LESSON PLAN IN THE GAS LAWS

Content: Kinetic Molecular Theory

Content Standard: The learners demonstrate an understanding of how gases behave based
on the motion and relative distances between gas particles.
Performance Standard: ---
Topic/Title: Kinetic Molecular Theory and the Ideal Gas
Grade Level: Grade 10
Time Allotment: 2 hours
Learning Competency: Investigate the relationship between volume and pressure at constant
temperature of a gas. S10MT-Iva-b-21

I. Objectives:

At the end of the lesson, the learners should be able to:

a. Explain the properties of gases using the kinetic molecular theory;
b. Write a laboratory report on experiments about the mass, volume,
temperature and pressure of gases;
c. Relate the kinetic molecular theory with everyday experiences.

II. Subject Matter:

A. Lesson: Kinetic Molecular Theory and Ideal Gas

B. References: Science Learner’s Material Grade 10
You and the Natural World Science 10
C. Materials:
a. Stick
b. Thread
c. Metal clips
d. Balloons
e. Graduated cylinder
f. Cooking oil
g. Water
h. Syringe
i. Heating setup
j. Test tube
k. Test tube holder
l. Test tube rack
m. Funnel
n. Spoon
o. Cups
p. Thermometer
q. Match
D. Concepts:
a. Properties of gas include the following: low density, diffuses
easily, no definite shape and volume, exerts pressure and
compressible.
b. The properties of gases can be explained by the Kinetic
Molecular Theory. The KMT observes the following basic
postulates:
1. Gases are composed of molecules where size is negligible
compared to the average distance between them, resulting
in the absence of any attractive or repulsive forces.
2. Molecules move in randomly straight lines at different
speeds.
3. The force of attraction between gas molecules is very
weak or negligible.
4. Molecules collide with one another and unto the walls of
the container with no net energy loss. Collisions are
elastic.
5. The average velocity of a molecule is directly proportional
to the absolute temperature. When the temperature
 increase, the energy possessed by the molecules
increases. Hence, molecules move faster and their kinetic
energy increases.
E. Skills: Non-verbal Ability, Logical skills, Communication skills,
Reasoning skills, Critical Thinking skills, Laboratory Techniques and
Measures, Writing Skills
F. Values Integration: Teamwork, Camaraderie, Scientific Inquiry,
Discipline

III. Procedure

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRELIMINARY ACTIVITIES

 “Good morning class.”  “Good morning Sir.”

 “Please all stand as we begin our prayer.”  Students stand up.

 “Let us be aware of the presence of God, in  “In the name of the Father, and of the Son
the name of the Father, and of the Son and and of the Holy Spirit. Amen. Almighty
of the Holy Spirit. Amen. Almighty Father…” Father…”
 “Please pick up the pieces of dirt under and
 Picks up the dirt.
around your chair.”

 “You may now take your seats. Circulate the  Students take their seats and signs in on
attendance sheet.” the attendance sheet.

ELICIT

 “The boxes are identical which would

 “Let us review your past lessons about the
properties of gas in your Grade 8 lesson.
We have here 2 identical boxes of sand and
air. What property of gas is proportional with
the situation?”
 “Very good. You will receive 5 points for
that.”
 (Sprays perfume in the classroom)
 “Have you smelled the scent of the
perfume?”
 “Why do you think you have smelled the
scent even at a distance? What property of
gas was involved?”
 “Very good. You will receive 5 points for
that.”
 (Shows a partially inflated balloon)
 “Now how can you relate the shape and
volume of a gas using this balloon?”
 “Very good. You will receive 5 points for
that. How about the pressure exerted of the
gas to the surface of the balloon?”
explain that they have the same volume.
Though they have the same volume, since
each box has different material inside, the
mass of the boxes differ. Therefore the
density or the mass per unit volume of the
box of sand is higher than the density of the
box of air. This situation suggests that
gases have low density.”
 “Yes!”
 “Gas particles have the ability to diffuse
easily.”
 “Gases don’t have a definite shape and
volume which can be seen on how we can
squeeze, tighten and loosen the balloon.”
 “On the partially-filled balloon, the pressure
is less which can be inferred whenever you
can easily squeeze the balloon while the
air-filled balloon is hard to squeeze
because the pressure exerted by the gas is
 high.”

 “It shows that gases are compressible

 “Excellent. You will receive 5 points for that. because of the large distances between
What if I try to decrease the size of the them and the lack of attractive and
balloon by compressing it?” repulsive forces between the particles of
gas.”

ENGAGE

 “Very good. I think you have mastered
already the properties of gas. What kinds of
gas do you know?”
 “The biggest question is that how can you
describe a gas or how can you differentiate
a gas to another gas?”
 “Very good. Now here are our objectives for
this morning. Please read.”
 “Smoke!”
 “Carbon dioxide!”
 “Oxygen!”
 (Answer vary)
 “Maybe we can use measuring tools and
units and also our observations in order to
differentiate a gas to another gas.”
 “At the end of the lesson, we, the students
must be able to a) Explain the properties of
gases using the kinetic molecular theory, b)
Demonstrate the motion of gas particles
using the particle model of gases and c)
Relate the kinetic molecular theory with
everyday experiences.”

