Par t Guaney & Module Outcomes: Identified changes that if # Module 2 iE Tansee era cae tees eer on mahaianlli Changes that cco Materials Pie CMe Deny Undergo (Grade 3) WRoDUcTION) In Module 1, you have noted the observable characteristics of mate module, you will see that materials are capable of changing under certain coal Changes can occur due to varying of temperature, applying force, presence or lack of oxygen and appl different ways of separating componi mixing me lying heat. In the later part you will expetise ents of mixtures, CHANGES THAT MATERIALS UNDERGO (GRADE 3) G Lesson Outcome: 1. Described changes in the materials as solid to liquid; quid to solid qui ue to the effect of temperature ‘9 t0 gas; and solid to gas. Teaching Science in the Elementary Grages —_— —_—_—_———There are chan 5 Bes that can ; ebanged into sol ‘an occur in materials. So solid and several ¢; Is. Some lit murals wha several can even retum back to tid sraterils oe e Solids can be changed sce, Ranged 10 aves. Gases can be changed teo to liguds possible? Bases without even passing the liquid state. How is this Gk Let us investigate on chang wing this activity e5 i i - : hat materials may go through by having this activi Activityl: Effect of Heat on Some Materials Materials Needed: 4 aluminum foil made-up cups or container asmall cube of margarine or butter, wax, deodorant, and ice candy e hot water in a thermos or pot . « heat resistant gloves basin or bow! to hold the warm water © some ice cubes in a pan ¢ watch or timer «laboratory thermometer «Chart on the Change of State Procedure: Step 1. 1.1, Place the small cubes of margarine, wax, deodorant and ice candy respectively, in different made-up aluminum foil containers. 1.2. What will happen to the materials when the same amount of heat is applied to them at the same amount of time? Predict. 1.3. Closely observe the ice candy. QI. Why is the ice candy melting? —_— ee a 14. Pour the hot water from the thermos in a basin, Determine its temperature. 1.5. Place the 4 aluminum containers prepared i basin of hot water bath. Observe in 7 minutes. in 1.1 simultaneously in the Module 2: Changes that Materials Undergo Lesson 1: Changes that Materials Undergo ( Grade 3) eae we ee nAL NAA ORAL AeCaution: Be careful in handling the setup to avoid burning or any accige Q2. What change(s) did you observe? — Q3. What cause(s) the change? Why did the solid materials melt) - — Q4. When the material melted, did it change into something else? —__ — QS. Using the Chart on the Change of State, describe what char took place with the materials. Write your explanation below, Explanation: Activity 2. Where did the Water Go? Materials needed: ¢ 100 ml water * air thermometer * piece of chalk Procedure: Prepare a glass with 100 mL of water, ait thermometer (if available), a0 a piece of chalk. Next assemble with your group outside the classroom. Pour th water into a pool on top of the concrete pavement or on black surface to create pool of water. Trace around the perimeter or border of the pool of water. Determi the surrounding air temperature. Predict the changes that might take place with the Pool of water, After! minutes re-examine the pool. Check the chalk markings at the borders of the poo and the air temperature. inte Teaching Science in the Elementary Grades© your predictions correct? QI. Wer 22. What changes took place with the pool of water? change Q3. What seemed to be causing these hrough investigation. an inquiry approach ¢ forms in state due to idea of how matter trans! ground information on the topic. You have just experienced doing This is another way of introducing the temperature change. Here are some back! 4 in Matter Due to Changes in Temperatur® lid, liquid, or gas. The change in state ange in temperature. The changes Cou can be brought about by Changes Id be explained using the Matter exists as so! the effect of heat or a cl particle model +Energy(heat) — melting . boiling ——— a ar freezing ondensatio} liquid -Energy(heat) Figure 1: Chart on the Change of State ‘ The particle model sh id, Hiqui : ows that solid, li as 2 Ther aisle model shows sei liquid and gas are made up of small particle: , arrpat ys moving, The behavior of these particles differs i ~ an be used to explain what happens in changes in state ssinthe states) 4 ’ Module 2: Changes that Mé Lesson 1: Changes that Materials Undergo Gade2)Solid The particles in a solid are very close to cach other. There is 2 very stro, force that holds these particles together. Hence. their movements are limited, 7, Particles are vibrating but not spreading apart, This explains why solid has a rig and compact appearance. Liquid The particles in a liquid are arranged far apart from each other. The for, holding them is not 2s strong as that in solid. Thus, the particles can glide or sjj, around one other and tend to cceupy the bottom of the container. This explajy why liquid takes on the shape of the container. Gas Gas particles lie very far from each other. The force holding them is ve; weak. This is the reason why the particles of gas move faster. Figure 2. The arrangement of particles in Liquid, Solid and Gas © Changes in Matter A. From Solid to Liquid Heat energy is always present when matter changes state. As temperature increases as observed when heat from the hot water is added 10 solid like the ice candy and wax, the