Science 8 - Science in Action - Topics ABC - Lesson Plans

Topics A, B,
cience
Grade Eight
Required Resources
Textbook
Science in ACf foff f (Addison Wesley) distributed by Pearson, student resource
F.quipment and Materials
Topic A: Mix and Flow of Matter

• Triple beam balance and weights
• Hot plate
• Measuring cups
• Measuring spoons
• Beakers (various sizes)
Topic B: Cells and Systems

(The following arc highly recommended and will add an lmportant dimension to the unit
for students)
• Compound light microscope
• Prepared slides (anlmal and plant cells)
• Blank slides with cover slips
• Tweezers
Topic C: Light and Optical Systems

• Ray box (Highly recommended. You can use a flashllght as a substitute )
• Convex mirror
• Concave mirror
• Convex lens
• Concave lens
Topic D: Mechanical Systems

• Retort stand with ring clamp
• Pulleys
• Gears
• Wheel and axle
• Smooth board to use as an inclined plane
• Various strengths of for ce meters (10 N, 20 N, 30 N)
• Block of wood with hook (make your own by getting a block of wood and screwing
a cup hook into one end)
Assessment
4 he assessments are provided for teachers to use as they see fit.
Units
• 4 wo tests per unit (Note: Typically, the first test is administered after section 2 of
each unit; the second after section 4. There is an exception, however.
Topic D: Mechanical Systems. The first test covers section 1 only; the second test
covers sections 2, 3, and 4.
* lflal Test — for each unit, for those who prefer students take a unit examination
Year End
• Year end reviews for each unit
• Comprehensive year end examination
Science Grade Eight
Outcomes
Science
Grade Eight
Outcomes
Skills Outcomes
Initiating and Planning
Ask questions about the relationships between and among observable variables, and plan
invcstigations to address those questions
• define practical problems
• identify questions to invcstigate, arising from practical problcms and issues
• phrase questions in a testable form, and clearly define practical problems
• design an experiment, and identify the major variables
Performing and Recording
Sfi /en/›’ wi//.‘

Conduct invcstigatit ns into the relationships bctwecn and among observations, and gather met record
qualitative and quantitativc data
• carry out proceclures, controlling the major variables
• use instruments effectively and accuratcly for collecting data
• construct and test prototype designs and systcms
• use tools and apparatus safely
• organize ddta, using £1 OF1TIJ$ that is appropriate to the task or
cxperiment Analyzing and Interprcting
Kllldc'nt.‹ v ill.
Analyxe qualitative and quantitative data, and dcvelop and assess possible cxplanations
• identify and suggest explanations for discrepancies in data
• predict thC vdlue of a variable, by interpolating or extrapolating from graphical data
• identify new qucstions and Problcms that arise from what was learned
• identify and evaluate potcntial applications of findings
Communications and Teamwork
Work collaborativcly on problems; and use appropriate languaqcc and formats to communic‹ite ideas,
procedures and resiilts.
• identify and correct practical problems in the way a prototype or constructed device functions
• work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise
Science Gradc Eight
Outcomes
• communicate questions, ideas, intentions, plans and results, using lists, notes in point form,
sentences, data tables, graphs, drawings, oral language and other means.
Attitude Outcomes
Interest in Science
Students will be c•nc‹ouraged l0.

Show interest in science-related questions and issues, and pursue personal intercsts and career
possibilities within scicnce-rclated fields.
Mutual Respect
Student. will be ence uraged UI.‘

Appreciate that scientiâc understanding evolves from the interaction ‹ f ideas in› olving pcople with
different views and backgrounds.
Scientific Inquiry
Sludenls will be enc‹ uraged to.’

Seek and apply evidence when evaluating alternative approaches to investigations, problems and
1SStlCfi.
Collaboration
S’ludc•nt.s will he encouraged lo.‘

Work collaboratively in carrying out invcstigations and generating and evaluating ideas.
SriiJeu/.r will bc encat raged to.

Demonstrate sensitivity and responsibility in pursuing a balancc between the nccds of humans and a
sustainable cnvironnient.
Safety
StuJents will be encouraged to.’

Show concern for the safety in planning, carrying out and reviewing activities.
Science Grade Eight
Outcomes
Overview: The materials that we use — including natural and manufactured ones — often take the form
o1” fluids. Students learn that such diverse substances as air, natural gas, water and oil are fluids. In further
investigations, they discover that many common household materials are aqueous solutions or
suspensions in which the main component is water. Students learn that the propertics of individual fluids
are important to their use, including such properties as density, buoyancy, viscosity and the fluid’s
response to changes in temperature and pressure. T“he particle model of matter is introduced to help
students make a conceptual link between the nature of matter and the specific behaviour o1 fluids.
Focusing Questions: What arc fluids? What are they made ot and how do we usc thcm? What
properties of fluids arc important to their use?
Key Concepts
The following concepts are developed in this unit and may also be addressed in other units as other grade
levels. The intended level and scope of treatment is dcfincd by the outcomes below.
- WHMIS symbols and nomenclaturc - properties of fluids

pure substances, mixtures and solutions - viscosity and flow rate
solute and solvent - mass, volume, density
concentration - prcssure
- solubility and saturation points buoyancy
particle model of matter
Outcomes for Science, Technology and Society (STS) and Knowledge
1. Investigate and describe fluids used in technological devices and everyday matcrials
• investigate and identify examples of fluitls in houschold materials, technological devices, living
things and natural environments
• explain the Workplace Hazardous Materials Information System (WHMIS) symbols for Jabelling
substances; and describe the safety precautions to follow when handling, storing and disposing of
substances at home and in the laboratory
• describc cxamples in which materials are prepared as fluids in ordcr to facilitate transport,
processing or use
• identify properties of fluids that are important in their selection and use
2. Investigate and describe the composition of fluids, and interprct the behaviour of materials in solution
• distinguish among pure substances, mixtures and solutions, using common examples
• investigate the solubility of different materials, and describe thcir concentration
• investigate and identify factors that affect solubility and the rate of dissolving a solute in a solvent
• relate the properties of mixtures and solutions to the particle modcl of’ matter
3. Investigate and compare the properties of gases and liquids; and relate variations in their viscosity,
density, buoyancy and compressibility to the particle modcl of matter
• invcstigate and compare fluids, based on their viscosity and flow rate, and describe the effects o1
temperature change on liquid flow
• observe the mass and volume of a liquid, and calculate its density using thc formula d—m/v
• compare densities of materials; and explain differences in the dcnsity of solids, liquids, and gascs,
using the particle model of matter
• describe methods of altering the density of a fluid. and identify and interpret related practical
applications
• describe pressure as a force per unit area by using the formula p F/A, and describe applications
of pressure in fluids in everyday situations
• investigate and compare the compressibility of liquids and gases
4. Identify, interpret and apply technologies based on properties of fluids

