Yr+8+2012+Physical+Sciences+Program

Year 8 Achievement Standard
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 cause change in simple [|systems]. They compare processes of rock formation, including the time scales 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. 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.

Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within [|systems]

Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Eg Investigating how energy efficiency can reduce energy consumption OR Investigating the development of vehicles over time, including the application of science to contemporary designs of solar-powered vehicles
 * recognising that kinetic energy is the energy possessed by moving bodies
 * recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy
 * investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature
 * recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes
 * using flow diagrams to illustrate changes between different forms of energy


 * **Year 8**: Science Inquiry Skills Strand: Achievement Standard ||
 * By the end of Year 8 students investigate questions to reach conclusions consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions, and describe how improvements to methods could improve the quality of their results. ||

They describe examples of how different forms of energy cause change in simple systems. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.


 * Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems || * recognizing that kinetic energy is the energy possessed by moving bodies
 * recognizing that potential energy is stored energy, such as gravitational, chemical and elastic energy
 * investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature
 * recognizing that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes
 * using flow diagrams to illustrate changes between different forms of energy
 * Students understand that all of the various forms of energy may be classified into kinetic energy and potential energy, or a combination of both.
 * Students understand that **kinetic energy** (**EK**) is the energy an object possesses because of its motion.
 * Students understand that **potential energy** (**EP**) is the energy an object possesses because of the relative position of its parts or because of its position inside a force field. For example: **gravitational potential energy** (GPE) is the energy an object possesses because of its position inside the earth’s gravitational force field.
 * Students know that a **force field** is a scientific model for representing the way in which a force can exist between objects not in contact. Examples of force fields include: a magnetic field, an electric field, and a gravitational field.
 * Students understand that **elastic potential energy** (EPE) is the energy stored in elastic materials as the result of their stretching or compressing.
 * Students understand the difference between a transfer of energy and a transformation of energy.
 * Students understand that a **transfer of energy** means that energy is moved from one place to another. For example, heat moving from a hot to a cold object.
 * Students understand that a **transformation of energy** means that energy undergoes a change in its form. For example, electrical energy changes into both heat energy and light energy in an ordinary incandescent electric light globe.
 * Students understand that in all energy transformations, energy is neither created nor destroyed, i.e., the total amount of energy is constant, and it can only be converted from one form to another.
 * Students construct an energy chain or energy flow chart to identify and describe the energy transformations within a system.
 * Students understand that each **energy chain** or **energy flow chart** starts with an energy source and ends with an energy receiver.
 * Students understand that an **energy source** is something (an object or systems of objects) that possesses energy, which can be released in a useable energy form. ||  ||

||  CONTENT TO BE TAUGHT   ||   TEXTS/ RESOURCES/ WORK SHEETS/ CLICKVIEW  ||   PRACTICAL WORK   ||   STRATEGIES   ||   SKILLS/ OUTCOMES KEY QUESTIONS  ||   LITERACY/ NUMERACY STRATEGIES  ||   TECHNOLOGY Internet sites? U tube videos? ||
 * LESSON
 * 1/2 || What is energy?

What types of energy are there? GLOSSARY – KEY WORDS Energy can be stored (energy in waiting) or is moving.(kinetic energy) || SQ8 p.323 Sc1 p.191 students can do exersices

Students draw a table showing examples of each type of energy

Poster showing energy types (bottom p.193) ||  || Brainstorm or placemat

Teacher demo of some energy changes. Sc1 p.195 || Moving energy eg sound light electricity movement heat

Stored energy Gravitational, chemical, elastic, nuclear || Key word list/glossary of terms ||  || Energy transformation diagrams.
 * 3 || Energy can change its form

Law of conservation of energy || SQ8 p.322 THINK Sc1 p.194 activities p.195 SQ2 p.322 ||  ||   ||   ||   ||   ||
 * 4 || Magnetic field (Force field)

How far away do objects experience a force in a magnetic field? ||  || Show magnetic field on overhead.

Paper clip experiment ||  || The object will move when released PE to KE ||  ||   ||
 * 5

6 || Elastic potential energy ||  || How far will it go? Ice cream container.

Does the thickness of elastic make a difference Bottle on wheels ||  ||   ||   ||   ||
 * 7/8 || Chemical stored energy ||  || Burning a cheese ball

Exothermic reaction or battery experiment ||  || Chem stored to heat. Analysis results. How accurate? ||  ||   || What is gravity? || Video clip of humans on the moon and in spacecraft || Bouncing balls (different types of ball) ||  || PE to KE to elastic energy to KE to PE  Control of variables. || Story – a day without gravity ||  || Why is it different for each ball type?
 * 9 || Gravitational field (force field)
 * || Why do the balls not bounce back to the same height?

Conservation of energy.

Unavoidable loss

Efficiency || SQ8 p.325 ||  ||   || Students understand that energy can change its form but cannot be created or destroyed ||   ||   ||
 * || KE to PE to KE

Introduce units of energy

Extension- simple calculations ||  ||   ||   ||   || Describe how a mousetrap works.

Make a catapualt? || SQ8 interactive using graphs to display changes in PE || Stopping heat coming in and out || SQ8 10.3 ||  ||   ||   ||   ||   ||
 * || Electric force field ||  ||   ||   ||   ||   ||   ||
 * || Energy sources - define ||  ||   ||   || Releases energy in a useable form ||   ||   ||
 * || Renewable and non renewable energy sources ||  ||   ||   || Research assignment ||   ||   ||
 * || Particle model of heat transfer ||  ||   || Particle role play ||   ||   ||   ||
 * || Insulators ||  ||   ||   || Air is a poor conductor of heat ||   ||   ||
 * || House for Australia


 * ASSESSMENT - INCLUDES SCIENCE ENQUIRY SKILLS **

MID UNIT TEST 15% END OF UNIT TEST 40% EXTENSION TEST 15% RESEARCH ASSIGNMENT 15% TEACHER ASSESSMENT 15%