particles in these solid materials take in thé heat energy. They change it into energy of motion and begin to mov? and vibrate so fast. As the particles in the solid speed up, consequently theY also move farther apart. If the particles gained enough energy, they will have enough room to slide past each other. They break fice from their fixed positions. Consequently, the solid matters (ice candy and wax) begin (© melt. Melting is the change of state from solid to a liquid. Teaching Scientn in the Elementary Grades| ee B. From Liquid to Gas o Increasing the temperature further of a liquid state like water w resulted from melting, will cause the water particles to move faste i vrore rapidly farther apart, This allows the particles to escape. The quid water begins to change to a gas ~ called water vapor. This can contin as long as heat is added or the temperature increases, and the liquid will continue to boil, Bubbles of water vapor will keep forming and escaping ic liquid changes to gas. Boiling is the rapid change of state from a gas. It occurs at or above the boiling temperature. Vaporization ¢ when the particles in a liquid gain enough energy to move ation usually occurs on the surface of until all th a liquid to takes plac independently, forming a ges. Evapor the liquid. The situation can be observed when water in a covered drinking glass which is allowed to stay undisturbed overnight decreases its volume. This indicates that some of the water particles evaporated and changed to water yapor, Droplets of water can also be seen along the side of the closed drinking glass. These water droplets came fiom the water vapor or stcart that changed into liquid, When water vapor comes in contact with a cool surface, it releases heat energy and the particles that make up the gas begin to slow down and move closer together, The gas changes again fo liquid. Condensation is the change of state from a gas to a liquid. . From Liquid to Solid Suppose more energy or heat is taken away from liquid like when te liquid ige candy or just plain water is placed in the freezer where the temperature is maybe 0°C or even lower, the particles in the liquid will slow down, They will begin to move closer to each other. If the particles lose enough energy the ice candy or the water begins to freeze. The change of state from a liquid to a solid is freezing. From Solid to Gas In some cases, solid particles present in solid state like naphthalene balls are directly converted to gascous state, This is only possible when the surface particles of a solid gain enough energy that they form a gas. During sublimation, particles of a solid do not pass through the liquid state as they form a gas. As a solid material sublimnates into a gas, the freedom of motion of its particles increases. In the case of naphthalene balls, the material solid disappears, however, its odor can be smelled in the air Module 2: Changes that Materials Undergo Lesson 1: Changes that Materials Undergo ( Grade 3) RALTA RIF f VIARAVIEWithin your group, create an analogy to describe the movement of particles, Eag member of the group represents one particle. 1, Demonstrate the movement of particles when the whole group dances to thf tune of a modern music. How does each member move? How far was the distance from each member while they were dancing? Group members represent the particles of liquid. Do they move fast or slow? Ar they far apart or near each other? 2. Demonstrate the movement of Particles when the whole group dances to thy tune of a sweet mellow music. P How does each member move? How far was the distance from each member while they were dancing? Group members represent the particles of solid. Do they move fast or slow? A they far apart or near ‘each other? 3. Demonstrate the movement of particles when the whole group dances to thy tune of ballet music. How does each member move? How far was the distance from each member while they were dancing? Group members represent gas particles. Do they move Sast or slow? Are the particles far apart or near each other? Q. Compare the movements and positions of people dancing to the tune of modern music, swect mellow music, and ballet music with the motions of liquid particles, solid particles and gas particles. For Pre-Service Teachers A. Identify the changes that take place in matter by matching column A vil column B. Write the letter of your choice on the space provided before ea! Teaching Science in the Elementary GradesLL ith ach 4, Maltiple Choice: Select the best answer. Which of the following diagrams represents the particles of melting i Column A Column B 1, Drying of drops of acetone fiat on your fingemails wb Margarine heated ina pan B. solid to liquid Gelatine mixed with hot water ©. liquid to ga and placed inside the refrigerator Perfume sprayed on you D. gas to liquid * Air freshener in a can becomes E. liquid to solid lesser in volume as the can is opened. f soda drink, What state of matte Water droplets forms on a cold glass 0 glass and where did it come was the water droplet before it formed on the from? A. It was a gas in the air. Tt was the liquid water that leaked through the glass B. B. It was the liquid in the air that trickled at the side of the glass Cc. It was a part of the solid ice cube and diffused onto the side of the glass and became a liquid. ice? ‘Module 2: Changes that Materials