DETAILED LESSON PLAN

02/03/2020

SCHOOL GRADE LEVEL 10

TEACHER LEARNING AREA Science
NO. OF
SESSION 1 QUARTER FOURTH

I. OBJECTIVES
The learners demonstrate an understanding of how gases behave based on the motion
A. Content Standards
and relative distances between gas particles.
B. Performance Standards The learners shall be able to perform experiment that shows gas laws.
At the end of the lesson, the students are expected to:
C. Learning A. Determine the relationship among temperature, pressure and volume of gases;
Competencies/
B. Transform the combined gas law into an equation;
Objectives
C. Solve problem involving combined gas law; and
D. Value the importance of combined gas law in real life application.(S10MT-IVa-b-21)
II. CONTENT COMBINED GAS LAW
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 272-273
2. Learner’s Materials
Pages 380-384
3. Textbook pages
4. Additional Materials from
www.slideshare.net phet.colorado.edu
Learning Resource (LR)
Portal
5. Other Learning Materials Laboratory equipment
6.Contexualization/Localization Mathematics, English
IV. PROCEDURES
A. Reviewing previous Teacher’s Activity Student’s Activity
lesson or presenting the Elicit:
new lesson We are done with three gas The gas laws that we
(The activities in this
laws. Can you recall those? already discussed were
section will evoke or
Boyle’s Law, Charles’
draw out prior
Law and Avogadro’s
concepts or prior
Very well said! Law.
experiences from
I have here strips of paper
the students)
with formulas, tell the class if
what law is this and describe
the relationship of the
properties of gases involved.

P1 = P2 Gay-Lussac’s Law.
T1 T2 Temperature is directly
proportional to
Pressure, it means that,
when the temperature
increases, the pressure
 also will increase and if
Correct! the temperature
decreases, the pressure
V1 =V2 also will decrease.
T1 T2
Very Good!
Charle’s Law where
V1P1 = V2P2 Temperature is directly
proportional to volume
which means that when
temperature increases,
volume also will
increase and when
temperature decreases,
there is also a decrease
Exactly! in volume.

Boyle’s Law where

pressure is inversely
proportional to volume
which means that when
pressure increases,
volume decreases and
when pressure
decreases, volume
increases.

C. Establishing a purpose Engage: I have here candle, match,

for the lesson (The activities in this plate and water. I know you
D. Presenting section will are very familiar with this
examples/instances of stimulate their trick but I will show you
the new lesson again.
thinking and help
them access and (the teacher do the trick)
connect prior
knowledge as a What did you observe? We observed that the water
jump start to the rises.
present lesson) That’s right!

Do you think that properties

of gases are involved in the
rising of water? Yes Ma’am!

What made it rise?

It rises because of high Pressure
outside the glass and low
temperature and pressure
inside.
Very Good!

Are the three gas laws that

we already discussed shown
in this simple trick? Yes Ma’am!
 Correct! Because today we
will be dealing with Boyle’s,
Charles’ and Gay-Lussac’s
Explore: For further understanding of
(In this section, this Law, you will be
students will be performing a very simple
given time to think, experiment that will guide
E. Discussing new you to transform this law to
concepts and practicing plan, investigate,
and organize an equation.
new skills #1
collected Are you ready? Yes Ma’am!
information; or the
performance of the You will be grouped into 2
planned/prepared groups.
F. Discussing new activities from the
concepts and practicing students’ manual Each group will receive
new skills #2 with data gathering materials and activity sheet.
with Guide (see attached activity)
Questions) You will be answering the
guide questions given in the
activity sheet. Be careful in
dealing with the materials
and be reminded “Safety
First”. You only have 10 The students do the activity.
minutes to do the activity.

Group one will report their

observations in the activity
while group two will give the
relationship of volume,
temperature and pressure of
gas and transform this concept
into an equation.
(after 10 minutes)
I assume you are all ready.
Let’s begin with group one.
When we started the activity,
the air pressure inside the bottle
was the same as the air pressure
outside the bottle.after we
placed the burning paper in the
bottle, the air inside the bottle
began to heat up and expand its
volume. A few seconds after we
placed the egg on top of the
bottle, the fire went out and he
paper stopped burning. This
caused the air inside the bottle
to cool down and contract or
decrease its volume then the air
pressure inside the bottle is less
than the pressure outside the
bottle. The higher pressure
outside the bottle pushed the
 egg down into the bottle.

Nice observation group one!

