Physical Science

Quarter 3 – Module 1:
Star Formation & Evolution
Physical Science – Grade 11
Quarter 3 – Module 1: Star Formation and Evolution
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Jovanni P. Tubal

Editor: -
Reviewer: Faye Genevieve P. Pasamonte, Genevaive M. Pepito
Illustrator: Reden S. Ranalan
Layout Artist: -
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
Faye Genevieve P. Pasamonte

Printed in the Philippines by ________________________

Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: [Link]@[Link]
Physical Science
Quarter 3 – Module 1:
Star Formation & Evolution
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

ii
 Let Us Learn

This module was designed for you, the learners. It is to facilitate you to learn
the appropriate knowledge and skills as you go through a series of worthwhile
activities. The lessons are arranged sequentially in this course to ease understanding
and mastery. The parameter of this module allows you to appreciate the formation
of heavier elements in the universe through star formation and evolution and the
pieces of evidence.

After going through this module, you are expected to:

• Give evidence for and describe the formation of heavier elements during
star formation and evolution (MELC).

Specifically, you will:

1. identify the heavier elements formed in the star evolution and their
atomic masses
2. explain the formation of heavier elements in the stages of star
evolution; and,
3. cite evidence about the formation of heavier elements during star
formation and evolution.

Let Us Try!

Choose the best answer and write your answers on a separate paper.

1. Where is the site of the formation of heavier elements in the universe?

A. Asteroid Belt C. Moon

B. Earth D. Star

2. Which of the following is the correct sequence of the evolution of the star?

A. main sequence star, supergiant, red giant, supernova

B. red giant, supergiant, main sequence star, supernova
C. main sequence star, red giant, supergiant, supernova
D. supernova, main sequence star, red giant, supergiant

1
 3. What happens to the core temperature of a star as it ages/ evolves?
A. Decreases
B. Increases
C. Remains constant
D. Increases then decreases

4. In the main sequence star, what element is formed when hydrogen fuse in
the star’s core?

A. Beryllium C. Helium
B. Carbon D. Oxygen

5. How is the heavy element Carbon formed in a star’s core? It is formed via:

A. Explosion of the star C. Hydrogen Fusion

B. Helium Fusion D. Oxygen Fusion

Let Us Study

Have you observed the bright stars in a clear night sky? Have you witnessed
the spectacular sunrise at dawn? I think you have. The sun is also a star in the
universe. Both the stars and sun in the universe take part of our everyday lives. We
could even say that we are the universe’s way of experiencing itself.

Meanwhile, looking beyond what we see in our own two eyes spark more the
inquisitive mind.

What are stars made of? How are they formed? Would they stay up in the sky
infinitely throughout their lifetime? These are just some of the queries that will be
unraveled in detail in this module.

Read the comic strips below and answer the questions that follow:

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 Andres, do you
know that In fact, hydrogen,
Oh really! I don’t Hydrogen is the together w/ helium,
know that. Thank most abundant
element in the lithium & beryllium,
you, Hannah! universe? were formed through Big
Bang nucleosynthesis.

I am learning
a lot from
you, Hannah.

How about
the formation
of heavier Interestingly, they
elements? were formed within
stars.

That sounds
cool! I want to
know more of
that…

Comic Strip By: Reden S. Ranalan

Questions:

1. What is the most abundant element in the Universe?

2. What do you call the process in which heavier elements (e.g. lithium and
beryllium) are formed?
3. Where do formation of heavier elements take place?

What is a Star?
A star is a ball of gas strongly held together by its own gravitational force. The
Sun, our very own star, is the closest star to Earth and has been used by astronomers
as a model in studying stars in detail.
A star’s life starts as clouds of dust and gas. Gravity pulls these clouds
together. Various nuclear fusion reactions take place and drive the formation and
development of stars. Stars with different masses grow and “evolve” (or change)
throughout the different stages of their lives.

Stars, in general, begin life in the same way however they develop in different
ways depending on their size.
The sun, our star, is formed around 4.5 billion years ago. It is driven by
nuclear fusion, initially involving hydrogen and producing helium along with a high
amount of energy. This is the source of the energy of a star like our sun.

How Are Stars Formed?

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 The outer space may seem like a vacuum but in reality, it contains very thinly
spread of gas and dust called the interstellar medium (ISM). Stars are formed from
the accumulation (or accretion) of these clouds of dust and gas, referred to as
molecular clouds. The gravitational energy pulls together the clouds of gas and
dust causing it to collapse. As the clouds of gas and dust collapse, they become
denser and this paves the way for the formation of stars. The dense clouds of gas
and dust are known as a nebula – the birthplace of stars. The Orion Nebula situated
in our galaxy, the Milky Way, is one of the brightest nebulae that can be observed in
the night sky.

The formation of stars involves several stages and each stage could take
around million years.

The process of star formation

The figure on the process of star formation shows the six (6) steps (A to F) of
star formation for Sun-like stars. The process begins on (A), where clouds of gas and
dust in the space between stars (ISM) collapse into a dense sphere of gas called a
prestellar core (B) that eventually will become the sun.

During the collapse, a disk (C) forms around the core, while two jets are
emitted at the poles. At some point the star stops growing, but gas still fall onto the
disk (D). After a few million years this process also halts. The star is now born (E),
while the planets are being formed from the left-over material, which will eventually
become a solar system (F). A solar system typically lives 10 billion years after the
formation process.

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 Stars spend the majority of their life fusing hydrogen into helium through a
process called nuclear fusion. When the hydrogen is nearly used up, the star can
fuse helium into heavier elements. Elements heavier than beryllium are formed
inside the stars known as stellar nucleosynthesis.

The star formation theory suggests that stars are formed from the collapse
of the dense sections of molecular cloud. As this cloud collapses, the fragments
shrink to form a stellar core known as protostar. The protostar shrinks due to strong
gravitational force while its temperature increases. When the core temperature
reaches about 10 million Kelvin, nuclear reactions start. As a result, the contraction
is stopped and gravitational equilibrium is attained. The protostar has become a
main sequence star.

Evolution of Stars

The figure below shows the life cycles of stars:

Stars that are similar in size to the Sun follow the lower path in the figure:

• Red giant star → white dwarf → black dwarf

Stars that are far greater in mass than the Sun follow the upper path in the figure:

• red super giant star → supernova → neutron star, or a black hole

(depending on size)

5
 Note:
Symbol
4
Alpha (α) 2He
0
Beta (β) −1𝑒
0
Gamma (γ) 0𝑌

Table 1. Evolution of Stars

Core
Stage Description Reaction
Temperature

Main-sequence 1.5 x 107 K In this stage, nuclear fusion of 1H + 1H = 2H + β

star (yellow hydrogen occurs in the core 2H + 1H = 3He + γ
star) that convert hydrogen into 3He + 3He = 4He + 2
helium. Four hydrogen atoms 1H
combine to make a helium
atom and high energy gamma
rays. This hydrogen fusion
occurs in three steps. Element Formed:
Helium (He)
Due to this process, the
temperature and density of
the star’s core increases up to
100 million K. As such, the
star expands into a red giant.

Red giant 2 x 108 K In this stage, several nuclear 4

2He + 42He = 84Be
fusion reactions take place. It 8
+ 42He= 126C + γ
4Be
involves alpha particles ( 42He)
and fusion of three 42He atoms.

Helium is converted to carbon

in the core while hydrogen is Element Formed:
converted to helium in the Carbon (C)
shell surrounding the core.
Then, the rate of fusion slows
down. Gravity again squeezes
the star. Hence, the star
balloons into a supergiant as
it accumulates mass and
temperature.

6
 12
6C + 42He 16
8O
Supergiant 7x 108 K In this stage, carbon fusion
occurs. The star undergoes a 16
+ 42He 20
8O 10Ne
series of reaction as more
alpha particles are fused to 20 4 24
form heavier elements all the 10Ne+ 2He 12Mg
way to iron in the core and in
24 4 28
the shells around the core. 12Mg+ 2He 14Si

The element oxygen is formed 28

14Si + 42He 32
16S
from carbon fusion; neon from
oxygen fusion; magnesium 32
+ 42He 36
16S 18Ar
from neon fusion; silicon from
magnesium fusion until iron 36
is formed. This process makes 18Ar + 42He 40
20Ca
the core and star itself more
40
massive. 20Ca + 42He 44
22Ti

44
22Ti + 42He 48
24Cr

48
24Cr + 42He 52
26Fe

Elements Formed:
Oxygen (O)
Neon (Ne)
Magnesium (Mg)
Silicon (Si)
Sulfur (S)
Argon (Ar)
Calcium (Ca)
Titanium (Ti)
Chromium(Cr)
Iron (Fe)

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 Supernova 1 x 1011 K Finally, in this stage the Elements with
core is eventually unable to atomic
further generate energy to mass/weight
resist gravity due to the heavier than Iron
formation of heavier (Fe), except
elements. The gravity transuranium
squeezes the core until the elements.
star explodes and releases
high amount of energy into
space enough to form
elements heavier than iron
such as thorium and
uranium, except
transuranium elements
(Refer to Periodic Table of
Elements).

Subsequently, these
elements are absorbed in
the dust that condensed to
form new stars. Such star
explosion is known as
supernova.

Pieces of Evidence
1. Discovery of interstellar medium. This interstellar medium filled the
“empty space” between the stars. Molecular clouds of this medium are dense regions
where the concentrations of gas and dust are thousands of times greater than
elsewhere. It has become a reservoir from which matter like stars can be formed.
Hence, it provided a major piece of evidence which supported the star formation
theory.

2. Infrared Radiation (IR). This heat energy is emitted from different stages
of star formation and evolution. Most of the new stars cannot be seen in the visible
light because dense clouds of gas block their light. But using infrared spectrum, it
reveals the young stars behind the column of gas and dust. Through this, IR has
given us keys to unlock the mystery of the universe and to explain how stars are
born and to trace the origin of galaxies.

8
 Let Us Practice

Activity 1: Unlocking Heavier Elements

Supply the needed information in the table below. For the third column, please
refer to the Periodic Table of Elements on page 16 as you answer. The first item is
done for you.

You may begin!

Stages Element/s Formed Atomic

mass/weight
1. main sequence star Helium (He) 4.0026

2. red giant star

3. supergiant star

4. supernova (at least 3

elements)

Processing Questions: Answer briefly. Please answer on a separate paper.

1. What do you observe to the atomic mass/weight of the elements as the star
ages/evolves?

______________________________________________________________________________

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2. How is the heavier element Carbon formed in the process?

______________________________________________________________________________
3. How are heavier elements like O, Ne, Mg, Fe and the like formed in supergiant
star?

_______________________________________________________________________________
4. What piece of evidence supports that young stars are formed from gas and dust
particles?

_______________________________________________________________________________

Were you able to accomplish it? I hope you find the task easy and challenging.

Hydrogen is the most abundant element in the Universe and the first element
on the periodic table. Almost 90% of the Universe is hydrogen. The second most
abundant element is helium.

Nearly 10% of the Universe is helium. All of the other elements exist in much
lower abundances, much less than 1%. Carbon, nitrogen, oxygen, magnesium,
silicon, and iron are some of the common and more abundant heavier elements in
the Universe.

Let Us Practice More

Activity 2: Fusion Reactions

Elements are produced in the cores of high-mass stars by fusion

reactions. All stars start by burning hydrogen and end up creating many
heavier elements inside their cores. It is this kind of star that will eventually
spread the elements it created in its core when it dies in a supernova
explosion.

Your task is to complete the series of fusion reactions to show the

various reactions that create helium, carbon, magnesium, oxygen, sulfur,
neon, nickel, cobalt and the 4 different isotopes of iron. Complete the series
of reactions by supplying the missing element in the blanks with numbers 1
to 10 enclosed in parenthesis. Remember to follow the law of conservation of
mass and charge.

10
SERIES OF FUSION REACTIONS

Step 1: 4 ( 11𝐻) → 42𝐻𝑒 + 2𝑒 + + 2𝑛𝑒𝑢𝑡𝑟𝑖𝑛𝑜𝑠 + 𝑒𝑛𝑒𝑟𝑔𝑦

Step 2: 3 ( 42𝐻𝑒) → 12
6𝐶 + 𝑒𝑛𝑒𝑟𝑔𝑦

12
Step 3: 6𝐶 + 126𝐶 → ____(1)_____ + 𝑒𝑛𝑒𝑟𝑔𝑦

12
Step 4: 6𝐶 + 126𝐶 → ____(2)_____ + 𝑒𝑛𝑒𝑟𝑔𝑦

12
Step 5: 6𝐶 + 42𝐻𝑒 → ____(3)_____ + 𝑒𝑛𝑒𝑟𝑔𝑦

16
Step 6: 8𝑂 + 168𝑂 → ____(4)_____ + 𝑒𝑛𝑒𝑟𝑔𝑦

16 20
Step 7: 8𝑂 + ____(5)_____ → 10𝑁𝑒 + 𝑒𝑛𝑒𝑟𝑔𝑦

Step 8: ____(6)____ + 7( 42𝐻𝑒) → 56

28𝑁𝑖 + 𝑒𝑛𝑒𝑟𝑔𝑦

56
Step 9: 28𝑁𝑖 → ____(7)____ + 𝑒 + (𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝛽 𝑑𝑒𝑐𝑎𝑦)

56
Step 10: ____(8)____ → 26𝐹𝑒 + 𝑒 + (𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝛽 𝑑𝑒𝑐𝑎𝑦)

56
Step 11: 26𝐹𝑒 + 10𝑛 → ___(9)___

57
Step 12: 26𝐹𝑒 + 10𝑛 → ___(10)___

58
Step 13: 26𝐹𝑒 + 10𝑛 → 59
26𝐹𝑒

Highly massive stars convert its hydrogen to helium, helium to carbon,

carbon to magnesium, carbon and helium to oxygen, oxygen to sulfur, oxygen and
helium to neon, and silicon and helium to nickel. The unstable isotope of nickel
created undergoes positive beta decay and forms an isotope of cobalt that in turn
decays into iron. Positive beta decay is when a proton becomes a neutron, and a
positron is emitted.
A high-mass star creates many unstable isotopes of iron and actually goes
through a series of reactions that cause the star to make heavier and heavier nuclei
of elements, all the way up to Bismuth-209 - the heaviest known non-radioactive
nucleus.

11
 Let Us Remember

Through this module, you have learned the following important concepts about star
formation and evolution.

• Stellar nucleosynthesis is the process by which heavier elements are formed

within stars.
• A main sequence star is formed from hydrogen fusion in a protostar.
• A red giant star is formed from the fusion of three helium atoms.
• A supergiant star is formed from the fusion of more alpha particles making
it more massive.
• A supernova is a star that explodes and releases a tremendous amount of
energy forming the elements heavier than iron.
• Evidences of star formation and evolution was traced in Infrared Radiation
(IR) and discovery of interstellar medium of gas and dust.

Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. In the main sequence star, what element is formed when hydrogen fuse in
the star’s core?
A. Helium C. Carbon
B. Beryllium D. Oxygen

2. At approximately what temperature can nuclear reaction in a star’s core

occur?
A. 100,000 Kelvin C. 10,000,000 Kelvin
B. 1,000,000 Kelvin D. 100,000,000 Kelvin

3. Through what process are stars in the universe formed?

A. Nuclear fusion C. Nuclear decay
B. Nuclear fission D. Nuclear transmutation

4. How is the heavy element Carbon formed in a star’s core?

A. Explosion of the star C. Helium fusion
B. Hydrogen fusion D. Oxygen fusion

5. Where is the site of the formation of heavier elements in the universe?

A. Asteroid Belt C. Moon
B. Earth D. Star

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6. How many Helium atom/s fuse/s together to produce Carbon?
A. 1 C. 3
B. 2 D. 4

7. What piece of evidence of star formation provides a view of stars due to their
heat energies?
A. Abundance of light elements C. Redshift
B. Infrared radiation D. Interstellar medium of gas &
dust

8. What heavier element can a supergiant star only produce up to?

A. Helium C. Iron
B. Carbon D. Magnesium

9. Which of the following is the correct sequence of the evolution of the star?
A. main sequence star, supergiant, red giant, supernova
B. main sequence star, red giant, supergiant, supernova
C. red giant, supergiant, main sequence star, supernova
D. supernova, main sequence star, red giant, supergiant

10. What stage of the evolution of the star produces the element Iron (Fe)?

A. Main sequence star C. Supergiant

B. Red giant D. Supernova

11. What fuel is needed in a red giant star to begin its fusion reaction?

A. Hydrogen C. Carbon
B. Helium D. Iron

12. What signals the doom or death of a star?

A. nucleosynthesis C. Supernova
B. Formation of iron D. Alpha fusion

13. How are elements heavier than Iron (Fe) formed?

A. Supernova C. Hydrogen Fusion
B. Helium Fusion D. Fusion of more alpha particles

14. What happens to the mass of a star as time goes on?

A. Lighter C. Constant
B. Heavier D. Equilibrium

15. What happens to the core temperature of a star as it ages/ evolves?

A. Decreases C. Constant
B. Increases D. Increases then decreases

13
 Let Us Enhance

Activity 3: Life and Death

After learning the lesson of this module, it is time to apply what you have
learned into real life situation. This will be done for you to find connection and
meaning of the lesson to your personal life.

Please read the text below and write your reflection in a separate sheet of
paper.

The occurrence of supernova in the universe signals the

death of a star. In the same manner, life here on Earth has
its end. Do you believe in “life after death”? Explain your
answer.

You can do it!

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Your response in the reflective essay will be rated based on the rubric. Please
be guided accordingly.

14
Rubric in Assessing Reflective Essay

Criteria Poor Fair Good Excellent

1 pt 2 pts 3 pts 4 pts
Depth of Response Response Response shows Response shows
Reflection shows lack of shows a general an in-depth
reflection on shallow reflection on the reflection on the
the selected reflection on selected topic, selected topic,
topic, with no the selected including some including
details. topic, supporting supporting
including a details and details and
few details examples. examples.
and
examples.

Quality of Information Information Information Information

Information is vague to somehow clearly relates to clearly relates to
the main relates to the the main topic. It the main topic.
topic. main topic. provides 1-2 It includes
No details supporting several
and/or details and/or supporting
examples are examples details and/or
provided. examples.

Structure & Response is Response is Response is Response is

Organization unclear, unclear, and mostly clear, and clear, and well
disorganized. ideas are not organized. Ideas organized. Ideas
logically well are conveyed in a are conveyed in
organized. logical manner. a logical
manner.

Let Us Reflect

Stars are the most widely recognized astronomical objects, and represent
the most fundamental building blocks of galaxies. The age, distribution, and
composition of the stars in a galaxy trace the history, dynamics, and evolution of
that galaxy. Moreover, stars are responsible for the manufacture and distribution
of heavy elements such as carbon, nitrogen, and oxygen, and their characteristics
are intimately tied to the characteristics of the planetary systems that may
coalesce about them. Consequently, the study of the birth, life, and death of stars
is central to the field of astronomy.

15
16
Photo obtained and used with permission
from Anne Helmenstine
 17
Processing Questions:
1. What do you observe to the atomic mass/weight of the
elements as the star ages/evolves?
The atomic mass/weight of the elements becomes heavier
as the star ages.
2. How is the heavier element Carbon formed in the process?
The element Carbon is formed from fusion of three Helium
atoms.
3. How are heavier elements like O, Ne, Mg, Fe and the like
formed in supergiant star?
The heavier elements like O, Ne, Mg and Fe are formed in
supergiant star by fusion of more alpha particles.
4. What piece of evidence supports that young stars are
formed from gas and dust particles?
The discovery of interstellar medium supports the
formation of young stars from gas and dust particles.
Activity 1: Unlocking Heavier Elements
Stages Element/s Formed Atomic mass/weight
1. main sequence star Helium (He) 4.0026
2. red giant star Carbon (C) 12.011
3. supergiant star Oxygen (O) 15.999
Neon (Ne) 20.180
Magnesium (Mg) 24.305
Silicon (Si) 28.085
Sulfur (S) 32.06
Argon (Ar) 39.948
Calcium (Ca) 40.078
Titanium (Ti) 47.867
Chromium (Cr) 51.996
Iron (Fe) 55.845
4. supernova (at least 3 Answers may vary
elements) *only naturally-occurring
elements
Let Us Assess. Let Us Assess Let Us Assess Let Us Try
11. B 6. C 1. A 1. D
2. C
12. C 7. B 2. C 3. B
13. D 8. C 3. A 4. C
5. B
14. B 9. B 4. C
15. B 10. C 5. D
Answer Key
 References

American Physical Society. 2012. [Link]. September. Accessed June 6, 2020.

