or REMAIN THE SAME)
2.1 The 50 mm piece of magnesium is filed to a powder.
2.2 20 cm3 of HCl of a 2mol•dm-3 concentration is used.
2.3 The mixture is cooled.
3. An iron nail will displace copper metal from a solution of
copper sulphate. Give three ways in which the rate of this
reaction can be increased
SOLUTIONS 1. 1.1 catalyst 1.2 effective collision 1.3
surface area 1.4 temperature 2. 2.1 increase 2.2 decrease
2.3 decrease 3. a) Use iron powder instead of the nails. b)
Heat the reaction mixture. c) Increase the concentration of
the CuSO4 solution.
(iii) Steps to be followed when doing stoichiometric
calculations: Step 1: Make sure the equation is
balanced. Step 2: Write down the molar ratio of
the species present. Step 3: Calculate the number
of moles using the given information.
ACQUIRING NEW KNOWLEGDE Group work.
Divide the class into 5 and assign each of the following
topics.
1. The Collision Theory
2. State of division or surface area
3. The concentration of the reactants
4. The temperature of the reactants
5. The presence of a catalyst
The teacher should give the learners the examples to be
done in class.
Examples:
1. Consider the following equation:
Fe2O3 + H2 → Fe + H2O
1.1 Balance the equation. 1.2 How many moles of H2 are
required to react with 50 g of Fe2O3? 1.3 Determine the
mass of Fe produced from 50g of Fe2O3.

Let the students discuss the concept in their groups and
assign a discussion leader to share it in class after.
Alternative activity: Laboratory activity on the factors
affecting chemical reaction
2. Consider the following equation: N2 + H2 → NH3
2.1 Balance the equation. 2.2 If 11,2 dm3 of hydrogen gas
is placed in the reaction vessel at STP with excess nitrogen
gas, determine the volume of ammonia that forms.
The teacher will give other examples based on the three
types of stoichiometric calculations based on the mole
method.
Alternative activity: Problem set will be given to the
students.
ABSTRACTION Ask learners about the main aspects of the lesson. On what law is stoichiometry based? Why is it essential to
use balanced equations in solving stoichiometric
problems?
APPLICATION/EVALUATION How will you apply the learning you had today in your daily
life?
Problem solving.
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for
remediation who scored below 80%.
C. Did the remedial lesson work? No. of learners who
have caught up with the lesson.
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?
teachers?

I. OBJECTIVES
A. Content Standards The following aspects of chemical changes:
b. How much reactants are needed and how much
products are formed in a reaction
c. How much energy is involved in a reaction
How energy is harnessed
each
1. Calculate percent yield of a reaction. S11/12PS-
IIIh-26
2. Determine the limiting reactant in a reaction and
calculate the amount of product formed.
S11/12PSIII-h-27
3. Recognize that energy is released or absorbed
during a chemical reaction. S11/12PSIII-i-28
1. Describe how energy is harnessed from different
sources:
a. Fossil fuel
b. Biogas
c. Geothermal
d. Hydrothermal
e. Batteries
f. Solar cells
g. Biomass
S11/12PSIIIi-29
II. CONTENT How chemical changes takes place How chemical changes takes place
A. References
3. Textbook Pages
portal
B. Other Learning Resources Ppt presentation, video clips
IV. Procedures

ACTIVATING PRIOR KNOWLEDGE Simple Recall.
Let students write a balanced reaction and discuss the
chemical reaction process.
Film clips on harnessing energy in the environment.
What source of energy do you think is the most efficient?
ACQUIRING NEW KNOWLEGDE Group work
Each group will be given problem set to solve.
Each group will present their solution in class and discuss
their solution.
Collaborative learning
Group the class into 7 and let each group describe how
energy is harnessed from different sources. Assign each
group the following:
1. Fossil fuel
2. Biogas
3. Geothermal
4. Hydrothermal
5. Batteries
6. Solar cells
7. Biogas
Let each representative per group to share their outputs
in class.
ABSTRACTION Ask learners about the importance of knowing the
concept of limiting reagents.
In our world today which rely on electrical energy to
initiate most of our activities form home, school, work
place and even everywhere, give some ways on how we
can maximize/conserve our present energy today?
APPLICATION/EVALUATION How will you apply the learning you had today in your
daily life?
Ask the students to look for a partner to answer the
problem set will be given.
Journal writing.
Let students write a journal on energy conservation.
V. REMARKS
VI. REFLECTION

