School IRENE RAYOS OMBAC NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON PLAN

Teaching Intern JESSICA L. SUDIO Learning Area SCIENCE

Teaching Date Quarter FOURTH

and Time APRIL 2, 2024: 9:45-10:45 AM

I.OBJECTIVES

A. Content standards The learners demonstrate an understanding of;

How gases behave based on the motion and relative distances between gas particles.

B. Performance Standards

C. Learning Competencies/Objectives At the end of the lesson, the learners should be able to:
1. investigate the relationship between volume and temperature at constant pressure of a gas (S9MT-IIj-20);
2. perform an experiment on the relationship between volume and temperature at the constant pressure of a gas; and
3. recognize the practical application of Charles’ Law in everyday scenarios.

II.CONTENT Behavior of Gases (Charles’ Law)

III.LEARNING RESOURCES

A. References

1.Teacher’s Guide Pages pp. 268-269

2. Learner’s Material Pages pp. 369-374

3.Textbook Pages

4.Additional Materials from

Learning Resources

B. Other Learning Resources

IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson (ELICIT)
B. Establishing a purpose for the lesson
(ENGAGE)
C. Presenting examples/instances of the
new lesson (ENGAGE/EXPLORE)
D. Discussing new concepts and
Let learners recall the previous lesson.
Last meeting we tackled about Boyle’s Law.
Ask the students about BOYLE’S LAW. (2 mins)
The teacher will ask,
1. What does Boyle’s law state?
2. What will happen to the volume as the pressure increases?
Ask the students to answer the activity to have an idea of how CHARLES’ LAW works. (5 mins)
ACTIVITY 1: MY PING PONG BALL
The teacher will remind the learners of the precautionary measures that must be kept in mind before performing the
experiment.
1. Be careful in handling and putting hot water in a bowl.
2. Ensure that you hold the spoon or fork.
3. Be careful in placing the ping pong ball in the bowl.
The teacher will instruct the learners to read the procedure.
1. Put the hot water in the bowl.
2. Place the dented ping pong ball inside a bowl.
3. Use the spoon or fork to keep the ball submerged in the water.
Guided Questions:
1. What did you observe in the experiment?
2. Based on your observation, how does temperature and volume affect the shape of the balloon?
MATERIALS: PPT, Chalk, Chalkboard, SMART TV
ACTIVITY 2: CHARLES’ LAW (10 mins)
Objective: Investigate the relationship between volume and temperature at constant pressure.
MATERIALS: PPT, Chalk, Chalkboard, SMART TV
Ask the following questions about the activity above. (3 mins)
practicing new skill #1 (EXPLORE)
E. Discussing new concepts and
practicing new skill #2 (EXPLORE)
F. Developing Mastery (EXPLAIN)
Q1. What happens to the size of the balloon as the temperature decreases?
Q2. How does the change in the temperature relate to the volume of gas in the balloon?
What is Charles’ law? (20 mins)
 The volume - temperature relationship in gases (k = V/T) was determined by and named after Jacques Charles. In his
experiment, Jacques Charles trapped a sample of gas in a cylinder with a movable piston in a water bath at different
temperatures. Jacques Charles found out that different gases decreased their volume by factors 1/273 per °C of cooling.
With this rate of reduction, if gas is cooled up to -273°C, it will have zero volume! Interesting, isn’t it? Charles’ Law
states that at constant pressure, the volume of a fixed amount of gas is directly proportional to the Kelvin (K)
temperature. Gas particles have very weak intermolecular force of attraction; hence they move as far as possible from
each other. They have the tendency to occupy all the spaces they are contained in. If the pressure is increased, the
volume will be decreased forcing the gas particles to move closer to another.
 Mathematically, Charles’ Law can be expressed as:
V α T at constant P
Where: V = volume and T = temperature expressed in Kelvin
Why is there a need to convert °C to K? Kelvin is the basic unit for measuring temperature in the International System
(SI). “It denotes the absolute temperature scale whereby 0K or absolute zero is defined as the temperature when
molecules will have the lowest energy.”
 Removing the proportionality symbol (α) and using the equality sign (=) the equation will be as follows:
V = k T or k = V T
 Thus, in a direct proportion, the quotient of the variable is constant.
 If you are going to consider the initial and final conditions, you will arrive at the following equations:
Whereas, V1 is the initial volume and V2 is the final volume
T1 is the initial temperature and T2 is the final temperature.
 If the volume-temperature ratios are the same in the initial and final conditions, then we will arrive at this equation:
The teacher will discuss that Charles’ Law states that relationship between volume and temperature at constant pressure is
directly proportional which means if the Volume of a gas DECREASES; the Temperature of the gas will DECREASE, and
vice versa as long as the pressure does not change.
 To further illustrate the mathematical equations above, let us have the following:
A gas cylinder was measured to have different volumes at different temperature as shown in Table 8. Complete the table with
the necessary information.

