Science10 Q4 Mod2 v2

10
1010
Science
Quarter 4 – Module 2
Charles’ Law
GAS
Department of Education ● Republic of the Philippines
Science – Grade 10
Alternative Delivery Mode
Quarter 4 – Module 2: Charles’ Law
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 – Division of Bukidnon

Schools Division Superintendent: Randolph B. Tortola, PhD, CESO IV
Development Team of the Module
Author/s : Silverio B. Balanay Jr.

Content Editor : Mark Windel R. Doño
Language Editor : Marria Luisa M. Casiño
Reviewers : Ellen A. Azuelo, PhD, Rejynne Mary L. Ruiz, PhD
Illustrator and Layout Artist : Silverio B. Balanay Jr.
Management Team
Chairperson : Arturo B. Bayocot, PhD, CESO III
Regional Director
Co-Chairpersons : Victor G. De Gracia Jr., PhD, CESO V
Assistant Regional Director
: Randolph B. Tortola, PhD, CESO IV
Schools Division Superintendent
: Shambaeh A. Abantas-Usman, PhD
Assistant Schools Division Superintendent
: Mala Epra B. Magnaong, Chief ES, CLMD
Members : Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Elbert R. Francisco, CID Chief
Ellen A. Azuelo, EPS-Science
Rejynne Mary L. Ruiz, LRMS Manager
Jenny B. Timbal, PDO II
Shella O. Bolasco, Librarian II
Printed in the Philippines by

Department of Education – Division of Bukidnon
Office Address: Fortich St., Sumpong, Malaybalay City
Contact Number: (088) 831-3634
E-mail Address: bukidnon@deped.gov.ph
1
Science
Quarter 4 – Module 2
Charles’ Law
This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders
to email their feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines

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

What I Need to Know 1
What I Know 2
What’s In 3
What’s New 4
What Is It 5
What’s More 6
What I Have Learned 6
What I Can Do 6
Assessment 7
Additional Activities 8
LESSON 2 – Charles’ Law Equation

What I Know 10
What’s In 11
What’s New 12
What Is It 12
What’s More 13
What I Can Do 14
Assessment 14
LESSON 3 – Real Life Applications of Charles’ Law

What I Know 16
What’s In 17
What’s New 18
What Is It 19
What’s More 19
What I Can Do 20
Assessment 21
SUMMATIVE ASSESSMENT 22
ANSWER KEY 25
REFERENCES 27
WHAT THIS MODULE IS ABOUT
Introductory Message:
Welcome to the Science 10 Alternative Delivery Mode (ADM) Module on Charles’ 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:
What I Need to Know This gives you an idea on what skills or competencies
you are expected to learn in each lesson.
What I Know It includes an activity that aims to check your prior

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

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

through a story, a song, a poem, a problem opener,
an activity or a situation.
What Is It This provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.
What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the
exercises using the Answer Key found at the end
of the module.
What I Have Learned This includes questions or blank

sentences/paragraphs to be filled in to process what
you have learned from the lesson.
What I Can Do It delivers an activity which will help you transfer

your new knowledge or skill into real life situations
or concerns.
Assessment This aims to evaluate your level of mastery in
achieving the learning competencies.
Additional Activities This enriches your knowledge or skill of the

