Year 8 Science Chemistry Program General

advertisement
Irene McCormack Catholic College
YEAR 8 SCIENCE
CHEMISTRY
2015
Chemical sciences
The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)
Elaborations



explaining why a model for the structure of matter is needed
modelling the arrangement of particles in solids, liquids and gases
using the particle model to explain observed phenomena linking the energy of particles to temperature changes
Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)
Elaborations



modelling the arrangement of particles in elements and compounds
recognising that elements and simple compounds can be represented by symbols and formulas
locating elements on the periodic table
Chemical change involves substances reacting to form new substances (ACSSU225)
Elaborations




identifying the differences between chemical and physical changes
identifying evidence that a chemical change has taken place
investigating simple reactions such as combining elements to make a compound
recognising that the chemical properties of a substance, for example its flammability and ability to corrode, will affect its use
Year
7
8
9
10
Science
Understandings
Chemical Sciences
Mixtures, including solutions,
contain a combination of pure
substances that can be
separated using a range of
techniques.
The properties of different states
of matter can be explained in
terms of the motion and
arrangement of particles.
Differences between elements
compounds and mixtures can be
described at a particle level.
All matter is made of atoms, which
are composed of protons, neutrons,
and electrons; natural radioactivity
arises from the decay of nuclei in
atoms.
The atomic structure and properties
of elements are used to organise
them in the Periodic table.
Chemical change involves
substances reacting to form new
substances.
Chemical reactions involve
rearranging atoms to form new
substances; during a chemical
reaction mass is not created or
destroyed.
Different types of chemical reactions
are used to produce a range of
products and can occur at different
rates.
Chemical reactions, including
combustion and the reactions of
acids, are important in both nonliving and living systems and involve
energy transfer
Science Inquiry Skills
Questioning and
predicting
Students identify questions that
can be investigated scientifically.
Students identify and construct
questions and problems that they
can investigate scientifically.
Planning and conducting
They plan fair experimental
methods, identifying variables to
be changed and measured.
They consider safety and ethics
when planning investigations,
including designing field or
experimental methods.
Processing and
analysing data and
information
They select equipment that
improves fairness and accuracy
and describe how they
considered safety.
Students draw on evidence to
support their conclusions.
They summarise data from
different sources, describe
They identify variables to be
changed, measured and
controlled.
Students design questions that can
be investigated using a range of
inquiry skills.
They design methods that include
the control and accurate
measurement of variables and
systematic collection of data and
describe how they considered ethics
and safety.
They analyse trends in data, identify
relationships between variables and
reveal inconsistencies in results.
Students construct
representations of their data to
reveal and analyse patterns and
trends, and use these when
justifying their conclusions.
They explain how modifications to
methods could improve the quality
of their data and apply their own
They analyse their methods and the
quality of their data, and explain
specific actions to improve the
Students develop questions and
hypotheses and independently
design and improve appropriate
methods of investigation, including
fieldwork and laboratory
experimentation.
They explain how they have
considered reliability, safety,
fairness and ethical actions in their
methods and identify where digital
technologies can be used to
enhance the quality of data.
When analysing data, selecting
evidence and developing and
justifying conclusions, they identify
alternative explanations for findings
and explain any sources of
uncertainty.
Students evaluate the validity and
reliability of claims made in
Evaluating
Communicating
trends and refer to the quality of
their data when suggesting
improvements to their methods.
They communicate their ideas,
methods and findings using
scientific language and
appropriate representations.
scientific knowledge and
investigation findings to evaluate
claims made by others.
They use appropriate language
and representations to
communicate science ideas,
methods and findings in a range of
text types.
quality of their evidence.
They evaluate others’ methods and
explanations from a scientific
perspective and use appropriate
language and representations when
communicating their findings and
ideas to specific audiences.
secondary sources with reference to
currently held scientific views, the
quality of the methodology and the
evidence cited.
They construct evidence-based
arguments and select appropriate
representations and text types to
communicate science ideas for
specific purposes.
Science as a Human
Endeavour
Nature and development
of Science
Scientific knowledge
changes as new evidence
becomes available, and
some scientific discoveries
have significantly changed
people’s understanding of
the world
Science knowledge can
develop through
collaboration and
connecting ideas across the
disciplines of science
Use and influence of
Science
Science and technology
contribute to finding
solutions to a range of
Contemporary issues; these
solutions may impact on
other areas of society and
involve ethical
considerations
Science understanding
influences the development
of practices in areas of
human activity such as
industry, agriculture and
marine and terrestrial
resource management
People use understanding
and skills from across the
disciplines of science in
their occupations
Refer to year 7 descriptors.
Scientific understanding,
including models and theories,
are contestable and are refined
over time through a process of
review by the scientific
community
Advances in scientific
understanding often rely on
developments in technology
and technological advances are
often linked to scientific
discoveries
People can use scientific
knowledge to evaluate whether
they should accept claims,
explanations or predictions
Advances in science and
emerging sciences and
technologies can significantly
affect people’s lives, including
generating new career
opportunities
The values and needs of
contemporary society can
influence the focus of scientific
research
Refer to year 9 descriptors.
Wk Topic
Content
Activities
1
Safety Rules
Lab
Equipment



