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LESSON PLAN IN IDEAL GAS LAW

Content: Ideal Gas Law


Content Standard: The learners demonstrate an understanding of how gases behave based
on the motion and relative distances between gas particles.
Performance Standard: ---
Topic/Title: The Ideal Gas Law
Grade Level: Grade 10
Time Allotment: 1 hour
Learning Competency: Explain the relationships between pressure, volume, number of moles,
and temperature using the kinetic molecular theory (S10MT-IVa-b-21)

I. Objectives:

At the end of the lesson, the learners should be able to:


a. Explain the Ideal Gas Law and the relationships between
pressure, volume, number of moles and temperature using the
kinetic molecular theory;
b. Solve Ideal Gas Law word problems;
c. Relate Ideal Gas Law with the science of.

II. Subject Matter:

A. Lesson: Ideal Gas Law


B. References: Science Learner’s Material Grade 10
You and the Natural World Science 10
C. Materials:
a. Soda can
b. Alcohol lamp
c. Ice cubes
d. Heat resistant gloves/tong fit with the soda can
e. Bowl
D. Concepts:
a. A
E. Skills: Non-verbal Ability, Logical skills, Mathematical Skills,
Communication skills, Reasoning skills, Critical Thinking skills,
Laboratory Techniques and Measures
F. Values Integration: Scientific Inquiry

III. Procedure

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRELIMINARY ACTIVITIES

 “Good morning class.”  “Good morning Sir.”

 “Please all stand as we begin our prayer.”  Students stand up.

 “Let us be aware of the presence of God, in  “In the name of the Father, and of the Son
the name of the Father, and of the Son and and of the Holy Spirit. Amen. Almighty
of the Holy Spirit. Amen. Almighty Father…” Father…”
 “Please pick up the pieces of dirt under and
 Picks up the dirt.
around your chair.”

 “You may now take your seats. Circulate the  Students take their seats and signs in on
attendance sheet.” the attendance sheet.
ELICIT

 “Let us review your past lessons in Science


especially in stoichiometry. Are you familiar
 “Yes. The animal is a mole.”
with the picture?”
 (Shows a picture of mole in a hole)
 “How about mole in Science? What is mole  “A mole is a large number which is equal to
in Science?” 6.02x1023”

ENGAGE

 “What is in the picture?”  “Shoes.”

 “How do we count the number of shoes?”  “We count them by pairs. A pair means 2.”

 “How about the next picture?”  “It is a picture of eggs.”

 “We count them by dozens. A dozen


 “How do we count the number of eggs?”
means 12.”

 “Here is the next picture. What is it?”  “They are papers.”

 “We use reams in counting papers. A ream


 “How do we count them?”
means 500.”
 “If mole is equal to 6.02x1023, how many
atoms of hydrogen are there in a mole of  “There are 6.02x1023 atoms of hydrogen.”
hydrogen?”

 “How about a mole of gold atoms?”  “There are 6.02x1023 atoms of gold.”

 “At the end of the lesson, the learners


should be able to: explain the relationship
 “Our discussion for today will focus on the
between volume and the number of moles
mole concept and its relationship with the
at constant pressure and temperature of a
volume of a gas to be guided by our
gas; solve Avogadro’s Law word problems;
objectives for this morning.”
relate Avogadro’s Law with the science of
inflation”

EXPLORE

 “Experiment time! Today we will perform an


experiment related to a different gas law
which is the Avogadro’s Law. Who can be  “Me Sir! I want to volunteer!”
our volunteers for our experiment for today?  “I want to volunteer too!”
I need two brave and courageous
volunteers!”
 “We have a plastic bottle, baking soda,
 “First, please check the materials needed
vinegar, balloon, funnel, stirring rod, string
for the experiment.”
and measuring cups.”
 “The procedure says, put 1 cup of vinegar
inside the plastic bottle with the aid of a
 “Okay. I guess we are set. Now let us funnel.”
continue with the first procedure.”  (Student measures 1 cup of vinegar and
transfers it to the plastic bottle with the aid
of a funnel)
 “Put 1 tablespoon of baking soda inside the
balloon.”
 “Next procedure.”  (Student measures 1 tablespoon of baking
soda and transfers it to the balloon with the
aid of a funnel and a stirring rod)
 “Wrap the bottle opening with the balloon’s
opening and tighten them using the string.
Be careful not to spill the baking soda
 “Next procedure.” inside the bottle.”
 (Student stretches the balloon and wraps
the bottle opening then tightens them using
a string)
 “Pour the baking soda inside the balloon to
the bottle. Observe.”
 “Next procedure.”
 (Turns the balloon upside down to pour the
baking soda into the bottle)