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

and exercises presented in this module.
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!
Lesso
Introduction to
n
Charles’ Law
1
What I Need to Know
This lesson was designed and written with you in mind. It is here to help you
master the nature of Chemistry specifically on the Nature of Charles’ Law. The
scope of this lesson permits it to be used in many different learning situations. The
language used 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 volume and temperature;
2. graph the relationship between volume and temperature; and
3. connect real life experiences to this gas law.
Are you ready?
Let us begin to
explore and discover!
1
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. V∝T is said to be __________.
A. constant B. direct C. equal D. inverse
2. Which gas law can explain the hot air balloon?
A. Avogadro’s Law C. Charles’ Law
B. Boyle’s Law D. Gay-Lussac’s Law
3. What law describes the Volume-Temperature relationship?
4. Who is the proponent of Charles’ Law?
A. Amadeo Avogadro C. Joseph Gay-Lussac
B. Jacques Charles D. Robert Boyle
5. A law which states that volume and temperature, described in kelvins, are
directly proportional if the number of gas particles and pressure are constant.
6. Which of the following diagrams best describes Charles’ Law?
A. ↓ V → ↑ T, ↑ V → ↓ T C. ↓ V → ↑ T, ↑ V → ↑ T
B. ↓ V → ↓ T, ↑ V → ↓ T D. ↓ V → ↓ T, ↑ V → ↑ T
7. Which of the following is the corresponding relationship if Volume increases?
A. increased V B. increased T C. decreased V D. decreased T
8. Which of the following is the corresponding relationship if Temperature
increases?
9. Which of the following is the corresponding relationship if Volume decreases?
decreases?
11. What are the constant values needed to demonstrate Charles’ Law?
A. T and mole B. P and mole C. V and T D. P and T
12. What causes the value of volume to increase according to Charles’ Law?
A. ↑ value of T B. ↑ value of V C. ↑ value of mole D. ↑ value of P
13. What causes the value of volume to decrease according to Charles’ Law?
A. ↓ value of T B. ↓ value of V C. ↓ value of mole D. ↓ value of P
2
14. Which of the following is the correct graphical representation of Charles’ Law?
T T T T
V V V V
A. B. C. D.
15. What is the relationship between temperature and volume?
What’s In
Let us recall the first gas law you have learned from the previous module
which was Boyle’s Law.
Pressure – Volume Relationship

Decreased volume → Increased pressure
Increased volume → Decreased pressure
Figure 1.1 Boyle’s Law Demonstration (Source: Bishop Book 13)

V
3
What’s New
In this lesson, you will be introduced to a new gas law, the Charles’ Law.
Charles’ Law
This law was named after Jacques A.C. Charles.
He came up with the observation that the volume of the gas
will change with change in temperature provided that the
pressure would not change. Charles’ Law states that
volume and temperature, described in kelvins, are directly
proportional if the number of gas particles and pressure are
constant.
V∝T at constant P and n Figure 1.2 Jacques A.C.

Charles
V=kT or V/T=k Source: Britannica.com
ACTIVITY 1
DEFINING VARIABLES
Let’s Find Out: The expounded terms of Charles’ Law variables
Let’s Do It This Way: Identify the expounded terms of Charles’ Law variables. Base
your answer on the box below. (2 points each)
Final Number of
Temperature STP Volume Initial Volume
Volume mole
Initial STP Final
Pressure Volume
Temperature Temperature Temperature
T1 1.
V1 2.
T2 3.
V2 4.
T 5.
V 6.
mol 7.
P 8.
22.4L 9.
273.15 K 10.
4
What Is It
Understanding Charles’ Law
Figure 1.2 Charles’ Law Demonstration (Source: Bishop Book 13)
Explanation
The increase in temperature of the gas leads to an increase in the average

velocity of the gas particles, which leads in turn to more collisions with the walls of
the container and a greater force per collision. This greater force acting on the walls
of the container leads to an initial increase in gas pressure. Thus the increased
temperature of the gas creates an internal pressure, acting on the bottom of the
piston that is greater than the external pressure. The greater internal pressure
causes the piston to move up, increasing the volume of the chamber.
Logical Presentation
Increased Temperature → Increased average velocity of the gas particles

↓
Increased number of collision with the walls and increased force per collision
↓
Initial increase in force per area that is in pressure
↓
Inside pressure is greater than the external pressure
↓
Increased Volume ← Container expands → Decreased pressure until inside
pressure equals the external pressure
5
What’s More
Volume-Temperature Relationship in Charles’ Law
In this law, the gas volume and temperature relationship is said to be directly
proportional. This means that if the pressure and the number of gas particles are
constant and if the temperature is increased, the volume of the gas it occupies also
increases.
Activity 2
The Relationship
Let’s Find Out: The relationship of Charles’ 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 temperature 2.
Increased volume 3.
Decreased temperature 4.
What I Have Learned
Answer briefly.
How will you define the relationship of Temperature and Volume in Charles’
Law? Explain your answer in 3 to 5 sentences. (15 points)
What I Can Do
Activity 3
Graphing the Relationship
Let’s Find Out: The graphical representation of Charles’ Law
Let’s Do It This Way: Draw the graphical representation of Charles’ Law. (15
points)
T
6
Assessment
Multiple Choice: Choose the CAPITAL LETTER of the best answer. Write the
chosen letter on a separate sheet of paper.

