Science: Quarter 4 - Module 1 Boyle's Law

Science
Quarter 4 – Module 1
Boyle’s Law
Department of Education ● Republic of the Philippines
Science – Grade 10
Alternative Delivery Mode
Quarter 4 – Module 1: Boyle’s Law

First Edition, 2020
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Science
Quarter 4 – Module 1
Boyle’s Law
Department of Education ● Republic of the Philippines

TABLE OF CONTENTS
Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS
LESSON 1 – Introduction to Boyle’s Law

What I Need to Know 2
What I Know 3
What’s In 4
What’s New 5
What Is It 6
What’s More 7
What I Have Learned 8
What I Can Do 8
Assessment 9
Additional Activities 10
LESSON 2 – Boyle’s Law Equation
What I Know 13
What’s In 14
What’s New 15
What Is It 15
What’s More 16
What I Can Do 17
Assessment 18
LESSON 3 – Real Life Applications of Boyle’s Law
What I Know 21
What’s In 22
What’s New 23
What Is It 24
What’s More 25
What I Can Do 27
Assessment 27
SUMMATIVE ASSESSMENT 29
ANSWER KEY 33
REFERENCES 35
WHAT THIS MODULE IS ABOUT
Introductory Message:
Welcome to the Science 10 Alternative Delivery Mode (ADM) Module on Boyle’s Law.
To the Teachers:
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator, in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
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 and allow them to manage their own learning for
optimal development and understanding. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in this module.
To the Parents:
This module was designed to provide your children with fun and meaningful opportunities for
guided and independent learning at their own pace and time.
As vital partners in education, your support to your children’s learning at home is a great
factor to ensure that they will become successful in what they do. As parents, you are
expected to monitor your children’s progress as they accomplish the tasks presented in this
module and ensure that they will practice learning independently.
To the Learners:
This learning resource hopes to engage you into guided and independent learning activities
at your own pace and time. In other words, your success in completing this module lies in
your own hands. You are capable and empowered to achieve the competencies and skills
presented in this material if you will only learn, create and accomplish to the best of your
ability.
Be rest assured that this material is entirely learner-friendly for this aims to help you acquire
the needed 21st century skills while taking into consideration your needs and circumstances.
It is our objective, therefore, that you will have fun while going through this module. Take
charge of your learning pace and in no time, you will successfully meet the targets and
objectives set in here which are intended for your ultimate development as a learner and as
a person.
- From the Science 10 Module Development Team

How to Learn from This Module
To achieve the objectives set in this module, you, the learners, are to do the following:
• Take time in reading the lessons thoroughly;
● Follow the directions and/or instructions in the activities and exercises carefully; and
• Answer all the given tests diligently.
Icons Used in This Module

This module contains the following parts and their corresponding icons:
This gives you an idea on what skills or

competencies you are expected to learn in each
What I Need to Know
lesson.
It includes an activity that aims to check your

prior knowledge on the lesson you are about to
What I Know
take. If you get all the answers correctly (100%),
you may decide to skip the lesson.
This serves as a brief drill or review to help you

link the current lesson with that to the previous
What’s In
one.
It offers a new lesson by introducing it

interestingly through a story, a song, a poem, a
What’s New
problem opener, an activity or a situation.
This provides a brief discussion of the lesson.

This aims to help you discover and understand
What Is It
new concepts and skills.
This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key found at the end
of the module.
This includes questions or blank
sentences/paragraphs to be filled in to process
What I Have Learned
what you have learned from the lesson.
It delivers an activity which will help you transfer
your new knowledge or skill into real life
What I Can Do
situations or concerns.
This aims to evaluate your level of mastery in

achieving the learning competencies.
Assessment
This enriches your knowledge or skill of the

lesson learned. It also tends to the retention of
Additional Activities
the learned concepts.
This contains all of the answers to all activities

and exercises presented in this module.
Answer Key
At the end of this module, you will also find:
References This shows the list of all sources used in

