Science 10 Past Paper, February 12, 2025 - Properties of Gases (Mass)

**Detailed Lesson** **Plan** **Name of Student Teacher** **Mary Mae Magbanua** Learning Area Science 10 **Teaching Date** February 12, 2025 **Quarter** Fourth **I. LEARNING OBJECTIVES** **A. Content Standards** The learners demonstrate understanding of how gases behave based on the motio...

**Detailed Lesson** **Plan** **Name of Student Teacher** **Mary Mae Magbanua** Learning Area Science 10 **Teaching Date** February 12, 2025 **Quarter** Fourth **I. LEARNING OBJECTIVES** **A. Content Standards** The learners demonstrate understanding of how gases behave based on the motion and relative distances between gas particles. (**S10MT-IVa-b- 21)** **B. Performance Standards** **C. Learning** **Competencies/Objectives** At the end of the lesson, students should be able to; - conduct a simple experiment to demonstrate that gases have mass. - prove that gases have mass - relate the mass property of gases to real-world applications. **II. LEARNING CONTENT** **PROPERTIES OF GASES (MASS)** **III. LEARNING RESOURCES** **A. References** **1.Teacher's Guide Pages** Teachers Guide Page 261-264 **2. Learner's Material** **Pages** **3. Textbook Pages** **4. Additional Materials** **from Learning** **Resources (LR) Portal** **B. Other Learning** **Resources** +-----------------+-----------------+-----------------+-----------------+ | **IV. | **Teacher's | **Student's | **Teacher's | | PROCEDURES** | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***A. Reviewing | **Preliminaries | Reaction time | | | previous lesson | :** | is the time | | | or new | | between | | | lesson*** | a\. Greetings | detecting the | | | | | stimulus and | | | | b\. Prayer | respond to it | | | | | | | | | c\. Cleaning | Tiredness, | | | | | sleepless, | | | | d\. Checking | Fatigue, | | | | of Attendance | Distractions | | | | | | | | | Last meeting, | Yes! | | | | we discussed | | | | | about Reaction | Not be sure | | | | Time. Now, to | | | | | review what is | We need oxygen | | | | Reaction time? | to breath | | | | | | | | | What are some | | | | | factors that | | | | | can slow down | | | | | our reaction | | | | | time? | | | | | | | | | | Very good! But | | | | | aside from | | | | | those, have you | | | | | ever felt dizzy | | | | | or tired in a | | | | | crowded or hot | | | | | room? | | | | | | | | | | What important | | | | | gas in the air | | | | | do we need to | | | | | survive? | | | | | | | | | | Great! Since | | | | | air is all | | | | | around us, | | | | | let's take a | | | | | closer look at | | | | | something we | | | | | usually don't | | | | | think about but | | | | | essential to | | | | | our daily | | | | | lives. | | | +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***B. | Now that you | No, | | | Establishing a | have understood | | | | purpose for the | the reaction | Yes | | | lesson | time, we will | | | | (ELICIT)*** | now proceed to | We can feel it | | | | our new lesson. | when we blow on | | | | But before | our hand | | | | that, let's | | | | | have an | | | | | activity in | | | | | titled "BLOW | | | | | AND FEEL" | | | | | | | | | | Put or place | | | | | your hand in | | | | | front of your | | | | | mouth with the | | | | | palm facing | | | | | inward and | | | | | gently blow | | | | | your palm. | | | | | | | | | | Can you see | | | | | air? | | | | | | | | | | Can you feel | | | | | it? If we can't | | | | | see the air, | | | | | how do we know | | | | | it's there? | | | | | | | | | | What do you | | | | | think is the | | | | | reason why we | | | | | feel the air in | | | | | our palm | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***C. |  | we can feel the | | | instances of | | air, see | | | the new | Gases are all | balloons fill | | | lesson*** | around