...

School TAYSAN NATIONAL HIGH SCHOOL Grade Level Grade 10
GRADES 1 to 12
Daily Lesson Log Teacher SALOME C. FLAVIER Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: ____1_____
I. OBJECTIVES
Understand how gases behave based on the motion and relative distances between
A
Content Standards gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and pressure at constant temperature of
a gas and volume and temperature at constant pressure of gas. (S10MT-IVab-21)
Learning Competencies /
Objectives
Learning Objectives:
Write the LC code for each
 Identify the properties of gases (mass and volume).
 Prove that gasses have different properties.
Properties of Gases (Mass and Volume) – Part 1

II. CONTENT
III. LEARNING RESOURCES
A
References
.
1
Teacher's Guide Pages pp. 261-263
.
2 Learner's Materials
pp. 355-357
. Pages
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
3 Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. Pages Soriano, Emil F. et. al. Chemistry for the New Millennium.
pp. 242-243
4 Additional Materials
. from Learning
Resource (LR) portal
Digital balance, balloon, balloon pump for Activity A
B
Other Learning Resource Pipet and aspirator or syringe, 100 mL graduated cylinder, 200 mL H 2O for Activity B
.
IV. PROCEDURES
A Gases have different properties.

. Fill out the table by posting the word in a strip of paper that completes the table.
The amount of material that the body contains. Syringe

ELICIT:
Graduated cylinder Pipet
gram
Liter
Properties meaning Unit of Measuring
measurement instrument
Mass
volume
Student will inflate a balloon and make it big as possible

B a. Observe what happen to the balloon.
ENGAGE:
. b. What will happen if you continuously pump air into the balloon?
C The works of Rudolf Clausius, James Clerk Maxwell, and Ludwig Boltzman
. ENGAGE: established the foundation understand the properties of gases. The Kinetic Molecular
Theory (KMT) shows that moving molecules of gases affect their physical behaviour.
Discover the assumption of KMT by performing the activity.
D Activity: Getting to Know Gases

. EXPLORE: A. Gases and Its Mass (Refer to the Learner’s Material Activity 1 pp. 355 – 356)
E EXPLORE:.
. B. Gases and its Volume (Refer to the Learner’s Material Activity 1 pp. 356 – 357)
F A
. 1. Is the mass of the deflated balloon different from the mass of the inflated balloon?
2. Which is heavier, the inflated or the deflated balloon? Why?
3. What unit of measurement for mass is used in the activity?
EXPLAIN:
4. What can you infer in this activity?
B
1. What happens to the volume of the water-oil mixture when air is introduced to it?
2. What does it indicate?
3. What unit of measurement for volume is used in the activity?
G ELABORATE: LPG tank is also known as bottled gas. It is used in cooking, heating and even lighting
. especially in rural areas where there is no electricity. What are the issues and concern
regarding LPG tank?
H ELABORATE:
. What properties of matter are shown in the two sets of activities?
Game: Students will be given different sizes and shape of the balloon to be inflated.
(The one with biggest balloon will be the winner)
Describe the volume of a gas inside the balloon of different sizes.
Direction: Choose the letter that corresponds to the best answer on the given questions
below:
1. Which of the following properties is not a correct description of gaseous
molecules?
A. Gaseous molecules exhibit volume when on a closed container.
B. Gaseous molecules exert pressure on the container.
C. Gaseous molecules have almost negligible mass.
D. Gaseous molecules are not affected by temperature.
2. Which of the following situations shows that air molecules can be compressed?
A. Dave can still pump air in the party balloon even though it is inflated.
EVALUATE:
I B. Soda can burst out after shaking it vigorously.
. C. Plastic bottle shows deformation due to heat.
D. An aerosol exploded after heating.
3. How can you possibly prove that gases have almost negligible mass?
A. Put a balloon on a digital balance before and after you fill it with air.
B. Feel the weight of the samples using your hands.
C. Ask two persons to hold a box filled with air.
D. Support your claim using an equation.
4. Why mass of air has almost negligible volume?
A. It has molecules that are compressible.
B. It has molecules that are scattered and moves in random motion.
C. It has molecules that take the shape of the container.
D. It has molecules that are sensitive to pressure.
5. Which example shows a possibility of occupying a smaller volume?
A. An empty 55 gallon tank.
B. Pushing the plunger of a syringe.
C. Pulling the plunger of a syringe.
D. Inflating a balloon.
J
. EXTEND: Give where you can measure the amount of gases present in an object.
V. REMARKS
VI. REFLECTION
A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
. additional activities for
remediation who scored
below 80%
C Did the remedial lessons
. work? No. of learners
who have 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 worked?
F What difficulties did I
. encounter which my principal
or supervisor can help me
solve?
G What innovation or localized
. materials did I
Use or discover which I wish
to share with other
teachers?
TAYSAN NATIONAL HIGH
School Grade Level Grade 10
GRADES 1 to 12 SCHOOL
Daily Lesson
Teacher SALOME C. FLAVIER Learning Area Science
Log
Teaching
Time
DAY: _______2__
I. OBJECTIVES
A
.
B
.
Objectives
 Identify the properties of gases (temperature and pressure)
 Prove that gases have different properties
II. CONTENT Properties of Gases (Temperature and Pressure) – Part 2
A
References
.
1
Teacher's Guide Pages pp. 261-264
.
pp. 357-362
. Pages
. Pages Soriano, Emil, et. al. Chemistry for the New Millennium.
pp. 242-243
. from Learning
Thermometer (3600C), alcohol lamp, tripod, wire gauze match, denatured alcohol, ice,
500 mL beaker or any tin can for Activity C.
B
Other Learning Resource Erlenmeyer flask, alcohol lamp, tripod, wire gauze, match, denatured alcohol for
.
Activity D
IV. PROCEDURES
A
. ELICIT: From our daily experiences, cite some instances that gases have mass and volume.
B Infer what happen to the balloon when the air temperature is hot or cold.
ENGAGE
.
C Have students form small groups and have them act as molecules. Ask the groups
. how they would if they are molecules of solid, liquid or gas. Also ask them to simulate
ENGAGE
the behavior of molecules if they are placed in a container and how they would react to
changes in temperature.
1. If temperature were changed, how would this affect the behavior of the
molecules in a gas?
2. How would this affect the behavior of the molecules in a gas?
3. How about the pressure of the gas?
D Activity: Getting to Know Gases

. A.
Gases and Its Temperature (Refer to Learner’s Material Activity 1 pp. 357-359)
EXPLORE
B
Gases and its Pressure (Refer to Learner’s Material Activity 1 pp. 359-360)
E
. EXPLORE Group presentation
F A
. 1. Is there a difference in the temperature of air among three set-ups?
2. Explain the difference in temperature of air?
B.
EXPLAIN 1. What happens to the inflated balloon?
2. What causes this phenomenon?
3. What happens to the shape of the balloon?
4. What causes the balloon to change in its shape and size?
G From our daily experiences, cite some instances in that gases have temperature and
. ELABORATE exerts pressure.
H What properties of matter are shown in the two sets of activities?

