DETAILED LESSON PLAN

School Arellano University Grade Level SHS-Grade 11 STEM

Teacher Ulyann H. Ningal Learning Area General Chemistry 1
Time Allotment 45 minutes Quarter 2nd Quarter

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of the mathematical relationship
between pressure, volume, and temperature of a gas.
B. Performance Standards The learners shall be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
a. atomic structure
b. gas behavior
c. mass relationships in
d. reactions
C. Learning Competencies/Objectives The learner use the gas laws to determine pressure, volume, or temperature of a
gas under certain conditions of change. (STEM_GC11G-Ihi-45)
D. Specific Learning Competencies • Relate the volume and pressure of gas at constant temperature.
• Realize the importance and application of Boyle’s law in our lives
by identifying the relationship of pressure and volume.
• Solve problems related to Boyle’s Law.
II. CONTENT Boyle’s Law (Volume and Pressure)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages p.36 - 38
2. Learner’s Materials Pages p.41-45
3. Textbook Pages

4. Additional Materials from

Learning Resources (LR)Portal
B. Other Learning Resources https://chem.libretexts.org/
IV. PROCEDURES/LEARNING
ACTIVITIES
TEACHER’S TASK LEARNER’S TASK
A. Preparatory Activity (10 minutes)

1. Prayer

2. Greetings

Good morning class!

Before you take your seats, Good morning, Ma’am Diane!
I want you to pick up pieces of trash on
the floor and align your seats properly.
Thank you, Ma’am!

3. Checking of Attendance

[Takes out class attendance sheet and pen]

Is anyone absent for today? Raise your hand if

your seatmate is not present.

No, Ma’am
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A. ELICIT

Who can tell the class what we have discussed

last time and briefly explain it? [Student will raise a hand to answer and will be called]

Ma’am, last time we have discussed what Gas Law is. Gas law
is about the four general laws that relate the four basic
characteristic properties of gases to each other.
Very good! Then, can you give me those four
characteristic properties of gases? Ma’am, volume, pressure, temperature and the amount of
gas in moles.

Exactly! Now, who can give the four general

laws that will relate those four characteristic
properties of gases? Ma’am, Boyle’s Law, Charles’ Law, Avogadro’s Law and Gay
Lussac’s Law, they are named after the proponent of each
Very good class! So, since we are done with the law.
introduction of gas law, we will now proceed to
the first gas law.

A. Establishing a purpose for the lesson

Approach- Constructivism Approach
Strategy – Thinking Skills

[Teacher will show to the class a picture showing human lungs]

What do you see in the picture?

A human lungs ma’am.
Now, sit properly class, close your eyes and try to
inhale and exhale slowly and repeatedly.
Guide Questions:
Answer to the Guide Questions:
1. What do you think is happening to your lungs as you
hold and release your breath? 1. Ma’am I think as we inhale and hold our breath our
2. Why do you think volume and pressure are important in lungs is like decreasing in size and will eventually
understanding how breathing works? expand as we release the pressure of air we are holding
3. How do you apply the concepts of inhalation and back.
exhalation to Gas Law in your own breathing?
2. Volume and pressure are directly related in breathing.
The changes in volume within your lungs directly
influence the pressure inside them, which drives the flow
That’s right! Now there is a specific law that addresses the of air in and out.
relationship of volume and pressure.
3. The process of breathing perfectly demonstrates Boyle's
Law in action. When you inhale, you increase the volume
of your lungs, which decreases the pressure inside,
Very good! So, let us check the relationship drawing air in. When you exhale, you decrease the
of pressure and volume according to Boyle’s volume of your lungs, increasing the pressure inside,
law. forcing air out.
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B. Presenting examples/ Instances of the new lesson

[Teacher will show a “coke mismo”]

If I will shake this coke before opening it, what do you

think will happen? The coke will burst out of the bottle ma’am and will create
many bubbles.
That is correct! As I release pressure inside the can,
the gas bubbles will increase to the point that it will
fizz out of the can.

So how is this related to Boyle’s law? That is what we

are going to further investigate.

C. Discussing new concepts and practicing new skills # 1

(ENGAGED)

ACTIVITY 1: INVESTIGATING VOLUME AND

PRESSURE
You will do Activity 1: Investigating volume and
pressure. All of your answers should be written on the
Activity Sheet that I will give you.

On the count of 10 all of you should be in your group.

