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Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between gas
A
Content Standards particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and pressure at constant temperature of
a gas and volume and temperature at constant pressure of gas. (S10MT-IVab-21)
Learning Competencies /
Objectives
Learning Objectives:
Write the LC code for each
 Identify the properties of gases (mass and volume).
 Prove that gasses have different properties.

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 261-263
.
2 Learner's Materials
pp. 355-357
. Pages
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
3 Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. Pages Soriano, Emil F. et. al. Chemistry for the New Millennium.
pp. 242-243

. from Learning
Resource (LR) portal
Digital balance, balloon, balloon pump for Activity A
B
Other Learning Resource Pipet and aspirator or syringe, 100 mL graduated cylinder, 200 mL H 2O for Activity B
.

IV. PROCEDURES

## A Gases have different properties.

. Fill out the table by posting the word in a strip of paper that completes the table.

## The amount of material that the body contains. Syringe

Reviewing previous lesson
or presenting the new
gram

## Digital balance Liter

milliliter
Properties meaning Unit of Measuring
measurement instrument
Mass
volume
Student will inflate a balloon and make it big as possible
B Establishing a purpose for a. Observe what happen to the balloon.
. the Lesson b. What will happen if you continuously pump air into the balloon?

C The works of Rudolf Clausius, James Clerk Maxwell, and Ludwig Boltzman
. Presenting examples / established the foundation understand the properties of gases. The Kinetic Molecular
instances of the Theory (KMT) shows that moving molecules of gases affect their physical behaviour.
new lesson Discover the assumption of KMT by performing the activity.

## D Discussing new concepts Activity: Getting to Know Gases

. and practicing A. Gases and Its Mass (Refer to the Learner’s Material Activity 1 pp. 355 – 356)
new skills #1
E Discussing new concepts
. and practicing B. Gases and its Volume (Refer to the Learner’s Material Activity 1 pp. 356 – 357)
new skills #2
F A
. 1. Is the mass of the deflated balloon different from the mass of the inflated balloon?
2. Which is heavier, the inflated or the deflated balloon? Why?
3. What unit of measurement for mass is used in the activity?
Developing mastery
4. What can you infer in this activity?
B
Assessment 3)
1. What happens to the volume of the water-oil mixture when air is introduced to it?
2. What does it indicate?
3. What unit of measurement for volume is used in the activity?

G LPG tank is also known as bottled gas. It is used in cooking, heating and even lighting
Finding practical
. especially in rural areas where there is no electricity. What are the issues and concern
applications of concepts
regarding LPG tank?
and skills in daily living
H What properties of matter are shown in the two sets of activities?
. Making generalizations and Game: Students will be given different sizes and shape of the balloon to be inflated. (The
abstractions one with biggest balloon will be the winner)
about the lesson Describe the volume of a gas inside the balloon of different sizes.

Direction: Choose the letter that corresponds to the best answer on the given questions
below:
1. Which of the following properties is not a correct description of gaseous
molecules?
A. Gaseous molecules exhibit volume when on a closed container.
B. Gaseous molecules exert pressure on the container.
C. Gaseous molecules have almost negligible mass.
D. Gaseous molecules are not affected by temperature.
2. Which of the following situations shows that air molecules can be compressed?
A. Dave can still pump air in the party balloon even though it is inflated.
B. Soda can burst out after shaking it vigorously.
C. Plastic bottle shows deformation due to heat.
I
Evaluating Learning D. An aerosol exploded after heating.
.
3. How can you possibly prove that gases have almost negligible mass?
A. Put a balloon on a digital balance before and after you fill it with air.
B. Feel the weight of the samples using your hands.
C. Ask two persons to hold a box filled with air.
D. Support your claim using an equation.
4. Why mass of air has almost negligible volume?
A. It has molecules that are compressible.
B. It has molecules that are scattered and moves in random motion.
C. It has molecules that take the shape of the container.
D. It has molecules that are sensitive to pressure.
5. Which example shows a possibility of occupying a smaller volume?
A. An empty 55 gallon tank.
B. Pushing the plunger of a syringe.
C. Pulling the plunger of a syringe.
D. Inflating a balloon.

. application or
remediation

V. REMARKS

VI. REFLECTION

## A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
remediation who scored
below 80%
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 worked well? Why
did these worked?
F What difficulties did I
. encounter which my principal
or supervisor can help me
solve?
G What innovation or localized
. materials did I
Use or discover which I wish
to share with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between gas
A
Content Standards particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and pressure at constant temperature of
a gas and volume and temperature at constant pressure of gas. (S10MT-IVab-21)
Learning Competencies /
Objectives
Learning Objectives:
Write the LC code for each
 Identify the properties of gases (temperature and pressure)
 Prove that gases have different properties

## III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 261-264
.
2 Learner's Materials
pp. 357-362
. Pages
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
3 Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. Pages Soriano, Emil, et. al. Chemistry for the New Millennium.
pp. 242-243

. from Learning
Resource (LR) portal
Thermometer (3600C), alcohol lamp, tripod, wire gauze match, denatured alcohol, ice,
500 mL beaker or any tin can for Activity C.
B
Other Learning Resource Erlenmeyer flask, alcohol lamp, tripod, wire gauze, match, denatured alcohol for Activity
.
D

IV. PROCEDURES

## A Reviewing previous lesson

. or presenting the new From our daily experiences, cite some instances that gases have mass and volume.
lesson
B Establishing a purpose for Infer what happen to the balloon when the air temperature is hot or cold.
. the Lesson
C Have students form small groups and have them act as molecules. Ask the groups how
. they would if they are molecules of solid, liquid or gas. Also ask them to simulate the
Presenting examples / behavior of molecules if they are placed in a container and how they would react to
instances of the changes in temperature.
new lesson 1. If temperature were changed, how would this affect the behavior of the
molecules in a gas?
2. How would this affect the behavior of the molecules in a gas?
3. How about the pressure of the gas?