EXPLORE

 “For our experiment this morning, since we

do not have access to abundant laboratory
equipment, we will be exchanging materials
every after activity. Activity 1 will be
performed first by group 1 and then the rest  Each group forms a circle around their
will perform activities 2, 3, 4 and 5 and then respective areas.
after 5 minutes the Activity 1 will be
performed by group 2 and so on. So here are
your activity sheets and let us proceed to
your respective areas.”
ACTIVITY 1 - GASES AND ITS MASS
MATERIALS:
A stick with 3 strings tied on it 2 metal clips
2 large identical balloons

PROCEDURE:
1. Hold the middle string so that the set up will most likely look like a weighing balance.
2. Label the balloons 1 and 2.
3. Clip balloons 1 and 2 on the metal clips. Observe and record your observations.
4. Remove balloon 2 from the metal clip and get the inflated balloon labelled balloon 3.
5. Clip the inflated balloon 3 on the metal clip used by balloon 2. Observe and record
your observations.

QUESTIONS:
1. What happened to the set up when balloon 2 was inflated?
2. Which do you think now is heavier, balloon 1 or the inflated balloon 2?
3. What can you now assume about gases in the activity that you have performed?

ACTIVITY 2 - GASES AND ITS VOLUME

MATERIALS:
100-mL graduated cylinder 200 mL water
 20 mL cooking oil Syringe

PROCEDURE:
1. Put 50 ml of water in the graduated cylinder.
2. Add 20 ml of cooking oil so that the mixture of water and oil will be 70 mL.
3. Pull the piston of the syringe to get air inside the syringe.
4. Inject the syringe in the mixture until the tip of the needle reaches the water.
5. Push the piston of the syringe so that the air inside will be able to get inside.
6. Measure the final volume. Observe and record your observations.

QUESTIONS:
1. What happened to the volume of the mixture when air from the syringe was
introduced in the mixture?
2. What can you now assume about gases in the activity that you have performed?

ACTIVITY 3
GASES AND ITS TEMPERATURE
MATERIALS:
1 digital thermometer 1 bottle of water
Alcohol lamp 1 match
Wire gauze 50 ml beaker
Tripod Ice cubes
PROCEDURE:
1. SET UP 1. Measure the temperature of the air inside the classroom. Record your
data.
2. SET UP 2. Put water and ice on a cup and place the thermometer just above the
surface of the water. Measure the temperature. Record your data.
3. SET UP 3. Light up the candle using the lighter and setup the tripod and wire gauze.
4. Put 20 ml of water on the beaker and heat the water by placing the beaker above the
alcohol lamp with the aid of the tripod and wire gauze
5. Wait until it boils. Measure the temperature of the steam by placing the thermometer
just above the boiling water. Record your data.

QUESTIONS:
1. Is there a difference between the temperatures of the 3 set ups (gases) that you
have measured?
2. Explain the difference in temperature of the air.

ACTIVITY 4
GASES AND ITS PRESSURE
MATERIALS:
Alcohol lamp 1 test tube
1 test tube holder 1 test tube rack
1 small balloon 1 cup of water
1 funnel 1 spoon

PROCEDURE:
1. Pour 1 tablespoon of water in a test tube using a funnel.
2. Insert a small balloon on the mouth of the test tube.
3. Light up the alcohol lamp using a match.
4. Hold the test tube using a test tube holder.
5. Place the test tube just above the fire in a 45° angle and gently swing the test tube to
spread the heat until it boils. Record your observations.
6. After boiling, place the test tube in the test tube rack until it cools.

QUESTIONS:
1. What happened to the balloon?
2. What causes the phenomenon in the balloon?
3. What happened to the shape of the balloon?
 4. What causes the balloon to change its shape and size?

ACTIVITY 5
UNITS
MATERIALS:
Pen and paper

PROCEDURE:
1. Write V in the blank if the unit is for volume, P if the unit is for pressure and T if it is
for temperature.

__________1. Ml __________6. °C
__________2. °F __________7. torr
__________3. L __________8. Pa
__________4. atm __________9. K
__________5. mmHg __________10. cm3

 (The teacher guides and facilitates the

experiment of the students in the whole
 (The students perform the experiments and
duration and at the same time teaches them
at the same time fill up their laboratory
with laboratory techniques and precautions
report.)
especially the appropriate way of boiling test
substances in a test tube)

EXPLAIN

 A representative from Group 1 presents

 “Let’s come now to the presentation of your
their output specifically their data, tables
laboratory group. Can I have now the first
and graphs, analysis of data, answers to
group to discuss their works?”
the guide questions and conclusion
 A representative from Group 2 presents
 “Can I have now the second group to their output specifically their data, tables
discuss their works?” and graphs, analysis of data, answers to
the guide questions and conclusion
 A representative from Group 3 presents
 “Can I have now the third group to discuss their output specifically their data, tables
their works?” and graphs, analysis of data, answers to
the guide questions and conclusion
 A representative from Group 4 presents
 “Can I have now the fourth group to discuss their output specifically their data, tables
their works?” and graphs, analysis of data, answers to
the guide questions and conclusion
 A representative from Group 5 presents
 “Can I have now the fifth group to discuss their output specifically their data, tables
their works?” and graphs, analysis of data, answers to
the guide questions and conclusion
 “Now that you have presented all your
laboratory reports, let us elaborate more in
order to clear your misconceptions about
gases and impart more information to your
understanding about gases.”

