FLORANTE M.

TAGUBA
Teacher-III
Cumu Integrated School
Angadanan, Isabela

Grade-Level Grade-10
Subject/Domain Science
Code S10MT-Iva-b-21
Quarter 4th Quarter
Lesson Matter
Content Kinetic Molecular Theory
Content Standards The learners demonstrate an understanding of how gases behave based on
the motion and relative distances between gas particles.
Performance Standards
Learning Competency The learners should be able to explain the relationships between volume,
pressure, and temperature of gas using the kinetic molecular theory.
Specific Learning Outcome Relate the behavior of gases on kinetic molecular theory
Time Allotment 1 hour

LESSON OUTLINE: 7E MODEL

1. ELICIT (2 minutes)
 Ask the learners: What do you think will happen to a balloon when exposed under the heat of
the sun?
Answer: The balloon becomes bigger and eventually will burst.
 Ask the learners: What is the relationship between volume and temperature when pressure
is constant?
Answer: The volume of the gas is directly proportional to temperature when pressure is
constant.

2. ENGAGE (3 minutes)
 Show animation of heated gas molecules (Use PheT simulation on Molecules)
 Ask the learners: What happens to the molecules of the gas when heated?
Answer: The molecules move faster when heated.
3. EXPLORE (15 minutes)
 Learners are group into five and perform activity 1. (see attached activity sheet)
Learners will record their observations and answer questions about the activity.

4. EXPLAIN (15 minutes)

 Learners will present their output
 Explain to the learners that in the propelled balloon activity, the higher the compression, the
higher is the amount of kinetic energy, the faster is the speed of the balloon.
 Explain to the learners that there are gases inside the glass that have volume that adds to the
volume of the water, hence the level of the water increases.

5. ELABORATE (15 minutes)

 Let learners familiarize the concept of kinetic molecular theory by showing pictures of gas
molecules and ask some questions.
 Relate the concepts learned in the activity in kinetic molecular theory.
 Ask the learners: How is your observation in the activity related to the kinetic molecular
theory?
How temperature affects the speed of gas molecules?
What happens to the pressure of the gas when molecules collide
frequently?

6. EVALUATE (8 minutes)
 Direction for item 1-5: Identify and underline the possible weakness or flaws in the postulates.
Write TRUE if the postulate is accurate and FALSE if the postulate is flawed.
1. A gas consists of a collection of small particles traveling in straight line motion and obeying
Newton’s Laws
2. The molecules in gas occupy negligible volume.
3. Collisions between molecules are perfectly elastic (that is, no energy is gained nor lost
during the collision.
4. There are negligible, attractive, or repulsive forces between molecules.
5. The average kinetic energy of a molecule is constant.

 Direction for 6-10. Answer the following questions

6. What is most likely to happen when aerosol can is heated?
7. What happens to the speed of molecules when the temperature decreases?
 8. How temperature affects the collision of molecules?
9. How can you possibly prove that gases have negligible mass?
10. Why tire explosion incident is high during summer season?

Answers
1. A gas consists of a collection of small particles traveling in straight line motion and obeying
Newton’s Laws. FALSE
2. The movement of gas molecules is not affected by temperature. FALSE
3. Collisions between molecules are perfectly elastic (that is, no energy is gained nor lost
during the collision. TRUE
4. There are negligible, attractive, or repulsive forces between molecules. TRUE
5. The average kinetic energy of a molecule is constant. TRUE
6. Aerosol can will eventually explode
7. The speed of molecules move slowly
8. The higher the temperature the more frequent the collision of molecules
9. Put a balloon in a digital balance before and after you fill it with air
10. Because high temperature during summer season causes the air inside the tire to expand

7. EXTEND (2 minutes)
 What will you do to prevent tire explosion during summer season?
Activity 1
A Gaseous Outlook
Adopted from Apex

Objective:
Determine the application of gas laws in daily occurrences.
Materials:
Activity A Activity B
 string bowl
 sticky tape drinking glass
 medium-sized balloon water
 drinking straw
Procedure:
A. Jet-Propelled Balloon
1. Thread a string through the straw and tie its ends tightly between two points at equal
heights in a room (e.g. handles or hooks)
2. Inflate the balloon and keep the neck closed between your fingers.
3. Fix the balloon underneath the drinking straw with the sticky tape and pull the balloon along
to one end of the string.
4. Pull your fingers against the mouth of the balloon then let go.
Q.1. Explain why the balloon shoots along the thread at a speed using the concept of
the gas laws.
A.1. The compressed gases have high kinetic energy that allows the balloon to move.
There are molecules of gases that push the walls of the balloon and there are
gases that push the air near the opening of the balloon. The balloon moves
toward the direction of the gases with the greater force.

Q.2. What does this prove regarding the compressibility of gases?

A.2. The lower the compression, the higher is the amount of kinetic energy, the faster
is the speed.

B. The Rising Water

1. Fill the bowl with water
2. Put the glass into the water upside down
3. Lift the glass up, but without the rim going above the surface of the water. Observe what
happens
Q.1. What happened to the level of the water inside the glass?
A.1. The water did not enter the glass

Q.2. What caused this to happen?

A.2. The spaces between the water molecules at the bottom of the basin are not
enough to accommodate the molecules of gases inside the glass.

Q.3. If the rim of the glass was raised above the surface of the water what might have
happened?
A.3. If the glass is raised without leaving the water, or if glass is totally removed from
the water, the volume of the gas is also reduced causing a decrease in the level
of the water?