Undergo Lesson 1: Changes that Materials Undergo ( Grade 8) MII A KIF (. INAARAVItFor G 4, Look closel N When does sublimation occur solid transforms into a liquid. nto a gas. A B. liquid transforms 1 C. gas transforms into a solid. D__ solid transforms into a gas 3 Learners de at the pictures below and explain your answ e table Ice cream on 1 “~— oo Bontled water in the refr Boiling water in the kettle ? When a Identify the resulting state in cach er on the space provided below situatio, each picture, Mothballs (Naphthalene) inside the cabinet NAPHTHALENE BALLS Heavy Clouds in the sky Teaching Science in the Elementary Gradesp, Answer this question: How does knowledge of change of state of matter help you in your everyday life? {et Us Reflect From this lesson on “Changes that Materials Undergo,” I learned that Module 2: Changes that Materials Undergo Lesson 1: Changes that Materials Undergo ( Grade 3)CHANGES THAT MATERIALS _ UNDERGO: USEFUL AND HARMFUL (GRADE 4) a Lesson Outcomes: 1. Described changes in solid materials when bent, pressed, hammered, or cut, 2. Desenbed changes in properties of materials when exposed to certain conditions such as temperature or when mixed with other materials: and 3. Identified changes in materials whether useful or harmful to one’s environment, Materials learned exposed to certain conditions. You have observed and rejected parts of vegetables will decay due to action af bacteria. The v tables were exposed to the action of b: ria which are found in your kitchen table. If there were no bacteria, the vegetables will just dry up because of wam temperature. “Only change is permanent on earth!” as we always would hear from om elders. This lesson will introduce you to changes that materials undergo when exposed w certain conditions that are useful and harmful to us You learned that matter exist in three states, solid, liquid and gas. You also have teamed that heat affects some materials changing their states. Water is a typical example Of material that can exist as solid (ice), liquid (water that we drink) and gas (wate vapor). Do you enjoy eating buko iced candy? Why should you place overnight the buke mixed with milk inside the refrigerator? (geass Let us do some activities on changes that materials undergo. Form four groups fit the whole class. Group 1 will do Activity 1.1; Group 2 will do Activity 1.2; Group 3 to do Activity 1.3 and Group 4 to do Activity 1.4, After all the groups have finished the activities, the results shall be written on the board. + Teaching Science in the Elementary Gradesactivity I: Solids can change! Problem: What happens when solids are bent, pressed, hammered or cut? Materials needed: a Paper clip, copper wire, soft plastic ruler, rubber slipper, silver spoon b. Modeling clay. ripe banana, block of wood, one piece pundesal, egg shell d Empty tin can, hammer, black of wood, empty plastic bottle, charcoal air of scissors, used paper, old shirt, candy wrapper, twig with leaves What to do: Activity 1.1. Solids can be bent! Using the materials cbservation. ted in the table, bend each one, Observe and record your Material What happens to the materials when bent? Paper clip |[siver spoon copper wire | soft plastic ruler fubber slipper 1. Which materials were you able to bend’? 2. Was a new material formed when you bend these solids? Activity 1.2. Solids can be pressed! Using a block of wood, press each of the mate vials listed in the table. Observe and record your observation. Material Observation modeling clay fipe banana pandesal bread 99 shell Module 2; Changes that Materials U Inder Lesson 2: Changes that Materials Undergo: Useful And Harmful (Grades)1, Which materials were you able to press’? 2. Did a new material form when you pressed the solids? Why? Activity1.3. Solids can be hammered! Hammer each of the listed materials and record your observation. [swt nee a Le CS Po charcoal (Note: Handle the hammer properly) 1, Which materials were you able to hammer? ee Activity 1.4, Solids can be cut! With a pair of scissors, cut each material in your observations in the table below, Material 4 Observation any shape and size you want. Recs used paper old shirt candy wrapper twig with leaves 1. Which materials were you able to cut? ee _ _ 2. Did a new material form when you cut the solids? Why? —_— > ‘Teaching Science in the Elementary GradesLet us summarize the results of the activity: 1, What characteristics of solid were seen in the different activities? 2. What kind of change was observed in the materials examined? activity 2: Materials change when exposed to temperature or when mixed with other materials Activity 2.1. Effect of Temperature on Materials Problem: What happens when materials are exposed to different temperatures or mixed with another? Materials needed: bowl 4 small pcs margarine cubes 5 ice cubes warm water in thermos flask (provided by the teacher) water in small bottle small plastic bow! ‘What to do: Teacher Demonstration Pour water to a small bowl until half full. Add 5 small ice cubes and 2 cubes of margarine. Wait for 20 minutes and observe what happens to the ice cubes, water and margarine. Activity 2.2, Baking Soda and Vinegar Balloon ://www.education.comiscience-fair! le/baking-sode-and-Vinegar-balloor/ ane Can you blow up a balloon with the reaction between baking soda and vinegar? Materials: water transparent bottle to