• describe technologies based on the solubility of materials
• describe and interpret technologies based on flow rate and viscosity
• describe and interpret technologies based for moving fluids from one place to another
• construct a device that uses the transfer of fluids to apply a force or to control motion
Overview: Living things takc a variety of forms as reflected in thcir structures, internal processes and
ways of responding to their environmcnts. Finding pattern within this diversity lfas bcen a major
challenge for the biological sciences and has led to the development of ideas, such as .iysfem.v, cell.s,
structures, and/HocfirHx — ideas dcveloped frem the study o1 all living things. Using these ideas, students
learn to interpret life at a variety of levcls, from individual cells to complex organisms. To develop their
understanding, students investigate ways that components of a living system work together and, thr(Hugh
these studies, learn that healthy organisms — including healthy humans — function as balanced systems
within a life-supporting environment.
Focusing Questions: How can wc make sense o1 the vast diversity of living things? What do living
things have in common — from the smallest to the largest — and what variations do we find in the
structure and function o1 living things?
Kcy Concepts
The following concepts are developcd in this unit and may also be addressed in other units at othcr grade
levcls. ’the intended level and scope of treatment is dcfincd by the outcomes below.
organisms structure and function

cells systems
organs response to stimuli
- tissues health and environmental factors
1V
Science Grade Eight
Outcoincs
Students will.’
1. Investigate livlng things; and identify and apply scientific ideas used to interpret thcir general
structure, function and organization
• investigate and describe example scientific studies of thc characteristics o1 living things
• apply the concept of system in describing familiar organisms and analyzing their general structurc
and function
• illustrate and explain how different organisms have similar functions that are met in a variety of
ways
2. Investigate and describe the role of cells within living things

• describe the role of cells as a basic unit of life
• analyze similarities and differences between single-celled and multi-cellcd organisms
• distinguish betwcen plant and animal cells
• describe the movement o1 gases and liquids into and out of cells during diffusion and osmosis,
based on concentration dil‘ferences
• examine plant and animal structurcs; and identify contributing roles of cells, tissues and organs
3. Interpret the healthy function of human body systems, and illustratc ways the body rcacts to intcrnal
and external stimuli
• describe, in general terms, body systcms for resplration, circulation, digestion, excretion and
sensory awareness
» describe, in gencral terms, the rolc of individual organs and tissues in sur porting the healthy
functioning of the human body
• describe ways to which various 'or es of cells contribute to the hcalthy functioning of the human
body
• describe changes in body functions in response to changing conditions
4. Describe areas of scientific investigation leading to new knowlcdge about body systems and to new
medical applications
• identify examples of research into functions and dysfunctions of human cells, organs or body
systems
• describe ways in whlch research about cells, organs and systems has brought about iniprovemcnts
in human health and nutrition
• investigate and describe factors that affect thc hcalthy function of thc human rcsr iratory,
circulatory and digestive systems
V
Outcomes
Overview: Our understanding of the world is based largely on what wc see both directly, and aided by
Science Grade Eight
optical devices that improve and extend our vision. Such tools as the microscope and telescope have
helped extend knowledge in a variety of science fields, from the study of cells and stars to studies of the
nature of light itself. In learning about light, students investigate its interactions with different materials
and interpret its behaviour using a geometric ray model. Studcnts then use their undcrstanding of light to
interpret a variety of light-based technologies and envisage new technologies we may use in the future.
Focusing Questions: What do we know about the nature of light‘? What technologies have been
developed that use light, and what principlcs of light do they show’?
Key Concepts
The following concepts are developed in this unit and may also bc addresscd in othcr units at othcr grade
levels. The intended level and scope of treatrnciit is cJefincd by the outcomes bclow.
microscopes and telescopes - reflection and refraction

- contribution of technologies to scicntific - images
developmcnt - vision and lenses
transmission and absorption of light - imaging technologies
- sourccs of light
Siudenfs iv ill.‘
l . Investigate the nature of light and vision; and describe tlic role of invcntion, explanation and inc{uiry
in developing our current knowledgc
• identify challenges in explaining the nature ef light and vision
• investigate the development of microscopes, telescopes and other optical devices; and describe
how these developments contributed to thc sludy of light and other areas of science
• investigate light beams and optical devices, and identify phenomena that provide evidencc of thc
nature of light
2. Invcsligate the transmission oT light, and describe its behaviour using a geometric ray model
• investigate how light is re1)ected, transniittetl and absorbed by different materials: and describe
differences in the optical properties o1 varioiis materials
• measure and predict angles of reflection
• investigate, mcasure and describe the refraction of light through different materials
• investigate materials used in optical technologies; and predict thc effects o1 changes in their
design, alignmcnt or composition
3. Investigate and explain the sclence of image formation and vision, arid interpret related technologies
• demonstrate the formation of real images, using a double convex lens and predict the effects of
changes in the lens position on the size and location of images
• demonstrate and explain the use of microscopes; and describe, in general terms, the function of
eyeglasses, binoculars and telescopes
• explain how objects are seen by the eye, and compare eycs with cameras
Sciencc Grade E ight
Outcomes
• compare the function and design of the mammalian eye with that of other vertcbrates and
invertebrates
• investigate and describe the development of new technologies to enhance human vision
• invcstigatc and intcrpret cmcrging technologies for storing and transmitting images in digital form
Topic D: Mechanical Systems
Overview: Machincs arc used for many purposes in our daily lives when we need to transfer energy into
motion or move materials in a controlled way. In learning abt ut mcchanical devices, student investigate
how components are linkcd so that cnergy is transferred efficiently and desired functions arc performed.
A comparison of past and present technologies helps students rccognize that different approaches have
been used over time to meet common needs. Evaluations of efficicncy, efi’ectiveness and impacts on daily
like, the community and the environment are important considerations in this unit.
Focusing Questions: How is energy transferred in mechanical devices? How do mechanical devices
provide for controlled application o1" energy in ways that are efficient, effective anal responsible'*
Key Concepts:
The following concepts arc developed in this unit and may also be addressed in other units at other grade
levels. The intended level and scope of treatment is defined by the outcomes below.
- design and function - mechanical advantage, speed ratios and

