Science in Action 8 Topics A, B, and CScience Grade EightRequired Resources Textbook Science in Action 8 (Addison Wesley) distributed by Pearson, student resource Equipment and Materi Topic A: Mix and Flow of Matter Triple beam balance and weights © Hot plate Measuring cups Measuring spoons Beakers (various sizes) eee Topic B: Cells and Systems (The following are highly recommended and will add an important dimension to the unit for students) © Compound light microscope © Prepared slides (animal and plant cells) © Blank slides with cover slips © Tweezers eC: Light and Optical Systems Ray box (Highly recommended. You can use a flashlight as a substitute.) Convex mirror Concave mirror Convex lens Concave lens Topic D: Mechanical Systems © Retort stand with ring clamp * Pulleys * Gears © Wheel and axle * Smooth board to use as an inclined plane © Various strengths of force meters (10 N, 20 N, 30 N) * Block of wood with hook (make your own by getting a block of wood and screwing a cup hook into one end)ment ‘The assessments are provided for teachers to use as they see fit. Units Two tests per unit (Note: Typically, the first test is administered after section 2 of each unit; the second after section 4. There is an exception, however. Topic D: Mechanical Systems. The first test covers section | only; the second test covers sections 2, 3, and 4. nal Test ~ for each unit, for those who prefer students take a unit examination Year End © Year end reviews for each unit © Comprehensive year end examinationSeience Grade Eight Outcomes Science Grade Eight Outcomes Skills Outcomes Initiating and Planning Students will: ‘Ask questions about the relationships between and among observable variables, and plan investigations to address those questions © define practical problems # identify questions to investigate, arising from practical problems and issues phrase questions in a testable form, and clearly define practical problems design an experiment, and identify the major variables Performing and Recording Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data carry out procedures, controlling the major variables use instruments effectively and accurately for collecting data «construct and test prototype designs and systems # use tools and apparatus safely «organize data, using a format that is appropriate to the task or experiment Analyzing and Interpreting Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations «identify and suggest explanations for discrepancies in data © prediet the value of a variable, by interpolating or extrapolating from graphical data © identify new questions and problems that arise from what was learned # identify and evaluate potential applications of findings ‘Communications and Teamwork Students will Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results. ‘© identify and correct practical problems in the way a prototype or constructed device functions ‘© work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they ariseSeience Grade Fight Outcomes ‘+ communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means. Attitude Outcomes Interest in Seience Students will be encouraged to: ‘Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields. Mutual Respect Students will be encouraged to ‘Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds. Scientific Inquiry ‘Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues. Collaboration Students will be encouraged to Work collaboratively in carrying out investigations and generating and evaluating ideas. Stewardship Students will be encouraged to: Demonstrate sensitivity and responsibility in pursui sustainable environment, 1g a balance between the needs of humans and a Safety Students will be encouraged to. Show concern for the safety in planning, carrying out and reviewing activities. iiScience Grade Eight ‘Outcomes Topic A: Mix and Flow of Matter Overview: The materials that we use — including natural and manufactured ones ~ often take the form of fluids. Students learn that such diverse substances as air, natural gas, water and oil are fluids. In further investigations, they discover that many common household materials are aqueous solutions or suspensions in which the main component is water. Students learn that the properties of individual fluids are important to their use, including such properties as density, buoyancy, viscosity and the fluid’s response to changes in temperature and pressure. The particle model of matter is introduced to help students make a conceptual link between the nature of matter and the specific behaviour of fluids. Focusing Questions: What are fluids? What are they made of and how do we use them? What properties of fluids are important to their use? Key Concepts The following concepts are developed in this unit and may also be addressed in other units as other grade levels. The intended level and scope of treatment is defined by the outcomes below. - WHMIS symbols and nomenclature ~ properties of fluids - pure substances, mixtures and solutions ~ viscosity and flow rate ~ solute and solvent ~ mass, volume, density ~ concentration ~ pressure ~ solubility and saturation points - buoyaney = particle model of matter Outcomes for Science, Technology and Society (STS) and Knowledge Students will. 1. Investigate and describe fluids used in technological devices and everyday materials ‘+ investigate and identify examples of fluids in houschold materials, technological devices, living things and natural environments + explain the Workplace Hazardous Materials Information System (WHMIS) symbols for labelling substances; and describe the safety precautions to follow when handling, storing and disposing of substances at home and in the laboratory * describe examples in which materials are prepared as fluids in order to facilitate transport, processing or use ‘identify properties of fluids that are important in their selection and use 2. Investigate and describe the composition of fluids, and interpret the behaviour of materials in solution * distinguish among pure substances, mixtures and solutions, using common examples + investigate the solubility of different materials, and describe their concentration + investigate and identify factors that affect solubility and the rate of dissolving a solute in a solvent relate the properties of mixtures and solutions to the particle model of matter 3. Investigate and compare the properties of gases and liquids; and relate variations in their vis density, buoyaney and compressibility to the particle model of matter ‘+ investigate and compare fluids, based on their viscosity and flow rate, and describe the effects of temperature change on liquid flow sity, iiScience Grade Eight Outcomes, observe the mass and volume of a liquid, and calculate its density using the formula d=m/v compare densities of materials; and explain differences in the density of solids, liquids, and gases, using the particle model of matter ‘* describe methods of altering the density of a fluid, and identify and interpret related practical applications describe pressure as a force per unit area by using the formula p ~ F/A, and deseribe applications of pressure in fluids in everyday situations ‘+ investigate and compare the compressil of liquids and ga es 4, Identify, interpret and apply technologies based on properties of fuids ‘© describe technologies based on the solubility of materials ‘* describe and interpret technologies based on flow rate and viscosity + describe and interpret technologies based for moving fluids from one place to another * construct a device that uses the transfer of fluids to apply a force or to control motion Topic B: Cells and Systems Overview: Living things take a variety of forms as reflected in their structures, internal processes and ways of responding to their environments. Finding pattern within this diversity has been a major challenge for the biological sciences and has led to the development of ideas, such as systems, cells, structures, and functions ~ ideas developed from the study of all living things, Using these ideas, students Jearn to interpret life at a variety of levels, from individual cells to complex organisms, To develop their understanding, students investigate ways that components of a living system work together and, through these studies, learn that healthy organisms ~ including healthy humans — function as balanced systems within a life-supporting environment Focusing Questions: How can we make sense of the vast diversity of li things have in common ~ from the smallest to the largest ~ and what vs and function of living things? 1g things? What do living iations do we find in the structure Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. = organisms = structure and function = cells = systems - organs = response to stimuli - tissues health and environmental factorsScience Grade Fight Outcomes: Outcomes for Science, Technology and Society (STS) and Knowledge Students will 1. Investigate living things; and identify and apply scientific ideas used to interpret their general structure, function and organization + investigate and describe example scientific studies of the characteristics of living things + apply the concept of system in describing familiar organisms and analyzing their general structure and function + illustrate and explain how different organisms have similar functions that are met in a variety of ways 2. Investigate and describe the role of cells within living things describe the role of cells as a basic unit of life ‘© analyze similarities and differences between single-celled and multi-celled organisms distinguish between plant and animal cells © describe the movement of gases and liquids into and out of cells during diffusion and osmosis, based on concentration differences * examine plant and animal structures; and identify contributing roles of cells, tissues and organs 3. Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external stimuli * describe, in general terms, body systems for respiration, circulation, digestion, excretion and sensory awareness ‘+ describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the human body ‘describe ways in which various types of cells contribute to the healthy functioning of the human body * describe changes in body funet ns in response to changing conditions 4, Describe areas of scientific investigation lea: ‘medical applications ‘* identify examples of research into functions and dysfunctions of human cells, organs or body systems ‘© describe ways in which research about cells, organs and systems has brought about improvements in human health and nutrition investigate and describe factors that affect the healthy function of the human respiratory, circulatory and digestive systems Wz to new knowledge about body systems and to newScience Grade Eight Outcomes Topic C: Light and Optical Systems Overview: Our understanding of the world is based largely on what we see ~ both directly, and aided by optical devices that improve and extend our vision. Such tools as the microscope and telescope have helped extend knowledge in a variety of science fields, from the study of cells and stars to studies of the nature of light itself. In learning about light, students investigate its interactions with different materials and interpret its behaviour using a geometric ray model. Students then use their understanding of light to interpret a variety of light-based technologies and envisage new technologies we may use in the future. Focusing Questions: What do we know about the nature of light? What technologies have been developed that use light, and what principles of light do they show? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below = microscopes and telescopes ~ reflection and refraction - contribution of technologies to scientific ~ images development = vision and lenses = transmission and absorption of light - imaging technologies - sources of light ‘Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Investigate the nature of light and in developing our current knowledge ‘identify challenges in explaining the nature of light and vision + investigate the development of microscopes, telescopes and other optical devices; and describe how these developments contributed to the study of light and other areas of science + investigate light beams and optical devices, and identify phenomena that provide evidence of the nature of light jon; and describe the role of invention, explanation and inquiry 2. Investigate the transmission of light, and describe its behaviour using a geometric ray model ‘+ investigate how light is reflected, transmitted and absorbed by different materials: and describe differences in the optical properties of various materials «measure and prediet angles of reflection * investigate, measure and describe the refraction of light through different materials * investigate materials used in optical technologies; and predict the effects of changes in their design, alignment or composition 3. Investigate and explain the science of image formation and vision, and interpret related technologies * demonstrate the formation of real images, using a double convex lens and predict the effects of changes in the lens position on the size and location of images * demonstrate and explain the use of microscopes; and describe, in general terms, the function of eyeglasses, binoculars and telescopes * explain how objects are seen by the eye, and compare eyes with cameras viScience Grade Fight Outcomes compare the funetion and design of the mammalian eye with that of other vertebrates and invertebrates + investigate and describe the development of new technologies to enhance human vision + investigate and interpret emerging technologies for storing and transmitting images in digital form Topic D: Mechanical Systems Overview: Machines are used for many purposes in our daily lives when we need to transfer energy into motion or move materials in a controlled way. In learning about mechanical devices, student investigate how components are linked so that energy is transferred efficiently and desired functions are performed. A comparison of past and present technologies helps students recognize that different approaches have been used over time to meet common needs. Evaluations of efficiency, effectiveness and impacts on daily life, the community and the environment are important considerations in this unit Focusing Questions: How is energy transferred in mechanical devices? How do mechanical devices provide for controlled application of energy in ways that are efficient, effective and responsible? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below. = design and funetion ~ mechanical advantage, speed ratios and = systems and subsystems force ratios = transmission of force and motion hydraulics and pneumatics - simple machines - measurement of work in joules Outcomes for Science, Technology and Society (STS) and Knowledge Students will 1, Illustrate the development of science and technology by describing, comparing and interpreting mechanical devices that have been improved over time ‘© investigate and provide examples of mechanical devices used in the past to meet particular needs + illustrate how a common need has been met in different ways over time illustrate how trial and error and scientific knowledge both play a role in technological development 2, Analyze machines by describing the structures and functions of the overall system, the subsystems and the component parts * analyze a mechanical device, by: - describing the overall function of the device ~ describing the contribution of lual components or subsystems to the overall function of the device ~ identifying components that operate as simple machines © identify the source of energy for some familiar mechanical devices vilScience Grade Outcomes * identify linkages and power transmissions in a mechanical device, and describe their general function ight 3. Investigate and describe the transmission of force and energy between parts o a mechanical sy ‘* analyze mechanical devices to determine speed ratios and force ratios ‘* build or modify a model mechanical system to provide different turning ratios between a driving and driven shaft, or to achieve a given for ratio compare theoretical an actual values of force ratios, and propose explanations for identify work input and work output in joules for a simple machine or mechanical system describe fluid pressure qualitatively and quantitatively, by: ~ explaining how forces are transferred in all directions ~ describing pressure in units or foree per unit area * describe how hydraulic pressure can be used to create mechanical advantage in a simple hydrauli jack © describe and interpret technologies based on hydrauli and pneumatics 4, Analyze the social and environmental contexts of science and technology, as they apply to the development of mechanical devices ‘* evaluate the design and function of a mechanical device in relation to its efficiency and effectiveness, and identify its impacts on humans and the environment, ‘© develop and apply a set of criteria for evaluating a given mechanical device, and defend those criteria in terms of relevance to social and environmental needs lustrate how technological development is influenced by advances in science, and by changes in society and the environment Topic E: Freshwater and Saltwater Systems Overview: covered by oceans and fi arth is sometimes described as the water planet: over two-thirds of Earth's surface is hwater features. By exploring examples of aquatic systems, students come to appreciate the dynamic nature of these systems and lear about the interaction of landforms, sediments, water and climate, Students also investigate factors that affect the distribution and health of living things in aquatic environments and the supply and quality of water for human use. Focusing Questions: How do water, land and climate interact? What are the characteristics of freshwater and systems, and how do they affect living things, including humans? Key Concepts ~ water quality = ocean basins - water-borne materials - climate ~ erosion and deposition ~ glaciers and icecaps = stream characteristics - adaptations to aquatic ecosystems = continental drainage systems = human impact vitiScience Grade Fight Outcomes Outcomes for Science, Technology and Society (STS) and Knowledge Students will: 1. Describe the distribution and characteristics of water in local and global environments, and identify the ignificance of water supply and quality to the needs of humans and other living things ‘* describe, in general terms, the distribution of water in Alberta, Canada and the world; and interpret information about water characteristics. # recognize that fresh water and salt water contain varying amounts of dissolved materials, particulates and biological components; and interpret information on these component materials, # identify major factors used in determining if water is potable, and describe and demonstrate tests of water quality * describe, in general terms, methods for generating fresh water from salt water, based on evaporation, distillation and reverse osmosis 2. Investigate and interpret linkages among landforms, water and climate '* describe the processes of erosion and deposition resulting from wave action and water flow, by: - identifying dissolved solids and sediment loads, and identifying sources and endpoints for these materials - describing how waves and tides are generated and how they interact with shorelines «investigate and describe stream characteristies ‘describe processes leading to the development of ocean basins and continental drainage systems identify evidence of glacial action, and analyze factors affecting the growth and attrition of glaciers and polar icecaps ‘* describe the movement of ocean currents and its impact on regional climates 3. Analyze factors affecting productivity and species distribution in marine and freshwater environments ‘investigate life forms found in fresh water and salt water, and identify and interpret examples of adaptations to these environments ‘analyze factors that contribute to the development of adaptations to species found in saltwater and freshwater environments «investigate and interpret examples of seasonal, short-term and long-term change in populations of living things found in aquatic environments + analyze relationships between water quality and living things, and infer the qu: on the diversity of life supported by it ty of water based 4, Analyze the human impacts on aquatic systems; and identify the roles of science and technology in addressing related questions, problems and issues analyze human water uses, and identify the nature and scope of impacts resulting from different uses «identify current practices and technologies that affect water quality, evaluate environmental costs and benefits, and identify and evaluate alternatives * illustrate the role of scientific research in monitoring environments and supporting development of appropriate environmental technologies * provide examples of problems that cannot be solved using scientific and technological knowledge alone ixTopic A Mix and Flow of MatterContents Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Lesson Six Lesson Seven Lesson Bight Lesson Nine Lesson Ten Lesson Eleven Lesson Twelve Lesson Thirteen, Science Grade Eight Topic A: Mix and Flow of Matter, Part | Lesson Plans. Grade Eight Topic A: Mix and Flow of Matter Part I: The Nature of Solutions Introduction: ‘Technology Develops to Solve Problems WHMIS Symbols and Safety Procedures ‘The Uses of Fluids Pure Substances and Mixtures: Using Chromatography Concentration, Solubility, and Saturation Making a Saturated Solution Factors Affecting Solubility: The Solute and the Solvent Factors Affecting Solubility: Temperature ‘The Particle Model of Matter: The States of Matter ‘The Particle Model of Matter: Solutions Mix and Flow of Matter, Part I Review Mix and Flow of Matter, Part I TestLesson Fourteen Lesson Fifteen Lesson Sixteen Lesson Seventeen Lesson Eighteen on Nineteen Lesson Twenty Lesson Twenty-one Lesson Twenty-two Lesson Twenty-three Lesson Twenty-five Lesson Twenty-six Lesson Twenty-seven Science Grade Bight Topic A: Mix and Flow of Matter, Part | Lesson Plans Part Il: The Properties of Fluids ‘The Properties of Fluids: Viscosity Measuring Viscosity with the Ramp Method ‘The Properties of Fluids: Density Determining Density s of Fluids: Density and Temperature ‘The Properti ‘The Properties of Fluids: The Effect of Density on Buoyancy ‘The Properties of Fluids: Compressibility Pressure in Fluids ~ Pascal's Law echnologies Based on Solubility ‘Technologies Based on Flow Rates and Moving Fluids Designing a Working Model of a Fluid-Using Device Mix and Flow of Matter, Part Il Review Mix and Flow of Matter, Part I] Test Mix and Flow of Matter, Culmination Periscope Compressed vas Ker Tanke Bast Trane Interior were erty ab oor er Sswors) Submarine (cross section) 18 19 20 21 23 24 25 26 7 28 29 30Science Grade Eight Topic A: Mix and Flow of Matter, Part | 4 Lesson Plans on One Coneept: Introduction: Technology Develops to Solve Problems Resources/Materials: Science in Action 8, page 4—7 frozen (or fresh) raspberry or blueberry several different kinds of liquids: wate honey, pop, etc. plastic, Styrofoam, or glass cups (as many as you have liquids) wegar, lemon juice, dishwashing liquid, Introduction: Allow the students a minute or so to flip through the unit pages in the textbook. Review the meaning of matter (anything that takes up space and has mass), as well as the three states of matter (gas, liquid, solid). Explain that the first grade cight unit investigates how we mix type of matter together. Procedure: 1. Discuss that most inventions came about because somebody wanted to be able to do something better, faster, or more easily. Turn to textbook, page 4. Guide the reading of pages 4 ~ 6. ‘Then guide the reading of textbook, page 7 to focus the unit. 3. Finally, go over the Give It a Try activity on textbook, page 6 with students. Explain that t not “formal” test, so they do not have to write up the activity. They do have to make a simple chart record their results Question: On which of these liquids will a blueberry (or raspberry) float? Emphasize that once the students have done the activity, they are responsible for clean-up. Decide with students which of the liquids can be poured back into the main containers so that they can be reused, 5. OPTIONAL. Have students make a title page for the unit, Assignments: 1. Read Science in Action 8, pages 4 ~7 2. Do the Give Ita Try activity, page 6. 