LESSON PLAN IN CHARLES’ LAW

Content: Volume, pressure, and temperature relationship

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: Charles’ Law
Grade Level: Grade 10
Time Allotment: 1 hour
Learning Competency: Investigate the relationship between volume and temperature at
constant pressure of a gas. (S10MT-Iva-b-21)

I. Objectives:

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

a. Explain the relationship between volume and temperature at
constant pressure of a gas;
b. Solve Charles’ Law word problems;
c. Relate Charles’ Law with the science of hot air balloon.

II. Subject Matter:

A. Lesson: Charles’ Law

B. References: Science Learner’s Material Grade 10
You and the Natural World Science 10
C. Materials:
a. Heater
b. Water
c. Balloon
d. Glass
D. Concepts:
a. Charles’ Law states that the temperature of a gas is directly
proportional to its volume at constant pressure and number of
gas particles.
b. From the kinetic molecular theory, the temperature of a gas is
directly proportional to its average kinetic energy
E. Skills: Non-verbal Ability, Logical skills, Mathematical Skills,
Communication skills, Reasoning skills, Critical Thinking skills,
Laboratory Techniques and Measures
F. Values Integration: Scientific Inquiry

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

 “Let us review first your past discussion in

mathematics. I have 4 pictures here that
that depict one word. What word do you
think is depicted by these pictures?”  “The 4 pictures depict volume.”
 (Shows 4 pictures: a plastic bottle, a
measuring cup, a graduated cylinder and a
gallon.)
 “Correct! Very good! How about this next set
of pictures?”
 “The 4 pictures depict temperature.”
 (Shows 4 pictures: fire, ice, mercury
thermometer, digital thermometer)

ENGAGE

 “Let us open our palms and face it towards

our lips.”  (Put their palms in front of their lips)
 (Demonstrates the instruction)
 “Now let us exhale with our mouth wide
open until our breathe reaches the palm and  (Exhale onto their palm)
we feel the temperature of our breath”

 “What did you felt?”  “It feels hot.”

 “Now, let us blow our palms with our lips

stretched forward to create a small hole in
 (Blow their palm)
our mouth.”
 (Demonstrates the instruction)
 “What did you felt? How can you compare  “Blowing feels cool and subjectively a lot
the temperature of blowing to exhaling?” cooler than the breath on the palm”
 “Why? How? Well we will answer the
questions why and how this morning. Are
 “Yes!”
you ready for our experiment? It’s
Experiment Time!”

EXPLORE

 “Today we will perform an experiment

related to a different gas law which is the
Charles’ Law. Who can be our volunteers
for our experiment for today? I need two
brave and courageous volunteers!”
 “First, please check the materials needed
for the experiment.”
 “Okay. I guess we are set. Now let us
continue with the first procedure.”
 “Next procedure”
 “Me Sir! I want to volunteer!”
 “I want to volunteer too!”
 “We have safety goggles, gloves,
laboratory gown, heater, water, partially
inflated balloon, glass and string.”
 “The procedure says, put hot water on the
glass about three quarters full.”
 (Puts three quarters of hot water on the
glass)
 “Put the partially inflated balloon on the
surface of the hot water. Observe.”
 (Place the balloon on top of the hot water)
 EXPLAIN

 “What have you observed in the  “The size of the balloon increases when it
experiment?” was been placed on top of the hot water.”

 “What do you think is the factor that made
the balloon increase its size?”
 “Okay. Very good. How did the heat
contributed in the balloon’s apparent
increase in size? Did the balloon inside
acquired more air that’s why the balloon
increased its size?”
 “How can we relate the experiment to the
kinetic molecular theory?”
 “Who can now equate the relationship
between volume and temperature?”
 “I think it is the heat coming from the hot
water.”
 “No. The number of gas particles did not
increase but rather because the particles
gained energy, there will also be an
increase in terms of the motion and
relatively the motion of the particles.”
 “According to the kinetic molecular theory,
the temperature is directly proportional to
its average kinetic energy or the motion of
the gas particles.”
 (A student writes in the board the
proportionality of volume and temperature)

ELABORATE

 “Well this relationship between volume and

temperature that you have concluded was
developed by Jacques Charles. Using his  “Me Sir!”
equation, let us solve a word problem. Who
wants to volunteer?”
 “A container holds 50 mL of nitrogen at
25°C and a pressure of 736 mmHg. What  (Solves the word problem without
will be its volume if the temperature converting the temperature to Kelvin)
increases by 35°C?
 “What have you observed? Is the answer
consistent with the proportionality of volume  “No. There are certain inconsistencies.”
and temperature in Charles’ Law?”
 “What do you think is the problem in the  “I think it is the temperature because we did
solution?” not convert it to the Kelvin scale.”
 “Yes Sir.”
 “Okay. Ca you solve the problem by
 (Solves the word problem using the Kelvin
converting first the temperature?”
temperature scale)
 “Yes. As the temperature increases, the
 “Is it consistent now with the Charles’ Law?”
volume also increases and vice versa.”

EXTEND

 “How about this picture, what is in the

 “Hot air balloons!”
picture?”
 “I think the burner coming from the bottom
 “How can you relate now the Charles’ Law
of the hot air balloon heats the air inside
with the Science of hot air balloon?”
the balloon making it fuller and less dense.”

EVALUATE

 Answers the quiz:

 “Good job everyone. Those who recite will
1. The space occupied by a gas is
receive a sticky note. Please get your
called_____.
ballpen and answer the quiz I’m about to
2. The average velocity of a gas is directly
give for 5 minutes.”
proportional to the absolute_____.
 3. The hotness or coldness of an object is
called_____.
4. The volume of a gas is _____
proportional to its temperature.
5. A sample of oxygen occupies a volume
of 160 dm3 at 91°C. What will be the
volume of the oxygen when the
temperature drops to 0°C?
 “Pass your papers and then copy your
 Copies the assignment.
assignment.

 “Goodbye class.”  “Goodbye Sir.”

IV. ASSIGNMENT

1. Bring the following materials:

1. Baking soda
2. Vinegar
3. Balloon
4. String/rubber

Prepared by:

Laurenz L. Cadag
Student Teacher
Pilar National Comprehensive High School

Noted by:

Mrs. Mildred Bautista

Cooperating Teacher
Pilar National Comprehensive High School