SCIENCE4 Q1 W3 PPT.pptx chemical properties chemical properties

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1. SCIENCE 4 Chemical Properties of Materials QUARTER 1 WEEK 3 DAY 1

2. Match the inventions in Column A with the Scientists in Column B. Column A ___ 1. Bamboo incubator ___ 2. Erythromycin ___ 3. Mango flowering ___ 4. The PC chipset ___ 5. Wheel ___ 6. Penicillin Review

3. Column B A. Diosdado Banatao B. Ramon Barba C. Dr. Abelardo Aguilar D. Dr. Fe del Mundo E. David Anthony F. Alexander Fleming Review

4. Motivation Arrange the letters to create a word corresponding to the word given. 1. LITYMABIMALF It is a measure of how quickly a specific material is capable of catching fire and burning.

5. Motivation 2. ABLEGRADED These are waste products, such as packaging materials, that can be slowly broken down into simple parts by chemical reactions or physical force. 3. IOBEDGABLERAD Waste materials that can be broken down into simpler, non-toxic substances by microorganisms.

6. Presentation Study: Flammability is a measure of how quickly a specific material is capable of catching fire and burning. It indicates the ease with which a material can ignite and the intensity with which it burns once it catches on fire.

7. Presentation Materials that are highly flammable must be treated with extra care, as they can combust quickly. To accurately determine the flammability of a material, fire testing is often conducted. In normal terms, materials are often rated as either: • Highly flammable • Flammable • Non-flammable

8. Presentation Example: A piece of wood from a tree. ● Wood is a natural material commonly used in construction and furnituremaking. Wood is flammable and can easily catch fire when exposed to heat or flame. It burns relatively slowly, producing heat and light. Understanding the flammability of wood is crucial for fire safety in buildings and forests.

9. Presentation Example: A plastic drinking straw. ● It used in various products, including packaging, utensils, and toys. ● Some types of plastic are flammable and can burn when exposed to fire or high temperatures. The flammability of plastic varies depending on its composition and additives. Awareness of the flammability of plastic is essential for fire safety in buildings, transportation, and waste management.

10. Presentation Example: A cotton ball. ● Cotton is a natural fiber obtained from the cotton plant and is used in textiles, clothing, and medical supplies. Cotton is highly flammable and burns easily when ignited. It burns quickly and can produce a hot flame. Understanding the flammability of cotton is important for safety in clothing manufacturing, bedding materials, and medical applications.

11. Presentation Example: A metal paperclip. ● A metal paperclip. Metals are solid materials characterized by their shiny appearance, conductivity, and strength. They include iron, aluminum, copper, and gold. Most metals are non-flammable and do not catch fire under normal conditions. They have high melting points and are not easily oxidized. Recognizing the non-flammability of metals is important for fire-resistant building materials, electrical wiring, and industrial applications.

12. Activity 1 Do the activity: “Flame Test” Objective(s): At the end of the activity, the learners are expected to: ● Identify flammable materials and explain their properties. ● Recognize the importance of fire safety precautions and responsible behavior around flammable materials.

13. Activity 1 Materials Needed: ● Safety goggles (for each participant) ● Candle or tealight ● Matches or a lighter ● Small samples of various materials: ● Wood stick or toothpick ● Piece of paper

14. Activity 1 ● Small piece of plastic (e.g., a plastic straw or bottle cap) ● Metal paperclip (optional, to demonstrate non-flammable materials) ● Fireproof surface (such as a ceramic plate or metal tray)

15. Activity 1 Instructions: Safety First: Before starting the activity, make sure all participants are wearing safety goggles and understand the importance of safety when dealing with fire. ● Work in group. ● Together with your teammates, perform the activity.

16. Activity 1 ● Place the candle or tealight on a fireproof surface in a well-ventilated area. Ensure there are no flammable materials nearby. ● Conduct a flame test to observe how different materials react when exposed to fire.

17. Activity 1 ● Start with the wood stick or toothpick. Hold one end of the stick with a pair of tongs or another safe tool. Light the other end of the stick with a match or lighter and observe how it burns. Notice the color of the flame and any smoke or residue produced.

18. Activity 1 ● Repeat the process with the piece of paper and the small piece of plastic. Hold each material with tongs and carefully bring it close to the flame of the candle. Observe and compare how each material burns.

19. Activity 2 Based on your observations, answer the following questions: 1. What did you notice about how each material burned? 2. Did all materials burn in the same way? 3. Why do you think some materials burned while others did not? 4. Why is it important to be cautious around flammable materials? ● Present your findings/output to the class.