3. OPTIONAL. Make atitle page for the unit.Science Grade Bight Topic A: Mix and Flow of Matter, Part | Lesson Plans. Lesson Two Concept: WHMIS Symbols and Safety Procedures: Resources/Materials: Science in Action 8, pages 8 ~ 12 Worksheets #8.2a and #8.2b (student copies) Various products with hazardous material symbols on the labels Introduction: Hold up the containers, pointing out the hazardous materials symbols. Explain that labelling certain materials is required, by law, in Canada, ‘This is for the protection of consumers. The symbols indicate two things: the type of hazard and the degree of hazard. Discuss why such labelling is important for consumers. Procedure: 1. Explain that dangerous substances are used regularly in many workplaces, and that workers must take courses and pass tests about their knowledge of hazardous materials if they want to continue their employment 2. Explain that the first section in the unit deals with how fluids, liquids and gases, are used in everyday technology. Have students tur to textbook, page 8 and guide the reading. Then write the acronym WHMIS on the board. Explain that it stands for Workplace Hazardous Materials Information System. ‘The symbols you see on various products are referred to as WHMIS symbols. 4. Have students turn to textbook, page 10. Direct their attention first to the symbol shapes on the left-hand side of the page. Then have students focus on the symbols themselves. Go over what each term means 5. Direct students to read independently, textbook pages 8 ~ 12. 6. Distribute Worksheets #8A.2a and #8A.2b. Go over the directions, if necessary. 7. Have student copy the Lab Safety Rules into their notebooks. 8. OPTIONAL. Do the Check and Reflect questions, page 12. Assignments: Read Science in Action 8, pages 7 ~ 12 Do Worksheets #8A.2a and #8A.2b Copy the Lab Safety Rules into notebook. OPTIONAL. Do the Check and Refleet questions, page 12. BeNeScience Grade Eight Topic A: Mix and Flow of Matter, Part | Worksheets WHMIS Symbols Directions: Use Science in Action 8, pages 8 ~ 12 to help you with the questions. 1. Examine the picture on page 12. There are 16 things that students are doing wrong See if you can identify at least 12 of them 2. Draw, label, and colour the three symbol shapes. ____ danger caution warning Worksheet 184.28Science Grade Fi i Topic A: Mix and Flow of Matter, Part I Worksheets WHMIS Symbols Directions: Tell what each WHMIS symbol stands for. é © Worksheet #8425 e © © .Science Grade Eight Topic A: Mix and Flow of Matter, Part | Worksheets WHMIS Symbols Directions: Use Science in Action 8, pages 8 ~ 12 to help you with the questions 1. Examine the picture on page 12. There are 16 things that students are doing wrong See if you can identify at least 12 of them Tnot wearing safely glasses (goyyles 1B. guelts reading af Tab Geach 2. boy is drawing liquid writ glass My, girl isdundong ona bx te put tute by mouth suction Something any 7 S-tesk-tabe pack precariously O" 15, green liquid is spilled andy lass areit ae i 4-red liquid 2pillelon bench Ib. slyteuts Fooly arcunt at bock lub Leal 5. beakers not labelled 6.Bunsen burner unattended 7.open bottleof acetone 1s vert B Bunsen purnee undis placed los close | |B edge of bevch : — 8. pile oF boxes a walkway could full 9. tall, glass apparatus is not Seuwed | 10. bey pouring ae liquid has bus fice toe close be He lagu 11. giel wth long hair 1S carrying an open Hamme 112. quel io dovag eryeciment onthe Floor 2. Draw, label, and colour the three symbol shapes. | warning [danger Worksheet #BA.2aScience Grade Fight Topic A: Mix and Plow of Matter, Part 1 Worksheets WHMIS Symbols Directions: Tell what each WHMIS symbol stands for 0 ® oF poisonous and mfechous Compass gas rae cassrsher eile © | Oxtdining Flammable and Combushble matecal uritant hazard 1 | oO > | | ' wal |g, Bhazardous _Conresive hazard Cormosive mate infechous materalScience Grade Eight Topic A: Mix and Flow of Matter, Part | Lesson Plans Lesson Three Concept: The Uses of Fluids Resources/Materials: Science in Action 8, pages 13 ~ 16 Worksheets #8A.3a and #8A.3b (student copies) shallow dish water dishwashing liquid black pepper Coneept: Discuss with students some of the ways that fluids are used to help make work easier. (water to wash dishes, pneumatic nailers, hydraulic hoists, compressors to pump up tires, ete Explain that today’s lesson investigates some of the ways that fluids are used in technology; that is, in helping people in their lives. Procedure: 1. Have students turn to textbook, page 13. Ifpossible, guide the reading of pages 13— 16. Ifnot, then just guide page 13. 2. Ifyou like, have students do the Give Jt a Try activity on page 15. 3. In their notebooks, have students make a list of how fluids are being used in the picture on page 13. 4. Distribute Worksheets #8A.3a and #8A.3b. Go over the directions, if necessary. 5. OPTIONAL. Do the Check and Reflect questions on page 16. Assignments: 1. Read Science in Action 8, pages 13 ~ 16. 2. OPTIONAL. Do the Give It a Try activity on page 15. 3. In notebook, make a list of how fluids are being used on textbook, page 13. 4. Do Worksheets #8A.3a and #8A.3b. 5. OPTIONAL. Do the Check and Reflect questions on page 16.Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets ‘The Many Uses of Fluids Directions: Use Science in Action 8, pages 13 ~ 16 to help you with the questions. 1. Inthe web below make a list of the ways in which fluids are used in your community. School Barns Shops Fields Vehicles USES OF FLUIDS IN THE COMMUNITY Kitchen Home Yard Worksheet #84 30Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets 2. Whatis a slurry? Give two examples of slurry use in your community. a b. 3. Think of two examples of things in your community that were made from a liquid hardening into a solid. a. b. 4. Think of two examples in your community where fluids are used to hold other things together. a, b. 5. What are pneumatic systems? 6. What are hydraulic systems? Worksheet 484.36Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets The Many Uses of Fluids Directions: Use Science in Action 8, pages 13 - 16 to help you with the questions. 1. In the web below make a list of the ways in which fluids are used in your community. mmpwees will vary. School Barns Shops sink in pens eae away shydewalie ho t+ s liquid glue wes preumatte uilers ~luquihpas medications air movement wskem Fields Vehicles shydrade Wlts on «bree Fluid hi : ci ter mace USES OF FLUIDS lebrrcants 17 enguie sLidgiud fertilioer INTHE + windshidd washer COMMUNITY spot eerie led ort pouersteonng Plus Kitchen Home Yard swaler Por washing toilets Flush waste » water Ares, lawn Food, dishes, Ploos shower] beth + weed baller lawadey make drinks Worksheet A 34Science Grade Eight Topic A: Mix and Flow of Matter, Part [ Worksheets 2. Whatis a slurry? 4 water an Give two examples of slurry use in your community. Answer will Vary a swoshing cars by spaying water fo remove soil = bo Smmusing water with Floucor camstech to make yruy or thicken stews (ste fry 3. Think of two examples of things in your community that were made from a liquid hardening into a solid. Answers will vary a. Convee sidewalk 6 any cast metoh ssdder, welds bottles 4. Think of two examples in your community where fluids are used to hold other things together. Answeas will vary a i hel ents of eorerete bygethee b. wke hatter hold other veut bogether 5. What are pneumatic systems? suse ave to LA or move thugs . __ — 6. What are hydraulic systems? Ife or Worksheet 84.35Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Lesson Plans Lesson Four, Concept: Pure Substances and Mixtures Resources/Materials: Science in Action 8, pages 18 — 21 Worksheets #8A.4a and #8A 4b (student copies) Worksheet #8A.4e (optional, student copies) sample of any mixture (e.g., sand and gravel) any samples of pure substances (e.g., honey, glass) solution of water and red food colouring Optional: If doing Worksheet #8A.4e, see the materials needed on the worksheet itself. Introduction: Hold up the samples of the mixture and the pure substances and identify them, Ask students to describe some of the differences between them. Conclude that a mixture has more than one substance in it and the other(s) have only one. Hold up the solution, Discuss how it was made. Discuss whether it is a mixture or a solution (solution). Explain that this section in the textbook deals with different types of mixtures, Procedure: 1. Have students turn to textbook, pages 18 21. Guide the reading of pages 18 — 20 and the top two-thirds of page 21 2. Note the section entitled “Pure Substance or Solution” on textbook, page 21. (Water is the only pure substance listed. In reality, however, most water isn’t really pure, but a mixture of air, water, ny bits of dirt, and even organisms.) 3. Distribute Worksheets #8A.4a and #8A.4b. Go over the directions, if necessary. 4. OPTIONAL. Some students may find the concepts of suspensions and colloids difficult to grasp. Ifyou like, have them make a suspension and a colloid, using Worksheet #8A.4e Assignments: Read Science in Action 8, pages 18 ~ 21. 1 2. Do Worksheets #8A.4a and #8A.4b, 3. OPTIONAL. Make a suspension and a colloid on Worksheet #8A.4c.Science Grade Bight Topic A: Mix and Flow of Matter, Part I Worksheets Pure Substances or Mixtures Directions: Use Science in Action 8, pages 18 — 21 to help you with these activities. 1, Do the Give It a Try activity on page 19. Use the chart below? Substances ] Pure or Mixture? 2. In your notebook write the heading “Matter”. Then copy the diagram from the bottom of textbook, page 19 under the heading. Worksheet AAAScience Grade Bight Topic A: Mix and Flow of Matter, Part I Worksheets 3. Make notes in your notebook, using the following outline Pure Substances and Mixtures A. Pure Substances ~ (tell what they are and give two examples) B. Mixtures ~ (tell what they are) There are four kinds of mixtures: 1. Mechanical Mixtures — also called heterogeneous mixtures (tell what they are and give two examples) 2. Solutions ~ also called homogeneous mixtures (tell what they are and give two examples) 3. Suspensions (tell what they are and give two examples) 4. Colloids ~ (tell what they are and give two examples) 4. Copy the diagram from the bottom of textbook, page 20 into your notebook 5. Copy the chart from textbook, page 21 into your notebook. Complete the chart. Workstec #80Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets Suspensions and Colloids Suspensions A suspension is a cloudy mixture in which tiny droplets or tiny pieces of one substance are held within another substance. If you leave a suspension undisturbed, its parts will usually separate out. Materials: 50 mL flour 250 mL water mixing bow! fork Procedure: 1. Pour the flour into the mixing bow 2. Add the water. Use the fork to mix the two together until there are no lumps and you have a cloudy mixture. 3. Let stand for about 30 minutes. What do you notice? Colloids A colloid is similar to a suspension. However, the droplets or tiny pieces are so small that they do not separate out easily. Mayonnaise is an example of a colloid. You can make your own mayonnaise using the following recipe. Materials: 1 egg 5 mL Dijon mustard 2mL salt 1 mL pepper 8 mL vinegar 250 ml vegetable oil 15 mL lemon juice mixing bowl and whisk OR blender Procedure: 1. Place everything in the bowl or blender except the oil and lemon juice. 2. Whisk until thoroughly combined (5 seconds in the blender) 3. With blender running or while whisking steadily, add the oil, first in a drizzle, then in a thin, steady stream 4. When all the oil has been added, stop whisking or stop the blender and taste. Add lemon juice to your taste. Blend or whisk a little more, if not thick enough: 5. Let stand for 30 minutes or so. What do you notice? Workshes 8A $eScience Grade Eight Topic A: Mix and Flow of Matter, Part | Worksheets 3. Make notes in your notebook, using the following outline \es and Mixtures Pure Sub: A. Pure Substances — (tell what they are and give two examples) “Mader ol only onekwad oF mutter B. Mixtures ~ (tell what they are) made up ol comonahor of dil erent subste acs There are four kinds of mixtures: . Mechanical Mixtures — also called heterogeneous mixture: (tell what they are and give two examples) (@” See Ye dsfleren substances 2. Solutions — also called homogeneous mixtures i (tell what they are and give two examples)canact see the ditterent sustains 3. Suspensions — (tell what they are and give two examples) cloudy mistue ia wh droplets af one substance held within ancther> usualy willscparuke out 4. Colloids — (tell what they are and give two examples) chkea suspensiae, but droplets an so small Hrey will not reparute out 4. Copy the diagram from the bottom of textbook, page 20 into your notebook. 5. Copy the chart from textbook, page 21 into your notebook. Complete the chart. Fluid Rue Substance Solubun Soda pop v hot chocolate a water v apple sue “ Y windshield washer Plucd Worksheet #840Science Grade Eight Topic A: Mix and Flow of Mater, Part L Lesson Plans Lesson Five Concept: Using Paper Chromatography to determine iffan ink is a solution or pure substance, Resources/Materials: Science in Action &, page 21 — 23 Worksheet #8A.5 (optional, student copies) pencil 250 mL. beaker black, water-soluble marker paper towels or coffee filter (or chromatography paper, if you have any) water Introduction: Have students recall the unit Evidence and Investigation from grade six science. Help them to recall that one the methods investigators use to match ink samples was paper chromatography. Tell students they will use paper chromatography to complete a similar activity, Procedure: 1, Ask “What does chromatography have to do with solutions?” Have students turn to textbook, page 21. Read the sections on chromatography on pages 21 and 23. Discuss how it works. Direct students to read the Inquiry ac them complete the activity. ity on textbook, page 22, Give the materials and have Students are to write up the activity in their notebook OR they can use Worksheet #8A.5. 4, OPTIONAL. Do the Check and Reflect questions on textbook, page 23. Assignments: 1. Read Science in Action 8, pages 21 ~ 23. 2. Do the Inquiry activity, page 22. Use Worksheet #8A.5 or do in notebooks. 3. OPTIONAL. Do the Check and Reflect questions, page 23.Science Grade Eight Topic A: Mix and Flow of Matter, Part I ‘Worksheets Inquiry Activity Question: Hypothe: Procedure: Complete the steps up to and including step 4. Then write your prediction for step 5 below. Complete the rest of the steps in the Procedure. Observations: Analyzing and Interpreting: Conclusion: Worksheet BASScience Grade Eight Topic A: Mix and Flow of Matter, Part 1 9 Lesson Plans Concept: Concentration, Solubility, and Saturation Resources/Materials: Science in Action 8, pages 24, 25, 28 Worksheet #8A.6 (student copies) sample of high concentration apple juice (or any other kind) sample of low concentration apple juice (make by adding a little water) cups Introduetion: Have students sample both apple juices. Ask them which one was stronger? What made it stronger? We say the stronger one has a higher concentration. Procedure: 1. “In Science we have specific terms to describe solution, and it is important students become familiar with them.” Have students turn to textbook, page 24, Guide the reading of page 24 and the top of page 25. If necessary, clarify the meanings of the terms concentrated, diluted, solute, and solvent. 2. Do the Give It a Try activity, page 24 with students to show them how to compare the concentrations of solutions: Then ask the question, “If I wanted to make a salt solution, what would I need to do?” (Add salt to water and stir until the salt crystals are no longer visible.) “Is there a point at which no more salt will dissolve?” (Yes) Explain that this is called the saturation point, and you have made a saturated solution. 4. Have students turn to textbook, page 25. Explain that it discusses the terms saturated, unsaturated, and solubility. If you can, guide the reading of pages 25 and 28. Note that solubility of a solution is stated as a rate; that is, the amount of solute that can be dissolved in a given amount of solvent at a given temperature 5. Distribute Worksheet #8A.6. Go over the directions, if nec 6. OPTIONAL. Do the Check and Reflect questions on textbook, page 28, Assignment 1, Read Science in Action 8, pages 24, 25, and 28. 2. Do Worksheet #8A.6. 3. OPTIONAL. Do Check and Reflect, page 28.Science Grade Bight Topic A: Mix and Flow of Matter, Part 1 Worksheets Concentration and Solubility Directions: Use Science in Action 8, pages 24, 25, and 28 to help you make notes, using the following outline. Do this in your notebook. Concentration and Solubility solution ~ (definition) solute ~ (definition) solvent ~ (definition) Concentration concentrated solution — (tell what it is) diluted s (tell what itis) concentration — (definition and give an example) Saturated and Unsaturated Solutions saturated solution ~ (definition) rated solution ~ (definition) saturation point ~ (definition) Solubility — (tell what it is and give an example) Questions to Answer 1. Mr Jones wanted to make some instant coffee, He dissolved some instant coffee crystals into some boiling water. What is the solute? What is the solvent? 2. Which has more concentration, a solution of 10 g of sugar dissolved in 50 mL of water or a solution of 30 g of sugar dissolved in 100 mL of water? (Show how you got your answer.) 3. Use the following information to determine which has greater solubility. At the saturation point, 35.7 g of salt can dissolve in 100 mL of water at 0°C. At the saturation point, 18 g of sugar can dissolve in 10 mL of water at 0°C. (Show your work.) Worksheet 8A.6Science Grade Eight Topic A: Mix and Flow of Matte, Part 1 Worksheets Concentration and Solubility Directions: Use Science in Action 8, pages 24, 25, and 28 to help you make notes, using the following outline. Do this in your notebook. Concentrai \d Solubility solution — (definition) homagereyus ween where substance Hatake uy the “wnehee are risk readaly (deati teal solute ~ (definition) s ulsstune thats de ssalea solvent — (definition)substane that another sulsrancis disseled va Concentration concentrated solution — (tell what itis) lange amour of solute in the solvent diluted solution ~ (tell what it is) smal amourts of sclule wathe solvent concentration — (definition and give an example) the ammount of sululedisss ved v1 a Speaks amount oF solvent Saturated and Unsaturated Solutions saturated solution ~ (definition) no mare solute cane dis unsaturated solution ~ (definition) more soluke canbe di ssslved saturation point - (definition) powt at whuh wo mor solute can he Aisselved Gk given temperabire Solubility ~ (tell what it is and give an example) mayinum amount of sclule you can wd oa Fined volume of soleont aka quenteriperatne Questions to Answer 1. Mr Jones wanted to make some instant coffee. He dissolved some instant coffee crystals into some boiling water. What is the solute? What is the solvent? 14, coffee crystals — “ 2. Which has more concentration, a solution of 10 g of sugar dissolved in 50 mL. of water or a solution of 30 g of sugar dissolved in 100 mL of water? (Show how you got your answer.) 105 29 —_ 305 [lod mL is greater SDmL~ TOO mb 9 3. Use the following information to determine which has greater solubility. At the saturation point, 36.7 g of salt can dissolve in 100 ml. of water at 0°C. At the saturation point, 18 g of sugar can dissolve in 10 mL. of water at 0°C. (Show your work.) 1% 180g 18g [10 mt hus greater solubility Worsher #86 — [OmL ~ 100 meScience Grade Eight Topic A: Mix and Flow of Matter, Part 1 10 Lesson Plans. Concept: Making a Saturated Solution Resources/Materials: Science in Action 8, pages 26 and 27 Worksheets #8A.7a and #8A.7b (student copies) graduated cylinder or beakers that show the 50 ml. mark on the sides 3 beakers balance scale and weights (triple beam, if possible) 3 types of erystals (e.g., drink crystals, salt, sugar) seoopula or plastie spoon water stir sticks or spoons Introduction: With students review the terms saturated solution, unsaturated solution, concentration, and solubility. Explain that today students will conduct a fair test to determine the solubility of three different solids Procedure 1, Explain that the Inquiry Activity from textbook, pages 26 and 27 explains the procedure for conducting the fair test. NOTE: The Inquiry Activity does not require that students conduct a fair test, but Worksheets #8A.7a and #8A.7b are set up as a fair test. WARN STUDENTS THEY WILL HAVE TO ADAPT THE INQUIRY ACTIVITY TO FIT THE F FORMAT. 