Year 8 Science. Resources A list of materials required for Year 8 science is attached to this overview.

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1 Year 8 Science Achievement By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types. Assessment Criteria An overall level of achievement in this subject is determined by the teacher s on-balance judgment of the evidence presented in students summative assessment across the following: Science Understanding: Biological Sciences, Chemical Sciences, Earth and Space Sciences, Physical Sciences. Science as a Human Endeavour: Nature and development of science, use and influence of science. Science Inquiry Skills: Questioning and predicting, Planning and conducting, Processing and analysing data and information, Evaluating, Communicating Delivery (mode, time requirements, lessons) Students have access to a 45 minute scheduled lesson and a 45 minute tutorial each week. Lessons are delivered via Collaborate and teleconferencing. Students are also expected to undertake independent study to complete tasks and assessment in accordance with the Work Rate Calendar. Course materials can be accessed in Blackboard. Student Requirements Computer, access to internet, , printer, scanner, telephone or headset with microphone, exercise book, stationery. Resources A list of materials required for Year 8 science is attached to this overview. Subject Fee $18.00 Science Starter Kit New Enrolments Only $10.00 Science Kit (Overseas enrolments not eligible)

2 Year 8 Science Units and Learning Experiences, Summative Assessment, Criteria Assessed, Approximate timing/due date of summative assessment Unit 1: Particles Matter Identify and describe changes of state; apply the Particle Matter of Matter to predict and explain change. Semester 1 Term 1 Term 2 Unit 2: The chemistry of common substances Explain the properties of materials using the particle model; undertake Scientific report writing. Summative assessment, criteria assessed, approximate timing/due date: Experimental investigation and scientific report (Chemical sciences, Planning and conducting, Processing and analysing data and information, Evaluating, Communicating) Week 9 Semester 1 Interim Reporting to parents Unit 3: Rocks never die Understand the rock cycle; understand that rocks have different properties; classify rocks and minerals. Unit 4: Rock my world Consider the disciplines of science and the science knowledge and occupations involved in locating, extracting and processing rocks; consider the rehabilitation of mining sites and the occupations involved. Summative assessment, criteria assessed, approximate timing/due date: Rocks never die Test (Earth and Space Sciences, Processing and analysing data and information, Communicating) Week 8 Semester 1 Reporting to parents Unit 5: Energy in my lifestyle Classify energy forms; investigate potential, kinetic and efficient energy sources; conduct fair testing and safe experimental tasks. Semester 2 Term 3 Term 4 Unit 6: What s up? Identify different forms of energy; investigate how energy is transformed and transferred; undertake scientific report writing; examine renewable and non-renewable forms of energy. Summative assessment, criteria assessed, approximate timing/due date: Extended experimental investigation The hurler (Physical sciences, Planning and Conducting, Evaluating, Communicating) Week 9 Semester 2 Interim Reporting to parents Unit 7: The building blocks of life Identify and examine the function and structure of cells and specialised cells; distinguish between multicellular and unicellular organisms; compare plant and animal cells; analyse the development of the Cell Theory. Summative assessment, criteria assessed, approximate timing/due date: The nature of cells Exam (Biological sciences, Nature and Development of Science, Questioning and predicting, Communicating) Week 6 Semester 2 Reporting to parents

3 SCIENCE KITS EXPLANATORY NOTES 1 What are they? Science kits have been provided by CSDE to enable specialist science equipment to be made available to all students regardless of their geographical location. 2 Who is eligible to receive a science kit? All Australian-based students are automatically billed for a science kit, the contents of which can be found in the course overviews. 3 Starter Kit A starter kit contains basic items students in every year level will use at some point. Upon enrolment, one kit will be automatically invoiced to each family. If you need to order an additional starter kit or you have misplaced any of the items in this kit, please place an order through the school administration. 4 Year level kit Contents of this kit are found in the course overviews for science for each year level. There are separate lists for materials provided in the kit and materials you must purchase. Specialist items are generally provided by CSDE but you will also be required to purchase some items from your local supermarket or chemist. Course overviews are provided in Term 4 of every year so that you can begin collecting items you need for science. It is generally a good idea to have a "science" box available where you keep all of the items required. 5 Items to purchase Start a science box or science cupboard to keep all of the supplies you need for science. At the start of the year materials should be collected for use throughout the year. At the end of any given year these resources can simply be added to next year's resources. Over time you should build up a good bank of science resources which can be used to do experiments throughout your school years. Also, many of the same materials are used in a variety of year levels so it saves you having to purchase these materials again. 6 When are they provided? Materials are mailed out with resources for Term 1. We endeavour to get the materials required to you as soon as possible after enrolment; however, please allow up to four weeks processing time. 7 Who should I contact if I have not received a science kit? Please contact your child's science teacher in the first instance. They will begin the process to check on the whereabouts of your kit. 8 Who should I contact if I am unable to complete an experiment for science? There are often alternative experiments that can be conducted for the same outcome or video links that can be provided. Always contact your child's science teacher if you are having any problems with the experiments in the kit. They will be able to find a solution that fits you or your circumstances.