developing this module.
Guidelines and Reminders

Before using this module, please take time to read the following guidelines and reminders:
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. Do not forget to answer the What I Know section before moving on to the other
activities included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in 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 through with it.
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 be able
to gain a deeper understanding of the relevant competencies. You can do it!
This page is intentionally left blank
Lesson Introduction to
1 Boyle’s Law
Even before the idea of an atom was completed, many scientists had already
investigated the perplexing concepts about matter, most especially in its gaseous
state primarily because this state is considered to be the simplest. These studies
resulted to what are known as the Gas Laws, a set of natural laws that describe the
relationship of one physical parameter to another in a gaseous system. Most of
these laws relate the behavior of gases to the conditions of temperature and
pressure.
These laws, in particular, describe the behavior of ideal gases, although they
may readily be “modified” to account for the behavior of real gases, too. Ideal gases
behave as if alone in a container. They are assumed to experience no attractive
force with their neighboring molecules. Whereas, real gases tend to experience
attractive forces.
In this module, you will be introduced to one of these gas laws, the Boyle’s
Law.
1
What I Need to Know
When this lesson was designed, your interests as a learner were given the
highest attention. Specifically, this module is here to help you master the nature of
Chemistry particularly on the Nature of Boyle’s Law. The scope of this lesson
permits it to be used in many different learning situations. The language it uses
recognizes the diverse vocabulary level of students. Moreover, the lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
After going through this lesson, you are expected to:

1. identify the relationship between pressure and volume;
2. graph the relationship between pressure and volume; and
3. connect real life experiences to gases.
2
What I Know
Multiple Choice
Direction: Choose the CAPITAL LETTER of the best answer. Write the chosen
letter on a separate sheet of paper.
1. P is said to be _________.
A. constant B. direct C. equal D. inverse
2. Which gas law explains how a hydraulic compressor works?

A. Avogadro’s Law C. Charles’ Law
B. Boyle’s Law D. Gay-Lussac’s Law
3. Which law describes the Pressure-Volume relationship?

4. Who is the proponent of Boyle’s Law?

A. Amadeo Avogadro C. Joseph Gay-Lussac
B. Jacques Charles D. Robert Boyle
5. The observation that the pressure of an ideal gas is inversely proportional to

the volume it occupies if the number of gas particles and the temperature are
constant is a statement of what Law?
6. Which of the following diagrams best describes Boyle’s Law?

A. ↓ V → ↑ P, ↑ V → ↓ P C. ↓ V → ↑ P, ↑ V → ↑ P
B. ↓ V → ↓ P, ↑ V → ↓ P D. ↓ V → ↓ P, ↑ V → ↑ P
7. Which of the following is the corresponding relationship if Volume increases?

A. increased V B. increased P C. decreased V D. decreased P
8. Which of the following is the corresponding relationship if Pressure increases?

9. Which of the following is the corresponding relationship if Volume decreases?

3
10. Which of the following is the corresponding relationship if Pressure
decreases?
11. What are the constant values needed to demonstrate Boyle’s Law?
A. T and mole B. P and V C. V and T D. P and T
12. According to Boyle’s law, what causes the value of pressure to decrease?
A. ↑ value of T B. ↑ value of V C. ↑ value of mole D. ↑ value of P
13. According to Boyle’ Law, what causes the value of volume to decrease?
14. Which of the following is the correct graphical representation of Boyle’s Law?
A. B. C. D.
15. What is the relationship between pressure and volume?

4
What’s In
Direction: Try to spot the hidden words in this puzzle. The mystery words are
associated with Boyle’s Law.
I N V E R S E A B C
S H B D E T R V M N
W B O Y L E S L A W
T Y P L D G S J K L
F V O L U M E A S B
Q W F G H V R Q W H
R O B E R T P V H J
B O Y L E S G H N M
1. The relationship between volume and pressure.
2. A gas law that is mathematically expressed as P

3. Defined as force per unit area
4. °C is a unit of what gas property?
5. Proponent of gas law relating to volume and pressure relationship
What’s New
Boyle’s Law
5
This law was named after Sir Robert Boyle,
who studied among others, the pressure of gases
way back to the 17th century. Boyle’s Law states
that the pressure of an ideal gas is inversely
proportional to the volume it occupies if the number
of gas particles and the temperature are constant.
ACTIVITY 1
DEFINING VARIABLES
Let’s Find Out: The Boyle’s Law variables