## D Activity: Getting to Know Gases

Discussing new concepts
. A.
and practicing
Gases and Its Temperature (Refer to Learner’s Material Activity 1 pp. 357-359)
new skills #1
E Discussing new concepts B
. and practicing Gases and its Pressure (Refer to Learner’s Material Activity 1 pp. 359-360)
new skills #2
F A
. 1. Is there a difference in the temperature of air among three set-ups?
2. Explain the difference in temperature of air?
Developing mastery B.
(Leads to Formative 1. What happens to the inflated balloon?
Assessment 3) 2. What causes this phenomenon?
3. What happens to the shape of the balloon?
4. What causes the balloon to change in its shape and size?

G Finding practical From our daily experiences, cite some instances in that gases have
. applications of concepts temperature and exerts pressure.
and skills in daily living
H What properties of matter are shown in the two sets of activities?
. Making generalizations and Give the effect of the temperature to the behavior of molecules of gases.
abstractions
about the lesson Explain the effect of too much pressure inside a closed container.

Direction: Choose the letter of the best answer on the given questions below.
1. Heat flows from the system to the surrounding or vice versa. Which is the best
example of this situation?
A. Heat from electrical devices causes the room temperature to become warm.
B. Heat of the oven cooks the food inside it.
C. Heat from an engine produces warm temperature of the environment.
D. All of the above.

## 2. Which diagram below shows that gaseous molecule exerts pressure as

temperature increases.
.

3. Once an air molecule inside the container is heated, which will likely to happen?
I
Evaluating Learning A. Molecules move in random motion.
.
B. Molecules will exert pressure with one another.
C. As molecules move in random motion, the amount of kinetic energy
that they possess becomes great enough to produce pressure.
D. As molecules move in random motion, the amount of Potential energy that
they possess becomes great, enough to create high temperature.

## 4. In which of the following places is air denser due to temperature?

A.Baguio B. Batangas C. Manila D. Tagaytay

5. Which of the following containers as air tight and has the same number of gas
molecules has the highest pressure?

A
. application or
remediation

V. REMARKS

VI. REFLECTION

## A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
remediation who scored
below 80%
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 worked well? Why
did these worked?
F What difficulties did I
. encounter which my principal
or supervisor can help me
solve?
G What innovation or localized
. materials did I
Use or discover which I wish
to share with other
teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between
A
Content Standards gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and pressure at constant temperature of
a gas and volume and temperature at constant pressure of gas. (S10MT-IVab-21)
Learning Competencies / Learning Objectives:
Objectives
 Observe the relationship between volume and pressure at constant
Write the LC code for each
temperature.
 Illustrate graphically the relationship between pressure and volume in gases.
 Recognize the application of Boyle’s Law in our daily life

Boyle’s Law
II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 362 - 365
.
2 Learner's Materials
pp. 265 - 267
. Pages
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
3 Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. Pages Phoenix Science Series Chemistry Laboratory Manual
pp. 85-88

from Learning
Resource (LR) portal
B Syringe, graphing paper, ruler, calculator
Other Learning Resource
.

IV. PROCEDURES

## A Reviewing previous lesson

. or presenting the new How can you possibly prove that gases have negligible mass?
How will you describe volume and pressure?
lesson
Pictures/images of the application of Boyle’s Law

. the Lesson

## A. What can you infer about the pictures?

C Presenting examples / You probably started experimenting with Boyle’s law when you were a child. When you squeeze a balloon,
. instances of the you might notice that the harder you push, the harder it seems to push back. When you lie back on an
new lesson inflatable mattress, or pool float, it compresses up to a point and then seems to stop. Why is this so
happen?

## D Discussing new concepts Activity: Boyle’s Law

. and practicing
new skills #1 See attached activity sheet
E Discussing new concepts
. and practicing
Group presentation
new skills #2
F 1. What did you observe when you tried to push the plunger of the syringe while
. your hand was pressing against its end?
2. What is the effect on the volume of the air in the syringe if more force is exerted
Developing mastery on the plunger?
(Leads to Formative 3. How do you relate the pressure to the volume of the syringe?
Assessment 3) 4. Is the air in the syringe affected by any other pressure when you do not apply
force on the plunger? Explain.
5. Describe the graph that you created about volume and pressure.

G Finding practical Cite different application of Boyle’s law from the video clips
and skills in daily living
H Making generalizations and
. abstractions Explain the relationship between pressure and volume.
Direction: Choose the letter that corresponds to the best answer on the given questions
below:
1. Using the volume – pressure relationship at constant temperature, at which
container will pressure be the highest?

## 2. Which of the following situation/ example proves Boyles Law?

A. Push the plunger of a syringe, volume of air will decrease.
B. Push the plunger of a syringe, volume of air will increase.
C. Pull the plunger of a syringe, volume of air is constant.
D. Pull the plunger of a syringe, volume of air is negligible.
I
Evaluating Learning 3. What law explains the mechanism of gas compressor?
.
A. Boyle’s Law B. Combined Gas Law
C. Charles Law D. Gay-Lussac’s Law

## 5. In Boyle’s Law, the ________ between volume and pressure is constant.

A. Sum B. difference C. product D. ratio

. application or
remediation

V. REMARKS
VI. REFLECTION

## A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
remediation who scored below
80%
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 worked well? Why
did these worked?
F What difficulties did I
. encounter which my principal
or supervisor can help me
solve?
G What innovation or localized
. materials did I
Use or discover which I wish
to share with other teachers?
Activity Sheet
Boyle’s Law
I. Objectives:
1. Observe the relationship between pressure and volume in gases
2. Illustrate graphically the relationship between pressure and volume in gases
II. Materials:
Syringe Ruler
Graphing paper Calculator
III. Procedure:
1. Fill the syringe with the air by pulling the plunger up.
2. Press your finger against the end of the syringe in order to trap the air.
3. Push the plunger in. Try again, but press harder this time.
IV. Analysis:
1. What did you observe when you tried to push the plunger of the syringe while your hand was pressing
against its end?
2. What is the effect on the volume of the air in the syringe if more force is exerted on the plunger?
3. How do you relate the pressure to the volume of the syringe?
4. Is the air in the syringe affected by any other pressure when you do not apply force on the plunger?
Explain.
5. Complete the table, given the following data at constant temperature and number molecules.

