Republic of the Philippines

Eastern Visayas State University

Tacloban City
College of Education
Science and Mathematics Education Department
S.Y. 2023-2024

SEMI-DETAILED LESSON PLAN IN SCIENCE 10

SCHOOL BASEY NATIONAL HIGH SCHOOL LEVEL/SECTION 10- DIAMOND,

AMBER, PEARL
TEACHER MICHELLE C. SOLAYAO SUBJECT SCIENCE 10
DATE/SCHEDULE April 2, 2024- 7:30:00 AM-8:30:AM, QUARTER 4th QUARTER
8:30AM-9:30AM, 2:00PM-3:00PM

I. OBJECTIVES
A. Content Standard How gas behaves is based on the motion and relative distances between gas particles.

B. Performance
Standard
C. Most Essential Investigate the relationship between:
Learning -Volume and pressure at constant pressure of a gas.
Competencies/Ob -volume and temperature at constant pressure of a gas
jectives -explains these relationships using the kinetic molecular theory.
S10MT-IVa-b-21

Objectives:
At the end of the lesson, the learners will be able to:
1. Students will understand the concept of the Combined Gas Law.
2. Students will be able to apply the Combined Gas Law to solve problems involving
changes in pressure, volume, and temperature of gases.
3. Students will recognize the relationship between pressure, volume, and temperature
in a gas sample.
II. CONTENT TOPIC: Combined Gas Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide p. 272-273
2. Learner’s p. 380-383
Material
B. Other Learning
Resources https://study.com/academy/lesson/combined-gas-law-definition-formula-example.html

IV. PROCEDURE TEACHER’S ACTIVITY LEARNER’S RESPONSE

A. Reviewing previous Materials:
lesson or presenting new Projector and PowerPoint Presentation, Laptop
lesson
Preliminary activities
-Prayer
-Greetings/classroom management
-Checking the attendance

Recall

(The teacher will conduct a review of their previous

lesson by asking questions).
B. Establishing a purpose -The teacher will students about their experiences with
for the lesson inflating balloons or similar activities involving gases.
- the teacher will show a short video clip or
demonstration related to gases expanding and
contracting with changes in temperature, volume, and
 pressure.
- Ask students to share their observations and thoughts
on what they just saw.

C. Presenting -Introduce the concept of the Combined Gas Law,

examples/instance of the which relates the pressure, volume, and temperature of a
new lesson gas sample.
-Break down the equation PV/T=k, where P is pressure,
V is volume, T is temperature, and k is a constant.

D. Discussing new -The teacher will Divide students into small groups and
concepts and practicing provide them with inflatable objects, such as balloons,
#1. and gas syringes.
-Instruct students to perform simple experiments
changing the volume, pressure, and temperature of the
gas samples and observe the resulting changes

E. Discussing new Provide examples of problems involving changes in

concepts and practicing pressure, volume, and temperature, and guide students
#2. through solving them step by step.
F. Developing Mastery -Distribute worksheets with practice problems related to
(leads to formative the Combined Gas Law.
assessment) -Allow students to work individually or in pairs to solve
the problems.
-Encourage students to explain their reasoning and
solutions to their peers.
G. Finding practical The teacher will ask some students to provide additional
applications of concepts challenging problems or real-world applications of the
and skills in daily living Combined Gas Law

H. Making The combined gas law is a gas law that combines

generalizations and Boyle's law, Charles's law, and Gay-Lussac's law. It
abstraction about the describes the relationship between the pressure (P),
lesson volume (V), and temperature (T) of a gas sample when
the amount of gas and the number of molecules remain
constant.
Mathematically, the combined gas law can be expressed
as:
P1×V1=P2×V2
T1 T2

where:
-P1 and P2 are the initial and final pressures,
respectively (in the same units).
-V1 and V2 are the initial and final volumes,
respectively (in the same units).
-T1 and T2 are the initial and final temperatures,
respectively (in Kelvin).

The combined gas law demonstrates how changes in

pressure, volume, and temperature affect each other in a
gas sample, assuming the amount of gas and the number
of molecules remain constant. This law is particularly
useful for predicting the behavior of gases under various
conditions and for solving problems involving changes
in gas properties.

Example: Suppose a gas sample has an initial pressure

of 1.5 atm, an initial volume of 2.0 L, and an initial
temperature of 300 K. If the volume is decreased to 1.5
 L while the pressure remains constant, what is the final
temperature of the gas?

Solution:
Given:
P1=1.5atm, V1=2.0 L, T1=300 K,
V 2=1.5L (final volume)
P2=1.5atm (pressure remains constant)
Using the combined gas law equation:
P1×V1=P2×V2

T1 T2

Substituting the given values:

(1.5 atm)x(2.0L) = (1.5atm)x (1.5 L)
300 K T2

Solving for T2:

T2 = (1.5atm) x (1.5 L) = (1.5atm) x (300 k)
(1.5 atm) x (2.0 L)
T2 = 6.75 = 225 k
3
So, the final temperature of the gas is 2.25 K.

I. Evaluating learning Exercise: (10 pints)

A gas sample has an initial pressure of 2.0 atm, an
initial volume of 3.0 L, and an initial temperature of 300 Answer may vary.
K. If the pressure is increased to 2.5 atm while the
volume is decreased to 2.5 L, what is the final
temperature of the gas?
J. Extend Assignment: ¼ sheet of paper (10 points)
A gas sample has an initial pressure of 3.0 atm, an Answer may vary
initial volume of 4.0 L, and an initial temperature of 400
K. If the volume is increased to 6.0 L while the
temperature is decreased to 300 K, what is the final
pressure of the gas?

V. REMARKS
VI. 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 of my teaching
strategies work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use / which I wish to share
with other teachers?

Prepared by:

Michelle C. Solayao
Student intern

Observed by:

Mrs. Kristine Joy T. Germones

Cooperating teacher

Noted:

Wilma C. Bacayo
Science Department Head