systems and subsystems force ratios
transmission of force and motion - hydraulics and pneumatics
simple machines - mcasuremcnt of work in joules
In ents wi .‘
1 . Illustratc the dcvelopnient of science and technology by describing, comparing and interpreting
mechanical deviccs that have been improved over time
• investigate and provide examples of mechanical devices uscd in the past to meet particular needs
• illustrate how a common need has bcen met in different ways over time
• illustrate how trial and error and scientific knowledge both play a role in technological
development
2. Analyze machines by describing the structures and functions of the ovcrall system, the subsystems and
the component parts
• analyze a mechanical device, by:
- describing thc overall function of the devicc
- describing the contribution of individual components or subsystcms to the overall function o1
the device
- identifying components that operate as simple machines
• identify the source of energy for some familiar mechanical devices
vii
• identify linkages and power transmissions in a mechanical devicc, and describe their general
function
3. Investigate and describe the transmission of force and energy between parts o a mechanical system
• analyze mechanical devices to detcrmine speed ratios and forcc ratios
• build or modify a model mechanical system to provide different turning ratios between a driving
and driven shaft, or to achieve a given for ratio
• compare theoretical an actual values of force ratios, and propose explanations for discrepancies
• identify work input and work output in joules for a simple machine or mechanical system
• dcscribe fluid pressure qualitatively and quantitatively, by:
- explaining how forces are transferred in all directions
- describing pressure in units or force per unit area
• describe how hydraulic pressure can be used to crcate mechanical advantage in a simple hydraulic
jack
• dcscribe and interpret technologies based on hydraulics and pneuinatics
4. Analyze thc social and environmental contcxts of science and technology, as they apply to the
development of mechanical devices
• evaluate the design and function of a mechanical device in relation to its efficiency and
effectivcness, and identify its impacts on humans and the environment
• develop and apply a set of criteria for evaluating a given mechanical device, and defend those
criteria in terms tif relevancc to social and environmental needs
• illustrate how technological development is influenced by advances in science, and by changes in
society and the environment
Topic E: Freshwater and Saltwater Systems
Overview: F.arth is sometimes described as the water planet: over two-thirds of Larth’s surface Is
covered by occans and frcsh›vatcr fcatures. Ey exploring examples of aquatic systems, students come to
apprcciate the dynamic nature of these systems and team about the interaction of landforms, sediments,
water and climate. Students also investigate factors that affect the distribution and health of living thlngs
in aquatic environments and the supply and quality of watcr for human use.
Focusing Questions: How do water, land and climate interact? What are the characteristics of
freshwater and saltwater systems, and how do they affect living things, including humans?
Key Concepts
water quality - ocean basins

- water-borne materials climate
- erosion and deposition glaciers and icecaps
- stream characteristics - adaptations to aquatic ecosystems
- continental drainage systems - human impact
Viii
Science Grade E ight
Outcomes
$’tudc•nts will.‘
1. Describe the distribution and characteristlcs Of water in local and global environments, and identify the
significance of water supply and quality to the nceds of humans and other living things
• describe, in general terms, the distribution of water in Alberta, Canada and the world; and interpret
information about water characteristics
• recognize that fresh watcr and salt water contain varying amounts of dissolved materials,
particulates and biological components; and interprct information on these component materials
• identify major factors used in determining if water is potable, and describe and demonstrate tests
of water quality
• clcscribe, in gcneral terms, methods for generating frcsh water from salt water, based on
evaporation, distillation and reverse osmosis
2. Investigate and interpret linkages among landforms, water and climate

• describc the processes of erosion and deposition resulting from wave action and water flow, by:
- identifying dissolved solids and sediment loads, and idcntilying sources and endpoints for these
materials
- describing how waves and tides are generated and how thcy interact with shorelines
• investigate and describe stream charactcristics
• describe processes lcading to the development of ocean basins and continental drainage systems
• Identify evidence of glacial action, and analyze factors afifccting the growth and attrition of
glaciers and polar icecaps
• describc the movemcnt of ocean currents and its impact on regional climates
3. Analyze factors affecting productivity and species distribution in marinc and freshwater environments
• investigate life forms found in fresh water and salt water, and identify and interpret examples of
adaptations to thcse environments
• analyzc factors that contribute to the development of adaptations to species found in saltwatcr and
freshwater environments
• investigate and interpret examples of seasonal, short-term and long-term change in populations of
living things found in aquatic environmcnts
• analyze relationships between water quality and living things, and inter the quality of water based
on the diversity of life supported by it
4. Analyze the human impacts on aquatic systems; and identify the roles of science and technology in
addressing related questions, problems and issues
• analyze human water uses, and identify the nature and scope of impacts resulting from different
uses
• identify current practices and technologies that affect watcr quality, cvaliiatc environmental costs
and benefits, and identify and evaluate alternatives
• illustrate the role of scientific research in monitoring cnvironments and supporting development of
appropriate environmental technologies
• providc examples of problcms that cannot be solved using scientific and technological knowledge
alone
Science Grade Eight Topic A: Mix and Flow of Matter, Part I
Lesson Plans
and Flow
Matter
Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 2
Lesson Plans
Grade Eight
Contents
Part I. The Nature ofsolutions
Lesson One Introduction: Technology Develops to Solve Problems 4
Lesson Two WHMIS Symbols and Safety Procedures 5
Lesson Three The Uses of Fluids 6
Lesson Four Pure Substances and Mixtures 7
Lesson Five Using Chromatography 8
1.esson Six Concentration, Solubility, and Saturation 9
Lesson Seven Making a Saturated Solution 10
Lesson Eight 1'actors Affecting Solubility: The Solute and the Solvent 11
Lesson Nine Factors Affecting Solubility: Temperature 12
Lesson Ten The Particle Model of Matter: The States of Matter 13
Lesson Eleven the Particle Model of Matter: Solutions 14
Lesson Twelve Mix and Flow of Matter, Part I Review 15
Lesson Thirteen Mix and Flow of Matter, Part I Test 16

Science Grade E ight 4 opic A: Mix and Flow of Matter, Part I
Lesson Plans
Piirt II: The Propertfes of Fluids
"I he Properties of Fluids: Viscosity 17
Lcsson I ifteen Measuring Viscosity with the Ramp Method 18
I esson Sixteen The Properties of I luids: Density 19
Lessoli Seventcen Determining Density 20
Lesson F:ighteen The Properties of I- luids: Density and Temperature 21
1.csson Nincteen the I°rr›perties o1 Fluids: 4 he Efect of Density on buoyancy 22
Lesson ’twenty the Propcrties or Fluids: Cempressibility 23
Lesson I wcnty-one Pressure in f“luids -- Pascal’s Law 24
Cresson twenty-two "technologies Based on Solubility 25
Lesson 3“wenty-threc l’cchnologies Based on Flow Rates and Moving Fluids
I.esson Twenty-four Dcsigning a Working Mr›del of a Fluid-Using Device 27
Lesson T wenty-fivc Mix and Flow of Mattcr, Part II Ileview 2B
Lesson "twenty-six Mix and I low of Matter, Part II Test 24
Lessen fwcnty-seven Mix and flow of Matter, Culmination 30

Science Grade Eight T“opic A: M ix and 1 I ow of Matter, Part I 4
Lesson Plans
Less(›n One
Concept: Introduction: Technology Devclops to Sol •e Problcms
Resources/Materials: Scicnce in Action S, page 4 — 7

frozcn (or fresh) raspberry or bluebery
scvcral diferent kinds of liquids: water, vinegar, lemon juice, dishwashing liquicl,
honey, pop, etc.
plastic, Styrofoam, or glass cups (as many as you have liquicls)
Introduction: Allow the students a minute or so to flip through thc unit pages in the textbook.
Review the meaning of matter (anything that takcs up space and has mass), as well as the three states of
matter (gas, liquid, solid). Explain that the first grade cight unit investigates how we mix type of mattcr
together.
V rocedure:
1. Discuss that most inventions came about because somebody wanted to be able to do somcthing
better, faster, or more easily. turn to textbook, page 4. Guide thC rcading o1 p=8es 4 6.
2. then guidc the reading of textbook, page 7 to focus thc unit.
3. 1°ina11y, go over the Given It ii Try activity on tcxtbook, page 6 with students. I xplain thiit this
is not “formal” test, so they do not have to write up the activity. "l“hcy do have t‹ make a simple
chart rccord their results.
Question: On which of these liquids will a blueberry (or raspberry) float?
e of Li uid Yes or No
4. L.mphasize that once thc students have done the activity. they arc responsible for clean-rip. Decide
with students which of the liquids can be poured back into the main containers so that they can be
reused.
5. OI°TIONAL. I tavc students make a title page her the unit.
Assignments:
1. Read Science in Action S, pages 4 — 7