## Pressure (mm Hg) Volume (mL) P xV

350 1000
700 500
1400 250
1750 200
3500 100

6. Plot the volume against the pressure below, with volume on the y-axis and pressure on the x-axis (Scale
x= 350 y = 200)
7. Describe the graph that you created about volume and pressure
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and pressure at constant
temperature of a gas and volume and temperature at constant pressure of gas.
(S10MT-IVab-21)
Learning Competencies /
Objectives Learning Objectives:
Write the LC code for each  Determine the General equation for Boyle’s Law
 Apply the equation V1P1 = V2P2 to solve problems involving Boyle’s Law.
 Manifest intellectual honesty and accuracy in solving the problems.

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages P 267
2. Learner's Materials Pages pp. 366-368
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
3. Delgado, Rowena.et.al. Surfing the World through Science III Laboratory Manual.
Pages
pp. 68-69
Soriano, Emil F. et.al. Chemistry for the New Millennium.

Learning
Resource (LR) portal
Word problems, calculator, and set of cards for variables for Boyle’s Law, show me
B
Other Learning Resource board (illustration board)
.

IV. PROCEDURES

## A 1. How did Robert Boyle describe the volume – pressure relationship?

. Reviewing previous lesson or 2. From your daily experiences, cite at least two applications of Boyle’s Law.
presenting the new lesson

What do you think would happen to the volume of a gas as the pressure becomes
B Establishing a purpose for the
doubled? Tripled?
. Lesson
C (Game) Teacher will group the class into 5 and give a set of cards containing
. different variables for Boyle’s Law
Presenting examples / instances (One set of cards)
of the
new lesson

1. In your show me board, arrange those cards to create the general equation
for Boyle’s Law.
2. Given the V1, P1 and P2, what do you think will be the derived formula if V2
is unknown?
3. How about if P2 is unknown given the V1, V2 and P1?
Note: P1 and P2 must be of same unit
V1 and V2 must be of same unit
Apply conversion of units for properties with unlike units

Sample Problem:
1. Oxygen Gas inside a 1.5 mL gas tank has a pressure of 0.95 atm.
Provided that the temperature remains constant, how much pressure is
needed to reduce its volume by ½?
2. A mass of gas occupies a volume of 700 mL at 1.30 atm. If the
temperature is held constant, what is the volume of the same mass of gas
at 140 cm of Hg?

## D Activity: Boyle’s Law – Problem Solving

. Group Activity (1 problem per group)
Solve the following problems. Write the given, unknown, derived formula, solution
1. A scuba diver needs a diving tank in order to provide breathing gas while
he is underwater. How much pressure is needed for 6.00 L of gas at 1.01
atm to be compressed in a 3.00 L cylinder?
2. A sample of fluorine gas occupies a volume of 500 mL at 760 torr. Given
that the temperature remains the same, calculate the pressure required to
Discussing new concepts and
reduce its volume by 1/3.
practicing
3. Nitrogen gas has a volume of 10 Liters at 300C. What will be its volume in
new skills #1
mL if the pressure is changed from 1.5 to 4.5 at, keeping the temperature
constant?
4. How much pressure is needed to change the volume of a dry gas from 65
liters to 35 liters keeping the temperature constant? The original pressure
is 760 mm Hg?
5. A 2500 mL sample of a gas is collected at a pressure of 950 mm.
Calculate the pressure needed to reduce the volume of the gas to 2.0
liters. The temperature remains unchanged.

## E Discussing new concepts and

. practicing Group Presentation
new skills #2
F 1. What is the general formula for Boyle’s Law?
Developing mastery
. 2. Based on the problem presented, explain what happens to the volume and
pressure at constant temperature?
3)
G The volume of a sample of gas is 500 mL at a pressure of 1.60 atm. Assume that
. the temperature is held constant.
Finding practical applications of
concepts
a. What is the volume of the sample at a pressure of 2.00 atm?
and skills in daily living
b. What is the pressure of the sample when the volume is doubled?

## H  State the relationship between volume and pressure at constant

. Making generalizations and temperature.
abstractions  Based on the general equation for Boyle’s Law, what will be the derived
about the lesson formula if P2 is unknown? How about if V2 is unknown?

## Present a complete solution on the given problem below.

Problem: A scuba diver needs a diving tank in order to provide breathing gas while
he is underwater. How much pressure is needed for 12.0 Liters of gas at 2.02 atm
to be compressed in a 6.0 Liters cylinder?
I
Evaluating Learning
. TASK; 1-3 given on the problem
4- Unknown in the problem (quantities to be solved)
5- Formula to be used to solve the problem
6-10. Solution for the problem
Answer: Given: V1 = 12.0 L
V2 = 6.0 L
P1 = 2.02 atm
Unknown: P2 = ?
P2 = V1P1 / V2
= (12.0L) (2.02atm)/ (6.0L)
P2 = 4.04 atm
(The volume is reduced so the pressure is increased)

J Solve the following problems. Write the given, unknown, derived formula, solution
1. A certain amount of gas has a volume of 1000 mL at 780 mm of Hg. What
will be its volume if the pressure is 790 mm Hg at constant temperature?
application or
2. A sample of chlorine gas occupies a volume of 920 mL at 715 mm Hg.
remediation
Calculate the pressure of the gas ( in atm) if the volume is reduced at
constant temperature to 745 mL.

V. REMARKS

VI. REFLECTION

## A No. of learners who earned 80% in

. the evaluation
B No. of learners who require
who scored below 80%
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
. worked well? Why did these
worked?
F What difficulties did I encounter
. which my principal or supervisor
can help me solve?
G What innovation or localized
. materials did I
Use or discover which I wish to
share with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between gas
A
Content Standards particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and pressure at constant temperature of
a gas and volume and temperature at constant pressure of gas. (S10MT-IVab-21)
Learning Competencies / Learning Objectives:
Objectives
 Observe the relationship between volume and temperature at constant pressure.
Write the LC code for each
 Illustrate graphically the relationship between volume and temperature at
constant pressure
 Recognize the application of Charles’ Law in our daily life

Charles’ Law
II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages pp. 268-269
Learner's Materials
2. pp. 369-374
Pages
. APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
Textbook
3. Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
Pages
Soriano, Emil, et. al.Chemistry for the New Millennium. pp. 248 - 250

http://chemistrynotmystery.blogspot.com/2014/10/applications-of-charles-law.html
from Learning
Resource (LR) portal
B
Other Learning Resource Rubber balloon, tap water, hot water, ice, thermometer, alcohol lamp, tape measure
.

