Module-1.docx

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

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 Objectives:  Identify the properties of gases (mass and volume).  Prove that gasses have different properties. Properties of Gases (Mass and Volume) – Part 1

III. LEARNING RESOURCES A References . 1 Teacher's Guide Pages . 2 Learner's Materials . Pages

3 .

Textbook Pages

4 .

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

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

Digital balance, balloon, balloon pump for Activity A Pipet and aspirator or syringe, 100 mL graduated cylinder, 200 mL H 2O for Activity B

IV. PROCEDURES

Gases have different properties. Fill out the table by posting the word in a strip of paper that completes the table.

A .

The amount of material that the body contains. Reviewing previous lesson or presenting the new lesson

Graduated cylinder

Digital balance

Pipet

Syringe

gram

Liter milliliter

Properties

meaning

Unit of Measuring measurement instrument

Mass volume B Establishing a purpose for . the Lesson

Student will inflate a balloon and make it big as possible a. Observe what happen to the balloon. b. What will happen if you continuously pump air into the balloon?

C . Presenting examples / instances of the new lesson

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

D Discussing new concepts . and practicing new skills #1

Activity: Getting to Know Gases A. Gases and Its Mass (Refer to the Learner’s Material Activity 1 pp. 355 – 356)

E Discussing new concepts . and practicing new skills #2 F . Developing mastery (Leads to Formative Assessment 3)

B. Gases and its Volume (Refer to the Learner’s Material Activity 1 pp. 356 – 357) 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? 4. What can you infer in this activity? B 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 Finding practical . applications of concepts and skills in daily living

LPG tank is also known as bottled gas. It is used in cooking, heating and even lighting especially in rural areas where there is no electricity. What are the issues and concern regarding LPG tank?

H . Making generalizations and abstractions about the lesson

What properties of matter are shown in the two sets of activities? Game: Students will be given different sizes and shape of the balloon to be inflated. (The one with biggest balloon will be the winner) Describe the volume of a gas inside the balloon of different sizes.

I .

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. 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.

Evaluating Learning

B. Pushing the plunger of a syringe. C. Pulling the plunger of a syringe. D. Inflating a balloon.

J Additional activities for . application or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

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 Objectives:  Identify the properties of gases (temperature and pressure)  Prove that gases have different properties Properties of Gases (Temperature and Pressure) – Part 2

III. LEARNING RESOURCES A References . 1 Teacher's Guide Pages . 2 Learner's Materials . Pages

3 .

Textbook Pages

4 .

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 261-264 pp. 357-362 APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. Soriano, Emil, et. al. Chemistry for the New Millennium. pp. 242-243

Thermometer (3600C), alcohol lamp, tripod, wire gauze match, denatured alcohol, ice, 500 mL beaker or any tin can for Activity C. Erlenmeyer flask, alcohol lamp, tripod, wire gauze, match, denatured alcohol for Activity D

IV. PROCEDURES A Reviewing previous lesson . or presenting the new lesson B Establishing a purpose for . the Lesson C . Presenting examples / instances of the new lesson

From our daily experiences, cite some instances that gases have mass and volume. Infer what happen to the balloon when the air temperature is hot or cold. 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 behavior of molecules if they are placed in a container and how they would react to changes in temperature. 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 Discussing new concepts . and practicing new skills #1

Activity: Getting to Know Gases A. Gases and Its Temperature (Refer to Learner’s Material Activity 1 pp. 357-359)

E Discussing new concepts . and practicing new skills #2

B Gases and its Pressure (Refer to Learner’s Material Activity 1 pp. 359-360)

F .

A 1. Is there a difference in the temperature of air among three set-ups? 2. Explain the difference in temperature of air? B. 1. What happens to the inflated balloon? 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?

Developing mastery (Leads to Formative Assessment 3)

G Finding practical . applications of concepts and skills in daily living

From our daily experiences, cite some instances in that gases have temperature and exerts pressure.

H . Making generalizations and abstractions about the lesson

What properties of matter are shown in the two sets of activities? Give the effect of the temperature to the behavior of molecules of gases. 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. .

I .

Evaluating Learning

3. Once an air molecule inside the container is heated, which will likely to happen? 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

J Additional activities for . application or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

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 Objectives:  Observe the relationship between volume and pressure at constant 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

III. LEARNING RESOURCES A References . 1 Teacher's Guide Pages . 2 Learner's Materials . Pages

3 .