2. Do the Give It ii Try activity, page 6.
3. OPB IONAL. Make a titlc page for thc unit.
Science Grade Eight 4 opic A: Mix and Flow of Matter, Part I
Lesson Plans
Lesson Two
Concept: WHMIS Symbols and Safcty Procedures:
Resources/Materials: Science in Action 8, pages 8 - 12

Worksheets #8A.2a and #8A.2b (student copies)
Various products with hazardous material symbols on the labels
Introduction: Hold up the containers, pointing out the hazardous materials symbols. Explain that
labelling certain inatcrials is required, by law, in Canada. T his is for the protection of consumers. I he
symbols indicate two things: the type of hazard and the degree of hazard. Discuss why such labelling is
important for consumcrs.
Procedure:
1. Explain that dangerous substances are uscd regularly in many workplaces, and that workers must
take courses and pass tests about their knowledge of hazardt›us materials if they want to continue
their employment.
2. lâxplain that the first section in the unit deals with how fluids, liquids and gases, are used in
everyday technology. Have students turn to textbook, page S and guide the reading.
3 Then write the acronym WU MIS on the board. F xplain that it stands for Workplace H:izardous
Materials Information Systcm. "the symbols you see on various products arc refcrred to as
WHMIS symbc›1s.
4. Slave students turn to textbook, page 1(J. I3irect their attenti‹ n first to the symbol shar=s on the
left-hand side of the page. I hen have students focus on the symbols themselves. Go over what
CilCh term means.
5. Direct studcnts to read indcpendently, textbook pages 8 12.
6. Distribute Woi ksheets #8A.2a and #8A.2b. Go ovcr the directions, if neccssary.
7. Have student copy thc I.ab Safcty Ilules into thcir notebooks.
8. OPTIONAL.. Do the Check and Reflect questions, page 12.
Assignments:
1. Read Science in Action 8, pages 7 — 12.

2. Do Worksheets #8A.2a and #8A.2b
3. Copy the Lab Safety Rules into notebook.
4. OPTIONAL. Do the Check and Reflect questions, page 12.
Science Grade E ight 4 opic A: Mix and Flow of Matter, Part I
Worksheets
WHMIS Symbols
Directions: Use Science in Action 8, pages 8 — 12 to help you with the questions.
1. Examine the picture on page 12. There are 16 things that students are doing wrong
See if you can identify at least 12 of them
10.
12.
2. Draw, label, and colour the three symbol shapes.
caution warnin danger

Science Grade Eight Topic A: M ix and flow of Matter, Part 1
Worksheets
WHMIS Symbols
Directions: Tell what each WHMIS symbol stands for.
Worksheet # SA.2b
Science Grade E ight Topic A: M ix and F low of M attcr, Part I
Workshects
WHMIS Symbols
1. Examine the picture on page 12. There are 16 things that students are doing wrong
See if you can identify at least 12 of them
2. Draw, label, and colour the three symbol shapes.
caution warning danger

WHMIS S bols
Directions: Tell what each WHMIS symbol stands for
b›obgté«
h«z«u
Science Grade Eight Topic A: Mix and F low of’ Matter, Part I 6
Lesson Plans
Lcsson Three
Concept: Thc Uses of Fluids
Rcsources/Materials: Science in Action 8, pages 13
Workshcets #8A.3a and dishwashing liquid

#0A.3b (studcnt copies)
shallow dish
water
black pepper
Concept: Discuss with students some of the ways that fluids are used to help
make work easicr. (water to wash dishes, pneumatic nailers, hydraulic hoists,
compressors to pumr up
tires , etc.
Explain that today’s lesson investigates some of the ways that fluids are used in
technology; that is, in helping people in their lives.
1. Have students turn to textbook, page 13. If possible, guide the reading
of pages 13 1
2. If you like, have students do the Give /f a Try activity on page 15.
3. In their notebooks, have students make a list of how fluids are being
used in the picture on pagc 13.
4. Distribute Worksheets é8A.3a and #8A.3b. Go over the directions, if necessary.
5. OPTIONAL. Do thc Check and Jle0ect questions on page 1 6.
Assignments:
1. Rcad Science iH Action 5, pages 13 16.

2. OP 1 IONAI . Do thc Give It a Try activity on page 15.
3. In notebook, make a list of how fluids are being uscd on textbook, page 13.
4. Do Worksheets #8A.3a and #8A.3b.
5. OPTIONAI . Do the Check and Reflect questions on pagc 1 6.
Worksheets
The Many Uses of Fluids
Directions: Use Sclence in Action 8, pages 13 — 16 to help you with the questions
1. In the web below make a list of the ways in which fluids are used in your community.
School Barns Shops
Fields Vehicles
USES OF FLUIDS
COMMUNITY
Kitchen
Worksheet # SA.3a
Science Grade Eight Topic A: Mix and Flow of Matter, Part 1
Worksheets
2. What is a slurs.
Give two examples of slurry use in your community.
b.
3. Think of two examples of things in your community that were made from a liquid
hardening into a solid.
a.
4. Think of two examples in your community where fluids are used to hold other things
together.
a.
b.
5. What are pneumatic systems?
6. What are hydraulic systems?
Workshect ñgA.3 b
Science Grade E ight Topic A: Mix and Flow of Mattcr, Part I
Worksheets
The Many Uses of Fluids
Directions: Use Science in Action 8, pages 13 — 16 to help you with the questions
1. In the web below make a
School Barns Shops
•Qn +>f’c nei wr;
Fields Vehicles
USES OF FLUIDS IN THE COMMUNITY
Kitchen Home Yard
Worksheet I/ SA.3a
Science Grade L.ight Topic A: M ix and Flow oT Matter, Part I
Worksheets
2. What is a slurs.
Give two examples of slurry use in your community. n •w w‹ I I ve.y
a.
b.
3. Think of two examples of things in your community that were made from a liquid
hardening into a solid. w‹ It v’a•y
a.
4. Think of two examples in your community where fluids are used to hold other things
together. s ‹t I vxy
a.
5. What are pneumatic systems?
6. What are hydraulic systems?

