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CHEMISTRY in Year 8 Science

Cecil Andrews Senior High School

Sue Scrymgour

ALL ABOUT STATESCONTENTS

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ALL ABOUT STATESTITLE PAGE NUMBERScience Outline 3Math Outline 4Science Inquiry Skills Checklist 5Lesson Overview 6Glossary 8I Am/You Are 9Y Chart 12Place Mat 13Venn Diagram 14Designing Observation Guide (D.O.G.) 17Further Understanding Report (F.U.R) 19Planning Investigation Guide 21Experiment Analysis Report 23Team Assessment Of Individual Learning 25Group Roles 26Lesson 1 & 2 28Portfolio Coversheet 29Portfolio Roles 30Portfolio Contract 31Portfolio File Check 32Lesson 3 33Lesson 4 34Lesson 5 35Lesson 6 36Lesson 7 & 8 37Lesson 9 38Lesson 10 39Lesson 11 40Lesson 12 41Lesson 13 & 14 42Lesson 15 43Lesson 16 44Lesson 17 45Lesson 18 46Lesson 19 47Lesson 20 & 21 48Lesson 22 & 23 49Lesson 24 & 25 50Lesson 26 51Lesson 27 & 28 52Lesson 29 53

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ALL ABOUT STATES

OVERARCHING QUESTION

What state are we in?

Learning area ScienceScience understandings Chemical sciences.Science inquiry skills Questioning and predicting

Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

AUSTRALIAN CURRICULUM:

ACSSU151ACSSU153ACSSU225• The properties of different states of matter can be explained in

terms of the motion and arrangement of particles• Differences between the elements, compounds and mixtures can

be described at the particle level• Chemical change involves substances reacting to form new

substancesUnit understandingsStudents will be able to :

Explain why a model for the structure of matter is needed

Model the arrangement of particles in solids, liquids and gasesUse the particle model to explain observed phenomena linking the energy of particles to temperature changesModel the arrangement of particles in elements and compoundsRecognise that elements and simple compounds can be represented using symbols and formulasLocate elements on the periodic table.Identify the differences between chemical and physical changesIdentify evidence that a chemical change has taken placeInvestigate a simple reaction such as combining elements to make a compoundRecognise that the chemical properties of a substance will affect its use.

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ALL ABOUT STATES

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Learning area MathematicsNumber and algebra Carry out the four operations with integers, using efficient

mental and written strategies and appropriate digital technologies (ACMNA183)Solve problems using the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA183)

Data representation and interpretation

Explore the practicalities and implications of obtaining representative data, using a variety of investigative processes (ACMSP206

ALL ABOUT STATESYear 8 Science Inquiry Skills Checklist

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Questioning & Predicting Planning & Conducting Processing & Analysing Data

Communicate information

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http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions

http://www.australiancurriculum.edu.au/Glossary?a=S&t=relationships

http://www.australiancurriculum.edu.au/Glossary?a=S&t=secondary+sources

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigations

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=variables

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigation

ALL ABOUT STATES

Lesson overviewLesson one and twoIn this lesson students will be introduced to the states of matter in an exploration activity involving several substances. Students will develop their understanding by drawing on prior knowledge to develop criteria to define the properties of a solid, a liquid and a gas. Enter this on a Y chart, and then create a Venn diagram to look for commonalities and to ascertain that all matter has mass and volume and is made up of particles.Lesson threeIn this lesson students will expand their knowledge of the three states of matter and explore non-Newtonian states such as slime.Lesson fourIn this lesson students will discuss the use of models to represent the particle model of matter and will role play the motion of particles in the three states of matter followed by the creation of a visual representation of this.Lesson fiveIn this lesson students will investigate the diffusion of particles through a liquid and gas.Lesson six and sevenIn this lesson students will investigate how adding energy (temperature) to a substance will change it from one state to another, the point at which substances change state is the melting point and the boiling point. The changes between states are known as vaporisation , condensation, solidification & meltingLesson eight and nineIn this lesson students will expand on their knowledge of melting and boiling points and investigate the differences in the mpt and bpt of pure (distilled) water, tap water and salt water.Lesson tenIn this lesson students will expand on their knowledge of changing states by graphing and comparing the data from lessons six – nine and introducing the concept of latent heatLesson elevenIn this lesson students will expand on their knowledge of changing states to explore the expansion and contraction of substances during phase changes, for example the difference between ice and water or molten and solid wax.Lesson twelveIn this lesson students will further explore the action of the particles in substances as they undergo a phase change.Lesson thirteenIn this lesson students will consolidate their knowledge of states of matter and link it to changes in the environment, e.g. revision of water cycle (yr7) or convection currents in the atmosphere.Lesson fourteenIn this lesson students will be introduced to the periodic table and to elements and their symbols, using substances with only their symbols, allow the students to peruse a periodic table to find the name and state of the substance, the melting point and boiling point.Lesson fifteenIn this lesson students will continue their exploration of the periodic table and the labelled substances from lesson nine, and explore the naming patterns of element symbols and research how symbols such as Na (Sodium) or lead (Pb) were named.

Lesson sixteenIn this lesson students will review their knowledge of mixes and pure substances (Yr7) and further divide pure substances into elements and compounds.