EXPLAIN

 “When the baking soda was mixed into the


 “Using your sense of sight, what have you
vinegar, bubbles formed and the balloon
observed?”
inflated.”

 “What are bubbles made of?”  “Bubbles are made of gas.”

 “Bubbles came from the chemical reactions


 “Where did the bubbles come from?”
between the baking soda and the vinegar.”
 “If the gas inside the bubbles came from the
 “The number of gas particles increased
chemical reaction of baking soda and
because of the chemical reaction of the
vinegar, what happened to the number of
baking soda and the vinegar.”
gas particles inside the container?”
 “As the number of gas increases, the
 “What can you conclude with the volume of the gas also increases. In other
experiment?” words, the relationship is directly
proportional.”

ELABORATE

 “Because they are directly proportional, just


as the Boyle’s Law equation, the
 “Who can now formulate the equation for Avogadro’s Law equation would be the
the volume and the number of particles of a initial volume divided by the initial number
gas or the Avogadro’s Law equation?” of particles in moles is equal to the final
volume divided by the final moles of the
gas.”
 “A 7.25 L sample of nitrogen gas is
determined to contain 0.75 mole of
 “Using the mole concept and the Avogadro’s
nitrogen. How many moles of nitrogen gas
Law equation, let us solve a word problem.
would there be in a 20L sample provided
Please read the word problem.”
the temperature and pressure remains the
same.”

 “Who can solve?”  “Me Sir!”

 “First, I wrote the given quantities which are


7.25 L the initial volume, 0.75 mole the
initial number of particles in moles and 20 L
 “Please explain your works whenever you’re
the final volume. Now, we are tasked to find
done.”
the final number of particles in moles. To
find what is asked, first I derived the
Avogadro’s Law equation and then I
substitute the given to the variables and
after solving the equation algebraically, I
got the answer of 2.07 moles.”
 “First, I have identified the given which are
1 atm which is the original pressure, 27°C
which is the original temperature from
which I converted to Kelvin equivalent to
300K and 50°C which is equal to 323K the
 “Please explain your works.” new temperature. The quantity required is
the new pressure. To find the new
pressure, I cross multiply the equation and
divide it to the new temperature.
Substituting and computing the equation
algebraically, I got the answer 1.1atm.”
 “Very well said. Did you get the same
 “Yes!”
answer?”

EXTEND

 “The number of gas particles is proportional


to its volume. So as we pump air inside the
 “Who can now explain how balls and wheels
ball the number of gas particles inside the
are inflated.”
ball increases therefore increases the size
of the ball.”
 “What other activities can you relate the
 “Answers vary.”
Avogadro’s Law?”

EVALUATE

 Answers the quiz:


1. One mole is equal to _____.
2. The space occupied by an object is
called _____.
3. The volume of a gas is _____
 “Good job everyone. Please get your
proportional to its number of particles.
ballpen and answer the quiz I’m about to
4. A ball has a volume of 3.25 L of gas.
give for 5 minutes.”
The ball was inflated again to increase
its size to 4.15 L of gas inside which is
equivalent to 3.6 moles of gas particles.
How many moles of gas particles were
there in the first place?
 “Pass your papers and then copy your
 Copies the assignment.
assignment.

 “Goodbye class.”  “Goodbye Sir.”

IV. ASSIGNMENT

1. Bring the following materials:


1. Soda can
2. Ice cubes

Prepared by:
Laurenz L. Cadag
Student Teacher
Pilar National Comprehensive High School

Noted by:

Mrs. Mildred Bautista


Cooperating Teacher
Pilar National Comprehensive High School

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