2. If possible, go over the procedure as outlined. With students make up the testable question (e.g. Which solid has the greatest solubility — drink crystals, salt, or sugar?) 3. Give students the equipment and materials along with Worksheets #8A.7a and #8A.7b. Emphasize that accuracy is important when conducting a fair test NOTE: Some students may need review on how to use the balance scale. Assignments: 1, Read Science in Action 8, pages 26 and 27. 2. Do the Inguiry activity on those pages, writing up the activity as a fair testScience Grade Bight Topic A: Mix and Flow of Matter, Part I Worksheets Saturated and Unsaturated Solutions Directions: Do the Inquiry activity on pages 26 and 27 of Science in Action 8. Write the activity up as a fair test, Question: _ Hypothe: Materials: Manipulated Variable: Constants: Responding Variable: _ Procedure: Worksheet 84.78Observation: Science Grade Bight Topic A: Mix and Flow of Matter, Part | Worksheets Substance Mass Added Volume of Water ‘Concentration in 2/100 mL water Conclusion: ‘Worksheet #847Science Grade Bight Topic A: Mix and Flow of Matter, Part I Worksheets Saturated and Unsaturated Solutions Directions: Do the Inquiry activity on pages 26 and 27 of Science in Action 8. Write the activity Question: Which solute has the. gecatest soluliliy ~diwal cystals, 2 suyac, oe salf esa. Hypothesis: T. Msn —__ has Hae greatest solulality ecause +++ : beaker, balwae sale, spoon, roombemperature water, adinal_crystuls, Sugae sul Manipulated Variable: 4 pe. of So ude Constants: _G ynount al water, shape aud sire of beaker, spam empenthure al wate, — — Responding Variable: duiount of solute thatcén be dissolvedin loo ml walec Procedure: - Measure 50 mt of walter yata a beaker _ 2 Measure got dro coystals joln the wate, Sheunbl it all dissolies B Keep adduay 5g of dronk crystals walil no maw will disiole 4 Recowd the tutul amount oll duck crystals thes was added 5 Repeuk the process with sugar and with salt Worksheet #874Observations: T Science Grade Bight Topic A: Mix and Flow of Matter, Part 1 Worksheets Answers wil vary Mass Added ~ Volume of Water ‘oncentration i g/100 mL. a) [ Substance ;——_t | Ensure students are | alcata ny asnuentrati 1g 1h00 mt Conclusion: Answers muy vary ‘Workshset #8A, 7Science Grade Eight Topie A: Mix and Flow of Matter, Part L u Lesson Plans. Lesson Eight Concept: Factors Affecting Solubility: The Solute and The Solvent Resources/Materials: Science in Action 8, pages 29 and 31 Worksheets #8A.8a and #8A.8b(student copies) Optional Materials: Worksheets #8A.8¢ and #8a.8d (student copies) Vaseline drink erystals sugar salt water vegetable oil 8 beakers 2 measuring cups stir sticks balance scale and weights vials (disposable) Introduction: Discuss how a person can dissolve more solute in a solvent when the solvent has been heated up. Explain that temperature is a factor that affects solubility. Explain also that two other factors, besides temperature affect solubility ~ the solute itself and the solvent. Procedure: a Have students tum to textbook, page 29. Guide the reading of the opening paragraph. Write notes: Factors Affecting Solubility © type of solute © type of solvent © temperature 2. Guide the reading of the rest of textbook, page 29 and all of page 31. 3. Distribute Worksheets #8A.8a and #8A.8b, Go over the directions, if necessary. 4. OPTIONAL AND RECOMMENDED. Tell students they will be doing the Give It a Try activity on textbook, page 29. They will be writing it up as a fair test and recording it on Worksheets #8A.8e and #8A.8d. 5. OPTIONAL. Do the Check and Reflect questions on textbook, page 31 Assignments: 1, Read Science in Action 8, pages 29 and 31. 2. Do Worksheets #8A.8a and #8A.8b. 3. OPTIONAL. Do the Give Ita Try activity on page 29, writing it up as a fair test. Use Worksheets #8A.8c and #8A.8d. 4. OPTIONAL. Do the Check and Reflect questions on page 31Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets Factors Affecting Solubility Directions: Use the information on pages 29 and 31 of Science in Action 8 to help you answer the questions, ql 2. . What is meant by solubility? What three factors affect solubility? a. b. c Water is referred to as the universal solvent because . What is meant by the term aqueous solution? Give examples of each of these types of solutions. Solute Solvent "Solution er - r gas liquid = : liquid liquid | - a fiquid solid | solid liquide — solid Worksheet #8A.84Science Grade Eight Topie A: Mix and Flow of Matter, Part 1 Worksheets 6. Whats the relationship between solubility and the temperature of the solvent when a. the solute is a liquid or a solid? b. the solute is a gas? 7. Why's it that factories are required to store water in cooling ponds before it is returned to rivers and lakes? (You must use the term thermal pollution in your response.) 8. Why is it important for oxygen levels in water to be kept at high levels? ‘Workshest 484.80Science Grade Eight Topie A: Mix and Flow of Matter, Part L Worksheets Factors Affecting Solubility Directions: Use the instructions for the Give It a Try activity on page 29 of Science in Action 8 to conduct a fair test. Question: Hypothesi Materials: ae Manipulated Variable: (when water is the solvent) Manipulated Variable: (when vegetable oil is the solvent) Constants: Responding Variable: Procedure: Worksheet #8A.86Observations: Solute Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets Does the Solute Dissolve? (yes or no) Water as the Solvent Vegetable Oil as the Solvent Drink Crystals seline Conclusion: Worksheet #84 84Science Grade Bight Topic A: Mix and Flow of Matter, Part 1 Worksheets Factors Affecting Solubility Directions: Use the information on pages 29 and 31 of Science in Action 8 to help you answer the questions, 1. What is meant by solubility? Moaximuer amount of solude Hout will amount of solv wa ven Vemnperaheve 2. What three factors affect solubility? a type of Soule a © salveat c. empengtwe 3. Water is referred to as the universal solvent because _ it dissalves So wiaay diftecent thungs 4, What is meant by the term aqueous solution? 2Solubon in which the solvent is _watec 5. Give examples of each of these types of solutions. Aa wes wil \ vary Solute Solvent T Sol ] as gas “Gin | _ : a gas liquid = Tiquie liquid Vinaigrette Salud dressing? Tiquid | solid vublen cement solid fiquid | coffee 7 oe brass, stamles: shel Worksheet 8AScience Grade Bight Topic A: Mix and Flow of Matter, Part L Worksheets 6. Whats the relationship between solubility and the temperature of the solvent when a. the solute is a liquid or a solid? Solubility waureuses as temperature of solvent yews b. the solute is agas? Sululnliy decreases us bempembie wuveuse. 7. Why is it that factories are required to store water in cooling ponds before it is returned to rivers and lakes? (You must use the term thermal pollution in your response.) too Nigh @ tempenrwre means tout less auc cam dissolve tn tk ae is nevessury foe suey i\ ol aquacbie Co 0 s A wg | water 8. Why is it important for oxygen levels in water to be kept at high levels? a ( ri _ Worksheet #8A.86Seience Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets Factors Affecting Solubility Directions: Use the instructions for the Give It a Try activity on page 29 of Science in Action 8 to conduct a fair test. Aniswens will vary Question: Wi{\ water able ot! disselve tals, jelly Sugar and sult? Hypothesis: | Haak water will dissolve -. Manipulated Variable: (when water is the solvent) solu Manipulated Variable: (when vegetable oil is the solvent) 4 peo solute Constants: Mowat of water vegeiubdle o. 2e an Sian, ae be, fo poms. Responding Variable: ability to dissslve Procedure: Pour 5: into _e. oS fo Fhe wabr 3, Stir each for 30s Obsewe to see if the solutes dissolved 4 Repeat using vegetuble oul as the solvent Worksheet 8.86Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets Observations: | Does the Solute Disalve? (yes or no) / Solute Water as the Solvent Vegetable Oil as the Solvent | - Drink Crystals. : yes - = no [- Vaseline no / ye Sugar a ye : no : | Salt yes 7 no 7 Answers may vary, but should he close te whet the hart shows Water dissolved the diaak crystuls Suga uadsulh able oil dus Conclusion: Water and vegetable ail dissolved different Sdlufes Worksheet 84.84ht Topic A: Mix and Flow of Matter, Part | 12 Lesson Plans Science Grade Ei Lesson Nine (Optional) Concept: Factors Affecting Solubility: Temperature Resources/Materials: Workshect #8A.9 (student copies) small saueepan hot plate water sugar wooden spoon or stitring rod oven mitts spoon or scoopula measuring cup balance scale (triple beam or electronic are best) Introduction: Review that the three factors that affect solubility are the solute, the solvent, and temperature, Procedure: 1. Explain that today’s activity involves discovering if temperature of a liquid solvent really does affect solubility. 2. Distribute Worksheet #8A.9. Go over the directions, if necessary. 3. NOTE: Emphasize that scientists who work in labs always keep safety in mind. Tod: ity involves using a hot plate, Students MUST use oven mitts where appropriate. acti 4. Distribute the equipment and materials. Direct students to complete the activity and questions. Assignment: 1. Do the activities on Worksheet #8A.9.Science Grade Bight Topic A: Mix and Flow of Matter, Part L Worksheets Temperature and Solubility Directions: Follow these steps to find out the relationship between solubility and temperature. Materials: small saucepan hot plate water (room temperature) measuring cup sugar wooden spoon or stirring rod ‘oven mitts spoon or scoopula measuring cup balance scale (triple beam or electronic are best) Procedure: 1, Measure exactly 100 mL of water into the saucepan. Add 10 g of sugar to the water. Stir until the sugar is thoroughly dissolved. Add 5 g more of sugar. Stir until dissolved Keep adding sugar, 5 g at a time, stirring until dissolved after each addition. Do this until the saturation point. Place the saucepan with the sugar solution on the hot plate. Heat the solution using the hot plate. Once several bubbles form on the bottom on the saucepan, see if more sugar will dissolve in the solution. (Add 5 g more at a time.) Keep adding until no more sugar will dissolve. Keep track of how much more sugar you added. Important: Once the solution starts to boil, turn the hot plate down to its lowest setting. Important: The sugar solution, the saucepan, and the hot plate will stay hot for well over 30 minutes. DO NOT TOUCH THEM UNTIL THEY ARE COOL. ons Ques! How many grams of sugar dissolved in the room temperature water? How many additional grams of sugar could you dissolve in the heated water? What is the relationship between the temperature of the water and the amount of sugar you could dissolve in it? Worksheet #8A.9Science Grade Eight Topic A: Mix and Flow of Matter, Part L Worksheets ‘Temperature and Solubility Directions: Follow these steps to find out the relationship between solubility and temperature. Materials: small saucepan hot plate water (room temperature) measuring cup sugar wooden spoon or stirring rod ‘oven mitts spoon or scoopula measuring cup balance scale (triple beam or electronic are best) Procedure: 41. Measure exactly 100 mL of water into the saucepan. 2. Add 10 g of sugar to the water. Stir until the sugar is thoroughly dissolved. 3. Add 5 g more of sugar. Stir until dissolved 4. Keep adding sugar, 5 g ata time, stirring until dissolved after each addition. Do this until the saturation point. 5. Place the saucepan with the sugar solution on the hot plate. Heat the solution using the hot plate. 6. Once several bubbles form on the bottom on the saucepan, see if more sugar will dissolve in the solution. (Add 5 g more at a time.) Keep adding until no more sugar will dissolve. Keep track of how much more sugar you added Important: Once the solution starts to boil, turn the hot plate down to its lowest setting. Important: The sugar solution, the saucepan, and the hot plate will stay hot for well over 30 minutes. DO NOT TOUCH THEM UNTIL THEY ARE COOL. Questions Answers will vary 1. How many grams of sugar dissolved in the room temperature water? 2. How many additional grams of sugar could you dissolve in the heated water? 3. What is the relationship between the temperature of the water and the amount of sugar you could dissolve in it? 5 the walev s tof sugar that canbe dissolved inercuses Worksheet &A.9Science Grade Bight Topic A: Mix and Flow of Matter, Part 13 Lesson Plans Lesson Ten Concept: The Particle Model of Matter: The States of Matter Resources/Materials: Science in Action 8, pages 32 and 33 Worksheets #8A.10a and #8A.10b (student copies) Introduction: Explain that scientists are not only interested in observing how different substances behave when mixed with others; they are also want to know why. Today we examine a theory that scientists use today. This theory is called the Particle Model of Maiter. Usually theories are based on evidence. Procedure: 1, Explain that the Particle Model of Matter tries to explain the nature of matter and why it behaves t does, ed. Then go on to Have students turn to textbook, page 32 and go over the two situations dese page 33. Guide the reading, with the two situations in mind 3. Discuss briefly, how the Particle Model of Matter would explain how matter changes from one state to the other by increasing or decreasing heat. 4. In their notebooks, have students write heading “The Particle Model of Matter”. Have them copy the first sentences from each of the points described on textbook, page 33. 5. Distribute Worksheets #8A.10a and #8A.10b. Go over the directions, ifnecessary, Note: The questions on these worksheets can also be done in notebooks. Assignments: 1. Read Science in Action 8, pages 32 and 33. 2. Innotebook, write down the four main points of the Particle Model of Matter. 3. Do Worksheets #8A.10a and #8A.10b. OR Do the questions in notebooks.Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets The Particle Model of Matter Directions: Use Science in Action 8, pages 32 and 33 to help you with the activities 1. In the spaces below tell how the Particle Model of Matter would describe the particles in solids, liquids, and gases. In your descriptions tell: how closely together the particles would be, to what degree the particles are attracted to each other the movements of the particles. Draw an illustration of each. a. Solid, b. Liquid. Worksheet #8A.103Science Grade Eight Topic A: Mix and Flow of Matter, Part | Worksheets 2. Use the Particle Model of Matter to explain these changes in the states of matter. a. Solidification — changing from a liquid to a gas b. Evaporation — changing from a liquid to a gas. ¢. Condensation ~ changing from a gas to a liquid, Worksheat #84. 105Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets The Particle Model of Matter Directions: Use Science in Action 8, pages 32 and 33 to help you with the activities. 1. In the spaces below tell how the Particle Model of Matter would describe the particles in solids, liquids, and gases. In your descriptions tell: how closely together the particles would be, to what degree the particles are attracted to each other the movements of the particles. Draw an illustration of each. a. Solid. Worksheet 484.108Science Grade Eight Topic A: Mix and Flow of Matter, Part | Worksheets 2. Use the Particle Model of Matter to explain these changes in the states of matter. a. Solidification — changing from a liquid to a gas. b. Evaporation - changing from a liquid to a gas ‘gases temmpucthu roarhiles move Fuster undto other localions “pachioles lose uttraction for encls allan — c. Condensation - changing from a gas to a liquid Worksheet 84.106Science Grade Eight Topie A: Mix and Flow of Matter, Part 1 “4 Lesson Plans Lesson Eleven, Concept: The Particle Model of Matter: Solutions : Science in Action 8, pages 34 ~ 36 1 cup marbles (or pea gravel) % cup sand (or rice or any other substance with small, but visible pieces) Resources/Materi: Introduction: Review the four points of the Particle Model of Matter. Then review how it explains how matter changes from one state to another. Recall the situation where when two substances were combined, the volume of the resulting solution was less than the total volumes of the two ori substances, al Procedure: 1, Pour the sand into the cup of marbles. Have students observe what happened. Challenge them to relate this to why the volume of a solution is not always the total of the two substances that were combined to form the solution. 2. Remind students that in a solution, the solute is the substance that is dissolved while the solvent is the substance being dissolved. 3. Have students tum to textbook, pages 34 and 35. If possible, guide the reading. 4, Tell students to make notes on what was read, using the following headings What Happens When Substances Mix (write a paragraph) ors That Affect Rate of Dissolving (make point-form notes; make diagrams) 5. OPTIONAL. Do the Check and Reflect questions on textbook, page 36. Assignments: 1. Read Science in Aetion 8, pages 34 and 35. 2. Make notes on what was read. 3. OPTIONAL. Do the Check and Refl 1 questions on page 36.Science Grade Fight Topic A: Mix and Flow of Matter, Part | Lesson Plans. Lesson Twelve Concept: Mix and Flow of Matter, Part I Review Resources/Materials: Mix and Flow of Matter, Part I Study Guide (student copies) Science in Action 8, pages 17 and 37 Introduetion: Explain that the first two sections of the unit are now completed. It is time to prepare for atest, Procedure: 1. Asa group, briefly go over the main concepts covered in the unit so far: 2. Distribute the Mix and Flow of Matter study guide sheets. Have students complete the sheets WHMIS symbols and safety procedures Uses of fluids in our lives Useful properties of fluids Pure substances versus mixtures Mechanical mixtures ~ heterogeneous mixtures Solutions — homogeneous mixtures Concentration Saturation point Solubility Factors affecting solubility Particle Model of Matter independently or in partners. If possible, go over the questions as a group. 3. ALTERNATELY. Do the Assess Your Learning activities on textbook, pages 17 and 37, Assignments: 1. Do the Mix and Flow of Matter study guide sheets. 2. ALTERNATELY. Do the ess Your Learning activities, pages 17 and 37.Science Grade Eight Topic A: Mix and Flow of Matter, Part Study Guide Topic A: Mix and Flow of Matter, Part | Study Guide 1. Match the words and phrases in the box with their meanings. mixture pure substance heterogeneous mixture homogencous mixture suspension colloid matter solute saturated solution solvent chromatogram, concentration solubility saturation point aqueous solution WHMIS slurry fluid a mixture where it is difficult to see the different substances that make it anything that has mass and takes up space matter that is made up of only one substance Workplace Hazardous Materials Information System type of filter paper used to determine if ink is a pure substance or a solution a substance that is being dissolved in another any two or more substances combined mixture of water and solids a mixture in which you can see the different substances that make it a cloudy mixture in which tiny droplets of one substance are held within another substance. If you leave it unattended, its parts will separate anything that has no fixed shape and can flow the substance into which another substance is being dissolved the maximum amount of solute you can add to a fixed volume solvent at a given temperature the point at which no more solute can be dissolved in a solventScience Grade Eight Topic A: Mix and Flow of Matte, Part Study Guide a cloudy mixture in which tiny pieces of one substance are held within another substance. These tiny droplets do not separate out easily. the amount of solute dissolved in a specific amount of solvent a solution in which no more solute can be dissolved in a solvent ___ a solution where water is the solvent 2. What do the following symbols tell you about the materials stored inside the container? ® © © @Science Grade Eight Topie A: Mix and Flow of Matter, Part ‘Study Guide 3. What do these shapes indicate with regard to safety symbols? a. triangle b. diamond ©. octagon _ 4. List five occupations that would need to recognize the WHMIS symbols a. b. 5. Tell how fluids make it easier to use materials in the following ways. Give an example for each. a. slurries b. fluids become solids ¢. fluids can hold other materials 6. Describe a process for safely getting rid of broken glass.Science Grade Eight Topic A: Mix and Flow of Matter, Part | ‘Study Guide What protective measures must you take when working around an open flame? Describe how to safely “smell” an unknown substance. Use the following terms in a sentence or two, so that the sentences explain the meanings of the words and phrases a. pure substance mixture b. saturated solution unsaturated solution c. solute solventScience Grade Eight Topie A: Mix and Flow of Matter, Part ‘Study Guide 10. Write each of these headings above the appropriate lists. Particle Model of Matter Factors That Affect Solubility Factors That Influence the Rate of Dissolving « the solute « the solvent «temperature temperature size of pieces stirring * All matter is made up of tiny particles. The tiny particles are always moving an vibrating © The particles in matter may be attracted to each other or bonded together. The particles have spaces between themScience Grade Eight Topic A: Mix and Flow of Matter, Part 1 Study Guide 11, How does the Particle Model of Matter explain mixing substances? 