IV. PROCEDURES

## A 1. State Boyle’s Law.

Reviewing previous lesson
. 2. What mathematical formula is used when the final pressure is unknown?
or presenting the new
3. What mathematical formula is used when the final volume is unknown?
lesson
The teacher will show dented ping pong balls
B Establishing a purpose for
Students’ Activity: Race in removing dent in ping pong ball.
. the Lesson
What is the technique used in removing dent in ping pong ball?

## C Temperature has a significant effect on the properties of gases. In warm conditions,

. the average kinetic energy of molecules is higher. Liquids evaporate faster, and gases
Presenting examples / escape from being dissolved faster, too.
instances of the Think of a carbonated soft drink. When it is warm, the gas dissolved in the
new lesson carbonated drink escapes faster. This is apparent when the tiny bubbles in the drink pop
or burst. In cold conditions, gases remain dissolved for a longer time.
Discover what will happen to the volume as temperature decreases.
D Discussing new concepts
. and practicing Activity: Charles’ Law (please refer to LM pp.369-371)
new skills #1
E Discussing new concepts
. and practicing Group Presentation
new skills #2
F Developing mastery
. (Leads to Formative 1. What happens to the size of the balloon as the temperature decreases?
2. How does the change in the temperature relate to the volume of gas in the balloon
Assessment 3)
G Complete the table with the necessary information and plot the data in a graph by placing
. the volume in the y axis and temperature at Kelvin scale in the x axis.

## Data on Volume -Temperature Relationship

Volume
applications of concepts Trial (mL) (0C) (K) V/T
and skills in daily living 1 25 2
2 30 57
3 35 102

H Explain the relationship the relationship between volume and temperature at constant
. pressure.
Making generalizations and
abstractions Game: The Teacher will provide different pictures in a box applying different Gas Laws
about the lesson then students select and show the pictures that apply Charles’ Law and explain the
picture.

Direction: Choose the letter that corresponds to the best answer on the given questions
below:
1. Which of the following example best illustrate Charles’ Law?
A. Use of bicycle pump or inflate the tire.
B. Hot air balloon
C. Pressure in an oxygen tank
D. Use of oven to reheat food.
2. Which is true about Charles’ Law?
A. Volume of gas is unchanged when temperature is constant.
B. Volume of gas changes as temperature changes when pressure is
constant.
C. Volume of gas change as pressure is change at constant temperature.
D. Volume of gas remains the same as long as temperature and pressure is
constant
3. In Charles’ Law, the ____________ between volume and temperature is
constant.
I A. Sum B. difference C. product D. ratio
Evaluating Learning
. 4. In Charles’ Law, what relationship exists between volume and temperature at
constant pressure?
A.Directly proportional
B. inversely proportional
C. undetermined
D. no relationship exist
5. Which graph correctly describes Charles’ Law?
. application or
remediation

V. REMARKS

VI. REFLECTION

## A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
remediation who scored
below 80%
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 worked well? Why
did these worked?
F What difficulties did I
. encounter which my principal
or supervisor can help me
solve?
G What innovation or localized
. materials did I
Use or discover which I wish
to share with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between volume and temperature at constant
pressure of gas. (S10MT-IVab-21)
Learning Competencies /
Objectives Learning Objectives:
Write the LC code for each  Determine the general equation for Charles’ Law
 Solve problems involving Charles’ Law

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages P 269
2. Learner's Materials Pages pp. 373-374
. APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
Textbook
3. Soriano, Emil, et. al.Chemistry for the New Millennium.
Pages
pp. 248 - 249

Learning
Resource (LR) portal
Word Problems, Calculator
B
Other Learning Resource
.

IV. PROCEDURES

## A 1. How did Jacques Charles describe the volume – temperature

. relationship?
Reviewing previous lesson or
2. From your daily experiences, cite at least two applications of Charles’
presenting the new lesson
Law.

## Before going to some sample problems, let's be very clear:

Every temperature used in the calculation of temperature must be in Kelvin unit
B Establishing a purpose for the not in degree Celsius.
. Lesson Don’t dare to use Celsius in a numerical calculation. Use Kelvin every time.
Formula for conversion: K = 0C + 273.15

C 1. What do you think would happen to the temperature when the volume is
. increased?
Presenting examples / instances of
2. Given the V1, T1 and T2, what do you think will be the derived formula if
the
V2 is unknown?
new lesson
3. How about if T2 is unknown given the V1, V2 and T1?
Note: T1 and T2 must be of the same unit
V1 and V2 must be of the same unit
Apply conversion of units for properties with unlike units
Ample Problems:
1. A cylinder with a movable piston contains 250 cm з air at 10 0C. If the
pressure is kept constant, at what temperature would you expect the
volume to be 150 cm 3?
2. At 1.0 atm, the volume of a gas is 8.67 L when the temperature is 480C.
At the same pressure, what happens to the volume (in mL) if the
temperature is raised to 650C?

## D Activity: Charles’ Law – Problem Solving

. Group Activity (1 problem per group)
Solve the following problems. Write the given, unknown, derived formula,
1. A tank (not rigid) contains 2.3 L of helium gas at 25 0C. What will be
the volume of the tank after heating it and its content to 40 0 C
temperature at constant pressure?
2. At 20 0C, the volume of Chlorine gas is 15 dm 3. Compute the resulting
Discussing new concepts and volume if the temperature is adjusted to 318 K provided that the
practicing pressure remains the same?
new skills #1 3. A 600 ml sample of nitrogen is heated from 270Cto 770C at constant
pressure .What is the final volume?
4. A gas is collected and found to fill 2.85 L at 25.0 °C. What will be its
volume at standard temperature?
5. At what Celsius temperature must a gaseous sample be heated to
increase its volume from 5.75 L to 7,500 mL? The initial temperature is
250C. Pressure is constant.

## E Discussing new concepts and

. practicing Group Presentation
new skills #2
F 1. What is the general formula for Charles Law?
. Developing mastery 2. Based on the problem presented, explain what happens to the volume
(Leads to Formative Assessment 3) and temperature as pressure remains constant.