Textbook Pages

4 .

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 362 - 365 pp. 265 - 267 APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. Phoenix Science Series Chemistry Laboratory Manual pp. 85-88 https//www.youtube.com/watch?v=N5xft2fIqQu Syringe, graphing paper, ruler, calculator

IV. PROCEDURES A Reviewing previous lesson . or presenting the new lesson

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

B Establishing a purpose for . the Lesson A. What can you infer about the pictures? C Presenting examples / . instances of the

You probably started experimenting with Boyle’s law when you were a child. When you squeeze a balloon, you might notice that the harder you push, the harder it seems to push back. When you lie back on an

new lesson

D Discussing new concepts . and practicing new skills #1 E Discussing new concepts . and practicing new skills #2 F . Developing mastery (Leads to Formative Assessment 3)

G Finding practical . applications of concepts and skills in daily living H Making generalizations and . abstractions about the lesson

inflatable mattress, or pool float, it compresses up to a point and then seems to stop. Why is this so happen? Activity: Boyle’s Law See attached activity sheet

Group presentation 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. Describe the graph that you created about volume and pressure. Cite different application of Boyle’s law from the video clips https//www.youtube.com/watch?v=N5xft2fIqQu

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?

A 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 4. Which graph correctly represents Boyle’s Law?

5. In Boyle’s Law, the ________ between volume and pressure is constant. A. Sum B. difference C. product D. ratio

J Additional activities for . application or remediation V. REMARKS

VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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 Graphing paper

Ruler 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) 350 700 1400 1750 3500

Volume (mL) 1000 500 250 200 100

P xV

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

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

Understand how gases behave based on the motion and relative distances between gas particles.

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 Objectives:  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. Boyle’s Law – Problem Solving

II. CONTENT III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages 2.

3.

4.

Learner's Materials Pages

Textbook Pages

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

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

Word problems, calculator, and set of cards for variables for Boyle’s Law, show me board (illustration board)

IV. PROCEDURES A . Reviewing previous lesson or presenting the new lesson B Establishing a purpose for the . Lesson C .

1. How did Robert Boyle describe the volume – pressure relationship? 2. From your daily experiences, cite at least two applications of Boyle’s Law. What do you think would happen to the volume of a gas as the pressure becomes doubled? Tripled?

(Game) Teacher will group the class into 5 and give a set of cards containing Presenting examples / instances of the new lesson

different variables for Boyle’s Law (One set of cards)

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 .

Discussing new concepts and practicing new skills #1

E Discussing new concepts and . practicing new skills #2 F Developing mastery . (Leads to Formative Assessment 3) G .

Finding practical applications of concepts and skills in daily living

H . Making generalizations and abstractions about the lesson

Activity: Boyle’s Law – Problem Solving 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 reduce its volume by 1/3. 3. Nitrogen gas has a volume of 10 Liters at 300C. What will be its volume in 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. Group Presentation 1. What is the general formula for Boyle’s Law? 2. Based on the problem presented, explain what happens to the volume and pressure at constant temperature? The volume of a sample of gas is 500 mL at a pressure of 1.60 atm. Assume that the temperature is held constant. a. What is the volume of the sample at a pressure of 2.00 atm? b. What is the pressure of the sample when the volume is doubled? 



State the relationship between volume and pressure at constant temperature. Based on the general equation for Boyle’s Law, what will be the derived 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 . Additional activities for application or remediation

V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

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 will be its volume if the pressure is 790 mm Hg at constant temperature? 2. A sample of chlorine gas occupies a volume of 920 mL at 715 mm Hg. Calculate the pressure of the gas ( in atm) if the volume is reduced at constant temperature to 745 mL.

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

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 Objectives:  Observe the relationship between volume and temperature at constant pressure.  Illustrate graphically the relationship between volume and temperature at constant pressure  Recognize the application of Charles’ Law in our daily life Charles’ Law

III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages Learner's Materials 2. Pages

3.

4.

