DAILY LESSON PLAN (DLP) IN SCIENCE

School Grade Level

Teacher Mara L. Tilles Quarter/ Unit
Teaching Date Subject
Gas Laws: Boyles Law
and Time Matter
DAY:1
I. OBJECTIVES
The learners demonstrate an understanding of how gases behave
A. Content Standards
based on the motion and relative distances between gas particles.
The learners shall be able to investigate the relationship between
B. Performance Standards 
volume and pressure at constant temperature of a gas;
C. Described how gases behave based on the motion and relative
distances between gas particles.S10MT-IVa-b-21
Learning Competencies /
A. Define Boyles Law.
Objectives
  B. Use Boyles Law to explain the relationship between volume and
Write the LC code for each
pressure of gas.
C. Understand the importance of Boyles Law in our daily lives.
Boyle’s Law (sometimes referred to as the Boyle-Mariotte Law)
states that the absolute pressure and volume of a given mass of
confined gas are inversely proportional, provided the temperature
remains unchanged within a closed system.
Boyle's law is expressed as:
PiVi = PfVf where:
Pi = initial pressure
Vi = initial volume
Pf = final pressure
Vf = final volume
Because the temperature and the amount of gas don't change, these
terms don't appear in the equation. What Boyle's law means is that
the volume of a mass of gas is inversely proportional to its pressure.
This linear relationship between pressure and volume means
doubling the volume of a given mass of gas decreases its pressure by
half. It is important to remember the units for initial and final
II. CONTENT conditions are the same. Do not start with pounds and cubic inches
for initial pressure and volume units and expect to find pascals and
liters without converting the units first.
There are two other common ways to express the formula for Boyle's
law.
According to this law, at a constant temperature, the product of
pressure and volume is a constant: PV = c or P ∝ 1/V

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 264-267
2. Learner's Materials Pages 362-368
3. Textbook
 Pages
4.
5. Additional Materials from
Learning Resource (LR) Exploring Life Through Science Grade 10 K-12
portal
B. Other Learning Resource https://betterlesson.com/lesson/638112/boyle-s-laws
IV. PROCEDURES
The teacher will ask the students about their previous knowledge
about Gas Laws and Kinetic Molecular Theory.

A. ELICIT

To engage students in the lesson I prepared set of pictures that will

introduce them to the new lesson. 

B. ENGAGE

Boyles Law Activity

Materials:
Syringe
Marshmallow
Paper and pencil
Procedures:
• Put the marshmallow inside the syringe and then the plunger.
C. EXPLORE • Enclosed the tip of syringe using your finger.
• Push and Pull the plunger.
• Observe what will happen to the marshmallow.
Guide Questions:
1. What happened to the marshmallow inside the syringe during
the push and pull of the plunger?
2. What is the role of Boyle’s Law to the experiment?
3. What is the importance of boyle’s law in our everyday life?
After the group activity, the teacher will process student’s answers.
Corrections will be given by the teacher. The teacher will describe
D. EXPLAIN
and further explain the fundamental knowledge about Boyles Law
and give highlight to its importance.
The teacher will summarize the topic and will insert additional
E. ELABORATE information on the topic to broaden the knowledge of the students
about Boyles Law.
 The teacher will give a short seatwork to the students about Boyles
Law.
1. Who proposed Boyles Law?
a. Charles Babbage c. Louis Pasteur
b. Robert Boyle d. Thomas Alva Edison
2. According to Boyles Law, k is equal to _____ ?
a. PT c. P/V
b. PV d. P/T
3. Boyles Law is used only for ____?
F. EVALUATE
a. Non Ideal gases c. Ideal gases
b. Light gases d. Heavy gases
4. Constant used in Boyles Law is ______?
a. Pressure c. Temperature
b. Energy d. Volume
5. Which of the following is not a characteristic of gases?
A. Can effuse through small C. Kinetic energy is dependent
openings on temperature
B. High densities D. Can diffuse in containers
Read and study the following:
G. EXTEND
• The formula of Boyle’s Law and How it is being computed.
V. REMARKS  
VI. REFLECTION
No. of learners who earned
A.
80% in the evaluation  
B. No. of learners who require
additional activities for
  remediation who scored
 
below 80%
C. Did the remedial lessons
work? No. of learners
  who have caught up with the
lesson  
D. No. of learners who continue
 
to require  
Remediation
E. Which of my teaching
 
strategies worked well? Why  
did these worked?
F. What difficulties did I
encounter which my principal
  or supervisor can help me
 
solve?
What innovation or localized
materials did I
G.
Use or discover which I wish
 
to share with other teachers? 

Prepared by:

Mara L. Tilles
Teacher I