contain at least 50 ml solution 4 ounces (30 ml) of vinegar 2 tablespoons baking soda bowl 1 balloon small funnel (plastic or glass) Problem: Module 2: Changes that Materials Undergo Lesson 2: Changes thet Materals Undergo: Useful And Harmful (Grade 4) NARS C ee ee oeProcedure h 11 funnel (or make shift funnel made from a cardboard) to 1. Use the smal unnel (« it tablespoons af baking soda in the balloon Clean the funnel well with running water and then dry 3. Using the same small dry funnel pour 4 ounces G0 ml) of vinegar in transparent bottle 4. Place the bottle with vinegar in a fat surface. After (wo minutes place the balloon on top of the bottle being careful no spill the baking soda into the bottle yet 6. Tip both balloons upwards to drop the baking sod fa into. the Observe. Explain your observations, What kind of viney hange took pl Activity 3 Changes that are harmful and useful to ones? environment Problem: What changes in materials are useful and harmful to one’s environment? What you need: Pictures t aken from the internet Instruction: Study the pictures Biven, Classify whether the changes are harmful useful to the environment, A material May be both useful and harmful. Deser why the product of the change is useful or harmful or both, burning of tire Hipening tomato (green, yellow, orange, r http://rehana-environment. blogspot com/2010/ COPYRIGHT © 2006- 07 /environmentalists-warn 2018 HARV, 'ed-People-against hit! EST TO TABLE” Teaching Science in the Elementary Gradescutting of trees rain drops on plant leaves dboard) £0 put 2 sf vinegar in the full not to 12018 Evergreen Arborist Consultants, Inc. All Rights Reserved htips://wwvr-farmanddairy.comilop- stories/how-to-protect-plants-from-storms/340378.htm! arniture making welding iron temful mitul. Deseribs end https://empireworks.com/services/wrought-iron-fabrication-and-welding-repairs/ ow, orange, rec!) cutting of fabric for cloth making a cellphone unit ple-against.htm! © 2018 CRAFTSY & SYMPOZ INC. Modile 2: Changes that Materials Undergo Lesson 2: Changes that Materials Undergo: Useful And Harmful (Grade 4) ax ore nsebag made of tetrapacks Blog at WordPress.com ice cream 1m Fill out the table below and share your work during class discussion Harmful changes of Picture Burning of tire Cutting of trees Useful changes of js to you and the environment materials to you and the environment Furniture making Cutting fabric and finished shirt/dress Ice cream making Ripening of tomato Rain drops Welding iron Making a cellphone Unit Bags from juice Tetrapacks (=m Materials can be bent, pressed, hammered and cut, Bending, pressing, hammet and cutting do not change the state of matter. Only the form, size and shape can altered. Teaching Science in the Elementary Gradesnesitl san > Famiture making is one source of income fo pany more could be used as raw materials. Tan nS Wo: ba is cut into desired dimension by a carpenter rene Shr d to make a chair. Nails are hammered in sey bebe | Varnish or shellac is applied to the surface to mate two cheir is made of the same bamboo that was cut aca wd varnish. ° Materiais change when exposed to different temperatures, Our daily pecause of the changes that matter undergoes. For example. some of or adish prepared with vinegar, sliced onions, and ripe tomatoes. The tas phanced when you mix all the ingredients. Fried fish for breakfast has » ditmocn taste. Similarly, boiled egg has a different appearance, texture and taste from scrambial | egg, These changes are useful to our environment and to us. Other useful pr Fetzer, vitamins, food-milk products, cleansing agents, lotion, shampoo, med | ad many more. Remember that raw materials are plenty in our environment | fetumed into useful products that make our life easy and comforsble. hai you pri Water when it undergoes change from one state to another is useful to life on earth We use water for drinking, washing clothes, and for many household, industrial or sgricultural uses. Aquatic forms of life also need water as their habitat. However. when onsoon rains come in June to December, many provinces in Luzon remain flooded This is a negative effect of heavy rainfall. — Materials can also change resulting in the formation of one or more new materials or different substance. If physical change involves only 2 change in state, size, shape or | fam, a chemical change involves « change in the composition of matter. Most chemical changes are not reversible, except through another chemical reaction. For example the case of mixing baking soda and vinegar caused the balloon to blow up. The reaction between the two matcrials resulted to the formation of water and gas as indicated by the bubbles. The gas formed is carbon dioxide which could not escape but into the balloon ——| causing it to be inflated. | There are also changes of matter that are harmful. Rusting of iron, leaching from decomposing matter, and domestic wastes thrown into bodies of water releasing odor | we harmful. Fossil fuels converted to petroleum products, kerosene, diesel oil and gasoline enable us to travél fast. However such conversion of fuel to energy produce —— | smoke or exhaust from motor that are detrimental to our health. It is important to be careful in mixing substances like those that may cause ‘plosion or fire. We need to be aware too and cautiously read product labels. We need to take