DAILY LESSON LOG School PDMHS Grade Level

Teacher FILAMAE T. JUNIO Learning Area CHEMISTRY

Teaching Dates and Quarter
Time

DAY: ________________________
I. OBJECTIVES
Demonstrate understanding about Charles law.
A. Content Standards

Interpret graphs of 𝑉=𝑘𝑇.

B. Performance Standards

1. Use the formula V2/V1=T2/T1 to find the volume or temperature

C. Learning
Competencies/Objectives
Write the LC code for each
of a gas before or after a thermodynamic process in which the gas is
kept at a constant pressure,
2. Describe in words what the physical meaning of 𝑉/𝑇=𝑘 is,
3. Use graphical methods to describe what the physical meaning of
𝑉/𝑇=𝑘 is,
4. Interpret graphs of 𝑉=𝑘𝑇.

II. CONTENT Topic:

Subtopic: Charles Law
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
https://en.wikipedia.org/wiki/Charles%27s_law
B. Other Learning Resources https://en.wikipedia.org/wiki/Charles%27s_law#/media/File:Charles_and_Gay-
Lussac's_Law_animated.gif

IV. PROCEDURES

A. Reviewing previous lesson or Review previous lesson: Guess a Pic (Presented on the PPT)
presenting the new lesson
B. Establishing a purpose for Let the student read the objectives.
the lesson
C. Presenting Let the students analyse its situation or picture presented.
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Explore: Let the student perform the experiment and answer the guide
question.
Set up several stations in the room and students will rotate through them,
making observations and answering questions. (See attached page for
complete instructions and questions).
 Station 1 - Students put a dented ping pong ball in boiling water for 20
seconds.
 Station 2 - Students watch the video of Ivory soap placed in a
microwave.
 Station 3 - Place 5 ml of water into a 125 ml flask. Fit a balloon over
the top of the flask and place in a hot water bath. After 4 min., place
the flask in an ice bath.
 Station 4 - Students will observe a helium balloon (get one that is old
and is deflating). They will heat it up with a blow dryer on the hottest,
highest setting and observe. Turn it on the coolest setting and repeat.
 After students complete all stations, they will use their observations to
examine the hypothesis they made earlier about the can. They will
decide if they want to change it or leave it and will write a brief
explanation of their choice
 Draw a graph on the board. Write “Temperature” on the x-axis and
“Volume” on the y-axis. Students do the same using white boards (or
paper) at their desks. Based on data from the stations, they should
draw a line that illustrates the relationship between temperature and
volume. Teacher walks around and does a quick check
 Go to http://scienceprimer.com/charles-law. Adjust the temperature
about 5 times to show what happens to the volume (a point will be
placed on the graph each time).
 Have students compare their line to this line.
 The teacher will show the graph to the right and use the term “directly
proportional” to explain that if volume increases, temperature
increases and vice versa.
 Introduce that this relationship between volume and temperature was
discovered by Jacques Charles and thus is called Charles’s Law.
Elaborate: Solve the following problem.
1. A gas occupies a volume of 400cm3 at 0-degree Celcius and 780mm of Hg.
How many litres of volume will the gas occupy at 80-degree Celcius and
780mm Hg?
2. A sample of gas has an initial volume of 15.2L AND an initial temperature of -
54 degree Celcius. What will be the temperature of the gas if the volume is
25.0L?
Elicit:
Can you cite some biological processes or other activities that may involve to
hasten the reaction for gases?
In cold weather or in a cold environment, helium balloons shrink. Why?
Elaborate: Video Presentation
Evaluate:
1. According to Charles' law, as the temperature of a given gas at constant
 pressure is increased, the volume will also ___________.
2. Which factor must remain constant if Charles' law is to be applied to a given
sample of a gas?
3. What is the temperature scale that is used in Charles' law?
4. According to Charles' law, how will volume and temperature vary
_________.
5. How do we convert a Celsius temperature to Kelvin __________.

J. Additional activities for Extend:

application or remediation A gas occupies 221cm3 at a temperature of 0 C and pressure of 760mm Hg.
What will be the volume at 100 C?

V. REMARKS

VI. REFLECTION
SECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No of learners who require
additional activities for remediation
C. Did the remedial lessons work? No. of
learners who 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 work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?