. Give the effect of the temperature to the behavior of molecules of gases.
ELABORATE
Explain the effect of too much pressure inside a closed container.
Direction: Choose the letter of the best answer on the given questions below.
1. Heat flows from the system to the surrounding or vice versa. Which is the best
example of this situation?
A. Heat from electrical devices causes the room temperature to become
warm.
B. Heat of the oven cooks the food inside it.
C. Heat from an engine produces warm temperature of the environment.
D. All of the above.
2. Which diagram below shows that gaseous molecule exerts pressure as

temperature increases.
.
I
EVALUATE
.
3. Once an air molecule inside the container is heated, which will likely to
happen?
A. Molecules move in random motion.
B. Molecules will exert pressure with one another.
C. As molecules move in random motion, the amount of kinetic energy
that they possess becomes great enough to produce pressure.
D. As molecules move in random motion, the amount of Potential energy that
they possess becomes great, enough to create high temperature.
4. In which of the following places is air denser due to temperature?

A.Baguio B. Batangas C. Manila D. Tagaytay
5. Which of the following containers as air tight and has the same number of
gas molecules has the highest pressure?
A
J
. EXTEND Give weather report showing the temperature and pressure .
V. REMARKS
VI. REFLECTION

below 80%
lesson
. to require
remediation
did these worked?
. encounter which my
principal or supervisor can
help me solve?
. materials did I
to share with other
teachers?
Teaching
Time
DAY: ______3___
I. OBJECTIVES
A
.
B
.
. Investigate the relationship between volume and pressure at constant temperature
of a gas and volume and temperature at constant pressure of gas. (S10MT-IVab-21)
Learning Competencies / Learning Objectives:
Objectives
 Observe the relationship between volume and pressure at constant
temperature.
 Illustrate graphically the relationship between pressure and volume in gases.
 Recognize the application of Boyle’s Law in our daily life
Boyle’s Law
II. CONTENT
A
References
.
1
Teacher's Guide Pages pp. 362 - 365
.
pp. 265 - 267
. Pages
. Pages Phoenix Science Series Chemistry Laboratory Manual
pp. 85-88
. https//www.youtube.com/watch?v=N5xft2fIqQu
from Learning
B Syringe, graphing paper, ruler, calculator
Other Learning Resource
.
IV. PROCEDURES
A
. ELICIT How can you possibly prove that gases have negligible mass?
How will you describe volume and pressure?
Pictures/images of the application of Boyle’s Law
B
ENGAGE
.
A. What can you infer about the pictures?

C You probably started experimenting with Boyle’s law when you were a child. When you squeeze a
. balloon, you might notice that the harder you push, the harder it seems to push back. When you lie back
ENGAGE on an inflatable mattress, or pool float, it compresses up to a point and then seems to stop. Why is this
so happen?
D Activity: Boyle’s Law

. EXPLORE
See attached activity sheet
E
. EXPLORE
Group presentation
F 1. What did you observe when you tried to push the plunger of the syringe while
. your hand was pressing against its end?
2. What is the effect on the volume of the air in the syringe if more force is
exerted on the plunger?
EXPLAIN 3. How do you relate the pressure to the volume of the syringe?
4. Is the air in the syringe affected by any other pressure when you do not apply
force on the plunger? Explain.
5. Describe the graph that you created about volume and pressure.
G Cite different application of Boyle’s law from the video clips

. ELABORATE https//www.youtube.com/watch?v=N5xft2fIqQu
H
. ELABORATE Explain the relationship between pressure and volume.
below:
1. Using the volume – pressure relationship at constant temperature, at which
container will pressure be the highest?
2. Which of the following situation/ example proves Boyles Law?

A. Push the plunger of a syringe, volume of air will decrease.
B. Push the plunger of a syringe, volume of air will increase.
C. Pull the plunger of a syringe, volume of air is constant.
D. Pull the plunger of a syringe, volume of air is negligible.
I
EVALUATE 3. What law explains the mechanism of gas compressor?
.
A. Boyle’s Law B. Combined Gas Law
C. Charles Law D. Gay-Lussac’s Law
4. Which graph correctly represents Boyle’s Law?
5. In Boyle’s Law, the ________ between volume and pressure is constant.

A. Sum B. difference C. product D. ratio
J
. EXTEND For the given data ,graph the relationship between pressure and volume in gases.
V. REMARKS
VI. REFLECTION

below 80%
lesson
. to require
remediation
did these worked?
solve?
. materials did I
to share with other teachers?
Activity Sheet
Boyle’s Law
I. Objectives:
1. Observe the relationship between pressure and volume in gases
2. Illustrate graphically the relationship between pressure and volume in gases
II. Materials:
Syringe Ruler
Graphing paper Calculator
III. Procedure:
1. Fill the syringe with the air by pulling the plunger up.
2. Press your finger against the end of the syringe in order to trap the air.
3. Push the plunger in. Try again, but press harder this time.
IV. Analysis:
1. What did you observe when you tried to push the plunger of the syringe while your hand was pressing
against its end?
2. What is the effect on the volume of the air in the syringe if more force is exerted on the plunger?
3. How do you relate the pressure to the volume of the syringe?
4. Is the air in the syringe affected by any other pressure when you do not apply force on the plunger?
Explain.
5. Complete the table, given the following data at constant temperature and number molecules.
Pressure (mm Hg) Volume (mL) P xV

350 1000
700 500
1400 250
1750 200
3500 100
6. Plot the volume against the pressure below, with volume on the y-axis and pressure on the x-axis (Scale
x= 350 y = 200)
7. Describe the graph that you created about volume and pressure
Teaching Date
Quarter Fourth
and Time
DAY: ____4_____
I. OBJECTIVES
Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
.
. Investigate the relationship between volume and pressure at constant
temperature of a gas and volume and temperature at constant pressure of gas.
(S10MT-IVab-21)
Objectives Learning Objectives:
Write the LC code for each  Determine the General equation for Boyle’s Law
 Apply the equation V1P1 = V2P2 to solve problems involving Boyle’s Law.
 Manifest intellectual honesty and accuracy in solving the problems.
Boyle’s Law – Problem Solving

II. CONTENT
A
References
.
1. Teacher's Guide Pages P 267
2. Learner's Materials Pages pp. 366-368
Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
3. Delgado, Rowena.et.al. Surfing the World through Science III Laboratory Manual.
Pages
pp. 68-69
Soriano, Emil F. et.al. Chemistry for the New Millennium.
4. Additional Materials from

Learning
Word problems, calculator, and set of cards for variables for Boyle’s Law, show
B
Other Learning Resource me board (illustration board)
.
IV. PROCEDURES
A 1. How did Robert Boyle describe the volume – pressure relationship?