## G Solve the following.

. 1. 4.40 L of a gas is collected at 50.0 °C. What will be its volume upon
Finding practical applications of cooling to 25.0 °C?
concepts 2. 5.00 L of a gas is collected at 100 K and then allowed to expand to 20.0
and skills in daily living L. What must the new temperature be in order to maintain the same
pressure?

## H Making generalizations and

. abstractions Explain the formula for getting Charles’ Law.
Direction: Solve the given problem below.
An oxygen cylinder contains 350cm 3 oxygen gas at 200C. If the pressure is
I constant at what temperature would you expect the volume to be?
Evaluating Learning
. 1. 300cm3
2. 250cm3
3. 200cm3
. or
remediation

V. REMARKS

VI. REFLECTION

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

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%

## 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
worked well? Why did these worked?

## F What difficulties did I encounter which

. my principal or supervisor can help me
solve?
G What innovation or localized materials
. did I
Use or discover which I wish to share
with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between temperature and pressure at constant
volume of gas. (S10MT-IVab-21)

## Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Investigate the relationship between temperature and pressure at
constant volume.
 Illustrate graphically the relationship between temperature and
pressure at constant volume

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages P 270 - 271
2. Learner's Materials Pages pp. 375 -378
. APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
3.
Pages Science & Technology III by: Cerna, et al
pp. 98 - 99

Learning
Resource (LR) portal
110 0 C thermometer, Erlenmeyer flask/bottle, cork or rubber stopper,
B
Other Learning Resource denatured alcohol, liquid dropper
.

IV. PROCEDURES

A
. Reviewing previous lesson or
presenting the new lesson

Story: The Theory That the Patriots Balls Deflated By Themselves Is Full of
Holes

## B Establishing a purpose for the

. Lesson

Is Brady lying? Was a rogue ball boy involved? Did the balls magically deflate
by themselves?
C Suppose the temperature continues to increase but the volume remains the
Presenting examples / instances of
. same, what will happen to the pressure?
the
new lesson
D Discussing new concepts and
. practicing Activity: Gay-Lussac’s’ Law (please refer to LM pp.375 - 376)
new skills #1
E Discussing new concepts and
. practicing Group Presentation
new skills #2
F 1. What happens to the drop of denature alcohol after 2 minutes? After
. another 2 minutes?
2. Compare the pressure exerted by the denatured alcohol molecules
Developing mastery
before and after shaking?
3. How is the temperature of gas molecules affected by the pressure or
vice versa?

G Complete the table with the necessary information and plot the data in
. a graph by placing the temperature in the y axis and pressure at the x axis.
Data on Temperature -Pressure Relationship of Gases
Temperature
Trial Pressure (atm) (0C) P/T
1 1 100
2 2 200
Finding practical applications of
concepts 3 3 300
and skills in daily living 4 4 400

## H  State Gay-Lussac’s Law.

Making generalizations and
.
abstractions  Cite some situations where Pressure-Temperature relationship is
applied.
Direction: Choose the letter of the best answer.
1. Records show that the incident of tire explosion is high during summer
season. Which of the following gives the best explanation for this
observation?
A. There are more travelers during summer vacation.
B. High temperature during summer season causes air inside
the tire to expand.
C. Vehicles tire are not well maintained.
D. There is too much air inside the tire.
2. Which is most likely to happen when a closed vessel filled with gas is
shaken for two minutes?
I
Evaluating Learning A. The temperature inside the vessel increases.
.
B. The pressure inside the vessel increases.
C. The temperature and pressure inside the vessel decreases.
D. Both the temperature and pressure inside the vessel
increases.
3. Determine what will happen to the temperature of a confined gas as
the pressure decreases.
A. The gas temperature stays the same.
B. The gas temperature decreases
C. The gas temperature increases
D. There is NO enough data
4. Which correctly describes the relationship of pressure and temperature
of a gas at constant volume?
A. Directly proportional C. undetermined
B. Inversely proportional D. no relationship
5. Which graph correctly represents Gay- Lussac’s Law

A.

. or
remediation

V. REMARKS

VI. REFLECTION

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

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%
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
worked well? Why did these worked?

## F What difficulties did I encounter which

. my principal or supervisor can help me
solve?
G What innovation or localized materials
. did I
Use or discover which I wish to share
with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between gas
A
Content Standards particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship between temperature and pressure at constant volume
of gas. (S10MT-IVab-21)
Learning Competencies / Learning Objectives:
Objectives  Investigate the relationship between temperature and pressure at constant
Write the LC code for each volume.
 Solve problems involving the relationship between temperature and pressure at
constant volume

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 271 - 272
.
2 Learner's Materials
pp. 378 -379
. Pages
APEX Chemistry Unit 2
3 Textbook Chapter 3: Gases: The Fastest-Moving Particles
. Pages Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.

from Learning
Resource (LR) portal

B
Other Learning Resource Word Problems, Calculator, pen, paper
.

IV. PROCEDURES

A Reviewing previous lesson 3. How did Gay-Lussac describe the pressure – temperature relationship?
. or presenting the new 4. From your daily experiences, cite at least two applications of Gay-Lussac’s Law.
lesson
Gay-Lussac’s Law song
B Establishing a purpose for
. the Lesson
C  What do you think would happen to the temperature when the pressure is
. increased?
 Given the P1, T1 and T2, what do you think will be the derived formula if P2 is
Presenting examples /
unknown?
instances of the
new lesson  How about if T2 is unknown given the P1, P2 and T1?
Note: T1 and T2 must be of the same unit
P1 and P2 must be of the same unit
Apply conversion of units for properties with unlike units
Sample Problem:
Determine the pressure change when a constant volume of gas at 1.00 atm is heated
from 20.0 °C to 30.0 °C

## D Activity: Gay-Lussac’s Law – Problem Solving

. Group Activity (1 problem per group)
Solve the following problems. Write the given, unknown, derived formula, solution and
1. A gas has a pressure of 0.370 atm at 50.0 °C. What is the pressure at standard
temperature?
Discussing new concepts 2. A gas has a pressure of 699.0 mm Hg at 40.0 °C. What is the temperature at
and practicing standard pressure?
new skills #1 3. If a gas is cooled from 323.0 K to 273.15 K and the volume is kept constant what
final pressure would result if the original pressure was 750.0 mm Hg?
4. If a gas in a closed container is pressurized from 15.0 atmospheres to 16.0
atmospheres and its original temperature was 25.0 °C, what would the final
temperature of the gas be?

