LESSON PLAN IN SCIENCE

School: BARBAZA NATIONAL HIGH SCHOOL Grade Level: Grade 10

Name of Teacher: May Joy Española Learning Area: SCIENCE

Teaching Date and Time: May 24, 2022 Quarter: 3rd

10:00-11:00 AM Duration: 1 hour

I. OBJECTIVES

A. Content The learners demonstrate an understanding of how gases behave based on the motion and relative distances
Standard between gas particles

B. Performance (Not indicated in the Science Most Essential Learning Competencies)

Standard

C. Learning The learners should be able to:

Competency with
code 1. investigate the relationship between:

1.1 volume and pressure at constant temperature of a gas;

1.2 volume and temperature at constant pressure of a gas;
1.3 explain these relationships using the kinetic molecular theory
(SIOMT-Iva-b-21-b)

D. Learning At the end of the lesson, the Grade 10-students should be able to perform the following task with 80%
Objectives success:

1. Explain the Gay-Lussacs Law

2. Compute the given problems using the Gay-Lussacs formula
3. Appreciate the Gay-Lussacs concept by sharing real life situations wherein this law is observed
II.CONTENT

Topic: Gay-Lussacs Law

Subject

Integration: ICT, English, Mathematics, MAPEH (P.E)

III.LEARNING
RESOURCES

A. Materials Laptop, LCD projector, extension cord, Power point presentation

Needed

B. References

B.1. Teaching
Guide

B.2. Learner’s
Material

B.3. Additional Curriculum Guide in Science 10

Materials from
Learning Most Essential Learning Competencies in Science 10
Resource (LR)
Portal

C. Other
Learning
Resources
IV. Teacher’s Activities Assessment/ Activities
PROCEDURE

A.Reviewing Introductory Activities: (5 minutes) (the students actively participate in the activity)
previous lesson or
presenting the A. Prayer
new lesson B. Checking of Attendance

C. Review

“AS FAST AS YOU CAN”

DIRECTIONS. The floor is being laid out with words written in a short bond paper. The teacher will play a
song and students will dance along to the music. If the music stops the students must step in the word that the
teacher had described. If the student’s feet did not stepped into the bonder she or he will be eliminated in the
game

Words written in the bond paper

 Joseph Louis Gay-lussac

 Gay-Lussacs Law
 Directly proportional
 Pressure
 Temperature
 Pressure cooker

B. Establishing a (It is recommended that students will read the lesson objectives)- (3 Minutes)
purpose for the
lesson At the end of the lesson, the Grade 10-students should be able to perform the following task with 80%
success:
 1. Explain the Gay-Lussacs Law
2. Compute the given problems using the Gay-Lussacs formula
3. Appreciate the Gay-Lussacs concept by sharing real life situations wherein this law is observed

C. Presenting BATO-BATO PIK The students actively participate in the activity

examples/instance
s of the new DIRECTION. The Teacher will randomly pick 3 pairs among the class who will participate in the game.
lesson Whoever lost in the game will answer the question.

(ELICIT) 1. In Gay-Lussacs law as the temperature increases the pressure _________. (increases, decreases)
2. What will happen if a pressurized container is exposed to heat? (remains the same, explode)
3. What do you think is an example where conditions such when heat is increases the pressure also
increases?
Clue: It is a cooking equipment; a tool to tenderize the meat.

D. Discussing the This is a pressure cooker. (shows a picture of a pressure cooker)

new concepts and
practicing new What’s the use of this thing? To tenderize a meat
skills Correct
(ENGAGE) Why do you think that a pressure cooker has the ability to cook meat at a faster rate than any other cooking It is because there is so much pressure within the equipment
equipment? and also due the heat factor it adds up to the pressure that’s
why meat cooks faster in the pressure cooker than any other
equipment.
Very good

E. Discussing new (20 minutes)

concepts and
practicing new Pre-Activity
skills Group yourselves into 2. Observe, understand, and perform the procedures.
(EXPLORE) “GAY-LUSSACS’ LAW”

OBJECTIVE

Investigate the relationship between temperature and pressure at constant temperature

MATERIALS:

 Thermometer
 Erlenmeyer flask/bottle
 Cork and rubber stopper
 Denatured alcohol
 Liquid dropper

PROCEDURE

1. Insert the thermometer into the stopper. Precaution:Lubricate the thermometer with a small amount
of grease before insertion.
2. Put 5 drops of denatured alcohol in the Erlenmeyer flask.
3. Cover the erlenmeyer flask with a stopper that you prepared in procedure 1. The size of the stopper
should fit the mouth of the Erlenmeyer flask. Wait for two minutes before measuring the temperature.
4. Shake the erlemeyer flask for 2 minutes and take the temperature reading.

Caution: carefully hold the thermometer to avoid breakage.