Textbook Pages Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 268-269 pp. 369-374 . APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. Soriano, Emil, et. al.Chemistry for the New Millennium. pp. 248 - 250 http://chemistrynotmystery.blogspot.com/2014/10/applications-of-charles-law.html

Rubber balloon, tap water, hot water, ice, thermometer, alcohol lamp, tape measure

IV. PROCEDURES A Reviewing previous lesson . or presenting the new lesson

1. State Boyle’s Law. 2. What mathematical formula is used when the final pressure is unknown? 3. What mathematical formula is used when the final volume is unknown? The teacher will show dented ping pong balls

B Establishing a purpose for . the Lesson

Students’ Activity: Race in removing dent in ping pong ball. 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 escape from being dissolved faster, too. Think of a carbonated soft drink. When it is warm, the gas dissolved in the 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.

Presenting examples / instances of the new lesson

D Discussing new concepts . and practicing new skills #1 E Discussing new concepts . and practicing new skills #2

Activity: Charles’ Law (please refer to LM pp.369-371)

Group Presentation

F Developing mastery . (Leads to Formative Assessment 3)

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

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.

Finding practical applications of concepts and skills in daily living

H .

V/T

Explain the relationship the relationship between volume and temperature at constant pressure. Making generalizations and abstractions about the lesson

I .

Trial 1 2 3

Data on Volume -Temperature Relationship Volume Reading Temperature Temperature (mL) (0C) (K) 25 2 30 57 35 102

Evaluating Learning

Game: The Teacher will provide different pictures in a box applying different Gas Laws 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. A. Sum B. difference C. product D. ratio 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 A . B .

No. of learners who earned 80% in the evaluation 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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Investigate the relationship between volume and temperature at constant pressure of gas. (S10MT-IVab-21) Learning Objectives:  Determine the general equation for Charles’ Law  Solve problems involving Charles’ Law Charles’ Law (Problem Solving)

III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages 2.

3.

4.

P 269

Learner's Materials Pages

Textbook 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. Soriano, Emil, et. al.Chemistry for the New Millennium. pp. 248 - 249

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

Word Problems, Calculator

IV. PROCEDURES A .

Reviewing previous lesson or presenting the new lesson

B Establishing a purpose for the . Lesson

C .

Presenting examples / instances of the new lesson

1. How did Jacques Charles describe the volume – temperature relationship? 2. From your daily experiences, cite at least two applications of Charles’ 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 not in degree Celsius. Don’t dare to use Celsius in a numerical calculation. Use Kelvin every time. Formula for conversion: K = 0C + 273.15 1. What do you think would happen to the temperature when the volume is increased? 2. Given the V1, T1 and T2, what do you think will be the derived formula if V2 is unknown? 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 .

Discussing new concepts and practicing new skills #1

E Discussing new concepts and . practicing new skills #2 F . Developing mastery (Leads to Formative Assessment 3) G . Finding practical applications of concepts and skills in daily living

H Making generalizations and . abstractions about the lesson

I .

Evaluating Learning

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

Activity: Charles’ Law – Problem Solving 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 volume if the temperature is adjusted to 318 K provided that the pressure remains the same? 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.

Group Presentation 1. What is the general formula for Charles Law? 2. Based on the problem presented, explain what happens to the volume and temperature as pressure remains constant. Solve the following. 1. 4.40 L of a gas is collected at 50.0 °C. What will be its volume upon cooling to 25.0 °C? 2. 5.00 L of a gas is collected at 100 K and then allowed to expand to 20.0 L. What must the new temperature be in order to maintain the same pressure? 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 constant at what temperature would you expect the volume to be? 1. 300cm3 2. 250cm3 3. 200cm3

.

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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C .

Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Investigate the relationship between temperature and pressure at constant volume of gas. (S10MT-IVab-21) Learning Objectives:  Investigate the relationship between temperature and pressure at constant volume.  Illustrate graphically the relationship between temperature and pressure at constant volume Gay- Lussac’s Law

III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages 2.

Learner's Materials Pages

3.

Textbook Pages

4.

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

P 270 - 271 pp. 375 -378 . APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. Science & Technology III by: Cerna, et al pp. 98 - 99 http://www.businessinsider.com/cold-weather-patriots-balls-deflate-2015-1 110 0 C thermometer, Erlenmeyer flask/bottle, cork or rubber stopper, 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

B Establishing a purpose for the . Lesson

Is Brady lying? Was a rogue ball boy involved? Did the balls magically deflate by themselves?