4. Which of the following is the correct graphical representation of Charles’ Law?
T T T T
V V V V
A. B. C. D.
6. V∝T is said to be __________.
7. Which gas law can explain about the hot air balloon?
A. Avogadro’s Law C. Charles’s Law
A. Amadeo Avogadro C. Jacques Charles
B. Joseph Gay-Lussac D. Robert Boyle
A. ↓ V → ↑ T, ↑ V → ↓ T B. ↓ V → ↑ T, ↑ V → ↑ T
C. ↓ V → ↓ T, ↑ V → ↓ T D. ↓ V → ↓ T, ↑ V → ↑ T
7
increases?
decreases?
Additional Activities
Life Lessons
Every year, the Bureau of Fire Protection (BFP) has reported hundreds of fire-related
incidents which resulted to millions worth of property losses. Most of these incidences are
traced on gas-related causes, particularly on leaks from LPG tanks.
Guide questions
1. In what way can you relate to this story? (5 points)
_________________________________________________________________
_________________________________________________________________
2. How can you prevent future fire-related incidences? (5 points)

_________________________________________________________________
_________________________________________________________________
3. How can you help raise awareness on these incidences? (5 points)

_________________________________________________________________
_________________________________________________________________
8
Lesso
n Charles’ Law Equation
2
What I Need to Know
This lesson will enhance your understanding on the equation that pertains to
Charles’ Law.

1. derive Charles’ Law equation;
2. solve situational problems related to Charles’ Law; and
3. relate this equation to real life experiences.
What is Charles’
Law equation?
9
What I Know
Part I-Multiple Choice: Choose the CAPITAL LETTER of the best answer. Write
the chosen letter on a separate sheet of paper.
1. Which of the following is the correct derivation of Charles’ Law equation

(V1/T1=V2/T2) when V1 (initial volume) is missing?
A. V1 = C. V1 =
B. V1 = D. V1 =

(V1/T1=V2/T2) when T1 (initial temperature) is missing?
A. T1 = C. T1 =
B. T1 = D. T1 =

(V1/T1=V2/T2) when P2 (final pressure) is missing?
A. T2 = C. T2 =
B. T2 = D. T2 =

(V1/T1=V2/T2) when V2 (final volume) is missing?
A. V2 = C. V2 =
B. V2 = D. V2 =
5. Juan subjected a 10 L gas at STP with doubled TEMPERATURE. What will

happen to the final V?
A. doubled C. same
B. halved D. not enough data
Part II-Problem Solving
For numbers 6-7. Solve the following situational problem.
10
A sample of CO2 was confined to a container at constant pressure and
number of molecules. When the temperature applied to the gas was 323.15 K, the
volume occupied by the gas became 5 L.
6. How much temperature must be exerted to decrease the volume of the gas to
3.00 L? (5 points)
7. How much temperature must be exerted to decrease the volume of the gas to
4.00 L? (5 points)
What’s In
Below is a clear stipulation of Charles’ Law.
Temperature – Volume Relationship
Increased temperature → Increased volume

Decreased temperature → Decreased volume
11
V
Figure 2.1 Charles’ Law Demonstration (Source: Bishop Book 13)
What’s New
Charles’ Law Equation

Charles’ Law states that the volume and temperature, described in Kelvins,
are directly proportional if the number of gas particles and pressure are constant.
Mathematically speaking, Charles’ Law is expressed as:
V∝T at constant P and n
V=kT or V/T=k
Derivation of Charles’ Law Equation

