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GRADES 1 to 12

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

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

4 Additional Materials

. 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

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

Reviewing previous lesson

or presenting the new

lesson Graduated cylinder Pipet

gram

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.

. 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?

(Leads to Formative

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

. 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?

School Grade Level Grade 10

GRADES 1 to 12

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

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

4 Additional Materials

. 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

. 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?

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.

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.

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

J Additional activities for

. application or

remediation

V. REMARKS

VI. REFLECTION

. 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?

School Grade Level Grade 10

GRADES 1 to 12

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

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

4 Additional Materials

. https//www.youtube.com/watch?v=N5xft2fIqQu

from Learning

Resource (LR) portal

B Syringe, graphing paper, ruler, calculator

Other Learning Resource

.

IV. PROCEDURES

. 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

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?

. 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

. applications of concepts https//www.youtube.com/watch?v=N5xft2fIqQu

and skills in daily living

H Making generalizations and

. abstractions Explain the relationship between pressure and volume.

about the lesson

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?

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

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

. application or

remediation

V. REMARKS

VI. REFLECTION

. 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?

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.

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

School Grade Level Grade 10

GRADES 1 to 12

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

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

. 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?

. Group Activity (1 problem per group)

Solve the following problems. Write the given, unknown, derived formula, solution

and final answer.

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.

. 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

(Leads to Formative Assessment

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?

. 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?

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

. and final answer.

1. A certain amount of gas has a volume of 1000 mL at 780 mm of Hg. What

Additional activities for

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

. 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?

School Grade Level Grade 10

GRADES 1 to 12

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

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

4. Additional Materials

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

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?

. 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.

Volume

Finding practical Reading Temperature Temperature

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?

J Additional activities for

. application or

remediation

V. REMARKS

VI. REFLECTION

. 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?

School Grade Level Grade 10

GRADES 1 to 12

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

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

. relationship?

Reviewing previous lesson or

2. From your daily experiences, cite at least two applications of Charles’

presenting the new lesson

Law.

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?

. Group Activity (1 problem per group)

Solve the following problems. Write the given, unknown, derived formula,

solution and final answer.

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.

. 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.

. 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?

. abstractions Explain the formula for getting Charles’ Law.

about the lesson

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

J Additional activities for application

. or

remediation

V. REMARKS

VI. REFLECTION

. evaluation

B No. of learners who require additional

. activities for remediation who scored

below 80%

. 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?

. 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?

School Grade Level Grade 10

GRADES 1 to 12

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)

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

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

http://www.businessinsider.com/cold-weather-patriots-balls-deflate-2015-1

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

http://www.businessinsider.com/cold-weather-patriots-balls-deflate-2015-1

. 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?

(Leads to Formative Assessment 3)

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

Making generalizations and

.

abstractions Cite some situations where Pressure-Temperature relationship is

applied.

about the lesson

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

. 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?

. 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?

School Grade Level Grade 10

GRADES 1 to 12

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

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.

4 Additional Materials

. https://www.youtube.com/watch?v=o3N4tVx8lxo

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

https://www.youtube.com/watch?v=o3N4tVx8lxo

. 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

. Group Activity (1 problem per group)

Solve the following problems. Write the given, unknown, derived formula, solution and

final answer.

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?

. 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)?

about the lesson

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

. 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

G materials did I

. Use or discover which I wish

to share with other teachers?

School Grade Level Grade 10

GRADES 1 to 12

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

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

Learning https://www.youtube.com/watch?v=9p0nx98RNaQ

Resource (LR) portal

Liquid dropper, cylindrical container with cover, denatured alcohol,

B match/candle, ruler

Other Learning Resource

.

IV. PROCEDURES

. Reviewing previous lesson or 1. Boyle’s Law

presenting the new lesson 2. Charles’ Law

3. Gay-Lussac’s Law

. Lesson

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?

(Leads to Formative Assessment )

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

Finding practical applications of https://www.youtube.com/watch?v=9p0nx98RNaQ

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

. 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?

. 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?

GRADES 1 to 12

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

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

4 Additional Materials from

. 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)

. 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?

. Group Activity (1 problem per group)

Solve the following problems. Write the given, unknown, derived formula, solution

and final answer.

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?

. 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?

. abstractions Explain Combined Gas law using equation.

about the lesson

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

. 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

G materials did I

. Use or discover which I wish to

share with other teachers?

School Grade Level Grade 10

GRADES 1 to 12

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)

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

Avogadro’s Law

II. CONTENT

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

Resource (LR) portal https://www.youtube.com/watch?v=CKs4WKv6foI –

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.

Listen to the video song about Amadeo Avogadro and his contribution to the field of

chemistry.

https://www.youtube.com/watch?v=CKs4WKv6foI

B Establishing a purpose for the 1. What are the contributions in the field ofchemistry given to us by Amadeo

. Lesson Avogadro?

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.

. 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?

Developing mastery

. 2. Describe the graph that you made.

(Leads to Formative

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?

about the lesson

Direction: Complete the open ended question about 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

. 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

G materials did I

. Use or discover which I wish to

share with other teachers?

School Grade Level Grade 10

GRADES 1 to 12

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)

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

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

https://sites.google.com/site/kingsacademy04/the-ideal-gas-law/applications

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

about the lesson

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

. 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 I

. Use or discover which I wish to share with

other teachers?

School Grade Level Grade 10

GRADES 1 to 12

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)

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

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

Learning https://sites.google.com/site/kingsacademy04/the-ideal-gas-law/applications

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

and final answer

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?

. 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?

(Leads to Formative

4. Based on the problem presented, explain the relationship among

Assessment 3)

temperature, pressure and volume of gasses at constant number of moles

. 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?

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

. 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

G materials did I

. Use or discover which I wish to

share with other teachers?

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