C Presenting examples / instances of . the new lesson D Discussing new concepts and . practicing new skills #1

Suppose the temperature continues to increase but the volume remains the same, what will happen to the pressure?

Activity: Gay-Lussac’s’ Law (please refer to LM pp.375 - 376)

E Discussing new concepts and . practicing new skills #2 F . Developing mastery (Leads to Formative Assessment 3)

G .

Group Presentation 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 before and after shaking? 3. How is the temperature of gas molecules affected by the pressure or vice versa? 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

Finding practical applications of concepts and skills in daily living

H Making generalizations and . abstractions about the lesson

I .

Evaluating Learning

 

1

1

100

2

2

200

3

3

300

4

4

400

State Gay-Lussac’s Law. 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? 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.

J Additional activities for application . or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Investigate the relationship between temperature and pressure at constant volume of gas. (S10MT-IVab-21) Learning Objectives:  Investigate the relationship between temperature and pressure at constant volume.  Solve problems involving the relationship between temperature and pressure at constant volume Gay-Lussac’s Law (Problem Solving)

II. CONTENT III. LEARNING RESOURCES A References . 1 Teacher's Guide Pages . 2 Learner's Materials . Pages 3 .

Textbook Pages

4 .

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 271 - 272 pp. 378 -379 APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. https://www.youtube.com/watch?v=o3N4tVx8lxo

Word Problems, Calculator, pen, paper

IV. PROCEDURES A Reviewing previous lesson . or presenting the new lesson B Establishing a purpose for . the Lesson

3. How did Gay-Lussac describe the pressure – temperature relationship? 4. From your daily experiences, cite at least two applications of Gay-Lussac’s Law. Gay-Lussac’s Law song https://www.youtube.com/watch?v=o3N4tVx8lxo 

C . Presenting examples / instances of the new lesson

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 unknown?  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 .

Discussing new concepts and practicing new skills #1

E Discussing new concepts . and practicing new skills #2 F Developing mastery . (Leads to Formative Assessment 3) G . Finding practical applications of concepts and skills in daily living

H Making generalizations and . abstractions about the lesson

I .

Evaluating Learning

J Additional activities for . application or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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

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 final answer. 1. A gas has a pressure of 0.370 atm at 50.0 °C. What is the pressure at standard temperature? 2. A gas has a pressure of 699.0 mm Hg at 40.0 °C. What is the temperature at standard pressure? 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?

Group Presentation

1. What are the equations used in the analysis of each problem? 2. What are the units of the unknown quantities in each problem? . 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 at 20.0 °C was at 3.00 atm. What is the pressure of the nitrogen after its temperature is increased? 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? How did you solve problems involving the relationship between the temperature and 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 constant volume what will be the resulting pressure that may cause the breakage of the bulb if it is heated at the following temperature. A. 900C B. 1000C C. 1500C

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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Investigate the relationship among temperature, pressure and volume of gases at constant number of moles (S10MT-IVab-21) Learning Objectives:  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

II. CONTENT

Combined Gas Laws

III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages 2.

3.

4.

pp. 273

Learner's Materials Pages Textbook Pages Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 380 - 382 . APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc.

https://www.youtube.com/watch?v=9p0nx98RNaQ Liquid dropper, cylindrical container with cover, denatured alcohol, match/candle, ruler

IV. PROCEDURES A . Reviewing previous lesson or presenting the new lesson

State the following Gas laws: 1. Boyle’s Law 2. Charles’ Law 3. Gay-Lussac’s Law

B Establishing a purpose for the . Lesson

What can you infer about the picture?

C Presenting examples / instances of . the new lesson

Boyle’s and Charles’ laws on gases are used when T and P are constant. What happens when neither of these conditions remains constant? Let’s find out in the next activity.

D Discussing new concepts and . practicing new skills #1

Activity: Combined Gas Law

E Discussing new concepts and . practicing new skills #2 F . Developing mastery (Leads to Formative Assessment )

G . Finding practical applications of concepts and skills in daily living

H . Making generalizations and abstractions about the lesson

Group Presentation 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 denatured alcohol? 3. How is the volume of the gasses related to its temperature and pressure? Watch the video about the News on Aerosol that Become a Missiles’ during Fire https://www.youtube.com/watch?v=9p0nx98RNaQ 

What are the precautions given by the news reporter to avoid the mentioned accident?