[Link] .
Basic Education Assistance for Mindanao. 2008. "Atomic Structure and Nuclear
Radiation." BEAM Learning Guide.

—. 2018. "Energy and the Environment: Uses of Nuclear Radiation." BEAM

Learning Guide.

Borel, Brooke. 2013. [Link]. May 13. Accessed June 2, 2020.

[Link]

Commission on Higher Education. 2016. [Link]. Accessed May 23, 2020.

[Link]

Darling, David. n.d. [Link]. Accessed June 23, 2020.

[Link]
Ernest Lawrence Biographical. n.d. [Link]. Accessed June 5, 2020.
[Link]

[Link]. n.d. [Link]. Accessed June 6, 2020.

[Link]

2014. [Link]. December 29. Accessed June 6, 2020.

[Link]

Krivit, Steven B. 2019. [Link]. May 18. Accessed June 5, 2020.

[Link]
in-nuclear-transmutation/.

Learner, Chemistry. n.d. [Link]. Accessed June 23, 2020.

[Link]

Point, Assignment. n.d. [Link]. Accessed June 23, 2020.

[Link]
n.d. Quipper School Link. Accessed May 25, 2020. [Link]

Religioso, Estrella E. Mendoza & Teresita F. 2000. Chemistry. Quezon City: Phoenix
Publishing House, Inc.

Ross, Rachel. 2018. [Link]. December 5. Accessed June 6, 2020.

[Link]

Christensen M (2019) How Do Stars Form?. Front. Young Minds. 7:92. doi:
10.3389/frym.2019.00092
BBC GCSE (2021) Accessed at
[Link]

(Helmenstine, [Link], 2015)

For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [Link]@[Link]

Physical Science
Quarter 3 – Module 2:
Synthesis of Artificial Elements
Physical Science – Grade 11
Quarter 3 – Module 2: Synthesis of Artificial Elements
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Jovanni P. Tubal
Editor: Roy V. Chatto
Reviewer: Faye Genevieve P. Pasamonte
Illustrator: Reden S. Ranalan
Layout Artist: -
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
Faye Genevieve P. Pasamonte

Printed in the Philippines by ________________________

Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: [Link]@[Link]
Physical Science
Quarter 3 – Module 2:
Synthesis of Artificial Elements
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

ii
 Let Us Learn

This module was designed for you, the learners. It is to facilitate you to learn
the appropriate knowledge and skills as you go through a series of worthwhile
activities. The lessons are arranged sequentially in this course to ease understanding
and mastery. The parameter of this module allows you to appreciate the formation
of heavier elements in the universe through star formation and evolution and the
pieces of evidence.

After going through this module, you are expected to:

• Explain how the concept of atomic number led to the synthesis of new
elements in the laboratory (MELCs).
Specifically, you will identify the new element synthesized in the reaction,
and explain how the new element is identified.

Let Us Try!

Read each item carefully. Choose the best answer among the choices and write this
on a separate paper.

1. Who among the scientists paved the way in discovering new elements using the
concept of X-rays?
A. Dmitri Mendeleev C. Ernest Rutherford
B. Henry Moseley D. Ernest Lawrence

2. Hydrogen has an atomic number of 1. What does atomic number mean in an

element?
A. number of particles C. number of protons
B. number of neutrons D. number of atoms

3. What device is used by scientists to synthesize the elements Technetium and

Astatine with atomic numbers 43 and 85, respectively?
A. nuclear reactor C. nuclear transmitter
B. particle accelerator D. alpha particles

4. Ernest Lawrence bombarded Molybdenum with fast-moving neutrons. What is

the new element formed in the equation below?
96
42Mo + 21H 97
43Tc + 10n
A. H C. Tc
B. Mo D. He

1
5. Which of the following transuranium elements is used to coat steel in order to
prevent from corrosion?
A. Plutonium C. Astatine
B. Neptunium D. Technetium

Let Us Study

Figure 1. The Periodic Table of Elements

Source: [Link]

Have you used the Periodic Table of Elements in your lower Science class? I
bet you did! From naturally occurring metals, metalloids to non-metals, you have
explored some properties of these elements. The chemical symbols, atomic number,
atomic mass, and electronegativity were also taught to you in your previous Science
classes.

But have you ever wondered how some artificial elements in the Periodic Table
were formed? Have you noticed the missing blanks on the Periodic Table? There could
be new elements to be discovered by scientists in the future. Who knows it could be
you!

Basically, these are the things that you will be discovering as you go through
in this module.

Enjoy learning!

2
Study the Venn diagram below.

Both
Both noted
noted
gaps
gaps in
in the
the
Dmitri Mendeleev table
table of
of Henry Moseley
- a Russian chemist elements
elements - an English physicist
which
which were
were
-In 1869, he arranged the not yet - In 1913, he arranged the
elements in the Periodic not yet
discovered. elements in the Periodic
Table based on their atomic discovered.
Table based on their atomic
masses/weights. numbers.
- He organized elements of - He predicted confidently
the Periodic Table into rows the existence of four new
according to their atomic chemical elements, all of
mass and into columns which were found.
based on chemical and
physical properties.
Images in Venn diagram from [Link]
mendeleev/ and [Link]

Whose idea has become more

significant in the synthesis of
new elements in the Periodic
Table?

Who Is Henry Moseley?

Henry Moseley, an English physicist, showed that

atomic number (number of protons in an atom) determines
most of the properties of an element. He started his study
in Ernest Rutherford’s laboratory about radioactivity, but
later decided to dwell more on X-rays.

In 1913, he made use of X-ray Spectroscopy to

determine the atomic number of an element. He shot a
beam of electrons to different elements and determined the
unique frequencies of the line spectrum from elements. Henry Moseley
Moseley discovered a correlation between atomic number Source:
[Link]
1208/[Link]

3
and the frequency of X rays generated by
the bombardment of the element under
study with high-energy electrons( He
discovered that each element emits x rays
at a unique frequency). With his findings,
he published a paper on a better
arrangement of the elements in the
Periodic Table based on their atomic
numbers.

This discovery of X-ray

spectroscopy predicted elements that
were not yet discovered. In fact, he found
out that there are four gaps in the table when elements were arranged based on their
atomic numbers. These gaps corresponded to the atomic numbers 43, 61, 85, and
87. These elements were later prepared
in the laboratory.
X-Ray Spectroscopy
Source: [Link]
[Link]
Who Is Ernest Rutherford?
[Link]
cfm
Ernest Rutherford, a British physicist, performed
successfully a nuclear transmutation, a reaction that
changes one element or isotope into another element, in
1919. He used alpha particles to fire on nitrogen nuclei,
thereby producing Oxygen (O).

Note:
Symbol
14 𝟏𝟕
Alpha (α) 4
2He 7N + 42He → 𝟖𝐎 + 11H
Beta (β) 0
−1β Ernest Rutherford
0
Gamma (γ) 0𝑌 Source:
[Link]
19/05/18/rutherfords-reluctant-role-
in-nuclear-transmutation/

But alpha particles and atomic nuclei repel each other since both are
positively charged. As a result, he often used neutrons, neutral particles, in particle
accelerators to synthesize or form new elements.

The pictures on the right and in

the succeeding page show a Particle
Accelerator. It is a device used to
accelerate the protons to very high
energies by using magnetic and
electrical fields to form new elements.

Particle Acceleration
Source: [Link]
stuck-your-head-in-a-particle-accelerator

4
 Source: [Link]

Remember that Moseley noted four gaps in the periodic table corresponding
to the atomic numbers 43, 61, 85 and 87. Two of these elements were artificially
prepared in the laboratory using particle accelerators.

Missing Element No. 43

The name Technetium, Tc comes from the Greek

word “technetos” which means artificial. Technetium was
the first element to be produced artificially. This element
was found in a sample of molybdenum (Mo-atomic
number 42) sent by Ernest Lawrence that was bombarded
by deuterons in the Berkeley cyclotron.

Technetium is a remarkable corrosion inhibitor for

steel and adding very small amounts can provide excellent
protection. In medical diagnostic procedures, technetium Ernest Lawrence
Source:
is the most commonly used medical isotope. Several [Link]
es/physics/1939/lawrence/biog
chemical forms are used to image different parts of the raphical/
body.

Note:
Study the equation below. atomic mass
4
2He
96 𝟗𝟕
42Mo + 21H 𝟒𝟑? + 10n
96 𝟗𝟕
42Mo + 21H 𝟒𝟑𝐓𝐜 + 10n atomic number

left side of equation right side of equation

superscript= 96+2=98 = superscript= 97+1=98
subscript= 42+1=43 = subscript=43+0=43
The new element formed is Technetium (Tc).
Source:
[Link]
ncyclopedia/T/[Link]

5
Missing Element No. 85

Dale Corson, Kenneth Ross Mackenzie and Emilio Segre produced the element
with atomic number 85 in 1940. Using electric field and magnetic field, they
bombarded Bismuth (atomic number 83) with fast-moving alpha particles. As a
result, element-85 was formed and named Astatine from the Greek word “astatos”
meaning unstable. Interestingly, Astatine can be used in the treatment of thyroid
cancer and as a radioactive tracer.

209 𝟐𝟏𝟏
83Bi + 42He 𝟖𝟓? + 2 10n
209 𝟐𝟏𝟏
83Bi + 42He 𝟖𝟓𝐀𝐭 + 2 10n

left side of equation right side of equation

superscript= 209+4=213 = superscript= 211+1+1=213
subscript= 83+2=85 = subscript=85+0=85

Source:
The new element formed is Astatine (At). [Link]
om/[Link]

Element 87 (Francium), discovered by Marguerite Catherine Perey, was

discovered as a decay product of Actinium (Ac). It is the last element to be discovered
in nature. On the other hand, Element 61 (Promethium), was discovered by
bombarding neodymium and praseodymium with neutrons.

Discovery of Synthetic Elements

In 1940, Edwin McMillan used a particle accelerator to bombard Uranium

with neutrons.

Study the equation below.

238 𝟐𝟑𝟗
92U + 10n → 𝟗𝟑? + 0
−1β

238 𝟐𝟑𝟗
92U + 10n → 𝟗𝟑𝐍𝐩 + 0
−1β

The new element formed is Neptunium (Np). It is

used for spacecraft generators and terrestrial navigation
beacons. It is also used in neutron detection equipment.

Source:
[Link]
science/physics/[Link]

6
 At the end of 1940, Seaborg, McMillan, Kennedy and Wahl synthesized the
element Plutonium. They bombarded Uranium with deuterons (particles composed
of a proton and a neutron).

Study the equation below.

238 𝟐𝟑𝟗
92U + 21H 𝟗𝟑Np + 2 10n

238 𝟐𝟑𝟖 0
93Np 𝟗𝟒? + −1β

238 𝟐𝟑𝟖 0
93Np 𝟗𝟒𝐏𝐮 + −1β

The new element formed is Plutonium (Pu). It is used as a fuel in nuclear

power plants and in making nuclear weapons like atomic bombs.

[Link]

Using particle accelerator, transuranium elements are artificially prepared in

the laboratory. These are elements with atomic numbers greater than 92, the atomic
number of Uranium. Thus, Neptunium and Plutonium are both transuranium
elements. They decay radioactively into a new element. For more transuranium
elements, you may refer to the Periodic Table of Elements.

The most recent element discovered is Tennessine. It is a synthetic element

with the symbol Ts and the atomic number 117. It is the second-heaviest known
element and the penultimate element of the 7 th period of the periodic table.

7
 Let Us Practice

Activity 1: Missing Element

Instruction: On the blank provided, write the name and symbol of the element formed
in the reaction by using the Periodic Table of Elements and its corresponding atomic
number. The first item is done for you. (3 points each)

1. 239Plutonium (Pu) is bombarded with alpha particles, 42He. Determine the new
element formed in the equation.
239 4 242
94Pu + 2He 96? + 10n
239 4 242
94Pu + 2He 96𝐂𝐦 + 10n
Answer: Curium (Cm)
Atomic Number: 96
You may begin!

2. 253Einsteinium reacts with alpha particles, [Link] new element is synthesized?

253 4 256
99Es + 2He 101? + 10n
Answer: ____________
Atomic Number: _______

3. Curium-242 reacts with alpha particles, [Link] new element is formed?

242 4 245
96Cm + 2He 98? + 10n

Answer: ____________
Atomic Number: _______

4. Americium-241 is bombarded with alpha particles. Identify the new element

formed.
241 4 243 1
95Am + 2He 97? + 2 0n

Answer: _____________
Atomic Number: _______

Processing Question: How do you identify the new element formed in the reaction?

____________________________________________________________________________

Were you able to accomplish it? I hope you find the task easy and challenging.

8
 Let Us Practice More

Activity 2: Finding Analogies

Please read!

Did you know?

Fingerprint is a unique mark or pattern that can be used

to identify a person. In fact, no two individuals have exactly the
same arrangement of fingerprint patterns through life. Today,
law enforcement officers compare the fingerprint at the scene of
a crime with the fingerprint record of suspected persons. In this
way, they can establish absolute evidence of the presence and
identity of a person.

Model Analogy
Instruction: From the lessons learned, explain why the concept of atomic number is
compared to fingerprint in the illustration below.

Atomic
Fingerprint
Number

Answer:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

9
Rubric in Assessing Constructed Responses

Criteria Excellent Good Fair Poor

4 pts 3 pts 2 pts 1 pt
Level of The response The response The response The response
Understanding shows that the shows that the shows that the shows that the
student has a student has a student has student has
full and good basic some
complete understanding understanding understanding
understanding of the topic. of the topic. of the topic.
of the topic.

Use of The use of The use of The use of The use of

Scientific scientific scientific scientific scientific
Terms terms is very terms is terms is just terms is not
appropriate generally appropriate. present in the
and accurate, appropriate response.
and it with minor
enhances the inaccuracies.
responses.

Use of Pertinent and The The The

Supporting complete. supporting supporting supporting
Details Supporting details are details are details are
details generally adequate. only minimally
demonstrate complete. effective.
an integration
of ideas.

Synthesis of The response The response The response The response

Information reflects a reflects some provides little does not
complete synthesis of or no address the
synthesis of information. synthesis of question.
information. information.

Adapted from: [Link] as cited in Basic

Education Assistance for Mindanao Learning Guide

10
 Let Us Remember

Through this module, you have learned the following important concepts:

• Henry Moseley discovered in his X-ray spectroscopy that the atomic number
determines most of the properties of an element.
• Particle accelerator is a device used to speed up protons by using magnetic
and electrical fields to form new elements.
• Both Technetium and Astatine are artificially prepared elements using
particle accelerators.

• In the synthesis of new element, an element is identified based on its atomic

number.

• Transuranium elements are man-made elements with atomic numbers

greater than 92.

Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. Who among the scientists paved the way in discovering new elements using the
concept of X-rays?
A. Dmitri Mendeleev C. Ernest Rutherford
B. Henry Moseley D. Ernest Lawrence

2. What is the first man-made element discovered in 1937?

A. Uranium C. Astatine
B. Plutonium D. Technetium

3. What determines in identifying of a new synthesized element?

A. atomic number C. number of neutrons
B. atomic mass D. radiation type

4. What device is used by scientists to synthesize the elements Technetium and

Astatine with atomic numbers 43 and 85, respectively?
A. nuclear reactor C. nuclear transmitter
B. particle accelerator D. alpha particles

11
5. What atomic number marks the start of transuranium elements of the Periodic
Table of Elements?
A. 91 C. 93
B. 92 D. 94

6. Hydrogen has an atomic number of 1. What does atomic number mean in an

element?
A. number of particles C. number of protons
B. number of neutrons D. number of atoms

7. What type of nuclear radiation particle is utilized in the reaction found inside the
box?

209
83Bi + 42He 211
85At + 2 10n

A. alpha C. gamma
B. beta D. deuteron

8. In the equation below, what is the new element formed?

238
92U + 10n 239
93Np + 0
−1β

A. neutron C. Np
B. beta D. U

9. Ernest Lawrence bombarded Molybdenum with fast-moving neutrons. What is

the new element formed in the equation below?
96
42Mo + 21H 97
43Tc + 10n

A. H C. Tc
B. Mo D. He

10. Which of the following transuranium elements is used to coat steel to

prevent corrosion?
A. Plutonium C. Astatine
B. Neptunium D. Technetium

12
 Let Us Enhance

Activity 3: To Transform or Not?

After learning the lesson of this module, it is time to apply what you have
learned into real life situation. This task is made for you to find connection and
meaning of the lesson to your personal life.

Please read and understand the situation.

Elements transform or change into new ones through

nuclear reaction. Similarly, humans change over time due
to several factors such as experiences, society and
technology. Is change necessary for humans? Explain your
answer.

You can do it!

____________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Your response in the reflective essay will be rated based on the rubric below.
Please be guided accordingly.

13
Rubric in Assessing Reflective Essay

Criteria Poor Fair Good Excellent

1 pt 2 pts 3 pts 4 pts
Depth of Writing Writing Writing Writing
Reflection demonstrat demonstrat demonstrates a demonstrates an
es lack of es a general reflection in-depth reflection
reflection on minimal on the selected on the selected
the selected reflection on topic, including topic, including
topic, with the selected some supporting supporting details
no details. topic, details and and examples.
including a examples.
few
supporting
details and
examples.

Quality of Information Information Information Information

Information has little to clearly clearly relates to clearly relates to
do with the relates to the main topic. It the main topic. It
main topic. the main provides 1-2 includes several
topic. No supporting details supporting details
details and/or examples and/or examples.
and/or
examples
are given.

Structure & Writing Writing is Writing is mostly Writing is clear,

Organizatio unclear, unclear, clear, concise, and concise, and well
n disorganize and organized with the organized with the
d. Thoughts thoughts use of excellent use of excellent
make little are not well sentence/paragra sentence/paragra
to no sense. organized. ph structure. ph structure.
Thoughts Thoughts are Thoughts are
are not expressed in a expressed in a
expressed in logical manner. logical manner.
a logical
manner.

Adapted from: [Link]

14
 Let Us Reflect

After the discovery of radioactivity, rapid discoveries of new elements were

evident during the early twentieth century. A slew of new discoveries in the 1930s
and 1940s ushered in the Nuclear Age in the mid-twentieth century.

People learned how to create new substances, and certain isotopes of certain
elements were found to possess the capacity to produce unprecedented amounts of
energy! These elements which produce great amounts of energy can produce
enormous energy for society’s needs (such as the use of radioactive elements in
nuclear power plants). However, these elements can also be used to cause
tremendous damage during war.

We need to keep the balance between risks and benefits. It does seem like
the uranium industry is here to stay since more countries are opting the use of
nuclear power as a clean way to generate energy, but we need to always remember
that atomic energy is extraordinarily dangerous when used for the wrong reasons.

15
 Answer Key

D 5. C 5. D 10.
C 4. B 4. C 9.
B 3. A 3. C 8.
C 2. D 2. A 7.
B 1. B 1. C 6.