ELABORATE

 “In Activity 1, what happened to the set up

when two deflated balloons are on the tips  “The sticks are balanced.”
of the stick?”
 “In Activity 1, what happened now to the  “The balance seems to tilt and starts to
setup when the other balloon is replaced by lean on the side of the inflated balloon.”
 an inflated one?
 “Gas is matter and matter has mass though
 “Now what can you conclude with the
experiment?”
 “The volume of the mixture increased
 “In Activity 2, what happened to the volume
of the mixture when air from the syringe was negligibly absent in everyday experiences
introduced in the mixture?”
 “Now what can you conclude with the
experiment?”
 “In Activity 3, was there a difference
between the temperatures of the 3 setups?”
 “Now what can you conclude with the
experiment?”
 “In Activity 4, who can explain the
phenomenon in the balloon after boiling the
water from the test tube?”
 “Now what can you conclude with the
experiment?”
 (Shows a model of gases having high and
low kinetic energy)
EXTEND
 “Now here is the main highlight of our
discussion, the Kinetic Molecular Theory
that will explain the properties of gas. Here
are the 5 postulates of the KMT. What you
have to do is to match the postulate to a
corresponding property and using the KMT,
explain that particular property of gas. Who
can now explain the first property of gas?”
 “For diffuses easily, it can be explained by
 “Very good! 5 points for that. How about the
second property of gas?”
 “For no definite shape and volume, it can
 “Very good. You will receive a sticky note.
How about the third property?”
compared to solids and liquids, gas has
comparably smaller mass but still gas has
mass which is justifiable based from the
experiment.”
because gases though sometimes are
still takes up space because it is a matter
and matter occupies space.”
 “Gases also have volume just like solids
and liquids.”
 “Yes there are in fact big differences
between the temperatures of the three
setups. The temperatures of the gases
varied depending on the setup. The gas
inside the classroom was measured to be
at room temperature, the gas rising from
the subliming ice was measured to be very
cold and the gas coming from boiling water
was measured to have a high temperature.”
 “The temperature of a gas is directly
proportional to its thermal energy proving
that gases have temperature.”
 “As the temperature of the gas increases,
the kinetic energy of the particles also
increases which also increases the number
of times that the particles bombard the
walls of the balloon creating greater force in
the area of the surface of the balloon.”
 “I can say that gases also exert pressure
and this pressure is directly proportional to
the kinetic energy of the gas.”
 (Using the model, students will further
explain clearly their thoughts in explaining
their points.)
 “For low density, it can be explained by
postulates 1 and 3. Molecules are far apart
and occupy a large space resulting to a
negligible attraction and repulsion of
particles. Because of this, the mass per unit
area is low which results to low density.”
postulates 2 and 3 since negligible forces
between molecules and random are the
motion in all directions the tendency is for
the particles of gas to diffuse easily.”
be explained by postulates 2 and 4
because particles move randomly in all
directions and collides and bombards the
wall of the container, gases take the shape
of the container making them the property
of having indefinite shape and volume.”
  “For the property that gases exert pressure,
this can be explained by postulates 4 and 5
as molecules collide with the walls of the
container and temperature of the gas is
 “Very good. You will receive a sticky note.
directly proportional to the average velocity
How about the fourth property?”
of the gas which also increases the
pressure because of the multiplication of
the bombardment of particles to the walls of
the balloon.”
 “What applications have you seen in your
daily activities can you relate with the kinetic  (Answers vary)
molecular theory?”

EVALUATE

 Answers the quiz:

1. The mass per unit volume is
called_____.
2. The space occupied by a gas is
called_____.
 “Good job everyone. Those who recite will
3. The force exerted per unit area is
receive a sticky note. Please get your
called_____.
ballpen and answer the quiz I’m about to
4. The average velocity of a gas is directly
give for 5 minutes.”
proportional to the absolute_____.
5. What is the importance of the KMT in
explaining the properties of gas which
for us humans are not visible using the
naked eyes?
 “Pass your papers and then copy your
 Copies the assignment.
assignment.

 “Goodbye class.”  “Goodbye Sir.”

IV. ASSIGNMENT

1. Bring the following materials:

1. Syringe
2. Balloon

Prepared by:

Laurenz L. Cadag
Student Teacher
Pilar National Comprehensive High School

Noted by:

Mrs. Mildred Bautista

Cooperating Teacher
Pilar National Comprehensive High School