Explain the combined Gas Law Represent Combined Gas Law in equation. Direction: Using relationships on combined gas law, complete the graph for each given relationships

I .

Evaluating Learning

J Additional activities for application . or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Investigate the relationship among temperature, pressure and volume of gases at constant number of moles (S10MT-IVab-21) Learning Objectives:  Determine the relationship among temperature, pressure and volume of gases at constant number of moles  Solve problems involving Combined Gas law Combined Gas Law (Problem Solving)

III. LEARNING RESOURCES A References . 1 Teacher's Guide Pages . 2 Learner's Materials Pages . 3 .

Textbook Pages

pp. 272- 274 pp. 383 -385 APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. 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)

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 . Presenting examples / instances of the new lesson

D .

Discussing new concepts and practicing new skills #1

E Discussing new concepts and . practicing new skills #2 F . Developing mastery (Leads to Formative Assessment 3)

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. Sample Problems: 3. A gas has a volume of 800.0 mL at minus 23.00 °C and 300.0 torr. What 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? Activity: Combined Gas Law – Problem Solving 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 temperature change from 22.0 °C to 30.0 °C and a pressure change from 760.0 mm Hg to 360.0 mm Hg? 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?

Group Presentation 1. 2. 3. 4.

What are the equations used in the analysis of each problem? What are the units of the unknown quantities in each problem? What is the general formula for the Combined Gas Law? Based on the problem presented, Explain the relationship among temperature, pressure and volume of gasses at constant number of moles

G . Finding practical applications of concepts and skills in daily living

H Making generalizations and . abstractions about the lesson

I .

Evaluating Learning

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 conditions? 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?

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 temperature becomes. 1. 350C

J Additional activities for . application or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

2. 400C

3. 500C

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Explain the relationship using the kinetic molecular theory (S10MT-IVab-21) Learning Objectives:  Determine the relationship between the volume of a gas to the number of 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 III. LEARNING RESOURCES A References . 1 Teacher's Guide Pages . 2 Learner's Materials Pages .

3 .

Textbook Pages

4 .

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

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

https://www.youtube.com/watch?v=CKs4WKv6foI – Calculator, pen, paper

IV. PROCEDURES A . Reviewing previous lesson or presenting the new lesson

B Establishing a purpose for the . 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 1. What are the contributions in the field ofchemistry given to us by Amadeo 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) Discussing new concepts and practicing new skills #1

2.50 5.00 7.50 10.00 12.50

No. of Moles (mol) 0.5 1.0 1.5 2.0 2.5

V/n (L/mol)

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. Discussing new concepts and practicing new skills #2

F Developing mastery . (Leads to Formative Assessment 3) G Finding practical applications . of concepts and skills in daily living H Making generalizations and . abstractions about the lesson

I .

Evaluating Learning

J Additional activities for . application or remediation V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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

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 provided that temperature and pressure remains unchanged? 2. Consider the following chemical equation: 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? 1. Did you obtain a constant value of V/n? 2. Describe the graph that you made. 3. What happens to the volume of a gas if the number of moles is doubled? Cite real life scenarios where Avogadro’s Law is observed. State Avogadro’s Law. What is the general equation representing Avogadro’s Law? Direction: Complete the open ended question about Avogadro’s Law. 1. An air inside the balloon is increased, it resulted to ____________________________. 2. An air inside the flat tire is decreased, it resulted to _____________________________. 3. On bread making, dough has smaller size than the actual bread because _____________________________.

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?

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C .

Learning Competencies / Objectives Write the LC code for each

II. CONTENT

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Explain the relationship using the kinetic molecular theory (S10MT-IVab21) Learning Objectives:  Show the relationship among volume, temperature, pressure and number of moles  Recognize the applications of Ideal Gas law in our daily life

Ideal Gas Law

III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages 2.

3.

4.

Learner's Materials Pages

Textbook Pages

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 275 pp. 388 -389 APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. Chemistry for the New Millennium pp. 255 – 256

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

Two empty, plastic, 1.5 liter bottles with cover, hot water, ice cubes, hammer, plastic bag

IV. PROCEDURES A . Reviewing previous lesson or presenting the new lesson

B Establishing a purpose for the Lesson . C .

