Republic of the Philippines
Department of Education
REGION VIII
DIVISION OF SAMAR
DISTRICT OF SAN SEBASTIAN
San Sebastian, Samar
DETAILED LESSON PLAN IN SCIENCE 10
Name of the Teacher:
Grade Level
Learning Area
I.
:
:
:
JERAMIE M. JABAGAT
Grade 10
Science
OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. Learning Competencies:
II.
CONTENT
III.
LEARNING RESOURCES
The learners demonstrate an understanding of how gases
behave based on motion and relative distances between
gas particles.
The learners shall be able to solve problems on gas laws.
Investigate the relationship between volume and pressure
at constant temperature of a gas.
(S10MT-IVa-b-21)
Sub-Task Learning Objectives:
1. Identify and plot the given value of volume against
pressure at constant temperature of a gas
2. Solve problems using Boyle’s law equation.
3. Appreciate and cite it practical applications in your
daily life.
A. References
1. Teacher’s Guide
Science 10 MELC’s (Week 1)
2. Learners Material pages
3. Textbook pages
Science 10 ADM (Module 2: Boyle’s Law: VolumePressure Relationship
Science 10 pages 362 - 368
4. Additional materials from
Learning Resource (LR)
portal.
5. Other Learning Resource
slideserve.com,pixfeed.com,sciencestruck.com
IV.
PROCEDURES
Teacher’s Activity
A.Reviewing
previous lesson
or presenting
the new lesson
Student’s
Activity
ELICIT:
Last meeting you learned four postulates of Kinetic Molecular (The students
Theory and the relationship between volume and pressure at will raise their
constant temperature which was studied by Robert Boyle.
hands. )
Directions: Complete each statement by matching the
statement in column A to the correct term in column B.
COLUMN A
1. Gases are most likely empty
space because of a wide
distance between these tiny
particles. Thus, gases are highly
___________________ and
have low density.
2. Gas particles move rapidly in
straight lines, travel constantly,
and
in
________________
directions.
3. The Kinetic Molecular Theory of
gases provides a model to
explain
behavioral
______________ of gases.
4. Boyle’s Law states that the
volume of a given mass of gas
held at constant temperature is
______________ proportional to
its pressure.
5. Boyle’s
Law
experiments
showed that when volume
increases,
the
pressure
decreases; and if the volume
decreases,the
_______________increases.
B.Establishing
a purpose for
the lesson
COLUMN B
1. D
2. A
3. E
4. B
5. C
A. Random
B. Inversely
C. Pressure
D. Compressib
le
E. Properties
ENGAGE:
Show a video of a bicycle pump.
How does Boyle’s law relate to a bicycle pump?
Explain this phenomenon scientifically.
Ma’am, when
you
push
down on the
pump,
the
volume inside
the bike pump
decreases,
and
the
pressure
of
the
air
increases so
that
it’s
pushed into
the wire
Unlocking difficulties:
1. Pressure – is the amount of force exerted on an object.
2. Temperature – is a physical quantity that expresses the
attribute of hotness or coldness.
3. Volume – the amount of space that a substance or objet
occupies.
Divide the class into 4 groups and let them perform the
C.Presenting
following activity. Each group will name their based on the
examples/
product found within the municipality.
instances of
the new lesson.
Activity 1: Pressure-Volume Relationship at Constant
Temperature of a Gas
The students
will form a
group
by
counting 1 to
4
Objective:
At the end of the activity, you should be able to identify and
plot the given values of volume against pressure at constant
temperature of a gas.
Materials: Graphing paper or clean sheet of bond paper,
pencil, and ruler
Procedure:
1. Plot the data in table 1 in a graphing paper or in a separate
clean sheet of paper.
2. Label the graph with Volume (Y-axis), and the pressure (Xaxis).
3. Use the following scale in plotting the data on the graph: 1
cm for every 0.5 mL, and 1 cm for every 500 mmHg
The students
will have a
presentation
of their output.
Table 1: Boyle’s Volume Pressure Data
P(mmHg)
V(mL)
500
2.5
550
2.2
700
1.5
100
0.8
1200
0.6
1800
0.5
Ma’am, the
graph
illustrated a
hyperbolic.