Let Us Try Let Us Assess Let Us Assess

Activity 1: Missing Element

2. 253Einsteinium reacts with alpha particles, [Link] new element is
synthesized?
253 4 256 1
99Es + 2He 101? + 0n

Answer: Mendelevium (Md)

Atomic Number: 101

3. Curium-242 reacts with alpha particles, [Link] new element is formed?

242 4 245 1
96Cm + 2He 98? + 0n

Answer: Californium (Cf)

Atomic Number: 98

4. Americium-241 is bombarded with alpha particles. Identify the new element

formed.
241 4 243 1
95Am + 2He 97? + 2 0n

Answer: Berkelium (Bk)

Atomic Number: 97

Processing Question:
1. How do you identify the new element formed in the reaction?
The new element formed can be identified by using the concept of atomic
number. The atomic number determines the new element.

element with atomic number 6. Hence, the new element formed is Carbon.
number of He is 2. If Helium undergoes fusion reaction in stars, it produces another
number of protons in an atom, entails a change in the element. For instance, the atomic
the identity and property of elements. In other words, a change in the atomic number,
Answer: Atomic number is considered as fingerprint of elements because it determines

Activity 2

16
 References
American Physical Society. 2012. [Link]. September. Accessed June 6, 2020.
[Link] .
Basic Education Assistance for Mindanao. 2008. "Atomic Structure and Nuclear
Radiation." BEAM Learning Guide.
—. 2018. "Energy and the Environment: Uses of Nuclear Radiation." BEAM Learning
Guide.
Borel, Brooke. 2013. [Link]. May 13. Accessed June 2, 2020.
[Link]
Commission on Higher Education. 2016. [Link]. Accessed May 23, 2020.
[Link]
Darling, David. n.d. [Link]. Accessed June 23, 2020.
[Link]
Ernest Lawrence Biographical. n.d. [Link]. Accessed June 5, 2020.
[Link]
[Link]. n.d. [Link]. Accessed June 6, 2020.
[Link]
2014. [Link]. December 29. Accessed June 6, 2020.
[Link]
iRubric. n.d. [Link]. Accessed June 7, 2020.
[Link]
Krivit, Steven B. 2019. [Link]. May 18. Accessed June 5, 2020.
[Link]
in-nuclear-transmutation/.
Learner, Chemistry. n.d. [Link]. Accessed June 23, 2020.
[Link]
Point, Assignment. n.d. [Link]. Accessed June 23, 2020.
[Link]
n.d. Quipper School Link. Accessed May 25, 2020. [Link]
Religioso, Estrella E. Mendoza & Teresita F. 2000. Chemistry. Quezon City: Phoenix
Publishing House, Inc.
Ross, Rachel. 2018. [Link]. December 5. Accessed June 6, 2020.
[Link]
Christensen M (2019) How Do Stars Form?. Front. Young Minds. 7:92. doi:
10.3389/frym.2019.00092
BBC GCSE (2021) Accessed at
[Link]
For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [Link]@[Link]

Physical Science
Quarter 3 – Module 3:
Polar or Nonpolar?
Physical Science – Grade 11
Quarter 3 – Module 3: Polar or Nonpolar?
First Edition, 2020

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the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Edmar L. Adlawan
Editor:
Reviewer: Kristine Hope D. Cagurol/Renier John B. Cagurol
Illustrator: Bernard Anton J. Julio
Layout Artist: -
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena
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Printed in the Philippines by ________________________

Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: [Link]@[Link]
Physical Science
Quarter 3 – Module 3:
Polar or Nonpolar?
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their learning at home. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible for your learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

ii
 Let Us Learn

This module was designed for you, the learners. It is to facilitate you to learn
the appropriate knowledge and skills as you go through a series of worthwhile
activities. The lessons are arranged sequentially in this course to ease understanding
and mastery. The parameter of this module allows you to gain a concrete
understanding of polar and nonpolar molecules.

After going through this module, you are expected to:

• Determine if a molecule is polar or nonpolar given its structure (S11/12PS-

IIIc-15).

Let Us Try!

Choose the best answer and write this on a separate paper.

1. What is meant when a molecule is said to be polar?

A. The molecule is symmetrical.
B. Both ends are positively charged.
C. Both ends are negatively charged.
D. One end is positively charged, and the other is negatively charged.

2. Why is ammonia (NH3) classified as a polar molecule?

A. Each carbon-chloride bond is polar.
B. N-H bonds are non-polar.
C. Nitrogen and hydrogen are both nonmetals.
D. NH3 molecules have asymmetrical charge distributions.

3. Which statement best explains why carbon tetrachloride (CCl 4) is nonpolar?

A. It is a gas.
B. Carbon and chlorine are both nonmetals.
C. Nitrogen and hydrogen are both nonmetals.
D. NH3 molecules have asymmetrical charge distributions.

4. Which of the following molecular geometry shapes is most likely to be a

nonpolar molecule?
A. Linear C. Bent
B. Tetrahedral D. all of the above

1
 5. Based on the structure of carbon tetrachloride, which of the
following statements is TRUE?

Figure 1
Carbon Tetrachloride (CCl4)
A. It is polar because it is a tetrahedral molecule.
B. It is nonpolar because of its symmetrical structure.
C. It is polar due to the high electronegativity difference of C & Cl atoms.
D. It is nonpolar because the bonds between C & Cl atoms are nonpolar.

Let Us Study

Different substances behave in different ways. In the previous experiment, you

have observed that water and oil do not mix. This is due to the nature of water and
oil molecules. Water has polar molecules and oil is made up of nonpolar molecules.

So, how do we determine if a molecule is polar or nonpolar? Surely, we cannot

expect to try and mix up all substances we come across with, and even after that we
still would have to guess which is polar or nonpolar. To make things simple, we have
to understand the molecules that make up these substances, from this we can
analyze their molecular structures and determine if they are polar or nonpolar.

Two main factors determine the polarity of molecules. These are:

1. the polarity of the bonds between the atoms; and,

2. the geometric shape of the molecule.

Recall your lessons in junior high school science. Atoms of each element have
different properties such as atomic number, mass, oxidation number, etc. One of
these is what we call electronegativity. Electronegativity is the relative tendency of an
atom to attract electrons to itself when chemically combined with other atoms. The
higher the value of electronegativity, the more it tends to pull electrons toward itself.
The difference in electronegativity of atoms within a molecule determines the
type of bond they share. Read and analyze these comic strips below:

Atoms and Electronegativity

When atoms of approximately equal
electronegativity combine to form molecules, the
attraction (figure 2) and (most of the time)
sharing of electrons are the same (figure 3).
These molecules form nonpolar bonds.

Figure 2

2
 Figure 3 Figure 4

When there is a huge difference in electronegativity, there is unequal sharing

of electrons which results in the formation of a nonpolar bond (figure 4).

In a molecule of chlorine gas (Cl2), there is equal sharing of electrons which

forms a bond between the two Cl atoms. This bond is called nonpolar covalent bond.
When there is unequal sharing of electrons, as in the case of hydrochloric acid (HCl)
in figure 5, the shared electron tends to draw closer to the more electronegative atom
which is chlorine. This bond is called polar covalent bond.
A polar bond has a slightly negative end labeled with δ- (sigma), and a slightly
positive end labeled δ+. The polarity of a bond is sometimes indicated by a simple
arrow pointing from the positive end towards the negative end of the bond (figure 6).

Figure 5 Figure 6
[Link]
32/topic_3_-_polar_bonds.pdf

The difference of electronegativity between the atoms forming a bond can give
us an indication of the polarity of the bond. The greater the electronegativity
difference, the more polar the bond becomes.

Use the table below as a useful guide in classifying the bond in a molecule.
Table 1: Electronegativity Difference and Bond Type
Electronegativity Difference Type of Bond Example
Na and Cl
≥ 2.0 Ionic
/0.9 - 3.0/ = 2.1
H and Cl
0.5-1.9 Polar Covalent
/2.1 - 3.0/ = 0.9
Nonpolar Cl and Cl
≤ 0.4
Covalent /3.0 - 3.0/ = 0.0
Source: [Link]

3
 However, the type of bond is not the only determining factor that determines
the overall polarity of a molecule. Another important factor to consider is the
geometry of the molecule. Take time to read and analyze the figures below. Refer to
your periodic table for the electronegativities (X) of the elements.

Figure 7. Comic representation of the Figure 8. Comic representation of the

carbon dioxide (CO2) molecule water (H2O) molecule

The bonds between C (2.5) and O (3.5) in Figure 7 are polar each with an
electronegativity difference of (/2.5 – 3.5/ =) 1.0.
However, the linear geometry of the molecule aligning the C atom between the
two O atoms balances the polarity in the bonds with both ends of the molecule
becoming negatively charged. This makes the overall molecule nonpolar (figure 7).
The water (H2O) molecule is another example of how the geometry of the
molecule affects its polarity. While the bonds between H and O atoms are polar, its
bent shape points the two positively charged H atoms away from the negatively
charged O atom, thereby making it a polar molecule (figure 8).

Valence Shell Electron Pair Repulsion (VSEPR) theory

The Lewis electron dot diagram and the concept of chemical bonding
introduced in your junior high school science are useful in determining the geometry
or overall shape of a given molecule together with the valence shell electron pair
repulsion (VSEPR) theory. The VSEPR theory is a guide for us to predict the
arrangement of atoms in a polyatomic molecule. In determining the geometry of a
molecule, we need to identify the central atom first. Usually, the least numerous
element, the least electronegative element, or the element which can form the most
bonds is the central atom. Hydrogen can never be the central atom (except in H2) as
it can only form one bond.

In the water (H2O) molecule, the central atom is oxygen since it is the least
numerous element and can form more bonds than hydrogen.

1. Create the appropriate Lewis dot structure of the molecule.

Source:
[Link]
File:H2O_Lewis_Structure_PNG.png

4
 2. Using the Lewis structure as a guide,
determine the appropriate VSEPR shape
for the molecule. The number of
electrons that are shared or bonded
including the lone pairs will help
determine the appropriate VSEPR
shape.

Based on the Lewis dot structure, the

Source:
[Link]
molecule of water has two (2) bonded
re_PNG.png pairs and two (2) lone pairs.

Given the Lewis dot structure of H2O above, we can then use the following
table to determine its molecular geometry.

VSEPR MOLECULAR SHAPES

Arrangement
No. of bonded No. of Lone Molecular
of electron Examples
pairs pairs Geometry
pairs

2 0 Linear CO2

2 1 Bent SO2

Trigonal
3 0 BCl3
Planar

4 0 Tetrahedral CH4

Trigonal
3 1 NH3
pyramidal

2 2 Angular / Bent H2O

Trigonal
5 0 PCL5
bipyramidal

6 0 Octahedral SF6

[Link]

5
 We can now see that the molecular geometry shape of a water molecule is
angular or bent. Moreover, looking at the overall polarity of the water molecule we
can therefore say that water is a polar molecule, since it has polar covalent bonds
between H and O, and it has an asymmetrical molecular geometry shape that is
angular/bent. Remember, when the molecule is symmetrical, it is most often
nonpolar. When the molecule is asymmetrical, it is most often polar.

Polar molecules:
Molecule Lewis Dot Structure Molecular Geometry Polarity

H2 O Angular polar

NH3 Trigonal pyramidal polar

NO Linear polar

Source: [Link]
structures/

Nonpolar molecules:
Molecule Lewis Dot Structure Molecular Geometry Polarity
CO2
Linear nonpolar

CH4 Tetrahedral nonpolar

CCl4 Tetrahedral nonpolar

Source: [Link]
structures/

6
 Let Us Practice

Activity 1: Determining Bond Polarity

Silicones are polymeric compounds containing, among others, the
following covalent bonds:
Si–O, Si–C, C–H, and C–C.
1. Copy and fill-out the table below.
2. Compute for the electronegativity difference between the bonds given
the electronegativity values (X) of the following elements:
Si = 1.8 O = 3.5 C = 2.5 H = 2.1
3. Determine whether the type of bond formed between the atoms is ionic,
polar covalent, or nonpolar covalent bonds using the table of
electronegativity and bond type on page 3.

Atoms Involved Electronegativity Difference Type of Bond

Si and O

Si and C

C and H

C and C

Guide Questions:
1. Which atoms shared nonpolar covalent bonds?
2. Which atoms shared polar covalent bonds?
3. Are there atoms that share ionic bonds? Why or why not?

Let Us Practice More

Activity 2: Determining Polarity of Molecules

After learning how to determine whether a bond is polar or nonpolar by

computing for its electronegativity, let us now determine the polarity of the
molecule. Ready? Let’s do it!
Determine if the given molecule is polar or nonpolar by filling-out the
needed information. Answer in a separate sheet. The first one has been done
for you.

7
 Electro-
Electro- Bond
negativity
negativity Polarity Lewis Dot Molecular Molecular
Molecule Difference
(Atoms (between Structure Geometry Polarity
(absolute
Involved) atoms)
value)

Water H = 2.1 Polar

1.4 bent polar
(H2O) O = 3.5 covalent

1. Oxygen O = 3.5
gas (O2) O = 3.5

C = 2.5
2. H = 2.1
Form-
aldehyde
(CH2O) C = 2.5
O = 3.5

3.
Carbon
C = 2.5
tetra-
H = 2.1
fluoride
(CH4)

C = 2.5
4.
H = 2.1
Hydrogen
cyanide
(HCN) C = 2.5
N = 3.0

5.
N = 3.0
Ammonia
H = 2.1
(NH3)

Let Us Remember

Through this module, you have learned the following important concepts about
polar and nonpolar.

• The polarity of a molecule is determined by the type of covalent bond

present in the molecule and its molecular geometry.
• Electrons in a polar molecule are not evenly distributed resulting to a
partial positive and partial negative side while electrons in a nonpolar
molecule are evenly distributed and are usually symmetrical in shape.
• Electronegativity difference between atoms determine the type of bond
they share. The higher the difference the more polar is the bond.
• VSEPR theory is a useful tool to predict the probable shape of molecules.

8
 • Basic shapes in molecular geometry include linear, bent, trigonal
planar, tetrahedral, trigonal bipyramidal and octahedral.
• A molecule with polar bonds is not necessarily a polar molecule. A
molecule is polar when it contains at least one polar bond and has an
asymmetric structure.
• As a general rule “like dissolves like” so polar substances mix well with
other polar substances, but not with nonpolar substances. Like in our
earlier experiment, oil and water never mix because their molecules
have different polarities.

Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. Which statement below best describes the structure of a polar molecule?

A. The molecule is symmetrical.
B. Both ends are positively charged.
C. Both ends are slightly negatively charged.
D. One end is positively charged and the other is negatively charged.

2. Which of the following molecules is polar?

A. Cl3 C. PF4
B. CS2 D. CCl4

3. Which among the following factors does not contribute to the overall polarity
of the molecule?
A. Type of bond formed between atoms
B. Symmetry of the molecular structure
C. Electronegativity differences between bonding atoms
D. Difference in atomic masses of each element in the molecule

4. Which among the substances below represents a polar molecule?

A. F2 C. CH4
B. NH3 D. CO2

5. What is the molecular geometry shape, and overall polarity of an SO3

molecule?
A. Trigonal Planar, Polar C. Trigonal Pyramidal, Polar
B. Trigonal Planar, Nonpolar D. Trigonal Pyramidal, Nonpolar

6. Which statement best explains why carbon tetrachloride (CCl 4) is a nonpolar

molecule?
A. The carbon tetrachloride molecule is symmetrical.
B. Carbon tetrachloride is an organic compound.
C. Carbon and chlorine are both nonmetals.
D. Each carbon-chloride bond is polar.

9
7. Which of the following reasons BEST explains why a water molecule is
polar?
A. It has polar covalent bonds.
B. The electronegativity difference is high.
C. It has a bent molecular geometry shape.
D. The overall molecular shape is symmetrical

8. Which of the following pairs has both nonpolar molecules?

A. CO and CH4 C. CO2 and CH4
B. H2O and CO D. CO and CO2

9. What is the reason why polar molecules have partial charges towards the
opposite ends of the molecule?
A. complete loss of electrons
B. uneven electron distribution
C. average distribution of electrons
D. uneven number of electron pairs

10. Which of the following molecular geometry shapes is most likely to be a

polar molecule?
A. Bent C. Tetrahedral
B. Linear D. all of the above

11. Based on their molecular geometry shape, which of the following is a

nonpolar molecule?
A. H2O - bent C. CClH3 - tetrahedral
B. CO2 - linear D. NH3 - trigonal pyramidal

12. Based on the structure of carbon tetrachloride, which of the following

statements is TRUE?

Carbon Tetrachloride (CCl4)

A. It is polar because it is a tetrahedral molecule.

B. It is nonpolar because of its symmetrical structure.
C. It is polar due to the high electronegativity difference of C & Cl atoms.
D. It is nonpolar because the bonds between C & Cl atoms are nonpolar.

13. Which of the following statements is TRUE about nonpolar molecules?

A. They contain only nonpolar covalent bonds.
B. Some nonpolar molecules have polar bonds.
C. Nonpolar molecules have lone pairs of electrons
D. Nonpolar molecules are structurally asymmetrical.

14. Why is NH3 classified as a polar molecule?

A. It is a gas.
B. N-H bonds are nonpolar.
C. Nitrogen and hydrogen are both nonmetals.
D. NH3 molecules have asymmetrical charge distributions

10
15. Which of the following molecular structures represent a nonpolar molecule?
A. C.

B. D.

Let Us Enhance

Activity 3: Epic Comic Strip

After learning the lesson of this module, it is time to apply what you
have learned. This will be done for you to find the connection and meaning of
the lesson to your personal life. Please read and appreciate the article pinned
on the next page.

After reading the news article, make sense of your realizations by

making a comic strip that features a conversation on proper handwashing,
and the application of the concepts of polar and nonpolar molecules to the
prevention of the spread of infectious diseases.
Your comic should include the basic elements like title, author, and at
least 6 panels/frames, it should also include at least 2 interacting characters.
Use drawings to portray what has happened in the story. Also, use dialogue
bubbles to express what the characters are saying or feeling. Use the rubric
on the succeeding page as your guide in making an Epic comic strip!

11
HERE’S WHY WASHING YOUR HANDS WITH SOAP FOR 20 SECONDS PROTECTS
YOU FROM COVID-19

by Roberto Molar Candanosa

From News@Northeastern, March 20, 2020

[Link]
with-soap-for-20-seconds-protects-you-from-covid-19/

Scientists say that even with the best and most expensive research available, a
vaccine against SARS-CoV-2, the virus that causes COVID-19, is at least a year away.
Scientists also say that the worst enemy of the virus is that cheap soap by your sink.

That’s because of simple chemistry. In soap lather, a combination of molecules

assembles into bubble-like structures called micelles that trap viral matter and other
biomaterials—grease, oil, dirt—and rinse them down the drain.

The soaps we use contain a class of compounds called surfactants, which can
neutralize germs in our skin such as SARS-CoV-2 and other coronaviruses,
pathogens with a crown-like structure and an outer membrane made of lipid
molecules and proteins. So, how does soap clean the dirt, grease, and oils off of your
hands?

You’ve heard the saying – oil and water do not mix. On a chemical level, that’s
because the fatty molecules that make up oil, grease, and dirt are all non-polar
molecules that don’t have a charge, while water molecules are polar. That’s why you
get separate layers when you mix cooking oil with water or vinegar. This is important
to understand for handwashing, because when disease-causing germs in fecal matter
or dirt get on your hands after using the toilet or touching a contaminated surface,
they mix with the natural oils on your skin and stay there. When you rinse your
hands with water only, it’s ineffective against the germy oils that have lodged onto
your skin. The water slips right off without mixing, just like it does with cooking oil.

That’s where soap comes in. Because soap is salt derived from an oil or fat, it has a
unique chemical structure that looks like a balloon. The balloon head is the salt—a
charged, polar molecule—and it’s connected to a string or tail of non-polar fatty
acids. The soap molecule can therefore act like a double-agent: the salty end is
attracted to water, while the fatty tail is attracted to the dirt or oil. When you mix
soap with dirt and water, the soap molecules break up the dirt and the bacteria it
contains by forming circles around individual droplets—the fatty chains go in the
middle facing the dirt, while the salt balloon tops form the outside of the circle facing
the surrounding water.

