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8th
Grade Science : Chemistry
1.
Structure Of Matter
1. Length of Time for the Unit: 3 weeks
2. Essential question for Chemistry:
What affects change and what are the outcomes of that change?
3. Essential unit question to be asked:
How is change effected by matter, atoms and compounds?
4. Focus questions to be asked:
1. What is matter?
2. What is an atom?
3. What is an element?
4. How are they similar?
5. How are they different?
6. What is a compound?
7. What happens when atoms get mixed together?
8. Can you see atoms?
9. Can you count atoms?
10. What are “states” of matter?
11. Do atoms all move at the same speed regardless if they are hot or
cold?
5. Science Standards To Be Addressed:
Standard: 3. Each of the more than 100 elements of matter has
distinct properties
and a distinct atomic structure. All forms of matter are composed of one
or
more of the elements. As a basis for understanding this concept:
a. Students know the structure of the atom and know it is
composed of
protons, neutrons,and electrons.
b. Students know that compounds are formed by combining two or
more different elements and that compounds have properties that
are different from their constituent elements.
c. Students know atoms and molecules form solids by building up
repeating patterns, such as the crystal structure of NaCl or long-chain
polymers.
d. Students know the states of matter (solid, liquid, gas) depend
on
molecular motion.
e. Students know that in solids the atoms are closely locked in
position
and can only vibrate; in liquids the atoms and molecules are more loosely
connected and can collide with and move past one another; and in gases
the atoms and molecules are free to move independently, colliding frequently.
f. Students know how to use the periodic table to identify elements
in
simple compounds.
6. Technology Standards To Be Addressed:
II. Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the
Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document
III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal
place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs
IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics,
and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document
V. Multimedia:
___ a. Author and navigate through a multimedia presentation
___ b. Integrate various media (CD-ROM, Internet, audio, digital sources)
___ c. Create basic animation (linear and frame)
Web cites for study:
Click on "Atoms" to see a movie about them,
and to play an atomic quiz
http://www.brainpop.com/science/seeall.weml
A guide to atoms and subatomic particles
http://www.particleadventure.org/frameless/startstandard.html
Click on "Spectroscope of an atom" and "Paper cutting"
to learn about atoms
http://www.miamisci.org/af/sln/phantom/
Scroll down to "A Model of Matter" in the table of contents
to learn about atomic
structure and bonding. (New site address)
http://www.nyu.edu/pages/mathmol/textbook/middle_home.html
Lots of information about electrons
http://www.iop.org/Physics/Electron/Exhibition/
Click on "Elements as Atoms" from the list on the left-hand
side for pictures and
detailed information
http://www.colorado.edu/physics/2000/index.pl
Read the Atom Builder Guides, then build your own carbon atom.
You can also scroll to the bottom of the screen for links to famous scientists
such
as Niels Bohr.
http://www.pbs.org/wgbh/aso/tryit/atom/
Explore a particle accelerator laboratory
http://public.web.cern.ch/Public/
Browse Oxford University's selection of "Molecules of the Month",
including "Molecules in a Coffee Cup"
http://www.chem.ox.ac.uk/mom/motmtext.html
Learn about unusual "mirror molecules"
http://americanhistory.si.edu/hosc/molecule/
An interactive online lesson about molecules
http://ippex.pppl.gov/ippex/module_3/molecule.html
Good introduction to the states of matter
http://www.chem4kids.com/matter/index.html
Click on "The Kinetic Theory of matter" for a description and
illustrations
http://www.members.aol.com/ChangChem3/CALbasicROR1.html
A simple animated explanation of how particles behave in a solid, a liquid
and a gas
http://www.harcourtschool.com/activity/states_of_matter/
Find out how to make an oozy substance that can't decide if it's a solid
or a liquid
http://www.exploratorium.edu/science_explorer/ooze.html
Learn more about the properties of gases in balloons
http://www.omsi.edu/explore/physics/air/
An online lesson on the states of matter
http://ippex.pppl.gov/ippex/module_3/states.html
Learn about the technology that keeps ice frozen at an ice-rink
http://www.howstuffworks.com/ice-rink.htm
Click on "Snowflake physics" for detailed information and pictures
http://www.its.caltech.edu/~atomic/snowcrystals/
See pictures of erupting geysers
http://www.nps.gov/yell/press/images/steamboatpics/index.htm
Find out why salt melts ice
http://antoine.fsu.umd.edu/chem/senese/101/solutions/faq/why-salt-melts-ice.shtml
See how various elements change phase at different temperatures
http://www.miamisci.org/af/sln/phases/
7. Essential Activities to be Conducted:
Periodic
Table
1. Length of Time for the Unit: 4 weeks
2. Essential question for the year:
What affects change and what are the outcomes of that change?