## E Discussing new concepts

. and practicing Group Presentation
new skills #2
F Developing mastery 1. What are the equations used in the analysis of each problem?
. (Leads to Formative 2. What are the units of the unknown quantities in each problem?
Assessment 3) .
G Solve the following.
. 1. A 30.0 L sample of nitrogen inside a rigid, metal container at 20.0 °C is placed
inside an oven whose temperature is 50.0 °C. The pressure inside the container
Finding practical at 20.0 °C was at 3.00 atm. What is the pressure of the nitrogen after its
applications of concepts temperature is increased?
and skills in daily living 2. A sample of gas at 3.00 x 103 mm Hg inside a steel tank is cooled from 500.0
°C to 0.00 °C. What is the final pressure of the gas in the steel tank?

H Making generalizations and How did you solve problems involving the relationship between the temperature and
. abstractions pressure at constant volume (Gay-Lussac’s Law)?
Direction: Solve the given problem below.
A certain decorative bulb containing argon has a pressure of 1.50atm at 200C. At
I constant volume what will be the resulting pressure that may cause the breakage of the
Evaluating Learning
. bulb if it is heated at the following temperature.
A. 900C B. 1000C C. 1500C

. application or
remediation

V. REMARKS

VI. REFLECTION

## A No. of learners who earned

. 80% in the evaluation
B No. of learners who require
remediation who scored
below 80%
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 worked well? Why
did these worked?
F What difficulties did I
. encounter which my principal
or supervisor can help me
solve?
What innovation or localized
G materials did I
. Use or discover which I wish
to share with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship among temperature, pressure and volume of
gases at constant number of moles (S10MT-IVab-21)
Learning Competencies / Objectives Learning Objectives:
Write the LC code for each  Determine the relationship among temperature, pressure and volume
of gasses at constant number of moles
 Recognize the applications of combined gas law in our daily life

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages pp. 273
2. Learner's Materials Pages pp. 380 - 382
. APEX Chemistry Unit 2
Textbook Chapter 3: Gases: The Fastest-Moving Particles
3. Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
Pages

Resource (LR) portal
Liquid dropper, cylindrical container with cover, denatured alcohol,
B match/candle, ruler
Other Learning Resource
.

IV. PROCEDURES

## A State the following Gas laws:

. Reviewing previous lesson or 1. Boyle’s Law
presenting the new lesson 2. Charles’ Law
3. Gay-Lussac’s Law

. Lesson

## What can you infer about the picture?

C Boyle’s and Charles’ laws on gases are used when T and P are constant.
Presenting examples / instances of
. What happens when neither of these conditions remains constant? Let’s find
the
out in the next activity.
new lesson
D Discussing new concepts and
. practicing Activity: Combined Gas Law
new skills #1
E Discussing new concepts and
. practicing Group Presentation
new skills #2
F 1. What happens to the cylindrical container when a source of heat is
. placed near the hole?
2. Why do you need to shake the container after putting 5 drops of
Developing mastery
denatured alcohol?
3. How is the volume of the gasses related to its temperature and
pressure?

G Watch the video about the News on Aerosol that Become a Missiles’ during
. Fire
concepts
and skills in daily living  What are the precautions given by the news reporter to avoid the
mentioned accident?

H
. Making generalizations and Explain the combined Gas Law
abstractions
about the lesson Represent Combined Gas Law in equation.

Direction: Using relationships on combined gas law, complete the graph for
each given relationships

I
Evaluating Learning
.

. or
remediation

V. REMARKS

VI. REFLECTION

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

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%
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
worked well? Why did these worked?

## F What difficulties did I encounter which

. my principal or supervisor can help me
solve?
G What innovation or localized materials
. did I
Use or discover which I wish to share
with other teachers?

Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between
A
Content Standards gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Investigate the relationship among temperature, pressure and volume of gases at
constant number of moles (S10MT-IVab-21)
Learning Competencies /
Objectives Learning Objectives:
Write the LC code for each  Determine the relationship among temperature, pressure and volume of
gases at constant number of moles
 Solve problems involving Combined Gas law

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 272- 274
.
2
Learner's Materials Pages pp. 383 -385
.
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
3 Textbook
Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. Pages
Chemistry for the New Millennium pp. 253 – 255
. Learning
Resource (LR) portal

B
Other Learning Resource Calculator, pen, paper
.

IV. PROCEDURES

A
. Reviewing previous lesson or
presenting the new lesson Cite at least two applications of Combined Gas Law.

(Game) Teacher will group the class into 5 and give a set of cards containing
different variables for Boyle’s Law and Charles’ Law
(One set of cards)

## B Establishing a purpose for the

. Lesson

a. In your show me board, arrange those cards to create the general equation
for Combined Gas Law.
b. Given the other components, what do you think will be the derived formula if
V2 is unknown?
c. How about if P2 is? T2?

C When Boyle’s law and Charles’ Law are considered together, the resulting
. principle is called Combined Gas Law.
1. How will you state the Combined Gas Law.
2. Give the mathematical equation for the Combined Gas Law.
Presenting examples /
Sample Problems:
instances of the
3. A gas has a volume of 800.0 mL at minus 23.00 °C and 300.0 torr. What
new lesson
would the volume of the gas be at 227.0 °C and 600.0 torr of pressure?
At constant volume, find the final pressure in atm when the temperature at 6.5
cm of Hg is changed from 880 C to 270 C?