Lesson seventeenIn this lesson students will explore the chemical composition of compounds they will be given a number of mystery substances (provided with only their formula) and answer questions such as which compound has the greatest number of elements, what is the total number of elements, what is the name of these elements, which element is most common, what elements make up water, etc.

Lesson eighteenIn this lesson students will consolidate their knowledge of elements and compounds and to create a Venn diagram of their attributes and to develop a definition of the term element and of compound

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ALL ABOUT STATES

Lesson nineteenIn this lesson students will expand their knowledge of elements and compounds and discuss the ways to distinguish between physical and chemical changes.Lesson twentyIn this lesson students will expand on their knowledge of physical and chemical changes to explore the chemical changes and physical that may occur when a reaction takes place HS2 PG29Lesson twenty one to twenty threeIn this lesson students will explore a variety of chemical reactions, e.g. gas producing reactions and precipitate producing reactions and colour changing reactionsLesson twenty four to twenty fiveIn this lesson students will investigate the properties of various “similar” substances such as the relative strength of a number of different plastics and polymers. HS2 PG 25Lesson twenty six and twenty sevenIn this lesson students will use various substances to make models of elements, compounds and mixtures, as well as atoms and molecules.Lesson twenty eightIn this lesson students will consolidate their learning with the use of a silent card shuffle and the creation of a concept map or flow chartLesson twenty nine and thirtyIn this lesson students will answer the other arching question of this unit is everything in one of the states of matter? and undertaking an library or internet research to discover “what elements are the most abundant in the vicinity of the earth?” and in what state do these elements occur naturally.

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ALL ABOUT STATES

WORD MEANINGChemicalMatterPropertiesVolumeMassStateSolidLiquidGasVaporisationCharacteristicsCompressiblePhysicalAtomParticleDiffusionLatent heatMeltingCondensingSolidificationEvaporationExpansionElementSymbolsCompoundMoleculeFormulaChemical changePhysical changeReversiblePrecipitateMixtureSolution

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ALL ABOUT STATES

I AM: ELEMENT

YOU ARE: the change of state from a liquid to a gas

I AM: EVAPORATING

YOU ARE: spreading out of the particles in liquids & gases due to the random motion of particles

I AM: DIFFUSION

YOU ARE: two or more elements that are chemically joined

I AM:COMPOUND

YOU ARE: a change that cannot go back to its original state

I AM: IRREVERSIBLE

YOU ARE: a way of naming compounds using the kind and number of elements in it

I AM: FORMULA

YOU ARE: the single smallest part of an element

I AM:ATOM

YOU ARE: a state of matter with a fixed volume but not fixed shape

I AM: LIQUID

YOU ARE: a sign used for an element.

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ALL ABOUT STATES

I AM: SYMBOL

YOU ARE: the change of state from a gas to a liquid

I AM:CONDENSING

YOU ARE: the particles of a substance moving closer together

I AM: COMPRESSION

YOU ARE: the smallest part of a compound

I AM:MOLECULE

YOU ARE: the change of state from a solid to a liquid

I AM: MELTING

YOU ARE: the change of state from a solid, directly to a gas.

I AM:SUBLIMATION

YOU ARE: a way of naming compounds using the kind and number of elements in it

I AM: FORMULA

YOU ARE: a change in which a new substance or substances are formed.

I AM: CHEMICAL CHANGE

YOU ARE: a solid formed during a chemical reaction, when two liquids are mixed.

I AM:PRECIPITATE I AM: PERIODIC TABLE

YOU ARE: : a change in 11

ALL ABOUT STATES

YOU ARE: an organized grouping of elements

which no new substance is formed,

I AM:PHYSICAL CHANGE

YOU ARE: the point during phase changes where temperature is added but there is no change of temperature.

I AM: LATENT HEAT

YOU ARE: characteristics of a substance, such as state, melting point or boiling point.

I AM:PROPERTIES

YOU ARE: WHETHER A SUBSTANCE IS A SOLID, LIQUID OR GAS

I AM:STATE OF MATTER

YOU ARE: the particles of a substance moving further apart, increasing volume

I AM: EXPANSION

YOU ARE: A STATE OF MATTER WITH NO FIXED SHAPE OR VOLUME

I AM: GAS

YOU ARE: A PURE CHEMICAL SUBSTANCE, WITH ALL ATOMS THE SAME.

IN THIS ACTIVITY EACH STUDENT IS GIVEN A CARD.ONE PERSON (P1) IS REQUIRED TO BEGIN BY STANDING AT THE FRONT OF THE ROOM AND STATING I AM.... AND YOU ARE...

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SOLID

GASLIQUID

ALL ABOUT STATES

(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)THE PERSON WHO IS THE NEXT ‘I AM’ (P2) CALLS OUT “I AM A...... “ AND IS THEN REQUIRED TO STAND NEXT TO P1 AND READ THEIR YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)THE PERSON WHO IS THE NEXT ‘I AM’ (P3) CALLS OUT “I AM A...... “ AND IS THEN REQUIRED TO STAND NEXT TO P2 AND READ THEIR YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)REPEAT THIS PROCESS UNTIL ALL CARDS ARE IN THE LINE IN THE CORRECT ORDER.THE FINAL “YOU ARE” LINKS TO P1 AND SO A CIRCLE IS FORMED.