Let’s Do It This Way: Identify the expounded terms of Boyle’s Law variables. Base
your answer on the box below. (2 points each)
Pressure STP Volume Initial Volume Final Volume Number of mole
Initial Pressure STP Pressure Final Pressure Temperature Volume
P1 1.
V1 2.
P2 3.
V2 4.
P 5.
V 6.
Mol 7.
T 8.
22.4L 9.
1 atm 10.
6
What Is It
Understanding Boyle’s Law
Figure 1.2 Boyle’s Law Demonstration (Source: Bishop Book 13)
Explanation
When the volume of the chamber decreases but the number of gas particles
remains constant, there is an increase in the concentration (number of particles per
liter) of the gas. This leads to an increase in the number of particles near any given
area of the container walls at any time and to an increase in the number of collisions
against the walls per unit area in a given time. More collisions mean an increase in
the force per unit area, or pressure, of the gas.
Logical Presentation
Decreased Volume → Increased
↓
Increased number of particle close to any area of wall
↓
Increased
↓
7
Increased → Increased Gas
Pressure
What’s More
Pressure-Volume Relationship in Boyle’s Law
In this law, the relationship between gas pressure and volume is inversely
proportional. This means that if the temperature and the number of gas particles
are constant and if the volume is decreased to one-half of its original value, the
pressure of the gas will be doubled. If the volume is doubled, the pressure decreases
to one-half of its original value.
ACTIVITY 2
THE RELATIONSHIP
Let’s Find Out: The relationship among Boyle’s Law variables

Let’s Do It This Way: Identify the corresponding relationship of the variables given
on the table below. (3 points each)
Decreased volume 1.
Increased pressure 2.
Increased volume 3.
Decreased pressure 4.
What I Have Learned
Briefly answer the question below.
How will you define the relationship between Gas Pressure and Volume? Explain
your answer in 3 to 5 sentences. (15 points)
______________________________________________________________
______________________________________________________________
______________________________________________________________
8
______________________________________________________________
______________________________________________________________
What I Can Do
ACTIVITY 3
GRAPHING THE RELATIONSHIP
Let’s Find Out: The graphical representation of Boyle’s Law
Let’s Do It This Way: Draw the graphical representation of Boyle’s Law. (15 points)
Assessment
Multiple Choice

2. What causes the value of pressure to decrease according to Boyle’s Law?

3. What causes the value of volume to decrease according to Boyle’s Law?

A. B. C. D.
9
6. P is said to be ___________.
7. Which Gas Law explains how a hydraulic compressor works?

8. Which law describes the Pressure-Volume relationship?



A. ↓ V → ↑ P, ↑ V → ↓ P C. ↓ V → ↑ P, ↑ V → ↑ P
B. B. ↓ V → ↓ P, ↑ V → ↓ P D. ↓ V → ↓ P, ↑ V → ↑ P




decreases?
10
Instruction: Answer the questions after reading the selection.
Life Lessons
Gases, due to the very large distance between their molecules, have the
tendency to diffuse. Diffusion, as described, is the process by which gas gradually
mixes with particles of other gases until the mixture becomes homogenous.
Just like gases, may we also be able to diffuse goodness to everyone around
us so that goodness will also be inherited by others. May we spread love so others
will also carry love in their hearts, and may service flow to the people who are dear
to us, and even to those who are in need and are suffering.
Guide Questions
1. What is your gas story? (5 points)

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. How can your qualities influence others? (5 points)

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How can you be an instrument for other people to change? (5 points)

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
11
Lesson
Boyle’s Law Equation
2
What I Need to Know
In the previous lesson, you were informed about the basic concept of Boyle’s
Law. In this section, you will be learning more about it, particularly on its equation.