Closure: As you observed from the graph above, pressure
increases with a decrease in volume. ________, __________
explains that when pressure increases, the volume decreases;
and if the pressure decreases, the volume increases. Thus, the
relationship between pressure and volume of a gas at constant
temperature in inversely proportional.
D.Discussing
the new
concepts and
practicing new
skills #1.
EXPLORE:
Interactive Instruction (Divide the class into three groups. Let
Group 1 solve for P₂, Group 2 for V₂ and Group for P₁)
Group 1-Male
Group 2-Female
Group 3- LGBT
Activity 2: Let’s Compute and Check It Right!
Boyle’s law
Objective:
At the end of the activity, you should be able to solve
problems using Boyle’s law equation.
Materials: Calculator, pen, and paper
Directions: Read the given problem. Fill in the table with the
correct data, then
solve and check it using Boyle’s law
equation: P₁V₁=P₂V₂
Problem to be solved and to be checked using Boyle’s Law
equation:
P₂=P₁V₁/V₂
In a J-shaped tube filled with mercury, initially, mercury
levels in both limbs are the same. The initial volume of the 760mmHg(.5L)
0.30L
trapped gas in the closed end is 0.50 L. The volume of the gas
decreases to 0.30 L after the addition of mercury from the open
P₂=1,266.67
end of the tube. Take note that the opened end of the tube is
MmHg
subjected to the atmosphere; thus, the initial pressure is equal
to atmospheric pressure (1 atm = 760 mmHg). What will be the
final pressure after the changes of the volume happened?
Data
Given:
Find
Equation
V₁ = ___L
V₂ = ___ L
P₁ = ___mmHg
Final Pressure
P₂ = P₁V₁
V₂
Checked
by V₂
V₂=P₁V₁/P₂
Checked by P₁
760mmHg(.5L)
1,266.67mmHg
V₂= 0.30 L
Final
Volume
V₂ = P₁V₁
P₂
Initial volume
P₁ = P₂V₂
V₁
Substitutio
n
Solution
Final
Answer
Closure:
What can you say on the computation you have made?
How did you arrived at that result?
EXPLAIN:
Discussion and presentation of outputs for activity.
E.Discussing
the new
concepts and
practicing new
skills #2.
Guide Questions:
1. Which of the following graph represents the correct
Boyle’s law?
P₁=P₂V₂/V₁
1,266.67mmHg(.3L)
0.50L
P₁=760mmHg
Answer may
vary
The will actively
participate
during
the
discussion.
2. What is Boyle’s Law and what is its significance?
3. Give sample problems on Boyle’s Law.
F.Finding
practical
applications of
concepts and
skills in daily
living.
ELABORATE:
The students will
read
the
paragraph
silently.
Word Jumble Race
Read and understand the paragraph silently.
Activity 3: Boyle’s Law in Scuba Diving
Objective:
At the end of this activity, you should be able to appreciate
Boyle’s law and cite its practical applications in your daily life.
Materials: Picture of a scuba diver
Directions: Rearrange the jumbled letters inside the
parenthesis, then fill in each blank with a correct answer. Relate
1.Boyle’s
each statement to scuba diving activities.
Diving into deep water is another application of (1)
___________ (s’leByo) law. As the diver moves down to the
bottom of the water, the (2) ____________ (respseru)
increases. Increasing pressure leads to a decrease in (3)
_________ (lovemu), and the diver’s blood begins to absorb
the nitrogen gas. The opposite happens when the diver starts
to rise again, and the nitrogen gas molecules begin to expand
and return to its volume. If the diver makes a slow rise, the
nitrogen gas (4) _____________ (lesmolecu) expand and
return to normal without problems, but if it rises quickly, the
diver’s blood turns into foam and the same mess that occurs in
the soda bottles causes the diver to bend and feel strong pain.
In the worst case, this sudden drop in body pressure can
instantly terminate the diver’s (5) ___________ (ifel).
Closure:
When a scuba diver dives beneath the water
surface due to the hydrostatic pressure on divers, the air inside
their lungs contract. As a diver approaches the surface, the air
inside their lungs expand since the pressure (6) ____________
(seresdeac)on the surface of the water.