20. Activity 2 A. Name and identify if flammable or nonflammable.

21. Activity 2 A. Name and identify if flammable or nonflammable.

22. Activity 2 B. Write YES in the box if the picture is a flammable material and NO if nonflammable material.

23. Generalization What are flammable materials? Explain their properties.

24. Evaluation Copy the materials in the box that are flammable. Floorwax furniture polish Disinfectant rubbing alcohol Paint paint thinner Varnish bleach Air freshener nail polish Flammable              

25. SCIENCE 4 Chemical Properties of Materials QUARTER 1 WEEK 3 DAY 2

26. Name and give the scientist/inventor of the following inventions. Review

27. Motivation Watch the video and learn from it. https://www.youtube.com/watch?v=K2UXucD_MY0 https://www.youtube.com/watch?v=5iowJs6MryI

28. Presentation Study: Example: Rusting of iron. ● Iron is a metal commonly used in construction and manufacturing. When iron comes into contact with oxygen and moisture in the air, it undergoes a chemical reaction known as oxidation. This results in the formation of iron oxide, also known as rust. Understanding the reaction between iron and oxygen is crucial for preventing corrosion in metal structures and equipment. Protective coatings and proper maintenance can help mitigate rusting.

29. Presentation Example: Foam production in a hydrogen peroxide and yeast experiment. ● Hydrogen peroxide is a chemical compound often used as a disinfectant, while yeast is a microorganism used in baking and brewing. When hydrogen peroxide is mixed with yeast, the enzyme catalase in yeast catalyzes hydrogen peroxide's decomposition into water and oxygen gas. This reaction produces foam as a result of the release of oxygen gas bubbles. Understanding the reaction between hydrogen peroxide and yeast demonstrates the role of enzymes in catalyzing chemical reactions and is commonly used in educational experiments.

30. Presentation Example: Aluminum foil reacting with air. ● Aluminum is a lightweight metal commonly used in packaging, construction, and transportation. When aluminum comes into contact with oxygen in the air, it forms a thin layer of aluminum oxide on its surface. This layer acts as a protective barrier, preventing further oxidation. Understanding the reaction between aluminum and oxygen helps prevent corrosion and maintain the integrity of aluminum-based products, such as aluminum foil and aluminum alloys used in aircraft construction.

31. Presentation Example: Weathering of limestone by acid rain. ● Limestone is a sedimentary rock composed primarily of calcium carbonate. When limestone is exposed to acid rain, which contains sulfuric and nitric acids, it undergoes a chemical reaction called acid erosion. The acid reacts with the calcium carbonate in limestone, dissolving it and causing the rock to deteriorate over time. Understanding the reaction between acid rain and limestone highlights the environmental impact of air pollution on natural rock formations, historical monuments, and building materials.

32. Presentation The reaction between acid rain and limestone highlights the environmental impact of air pollution on natural landscapes and architectural heritage. It contributes to the degradation of limestone buildings, statues, and monuments, such as the limestone facades of historic buildings and sculptures in urban environments.

33. Presentation Example: Tarnishing of silver jewelry. ● When silver comes into contact with sulfur compounds present in the air, water, or certain materials, it undergoes a chemical reaction called tarnishing. Understanding the reaction between silver and sulfur compounds helps explain the tarnishing process and guides the proper care and maintenance of silver objects and jewelry.

34. Activity 1 Do the activity: “Chemical Reactions Exploration” Objective(s): At the end of the activity, the learners are expected to: ● observe and understand reactivity between different materials.

35. Activity 1 Materials Needed: ● Safety goggles (for each participant) ● Several small containers or cups ● Various household materials for testing reactivity, such as: ● Vinegar ● Baking soda ● Lemon juice ● Steel wool (or any iron-containing object)

36. Activity 1 ● Aluminum foil ● Salt ● Water ● Food coloring (optional) ● Stirrers or spoons for mixing ● Paper towels or cloth for cleaning spills ● Pen and paper for recording observations

37. Activity 1 Instructions: Safety First: Ensure all participants are wearing safety goggles and understand the importance of safety when handling chemicals. Adult supervision is necessary throughout the activity. ● Work in group. ● Together with your teammates, perform the activity.

38. ● Set up the containers or cups on a flat surface. ● Fill each container with a small amount of one of the testing materials (e.g., vinegar, lemon juice, water). ● Add additional materials for testing reactivity, such as baking soda, salt, or food coloring, to separate containers as needed. Activity 1

39. Activity 1 ● Mix different combinations of materials in the containers and observe what happens. For example: ✔ Mix vinegar with baking soda and observe the reaction. ✔ Place a piece of steel wool in vinegar and note any changes over time.