. 2. From your daily experiences, cite at least two applications of Boyle’s
ELICIT
Law.
What do you think would happen to the volume of a gas as the pressure
B
ENGAGE becomes doubled? Tripled?
.
C
. ENGAGE (Game) Teacher will group the class into 5 and give a set of cards containing
different variables for Boyle’s Law
(One set of cards)
1. In your show me board, arrange those cards to create the general

equation for Boyle’s Law.
2. Given the V1, P1 and P2, what do you think will be the derived formula if
V2 is unknown?
3. How about if P2 is unknown given the V1, V2 and P1?
Note: P1 and P2 must be of same unit
V1 and V2 must be of same unit
Apply conversion of units for properties with unlike units
Sample Problem:
1. Oxygen Gas inside a 1.5 mL gas tank has a pressure of 0.95 atm.
Provided that the temperature remains constant, how much pressure is
needed to reduce its volume by ½?
2. A mass of gas occupies a volume of 700 mL at 1.30 atm. If the
temperature is held constant, what is the volume of the same mass of
gas at 140 cm of Hg?
D Activity: Boyle’s Law – Problem Solving

. Group Activity (1 problem per group)
Solve the following problems. Write the given, unknown, derived formula, solution
and final answer.
1. A scuba diver needs a diving tank in order to provide breathing gas while
he is underwater. How much pressure is needed for 6.00 L of gas at 1.01
atm to be compressed in a 3.00 L cylinder?
2. A sample of fluorine gas occupies a volume of 500 mL at 760 torr. Given
that the temperature remains the same, calculate the pressure required
to reduce its volume by 1/3.
EXPLORE
3. Nitrogen gas has a volume of 10 Liters at 300C. What will be its volume
in mL if the pressure is changed from 1.5 to 4.5 at, keeping the
temperature constant?
4. How much pressure is needed to change the volume of a dry gas from
65 liters to 35 liters keeping the temperature constant? The original
pressure is 760 mm Hg?
5. A 2500 mL sample of a gas is collected at a pressure of 950 mm.
Calculate the pressure needed to reduce the volume of the gas to 2.0
liters. The temperature remains unchanged.
E
. EXPLORE Group Presentation
F 1. What is the general formula for Boyle’s Law?

. 2. Based on the problem presented, explain what happens to the volume
EXPLAIN
and pressure at constant temperature?
G The volume of a sample of gas is 500 mL at a pressure of 1.60 atm. Assume that
. the temperature is held constant.
ELABORATE
a. What is the volume of the sample at a pressure of 2.00 atm?
b. What is the pressure of the sample when the volume is doubled?
H  State the relationship between volume and pressure at constant

. temperature.
ELABORATE  Based on the general equation for Boyle’s Law, what will be the derived
formula if P2 is unknown? How about if V2 is unknown?
Present a complete solution on the given problem below.

I Problem: A scuba diver needs a diving tank in order to provide breathing gas
EVALUATE
. while he is underwater. How much pressure is needed for 12.0 Liters of gas at
2.02 atm to be compressed in a 6.0 Liters cylinder?
TASK; 1-3 given on the problem
4- Unknown in the problem (quantities to be solved)
5- Formula to be used to solve the problem
6-10. Solution for the problem
Answer: Given: V1 = 12.0 L

V2 = 6.0 L
P1 = 2.02 atm
Unknown: P2 = ?
P2 = V1P1 / V2
= (12.0L) (2.02atm)/ (6.0L)
P2 = 4.04 atm
(The volume is reduced so the pressure is increased)
J Solve the following problems. Write the given, unknown, derived formula, solution
. and final answer.
1. A certain amount of gas has a volume of 1000 mL at 780 mm of Hg.
What will be its volume if the pressure is 790 mm Hg at constant
EXTEND temperature?
2. A sample of chlorine gas occupies a volume of 920 mL at 715 mm Hg.
Calculate the pressure of the gas ( in atm) if the volume is reduced at
constant temperature to 745 mL.
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80% in

. the evaluation
. additional activities for remediation
who scored below 80%
C Did the remedial lessons work?
. No. of learners
lesson
D No. of learners who continue to
. require
remediation
E Which of my teaching strategies
. worked well? Why did these
worked?
F What difficulties did I encounter
. which my principal or supervisor
can help me solve?
. materials did I
Use or discover which I wish to
share with other teachers?
School TAYSAN NATIONAL HIGH SCHOOL Grade Level Grade 10
GRADES 1 to 12
Teaching
Time
DAY: ______5___
I. OBJECTIVES
A
.
B
.

Objectives  Observe the relationship between volume and temperature at constant
Write the LC code for each pressure.
 Illustrate graphically the relationship between volume and temperature at
constant pressure
 Recognize the application of Charles’ Law in our daily life
Charles’ Law
II. CONTENT
A
References
.
1. Teacher's Guide Pages pp. 268-269
Learner's Materials
2. pp. 369-374
Pages
. APEX Chemistry Unit 2
Textbook
3. Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
Pages
Soriano, Emil, et. al.Chemistry for the New Millennium. pp. 248 - 250
4. Additional Materials
http://chemistrynotmystery.blogspot.com/2014/10/applications-of-charles-law.html
from Learning
B
Other Learning Resource Rubber balloon, tap water, hot water, ice, thermometer, alcohol lamp, tape measure
.
IV. PROCEDURES
A 1. State Boyle’s Law.

. 2. What mathematical formula is used when the final pressure is unknown?
ELICIT
3. What mathematical formula is used when the final volume is unknown?
The teacher will show dented ping pong balls

B
ENGAGE Students’ Activity: Race in removing dent in ping pong ball.
.
What is the technique used in removing dent in ping pong ball?
C Temperature has a significant effect on the properties of gases. In warm conditions,

. ENGAGE the average kinetic energy of molecules is higher. Liquids evaporate faster, and gases
escape from being dissolved faster, too.
Think of a carbonated soft drink. When it is warm, the gas dissolved in the
carbonated drink escapes faster. This is apparent when the tiny bubbles in the drink
pop or burst. In cold conditions, gases remain dissolved for a longer time.
Discover what will happen to the volume as temperature decreases.
D
. EXPLORE Activity: Charles’ Law (please refer to LM pp.369-371)
E
F
. EXPLAIN 1. What happens to the size of the balloon as the temperature decreases?
2. How does the change in the temperature relate to the volume of gas in the balloon
G Complete the table with the necessary information and plot the data in a graph by
. placing the volume in the y axis and temperature at Kelvin scale in the x axis.
Data on Volume -Temperature Relationship