## D Activity: Combined Gas Law – Problem Solving

. Group Activity (1 problem per group)
Solve the following problems. Write the given, unknown, derived formula, solution
1. 500.0 liters of a gas are prepared at 700.0 mm Hg and 200.0 °C. The gas is
placed into a tank under high pressure. When the tank cools to 20.0 °C, the
pressure of the gas is 30.0 atm. What is the volume of the gas?
2. What is the final volume of a 400.0 mL gas sample that is subjected to a
Discussing new concepts and
temperature change from 22.0 °C to 30.0 °C and a pressure change from
practicing
760.0 mm Hg to 360.0 mm Hg?
new skills #1
3. What is the volume of gas at 2.00 atm and 200.0 K if its original volume was
300.0 L at 0.250 atm and 400.0 K.?
4. At conditions of 785.0 torr of pressure and 15.0 °C temperature, a gas
occupies a volume of 45.5 mL. What will be the volume of the same gas at
745.0 torr and 30.0 °C?
5. A gas sample occupies a volume of 20 mL at 400C and at a pressure of 1.60
atm. What volume in L will it occupy at STP?

## E Discussing new concepts and

. practicing Group Presentation
new skills #2
F 1. What are the equations used in the analysis of each problem?
. Developing mastery 2. What are the units of the unknown quantities in each problem?
(Leads to Formative 3. What is the general formula for the Combined Gas Law?
Assessment 3) 4. Based on the problem presented, Explain the relationship among
temperature, pressure and volume of gasses at constant number of moles
G Solve the following.
. 1. A gas occupies a volume of 34.2 mL at a temperature of 15.0 °C and a
pressure of 800.0 torr. What will be the volume of this gas at standard
Finding practical applications
conditions?
of concepts
and skills in daily living 2. The volume of a gas originally at standard temperature and pressure was
recorded as 488.8 mL. What volume would the same gas occupy when
subjected to a pressure of 100.0 atm and temperature of - 245.0 °C?

## H Making generalizations and

. abstractions Explain Combined Gas law using equation.
Direction: Solve the given problem below.
Helium gas inside the balloon is 500ml at 300C at 5.0 atm, then volume is
increased to 600ml. What is the final pressure that will cause the balloon to explode if
I
Evaluating Learning temperature becomes.
.
1. 350C 2. 400C 3. 500C

. application or
remediation

V. REMARKS

VI. REFLECTION

## A No. of learners who earned 80%

. in the evaluation
B No. of learners who require
remediation who scored below
80%
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
. worked well? Why did these
worked?
F What difficulties did I encounter
. which my principal or supervisor
can help me solve?
What innovation or localized
G materials did I
. Use or discover which I wish to
share with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching
Date and Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances between
A
Content Standards gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Explain the relationship using the kinetic molecular theory (S10MT-IVab-21)

## Learning Competencies / Learning Objectives:

Objectives  Determine the relationship between the volume of a gas to the number of
Write the LC code for each moles at a given temperature and pressure
 Illustrate graphically the relationship between volume and number of moles
 Solve problems involving Avogadro’s Law

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 274 275
.
2
Learner's Materials Pages pp. 384 -387
.
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
3 Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
. Pages Conceptual Science and Beyond III Chemistry
Dr. Jose M. Andaya p. 61

. Learning

B
Other Learning Resource Calculator, pen, paper
.

IV. PROCEDURES

A
. Reviewing previous lesson or
presenting the new lesson Cite at least two applications of Combined Gas Law.

chemistry.
B Establishing a purpose for the 1. What are the contributions in the field ofchemistry given to us by Amadeo
2. State the principle he contributed in the field of Chemistry.
C
Presenting examples /
. .
instances of the
new lesson
D Activity:
.
A. Complete the table below.
Table 12: Data on Avogadro’s Hypothesis
Volume (L) No. of Moles V/n (L/mol)
(mol)
Discussing new concepts and 2.50 0.5
practicing 5.00 1.0
new skills #1 7.50 1.5
10.00 2.0
12.50 2.5

Predict how the Volume-Mole graph would look like. Verify your prediction, plot a
graph.

## E B. Let’s apply Avogadro’s Hypothesis in solving this problem.

. 1. What will be the final volume of a 5.00 L He gas which contains 0.965 mole of at
30°C and 1.00 atmosphere, if the amount of this gas is increased to1.80 moles
Discussing new concepts and provided that temperature and pressure remains unchanged?
practicing 2. Consider the following chemical equation:
new skills #2 2 NO2 (g) N2O4 (g)
If 50.0 mL of NO2 gas is completely converted to N2O4 gas, under the same
conditions, what volume will the N2O4 occupy?

## F 1. Did you obtain a constant value of V/n?

Developing mastery
. 2. Describe the graph that you made.
3. What happens to the volume of a gas if the number of moles is doubled?
Assessment 3)
G Finding practical applications
. of concepts Cite real life scenarios where Avogadro’s Law is observed.
and skills in daily living
H Making generalizations and State Avogadro’s Law.
. abstractions What is the general equation representing Avogadro’s Law?
1. An air inside the balloon is increased, it resulted to
____________________________.
I 2. An air inside the flat tire is decreased, it resulted to
Evaluating Learning
. _____________________________.
3. On bread making, dough has smaller size than the actual bread because
_____________________________.

. application or
remediation

V. REMARKS

VI. REFLECTION

## A No. of learners who earned 80%

. in the evaluation
B No. of learners who require
remediation who scored below
80%
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
. worked well? Why did these
worked?
F What difficulties did I encounter
. which my principal or supervisor
can help me solve?
What innovation or localized
G materials did I
. Use or discover which I wish to
share with other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Fourth
Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Explain the relationship using the kinetic molecular theory (S10MT-IVab-
21)

## Learning Competencies / Objectives Learning Objectives:

Write the LC code for each  Show the relationship among volume, temperature, pressure and
number of moles
 Recognize the applications of Ideal Gas law in our daily life

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages pp. 275
2. Learner's Materials Pages pp. 388 -389
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
Textbook Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies,
3.
Pages Inc.
Chemistry for the New Millennium pp. 255 – 256

## 4. Additional Materials from Learning

Resource (LR) portal

Two empty, plastic, 1.5 liter bottles with cover, hot water, ice cubes,
B
Other Learning Resource hammer, plastic bag
.

IV. PROCEDURES

A
. Reviewing previous lesson or 1. State Avogadro’s Law
presenting the new lesson 2. Cite at least two real life applications of Avogadro’s Law.

B CHALLENGE:
Establishing a purpose for the Lesson
. Blow the balloon on its maximum volume in 1 minute.