40. Activity 1 ✔ Mix lemon juice with baking soda and observe the reaction. ✔ Add salt to water and stir to see if it dissolves. ✔ Wrap a small piece of aluminum foil around a wooden stick and place it in vinegar to observe any reactions.

41. Based on your observations, answer the following questions: 1. What happened when you mixed certain materials together? 2. Did you observe any bubbles, color changes, or other reactions? Activity 2

42. 3. How did the materials behave differently when combined with each other? 4. Can you identify any patterns or similarities in the reactions you observed? 5. How might these reactions be useful in everyday life or in science? ● Present your findings/output to the class. Activity 2

43. Activity 3 Color the circle under the picture that is showing activities of chemical change.

44. Generalization Define chemical reactions and their significance in material interactions.

45. Evaluation A. Put a check to the following that chemical change occurs. ___ 1. Fireworks exploding ___ 2. A candle burning ___ 3. Water evaporating ___ 4. Silver tarnishing ___ 5. A bicycle rusting ___ 6. Oil mixing with water ___ 7. Baking soda and vinegar ___ 8. Hair bleaching ___ 9. Salt dissolving in water ___10. Frying an egg

46. Evaluation B. Read each question carefully. Identify the letter of the correct answer. 1. Which of the following best describes flammability? A. The ability of a material to dissolve in water B. The ease with which a material can catch fire and burn C. The tendency of a material to react with oxygen in the air D. The ability of a material to conduct electricity

47. Evaluation 2. What is an example of a flammable material? A. Glass B. Metal C. Paper D. Rock

48. Evaluation 3. When iron reacts with oxygen and moisture in the air, what does it form? A. Aluminum oxide B. Rust C. Carbon dioxide D. Hydrogen gas

49. Evaluation 4. Which materials can undergo chemical change when immersed in water? A. plastics B. glasses C. ceramics D. metals

50. Activity 3 5. Which activity shows a bad effect of chemical change to humans? A. Baking of bread B. Chemical digestions C. Molding of metals D. Spoiling of food

51. SCIENCE 4 Chemical Properties of Materials QUARTER 1 WEEK 3 DAY 3

52. Name and give the impact of the following inventions in human life. Drill

53. Motivation Watch the video. https://www.youtube.com/watch?v=Gboh2yaAinM&t=26s What have you learned from the video?

54. Presentation Study: DEGRADABLE Example 1: Plastic Straw ● A plastic straw is a cylindrical tube made from plastic polymers, commonly used for drinking beverages. The plastic straw is degradable, meaning it can break down into smaller pieces over time when exposed to environmental factors such as sunlight, heat, and moisture. However, it does not break down into simpler substances through biological processes.

55. Presentation Over time, exposure to sunlight (UV radiation) and environmental stressors can cause the plastic straw to degrade physically, resulting in fragmentation into smaller plastic particles known as microplastics. These microplastics can persist in the environment for extended periods, posing risks to wildlife and ecosystems. Understanding the degradability of plastic straws highlights the environmental challenges associated with plastic pollution and the importance of reducing single-use plastic consumption.

56. Presentation Example 2: Polystyrene Foam (Styrofoam): ● Polystyrene foam is a lightweight plastic material commonly used for packaging and food containers. Polystyrene foam is degradable, meaning it can break down into smaller pieces over time when exposed to environmental factors such as sunlight, heat, and mechanical stress. Exposure to sunlight (UV radiation) and physical abrasion can cause polystyrene foam to degrade into smaller particles known as microplastics.

57. Presentation These microplastics can persist in the environment and pose risks to wildlife and ecosystems. Understanding the degradability of polystyrene foam highlights the environmental challenges associated with plastic pollution and the importance of reducing single-use plastic consumption.

58. Presentation Example 3: Nylon Fishing Line ● Nylon fishing line is a synthetic polymer material used for fishing and other recreational activities. Nylon fishing line is degradable, meaning it can break down into smaller pieces over time under environmental conditions. Exposure to sunlight (UV radiation) and mechanical stress can cause nylon fishing lines to degrade into smaller fragments.

59. Presentation These fragments can persist in the environment and pose risks to aquatic life, such as entanglement and ingestion. Recognizing the degradability of nylon fishing lines underscores the importance of proper disposal practices and the use of eco-friendly alternatives to reduce environmental harm.

60. Presentation BIODEGRADABLE Example 1: Paper Towel ● A paper towel is an absorbent sheet made from paper pulp, commonly used for cleaning and wiping surfaces. The paper towel is biodegradable, meaning it can be broken down by microorganisms into simpler organic compounds over time. When discarded in a compost pile or natural environment, microorganisms, such as bacteria and fungi, feed on the paper towel's cellulose fibers through the process of microbial decomposition.

