Grade

Baybay National High School X

Grade 7 School Level
Detailed Pre-Service Learning Science
Lesson KIMBERLY O. MANTOS
Teacher Area (Chemistry)
Plan April 01, 2024
7:30-8:30 AM- 10 Technology
Teaching Date 10:00-11:00 AM- 10 Science
Quarter 4
and Time 1:00-2:00 PM- 10 Singkamas
2:00-3:00 PM- 10 Batong
3:00-4:00 PM- 10 Pipino
I. OBJECTIVES
A. Content Standards how gases behave based on the motion and relative distances
between gas particles

B. Performance Standard

C. MELC/ Learning Investigate the relationship between:

Competencies/ Objectives
(Write the LC code) 1. volume and pressure at constant temperature of a gas

2. volume and temperature at constant pressure of a gas

3. explains these relationships using the kinetic molecular

theory
(S9MT-IIj – 20)

At the end of the lesson, the students are expected to:

a. Describe the relationship between volume and pressure

b. Solve problem on Boyle’s Law

D. Integration Cooperation, problem solving, and analysis

1. Contextualization
2. KBI Cooperation led to success
3. Other Learning Areas English
II. CONTENT BEHAVIOR OF GASES
Boyle’s Law and Applications
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Materials Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

A. Elicit Teacher’s Activity Student’s Activity

Greetings

Good morning, class! Good morning, Miss Kimberly

Prayer

Please all stand and let us pray (The students will recite the prayer
Our father… synchronously)

You may now take your seat (Students are now sitting down)

Checking of Attendance

Oral Review

So, what have you learn about the

lessons that we’ve discussed during (
the 3rd quarter?

A. Engage Teacher’s Activity Student’s Activity

WORD SCRAMBLE

1. The teacher will group the

students into 5 groups
2. Each group must have a
scramble letter of the
 following words:

 Volume – The
quantity of three-
dimensional space
enclosed by a closed
surface.
 Pressure – continuous
physical force exerted
on or against an
object by something
in contact with it.
 Temperature – the
degree or intensity of
heat present in a
substance or object,
especially as
expressed according
to a comparative scale
and shown by a
thermometer or
perceived by touch.
3. The group will rearrange the
scrambled letter to form a
word that corresponds to the
definition given.
4. The group who got the three
word right with the definition
will be the winner.
5. The teacher will ask the group
what words they formed.
6. The teacher will reveal the
answers and ask who among
the group got the correct
answer.

All of the words that the students

encounter is related in the
experiment.

B. Explore Teacher’s Activity Student’s Activity

Pre- laboratory

Scoring rubrics for learners’ output

- Teamwork/cooperation- 3pts
- Performed the experiment
 correctly- 3pts
- Correct concept/answer- 4 pts
Total: 10 points

Laboratory Proper – Together with

your groupmates perform this
experiment using the following
materials: (syringe and marshmallow).
Let the group leader get the materials.
Follow the procedures. Two members
will perform and the rest of the
members will take note of the
observation on the changes in volume.

(The group will answer the following

questions on their papers while doing
the experiment.)

Answer the questions:

Q1. What happens to the volume of

the marshmallow as you push the
plunger?
Q2. What happens to the pressure on
the syringe as you push the plunger?
Q3. What is the relationship between
volume and pressure of gasses at
constant temperature?
Q4. Write your conclusion.

(The teacher will ask a volunteer from

each group to explain their answers in
front of the class.)

C. Explain Teacher’s Activity Student’s Activity

Post-laboratory
Presentation of group output.

D. Elaborate Teacher’s Activity Student’s Activity

For a gas, pressure and volume is inversely proportional.
If you keep temperature and amount of gas constant
then as the pressure goes up its volume goes down, as a
volume of a gas occupies goes up its pressure goes down.
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.

For a gas, the relationship between volume and pressure

(at constant mass and temperature) can be expressed
mathematically as follows.

P ∝ (1/V)

Where P is the pressure exerted by the gas and V is the

volume occupied by it. This proportionality can be
converted into an equation by adding a constant,
k.

P = k*(1/V) ⇒ PV = k

The pressure v/s volume curve for a fixed amount of gas

kept at constant temperature is illustrated below.

It can be observed that a straight line is obtained

when the pressure exerted by the gas (P) is taken
on the Y-axis and the inverse of the volume
occupied by the gas (1/V) is taken on the X-axis.

As per Boyle’s law, any change in the volume occupied by

a gas (at constant quantity and temperature) will result
in a change in the pressure exerted by it. In other words,
the product of the initial pressure and the initial volume
of a gas is equal to the product of its final pressure and
final volume (at constant temperature and number of
moles). This law can be expressed mathematically as
follows:
P1V1 = P2V2
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
This expression can be obtained from the pressure-
volume relationship suggested by Boyle’s law. For a fixed
amount of gas kept at a constant temperature, PV = k.
Therefore,

P1V1 = k (initial pressure * initial volume)

P2V2 = k (final pressure * final volume)
∴ P1V1 = P2V2

When a filled balloon is squeezed, the volume occupied

by the air inside the balloon decreases. This is
accompanied by an increase in the pressure exerted by
the air on the balloon, as a consequence of Boyle’s law.
As the balloon is squeezed further, the increasing
pressure eventually pops it. An illustration describing the
increase in pressure that accompanies a decrease in the
volume of a gas is provided below.
If a scuba diver rapidly ascends from a deep zone
towards the surface of the water, the decrease in the
pressure can cause the gas molecules in his/her body to
expand. These gas bubbles can go on to cause damage to
the diver’s organs and can also result in death. This
expansion of the gas caused by the ascension of the
scuba diver is another example of Boyle’s law. Another
similar example can be observed in the deep-sea fish
that die after reaching the surface of the water (due to
the expansion of dissolved gasses in their blood).

The relationship between volume and pressure was first

stated by Robert Boyle during the 16th century. He
performed an experiment and found out that as the
pressure increases, the volume decreases.

SAMPLE PROBLEMS

A sample of H2 has a volume of 10 liters at a pressure of

1 atmosphere (100 kPa). If the pressure is raised to 2
atmospheres what would the volume be?

A sample of Oxygen gas at 25 atm is allowed to expand

to a lower pressure. After expanding to the volume of 30
liters the pressure is 20 atm. What was the volume when
the pressure was 25 atm?
E. Evaluate Teacher’s Activity Student’s Activity
A

Direction: Complete the given

statement according to Boyle’s Law

1. As the volume ____________,

the pressure ____________at
constant temperature.
2. The relationship of the volume
and pressure is ___________.

B.
Solve the following problem

1. A sample of Oxygen gas at 3

atmospheres has a volume of
100 liters. When compressed
its volume is reduced to 73
liters. What is the pressure on
the gas when the volume is 73
liters?

2. A sample of gas has a volume

of 4 liters at a pressure of 5
atmosphere (500 kPa). If the
pressure is lowered to 2
atmospheres (200 kPa) what
would the volume be?
Prepared by:
KIMBERLY O. MANTOS

Pre- Service Teacher