2.Pressure
3.Volume
4.Molecules
5.Life
6.Decreases
G.Making
generalization
and abstraction
about
the
lesson.
Name: ___________________________________________
Topic: ___________________________________________
I know that I know something about___________________
First, ____________________________________________
Second, _________________________________________
Finally, __________________________________________
Now, you know something that I know about___________
As a student, what do you think should be constant in you in
order to respond on the laws of nature? Why?
H.Evaluating
learning
EVALUATION:
Directions: Choose the letter of the correct answer. Write
your answer on your answer sheet.
1.Which among the units of measurements below can be the
correct unit of volume?
A. 0F, OC, and K
C. L, mL, m3, and cm3
B. atm, mmHg, Pa, and torr
D. Kg, g, and moles
Answer may
vary.
1.C
2. A
3.A
4.B
2.The graph of Boyle's law is known as pressure-volume graph. 5.C
Which of the following is a hyperbolic graph?
A
B
C
D
For numbers 3 and 4, refer to the given problem below:
Problem: At 00C and 5 atm, a given sample of a gas occupies
75 L. The gas is compressed to a final volume of 30 L at 0C.
What is the final pressure?
3.Which of the following formulas will be used to solve the given
problem?
A. P₂ = P₁V₁/V₂
B. P2= P1V2/V1
C. P₂ = V₁V₂/P₁
D. P1= P2V2/V1
4. Which of the following is the correct answer to the given
problem above?
A. 2.0 atm
B. 12.5 atm
C. 150 atm
D. 450 atm
5.In the case of soda bottles or cans, all of us apply Boyle’s
Law but unintentionally. Note that when you open the bottle of
soda quickly, the gas rushes from everywhere
in the
form of foam, causing a mess. So, what is the cause of this
mess?
A. This mess occurs because the soda bottle is pumped by
passing the water on carbon dioxide.
B. This mess occurs because the soda is pumped into the soda
bottle by passing carbon dioxide into the water.
C.When you open the bottle, you are actually reducing the
pressure on the gas, and the volume of the gas expands.
D.When you open the bottle, you are actually increasing the
pressure on the gas, and the volume of the gas expands.
I.Additional
activities
for
application and
remediation.
ENRICHMENT:
 Divide the class into 4 group.
 Each group will create:
Group 1: Song;
Group 2: Tiktok;
Group 3: Powerpoint;
Group 4: Poem about Boyle’s Law.
 Present your output next meeting.
Rubric:
Category
Content
Organization
Creativity
5 Points
4 Points
3 Points
2 Points
There is very
clear main idea
that is welldeveloped with
lots of detail
throughout the
presentation.
Information is
very organized
with
wellconstructed
slide/tiktok/son
g or poem.
Students
clearly
explored
and expressed
multiple ideas
in a unique
way.
The main idea
is clear and the
development
throughout the
presentation
can be seen.
The main idea
is
somewhat
clear,
but
needs
more
development
throughout the
presentation.
Information is
organized, but
the slide, song,
tiktok/poem is
not
wellconstructed.
Student project
original,
but
mostly based
on an existing
idea
The main idea
is not clear or
welldeveloped.
Information is
organized with
wellconstructed
slide/tiktok/son
g/poem.
Students
clearly
explored
and expressed
multiple ideas
in
a
fairly
original way.
The
information
appears to be
disorganized.
Students
follows set of
direction
to
complete the
project, but did
not
explore
new ways to
alter the idea.
Incomplete
Complete
Incomplete
Quality of Complete
solution
with
solution
with
solution
with
solution with
Information
correct
answer
correct
answer.
incorrect
answer
I.
REMARKS
II.
REFLECTION
A. No. of learners who earned 80%in the evaluation
B. No. learners who require additional activities for
remediation who scored below 75%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson?
D. No. of learners who continue to remediation
E. Which of my teaching strategies worked well? Why did
this work?
incorrect
answer.
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material did I use/discover
which I wish to share with other teachers.
Prepared by:
JERAMIE M. JABAGAT
Secondary School Teacher III
Process Observers:
RUEL M. BABON
Principal IV/ Chairman
THELMA M. BABON
HT-II/Member
Approved:
CRISTITA T. MARABUT
District In-Charge
WILLIAM
HT-III/Member