Unknown Derived Equation
T1 → V1T2 = V2T1 → → T1 =
V1 → V1T2 = V2T1 → → V1 =
T2 → V1T2 = V2T1 → → T2 =
V2 → V1T2 = V2T1 → → V2 =
What Is It
The increased volume leads to a decrease in gas pressure in the container,

until the internal pressure is once again equal to the constant external pressure.
12
Similar reasoning can be used to explain why decreased temperature leads to
decreased volume when the number of gas particles and pressure are held constant.
What’s More
Study the sample problems with the corresponding solutions below.

Sample Problem 1
Kr gas occupies a volume of 1.75 L at 25.0 °C. Determine the volume of the
gas if the temperature is increased to 50 °C.
Given: Formula: Conversion:
V1 = 1.75 L
T1 = 25.0 °C Since our Temperature is on °C,
T2 = 50.0 °C (V1) (T2) = (V2) (T1) we need to convert it into K.
V2 =?
T1: 25.0 °C + 273.15 = 298.15 K
T2: 50.0 °C + 273.15 = 323.15 K
Solution:
V = 1.90 L
Conversion: 2
Since our Temperature is on °C,
we need to convert it into K.
T1: 25.0 °C + 273.15 = 298.15 K
Sample Problem 2
Kr gas occupies a volume of 1.75 L at 25.0T°C.
2
: 20.0 °C + 273.15
Determine = 293.15
the volume of K
the
gas if the temperature is decreased to 20 °C.
Solution:
Given: Formula:
V1 = 1.75 L
T1 = 25.0 °C
T2 = 20.0 °C (V1) (T2) = (V2) (T1) V2 = 1.72 L
V2 =?
13
What I Have Learned
ACTIVITY 1
OH MY GAS! PART I
Let’s Find Out: More about Charles’ Law
Let’s Do It This Way: Use the formula of Charles’ Law to solve the puzzle.
Note: Some of the missing value requires you to utilize the STP value of gas properties.
Constant P Constant V
V1 V2 T1 T2
1 2 38.0 °C 24.168°C
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 Charles’ Law, try to solve the following situational
problem.
1. A cylinder with a movable piston contains 250 cm 3 of air at 10°C. If the

pressure is kept constant, at what temperature would you expect the volume
to be at 150 cm3?
Assessment
Part I- Multiple Choice: Choose the CAPITAL LETTER of the best answer. Write
the chosen letter on a separate sheet of paper.
A. V1 = C. V1 =
14
B. V1 = D. V1 =

A. T1 = C. T1 =
B. T1 = D. T1 =

A. T2 = C. T2 =
B. T2 = D. T2 =

A. V2 = C. V2 =
B. V2 = D. V2 =
5. Juan subjected a 10 L gas at STP with doubled temperature. What will happen to
the final V?
A. doubled C. same
B. halved D. not enough data
Part II-Problem Solving

For numbers 6-7. Solve the following situational problem.
A sample of CO2 was confined to a container at constant pressure and

number of molecules. When the temperature applied to the gas was 323.15 K, the
volume occupied by the gas became 5 L.
6. How much temperature must be exerted to increase the volume of the gas to
6.00 L? (5 points)
7. How much temperature must be exerted to increase the volume of the gas to
7.00 L? (5 points)
15
ACTIVITY 3
OH MY GAS! PART III

Let’s Do It This Way: Using Charles’ Law, try to solve the following situational
problem.
1. A tank (not rigid) contains 2.3 L of Helium gas at 25°C. What will be the
volume of the tank after heating it and its content to 40°C temperature at
constant pressure?
Lesso
n Real Life Application of
Charles’ Law
3
What I Need to Know
Prepare to apply Charles’ Law in real life!