Science Grade Eight topic A: Mix and F low of Matter, Part I 7
1.esson Plans
Lesson Four
Concept: Pure Substances and
Mixtures Resources/Materials:
Scicnce in Action 8, pages 1 8 —
21
Workshcets #8A 4a and USA.4b (student copies)
Worksheet #8A.4c
(optional, student
copies) sample of any
mixturc (e.g., sand
and gravel)
any samples of purc substances
(e.g., honey, glass) solution of
water anti red food colouring
Optional: If doing Worksheet #8A.4c, see the

materials needed on the worksheet itself.
Introduction: Hold up the samples of the mixture and the pure substanccs
and idcntify them. Ask students to describe somc of the diffcrences
between them. Conclude that a mixture has morc than one substance in it
and the other(s) have only one. Hold up the solution. Discuss how it was
made. Discuss whether it is a mixture or a solution (solution).
Explain that this scction in the textbook deals with different types of mixtures.
P rocedure:
1. Have students turn to tcxtbook, pages 1 8 21. Guide the reading of

pages 18 20 and thc top two-thirds
o1 page 21.
2. Notc the section entitled “Purc Substance or Solution” on tcxtbook, page

21 . (Watcr is the only pure substance listed. In reality, however, most
water isn’t really piirc, but a mixture or air, water, tiny bits of dirt, and
even organisms.)
3. Distribute Workshcets #8A.4a and #SA.4b. Cio over the dircctions, if necessary.
4. OPB IONAL. Seme students may rind the concepts of s uspensians and
colloids di c
colloid, using Worksheet #8A.4c.
Assignments:
1. Read Sciencc in Action 8. pages 18 — 21.

>. Do Worksheets #8A.4a and #SA.4b.
3. OPTIONAL. Make a suspension and ‹i colloid on Worksheet USA.4c.
Science Grade E ight Topic A: Mix and Flow of Matter, Part I
Workshccts
Pure Substances or Mixtures
Directions: Use Science in Action 8, pages 18 — 21 to help you with these activities.
1. Do the Give /t a 7 activity on page 19. Use the chart below?
Substances Pure or Mixture?
10.
14.
15.
17.
18.
19.
20.
2. In your notebook write the heading “Matter”. Then copy the diagram from the bottom of
textbook, page 19 under the heading.
Work.sheet #SA.4a
Science Gradc Ei*ht topic A: M ix and Flow of Matter, Part I
Workshccts
3. Make notes in your notebook, using the following outline
Pure Substances and Mixtures
A. Pure Substances — (tell what they are and give two examples)
B. Mixtures — (tell what they are)
There are four kinds of mixtures:
1. Mechanical Mixtures — also called heterogeneous mixtures

(tell what they are and give two examples)
2. Solutions —also called homogeneous mixtures
(tell what they are and give two examples)
3. Suspensions — (tell what they are and give two examples)
4. Colloids — (tell what they are and give two examples)
4. Copy the diagram from the bottom of textbook, page 20 into your notebook.
5. Copy the chart from textbook, page 21 into your notebook. Complete the chart.
Worksheet #8A.4b
Science Grade kiglâ t 4 opic A: Mix and Flow of Matter, Part I
Worksheets
Suspensions and Colloids
Suspensions
A suspension is a cloudy mixture in which tiny droplets or tiny pieces of one substance
are held within another substance. If you leave a suspension undisturbed, its parts will
usually separate out.
Materials: 50 mL flour 250 mL water mixing bowl fork

Procedure:
1. Pour the flour into the mixing bowl.
2. Add the water. Use the fork to mix the two together until there are no lumps and
you have a cloudy mixture.
3. Let stand for about 30 minutes. What do you notice?
Colloids
A colloid is similar to a suspension. However, the droplets or tiny pieces are so small that they
do not separate out easily. Mayonnaise is an example of a colloid. You can make your own
mayonnaise using the following recipe.
Materials: 1 egg 5 mL Dijon mustard 2 mL salt 1 mL pepper

8 mL vinegar 250 mL vegetable oil 15 mL lemon juice
mixing bowl and whisk OR blender
Procedure:
1. Place everything in the bowl or blender except the oil and lemon juice.
2. Whisk until thoroughly combined (5 seconds in the blender).
3. With blender running or while whisking steadily, add the oil, first in a drizzle, then in a
thin, steady stream.
4. When all the oil has been added, stop whisking or stop the blender and taste. Add lemon
juice to your taste. Blend or whisk a little more, if not thick enough.
5. Let stand for 30 minutes or so. What do you notice?
\Vorksheet #8A.4c
Science Grade Eight Topic A: Mix and flow of Matter, Part I
Worksheets
3. Make notes in your notebook, using the following outline.
Pure Substances and Mixtures
A. Pure Substances — (tell what they are and give two examples)
B. Mixtures — hat t y
There are four kinds of mixtures:
1. Mechanical Mixtures — also called gturey

heterogeneous (tell what they are and give two
examples) ^^‘
2. Solutions —also called homogeneous mixtures
(tell what they are and give two examples)< ^^“”
3. Suspensions — (tell what they are and give two examples)
4. Colloids — (tell what they are and give two examples)
4. Copy the diagram from the bottom of textbook, page 20 into your notebook.
5. Copy the chart from textbook, page 21 into your notebook. Complete the chart.
Work sh ct USA.4b
Science Grade Eight 4’opic A: Mix and F low of Matter, Part I 8
I.esson Plans
Lesson Five
Concept: Using Paper Chromatography to determine i1 an ink is a solution or pure substance.
Resources/Materials: Science in Action 0, page 21 23

Worksheet #8A.5 (optional, student copies)
pencil 250 mL beaker
black, water-soluble marker
paper towels or coffee filter (or chromatography paper, if you have any)
water
Introduction: Have students recall the unit Evidence and Investigation from grade six sciencc. Help
thcm to recall that one the methods investigators use to match ink samples was paper chromatography.
Tcll students they will use paper chromatography to complete a slmilar activity.
Procedure:
1. Ask “What docs chromatography have to do with solutions?” Have students turn to textbook,
page 21. Read the sections on chromatography on pages 21 and 23. Discuss how it works.
2. Direct students to read the /nryniry activity on textbook, page 22. Give the materials and have
them complete the activity.
3. Students are to write up the activity in their notebook OR thcy can usc Worksheet //8A.5.
4. Ol°"I“IONAI . Do the €"heck and Lellccl questions on textbook, page 23.
Assignments:
1. Read Scient e in Ac’tion 8, pages 21 — 23.