Plot the data from Table 8 in a graph by placing the volume in the y axis and temperature at Kelvin scale in the x axis.

Q3. Describe the graph.

Sample Problem: An inflated balloon with a volume of 0.75 L at 30°C was placed inside the freezer where the temperature is -
10°C. Find out what will happen to the volume of the balloon if the pressure remains constant. Support your answer with
computation.

G. Finding practical applications of ACTIVITY 3: PROBLEM SOLVING

concepts skills in daily living Answer the following Charles’ Law problem to facilitate mastery of concepts on the volume-temperature relationship:
(ELABORATE) (10 mins)
 1. A cylinder with a movable piston contains 250 cm3 air at 10°C. If the pressure is kept constant, at what temperature
would you expect the volume to be 150 cm3?
2. A tank (not rigid) contains 2.3 L of helium gas at 25°C. What will be the volume of the tank after heating it and its
content to 40°C temperature at constant pressure?
At 20°C, the volume of chlorine gas is 15 dm3. Compute for the resulting volume if the temperature is adjusted to 318K
provided that the pressure remains the same.

H. Making generalizations and Questions to answer: (3 mins)

abstractions about the lesson
(ELABORATE)  What does Charles' law imply?
It states that the volume of a gas is directly proportional to its absolute temperature at constant pressure.
 How do we calculate the volume or temperature using Charles’ law formula?

 What are some practical applications of this gas law?

A hot air balloon, balloon, a pressurized spray (body spray and spray paint), etc.

I. Evaluating Learning (EVALUATE) ACTIVITY 4: Let’s try it? (5 mins)

I. Multiple Choice
1. Who proposed the Charles' Law?
a. Jacques Charles
b. Jacques Boyle
c. Jacques Lee
2. What does the Charles' law states?
a. The volume and temperature at a constant pressure is directly proportional.
b. The volume and temperature at a constant pressure is inversely proportional.
c. The volume and temperature at a constant pressure is complementary.
II. Give the mathematical formula of the Charles' Law.
III. Problem solving. Write your solution.
1. Carbon dioxide is usually formed when gasoline is burned. If 30.0 L of CO2 is produced at a temperature of
1.00x10^3Celcius and allowed to reach room temperature (25.0 Celsius) without any pressure changes, what is the new volume
of carbon dioxide?
 2. A 600 ml sample of nitrogen is warmed from 77.0 Celsius to 86 Celsius. Find its new volume if the pressure remains constant

J. Additional activities for application or ASSIGNMENT (2 mins)

remediation (EXTEND) 1. Who is Gay-Lussac?
2. What is Gay-Lussac’s Law?
3. Practice problems involving Gay-Lussac’s Law

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the valuation

B.No. of learners who require additional activities for

remediation who scored below 80%

C.Did the remedial lesson 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?

Prepared by: Checked and Reviewed: Noted: Approved:

JESSICA L. SUDIO MARIA LUISA L. CAGUIOA CRISTINA M. CERVANTES, EdD ROSARIO C. FERRER, EdD
Teaching Intern Cooperating Teacher HT-III, Science Department Principal IV