1. derive Boyle’s Law equation;
2. solve situational problems related to Boyle’s Law; and
3. relate this specific equation to real life experiences.
12
What I Know
Multiple Choice
Direction: Choose the CAPITAL LETTER of the best answer. Write the chosen letter
on a separate sheet of paper.
Part I
1. Which of the following is the correct derivation of Boyle’s Law equation (P1V1 =
P2V2) when P1 (initial pressure) is missing?
A. P1 = C. P1 =
B. P1 = D. P1 =
P2V2) when V1 (initial volume) is missing?
A. V1 = C. V1 =
B. V1 = D. V1 =
P2V2) when P2 (final pressure) is missing?
A. P2 = C. P2 =
B. P2 = D. P2 =
P2V2) when V2 (final volume) is missing?
A. V2 = C. V2 =
B. V2 = D. V2 =
13
5. Juan subjected a 10 L gas at STP with doubled pressure. What will happen to
the final V?
A. doubled B. halved
C. same D. not enough data
Part II
For numbers 6-7. Solve the following situational problem.
A sample of CO2 was confined to a container at constant temperature. When

the pressure applied to the gas was 6 atm, the volume occupied by the gas became
5 L.
6. How much pressure must be exerted to decrease the volume of the gas to
3.00 L? (5 points)
4.00 L? (5 points)
What’s In
Let us recall the first gas law that you have learned from the previous lesson.
Pressure – Volume Relationship
Decreased volume → Increased pressure

Increased volume → Decreased pressure
14
(refer to Figure 1.2)
What’s New
As previously mentioned, Boyle’s Law states that the pressure of an ideal gas
is inversely proportional to the volume it occupies if the number of gas particles and
the temperature are constant. Mathematically, Boyle’s Law is expressed as:
P x V=a constant
P∝ , if n and T is constant
Derivation of Boyle’s Law Equation

Unknown Derived Equation
P1V1 = P2V2 → → P1
P1
P1V1 = P2V2 → → V1
V1
P1V1 = P2V2 → → P2
P2
P1V1 = P2V2 → → V2
V2
15
What Is It
When talking about the behavior of gases, Boyle’s Law emphasizes that the
volume of a fixed quantity of gas is inversely proportional to the pressure. In
symbols, P∝ , where the symbol ∝ is read as “is proportional to”. Using the
proportionality constant k, we can write the expression as V = k or PV = k.
What’s More
Study the sample solutions below that are prepared for you.
Sample Problem
the pressure applied to the gas was 2.50 atm, the volume it occupied became 4.50
L.
3.00 L?
Given:
P1 = 2.50 atm
V1 = 4.50 L
V2 = 3.00 L
16
P2 =?
4.00 L?
Given:
P1 = 2.50 atm
V1 = 4.50 L
V2 = 4.00 L
P2 =?
What I Have Learned
ACTIVITY 1
OH MY GAS! PART I
Let’s Find Out: More on Boyle’s Law equation

Let’s Do It This Way: Complete the diagram below by providing the missing value/s.
Use the formula of Boyle’s Law to solve the puzzle.
17
Note: Some of the missing value requires you to utilize the STP value of gas properties.
Constant T Constant P Constant V
P1 P2 V1 V2 T1 T2
1 2 3.50 L 5.50 L 38.0 °C 24.168K
What I Can Do
ACTIVITY 2
OH MY GAS! PART II
Let’s Find Out: The solution to the following problem

Let’s Use These Materials: notebook, pen, and calculator
Let’s Do It This Way: Using Boyle’s Law, try to solve the following situational
problem.
1. A sample of He gas was confined to a container at constant temperature. The

volume of the gas is measured at 5.00 mL when the pressure applied is 6.50
atm. Determine the volume of the He gas if the pressure is reduced to 2.00
atm.
Solution:
Assessment
Multiple Choice
Part I
18
A. P1 = B. P1 = C. P1 =
D. P1 =
A. V1 = B. V1 = C. V1 =
D. V1 =
A. P2 = B. P2 = C. P2 =
D. P2 =
A. V2 = B. V2 = C. V2 =
D. V2 =
the final V?
A. doubled B. halved C. same D. not enough data
Part II
For numbers 6-7. Solve the following situational problem.