12
RUBRIC FOR COMIC STRIP MAKING:

Criteria 4 3 2 1
Basic The comic The comic The comic The comic
Elements strip has all strip has one strip has twostrip has
the basic of the basic basic three or
elements elements not elements not more basic
completed completed or completed or elements not
missing missing completed or
missing
Layout All panels All panels Few panels Most panels
are well are organized are are
organized and present unorganized unorganized
and present a flow of idea and the flow and there is
an excellent to the comic of idea in the no flow of
flow of idea strip comic strip is idea to the
to the comic not clear comic strip
strip
Illustrations All drawings 1-2 drawings 3-4 drawings 5 or more
are are not are not drawings are
completed, completed, completed, not
colored, colored, colored, completed,
organized, organized, organized, colored,
clear, and clear, or have clear, or have organized,
have a logical a logical a logical clear, or have
presentation. presentation. presentation. a logical
presentation.
Grammar There are no There are at There are at There are
and usage grammar or least 2 least 5 more than 5
usage errors grammar or grammar or grammar or
usage errors usage errors usage errors

Let Us Reflect

Polarity of molecules serve as the basis for many important biological processes to
occur. The cell membranes that are made up of phospholipids rely on polarity. The
mechanism of protein synthesis and folding are also dependent on polarity of
molecules. Learning through this module helps you appreciate not just the concept
of polarity but also its real-life applications in medical, food, and other industries.

13
 14
Let Us Enhance Let Us Practice More
Activity 2
(answers vary)
Let Us Assess
1. D
2. A
3. D
4. B
5. B
6. D
7. C
8. C
9. B
10. A
11. B
12. B
13. B
14. D
15. D
Let Us Practice Let Us Try
Activity 1
Atoms Electronegativity 1. D
Type of Bond 2. D
Involved Difference
3. D
Si and O 1.7 Polar covalent 4. A
5. B
Si and C 0.7 Polar covalent
C and H 0.4 Nonpolar covalent
C and C 0 Nonpolar covalent
Guide Questions
1. (answers vary)
2. (answers vary)
3. (answers vary)
Answer Key
 References

Candalosa, R. M. (2020). "Here’s why washing your hands with soap for 20 seconds
protects you from covid-19." [Link]. 03 20. Accessed 06 5,
2020. [Link]
your-hands-with-soap-for-20-seconds-protects-you-from-covid-19/.
n.d. "Chapter 9: Molecular Geometries and Bonding Theories." [Link]. Accessed
06 10, 2020. [Link]
sciences/_files/documents/chemistry-biochemistry/dorris/[Link].
Education, Commission on Higher. 2016. Teaching Guide for Senior High School
Physical Science.
[Link]
.

George, Adrian V. n.d. "Shape of Molecules." [Link]. Accessed 06 05, 2020.

[Link]
[Link].

Kallen, Laura Edison. 2019. "HOW DOES SOAP ACTUALLY WORK?" [Link].
August 28. Accessed 06 10, 2020. [Link]
soap-actually-work.

n.d. Lewis Structures, Shapes, and Polarity. Accessed 06 10, 2020.

[Link]
resources/transitional-studies/support/tutoring-center/chemistry/w319-
[Link].

Ma. Cristina D. Padolina, PhD. 2004. Conceptual and Functional Chemistry:

Modular Aproach. Metro Manila: Vibal Publishing House.

2020. Oil and Water Experiment. Accessed 06 10, 2020.

[Link]
[Link].

2013. Polar & Non-Polar Molecules: Crash Course Chemistry #23. July 22. Accessed
06 10, 2020. [Link]
2015. Polar and NonPolar Molecules: How To Tell If a Molecule is Polar or Nonpolar.
September 28. Accessed 06 10, 2020.
[Link]
n.d. Polar Molecules. Accessed 06 10, 2020.
[Link]

Shipman, James T. 2016. An Introduction to Physical Science. 14. Sampaloc, Manila:

Rex Book Store, Inc.

n.d. Valence-Shell Electron-Pair Repulsion Theory (VSEPR). Accessed 06 07, 2020.

[Link]
l.
For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [Link]@[Link]

 Physical Science
Quarter 3 – Module 4:
Properties of Polar and Non-Polar
Molecules
General Physics 1 – Grade 12
Quarter 1 – Module 3: Motion in One Dimension
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
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Published by the Department of Education

Development Team of the Module

Writers: Edmar L. Adlawan
Editors: Joyce C. Unabia
Reviewers:
Illustrator: Bernard Anton J. Julio
Layout Artist:
Template Developer: Neil Edward D. Diaz
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 Physical Science
Quarter 3 – Module 4:
Properties of Polar and Non-Polar
Molecules
Introductory Message
For the facilitator:
Welcome to this Grade 11 Physical Science Self-Learning Module entitled,
“Properties of Polar and Non-polar Molecules”!

This has been developed and reviewed to help you deliver the lessons to the
learner in this new normal mode of delivery – modular distance learning. As
this learning material was developed, the needs and context of the learners
were considered to make their learning experience relevant.

There are series of activities in this module, complete with content and
instructions on how our learners will do these tasks. Please be reminded to
tell the learners that they will use separate sheets for their answers in all
activities such as pre-test (Let Us Try), self-check exercises (Let Us Practice,
Let Us Practice More, Let Us Enhance, Let Us Reflect), and Post Test (Let Us
Assess).

For the learner:

Welcome to this Grade 11 Physical Science Self-Learning Module entitled,
“Properties of Polar and Non-polar Molecules”!

This module has been developed to assist you in mastering the learning
competency/ competencies even outside the face-to-face instruction. This
module contains instructions on how you will use the module.

The module contains the following parts with descriptions:

Let Us Learn This states the lesson objectives.

Let Us Try This assesses how much you already know
about the topic.
Let Us Study This discusses the main topic of the lesson.
Let Us Practice This helps you discover the main concept of
this module.
Let Us Practice More This gives you more practice of the concepts
you gained from the lesson.
Let Us Remember This summarizes the key concepts in this
module.
Let Us Assess This is a 15-item multiple choice test that
assesses your understanding of the concepts.
Let Us Enhance This serves as an enrichment activity that
increases the strength of your response as
repetitions of your learning.
Let Us Reflect This serves as a closing note for relevance or
application of concepts.

2
 Let Us Learn!

Before we start, it is very important to keep in mind the focus of learning

this module. This learning material addresses the topic “Properties of Polar
and Non-polar Molecules” in Physical Science which has the following Most
Essential Learning Competencies (MELCs):

1 Relate the polarity of a molecule to its properties S11/12PS-IIIc-

16

This module has one (1) lesson, to wit:

Lesson 1 Properties of Polar and Non-polar
Molecules

It is expected that by the end of this module, you will gain a concrete
understanding of the Properties of polar and non-polar molecules. Be sure to
coordinate closely with your subject teacher in physical science.

Let Us Try!
How far do you know the topic Polar or Non-polar Molecules?

Read the questions carefully and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper. (5 Items Multiple
Choice)

1. Which of the following properties CORRECTLY describe a polar

molecule?
A. It has an equal distribution of C. It does not allow electricity to
electrons flow through it
B. It interacts well with non- D. It has a slightly positive and
polar substances slightly negative end

2. Which among the following substances can be dissolved in water?

A. Polar and ionic molecules C. Polar and non-polar
molecules
B. Ionic and non-polar molecules D. Ionic, polar and non-polar
molecules

3. Which among the properties described below is not affected by the

polarity of the molecules that make-up the substance?
A. Solubility C. Chemical composition
B. Physical properties D. Melting point and boiling
point

3
4. Which among the following reasons cause polar molecules to have
higher boiling points and melting points compared to non-polar ones?
A. Polar molecules are made-up C. Polar molecules are smaller
of two non-metals than non-polar molecules
B. Polar molecules have very D. Polar molecules have
high molecular densities stronger intermolecular
forces of attraction

5. What is the main reason why non-polar molecules are mostly gases at
room temperature?
A. They are small molecules C. They have low intermolecular
forces of attraction
B. They are made-up of the same D. Their structures have no
atoms positive and negative ends

Lesson
Properties of Polar and
1 Non-Polar Molecules

Let Us Study

Polar bears and penguins never mix up. Contrary to popular belief, and
despite being both species being at home in cold climates, polar bears and
penguins do not share habitats. Penguins live in the southern Antarctic
regions while in the arctic circle of the north are where polar bears are found.
Speaking of polar things and mixing we do know that the way substances
interact and mix with one another is affected by its polarity.
This characteristic of solubility, together with other different properties
that depend on the polarity of the molecules will be tackled in the subsequent
activities of this module.
There are several physical properties affected by the polarity of the
molecules that make up a compound. These are some of the common
differences between properties of polar and non-polar molecules.

4
A. Effect on conductivity

Electricity is a general term for the variety

of phenomena resulting from the presence and
flow of electric charge. Static electricity is the
accumulation of an electrical charge in an
object. Electrical charges develop when two
objects are rubbed against one another, like
when the combed is rubbed through the hair or
towel. Since electrons are negatively charged,
the object that loses the electrons becomes
positively charged, while the object that they
jump to becomes negatively charged. The nature
of the polarity has a large effect on how this
buildup of charges occur.
Source: [Link]
bending-experiment-13480a95eeda

A charged object attracts small particles,

such as dust or particles of water. The charge in the object causes an
attraction to charged molecules close to it. The complementary charge is
attracted to the charged object. This is why your television screen becomes
dusty faster than the television cabinet. When a television operates, electrons
fly from the back to the screen. These electrons cause the screen to become
charged. The charge on the screen attracts dust.

The comb attracts the stream of water in the same way. The charge on
the comb attracts the molecules of water in the stream. Because the
molecules of water can be attracted easily, the stream bends toward the
comb. Because water molecules are polarized molecules, the effect is stronger
than with dust. The water molecules change the position of their dipoles, the
negative oxygen towards the comb; the positively charged hydrogens away
from it.

You might have learned previously that covalent and ionic bonds are
two ends of a spectrum of chemical bonds. Ionic compounds, which have the
highest polarity, become ions and conduct electricity when dissolve in
aqueous solutions. Covalent bonds may be pure covalent bonds when two
atoms forming the bond are identical (e.g., H2, O3). Polar covalent bonds form
when two atoms have similar yet not identical electronegativity values (e.g.,
H2O, HCl, HI). These compounds do dissolve in water and do conduct
electricity. For example, hydrochloric acid (HCl aq) and hydroiodic acid (HI aq)

5
 are strong acids that completely dissociate into their ions in water. This does
not make water a good conductor, but if you push enough electricity through
it, it will conduct. In short pure covalent compounds do not conduct
electricity. Polar covalent compounds may be conductive when dissolved in
water.

On the other hand, non-polar covalent compounds form when atoms

that have similar electronegativity values form covalent chemical bonds.
When a non-polar molecule dissolves in water, it does not dissociate into
ions. Because there are no free electrons or ions in the water (electrolytes)
dissolved non-polar molecules can’t conduct electricity. Similarly, non-polar
compounds aren’t conductive in pure form either. Think about the common
gases in our atmosphere, most if not all of them are non-polar molecules, like
O2(g) and CO2(g) , they are totally non-conductive, and it would be a major
problem for us if they were.

B. Solubility

The rule of thumb is that "like

dissolves like". Polar and ionic solvents
dissolve polar and ionic solutes and non-
polar solvents dissolve non-polar solutes.
For example, water is a polar solvent and
it will dissolve salts which are ionic and
other polar molecules like sugar, but not
non-polar molecules like oil. Gasoline is a
non-polar solvent and will dissolve oil, but
will not mix with water. You might have
tried to wash-off water-based paint by
using only water, but an oil-based paint
Source: [Link] will require paint thinner or remover. This
water-dont-mix-609193 interaction is all due to the differences in
polarities of the molecules.

Polar molecules are very attracted to

other polar molecules, or even free ions, and form strong bonds between
themselves. They have very little attraction to non-polar molecules and tend
to ignore them in their rush to find other polar molecules or ions.

Non-polar molecules tend to group together, because they are pushed

out of the way by polar molecules, forming weak bonds between themselves.
In this way, polar molecules seek each other out, excluding non-polar
molecules from mixing with them and forming a solution. While non-polar

6
molecules form much weaker attractions for each other, they will mix and
form solutions. Like dissolves like!

C. Melting points and boiling points

The polarity of the molecules

determines the forces of attraction
between them and when they are in the
liquid state this becomes very much
apparent. In polar molecules the positive
end of one molecule is attracted to the
negative end of another molecule. This
attraction contributes to the forces that
hold the molecules together (IMF). The
more polar a molecule is, the greater the forces of attraction that exists
between its individual molecules and the higher the boiling point. Because it
would need much more energy to break apart the bond between molecules
allowing them to change phase into a gas.

In the case of water, we have hydrogen bonding, which is a special type

of intermolecular force, exerts a very strong effect to keep the molecules in a
liquid state until a fairly high temperature is reached.

In contrast to this, non-polar molecules exhibit very low boiling points

due to the weak attraction between their individual molecules. To take this
into perspective, water boils at 100 °C while methane (CH4) a nonpolar
molecule has a boiling point of -161.5 °C. Considering that water and
methane molecule have nearly similar molecular weights (18.02 and 16.04
g/mol), this very high difference in boiling point is due to the water having
stronger intermolecular forces due to being a polar molecule and having
hydrogen bonds.

A strong attraction between molecules results in a

higher melting point. In general, ionic compounds have very
high melting points. In covalent compounds, the presence
of polarity, especially hydrogen bonding, usually leads to a
higher melting point. The melting points of polar
substances are higher than the melting points of nonpolar
substances with similar molecular sizes. For example, the
melting point of iodine monochloride (IO), which is polar, is
Source:
[Link] 27 °C, while the melting point of bromine gas (Br2), a
9643834285722148/
nonpolar substance, is -7.2 °C.

7
D. Physical States

The most noticeable difference that we can observe between polar and
non-polar molecules are their physical properties. The table below lists down
the common differences of polar and non-polar molecules in terms of
observable physical states that they take when in normal conditions.

Substance Polarity of Molecules State at Room

Temperature (25 C)
0

Sugar Polar Solid

Water Polar Liquid
Ethanol Polar Liquid
Carbon Dioxide Non-polar Gas
Cl2, O2, H2 gas Non-polar Gas
Methane (CH4) Non-polar Gas
Carbon tetrachloride Non-polar Liquid *
*(due to high molecular weight of 154 g/mol)

Most substances with polar molecules exist as liquids, some even as

solids in room temperature. For instance, water is liquid at room
temperature, and so is ethanol both of which are parts of your common
rubbing alcohol. Sugar which is made-up of polar molecules exists as solid
at room temperature. On the other hand, most non-polar molecules exist as
gases. The common atmospheric gases that we have like oxygen, hydrogen
and carbon dioxide are all non-polar molecules. Though some non-polar
molecules exist as liquids at room temperature like gasoline, chloroform and
toluene, a common component in paint thinner, they can be highly volatile
and evaporate very easily.

However, it is important to note that the type of Intermolecular Forces

that exists between the molecules of substances plays a major factor in the
physical state of a sample of matter (This concept will be further discussed
in the following modules dedicated to IMF). As a primer, the stronger the IMF
the more kinetic energy is needed to pull the particles apart. If all molecules
had very strong intermolecular forces, all matter should be in solid state and
if none of the intermolecular forces exist all matter should be gaseous. These
intermolecular forces are dependent on electronegativity difference of
molecules. This explains why polar molecules are more commonly in solid
and liquid states compared to non-polar molecules which are commonly in
gas state. Polar molecules have stronger IMF so they don’t readily go into the
gas state.

8
 Another factor in determining the physical state of a substance is the
amount of kinetic energy in its particles. The kinetic energy of the particles,
also known as temperature of substance. By adding kinetic energy to the
substance (heating it up), the particles are excited and gradually, the
intermolecular forces weaken.

When the strength of attraction weakens, particles are able to move

around and rotate themselves, rather than just vibrate. Eventually, the
attraction is so weak (with higher kinetic energy), that there is a minuscule
amount, resulting in a gas. Particles in solids have very little kinetic energy,
liquids have a moderate amount, and gases have a lot.

Let Us Practice

Activity 1.1 Picture Analysis

After reading about the different properties of polar and non-polar molecules,
it is now your turn. Look and analyze the depicted situations in the pictures
below, identify if the substance depicted are polar or non-polar and briefly
discuss their physical properties as shown in the picture.
Butter melting at room temperature:
______________________________________

______________________________________

______________________________________

______________________________________
______________________________________
Source:
[Link]
d+butter

A dipping sauce made with vinegar and oil

______________________________________

______________________________________
______________________________________

______________________________________

______________________________________
Source: ______________________________________
[Link]
french-vinaigrette/

9
 Water (H2O) freezes at 0oC and boils at 100oC.

______________________________________
______________________________________

______________________________________
Source: ______________________________________
[Link]
A/how-water-change-from-liquid-solid-and- ______________________________________
vapor

Hydrochloric acid (HCl) dissolved in water conducts

electricity.

______________________________________

______________________________________
______________________________________
______________________________________

______________________________________
______________________________________

______________________________________

______________________________________

Source: 1
[Link]

Let Us Practice More

Now that we know the properties of polar and non-polar molecules, let us
look for real life situations where we can apply what we have learned. Let’s
do the following activity.

Activity 1.2 Finding Meaning

Think of ways where you can apply this knowledge about the properties
of substances related to their polarity, make a photo essay depicting the
scenarios or applications that you have chosen. The following are the
guidelines for your photo essays.
1. The photo essay must have a title.
2. The photo essay must have between 3 to 5 pictures.
3. The photos should include 1 to 3 sentences for captions.
4. Photos must depict practical application of the learned concepts.

10
5. All photos must be taken by the student, downloaded photos are not
allowed.

Your photo essay will be graded using this rubric:

4 3 2 1

Relation to All photos Most of the Some the Most of the

the Topic are very photos are photos are photos do
related to the related to the somewhat not have
topic. topic. related to the connection to
topic. the topic.

Visual All photos A few errors Some parts The photos

Appeal / are very in the of the image are not
Photo clear, with photos, low are not taken visually
Quality high detail detail images properly, appealing or
and visually and visually blurred have very low
appealing. appealing images and quality
low visual
appeal

Captions The captions The captions There is not Captions are

are concise, satisfactorily much not related to
elaborate on support the connection the idea of
the central ideas in the between the the pictures
idea. Precise, photos caption and
descriptive the photos
language is
used to
complement
the photos.

Grammar Grammar Grammar There were Repeated

and usage usage is several and
are correct mostly errors in numerous
and correct, few grammar errors in
contributed errors do not and usage grammar
to clarity and detract from that and usage
style. the idea detracted
from the
presentation

11
 Let Us Remember

We are almost finished with the module, for now just keep the following important
concepts in mind.

➢ The degree of polarity of different molecules have subsequent effects on their

properties.
➢ Polarity directly affects solubility. Polar substances only dissolve in polar
solvents, while non-polar substances need non-polar solvent to dissolve them.
➢ Highly polar molecules, including the ionic compounds, can carry amounts of
electric charge when dissolved in aqueous solutions. Non-polar molecules are
not conductive to electricity.
➢ Polar molecules having stronger forces of intermolecular attraction have
relatively higher boiling points and melting points compared to non-polar
molecules.
➢ Polar molecules exist as solids and liquids at room temperature while non-
polar molecules exist mostly as gases, and at time as volatile liquids.

Let Us Assess

Now, let us find out how much you have learned from the discussions
and activities presented in this module. There are 15 questions that would
help you express your understanding of concepts. Choose the letter of your
choice. Use a separate sheet for your answers.

Direction: Read each question carefully and choose the best answer.