note of precautionary measures in handling products. Technology and industry has made new products that are useful and harmful or both. Module 2: Changes that Materials Undergo Lesson 2: Changes that Materials Undergo: Useful And Harmful (Grade 4) wie|. A farmer says that he makes charcoal for daily needs. What changes ha occurred from the source of charcoal until it reached a kitchen? Deseribe changes that are useful and harmful in the process of charcoal making. Make Poster of the steps involved for display in class Water undergoes evaporation, condensation and freezing. How important these processes to life on earth? Make a diagram of the water cycle on a pig of cartolina and bring to class for presentation. Ghz For Pre-Service Teachers A. Choose the correct answer and explain briefly why you choose that answer. 1 Which of the following is NOT a physical change? A. melting of butter c moval of stain using bleach B. breaking of dry leaves D. chopping of firewood Explanation: _ 2. Which of the following is a useful physical change? A. making tires from rubber C. dyeing of denim pants B. weaving threads into cloth D. boiling guava leaves Explanation: a 3. Which of the following could be pressed? A. Clothes that are ironed C. attaching a door into its frame B. Making galvanized iron into roof __D, making bamboo basket Explanation: ———_ B. Reflect on this: "In a leadership seminar, a facilitator displayed a crisp one pit of a Php500.00 bill and asked who wanted the money. Everyone in the audi raised hands. Then she crumpled the bill and asked the same question, A raised their hands, Then she rolled and stepped on the bill several times maki the bill dirty and asked the same question. Only two hands were raised." If were one of those left who raised the hand, why do you still like to get the bil Relate this to yourself and to the lesson on physical change of matter. Teaching Science in the Elementary Gradestive poimes each for correct answers given) l go we consider a of eral a oficial — change of matenal as benefigial” Describe five Wiqe should you be selecave in usingymatéfials'ftom our environment? gr rede eerecrs © cen a Bit of fas in our surroundings, pick out the products due to (4) © cal change. Make two columns in your answer sheet, een ester omiitror cement wall Vitamin cubes wooder Sones: damboo bed yogurt broomstick simsac pails: abeca slipper dried squid coconut husk } Altemate response. Write C when the statement is correct and W when it is wong. | Watermelon sliced and served fresh on your dining table has undergone payscal change: . Achicken adobo with pineapple slices has undergone chemical change. Cilorine is used to disinfect swimming pool water. The change is beneficial. Plums grow best when the soil is rich in organic substances, This occurs because decomposers provide nutrients in the soil. Gasoline as a product can be both usefial and harmful. Peta (© Give shor: answers to the following: |. Why de we boil drinking water when the source is a shallow well? 2. Why are the changes in the states of water considered physical chaniges? Module 2: that Materia. {ence Stings Pat ttn sigs eee VARY VIgl 1. Investigated and described the changes that happen in materials \ under the following conditions: (1) presence of oxygen and (2) 1 application of heat; and 2. Developed awareness of what oxygen can do to us. Geka Try this simple activity: Given a piece of paper think of what you can do to change this paper in seve way(s). You can make use of the table below when presenting and discussing your p and expected results. Plan of Action: i i What will happen to | Is it still the sai Material What will you do? the paper? Daer? Paper Your responses to the challenge will lead you to the next investigation where yd will observe and describe the changes that materials undergo due to presence of oxygt as well as the effect of added heat on them. Teaching Science in the Elementary Gradesyork with your group when performing the 2 activities simullaneously or one after ine other. J saivityl: What Makes the Apple Turn Brown? Materials Needed: one small size apple «knife or cutter saucer or plate Procedure: Step 1. Get a small piece of apple. Cut the apple into half and place saucer. them in a Caution: Be careful in handling the cutter or knife to avoid accidents. 1.1. Observe closely the color of the cut apple. 1.2, Let it stay for about 5 minutes. 1.3. Observe again the color of the apple. Recall its color when you have just cut it. Step 2. Fill out the table below. Then answer the questions that follow: Color of the apple Kind of Change Color of ashy after it was left Explanation (Physical or cut apple aside chemical) QI. What changes did you notice in the color of the epple? QZ. What makes the apple change its color after cutting and setting it aside for a while? Q5. What does this discoloration of pple mean? Q6. What kind of change is this? Explain your answers. Module 2: Changes thet Materials Ur Lesson 3: Changes that Materials Undergo Due to Oxygen and Heat (Grade 5) MUA Ki C. VIARAVIE \ \Activity 2 nd Heat - What Comes Next? Materials Needed: candle or alcohol lamp box of matches a spoonful of sugar or cork lining of the «metal bottle cap (be sure fo remove any plastic or cork HniRe before using it) tong or clothespin © toothpick Procedure: Step 1. 