Curriculum Grade 8 Physical Science
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Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
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Classes of Matter A. Mixtures 1. Properties of mixtures 2. Heterogeneous 3. Homogeneous a. colloid b. solution
B. Solution 1. Properties of solutions 2. Parts of a solution a. solute b. solvent 3. Solubility a. soluble b. insoluble 4. Alloy
C. Pure Substances 1. Elements a. Properties b. Atoms c. Chemical Symbols d. Periodic Table 2. Compounds a. Properties b. Molecules
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5. Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 6. Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). 7. Give the basic examples of elements and compounds. 8. Differentiate between mixtures and pure substances. |
Explain that there are four classes of matter which better classify substances (mixtures, solutions, elements, compounds). A. Mixtures are defined as the physical combination of two or more substances physically.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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c. Chemical Formulas 1. Subscripts 2. Chemical Equations a. Coefficients
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b. Define a solution as a homogeneous mixture where the particles are dissolved. B. Define solutions as above. 1. Describe the properties of a solution highlighting the differences from a heterogeneous mixture. 2. A solution is made of two parts. Describe them. Give examples. 3. The solubility of a solution is determined by several factors (time, temperature, etc.). a. Note the difference between soluble and insoluble. Give examples. 4. Define an alloy as a solution of two or more metals.
C. Pure substances are substances containing only one type of particle. There are two types. 1. Elements are defined as the simplest pure substance. a. Describe the properties of an element.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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b. Atoms, which make up the element, are the smallest unit of an element which retains all the properties of that element. c. A chemical symbol is a shorthand way of representing an element. Learn common symbols.
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Introduce the Periodic Table as a classification of all the
elements that exist (over 100). 2. Compounds are formed when two of more atoms chemically combine. a. Properties of a compound should be described. b. Molecules are the smallest unit of a compound. Explain why they are considered pure even though they contain more than one type of atom. c. Chemical formulas are the shorthand way of writing a compound’s name.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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1. Subscripts define how many atoms of a certain element are needed to make that compound. 2. Chemical equations should be introduced as a shorthand way of describing a chemical reaction. a. Coefficients are used to balance an equation since there is the same amount of matter before a reaction as after, just the substances may change. |
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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Classification of Matter A. Physical Properties 1. Examples
B. States of Matter 1. Solid a. Characteristics b. Movement of particles c. Arrangement of particles d. Energy of particles 2. Liquid a. Characteristics b. Movement of particles c. Arrangement of particles d. Energy of particles e. Viscosity 3. Gas a. Characteristics b. Movement of particles c. Arrangement of particles d. Energy of particles e. Pressure
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9. Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample. 10. Differentiate between physical changes and chemical changes. 14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. 15. Explain the effect of heat on a particles motion through a description of what happens to particles during a change in phase. |
Explain that matter needs to be classified since it is so abundant and diverse. A. Define a physical property of a substance. Note all substances have physical properties. Understand that a physical property describes the way a substance looks. 1. Give examples such as color, texture, odor, shape, etc. Use samples and list their properties. B. States of matter are the physical existence of a substance. Understand substances can exist in any of the phases depending on the total heat energy in the system 1. Explain that a solid has a definite shape and volume.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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f. Boyles Law g. Charles Law 4. Plasma a. Characteristics b. Movement of particles c. Arrangement of particles d. Energy of particles e. Location
C. Physical Changes 1. Addition/removal of heat energy a. Change in temperature 2. Movement of particles 3. Energy of particles 4. Boiling point/Freezing point
D. Chemical Properties 1. Examples
E. Chemical Changes 2. Examples
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a. Solids can be crystalline or amorphous. b. Their particles move very slowly c. Their particles are close together d. Their particles are low in energy 2. Liquids have a definite volume but no definite shape. a. Liquids flow. b. The particles in a liquid are more spread than a solid. c. The particles of a liquid move quicker than those of a solid. d. Viscosity is defined as a liquids resistance to flow. Understand (thickness of a substance). |
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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3. Gases have no definite shape or volume. a. Gases take all the available space in a container. b. The particles move faster than a liquid. c. The particles move faster than a liquid. d. The particles have more energy than a liquid. e. Pressure is caused by the collision of particles against a container. Describe its effects on volume/temperature. Use analogies to describe this principle. f. Bolye’s Law describes the inverse relationship between pressure and volume |
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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g. Charles’s Law describes the direct relationship between temperature and volume. 4. Plasma has no definite shape or volume. a. Plasma is high energy substance that contains charged particles. b. The particles move faster than a liquid. c. The particles move faster than a liquid. d. The particles have more energy than a liquid. e. Plasma is not found on earth. It makes up stars. |
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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C. Physical changes occur when heat energy is added or removed from a system. 1. Addition or removal of heat energy is required for a phase change to occur. As heat is added or removed temperature will change. a. It is important to note that temperature does not change during a phase change. 2. Note that as substances change phase their particles will change in movement. Solid to liquid to gas, the particles move faster. Gas to liquid to solid, particles will more slower. 3. As heat energy is added or removed from a substances its particles will change in energy. Particles are higher in energy the more they are allowed to move.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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4. Understand that each substance has a specific freezing point and boiling point.