C
. The ideal gas law applies to gases which follow the KMT. Under most
Presenting examples / instances of the
condition, real gases show ideal gas behaviour.
new lesson
Let’s do the next activity.
D Activity:
. Discussing new concepts and Squashing the bottle (Refer to LM pp. 388-389)
practicing
new skills #1
E Discussing new concepts and
. practicing Group presentation
new skills #2
F 1. What happened when you covered the bottle (Activity A,
. Procedure2)
Developing mastery 2. What caused this to happen?
(Leads to Formative Assessment 3) 3. What happened to the bottle? (Activity B.)
4. Explain the phenomenon.

G When the gas constant is 8.3144621 J/mol.K and the ideal gas law
Finding practical applications of
. equation is PV = nRT, what is a real life example that follows the Ideal Gas
concepts
Law?
and skills in daily living
H Making generalizations and
. abstractions Explain the Ideal Gas Law
Arrange the given situation below from no.1 to 5 to explain the use of ideal
gas law on squashing the bottle.
______1. Volume of gas is suddenly reduced. 5
______2. Hot water leaves hot gases inside the bottle. 1
I ______3. Once the bottle is closed, it trapped hot gases inside. 2
Evaluating Learning
. ______4. Inversely proportional relationship between volume and pressure
is created. 4
______5. Hot gases now create high temperature and high kinetic energy
causing high pressure. 3

J
. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

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

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%
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 worked
well? Why did these worked?

F
. What difficulties did I encounter which my
principal or supervisor can help me solve?

## What innovation or localized materials did

G I
. Use or discover which I wish to share with
other teachers?
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter Fourth
and Time
DAY: _________

I. OBJECTIVES

Understand how gases behave based on the motion and relative distances
A
Content Standards between gas particles.
.
B
Performance Standards
.
C Learning Competency:
. Explain the relationship using the kinetic molecular theory (S10MT-IVab-21)

## Learning Competencies / Learning Objectives:

Objectives  Show the relationship among volume, temperature, pressure and number of
Write the LC code for each moles
 Apply the ideal gas law equation on problem solving

II. CONTENT

## III. LEARNING RESOURCES

A
References
.
1. Teacher's Guide Pages pp. 276
2. Learner's Materials Pages pp. 389 -390
APEX Chemistry Unit 2
Chapter 3: Gases: The Fastest-Moving Particles
Textbook
3. Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.
Pages
Chemistry for the New Millennium pp. 255 – 257

Resource (LR) portal

Two empty plastic, 1.5 liter bottles with cover, hot water, ice cubes, hammer, plastic
B
Other Learning Resource bag
.

IV. PROCEDURES

A
. Reviewing previous lesson or How do balloons fly?
presenting the new lesson

(Game) Teacher will group the class into 5 and give a set of cards about the
relationship of variables of Boyle’s Law and Charles’ Law and Avogadro’s Law
(One set of cards)

1
B Establishing a purpose for the Boyle’s Law P ∞ Avogadro’s Law V ∞ T
𝑉
. Lesson

Charles’ Law V ∞ T
a. In your show me board, arrange those cards to create the equation
combining the relationship of the above mentioned laws.
b. Replacing the proportionality sign with the equal sign and introducing a
Constant R, what equation is formed?

C
. From the given equations, we can say that the volume of a gas is directly
proportional to the number of moles present and to the absolute temperature and it
is inversely proportional to the pressure.
Presenting examples / instances
Now, let’s try to solve the following problems.
of the
1. Calculate the volume of 0.10 mole of hydrogen gas at 300C and 1.2 atm.
new lesson
2. Calculate the pressure (in atm) of 1.12 moles of Nitrogen gas with the
volume of 6.30 L at 550K
Note:
Convert Celsius to Kelvin
D Activity: Ideal Gas Law (Problem Solving)
. Solve the following problems. Write the given, unknown, derived formula, solution
1. Determine the volume of occupied by 2.34 grams of carbon dioxide gas at
STP.
2. A sample of argon gas at STP occupies 56.2 liters. Determine the number
Discussing new concepts and of moles of argon and the mass in the sample.
practicing 3. At what temperature will 0.654 moles of neon gas occupy 12.30 liters at
new skills #1 1.95 atmospheres?
4. Calculate the pressure exerted by a 0.25 mole sulfur hexafluoride in a steel
vessel having a capacity of 1250 mL at 70.0°C.
5. Fermentation of glucose produce gas in the form of carbon dioxide, how
many moles of carbon dioxide is produced if 0.78 L of carbon dioxide at
20.1°C and 1.00 atm was collected during the process?

## E Discussing new concepts and

. practicing Group Presentation
new skills #2
F 1. What are the equations used in the analysis of each problem?
. 2. What are the units of the unknown quantities in each problem?
Developing mastery
3. What is the general formula for the Ideal Gas Law?
4. Based on the problem presented, explain the relationship among
Assessment 3)
temperature, pressure and volume of gasses at constant number of moles

## G A sample of liquid acetone is placed in a 25.0 mL flask and vaporized by the

. Finding practical applications of heating to 75°C at 1.02 atm. The vapor weighs 5.87 g. Calculate the number of
concepts moles of the acetone.
and skills in daily living
H 1. State Ideal Gas Law.
. Making generalizations and 2. What is the general equation for Ideal Gas Law?
abstractions 3. What will be the derived formula if Pressure is unknown? Volume? Number
about the lesson of Moles? Temperature?

## Solve the given problem about ideal gas law.

What is the volume of container A, B, C that can hold the following mole of gas at
their respective temperature and pressure?
I
Evaluating Learning CONTAINER A – 0.70 Mole of gas at 30 degree Celsius at 2.25atm.
.
CONTAINER B- 0.80 Mole of gas at 35 degree Celsius at 3.00 atm
CONTAINER C – 0.97 Mole of gas at 38 degree Celsius at 3.35atm

. application or
remediation
V. REMARKS

VI. REFLECTION

## A No. of learners who earned 80% in

. the evaluation
B No. of learners who require
who scored below 80%
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
. worked well? Why did these
worked?
F What difficulties did I encounter
. which my principal or supervisor
can help me solve?
What innovation or localized
G materials did I
. Use or discover which I wish to
share with other teachers?