the pressure applied to the gas was 6 atm, the volume it occupied became 5 L.
5.00 L? (5 points)
10.00 L? (5 points)
19
ACTIVITY 3
OH MY GAS! PART III

Let’s Do It This Way: Using Boyle’s Law, try to solve the following situational
problem.
1. The inflated balloon that slipped from the hand of Renee has a volume of 0.50
L at sea level (1.0 atm) and it reached a height of approximately 8 km where
the atmospheric pressure is approximately 0.33 atm. Assuming that the
temperature is constant, compute for the final volume of the balloon.
20
Lesson Real Life Application of
3 Boyle’s Law
What I Need to Know
This lesson surely is an interesting one because you will study here how
Boyle’s Law is applied in the real world!

1. analyze how Boyle’s Law interacts with daily life situations;
2. identify examples demonstrated by Boyle’s Law; and
3. appreciate real life experiences related to Boyle’s Law.
21
What I Know
PART I – MULTIPLE CHOICE
Direction: Choose the CAPITAL LETTER of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Which of the following examples best describes Boyle’s Law?

A. balloon C. car tire
B. pressure cooker D. syringe
the final V?
A. doubled C. halved
B. same D. not enough data

A. Avogadro’s Law C. Boyle’s Law
B. Charles’ Law D. Gay-Lussac’s Law
4. The following examples demonstrate Boyle’s Law, EXCEPT for _______.

A. syringe C. pressure cooker
B. lungs D. scuba diving
5. If temperature is constant, the relationship between pressure and volume is

_______.
A. direct C. equal
B. inverse D. unequal
6. One way to increase the pressure of a gas is to ___________________.

A. decrease the temperature
B. decrease the volume
C. decrease the number of gas particles
D. lower the kinetic energy of the gas molecules
7. How do gas particles respond to an increase in volume?

A. There is an increase in kinetic energy and decrease in temperature.
B. There is an increase in kinetic energy and decrease in pressure.
C. There is an increase in temperature and increase in pressure.
D. There is an increase in kinetic energy and increase in temperature.
22
8. How do gas particles respond to an increase in pressure?
D. There is an increase in kinetic energy and increase in volume.
9. If the number of moles is constant, the relationship between pressure and

volume is ___________.
A. direct C. equal
PART II – PROBLEM SOLVING
10. Neon in a piston is compressed to a certain volume at a pressure of 12.0 atm.

Its original volume was 10.0 L at 10.0 atm. Find the final volume. (6 points)
What’s In
As previously learned, when pertaining to the behavior of gases, Boyle’s Law

states that the volume of a fixed quantity of gas is inversely proportional to the
pressure. In symbols, P∝ , where the symbol ∝ is read as “is proportional to”.
Using the proportionality constant k, we can write the expression as V = k or PV

= k.
Derivation of Boyle’s Law Equation

Unknown Derived Equation
P1V1 = P2V2 → → P1
P1
23
P1V1 = P2V2 → → V1
V1
P1V1 = P2V2 → → P2
P2
P1V1 = P2V2 → → V2
V2
=
ACTIVITY 1
OH MY GAS! PART IV
Let’s Find Out: The missing values in the table

Let’s Do It This Way: Use the formula of Boyle’s Law to solve the puzzle.
Note: Some of the missing value requires you to utilize the STP value of gas properties.
P1 V1 P2 V2
1 2L 2atm 4L
1atm 2 2atm 2L
1.5atm 4L 3 6L
4atm 1L 1atm 4
2atm 3L 3atm 5
What’s New
Applying Boyle’s Law
Anglo-Irish chemist Robert Boyle was