Ychart

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ALL ABOUT STATES

Place

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ELEMENT

COMPOUND

ALL ABOUT STATESVenn

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[Both]

ELEMENT

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COMPOUND

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ALL ABOUT STATES

GROUP MEMBERS______________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:___________________________________________________________

VOCABULARY WORDS (THEY MUST BE USED IN YOUR F.U.R)WORD MEANING

12345678910

AIM (the Question you are investigating?) ______________________________________________________________________________________

PREDICTION (What do you expect will happen?) ______________________________________________________________________________________

HOW WILL YOU KEEP EVERYONE SAFE? ______________________________________________________________________________________

CONTROL VARIABLES (What things must be kept the same and how will you do this?)

Controlled variables How you will control it

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ALL ABOUT STATESEQUIPMENT (list of the things you will need).

1. 2.3. 4.5. 6.7. 8.9. 10.11. 12.

METHOD: (Step by step instructions of what you will do during the investigation at least six separate steps)

1.

2.

3.

4.

5.

6.

DRAW A STEP BY STEP FLOW CHART THAT OUTLINES THE STEPS IN WHICH YOU WILL UNDERTAKE YOUR EXPERIMENT

DIAGRAM: (labelled diagram of equipment used, drawn scientifically)

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ALL ABOUT STATES

GROUP MEMBERS___________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:__________________________________________________________________

DON’T FORGET TO USE YOUR VOCABULARY WORDS FROM YOUR D.O.G.

RESULTS: DRAW A DIAGRAM OF YOUR OBSERVATIONS

fur

OBSERVATIONS (DESCRIBE WHAT YOU SAW DURING THE EXPERIMENT)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANALYSIS: Write a paragraph that EXPLAINS scientifically why you made the above observations)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION (explain what happened)

______________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT STATES________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ERRORS: suggest places where your group may have been inaccurate.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IMPROVEMENTS: (suggest ways to make this experiment better).

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE AS A HUMAN ENDEAVOUR: what are two real life uses of this experiment.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT STATES

GROUP MEMBERS____________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:____________________________________________________________

VOCABULARY WORDS (THEY MUST BE USED IN YOUR E.A.R)WORD MEANING

12345678910

AIM: (the Question you are investigating?)) ______________________________________________________________________________________

PREDICTION: (what do you expect will happen) ________________________________________________________

HYPOTHESIS (an if and then statement IF (enter the variable you are changing) THEN (enter the variable you are measuring) ______________________________________________________________________________

SAFETY: (describe how will you keep everyone safe) ______________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________

INDEPENDENT VARIABLE (what will you change)_______________________________________

DEPENDENT VARIABLE (What will you measure)______________________________________

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ALL ABOUT STATESCONTROL VARIABLES (What needs to be kept the same, how you will do this)

Controlled variables How you will control it

MATERIALS & EQUIPMENT (list of equipment and materials you will need for the investigation). DON’T FORGET TO DRAW A DIAGRAM.

1. 2.3. 4.5. 6.7. 8.9. 10.11. 12.13. 14.

RECORDING DATA: Describe how to keep your data accurate ____________________________________________________________________________________________________________________________________________________________________________

METHOD: (Step by step instructions of what you will do & what you will record as your results, at least six separate steps)

1.

2.

3.

4.

5.

6.

DRAW A STEP BY STEP FLOW CHART THAT OUTLINES YOUR METHOD TO THIS EXPERIMENT

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ALL ABOUT STATES

GROUP MEMBERS_______________________________________________________________

GROUP NAME__________________________________________________________________

INVESTIGATION TITLE:____________________________________________________________

DON’T FORGET TO USE YOUR VOCABULARY WORDS FROM YOUR P.I.G

RESULTS:

TABLE

ear

GRAPH: (draw a graph from you recorded data, remember TITLE, AXIS, LABEL, SCALE ACCURACY AND TYPE [column for distinct values and line for continuous variables]).

ANALYSIS: Now write a paragraph that summarises all the data that you have recorded in your table and graph, what is the graph doing, increasing, decreasing, staying the same, is it in a straight line?)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION (explain what happened using scientific ideas and words)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ERRORS: (suggest places where the experiment may have been inaccurate).

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IMPROVEMENTS: (suggest three ways in which you could improve this experiment).

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE AS A HUMAN ENDEAVOUR: what are two real life applications of this type of experiment.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT STATES

Investigation title::__________________________________________________________Group members: ___________________________________________________________Group title: _________________________________________________________________I contributed to my group’s success by:MANAGER:RECORDER:REPORTERGO GETTER

Next time, I would:MANAGER:RECORDER:REPORTERGO GETTER

On a scale from 1 to 5, rate your group on the following items.

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree 5 = Couldn’t agree more!

All members contributed equally to the project. 1 2 3 4 5

Our group worked well together. 1 2 3 4 5

Disagreements were settled quickly and politely. 1 2 3 4 5

Our group met deadlines and did not procrastinate. 1 2 3 4 5

I felt encouraged by my group members to work on the project. 1 2 3 4 5

I would like to work with this group again. 1 2 3 4 5Group members evaluation

Rate each member of your group on how well they contributed to the group’s success, one is very little or no contributionand five is an excellent contribution:

Member 1 2 3 4 5MANAGERRECORDERREPORTERGO GETTER

Rate each member of your group on how well they performed their role within the group:

Member 1 2 3 4 5MANAGERRECORDERREPORTERGO GETTER

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GROUP ROLESAll members are to contribute to the investigations and experiments that their group undertakes. Each person is also responsible for taking their own copy of the results, just in case other members are absent. As well as that you will have a specific role within the group and part of your assessment will be based on how well you perform this role.