Volume
Reading Temperature Temperature
ELABORATE Trial (mL) (0C) (K) V/T
1 25 2
2 30 57
3 35 102
H Explain the relationship the relationship between volume and temperature at constant
. pressure.
ELABORATE Game: The Teacher will provide different pictures in a box applying different Gas Laws
then students select and show the pictures that apply Charles’ Law and explain the
picture.
below:
1. Which of the following example best illustrate Charles’ Law?
A. Use of bicycle pump or inflate the tire.
B. Hot air balloon
C. Pressure in an oxygen tank
D. Use of oven to reheat food.
2. Which is true about Charles’ Law?
A. Volume of gas is unchanged when temperature is constant.
B. Volume of gas changes as temperature changes when pressure is
constant.
C. Volume of gas change as pressure is change at constant temperature.
D. Volume of gas remains the same as long as temperature and pressure is
constant
I 3. In Charles’ Law, the ____________ between volume and temperature is
EVALUATE constant.
.
A. Sum B. difference C. product D. ratio
4. In Charles’ Law, what relationship exists between volume and temperature at
constant pressure?
A.Directly proportional
B. inversely proportional
C. undetermined
D. no relationship exist
5. Which graph correctly describes Charles’ Law?
J
. EXTEND Cite situations applying the relationships between temperature and pressure.
V. REMARKS
VI. REFLECTION

below 80%
lesson
. to require
remediation
did these worked?
solve?
. materials did I
to share with other
teachers?
Teaching Date
Quarter Fourth
and Time
DAY: _____6____
I. OBJECTIVES
A
.
B
.
. Investigate the relationship between volume and temperature at constant
pressure of gas. (S10MT-IVab-21)
Write the LC code for each  Determine the general equation for Charles’ Law
 Solve problems involving Charles’ Law
Charles’ Law (Problem Solving)

II. CONTENT
A
References
.
Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
Textbook
3. Soriano, Emil, et. al.Chemistry for the New Millennium.
Pages
pp. 248 - 249

Learning
Word Problems, Calculator
B
.
IV. PROCEDURES
A 1. How did Jacques Charles describe the volume – temperature

. relationship?
ELICIT 2. From your daily experiences, cite at least two applications of Charles’
Law.
Before going to some sample problems, let's be very clear:

Every temperature used in the calculation of temperature must be in Kelvin
B unit not in degree Celsius.
ENGAGE
. Don’t dare to use Celsius in a numerical calculation. Use Kelvin every time.
Formula for conversion: K = 0C + 273.15
C 1. What do you think would happen to the temperature when the volume
. is increased?
ENGAGE 2. Given the V1, T1 and T2, what do you think will be the derived formula
if V2 is unknown?
3. How about if T2 is unknown given the V1, V2 and T1?
Note: T1 and T2 must be of the same unit
V1 and V2 must be of the same unit
Ample Problems:
1. A cylinder with a movable piston contains 250 cm з air at 10 0C. If the
pressure is kept constant, at what temperature would you expect the
volume to be 150 cm 3?
2. At 1.0 atm, the volume of a gas is 8.67 L when the temperature is
480C. At the same pressure, what happens to the volume (in mL) if
the temperature is raised to 650C?
D Activity: Charles’ Law – Problem Solving

Solve the following problems. Write the given, unknown, derived formula,
solution and final answer.
1. A tank (not rigid) contains 2.3 L of helium gas at 25 0C. What will be
the volume of the tank after heating it and its content to 40 0 C
temperature at constant pressure?
2. At 20 0C, the volume of Chlorine gas is 15 dm 3. Compute the
resulting volume if the temperature is adjusted to 318 K provided that
EXPLORE the pressure remains the same?
3. A 600 ml sample of nitrogen is heated from 270Cto 770C at constant
pressure .What is the final volume?
4. A gas is collected and found to fill 2.85 L at 25.0 °C. What will be its
volume at standard temperature?
5. At what Celsius temperature must a gaseous sample be heated to
increase its volume from 5.75 L to 7,500 mL? The initial temperature
is 250C. Pressure is constant.
E
F 1. What is the general formula for Charles Law?

. 2. Based on the problem presented, explain what happens to the
EXPLAIN
volume and temperature as pressure remains constant.
G Solve the following.

. 1. 4.40 L of a gas is collected at 50.0 °C. What will be its volume upon
cooling to 25.0 °C?
ELABORATE 2. 5.00 L of a gas is collected at 100 K and then allowed to expand to
20.0 L. What must the new temperature be in order to maintain the
same pressure?
H
. ELABORATE Explain the formula for getting Charles’ Law.
Direction: Solve the given problem below.

An oxygen cylinder contains 350cm 3 oxygen gas at 200C. If the pressure
I is constant at what temperature would you expect the volume to be?
EVALUATE
. 1. 300cm3
2. 250cm3
3. 200cm3
J
. EXTEND  Solve problems involving Charles’ Law
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80% in the

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%
C Did the remedial lessons work? No. of
. learners
who have caught up with the lesson
. require
remediation
E
. Which of my teaching strategies
worked well? Why did these worked?
F What difficulties did I encounter which

. my principal or supervisor can help
me solve?
G What innovation or localized materials
. did I
Use or discover which I wish to share
with other teachers?

Teaching Date
Quarter Fourth
and Time
DAY: _____6A____
I. OBJECTIVES
A
.
B
.
. Investigate the relationship between volume and temperature at constant
pressure of gas. (S10MT-IVab-21)
Learning Competencies / Objectives
Write the LC code for each Learning Objectives:
 Solve problems involving Charles’ Law
Charles’ Law (Problem Solving)

II. CONTENT
A
References
.
2. Learner's Materials Pages pp. 374
Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies,
Textbook Inc.
3.
Pages Soriano, Emil, et. al.Chemistry for the New Millennium.
pp. 248 - 249

Learning
Word Problems, Calculator
B
.
IV. PROCEDURES
A
. ELICIT State Charles Law
Before going to some sample problems, let's be very clear:

Every temperature used in the calculation of temperature must be in Kelvin
B unit not in degree Celsius.
ENGAGE
. Don’t dare to use Celsius in a numerical calculation. Use Kelvin every time.
Formula for conversion: K = 0C + 273.15
C What do you think would happen to the temperature when the

. volume is increased?
Given the V1, T1 and T2, what do you think will be the derived formula
if V2 is unknown?
ENGAGE
How about if T2 is unknown given the V1, V2 and T1?
Note: T1 and T2 must be of the same unit
V1 and V2 must be of the same unit
Apply conversion of units for properties with unlike unitsAmple
D Activity: Charles’ Law – Problem Solving
.
Solve the following problems. Write the given, unknown, derived formula,
solution and final answer
1.A tank (not rigid) contains 5.2 L of helium gas at 25 0C. What will be
the volume of the tank after heating it and its content to 45 0 C
temperature at constant pressure?
2. At 30 0C, the volume of Chlorine gas is 20 dm3. Compute the resulting
volume if the temperature is adjusted to 400 K provided that the pressure
EXPLORE remains the same?
3. A 500 ml sample of nitrogen is heated from 320Cto 830C at constant
pressure .What is the final volume?
4.A gas is collected and found to fill 4.85 L at 35.0 °C. What will be its
volume at standard temperature?
5.At what Celsius temperature must a gaseous sample be heated to
increase its volume from 7.75 L to 8,500 mL? The initial temperature is
350C. Pressure is constant.
E
. EXPLORE Solving Problem on the Board
F 1. What is the general formula for Charles Law?