able to investigate the relationship between
pressure and volume of a gas using a
J-shaped tube apparatus, which is closed on
one end. In his experiment, he trapped air in
this tube with liquid mercury.
24
He measured the volume of the trapped air and the difference in the height of
the mercury columns in the two arms of the tube. As he poured successive amounts
of mercury into the open end of the tube, he found out that the volume of the trapped
air decreases.
His findings showed that whenever the amount of mercury is added to the
J-shaped tube apparatus, a new volume and new pressure from the trapped gas are
measured.
In his observation, he expressed the volume readings in cubic inches and the
pressure in inches of mercury. After coming up with these experiments, he then
proposed Boyle’s Law.
What Is It
CHEMISTRY REAL LIFE CONNECTION
Pressure-Volume Relationship in Boyle’s Law
Scuba diving
It is a known fact that the pressure under water
increases due to the weight of the water. For every 10m under
water, the atmospheric pressure increases by 1 atm. So at
10m, the pressure is 2 atm; at 20 m, 3 atm; and so on. A
scuba diving equipment provides air pressure equal to the
surrounding water pressure. This allows the diver’s lungs to
function at their normal volume, although at higher pressure.
A diver must take great care to breathe out regularly while
returning to the surface to prevent the trapped air in the lungs
from expanding. The sudden expansion of air could cause the
air sacs to burst which could allow the air bubbles to enter the
bloodstream and result to a dangerous blockage called
“bends”. Extreme cases could cause loss of consciousness, heart attack, brain
damage, and even death.
The breathing process

As air flows into the lungs (inhalation), the pressure in
the lungs becomes equal to the pressure of the atmosphere,
and as a result, the lungs expand. In the exhalation phase,
the lungs decrease in volume, making the pressure of air in
the lungs greater than the pressure of air in the atmosphere.
25
Thus, this shows that the process of breathing is a continuous change in the
pressure and volume in the lungs.
What’s More
ACTIVITY 1
LIFE AND GASES
Let’s Find Out: The applications of Boyle’s Law

Let’s Do It This Way: Explain the phenomena cited below. (15 points)
Figure 3.3 Milkfish

Source: Seafoodwatch.org
Guide questions: (5 points each)
1. What will happen if deep sea fish are brought to a shallow area?
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
2. If fish are brought to the surface, what will happen to their inner pressure?
_________________________________________________________________________
26
_________________________________________________________________________
___________________________________________________________________
3. What will happen to the volume of gases inside their bodies?
___________________________________________________________________
___________________________________________________________________
______________________________________________________________
What I Have Learned
ACTIVITY 2
GAS IN ACTIONS: PART I
Let’s Find Out: About Boyle’s Law Equation

Let’s Do It This Way: Identify which of the following examples demonstrates Boyle’s
Law. Explain your answer. (15 points)
27
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Can Do
ACTIVITY 3
GAS IN ACTIONS: PART II
Let’s Find Out: About Common Conditions
Let’s Do It This Way: Identify which of the following describes Boyle’s Law. Put a
check if it does, put a cross if it does not.
Boyle’s Law
Lungs 1.
Air trapped in syringe 2.
Heating aerosol 3.
Inflating a balloon 4.
Inflated balloon 5.
Spraying aerosol 6.
Pressure cooker 7.
Deflated tire 8.
Baking bread 9.
Hot air breeze 10.
Exhaling 11.
Ping-Pong 12.
Tires 13.
Placing a balloon in liquid nitrogen 14.
Hot air balloon 15.
Assessment
28
Multiple Choice
PART I – MULTIPLE CHOICE

A. balloon C. car tire
B. pressure cooker D. syringe
the final V?
A. doubled C. halved
B. same D. not enough data
3. Which gas law explains how a hydraulic compressor works?

A. Avogadro’s Law C. Boyle’s Law
B. Charles’ Law D. Gay-Lussac’s Law
4. The following examples demonstrate Boyle’s Law, EXCEPT for ___________.

A. syringe C. pressure cooker
B. lungs D. scuba diving

___________.
A. direct C. equal
6. One way to increase pressure on a gas is to __________________.

A. decrease the temperature
B. decrease the volume
C. decrease the number of gas particles
D. lower the kinetic energy of the gas molecules

D. There is an increase in kinetic energy and increase in temperature.
29
8. How do gas particles respond to an increase in pressure?
D. There is an increase in kinetic energy and increase in volume.

volume is ______________.
A. direct C. equal
PART II – PROBLEM SOLVING

ACTIVITY 4
OH MY GAS! PART IV
Let’s Do It This Way: Using Boyle’s Law, try to solve the following problem.
1. Neon in a piston is compressed to a certain volume at a pressure of 12.0

atm. Its original volume was 10.0 L at 9.0 atm. Find the final volume. P2
Summative Assessment
Multiple Choice
30
1. P is said to be _________.