12. Explain why environmentalists would be concerned about thermal pollution.Science Grade Fight Topic A: Mix and Flow of Matter, Part I Study Guide Topic A: Mix and Flow of Matter, Part | Study Guide 1. Match the words and phrases in the box with their meanings. | mixture pure substance heterogeneous mixture | homogeneous mixture suspension colloid | matter solute saturated solution solvent chromatogram coneentration solubility saturation point aqueous solution WHMIS slurry fluid Ee SSS homage neous mixture. a mixture where itis difficult to see the different substances that make it anything that has mass and takes up space matter that is made up of only one substance Workplace Hazardous Materials Information System type of filter paper used to determine if ink is a pure substance ora solution _ solute _____ a substance that is being dissolved in another waskture __ any two or more substances combined slurry mixture of water and solids eben geneous mixture. a mixture in which you can see the different substances that make it Suspension a cloudy mixture in which tiny droplets of one substance are held within another substance. If you leave it unattended, its parts will separate flusd —anyting that has no fixed shape and can flow solvent ______ the substance into which another substance is being dissolved Solubility _ the maximum amount of solute you can add to a fixed volume solvent at a given temperature _Satuvation point __ the point at which no more solute can be dissolved in a solventScience Grade Eight Topic A: Mix and Flow of Matter, Part 1 5 Study Guide collard Z a cloudy mixture in which tiny pieces of one substance are held within another substance. These tiny droplets do not separate out easily. covcenteation ____ the amount of solute dissolved in a specific amount of solvent _sutucated soltiua a solution in which no more solute can be dissolved in a solvent Gyucous Solution __ a solution where water is the solvent 2. What do the following symbols tell you about the materials stored inside the container? infectious poisonous and vafecto concen cal Causing immediate vnteckios caus ing dangerously reutive tour ef Fects ef Pecks é Flammable /combausblle Compressed gus oxidizing matenal ichazardous ehectinual hazued nbectious matertal _wormsiveScience Grade Bight Topic A: Mix and Flow of Matter, Part 1 Study Guide 3. What do these shapes indicate with regard to safety symbols? a. triangle_cauton b. diamond _warniag c. octagon danger nN yon 4. List five occupations that would desuto 1Se08hize (he WHMIS symbols b medruag ig, hope hee pene = cc. Canpenber 4 fac » e vlewnung a 5. Tell how fluids make it easier to use materials in the following ways. ivan examp> each. a. sluries help te buasasct schils fom one pluce to another b. fluids become solids Flusils mi i ad take. — of Heir containers. c. fluids can hold other materials Fluuds spread and How . Mixing ater substunes with fluds emule you to move there maulerials more easily 6. Describe a process for safely getting rid of broken glass. Aypswevs will vary tnottfy teacher Use brnom te sweep up broben ylass > dispste 1 Gepmpnate coma uae, — Vacuum, f averlable nat an open yaroage cn 3Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 ‘Study Guide 7. What protective measures must you take when working around an open flame? cheep flammable swlostuinces vty “ne yp Wing ines eo do nok eee Hamme unattentcd 8. Describe how to safely “smell” an unknown substance. Dovot salt wota the contawner “ re Wer webs i ja Ta shart \aholahms 9. Use the following terms in a sentence or two, so that the sentences explain the meanings of the words and phrases. a. pure substance mixture v Made ue onky _madeup of two or more byees of one typeof ok wate, edatter b. saturated solution unsaturated solution c. solute solvent Y v substane_beang __ubstunve that __ dissolved does the dissolvScience Grade Eight Topic A: Mix and Flow of Matter, Part I Study Guide 10. Write each of these headings above the appropriate lists. Particle Model of Matter Factors That Affect Solubility Factors That Influence the Rate of Dissolving + the solute «the solvent «temperature Fodurs That Intlucie the Rate of Dissoling «temperature «size of pieces «stirring ‘+ Allmatter is made up of tiny particles. The tiny particles are always moving an vibrating + The particles in matter may be attracted to each other or bonded together. «The particles have spaces between them.uy ide 11. How does the Particle Model of Matter explain mixing substances? ck nat ve ce wed a he. spaces between the ager puch : ce. chi sa _anathe, Solute arc attructed bo the parties of the solvent 12. Explain why environmentalists would be concerned about thermal pollution LSome ovgunisms cua live ino warmer envuanmeat a nacindh napa rs wate —> less o ges fr aaah Degas ws.Science Grade Fight Topic A: Mix and Flow of Mater, Part 16 Lesson Plans Lesson Thirteen Concept: Mix and Flow of Matter, Part I Test Resources/Materials: Mix and Flow of Matter, Part I Test (student copies)Science Grade Bight Topic A: Mix and Flow of Matter, Part I Test Topic A: Mix and Flow of Matter, Part | Test 1. Write the letters of the descriptions next to the correct symbols. | | OQO©COGO@OO) a. poisonous and infectious causing other toxic effects b. corrosive material c. dangerously reactive material d. flammable and combustible material e. oxidizing material f. biohazardous infectious material g. poisonous and infectious causing immediate and serious toxic effects h. compressed gas 2. What are three occupations that would need to recognize these symbols.3. Mat Science Grade Eight Topic A: Mix and Flow of Mater, Part Test ich the words and phrases in the box with their meanings. a, mixture b. pure substance c. heterogeneous mixture 4. homogeneous mixture €. suspension £ colloid g. matter h. solute i, saturated solution j. solvent k. chromatogram 1. concentration m. solubility 1. saturation point ©. aqueous solution p. WHMIS q. slurry r. fluid anything that has mass and takes up space a cloudy mixture in which tiny droplets of one substance are held within another substance. If you leave it unattended, its parts will separate matter that is made up of only one substance Workplace Hazardous Materials Information System type of filter paper used to determine if ink is a pure substance or a solution a substance that is being dissolved in another a mixture where it is difficult to see the different substances that make it any two or more substances combined mixture of water and solids a mixture in which you can see the different substances that make it anything that has no fixed shape and can flow the substance into which another substance is being dissolved a solution in which no more solute can be dissolved in a solvent the maximum amount of solute you can add to a fixed volume of solvent at a a given temperature the point at which no more solute can be dissolved in a solvent a cloudy mixture in which tiny pieces of one substance are held within another substance. These tiny droplets do not separate out easily the amount of solute dissolved in a specific amount of solvent a solution where water is the solventScience Grade Bight Topic A: Mix and Flow of Matter, Part 1 Test 3. Whatis a fluid? 4. What is the difference between a pure substance and a mixture? 5. What is the difference between a saturated and an unsaturated solution? 6. Three factors that affect solubility are 7. Three factors that affect the rate of dissolving are 8. Whatis the relationship between solubility and the temperature of a liquid solvent?Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Test 9. The four key points in the Particle Model of Matter are 10. Many industrial plants use water as a coolant in their processes. Usually this water is drawn from a lake or a river. Once the water is used, it is warmer than when it was taken into the plant. Explain why it must be stored in a cooling tank before it is returned to the lake or river?Science Grade Bight Topic A: Mix and Flow of Matter, Part Test Topic A: Mix and Flow of Matter, Part | Test 1. Write the letters of the descriptions next to the correct symbols, a. poisonous and infectious causing other toxic effects b. corrosive material c. dangerously reactive material d. flammable and combustible material e. oxidizing material f. biohazardous infectious material kK PF bb $ f g. poisonous and infectious causing immediate and serious toxic effects b QOOQOO@O® h. compressed gas 2. What are(hregjoccupations that would need to recognize these symbols. viswers Way vary a. wel des >. facmer c. Clertricion = | |Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Test 3. Match the words and phrases in the box with their meanings. a. mixture b. pure substance c. heterogeneous mixture d. homogencous mixture fe. suspension f. colloid 2. matter h. solute i. saturated solution i. solver k. chromatogram 1. concentration m. solubility n, saturation point ©, aqueous solution p. WHMIS q. slurry r. fluid g_— anything that has mass and takes up space €_ a cloudy mixture in which tiny droplets of one substance are held within another substance. If you leave it unattended, its parts will separate _b _ matter that is made up of only one substance _p__ Workplace Hazardous Materials Information System __k type of fitter paper used to determine if ink is a pure substance or a solution _h__ a substance that is being dissolved in another _d__ amixture where it is difficult to see the different substances that make it _q__ any two or more substances combined _G._. mixture of water and solids _{.__ aminxture in which you can see the different substances that make it _1_ anything that has no fixed shape and can flow eh the substance into which another substance is being dissolved __|__ a solution in which no more solute can be dissolved in a solvent q__ the maximum amount of solute you can add to a fixed volume of solvent at a a given temperature 1__ the point at which no more solute can be dissolved in a solvent £ a ctoudy mixture in which tiny pieces of one substance are held within anather substance. These tiny droplets do not separate out easily __|__ the amount of solute dissolved in a specific amount of solvent OQ __ asolution where water is the solvent 2Science Grade Eight Topic A: Mix and Flow of Matter, Part I Test 3. Whatis a fluid? 4. What is the difference between a pure substance and a mixture? © e rec hut = 5. What is the difference between a saturated and an unsaturated solution? Seruruked soluboa= po mare solute cain le dissolved at Hut fempe ech, . z e | tempeuture 6. Three factors that affect solubility are a. _the solut the solvent ©. _tempecuture— a a 7. Three factors that affect the rate of dissolving are 8, What is the relationship between solubility and the temperature of a liquid solvent? i the solvent?s tem, salScience Grade Eight Topic A: Mix and Flow of Matter, Part 1 Test 9. The four key points in the Particle Model of Matter are a elu aides b, ‘ ea S_maving Wei 10. Many industrial plants use water as a coolant in their processes. Usually this water is drawn from a lake or a river. Once the water is used, it is warmer than when it was taken into the plant Explain why it must be stored in a cooling tank before it is returned to the lake or river? arbon dioude dissolved 1a water are necessary Ge daals and anion that live wa waler — annot ol emer 7Science Grade Eight Topic A: Mix and Flow of Matter, Part I 7 Lesson Plans Lesson Fourteen Concept: The Properties of Fluids: Viscosity Resources/Materials: Science in Action 8, pages 38 ~ 41 Worksheet #8A.14 (student copies) ketchup water cups Introduction: Review that we have examined how the Particle Model of Matter explains what happens when substances are mixed. We will now turn our attention to how the Particle Model of Matter explains some of the properties of fluids. The next several lessons deals with four properties of fluids: viseosity, density, buoyancy, and compressibility. The first property is viscosity. Procedure: 1, Pour some of the water into one of the cups. Then do the same with the ketchup. ketchup has a higher viscosity. Have students speculate as to the meaning of visco that viscosity is a term that tells how easily a fluid flows, Conclude 2, Have students turn to textbook, page 38, Guide the reading of page 38 3. Then guide the reading of textbook, pages 39 ~ 41, if you have the time; otherwise, they can read the pages independently. 4. Distribute Worksheet #8A.14. Go over the directions, if necessary. OPTIONAL. Do the Check and Reflect questions on page 41 Assignments: 1. Read Science in Action 8, pages 38 ~ 41. 2. Do Worksheet #8A.14 3. OPTIONAL. Do Check and Reflect, page 41Science Grade Bight Topic A: Mix and Flow of Matter, Part I Worksheets Viscosity Directions: Use Science in Action 8, pages 39 ~ 41 to help you with the activities. 1. Read each of the sentences below about viscosity. Something is incorrect about each one. Correct the errors a. Viscosity is a property that applies only to liquids. b. Viscosity describes how quickly a solid flows. ©. The viscosity of a fluid is determined by its external resistance or friction d. The greater the rubbing between particles in a fluid, the lower its viscosity. e. Juice has a higher viscosity than syrup. f. The tramp method of testing viscosity involves pouring a solid down a hole and timing how long it takes to get to the bottom. g. To increase the viscosity of a fluid, you would need to heat it. 2. In each pair of fluids, circle the one with the higher viscosity gasoline motor oil corn syrup coffee ketchup milk, | water tar 3. Explain how the Particle Model of Matter explains viscosity.Science Grade Eight Topic A: Mix and Flow of Matter, Part IT Worksheets Viscosity Directions: Use Science in Action 8, pages 39 — 41 to help you with the activities. 1. Read each of the sentences below about viscosity. Something is incorrect about each one. Correct the errors. Fluids, a. Viscosity is a property that applies only to heuids. b. Viscosity deserbes how quickly 2 24 nows : ©. The viscosity of a fluid is determined by its SSA resistance or friction higher d. The greater the rubbing between particles in a fluid, the lower its viscosity lowee e. Juice has a higher viscosity than syrup. yam £. The SSA method of testing viscosity involves pouring a solid down a hole and timing how long it takes to get to the bottom | g. To increase the viscosity of a fluid, you would need to K3St it 2. In each pair of fluids, circle the one with the higher viscosity. | gasoline nai) coffee milk | water tar | ee I 3. Explain how the Particle Model of Matter explains viscosity Ing fluid the pactiles slide aad roll averand pust each otter Flu is cole hes lose buochs encegy wad Sw i The € is tue when heatis udde: Worksheet ABA.14Science Grade Eight Topic A: Mix and Flow of Matter, Part I 18 Lesson Plans fteen (optional) NOTE: This activity ean be done as a demonstration (best) or independently by students. Concept: Measuring Viscosity with the Ramp Method Resources/Materials: Worksheets #8A.15a, #8A.15b, and #8A.15e (student copies) several different liquids of varying degrees of viscosity such as (choose 3 or 4) ‘© shampoo © pancake syrup ‘© molasses © = motor oil * ketchup cold water (in a larger bowl) hot water (in a larger bowl) stopwatch cookie sheet (preferably Teflon coated) spoons Introduction: Review the concept of viscosity (how easily a fluid flows). Explain that today students will perform a ramp test on some fluids. Procedure: 1. Distribute Worksheets #8A.15Sa, #8A.15b, and #8A.15c along with the materials. 2. Explain that students will conduct a fair test to determine the relationship between temperature and viscosity. Go over the directions on Worksheet #8A.15a, if necessary Assignment: 1. Conduct the fair test according to the instructions on Worksheet #8A.15a, 2. Write up the fair test on Worksheets #8A.15b and #8A.15b.Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets The Effect of Temperature on Viscosity Directions: In this activity you will conduct a fair test to determine what effect temperature has on viscosity, Before you begin handling any of the materials, read the entire procedure so that you will know what to do. Then fill in these sections on Worksheets #8A,15b and #8A. 15c: Question, Hypothesis, Materials, Manipulated Variable, Constant Variables, Responding Variable, and Procedure You are now ready to begin the hands-on part of the activity Materials: 3 or 4 different liquids stop watch glass cups cookie sheet (Teflon-coated is best) measuring spoons large bowl of hot water large bowl of ice cold water Procedure: 1. Place about 30 mL of each fluid in each of two glass cups. 2. Place one set of glasses in the bowl with the hot water. Place the other set of glasses in the bow! with the cold water. (Be sure that no water gets into the glasses) Let stand for five minutes CAUTION: Hot water can seriously burn you. Be careful when you handle it. If you spill any on your skin, immediately run cold water over the area. 3. Hold the cookie sheet at a 45°angle. 4, Take one of the glasses out of the hot water. Using the measuring spoon, place 15 mL of the liquid and place it at the top end of the cookie sheet. Use the stop watch to time how long it takes the liquid to flow down to the bottom of the cookie sheet. Record the time. 5. Repeat with the same liquid in the glass from the cold water. Place the cold liquid in a different spot at the top of the cookie sheet than where you placed the warm liquid. 6. Repeat until all the hot and cold liquids have been tested Note: Clean the cookie sheet and measuring spoon before measuring out and testing a new liquid. 7. Finish writing up the fair test on Worksheet #8. 15c. Worksheet 84.15Question: Science Grade Eight Topic A: Mix and Flow of Matter, Part Il Worksheets ‘Temperature and Viscosity Hypothesis: Materials: Manipulated Variable: Constant Variables: Responding Variable Procedure: Workaheet A8A.15bObservations: Science Grade Topic A: Mix and Flow of Matter, Part IT Worksheets Liquid | Warm ~ Time (s) Cold - Time (s) Conclusion: Worksheet 84.15Science Grade Eight Topic A: Mix and Flow of Matter, Part {0 Worksheets Answers will vavy Temperature and Viscosity Question: WI i \ drip faster warmer ans accoderones ? Hypothesis: | think warimec liquids will dipfasice becuue trey shave lower viscomtfy: Materials: shampoo, pancake syrup, ketunep, molasses, stop watch, — ’ Lof er, et 0 lass ups, measuring sepos Manipulated Variable: Lem pecat re of genus Constant Variables: ea Soe of cookie sheet Responding Variable: _dinp time Procedure: 1 Place each hguid ioeach of tuo cups. _ 2 Plave one set of liquids va ee eee 3. Plae [5 mb of one ol liguidsin cold water at the end of tre cookie sheek Tilt cookie sheet 45°, Use the stopwatd to letevmine the for iquut dip to the bottom edt Do the same for the sume lyquid placed im Yre hot wale 4t Repeat for the other Liqusiks — Worksheet BASScience Grade Bight Topic A: Mix and Flow of Matter, Part 17 Worksheets Observations: Liquid Warm - Time (s) Cold - Time (s) Conclusion: [he ids le vswsity than th tw fe Worksheet HBA. 156Science Grade Eight Topic A: Mix and Flow of Matter, Part II 19 Lesson Plans Lesson Sixteen Concept: ‘The Properties of Fluids: Dens Resources/Materials: Science in Action 8, pages 42, 43, and 46 Worksheet #84. 16 (student copies) Optional: 6 identical jars, preferably with lids (like canning jars) filled completely with 6 different substances (like water, Styrofoam chips, oil) Introduction: Review that one property of fluids is viscosity. Explain that another is density. Density is the amount of matter in a given volume. The amount is usually its mass, Pose the question: “If you had two identically sized cubes, one make of steel and other of wood, which ‘would have the greater mass?” (steel). Explain that steel has a greater density than wood. Procedure: 1. Be sure the students understand that density is expressed as a rate, Usually it is expressed as mass per unit of volume, 2. Have students turn to textbook, pages 42 and 43. It is important to guide the reading of the pages as density can be a difficult concept for some. 3. OPTIONAL. Do the Give Ita Try activity on textbook, page 42, using the six jars of substances. Basically, have students take each jar in their hands; then rank their masses, Because the jars are the same size (volume), the jar that has the greatest mass also has the greatest density. 4, Show students how to calculate density as a unit rate. 5. Distribute Worksheet #8A.16. This will give the students practice in calculating density. Go over the directions, if necessary. 6. OPTIONAL. Have students do the Check and Reflect questions on page 46. Assignments: 1. Read Science in Action 8, pages 42 and 43, 2. Do Worksheet #8A.16. 3. OPTIONAL. Do the Check and Reflect questions, page 46.Science Grade Fight Topic A: Mix and Flow of Matter, Part TI Worksheets Calculating Density Directions: Use the information from Science in Action 8, pages 42 and 43 to help you with the questions. 1. Whats the formula for calculating density? 2. The densities of gases and liquids are usually expressed in 3. The density of a solid is usually expressed in 4. Calculate the densities of the following. Water Steel mass: 1000 mass: 23.59 volume: 1000 mL. volume: 3 cm* Nitrogen Crude Oil a mass: 1.2519 mass: 1500 g volume: 1L volume: 2000 mL. Aluminum 7 — 3 | mass: 40.59 mass: 7.159 volume: 15 om? volume: 5000 mL. Workset #84.16 —Science Grade Ei Topic A: Mix and Flow of Matter, Part I Worksheets Calculating Density Directions: Use the information from Science in Action 8, pages 42 and 43 to help you with the questions, 1. What is the formula for calculating density? Density = Mass = Volume dz 2. The densities of gases and liquids are usually expressed in ka Deen 4. Calculate the densities of the following Water mass: 1000 g volume: 1000 mL. Steel mass: 23.59 | volume: 3 cm? d= Lglme dz 1:43y/em® [Nitrogen ~ | Crude Oil a mass: 1.2519 mass: 1500 g volume: 1L volume: 2000 mL d= 0.00/25 1y/mL d= 0,753 /mL Aluminum a | Oxygen — mass: 40.5g | mass: 7.159 volume: 15 om® I = 27g cms Worse 984.16 volume: 5000 mL d= 0.00143 g/mLScience Grade Eight Topic A: Mix and Flow of Matter, Part I 20 Lesson Plans Lesson Seventeen (optional) Concept: Determining Density Resources/Materi Science in Action 8, pages 44 and 45 graph paper or sheet with | cm grid (student copies) 250 mL beakers balance (triple beam or electronic is best) various substances (e.g., water, sand, corn syrup, shampoo, rubbing alcohol, etc,) Introduction: Review the concept of de the chance to find the density of several ity as mass per unit rate. Explain that today students will have ferent substances. Procedure: 1. Have students turn to textbook, pages 44 and 45, Go over the /nquiry activity described with the students. 