5. Perform three trials and record the data.
 Table 1. Data on temperature of the gas before and after shaking the erlenmeyer flask

Trial Temperature ̊
(degree Celsius)
Before shaking After shaking

Average

Guide questions:

Q1. What happens to the drops of denatured alcohol after two minutes?

After another two minutes?

Q2. Compare the pressure exerted by the denatured alcohol molecules

Q3. How is the temperature of gas molecules affected by pressure or vise versa?
F. Developing (Group 1 and group 2 will present their works) (The students will present their works)
mastery (Leads to
Formative Q1. What happens to the drops of denatured alcohol after two minutes? .
Assessment) After another two minutes?
(EXPLAIN)

Q2. Compare the pressure exerted by the denatured alcohol molecules

Q3. How is the temperature of gas molecules affected by pressure or vise versa?

G. Finding Where can we see or observe Gay-Lussac’s Law in real life situations? We can observe Gay-Lussac’s Law through a tyre that burst.
practical As the temperature of the air inside increases the pressure
applications of also increases. Therefore, as a consequence of Gay-Lussac’s
law, after a certain threshold, tyre burst.
concepts and
skills in daily
living Very good
Aerosol sprays contains warning that says, “pressurized
(ELABORATE) Anymore ideas?
container protect it from sunlight; do no not expose it to
temperature above 50C because if you do it, it will explode.
H. Making Gay-Lussac’s law states that as the temperature of gases increases its pressure also increases or vice versa.
generalizations
and abstractions The person who is credited with the determination of temperature-pressure relationship is Joseph Louis Gay-
about the lesson Lussac.

The formula of Gay-Lussac’s Law is

P1 ¿T 1= P2 ¿T 2
Sample problem

1. The pressure of a nitrogen gas inside a rigid tank is 1.50 atm at 30̊ C. What will be the resulting
pressure if the tank is cooled at 0̊ C?

Given
Initial conditions
P1= 1.50 atm
T1=30̊ C or 303 K

Final conditions
P2=?
T2=0̊ Cor 273K

Covert the temperature to Kelvin.

K=̊ C+273
K=30̊ C +273=303 K

Substitution

P1 /T 1 = P2 /T 2

P2= P1 T 2 /T 1

=(150 atm) (273K)/303K

P2=1.35 atm
Please try to solve this sample problem on your own

1. A certain light bulb containing argon has a pressure of 1.20 atm at 18̊ C. If it will be heated to 85̊
C at constant volume, what will be the resulting pressure? Is it enough to cause sudden breakage of
the bulb?
Initial conditions

P1=1.20 atm

T 1=18 ̊ C

Final conditions

P2=?

T 2=85̊ C

Conversion of temperature

K= ̊ C +273

K=18̊ C +273=291 K

K=85̊ C +273=358K

Substitution
 P1 ¿T 1= P2 ¿T 2

P2= P1 T 2 /T 1

P2=(1.20atm) (358 K)/291 K

P2=1.47 atm

So what is your answer?

P2=1.47 atm
Correct

So is the bulb gonna break or not?

Its gonna break
Any more questions or clarifications?
No Ma’am

I. Evaluating Solve the problem and be able to use the Gay Lussac’s formula to solve it.
Learning TEST 1.PROBLEM SOLVING (5 points)
̊
(EVALUATE) 1. At 20‫ﹾ‬ C a confined ammonia gas has a pressure of 2.50 atm. At what temperature would its pressure be
equal to 760 mmHg? Initial Conditions

P1=2.50 atm

T 1= 20‫ﹾ‬
̊
C

Final conditions

P2=760 mmHg or 1 atm

 T 2=?

Conversion of temperature

 K=̊ C+273

̊
 K=20‫ﹾ‬ C+273=293K
`

 Substitution

P1 /T 1= P2 /T 2

T 2 = P2 T 1/ P 1

T 2=(1 atm) (293K)/2.50 atm

T 2=117.2 ̊ C +273= 390.2K

J. Additional Directions. Explain the concept of Gay Lussac’s Law in your own words. Write your assignment in a ½ piece Rubric for Group 1
activities for of paper. (5 points)
application for Criteria Excel Satisfactor Fair Needs
remediation lent y (3) (2) Improveme
nt (1)
(EXTEND) (4)

1.Content 4 3 2 1
and
 Accuracy

2.Organizati 4 3 2 1
on of

Ideas

3. Grammar 4 3 2 1

Solve the given problem using the Gay-lussacs formula. (5 points)

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.

V.REMARKS

VI.REFLECTIO
NS

A. No. of learners
who earned 80% in
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. With of my
teaching strategies
worked well? Why
did these work?

F. What
difficulties did I
encounter which
my principal or
superior can help
me solve?

G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Noted: Approved:

MAY JOY ESPAÑOLA MRS. LAILA J. MEDIANERO MARIA COZETTE A. PEÑAFLORIDA

(Student Teacher) (Cooperating Teacher) (Principal II)