GETTER You are responsible for ensuring that you have all the required equipment for your group activity. This may also mean that you have to bring things from home. You must be organised and resourceful.

MANAGER You are responsible for ensuring that all members of your group are on track and are participating to the best of their ability. It is your job to liaise with the teacher, librarian or other staff members as required and so you must be confident.

RECORDER You are responsible for ensuring that all information for our group is recorded, this will include taking measurements during the investigation, compiling the bibliography of other resources and graphing any required information and so you must be organised.

REPORTER Has the job of presenting the information that their group has discovered to the class. As it is your job to present an interesting production for the class presentation and so you must be creative and outgoing.

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Hi I am theGO-GETTERIt is my job to ensure that we have all the equipment and materials we need for this activity, as well as undertaking the activity

Hi I am the MANAGERIt is my job to ensure that everyone is on task as well as undertaking the activity

Hi I am the RECORDERIt is my job to make sure everyone is writing down all of their ideas and data, as well as participating in the activity

Hi I am the REPORTERIt is my job to summarize back to the class what we discovered in this activity









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ALL ABOUT STATESLesson one and two

QUESTION : WHAT DO YOU KNOW ABOUT THE STATES OF MATTER ?TITLE : STATES OF MATTER. AUSTRALIAN CURRICULUM ACSSU151ACTIVITIESPre class preparation: collect a selection of substances in various states, solid, liquid, gas and possibly a plasma ball have one collection per group. Large poster sheet drawn up as a Y chart (or on the white board).

Introduction:Get students to sit in small groups of 4 students, explain that they will keep a journal for this unit, which will be in the form of a text based exercise book /display folder or an e.book, all should contain their P.I.G & E.A.R OR D.O.G & F.U.R and T.A.I.L for every investigation. Each student is responsible for their own journal.In these groups discuss the roles of the getter, the manager, the recorder and the reporter. Allow each student to select their role within their current group but explain that often these groups will change but their role won’t. (these may be based on students learning style, after undertaking a learning style quiz).

THIS WORKS BEST IF EACH GROUP OF STUDENTS IS GIVEN A DISPLAY FOLDER WITH OUTLINE OF DUTIES- if students do not undertake their duties they are given three warnings before they are fired (loss of points)Activity lesson one.Have students complete the sheets for their group display book.

Activity lesson one –> twoYou should now write as many words as they can to describe the three states of matter. THIS MAY BE DONE ON A Y CHART.

Each group to then report back to the class on the characteristics of solids, liquids and gases and create a class Y chart.

Students to then draw up their list of characteristics and cut them out into individual concepts.

Place these words onto a three way Venn Diagram (Done as three separate circles on OHT that can then be overlapped or have students fill IN a Y CHART

GLOSSARY WORDSSolidLiquidGasCharacteristics

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CONTRACT31

MANAGER RECORDER

REPORTER GO-GETTER

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GROUP NUMBERNAME TITLE DUTIES AGREED

(signature)COMPLETED

MANAGER

RECORDER

REPORTER

GO GETTTER

AUTHORISATION (signed by Ms S)WARNINGS

NUMBER FOR REPORTED BY

APPROVED

FILE CHECK LIST

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ALL ABOUT STATESYEAR 8 CHEMISTRY

GROUP NAME______________________MANAGER__________________________REPORTER__________________________RECORDER__________________________GO GETTER__________________________

FORM______

ITEM COMMENT DONE?

WORK NEATWORK DATEDNO GRAFFITI

GLOSSARY TERMSY CHART SOLID, LIQUID, GAS

REPORT: SLIME

REPORT: PARTICLESREPORT: MELTING/BOILING POINT

REPORT: SALT WATERREPORT: HEATING SOLIDS.

REPORT: DENSITYFLOWCHART SOLID, LIQUID, GAS

ELEMENT CUBERESEARCH ELEMENT SYMBOLS

KWLHVENN DIAGRAM ELEMENTS &

COMPOUNDSCONCEPT MAP CHEMICAL/PHYSICAL CHANGESREPORT: CHEMICAL/PHYSICAL CHANGESREPORT: GAS PRODUCING

REACTIONSREPORT: PROPERTIES OF MATTERITC PRESENTATION

Lesson threeQUESTION: are there any other states of matter?

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ALL ABOUT STATESTITLE : slime. AUSTRALIAN CURRICULUM ACSSU151

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ALL ABOUT STATESACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

BEGIN getting students to review the characteristics of the states of matter, as if they can think of anything that

Aim: To make a slimy polymer.

Materials: 100mL beaker Stirring rod Borax solution Polyvinyl alcohol 25mL measuring cylinder Pipette Food colouring Safety goggles

Method:1. Measure 20mL of the Polyvinyl alcohol solution into the beaker using a measuring cylinder.2. Add a couple of drops of food colouring.3. It is easier to make this in pairs. As one person continually stirs the Polyvinyl alcohol with a

stirring rod, the other adds Borax solution drop by drop using a pipette. Continue to add Borax solution until the product has a slimy consistency.