[The students will quietly go to their respective areas and
prepare their materials. After sitting down, students will listen
Arrange your chairs quietly as you prepare your area. attentively to the teacher for further instructions.]
Once you are seated listen first to my additional
instructions. Now go to your groups.

[Teacher will hand out the activity

sheets] [ See attached Activity Sheet]

You have 10 minutes to finish this activity, which

includes writing your answers on the answer sheet.
Then afterward I will collect the activity sheet and we
will discuss your findings. If you have any questions
or problems, just raise your hand and I will approach
your group. Any questions so far?
No, ma’am.
Okay, you may begin.
[Students will start the activity quietly as the teacher roams
around to check student work]
[After 10 minutes the teacher will collect the answer
sheet]

Okay, quietly put away your materials and go back to

your seats [Students will put away their materials and go back to their
seats]

You will present your observations in the front of the

class; group 1 will present their observations on
number 1, group 2 on number 2 letter A and group 3
on number 2 letter B.
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RUBRICS
Group 1
We observed that as we suck the air inside the bottle, the
Collaboration 5 points- if all members collaborate balloon will inflate increasing its volume and if we release
during the activity the air, the balloon will decrease its size.
3 points- if few members are participating
Content/ Ideas 10 points- if the presentation is Group 2
interrelated, easy to understand, unique, The balloon does not compress when the piston is pushed
and exemplary as the air escapes from the opening on the other end of
8 points- if the presentation is unique but the syringe keeping the pressure the same.
not organized.
6 points- if the presentation is not unique
but organized.
Timeliness 5 points- finished on time
3 points- overtime
Guide Questions:
1. How does the behavior of the ballon in each group
relate to the fundamental gas laws, such as Boyle’s Law?
2. What conclusions can be drawn from the Answer to the Guide Questions:
observations in both groups regarding the independence of
pressure and volume in a closed system? 1. The behavior of the balloon in each group relates to Boyle's
Law, which states that pressure and volume are inversely
3. How do the results from Group 1 and Group 2 provide
proportional.
evidence for the principles of Gas behavior?
2. The observations in both groups show that pressure and
volume are inversely proportional in a closed system.

Very good! 3. Group 1 and Group 2 demonstrate the principles of gas

behavior, such as the relationship between pressure and
D. Discussing new concepts and practicing new skills # 2 volume.
(EXPLORE) Approach- Constructivism Approach
Strategy- Activity Based

Now you know the relationship of pressure and volume

according to Boyle’s law.
The mathematical relationship of Boyle’s law is this, =
P1 - Initial Pressure V1
- Initial Volume
P2 - Final/new Pressure V2
– Final/new Volume

Let us try to solve a Boyle’s law problem.

At 1.70 atm, a sample of gas takes up 4.25L. If the
pressure on the gas increased to 2.40 atm, what will
the new volume?

What is our initial pressure?

What is our initial volume?
How about the final or new pressure?
What do you think will be our final volume?

1.70 atm ma’am

Exactly! Let us now solve it. 4.25L ma’am
2.40 atm ma’am

= V2

I think ma’am if the pressure increases according to the

problem, our final volume will be lower than 4.25L.
Let us more practice computing for Boyle’s law problem.
Get your activity notebooks and calculator.

E. Developing mastery (Leads to Formative Assessment)

(EXPLAIN)
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ACTIVITY 2: SOLVING FOR BOYLE’S LAW PROBLEM

Solve the following problems using the formula
= V2
Write your solution and final answer on your Activity [Students will start the activity quietly as the teacher roams
notebook. around to check student work]

You have 5 minutes

1. A 2.5L containing has a gas pressure of 4.6atm. If
the volume decreased to 1.6L, what will be the new
pressure?
2. The volume of a gas at 15.5atm deceases from
750mL to 460mL. What is the new pressure of the
gas?

Let us answer your activity. On the board, please write

the answers.

[Students will present and explain the result of their activity.

The teacher will then process the answers]

Very good! Any questions or clarifications?

No, ma’am.

F. Finding practical application of concepts and skills in

daily living (ELABORATE)
Reflective Approach

[The teacher will show pictures of persons arguing]

Look at these pictures; these are images of things that is happening

to a couple, siblings, friends and even classmates.
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So what do you think should we do in order to minimize these

problems or arguments? Those are pictures of persons arguing. There are many factors
that can cause those arguments, but in terms of Boyle’s law,
usually ma’am, if we voice out all our problems, resentment and
heavy feelings, our mood will lighten up. Just like in Boyle’s law
as we decrease the resentment inside us, good feelings and
mood will increase within us.