us, like | up, and notice | | | | the air we | bubbles in soda | | | | breathe, the | | | | | helium in | | | | | balloons that | | | | | make them | | | | | float, the | | | | | bubbles in soda | | | | | from carbon | | | | | dioxide, and | | | | | the hot air | | | | | that makes hot | | | | | air balloons | | | | | rise. | | | | | | | | | | How do we know | | | | | that gases | | | | | exist even | | | | | though we | | | | | can\'t see | | | | | them? | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***D. | Gases play an | | *The teacher | | Discussing new | important role | | will flash the | | concepts and | in our lives, | | objectives on | | practicing new | even though | | the screen.* | | skills \#1 | they are | | | | (ENGAGE)*** | invisible. In | | | | | this lesson, we | | | | | will uncover | | | | | what gases are | | | | | its properties, | | | | | and why they | | | | | are so | | | | | important to | | | | | us. But before | | | | | that who can | | | | | read the | | | | | objectives? | | | | | | | | | | At the end of | | | | | the lesson, | | | | | students should | | | | | be able to: | | | | | | | | | | - conduct a | | | | | simple | | | | | experiment | | | | | to | | | | | demonstrate | | | | | that gases | | | | | have mass. | | | | | | | | | | - prove that | | | | | gases have | | | | | mass | | | | | | | | | | - relate the | | | | | mass | | | | | property of | | | | | gases to | | | | | real-world | | | | | application | | | | | s. | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***E. | **A. | **Student will | *The teacher | | Discussing new | Pre-Activity:** | read the | will prepare | | concepts and | | procedure** | for activity* | | practicing new | - Distribute | | | | skills \#2 | the | | *The teacher | | (EXPLORE)*** | activity | | will facilitate | | | sheets and | | the students in | | | the | | doing the | | | materials | | activity* | | | needed. | | | | | | | *The teacher | | | **B. Activity | | will ask each | | | Proper:** | | group to have | | | | | their | | | - **Today, | | representative | | | you are | | to present | | | going to | | their work in | | | answer the | | class.* | | | activity | | | | | entitled: " | | | | | GETTING TO | | | | | KNOW GASES: | | | | | Part A | | | | | (Mass)** | | | | | | | | | | **Objectives:** | | | | | | | | | | At the end of | | | | | the lesson, the | | | | | students are | | | | | expected to: | | | | | | | | | | - Prove that | | | | | gases have | | | | | the | | | | | following | | | | | properties: | | | | | mass, | | | | | volume, | | | | | temperature | | | | | , | | | | | and | | | | | pressure | | | | | | | | | | **Materials:** | | | | | | | | | | A ruler or | | | | | stick (at least | | | | | 30 cm) | | | | | | | | | | Two identical | | | | | balloons | | | | | | | | | | String or tape | | | | | | | | | | Pins | | | | | | | | | | **Who can read | | | | | the | | | | | procedure?** | | | | | | | | | | **Procedure:** | | | | | | | | | | A. **Gases and | | | | | Its Mass** | | | | | | | | | | | | | | | | | | | | 1. 2. 3. 4. | | | | | 5. 6. 7. 8. | | | | | 9. | | | | | | | | | | **Q1. What | | | | | happens as you | | | | | deflate the | | | | | other | | | | | balloon?** | | | | | | | | | | **Q2.Why do | | | | | you think the | | | | | inflated | | | | | balloon causes | | | | | the ruler to | | | | | tilt?** | | | | | | | | | | **Q3.. Which is | | | | | heavier, the | | | | | inflated or the | | | | | deflated | | | | | balloon? Why?** | | | | | | | | | | **Q4. What can | | | | | you infer in | | | | | this | | | | | activity?** | | | | | | | | | | **c. Post | | | | | Activity** | | | | | | | | | | Let students | | | | | present their | | | | | work. | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***F. | **1. What | The side with | | | Developing | happens as you | the deflated | | | Mastery | deflate the | balloon became | | | (EXPLAIN)*** | other | lighter | | | | balloon?