4. You can take the “slime” out of the beaker and handle it, but remember to wash hands afterwards.

Results:

REPORTER TO REPORT BACK TO THE CLASS

GLOSSARY WORDS

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Describe what happens while you were mixing your slime?

Describe what happened when you do each of the following?Hold some in one hand and punch Hold it in one hand for 30 secondsShape some into a ball and bounce itShape some into a ball and roll itTap the slime with a spoonSit a paperclip on top of itTry to cut it with scissorsStir the slime very quicklyStir the slime slowlyBounce itStretch it out

ALL ABOUT STATES

Lesson fourQUESTIONTITLE AUSTRALIAN CURRICULUM ACSSU151ACTIVITIES:Pre-class preparation: copies of diagrams of 3 sealed jars, or conical flasks

Pose question: what are particles made up of? Atoms

Instruct students that all atoms are constantly moving, and get them to write down what you think atoms are doing in a solid?Write down what you think atoms are doing in a liquid?Write down what you think atoms are doing in a gas?

Inform students that particles in a solid are vibrating around a single point are all packed as closely together as possible.Particles in a liquid are a little further apart and are able to roll over each other.Particles in a gas are free to move as far apart as possible.Give the students numbers one to three, and tell the three groups to go to different corners of the room.

Allow the students two minutes to work out how they are going to model the motion of one of the states of matter. One possibility is to have group one model the motion of particles in a solid, group two the particles in a liquid and group three the particles in a gas.

Give group one the opportunity to role play their state of matter and then have the other groups to critique it. Repeat for other groups.

Have students to use sticky circles or dots to represent the states of matter in the three conical flasks and label each one as a solid, liquid or gas and describe the motion of the particles.

GLOSSARY WORDSVibrationParticleAtomCompressibleVolumeMassPhysical

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ALL ABOUT STATESLesson five

QUESTIONTITLE AUSTRALIAN CURRICULUM ACSSU151ACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

INVESTIGATING PARTICLES

Aim: To demonstrate the particle model of matterMaterials: Potassium permanganate 1 cube of sugar 3 x 250 ml beakers bottle of liquid with strong odour food dye

PART A ROOM TO MOVEMethod:1. Half fill two of the beakers with water2. Wait until the water is still3. Carefully add the cube of sugar into one beaker and the crystal of potassium

permanganate to another beaker.4. Observe what happens immediately, after 20 minutes and after 1 hour.5. Record observations in the table below.Results:Beaker of water and…

Observations

Initially After 20 min After 1 hour

Sugar

Potassium permanganate

Discussion Questions:1. Did the colour of the water change over the period of time?

_______________________________________________2. Explain with a diagram what has happened to the particles of potassium

permanganatePART B SPREADING COLOURMethod:1. Fill the third beaker with water and wait for the water to be still2. Add 3 drops of food dye to the beaker3. What has happened after 5 minutes?_______________________________________________________Discussion Questions:

1. Explain in terms of particle movement what happened to the dye.__________________________________________________________________________________________________________________

2. Was the colour change faster in this case or in the case of potassium permanganate? Why? Is the comparison between the two fair (HINT: think about the state of each)

____________________________________________________________________________________________________________________________________________________________________ REPORTER TO REPORT BACK TO THE CLASS

GLOSSARY WORDSDiffusionChemical

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ALL ABOUT STATESLesson six

QUESTION: HOW DO WE MOVE FROM STATE TO STATE?TITLE : MELTING POINT AND BOILING POINT. AUSTRALIAN CURRICULUM ACSSU151

AMNCP208ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity

Distinguish between evaporation, vaporisation and boiling.

Allow students to plan their own activity but suggestions are below.

Materials250ml beaker iceThermometer Bunsen burnerTripod gauze matBench protector timer

Method:Students to fill a 250ml with ice, put the thermometer into the ice whilst setting up the Bunsen burner and tripod etc to allow the thermometer reading time to stabilise.

Heat beaker on blue flame taking temperature readings every 1 minute, until you get three readings the same. Highlight the melting and boiling points.

ResultsRecord all results in a table and graph.


GLOSSARY WORDSEvaporationVaporisationBoilingStateMelting

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ALL ABOUT STATESLesson seven and eight

QUESTION: does the boiling point of salt water change.TITLE : salt water investigation. AUSTRALIAN CURRICULUM ACSSU151

AMNCP208ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity

Allow students to plan their own activity but suggestions are below.

Boiling pointMaterials250ml beaker Thermometer Bunsen burner Tripodgauze mat Bench protectortimer Distilled watersalt waterMethod:

1. Students to fill a 250ml with distilled water and measure temperature.

2. Heat beaker on blue flame taking temperature readings every 1 minute, until you get three readings the same

Repeat stage one and two for tap water with various amounts of salt, e.g. 10g, 20g, 30g etc

Record results in a table, highlight the boiling point

ResultsRecord all results in a table and graph. (A LINE GRAPH WITH MULTIPLE READINGS)


GLOSSARY WORDSProperties

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ALL ABOUT STATESLesson nine:

QUESTION: why does the graph have horizontal points?TITLE Latent heat AUSTRALIAN CURRICULUM ACSSU151ACTIVITIESPre class preparation: copies of graphs clearly showing latent heat for each group of students.

