SEMI-DETAILED LESSON PLAN IN GRADE 10 SCIENCE

Date: December 12, 2024

I. OBJECTIVES
At the end of 45-minute session, the students will be able to:
a. describe the relationship of the volume and the pressure of gas;
b. calculate problems involving Boyle’s Law; and
c. relate the concepts of Boyle’s Law in real life situations.

II. SUBJECT MATTER

Learning Competency: Volume and Pressure at constant Temperature of a
gas (S10MT-IVa-b-21).
Topic: Boyle’s Law
Materials: Laptop, TV, visual aids, power point presentation and marker
Reference: Science Learner’s Material pp. 362-368,
Science Teacher’s guide pp. 265-269
Value(s): appreciation, patience in solving scientific problems

III. PROCEDURE

A. Preparatory Activities
1. Classroom Routine
 Prayer
 Greetings
 Classroom Management
 Checking of Attendance & Collecting of Assignments
 Classroom Rules
 Review

2. Motivation
((The teacher will motivate the students by presenting a Bible verse that
inspires and enlightens the hearts and minds of every student.)
Jeremiah 29:11

For I know the plans I have for you,” declares the LORD, “plans to
prosper you and not to harm you, plans to give you hope and a future.

IV. LESSON PROPER

Activity : Fast and Furious 8

The teacher will ask who among the students watched Fast and Furious 8
movie. They will have the concept but in a form of game. The students will
 be having race too as they try to puzzle the pictures that related to
Boyle’s Law. The teacher will use their seating arrangement for the
groupings. The teacher will present the mechanics for the game and
assigned the different examples to each group.

Mechanics: Each group will puzzle the pictures and brainstorm what they
have observed. The first car(output) that reaches the finish line(board) will
be declared the winner of this game. After all the groups finish their
assigned pictures, they will choose one representative to explain their
output to the class in just 2 minutes.

GROUP 1 GROUP 2 (Working on

(Breathing) syringe)

-What have you observed to the -What have you observed to the
picture? GROUP picture? GROUP 4 (GRAPH)
-What happened
3 to the diaphragm? -What happened to the balloon?

-Who is this person, and what are his -What have you observed to the
contributions to science, especially to picture?
chemistry?
Their performance and output will be scored based
-How will you on the following
describe rubric:
the graph?

Criteria Excellent (4) Good (3) Satisfactory Needs

(2) Improvement
(1)
Puzzle Completed Minor errors, Some errors, Needs
Completion quickly & completed on took longer Improvement
accurately time (1)
 Engageme All Most Some Minimal
nt participated participated participation participation
actively
Teamwork Excellent Good Some Poor
collaboration teamwork teamwork, teamwork,
with minor lacked worked
issues coordination individually
Creativity Insightful Good ideas, Basic ideas, No
ideas & but lacked little creativity brainstorming
observations creativity or creativity
Speed Finished first Finished Took time or Didn’t finish
and on task quickly with needed or took too
some help assistance long

(The teacher will provide a feedback on their work.)

1. Analysis
The teacher will ask the following questions:
Q1. For breathing and syringe, how does this process relate to the idea of
pressure and volume?
Q2. For Robert Boyle, why do you think his work was important for
understanding gases?
Q3. What is the relationship between volume and pressure of gases at
constant temperature?

(The teacher will inform the students that these pictures have something to
do with the new lesson today)

2. Abstraction
The teacher will discuss the following concepts.

 ROBERT BOYLE (1627-1691)

-is an Anglo-Irish natural philosopher, chemist, physicist, and inventor.
-who demonstrated the relationship between volume and pressure. Which is
the BOYLE’S LAW.’’
(The teacher will ask the students about their idea of Boyle's Law and what is
inversely proportional based on the previous activity.)

 Boyle’s Law- is an ideal gas law which states that the pressure of a given gas
is inversely proportional to its volume at a constant temperature.

(The teacher will demonstrate how to solve Boyle's Law problems on the
board.)

 Boyle’s Law can be expressed as:

PV=k
 Where in k is a constant.

We can write this as:

P1 V1 = k and P2 V2 = k
Where 1= is the initial and 2 is the final condition and combined the two
equations will have:

P1 V1 = P2 V2

Where:

P1 = initial pressure
V1 = initial volume
P2 = final pressure
V2 = final volume

 Pressure is commonly expressed in atmosphere (atm), pascal (Pa), millimeter of

Mercury (mm Hg), and pounds per square inch (psi)

The students will take note of the following standard measurement of

pressure and their equivalent unit:

1atm=760mmHg=760torr=14.7psi=101,325Pa
1 bar=100,000 Pa

The teacher will give an example:

 Imagine you have a sealed bottle of Coke with a volume of 1.5 liters and the
pressure inside the bottle is 3 atmospheres (atm). If you open the bottle and the
gas inside the bottle expands to fill a volume of 3 liters, what will be the
pressure of the gas in the bottle after it has expanded?

