Republic of the Philippines

Department of Education
Region V
Division of Camarines Sur
DON TEOFILO H. DILANCO MEMORIAL HIGH SCHOOL
Cambalidio, Libmanan Camarines Sur
S/Y 2018-2019

Detailed Lesson Plan

Combined Gas Law
Date: March 05, 2019
Time allotments: 1 hour

I. Objectives:
At the end of 1 hour discussion, 75% of the students are expected to:
1. Identify the three Laws involve in Combined Gas Law.
2. Transform Combined Gas Law into an equation.
3. Value the importance of Combined Gas Law in real life application.

II. Subject Matter:

a) Topic: Combined Gas Law
b) References:
 Science Learner’s Module of Grade 10 by DepEd Republic of the Philippines
 Integrated Science 2 by Estrella E. Mendoza
 Microsoft Encarta 2009, 1993-2008 Microsoft Corporation

c) Materials:
 PowerPoint Presentation
 Video Clips
 Laptop and projector
 Manila Paper and Pentel Pen
 Activity sheets
 Visual aids (Colored Materials - papers)

d) Skills: Identifying, Interpretation, analyzing, comparing and developing scientific attitudes.

e) Values integration: Understanding the laws of gases, will help us to deal with different
situation by the involvement of gases.
f) Teaching strategy: 5 E’s (engage, explore, explain, elaborate and evaluate)

g) Concepts:
The combined gas law combines the three gas laws: Boyle's Law, Charles' Law, and Gay-
Lussac's Law. It states that the ratio of the product of pressure and volume and the absolute
temperature of a gas is equal to a constant. When Avogadro's law is added to the combined gas
law, the ideal gas law results. Unlike the named gas laws, the combined gas law doesn't have an
official discoverer. It is simply a combination of the other gas laws that works when everything
except temperature, pressure, and volume are held constant.
There are a couple of common equations for writing the combined gas law. The classic law
relates Boyle's law and Charles' law to state:
PV/T = k
Where P = pressure, V = volume, T = absolute temperature (Kelvin), and k = constant.
The constant k is a true constant if the number of moles of the gas doesn't change. Otherwise, it
varies. Another common formula for the combined gas law relates "before and after" conditions of a
gas:
P1V1 / T1 = P2V2 / T2
 I. TEACHING PROCEDURES
Time
Teaching Guide Teacher’s activity Students Activity
frame
A. Preliminary
Activities
1. Greetings Good Afternoon Class! Good Afternoon Ma’am!

2. Prayers Ok class, kindly stand up for our

opening prayer. Joy, kindly lead
us the prayer. In the name of the Father…
(students reciting the daily prayer)
3. Securing of Class before we begin kindly
cleanliness pick up all the pieces of papers,
plastics and candy wrappers that
you see under your chair and
arrange your chairs properly. (the students are picking the piece of
paper and arranging their seats
properly)
4. Checking of How many absent do we have
attendance today? Ok, Miss secretary please
list down the name of the
absentees. Yes ma’am.

5. Checking of Last meeting I gave you an

Assignment assignment. Right?
Ok, later we will check that
assignment.
B. Preliminary
Activities
1. Recall Before we proceed to our new
topic for this afternoon, who can
recap what we have discussed
last meeting?

Yes, Ellen Ma’am last meeting we have

discussed about Gay Lussac Law.
Thank you! Ellen

How about you Kharistel, what

have you learn about Gay-
Lussac Law?
Very good Ellen!
In Gay-Lussac Law, it is said that the
relationship between temperature and
pressure is directly proportional
meaning if the pressure increase the
temperature increases too (vice versa).

Is there any clarification or

questions regarding our last
topic? None ma’am!

2. Motivation I want you to look to those

pictures or sentences that I will
show in PowerPoint presentation
then identify what would our
topic for this afternoon.
(Students will response)
C. Lesson Proper
1. Presentation of Anyone who has an idea what is
the topic our topic for this afternoon? Ma’am, our topic for this afternoon is
all about Combined Gas Law.
2. Presentation of That’s right. So, this afternoon
learning we will discuss about Combined
objectives Gas Law.
(The teacher post on the board
the learning objectives)
At the end of the discussion 75%
of the students are expected to:
1. Identify the three Laws
involve in Combined Gas
Law.
2. Transform Combined Gas
Law into an equation.
3. Value the importance of
Combined Gas Law in real
life application.

3. Unlocking of Ok, today we will tackle what (All students will read the learning
difficulties Combined Gas Law is, and the objectives aloud)
importance of these. But, before
that we must first unlock some
definition of terms.