1. Which of the following statements best explains why oil-based paints

are best cleaned by using paint thinner?
A. The oil in the paint is diluted C. Oil is non-polar which can be
by the paint thinner dissolved by polar
substances like thinner
B. The molecules of oil and D. Oil is non-polar which can be
thinner are both polar dissolved by non-polar
molecules substances like thinner

2. Which of the following properties describe a non-polar molecule?

A. High melting point C. Gaseous in room
temperature
B. High boiling point D. Readily mixes with water in a
solution

12
3. Each of the following properties is related to the polarity of the
molecule EXCEPT?
A. Physical states it manifests C. Its solubility compared to
other materials
B. Its melting and boiling point D. Difference in atomic masses
of each element in the
molecule.

4. Anna is trying to dissolve a non-polar substance in her experiment,

which of the following solvents should she use?
A. A non-polar solvent C. Either a polar or non-polar
solvent
B. A polar covalent solvent D. She should use water, the
universal solvent

5. Which of the following are the reasons why strong acids conduct
electricity when dissolved in water?
A. They disassociate into ions C. They are made up of very
allowing electricity to flow reactive elements which react
with the water
B. They make the water have D. Strong acids are non-polar
higher PH to allow conduction which does not dissolve in
water when mixed

6. Which statement best support carbon tetrachloride (CCl4) is non-

polar?
A. Carbon tetrachloride is an C. Carbon tetrachloride is
organic compound colorless

B. Carbon tetrachloride is D. Carbon tetrachloride is

insoluble in water volatile

7. Which of the following statements best explains why non-polar

molecules easily evaporate and have low melting points compared to
polar molecules?
A. Non-polar molecules are C. Non-polar molecules have
smaller than polar ones weak intermolecular forces
B. Non-polar molecules are not D. Non-polar molecules are less
electrically conductive common than polar ones.

8. When you mix-up a salad dressing with some vinegar and olive oil
you can observe that over time the oil separates from the vinegar,
what could be the cause of this phenomenon?
A. Vinegar is acidic that is why C. Oil is less dense than vinegar
oil separates from it
B. Vinegar and oil have different D. Oil molecules are very heavy
polarities

13
For items 9 – 12 consider the given situation below:
9. In a lab setup, three beakers are filled with unknown liquids. The
following observations have been made.
i. Liquid A mixes with liquid B
ii. Liquid C does not mix with A and B
iii. Liquid C easily evaporates

Which among these is most likely a non-polar liquid?

A. Liquid A C. Liquid C
B. Liquid B D. All are polar liquids

10. What inference can we make from the observations?

A. Liquids A and B are polar C. Liquids A, B and C are non-
polar
B. Liquids A and B are non-polar D. Liquids A, B and C are polar

11. Which statement best explains why Liquid C is most likely a non-
polar liquid?
A. It easily evaporates C. It is in liquid state at room
temperature
B. It does not mix with liquids A D. It cannot be determined from
and B the data given

12. If all three liquids were to be dissolved in gasoline, which of the

following would most likely be the result?

A. Liquid A would fully dissolve C. Liquid C would fully dissolve

B. Liquid B would fully dissolve D. All liquids would fully
dissolve

13. In normal room temperature, which statement is true about non-

polar substances?
A. Most non-polar substances C. Most non-polar substances
are solid. are gases.
B. Most non-polar substances D. None of these
are liquids.

14. Three beakers are filled with three unknown liquids, one of them is a
polar substance. How would you identify which substance is polar?
A. Mix the samples with CCl4, C. Boil the samples with the
the polar substance should same setup, the non-polar
dissolve fully substance should take most
time to boil
B. Mix the samples with water, D. Boil the samples with the
the polar substance should same setup, the polar
dissolve fully substance should be the
least time to boil

14
15. Which of the following substances is most likely a polar molecule?
A. Substance A, a gas at room C. Substance C, a paint thinner
temperature for water-based paints
B. Substance B, a paint thinner D. Substance D, a volatile liquid
for oil paints that easily evaporates

Let Us Enhance

Polarity of molecules serve as the basis for many important biological processes to
occur. The cell membranes that are made-up of phospholipids rely on polarity, also
the mechanism of protein synthesis and folding is dependent on polarity of
molecules.
Your task is to come up with other applications of polarity of molecules. You can
choose to cite applications from any aspect of human society, from industrial
applications, medical or even from the food industry.
Present your information using the graphic organizer below. Answer on a separate
paper. You can do it!

Area of Application of How polarity of molecules is

Polarity applied to society?

15
 Let Us Reflect

Status Update 3, 2, 1!

Let’s try to synthesize and summarize your realizations from the

concepts you have learned in the module. Complete the status updates below
by filling in the following statements. Answer on a separate paper. You can do
it!

Three things that I have learned about polarity and properties of molecules
are…
1.________________________________________________________________________
2.________________________________________________________________________
3.________________________________________________________________________
Two things I find very interesting about this topic are…
1.________________________________________________________________________
2.________________________________________________________________________
One question that I would like to ask about polarity and properties of
molecules is…
1.________________________________________________________________________

16
17
Answer key to Activities

17
18
 References

Anne Marie Helmenstine, PhD. 2020 accessed. Polar Molecule Definition and
Examples. January 21. Accessed June 26, 2020.
[Link]
Bauernfeind, Emily. 2017 . Penguins and Polar Bears Don’t Mix. February
27. Accessed 26 2020, June. [Link]
bears-dont-mix.
n.d. chemsea. Accessed 06 26, 2020.
[Link] .
Education, Commission on Higher. 2016. Teaching Guide for Senior High
School Physical Science.
[Link]
Helmenstine, Anne. 2018. sciencenotes. September 24. Accessed 06 25,
2020. [Link]
dissolved-water/.
Ma. Cristina D. Padolina, PhD. 2004. Conceptual and Functional Chemistry:
Modular Aproach. Metro Manila: Vibal Publishing House.
Pflugfelder, Bob. 2015. [Link]. 02. Accessed 6 27, 2020.
[Link]
[Link].
n.d. primaryconnections. Accessed 25 2020, 06.
[Link]
ions/includes/SBR/data/Chem/sub/sol3/[Link].
n.d. [Link]. Accessed 06 25, 2020.
[Link]
Shipman, James T. 2016. An Introduction to Physical Science. 14. Sampaloc,
Manila: Rex Book Store, Inc.
2013. [Link]. December 22. Accessed 06 25, 2020.
[Link]
solubility.
Soult, Allison. 2019. Chemistry Libretexts. Sptember 9. Accessed 06 24,
2020.
[Link]
_103__Chemistry_for_Allied_Health_(Soult)/Chapters/Chapter_5%3A_Proper
ties_of_Compounds/5.3%3A_Polarity_and_Intermolecular_Forces.
n.d. The Teachers' Corner - Crossword Puzzle Maker. Accessed June 26,
2020. [Link]
own/crossword/.

18
19
For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [Link]@[Link]

20
Physical Science
Quarter 3 – Module 5:
Intermolecular Forces of
Attraction
Physical Science – Grade 11/12
Quarter 3 – Module 5: Intermolecular Forces of Attraction
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Frances Jay V. Berame
Editor:
Reviewer: Genevaive M. Pepito
Illustrator: Frances Jay V. Berame
Layout Artist: Angelica P. Mendoza
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena
Jinky B. Firman
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Printed in the Philippines by ________________________

Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: [Link]@[Link]
Physical Science
Quarter 3 – Module 5:
Intermolecular Forces of
Attraction
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this material,
you will experience meaningful learning and gain deep understanding
of the relevant competencies. You can do it!

ii
 Let Us Learn

A wonderful day to you little scientist! In this module, you will learn the
concept of Intermolecular Forces of Attraction.

Specifically, you are expected to:

Describe the general types of intermolecular forces (Hydrogen bonding,

Dipole-Dipole, London Dispersion, and Ion-Dipole).

Let Us Try!

Choose the best answer and write this on a separate paper.

1. What type of Intermolecular Force of attraction exists between

molecules with hydrogen bonded to high electronegative atom such as
Oxygen, Nitrogen, and Fluorine?
A. Ion-Dipole
B. Dipole-Dipole
C. London Dispersion
D. Hydrogen Bonding

2. What type of Intermolecular force of attraction exists between

molecules with polar covalent molecule bonded to a Cation or Anion
atom?
A. Hydrogen Bonding
B. London Dispersion
C. Dipole-Dipole
D. Ion-Dipole

3. Which of the following statements below is TRUE with regards to

London Dispersion as Intermolecular Force of Attraction?
A. It occurs in polar molecules.
B. It includes a dipole attracted to an ion.
C. It is the weakest type Intermolecular Force.
D. Electrons only stay at one area of the atom.

4. What type of Intermolecular force of attraction exists between

molecules that are non-polar?
A. Ion-Dipole C. London Dispersion
B. Dipole-Dipole D. Hydrogen Bonding

1
5. Which of the following examples below exhibits dipole-dipole
intermolecular force of attraction?
A. The partial positive pole of iodine monochloride is attracted to the
partial negative pole of another iodine monochloride molecule.
B. Two molecules containing Hydrogen and Nitrogen attracted to one
another.
C. A molecule of water containing Chlorine ion attracted to another
molecule but with opposing charge.
D. Two Diatomic hydrogen gas attracted to one another with an
instantaneous force of attraction.

Let Us Study

Read the story below and study the follow-up lesson.

“Will they Boil Together?”

Anna was a young girl who wish to

become a chemist in the future.
One day, she wished to test her
hypothesis that all substances boil
at the same rate provided with the
following conditions: (1) all
substances must be exposed to the
same amount of heat, (2) all
substances must be on the same
volume, (3) all substances must be
under the same state (e.g. liquid),
and (4) substances must have the
same initial temperature.

The result of the experiment showed that even those conditions were applied,
the substances boiled under different rate. Ana wondered if something went
wrong with the experiment that produced a result different from what she
predicted.

Her older brother, Oliver, tried to provide an explanation and said “Maybe
the weather influenced the results of the experiment, just like how rainy days
make me sad.” Her friend Jack while holding a teddy bear said “Nope!

2
Remember you accidentally stepped on this poor teddy bear? It probably
placed a curse on your experiment! Ha ha…”

What could be the reason why the experiment produced a result different
from what she predicted? Would you agree with Oliver that it was caused by
the weather or was it because of the teddy bear as what Jack said? Or
perhaps is there a more scientific explanation behind it?

The Intermolecular Forces of Attraction

Although Anna, as mentioned in the story, made sure that factors that could
affect the rate of boiling point of substances were uniform (such as the initial
temperature and the state of the matter), what she was not able to consider
are the forces that exist between the molecules of her sample substances.
These forces that exist between the molecules are called Intermolecular
Forces, which are as follows: Hydrogen bonding, Dipole-dipole, London
Dispersion, Ion-Dipole.

The first intermolecular force of attraction that we are going to discuss involve
forces that exist between polar covalent molecules. Recall that covalent
bonding exists when there is a sharing of electrons between two non-metallic
elements. Although the electrons are shared between the atoms, some
electrons spend more time to the atom that have stronger attraction – a
property known as electronegativity. The resulting molecule will have a
partial positive charge
(δ+) and a partial negative charge (δ-). Just like a magnet with two opposite
poles, the resulting molecule with a partial positive pole and a partial negative
pole is called a dipole.

When a dipole molecule with its partial positive charge is attracted to the
partial
negative pole of another dipole molecule
(or vice versa), the Intermolecular force of
attraction is called dipole-dipole.
Example of the dipole-dipole is the
molecules of the Iodine monochloride
(ICL).

Notice that the partial positive pole of the

Iodine monochloride molecule is attracted
“Image showing molecules of Iodine
monochloride.”
3
to the opposite charge of the same
molecule (denoted by the dotted lines).

The next intermolecular force of attraction is similar to dipole-dipole. It is

called the Hydrogen Bonding. By the name itself, this type of intermolecular
force involves the hydrogen element bonded to an atom with high
electronegativity such as Oxygen, Nitrogen, and Fluorine. Note that the
Hydrogen bonding is a special type of dipole-dipole intermolecular force and
must contain the element hydrogen. When comparing the strength of
hydrogen bond to the dipole-dipole, the force of hydrogen bonding is much
stronger compared to the dipole-dipole. Example of the Hydrogen bonding
includes the interacting molecules of water.

Notice that the Oxygen of the water

molecule has partial negative charge
since it has a high electronegativity and is
attracted to partial negative charge
hydrogen of the another water molecule
(denoted by broken lines).

The hydrogen bonding and dipole-dipole

forces of attraction exist between
molecules with partial positive and partial
negative poles as a result of one atom
being more electronegative than the other. “Image showing interacting molecules
But, what if both atoms have the same of water.”
electronegativity value?

Another type of intermolecular force which can exist in a molecule with equal
electronegativity is called the London Dispersion. So how does it work?
Remember that electrons (whether in a single atom or a molecule) do not stay
on a fix location. The electrons are constantly revolving around the nucleus
and at a given time, the electrons may be unevenly distributed causing an
instantaneous dipole which influences the neighboring atoms or molecules.

Study the diagram of a diatomic Hydrogen gas (H2) as an example. The heavy
dots represent the nuclei of the diatomic hydrogen while the grey area
represents the area where the electrons can be found.

4
Notice the molecule of hydrogen gas.
Since the molecule has only one type
of atom (illustrated as heavy dots),
neither of it is electronegative than
the other and so the electrons are
evenly distributed within the “Two molecules of diatomic hydrogen.
molecule (marked by the gray area).

As the electrons are revolving

around, there are moments that the
distribution of these electrons are
unequal causing an instantaneous “one molecule undergoes instantaneous dipole”
dipole.

The Instantaneous dipole causes

attraction or repulsion of the
neighboring molecule.

“The instantaneous dipole causes an induced dipole to

another molecule.”
The opposing charges from the
dipole of the two molecules cause it
to attract and thus creating the
London Dispersion Forces of
attraction (denoted by the broken
lines). “Instantaneous opposing poles attract one another”

It is important to note that since the dipole created by the molecule in the
London Dispersion Forces is instantaneous, the dipole is short lived and
temporary thus making this type of intermolecular force of attraction as the
weakest among all the other type of forces.

If there is a weakest type of intermolecular force of attraction, of course we

also have the strongest among the other three. The strongest and the last
intermolecular force of attraction that we are going to discuss is called Ion-
Dipole Force of Attraction. This type of attraction happens when an ion (atom
or molecule with either positive charge or negative charge due to imbalance
of electrons) is attracted to a polar dipole molecule.

Study the image below as an example. The molecule below shows an Ion-
dipole force as the ion is attracted to the opposing charge from the dipole
molecule.

5
 “The figure (left) shows a positively-charged Sodium Ion (Cation) attracted to the
partial negative charge of a dipole water molecule”. Another example (right figure)
of Ion-Dipole interaction showing a negatively-charged Chlorine ion (Anion)
attracted to the positive charge of a dipole water molecule.”
So why do we need to learn these intermolecular forces of attraction? It is
because our knowledge can help us know the physical property of certain
substances. For example, the boiling point and melting point of substances
are directly related to these type of intermolecular forces of attraction. The
stronger the type of force of attraction that exists between the molecules, the
higher the boiling point of the substance will be. The weaker the forces of
attraction that exist between the molecules, the lower their melting point will
be.
Although Anna set several conditions for her experiment, the result produced
a different rate of boiling point because of the different intermolecular forces
of attraction that exist in her samples of substances and not because of the
weather nor curse of the poor teddy bear!

Let Us Practice

Match the descriptions labeled A to H to its correct type of intermolecular

force. Write one letter in each box numbered 1 to 4 Do this on a separate
sheet of paper.

Description:
It is a special type of Dipole-Dipole where the molecules
A contain hydrogen bonded to a highly electronegative atom
such as oxygen and nitrogen.
It is short-lived since it is instantaneous in nature. Among
B the four types of intermolecular force, it is considered as the
weakest.
The Intermolecular Force that exists in polar molecules. The
C opposing charges of the molecule are attracted to one another
like an opposing poles of a magnet.

The strongest among the four types of Intermolecular force of

D attraction. It contains polar molecules bonded to an ion.

6
 It involves a polar dipole molecule attracted to a cation
E (positively charged ion) or anion (negatively charged ion).

It is a weak type of intermolecular force of attraction that

F exists in non-polar molecules.

A type of intermolecular force that exists in polar molecules.

G The partial negative pole is due to electrons attracted to the
atom with higher electronegativity.

Examples of this type of Intermolecular force of attraction are

H hydrochloric acid (HCl), Ammonia (NH3), and Water (H20).

You can copy the template below and write the letter of the description that
correctly describes the type of intermolecular force inside the box.

1. Dipole – Dipole [Link] Dispersion 3. Hydrogen Bonding [Link]-Dipole

Let Us Practice More

The friends of Anna were inspired by her science experiments, so they

also performed their own experiment. Let us examine the observation of the
friends of Anna with regards to substances that exhibit a type of
Intermolecular force of attraction. Choose the letter that best supports the
statement for each item. Write your answer on a separate sheet of paper.

Item number 1
“I determined which has a higher boiling point between pure water
and a salt-water solution. I found out that although they have the
same volume, the salt-water solution has a higher boiling point. What
could be the reason for this?”

a. Water is a non-polar molecule which is weaker compared to the polar

molecule which is the salt-water solution.

7
 b. The London Dispersion due to instantaneous dipole of water gives it
a lower boiling point compared to the Ion-dipole of the Salt-water
solution.
c. Water exhibits weaker attraction (hydrogen bonding) compared to the
Ion-dipole of the Salt-water solution resulting to lower boiling point.

Item number 2
“I experimented on determining the boiling point of two different
gases. The first one is the hydrogen gas (H2) and the other is the
Ammonia gas (NH3). The result showed that the hydrogen gas has a
lower boiling point compared to the ammonia gas. What could be the
reason behind this result?”

a. The ammonia has a higher boiling point due to the molecules

exhibiting hydrogen bonding (due to presence of Nitrogen and
Hydrogen) while the hydrogen gas has a lower boiling point due to
London Dispersion.
b. Ammonia is an example of a London dispersion since the molecule is
non-polar in nature. Moreover, the intermolecular force of ammonia is
instantaneous in nature so it should have a lower boiling point.
c. Ammonia contains ion and a non-polar molecule making the bond
stronger compared to the dipole-dipole of the Hydrogen gas.

Item number 3
“I was able to determine the boiling point of two substances that have
the same state. Using several tests, I was able to determine their
chemical content. Substance A contains interacting polar molecules
with ions while substance B contains entirely the same type of atom. I
don’t know why Substance A has higher boiling point.

a. Substance B exhibits ion-dipole IFA which is a weaker force of

attraction compared to the hydrogen bonding exhibited by substance
A.
b. Substance B exhibits London dispersion which is a weaker force
compared to the Ion-dipole exhibited by substance A.
c. Substance B exhibits hydrogen bonding which is stronger compared
to the ion-dipole exhibited by substance A.

8
Item number 4
“I did not perform the experiment myself but I have read on a book
that the boiling point of water is 100 degrees Celsius while Iodine
monochloride has a boiling point of 97 degrees Celsius. Why is it that
water has higher boiling point even though both are in liquid state?”

a. Water exhibits a dipole-dipole IFA which is stronger compared to

the attraction of instantaneous poles of London dispersion exhibited
by Iodine monochloride.
b. Iodine monochloride is an example of a non-polar molecule that
exhibits London dispersion that has stronger IFA compared to the
Ion-dipole exhibited by water molecules
c. Water is a special type of dipole-dipole force of attraction which
exhibits higher intermolecular force of attraction compared to the
regular dipole-dipole exhibited by Iodine monochloride.

Item number 5
“I am not convinced that the phase of matter of the substances has
something to do with the boiling point. However, I could not explain
why salt-water solution has a higher boiling point compared to the
chlorine gas. By the way, this is my first time learning science.”

a. Chlorine gas contains ion and a non-polar molecule making the bond
stronger compared to the dipole-dipole of the water molecule.
b. Chlorine gas exhibits a London dispersion since it is a non-polar
molecule and has lower boiling point compared to water exhibiting
hydrogen bonding.
c. Water molecule exhibits ion-dipole due to presence of polar molecules
and ions making it stronger compared to the chlorine gas.