1.1. Place the sugar in the metal bottle cap 1.2. Using tongs or clothespin to hold the bottle cap over the alcohol burn Observe what happens to the sugar while it is being heated. Caution: Be careful when heating the sugar in the bottle cap to avoid being burned. Do not ingest or eat the resulting material 1.1 Stop heating the sugar when you sce that a black material has forme Allow this black material to cool. 1.2. Using a toothpick, scrape a little of the black substance, Smell and tas it. Step 2. Fill out the table below. Then answer the questions that follow. Material What did you do? | What happened What was. to it? produced? ——L QI. What changes did you notice in the sugar after heating? Q2. What made the sugar changed? What was . oe ° ‘oduced? and taste? produced? How did it smell Q5. What kind of change took place? Explain your answers, Present the results of the two activities for discussion in the class, Teaching Science inthe Elementary Grades= Iso undergo chemical change What ean cause stich change” , al? . Matter can jjoal charges good ot te changes in Matter Duc ¢o the Presence of Oxygen and Application of Heat A. Presence of Oxygen «Chemical change fone of more New substances. The new male when compared with the original material, of the possible suggestions 40 be done on at piece of payer (e by buming. Burning can transform the paper Ine ashes anal water entirely different from the original material a change in matter that results an the formation of al has a different composition IL the first activity when one change it is surrounds us. Te bay effeets on iterent Oxygen isa part of the air that materials. The presence of oxygen in the air can eutise chemical change on materials. Take the case of Activity: What Makes the Apple Turn Brow w? When the apple vas cut o damaged, oxygen inthe air is introduced inte the finit’s damaged tissue material, When oxygen is present i the cells of the fruit, the enzymes (polyphenol gxidase or PPO) in the chloroplasts rapidly oxidize the phenolic compounds naturally present in the apple tissues 10 o-quinones ¢ortho-quinones). colorless precursors. oF antecedents to brown-colored secondary producis, O-quinones then produce the well abserved brown color by reacting to form compounds with amino acids or proteins in the material as in this case, apple fruit, The browning of the fruit is the start of the food spoilage, In some cases, there are some apples which seem to brown faster than others Nearly all plant tissues including other fruits, root crops like sweet potato, and eggplant contain PPO, However, the level of PPO activity and concentration ean vary depending onthe kind or variety of fruits and on the growing conditions and fruit maturity At home, enzymatic browning can be prevented by coating freshly cut apples, ann sce MLK ml bananas, mango and other fruits in sugar or syrup to reduce oxygen diffusion and thus slowing down the browning reaction. Rusting of iron is another chemical change brought about by the action of oxygen from the air on the iron metal, © Some materials can also change even under the condition of lack of oxygen. ‘Module 2: Changes that Materials Undergo Lesson 3: Changes that ‘Materials Undergo Due to Oxygen and Heat (Grade 6) —$<a B. Application of heat Im Activity 2: Sugar and Heat ~ What Comes Next? Originally the sugar was] crystalline white, Upon exposure to heat from the burning alcohol lamp, i and fumed ino syrup, The meting caused the treakdown Of sar inte snp Sugars such as fructose and glucose, This is manifested by eee a ‘ a created, The continued exposures to heat ultimately change the color f The rele Sugar fem white to yellow and thon brown, which is tually ferent. ory the Original material, This color change is caused by the further brea Jee ihe oe molecules and formation of caramel (pulot), The chemical change alters the color of sugar along with the sugar te and consistency of th ¢ Heat, as a form of energy plays an important role in chemical changes oq Feactions, Some reactions need heat to start. For example, when cooking food, the firewood requires a match and kindling to get fire to start. Othe: chemical reactions utilize heat or produce it depending on the materials og chemicals involved. * There are other proofs that a chemical change has taken place. Thesg include (a) production heat and light; (b) production of gas; and (c) change in color. This is a follow-up of the lesson, Perform the following home activity and answe the accompanying questions. Prepare two clear jars, 2 dishes or saucers, steel wool, and water. Pack the wad «| steel wool at the bottom of one jar. In each dish put the same amount of water ab to 3 cm, Tum the jars upside down and stand them in the dishes. yout J Observe the changes in these objects and materials for initial characteristics, record the changes that occur, are chemical or physical and explain wi observations. 3 days. Identify thy and indicate whether the ch: ‘hy. You may use the table below for you Observations Materials Report all findings to the class after 3 days, Teaching Science in the Elementary Gradespe 4, Look around you. Observe keenly pre-Service Teachers Give commoy SMNCN examples of useful and Application of heat SHviTNMent, Discuss your answers harmful chemical changes due to the presence Of Oxygen and that can affect people's daily lives and the i to the ck Multiple Choice: Select the best answer e Choice: Select among the choices given in every item 1. Which of the following is a chemical change? A. Breaking a glass B. Freezing of water C. Fermenting grapes D. Sawing a plywood into half Which of the following is not a chemical change? > Chewing a gum B. Formation of green leaves in plants C. Using oxygen in body cells to maintain life D. Neutralizing stomach acid with an antacid tablet Which is not an evidence that could indicate a chemical change? 