. 2. What units of measurement did you use?
EXPLAIN
3. Were you able to arrive at the same results ?
G Based on the problem presented, explain what happens to the

. ELABORATE volume and temperature as pressure remains constant.
H
. ELABORATE Explain the formula for getting Charles’ Law.
I
EVALUATE Based from you have learned about Charles Law, write it on your journal.
.
J Research about the inventions of Jacques Charles on volume and
. EXTEND temperature relationship.
V. REMARKS
VI. REFLECTION

. evaluation
below 80%
. learners
D
. No. of learners who continue to require
remediation
E

. my principal or supervisor can help me
solve?
. did I
ALITAGTAG NATIONAL HIGH
Daily Lesson Log Teacher LUCIA P. GUTIERREZ Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: ______1__
I. OBJECTIVES
A
.
B
.
. Investigate the relationship between temperature and pressure at constant
volume of gas. (S10MT-IVab-21)
Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Investigate the relationship between temperature and pressure at
constant volume.
 Illustrate graphically the relationship between temperature and
pressure at constant volume
Gay- Lussac’s Law

II. CONTENT
A
References
.
1. Teacher's Guide Pages P 270 - 271
2. Learner's Materials Pages pp. 375 -378
Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies,
3. Inc.
Pages
Science & Technology III by: Cerna, et al
pp. 98 - 99

http://www.businessinsider.com/cold-weather-patriots-balls-deflate-2015-1
Learning
110 0 C thermometer, Erlenmeyer flask/bottle, cork or rubber stopper,
B
Other Learning Resource denatured alcohol, liquid dropper
.
IV. PROCEDURES
A
. ELICIT Give the relationship between volume and temperature of gases.
Story: The Theory That the Patriots Balls Deflated By Themselves Is Full of
Holes
http://www.businessinsider.com/cold-weather-patriots-balls-deflate-2015-1
B
ENGAGE
.
Is Brady lying? Was a rogue ball boy involved? Did the balls magically
deflate by themselves?
C Suppose the temperature continues to increase but the volume remains the
. same, what will happen to the pressure?
ENGAGE
D
. EXPLORE Activity: Gay-Lussac’s’ Law (please refer to LM pp.375 - 376)
E
F 1. What happens to the drop of denature alcohol after 2 minutes? After

. another 2 minutes?
2. Compare the pressure exerted by the denatured alcohol molecules
EXPLAIN before and after shaking?
3. How is the temperature of gas molecules affected by the pressure or
vice versa?
G Complete the table with the necessary information and plot the data
. in a graph by placing the temperature in the y axis and pressure at the x axis.
Data on Temperature -Pressure Relationship of Gases
Temperature
Trial Pressure (atm) (0C) P/T
1 1 100
2 2 200
3 3 300
ELABORATE
4 4 400
H  State Gay-Lussac’s Law.

.
ELABORATE  Cite some situations where Pressure-Temperature relationship is
applied.
I
EVALUATE Direction: Choose the letter of the best answer.
.
1. Records show that the incident of tire explosion is high during
summer season. Which of the following gives the best explanation
for this observation?
A. There are more travelers during summer vacation.
B. High temperature during summer season causes air inside
the tire to expand.
C. Vehicles tire are not well maintained.
D. There is too much air inside the tire.
2. Which is most likely to happen when a closed vessel filled with gas is
shaken for two minutes?
A. The temperature inside the vessel increases.
B. The pressure inside the vessel increases.
C. The temperature and pressure inside the vessel decreases.
D. Both the temperature and pressure inside the vessel
increases.
3. Determine what will happen to the temperature of a confined gas as
the pressure decreases.
A. The gas temperature stays the same.
B. The gas temperature decreases
C. The gas temperature increases
D. There is NO enough data
4. Which correctly describes the relationship of pressure and
temperature of a gas at constant volume?
A. Directly proportional C. undetermined
B. Inversely proportional D. no relationship
J
. EXTEND Explain the principle behind the use of sky lantern.
V. REMARKS
VI. REFLECTION

. evaluation
below 80%
. learners
D
remediation
E

solve?
. did I
Teaching
Time
DAY: _____2____
I. OBJECTIVES
A
.
B
.
. Investigate the relationship between temperature and pressure at constant
volume of gas. (S10MT-IVab-21)
Objectives  Investigate the relationship between temperature and pressure at constant
Write the LC code for each volume.
 Solve problems involving the relationship between temperature and pressure
at constant volume
Gay-Lussac’s Law (Problem Solving)

II. CONTENT
A
References
.
1
Teacher's Guide Pages pp. 271 - 272
.
pp. 378 -379
. Pages
3 Textbook Chapter 3: Gases: The Fastest-Moving Particles
. Pages Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. https://www.youtube.com/watch?v=o3N4tVx8lxo
from Learning
B
Other Learning Resource Word Problems, Calculator, pen, paper
.
IV. PROCEDURES
A 3. How did Gay-Lussac describe the pressure – temperature relationship?

. 4. From your daily experiences, cite at least two applications of Gay-Lussac’s
ELICIT
Law.
B Gay-Lussac’s Law song

ENGAGE
. https://www.youtube.com/watch?v=o3N4tVx8lxo
C  What do you think would happen to the temperature when the pressure is
. increased?
 Given the P1, T1 and T2, what do you think will be the derived formula if P2 is
unknown?
 How about if T2 is unknown given the P1, P2 and T1?
ENGAGE Note: T1 and T2 must be of the same unit
P1 and P2 must be of the same unit
Sample Problem:
Determine the pressure change when a constant volume of gas at 1.00 atm is heated
from 20.0 °C to 30.0 °C
D Activity: Gay-Lussac’s Law – Problem Solving

Solve the following problems. Write the given, unknown, derived formula, solution and
final answer.
1. A gas has a pressure of 0.370 atm at 50.0 °C. What is the pressure at
standard temperature?
2. A gas has a pressure of 699.0 mm Hg at 40.0 °C. What is the temperature at
EXPLORE standard pressure?
3. If a gas is cooled from 323.0 K to 273.15 K and the volume is kept constant
what final pressure would result if the original pressure was 750.0 mm Hg?
4. 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?
E
F 1. What are the equations used in the analysis of each problem?

. EXPLAIN 2. What are the units of the unknown quantities in each problem?
.
. 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
ELABORATE after its temperature is increased?
2. A sample of gas at 3.00 x 103 mm Hg 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?
H How did you solve problems involving the relationship between the temperature and
. ELABORATE pressure at constant volume (Gay-Lussac’s Law)?