Very good. Even though we really cannot control these

problems, what we can do is to do our best to minimize
the chances of it happening. We should be more
responsible and conscious of our actions.

Aside from that, what do you think is the importance of

Boyle’s law in our lives?
I think ma’am, we should learn to be more responsible of our
feelings. If we feel bad about something or someone we should
learn how to approach and talk about it. We should learn to
communicate well in order to lessen the misunderstanding.
Thank you! So as we can see, we can relate momentum
in different aspects of our lives.
In Boyle’s law ma’am, for example, the people around us or
simply on our family; sometimes we cannot avoid feeling
pressured about our studies, on what career we are going to
choose or even in the simplest thing just like exam , as the
pressure we feel increase our self-esteem or self-confident
decreases. Sometimes, we failed because of the pressure we are
feeling from people around us. In decision-making, we should
not feel pressured; we should always remember that pressure
would just drag us down and will failed us until we cannot
stand up again. We should learn to make our own decision and
be happy and contended with that.

G. Making generalizations and abstractions about the

lesson
Now, to wrap it up, connect some real-life activities and
explain the concept of Boyle’s Law behind these.

Guide Questions:
1. How does a bicycle pump demonstrate Boyle's Law?
2. How does scuba diving illustrate Boyle's Law?
3. How do deep-sea creatures demonstrate Boyle's Law?
Answer to the Guide Questions:
1. As the pump handle is pushed down, the volume of air
 DETAILED LESSON PLAN

inside the pump decreases, causing the pressure to increase.

This increased pressure forces air into the tire, increasing its
pressure.
2. As a scuba diver descends deeper into the water, the
pressure surrounding them increases. This increased
pressure causes the volume of air in their tanks to decrease.
3. Deep-sea creatures live in environments with very high
pressure. Their bodies are adapted to withstand this
pressure, and their internal gases are compressed to
maintain equilibrium.

H. Evaluate learning (EVALUATE)

I will give each individual an assessment sheet, which

you will answer for 8 minutes.
[See attached Assessment sheet]

[After 8 minutes]

Exchange papers with your seatmate and let us

check your work. I will read the question and if you
want to answer just raise your hand and I will call [Students will answer and check their papers]
you.
Answers:
1. C
2. A
3. A
4. A
5. C
Quietly, pass your papers in front.
 DETAILED LESSON PLAN

I. Additional Activities for Application or

Remediation (EXTEND)

Imagine you’re baking a loaf of bread and notice that the dough rises
and forms bubbles as it bakes in the oven.
Using Boyle’s Law, explain what happens to the gas inside the air
pockets as the dough heats up. Consider how changes in pressure and
volume interact. What effect does this have on the final texture of the
bread?

[As the dough heats up in the oven, the gas inside the air
pockets expands, increasing the volume. According to
Boyle’s Law, as pressure increases in these pockets, the
dough stretches, creating an airy texture in the bread]

J. Assignment (2 minutes)

For your assignment, on your notebook, answer the following

questions:

1. What is Charles’ gas law?

2. What characteristic properties of gases are involved?
Also, per group bring the following materials for the next
activity:

Ring with stem, wire gauze, alcohol and burner (small)

candles, glass, bottles and balloons

K. Remarks

L. Reflection

A. No. of learners who

Earned 80% on the Formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work?
No. of learners who have Caught Up with the
lesson
D. No. of learners who continue to require
remediation
E. Which teaching strategies Worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/ discover which I wish to share with other
teachers?

Prepared by:

ULYANN HALAGHAY NINGAL

Teacher I Applicant
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ACTIVITY 1: INVESTIGATING VOLUME AND

PRESSURE

Name: Date:

Activity Sheet
1. Prepare 1 balloon, bottle, and pin. Put the balloon into the bottle and secure it. Use the
pin to make a small hole in the side of the bottle. Using your mouth, draw out the air
inside the bottle through the small hole. What happens to the balloon? Write your
observation in the space provided.

2. Prepare a 50mL syringe and a small balloon. Put the small balloon inside the syringe. Find
out what will happen if you push the piston through the syringe.
a. Not blocking the opening in the other end of syringe.

b. Blocking the opening in the other end of syringe.

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