Division TANGUB CITY

School TCNHS Grade Level 10

Teacher MARIELLE G. Learning Area SCIENCE
TROMPETA
Time & Date Quarter 4

I. OBJECTIVES
A. Content Standards How gases behave based on the motion and relative distances between gas
particles
B. Performance
Standards
C. Learning Investigate the relationship between:
Competencies/Object 1. Volume and pressure at constant temperature of a gas
ives (Write the code 2. Volume and temperature at constant pressure of a gas
for each LC) Explains these relationship using the kinetic molecular theory

D. Specific Identify the mathematical relationships between the various properties of

Objective/s gases.
Use the ideal gas law, and related gas laws, to compute the values of
various gas properties under specified conditions.
Discuss the importance of humility.
E. Integration of
Content Within and
Across Curriculum
II. CONTENT
A. Subject Matter Boyle’s Law
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 265-267
Pages
2. Learner’s 362-368
Material
Pages
3. Textbook Pages
4. Additional
Materials
from LR Portal
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
A. Reviewing Elicit (2 minutes)
previous Review
lesson or What is pressure? Pressure is the force exerted on a
presenting given area.
the new lesson How about volume?
Volume is the amount of space that
a substance or object occupies.
What unit is being used for volume?
The unit that is being used for
How about for pressure? volume is Liter.

Motivation The unit being used is Pascal.

Fill your mouth with air
(Do as told)
 Push the same volume of your entire
mouth to one side of your cheek.

What happened? Was there a (Do as told.)

change in temperature in your mouth
when the air shifted?

There is a gas law which will explain Yes Ma’am.

this one.

This morning we will discuss about

Boyle’s law.

B. Establishing a Engage
purpose I’ll be expecting you to identify the
for the lesson mathematical relationships between
the various properties of gases and
compute the values of various gas
properties under specified conditions.
C. Presenting

examples/instances
of
the new lesson

D. Discussing new Explore

concepts and
practicing new Fixing a broken piece
skills #1 Mechanics:
1. Read the statements given.
The statements serve as
hints.
E. Discussing new 2. Arrange the pieces of paper to
concepts and form a statement as answer of
practicing new the given questions for 1
skills #2 minute only.
The formed statement is “For a fixed
mass of gas kept at constant
temperature the volume of the gas
is inversely proportional to its
pressure.”
Guide questions/Hints:
1. When you have a timed test
(the volume of time is
decreased) will your pressure
increase or decrease? The pressure increases.
2. When the volume of exams
increases how is your
pressure?
3. Based on your answer how The pressure decreases.
would describe the
relationship of pressure and
volume?
The volume is inversely proportional
to its pressure.
 You will be grouped into 5. Each
group must choose 2 representatives
to explain your work for 1 minute
only.

F. Developing Explain
mastery Take a look at this picture.

These are containers filled with gas

particles.

What happened to the gas particles?

Are they moving? Yes, they are moving Ma’am.

What else? They are hitting the walls of the

container.
Therefore, there is a collision.

When the piston goes down, what

happens to the gas particles? The gas particles are compressed.

When they are increased, what take

place on the amount of collision?
The amount of collision increases.
If the collision is increased what does
this mean to the pressure?
The gas pressure also increases.
On the picture, this represents that
the volume of the gas inside the
container can be varied by either
pushing or pulling the piston cover.

What happens to pressure if we

decrease the volume of the gas? The pressure increases.

How about if the volume is

decreasing? The volume will be increasing.

How would you describe the

relationship between volume and
pressure? They go opposite.

Alright! Or their relationship is called

inverse variation.

Do you know him class? No teacher.

This is Robert Boyle, an English

chemist, was the first person to
experiment on the relationship
between gas pressure and its
volume. Based on his experiments,
he was able to generalize what you
now call as Boyle’s law.

What sentence did you form from

your activity? For a fixed mass of gas kept at
constant temperature the volume of
the gas is inversely proportional to its
pressure

Now, how are we going to summarize

this into a formula? Do you know
how? No Ma’am.

The formula for this is:

1
V ∝
𝑃

Now let’s go back to the figure earlier.

Assume that the container in this
figure has a volume of 30.0 L at a
pressure of 1.0 atm. You increase the
pressure by pushing the piston down.
What will be the amount if we double
the atm? It will become 2 atm.