3. What law describes the Pressure-Volume relationship?




A. ↓ V → ↑ P, ↑ V → ↓ P C. ↓ V → ↑ P, ↑ V → ↑ P
B. ↓ V → ↓ P, ↑ V → ↓ P D. ↓ V → ↓ P, ↑ V → ↑ P




decreases?
12. What causes the value of pressure to decrease according to Boyle’s Law?
13. What causes the value of volume to decrease according to Boyle’s Law?
31
A. B. C. D.

A. P1 = B. P1 = C. P1 =
D. P1 =
A. V1 = B. V1 = C. V1 =
D. V1 =
A. P2 = B. P2 = C. P2 =
D. P2 =
20. Juan subjected a 10 L gas at STP with doubled pressure. What will be the final
V?
A. doubled B. halved C. same D. not enough data
A. V2 = B. V2 = C. V2 =
D. V2 =

A. balloon C. pressure cooker
B. car tire D. syringe
23. Juan subjected a 10L gas at STP with 2 atm. What will be the final V?
A. doubled B halved C. same D. not enough data
32
25. The following examples demonstrate Boyle’s Law, EXCEPT for ________.
A. syringe C. lungs
B. pressure cooker D. scuba diving

________.
A. direct B. equal C. inverse D. unequal
27. One way to increase pressure on a gas is to __________.

A. ↓ volume B. ↑volume C. ↑the mole D. lower the KE

A. ↓ in KE & ↓ in P C. ↑ in T & ↑ in P
B. ↓ in KE & ↓ in P D. ↑ in KE & ↑ in T
29. How do gas particles respond to an ↑ in pressure?

A. ↑ in KE & ↓ in V C. ↑ in T & ↑ in P
B. ↑ in KE & ↓ in P D. ↑ in KE & ↑ in T
volume is _____________.
A. direct B. equal C. inverse D. unequal
30 – 33 Problem Solving

32. A sample of He gas was confined to a container at a constant T. The V of the

gas is measured at 5.00 mL when the P applied is 6.50 atm. Determine the V
of the He gas if the P is reduced to 3.00 atm. (6 points)
For numbers 32-33. Refer to the situational problems given below.

the pressure applied to the gas was 6 atm, the volume it occupied became 5 L.
33. How much P must be exerted to ↓ the V of the gas to 3.00 L? (5 points)
34. How much P must be exerted to ↓ the V of the gas to 4.00 L? (5 points)
33
Answer Key (Lesson 1)
34
35
Answer Key (Summative Assessment)
1. D 2. B 3. B 4. D 5. B 6. A 7. D 8. C 9. B 10. A
11. A 12. B 13. D 14. A 15. D 16. A 17. A 18. D 19. B 20. B
21. D 22. B 23. B 24. B 25. C 26. A 27. A 28. A 29. C 30. 8.33
L
31. 10.83L 32. 10 atm 33. 7.5 atm
References
Andaya, Mylene O., Aquino, MArites D., Biong, Jonna A., Valdoz, Meliza P. Science
links: Worktext for scientific and technology literacy. Rex Book Store, Inc. 856
Nicanor Reyes Sr. St., Sampaloc, Manila. Philippines. 2015.
Baguio, Saranay M., Butaran, Rose Mary B. Breaking through chemistry. C & E
Publishing, Inc. 839 EDSA, South Triangle, Quezon City. 2007.
Chang, Rey. General chemistry: the essential concepts. Fourth Edition. McGraw-Hill
Education (Asia). 2006.
Dingrando, Laurel, Gregg, Kathleen V., Hainen, Nicholas, Wistrom, Cheryl.
Chemistry: Matter and change. McGraw-Hill Companies, Inc. 2002.
Paano, Anamy Maria C., Sta. Ana, Susan T. Exploring the realms of Science:
Chemistry. JO-ES Publishing House, Inc. 2011.
36
Appendix (Rubrics)
DESCRIPTION
CRITERIA 100% of the 90% of the highest 80% of the highest 70% of the SCORE
highest score score score highest score
Content The content Information is The content does Content lacks a
includes a clear presented as a not present central theme.
statement of connected theme. clearly stated
purpose or theme is vague.
theme .
Clarity of All information Most of the Some of the Only few of the
information presented are information information information is
complete and presented are presented are correct and
clear complete and complete and clear
clear clear
Grammar All are Almost all are Some are Almost all are
grammatically grammatically grammatically grammatically
correct correct correct incorrect
Organization All statements Almost all the Most statements Few statements
are logically statements are are logically are logically
presented and logically presented and presented and
coherent presented and coherent coherent
coherent
Timeliness Summited on Summited on time Summited on time Summited on
time and and completed all and completed time and
completed all the task most of the task completed
the task with with quality most of the
quality task
TOTAL SCORE
37
38