Presenting examples / instances of the new lesson

1. State Avogadro’s Law 2. Cite at least two real life applications of Avogadro’s Law.

CHALLENGE: Blow the balloon on its maximum volume in 1 minute.

The ideal gas law applies to gases which follow the KMT. Under most condition, real gases show ideal gas behaviour. Let’s do the next activity.

D . Discussing new concepts and practicing new skills #1 E Discussing new concepts and . practicing new skills #2 F . Developing mastery (Leads to Formative Assessment 3)

Activity:

Squashing the bottle (Refer to LM pp. 388-389)

Group presentation 1. What happened when you covered the bottle (Activity A, Procedure2) 2. What caused this to happen? 3. What happened to the bottle? (Activity B.) 4. Explain the phenomenon.

G Finding practical applications of . concepts and skills in daily living

When the gas constant is 8.3144621 J/mol.K and the ideal gas law equation is PV = nRT, what is a real life example that follows the Ideal Gas Law?

H Making generalizations and . abstractions about the lesson

Explain the Ideal Gas Law

I .

J .

Evaluating Learning

Additional activities for application or remediation

V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?

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 ______3. Once the bottle is closed, it trapped hot gases inside. 2 ______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

GRADES 1 to 12 Daily Lesson Log

School

Grade Level

Grade 10

Teacher Teaching Date and Time

Learning Area

Science

Quarter

Fourth

DAY: _________ I. OBJECTIVES A Content Standards . B Performance Standards . C . Learning Competencies / Objectives Write the LC code for each

Understand how gases behave based on the motion and relative distances between gas particles.

Learning Competency: Explain the relationship using the kinetic molecular theory (S10MT-IVab-21) Learning Objectives:  Show the relationship among volume, temperature, pressure and number of moles  Apply the ideal gas law equation on problem solving

Ideal Gas Law (Problem Solving)

II. CONTENT III. LEARNING RESOURCES A References . 1. Teacher's Guide Pages 2.

Learner's Materials Pages

3.

Textbook Pages

4.

Additional Materials from Learning Resource (LR) portal

B Other Learning Resource .

pp. 276 pp. 389 -390 APEX Chemistry Unit 2 Chapter 3: Gases: The Fastest-Moving Particles Chang, Raymond, (1998).Chemistry.6th Edition.Mc Graw-Hill Companies, Inc. Chemistry for the New Millennium pp. 255 – 257

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

Two empty plastic, 1.5 liter bottles with cover, hot water, ice cubes, hammer, plastic bag

IV. PROCEDURES A . Reviewing previous lesson or presenting the new lesson

How do balloons fly? (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)

B Establishing a purpose for the . Lesson

Boyle’s Law P ∞

1 𝑉

Avogadro’s Law V ∞ T

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 . Presenting examples / instances of the new lesson

D .

Discussing new concepts and practicing new skills #1

E Discussing new concepts and . practicing new skills #2 F .

Developing mastery (Leads to Formative Assessment 3)

G . Finding practical applications of concepts and skills in daily living H . Making generalizations and abstractions about the lesson

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. Now, let’s try to solve the following problems. 1. Calculate the volume of 0.10 mole of hydrogen gas at 300C and 1.2 atm. 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 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 of moles of argon and the mass in the sample. 3. At what temperature will 0.654 moles of neon gas occupy 12.30 liters at 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?

Group Presentation 1. What are the equations used in the analysis of each problem? 2. What are the units of the unknown quantities in each problem? 3. What is the general formula for the Ideal Gas Law? 4. Based on the problem presented, explain the relationship among temperature, pressure and volume of gasses at constant number of moles A sample of liquid acetone is placed in a 25.0 mL flask and vaporized by the heating to 75°C at 1.02 atm. The vapor weighs 5.87 g. Calculate the number of moles of the acetone. 1. State Ideal Gas Law. 2. What is the general equation for Ideal Gas Law? 3. What will be the derived formula if Pressure is unknown? Volume? Number 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

J Additional activities for . application or remediation

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

V. REMARKS VI. REFLECTION A . B .

No. of learners who earned 80% in the evaluation 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?