S

Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF THE CITY OF ILAGAN
ISABELA NATIONAL HIGH SCHOOL
SAN VICENTE, CITY OF ILAGAN, ISABELA

LESSON PLAN IN BASIC SCIENCE 10

SY 2022-2023

I. OBJECTIVES
A. Content
Standards
B. Performance The learners will demonstrate understanding how gases behave based on the
Standards motion and relative distance between gas particles.
C. Learning 1. Investigate the relationship between volume, temperature and pressure at
Competencies/ constant number of moles.
Objectives
Write the LC
code for each
II. CONTENT UNIT 4 MODULE 1.3 – COMBINED GAS LAW
III. LEARNING
RESOURCES
A. References 1.https://www.google.com/search?
q=combined+gas+law+problems&oq=combined+gas+law+problem&aqs=chr
ome.0.0i512j69i57j0i512l8.4534j0j4&sourceid=chrome&ie=UTF-8 Retrieved
on May 16, 2023
2. https://www.chemteam.info/GasLaw/Gas-Combined-Probs1-15.html
Retrieved on May 16, 2023

1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Online Learning PowerPoint Presentation
Resources

IV. PROCEDURES
A. Reviewing ELICIT (5 minutes) STUDENT’S RESPONSES
previous lesson
or presenting the “Good morning, Sir”
new lesson “Good morning, Super Science”
(One of the students will lead the
“Can I ask Mr. _ to lead the prayer?” prayer)
 “Okay thank you! Please be seated. May (Attendance officer checks the
I ask the attendance officer to checked attendance)
the attendance for today”

Student 1: We are all complete

“Thank you, Attendance officer,” Sir!
(Student will raise their hand for
recitation)
“So, is there anybody in the class that
will tell our past lesson?” Student 2: Sir, we discussed about
the Gay Lussac’s Law

.
“Okay thank you, first let’s have a
review on the three-gas laws.

A. Gas Law B. Formula

Boyle’s Law
Student 3: Boyle’s Law -
P1V1=P2V2

Charle’s Law P1V1=P2V2 Student 4: Charle’s Law -

Gay Lussac’s
Law

Student 5: Gay Lussac’s Law -

B. Establishing a At the end of the lesson the students

purpose for the should be able to:
lesson 1. Determine the relationship among
temperature, pressure, and volume
2. Transform the combined gas law into
an equation;
3. Solve problem involving combined
gas law; and
4. Value the importance of combined gas
law in real life application.
C. Presenting ENGAGE (5 minutes) STUDENT’S ACTIVITY
examples/instan
ces of the new “Class, I have here a simple activity.
lesson Activity #5
Write B if the situation applies to
Boyle’s Law, C if it applies to Charles’
Law and G if it applies to Gay Lussac’s
Law.
1. B
_____1. Inhalation and exhalation 2. B
_____2. Syringe 3. G
_____3. Pressure Cooker 4. C
_____4. Hot Air Balloon 5. C
_____5. Baking Bread 6. G
_____6. Water heater 7. B
_____7. Bicycle Pump 8. C
_____8. Automotive Engine 9. B
_____9. Spray Paint

EXPLORE (10 minutes)

Student 6: In Boyle’s law, the
Based on your activity, what do you relationship between volume and
think are the relationship between the the pressure is inversely
three gases of laws? proportional while the
temperature is constant. While in
Charle’s Law, the relationship
D. Discussing between volume and the
concepts and temperature is directly
practicing new proportional while the pressure is
constant. On the other hand, Gay
skills #1
Lussac’s Law, states the
E. Discussing
relationship between the pressure
concepts and
and temperature is directly
practicing new
proportional while the volume of
skills #2 fixed amount of gas is constant.
F. Developing
mastery (leads to
Formative
Assessment 3) EXPLAIN (10 minutes)

The combined gas law uses the

pressure–volume–temperature
relationships from Boyle’s law,
Charles’s law, and Gay-Lussac’s law
where n is constant.
n = number of moles (moles of gas)
 Mathematically, Combined Gas law can
be expressed as:

Sometimes, you will see the symbolic

equation in cross-multiplied form:

P1V1T2 = P2V2T1

Where:
P1 = Initial Pressure
V1 = Initial Volume
T2 = Final Temperature
P2 = Final Pressure
V2 = Final Volume
T1 = Initial Temperature

Sample Problem #1
A gas has a volume of 675 mL at 35 °C Given:
and 646 mmHg pressure. What is the P1 = 646 mmHg
volume (mL) of the gas at −95 °C and a V1 = 675 mL
pressure of 802 mmHg (n is constant)? T1 = 35 C + 273 = 308K
P2 = 802 mmHg
V2 =?
T2 = −95 C + 273 = 178K

P1V 1 T2 P2V 2 T1
=
P2 T 1 P2 T 1

P1V 1 T2
P2 T 1

V2 =
( 646 mmhg ) (675 mL)(178 K )
( 802mmHg ) (308 K )

77 ,616,900 mL
V2 =
247,016
V2 = 314.22 mL or 314mL
G. Finding practical ELABORATE (15 minutes)
applications of These are the following sample
concepts and problems that is related to the
skills in daily Combined Gas Law.
living
1. A 17 L sample of gas is at Given:
atmospheric pressure of 101 kPa P1 = 101 kPa
 and 9°C. What would be the V1 = 17L
temperature become if the T1 = 9 C + 273 = 282K
volume was doubled and the P2 = 1.2 atm = 121.59 kPa
pressure changed to 1.2 atm? V2 = 17 x 2 = 34L
T2 =?

P1V 1 T2 P2V 2 T1
=
P1 V 1 P1 V 1

P2V 2 T1
P1 V 1

V2 =
( 121.59 kPa ) (34 L)( 282 K )
(101 kPa ) (17 L)

1,165,804.92 K
V2 =
1717
V2 = 678.98K or 679K

H. Making What are the things you have Concept Micro

generalizations learned today?
and abstractions
about the lesson What are the variables involving Volume, Pressure and
Combined Gas Law? Temperature

What is the constant? Number of Moles

What is the cross-multiplied form for
this law? P1V1T2 = P2V2T1

I. Evaluating EVALUATE (10 minutes)

learning Short Quiz #5
Write your complete solution.

1. A gas has a volume of 800.0 mL

at −16.0 °C and 300.0 torr. What would
the volume of the gas be at 221.0 °C and
3.4 atm of pressure?

2. You have a sample of gas with a

pressure of 1.86 atm, volume of 4.33 L,
and temperature of 26.5 °F. If you cool
it to 12.7 °F and decrease the volume to
3.45 L, what will the pressure be?

3. A gas is heated from 273.0K to 318.0

K and the volume is increased from 24.0
liters to 38.0 liters by moving a large
piston within a cylinder. If the original
 pressure was 1.90 atm, what would the
final pressure be?

J. Additional EXTEND (5 minutes)

activities
1. What is Avogadro’s Law?
2. What are the variables involving
in this law?

Prepared by:
MARVIN E. EUSEBIO
Practice Teacher

Checked & reviewed by:

MILAGROS MICHELLE C. CALUMAYA
Cooperating - Teacher

Noted by:

JERRYLIN Q. DAFUN
Department Head, Science

SILVINO B. CABANGAN
School Principal IV