Very Good! Based from our observation and
the observation made by group
From the observation given by one, the pressure and volume of
the first group, group two will a gas are inversely proportional
report the relationship of the to each other, but both are
properties of gases and directly proportional to the
equation. temperature of that gas.
Since there is a change in its
properties, the equation will be
P1V1 = P2V2
G. Developing mastery Explain:
(leads to Formative Since you already knew the
(In this section, equation of Combined Gas
Assessment 3) students will be Law, let’s solve a sample
involved in an problem.
analysis of their
exploration. Their Kindly read the problem
________. Sample Problem:
understanding is
clarified and Helium gas has a volume of
modified because of 250 ml at 0℃ at 1 atm. What will
reflective be the final pressure if the
activities)/Analysis volume is reduced to 100 ml at
Thank you for reading. I hope 45 ℃?
of the gathered you understand the given
data and results and problem.
be able to answer
the Guide Questions Can you identify what is
leading to the focus unknown or asked in the The unknown is the final
problem? pressure.
concept or topic for
 the day. Correct!

Who can write the given on

the board? (The student write the given
on the board.)

Now, who can solve for the (The student do the task.)
final pressure?

Based from the answer, how

will you describe the change in
pressure? Since the volume is reduced
but the temperature increased,
obviously, the final pressure
increased too.

Correct!

Let’s proceed to another

problem solving.

This time you will be divided

again into two groups but with
different groupmates.

Are you are familiar with the

game Tic-Tac-Toe? Yes Ma’am!

I will be posting a tic-tac-toe

chart with number in each
square. The numbers has a
corresponding problems that
will be revealed after you
chose your square. If ever your
answer is correct, your group
will own the square, but if you
failed to give the right answer,
your opponent can solve the
problem and steal the square.
Your goal is to answer three
problems in diagonal and
straight manner same as you
are playing a tic-tac-toe. The
first group to aim the goal will
be declared winner and will
receive 30 points and the
group who failed will receive
15 points. Did you Yes Ma’am!
understand?

Do you have any questions? No Ma’am!

Then we’ll proceed to this (the students do the game)

exciting activity.

Congratulations to the
winners!

H. Finding practical Elaborate: Who can again state the

applications of concepts
 and skills in daily living (This section will relationship of volume,
give students the temperature and pressure in
opportunity to combined gas law? The pressure and volume of a
expand and gas are inversely proportional to
solidify/concretize each other, but both are directly
their understanding proportional to the temperature
of the concept of that gas.
and/or apply it to a Very Good!
real-world situation)
I. Making generalizations
and abstractions about Who can cite real life situation
the lesson that applies combined gas
law? (The students raises their hands.)

So what is the importance of

our awareness of this law? (answers of the students may
vary)

I hope you learn a lot and you

will apply this in your daily
experiences.
Now, let us see if how much
Evaluation: did you learn from our topic. A.
(This section will Answer the following in 1/4 Answers:
J. Evaluating learning sheet of paper. 1. C
provide
opportunities for Write only the letter of the 2. B
concept check test correct answer. 3. B
items and answer 1. Which of the following 4. A
key which are statements correctly defines 5. A
aligned to the the combined gas law?
learning objectives A. It gives the relationship
– content and between volume and pressure
performance of a gas.
standards and B. It gives the relationship
address between volume and
misconceptions- if temperature of a gas.
any) C. It gives the relationship of
the volume, temperature and
pressure of a gas.
2. Which of the following do
you expect to occur to the
temperature when a gas that
occupies a container suddenly
experience an increase in
pressure and volume?
A. The temperature decreases.
B. The temperature increases.
C. The temperature remains
the same.
3. According to the combined
gas law, which of the following
statement is incorrect?
A. Pressure is directly
proportional to temperature.
 B. Pressure is directly
proportional to volume.
C. Volume is directly
proportional to temperature.
4. Which of the following
equation is correct in solving
the final pressure in combined
gas law?
A. P2 = P1V1T2
V2T1
B. P2 = P1V2T2
V1T1
C. P2 = P1V1T1
V2T2
5. A gas takes up a volume of
17 L, has a pressure of 2.3 atm,
and a temperature of 299 K. If
I raise the temperature to 350
K and lower the pressure to
1.5 atm, what is the new
volume of the gas?
A. 31L
B. 41L
C. 51L

Extend:
(This section gives You will be given a worksheet
situation that about combined gas law to
K. Additional activities for explains the topic in deepen your skills in problem
application or a new context, or solving. You will answer this
remediation integrate it to during your vacant time.
another Yes Ma’am!
discipline/societal
concern) Goodbye everyone! Goodbye Ma’am!
V. REMARKS
VI. REFLECTION
L. No. of learners who earned 80% in the evaluation
M. No. of learners who require additional activities for
remediation
N. Did the remedial lessons work? No. of learners who
have caught up with the lesson
O. No. of learners who continue to require remediation
P. Which of my teaching strategies worked well? Why
did these work?
Q. What difficulties did I encounter which my principal
or supervisor can help me solve?
R. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?