Topic/Title BOYLE’S LAW

Grade Level 10
Time Allotment 60 minutes
Content Standard
The learner demonstrates understanding of how gases behave based on the motion and relative
distances between gas particles.
Performance Standards
----
Learning Competencies and Objectives
The learners should be able to investigate and describe the relationship between volume and
pressure of gases at constant temperature.
ELICIT (5 minutes) MATERIALS
The teacher will ask the following questions:
1. How would you describe gases?
2. What are the different physical properties of gas?
ENGAGE (5 minutes)
The teacher will be going to prepare a simple set-up. She will perform an activity
entitled "Cartesian Diver.”

Procedure:
The teacher would show a plastic bottle filled with water. Inside that bottle floats a Plastic bottle
test tube that is half filled with water. The teacher would want to see magic then filled with water
will ask the students to shout ‘’sink” or ‘’float”. When the bottle is pressed, the test Test tube
tube inside will sink. It will float when the pressure is released.

Hanging Question: What do you think made the test tube inside the bottle sink or
float?

(Note: the teacher would allow the students to answer the hanging question but will
not entertain any of it.)
EXPLORE (15 minutes)
Pre-Activity
 Explaining the rules/procedures of the activity.
 Setting time allotted for the activity.

Activity Proper
Using interactive computer simulation, the students will perform an activity that Laptop (or
will describe Boyle’s Law. They will also identify the relationship between volume mobile phone if
and pressure. not available)
*Refer to the attached link for the simulation PhET
Gas Properties (colorado.edu) Simulation

*Refer to the attached link for the activity (via Google form)
https://docs.google.com/forms/d/
1O_yiwcltjhdF8xrCZ78Gn1G1v2NNEFozwD7Y6nJVgn8/edit?usp=sharing

EXPLAIN (15 minutes)

Post-activity
After the activity, few students will be called to present the results they have PPT
gathered. Presentation

The teacher will guide the students in their presentation. The teacher will ask the
following questions for them to become critical thinkers:

Guide Questions:
1. What is the initial pressure of the container?
2. When you expand the container to 15 nm, what happens to the pressure?
3. How about when it was reduced by half? Are there any changes with the
pressure? If yes, how did the change in volume affect the pressure inside
the container?
4. Based on your activity, what can you infer about the relationship of
pressure and volume?

ELABORATE (10 minutes)

The teacher would again ask the hanging question (see C. Motivation) on why the PPT
dropper inside the plastic bottle sinks and floats and how could they relate it with Presentation
 Boyle’s Law.

SCIENCE IDEA:
Boyle’s law is a gas law which states that the pressure exerted by a gas (of a given
mass, kept at a constant temperature) is inversely proportional to the volume
occupied by it. In other words, the pressure and volume of a gas are inversely
proportional to each other as long as the temperature and the quantity of gas are
kept constant. Boyle’s law was put forward by the Anglo-Irish chemist Robert
Boyle in the year 1662.

Mathematically, Boyle’s Law can be expressed as,

P1 V 1
=
P2 V 2

Where;
 P1 is the initial pressure exerted by the gas
 V1 is the initial volume occupied by the gas
 P2 is the final pressure exerted by the gas
 V2 is the final volume occupied by the gas

Applying the law (equation):

A fixed amount of a gas occupies a volume of 1L and exerts a pressure of
400 kPa on the walls of its container. What would be the pressure exerted by the gas
if it is completely transferred into a new container having a volume of 3 liters
(assuming the temperature and quantity of gas remains constant)

EVALUATE (10 minutes)

Solve the following problem: Pen and Paper
1. A gas occupies 12.3 liters at a pressure of 40.0 mmHg. What is the volume
when the pressure is increased to 60.0 mmHg?
2. A gas occupies 11.2 liters at 0.860 atm. What is the pressure if the volume
becomes 15.0 L?

Support your answer with computation.

Note three significant figures.

EXTEND (5 minutes)
Boyle's law is often used as part of an explanation on how PPT
the breathing system works in the human body. This commonly involves explaining Presentation
how the lung volume may be increased or decreased and thereby cause a relatively
lower or higher air pressure within them (in keeping with Boyle's law). This forms a
pressure difference between the air inside the lungs and the environmental air
pressure, which in turn precipitates either inhalation or exhalation as air moves from
high to low pressure.

Prepared by:

QUEENCESS ARA P. TORRES

Teacher Applicant

NAME: ________________________________________
SECTION: ______________________________________

ACTIVITY: BOYLE’S LAW

Objective:
Investigate and describe the relationship between volume and pressure of gases at constant
temperature.

Materials:
 Laptop
 PhET Simulation
 Pen and paper

Procedure:
1. Prepare the setup by pushing the pump thrice, then set the temperature to constant (300
K). By doing this, you are releasing particles into the container. What happened to the
pressure gauge? Record your observation.
2. Tick the box with the label ‘width’ at the right side of the simulation. This would show
the size of your container.
3. Expand the width of the container to 15 nm. Notice what will happen to its pressure.
4. Reduced the width by half. Take note any observation.
5. Answer the following guide questions below.

Guide Questions:
1. What is the initial pressure of the container?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. When you expand the container to 15 nm, what happens to the pressure?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. How about when it was reduced by half? Are there any changes with the pressure? If
yes, how did the change in volume affect the pressure inside the container?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
4. Based on your activity, what can you infer about the relationship of pressure and
volume?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________