9
 Let Us Remember

We learned these important key points:

a. The Intermolecular Forces of attraction or IFA include the Dipole-

Dipole, Hydrogen Bonding, Ion-Dipole, and London Dispersion.

b. Dipole-Dipole exists in polar covalent molecules. The opposing poles

of these molecules attract one another.
c. Hydrogen bonding exists in molecules containing hydrogen atom
bonded to a high electronegative element including Nitrogen,
Oxygen, and Fluorine.
d. Ion-Dipole is a type of IFA between molecules with a dipole attracted
to an ion (negatively charged atom or molecule) or cation (positively
charged atom or molecule).
e. London Dispersion occurs in non-polar molecules. The frequent
moving electrons creates instantaneous dipole that attracts the
.
molecules together.

Let Us Assess

Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper
1. What type of Intermolecular force of attraction exists between molecules that
are non-polar?
A. Ion-Dipole C. London Dispersion
B. Dipole-Dipole D. Hydrogen Bonding

2. What type of Intermolecular Force of attraction exists between molecules with

hydrogen bonded to high electronegative atom such as Oxygen, Nitrogen, and
Fluorine?
A. Hydrogen Bonding C. Dipole-Dipole
B. London Dispersion D. Ion-Dipole

10
3. Which of the following examples below is exhibits dipole-dipole intermolecular
force of attraction?
A. The partial positive pole of iodine monochloride is attracted to the partial
negative pole of another iodine monochloride molecule.
B. Two molecules containing Hydrogen and Nitrogen attracted to one
another.
C. A molecule of water containing Chlorine ion attracted to another
molecule but with opposing charge.
D. Two Diatomic hydrogen gas attracted to one another with an
instantaneous force of attraction.

4. Which of the following exhibits a Hydrogen Bonding as a type of

Intermolecular force of attraction?
A. A diatomic chlorine gas (Cl2) attracted to the same molecule.
B. Two molecules of ammonia (NH3) attracted to one another with opposing
charges in its pole..
C. A water molecule containing a cation attracted to the opposing pole of
the same water molecule containing cation.
D. The partial positive pole of iodine monochloride is attracted to the
partial negative pole of another iodine monochloride molecule.

5. Which of the following exhibits a London Dispersion intermolecular force of

attraction?
A. The partial positive pole of iodine monochloride is attracted to the partial
negative pole of another iodine monochloride molecule.
B. Two molecules containing Hydrogen and Nitrogen attracted to one
another.
C. A molecule of water containing Chlorine ion attracted to another
molecule but with opposing charge.
D. Two Diatomic hydrogen gas attracted to one another with an
instantaneous force of attraction.

5. Which of the following statements below is true with regards to London-

dispersion force of attraction?
A. It is a result of attraction between two polar molecules.
B. It is short-lived as a result of instantaneous dipole of non-polar
molecules.
C. It is the attraction between molecules containing a polar molecule
bonded to an ion.
D. It is a special type of dipole-dipole interaction between molecules
containing hydrogen bonded to a highly electronegative atom.

6. Which of the following statements below is true with regards to London-

dispersion force of attraction?
A. It is a result of attraction between two polar molecules.
B. It is short-lived as a result of instantaneous dipole of non-polar
molecules.
C. It is the attraction between molecules containing a polar molecule
bonded to an ion.
D. It is a special type of dipole-dipole interaction between molecules
containing hydrogen bonded to a highly electronegative atom.

11
7. Which of the following exhibits an ion-dipole intermolecular force of
attraction?
A. A diatomic chlorine gas (Cl2) attracted to the same molecule.
B. Two molecules of ammonia (NH3) attracted to one another with opposing
charges in its pole.
C. A molecule of water attracted to a cation with their opposing charges.
D. The partial positive pole of iodine monochloride is attracted to the
partial negative pole of another iodine monochloride molecule.

8. Which of the following is true with regards to dipole-dipole intermolecular

force of attraction?
A. It is an attraction between polar molecules bonded to an ion
B. It is a result of attraction between two polar molecules with their
opposing partial charges.
C. It is the result of the attraction between the molecules whose atoms have
equal electronegativity value.
D. It is a special type of dipole-dipole interaction between molecules
containing hydrogen bonded to a highly electronegative atom.

9. Which of the following is true with regards to Ion-dipole force of

attraction?
A. It is short-lived as a result of instantaneous dipole of non-polar
molecules.

B. It is the attraction between molecules containing a polar molecule

bonded to an ion.
C. It is a result of attraction between two polar molecules with their
opposing partial charges.
D. It is a special type of dipole-dipole interaction between molecules
containing hydrogen bonded to a highly electronegative atom

10. Which of the following statements below is true with regards to hydrogen
bonding as a force of attraction?
A. It is a result of attraction between two polar molecules.
B. It is short-lived as a result of instantaneous dipole of non-polar
molecules.
C. It is the attraction between molecules containing a polar molecule
bonded to an ion.
D. It is a special type of dipole-dipole interaction between molecules
containing hydrogen bonded to a highly electronegative atom.

11. Which of the following molecules below exhibits a London-dispersion force of

attraction?
A. Molecules of diatomic Hydrogen gas bonded to one another.
B. The interacting molecules of Water containing sodium ion.
C. Ammonia (NH3) interacting to a molecule of Water (H20)
D. Interacting molecules of Iodine monochloride.

12
12. Which of the following intermolecular forces of attraction below is considered
as the strongest?
A. Ion-Dipole C. London Dispersion
B. Dipole-Dipole D. Hydrogen Bonding

13. Which of the following intermolecular forces of attraction below is considered

as the weakest?
A. Ion-Dipole C. London Dispersion
B. Dipole-Dipole D. Hydrogen Bonding

14. Which of the following statements below is TRUE with regards to London
Dispersion as Intermolecular Force of Attraction?
A. It occurs in polar molecules.
B. It includes a dipole attracted to an ion.
C. It is the weakest type Intermolecular Force.
D. Electrons only stay at one area of the atom

15. Which of the following statements below is TRUE with regards to Hydrogen
Bonding as Intermolecular Force of Attraction?
A. Contains hydrogen bonded to an electronegative element
B. Electrons are equally shared in the molecule.
C. It is the weakest type Intermolecular Force.
D. It only occurs in non-polar molecules.

Let Us Enhance
Below is a concept diagram of the lesson that we had just discussed. On a
separate sheet of paper, copy the template below and write the missing
information to complete the diagram.

Intermolecular Force of Attraction

TYPE Dipole-Dipole

Special type of Instantaneous Force of

dipole containing type of dipole attraction that
DESCRIPTION
hydrogen atom that exists in exists between
attracted to high non-polar polar covalent
electronegative molecules. molecules
element such as bonded to a cat
oxygen, chlorine, ion or anion.
and fluorine.

13
 EXAMPLE Iodine Salt
monochloride dissociating to
water.

Let Us Reflect

The concepts of Intermolecular forces of attraction are important in

determining boiling point of a substance such as how you need to increase
the heat of water in a pot upon adding salt (such as when cooking).

In not more than five sentences, what do you think are the other importance
of studying the Intermolecular Forces of Attraction? How can we apply these
concepts we have just discussed? Be sure to be guided with the criteria below
for your answer. Write them on a separate sheet of paper.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Criteria 3 2 1 0

14
 15
*Rubric adapted from a module of Department of Education
Answer Key
 References

[Link] g, “Intermolecular Forces: Dispersion, Dipole–

Dipole, Hydrogen Bonding, and Ion-Dipole”, (2019),
[Link]
_Liquids%2C_Solids%2C_and_Intermolecular_Forces/12.6%3A
_Intermolecular_Forces%3A_Dispersion%2C_Dipole%E2%80%9
3Dipole%2C_Hydrogen_Bonding%2C_and_Ion-Dipole

[Link], “Ion-Dipole Forces”, accessed June 25, 2020,

[Link]
text=An%20ion%2Ddipole%20force%20is,ionic%20compounds
%20in%20polar%20liquids.

[Link], “Van der Waals Forces”, accessed June

25, 2020,
[Link]
der-waals-forces/.

National Center for Biotechnology Information, Iodine monochloride,

CID=24640, PubChem Database, accessed on June 30, 2020,
[Link]
monochloride

[Link], “10.1 Intermolecular Forces”, accessed June 25, 2020,

[Link]
intermolecular-forces/

[Link], “Intermolecular and Interatomic Forces”, accessed June

25, 2020, [Link]
11/intermolecular-forces/04-intermolecular-forces-01

16
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [Link]@[Link]

Physical Science
Quarter 3 – Module 6:
Effect of Intermolecular Forces
on the Properties of Substances
Physical Science – Grade 11
Quarter 3 – Module 6: Effect of Intermolecular Forces on the Properties of Substances
First Edition, 2020

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Physical Science
Quarter 3 – Module 6:
Effect of Intermolecular Forces
on the Properties of Substances
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

ii
 Let Us Learn

This module was designed for you, the learners. It is to facilitate you to learn
the appropriate knowledge and skills as you go through a series of worthwhile
activities. The lessons are arranged sequentially in this course to ease understanding
and mastery. The parameter of this module gives you an idea on how to explain and
relate intermolecular forces on the properties of substance in real-life situations.
After going through this module, you are expected to:

• Explain the effects of intermolecular forces on the properties of substance.

Specifically, you will:

1. explain how intermolecular forces relate to the observable properties

of different substance; and,
2. relate intermolecular forces in the real-life scenario.

Let Us Try!

Read the questions carefully. Choose the best answer and write this on a separate
paper.

1. How does intermolecular forces affect the melting/boiling point of a

substance?
A. It takes longer for a substance to reach its melting point when the
intermolecular forces are weak.
B. It takes longer for a substance to reach its melting point when the
intermolecular forces are strong.
C. It takes longer for a substance to reach its boiling point when the
intermolecular forces are weak.
D. It takes longer for a substance to reach its melting and boiling point when
the intermolecular forces are strong.

2. Which of the following show/s how intermolecular forces affect properties of

different substances?
A. Soaps and detergents help lessen the surface tension of water to
increase water absorption.
B. Leaf cuticles store water in the leaf surface.
C. Oil floats on water.
D. Both A and B

1
 3. Geckskin™ is a new super-adhesive based on the
mechanics of gecko feet. It is so powerful that can easily
attach and detach everyday objects yet can be easily
Photo Credit: Gupta 2018)
released without leaving any residue. What effect of
intermolecular forces explains the mechanism of this
product?
A. Vapor pressure
B. Surface tension
C. Solubility
D. Viscosity

4. What happens to the vapor pressure as you increase the strength of

intermolecular forces of attraction? The vapor pressure _________________.
A. decreases C. increases
B. remains the same D. cannot be determined

5. Which of the following IS NOT influenced by the type of intermolecular forces?

A. Viscosity C. Density
B. Solubility D. Weight

Let Us Study

Have you ever wondered why you can swim easily in the sea compared to
river? Why chocolate melt in your hands while holding it? why there are water droplet
remains in the leaf after a rain? Or why sugar completely dissolves in water? These
are just some of the questions that shall be discussed in detail in this module.

You’re cleaning the house and you accidentally broke your favorite cup. You
searched and collected different kinds of adhesives to place it back to its original
form. If you decided on a weaker adhesive, it won’t take a lot of force for the cup to
break again. However, using a stronger adhesive would need a much additional force
to break the bond.

What are the effects of intermolecular forces on the properties

of substance?
Intermolecular forces are the same as adhesives, it holds the cup together,
just like molecules are being grouped together by intermolecular forces. There are
many types of intermolecular forces, there are strong and weak forces. The stronger
the intermolecular force, the more energy is needed to break the molecules apart.
Therefore, the substance properties rely on the strength and type of their
intermolecular forces.

There are many properties that depends on intermolecular forces. These are:

2
 1. Stable phase, Boiling point, and Melting point
2. Enthalpies of phase transition
3. Vapor pressure
4. Surface tension
5. Solubility and miscibility of different substance
6. Viscosity
7. Density

Stable phase, Boiling point, and Melting point

Phases in Room Temperature

When molecules have a strong attraction of

intermolecular force, it forms a pack that is very
closed each other (Figure 1). As a result, it occurs as
condensed phase (Solid) at room temperature (Ice
cube). When the molecules are much less dense and
have lesser attraction force, it forms liquid phase
(liquid) (Water in glass). When molecules have a
weaker attraction of intermolecular force, molecules
are far apart from each other, forming a gas phase
(gas) at room temperature (steam).
Figure 1. Phases of Matter
Melting Point
Melting point is the temperature at which
the substance changes from solid to liquid.
Stronger attraction of intermolecular forces
means higher amount of energy required to
break the attractive forces between molecules.
Substance with stronger intermolecular forces
of attraction have higher melting points
compared to weak Intermolecular Forces of
Attraction or IMFA. Chocolate is an example of
having a weak attraction of intermolecular
Figure 1. Melting Ice Cream & Chocolate forces by which it easily melts in a normal body
temperature (Figure 2).
Boiling Point

It is the temperature at which the vapor pressure

becomes equal to the pressure exerted on the surface of
the liquid. It is also the change of physical phase of a
substance from liquid to gas. It is similar to melting
point, by which the stronger the intermolecular forces
mean greater amount of energy is required to break the
attractive force. A very common example is when you are
heating a water for a cup of coffee, waiting for the time
where bubbles are starting to pop-up and produces
steams from the water (Figure 3). Figure 3. Molecules in Steam &
Boiling Water
Enthalpies of Phase Transition

3
 Intermolecular forces are weak interactions between particles. The forces
decreases as you go from solid to liquid to gas. Recall that gas particles have the
highest degree of freedom (spaces between molecules) of movement and negligible or
weak intermolecular forces. You should be familiar with the 6 phases transition
described on the next page (Figure 4).

1. Melting: The transition from the

solid to the liquid phase
2. Freezing: The transition from the
liquid phase to the solid phase
3. Evaporating: The transition from the
liquid phase to the gas phase
4. Condensing: The transition from the
gas phase to the liquid phase
5. Sublimation: The transition from the
solid phase to the gas phase
6. Deposition: The transition from the
gas phase to the solid phase

Figure 4. Enthalpy of System

It should be noticed that the majority of matter in the universe is in a fourth state,
the plasma state. A plasma is a high energy gas with free moving positive ions and
electrons flowing around, for example the stars, which is in the plasma phase.

Vapor Pressure
It is an amount of pressure (force per unit area) applied by a gas above any
liquid in a sealed container. Vapor pressure is a liquid property based on the strength
of the intermolecular force. A liquid with stronger intermolecular force will not
evaporate quickly and has a lower vapor pressure. However, for liquid with weak
intermolecular force evaporates more easily and quicky thus having high vapor
pressure.

For instance, diethyl ether is a nonpolar fluid with weak dispersion force were
its vapor pressure at 20°C is 58.96 kPa (Figure 5). Water is a polar fluid whose atoms
are pulled into each other by moderately strong hydrogen bonding. The vapor
pressure of water at 20°C is only 2.33 kPa, far less than that of diethyl ether.

Figure 6. Vapor Pressure

4
Surface Tension
It is the tendency of a liquid to attain the smallest possible surface area.
Molecules with stronger intermolecular forces will apply stronger cohesive forces and
acquire less surface area (Higher surface tension)
compared to weak IMFA. It is also the resistance of a
liquid to spread out and increase its surface area.

For example, beading of a rain water from a leaf

surface. Water sticks weakly to wax and strongly to
itself, so water clusters into drops. Surface tension gives
its near-spherical shape, which has the smallest
possible surface area to volume ratio. Figure 6. Surface Tension on a
“Gabi” Leaf

Solubility
It refers to the ability of a material to dissolve in a
specified amount of solvent at a particular temperature.
Remember! “Like dissolves like”. When the solute and
solvent have the same intermolecular forces of
attraction, they form solution. In Figure 7, oil and water
did not mix up resulting to heterogenous mixture, same
as the water and sand mixture. Unlike in the middle set-
(a) (b)
up, the solute is slowly dissolving over time; thus,
Figure 7. Oil & Water Mixture (a) resulting to homogeneous mixture.
Water & Sand (b)

Viscosity
It is the measure of a fluid’s resistance to flow. Molecules with stronger
intermolecular forces have higher resistance to flow.
(a) (b)
The viscosity of a liquid is determined by
intermolecular forces preset in the liquid, shape, size
and temperature. As the temperature increases, the
molecules move more quickly and overcome the forces
that hold them together; resulting to decrease of
viscosity. Figure 8 shows a comparison between
vegetable oil and honey. Oil flows more quickly than Figure 7. Viscosity of Honey (a)
to honey. In addition, the more structurally complex and Oil (b)
the molecules in a liquid, the stronger the
intermolecular forces present.

Density
It is a measure of the mass in a unit volume (density = m/V) .
The solid phase is often the densest phase. Thus, this can be
explained by the strong intermolecular forces found in a solid.
These forces pull the molecules together which results in more
molecules in one-unit volume than in the liquid or gas phases.
The more molecules in a unit volume the denser that substance
Figure 8. Ice Floats in
Water will be.

5
 Let Us Practice

Activity 1: Find Me!

Answer the word search puzzle and check how much you remembered. Find
and encircle the correct answer. Write the answer on the provided questions below.

R Y N M R E H D F B O F Q J J
C A T O L E R M P Z R V N F C
Q B L I I R S U E J A S P O C
N D P U S S N I S L L E N R Y
N Z D M C O N J S S T K D C T
S W J F A E C E Z T E I N E O
O O S I S H L S T F A R N S Y
V N L C B U R O I N Z N P G T
A V C U M Y R X M V I T C J I
P A W L B H F F R R K R Q E S
O V T H D I S B A T E G T D N
R L C L X Z L K H C A T O M E
G N I L I O B I L S E U N O D
L C J F F Q J O T M J Y V I X
M M R F I E J F P Y W E K D A

Questions:
1. __________ is a measure of the mass in a unit volume in which forces pull the
molecules together in solid which results in more molecules in one-unit
volume than in the liquid or gas phases.
2. Water sticks weakly to wax and strongly to itself so that water clusters into
drops because of ________________.
3. Intermolecular forces decrease as you go from solid to liquid to gas. The
_________ particles have the highest degree of freedom (spaces between
molecules) of movement and negligible or weak intermolecular forces.
4. Substance with stronger intermolecular forces of attraction have higher
________________ point compared to weak IMFA.
5. Similar to melting point, ___________________ point is the temperature at
which the vapor pressure becomes equal to the pressure exerted on the
surface of the liquid.
6. The _______________________ explain the physical properties of substances.
The stronger the force, the more difficult it is to pull molecules away from
each other.
7. A liquid with stronger intermolecular force will not evaporate quickly and
has a lower _______________________.
8. The __________________ is the ability of a material to dissolve in a specified
amount of solvent at a particular temperature.

6
 9. Molecules with stronger intermolecular forces have higher ____________ to
flow.
10. As the temperature increases, the molecules move more quickly and
overcome the forces that hold them together; resulting to decrease of
________________.

Let Us Practice More

Activity 2: Let’s Bond In!

Are you tired of reading, and answering your assignments? Let’s take a
break and have EXPERIMENT TIMAH! This experiment will be done in your
own house. Chill, the materials are cheaper and readily available. Reminders!
Let somebody accompany you when doing the experiment. It is better to ask
an assistance to your parents or older brother or sister for safety and better
results.
Figure 9 is the product of the activity. Now, are
you curious? Let’s start! The activity is called Let’s
bond in! You will need 4 plastic cups (transparent),
white-colored table sugar, 3 different types food
coloring or something that will change the color of the
water, spoon for mixing and, a tap water (you can also
consider hot water for faster dilution process).

What to do? Figure 9. Output

Step 1. Prepare 3 plastic cups with half-filled

tap or hot water (Be careful on handling the
hot water) and one empty plastic cup.
Designate 3 different colors in each plastic
cup (see figure 10).

