ST. MARY’S COLLEGE OF BANSALAN, INC.

(Formerly: Holy Cross of Bansalan, College, Inc.)

Dahlia Street, Poblacion Uno, Bansalan
Davao del Sur, 8005 Philippines
Telefax: (082) 553 – 9246, (082) 272 - 1797
Basic Education Department

LEARNING PLAN

Department: Basic Education Quarter: Fourth School Year: 2022-2023

Subject and Grade Level: Science 10 Day: 1

Transfer Goal
The students in the long run and on their own will be able to demonstrate an
understanding of the relationship of pressure and temperature at constant volume.
Furthermore, the students will be able to provide real-life applications of Gay-Lussac’s
Law. (S10MTIVa-b-21)

Essential Understanding
When the temperature of a sample of gas in a rigid container is increased, the pressure of
the gas increases as well. The increase in kinetic energy results in the molecules of gas
striking the walls of the container with more force, resulting in a greater pressure Gay-
Lussac's Law states that the pressure of a given mass of gas varies directly with the
absolute temperature of the gas, when the volume is kept constant. The mathematical
expressions for Gay-Lussac's Law are likewise similar to those of Charles's Law:
P1/T1=P2/T2

Essential Questions
How the change of pressure affects the temperature at constant volume?
How the Gay-Lussac’s Formula can be utilized in finding the missing value?
I. Preliminaries:
II. Greetings
III. COPAH (Cleanliness, Orderliness, Prayer, Attendance, and Health)
Focus: Gay-Lussac’s Law: Temperature-Pressure Relationship
Motivation: “CHEM MAGIC SHOW”
The teacher will perform a candle experiment. In the candle experiment, Gay-Lussac's
Law is used to explain the relationship between the temperature of the gas and the
pressure inside the container. When a candle is lit inside a container, it heats the air
inside, causing the gas molecules to move faster and collide more frequently with the
walls of the container.

APK/ Unlocking of Difficulties

Why do you think the water rises as the lighted candle was covered with the glass?
IV. Lesson Development
A. Presentation of Concepts
Objectives: At the end of the discussion, the students are expected to:
A. Explain how pressure is directly proportional to temperature at constant
volume;
B. Solve sample Gay-Lussac’s Law problems;
C. Appreciate the relevance of Gay-Lussac’s Law in real-life situations.

(Note: The images where the learning objectives are hidden are examples of the real-life
application of Gay-Lussac’s Law)

B. Broadening of the concepts

1. What is Gay-Lussac’s Law?
2. What is the formula of Gay-Lussac’s Law?
3. What is the relationship of temperature and pressure at constant
volume?
4. How to use the given formula in getting the value asked?
5. How can we relate this law in real-life situations?

C. Integration
1. ICV: Faith Related Value: Justice

What do you think is the core value that is being depicted in this photo?

2. Biblical Passages
(John 16:33)
Rest assured, this life is filled with pressure and difficulty and loss. Jesus said, “In the
world you will have tribulation. But take heart; I have overcome the world”.
3. Social Orientation:
There are studies indicating the struggles of the students in their studies. There were
students who committed suicide due to enormous pressures that they are secretly holding.
As a Marian student, how will you overcome this?

4. Lesson Across Discipline:

Thermodynamics – Conservation of Energy

D. Activity
Board Activity: The students will be divided into four groups only. The students will be
given problems related to the main topic. They will only be given a minute and thirty
seconds to answer. Afterwards, they will write their answers on the illustration boards
provided. Each problem is worth 5 points. The sample problems are as follows;

1. A 30.0 L sample of nitrogen inside a rigid, metal container at 20.0 °C is placed

inside an oven whose temperature is 50.0 °C. The pressure inside the container at
20.0 °C was at 3.00 atm. What is the pressure of the nitrogen after its temperature
is increased to 50.0 °C?
2. Determine the pressure change when a constant volume of gas at 1.00 atm is
heated from 20.0 °C to 30.0 °C.
3. If a gas in a closed container is pressurized from 15.0 atmospheres to 16.0
atmospheres and its original temperature was 25.0 °C, what would the final
temperature of the gas be in degrees Celsius?

III. Evaluation/Assessment
Instruction: The students will find the value of what’s being asked in the given problems.

1. A 15-L container is filled with gas to a pressure of 2.0 atm at 0°C. At what
temperature will the pressure inside the container be 2.75 atm?
2. A gas has a pressure of 0.370 atm at 50.0 °C. What is the pressure at standard
temperature??

IV. Assignment
Instruction: Solve for the given problem. Do this in a ¼ sheet of paper and show your
solution.
1. A sample of gas at 3.00 x 10 3 mmHg inside a steel tank is cooled from 500.0 °C to
0.00 °C. What is the final pressure of the gas in the steel tank?
2. The temperature of a sample of gas in a steel container at 30.0 kPa is increased
from −100.0 °C to 1.00 x 103 °C. What is the final pressure inside the tank.
3. Calculate the final pressure inside a scuba tank after it cools from 1.00 x 10 3 °C to
25.0 °C. The initial pressure in the tank is 130.0 atm.

V. REFERENCES/INSTRUCTIONAL MATERIALS
 Science Links (Work for Scientific and Technological Literacy)
 Visual Aids, chalks, board, pictures, monitor, laptop
 https://studiousguy.com/potential-energy-examples/

Prepared by:

_________________
Practice Teacher

Checked and approved by:

RADEN P. TUMURAN
Subject Instructor