LESSON PLAN IN GAY-LUSSAC’S LAW

Content: Volume, pressure, and temperature relationship

Content Standard: The learners demonstrate an understanding of how gases behave based
on the motion and relative distances between gas particles.
Performance Standard: ---
Topic/Title: Gay-Lussac’s Law
Grade Level: Grade 10
Time Allotment: 1 hour
Learning Competency: Investigate the relationship between pressure and temperature at
constant volume of a gas. (S10MT-Iva-b-21)

I. Objectives:

At the end of the lesson, the learners should be able to:

a. Explain the relationship between volume and temperature at
constant pressure of a gas;
b. Solve Gay-Lussac’s Law word problems;
c. Relate Gay-Lussac’s Law with the science of a pressure cooker.

II. Subject Matter:

A. Lesson: Gay-Lussac’s Law

B. References: Science Learner’s Material Grade 10
You and the Natural World Science 10
C. Materials:
a. Plate
b. Food color
c. Water
d. Drinking glass
e. Lighter
f. Candle
D. Concepts:
a. Gay-Lussac’s Law explains that when the temperature of
gases increases, its pressure also increases or vice versa.
b. Gay-Lussac’s Law states that at constant volume, the
pressure of a fixed mass of gas is directly proportional to the
absolute temperature.
c. From the kinetic molecular theory, the temperature of a gas is
directly proportional to its average kinetic energy
d. The pressure cooker is airtight, so pressure builds up inside
the pressure cooker as the liquid inside comes to a boil. The
resulting trapped steam causes the internal temperature to rise
more than what it can normally do at normal atmospheric
pressure.
E. Skills: Non-verbal Ability, Logical skills, Mathematical Skills,
Communication skills, Reasoning skills, Critical Thinking skills,
Laboratory Techniques and Measures
F. Values Integration: Scientific Inquiry

III. Procedure

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRELIMINARY ACTIVITIES

 “Good morning class.”  “Good morning Sir.”

 “Please all stand as we begin our prayer.”  Students stand up.

 “Let us be aware of the presence of God, in
the name of the Father, and of the Son and
of the Holy Spirit. Amen. Almighty Father…”
 “Please pick up the pieces of dirt under and
around your chair.”
 “In the name of the Father, and of the Son
and of the Holy Spirit. Amen. Almighty
Father…”
 Picks up the dirt.

 “You may now take your seats. Circulate the  Students take their seats and signs in on
attendance sheet.” the attendance sheet.

ELICIT

 “Before we start, let me first distribute some

papers containing the answers to my
 Students receive a paper with answers
questions to be raised in the whole
discussion.”
 “Let us start the discussion with a review. It
 “Sir! I got the answer and it is pressure!”
is a measure of force per unit area.”
 “Wow. That’s a very good start! How about
the next question, the measurement of
 “I have the answer and it is 1 atm!”
pressure exerted by the atmosphere at sea
level.”
 “How about the measure of hotness and
 “Temperature!”
coldness of an object?”

 “Last question for the review part, the

 “Kelvin!”
measure of the heat energy of an object”

ENGAGE

 “What season are tires most likely be  “The answer is summer which is the paper I
flattened while on the road?” am holding.”

 “Very good. But the biggest question is

 “Because it’s hot”
why?”

 “What happens when it’s hot?”  (Answers vary)

 At the end of the lesson, the learners

 “Now that will be one of our objectives for
should be able to: explain the relationship
this morning. I hope that at the end of the
between volume and temperature at
lesson you will be able to answer the
constant pressure of a gas; solve Gay-
situation about flat tires in summer with the
Lussac’s Law word problems; relate
guide of our objectives for today, please
Charles’ Law with the science of pressure
read.”
cooker