Step 2. Get the

Figure 10. Materials white-colored
table sugar. Do
not add anything on the 1st cup. For the 2nd cup,
add 1 spoon-full table sugar. For the 3rd cup,
add 2 spoon-full table sugar, and 4-spoon full
table sugar in the 4th cup. Mix it well until no
table sugar will be remained (see Figure 11).

7
 Figure 11. Varying concentrations of
Step 3. Add a small amount of food coloring in sugar
the mixture. The three mixture must have three
distinct different colors (Figure 3.).

Step 4. Get your empty container and add the 4-

spoon full table sugar mixture. Then add SLOWLY the
2-spoon full table sugar mixture. Add more until color
separation is clearly seen. Then, add the last mixture
slowly and observe what happen.

Figure 12. Experimental

Output

REMINDER! After the observation, clean up the used plastic cups with soap
and water. Throw the mixture into the sink and observe proper disposal for
the other materials that was used in the activity.

After learning about the effects of the intermolecular forces on a

substance, it is now your turn to explain the result of the experiment that you
have performed earlier. Your task is to redo the experiment. Rearrange the
sequence of the solution 3 times. Observe and describe what happens to the
solution.

Explanation
Trails Observations
The sequence of the trails
E.g. 5 spoon full + 2 spoon The colors did not has ascending density.
full + 1 spoon full mix up That is why it did not mix
up.

4 spoon full + 2 spoon full +

1 spoon full
1 spoon full + 4 spoon full +
2 spoon full
4 spoon full + 1 spoon full +
2 spoon full

How was the experiment? Is it cool? I hope that you performed the
experiment well. The knowledge you gained will be used in the future.
Therefore, remember what you have learned and continue discovering as we
continue reading in this module.

8
 Let Us Remember

Through this module, you have learned the following important concepts about
the effects of intermolecular forces on the properties of substance.

• The stronger the intermolecular forces of a molecule, the more difficult to

turn the substance in solid phase to liquid phase. The weaker the IMFA,
the molecules are more distant and in gas phase.
• In solubility, ssubstances of like intermolecular forces mix. When the solute
and solvent have the same intermolecular forces of attraction, they form
solution.
• Substances with stronger intermolecular forces of attraction have higher
melting/boiling points compared to weak IMFA.
• Molecules with stronger intermolecular forces will apply stronger cohesive
forces and acquire less surface area (Higher surface tension) compared to
weak IMFA in terms of surface tension.
• Molecules with stronger intermolecular forces have higher resistance to
flow.
• The more molecules in a unit volume the denser that substance will be.

Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. Which of the following show/s how intermolecular forces affect properties of

different substances?
A. Soaps and detergents help lessen the surface tension of water to
increase water absorption.
B. Leaf cuticles store water in the leaf surface.
C. Oil floats on water.
D. Both A and B

2. How does intermolecular forces affect the melting/boiling point of a

substance?
A. It takes longer for a substance to reach its melting point when the
intermolecular forces are weak.
B. It takes longer for a substance to reach its melting point when the
intermolecular forces are strong.
C. It takes longer for a substance to reach its boiling point when the
intermolecular forces are weak.
D. It takes longer for a substance to reach its melting and boiling point when
the intermolecular forces are strong.

9
3. What happens to the vapor pressure as you increase the strength of
intermolecular forces of attraction? The vapor pressure _________________.
A. decreases C. increases
B. remains the same D. cannot be determined

4. Which of the following IS NOT influenced by the type of intermolecular forces?

A. Viscosity C. Density
B. Solubility D. Weight

5. Geckskin™ is a new super-adhesive based on the

mechanics of gecko feet. It is so powerful that can easily
attach and detach everyday objects yet can be easily
Photo Credit: Gupta 2018)
released without leaving any residue. What effect of
intermolecular forces explains the mechanism of this
product?
A. Vapor pressure C. Solubility
B. Surface tension D. Viscosity

6. Which of the following is not a phase transition?

A. Melting C. Boiling
B. Condensation D. Transforming

7. Like dissolve like refers to which properties of substance?

A. Viscosity C. Boiling point
B. Solubility D. Vapor pressure

8. What happens to the boiling point as you increase the strength of

intermolecular forces of attraction? The boiling point _________________.
A. decreases C. increases
B. remains the same D. cannot be determined

9. The more structurally complex the molecules in a liquid the stronger the
intermolecular forces present. Which of the following explains the effect of
IMFA on properties of substance?
A. Viscosity C. Boiling point
B. Solubility D. Melting point

10. What property of a substance explains the effect of IMFA on the temperature
at which the vapor pressure becomes equal to the pressure exerted on the
surface of the liquid?
A. Surface tension C. Boiling point
B. Solubility D. Melting point

11. Which phase of matter has the strongest intermolecular force of attraction?
A. Solid C. Liquid
B. Gas D. Steam

12. Which of the following describes the tendency of a liquid to attain the smallest
possible surface area?
A. Fluidity C. Viscosity
B. Solubility D. Surface tension

10
 13. Which of the following refers to the measure of a fluid’s resistance to flow?
A. Solubility C. Viscosity
B. Density D. Evaporation

14. Which of the following describes the amount of pressure (force per unit area)
applied by a gas above any liquid in a sealed container?
A. Vapor pressure C. Boiling point
B. Melting point D. Density

15. Which of the following is a measure of the mass in a unit volume?

A. Surface tension C. Boiling point
B. Viscosity D. Density

Let Us Enhance

Activity 3: Real Life Intermolecular forces

For now, let us apply the theories and what you have learned into real life
situations. This will be done for you to appreciate the lesson and the importance of
this to our biosphere.

Adhesives are inspired based on mechanism of walking upwards

without falling from many known families of lizards specially
geckos. Gecko’s use their microscopic hairs on their feet to adhere
in walls and ceilings. This is because of van der Waals forces
present between hairs and wall. This intermolecular force (van der
Waals forces) are of very short range, it needs to come very close
to the surface to adhere using that mechanism. Gecko’s hairs are
30 to 130 µm long that end with hundreds of even tinier hairs of
radius 0.2 to 0.5 µm. Because of this mechanism, geckos are
capable of holding its weight with only one toe of one foot
(Peterman, 2006).

Another application of intermolecular forces is the fuel spill in

Russia’s North Spreads Toward Arctic Ocean. Diesel fuel leaked
from a container that burst after settling into permafrost that
stood for years. Around 150,000 estimated containers of diesel
were leaked into a river, compared with about 260,000 containers
of crude oil released into Prince William Sound during the Exxon
tanker accident, a touchstone for environmental damage from
petroleum spills. The diesel has been seeping into the marshy
riverbanks and spreading as an iridescent sheen on the surface
of rivers. A frantic effort to lay booms, or floating barriers, across
the rivers has not contained the spill (Andrew, 2020.

11
Direction: You task is to search for an environmental phenomenon on which it
explains the importance and effect of intermolecular forces is being applied. By this,
sustainability, ecological services, and safety will be useful for the future generation.

Your response in the reflective essay will be rated based on the rubric below.
Please be guided accordingly.

Rubric in Assessing Reflective Essay

Criteria Poor Fair Good Excellent
1 pt 2 pts 3 pts 4 pts
Depth of Writing Writing Writing Writing
Reflection demonstrates demonstrates a demonstrates a demonstrates an
lack of minimal general reflection in-depth
reflection on reflection on the on the selected reflection on the
the selected selected topic, topic, including selected topic,
topic, with no including a few some supporting including
details. supporting details and supporting details
details and examples. and examples.
examples.
Quality of Information Information Information clearly Information
Information has little to do clearly relates to relates to the main clearly relates to
with the main the main topic. topic. It provides the main topic. It
topic. No details 1-2 supporting includes several
and/or details and/or supporting details
examples are examples and/or examples.
given.
Structure & Writing Writing is Writing is mostly Writing is clear,
Organizatio unclear, unclear, and clear, concise, and concise, and well
n disorganized. thoughts are not organized with the organized with
Thoughts well organized. use of excellent the use of
make little to Thoughts are sentence/paragra excellent
no sense. not expressed in ph structure. sentence/paragra
a logical Thoughts are ph structure.
manner. expressed in a Thoughts are
logical manner. expressed in a
logical manner.
Adapted from: [Link]

Let Us Reflect

Intermolecular forces explain the physical properties of substances. The

stronger the force, the more difficult it is to pull molecules away from each other.
Therefore, the properties of a substance rely on the strength and type of their
intermolecular forces.

There are many properties that depends on intermolecular forces. These

include a substance’s phase, boiling point, melting point, enthalpies of phase
transition, vapor pressure, surface tension, solubility and miscibility, viscosity, and
density. Intermolecular forces are very important at the nanoscale level. Real-world
applications of intermolecular forces at the nanoscale include gecko tape and
others.

12
 13
Activity 1 Activity 1 Let Us Try
6. Van der wall 1. Hydrogen 1. D
7. Intermolecular 2. Molecule 2. D
8. Polar 3. Polarity 3. B
9. Partial Charge 4. London 4. A
10. Non-Polar Dispersion 5. D
5. Dipol-Dipole
Answer Key
 14
Let Us Assess Let Us Assess Let Us Assess
6. A 11. D 1. D
7. D 12. B 2. D
8. C 13. C 3. A
9. A 14. A 4. D
10. D 15. C 5. B
Activity 2
Trails Observations Explanation
4 spoon full
solution had
the lowest
density
compare to 2
4 spoon full + 2 spoon full + 1 The solutions did not mix up and 1 spoon
spoon full together full, while 2
spoon full has
lower density
compared to 1
spoon full
solution
1 spoon full
solution is
1 spoon full + 4 spoon full + 2 much denser
The solutions mixed up
spoon full compared from
the two
solutions
4 spoon has
lesser density
4 spoon full + 1 spoon full + 2 4 spoons did not mix but 1
compared from
spoon full and 2 mixed up
the 2, 1 and 2
solution mix up
 References

Gupta, Rana K. 2018. Kickstarter. October 24. Accessed January 22, 2021.
[Link]
reusable-gripping-magic-of-th.

Hutchinson, Kelly, and Shanna Daly. 2007. INTERMOLECULAR FORCES:

WHY CAN SOME THINGS STICK WHILE OTHERS FALL? March 6.

Kramer, A. (2020) Major Fuel Spill in Russia’s North Spreads Toward Arctic
Ocean. New York Times. Retrieved from [Link]
m/2020/06/09/world/europe/[Link]

Peterman, T. (2006). Gecko climbs wall using van der Waals force. Retrieved
from [Link]

15
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [Link]@[Link]

Physical Science
Quarter 3 – Module 7:
Avenger Molecules
Physical Science – Grade 11
Quarter 3 – Module 7: Avenger Molecules
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Dinah Galvan-Oani
Editor: -
Reviewer: Kristine Hope D. Cagurol, Rudilyn D. Garcesa
Illustrator: -
Layout Artist: -
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena
Jinky B. Firman
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Alma C. Cifra
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Faye Genevieve P. Pasamonte

Printed in the Philippines by ________________________

Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: [Link]@[Link]
Physical Science
Quarter 3 – Module 7:
Avenger Molecules
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

ii
 Let Us Learn

This module was designed for you, the learners. It is to facilitate you to learn
the appropriate knowledge and skills as you go through a series of worthwhile
activities. The lessons are arranged sequentially in this course to ease understanding
and mastery. The parameter of this module help you master the Macromolecules in
life.

After going through this module, you are expected to:

• Explain how the structures of biological macromolecules such as

carbohydrates, lipids, nucleic acid, and proteins determine their properties
and functions (MELCs).

Specifically, you will:

1. describe the basic molecular structures of the four major categories of

biological macromolecules.
2. determine the properties and functions of the four main biomolecules;
and,
3. relate the functions of the 4 biological macromolecules to real life
examples.

Let Us Try!

Choose the best answer and write this on a separate paper.

1. A carbohydrate is a biomolecule consisting of carbon, hydrogen and oxygen

atoms, usually with a hydrogen–oxygen atom ratio of 2:1 and typically can be
broken down to release energy in the animal body. Which of the following is
NOT a carbohydrate?
A. Cellulose C. Glycine
B. Glucose D. Sucrose

2. Amino acids have both an amino group and a carboxyl group in their
structure. Which one of the following is an amino acid?
A. Formic acid C. Glycerol
B. Glycolic Acid D. Glycine

1
 3. Biomolecules are organic molecule that includes carbohydrates, protein,
lipids, and nucleic acids. They are important for the survival of living cells.
Which of the following is a by-product of a chemical union of the basic units
of carbohydrates, lipids, or proteins?
A. acid C. energy
B. carbon D. water

4. Adjacent nucleotides in a nucleic acid are joined by a phosphodiesterase

bond. This bond links the phosphate group of one nucleotide to which one of
the following components of a neighboring nucleotide?
A. base C. peptide
B. Phosphate group D. sugar

5. Lipids organic compounds that are fatty acids or their derivatives are
insoluble in water but soluble in organic solvents. Which of the following
explains why sterols (or steroids) are considered to be lipids?
A. They contain fatty acids. C. They are lipid soluble.
B. They are used as storage fats. D. They are rich in hydrogen.

Let Us Study

Carbohydrates, lipids, proteins, and nucleic acids are organic molecules found
in every living organism. These macromolecules are large carbon-based structures
that are assembled by joining several smaller units, called monomers.

Such is similar to the Avengers where they must reunite and assemble again
to reinvigorate their allies and restore balance of our human body system. In short,
Avengers would be like collaborating and congregating of small individual to one
powerful entity, like a team. The macromolecules are formed, together through a
chemical reaction called dehydration synthesis. The resulting polymer can be
disassembled through the complimentary process called hydrolysis.

Biological macromolecules are important cellular components and perform a

wide array of functions necessary for the survival and growth of living organisms.
The four major classes of biological macromolecules are carbohydrates, lipids,
proteins, and nucleic acids. Among the numerous types of organic compounds, four
major categories are found in all living things. These four categories of organic
compounds are often referred to as the Macromolecules of Life.

Here are the other four Avengers Molecules that we will discuss to help us
learn about that the living organisms require for survival and growth.

2
Carbohydrates: Chemical Energy
Carbohydrates are an organism’s main source of
energy. The single building block of a carbohydrate
molecule is the monosaccharide glucose. Glucose is the
basic form of fuel in living things. It is transported by
body fluids to all cells, where it is metabolized to release
its energy.

Carbohydrates are commonly referred to as

sugars and can be monosaccharides if they are
composed of a single glucose molecule, or disaccharides
if they are composed of two glucose molecules. Complex carbohydrates are known as
polysaccharides. Polysaccharides are formed by linking many glucose molecules.

Among the most important polysaccharides are the starches, which are
composed of hundreds or thousands of glucose molecules linked to one another.
Another polysaccharide, cellulose, is used primarily as a structural carbohydrate. It
is also composed of glucose molecules, but the molecules cannot be released from
one another except by a few species of organisms. Plant cell walls are composed
primarily of cellulose.

Lipids: Long term energy

Lipids are another organic macromolecule essential to life. Lipids include

steroids, waxes, oils, and fats. A fatty acid is the monomer of a lipid. There are two
types of fatty acids. Fatty acids that have one or more double bonds in their
molecules are unsaturated fats. Fatty acids
have no double bonds are saturated fats.
In most human health situations, the
consumption of unsaturated fats is
preferred to the consumption of saturated
fats. Consuming large amounts of lipids can
cause cardiovascular (heart) disease. Fats
stored in cells usually form clear oil droplets
called globules because fats do not dissolve
in water.
Plants often store fats in their seeds, and animals store fats in large, clear
globules in the cells of adipose tissue. The fats in adipose tissue contain much
concentrated energy. Hence, they serve as a reserve energy supply to the organism.

3
Proteins: Keep the Body Running
Proteins, among the most complex of all organic compounds, are composed of
amino acids. Many proteins are immense in size and extremely complex. However,
all proteins are composed of long
chains of relatively simple amino
acids. There are 20 kinds of amino
acids. The links forged between the
amino acids are peptide bonds, and
small proteins are often called
peptides. All living things depend on
proteins for their existence.
Proteins are the major molecules from which living things are constructed.
Certain proteins are dissolved or suspended in the watery substance of the cells,
while others are incorporated into various structures of the cells. Proteins are also
found as supporting and strengthening materials in tissues outside of cells. Bone,
cartilage, tendons, and ligaments are all composed of protein. One essential use of
proteins is in the construction of enzymes.
Enzymes catalyze (speed up) the chemical reactions that take place within
cells. The information for synthesizing the unique proteins is located in the nucleus
of the cell. This genetic code (DNA) specifies the amino acid sequence in proteins.
Hence, the genetic code regulates the chemistry taking place within a cell.

Nucleic Acids: Blueprints for Life

The nucleic acids are composed of smaller units called nucleotides. Each
nucleotide contains a sugar molecule, a phosphate group, and a nitrogen base. Living
organisms have two important nucleic acids. One type is deoxyribonucleic acid, or
DNA. The other is ribonucleic acid, or RNA. DNA is found in the nucleus of the cell,
while RNA is found in both the nucleus and the cytoplasm (a gel-like substance that
composes the inside of the cell). DNA and RNA differ from one another in a few ways.
DNA contains the sugar deoxyribose, while RNA has ribose. In a DNA molecule, the
adenine base pairs with thymine, but in RNA the adenine pairs with uracil.

Trivia:
The term “macromolecule” was first coined in the 1920s by Nobel
laureate Hermann Staudinger was the first to propose that many large
biological molecules are built by covalently linking smaller biological
molecules together.
[Link]

4
 Let Us Practice

Activity 1: Concept Map

Supply the needed information in the concept map. You may begin!

Dissecting the Macromolecules

Biomolecules

such as such as

Carbohydrates

such as such as

for example
for example

monomer
monomer
DNA

for example for example

monomer monomer
oil amino acids

Properties and function Properties and function

Properties and function Properties and function

5
 Please be guided with the rubric below.

Criteria 3 points 2 points 1 points 0 points

Shows an Makes some Makes many Shows no
Concepts and understanding mistakes in mistakes in understanding
Terminology of the topic’s terminology or terminology and of the topic’s
concepts and shows a few shows a lack of concepts and
principles and misunderstanding understanding principles
uses of concepts of many
appropriate concepts
terminology
Identifies all the Identifies Makes many Fails to use
Knowledge of the important important incorrect any
Relationships concepts and concepts but connections appropriate
among Concept shows an makes some concepts or
understanding incorrect appropriate
of the connections connections
relationships
among them
Concepts in an Places almost all Places only a few Concepts are
Ability to appropriate concepts in an concepts in an inappropriate
Communicate hierarchy and appropriate appropriate hierarchy
through Concept places linking hierarchy and hierarchy or
Maps words on all assigns linking uses only a few
connections; words to most linking words;
making a connections; produces a
concept map making a concept concept map
that is easy to map that is easy that is difficult
interpret to interpret to interpret

Part B
1. Explain briefly how the structures of biological macromolecules determine the
properties and functions based on the concept map made.

Biological Molecules
a. carbohydrates
b. lipids
c. proteins
d. nucleic acid

6
 Let Us Practice More

Activity 2: Menu Planner

Directions: Try to recall the food you ate at lunch in the school canteen. You
will design a lunch menu based on items that you eat when you go to the
canteen. You will be concentrating on recording information about the
following macromolecules: carbohydrates, lipids (fats), and proteins. You will
use the nutritional information provided by the teacher to design your menu.
Complete the table below. Refer to the example given.
Food Item Carbohydrates Proteins Lipids
(in servings) (in servings) (in servings)
Rice 1 serving - -

Questions:

1. Which type of macromolecule (lipid, carb, or protein) did you consume the most
of in this lunch? Base it on a 2,000-calorie diet and the information about your
meal.

Example calculation:
The consumed number for
carbs = 275g;
recommended number for
carbs = 300g
275 / 300 = 0.92 X 100 = 92%

2. Assume a 2,000-calorie total, what percentage of your meal accounts for your
daily caloric intake? (Show your solution.)