A certain decorative bulb containing argon has a pressure of 1.50atm at 200C. At
I constant volume what will be the resulting pressure that may cause the breakage of
EVALUATE
. the bulb if it is heated at the following temperature.
A. 900C B. 1000C C. 1500C
J Solve problems involving the relationship between temperature and pressure

. EXTEND at constant volume .
V. REMARKS
VI. REFLECTION

below 80%
lesson
. to require
remediation
did these worked?
solve?
What innovation or localized
G materials did I
. Use or discover which I wish
to share with other teachers?
Daily Lesson Log Teacher LUCIA P.GUTIERREZ Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: ______3__
I. OBJECTIVES
A
.
B
.
. Investigate the relationship among temperature, pressure and volume of
gases at constant number of moles (S10MT-IVab-21)
Write the LC code for each  Determine the relationship among temperature, pressure and volume
of gasses at constant number of moles
 Recognize the applications of combined gas law in our daily life
II. CONTENT Combined Gas Laws
A
References
.
1. Teacher's Guide Pages pp. 273
2. Learner's Materials Pages pp. 380 - 382
Textbook Chapter 3: Gases: The Fastest-Moving Particles
Pages

Learning https://www.youtube.com/watch?v=9p0nx98RNaQ
Liquid dropper, cylindrical container with cover, denatured alcohol,
B match/candle, ruler
.
IV. PROCEDURES
A State the following Gas laws:

. 1. Boyle’s Law
ELICIT
2. Charles’ Law
3. Gay-Lussac’s Law
B
ENGAGE
.
What can you infer about the picture?
C Boyle’s and Charles’ laws on gases are used when T and P are constant.
. What happens when neither of these conditions remains constant? Let’s find
ENGAGE
out in the next activity.
D
. EXPLORE Activity: Combined Gas Law
E
F 1. What happens to the cylindrical container when a source of heat is

. placed near the hole?
2. Why do you need to shake the container after putting 5 drops of
EXPLAIN denatured alcohol?
3. How is the volume of the gasses related to its temperature and
pressure?
G Watch the video about the News on Aerosol that Become a Missiles’ during
. Fire
https://www.youtube.com/watch?v=9p0nx98RNaQ
ELABORATE
 What are the precautions given by the news reporter to avoid the
mentioned accident?
H
. Explain the combined Gas Law
ELABORATE
Represent Combined Gas Law in equation.
Direction: Using relationships on combined gas law, complete the graph for
each given relationships
I
EVALUATE
.
J
. EXTEND Recognize the applications of combined gas law in our daily life
V. REMARKS
VI. REFLECTION
. evaluation
below 80%
. learners
. require
remediation
E

solve?
. did I
Teaching
Time
DAY: ______4___
I. OBJECTIVES
A
.
B
.
. Investigate the relationship among temperature, pressure and volume of gases
at constant number of moles (S10MT-IVab-21)
Write the LC code for each  Determine the relationship among temperature, pressure and volume of
gases at constant number of moles
 Solve problems involving Combined Gas law
Combined Gas Law (Problem Solving)

II. CONTENT
A
References
.
1. Teacher's Guide Pages pp. 272- 274
Textbook
Pages
Chemistry for the New Millennium pp. 253 – 255

Learning
B
Other Learning Resource Calculator, pen, paper
.
IV. PROCEDURES
A
.
ELICIT
Cite at least two applications of Combined Gas Law.
B
.
ENGAGE (Game) Teacher will group the class into 5 and give a set of cards
containing different variables for Boyle’s Law and Charles’ Law
(One set of cards)
a. In your show me board, arrange those cards to create the general

equation for Combined Gas Law.
b. Given the other components, what do you think will be the derived formula
if V2 is unknown?
c. How about if P2 is? T2?
C When Boyle’s law and Charles’ Law are considered together, the resulting
. principle is called Combined Gas Law.
1. How will you state the Combined Gas Law.
2. Give the mathematical equation for the Combined Gas Law.
Sample Problems:
ENGAGE
3. A gas has a volume of 800.0 mL at minus 23.00 °C and 300.0 torr. What
would the volume of the gas be at 227.0 °C and 600.0 torr of pressure?
At constant volume, find the final pressure in atm when the temperature at 6.5
cm of Hg is changed from 880 C to 270 C?
D Activity: Combined Gas Law – Problem Solving

Solve the following problems. Write the given, unknown, derived formula, solution
and final answer.
1. 500.0 liters of a gas are prepared at 700.0 mm Hg and 200.0 °C. The gas
is placed into a tank under high pressure. When the tank cools to 20.0 °C,
the pressure of the gas is 30.0 atm. What is the volume of the gas?
2. What is the final volume of a 400.0 mL gas sample that is subjected to a
temperature change from 22.0 °C to 30.0 °C and a pressure change from
EXPLORE
760.0 mm Hg to 360.0 mm Hg?
3. What is the volume of gas at 2.00 atm and 200.0 K if its original volume
was 300.0 L at 0.250 atm and 400.0 K.?
4. At conditions of 785.0 torr of pressure and 15.0 °C temperature, a gas
occupies a volume of 45.5 mL. What will be the volume of the same gas at
745.0 torr and 30.0 °C?
5. A gas sample occupies a volume of 20 mL at 400C and at a pressure of
1.60 atm. What volume in L will it occupy at STP?
E

. 2. What are the units of the unknown quantities in each problem?
3. What is the general formula for the Combined Gas Law?
EXPLAIN
4. Based on the problem presented, Explain the relationship among
temperature, pressure and volume of gasses at constant number of moles

. 1. A gas occupies a volume of 34.2 mL at a temperature of 15.0 °C and a
pressure of 800.0 torr. What will be the volume of this gas at standard
conditions?
ELABORATE
2. The volume of a gas originally at standard temperature and pressure was
recorded as 488.8 mL. What volume would the same gas occupy when
subjected to a pressure of 100.0 atm and temperature of - 245.0 °C?
H Solve the following.

. 3. A gas occupies a volume of 34.2 mL at a temperature of 15.0 °C and a
ELABORATE
pressure of 800.0 torr. What will be the volume of this gas at standard
conditions?
4. The volume of a gas originally at standard temperature and pressure was
recorded as 488.8 mL. What volume would the same gas occupy when
subjected to a pressure of 100.0 atm and temperature of - 245.0 °C?

Helium gas inside the balloon is 500ml at 300C at 5.0 atm, then volume is
increased to 600ml. What is the final pressure that will cause the balloon to
I
EVALUATE explode if temperature becomes.
.
1. 350C 2. 400C 3. 500C
J
. EXTEND Solve problems involving Combined Gas law
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80%

. in the evaluation
remediation who scored below
80%
. No. of learners
lesson
. require
remediation
worked?
can help me solve?
G materials did I
. Use or discover which I wish to
Teaching
Time
DAY: ______5__
I. OBJECTIVES
A
.
B
.
. Explain the relationship using the kinetic molecular theory (S10MT-IVab-21)

Objectives  Determine the relationship between the volume of a gas to the number of
Write the LC code for each moles at a given temperature and pressure
 Illustrate graphically the relationship between volume and number of moles
 Solve problems involving Avogadro’s Law
Avogadro’s Law
II. CONTENT
A
References
.
1
Teacher's Guide Pages pp. 274 275
.
2
Learner's Materials Pages pp. 384 -387
.
. Pages Conceptual Science and Beyond III Chemistry
Dr. Jose M. Andaya p. 61
4 Additional Materials from

. Learning
Resource (LR) portal https://www.youtube.com/watch?v=CKs4WKv6foI –
B
Other Learning Resource Calculator, pen, paper
.
IV. PROCEDURES
A
.
ELICIT
Cite at least two applications of Combined Gas Law.
Listen to the video song about Amadeo Avogadro and his contribution to the field of
chemistry.
B
ENGAGE https://www.youtube.com/watch?v=CKs4WKv6foI
.
C
. .
1. What are the contributions in the field ofchemistry given to us by Amadeo
ENGAGE Avogadro?
2. State the principle he contributed in the field of Chemistry.
D Activity:
.
A. Complete the table below.
Table 12: Data on Avogadro’s Hypothesis
Volume (L) No. of Moles V/n (L/mol)
(mol)
2.50 0.5
EXPLORE 5.00 1.0
7.50 1.5
10.00 2.0
12.50 2.5
Predict how the Volume-Mole graph would look like. Verify your prediction, plot a
graph.
E B. Let’s apply Avogadro’s Hypothesis in solving this problem.