3 A. Change in color B. Change in shape C. Change in energy D. Change in odor 4. Which of the following is a common sign that a chemical change has occurred? A. A material has changed size B.A material has tumed a different color. * C. A material has become a different shape material. D. lid, liquid or gas. A material has changed to a different si gar cubes. Which of the following causes a ly and not chemically? 5. Joy wants to experiment with s sugar cube to only change physi Module 2: Changes that Materials Undergo {Lesson 3: Changes that Materials Undergo Due fo Oxygen and Heat (Grade 5) a eta eae (VAAN ILVitC. Chewing the sugar cube and consuming it D. Adding the sugar cube with sulfuric acid tc For Grade 5 Learners Part A: Label the following as physical or chemic each response. The rusting of a nail The ripening of guava The fermentation of coconut juice The setting of a jelly yore ee The chopping of wood Part B: What chemical changes due to the presence of oxy important in your daily life? > . 2. Why do women use vitamin C enriched cream in their beauty regimen? Teaching Science in the Elementary GradesSEPARATING I (GRADE 6) MIXTURES (Gis Sacre le Lesson Outcomes: | | 1. | Described ways of separating mixtures; and 2. Used appropriate materials to separate components of mixtures, Let us examine the mixtures you made in the previous activity in Lesson 4 of Module 1. Can you separate the components of your mixtures? How? Explain Work with your group in this activity. Group 1 will work on Mixture 1; Group 2 ‘o Mixture 2; Group 3 for Mixture 3; Group for Mixture 4; and Group 3 for Mixture 5. Activity 3: Separating Mixtures What you need: © Mixtures from the previous activity: Minture 1. 1 tsp. sugar and 1 tsp. pebbles Mixture 2. 1 g iron filings and 1 g white sand Mixture 3. Water and | tsp salt Mixture 4. Water and starch Mixture 5. Equal amount of water and cooking oil «magnet * evaporating dish * alcohol burner © filter paper tripod (or improvised tripad can) Module 2: Changes that Materials Undergo Lesson 4: Separating Mixtures (Grade 6)_ ~ @ stirring rod separating funnel fine mesh sereen «small clean glasses or beakers 7 so e f Module | Prose he mixtures from the previous activity (Lesson 4 o} ) and 1. Given the mixtures i alcohol burner, filte, f e et, evaporating alec ; taper fe pacar sepenting funnel, and small cen glas: oe ‘ ; Su , ents of the one assign thin ne group how to separate the components of the o 0 within y« the you. Use only the materials needed in your plan. i lan. Prepare a schematic diagram of your pl ; / 3. Report to the class how you separated the components of your mixture and the resulting materials. (=a There are different ways of separating the components of mixtures: |. Manual separation is done to mixtures which components differ in size, Pebbles can be separated manually from sugar with the use of fingers or tweezers But this is very tiresome and will take a longer time. A fine mesh screen can also be used to Separate sugar from pebbles, 2. Magnetic separation is a process that ‘ses magnet to separate the magnetic component from @ nonmagnetic one. Iron filings are magnetic, thus can be used ‘0 Separate them from the nonmagnetic sand, 3. Filtration is a process that can separate Suspended particles from the liquid. Water can be separated from Starch to some extent using filtration. An ultrafilter can ‘orally separate components of colloidal mixture 4. Decantation is a process of separating a mixture Of liqui The less dense liquid usually stays on top. The denser Settles at the bottom. In this mixture, oil can be Bently po, and retain water, A stirring rod can be used to guide the Ie other container, * that differ in density. liquid such as water ured out of the glass SS dense liquid to the 5. Evaporation process is used to separate a solute that has been dissolved in Water, A small amount of mixture of salt and water can be heated, and when Water evaporates, salt remains on the evaporating dish, , en 6. Freezing or cooling is a process of Separating mixture Used for mij composed of two liquid components of different freezing points, In the mann ire of ‘oil and water, oil has lower freezing point thus, solidifies firy ure Separated easily from the water component that is still in liquid stat Teaching Science inthe Elementary Grades@ abortomm) Answer the following questions; 1. What do you think ig of school wastes? an efficient way of separating solid garbage components You ae ow in ile farm and the only water available to use is in the muddy Vt from the mugen omPLY bottle and a cup. How would you remove the : dirt from the muddy water so that you ean use the water? é levallicte) For Pre-Service Teachers: A. If you are to teach this topic, are you going to provide your learners the procedure in the activity? Why or why not? B. Multiple Choice: 1. Which of these methods could be used to separate an insoluble solid from a soluble solid? A. Mixing the mixture with sand and then separate it through screening. B. Mixing the mixture with oxygen gas and then filtering it. Then evaporate the solids out. C. Mixing the mixture with water and then filtering it. Then evaporate the water from the resulting liquid. D. Mixing the mixture with sand and then filtering it. Then evaporate the sand from the resulting solid. 