(The teacher will demonstrate the procedure in solving the problem.)

Always follow same steps in solving problem:

 Step 1: Identify all given

Given:
V1 = 1.5 L
P1 = 3 atm
V2 = 3 L
P2 = ?

 Step 2: Derive the formula

P1 V1 = P2 V2 (Write the original formula, then derived the needed
variable)

P2 = P1 V1
V2
 Step 3: Plug in all the given to the derived formula

P2 = P1 V1
V2

P2= (3 atm)( 1.5 L)

(3 L)

P2 = (4.5 atm)
(3)

P2= 1.5 atm

then encircle your final answer

 Analysis: The pressure of the gas in the bottle after it has expanded to 3 liters is
1.5 atm.

(The teacher will give another set of problems that the students can practice
and choose one student from the class to answer on the board.)

 During inhalation, a person's lungs expand from a volume of 2.5 liters to 3.0
liters. Assuming the initial pressure in the lungs was 760 mmHg (which is
roughly atmospheric pressure at sea level), what is the pressure in the lungs
after they expand to 3.0 liters?

(Identify all the given)

Given:

P₁ = 760 mmHg V2 = 3.0 liters

V₁ = 2.5 liters P2 = ?
(Derive the formula)

P1 V1 = P2 V2

P2 = P1 V1
V2

(Plug in all the given)

Solution:

P2=(760mmHg) (2.5 L)
(3.0L)

P2=(1900)
(3.0L)
 P2 =633.33 mmHg

(Write the analysis)

Analysis: The pressure in the lungs after they expand to 3.0 liters is
approximately 633.33 mmHg.

For addition points, the teacher will throw a questions to the students:

Q1. What happen to your diaphragm when you breathe in or inhale?

Q2. What happen to your diaphragm when you exhale?
Q3. What might happen to breathing if the diaphragm couldn't move?

(The teacher will give feedback on the student's answers and clarify Boyle's
law concepts and real-life examples

3. Application
The teacher will present the group activity called:

Picture Analysis

Direction: The students will analyze the pictures if it is Boyle’s Law example
or not.

Is this an example of Boyle’s Law?

 Is this an example of Boyle’s Law?

Generalization
The teacher will recap on what they have discussed earlier. By asking this
questions:

Q1. What is Boyle’s Law?

Q2. What is inversely proportional?
Q3. Based on the given problems, the concepts of Boyle’s Law can relate in
real life situations. Can you provide another real-life situations that are related
to Boyle’s Law?

(The teacher will provide the final generalization and appreciate the students'
efforts and provide positive feedback on their work.)

V. EVALUATION

A. PROBLEM SOLVING

Directions: Read and analyze the following problem. Follow the procedure in
problem solving. Write your answer on a ½ crosswise.

1. A balloon contains 7.2 L of helium. The pressure is reduced to 2.00 atm

and the balloon expands to occupy a volume of 25.1 L. What was the
initial pressure exerted on the balloon?

B. TRUE OR FALSE
Directions: Write TRUE if the statement is correct and write FALSE if it is not.
Write the answers on your paper.

At constant temperature, the . . .

1. graph of volume and pressure when plotted will form a diagonal line.
2. increase in volume of the gas would mean increase in pressure.
3. volume of a gas is directly proportional to the applied pressure.
4. volume of air decreases with the added pressure.
5. pressure is inversely proportional to volume.

VI. ASSIGNMENT
Directions: Read and understand the given situation then answer the
questions that follow and write your answer in your science notebook. Pass it
tomorrow.
 John wants to have a portable oxygen tank with 2.00 L capacity for his scuba
diving. A 5.00 L oxygen gas exerts a pressure of 1.00 atmosphere.

Questions:
1. What is the situation about?
2. What are the given quantities?
3. How much pressure is needed for this gas to be compressed into a 2.00 L
tank?
4. How much is the pressure in mmHg?
5. If a pressure of 0.5 atmosphere is exerted on the gas, what would be the
volume of the gas in the tank?

Prepared by:

Cheina Mae L. Samuya

Practice Teacher