61. Presentation This process converts the paper towel into humus, a nutrient-rich organic material that enriches soil fertility. Biodegradable materials like paper towels can be composted, diverting organic waste from landfills and contributing to soil health and sustainable waste management practices.

62. Presentation Example 2: Banana Peel ● A banana peel is the outer protective covering of a banana fruit. It is biodegradable, meaning microorganisms can break down the peel into simpler organic compounds over time. When discarded in a natural environment, microbes in the soil decompose the peel through microbial degradation.

63. Presentation The organic matter in the banana peel provides nutrients for soil organisms, contributing to soil health and fertility. Biodegradable materials like banana peels can be composted, returning nutrients to the soil and reducing waste sent to landfills.

64. Presentation Example 3: Cotton Fabric ●Cotton fabric is a natural textile material made from the fibers of the cotton plant. Cotton fabric is biodegradable, meaning it can be broken down by microorganisms into simpler organic compounds over time. When discarded in a natural environment, microbes in the soil decompose the cotton fabric through microbial degradation

65. Presentation The organic matter in the cotton fabric provides nutrients for soil organisms, contributing to soil health and fertility. Biodegradable materials like cotton fabric can be composted or naturally degraded, minimizing environmental impact and promoting sustainable waste management practices.

66. Activity 1 Do the activity: “Exploring Degradable and Biodegradable Materials” Objective(s): At the end of the activity, the learners are expected to: ● Identify materials that are degradable and biodegradable

67. Activity 1 Materials Needed: ● Samples of degradable materials: ✔ Plastic drinking straws ✔ Polystyrene foam (Styrofoam) packaging ● Samples of biodegradable materials: ✔ Apple cores ✔ Cotton balls

68. Activity 1 ● Clear containers or jars ● Water ● Notebook and pen for recording observations ● Safety gloves (optional)

69. Activity 1 Instructions: ● Work in group. ● Together with your teammates, perform the activity. ● Place the clear containers or jars on a table. ● Separate the samples of degradable and biodegradable materials into two groups.

70. Activity 1 ● Observe each sample and describe its appearance and composition. ● Based on your prior knowledge, predict whether each sample is degradable, biodegradable, or neither. ● Fill each container with water, covering the samples inside.

71. Activity 1 ● Carefully place one sample from each group (degradable and biodegradable) into separate containers. ● Record your observations over a designated period (e.g., 24 hours). ● Note any changes they observe in the samples, such as changes in texture, appearance, or size.

72. Activity 2 Based on your observations, answer the following questions: 1. Did any of the samples change over time? If so, how? 2. Were there any differences between the degradable and biodegradable samples? 3. What factors might have contributed to the observed changes? 4. How do these observations relate to the concepts of degradability and biodegradability? ● Present your findings/output to the class.

73. Identify which materials undergo decay. Write BIODEGRADABLE for decaying materials and NONBIODEGRADABLE for not. Activity 3

74. Identify which materials undergo decay. Write BIODEGRADABLE for decaying materials and NONBIODEGRADABLE for not. Activity 3

75. Identify which materials undergo decay. Write BIODEGRADABLE for decaying materials and NONBIODEGRADABLE for not. Activity 3

76. Generalization Differentiate between degradable and biodegradable materials.

77. Evaluation Read each question carefully. Identify the letter of the correct answer. 1. Which of the following materials is biodegradable? A. Plastic drinking straw B. Nylon fishing line C. Banana peel D. Styrofoam packaging

78. Evaluation 2. What happens to a banana peel when it is discarded in a natural environment? A. It remains unchanged indefinitely B. It decomposes into simpler organic compounds C. It reacts with other materials to form new substances D. It breaks down into smaller pieces over time.

79. Evaluation 3. Burning plastics is harmful because it ___. A. poisons the soil B. turns the water dirty C. Affects the atmosphere D. makes the soil and water smell bad

80. 4. Which situation helps our environment? A. Throwing dead animals in the river B. Burying Styrofoam and plastic utensils C. Burning trash such as rubber and plastics D. Decaying vegetable peelings in a compost pit Evaluation

81. 5. Which of the following should do to lessen the garbage in the community? A. Throw garbage anywhere. B. Burn garbage C. Recycle nonbiodegradable materials. D. Throw appliances that can still be fixed and buy a new one. Evaluation