Introduction:Pose question: what is happening at the horizontal points in the graph?How does this line up with the melting or boiling points that you marked on your graph?

Students should have their copies of the graphs from lessons six, seven and eight, have them mark the places of latent heat on their graphs.

Define the term latent heat for students as the point during phase changes where temperature is added but there is no change of temperature.


GLOSSARY WORDSLatent heat

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ALL ABOUT STATESLesson ten

QUESTION: what happens to solids as they are heated?TITLE : expansion. AUSTRALIAN CURRICULUM ACSSU151ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity

INTRODUCTION:Pose question to class what happens to a solid as it is heated?

Aim: to observe and describe what happens when solids are heatedMaterials:

Bi-metallic strip Ball and ring set Bunsen burner Heatproof mat Tongs

Safety Equipment protective goggles

Safety equipment laboratory coat protective goggles

Method:1. Using the tongs, but the Bi-metallic strip into the flame of the Bunsen burner and

observe what happens. What can you say about the rate at which different metals expand?

2. Pick up the ball and ring and pass the ball through the ring.3. Now heat the ring in the Bunsen burner, making sure the ball and chain are out of the

way.4. Using the tongs, try and pick up the ball and pass it through the ring while the ring is

still hot.5. Let the ring cool and try it again.6. Try using any other expansion apparatus – your teacher will show you how it works.

Questions:1. What did heating do to the ring?2. What did cooling it down do?


GLOSSARY WORDSExpansion

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ALL ABOUT STATESLesson eleven

QUESTION: what else happens to solids as they are heatedTITLE : density in solids liquids and gases AUSTRALIAN CURRICULUM ACSSU151

ACMNA183ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity

INTRODUCTION:Pose question to class what is more dense a solid or a liquid and why?

Aim: to compare the different densities of a solid, liquid and gas.Materials:

Ice Overflow can Measuring cylinder Bunsen Burner Triple beam balance tripod & gauze mat Bench protector

Safety Equipment protective goggles

Method:

1. Using the overflow can and the measuring cylinder measure the volume of ice.2. Measure the mass of this same amount of ice.

3. Melt the ice on the Bunsen burner, allow to cool slightly and measure the volume in the measuring cylinder. Measure the mass.

4. Calculate the density of the ice and the water.

5. Repeat with various amounts of ice.

Questions:3. Which was more dense, the solid or the liquid?4. Do you think the gas would be more or less dense?


GLOSSARY WORDS

42

Particles in a solid Particles in a liquid Particles in a gasParticles during melting

Particles during solidification

Particles during vaporisation

Particles during condensation

ALL ABOUT STATESLesson twelve

QUESTION: what are the changes of state that happen in natureTITLE : Water cycle AUSTRALIAN CURRICULUM ACSSU151ACTIVITIESStudents to describe on a flow chart how particles are moving in each of the states of matter, this should include distance between particles and the motion of the particles.

Ask students to recall electrostatic forces (YR 7) and to rate the strength of the particles from greatest forces to least force.

Have the students re-draw the above flow chart and using the water cycle as an example and to explain what is happening to the water in the environment during the phase changes, e.g. environmental warming will warm the ice caps etc. Substitute the word vaporisation for evaporation and precipitation for condensation.

GLOSSARY WORDSSolidificationCondensing

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ALL ABOUT STATESLesson thirteen and fourteen

QUESTION: what’s and element and how many are there?TITLE three dimensional periodic table AUSTRALIAN CURRICULUM ACSSU152ACTIVITIES:Pre class preparations: large (A3) net of 3d cube 3 per student

Students to create an element cube for each of the elements of the periodic table each student should take three or four depending on the size of the class.

An ELEMENT cubeName: __________________

Your Task: You are to pick an element whose symbol starts with the same letter as your first name (or the first letter of your family name) and prepare an information “cube” about the element.

Your information for the six sides of your cube should include:

1. The symbol – (large and filling one whole side)

2. The Elements Name- (large and filling one whole side)

3. From the Periodic table find a description of its physical properties Its state – is it a solid, liquid, gas or made in a laboratoryIs it a metal or non metalWhat is its melting point, boiling point, densityWhat number element is it (this is called its atomic number)

4. Where is the element found (especially in Australia) and in what minerals is it found (very few elements are found in their ‘native’ or elemental form), how is it mined, ......5. What are the uses for the element or its compounds?6. Anything else of interest that may add to our understanding of the element.(If the element has a characteristic colour your cube could show this.)

GLOSSARY WORDSElementSymbol

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ALL ABOUT STATESLesson fifteen

QUESTION: WHY DO ELEMENTS GET CERTAIN LETTERS FOR THEIR SYMBOLSTITLE ELEMENTS AUSTRALIAN CURRICULUM ACSSU152ACTIVITIES

Library or internet research into elements, sodium, lead, gold, silver, mercury, tungsten, potassium, antimony and iron how they were named and why.Students to design their own questions and to compare these to the naming of other elements.

GLOSSARY WORDS

45

ALL ABOUT STATESLesson sixteen

QUESTION: what can we remember about mixes?TITLE : review of mixes. AUSTRALIAN CURRICULUM ACSSU152ACTIVITIESStudents to undertake cooperative learning strategies such as a silent card shuffle to review their learning of mixes and pure substances, add extra words from the Y7 chemical sciences glossary.