1. analyze how Charles’ Law interacts with daily life situations;
2. identify examples that demonstrate Charles’ Law; and
3. appreciate encountered real life experiences that relate to Charles’ Law.
Gear up for more

discovery!
16
What I Know
PART I- Multiple Choice: 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 Charles’ Law?
A. hot air 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 can explain a hot air balloon?
A. Avogadro’s Law C. Boyle’s Law
B. Charles’ Law D. Gay-Lussac’s Law
4. Which of the following examples demonstrates Charles’ Law?
A. hot air balloon C. pressure cooker
B. lungs D. scuba diving
5. If pressure is constant, the relationship between temperature and volume is
____.
A. direct C. equal
B. inverse D. unequal
6. One way to increase volume of a gas is to ________.
A. increase the temperature
B. increase 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.
8. How do gas particles respond to an increase in temperature?
A. There is a decrease in kinetic energy and decrease in temperature.
B. There is a decrease in kinetic energy and decrease in pressure.
17
D. There is an increase in kinetic energy and increase in volume.
9. If the number of moles is constant, the relationship between temperature and
volume is ______.
A. direct C. equal
PART II- Problem Solving

10. Ne gas occupies a volume of 355 mL at 345 K. Determine the volume of the
gas if the temperature is decreased to 200 K. (6 points)
What’s In
Charles’ Law Equation

This serves as a review. Charles’ Law states that the volume and
temperature, described in kelvins, are directly proportional if the number of gas
particles and pressure are constant. Mathematically, Charles’ Law is expressed as:
Derivation of Charles’ Law Equation

Unknown Derived Equation
T1 → V1T2 = V2T1 → → T1 =
V1 → V1T2 = V2T1 → → V1 =
T2 → V1T2 = V2T1 → → T2 =
V2 → V1T2 = V2T1 → → V2 =
ACTIVITY 1
OH MY GAS! PART IV
Let’s Find Out: More on Charles’ Law equation

Let’s Do It This Way: Use the formula of Charles’ Law to solve the puzzle.
18
T1 V1 T2 V2
1 2L 2°C 1L
1°C 2 2°C 2L
1.5°C 4L 3 6L
4°C 1L 1°C 4
2°C 3L 3°C 5
What’s New
One example which demonstrates Charles’ Law

is the hot air balloon.
What Is It
CHEMISTRY REAL LIFE CONNECTION Figure 3.1 Hot air balloon
Temperature-Volume Relationship in Charles’ Law
Hot air balloon. When the gas in a hot air balloon is heated with a small
propane burner, the air particles move faster and they spread out, causing the
volume to increase and the balloon to expand. During this process, some of the gas
escape to the atmosphere. These factors decrease the density of the gas and the
balloon rises and floats in the air. Jacques Charles used his knowledge of the
behavior of gas to pursue his hobby and made his first balloon flight in 1783. Twenty
years later, another balloonist studied the temperature-pressure relationship and set
an altitude record that lasted for 50 years.
What’s More
ACTIVITY 1
OH MY GAS! PART I
19
Instruction: Complete the diagram below by providing the missing value/s. Use
the formula of Charles’ Law to solve the puzzle.
Constant P Constant V
V1 V2 T1 T2
1 2 273.15K 131.665K
What I Have Learned
ACTIVITY 2
OH MY GAS1 PART II
Let’s Find Out: Charles’ Law equation
Let’s Do It This Way: Identify which of the following examples explain Charles’ Law.
Explain your answer. (15 points)
Figure 3.2 Syringe Figure 3.3 Pressure Cooker Figure 3.4 Hot Air Balloon
Source: Canva
What I Can Do
ACTIVITY 3
OH MY GAS! PART III
Let’s Find Out: About common conditions
Let’s Do It This Way: Identify which of the following describes Charles’ Law. Put a
check if it does, put a cross if it does not.
Charles’ Law
20
Lungs 1.
Air trapped in syringe 1.
Heating aerosol 2.
Inflating a balloon 3.
Inflated balloon 4.
Spraying aerosol 5.
Pressure cooker 6.
Deflated tire 7.
Baking bread 8.
Hot air breeze 9.
Exhaling 10.
Ping-Pong 11.
Tires 12.
Placing a balloon in liquid nitrogen 13.
Hot air balloon 14.
Assessment
PART I-Multiple Choice: Choose the CAPITAL LETTER of the best answer.
A. hot air 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
A. hot air balloon C. pressure cooker
B. lungs D. scuba diving
_____.
A. direct C. equal
6. One way to increase the volume of a gas is to __________.
A. increase the temperature
B. increase the volume
C. decrease the number of gas particles
D. lower the kinetic energy of the gas molecules
A. There is an increase in kinetic energy and decrease in temperature.
B. There is an increase in kinetic energy and decrease in pressure.
D. There is an increase in kinetic energy and increase in temperature.
21
A. There is a decrease in kinetic energy and decrease in temperature.
B. There is a decrease in kinetic energy and decrease 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 Charles’ Law, try to solve the following problem.
Ne gas occupies a volume of 355 mL at 345 K. Determine the volume of the