3. Essential unit question to be asked:
Can changes be predicted based on the elements that are involved?
4. Focus questions to be asked:
1. What is a Periodic Table?
2. Why is the Periodic Table important?
3. Who came up with the format for the Periodic Table?
4. Why did the current design of the Periodic Table make sense?
5. What’s a row?
6. What’s a column?
7. What’s a family?
8. What parts of an element determine what it is?
9. How can you tell if an element will be reactive?
10. Where are the metals on the table?
11. What’s a non-metal and where are they on the table?
12. What does “inert” mean, and where are the “inert gases”
found?
13. What is a physical property of an element?
14. Is a chemical property different from a physical property?
5. Science Standards To Be Addressed:
Standard 7. The organization of the periodic table is based
on the properties of
elements and reflects the structure of atoms. As a basis for understanding
this concepts:
a. Students know how to identify regions corresponding to
metals, nonmetals,
and inert gases.
b. Students know each element has a specific number of protons
in the
nucleus ( the atomic number) and each isotope of the element has a
different
but specific number of neutrons in the nucleus.
c. Students know substances can be classified by their properties,
including
their meltingtemperature, density, hardness, and thermal and electrical
conductivity.
6. Technology Standards To Be Addressed:
II. Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the
Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document
III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal
place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs
IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics,
and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document
V. Multimedia:
___ a. Author and navigate through a multimedia presentation
___ b. Integrate various media (CD-ROM, Internet, audio, digital sources)
___ c. Create basic animation (linear and frame)
Web
cites for study:
A detailed, clickable periodic table,
with sounds and animations
http://www.webelements.com/
Learn about the periodic table's origins
http://www.colorado.edu/physics/2000/periodic_table/index.html
Play a game about the periodic table
http://www.funbrain.com/periodic/index.html
Detailed information about many aspects of the elements
http://www.chemtutor.com/perich.htm
Learn the elements and their chemical symbols with these interactive
games
http://www.quia.com/jg/3.html
Illustrated facts about many elements
http://www.galleries.com/minerals/elements/class.htm
Detailed information about metalloids. You can select other element
groups from a list on the left of the screen
http://www.chemicalelements.com/groups/metalloids.html
Detailed information about non-metals. You can select other element
groups
from a list on the left of the screen
http://www.chemicalelements.com/groups/nonmetals.html
Interactive, online lesson about the elements
http://ippex.pppl.gov/ippex/module_3/elements.html
Look at the colour-coded groups of metals in the periodic table,
then scroll down to find information about their properties
http://ippex.pppl.gov/ippex/module_3/elements.html
A comprehensive dictionary of metal terminology
http://www.metal-mart.com/dictlist.htm
Explore the industrial trails on this Web site for information about the
history of industry and machines
http://www.bbc.co.uk/history/programmes/dibnah/dibnah99/trails.shtml
General information about copper, including its history and
uses.