2. Students can write up the activity in their notebooks. Note: Colony students will not be able to complete Step 8. Assignment: Do the Inquiry activity on textbook, pages 44 and 45.Science Grade Eight Topic A: Mix and Flow of Matter, Part tt 21 Lesson Plans Lesson Eighteen Concept: The Properties of Fluids: Density and Temperature Resources/Materials: Science in Action 8, pages 47 ~ 49 Worksheet #8A.18 (student copies) Optional: hydrometer keitle water 2 beakers oven mitts Introduction: Recall the relationship between temperature and viscosity (lower the temperature, the higher the viscosity). Ask students what they feel might he the relationship between temperature and density. Tell why. Procedure: 1, Discuss what happens to particles as they gain in temperature (gain kinetic energy and move more quickly and farther apart). Discuss what this has to do with density, 2. Have students turn to textbook, page 47. Guide the reading of the opening paragraph, 3. Ifyou have a hydrometer, do the Give It a Try activity. 4. Guide the reading of textbook, pages 47 and 48. 5. Explain that concentration of a solution also affects density. Have students turn to textbook, page 49. Guide the reading, 6. Distribute Worksheet #8A.18. Go over the directions, if necessary. Assignments: 1. Read Science in Action 8, pages 47 ~ 49, 2. Do Worksheet 48.18Science Grade Bight Topic A: Mix and Flow of Matter, Part I Worksheets Density and Temperature Directions: Use Science in Action 8, pages 47 — 49 to help you with the activities. 1. Copy these notes into your notebook ‘The Particle Model of Matter and Density The Particle Model of Matter states that particles in a substance move more quickly when energy is added. As a solid changes to a liquid, the particles move faster and faster. The same is true for when a liquid changes to a gas. As the particles become more active, the spaces between them increase. This causes the volume to increase and the density decreases. When a liquid changes to a solid, the distances between particles decreases. The density then increases How Temperature Affects Density When the temperature increases, the particles in matter move faster. The spaces between them increases and so the density decreases. Similarly, when the temperature decreases, the density increases. 2. In your notebook draw three containers with lids. Label the containers: solid, liquid, gas. Inside the containers draw particles to show how dense each is. 3. Answer each of the following in a few words. a. What will happen to the density of a piece of iron if you heat it? b. Which is denser hot or cold water? ¢. Why won't a rock float on water? __ d. Why is it that a piece of wood will float on water? e. How could you decrease the density of copper? Worksbet #8A.18Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets Density and Temperature Directions: Use Science in Action 8, pages 47 — 49 to help you with the activities. 1. Copy these notes into your notebook. The Particle Model of Matter and Density The Particle Model of Matter states that particles in a substance move more quickly when energy is added. As a solid changes to a liquid, the particles move faster and faster. The same is true for when a liquid changes to a gas. As the particles become more active, the spaces between them increase. This causes the volume to increase and the density decreases. When a liquid changes to a solid, the distances between particles decreases, The density then increases. How Temperature Affects Density When the temperature increases, the particles in matter move faster. The spaces between them increases and so the density decreases. Similarly, when the temperature decreases, the density increases. 2. Inyour notebook draw three containers with lids. Label the containers: solid, liquid, gas. Inside the containers draw particles to show how dense each is. 3. Answer each of the following in a few words a. What will happen to the density of a piece of iron if you heat it? * pecome less dense. b. Which is denser hot or cold water? Cold ee c. Why won'ta rock float on water? _rock is devseuc than water _ d. Why is it that a piece of wood will float on water? wood is less dense. ,rr——SC ae e. How could you decrease the density of copper? _heat Worksheot 8A.18Science Grade Bight Topic A: Mix and Flow of Matter, Part I 2 ‘Lesson Plans n Nineteen Concept: The Properties of Fluids: The Effect of Density on Buoyancy Resources/Materials: Science in Action 8, pages 50 ~ 52 Worksheets #8A.19a and #8A.19b (student copies) Introduction: Ask “Why does a piece of wood or Styrofoam float on water?” Review the concept of gravity as the force that pulls objects toward the earth's surface. Explain that an object like a piece of ‘wood will float on water or any other liquid as long as the object is less dense than the liquid. The water exerts a force on the object called a buoyant force. Procedure: 1. Explain that when the buoyant force exerted by the water is greater than the foree of gravity pulling down on the object, the object will float Have students turn to textbook, pages 50 and 51, Guide the reading, if possible. Discuss that most ships are made of steel, a substance that is denser than water. However, because the ship is basically hollow, the ship's volume is quite large and its overall density is lower than the water's. ‘That is why a ship made of steel can float, As you load a ship with cargo and people, its overall density increases. Overloading a ship can cause it to sink, 4. Distribute Worksheets #8A.19a and #8A.19b. Go over the directions, if necessary. 5. OPTIONAL. Do the Check and Reflect questions on textbook, page 52. 6, OPTIONAL. Have students place a small flat piece of wood in a large pan of water. Place small weights on the piece of wood one at a time until the wood sinks. Explain that the point at which the wood and weights sink is the point at which the combined density of the wood and weights equals the density of the water. Assignments: 1, Read Science in Action 8, pages 50 and 51 2. Do Worksheets #8. 19a and #8A.19b, 3. Do the Check and Reflect questions, page 52.Science Grade Eight Topic A: Mix and Flow of Matter, Part It Worksheets Buoyancy Directions: Use Science in Action 8, pages 60 and 51 to help you with the questions. 1. What two forces are at work when one substance is placed on another? 2. Whatis buoyancy? 3. Ifyou placed an uninflated beach ball on a pool of water, it will sink. However, an inflated beach ball will float. Explain why. 4. A ship full of cargo can travel safely across the ocean. Yet that same ship with the same amount of cargo is in danger of sinking if itis on fresh water. Explain why. 5. Aairin a hot air balloon will rise if it is heated. Explain why. Workahoet 8A. 19Science Grade Eight Topic A: Mix and Flow of Matter, Part Il Worksheets 6. Balloons filled with air will generally float around a room and eventually land on a surface like the floor or a table. However, a balloon filled with helium will rise up and settle against the ceiling. Explain why 7. Janet and Paige placed a dry sponge on a bathtub full of water. The sponge floated on the water's surface. Half an hour later, they noticed that the sponge had sunk to the bottom of the tub. Explain why. 8. Examine the photo of the cargo ship on textbook, page 51. Towards the rear of the ship you can see water being pumped out of the ship from a special tank inside the ship. Why would the captain of the ship give an order to pump out the water? When might the ship's captain decide water should be pumped back into the special tank? Worksheet 284.19Science Grade Bight Topic A: Mix and Flow of Matter, Part IL Worksheets Buoyancy Directions: Use Science in Action 8, pages 50 and 51 to help you with the questions 1. What two forces are at work when one substance is placed on another? “goavity aad demsity = 2. Whatis buoyancy? tendency of an object to Hoat when placed o fluid 3. Ifyou placed an uninflated beach ball on a pool of water, it will sink. However, an inflated beach ball will float. Explain why. € unit late S + oll plus ( ue 4. Aship full of cargo can travel safely across the ocean. Yet that same ship with the same amount of cargo is in danger of sinking if itis on fresh water. Explain why. Fresh water is less dense Haun saltwater wit salt water than fresh water 5. Aairin a hot air balloon will rise if it is heated. Explain why. 4 we © a wes it to be Hoan the outside aie Worksheet #8A 198Science Grade Eight Topic A: Mix and Flow of Matter, Part {1 Worksheets 6. Balloons filled with air will generally float around a room and eventually land on a surface like the floor or a table, However, a balloon filled with helium will rise up and settle against the ceiling. Explain why. sheluim io less dewre than aie 7. Janet and Paige placed a dry sponge on a bathtub full of water. The sponge floated on the water's surface. Half an hour later, they noticed that the sponge had sunk to the bottom of the tub. Explain why, ‘wet i My filed with water cod tous hussunre dens ty 8. Examine the photo of the cargo ship on textbook, page 51. Towards the rear of the ship you can see water being pumped out of the ship from a special tank inside the ship. Why would the captain of the ship give an order to pump out the water? by pumping walker owt of Hoe sing, the ship becomes less dense avera\| When might the ship's captain decide water should be pumped back into the special tank? s wants fo werease ship's overall density so it will nde lower ta the waler Worksheet 84.19%Science Grade Bight Topic A: Mix and Flow of Matter, Part I 23 Lesson Plans. Lesson Twenty, Concept: The Properties of Fluids: Compressibility Resourees/Materials: Science in Action 8, pages 53 and 56 Worksheet #8A.20 (student copies) empty plastic pop bottle with cap on unopened plastic bottle of pop Introduction: Review the properties of fluids covered so far: viscosity, density, and buoyancy. Tell students that we will investigate another property of fluids compressibility. Recall with students that they learned in grade six science that compressed gases have greater pressure than noncompressed gases, Procedure: |. Blicit from students examples where fluids are compressed (air in tires, air in balloons, in soccer balls, etc.) 2. Have students try to squeeze the empty plastic pop bottle, ‘Then have them try to squeeze the unopened plastic bottle of pop. Have students speculate as to why they can squeeze the empty bottle, but not the one full of pop. (The “empty” bottle is not really empty; itis full of air. In order to squeeze the bottle, you must be able to compress the air inside. This is relatively easy to do. The bottle full of liquid cannot be easily squeezed. That is because liquids cannot easily be compressed.) 3. Have students turn to textbook, pages 53 and 56. Guide the reading. Discuss how the Particle Model of Matter explains the difference in the compressibility between liquids and gases. 4. Distribute Worksheet #8A.20. Go over the directions, if necessary. OPTIONAL. Do the Check and Reflect questions on textbook, page 56. Assignments: 1. Read Science in Action 8, pages 53 and 56. 2. Do Worksheet #8A.20, 3. OPTIONAL. Do the Check and Reflect questions, page 56.Science Grade Eight Topic A: Mix and Flow of Matter, Part Il Worksheets Compressibility Directions: Use Science in Action 8 to help you with the activities 1. Copy these notes in your notebook. Compressibility Compressibilty is the extent to which a solid, liquid, or gas can be compressed or squeezed together. When something is compressed it usually becomes deformed. Gases have more compressibility that liquids or solids. In fact, very little compression occurs in liquids. Therefore, we say that liquids are incompressible. Compressibility and the Particle Model of Matter Gases have more compressibility that liquids. This is because the spaces between the particles in a gas are greater than the spaces between the particles in a liquid. When a force is applied to a gas, the particles move closer together. When a force is applied to a liquid, there is so little space between the particles that they will not move closer together. 2. Sometimes a soccer ball is inflated so much that it hurts your toes when you kick it. Why does it hurt you toes? 3. What are three examples where compressed gases are used in your community? a b ©. 4, Compressors are machines that compress gases or liquids. Can you think of any instances where compressors are used in your community? See if you can find three. a b. c. Worksheet #8A.20Science Grade Eight Topic A: Mix and Flow of Matter, Part I] Worksheets Compressibili Directions: Use Science in Action 8 to help you with the activities 1. Copy these notes in your notebook. Compressibility Compressibility is the extent to which a solid, liquid, or gas can be compressed or squeezed together. When something is compressed it usually becomes deformed. Gases have more compressibility that liquids or solids. In fact, very little compression occurs in liquids. Therefore, we say that liquids are incompressible. Compressibility and the Particle Model of Matter Gases have more compressibility that liquids. This is because the spaces between the particles in a gas are greater than the spaces between the particles in a liquid. When a force is applied to a gas, the particles move closer together. When a force is applied to a liquid, there is so little space between the particles that they will not move closer together. 2. Sometimes a soccer ball is inflated so much that it hurts your toes when you kick it. Why does it hurt you toes? ie co Yee uw Wa MI fy be sed lo Point where tk will nat deform much wher licked, cous iag the foes te hack 3. What are three examples where compressed gases are used in your community? Answers moy vary 2 playynwad balls D ences ee & piteumahinailees 4. Compressors are machines that compress gases or liquids. Can you think of any instances where compressors are used in your community? See if you can find three. mers may vary a _pneamah. mailers tie pumps b. retrigeraipns c. deepfreezes Worksheet #8A.20,Science Grade Bight Topic A: Mix and Flow of Matter, Part I 24 Lesson Plans The content of this lesson might be challenging for many students. If at all possible, guide the reading of the textbook pages.) Lesson Twenty-one (No Concept: Pressure in Fluids ~ Pascal's Law Resources/Materi: Science in Action 8, pages 57 — 60 Worksheets #8A.21a and #8A.21b (student copies) large can~the taller the better hammer large pitcher of water plastie tub duct tape large nail Advance Preparation ‘© Use the nail and hammer to punch two holes in the can about half way up the side and about 6 em apart. ‘+ Punch another hole about 5 em above these holes and yet another about 5 em below. © Cover the holes with duct tape. Be sure the duct tape seals the holes Introduction: Do a demonstration. Place the can with the holes punched in itin the tub. Fill the can with water. Peel off the tape sealing those two middle holes. Point out that they squirt out about the same distance. Dry the can off thoroughly and reseal the two holes. Refill the can with water. Have students predict how far the water will squirt out of the top and bottom holes. Pull off all the tapes. Have students observe. Discuss what this activity tells you about water pressure (Water pres: increases with depth.). Procedure: 1. Explain that pressure refers to the amount of force applied to a given area. To determine pressure you must know the total amount of force applied to an area and the total area to which the force is applied. Explain that like density, pressure is a rate. In this case, amount per unit of area, Have students turn to textbook, page 57. Guide the reading of pages 57 ~ 60. 4. Distribute Worksheets #8A.21a and #8A.21b. Go over the directions, if ne« OPTIONAL. Do the Check and Reflect questions on page 60. Assignments: 1. Read Science in Action 8, pages 57 — 60. 2. Do Worksheets #8A.21a and #8A.21b. 3. OPTIONAL. Do Check and Reflect, page 60.Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets Pressure in Fluids Directions: Use Science in Action 8, pages 57 ~ 60 to help you with these activities. 1. Copy these notes into your notebook Pressure Pressure is the amount of force applied to a given area. It is measured in Pascals (Pa). A Pascal equals the force of 1 N over an area of 1 m*. Pressure = Force pee Area A Pressure and Depth The greater the depth of a fluid, the greater the pressure. Pascal's Law Pascal's Law states that an enclosed fluid transmits pressure equally in all directions. Hydraulic and pneumatic devices are designed using Pascal's Law. Hydraulic devices use liquids, while pneumatic devices us gases 2. Draw a picture of the hydraulic jack at the top of page 59 and write a paragraph explaining how it works. 3. Fill the blanks with words that make sense. Pressure is the amount of applied to a given _ a 4 Newton (N) _g of force. A pascal equals the force of 1 over an area of 1 Blaise Pascal was a French who was curious about how pressure is exerted in a fluid Pascal's Law states that an fluid transmits pressure ___ in all directions. Worksheet #84 218Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets 5. Calculate the pressure in each of the following situations a. a force of 100 N is applied to 20 m? b. a force of 30 N is applied to 3 m? c. a force of 500 g is applied to 1m? d. a force of 30 000 g is applied to 8 m? 6. Look at the picture of the hydraulic hoist on textbook, page 59. Then answer the questions. The first one is done for you as an example. a. Pretend the area of the small piston is 1 cm? and the area of the large piston is 10 cm’. If you push down on the small piston with a force of 50 g, how much force will be pushing up on the large piston? The pressure on the small piston is 50 g/cm’, so the pressure pushing up on the large piston will also be 50 g/cm’, which means that for every cm’ of area, there is a force of 50g. Since the large piston has an area of 10 cm’, the total force pushing up on it is 10 X 50 g, which is 500 g. b. The small piston is 5 cm? and the large piston is 40 cm’. If you push down the small piston with a force of 15 g, how much force will be pushing up on the large piston? c. The small piston is 6 cm? and the large piston is 3000 cm?. If you push down on the ‘small piston with a force of 3 N, how much force will be pushing up on the large piston? Worksheet 8A 216Science Grade Eight Topic A: Mix and Flow of Mater, Part I Worksheets Pressure in Fluids Directions: Use Science in Action 8, pages 57 ~ 60 to help you with these activities 1. Copy these notes into your notebook Pressure Pressure is the amount of force applied to a given area. It is measured in Pascals (Pa). A Pascal equals the force of 1 N over an area of 1 m’. Pressure = Force p=F Area A Pressure and Depth The greater the depth of a fluid, the greater the pressure. Pascal's Law Pascal's Law states that an enclosed fluid transmits pressure equally in all directions, Hydraulic and pneumatic devices are designed using Pascal's Law. Hydraulic devices use liquids, while pneumatic devices us gases 2. Draw a picture of the hydraulic jack at the top of page 59 and write a paragraph explaining how it works 3. Fill the blanks with words that make sense Pressure is the amount of forse applied toagiven aveq 1 Newton (N) = 00. g of force. A pascal equals the force of 1_{\ over an area of 1_mi™ Blaise Pascal was a French _mathemmhcian who was curious about how pressure is exerted in a fluid Pascal's Law states that an_¢ close. fluid transmits pressure equally in all directions. Workshest HBA 2Seience Grade Bight Topic A: Mix and Flow of Matter, Part Worksheets 5. Calculate the pressure in each of the following situations a. a force of 100 N is applied to 20 m? p= 100m 20 m* = SN/m* 25 Pe b. a force of 30 N is applied to 3 m? c. a force of 500 g is applied to 1 m* ff: S003 mm d._a force of 30 000 g is applied to 8 m? $2 300009 2 3250) m* = 37.5 Pa 6. Look at the picture of the hydraulic hoist on textbook, page 59. Then answer the questions. The first one is done for you as an example. a. Pretend the area of the small piston is 1 cm? and the area of the large piston is 10 cm’. If you push down on the small piston with a force of 50 g, how much force will be pushing up on the large piston? The pressure on the small piston is 50 g/cm’, so the pressure pushing up on the large piston will also be 50 g/cm’, which means that for every cm’ of area, there is a force of 50 g. Since the large piston has an area of 10 cm’, the total force pushing up on it is 10 X 50 g, which is 500 g. b. The small piston is 5 cm? and the large piston is 40 cm?. If you push down the small piston with a force of 15 g, how much force will be pushing up on the large piston? a P2 Sent by 2 3g lem” cme” Goem™ ¢. The small piston is 6 cm? and the large piston is 3000 cm?. If you push down on the small piston with a force of 3 N, how much force will be pushing up on the large piston? 509 _ 1700009 [50 000g 2 (500 N Worksheet 864.216 cm® * 3000 cm>Science Grade Eight Topic A: Mix and Flow of Matter, Part I 25 Lesson Plans con Twenty-two Concept: Technologies Based on Solubility Resources/Materials: Science in Action 8, pages 62 ~ 65 Introductior Worksheet #8A.22 (student copies) Review that hydraulic and pneumatic systems are technologies based on pressure ‘Today's lesson deals with technologies based on solubility Procedure: 1 Assignments Introduce the sections by guiding textbook, page 62. Then go onto “Technologies Based on Solubility. Guide the reading of textbook, page 63. Note that the mustard and the water are forming a type of mixture that resembles a solution, ‘That is, the mustard is soluble in the water. The mustard does not dissolve in the water because of the surfactant surrounding its. particles. Next have the students tun to textbook, page 65. Guide the reading. NOTE: The content of this page can be quite challenging for many students. It is sufficient for students to understand that decompression chamber technology is based on the fact that nitrogen can dissolve in. the blood. In their notebook, have students make notes: ‘Technologies Based on Solubility Laundry Detergent Decompression CI Distribute Worksheet #8A.22. Go over the directions. OPTIONAL. Do the Check and Reflect questions on textbook, page 65 OPTIONAL. Have the students carry out a fair test to determine which of two or three brands of laundry detergent cleans best. Read Science in Action 8, pages 62 ~ 65. Make notes, Do Worksheet #8A,22. OPTIONAL. Do the Check and Reflect questions on page 65. OPTIONAL. Design and carry out a fair test to determine which of two or three brands of laundry detergent cleans best.Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 Worksheets Technologies Based on Solubility Directions: Use Science in Action 8, pages 63 and 65 to help you with the questions. 1. The cleaning agent in most laundry detergents is called a surfactant, Explain how a surfactant cleans clothes. 2. Why is it that manufacturer's no longer use phosphates in laundry detergents? 