2. Do the Inquiry activity, page 22. ftse Worksheet #8A.5 or do in notebooks.
3. OPTIONAL. Do the Check and I?cfic•ct questions, page 23.
Science Grade k ight 4 opic A: Mix and Flow of Matter, Part I
Worksheets
Inquiry Activity
Question:
Hypothesis:
Procedure: Complete the steps up to and including step 4. Then write your prediction for step
5 below.
Complete the rest of the steps in the Procedure.
Observations:
Analyzing and Interpreting:
Conclusion:
Work.sheet # 8A.5
Science Grade Eight Topic A: M ix and flow of Matter, Part I
1.esson Plans
Lcsson Six
Concept: Concentration. Solubility, and Saturation
Resources/Materials: Science in Action S, pages 24, 25, 25

Worksheet #8A.6 (student copies)
sample of high concentration apple juice (or any other kind)
sample of low concentration apple juice (make by adding a littlc water)
cups
Introduction: have students sample both apple juices. Ask them which one was stronger‘? What madc
it stronger? We shy the stronger one luis ri higher concentration.
Procedure:
1. “In Science we have specific terms to describe solution, and it is important students become
familiar with them.” Have students turn to tcxtbook, page 24. Guide the reading of page 24 and
the top of"page 25. If necessary, clarify the meanings of the terms concentrateJ, ‹liluteil, solute,
and solvent.
2. Do the five It a Try activity, page 24 with studcnts tr› show them how to compare the
concentrations of solutions.
3. Then ask thc question, “If I wanted to make a salt solution, what would 1 nccd to do?” (Add salt
to water and stir until the salt crystals are no longer visiblc.) “Is therc a point at which no more
salt will dissolve‘?” (Ycs) Explain that this is called the .siituriition point, and you have madc a
satfiriitc•d solution.
4. have students turn to textbook, page 25. Explain that it discusses the terms saturated,
unsaturiite‹l, and solubflity. If you can, guide the reading of pages 25 and 28. Note that
solubility of a solution is stated as a rate; that is, the amount of solute that can be dissolved in
a given amount of solvent at a given temperature.
5. Distribute Worksheet #SA.6. Go over the directions, if necessary.
6. OP TIONAL. Do the Chem c’k and k eJlccl questions on textbook, page 20.
Assignments:
1. Read Scic•nce in Action 8, pages 24, 25, and 28.

2. Do Worksheet #SA.6.
3. OPTI(INAL. Do C’heck and Rcflec 1, page 25.
Worksheets
Concentration and Solubility
Directions: Use Science in Action 8, pages 24, 25, and 28 to help you make notes, using the
following outline. Do this in your notebook.
Concentra ion a d So ub t
solution — (definition)
solute — (definition)
solvent — (definition)
Concentration
concentrated solution — (tell what it is)
diluted solution — (tell what it is)
concentration — (definition and give an example)
Saturated and Unsaturated Solutions
saturated solution — (definition)
unsaturated solution — (definition)
saturation point — (definition)
Solubility — (tell what it is and give an example)
Questions to Answer
1. Mr Jones wanted to make some instant coffee. He dissolved some instant coffee crystals
into some boiling water. What is the solute? What is the solvent?
2. Which has more concentration, a solution of 10 g of sugar dissolved in 50 mL of water or

a solution of 30 g of sugar dissolved in 100 mL of water? (Show how you got your
answer.)
3. Use the following information to determine which has greater solubility. At the
saturation point, 35.7 g of salt can dissolve in 100 mL of water at 0°C. At the
saturation point, 18 g of sugar can dissolve in 10 mL of water at 0°C. (Show your
work.)
Worksheet # 8A.6
Science Grade Eight Topic A: Mix and F low of Matter, Part I
Worksheets
Directions: Use Science in Action 8, pages 24, 25, and 28 to help you make notes, using the
following outline. Do this in your notebook.
solvent — (definition)g a ‹t«›•1••
ConcentFation
concentrated solution — (tell what it is) I ache a c in a 3•l i • **<*
diluted solution — (tell what it is) s tt ‹I s ^
concentration — (definition and give an example) COC 0 ^* “ “‘ ‘*

„ ,/ I m+
saturated solution — (definition) no > « U‹ •• !*‹
unsaturated solution — (definition) ^+ >^ ^ C“^ "^ ”
saturation point — (definition) po ‹W Y h›T u g pdf ‹s *••b
Solubility — (tell what it is and give an example) w<w gy g S 0tuLt6 }4 W
Questions to Answer
1. Mr Jones wanted to make some instant coffee. He dissolved some instant coffee crystals
into some boiling wateC ha ts he solute? What is the solvent
2. Which has more concentration, a solution of 10 g of sugar dissolved in 50 mL of water or

a solution of 30 g of sugar dissolved in 100 mL of water? (Show how you got your
answer.) ! 9 gg ttc0 L
3. Use the following information to determine which has greater solubility. At the saturation
point, 35.7 g of salt can dissolve in 100 mL of water at 0°C. At the saturation point, 18 g
of sugar can dissolve in 10 mL of water at 0°C.
Science Grade E s t Topic A: Mix and Flow ot Matter, Part 1 10
Lesson Plans
LC SOIt Se cri
Concept: Making a Saturated
Solution Resources/Materials:
Science in Action 8, pages 26 and
27
Worksheets #8A.7a and fl8A 7b (student copies)
graduated cylinder or beakers that show the
50 ml. mark on the sides 3 beakers
balancc scale and weights (triple beam, i1 possible)
3 types of crystals (e.g.,
drink crystals. •=*'.
’**8**) scoopiila or
plastic spoon
water
stir sticks or spoons
Introduction: With students review the terms saturated solution,

unsaturateil solution, concentration, and solubility. Explain that today
students will conduct a fair test to tleterinine the solubility of thrce
different solids.
Procedure:
1. Explain that the Inquiry Activity from tcxtbook, pages 26 and 27

cxplains the procedure for conducting the fair test. NOTE: The
Inquiry Activity does not require that students conduct a fair test, but
Worksheets #8A.7a and #tiA.7b arc set up as a fair tcst. WARN
SI”IJDF.NTS THEY WILL HAVE TO ADAPT THE IN rre y
acTivITY TO Fls rI‹E FAI lt TES’f FORMAJ
2. If possible, go over thc procedure as outlined. With students make up

the testablc question (e.g., Which sr›1id has the greatest solubility
drink crystals, salt, or sugar?)
3. Give students the equipment and materials along with

Workshcets #SA.7a and #8A.7b. Emphasize that accuracy is
important when conducting a fair tcst.
NOTE: Some studcnts may need review r›n how to use the balance scalc.
Assignments:
1. Read .Science in Action 8, pages 26 and 27.

2. Do the IntJuiry activity on those pages, writing up the activity as a fair test.
Science Grade F ight 3 opic A: Mix and flow of Matter, 1^art 1
W or ksheets
Directions: Do the Inquiry activity on pages 26 and 27 of Science in Action 8. Write the activity
up as a fair test.
Question:
Hypothesis:
Materials:
Manipulated Variable:
Constants:
Responding Variable:
Procedure:
W4rk8heet # 8A.7 a
Worksheets
Observations:
Substance Mass Added Volume of Water Concentration in

/100 mL water
Conclusion:
Worksheet # 8A.7b
Science Grade Eight "topic A: Mix and Flow of Matter, Part I
Worksheets
Direction Do the Inquiry activity on pages 26 and 27 of Science in Action 8. Write the activity
up as a air tes
Question:
Hypothesis:
Materials:
Constants:
Procedure:
Workshcct 48A.7 ‹\
Science Grade K ight Fopic A: Mix and Flow of Matter, Hart I
Worksheets
Observations: HSWm‹
Sub Mass Added Volume of Water
stan oncentration i
ce /100 mL water
Conclusion:
Worksheet #8A.7b
Science Grade Eight T opic A: Mix and Flow of Matter, Part I
Lesson Plans
Lesson Eight
Concept: Factors Affecting Solubility: The Solute and the Solvent
Resources/Materials: Science in Action 8, pages 29 and 31 .