Science: Quarter 4 - Module 1 Boyle's Law

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Science

Quarter 4 – Module 1: Boyle’s Law

Published by the Department of Education – Division of Bukidnon

Author/s : Silverio B. Balanay Jr.

Department of Education ● Republic of the Philippines

LESSON 1 – Introduction to Boyle’s Law

- From the Science 10 Module Development Team

• Take time in reading the lessons thoroughly;

• Answer all the given tests diligently.

Icons Used in This Module

This gives you an idea on what skills or

It includes an activity that aims to check your

This serves as a brief drill or review to help you

It offers a new lesson by introducing it

This provides a brief discussion of the lesson.

This comprises activities for independent practice

This aims to evaluate your level of mastery in

This enriches your knowledge or skill of the

This contains all of the answers to all activities

At the end of this module, you will also find:

References This shows the list of all sources used in

Guidelines and Reminders

After going through this lesson, you are expected to:

2. Which gas law explains how a hydraulic compressor works?

3. Which law describes the Pressure-Volume relationship?

4. Who is the proponent of Boyle’s Law?

5. The observation that the pressure of an ideal gas is inversely proportional to

6. Which of the following diagrams best describes Boyle’s Law?

7. Which of the following is the corresponding relationship if Volume increases?

8. Which of the following is the corresponding relationship if Pressure increases?

9. Which of the following is the corresponding relationship if Volume decreases?

15. What is the relationship between pressure and volume?

1. The relationship between volume and pressure.

2. A gas law that is mathematically expressed as P

Let’s Find Out: The Boyle’s Law variables

Understanding Boyle’s Law

Figure 1.2 Boyle’s Law Demonstration (Source: Bishop Book 13)

Decreased Volume → Increased

Pressure-Volume Relationship in Boyle’s Law

Let’s Find Out: The relationship among Boyle’s Law variables

What I Have Learned

Briefly answer the question below.

1. What are the constant values needed to demonstrate Boyle’s Law?

2. What causes the value of pressure to decrease according to Boyle’s Law?

3. What causes the value of volume to decrease according to Boyle’s Law?

4. Which of the following is the correct graphical representation of Boyle’s Law?

7. Which Gas Law explains how a hydraulic compressor works?

8. Which law describes the Pressure-Volume relationship?

9. Who is the proponent of Boyle’s Law?

11. Which of the following diagrams best describes Boyle’s Law?

12. Which of the following is the corresponding relationship if Volume increases?

13. Which of the following is the corresponding relationship if Pressure increases?

14. Which of the following is the corresponding relationship if Volume decreases?

15. Which of the following is the corresponding relationship if Pressure

Instruction: Answer the questions after reading the selection.

1. What is your gas story? (5 points)

2. How can your qualities influence others? (5 points)

3. How can you be an instrument for other people to change? (5 points)

After going through this lesson, you are expected to:

A sample of CO2 was confined to a container at constant temperature. When

Pressure – Volume Relationship

Decreased volume → Increased pressure

Boyle’s Law Equation