3. The following statements were taken from an advertisement for laundry detergent. In each of the following, which ingredient is being emphasized? a. “Now brighter and whiter than ever" b. “Cleans your washing machine as it cleans your clothes’ c. “Removes the toughest stains” d. “Now in new ocean mist scent” 4. What do divers need to know about the solubility of gases in liquids such as the blood? Worksheet #8A.22Science Grade Bight Topie A: Mix and Flow of Matter, Part Worksheets Technologies Based on Solubility Directions: Use Science in Action 8, pages 63 and 65 to help you with the questions 1. The cleaning agent in most laundry detergents is called a surfactant. Explain how a surfactant cleans clothes. Surfactants atta elves vel \ es . them from vary wn fe the i " of a 2. Why is it that manufacturer's no longer use phosphates in laundry detergents? _polluted the wotee 3. The following statements were taken from an advertisement for laundry detergent. In each of the following, which ingredient is being emphasized? a. “Now brighter and whiter than ever" _ophe Ihitenec b. “Cleans your washing machine as it cleans your clothes” cormsive inhibitor c. “Removes the toughest stains” blewua (suctactaut [enzyme d. “Now in new ocean mist scent” frayraaie 4, What do divers need to know about the solubility of gases in liquids such as the blood? rat e in jv salve 4 aghee by inal if Lely, pres ec o quick aut_of Hoe tilood Worksheet 84.22Science Grade Bight Topic A: Mix and Flow of Matter, Part I 26 Lesson Plans. Lesson Twenty-three Concept: Technologies Based on Flow Rates and Moving Fluids Resources/Materials: Science in Action 8, pages 66 ~ 68 Worksheets #8.23a and #8.23b(student copies) bicycle pump OR any other type of small pump Introduction: If you have a bicycle pump, use it to inflate a playground ball. Challenge students to tell you how it works. Explain that a bieycle pump is just one of may technologies that are based on rates of flow and moving fluids. Procedure: Have students turn to textbook, page 66. Guide the reading of pages 66 and the top part of page 67. Note that a grain auger is really a type of Archimedes serew. Grain is not a fluid, but still the Archimedes serew is an effective way to move it Have students read textbook, pages 67 and 68 independently, Distribute Worksheets #8A.23a and #8A.23b. Go over the directions, if necessary. OPTIONAL. Do the Check and Reflect questions on textbook, page 68. Assignments: 1. 2 3 Read Science in Action 8, pages 66 ~ 68 Do Worksheets #8A.23a and #8A.23b. OPTIONAL. Do the Check and Reflect questions, page 68.Science Grade Eight Topic A: Mix and Flow of Mater, Part 1 Worksheets Technologies Based on Flow Rates and Moving Fluids Directions: Use Science in Action 8, pages 66 — 68 to help you with the questions, 1. Examine the diagrams of the diaphragm pump on page 66. Then number the sentences below in the proper sequence When you pull up on the piston, the intake valve opens and output valve closes. The fluid is sucked up through the intake valve and fills the cylinder. First you pull up on the piston. The downward stroke forces the fluid out of the cylinder. When you push down on the piston, the intake valve closes and the output valve opens. 2. What piece of farm equipment is actually an Archimedes screw? 3. Is a bicycle pump based on the same ideas as a diaphragm pump or an Archimedes screw? Tell why 4. Reread the information on the bicycle. Why does it become harder to pump as the tire or ball becomes more and more inflated? Worksheet 8A.238Science Grade Eight Topic A: Mix and Flow of Mater, Part I Worksheets 5. Pipeline pigs serve two purposes. What are they? a b. 6. Whatis a valve? 7. Tell about five things in your community that use valves. a b. Workset #80250Science Grade Fight Topic A: Mix and Flow of Matter, Part I Worksheets Technologies Based on Flow Rates and Moving Fluids Directions: Use Science in Action 8, pages 66 — 68 to help you with the questions. 1. Examine the diagrams of the diaphragm pump on page 66. Then number the sentences below in the proper sequence. 2 When you pull up on the piston, the intake valve opens and output valve closes 3 __ The fluid is sucked up through the intake valve and fills the cylinder. First you pull up on the piston. 5 __ The downward stroke forces the fluid out of the cylinder. When you push down on the piston, the intake valve closes and the output valve opens. 2. What piece of farm equipment is actually an Archimedes screw? Geta auger 3. Is a bicycle pump based on the same ideas as a diaphragm pump or an Archimedes screw? Tell why taph: w > +lud enters chamber when piston pulled up and is for A ston is 4. Reread the information on the bicycle. Why does it become harder to pump as the tire or ball becomes more and more inflated? cas ballor tic yets more iatabed, He pressue inode (ncveuse The slow ‘tins aie prossue mthe hall{tie gets to the pressure ain the pump, the move dill it betomes fa force the air wats Hre laalll (tive. Worksheet 84.238Science Grade Eight Topic A: Mix and Flow of Matter, Part II Worksheets 5. Pipeline pigs serve two purposes. What are they? a. cleans the pipe b. 30 ee 6. Whatis a valve? “Jevice ined oa cont! ocreguiate umount of Ylow of a fluid 7. Tell about five things in your community that use valves. Answers will vary a. faucet in kitten b. pumps — c. toile d. hose bile ©. Compressor WorAshee #8230Science Grade Eight Topic A: Mix and Flow of Matter, Part IL 7 Lesson Plans. Lesson Twenty-four Concept: Designing a Working Model of a Fluid-Using Device Resources/Materials: Science in Action 8, pages 69 and 71 Worksheet #8A.24 (optional, student copies) Introduction: Have students recall how ships were able to raise or lower themselves in the water. (By pumping water into or out of special holding tanks called ballasts, you can adjust the ship’s overall density.) Explain that this is an example of a technology that knowledge about density, Procedure: 1. Explain that other technologies uses this same property. Have students turn to textbook, pages 69 and 71. Guide the reading. OPTIONAL. If you have the time and the materials, have students do the Problem Solving activity on textbook, page 70. (See the box immediately below.) In the Problem Solving activity, students are challenged to design and construct a simple bathyscaph. Many students may need some ideas to get started. One idea is to punch a hole in the metal lid of a small jar (like a baby food jar). Insert a piece of flexible tubing (about 60 cm) into the hole. Use latex cement to secure the tubing in the hole and seal the space where the tubing {goes into the hole. Place the jar (bathyscaph) on a surface of a bucket of water. To lower the bathyscaph, blow air into the jar by blowing on the tubing. To raise it, allow air to escape from the jar through the tubing. Distribute Worksheet #8A.24. Go over the directions, if necessary. Note: Students ean do this same activity in their notebooks. OPTIONAL. Do the Check and Reflect questions on textbook, page 71 OPTIONAL. Do the Experiment on Your Own activity, page 72. Assignments: weepe Read Science in Action 8, pages 69 and 71. OPTIONAL. Do the Problem Solving activity, page 70. Do Worksheet #8A.24 OR do the activity in notebook. OPTIONAL. Do the Check and Reflect questions, page 71 OPTIONAL. Do the Experiment on Your Own activity, page 72.Science Grade Eight Topic A: Mix and Flow of Matter, Part I Worksheets Designing a Working Model of a Fluid-Using Device Directions: Use Science in Action 8, page 71 to help you with the activity ‘A submarine is a vehicle that can float on the surface of water, dive down far beneath the surface, and re-surface. Describe how it can do each of these. Draw diagrams to help support what you have written Worksheet 84.24Science Grade Fight Topic A: Mix and Flow of Mater, Part Il ‘Worksheets Designing a Working Model of a Fluid-Using Device Directions: Use Science in Action 8, page 71 to help you with the activity. ‘A submarine is a vehicle that can float on the surface of water, dive down far beneath the surface, and re-surface. Describe how it can do each of these. Draw diagrams to help support what you have written. Workshet #8 24Science Grade Bight Topic A: Mix and Flow of Matter, Part TT 28 Lesson Plans. Lesson Twenty-five Concept: Mix and Flow of Matter, Part II Review Science in Action 8, pages 61 and 73 Mix and Flow of Matter, Part II Study Guide (student copies) Resources/Materials: Introduction: Explain that the second half of the unit on the Mix and Flow of Matter is almost finished. Iis time to prepare for a test. Procedure: 1, Asaclass, briefly go over the main topics covered in the second half of the unit Properties of Fluids # Viscosity Density Buoyancy Compressibility Pressure .chnologies © Based on solubility © Based on flow rates and moving fuids OPTIONAL. Have students do the Assess Your Learning questions on textbook, pages 63 and 71 3. Distribute the Mix and Flow of Matter, Part II Study Guide sheets. Have students work on them, independently. 4. Go over the study guide sheets as a group, if you can, Assignments: 1, OPTIONAL. Do the Assess Your Learning questions, pages 63 and 71 2. Do the Mix and Flow of Matter, Part II Study Guide sheets.Science Grade Eight Topic A: Mix and Flow of Matter, Part I Study Guide Mix and Flow of Matter, Part Il Study Guide 1. Match the words and phrases with their meanings. viscosity den: buoyaney compressibility pressure solubility surfactant phosphates the bends pump valve bathyscaph ROPOS ballast tanks pneumatics hydraulics the mass per unit of volume tendency of an object to float when placed in a fluid extent to which a substance can be squeezed using liquids under pressure to move loads using gases under pressure to move loads the ability to dissolve device that controls the flow of fluids liquid's internal friction or resistance that keeps it from flowing measure of the amount of force applied per unit of area particle that attaches itself to dirt and oil particles, separating it from fabric or other materials chemicals that were once added to detergents a Canadian designed bathyscaph device that moves fluids through or into something containers between the inner and outer hulls of a ship a type of decompression sickness underwater ship that can go into deep watersScience Grade Eight Topic A: Mix and Flow of Matter, Part I] ‘Study Guide 2. Explain the relationship between each of the following a viscosity and temperature density and temperature density and concentration density and buoyancy compressibility and whether a fluid is a gas or a liquid _ pressure and water depth 3. Density a. b. The units for density are or The formula for calculating density is Calculate the density of a substance that has a mass of 6.34 g and a volume of 0.6 mL. How does the Particle Model of Matter explain how density changes with temperature?Science Grade Eight Topic A: Mix and Flow of Matter, Part Il Study Guide 4. Buoyancy a. What is the Plimsoll Line on a ship? b. When would you have neutral buoyancy? 5. Compressibility a. Why are gases more compressible than liquids? b. Whatis incompressibility? 6. Pressure a. The formula for calculating pressure is b. What is Pascal's Law? c. Name a mechanical device that uses a hydraulic system d, Name a mechanical device that uses a pneumatic system Calculate the pressure created if there is a force of 500 N on a 2m? piston 2 7. Explain how a detergent cleans a fabric.Science Grade Eight Topic A: Mix and Flow of Matter, Part It Study Guide 8. Match the devices with their descriptions. hyperbaric chamber diaphragm pump Archimedes screw [ssn submarine SCUBA a. This device works by pumping water into or out of its ballast tanks in order to raise or lower its overall density b. This device enables people to dive deep below the surface of oceans and lakes. ©. This device works by using a piston to draw a fluid into a cylinder and then forcing it out. d. This device is a built especially to go to extremely deep waters where the pressure is too great for humans to dive. €. This device is especially for divers who have “the bends’. It increases the pressure surrounding the diver's body {This device transports fluids from one place to another using a blade wrapped around a cylinder.Science Grade ht Topic A: Mix and Plow of Matter, Part I Study Guide 9. Use the information below to answer the questions. In the hydraulic system below the smaller piston is 0.5 m? and the larger on is 15 m?. The force on the smaller piston is 10 N. 4 (smaller) forge. piston small piston once (greater) b. What is the force pushing up on the larger piston?Science Grade Eight Topie A: Mix and Flow of Matter, Part I Study Guide Mix and Flow of Matter, Part II Study Guide 1. Match the words and phrases with their meanings. viscosity density buoyaney compressibility pressure solubility surfactant phosphates the bends pump valve bbathyscaph | ROPOS ballast tanks pneumatics hydraulics l density the mass per unit of volume —buoyane tendency of an object to float when placed in a fluid es sib ilit ___ extent to which a substance can be squeezed hydrauwles ____ using liquids under pressure to move loads _pneumatics _ using gases under pressure to move loads solubility ___ the ability to dissolve valve. ____ device that controls the flow of fluids Viscostty: ____ liquids internal friction or resistance that keeps it from flowing pressuce measure of the amount of force applied per unit of area _sucfadaut particle that attaches itself to dirt and oil particles, separating it from fabric or other materials —phosphictes chemicals that were once added to detergents ROPOS a Canadian designed bathyscaph pump _____ device that moves fluids through or into something — ballast tanks containers between the inner and outer hulls of a ship the bends a type of decompression sickness Loathy saph underwater ship that can go into deep watersScience Grade Eight Topic A: Mix and Flow of Matter, Part It Study Guide 2. Explain the relationship between each of the following, a. viscosity and temperature th 2 lowe the temnpera hue th ie q reater the viscosth _ b. density and temperature c tem, the density _ ©. density and concentration the higher the concentihon the d. density and ror the lun the dandy the lea amyancy e. compressibility and whether a fluid is a gas or a liquid — gases Nave move. COmpressilailtdy than Iiqguids f, pressure and water depth pressure I c 3. Density a, The units for density are__g/m or_kg/ b. The formula for calculating density is_ c= _m. Vv c. Calculate the density of a substance that has a mass of 6.34 g and a volume of 0.6 IL eM ds eaty 42 O5Ty v oe mi mt d. How does the Particle Model of Matter explain how density changes with temperature? mipe-natus veuses ie more active mow ic isc s . ; hes stays theScience Grade Eight Topic A: Mix and Flow of Matter, Part I Study Guide 4. Buoyancy a. What is the Plimsoll Line on a ship? shows how heavily a sve can be safely loaded in dif feccat water condcbons b. When would you have neutral buoyancy? force al yoavily acting on cua dhject equals the Wuoyaat fowe of the fluid 5. Compressibility a. Why are gases more compressible than liquids? ve poe -puchules sf gases compared to ly uls ’. Whatis incompressibility? not beng wale tbe cusly compressed 6. Pressure a. The formula for calculating pressure is_P* 47 _ b, Whatis Pascal's Law? ain enclosed thud teansimits pressure equally inal ducections a Ansners well Wig c. Name a mechanical device that uses a hydraulic system yey barber ~ shew chase d, Name a mechanical device that uses a pneumatic system. dewistdiall, paeumabs nu ler ‘je pune e. Calculate the pressure created if there is a force of 500 N on a 2m? piston pe& p= Soon pz 250M 2m rae — 2 250 F% 7. Explain how a detergent cleans a fabric. -Sucfacts ma detergeat attach themsebes to _dict, preventing the dict parhiles ham veattaching to the FalonéScience Grade Eight Topic A: Mix and Flow of Matter, Part Study Guide 8. Match the devices with their descriptions. hyperbaric chamber diaphragm pump Archimedes serew bathyscaph submarine SCUBA a. This device works by pumping water into or out of its ballast tanks in order to raise or lower its overall density —Suubnurige b. This device enables people to dive deep below the surface of oceans and lakes. _ScuUBA c. This device works by using a piston to draw a fluid into a cylinder and then forcing it out. vupheugen Lio eee d. This device is a built especially to go to extremely deep waters where the pressure is too great for humans to dive “bathyscuph €. This device is especially for divers who have “the bends’, It increases the pressure surrounding the diver's body yperbadi clamber {This device transports fluids from one place to another using a blade wrapped around a cylinder. Nvdaimedes sSourew 4Science Grade Bight Topic A: Mix and Flow of Matter, Part I Study Guide 9. Use the information below to answer the questions. In the hydraulic system below the smaller piston is 0.5 m® and the larger on is 15 m?, The force on the smaller piston is 10 N. - large. piston small piston Force (greater) a, What is the pressure placed on the smaller piston? -— 9: 10N = 2ON, Pr RK PF pe b. What is the force pushing up on the larger piston? ae 20N x m*Lesson Twenty. Science Grade Eight Topic A: Mix and Flow of Mater, Part Il Lesson Plans. Concept: Mix and Flow of Matter, Part II Test Resources/Materi Mix and Flow of Matter, Part II Test (student copies) 29Science Grade Bight Topic A: Mix and Flow of Matter, Part I Test Mix and Flow of Matter, Part II Test 1. Match the words and phrases in the box with their meanings a, ballast tanks e. compressibility i, pneumatics m solubili b. bathyseaph c. the bends . buoyancy | f. g. hydraulics h. phosphates | j. pressure k. pump, 1. ROPOS | n. surfactant o. valve P. viscosity | - I the mass per unit of volume tendency of an object to float when placed in a fluid extent to which a substance can be squeezed using liquids under pressure to move loads using gases under pressure to move loads the ability to dissolve device that controls the flow of fluids liquid’s internal friction or resistance that keeps it from flowing measure of the amount of force applied per unit of area particle that attaches itself to dirt and oil particles, separating it from fabric other materials chemicals that were once added to detergents a Canadian designed bathyscaph device that moves fluids through or into something containers between the inner and outer hulls of a ship a type of decompression sickness underwater ship that can go into deep watersScience Grade Bight Topic A: Mix and Flow of Mater, Part I 2. Fill the spaces with words that make sense in these sentences about fuids a. As temperature increases, viscosity b. As temperature decreases, density c. As concentration increases, density d. As density increases, buoyancy e. As depth decreases, pressure __ fA pneumatic system uses to operate. g. Ahydraulic system uses __to operate h, Of solids, liquids, and gases, are the most compressible. i. The ingredients in detergents that attach themselves to dirt and oil so they will not reattach to the fabric are called |. Ifyou wanted to control the rate of flow of a fluid, you would use a _ k. When a submarine wants to dive or resurface is pumps air in and out of its |. Agrain auger is an example of an 3. Calculate the pressure where a force of 100 N is applied to a 3 m? piston.Science Grade Eight Topic A: Mix and Flow of Matter, Part It ‘Test 5. In the graph below, which fluid has the higher density and which has the lower density? Tell how you know. =weeuorveos Volume (em?) 6. How the Particle Model of Matter explain how temperature affects viscosity. 7. What is the function of a Plimsoll Line on a ship? 8. What is Pascal's Law?Science Grade Bight Topic A: Mix and Flow of Matter, Part IL Test Use the information below to answer the questions. The smaller piston has an area of 0.75 m?, while the larger piston has an area of 10 m? A force of 20 N is applied to the smaller piston. + teres eveter) segs. piston force greater) compressedScience Grade Eight Topic A: Mix and Flow of Matter, Part I Test Mix and Flow of Matter, Part II Test 1. Match the words and phrases in the box with their meanings. a, ballast tanks b. bathyseaph c. the bends 4. buoyaney . compressibility f. density g. hydraulics h. phosphates i, pneumatics j. pressure k. pump 1. ROPOS m solubility 1. surfactant 0. valve p. viscosity —£ the mass per unit of volume d__ tendency of an object to float when placed in a fluid € __ extent to which a substance can be squeezed g_— using liquids under pressure to move loads using gases under pressure to move loads the ability to dissolve device that controls the flow of fluids oO (0 liquid’s internal friction or resistance that keeps it from flowing measure of the amount of force applied per unit of area __19___ particle that attaches itself to dirt and oil particles, separating it from fabric. other materials },__ chemicals that were once added to detergents _a Canadian designed bathyscaph k___ device that moves fluids through or into something Q___ containers between the inner and outer hulls of a ship .