You can also discover how it is mined and treated
http://www.copper.org/general/homepage.htm
Click on "Smiles Central", then "Kids Care" and then
"Eggsperiment"
for an activity that shows how fluoride protects teeth (using any fluoride
toothpaste)
http://www.crestsmiles.com/index_flash.html
Lots of information about chlorine, including history, chemistry and uses
http://www.c3.org/
Discover the difference between halogen light bulbs and normal light bulbs
http://www.howstuffworks.com/question151.htm
For detailed information about each halogen, click on their symbols
(F, Cl, Br, I, and At) in the periodic table
http://www.webelements.com/webelements/scholar/index.html
Click on "Rock Files" for information about ten main metals
mined in Australia
http://www.minerals.org.au/pages/page3_15.asp
Information about how metals are extracted from their ores
http://www.sciencenet.org.uk/database/Chemistry/Industrial/c00107b.html
Learn many fascinating facts about gold
http://www.goldinstitute.org/
Detailed information about aluminium
http://www.alfed.org.uk/aluminium.htm
A comprehensive definition of minerals
http://www.infoplease.com/ce6/sci/A0833286.html
An A-Z guide to the Earth's minerals
http://www.minerals.net/mineral/index.htm
Find out how to identify and collect minerals, or grow your own crystals
http://www.sdnhm.org/kids/minerals/index.html
A Web site that sells minerals - but you can look at the pictures for
free
http://www.themineralvug.com/
Lots of information on rocks and minerals, with questions to test yourself
http://master.ph.utexas.edu/Vicki/studW.htm
Find out how fireworks are made, then play the "Name that
Boom" game
http://www.nationalgeographic.com/world/0007/fireworks/blast1.html
Useful information about metals and their properties
http://www.sciencenet.org.uk/database/Chemistry/Materials/c00142c.html
All kinds of interesting and useful information about fireworks
http://www.thinkquest.org/library/lib/site_sum_outside.html?
tname=5717&cid=2&url=5717/
Basic facts about many common metals
http://www.thinkquest.org/library/lib/site_sum_outside.html?tname=
J002744&url=J002744/adlm-mtls.html
7 Essential Activities to be Conducted:
Reactions
1. Length of Time for the Unit: 3 weeks
2. Essential question for the year:
What affects change and what are the outcomes of that change?
3. Essential unit question to be asked:
How is change affected by chemical reactions?
4. Focus questions to be asked:
5. Science Standards To Be Addressed:
Standard 5. Chemical reactions are processes in which atoms
are rearranged into
different combinations of molecules. As a basis for understanding this
concept:
a. Students know reactant atoms and molecules interact to
form products with different
chemical properties.
b. Students know the idea of atoms explains the conservation of
matter: In chemical
reactions the number of atoms stays the same no matter how they are arranged,
so
their total mass stays the same.
c. Students know chemical reactions usually liberate heat or absorb
heat.
d. Students know physical processes include freezing and boiling,
in which a material
changes form with no chemical reaction.
e. Students know how to determine whether a solution is acidic,
basic, or neutral.
6. Technology Standards To Be Addressed:
II. Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the
Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document
III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal
place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs
IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics,
and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document
V. Multimedia:
___ a. Author and navigate through a multimedia presentation
___ b. Integrate various media (CD-ROM, Internet, audio, digital sources)
___ c. Create basic animation (linear and frame)
Web
sites for study:
Click on "Mixtures" to test different solutes
and solvents in Stella's Action Lab.
http://www.bbc.co.uk/sia/game_index.html
Click on "Home demos", then select "Marvelous marbling".