And then we will make the volume

into half. What will be the result?
It will become 15.0 L which is the half
of 30.0 L.
If we increase or double the pressure
again, what will be the result?
It will become 4.0 atm.
Again, Boyle’s law stated that the
process is inversely proportional.
Since we increase or double the
pressure, what are we going to do
with the volume?
Decrease the volume.
If we decrease the 15.0L volume into
half what would be the result? The result is 7.5 L volume.

Very good.
Let’s present your answers into a
table.

Pressure (atm) Volume (L)

1.0 30.0
2.0 15.0
3.0 10.0
4.0 7.50
5.0 6.0

Based on this table how would you

conclude the relationship between
pressure and volume? As pressure increases the volume
decreases.
Mathematically, you can represent
Boyle’s law through this constant PV
product. That is,

P1V1= P2V2
Where,
P1 and V1 = initial pressure and
volume

P2 and V2 = final pressure and volume

of the gas.

Let’s solve this problem.

A sample of oxygen gas has a

volume of 3.0 L at an initial pressure
of 760 torr. The same amount of gas
at the same temperature was
transferred to a 12.0 L container.
What is the pressure of the oxygen
gas in the new container?

What is the initial pressure? The initial pressure is 760 torr.

Therefore, we will write this as

P1= 760 torr.

How about the initial volume? Kindly

write it on the board. V1 = 3.0 Liters.

What is the final volume? The final volume is 12.0 liters.

Or we could write that as

V2 = 12.0 liters.

What are we going to get in this

problem? The final pressure.

Give me the formula for this. P1V1 = P2V2

Okay since our target is the P2 we’re

going to rearrange the formula. We
will divide both terms with V2 so that
P2 will be left.

𝑃1 𝑉1 𝑃2 𝑉2
=
𝑉2 𝑉2

What is now our revised formula

class? 𝑃1 𝑉1
P2 𝑉2

Alright! Now input the given amount. [ (760 𝑡𝑜𝑟𝑟)(3.0𝐿)]

P2 = 12.0 𝐿

What is the answer class? P2 = 190 torr

Excellent!
 Let’s have another example.

Sample problem
A gas tank can hold 25.0 L of Helium
gas at a pressure of 6.0 atm. How
many liters will the gas occupy if the
pressure was decreased to 0.50 atm
at constant temperature?

What are we going to find? We’re going to find the V2 or the final
volume.

Kindly show the given on the board. P1 = 6.0 atm

V1 = 25.0 L
P2 = 0.50 atm
V2 =?

You can rearrange equation to come

up with an equation for V2 .What will
be the revised equation? 𝑃1 𝑉1
V2 = 𝑃2

Show the solution for this. [ (6.0 𝑎𝑡𝑚)(25.0 𝐿)]

V2 = (0.50 𝑎𝑡𝑚)
= 300 L

Magnificent!
G. Finding practical Elaborate
applications of
concepts and Kindly state Boyle’s Law again. For a fixed mass of gas kept at
skills in constant temperature the volume of
daily living the gas is inversely proportional to
its pressure.”
The relationship is inversely
H. Making proportional in this law class. This
generalizations means that in life if class when
and someone is thinking high of
abstractions about themselves or their pride is high,
the remain humble. Stay low-key and
lesson kind.

I. Evaluating Evaluation
Learning
Directions: Using this Boyle’s Law
equation, V1P1 = V2P2, the answers
to the following problems were
provided. Answers:

1. A scuba diver needs a diving 1. P2 = V1P1 / V2

tank in order to provide = (6.00L)(1.01 atm) / (
breathing gas while he is 3.00L)
underwater. How much = 2.02 atm (the
pressure is needed for 6.00 volume is reduced so the
liters of gas at 1.01 pressure must increased)
atmospheric pressure to be
compressed in a 3.00 liter
cylinder?
 2. A sample of fluorine gas
occupies a volume of 600 mL
at 760 torr. Given that the
temperature remains the
same, calculate the pressure
required to reduce its volume
by 1/3.
2. P2 = V1P1 / V2
= (600 mL)(760 torr) / (
200 mL)
= 2280 torr
(the volume is reduced so
the pressure must
increased)

J. Additional activities Extend

for application or Read about Charle’s Law.
remediation

V. REMARKS
VI. REFLECTION
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 have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies
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?