___ atype of decompression sickness lb __ underwater ship that can go into deep watersScience Grade Eight Topic A: Mix and Flow of Matter, Part I Test 2. Fill the spaces with words that make sense in these sentences about fluids. a. As temperature increases, viscosity _(lecreuses b. As temperature decreases, density \noreases cc. As concentration increases, density \ncveases d. As density increases, buoyancy _ncreases. e. As depth decreases, pressure_decreases f. Apneumatic system uses_quses ___ to operate. quid to operate. h. Of solids, liquids, and gases, __guses__are the most compressible. g. Ahydraulic system uses i. The ingredients in detergents that attach themselves to dirt and oil so they will not reattach to the fabric are called _sucfadaats j. Ifyou wanted to control the rate of flow of a fluid, you would use a_valve k. When a submarine wants to dive or resurface is pumps air in and out of its —ballust taaks |. Agrain auger is an example of an_Aicchinaedes scve 3. Calculate the pressure where a force of 100 N is applied to a 3 m? piston. E = JOON Pe PF Sm _ 4. Calculate the density of a substance with a mass of 600 g and a volume of 15 mL. Goo. = 70 a. Ll 2 ae nik ss _Science Grade Fight Topic A: Mix and Flow of Matter, Part IL Test 5. In the graph below, which fluid has the higher density and which has the lower density? Tell how you know. + = i Mass (g) Volume (em?) 6. How the Particle Model of Matter explain how temperature affects viscosity As ternpecuhe es \ ce_achve S ‘oe mune puteuchothe — 7. What is the function of a Plimsoll Line on a ship? ee ta diferent Water condihons —_— What is Pascal's Law? dt Hut Hs press: ( directa _Science Grade Eight Topic A: Mix and Flow of Matter, Part IL Test 9. Use the information below to answer the questions. The smaller piston has an area of 0.75 m’, while the larger piston has an area of 10 m* A force of 20 N is applied to the smaller piston + force ~ (emater} force (greaten) guid thor cannot be compresses a. What is pressure is applied to the smaller piston? b. What force is pushing up on the larger piston? ps 20.62 20.61 _ _206,7N “r® “10 at 206.1NScience Grade Bight Topic A: Mix and Flow of Matter, Part IT 30 Lesson Plans Concept: Mix and Flow of Matter, Culmination Resources/Materials: Science in Action 8, page 76 Science in Action 8, pages 77 - 79 Mix and Flow of Matter, Final Examination (student copies) If teachers choose to do one or more culminating activities for the unit, the following are some suggestions: Unit Project © This project described on page 76 of Science in Action 8. Unit Review # Students do the Unit Review questions on pages 77 ~ 79 of Seience in Action 8. Final Examination * Teachers may have students do the final examination. It composed of 38 multiple choice questions. Other Acti # Teachers may want students to participate in other activities that have arisen from the activities in the unit.Science Grade Fight Topic A: Mix and Flow of Matter Final Examination Mix and Flow of Matter Final Examination Directions: Write the letter of the best answer to each question on the answer sheet. Do not write in this booklet. 1. The main purpose for placing the WHMIS symbols on product labels is to warn people of possible safety hazards when using the product show the age group that can safely use a product. show whether smoking should be allowed or not. tell users how to store the product aece 2. A fluid is any type of liquid any type of gas. anything that has no fixed shape and can flow. a gas with high viscosity. pegp Use the following information to answer question 3, Janice wants to add flour to the drippings from the roast beef to make gravy. Ifshe puts the flour directly into the drippings, the flour will form lumps. Instead Janice mixes a little cold water with the flour before adding it to the hot drippings. The result is lump-free gravy. 3. In order to add the flour to the drippings so that lumps will not form, Janice makes a solution slurry. colloid beverage. aoc 4. Which of the following is not a pure substance? distilled water baking soda aluminum foil chicken soup aeceScience Grade Eight Topic A: Mix and Flow of Matter Final Examination 5. Amechanical mixture is sometimes called a homogeneous mixture. heterogeneous mixture. solution. alloy. aoc Use the following information to answer questions 6 and 7. Mitchell went into the refrigerator and took out a can of pop, some mayonnaise, some leftover | | hot chocolate, and ajar of pickles. | 6. The colloid from the refrigerator would be the pickles, pop mayonnaise hot chocolate aoc 7. The suspension from the refrigerator would be the pickles, pop mayonnaise hot chocolate eocn Use the following information to answer question 8. Susie wanted to determine if the ink in her new felt marker was solution or a pure substance. She cut out a rectangle from a coffee filter. ‘Then she made a large dark dot with the marker about a centimetre from one end of the coffee filter. She suspended the coffee filter in a little water, She knew that if the ink separated into different colours on the filter, the ink was a solution, 8. To determine whether the ink in the pen was a pure substance or a solution, Susie used compression chromatography. evaporation sanitation. aogeScience Grade Eight Topic A: Mix and Plow of Matter Final Examination 9. What effect will adding water have on the concentration of orange juice? a. increase it b. decrease it c. have no effect d. add to it Use the following information to answer questions 10 ~ 13. Cynthia wanted to make a solution of sugar and water. She took a small pitcher of water and added scoops of 50 mL of sugar to the water, stirring after each addition. She kept adding sugar until no more sugar would dissolve. 10.In Cynthia's solution the sugar is the mixture, suspension. solvent, solute. aoc 11.1n Cynthia's solution the water is the mixture, suspension. solvent, solute. aoc 12. When no more sugar would dissolve in the water, Cynthia had a saturated solution. an unsaturated solution a diluted solution, a digested solution eoce 13, What could Cynthia do so that she could dissolve even more sugar in the water? cool the water let the solution sit on a shelf for several days sprinkle the sugar over the top of the water heat the water apcmScience Grade Eight Topic A: Mix and Flow of Matter Final Examination 14. Which of the following in not true about solubility? a. Solubility refers to the maximum amount of solute you can dissolve in a given amount of solvent at a given temperature. b. Solubility depends on both the solute and the solvent c. As temperature increases, the solubility of a gas in a liquid solvent increases. d. As the temperature of a liquid solvent increases, the solubility of a solid or liquid increases. Use the following information to answer question 15. ‘Amie carefully measured out 20 mL. of rubbing alcohol and 20 mL of water. To his surprise, when he combined the two liquids, his mixture was only 39 mL. 15. From the above information you can infer that a. some of the particles of alcohol went into the spaces between the particles of water. b. Amie did not measure accurately. some of the water began to solidify. the rubbing alcohol was really a heterogeneous mixture, ao 16.Which of the following will not affect the rate that a solid solute will dissolve in a liquid solvent? temperature size of the pieces of the solute stirring colour of the solute aoc 17. If you were to do some tests to measure the viscosity of a liquid, you want to find out a. how pure the substance was. b, how quickly the liquid flows. c. how much solute can be dissolved in it d. if itis safe to consume the liquidScience Grade Eight Topic A: Mix and Plow of Matter Final Examination 18, What is the relationship between temperature and viscosity? a. the higher the temperature, the lower the viscosity b. the lower the temperature, the higher the viscosity c. viscosity is only affected when the temperature is below freezing e. There is no connection Use the following information to answer questions 19 and 20. Joe and Mike measured the mass and the volume of several substances. They recorded their observations in a chart. ‘Substance “gold _| vegetable oil | gasoline Mass (g) 70 42 Volume (mL) 5 60 19. According to the information the substance with the greatest density is gold water. gasoline aluminum, aoc 20. If equal volumes of all the substances were placed in a container and stirred, which substance would float to the top? gasoline. gold water, vegetable oi aoc 21. Which of the following is least likely to affect the density of a substance? a. temperature b. concentration c. whether itis a solid, a liquid, or a. gas d. the container in which it is placed 22. buoyant force is, a. the force that pulls an object toward the water. b. the upward force that a fluid exerts on an object. c. the force that propels an object forward. d. the force that pulls you under the water.Science Grade Bight Topic A: Mix and Flow of Matter Final Examination 23.Which of the following best explains why a ship made of steel can float on water? a. Steel is not as dense as water. b. Water is denser than steel. cc, The combined densities of the ship and its cargo is less than the density of water d. There is always air in the water. 24.4 Plimsoll Line is painted on the hull of a ship because a. itindicates how heavily a ship can be safely loaded in different water conditions b. it indicates if the ship needs painting c. it shows how upright the ship sits in the water. d. itshows the country in which the ship is registered 25.Compared to gases, liquids are a. more compressible. b. less dense. c. incompressible. d. lower in kinetic energy. 26. Pressure is the a. total amount of force exerted on an object. b. amount of area on which a force is exerted. ¢. amount of force applied to a given area d. result of a structure not being built strongly enough, 27. If you apply a force of 27 N to a piston that is 3 m?, the pressure is, . 8100 g. 900 g 9Pa 9 gim?, aece 28.Which of the following is true? a, Pressure decreases with depth. b. Pressure remains constant, regardless of depth, c. Pressure increases with depth. d. There is no connection between depth and pressure. 6Science Grade Eight Topic A: Mix and Flow of Matter Final Examination Use the following information to answer question 29. Rachel made the following list in her notebook, Dentist drill Jack hammer Paint sprayer Air brakes: 29. Which of the following would be the best heading for Rachel's list? a, Pneumatic Devices b. Hydraulic Devices c. Life Without Work d. Tools Used by Professionals Use the following information to answer questions 30 — 32. ‘The area of the small piston is 0.8 m’ and the area of the large piston is 11m”. A force of 5 kg is placed on the small piston. 30.How much pressure is being exerted on the small piston? 5.00 kg 4.00 N 62.5 Pa 6.25 Pa aoce31 32 33, 34. 35. 36. Science Grade Bight Topic A: Mix and Flow of Matter Final Examination How much pressure is pushing up on the large piston? 8.8Pa 62.5 Pa 0.45 kg/m? 6.25Pa aogD How much force is being exerted up on the large piston? 687.5N 55.0N 687.5 Pa 345.9 N aos In detergents the role of the surfactants is to attach themselves to the dirt and carry it away. add a pleasant scent add brightness. soften the water aoc SCUBA gear enables a. divers to see more clearly under the surface of the water, b. divers to communicate with each other under the surface of the water. c. divers to swim underwater without fear of shark attacks. d. divers to dive deep below the surface of the water. The diaphragm and the Archimedes screw are types of a. valves. b. pumps. c. pistons. d. irrigation systems. A valve is used to a. control or regulate the amount of flow of fluids, b. breathe underwater. c. keep a pipeline clean d. connect two pieces of pipe.Science Grade Bight Topic A: Mix and Flow of Matter Final Examination 37.A bicycle pump like the one shown will keep filling a tire with air until a. the air pressure in the tire is greater than the air pressure in the pump. b. the air pressure outside the tire is equal to the air pressure inside the tire. c. the force exerted on the piston is equal to the force exerted on the handle. 4d. the air pressure in the tire is equal to the air pressure inside the pump’s cylinder. 38.When a submarine wants to dive down, it releases air from the ballast tanks to allow water to enter the tanks. This allow the submarine to dive down because a. water makes the submarine less dense than the sea. b. adding water makes the submarine denser than the seawater. c. the force of the air being forced out of the tank pushes the submarine down. d. water is lighter than air. 9Name: 10, 1 12, 13, Science Grade Eight Topic A: Mix and Flow of Matter Mix and Flow of Matter Final Examination 14. 15, 16. 47, 18. 19. 20. 24 22. 23, 24. 25. Final Examination Answer Sheet 10 26. 27. 28. 29. 30, 31 32. 33, 34, 35, 36. 37. 38.Science Grade Eight Topic A: Mix and Flow of Matter Final Examination Name: __ = Mix and Flow of Matter Final Examination Answer Sheet 1 a 26. 14. 0 2 27. 15 _ 3 b 28. 16. c 4 od 29 7b 5. b 30. on Cc 34 199 _ 7 _d 32 20. _ G_ 8 ob 33. 2d 9. 34. 22. b 10. _d 35. 23. ou = 36. 24 12. 37, 25. 13. __d 38.Topic B Cells and Systems oo : a, .Contents Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Lesson Six Lesson Seven Lesson Eight Lesson Nine Lesson Ten Lesson Eleven Lesson Eleven A Science Grade Eight Topic B: Cells and Systems, Part I Lesson Plans Grade Eight Topic B: Cells and Systems PartI: Cells Introduction The Characteristics of Living Things Structure and Funetion Organs and Organ Systems ‘The Compound Light Microscope ‘The Cell: The Basic Unit of Life Using the Microscope to View Cells Unicellular and Multicellular Organisms How Substances Move Into and Out of Is Cells in Multicellular Organisms Combine to Form Tissues and Organs Cells and System, Part | Review Cells and Systems, Part I Test fiat gag veevle como? ncoplasmie -eyopsemLesson Twelve Lesson Thirteen Lesson Fourteen Lesson Fifteen Lesson Sixteen Lesson Seventeen Lesson Fighteen Lesson Nineteen Lesson Twenty Lesson Twenty-one Lesson Twenty-two Lesson Twenty-thr Science Grade Eight Topic B: Cells and Systems, Part | Lesson Plans. Part II: Systems Digestive System Respiratory System Circulatory System Heart Rate Nervous System The Reflex Response Developing a Theory for Disease Factors That Affect the Healthy Function of Body Systems Cells and Systems, Part IT Re Cells and Systems, Part II Test and Systems, Culmination 26Science Grade Eight Topie B: Cells and Systems, Part | 4 Lesson Plans Lesson One Concept: Introduction Resources/Materials: Science in Action 8, pages 80 ~ 83 Worksheet #8B.1 (student copies) Introduetion: Discuss with students incidents on the colony where someone has become ill because of a heart disease (or any other serious condition). Discuss the symptoms those people had and the treatments they received. Explain that long ago, there were no treatments for these types of conditions. However, because of science scientists and health care profes know more about the body and how it functions. Procedure: 1. Have students turn to textbook, page 80. Introduce the title of the unit, Allow students a minute or 80 to flip through the chapter. ‘Then have students turn to textbook, page 82. Explain that this page give information about a Roman doctor who practised almost 2000 years ago. Guide the reading and discuss how Galen's ideas are different from those we have today. 3. OPTIONAL. Have students do the Give /t a Try activity on textbook, page 83. 4, Guide the reading of the bottom section of textbook, page 83. 5. Distribute Worksheet #8B.1. Go over the directions, if necessary, 6. OPTIONAL, Make a title page for the unit Assignments: Read Science in Action 8, pages 82 and 83. OPTIONAL. Do the Give 11 a Try activity, page 83 Do Worksheet #8B.1 OPTIONAL. Make a title page.Science Grade Eight Topic B: Cells and Systems, Part | Worksheets What Do You Know About Your Body? Directions: Tell what you think is the function of each of the following body parts. Body Part What I Think Its Function Is ear skin | | hair fingernail heart lungs blood nose kidneys brain liver eyelashes Werksest #88.Directions: Tell what yout thinks Science Grade Eight Topic B: Cells and Systems, Part 1 Worksheets What Do You Know About Your Body? he function of each of the following body parts. Body — Arrower can vary. What I Think Its Function Is 7 eee : eye | peeing skin proved inside of body hair protect hews — 7 fingernail protedt Pager 7 : heart pump blood - : lungs breathing : = blood carry ses [rtnent to and from vanous pacts of bow nose amellings ahah aglexhaling = : | oe kidneys cleans blood [eene a) perce 7 - iver munsFudares prolesas ; process wks (carbohydrates; detowher eyctshes | protect eyes : 7 Workshoe #80.Science Grade Eight Topie B: Cells and Systems, Part | 5 Lesson Plans Lesson Two, Concept: The Characteristics of Living Things Resources/Materials: Science in Action 8, pages 84 ~ 88 Worksheets #8B.2a and #8B.2b (student copies) Introduction: Pose the questions: “What is the difference between some thing that is living and non-living?” (Basically, living things grow and develop; non-living things do not.) ference between something that is dead and something that is non-living?” (Dead things ng; non-living things were never alive.) Explain that today’s lesson is about finding out what living things have in common, Procedure: 1. Have students turn to textbook, page 84. Guide the reading of pages 84 and 85. ‘Then have students read pages 86 ~ 88 independently. 2. OPTIONAL. Have students do the Give It a Try activity on textbook, page 85, 3. Have students do the Give It a Try activity on textbook, page 87. 4, Distribute Worksheets #8B.2a and #8B.2b. Go over the directions, if necessary. Note: Students can also do the exercises on these pages in their notebooks. 5. OPTIONAL. Ifyou like, have students divide an 11” X 17” sheet of paper into six boxes, In each box they are to write one of the characteristics of living things and illustrate each, 6. OPTIONAL. Do the Check and Reflect questions on textbook, page 88 Assignments: Read Science in Action 8, pages 84 — 88. OPTIONAL. Do the Give Ita Try activity, page 85 Do the Give Ita Try activity, page 87. Do Worksheets #83.2a and #8B.2b. OPTIONAL. Name and illustrate each of the characteristics of living things on large sheet of paper. OPTIONAL. Do the Check and Reflect questions, page 88. vaepeScience Grade Eight Topic B: Cells and Systems, Part | Worksheet The Characteristics of Living Things Directions: Use the information from Science in Action 8, pages 84 — 88 to help you make point-form notes about the characteristics of living things. Cells Energy Respond to the Environment CHARACTERISTICS OF LIVI G THINGS | l | Growth and Reproduction Adaptations Development Worksheet #83 28Science Grade Eight Topic B: Cells and Systems, Part | Worksheets The Characteristics of Living Things (continued) 1. About how many cells you think the average human being has? 2. From what sources do human beings get energy? 3. Give an example where have responded to your environment. Use must use the words stimulus and response in your answer. 4. Give an example of a way in which you have grown or developed in the past year. 5. Why is it that living things must reproduce? 6. What adaptations does a coyote have for hunting mice and rabbits? Worksheet #804.29Science Grade Fight Topic B: Cells and Systems, Part | Directions: Use the information from Science in Action 8, pages 84 — 88 to help you make point-form notes about the characteristics of living things. I uses Cells Energy = animals getenergy trom the envuronmeat around them s nutrient peovide energy «metabolam issun of all the pacesses an omjunison ebasie uait of Mile -all organisms need . can peeform all energy estmulus © aaything the prnesses life LOrguavsms get energy phat causes a response depends on from the environment sresponse 1s organism's | — plants get energy reastivn to a stimulus ‘microscopic ia Size | Bom sun | CHARACTERISTICS OF LIV | grwand develo “can involve change size , Struchere shape Growth and Reproduction it Beselonment “Mevessary for the «Cha ruclenshes that “organisms conknuuily Sucvivalo® a species enable an organism | live in an environmentScience Grade Eight Topic B: Cells and Systems, Part 1 Worksheets The Characteristics of Living Things (continued) 1. About how many cells you think the average human being has? ctalloon “Sun. food: 3. Give an example where have responded to your environment. Use must use the words stimulus and response in your answer. 4. Give an example of a way in which you have grown or developed in the past year. Aoaweos will vacy 5. Why is it that living things must reproduce? “otherwise the series would eventuully heome evhnct 6. What adaptations does a coyote have for hunting mice and rabbits? scasmeutlaged Sie colo gut sense of Sime _ + long begs for hunting Worksheet #8842Science Grade Eight Topic B: Cells and Systems, Part I Lesson Plans. Lesson Three Coneept: Structure and Funetion Resources/Materials: Science in Action 8, pages 89 ~ 92 eneyclopedias and other reference materials Worksheets #8B.3a and #8B.3b (student copies) Introduetion: Write the words wings and legs on the board. Ask students what they have in common (Both used to move from place to place.) Explain that wings and legs are both structures. They perform the same basic function, Procedure: Have students turn to textbook, page 89. Guide the reading of the opening paragraph. ‘The go over the Give Ita Try activity. Explain to students that they will be doing some research using encyclopedias in order to complete the Give Ita Try activity. 2. Point out the headings for the rest of the section, explaining their meanings. ‘Then have student read textbook, page 90 — 92 independently. 3. Distribute Worksheets 8B.3a and #8B.3b. Go over the directions, 4. OPTIONAL. Have students do the Check and Reflect questions on textbook, page 92. Assignments: Read Science in Action 8, pages 89 92 Do the Give It a Try activity, page 89. Do Worksheets #8B.3a and #8b.3b. OPTIONAL. Do the Check and Reflect questions, page 92.Science Grade Fight Topie B: Cells and Systems, Part I Worksheets Structure and Function Directions: Use Science in Action 8, pages 89 — 92 to help you with the questions, 1. For each function listed below, give at least one structure that helps people to perform the function. Function Structure | movement L — food gathering seeing digestion of food | communicating | gas exchange thinking hearing fighting off disease picking up small | objects | protection of inside of | bod ‘Worksheet 80.38Science Grade Bight Topic B: Cells and Systems, Part 1 Worksheets 2. Each of the structures listed below performs a certain function in humans. Tell what structure in other living things performs the same function Human Grasshopper Fish lungs | legs skin skeleton 3. What structure in a dog performs the same function as the roots do in a plant? 4. What structure in a rabbit performs that same function as camouflage does in snake? 5. Whats the function of brightly coloured flowers? ‘Worksheet 80.35Science Grade Eight Topic B: Cells and Systems, Part 1 Worksheets Structure and Function .ctions: Use Science in Action 8, pages 89 — 92 to help you with the questions. 1. For each function listed below, give at least one structure that helps people to perform the function. digestion of food Function Structure Answers “Can VI ry movement “begs food gathering Frngers with govt | sec | seeing + eyes + Stomach, tatestines , teeth, esophagus communicating + @ars, mouth gas exchange fon thinking bran, | hearing sewers fighting off disease + mucus In nose, blood, skin picking up small protection of inside of bod | objects | Teen + sky Worksheet #88 34Science Grade Bight Topic B: Cells and Systems, Part I Worksheets 2. Each of the structures listed below performs a certain function in humans. Tell what structure in other living things performs the same function. Human Grasshopper Fish ras ceertee i fo = ; “eg — Ho [tail skin | outer covereng 7 scales skeleton a] outer en = Skelelmn =| 3. What structure in a dog performs the same function as the roots do in a plant? 