remediation
Why did these work?
teachers?
I. OBJECTIVES
A. Content Standards The properties and the mode of action of the
following consumer products:
a. Cleaning materials
b. cosmetics
The properties and the mode of action of the
b. Cosmetics
B. Performance Standards Make either a poster, a flyer, or a brochure on a product
(such as fuels, household, or personal care products)
indicating its uses, properties, mode of action, and
precaution
Make either a poster, a flyer, or a brochure on a product
precaution
each
1. Give common examples of cleaning materials for
the house and of personal care. S11/12PSIIIi-j-30
2. From the products labels, identify the active
ingredient(s) of cleaning products used at home.
S11/12PSIIIi-j-31
1. Give the use of other ingredients in cleaning
products. S11/12PSIIIi-j-32
2. Give common examples of personal care products
used to enhance the appearance of the human
body. S11/12PSIII-j-33
II. How chemistry contributes to the understanding of
household and personal care products
How chemistry contributes to the understanding of

A. References
3. Textbook Pages
portal
C. Other Learning Resources Ppt presentation, video clips
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE Let students name common examples of cleaning
materials for the house and for personal care.
(The teacher can also give an advance assignment to let
the students bring product labels of household materials
and/or personal care in class.)
Group work
Divide the class into 5 and let them create an
advertisement on any of the following cleaning agent,
personal care products, and other household products.
Let them present their outputs.
ACQUIRING NEW KNOWLEGDE Collaborative learning
Group the students into 8 (depending on the size of the
class) and let them study the product labels they have.
Let them study what are the main components of each of
the labels they have.
Each group will present their outputs in class.
(The teacher may give this as an advance assignment)
Partner-in-learning
Ask the students to find a partner and make a
library/internet search on the use of the different
ingredients of any household products and how personal
care products use to enhance the appearance of the
human body.
Let them present their output using powerpoint
presentation.
ABSTRACTION Ask learners about the main aspects of the lesson. Of the different advertisement in print ads, television, and
internet, how are you being conveyed to purchase their
product?
APPLICATION/EVALUATION How will you apply the learning you had today in your Make either a poster, a flyer, or a brochure on a product

daily life? (such as fuels, household, or personal care products)
precaution.
V. REMARKS
VI. REFLECTION
remediation
Why did these work?
teachers?
Date: week 10 Date: week
I. OBJECTIVES
A. Content Standards The properties and the mode of action of the
b. cosmetics
c. Performance Standards Make either a poster, a flyer, or a brochure on a product
precaution
d. Learning Competencies/Write the LC code for 1. Identify the major ingredients of cosmetics such

each as body lotion, skin whitener, deodorants,
shaving cream, and perfume. S11/12PSIIIj-34
3. Explain the precautionary measures indicated in
various cleaning products and cosmetics.
S11/12PSIII-j-35
II. CONTENT How chemistry contributes to the understanding of
A. References
3. Textbook Pages
portal
B. Other Learning Resources Ppt presentation, video clips
IV. Procedures
ACTIVATING PRIOR KNOWLEDGE Film clip/let the student see an advertisement of any
cosmetic products.
ACQUIRING NEW KNOWLEGDE Group work. (Assign each group a cosmetic product to
study ahead of time)
Assign each of the following to each group:
a. Body lotion (Jergens/Johnsons Baby or any other
brand)
b. Skin whitener (any brand)
c. Deodorant (any brand)
d. Shaving cream (any brand)
e. Perfume (any brand)
Let each group discuss among themselves the
precautionary measures indicated in the given cosmetic

product/s.
ABSTRACTION Personal hygiene is very important in personality
development. How can your confidence build up by using
cosmetic products?
APPLICATION/EVALUATION Group work
Make either a poster, a flyer, or a brochure on a product
precaution
V. REMARKS
VI. REFLECTION
remediation
Why did these work?
teachers?

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