Use the fact that
oil and water do not mix to make marbled paper
http://nyelabs.kcts.org/openNyeLabs.html
Use the immiscible properties of two liquids to make a glitter toy
http://www.exploratorium.edu/science_explorer/glitter.html
Try this simple experiment to find out how heat affects the speed at which
a solid dissolves in a liquid
http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/
quickndirty/hyperchem//soltemp.html
Find out how to write chemical formula
http://www.goodnet.com/~watsonj/chemistry/
Learn about some compounds that have been of great benefit to humanity
http://www.chem.yorku.ca/hall_of_fame/gallery.IE.htm
Type in a compound's name for molecular models and basic information
http://antoine.frostburg.edu/chem/senese/101/compounds/library.shtml
Play a game matching common compounds to their chemical names
http://www.quia.com/mc/65904.html
Information about naming compounds
http://library.thinkquest.org/3659/atommole/molecular.html
Information about bonds and how chemists represent them
http://library.thinkquest.org/10429/high/bonding/bonding.htm
An in-depth look at the different types of bonding
http://web.jjay.cuny.edu/~acarpi/NSC/5-bonds.htm
A comprehensive article that explains bonding in all its different
forms
http://www.infoplease.com/ce6/sci/A0811630.html
An advanced site that explains the meaning of valency, and gives details
of the history of research into the subject
http://www.britannica.com/eb/article?eu=76635
Choose "Home Demos" then "Flip Your Lid" for how
to make an explosive reaction
http://nyelabs.kcts.org/openNyeLabs.html
Play a game about balancing equations
http://www.dun.org/sulan/chembalancer/
Basic information about chemical reactions
http://www.cornwallis.kent.sch.uk/intranet/subjects/science/chemreact/Index.html
Go here to find out more about moles
http://library.thinkquest.org/3310/nographics/textbook/u01s05.html
Try out this exothermic reaction
http://www.spartechsoftware.com/reeko/Experiments/ExpSteelWoolGeneratingHeat.htm
Find out more about rates of reaction
http://www.chem4kids.com/reactions/time.html
Find out more about catalysts
http://members.aol.com/ChangChem3/CALbasicRORcat.html
Read about chemical reactions in garlic
http://www.pbs.org/ktca/newtons/12/garlic.html
How an internal combustion engine works using a chemical reaction
http://www.howstuffworks.com/engine1.htm
Try this experiment to see the effect of surface area on the rate of reaction
http://www.thinkquest.org/library/lib/site_sum_outside.html?tname=
2690&url=2690/exper/exp5.htm
Read all about the chemical reactions that take place when you make bread
http://www.pbs.org/ktca/newtons/12/bread.html
An introduction to acids and bases
http://www.chem4kids.com/reactions/acidbase.html
In-depth information about acids
http://www.purchon.com/chemistry/acids.htm
Try this experiment with an acid
http://www.exploratorium.edu/science_explorer/copper_caper.html
Detailed information about papermaking (lye is another name for
sodium hydroxide)
http://cator.hsc.edu/~kmd/caveman/projects/paper/
Visit the pH Factor Web site for lots of useful information and experiments
http://www.miamisci.org/ph/
Go to this Web page for some in-depth information about pH
http://www.purchon.com/chemistry/ph.htm
This Web page has a list of the pH values of many types of food and
drink
http://vm.cfsan.fda.gov/~mow/app3a.html
Detailed information about how sulphuric acid is produced
http://cator.hsc.edu/~kmd/caveman/projects/acid/
Lots of information about potash, one of the first bases to be discovered
http://cator.hsc.edu/~kmd/caveman/projects/potash/
7
Essential Activities to be Conducted:
Chemistry
of Living Systems (Life Science)
Organic Chemistry
1. Length of Time for the Unit: 2 weeks
2. Essential question for the year:
What affects change and what are the outcomes of that change?
3. Essential unit question to be asked:
How does life chemistry affect the outcome of change on an organism?
4. Focus questions to be asked:
5. Science Standards To Be Addressed:
Standard 6. Principles of chemistry underlie the functioning
of biological systems.
As a basis for understanding this concept:
a. Students know that carbon, because of its ability to combine
in many ways
with itself and other elements, has a central role in the chemistry of
living organisms,
b. Students know that living organisms are made of molecules consisting
largely of
carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.
c. Students know that living organisms have many different kinds
of molecules,
including small ones, such as water and salt, and very large ones, such
as
carbohydrates, fats, proteins and DNA.
6. Technology Standards To Be Addressed:
II. Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the
Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document
III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal
place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs
IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics,
and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document
V. Multimedia:
___ a. Author and navigate through a multimedia presentation
___ b. Integrate various media (CD-ROM, Internet, audio, digital sources)
___ c. Create basic animation (linear and frame)
Web sites
for study
A good source of molecular models. For models of hydrocarbon
molecules, scroll down and click on "Hydrocarbons". (New site
address)
http://www.nyu.edu/pages/mathmol/library/
Detailed site with lots of information about organic chemistry.