EXPLORE

 “Experiment time! Today we will perform an

experiment related to a different gas law
which is the Gay Lussac’s Law. Who can be  “Me Sir! I want to volunteer!”
our volunteers for our experiment for today?  “I want to volunteer too!”
I need two brave and courageous
volunteers!”
 “First, please check the materials needed  “We have a plate, candle, colored water,
for the experiment.” drinking glass, and a lighter.”
  “The procedure says, light up the candle
 “Okay. I guess we are set. Now let us using the lighter and place it at the center
continue with the first procedure.” of the plate.”
 (Students light up the candle)
 “Pour water in the plate just at the level
 “Next procedure.” where it will not overflow.”
 (Students pour the water)
 “Place the drinking glass up-side-down
 “Next procedure.” covering the lit candle. Observe.”
 (Put the glass on the candle)

EXPLAIN

 “What have you observed in the  “The water outside went inside the drinking
experiment?” glass.”

 “At what point did the water go inside the

 “When the flame stopped.”
glass?”
 “The temperature of the gas inside the
 “With that observation, what can you
glass is the biggest factor why the water
conclude?”
went inside the glass.”
 “When the flame started to run out, the
particles of gas starts to cool down
affecting the motion of the particles to slow
 “How did the water outside able to enter the
down. Because of the slow motion of the
glass? Who can explain it at a molecular
particles, the pressure inside also drops.
state?”
With a low pressure lower than the
pressure outside, the atmospheric pressure
pushes the water inside the glass.”

ELABORATE

 “What is now the relationship between  “Pressure and temperature are directly
pressure and temperature?” proportional.”
 “Original pressure divided by the original
 “Who can now form the equation of the Gay-
temperature is equal to the new pressure
Lussac’s Law?”
divided by the new temperature.”
 “Who can solve this word problem about the
 “Me Sir!”
Gay-Lussac’s Law?”
 “Gas exerts 1atm pressure at 27°C. What is
the pressure if the temperature is increased  “Solves the word problem on the board.”
to 50°C?”
 “First, I have identified the given which are
1 atm which is the original pressure, 27°C
which is the original temperature from
which I converted to Kelvin equivalent to
300K and 50°C which is equal to 323K the
 “Please explain your works.” new temperature. The quantity required is
the new pressure. To find the new
pressure, I cross multiply the equation and
divide it to the new temperature.
Substituting and computing the equation
algebraically, I got the answer 1.1atm.”
 “Very well said. Did you get the same
 “Yes!”
answer?”

EXTEND
  “During summer, temperature increases
 “Now who can now explain why tires get flat
most of the time during summer?”
 “How about this picture, what is in the
picture?”
 “How can you relate now the Gay-Lussac’s
Law with the Science of pressure cooker?”
thus increasing the temperature of the gas
inside the tires creating great pressure and
then exploding the entire tire.
 “A pressure cooker!”
 “Pressure cookers are meant for cooking
beef and other hard to boil foods. It is
tightly sealed so that it can resist high
pressure. Due to high pressure of the
temperature inside also increases making
the food inside boil at higher temperature
than cooking it in loosely closed pots.”

EVALUATE

 Answers the quiz:

 “Good job everyone. Please get your
ballpen and answer the quiz I’m about to
give for 5 minutes.”
 “Pass your papers and then copy your
 Copies the assignment.
assignment.
1. The average velocity of a gas
is directly proportional to the
absolute_____.
2. The hotness or coldness of
an object is called_____.
3. The temperature of a gas is
_____ proportional to its pressure.
4. The force applied per unit
area is called_____.
5. A gas at 500°C has a
pressure of 720 mm Hg. What is the
temperature if the pressure is:
1. doubled?
2. reduced by one half?”

 “Goodbye class.”  “Goodbye Sir.”

IV. ASSIGNMENT

1. Bring the following materials:

1. Hard-boiled egg
2. Empty Gatorade bottle
3. Paper strips
4. Lighter

Prepared by:

Laurenz L. Cadag
Student Teacher
Pilar National Comprehensive High School

Noted by:

Mrs. Mildred Bautista

Cooperating Teacher
Pilar National Comprehensive High School