** | | | | | | The ruler moved | | | | **2. Why do you | because the | | | | think the | deflated | | | | inflated | balloon lost | | | | balloon causes | its weight | | | | the ruler to | | | | | tilt?** | The inflated | | | | | balloon causes | | | | **3. Which is | the ruler to | | | | heavier, the | tilt because | | | | inflated or the | the air inside | | | | deflated | the balloon | | | | balloon? Why?** | adds mass, | | | | | making that | | | | **4. What can | side heavier. | | | | you infer in | | | | | this | The inflated | | | | activity?** | balloon is | | | | | heavier because | | | | **What do you | it contains | | | | think would | more air, which | | | | happen if both | has mass. | | | | balloons were | | | | | deflated at the | This activity | | | | same time?** | shows that air | | | | | has mass, as it | | | | Gases have mass | affects the | | | | because they | balance of | | | | are made of | objects, even | | | | particles that | though it is | | | | have weight. | invisible | | | | Even though gas | | | | | particles are | If both | | | | spread out and | balloons were | | | | move freely, | deflated at the | | | | they still | same time, the | | | | contribute to | ruler would | | | | the overall | stay balanced. | | | | mass. For | | | | | example, a | | | | | balloon filled | | | | | with air weighs | | | | | more than an | | | | | empty balloon | | | | | because of the | | | | | added mass of | | | | | the air inside. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Pro | | | | | perty< | | | | | /td> | | | | | Uni | | | | | ts | | | | | | | | | | | | | | | mas | | | | | s | | | | | | | | | | Grams( g ) | | | | | Kilo | | | | | gram(kg) | | | | | Mill | | | | | igram(mg) | | | | | Deci | | | | | gram(dg) | | | | | Cent | | | | | igram(cg) | | | | | Deka | | | | | gram (dag) | | | | | Hect | | | | | ogram (hg) | | | | | Metr | | | | | ic ton (t) | | | | | Gram | | | | | s per mole (g/m | | | | | ol) | | | | | | | | | | | | | | | | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***G. Finding | Why do balloons | **Possible | | | practical | expand when | answer:** | | | applications of | inflated? | | | | concepts and | | **Balloons | | | skills in daily | How are gases | expand when | | | living | used in | inflated | | | (ELABORATE)*** | transportation, | because the | | | | weather, and | added air | | | | medicine? | increases the | | | | | gas pressure | | | | How can | inside, | | | | understanding | stretching the | | | | gases help us | balloon** | | | | save energy? | | | | | | **Gases are | | | | Give me an | used in fuels | | | | example of a | for vehicles, | | | | scenario that | in predicting | | | | apply mass | weather | | | | property | patterns, and | | | | | in medical | | | | | treatments like | | | | | oxygen | | | | | therapy** | | | | | | | | | | **Understanding | | | | | gases helps us | | | | | improve fuel | | | | | efficiency, | | | | | reduce waste, | | | | | and develop | | | | | sustainable | | | | | energy | | | | | solutions.** | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***H. Making | What can we | Gases have | | | generalizations | learn about the | mass, just like | | | and | mass of a gas? | solids and | | | abstractions | | liquids. | | | about the | How do gases | | | | lesson*** | act in things | Gases spread | | | | like balloons | out to fill the | | | | or tires? | space they are | | | | | in, like in a | | | | How does | balloon or | | | | knowing about | tire. | | | | gases help us | | | | | in everyday | Understanding | | | | life? | gases helps us | | | | | in things like | | | | How can you | breathing, | | | | prove that | weather, and | | | | gases have | transportation. | | | | mass? | | | | | | You can prove | | | | | gases have mass | | | | | by weighing a | | | | | balloon before | | | | | and after | | | | | filling it with | | | | | air, showing | | | | | the balloon | | | | | becomes | | | | | heavier. | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***I. | Directions: | B | | | Evaluating | Choose the | | | | Learning | letter of the | C | | | (EVALUATE)*** | correct answer. | | | | | Write your | A | | | | answers on a ¼ | | | | | sheet of paper. | B | | | | | | | | | 1. **What do | D | | | | you think | | | | | will happen | B | | | | when both | | | | | balloons | C | | | | are | | | | | inflated | B | | | | equally and | | | | | attached to | A | | | | a ruler?**\ | | | | | a) The | C | | | | ruler will | | | | | tilt to one | | | | | side.\ | | | | | b) The | | | | | ruler will | | | | | remain | | | | | balanced.\ | | | | | c) The | | | | | ruler will | | | | | fall off | | | | | the table.\ | | | | | d) The | | | | | ruler will | | | | | rotate. | | | | | | | | | | 2. **What | | | | | happens | | | | | when one | | | | | balloon is | | | | | deflated | | | | | while the | | | | | other | | | | | remains | | | | | inflated?** | | | | | | | | | | a\) The ruler | | | | | will remain | | | | | balanced.\ | | | | | b) The ruler | | | | | will tilt | | | | | toward the | | | | | deflated | | | | | balloon.\ | | | | | c) The ruler | | | | | will tilt | | | | | toward the | | | | | inflated | | | | | balloon.\ | | | | | d) The ruler | | | | | will spin in | | | | | circles | | | | | | | | | | 3. **A seal | | | | | plastic | | | | | bottle is | | | | | placed in | | | | | the freezer | | | | | overnight. | | | | | The next | | | | | morning , | | | | | the bottle | | | | | appears | | | | | slightly | | | | | crushed. | | | | | What | | | | | property of | | | | | gases best | | | | | explains | | | | | this?** | | | | | | | | | | a)Gases turn | | | | | into solids | | | | | when frozen | | | | | | | | | | b\) Gases lose | | | | | their mass in | | | | | cold | | | | | temperature | | | | | | | | | | c)Gases | | | | | contract when | | | | | cooled | | | | | | | | | | d\) Gases | | | | | disappear in | | | | | lower | | | | | temperatures | | | | | | | | | | **4. A balloon | | | | | is inflated | | | | | inside an air | | | | | conditioned | | | | | room and then | | | | | taken outside | | | | | on a hot day. | | | | | After a few | | | | | minutes, the | | | | | balloon appears | | | | | to expanded. | | | | | Why this | | | | | happen?** | | | | | | | | | | a. ) The | | | | | balloon | | | | | absorbed | | | | | moisture | | | | | from the | | | | | air | | | | | | | | | | b. The warm | | | | | air outside | | | | | made the | | | | | gas inside | | | | | to expand | | | | | | | | | | c. The rubber | | | | | of the | | | | | balloon | | | | | stretched | | | | | due to | | | | | humidity | | | | | | | | | | d. The gas | | | | | inside lost | | | | | its mass in | | | | | the heat | | | | | | | | | | 5.**What can we | | | | | infer about air | | | | | based on the | | | | | behavior of the | | | | | ruler in this | | | | | experiment?**\ | | | | | a) Air has no | | | | | weight.\ | | | | | b) Air is a | | | | | liquid.\ | | | | | c) Air only | | | | | affects the | | | | | balance of | | | | | objects when it | | | | | is heated | | | | | | | | | | d.Air has mass | | | | | and can affect | | | | | balance. | | | | | | | | | | **6. When you | | | | | open a bottle | | | | | of soda,bubbles | | | | | immediately | | | | | start rising to | | | | | the surface. | | | | | Which property | | | | | of gases | | | | | explains this | | | | | phenomena?