gas if the temperature is decreased to 300 K.P2
Summative Assessment
PART I- Multiple Choice: Choose the CAPITAL LETTER of the best answer.
1. V∝T is said to be _______.
22
A. Amadeo Avogadro C. Jacques Charles
B. Joseph Gay-Lussac D. Robert Boyle
A. ↓ V → ↑ T, ↑ V → ↓ T C. ↓ V → ↓ T, ↑ V → ↓ T
B. ↓ V → ↑ T, ↑ V → ↑ T D. ↓ V → ↓ T, ↑ V → ↑ T

increases?
decreases?
14. Which of the following is the correct graphical representation of Boyle’s Law?
T T T T
V V V V
A. B. C. D.
A. V1 = B. V1 = C. V1 = D. V1 =
A. T1 = B. T1 = C. T1 = D. T1 =
23
A. T2 = B. T2 = C. T 2 = D. T2 =
A. V2 = B. V2 = C. V2 = D. V2 =
20. Juan subjected a 10 L gas at STP with doubled T. What will be the final V?
A. doubled B. halved C. same D. not enough data
A. hot air balloon B. pressure cooker C. car tire D. syringe
22. Juan subjected a 20 L gas at STP with doubled T. What will be the final V?
A. doubled B. same C. halved D. not enough data

A. hot air balloon B. lungs C. pressure cooker D. scuba diving
____.
A. direct B. inverse C. equal D. unequal
26. One way to increase the volume of a gas is to ______.
A. ↑ temperature B. ↓ volume C.↓ mole D. ↓kinetic energy
A. ↑ in KE & ↓ in T C. ↑ in KE & ↑ in P
B. ↑ in KE & ↓ in P D. ↑ in KE & i↑ in T
A. ↓ in KE & ↓ in T C. ↑ in T & ↑ in P
B. ↓ in KE & ↓ in P D. ↑ in KE & i↑ in V
volume is ______.
A. direct B. inverse C. equal D. unequal
PART II- Problem Solving

For numbers 30-33. Solve the following situational problems.
30. A tank (not rigid) contains 2.3 L of Helium gas at 25°C. What will be the
volume of the tank after heating it and its content to 40°C T at constant P?
A sample of CO2 was confined to a container at constant P and mole. When

