Gay Lussacs Law
Gay Lussacs Law
Gay Lussacs Law
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:
a. Describe the Ga- Lussac’s Law.
b. Calculate the pressure and temperature values when a gas is kept at a constant
volume; and
c. Apply the Gay-Lussacs Law in a real-life situation.
II. CONTENT TOPIC: Gay-Lussac’s Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide p. 375-379
2. Learner’s p. 375-379
Material
B. Other Learning https://www.youtube.com/watch?v=0Oq7bCSDPxE&t=125s
Resources
Projector and PowerPoint Presentation
IV. PROCEDURE TEACHER’S ACTIVITY LEARNER’S RESPONSE
A. Reviewing previous Preliminary activities
lesson or presenting new
lesson Prayer
Greetings/classroom management
Checking the attendance
A. Recall
Guide questions:
What happened to the fire when you threw aerosol
spray on it?
- The fire becomes bigger.
Why do you think
D. Discussing new Activity: ‘Experimenting Gay-Lussacs Law’
concepts and practicing Materials:
#1. Candle
Food color
Water
Lighter
Jar
Shallow dish
1. The teacher leads the students to the next
activity which is “Experimenting Gay-Lussac’s
Law.
2. The students will perform their activity by
group.
3. Students will take note of the important details
from their experiment.
4. In their learning teams, students shall have a
focus group discussion and brainstorm about
concepts/insights generated from the activity.
E. Discussing new Presenting their ideas and sharing with other groups.
concepts and practicing
#2. (the teacher will facilitate to their presentation)
F. Developing Mastery 1. the teacher will further elaborate on the concept of
(leads to formative Gay-Lussac’s Law and explain the relationship between
assessment) the pressure and temperature of the gas at constant
volume.
2. students are allowed to ask questions and add
insights.
3. using the Gay-Lussac’s Law equation, the teacher
will demonstrate the process of solving word problems
about the relationship between pressure and
temperature.
4. the students will do a practice exercise in solving
word problems.
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:
Noted:
Wilma C. Bacayo
Science Department Head