Year 8 Science Year 8 Science 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 $6.00 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: Particle Matter Identify and describe changes of state; apply the Particle Matter of Matter to predict and explain change. Semester 1 Semester 2 Term 4 Term 3 Term 2 Term 1 Unit 2: Chemistry of common substances Explain the properties of materials using the particle model; undertake Scientific report writing. 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: Rocks in 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. 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. 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. Extended experimental investigation The hurler (Physical sciences, Planning and Conducting, Evaluating, Communicating) Week 9 Semester 2 Interim Reporting to parents Unit 7: 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. 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 Cairns SDE 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 Cairns SDE 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 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 2 3 Science kit provided by school Unit numbers / Item Quantity lessons Purpose Substitute/suggestion Test tubes 3 U1L3 Water absorbency investigation Syringe (10mL) 1 U1L3 Use to measure water for water absorbency investigation Pipettes 5 U1L10 Observing chemical change Ping pong ball 1 U6L2 Gravitational forces 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 U1L10 Observing chemical change Can be purchased from supermarket Balloon 5 U1L6 Investigating a gas Party balloons Bicarbonate soda 1 U1L10 Observing chemical change Baking section of supermarket (packet) Borax (container of) 1 U3L1 Investigating crystal size Laundry section of supermarket Bouncy ball 1 U5 and 6 Energy chains Some supermarkets stock these, Toy R us etc Cardboard (stiff - 6x6cm) 2 U5L2 Classifying energy Chlorine bleach 1 U2L4-8 Assessing learning Supermarket (household bleach - bottle) Chocolate chip cookies 5 U4L11 Investigating mining Supermarket Chocolate in wrapper 2 U3L7 Chocolate rocks e.g. Freddo frogs or similar

5 Compass for drawing a circle 1 U5L8 (sheet 9) Modelling energy flow Draw around a plate Cricket ball 1 U5L3 Chemical potential energy Other balls of similar size Cutting board 1 U5L3 Chemical potential energy Drinking straw 1 U5L8 (sheet 9) Modelling energy flow This is used to make a simpler version of the crane on sheet 9, seek guidance from the teacher Epsom salts (box) 1 U3L5-6 Making sedimentary rocks Fabric strips (wool, polyester, cotton) (2x10cm) (require 3 of each fabric) 3 U1L3, U2L1 Water absorbency investigation, exploring chemical and physical change Use old clothes, check labels for fabric type/ fishing sinker 1 U5L3 Chemical potential energy Marble, ball bearing Foil dishes 3 U5L3 Chemical potential energy Funnel 1 U6L10 Investigating biogas Small plastic kitchen funnel Golf ball 1 U5L3 Chemical potential energy Other balls of similar size Heat proof gloves 1 U3L1 Investigating crystal size Oven gloves Hole punch 1 U5L2 Classifying energy Hydrogen peroxide 3% (bottle) 1 U2L1 Exploring chemical and physical change Can be purchased from chemist or supermarket Kitchen scales 1 U5L3 Chemical potential energy Magnet 1 U4L2 Investigating magnetism Fridge magnet Matches (box) 1 U1L3 Flammability investigation A lighter could be used Measuring spoon 1 Various Various Metal skewer 1 U5L3 Chemical potential energy Straightened out paperclip Methylated spirits 40mL U1L3 Solubility investigation Mixing bowl 1 U3L5-6 Making sedimentary rocks Paddle pop sticks 5 U4L11 Investigating mining Paperclips 20 Various Plastic bottle (600mL) 1 U6L10 Investigating biogas Empty water or soft drink bottle Plastic spoon 1 U4L11 Investigating mining Popcorn (popped) bag 1 U5L3 Chemical potential energy Rice crackers, breakfast cereal, wheat crackers

6 Rubber band 5 U5L2 Classifying energy Ruler (30cm) 1 U5L3 Chemical potential energy Scissors 1 U5L2 Classifying energy Sparklers (packet) 1 U1L10 Observing chemical change Squash ball 1 U5L3 Chemical potential energy Other balls of similar size Steel washers 6 U4L2 Investigating magnetism Other steel objects such as screws or paperclips Sticky tape (roll) 1 U5L2 Classifying energy Stopwatch 1 U1L3 Water absorbency investigation Timer on smartphone or computer String (ball of) 1 U5 and 6 Energy chains Sugar (half cup) 1 U6L10 Investigating biogas Tennis ball 1 U5L3 Chemical potential energy Other balls of similar size Toothpicks 5 U4L11, U5L2 Investigating mining Toy car 1 U5 and 6 Energy chains Velcro (strip 10cm) 1 U2L10 Exploring velcro Use Velcro from clothing rather than purchasing Velcro. Can be purchased from supermarket or Spotlight Vinegar - white (bottle) 1 U1L10 Observing chemical change Wire 30cm U1L3 Flammability investigation Wire coathanger, old fencing wire etc. can be used Wooden skewer 1 U5L8 (sheet 9) Modelling energy flow This is used to make a simpler version of the crane on sheet 9, seek guidance from the teacher Yeast (teaspoon) 1 U6L10 Investigating biogas Can be purchased in small packets from supermarket