the temperature applied to the gas was 323.15 K, the V occupied by the gas
became 5 L.
24
25
What I Know What’s New What’s More
BBCACABBCBD Initial Temperature Increased Temperature
Initial Volume Decreased Volume
BADC
Decreased Temperature
Final Temperature
Increased Volume
Final Volume What I Have Learned
Temperature
Volume Refer to the attached
Number of Molecules rubric
What I can do
Pressure
STP Volume
STP Temperature
Assessment Additional Activity
BBDACBACABCDBCC 1-3 Refer to the attached rubric.
Answer Key (Lesson 1)
points)
33. How much T must be exerted to decrease the V of the gas to 4.00 L? (5
points)
32. How much T must be exerted to decrease the V of the gas to 3.00 L? (5
26
10. C 9. D 8. A 7. B 6. D 5. C 4. C 3. C 2. C 1. B
Answers Key (Summative Assessment)
What I can do
XXXXXXXX/XX/X//What I have learned
1-15 Refer to the attached rubric
What’s more
1. 22.4L 2. 10.79°C
What’s in
4°C1L2.25°C0.5L4.5LWhat I Know
AACAAADDA0.21L
Assessment
AACAACDDA0.21
Additional Activity
0.31 L
What I Know What I have learned
Answers Key (Lesson 3)
AABBA193.89K258.52K 1. 22.4L 2. 21.4L
What I can Do
16.25 mL
Assessment
AABBA387.78K452.41K
Additional Activity
2.42L
Answers Key (Lesson 2)
11. B 12. A 13. A 14. B 15. B 16. A 17. A 18. B 19. B 20. A
21. A 22. A 23. C 24. A 25. A 26. A 27. D 28. D 29. A 30. 2.42
L
31. 0.21L 32. 193.89K 33. 258.52K
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.
Appendix (Rubrics)
DESCRIPTION
SCOR
CRITERIA 100% of the 90% of the highest 80% of the 70% of the
E
highest score score highest 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
Organizatio All statements Almost all the Most statements Few statements
n are logically statements are are logically are logically
27
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
For inquiries or feedback, please write or call:
Department of Education – Region 10
Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000 28
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph

Science10 Q4 Mod2 v2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science10 Q4 Mod2 v2

Uploaded by

Copyright:

Available Formats

10

Published by the Department of Education – Division of Bukidnon

Development Team of the Module

Author/s : Silverio B. Balanay Jr.

Printed in the Philippines by

This instructional material was collaboratively developed and

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

LESSON 1 – Introduction to Charles’ Law

LESSON 2 – Charles’ Law Equation

LESSON 3 – Real Life Applications of Charles’ Law

How to Learn from This Module

• Take time in reading the lessons thoroughly;

Icons Used in This Module

What I Know It includes an activity that aims to check your prior

What’s In This serves as a brief drill or review to help you

What’s New It offers a new lesson by introducing it interestingly

What Is It This provides a brief discussion of the lesson.

What’s More This comprises activities for independent practice

What I Have Learned This includes questions or blank

What I Can Do It delivers an activity which will help you transfer

Additional Activities This enriches your knowledge or skill of the

Answer Key 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

What I Need to Know

After going through this lesson, you are expected to:

Are you ready?

Pressure – Volume Relationship

Figure 1.1 Boyle’s Law Demonstration (Source: Bishop Book 13)

V∝T at constant P and n Figure 1.2 Jacques A.C.

Understanding Charles’ Law

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

The increase in temperature of the gas leads to an increase in the average

Increased Temperature → Increased average velocity of the gas particles

Volume-Temperature Relationship in Charles’ Law

What I Have Learned

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

2. How can you prevent future fire-related incidences? (5 points)

3. How can you help raise awareness on these incidences? (5 points)

What I Need to Know

After going through this lesson, you are expected to:

1. Which of the following is the correct derivation of Charles’ Law equation

2. Which of the following is the correct derivation of Charles’ Law equation

3. Which of the following is the correct derivation of Charles’ Law equation

4. Which of the following is the correct derivation of Charles’ Law equation

5. Juan subjected a 10 L gas at STP with doubled TEMPERATURE. What will

Below is a clear stipulation of Charles’ Law.

Temperature – Volume Relationship

Increased temperature → Increased volume

Charles’ Law Equation

Derivation of Charles’ Law Equation

The increased volume leads to a decrease in gas pressure in the container,

Study the sample problems with the corresponding solutions below.

T2: 50.0 °C + 273.15 = 323.15 K

1. A cylinder with a movable piston contains 250 cm 3 of air at 10°C. If the

2. Which of the following is the correct derivation of Charles’ Law equation

3. Which of the following is the correct derivation of Charles’ Law equation

4. Which of the following is the correct derivation of Charles’ Law equation

Part II-Problem Solving

A sample of CO2 was confined to a container at constant pressure and

Let’s Find Out: The solution to the following problem

What I Need to Know