POSE QUESTION what can we remember about mixes?

HAVE STUDENTS FILL IN A KWHL ON WHAT THEY RECALL FROM YEAR 7 CHEMISTRY AND WHAT THEY HAVE LEARNT TO DATE IN CHEMISTRY.

POSSIBLY HAVE THEN REVIEW THE I AM/YOU ARE FROM YR 7 CHEMISTRY.

GLOSSARY WORDSMixture

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ALL ABOUT STATESLesson seventeen

QUESTION: WHAT IS A COMPOUND?TITLE COMPOUNDS AUSTRALIAN CURRICULUM ACSSU152ACTIVITIESPre- class preparations prepare sealed jars of compounds that have their chemical formula on them, put these on trays for student groups 5-10 per group.Provide each group with a periodic table.

Discussion, what do you think a compound is?

Introduce students to the concept of chemical change and formulas.

Have students draw up a table to describe the properties of each substance in their trays, state, colour etc.

Then have the students list the elements in each compound, as well as stating the compound with greatest number of elements, what is the total number of elements, what is the name of these elements, which element is most common, what elements make up water


GLOSSARY WORDSCompoundFormulaMolecule

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ALL ABOUT STATESLesson eighteen

QUESTION HOW DO ELEMENTS AND COMPOUNDS COMPARE?TITLE ELEMENTS AND COMPOUNDS. AUSTRALIAN CURRICULUM ACSSU152ACTIVITIESACTIVITIESPre-class preparation:Selection of elements and compounds labelled.VENN DIAGRAM.

ACTIVITY:

Question: what do we know about elements and compounds?Students to create two lists of descriptors for elements and compounds using the sample to refresh their memories if required,

Elements Compounds

Add the descriptors and examples to the Venn diagram.

Develop a class wide Venn diagram of elements and compounds

Note: an alternative to a classic Venn diagram that will extend the students constructivist learning is to have 2 blank circles on OHT sheet, have students to individually cut out their terms for the topic and to place them on the relevant circle, ensure that there are terms that fit both criteria, or duplicates. Discuss with students where they put each terms and those that are left over, or doubled up should be discussed, ask for suggestion as to where to put the terms. Have students overlap the two circles to create a Venn diagram and put the relevant terns in the centre section.


GLOSSARY WORDS

48

irreversiblereversible

Physical changesChemical changes

ALL ABOUT STATESLesson nineteen

QUESTION: why can we melt ice but not unbake a cake?TITLE physical and chemical changes. AUSTRALIAN CURRICULUM ACSSU225ACTIVITIES

In their groups have students define the terms reversible and irreversible and write down examples.

Discuss if physical changes such as changes of state are reversible or irreversible, repeat for chemical reactions such as cooking a cake.

Have students think of 10 examples of physical changes and 10 chemical changes that they know, draw a table like the one below.

Discuss with student indicators that a chemical change has occurred, colour change, gas produced, temperature change, change in mass or precipitate formed, have students add these indicators to their table of chemical reactions where possible.

Draw a concept map or double bubble map that details the differences between chemical and physical changes.

GLOSSARY WORDSPhysicalChemicalChangeReversible

49

changes

Physical change Chemical reactionReversible IrreversibleMelting ice Baking cake

ALL ABOUT STATESLesson twenty and twenty one

QUESTION: can we recognise a chemical reaction?TITLE chemical reactions AUSTRALIAN CURRICULUM ACSSU225

ACMNA183; ACMSP208ACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

INTRODUCTION:EXPLAIN TO CLASS THAT LESSONS TWENTY TO TWENTY THREE CONTAIN A NUMBER OF DIFFERENT CHEMICAL REACTIONS.Pose question to class: how do we know a chemical reaction has occurred ?SUGGESTED INVESTIGATIONS BELOW:

AIMTo investigate several complex reactions to identify any physical or chemical changes that may occur.METHOD1 For each of the following experiments, record the title in your book.2 State whether you think a reaction has taken place. If you think a reaction has taken place, whatevidence is there to support your theory? (There may be more than one piece of evidence.) Record theevidence.A SPARKLERSMATERIALS• sparklers • match• weighing balanceMETHOD1 Weigh your sparkler.2 Light your sparkler and let it burn out.3 Reweigh your sparkler.

B MAKING SILVERMATERIALS• test-tube containing 5 mL silver nitrate solution• copper wire • pencilMETHODWarning: Be careful not to spill the silver nitrate solution as it stains skin and clothing.1 Wind the copper wire around the pencil.2 Remove the pencil, leaving a coil of wire.3 Hook the wire over the edge of the test-tube containing silver nitrate.4 Record your observations.

C BURNING UPMATERIALS• electronic balance • Bunsen burner • evaporating dish• tripod • sodium hydrogen carbonate • gauze mat • spatula • glass rod • bench matMETHOD1. Place two spatulas of sodium hydrogen carbonate into the evaporating dish and record its mass.2. Gently heat the compound, stirring with the glass rod.3. Re-measure the mass of the compound.4. Record any change in mass, and any changes you observed while the compound was being heated.