** | | | | | | | | | | a. Gases | | | | | dissolve in | | | | | liquids at | | | | | all times | | | | | | | | | | b. Gases are | | | | | denser than | | | | | liquids | | | | | | | | | | c. Gases | | | | | escape from | | | | | liquid when | | | | | pressure is | | | | | reduced | | | | | | | | | | d. Gases turn | | | | | into solids | | | | | when | | | | | exposed to | | | | | air | | | | | | | | | | | | | | | | | | | | 7. **On cold | | | | | morning, | | | | | you notice | | | | | that you | | | | | cars | | | | | windshield | | | | | fogs up | | | | | when you | | | | | breathe on | | | | | it. What | | | | | does this | | | | | tell us | | | | | about water | | | | | vapor in | | | | | the air?** | | | | | | | | | | | | | | | | | | | | a. A water | | | | | vapor | | | | | disappears | | | | | when | | | | | temperature | | | | | s | | | | | drop | | | | | | | | | | b. Water vapor | | | | | expands | | | | | when in | | | | | contact | | | | | with a cold | | | | | temperature | | | | | | | | | | c. Water vapor | | | | | condenses | | | | | into tiny | | | | | droplets | | | | | when | | | | | cooled. | | | | | | | | | | d. Water vapor | | | | | turns into | | | | | ice | | | | | immediately | | | | | in cold | | | | | temperature | | | | | | | | | | **8. What does | | | | | the deflation | | | | | of one balloon | | | | | demonstrate | | | | | about the mass | | | | | of air?**\ | | | | | a) The air | | | | | inside the | | | | | balloon has no | | | | | mass.\ | | | | | b) Deflating | | | | | the balloon | | | | | removes some of | | | | | the mass.\ | | | | | c) The air in | | | | | the deflated | | | | | balloon becomes | | | | | more dense.\ | | | | | d) The air in | | | | | the deflated | | | | | balloon is now | | | | | heavier. | | | | | | | | | | **9. A scuba | | | | | diver breath | | | | | compressed air | | | | | from a tank | | | | | while diving | | | | | deep | | | | | underwater. As | | | | | the diver rises | | | | | toward the | | | | | surface, why | | | | | must they | | | | | release some | | | | | air from their | | | | | lungs?** | | | | | | | | | | a.) ) The | | | | | pressure | | | | | decreases | | | | | causing the gas | | | | | in their lungs | | | | | to expand | | | | | | | | | | b\) The oxygen | | | | | in their | | | | | lungs turns | | | | | into a liquid | | | | | | | | | | c\) the body | | | | | does not need | | | | | as much air | | | | | at lower | | | | | pressure | | | | | | | | | | d.) The gas in | | | | | their lungs | | | | | becomes heavier | | | | | as they ascend. | | | | | | | | | | **10. What does | | | | | this experiment | | | | | show about | | | | | gases like | | | | | air?**\ | | | | | a) Gases like | | | | | air are | | | | | weightless.\ | | | | | b) Gases like | | | | | air can be | | | | | ignored in | | | | | balance | | | | | experiments.\ | | | | | c) Gases like | | | | | air have mass | | | | | and can affect | | | | | the weight of | | | | | objects.\ | | | | | d) Gases like | | | | | air do not | | | | | affect objects | | | | | unless they are | | | | | in liquid form. | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | **Teacher's | **Student's | **Teacher's | | | Activities** | Activities** | Remarks** | +-----------------+-----------------+-----------------+-----------------+ | ***J. | Assignment: | | | | Additional | | | | | activities | Bring the | | | | (EXTEND)*** | following | | | | | | | | | | - 200 mL | | | | | water | | | | | | | | | | - 20 mL | | | | | cooking oil | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------------------------+-----------------------------------+ | ***K. Remarks*** | \_\_\_\_\_\_\_\_ of the learners | | | earned 75% of the evaluation. | | | | | | ID: Continue the Lesson, Proceed | | | or Reteach | +-----------------------------------+-----------------------------------+ **[MARY MAE G. MAGBANUA] [JAHZEEL V. DALIDA ]** Student Intern Teacher III/ Critic Teacher Noted: **[JOANAH V. ROJO]** HT-I/Science & EsP Department Head