Schools Division Office – Caloocan City

MACARIO B. ASISTIO SR. HIGH SCHOOL (MAIN)

Content Standard: Performance Standard:
The learners demonstrate understanding of... The learners should be able to...
how gases behave based
on the motion and
relative distances
between gas particles
I. Objectives:
Most Essential Learning Competencies:

Investigate the relationship between:

1. volume and pressure at a constant temperature of a gas;
2. volume and temperature at a constant pressure of gas; and
3. Explain the relationships between volume, pressure, temperature, and number of moles using the kinetic
molecular theory.
(S10MT-IVa-b-21)

Plot data and infer the volume-pressure relationship at the constant temperature of a gas.

Specific Objectives:
At the end of the period, 80% of the students should master the following objectives with 85% proficiency.
1. Determine the relationship between pressure and volume at relationship at a constant temperature
of a gas ;
2. Plot pressure and volume data;
3. cite instances wherein KMT is observed in life experiences.
II. Subject Matter Reference: Books, Link, SLM
BOYLE’S LAW
Materials: Science 10 Learner’s Material textbook, SLM,
illustrations, and video presentation
Pampano St. Kaunlaran Village, Caloocan City telefax No. 288-5093 Email Address: mbasistomain@gmail.com
____________________________________________________________________________________________________________________

Subject Area: SCIENCE 10

DATE: May 8, 2023 – Monday
SECTIONS: Colombia, Chile, Canada, Cuba and
Guatemala

III. Procedure

A. Motivation/Drill/Review
 B. Vocabulary Development / Unlocking of Difficulties

To introduce the important concepts/terminologies, students will use the picture clues below for the term.
Then, they will give the definition for the term.

1.

It refers to the refers to the space

VOLUME
occupied by the matter

2.

PRESSURE It is the force applied by the gas particles

per unit area.

C. Lesson Proper/Presentation of the Lesson

1. Begin the lesson asking students if they have ever felt their ears pop while going up or down an incline or
underwater. Do they know why this happened?
Then, show a mini-video about heatying and cooling a balloon. Then ask, based on the video, what happens to a
balloon when heated and when cooled?
2. The learners will answer Activity 1: Pressure – Volume Relationship (Boyle’s Law)

3. Students will present their work after the given allotted time.

4. Discuss the answers to the ff.

GUIDE QUESTIONS:
Act. 1
1. What do you observe about the volume of the given data?
2. What do you observe about the pressure of the given data?
3. Given a constant temperature, what do you observe about the product of volume and pressure in each trial?
4. At constant temperature, what do you think will happen to the volume if the pressure decreases? increases?
5. At constant temperature, what do you think will happen to the pressure if the volume decreases? Increases?
6. State a relationship between volume and pressure at constant temperature.
7. Make a volume vs pressure graph at constant temperature using the data given 
above. Describe the graph.

D. Generalization

Students will answer: What is Boyle’s Law?

KEY CONCEPTS:
Boyle's law states that at constant temperature the volume of a given mass of a dry gas is inversely proportional
to its pressure.

E. Application

Students will answer the ff.

1. What happens to volume if we double the pressure?
2. What if we decrease the pressure, what will happen to volume?
 F. Evaluation

Students will answer the formative assessment.

Direction: Read each question carefully. Choose the letter of the BEST answer.

1. Boyle's law : When _______ is held constant, the pressure and volume of a gas are ________ proportional
A. temperature, equally
B. mass, inversely
C. temperature, inversely
D. mass, equally
2. How are pressure and volume related?
A. Directly proportional
B. Inversely proportional
C. Direct relationship
D. Reverse relationship
3. At constant temperature, what happens to the pressure when the volume is doubled?
A. It is halved B. it is doubled C. it remains unchanged D. it is quadrupled
4. To use Boyle's Law, which of the following needs to remain constant?
A. Temperature and number of moles of a gas
B. Temperature and pressure
C. Pressure and number of moles of a gas
D. Pressure and volume
5. What is the nature of the pressure-volume (P-V) graph in Boyle’s Law?
A. Straight Line
B: Circle
C: Elliptical
D: Rectangular Hyperbola

IV. Reflection

10- 10-Chile 10-Canada 10-Cuba 10-

Colombia Guatemala
A. No. of learners who earned
80% on the formative
assessment
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

V. Assignment

Bring a scientific calculator.

Prepard by:

HELEN GRACE L. CABALAG

Teacher III

Checked by:

JONALITA C. CRISTOBAL
Head, Science Department