4 1 2 3 Science Starter Kit Item Quantity When is it needed Purpose Safety glasses 1 Personal Protective Equipment (PPE) Measuring tape 1 General use Magnifying lens 1 General use Thermometer 1 General use Science kit provided by school Item Quantity Filter paper 10 U1 L9, U4 L8-9 Biscuit mining Iron filings 10 g U4 L8-9 Froth flotation Unit numbers / lessons Purpose Substitute/suggestion Pipettes 5 U1 L10 Observing chemical change Ping pong ball 1 U5 L6, U6 L2 Gravitational forces Pulley 1 U6 L2-7 Hurler Syringe (10mL) 1 U1 L3 Use to measure water for water absorbency investigation Test tubes 3 U1 L3, U2 Water absorbency investigation Test tube holder 1 U1 L3 Flammability test Wires 2 U5 L1 Energy stations Materials to be purchased and kept on hand for science experiments Item Quantity When is it needed Purpose Substitute/suggestions Antiseptic solution containing iodine 1 U1 L10 Observing chemical change Can be purchased from supermarket Baking tray 1 U2 L1 Can use large plate instead. Balloon 5 U1 L6 Investigating a gas Party balloons Beaker, 50 ml 1 U1 L6 Investigating a liquid investigation Jar/glass Bicarbonate soda (packet) 1 U1 L10 Observing chemical change Baking section of supermarket. Bolt 1 U5 L10 About 100 mm long.

5 Borax (container of) 1 U3 L3 Investigating crystal size Laundry section of supermarket Bouncy ball 1 U5 and 6 Energy chains Some supermarkets stock these, Toy R us etc Boxes 2 U6 L2-7 Prop up ramp Bulldog clips 3 U2 L4-8 Cardboard 1 U5 L6 Stiff, A5 sized. Cardboard (stiff - 6x6cm) 6 U5 L2 Classifying energy Chlorine bleach (household bleach - 1 U2 L4-8 Assessing learning Supermarket bottle) Chocolate chip cookies 5 U4 L8-9 Investigating mining Supermarket Chocolate in wrapper 2 U3 L7 Chocolate rocks e.g. Freddo frogs or similar Clothes pegs 10 U1 L3 Holding fabric for flammability test. Container 1 Various For mixing. 1L capacity. Cutting board 1 U3 L5-6, U5 L3 Chemical potential energy Can use rubber mat. Dishwashing detergent 1 U2 L2 Exploring chemical and physical change. Dominoes 10 U5 L1 Classifying energy Epsom salts (box) 1 U1 L9, U3 L5-6 Making sedimentary rocks Eraser 1 U5 L1 Classifying energy Small. Fabric strips (wool, polyester, cotton) (2x10cm) (require 3 of each fabric) 3 U1 L3, U2 L1 Water absorbency investigation, exploring chemical and physical change Can substitute with matchboxes or object of similar size. Use old clothes, check labels for fabric type. Fan 1 U5 L10 Can substitute hair dryer. Filter paper 5 U1 L9 Substitute tea towel. A few Exploring chemical and physical Food colouring U2 L2 drops change. Funnel 1 U6 L10 Investigating biogas Small plastic kitchen funnel Golf ball 1 U5 L6 Chemical potential energy Other balls of similar size Heat proof container 2 U3 L3 Exploring minerals and crystals. Can use glass beakers, heat-resistant glass jugs/bowls, ceramic coffee mugs/bowls, saucepans.