GLOSSARY WORDSprecipitate

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ALL ABOUT STATESLesson twenty two and twenty three

QUESTION: HOW CAN WE PRODUCE GAS?TITLE: GAS PRODUDING CHEMICAL REACTIONS AUSTRALIAN CURRICULUM ACSSU225ACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

INTRODUCTION:Pose question to class: how do we know a chemical reaction has occurred ?ALLOW STUDENTS TIME TO WRITE DOWN IN A POSTCARD ALL OF THE THINGS THAT THEY OBSERVED DURING CHEMICAL REACTIONS.

SUGGESTED INVESTIGATIONS BELOW:

A BUBBLING UPMATERIALS• vinegar • thermometer • sodium bicarbonate• measuring cylinder • test-tubeMETHOD1. Place about 10 mL of vinegar in a test-tube.2. Use the thermometer to record its temperature.3. Add half a teaspoon of sodium bicarbonate.4. Measure its temperature again.5. Record your observations and any temperature change.

B MAKING OXYGENMATERIALS• very small amount of • test-tubemanganese dioxide • rubber stopper(rice-grain size) • glowing wooden splint• 5 mL hydrogen peroxideSafetyHydrogen peroxide is a very powerful oxidising agent.Avoid contact with skin and clothes.Method1. Place a quarter of a spatula of manganese dioxide in a test-tube.2. Pour the hydrogen peroxide into this, then quickly and lightly stopper the test-tube.3. While the reaction is bubbling, remove the rubber stopper and quickly place a glowing splint into the test-tube just above the bubbles.4. If the splint relit, then oxygen gas was produced. Did this happen in your experiment?5. Record everything you observed in this reaction.

ADD OBSERVATIONS TO POSTCARD.

GLOSSARY WORDS

51

ALL ABOUT STATESLesson twenty four to twenty five

QUESTION HOW DO THE PHYSICAL PROPERTIES OF MATTER CHANGETITLE MEASURING PROPERTIES OF MATTER AUSTRALIAN CURRICULUM N ACSSU225;

ACMSP206ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R. FORMSBegin by establishing the rules, procedures and roles for the activity

BEGIN BY INTRODUCING THE CONCEPT OF PROPERTIES TO STUDENTS AND HAVING THEM DISCUSS WAYS IN WHICH WE CAN DETERMINE THE PROPERTIES OF DIFFERENT PLASTICS.

AIMTo determine how a plastic’s relative strength is affected by the method of manufacture.MATERIALS• 5 cm samples of plastic wrap, plastic bags, freezer bags, milk bottle and plastic lid• 5 1 kg masses • 2 clamps• 10 100 g masses • retort stand• 10 10 g masses • stringMETHOD1 Connect a clamp to the retort stand and fasten it securely into place.2 Clamp the 5 cm2 sample of the plastic wrap in the clamp attached to the retort stand.3 Tie a 10 g mass to the other clamp and clamp it to the other end of the plastic.4 Release the weight and observe any changes in length of the plastic wrap.5 Continue adding more masses until signs of stretching appear. Record the maximum mass beforestretching.6 Repeat the same steps for the two other samples.

RESULTS AND DISCUSSION1. Draw a table of results in your E.A.R. and put it into your folder.

Complete the other sections and enter your results.2 Which plastic sample was able to hold the greatest mass without stretching?3 Which manufacturing method provided the greatest amount of strength per cm2 of plastic?4 List three possible errors that may have occurred in this experiment.5 How could you test the thermal properties of these three different plastic samples?


GLOSSARY WORDS

52

ALL ABOUT STATESLesson twenty six

QUESTION: what do molecules look like?TITLE AUSTRALIAN CURRICULUMACTIVITIESGather various spheres and similar shapes, or prepare various coloured playdough and small sticks or similar

Introduction.Discussion what is the difference between a compound, mixture and an element.Allocate specific colours for the elements, e.g. oxygen = red, nitrogen = blue etc.

Draw a list of elements, compounds and mixtures on the board and have the students make labelled models of these molecules, explain that Oxygen, nitrogen, chlorine etc are diatomic molecules.

If using playdough allow it to dry and display the models.

GLOSSARY WORDS

53

ALL ABOUT STATESLesson twenty seven and twenty eight

QUESTIONTITLE AUSTRALIAN CURRICULUMACTIVITIES

In this lesson students will answer the other arching question of this unit is everything in one of the states of matter? and undertaking an library or internet research to discover “what elements are the most abundant in the vicinity of the earth?” and in what state do these elements occur naturally.

Present their finding to class using ITC of their choice, POWERPOINT, EBOOK, etc.


GLOSSARY WORDS

54

ALL ABOUT STATESLesson twenty nine

QUESTIONTITLE AUSTRALIAN CURRICULUMACTIVITIESStudents to undertake cooperative learning strategies such as a silent card shuffle or I am you are to summarise their learning.

POSE QUESTION what do we know about states of matter ?

Instructions for students:

STEP ONE In your group silently remove the cards from the envelope and arrange them into an ordered arrangement concerning mixtures.

STEP TWO At a signal from the teacher you have two minutes to talk quietly and making and justifying any changes- DONT LET OTHER GROUPS HEAR YOU.

STEP THREE Circle around the room and observe how other groups have arranged their cards – DO NOT TALK OR TOUCH ANY CARDS.

STEP FOUR Return to your home table and rearrange any cards.

STEP FIVE The teacher will lead a group discussion to work out the “answer”

STEP SIX Groups can correct their cards and discuss changes as they do.

GLOSSARY WORDS

55

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