82. SCIENCE 4 Chemical Properties of Materials QUARTER 1 WEEK 3 DAY 4

83. Answer the following. 1. Why are inventions important to society? 2. What do you think are the reasons that motivate individuals and organizations to invent? Is it in response to a need or because of developments in technology alone? Review

84. 3. Explain how particular products you use have a history of invention and improvement, and the role that you and your family, as consumers, have played in this history. 4. Do you agree that in order to succeed an innovation needs a competitive advantage over existing technologies or products? 5. What is your favorite invention and why? Review

85. Motivation Watch the video and learn from it. https://www.youtube.com/watch?v=EB4ezvjtsD0

86. Presentation Study: ● Flammability (Burnability): Some materials can catch fire and burn when exposed to heat or flame. For example, wood, paper, and certain types of plastics can burn. This burning process is a chemical reaction where the material combines with oxygen in the air to produce heat and light. It's important to be cautious around flammable materials and to never play with fire.

87. Presentation ● Reactivity with Other Materials: Materials can react with each other when they come into contact. This reaction can cause changes in the materials involved. For instance, when iron (a metal) reacts with oxygen and moisture in the air, it forms rust. Similarly, when vinegar (an acid) is mixed with baking soda (a base), it produces bubbles of carbon dioxide gas. Understanding these reactions helps us predict how materials will behave when combined.

88. Presentation ● Degradability and Biodegradability: Materials can break down or decompose over time due to various factors such as exposure to sunlight, air, water, or microorganisms like bacteria and fungi.

89. Presentation Degradable materials eventually break down into smaller pieces, while living organisms can break down biodegradable materials into simpler substances. For example, food scraps, paper, and certain types of plastics are biodegradable, meaning they can be broken down naturally by bacteria and other organisms in the environment.

90. Activity 1 Do the reflection activity: Materials: Chart paper or whiteboard Markers Index cards or sticky notes Pens or pencils for each student

91. Activity 1 Instruction: ● Divide the students into small groups of 3-4 members. ● Distribute index cards or sticky notes and pens/pencils to each student. ● Assign each group one of the following topics: flammability, reactivity with other materials, or degradability/biodegradability.

92. Activity 1 ● Ask each group to brainstorm examples of materials or substances related to their assigned topic. Encourage them to think about everyday items, materials found in nature, and any relevant experiences they may have had.

93. Activity 2 Answer the following questions: ✔ "What did you learn about the chemical properties of materials from the examples shared?" ✔ "How do these properties affect the way we use and interact with materials in our daily lives?" ✔ "Why is it important to understand the flammability, reactivity, and degradability of materials?"

94. Activity 2 ✔ "How can we make more informed choices about the materials we use based on their chemical properties?" ✔ "What surprised you the most about today's discussion on chemical properties?" ✔ "How do you think understanding chemical properties can help us protect the environment?" ✔ What actions can you take to promote responsible use of materials based on their chemical properties?"

95. Activity 3 Can you identify? Write D if the material is degradable and B if it is biodegradable.

96. Generalization What are the implications of using degradable and biodegradable materials versus non-degradable materials in our environment.

97. Read each question carefully. Identify the letter of the correct answer. 1. Sarah wants to dispose of her plastic water bottle. Plastic is harmful to the environment, so she wants to choose a more eco-friendly option. Which of the following materials should Sarah choose if she wants a biodegradable option? A. Plastic water bottle B. Glass bottle C. Aluminum can D. Biodegradable paper cup Evaluation

98. 2. Tom is conducting an experiment in his science class. He wants to observe how different materials react with vinegar. Which of the following materials is most likely to produce bubbles when mixed with vinegar? A. Metal paperclip B. Plastic drinking straw C. Glass marble D. Cotton ball Evaluation

99. 3. Emily is decorating her room and wants to hang up some pictures using metal nails. She is worried about the nails rusting over time. What can Emily do to prevent the nails from rusting? A. Paint the nails with a waterproof sealant B. Keep the room temperature low to slow down the rusting process C. Use plastic nails instead of metal nails D. Nothing, as rusting is inevitable for metal nails Evaluation

100. 4. David is helping his mom in the kitchen. She accidentally spills some lemon juice on the marble countertop. What is likely to happen to the marble over time? A. The marble will remain unchanged B. The marble will dissolve and disappear C. The marble will develop stains and discoloration D. The marble will react with the lemon juice to form a new substance Evaluation

101. 5. Anna is packing her lunch for school. She wants to use a material for her sandwich wrapper that will break down easily when discarded. Which of the following materials should Anna choose? A. Plastic cling film B. Aluminum foil C. Biodegradable wax paper D. Styrofoam container Evaluation