2. Which of the following could NOT be separated into its components by decanting? MAU ARIAT uu. A. Sand in water B, Wooden sticks in hot water C. Coffee in hot water D. Pebbles in water 3. Which of the following separation processes uses fine mesh fibers to Separate suspension mixtures? A. Freezing B. Filtration C. Distillation D. Evaporation WRAL wr Module 2: Changes that Materials’ ‘Undergo Lesson 4: Separating Mixtures (Grade 6) %For Grade 6 Learners: Encircle the correct answer in the fo! lowing questions. 1 i ling? Which is the best “ay to separate a mixture of sand and iron filing’ A. Use filter Paper to catch the sand B. Use magnet to attract iron filings. C. Use a Weezer (0 pick up iron filings ‘© trap the iron filings. D. Use a Strainer t esqee ¢ Questions in Chemist | Which of the following docs not belong to the group? A. Condensation RB Evaporation Melting >a hhination A non-useful chemical change is A. collecting dry leaves and wigs into compost B. releasing of black soot from vehicles C. drying of banana chips D. molding of clay pot 3. Which is the best way to separate a mixture of cork and small rocks? ‘A. Use a magnet to attract the cork se filter paper to trap the rock C.. Letthe cork evaporate, D. Use water to make the cork float and the small rocks sink 4. Which one of the following is not a chemical change?” A. Rusting of iron B__ Digestion of food C._ Using magnet on iron D. Curdling of milks § Which of the following statements represents a physical change” A. Amantacid tablet forms bubbles when dissolved in water B.A flashlight beam slowly gets dimmer and finally dies out over time CC. The lawn grows thicker every day because fertilizers were added into the soit D_ Frozen mango juice melted when lefi standing at room temperature for 30 minutes. 6. Which of the following practices will an environmentalist believe? A. Opening dumping sites will solve waste disposal best. B. Burying plastic will ease clogging of water canals CC. Buming garbage is the safest approach of waste disposal. D. Classifying garbage can identify biodegradable and ron-biodegradable waste, [Amixture of agua oxinada or hydrogen peroxide and water ean be separated Py A. Evaporation B_ Sublimation C. Decantation D. Distillation §. To get salt out ofa solution, a student could try A. melting it B._using the solute salt to redissolve it C filtering the water off . D. evaporating the water so the salt is left behind the sweet potatoes, what process has taken place? B, Deglazing D. Decarting 9. IfMary pours the water offafter boiling ! A. Distilling C.. Decanting 10, What happens to the force of attraction between particles a solid material melts, The force of attraction B, decreases A. increases eh ains the same ©. vary 1D, remains the sam ‘Module 2: Changes thal Materials Undergo Lesson 4: Separating Mixtures (Grade 6) —MW 1s, 16, 1. c she mnixtre”? 1 9st tia, How would you separate the mix 14, distill off the 1, filter the Lat IF A contain minal tissue hans 15% wale A. bool the fit Cevaporate the fit jou weer : er evaporates What happens 49 water molecules when Hiqui water vapor A. the molecules become lighter. B._ the molecules become struller Co the molceules brewk wp ito different atoms 1D. the molecules move slowly avvay from each ether tightly covered. After some tng Ice water was poured into a clean dry glass jar and (h What is the eorreet explanation liquid droplets formed on the outside wall of the glass 1 this observation? A. Oxygen molecules in air combined with water B,_ Oxygen andl hydrogen combined to form water on the Some water molecules from inside passed through pores of the glass D._ Water molecules in air gathered or condensed on the cold glass surfitce, covitsicle walls What will happen when you apply more heat to boiling water” A. The temperature of water will not change B__ The boiling temperature will increase, The temperature of water D__ Water will decompose, Why do people disagree on the use synthetic detergents? A. Detergents are very expensive. B,_Detengents are poor cleaning materials, CC. Some detergents are non-biodegralabl, D._Devengents are itvitating for the skin, Which of the following situations exhibits a chemical change? A. melting of gold B, burning of gasoline C. condensation of steam D. dissolving of sugar in water The formation of gas bubbles can be observed when baking soda is added tov Thisisasignof A. chemical Change C._ chemical Property inegar, B. physical Change D._ physical Property What is the best way to handle a household cleaner? A. Read the label B. Use rubber ploves CC. Keep a window open ber gloves D. Ask somebouy tot help Which label wording isthe safest when looking to buy A. Caution C. Danger household ct? B. Warning rota D. Nosign is scot No signal words at all 3 enzytmatie browning oF apple i dust the on oxidation of A. phenolase i Phenols knows CC. cathecholase ‘srosinase as D. ovthoguinones ‘Teaching Science in the Elementary Grades ed