Boyle’s Law - The volume of a gas is

inversely related to its pressure
at constant temperature.
Charle’s Law - The volume of a gas is directly
related to its temperature at
constant pressure.
Gay-Lussac Law - The pressure of a gas is
directly related to its
temperature at constant
volume.
Combined Gas Law - It states that the pressure and
volume of a gas are inversely
proportional to each other, but
are both directly proportional
to the temperature of that gas.
D. Methodology
(5E’s)
1. Engage

1. Have you ever notice the

warning label in the aerosol
container? What is the
temperature requirement for its
storage? Have you seen an
explosion of a can of this kind?
The explosion of this container is also
an application of Combined Gas Law.
“The exposure to high temperature
increases the kinetic energy of the
gases causing an increase in the
pressure due to the increased collision
of the gases in the walls”.

(The teacher will present a

video clips) (Students will analyse the video
presentation)
 2. Explore Before we proceed with our
discussion, let’s have first an
activity is called “Combined
Gas Law – Egg cited”.

a) Pre-activity I have here some materials

needed for each group activity.
What you are going to do is to
perform the experiment.
You’re going to describe the
activity and answer the
following questions, write it in (The students are listening attentively
manila paper. to the instructions given)

Here’s the rubrics on how to

rate your output. (Criteria for
the activity are presented in
PowerPoint presentation)

RUBRICS:
 Correctness 1-4
 Promptness - 1-4
 Presentation of the output
– 1-4
NOTE: That 4 is the highest
score and 1 is the lowest score (students are analyzing the rubrics)
(see the attached rubrics)

I will group you into two (2)

and you only have 10 minutes
to do the activity. After that,
somebody from your group
will present your output.
(The teacher will provide the
materials needed by each group
(The students will be grouped into
for the group activity)
three and will listen carefully as the
teacher gives further instructions.)

(After 10 minutes)
Okay class, time is up. Post
your work on the board.
Group I:
b) Activity Proper Combined Gas Law

Group II:
Combined Gas Law

(Each group will present their work

and choose a representative to present
their output.)

(The teacher will give the

corresponding points to each
group based from the rubrics of
the activity.)
a) Post-activity Expected answer of
students on their activity.
How do you find the activity?
Based on the activity, who
can define what is Combined
Gas Law?
3. Explain Very good answer. So, what
are the differences of the three
laws?
The activity you performed
explained the combined gas
law. To understand more,
watch this video presentation.
As we understand the concept of
Combined Gas Law. Let’s
transform combined Gas Law
into an equation.
We mathematically expressed it
as:
Take note class that only Kelvin
is used in temperature.
the Group I and II:
Combined Gas Law
(The egg is placed inside the
Erlenmeyer Flask)
It explained the Combined Gas
Law.
It was fun ma’am, interesting and we
enjoy it.
It is the combination of the three gas
law. (Boyle’s Law, Charles Law and
Gay Lussac’s Law)
Boyle’s Law is inversely proportional
to volume and pressure. Charles Law
is directly proportional to volume and
temperature and Gay Lussac’s Law is
directly proportional to pressure and
temperature.
(The students will analyze the short
video presentation)
Where:
V1= initial volume of the gas
V2 final volume of the gas
P1= Initial pressure of the gas
P2= final pressure of the gas.
T1= Initial temperature of the gas
T2= final temperature of the gas.
4. Elaborate Try this!
The volume of a gas at 27⁰C and
700 mmHg is 600 ml. What is
the volume of the gas at -20.0⁰C
and 500 mmHg? Given:
V1 = 2.5 L
P1 = 760 mmHg
T1 = 25℃
V2 = 1.75 L
P2 = 1140 mmHg
T2 = ?

Solution:
V1 = 2.5 L
P1 = 760 mmHg
T1 = 25℃ + 273.15 = 298.15 K
V2 = 1.75 L
P2 = 1140 mmHg
T2 = ?
Formula : V1P1T2 = V2P2T1
Solution:
V1 P1 T2 = V2 P2 T1
(25L) (760 mmHg) (T2) = (1.75L) (1140 mmHg) (298.15 K)
19,000( L)(mmHg)(T2) = 594,809.25 (L)(mmHg)(K)
19,000( L)(mmHg) = 19,000( L)(mmHg
T2 = 31.306K

Formula : V1P1 = V2P2

T1 T2
Checking:
(25L)(760 mmHg) = (1.75L) (1140 mmHg)
298.15 K) = (31.306 K)
63.73 = 63.73

The combined gas law has

practical applications when
dealing with gases at ordinary
temperatures and pressures. Like
other gas laws based on ideal
behavior, it becomes less
accurate at high temperatures
and pressures. The law is used in
thermodynamics and fluid
mechanics. For example, it can
be used to calculate pressure,
volume, or temperature for the
gas in clouds to forecast weather.
(Students will analyzed the
applications of combined Gas Law).
III. Evaluation:

Using the equation of combined gas laws, V1P1T2 = V2P2T1 the answers are provided in the
following problems:
1. Helium gas has a volume of 250 ml at 0⁰C at 1.0atm. What will be the final pressure if the
volume is reduced to 100 ml at 45⁰C?

IV. Assignments:
1. On a one half crosswise, cite the importance in understanding Combined Gas Law.

Prepared by:

Joycel A. Comia
Teacher I