Workshcets #8A.8a and #8A.8b(student copies)
t9ptional Material. : Worksheets #8A.8c and #8a.8d (student copies)

Vaselinc drink crystals
sugar salt
water vegetable oil
S beakers 2 measuring cups
stir sticks
balance scale and

weights vials
(disposablc)
Introduction: Discuss how a person can dissolve more solute in a solvent when
the solvent has been heated up. Explain that temperature is a factor that affects
solubility. Explain also that two other factors besides tcmperature affect
solubility — the solute itself and the solvent.
Procedure:
1. Have studcnts turn to textbook, page 29. Guide the reading of the opening
paragraph. Write notes: f“actors Affecting Solubilitv

• typc of solute
• type of solvent
2. Guide the reading of the rest of textbook, page 29 and all of page 31.
3. Distribute Worksheets #8A.8a and #8A.8b. Go over the directions, if necessary.
4. OPTIf3NAI. AND RECOMMENDE19. tell students they will be doing

the Give 11 a Try activity on textbook, page 29. They will be writing it
up as a fair test and recording it on Worksheets #8A.8c and ñ8A.8d.
5. (JP"fIONAL. Do the Chec'k and Rellc•ct questions on textbook, page 31.
Assignments:
1. Read Science in Action 8, pages 29 and 31.

2. Do Workshcets #8A.8a and #SA.8b.
3. OPTIONAL. Do the Give It ‹i TPJ activlty on pagC 29, writing it up as
a fair test. Use Worksheets #8A.8c and #SA.8d.
4. OPTIONAL. Do the Check and deflect questions on page 31.
Science Grade E ight Topic A: Mix and Flcw of Matter, Part I
Worksheets
Factors Affectinq Solubility
Directions: Use the information on pages 29 and 31 of Science in Action 8 to help you answer
the questions.
1. What is meant by solubility?
2. What three factors affect solubility?
a.
b.
c.
3. Water is referred to as the universal solvent because
4. What is meant by the term aqueous solution?
5. Give examples of each of these types of solutions.
Solute Solvent Solution
gas gas
gas liquid
liquid liquid
liquid solid
solid liquid
solid solid
Science Grade Eight I opic A: Mix and Flow of Matter, Part I
Worksheets
6. What is the relationship between solubility and the temperature of the solvent when
a. the solute is a liquid or a solid?
b. the solute is a gas?
7. Why is it that factories are required to store water in cooling ponds before it is returned
to rivers and lakes? (You must use the term thermal pollution in your response.)
8. Why is it important for oxygen levels in water to be kept at high levels?
WorLshect #OA.Sb
Scicnce Grade Eight Topic A: Mix and Flow of Matter, Part I
Worksheets
Directions: Use the instructions for the Give // a 7 activity on page 29 of Science in Action 8
to conduct a fair test.
Question:
Hypothesis:
Materials:
Manipulated Variable: (when water is the solvent)
Manipulated Variable: (when vegetable oil is the solvent)
Constants:
Procedure:
Workxhect # BA. 8c
Science Grade E ight Topic A: M ix and F low of Matter, Part I
Worksheets
Observations:
Docs the Solute Dissolve? (yes or no)
Solute Water as the Solvcnt Vegetable Oil as the Solvent
Drink Crystals
baseline
Sugar
Salt
Conclusion:
Worksheet #SA.8d
Science Grade kight Topic A: Mix and Flow of Matter, Part I
Worksheets
Directions: Use the information on pages 29 and 31 of Science in Action 8 to help you answer
the questions.
1. What is meant by solubility.
2. What three factors affect solubility?
a.
b.
c.
3. Water is referred to as the universal solvent because i s v
4. What is meant by the term aqueous solution*
5. Give examples of each of these types
Solute Solvent SOlUtlO
gas gas liquid liquid solid gas

old
liquid
liquid
solid
liquid
solid
Worksheet #SA. 8a
Science Grade E ight Topie A: M ix and Flow of Matter, I'art I
Worksheets
6. What is the relationship between solubility and the temperature of the solvent when
a. the solute is a liquid or a solid?
b. the solute is a gas? tw I ea
7. Why is it that factories are required to store water in cooling ponds before it is returned to
rivers and lakes? (You must use the term thermal po/lot/on in your response.)
8. Why is it important for oxygen levels in water to be kept at high levels?
Worksheet # 8A.8
b
Science Gradc Eight Topic A: M ix and flow of Matter, Part I
Worksheets
Factors ANectinq Solubility
Directions: Use the instructions for the Give It a Try activity on page 29 of Science in Action 8
to conduct a fair test. gcwm s I t vp
Question:
Hypothesis:
Materials:
Manipulated Variable: (when water is the solvent)
Manipulated Variable: (when vegetable oil is the solvent) ¿ ta
Constants: w,
Procedure:
Worksheet # 8A.8c
Worksheet # 8A.8c
Science Grade Eight Topic A: M ix and Flow of Matter, Part 1
Workshccts
Observations:
Does the Solute Dissolve? (yes or no
Solute Water as the Solvent Vegetable Oi
Drink Crystals
baseline
Sugar
Conclusion:
Science Grade Eight 4 opic A: M ix and I low of Matter, Part I
1. esson Plans
Lesson Nine (Optional)
Concept: I actors Affecting Solubility: Temperature
Resources/Materials: Worksheet #SA 9 (student copies)

small saucepan hot plate
water sugar
wooden spoon or stirring rod
o spoon of scoopula
v balance scale (triple beam or electronic
e are best)
n
m
itt
s
m
e
as
ur
in
g
c
u
p
Introduction: Review that thc three factors that affect solubility are the
solutc, the solvent, and telnperature.
Procedure:
I . Explain that today’s activity involves discovering if temperature

of a liquid solvent really does affect solubility.
2. Distribute Worksheet #SA.9. Go over the directions, if necessary.
3. NOTE: Emphasize that scientists who work in labs always

keep safety in mind. Today’s activity involves using a hot
plate. Students MUS"I“ use oven mitts where appropriate.
4. Distribute the equipment and matcrials. Direct studcnts to complete the

activity and questions.
Assignment:
1. Do thc activities on Worksheet #8A.9.