Click "Next" at the bottom of each page to continue
http://www.sciencenet.org.uk/database/Chemistry/Organic/c00165c.html
Second detailed site with lots of information about organic
chemistry.
Click "Next" at the bottom of each page to continue
http://www.netcomuk.co.uk/~rpeters1/auf1oc1.htm
Try a tricky quiz about organic compounds
http://www2.funbrain.com/cgi-bin/scr.cgi?A1=s&A2=organic_chemistry
Lots of information on organic reactions
http://www.rjclarkson.demon.co.uk/organi/organic.htm
An illustrated introduction to many aspects of organic chemistry.
(New site address)
http://people.uis.edu/gtram1/organic/introduction/intro.htm
Learn more about how detergents work http://www.chemistry.co.nz/introduction.htm
Site that tells you lots about soap
http://www.sdahq.org/cleaning/soaps_and_detergents.html
Second site about soap
http://www.alcasoft.com/soapfact/history.html
Discover the uses of ethene and ethanol
http://members.aol.com/ChangChem3/CALbasicOeeea.html
7 Essential Activities to be Conducted:
Investigation and Experimentation
Science Fair Project
1. Length of Time for the Unit: 18 weeks (1 semester)
2. Essential question for the year:
What affects change and what are the outcomes of that change?
3. Essential unit question to be asked:
To be determined by the student
4. Focus questions to be asked:
To be determined by the student
5. Science Standards To Be Addressed:
Standard 9. Scientific progress is made by asking meaningful
questions and
conducting careful investigations. As a basis for understanding this concept
and addressing the content in the other three strands, students should
develop their own questions and perform investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
b. Evaluate the accuracy and reproducibility of data.
c. Distinguish between variable and controlled parameters in a test.
d. Recognize the slope of the linear graph as the constant in the
relationship and apply this principle in interpreting graphs constructed
from data.
e. Construct appropriate graphs from data and develop quantitative
statements about the relationships between variables.
f. Apply simple mathematics relationships to determine a missing quantity
in a
mathematics expression, given the two remaining terms (including
speed=distance/time, density = mass/volume, force = pressure x area,
volume = area x height)
g. Distinguish between linear and nonlinear relationships on a graph of
data.
6. Technology Standards To Be Addressed:
II. Telecommunications and Internet Research:
___ c. Navigate the Internet using a browser
___ d. Consider the accuracy and validity of information found on the
Internet
___ e. Use the Internet to research a topic and cite bibliographical references
___ f. Download graphics and text from an Internet document
III. Spreadsheet:
___ a. Create a spreadsheet that incorporates cell formulas
___ b. Format cell attributes (columns, rows, justification, styles, decimal
place)
___ c. Use fill down features for multiple entries
___ d. Use the data from a spreadsheet to create charts and graphs
IV. Database:
___ a. Create a database with defined fields and enter information
___ b. Set field attributes, move fields, change field size, add graphics,
and
create multiple layouts to display appropriate information
___ c. Use sort and find to retrieve and interpret information
___ d. Merge information into a word processing document
V. Multimedia:
___ a. Author and navigate through a multimedia presentation
___ b. Integrate various media (CD-ROM, Internet, audio, digital sources)
___ c. Create basic animation (linear and frame)
Web
Sites for additional assistance:
http://www.school.discovery.com/sciencefaircentral
http://www.gsdsef.org
http://www.usc.edu/CSSF/
http://www.scifair.org/
http://www.halcyon.com/sciclub/cgi-pvt/scifair/guestbook.html
http://forum.swarthmore.edu/teachers/mathproject.html
http://www.parkmaitland.org/sciencefair/index.html
Search
Engines for research paper:
http://www.dogpile.com
http://www.yahoo.com
http://www.ajkids.com
http://www.yahooligans.com
http://www.educationworld.com
http://www.infoplease.com
http://www.vlib.org/Science.html
http://encarta.msn.com/
http://www.ask.com/
7. Essential Activities to be Conducted: Science Fair Project