. 1. What will be the final volume of a 5.00 L He gas which contains 0.965 mole of at
30°C and 1.00 atmosphere, if the amount of this gas is increased to1.80 moles
provided that temperature and pressure remains unchanged?
EXPLORE 2. Consider the following chemical equation:
2 NO2 (g) N2O4 (g)
If 50.0 mL of NO2 gas is completely converted to N2O4 gas, under the same
conditions, what volume will the N2O4 occupy?
F 1. Did you obtain a constant value of V/n?

. 2. Describe the graph that you made.
EXPLAIN
3. What happens to the volume of a gas if the number of moles is doubled?
G
. ELABORATE Cite real life scenarios where Avogadro’s Law is observed.
H State Avogadro’s Law.

. ELABORATE What is the general equation representing Avogadro’s Law?
Direction: Complete the open ended question about Avogadro’s Law.

1. An air inside the balloon is increased, it resulted to
____________________________.
I 2. An air inside the flat tire is decreased, it resulted to
EVALUATE
. _____________________________.
3. On bread making, dough has smaller size than the actual bread because
_____________________________.
J Interpret a graphshowing the relationship between volume and number of

. EXTEND moles.
V. REMARKS
VI. REFLECTION

remediation who scored below
80%
. No. of learners
lesson
. require
Remediation
did these worked?
. which my principal or
supervisor can help me solve?
G materials did I
ALITAGTAG NATIONAL
GRADES 1 to 12 HIGH SCHOOL
Teaching Date
Quarter Fourth
and Time
DAY: ____6_____
I. OBJECTIVES
Understand how gases behave based on the motion and relative

A
Content Standards distances between gas particles.
.
B
.
. Explain the relationship using the kinetic molecular theory (S10MT-
IVab-21)
Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Show the relationship among volume, temperature, pressure and
number of moles
 Recognize the applications of Ideal Gas law in our daily life
Ideal Gas Law

II. CONTENT
A
References
.
3.
Pages Inc.

https://sites.google.com/site/kingsacademy04/the-ideal-gas-
Learning
law/applications
Two empty, plastic, 1.5 liter bottles with cover, hot water, ice cubes,
B
Other Learning Resource hammer, plastic bag
.
IV. PROCEDURES
A
. 1. State Avogadro’s Law
ELICIT
2. Cite at least two real life applications of Avogadro’s Law.
B CHALLENGE:
ENGAGE
. Blow the balloon on its maximum volume in 1 minute.
C
. The ideal gas law applies to gases which follow the KMT. Under most
ENGAGE condition, real gases show ideal gas behaviour.
Let’s do the next activity.
D Activity:
. Squashing the bottle (Refer to LM pp. 388-389)
EXPLORE
E
. EXPLORE Group presentation
F 1. What happened when you covered the bottle (Activity A,

. Procedure2)
2. What caused this to happen?
EXPLAIN
3. What happened to the bottle? (Activity B.)
4. Explain the phenomenon.
G When the gas constant is 8.3144621 J/mol.K and the ideal gas law
. equation is PV = nRT, what is a real life example that follows the Ideal Gas
ELABORATE
Law?
H
. ELABORATE Explain the Ideal Gas Law
Arrange the given situation below from no.1 to 5 to explain the use of ideal
gas law on squashing the bottle.
______1. Volume of gas is suddenly reduced. 5
______2. Hot water leaves hot gases inside the bottle. 1
I ______3. Once the bottle is closed, it trapped hot gases inside. 2
EVALUATE
. ______4. Inversely proportional relationship between volume and
pressure is created. 4
______5. Hot gases now create high temperature and high kinetic energy
causing high pressure. 3
J
. EXTEND Relate the Ideal Gas law in our daily life.
V. REMARKS
VI. REFLECTION

. evaluation
below 80%
. learners
D
Remediation
E
. Which of my teaching strategies worked
well? Why did these worked?
F What difficulties did I encounter which my

. principal or supervisor can help me
solve?
What innovation or localized materials
G did I
. Use or discover which I wish to share

Teaching Date
Quarter Fourth
and Time
DAY: _______7_________
I. OBJECTIVES
A
.
B
.
. Explain the relationship using the kinetic molecular theory (S10MT-IVab-21)

Objectives  Show the relationship among volume, temperature, pressure and number
Write the LC code for each of moles
 Apply the ideal gas law equation on problem solving
Ideal Gas Law (Problem Solving)

II. CONTENT
A
References
.
Textbook
Pages

Learning https://sites.google.com/site/kingsacademy04/the-ideal-gas-law/applications
Two empty plastic, 1.5 liter bottles with cover, hot water, ice cubes, hammer,
B
Other Learning Resource plastic bag
.
IV. PROCEDURES
A
. ELICIT How do balloons fly?
(Game) Teacher will group the class into 5 and give a set of cards about the
relationship of variables of Boyle’s Law and Charles’ Law and Avogadro’s Law
(One set of cards)
1
Boyle’s Law P ∞ Avogadro’s Law V ∞ T
𝑉
B Charles’ Law V ∞ T
ENGAGE
.
a. In your show me board, arrange those cards to create the equation

combining the relationship of the above mentioned laws.
b. Replacing the proportionality sign with the equal sign and introducing a
Constant R, what equation is formed?
C
. From the given equations, we can say that the volume of a gas is directly
proportional to the number of moles present and to the absolute temperature and
it is inversely proportional to the pressure.
Now, let’s try to solve the following problems.
ENGAGE
1. Calculate the volume of 0.10 mole of hydrogen gas at 300C and 1.2 atm.
2. Calculate the pressure (in atm) of 1.12 moles of Nitrogen gas with the
volume of 6.30 L at 550K
Note:
Convert Celsius to Kelvin
D Activity: Ideal Gas Law (Problem Solving)
. Solve the following problems. Write the given, unknown, derived formula, solution
and final answer
1. Determine the volume of occupied by 2.34 grams of carbon dioxide gas
at STP.
2. A sample of argon gas at STP occupies 56.2 liters. Determine the
number of moles of argon and the mass in the sample.
EXPLORE 3. At what temperature will 0.654 moles of neon gas occupy 12.30 liters at
1.95 atmospheres?
4. Calculate the pressure exerted by a 0.25 mole sulfur hexafluoride in a
steel vessel having a capacity of 1250 mL at 70.0°C.
5. Fermentation of glucose produce gas in the form of carbon dioxide, how
many moles of carbon dioxide is produced if 0.78 L of carbon dioxide at
20.1°C and 1.00 atm was collected during the process?
E

. 2. What are the units of the unknown quantities in each problem?
3. What is the general formula for the Ideal Gas Law?
EXPLAIN 4. Based on the problem presented, explain the relationship among
temperature, pressure and volume of gasses at constant number of
moles
G A sample of liquid acetone is placed in a 25.0 mL flask and vaporized by the

. heating to 75°C at 1.02 atm. The vapor weighs 5.87 g. Calculate the number of
ELABORATE moles of the acetone.
H 1. State Ideal Gas Law.
. 2. What is the general equation for Ideal Gas Law?
ELABORATE 3. What will be the derived formula if Pressure is unknown? Volume?
Number of Moles? Temperature?
Solve the given problem about ideal gas law.