4. What structure in a rabbit performs that same function as camouflage does in snake? —lony shaping vear legs 5. What is the function of brightly coloured flowers? —atlrackng bees for pollination + peductow of seeds ‘Wekshest #8E.3bScience Grade Eight Topie Bs Cells and Systems, Part I Lesson Plans. Lesson Four, Concept: Organs and Organ Systems Resources/Materials: Science in Action 8, pages 93 - 96 eneyclopedias and other reference books Worksheet #8B.4 (8 copies per student) Introduction: On the board write in a column the words cell, fissue, organ, organ system. Have students look up their meanings in the glossary; then have them explain how the words are related Procedure: explain that the next section of the unit deals with several of the bodies organ systems — their functions and the organs that work to form them. Have students tum to textbook, page 93. Guide the reading of the opening paragraph, Have students skim through the rest of the section (pages 93 ~96). Then direct their attention to the Give it a Try activity, page 93. Tell students they will be doing this activity. They will he given a shect to help them. Allow students to use reference books to determine the location of some of the organs. Distribute eight copies of Worksheet #8B.4, Go over the directions, if necessary. OPTIONAL. Do the Check and Reflect questions, page 96. OPTIONAL. Have students make up riddles about the organ systems, They can then ask other students the riddles to see if they can figure out the answers. Assignments: Read Science in Action 8, pages 93 — 96. Do the Give Ita Try activity, page 93, using copies of Worksheet #8B.4. OPTIONAL. Do the Check and Reflect questions, page 96. OPTIONAL. Make up riddles about the organ systemsScience Grade Fight Topic B: Cells and Cell Systems, Part | Worksheets Organ Systems Directions: Use Science in Action 8, pages 93 — 96 to help you with the questions. For each organ system: ‘+ List the structures (organs) that make up the system. * Write a short paragraph about the function or functions of the system * Draw the structures in the body outline, (Name of Organ System) Structures Worksteet #4Science Grade Eight Topic B: Cells and Cell Systems, Part ‘Worksheets Organ Systems Directions: Use Science in Action 8, pages 93 — 96 to help you with the questions. For each organ system * List the structures (organs) that make up the system. * Write a shor about the function or functions of the system. «Draw the structures im the body outline ue (Name of Organ System) Structures heact arteries vevns capillanes blood | | Function(s) of the System | trans port awgen, food andather substances Hrauyhout body | «transport wastes defend body against diseases sconnet all ather-orguin systems Worksheet #84Science Grade Eight Topic B: Cells and Cell Systems, Part 1 ‘Worksheets Organ Systems Directions: Use Science in Action 8, pages 93 — 96 to help you with the questions. For each organ system: + List the structures (organs) that make up the system + Write a short paragraph about the function or functions of the system + Draw the structures in the body outline Respiratory (Name of Organ System) Structures nose mouth +traunen diaphragm bronchi lungs | Function(s) of the System ‘ ow m_outside ure to the blood sport carbon dioyide From the blood tu outside aun Worksheet #884Science Grade t Topic B: Cells and Cell Syster Worksheets Organ Systems Part 1 Directions: Use Science in Action 8, pages 93 ~ 96 to help you with the questions. For each organ system: + List the structures (organs) that make up the system + Write a short paragraph about the function or functions of the system * Draw the structures in the body outline an ‘of Organ System) Structures [Structures | Salivary glands mouth esophagus stom | \wer | parereas gal! bladder | Small vatestine lange intestine, Function(s) of the System slreakdown fnod pieces vate _simuller purhd so they came absorbed au transported theeaughout the body Workshet #88Science Grade Bight Topic B: Cells and Cell Systems, Part 1 Worksheets Organ Systems Direction: : Use Science in Action 8, pages 93 — 96 to help you with the questions. For each organ system: + List the structures (organs) that make up the system: * Write a short paragraph about the function or functions of the system. * Draw the structures in the body outline. ___Nevvous (Name of Organ System) | Structures loravn spinal cod Newes eyes, eurs, ariothen | | Serming orguas Lepordunate and cowtal the actions of all He prguns and organ systems 7 __ ‘deted, paces, and vespond 4 changes in external an iabernal Savion ments Wortsheet 88.4Science Grade Eight Topic B: Cells and Cell Systems, Part 1 ‘Worksheets Organ Systems Directions: Use Science in Action 8, pages 93 ~ 96 to help you with the questions, For each organ system: + List the structures (organs) that make up the system + Write a short paragraph about the function or functions of the system. « Draw the structures in the body outline. E, (Name of Organ System) Structures. hdneys bladder lungs skin liver Function(s) of the System remove chemual and. guseous wustes from the blood __ Worksest HE.Science Grade Bight Topic B: Cells and Cell Systems, Part! ‘Worksheets Organ Systems Directions: Use Science in Action 8, pages 93 — 96 to help you with the questions. For each organ system: * List the structures (organs) that make up the system. + Write a short paragraph about the function or functions of the system: * Draw the structures in the body outline. Skeletal (Name of Organ System) Structures bones Cartilage [ " Function(s) of the System prude a movable support frame for the body = protect soft-hssue organs such as the heart and lungs Worksect #884Jnt Topic B: Cells and Coll Systems, Part 1 ‘Worksh Organ Systems 1 Grade E Directions: Use Science in Action 8, pages 93 — 96 to help you with the questions For each organ system: ‘List the structures (organs) that make up the system, «Write a short paragraph about the function or functions of the system. + Draw the structures in the body outline. —Musca\ac (Namie of Organ System) Structures muscles tendons Function(s) of the System “move bones + move ovgans that contasa muscle tissueScience Grade Hight Topic B: Cells and Cell Systems, Part 1 Worksheets Organ Systems Directions: Use Science in Action 8, pages 93 ~ 96 to help you with the questions. For each organ system + List the structures (organs) that make up the system. + Write a short paragraph about the function or functions of the system. + Draw the structures in the body outline. Integumentary : (Namé of Organ System) Structures skin | uprokedts body's internal envionment from the external | Vivowmert _ -Science Grade Eight Topic B: Cells and Systems, Part | 8 Lesson Plans. esson Five Concept: The Compound Light Microscope Resources/Materials: Science in Action 8, pages 98 ~ 102 Science in Action 8, Toolbox 11, pages 439 and 440 Worksheets #8B.5a, #8B.5b, and #8B.Se (student copies) microscope and microscope slides Introduction: Discuss any experiences students (or you) have had visiting a medical laboratory or where blood or urine samples were taken, Discuss that any samples taken are examined by specially-trained people. One of the pieces of equipment used is a microscope. A microscope is a device that enables you to see small objects. It uses lenses to magnify or enlarge the image of the object. Procedure: 1. Ifyou have a microscope, show it to students, Point out the locations of the objective and. eyepiece lenses. Most school and microscopes are compound light microscopes. Compound. means there is more than one lens. Light refers to the fact that it relies on light to shine up through whatever is being viewed. 2. Emphasize that working with microscopes can be fun and interesting, but a microscope is not a toy. Microscopes are expensive and can become faulty if dropped or jarred. 3. Have students tum to textbook, page 98, Guide the reading of the page 4, Explain that textbook, pages 99 - 102 give more information on the compound light microscope. Emphasize that compound light microscopes are most usefull when light can shine through the specimen, 5. Have students refer to Toolbox 11, page 439, This toolbox instructs students how to use the microscope 6. Ifyou have a microscope, have students do the Give Ita Try, activity, page 102. 7. Distribute Worksheets #8B.5a, #8B.5b, and #8B.5c. Have students use textbook, 100 to complete it 8. OPTIONAL. Do the Check and Reflect questions, page 102. Assignments: Read Science in Action 8, pages 98 ~ 102. Do the Give Ita Try activity, page 102, if you have a microscope and slides, Do Worksheets #8B.5a, #8B.5b, and #8B.5c. OPTIONAL. Do the Check and Reflect questions, page 102 caeScience Grade Eight Topic B: Cells and Systems, Part | Work The Compound Light Microscope Directions: Use Science in Action 8, pages 100 and 101 to help you with the questions 1. Label the parts of the compound light microscope. Worksheet 88.54Science Grade Hight Topic B: Cells and Systems, Part 1 Worksheets 2. Match the parts of the compound light microscope with their functions. eyepiece revolving nosepiece stage clips arm coarse adjustment knob fine adjustment knob objective lenses stage diaphragm lamp base allows you to carry the microscope securely contains the lens that magnifies serves as a foundation for the rest of the microscope brings the object into sharper focus hold the slide firmly on the stage holds the three objective lenses supplies the light that passes through the object you are viewing moves the stage up or down to focus on the object to produce a clear, sharp image supports the slide that holds the object you want to view has different-sized holes that let different amounts of light pass through the object you are viewing provide different strength of magnification 3. Why do people who use microscopes always view a very thin slice of an object? Worksheet A805Science Grade Bight Topic B: Cells and Systems, Part 1 Worksheets 4. Following are the steps in using a microscope. Number them in the correct order. Use the fine adjustment knob to sharpen the focus of the image. Place the slide on the stage, using the stage clips to hold it in place. ‘Once the slide is in place, try using the medium-power objective lens. Watching from the side of the microscope, carefully rotate the nosepiece to move the medium-power lens so that it points at the stage. Plug the microscope in and turn on the light source. When the slide is once more in focus, try using the high-power objective lens. When turning the nosepiece, be sure to watch from the side of the micro- scope. This helps to ensure that the lens does not hit the slide Rotate the revolving nosepiece until the low-power objective lens is pointing at the stage. Look through the eyepiece. Slowly turn the coarse adjustment knob to move the lens away from the stage. This will focus the image. Watch the stage from one side of the microscope. Carefully turn the coarse Worksheet #80, Se adjustment knob until the lens is as close to the slide as possible without touching itScience Grade Bight Topic B: Cells and Systems, Part 1 Worksheets The Compound Light Microscope Directions: Use Science in Action 8, pages 100 and 101 to help you with the questions. 1. Label the parts of the compound light microscope, Worksheet #80 5aScience Grade Fight Topic B: Cells and Systems, Part 1 Worksheets 2. Match the parts of the compound light microscope with their functions eyepiece coarse adjustment knob fine adjustment knob | revolving nosepiece objective lenses stage | stage clips diaphragm lamp | arm base em allows you to carry the microscope securely eyepiece contains the lens that magnifies Ane at brings the object into sharper focus serves as a foundation for the rest of the microscope Staye igs hold the slide firmly on the stage leveling noseaere holds the three objective lenses —lamp Coarse adjust meat moves the stage up or down to focus on the object to produce a clear, sharp image ____. supplies the light that passes through the object you are viewing ees tagee = supports the slide that holds the object you want to view diaphragm has different-sized holes that let different amounts of light pass through the object you are viewing objectio lense: provide different strength of magnification 3. Why do people who use microscopes always view a very thin slice of an object? light moustlbe able to travel Horough the object 10 order to see Worksheet #80.56Part | Science Grade Eight Topic B: Cells and Systr Worksheets 4. Following are the steps in using a microscope. Number them in the correct order. 6 __ Use the fine adjustment knob to sharpen the focus of the image. Place the slide on the stage, using the stage clips to hold it in place. Once the slide is in place, try using the medium-power objective lens. Watching from the side of the microscope, carefully rotate the nosepiece to move the medium-power lens so that it points at the stage. |___. Plug the microscope in and turn on the light source. 8 When the slide is once more in focus, try using the high-power objective lens. When turning the nosepiece, be sure to watch from the side of the micro- scope. This helps to ensure that the lens does not hit the slide Rotate the revolving nosepiece until the low-power objective lens is pointing at the stage. 5___ Look through the eyepiece. Slowly tum the coarse adjustment knob to move the lens away from the stage. This will focus the image. ‘f __ Watch the stage from one side of the microscope. Carefully turn the coarse adjustment knob until the lens is as close to the slide as possible without touching it Worksheet #8 SeScience Grade Bight Topic B: Cells and Systems, Part 1 9 Lesson Plans ‘oncept: The Cell: The Basic Unit of Life Resources/Materials: Science in Action 8, pages 103, 108, and 109 Worksheets #8B.6a and #8B.6b student copies) Introduction: On the board draw a large triangle and divide it into four horizontally. Starting at the top write organ systems, organs, tissues, cells ~ in that order. Explain that our bodies are made up of several organ systems, each performing a different role. Each organ system is made up of several organs that work together. Each organ is made up of different types of tissue. And each tissue is made up of cells. ‘The cell is the small functioning unit of life. Procedure: 1. Explain that today’s lesson has to do with the cell. All cells have some basic structures in common, but there are some things that are unique to plant cells and others that are unique to animal cells. 2. Have students tum to textbook, page 103. Guide the reading, 3. Then have students flip over to textbook, pages 108 and 109. Guide the reading of these pages to \d out the differences and similarities between animal and plant cells, 4, NOTE: Ifyou have a compound light microscope and prepared slides of animal and plant cells, students will have practice viewing them in Lesson Seven, 5. Distribute Worksheets #8B.6a and #8B.6b, Go over the structions, if necessary 6. In their notebooks, have students draw and label diagrams of animal and plant cells. 7. OPTIONAL. Have students do the Check and Reflect questions on textbook, page 109. Assignments: 1, Read Science in Action 8, pages 103, 108, and 109. 2. Do Worksheets #8B.6a and #8B.6b. 3. Draw and label diagrams of animal and plant cells 4. OPTIONAL. Do the Check and Reflect questions, page 109.Science Grade Fight Topic B: Cells and Systems, Part 1 Worksheets The Cell is the Basic Unit of Life Directions: Use Science in Action 8, pages 103, 108, and 109 to help you with the activities. 1. Decide which cell structure answers each of the following riddles. a. | am usually shaped like a dark ball, You will find me near the centre of a cell. am relatively large What am |? b. lama liquid. There are little speckles inside me. What am I? c. 1am filed with a clear liquid. You will find me in the cytoplasm. What am |? d. I surround the entire cell. | allow some substances to enter the cell and other substances to leave the cell What am |? e. | protect the cell. | surround the entire cell. | am a rigid, frame-like covering What am I? 2. Explain why the invention of the electron microscope helped scientists to discover new things about cells. 3. Define each of the following terms: a. organelle ___ Workshet #88 6c. tissue Science Grade Eight Topic B: Cells and Systems, Part 1 Worksheets d. organ e. organ system 4. Complete the chart to show the name, general function of each organelle. Tell whether you will find the structure in an animal cell or a plant cell. The first one is done for you. Structure Function Description nucleus command centre | © Directs all cellular activities such as movement, | animal growth, and other life functions plant Worksice 6.66Science Grade Fight Topic B: Cells and Systems, Part I Worksheets The Cell is the Basic Unit of Life Directions: Use Science in Action 8, pages 103, 108, and 109 to help you with the activities. 1. Decide which cell structure answers each of the following riddles, a. | am usually shaped like a dark ball. You will find me near the centre of a cell, | am relatively large. What am I? __ Nucleus. b. lama liquid. There are little speckles inside me. What am I? _cytualasim. c. Lam filled with a clear liquid. You will find me in the cytoplasm. What am I? _ vacuoles d. I surround the entire cell. | allow some substances to enter the cell and other substances to leave the cell What am I? __cell memlamae e. I protect the cell. | surround the entire cell. | am a rigid, frame-like covering What am |? __cell wall 2. Explain why the invention of the electron microscope helped scientists to discover new things about cells. enaioled sce. see sin detus! — 3. Define each of the following terms: a. organelle _Specualed struchives within uc b. cell r fl Worksheet #88 6aScience Grade Fight Topic B: Cells and Systems, Part | Worksheets c. tissue_group of summlaccolls working together by purlorm a speube functi — d organ _group af hssues that wock tngether tb perform a cechin e. organ system group oPorguas thet wore ngether fe perforna a certtin task - 4. Complete the chart to show the name, general function of each organelle. Tell whether you will find the structure in an animal cell or a plant cell. The first one is done for you. Structure Function Description Plant? nucleus command centre | » Directs all cellular activities such as movement, | animal growth, and other life functions plant ww] . | chemical reactions ycourthat convert the [ann Imitvchondiew) powerlnouses | emenyy the cell receives ite aform it can [Plant _| Use | — clets needed materws (a and waste Grewal materials cut plant =a istore nutenh, wale, and otheo vacuoles | storage rooms |S betes | ceottarns Hhe nutnents requnedby Fhe cel cytoplasm | kevtchen fo maintaon its Life processes cell wall | frame -provides strength and suppot | carry outphole synthesis, converting | plact Jhloroplasts | sol chloroplasts | solar panels Ye sues emergy vote Pood Woiksion W860Science Grade Fight Topic B: Cells and Systems, Part I 10 Lesson Plans Lesson Seven (This lesson requires that students have access to a compound light microscope. Depending on the length of your class periods, it may take two days —one to learn how to view prepared slides and one to make and view a slide.) Concept: Using the Microscope to View Cells Resources/Mate Science in Action 8, pages 104 — 107 compound light microscope prepared animal and plant cell slides clean glass or plastic slide cover slip tweezers (or toothpick) eyedropper onion knife water newspaper Introduction: Briefly review the parts of a cell and the names and descriptions of some of the organelles. Explain that today students will have the chance to view some prepared slides of animal and plant cells, They will then have the chance to prepare a slide themselves. ution students that a microscope is an expensive piece of equipment. It is fun to work with it, but it is not a toy. NO FOOLING AROUND. Procedure: L. Have students turn to textbook, pages 104 and 105. Explain that this Inquiry activity gives clear directions on how to view the prepared animal and plant cell slides. Instruct students to follow the directions strictly as outlined. 2. Have students turn fo textbook, pages 106 and 107. Explain that on these pages, they are to read the pages. Then they can follow the instructions to make and view onion cells and also do the Give It a Try activity, page 107. Assignments: Read Science in Action 8, pages 104 ~ 107. Do the Inquiry activity, pages 104 and 105, Prepare an onion slide, pages 106 and 107. Make a wet mount using the Give Ita Try activity, page 107.Science Grade Eight Topie B: Cells and Systems, Part WW Lesson Plans. Lesson Right Concept: Unicellular and Multicellular Organisms Resources/Materials: Science in Action 8, pages 110, 111, and 114 Worksheets #8B.8a and #8B.8b (student copies OR have students do the questions in their notebooks.) Optional: compound light microscope blank slide and cover stip fresh pond water eyedropper Introduction: Briefly, go over some of the organ systems of a human being and their functions, Explain that a human being is made up of trillions of cells. However, there are organisms that are so tiny, they are made up of only a single cell. That single cell provides the same needs for a single-celled organism and the trillions of cells provide for a multi-cellular organism. Procedure: 1, Explain that today’s lesson compares and contrasts single- and multi-celled organisms. 2. Have students turn to textbook, page 110. Guide the reading. 3. Then have students turn to textbook, pages 111 and 114, Explain that on page 111, unicellular and multicellular organisms are compared and contrasted. Page 114 gives more information on two unicellular organisms, the amoeba and the paramecium, 4, Distribute Worksheets #8B.8a and #8B.8b. Go over the directions, if ne 5. OPTIONAL. Do the Check and Reflect questions on textbook, page 114. 6. OPTIONAL. Ifyou have a compound light microscope and itis warm enough to get some pond water, have students try the Inguiry activity, pages 112 and 113. Assignment: 1. Read Science in Action 8, pages 110, 111, and 114, 2. Do Worksheets #8B.8a and #8B.8b. 3. OPTIONAL. Do Check and Reflect, page 114. 4, OPTIONAL. Do the Inquiry activity, pages 112 and 113