6 Heat proof gloves 1 U3 L3 Investigating crystal size Oven gloves Heat proof mat 1 U1 L3 Flammability test. Can substitute tile or tray filled with sand. Hole punch 1 U5 L2 Classifying energy Hydrogen peroxide 3% (bottle) 1 U2 L2 Exploring chemical and physical change Can be purchased from chemist or supermarket Jar 1 U4 L8-9 Froth flotation Lid must close tightly Kerosene 5 ml U4 L8-9 Froth flotation Kitchen scales 1 U1 L9, U5 L3 Chemical potential energy Lamp 1 U5 L1 Classifying energy Preferably fitted with incandescent 60W bulb. Light bulb 1 U5 L1 Classifying energy With casing. Marbles 2 U6 L2-7 Matches (box) 1 U1 L3 Flammability investigation A lighter could be used. Measuring cylinder 1 Various Small, can use medicine glass. Measuring jug 1 Various 250 ml. Measuring spoon 1 Various Various Metal skewer 1 U5 L10 Chemical potential energy Straightened out paperclip Metal spacer 1 U5 L10 30 mm wide. Can substitute same sized plastic conduit. Methylated spirits 40mL U1 L3 Solubility investigation Milk 10 ml U2 L2 Exploring chemical and physical change Modelling clay 1 U5 L3 One ball-sized amount. Paddlepop sticks 15 U5 L1 Classifying energy Paperclips 20 Various Paper towels 1 roll Various Plastic bottle (600mL) 1 U6 L10 Investigating biogas Empty water or soft drink bottle Popcorn (popped) bag 1 U5 L3 Chemical potential energy Rice crackers, breakfast cereal, wheat crackers Portable gas stove 1 U5 L1 Can substitute with stove hotplate or gas barbecue. Rocks Many U3 L5-6 Discovering sedimentary rocks Small rock fragments or pebbles. Rubber band 10 U5 L1, L2 Classifying energy Rubber stopper 1 U1 L6 Can use cork. Rubber tubing 4 U6 L2-7 For making a ramp

7 Ruler (30cm) 1 Various Chemical potential energy Sand 1 U3 L5-6 Discovering sedimentary rocks Scissors 1 Various Sparklers (packet) 1 U1 L10 Observing chemical change Enough to fill 2 cm in bottom of beaker or plastic cup. Spoon 1 U3 L3 Exploring minerals and crystals Wooden or plastic handled. Steel washers 3 U5 L10 Sticky tape (roll) 1 U5 L2 Classifying energy Must be strong eg. electrical tape. Stirring rod 1 Various Glass rod. Can use teaspoon. Stopwatch 1 U1L3 Water absorbency investigation Timer on smartphone or computer String (ball of) 1 U5 and 6 Energy chains Sugar (half cup) 1 U3 L5-6, U6 L10 Investigating biogas Taper 1 U1 L3 Flammability test Substitute cake candle taped to candle stick. Tennis ball 1 U6 Chemical potential energy Other balls of similar size Test tube rack 1 U1 L3 Can use taller glass, coffee mug or teacup to keep test tubes upright. Tile 1 U1 L6 White in colour. Timber 2 U6 L2-7 Building ramp 400 * 600 mm piece and 40 * 20 mm piece Toothpicks 5 U4 L11, U5 L2 Investigating mining Toy car 1 U5 and 6 Energy chains Substitutes for dynamics trolley. Tuning fork 1 U5 L1 Can substitute table fork or stringed instrument (eg. guitar). Tweezers 1 U1 L6 Investigating a solid Can use plastic forceps. Vegetable oil 1 U3 L5-6 Discovering sedimentary rocks Can use petroleum jelly. Velcro (strip 10cm) 1 U2 L10 Exploring velcro Use velcro from clothing rather than purchasing velcro. Can be purchased from supermarket or Spotlight.

8 Vinegar - white (bottle) 1 U1 L10 Observing chemical change Watch glasses 3 U2 L4-8 Can substitute saucers. Weights 20 U2 L4-8 Must be of equal mass eg. large steel washers. Whoopee cushion 1 U5 L1 Can substitute with balloon. Wire 50 cm U1, U2 Yeast (teaspoon) 1 U2 L2, U6 L10 Investigating biogas Wire coathanger, old fencing wire etc. can be used Can be purchased in small packets from supermarket