Changes of
State
(ACSSU151)
The properties of the different
states of matter can be explained in
terms of the motion and
arrangement of particles
Explain why a model for the
structure of matter is needed
Model the arrangement of particles
in solids, liquids and gases
 Changing shape of form
 Expansion and contraction
 Changes of state
 Identifying chemical change
Experiments using:
 Practical 6.1 (1)
 Practical 6.1 (2)

Physical
Change
(ACSSU225)
Using the particle model explain
observed phenomena linking the
energy of particles to temperature
changes Expansion/contraction
 Changes of state and the
particle model

Practical Activity
6.2 (1,2 &4)
Ball and ring
Heating Bimetallic
strip

Pearson Chapter
6.2

Salt and sand
dissolving in water.
Atomic theory
 All matter composed of atoms
 Electron shells
 Explain atomic and mass
numbers, relating to protons,
neutrons and electrons
Chemical change involves

Practical activities
7.3

Pearson Chapter
7.3

Act: Comparing

Pearson Chapter
2
3
4
Atoms
(ACSSU151)
5-6
Elements,
Review rules of Science Lab
Drawing and naming scientific
equipment



Resources and
Equipment
2D diagrams of
equipment.
Using a Bunsen
burner.

Pearson Chapter
6.1
Clickview: Types
of changes.
Assessment and
Homework

Review
Laboratory
equipment

Research
assignment?

Dissolving
Sugar
Investigation
Practical Activity 6.2
(3)
http://www.chemsoc.
Compounds,
Mixtures.
(ACSSU225)
substances reacting to form new
substances
Investigate simple reactions such as
combining elements to make a
compound
 Atoms, Elements, Compounds,
Molecules, Mixtures.
 Chemical Formula.

mixtures and
compounds, SO1 pg 
204.
Discuss
organisation of
Periodic Table.
7.1 – 7.3
Periodic Table of
the Elements.
org/viselements/page
s/periodic_table.html
 Learn elements 120.
 Practical test?

7
Chemical
Reactions
(ACSSU225)
Identify evidence that a chemical
change has taken place
Identify the differences between
chemical and physical changes
 Chemical reactions
 Chemical change and reactions
 Energy in chemical reactions
 Chemical equations






8
Physical and
Chemical
Changes
(ACSSU152)
Recognise that elements and
simple compounds can be
represented by symbols and
formulas
View additional details about
Critical and creative thinking







Physical reactions
Chemical reactions
Chemical equations


Melting, freezing
(solidification),
condensation,
evaporation
(boiling),
sublimation.
Latent Heat of
Fusion
Latent Heat of
Vaporisation
Kinetic Theory
Pearson 6.4
Practical activities
6.4; 1&2
Link to change of
state
New substance
formed
Chemical/word
equations
Activity: Observing
physical and
chemical changes.

Pearson 6.4
Revision Sheet
9

REVISION
Chemistry test.
Assessment Outline
ASSESSMENT TYPE
TITLE
WORTH
Practical Assessment
Thio Sulphate Reaction
6%
Research
Unit test
Research/ poster
Unit Test
6%
8%
Download
Related flashcards
Pigments

50 Cards

Acids

25 Cards

Molecular physics

14 Cards

Create flashcards