D. Chemical properties describe how a substance changes into a new substance. 1. Examples of chemical properties such as flammability and rusting should be described.
E. Chemical changes occur when a substance changes into a new substance. 1. This process occurs through a chemical reaction. Examples should be described or demonstrated.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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Energy A. Five Forms of Energy 1. Mechanical 2. Heat 3. Chemical 4. Electromagnetic 5. Nuclear
B. Two states of Energy 1. Kinetic Energy a. Equation b. Units c. Mass and Velocity d. Work 2. Potential Energy a. Work b. Gravitational Potential Energy c. Equation d. Weight and Height
C. Energy Conversions 1. Kinetic-Potential Energy Conversions a. Examples 2. Other Conversions
D. Energy Conservation 1. Einstein’s Theory of Relativity
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13. Difference between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. |
Define energy as the ability to do work. A. There are five main forms of energy. 1. Mechanical energy is associated with motion. Give examples. 2. Heat energy is the internal motion of atoms. Remember particle movement from phases of matter. 3. Chemical energy is required when a bond is formed. Use examples of atoms joining to form compounds. 4. Electromagnetic energy occurs when electric charges move and have the ability to do work. Example: light. 5. Nuclear energy occurs when the nucleus of an atom is split. This releases light and heat energy.
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Curriculum for Science Grade 8
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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B. All forms of energy can be classified into two different states of energy. 1. Kinetic energy should be described as the energy of motion. a. K.E. = mass X velocity2 /2 b. The unit for kinetic energy is the Joule. c. Kinetic energy is dependent on both mass of the object and its velocity. However it is more dependent on its velocity. d. In order for an object to have kinetic energy, work must be done on that object. The more work you do, the faster an object will move. The change in kinetic energy of an object is the work you have done.
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Curriculum for Science Grade 8
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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2. Potential Energy is the energy of position. Energy is stored in this form and is released as kinetic energy. a. Potential energy is the energy stored after work was done on an object. b. Gravitational Potential Energy is potential energy that is dependent on the height of an object. “The bigger they are, the harder they fall.” c. G.P.E = Weight X Height. The units are Joules. d. G.P.E. is dependent on weight and height. The higher the position, the more potential energy the object has. |
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Curriculum for Science Grade 8
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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C. Energy can be changed into another form of energy through an energy conversion. 1. Kinetic-Potential Energy Conversions occur very commonly. Give examples. 2. All forms of energy can be converted to other forms. Give examples.
D. The Law of Conservation of Energy states that energy can be neither created nor destroyed by ordinary means. This is one of the foundations of scientific thought. 1. Einstein related matter and energy by stating the theory of relativity where if matter is destroyed energy is formed and if energy is destroyed than matter is created. a. A small loss of mass produces a huge amount of energy.
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Curriculum for Grade 8 Science
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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Motion A. Frame of Reference B. Speed 1. Distance 2. Equation 3. Units 4. Constant Speed a. Graph b. Calculation 5. Average Speed a. Graph b. Calculation C. Velocity 1. Direction 2. Combining Velocities D. Acceleration 1. Equation 2. Graph 3. Negative Accelaration 4. Circular Motion E. Momentum 1. Depends on Mass and Velocity 2. Equation 3. Conservation of Momentum 4. Transfer of Momentum
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11. Explain and give examples of how the motion of an object can be discussed by its position, direction of motion, and speed. 12. Graph and interpret distance vs. time graphs for constant speed. |
Define motion as the change in an objects position. A. Understand that a frame of reference (stationary) is required for movement to be seen. B. Define speed as the distance an object moves over time. 1. Understand distance is the length between two points. (Metric units – meter) 2. Speed = Distance/Time Practice calculations of real-life problems. 3. Familiarize students with units meter/second. 4. Describe constant speed objects speed is the same throughout the entire trip. a. Demonstrate constant speed on an X-Y scatter plot. b. Calculate examples of constant speed using a graph. See that at every point the speed is the same. |
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Curriculum for Science Grade 8
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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5. Average speed is calculated when the speed is not constant over time. a. Analyze a graph of an object moving at various speed over time. When is the speed constant? Increasing? b. Practice calculating speed at various time points. Also, calculate the average speed using speed at each time point. C. Velocity is defined as the speed in a given direction. 1. Velocity is another description of motion but indicates speed and direction the object is moving.
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Curriculum for Science Grade 8
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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2. Understand that velocities can be combined. Give examples where velocities are added together and where they are opposite. D. Acceleration is a change in velocity. 1. A = Final V – Original V/T The units of acceleration are m/s/s. 2. Describe what an acceleration (distance vs. time) graph looks like. Interpret graphs. Graph examples. 3. Negative acceleration should be defined and understood as the opposite of acceleration. A graph of this should be shown. 4. Circular motion is described as motion where the velocity is continuously changing since direction is continuously changing. |
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Curriculum for Science Grade 8
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Content Outline |
Massachusetts Science Framework Standard(s) |
Concept Objective |
Associated Mathematics Skills |
Prerequisite Skills |
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E. Momentum 1. Momentum is dependent on mass of the object and velocity with which it is traveling. 2. Momentum = m X V 3. Describe the conservation of momentum. The total momentum of any group of objects remains the same unless an |