7
3. How could you modify your meal choices to make this healthier and align
better with the recommended daily amounts for these three molecules
(carbohydrate, fats, and proteins)?

____________________________________________________________________________
____________________________________________________________________________
Note: A serving size is a measured amount of food—1 cup, 1 slice, 1 teaspoon, etc.

Let Us Remember

Through this module, you have learned the following important concepts about
macromolecules.

• Found in many energy-providing foods, carbohydrates help the nervous

system, muscles, and body in general function.
• Proteins, like all macromolecules, form from smaller units that combine
and connect together to form one larger molecule. Amino acids — which
are smaller, simpler molecules — connect end-to-end to form proteins.
• Nucleic acids — DNA and RNA — contain and describe the genetic code in
life. As macromolecules, nucleic acids serve as a detailed instruction
manual for the development of the body and the workings of each cell.
• Lipids, more commonly known as fats, form the protective membranes
around cells, and deliver essential vitamins.

Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. A carbohydrate is a biomolecule consisting of carbon, hydrogen and oxygen

atoms, usually with a hydrogen–oxygen atom ratio of 2:1 and typically can be
broken down to release energy in the animal body. Which of the following is
NOT a carbohydrate?
A. Cellulose C. Glycine
B. Glucose D. Sucrose

2. Amino acids have both an amino group and a carboxyl group in their
structure. Which one of the following is an amino acid?
A. Formic acid C. Glycerol
B. Glycolic Acid D. Glycine

8
3. Biomolecules are organic molecule that includes carbohydrates, protein,
lipids, and nucleic acids. They are important for the survival of living cells.
Which of the following is a byproduct of a chemical union of the basic units
of carbohydrates, lipids, or proteins?
A. acid C. energy
B. carbon D. water

4. Adjacent nucleotides in a nucleic acid are joined by a phosphodiesterase

bond. This bond links the phosphate group of one nucleotide to which one of
the following components of a neighboring nucleotide?
A. base C. peptide
B. Phosphate group D. Sugar

5. Lipids organic compounds that are fatty acids or their derivatives are
insoluble in water but soluble in organic solvents. Which of the following
explains why sterols (or steroids) are considered to be lipids?
A. They contain fatty acids. C. They are lipid soluble.
B. They are used as storage fats. D. They are rich in hydrogen.

6. A macromolecule is a very large molecule, commonly composed of the

polymerization of smaller subunits called monomers. Which of the following
would most likely qualify as a macromolecule?
A. amino acid C. Protein
B. DNA D. glucose

7. Glucose and fructose both have the formula C6H12O6, but the atoms in these
two compounds are arranged differently. Which of the following are glucose
and fructose known for?
A. isomers C. oligosaccharides
B. polysaccharides D. pentoses

8. Lipids are energy-rich organic, non-polar molecules. These organic

compounds contain carbon, hydrogen and oxygen atoms that form a
framework for the structure and function of living cells. They are insoluble in
water and only soluble in nonpolar solvents as water is a polar molecule.
Which of the following IS NOT a lipid?
A. Fats C. Proteins
B. Oils D. Waxes

9. When a carbohydrate is broken into its component sugar molecules by

hydrolysis (e.g. sucrose being broken down into glucose and fructose), this is
recognized as saccharification. When disaccharides are changed to
monosaccharides, the common chemical process involved is ______________.
A. activation. C. hydration.
B. digestion. D. synthesis.

9
10. Nucleic acids are large biomolecules, essential to and life and are composed
of nucleotides, a 5-carbon sugar, a phosphate group and a nitrogenous base.
Which of the following is a major function of nucleic acids?
A. catalysis of virtually all biochemical reactions.
B. structural support in both plants and animals
C. storage and intracellular transfer of energy
D. storage and transfer of genetic information

11. Cholesterol is an example of lipids. Which of the following best describes

cholesterol as essential for normal membrane functions?
A. It cannot be made by higher organisms such as mammals.
B. It catalyzes lipid flip-flop in the bilayer.
C. It spans the thickness of the bilayer.
D. It keeps membranes fluid.

12. Proteins perform many physiological functions like enzymes. Which of the
following represents an additional function of some protein discharge?
A. Antibiotics C. Pigment conferring color to skin
B. Hormones D. Pigments making colors of flowers

13. Proteins are large biomolecules, or macromolecules, consisting of one or more

long chains of amino acid residues. Which of the following do tremendously
complex molecules use as their basic units or building blocks?
A. activation. C. hydration.
B. digestion. D. synthesis.

14. Assume that DNA molecules are studied in a variety of organisms and found
to have the following properties. Which property would be consistent with the
hypothesis that genetic material is composed of DNA?
A. DNA is composed of the same nucleotides in all organisms.
B. DNA is different in two different cells of the same organism
C. DNA in an organism remains constant as the organism ages.
D. DNA from two different organisms has the same base composition.

15. When a protein is boiled, it loses all levels of organization besides the primary
level. Which of the following will happen to protein?
A. It will be denatured. C. It will be hydrolyzed.
B. It will be dehydrated. D. It will be paralyzed.

Let Us Enhance

Activity 3: Know Us More

Instruction: Fill in the chart below with appropriate terms/words.
Carbohydrates Proteins Lipids Nucleic Acid

Monomers

10
Elements

Functions

Example

Food

Let Us Reflect

When you were younger, you probably enjoyed building things with
blocks or string some beads into a necklace. You used to play beads by slowly
sliding each to the beading thread over and over until you got the bigger item
you wanted to construct.

A macromolecule is constructed in exactly the same way. The term

macromolecule means very big molecule. As you know, a molecule is a substance
that is made up of more than one atom. The prefix macro- means large,
macromolecules are huge! They are composed of 10,000 or more atoms!

Another term for a macromolecule is a polymer. In your math class you

probably used that the prefix poly- means many, as in a polygon, or a figure with
many sides. In the same manner macromolecules are made of many building
blocks, called monomers. Now you can imagine a monomer as being a brick, and
a polymer, or macromolecule, as being the whole brick wall composed of the
building blocks. The brick wall is composed of smaller units (the bricks) just as a
macromolecule is composed of monomer as building blocks.

To make the story more exciting and alive, probably you are familiar with
all the kinds of blockbuster movies like Avengers and the like. In short to fully
equipped with necessary power that our body needs, small molecules like that of
the superhero characters we all adore, must reunite and assemble from time to
time to reinvigorate their trounced allies and restore balance that is essential to
our human system.

Monomers like Avengers must work together like collaborating and

congregating into one powerful entity, like a team. They must be put all together
and complement each other to function fully into a gigantic and powerful molecule
to provide nutrients or energy necessary for life.

To make the story more exciting and alive, probably you are familiar with
all the kinds of blockbuster movies like Avengers and the like. In short to fully
equipped with necessary power that our body needs, small molecules like that of
the superhero characters we all adore, must reunite and assemble from time to
11
time to reinvigorate their trounced allies and restore balance that is essential to
our human system.

Monomers like Avengers must work together like collaborating and

 12
Let Us Assess Let Us Assess Let Us Assess Let Us Try
11. D 6. B 1. C 1. C
2. D
12. C 7. B 2. D 3. C
13. D 8. C 3. C 4. B
5. B
14. B 9. D 4. B
15. A 10. D 5. B
Answer Key
Activity 3

13
 References

Biological Macromolecules. June 01, 2020. Accessed from:

[Link]

Macromolecules. June 02, 2020. Accessed from

[Link]
macromolecules in-the-human-body

The 4 Biomolecules. June 03, 2020. Accessed

from:[Link]
Book%3A_General_Biology_(OpenStax)/1%3A_The_Chemistry_of_Life/3%3A_Bi
ological_Macromolecules

14
For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [Link]@[Link]

Physical Science
Quarter 3 – Module 8:
“Coollide”
Physical Science – Grade 11
Quarter 3 – Module 8: Coollide
First Edition, 2020

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Published by the Department of Education – Region XI

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Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: [Link]@[Link]
Physical Science
Quarter 3 – Module 2:
“Coollide”
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.

As you go through the different activities of this module be reminded of the

following:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

2
 Let Us Learn

This module was designed and written with you in mind. It is here to help you
master the concepts on how molecular collision takes place. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course.

After going through this module, you are expected to:

Use simple collision theory to explain the effects of concentration, temperature,

and particle size on the rate of reaction.

Specifically, you are expected to:

1. Explain collision theory by relating chemical reaction to collisions between

reacting particles;
2. Identify the necessary conditions for the reaction of molecular collision to
takes place;
3. Explain how collision theory can be used to visualize how molecular collision
on different factors affecting the rate of a reaction; and,
4. Visualize collision theory reaction on the effects of temperature, concentration
and size or particles using collision theory.

Let Us Try!

Direction: Read the questions carefully and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.

1. What will happen to the kinetic energy of the particles enclosed in a container
when the temperature of the container increases?
A. decrease of kinetic C. kinetic energy is constant
B. increase of kinetic energy D. kinetic energy will stay longer

2. Which of the following takes place when there is a decrease in temperature of

the reactants?
A. particles to lose speed
B. slow collision frequency
C. allow less effective collision between the particles
D. increase collision between the particles thus increasing the rate.

3
 3. Which of the following best describes activation energy?
A. The energy added by a catalyst
B. The energy possessed by the products
C. The energy needed for a reaction to occur
D. The minimum amount of energy needed for a reaction to potentially
occur

4. Which of the following is the result of more collisions?

A. faster reaction rate C. varying reaction rate
B. slower reaction rate D. . same reaction rate

5. Which of the following will lead to a chemical reaction?

A. the reactants must be vaporized
B. chemical bonds must be destroyed
C. the temperature must be above 0oC
D. collisions must occur between reactant particles

Let Us Study

The Collision Theory is a simple and useful model that explains how chemical
reactions occur and why reaction rates differ for different reactions. This can be
compared to the famous Power Puff Girls where these girls are working together and
complementing one another’s strengths. It was proposed around [Link]
concepts of molecular collision and reaction shall be discussed in detail in the
succeeding activities of this module.

Collision Theory

Collision theory is used to predict the rates of chemical reactions, particularly

for gases. The collision theory is based on the assumption that for a reaction to occur
it is necessary for the reacting species (atoms or molecules) to come together or
collide with one another. Not all collisions, however, bring about chemical change. A
collision will be effective in producing chemical change only if the species brought
together possess a certain minimum value of internal energy, equal to the activation
energy of the reaction.
Furthermore, the colliding molecules must be oriented in a manner favorable
to the necessary rearrangement of atoms and electrons. Thus, according to the
collision theory, the rate at which a chemical reaction proceeds is equal to the
frequency of effective collisions. Because atomic or molecular frequencies of
collisions can be calculated with some degree of accuracy only for gases (by
application of the kinetic theory), the application of the collision theory is limited to
gas-phase reactions.

4
 The collision theory provides us with the ability to predict what conditions are
necessary for a successful reaction to take place. These conditions include:
1. The particles must collide with each other.

2. The particles must collide with sufficient energy to break the old bonds.

3. The particles must have proper orientation.

To understand the kinetics of chemical reactions and the factors that affect
kinetics, we should first examine what happens during a reaction on the molecular
level. According to the collision theory of reactivity, reactions occur when reactant
molecules effectively collide.

For an effective collision to occur, the reactant molecules must be oriented in

space correctly to facilitate the breaking and forming of bonds and the rearrangement
of atoms that result in the formation of product molecules.

Figure 1 Collision Visualizations

A
B X X
Ineffective Collision

Effective
B X A Collision B + X
A

This visualization shows an ineffective and effective collision based on

molecular orientation.

During a molecular collision, molecules must also possess a minimum

amount of kinetic energy for an effective collision to occur. This energy varies for
each reaction, and is known as the activation energy (Ea) (Figure 1 “Potential
Energy and Activation Energy “).The rate of reaction therefore depends on the
activation energy; a higher activation energy means that fewer molecules will have
sufficient energy to undergo an effective collision.

Factors That Affect Reaction Rate

The following factors can affect the rate of a reaction. Collision theory can be
used to explain their effect.

• Temperature

• Concentration

• Surface Area (Particle Size)

• Catalyst

5
Temperature

Increasing the temperature increases the kinetic energy of the reactant

particles. The particles move more quickly increasing the frequency of collisions. The
particles also collide with more energy which increases the likelihood of each collision
being successful.
Increasing the temperature does not alter the total amount of product
that is formed. This is because the amount of reactant particles does not change. If
the temperature is low, it simply takes longer for the same amount of product to be
formed. Therefore the line representing the reaction at a lower temperature is flatter
but still eventually reaches the same height.

Increase
concentration

Concentration
Increasing the concentration means there are more reactant particle in a given
space (volume). This increases the chance that reactant particles will collide. The
increased frequency of collisions results in a faster rate of reaction.
Surface Area/Size of Particles

Low Surface Area High Surface Area

=Acid Particle = Water Molecule =Magnesium Atom

If one of the reactants is a solid, only the particles at the surface can partake
in the reaction. Breaking the reactant into smaller pieces increases the surface and
more particles are exposed to the reaction mixture. This results in an increased
frequency of collisions and therefore a faster rate of reaction.
Therefore powdered magnesium reacts more quickly than a lump of solid
magnesium. Increasing surface area increases the rate of reaction but does not alter
the total amount of product formed.

6
Let Us Practice

Activity 1: Predicting Collision Effects

Complete the boxes below to show what would happen to particles before
reaction by adding or subtracting particles inside each box.

Decrease Increase
Temperature Temperature

1. 2.

Decrease Increase
size Size

3. 4.

Decrease
Concentration Increase
Concentration

5.
6.

Using your understanding of rates of reaction explain the following briefly.

Write your answer on a separate sheet of paper.

1 How does increasing the temperature of reaction increases the rate of reaction?
2. How does adding a catalyst increase rate of reaction?

3. How does increasing the temperature of reaction increases the rate of reaction?

7
 Let Us Practice More

Activity 2: Illustrate Your Understanding

For particles to react they must collide (with sufficient energy). The greater the
number of the molecules, the greater the rate of the reaction

A basic principle of collision theory is that, in order to react, molecules must collide.

1. Increased Temperature
Complete the diagrams by adding more particles.

Room Temperature High Temperature

2. Increased Concentration
Complete the diagram by adding particle as appropriate.

Low Concentration High Concentration

3. Increased Gas Pressure

Complete the diagram by placing particle to its proper place.

8
 Let Us Remember

The Collision theory provides a qualitative explanation of chemical reactions

and the rates at which they occur.

For a chemical reaction to occur, reactants must collide. The more often
reactant molecules collide, the more often they react with one another, and the
faster the reaction rate.

If reactant particles do not collide with enough energy and with right
orientation, they will not react together. In reality, only a small fraction of the
overall collisions, are effective collisions that result in a chemical reaction.

This is because only a small number of molecules have the right orientation
and the right amount of energy at the moment of impact to break the existing bonds
and form new ones.

The energy barrier reactant particles must overcome to break bonds is called
the activation energy (Ea).

Let Us Assess

Direction: Read the questions carefully and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.

1. What will happen to the kinetic energy of the particles enclosed in a container
when the temperature of the container increases?
A. decrease of kinetic C. kinetic energy is constant
B. increase of kinetic energy D. kinetic energy will stay longer

2. Which of the following is the result when there is a decrease in temperature

of the reactants?
A. particles to lose speed
B. slow collision frequency
C. allow less effective collision between the particles
D. increase collision between the particles thus increasing the rate.

9
3. Which of the following best describes activation energy?
A. The energy added by a catalyst
B. The energy possessed by the products
C. The energy needed for a reaction to occur
D. The minimum amount of energy needed for a reaction to potentially
occur

4. Which factor increases the rate of reaction?

A. increasing temperature C. increasing surface area
B. increasing concentration D. same reaction rate

5. Why does a higher temperature increase the rate of reaction?

A. it increases both the frequency and energy of particle collisions
B. it only increases the frequency of particle collisions
C. it only increases the energy of particle collisions
D. it reduces the activation energy of the reaction

6. Why does a higher concentration increase the rate of reaction?

A. it lowers the activation energy
B. it increases the amount of reactants
C. it increases the energy of particle collisions
D. it increases the frequency of particle collisions

7. Which of the following is the result of more collisions?

A. faster reaction rate C. varying reaction rate
B. slower reaction rate D. same reaction rate

8 Why does a higher concentration increase the rate of reaction?

A. the reactants must be vaporized
B. chemical bonds must be destroyed
C. the temperature must be above 0oC
D. collisions must occur between reactant particles

9. Which is the effect of faster product formation?

A. temperature is decreased
B. the reaction is not stirred
C. the particle size of the reactants is larger
D. c concentration of the reactants is increased

10. Which of the collisions is brought about by a chemical reaction?

A. consistent collisions C. effective collisions
B. normal collisions D. same reaction rate

10
11. Which will happen most likely happen when there are more collisions?
A. faster reaction rate C. slower reaction rate
B. constant reaction rate D. same reaction rate

12. Which of the following is/are the fundamental idea/s of collision theory?
A. Molecules react by colliding together
B. The effective collisions must occur with certain minimum amounts of
energy
C. . The effective collisions must occur with certain maximum amounts of
energy
D. In a large sample, the greater the number of effective collisions, and the
faster the rate of reaction.

13. What two factors govern whether a collision between reacting particles will
be effective?
A. orientation and potential energy C. kinetic energy and orientation

B. kinetic energy and temperature D. potential energy and kinetic

energy

14. Why does a higher temperature increase the rate of a reaction?

A. it reduces the activation energy of the reaction
B. it only increases the energy of particle collisions
C. it only increases the frequency of particle collisions
D. it increases both the frequency and energy of particle collisions.

15. According to the collision theory, the particles must collide with ____ and ____
for a reaction to occur.
A. sufficient rate; sufficient energy
B. sufficient surface area; correct orientation
C. sufficient catalyst; sufficient energy
D. sufficient energy; correct orientation

11
 Let Us Enhance

Activity 3: Reaction Results

Instruction: Explain briefly how reaction takes place using the collision
theory.

What happens to What happens to What happens to

Change to the movement the frequency of the rate of
reaction (kinetic energy) collisions? reaction?
of the particles?

Increase the
temperature

Increase the
concentration

Increase the
surface area of a
solid

Let Us Reflect

The collision theory states that gas-phase chemical reaction occurs when
colliding molecules have sufficient kinetic energy. Activation energy is the energy
required to proceed and reach the transition state.

Does increasing the temperature lower the activation energy?

Temperature, like concentration, surface area, and the nature of reactants,

affects the rate of the reaction by changing the rate of collisions. As temperature
increase, molecules gain more kinetic energy – they move faster and faster.
Therefore, the higher the temperature, the higher the probability that the molecules
will be moving with the necessary activation energy for a reaction to occur upon
collision. Increasing the temperature does not mean the activation energy is
decreased.

Decreasing the activation energy is done by catalysts that offer a lower

energy pathway for the reaction to occur.

12
 13
Let Us Assess Let Us Assess Let Us Assess Let Us Try
11. A 6. D 1. A 1. A
12. A 7. A 2. C 2. C
3. A
13. C 8. D 3. A 4. A
14. B 9. C 5. D
4. D
15. D 10. A 5. A
Answer Key
 References

Factors that Affect the Rate of Reactions: June 02, 2020. Accessed from:
[Link]
the-rate-of-
reactions-2/

Collision Theory. June 01, 2020. Accessed from:

[Link]
ge=1498912

Collision Theory. June 01, 2020. Accessed from:

[Link]

Kinetic Chemistry. May 26,2020. Accessed from

[Link]
[Link]
kinetics+&cd=11&hl=en&ct=clnk&gl=ph&client=safari.

The Rate of a Chemical . May 25,2020. Accessed from

Reaction[Link]
Map%3A_Introductory_Chemistry_(Tro)/15%3A_Chemical_Equilibrium/15.0
2%3A_The_Rate_of_a_Chemical_Reaction
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: [Link]@[Link]