Grade Level TEN Quarter 4th

Semester _________ Quarter Region III

Learning Area SCIENCE 10 Teaching Date

I. OBJECTIVES
A. Content Standards how gases behave based on the motion and relative distances
between gas particles
B. Performance Standards apply knowledge of gas laws to predict the behavior of gases in real-
world scenarios, such as changes in altitude, temperature, or
container size.
C. Learning Competencies Investigate the relationship between:
1. volume and pressure at constant temperature of a gas
2. volume and temperature at constant pressure of a gas
3. explain these relationships using the kinetic molecular theory
D. Lesson Objectives At the end of the lesson, students are able to
 define what is gas, and determine its properties and
structures;
 describe a gas using pressure, volume, and temperature;
 identify, and explain Boyle’s law; and
 apply Boyle’s Law to solve numerical problems.
II. CONTENT GAS LAWS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Pp. 531
2. Learner’s Module pages Pp. 351 – 368
Pp. 362 – 368
3. Textbook pages
4. Additional Materials from Boyle’s Law Demonstration
Learning Resources (LR) https://youtu.be/N5xft2fIqQU?si=oRitmw6zIjUVqIse
Portal
B. Other Learning Resources  Teacher-made PPT
 Chalk board and chalk
 Sample problems
IV. PROCEDURES
Preparatory Activities Prayer
Greetings
Checking of Attendance
Time Allotment 3 minutes
A. Review previous lesson or Activity #1: “What’s the Phase?”
presenting the new lesson Instruction: Pictures will be presented on the screen. Students will
(ELICIT) guess if the picture is solid, liquid, or gas.
Time Allotment 3 minutes
B. Establishing a purpose for Activity #2: “Guess the Gibberish”
the lesson (ENGAGE)
Instruction: Words will be flashed on the screen. Students will guess
the correct corresponding words.
Time Allotment 5 minutes
C. Presenting
examples/instances of the
new lesson (EXPLORE)

A video will play about Boyle’s Law. After playing the video the
teacher will ask questions on what the students have observed.
Time Allotment 3 minutes
D. Discussing new concepts What is gas?
and practicing new skills - One of the three fundamental states of matter alongside with
(EXPLAIN) solid, liquid, and plasma.
- The state of matter in which the particles are far apart, fast-
moving and not organized in any particular way.

PROPERTIES AND STRUCTURE OF A GAS

Properties of Gas
1. They are easy to compress,
2. They expand to fill their containers, and
3. They occupy far more space than the liquids or solids from
which they form.

Structure of Gas
1. A gas has neither a definite shape nor a definite volume.
2. Gas will consist of a large number of atoms or molecules that
have continuous motion in a random fashion.

Boyle’s Law
Boyle’s Law
- Formulated by the physicist Robert Boyle in 1622
- This law states that the pressure (p) of a given quantity of gas
varies inversely with its volume (v) at constant temperature.
- In Boyle’s law, when the volume of a gas increase the
pressure decrease.
Formula of Boyle’s Law
 Practice Problem in Boyle’s Law
Problem #1: A gas occupies 12.3 liters at a pressure of 40.0 mmHg.
What is the volume when the pressure is increased to 60.0 mmHg?

Given
P1 = 40.0 mmHg
V1 = 12.3 liters
P2 = 60.0 mmHg
V2 = ?

Solution
(40.0 mmHg) (12.3 liters) = (60.0 mmHg) (x)
x = 8.20 L

Problem #2: If a gas at 25.0 °C occupies 3.60 liters at a pressure of

1.00 atm, what will be its volume at a pressure of 2.50 atm?

Given:
P1 = 1.00 atm
V1 = 3.60 L
P2 = 2.50 atm
V2 = ?

(1.00 atm) ( 3.60 liters) = (2.50 atm) (x)

x = 1.44 L

Time Allotment 25 minutes

E. Developing Seatwork #1
Mastery/Finding practical Answer the following problem using Boyle’s laws.
applications of concepts
and skills in daily 1. To what pressure must a gas be compressed in order to get into a
living/Making 3.00 cubic foot tank the entire weight of a gas that occupies
generalizations and 400.0 cu. ft. at standard pressure?
abstraction about the 2. A gas occupies 1.56 L at 1.00 atm. What will be the volume of
lesson. (ELABORATE) this gas if the pressure becomes 3.00 atm?
3. A gas occupies 11.2 liters at 0.860 atm. What is the pressure if
the volume becomes 15.0 L?

Time Allotment 12 minutes

F. Evaluating Learning Quiz
(EVALUATE) Type: Multiple choice

Direction: Choose the correct answer, and write it on your paper.

1. The state of matter in which the particles are far apart, fast-
moving and not organized in any particular way.
a. Solid
b. Liquid
c. Gas
d. Plasma
2. Consist of a large number of atoms or molecules that have
continuous motion in a random fashion.
a. Solid
b. Liquid
c. Gas
d. Plasma
3. This law states that the pressure (p) of a given quantity of gas
varies inversely with its volume (v) at constant temperature.
a. Gas Law
b. Boyle’s Law
c. Charles’s Law
d. Gay-Lussac’s Law
4. If the volume of a gas is decreased while the pressure
remains constant, what happens to the pressure of the gas?
a. It increases
b. It decreases
c. It remains the same
 d. It fluctuates
5. A sample of gas occupies a volume of 4 liters at a pressure of
2 atm. If the volume is reduced to 2 liters, what will be the
new pressure of the gas assuming temperature remains
constant?
a. 1 atm
b. 2 atm
c. 4 atm
d. 8 atm

Time Allotment 6 minutes

G. Additional activities for
application or remediation
(EXTEND)
Assignment
Answer these following problems, and make sure to put
appropriate units in final answer. Put your work on a bond
paper. (1 point for providing the given, 2 points for showing the
solution, and 2 points for the correct answer).

1. 500.0 mL of a gas is collected at 745.0 mmHg. What will the

volume be at standard pressure?
2. A gas occupies 4.31 liters at a pressure of 0.755 atm.
Determine the volume if the pressure is increased to 1.25
atm.
3. 600.0 mL of a gas is at a pressure of 8.00 atm. What is the
volume of the gas at 2.00 atm?
4. 400.0 mL of a gas are under a pressure of 800.0 torr. What
would the volume of the gas be at a pressure of 1000.0 torr?
Time Allotment 3 minutes
V. Remarks
A. No. of learners who earned
80% in the evaluation.
B. No. of students who require
additional activities for
remediation who scored
below 80%
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?
COMMENTS AND SUGGESTIONS