What is the volume of container A, B, C that can hold the following mole of gas at
their respective temperature and pressure?
I
EVALUATE CONTAINER A – 0.70 Mole of gas at 30 degree Celsius at 2.25atm.
.
CONTAINER B- 0.80 Mole of gas at 35 degree Celsius at 3.00 atm
CONTAINER C – 0.97 Mole of gas at 38 degree Celsius at 3.35atm
J Calculate the number of moles for a given temperature, pressure and

. EXTEND volume.
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80% in

. the evaluation
. additional activities for remediation
who scored below 80%
. No. of learners
lesson
. require
remediation
worked?
can help me solve?
G materials did I
ALITAGTAG NATIONAL
GRADES 1 to 12 HIGH SCHOOL
Teaching Date
Quarter Fourth
and Time
DAY: _______7A_________
I. OBJECTIVES
A
.
B
.
. Explain the relationship using the kinetic molecular theory (S10MT-
Learning Competencies / Objectives IVab-21)
Determine the application of Gas Laws in daily occurences.
A Gaseous Outlook
II. CONTENT
A
References
.
3.
Pages Inc.

https://sites.google.com/site/kingsacademy04/the-ideal-gas-
Learning
law/applications
For Activity A: B C
String glass bottle bowl
B
Other Learning Resource Sticky tape medium-sized balloon drinking glass
.
Medium-sized balloon hot and cold water water
Drinking straw
IV. PROCEDURES
A
. ELICIT
State the different Gas Laws ( Boyle’s, Charles, Avogadros)
(Game) Teacher will group the class into 5 and give a set of cards about
the relationship of variables of Boyle’s Law and Charles’ Law and
Avogadro’s Law
(One set of cards)
1
Boyle’s Law P ∞ Avogadro’s Law V ∞ T
𝑉
B
ENGAGE Charles’ Law V ∞ T
.
c. In your show me board, arrange those cards to create the

equation combining the relationship of the above mentioned laws.
d. Replacing the proportionality sign with the equal sign and
introducing a Constant R, what equation is formed?
C
. 1.Have the students form a small group…Each group will be assigned for
ENGAGE
activity A, B, and C.
2. Give precautionary measures in handling materials.
D Activity: A Gaseous Outlook
EXPLORE
. .
See attached activity sheet
E
F 1. Explain why the balloon shoots along the thread at a speed using
. the concept of gas laws.
2. What does this prove regarding the compressibility of gases/
EXPLAIN 3. What happened to the level of water inside the glass?
4. What caused this to happen ?
5. If the rim of the glass was raised above the surface of the water,
what might have happened?
G
. ELABORATE Relate the above mentioned concepts with the Kinetic Molecular theory?
H
. ELABORATE State the Kinetic Molecular Theory
Direction : Identify and underline the possible weakness in the postulates.

Write TRUE if the postulate is accurate and FALSE if it is not.
1.A gas consists of a collection of a small particles traveling in straight line
I motion and obeying Newton’s Laws.
EVALUATE
. 2. The molecules in a gas occupy negligible volume .
3. Collisions between molecules are perfectly elastic.
4.There is no negligible , attractive, or repulsive forces between molecules.
5. The average kinetic energy of a molecules is constant .
J 1. State the ideas of the kinetic molecular theory of gases.
. 2. Calculate the rms speed of CO2 at 40°C.
3. Using the kinetic molecular theory, explain how an increase in the
number of moles of gas at constant volume and temperature
EXTEND affects the pressure.
V. REMARKS
VI. REFLECTION

. evaluation
below 80%
. learners
D
remediation
E
. Which of my teaching strategies worked
well? Why did these worked?

solve?
What innovation or localized materials
G did I
. Use or discover which I wish to share

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School TAYSAN NATIONAL HIGH SCHOOL Grade Level Grade 10

Properties of Gases (Mass and Volume) – Part 1

III. LEARNING RESOURCES

A Gases have different properties.

The amount of material that the body contains. Syringe

Student will inflate a balloon and make it big as possible

D Activity: Getting to Know Gases

A No. of learners who earned

II. CONTENT Properties of Gases (Temperature and Pressure) – Part 2

III. LEARNING RESOURCES

D Activity: Getting to Know Gases

H What properties of matter are shown in the two sets of activities?

2. Which diagram below shows that gaseous molecule exerts pressure as

4. In which of the following places is air denser due to temperature?

A No. of learners who earned

III. LEARNING RESOURCES

Pictures/images of the application of Boyle’s Law

A. What can you infer about the pictures?

D Activity: Boyle’s Law

G Cite different application of Boyle’s law from the video clips

2. Which of the following situation/ example proves Boyles Law?

4. Which graph correctly represents Boyle’s Law?

5. In Boyle’s Law, the ________ between volume and pressure is constant.

A No. of learners who earned

Pressure (mm Hg) Volume (mL) P xV

Boyle’s Law – Problem Solving

III. LEARNING RESOURCES

4. Additional Materials from

A 1. How did Robert Boyle describe the volume – pressure relationship?

1. In your show me board, arrange those cards to create the general

D Activity: Boyle’s Law – Problem Solving

F 1. What is the general formula for Boyle’s Law?

H  State the relationship between volume and pressure at constant

Present a complete solution on the given problem below.

Answer: Given: V1 = 12.0 L

A No. of learners who earned 80% in

Learning Competencies / Learning Objectives:

III. LEARNING RESOURCES

A 1. State Boyle’s Law.

The teacher will show dented ping pong balls

C Temperature has a significant effect on the properties of gases. In warm conditions,

Data on Volume -Temperature Relationship

A No. of learners who earned

Charles’ Law (Problem Solving)

III. LEARNING RESOURCES

4. Additional Materials from

A 1. How did Jacques Charles describe the volume – temperature

Before going to some sample problems, let's be very clear:

D Activity: Charles’ Law – Problem Solving

F 1. What is the general formula for Charles Law?

G Solve the following.

Direction: Solve the given problem below.

A No. of learners who earned 80% in the

F What difficulties did I encounter which

TAYSAN NATIONAL HIGH

 Solve problems involving Charles’ Law

Charles’ Law (Problem Solving)

III. LEARNING RESOURCES

4. Additional Materials from

Before going to some sample problems, let's be very clear:

C What do you think would happen to the temperature when the

F 1. What is the general formula for Charles Law?

G Based on the problem presented, explain what happens to the

A No. of learners who earned 80% in the