Scicnce Grade Eight topic A: M ix and Flow of Matter, Part I
Worksheets
Temperature and Solubility
Directions: Follow these steps to find out the relationship between solubility and temperature.
Materials: small saucepan hot plate water (room temperature)

measuring cup sugar
oven mitts spoon or scoopula
measuring cup balance scale (triple beam or electronic are best)
Procedure:
1. Measure exactly 100 mL of water into the saucepan.
2. Add 10 g of sugar to the water. Stir until the sugar is thoroughly dissolved.
3. Add 5 g more of sugar. Stir until dissolved.
4. Keep adding sugar, 5 g at a time, stirring until dissolved after each addition. Do this until
the saturation point.
5. Place the saucepan with the sugar solution on the hot plate. Heat the solution using
the hot plate.
6. Once several bubbles form on the bottom on the saucepan, see if more sugar will
dissolve in the solution. (Add 5 g more at a time.) Keep adding until no more sugar will
dissolve. Keep track of how much more sugar you added.
Important: Once the solution starts to boil, turn the hot plate down to its lowest
setting.
Important: The sugar solution, the saucepan, and the hot plate will stay hot for
well over 30 minutes. DO NOT TOUCH THEM UNTIL THEY ARE COOL.
Questions
1. How many grams of sugar dissolved in the room temperature water?
2. How many additional grams of sugar could you dissolve in the heated water?
3. What is the relationship between the temperature of the water and the amount of sugar
you could dissolve in it?
Worksheet # 8A.0
Science Grade Eight Topic A: M ix and Flow of Matter, Part 1
Worksheets
Temperature and Solubility
Directions: Follow these steps to find out the relationship between solubility and temperature.
Materials: small saucepan hot plate water (room temperature)

measuring cup sugar
oven mitts spoon or scoopula
measuring cup balance scale (triple beam or electronic are best)
Procedure:
1. Measure exactly 100 mL of water into the saucepan.
2. Add 10 g of sugar to the water. Stir until the sugar is thoroughly dissolved.
3. Add 5 g more of sugar. Stir until dissolved.
4. Keep adding sugar, 5 g at a time, stirring until dissolved after each addition. Do this until
the saturation point.
5. Place the saucepan with the sugar solution on the hot plate. Heat the solution using the
hot plate.
6. Once several bubbles form on the bottom on the saucepan, see if more sugar will
dissolve in the solution. (Add 5 g more at a time.) Keep adding until no more sugar will
dissolve. Keep track of how much more sugar you added.
Important: Once the solution starts to boil, turn the hot plate down to its lowest
setting.
Important: The sugar solution, the saucepan, and the hot plate will stay hot for
well over 30 minutes. DO NOT TOUCH THEM UNTIL THEY ARE COOL.
Questions tt
1. How many grams of sugar dissolved in the room temperature water?
2. How many additional grams of sugar could you dissolve in the heated water?
3. What is the relationship between the temperature of the water and the amount of sugar
you could dissolve in it?
Worksheet # BA.9
Science Grade E ight Topic A: M ix and I low of Matter, Part I
1.esson Plans
Lesson Ten
Concept: The Particle Model of Matter: "I“he States of Matter
Resources/Materials: Science in Action 8, pages 32 and 33

Introduction: Explain that scientists are not only interested in observing how
different substanccs behave when mixed with othcrs; they are also want to
know why. Today we cxaminc a theory that scientists use today. This theory
is called the I’article Model of Mutter. Usually theories arc based on
evidence.
Proccdurc:
1. Explain that the Pcirlicle Model of Matter tries to explain the nature oT’
matter and why it behaves like it docs.
2. Have studcnts turn to tcxtbook, page 32 and go over the two situations
dcscribed. Then go on to page 33. Guide the rcading, with the two
situations in mind.
3. Discuss briefly, how the Particle Model of Matter would explain how
matter changes from one state to the other by increasing or decrcasing
heat.
4. In their notebooks, have students write heading “T hc Particle Model of

Matter”. Have them copy the first sentenccs from each of the points
described on tcxtbook, page 33.
5. Distribute Worksheets f8A.10a and #8A. 10b. Go over the directions,

lf necessary. Note: The questions on these worksheets can also be
donc in notebooks.
Assignments:
1. Read Ncieucc in Action 8, pages 32 and 33.

2. In notebook, write down the four main points of the Particle Model of Matter.
3. Do Workshects #8A.10a and #8A.10h. OR Do the questions in notebooks.
Science Grade F.ight Topic A: M ix and Flow of Matter, Part I
Worksheets
The Particle Model of Matter
Directions: Use Science in Action 8, pages 32 and 33 to help you with the activities
1. In the spaces below tell how the Particle Model of Matter would describe the particles in
solids, liquids, and gases. In your descriptions tell: how closely together the particles
would be, to what degree the particles are attracted to each other the movements of the
particles. Draw an illustration of each.
a. Solid.
b. Liquid.
c. Gas.
Scicnce Grade Eight Topic A: Mix and Flow of Matter, Part I
Worksheets
2. Use the Particle Model of Matter to explain these changes in the states of matter.
a. Solidification — changing from a liquid to a gas
b. Evaporation — changing from a liquid to a gas
c. Condensation — changing from a gas to a liquid

Science Grade Eight topic A: Mix and F low of Matter, Part I
Worksheets
The Particle Model of Matter
Directions: Use Science in Action 8, pages 32 and 33 to help you with the activities.
1. In the spaces below tell how the Particle Model of Matter would describe the particles in
solids, liquids, and gases. In your descriptions tell: how closely together the particles
would be, to what degree the particles are attracted to each other the movements of the
particles. Draw an illustration of each.
a. Solid
b. Liquid.
c. Gas.
Worksheet #8A.10a
Science Grade E ight T“opic A: M ix and FI ow of Matter, Part I
Worksheets
2. Use the Particle Model of Matter to explain these changes in the states of matter.
a. Solidification — changing from a liquid to a gas
b. Evaporation — changing from a liquid to a gas
c. Condensation — changing from a gas to a liquid
Worksheet #8A. I 0b
Science GradC K 8ht Topic A: Mix and Flow of Matter, Part I 14
Lcsson Plans
Lesson Eleven
Concept: The Particle Model of Matter:
Solutions Resources/Materials: Science
in Actlon 8, pages 34 — 36
1 cup marbles (or pea gravel)
cup sand (or rice or any other substance with small, but visible
pieces)
Introduction: Review the four points of the Particle Model of Matter. Then
rcvicw how it explains how matter changes from one state to another. Recall
the situation where when two substances were combined, the volume of the
resulting solution was less than the total vohimes of the two original
substances.
Procedure:
1. Pour the sand into the cup of marbles. I lave students observe wh‹it
happened. Challenge them to relate this to why the volume of a solution
is not always the total of the two substances that were combined to form
the solution.
2. Remind students that in a solution, thc solute is the substance that is

dissolved while the solvent is the substancc being dissolved.
3. have students turn to tcxtbook, pages 34 and 35. If p‹)ssible, guidc thc reading.
4. 4 el1 students to make notes on what was rcad, using the following headings:
Wh a
ens
en
bs
nc s Mix
(write a
paragraph)
ctors Th t
f ect Ratc
lV
e diagrams)
( 5. OPTIONAL. Do the C’heck and Reject questions on textbook, page 36.
m Assignments:
a 1. Read .Science in Aclion 8, pages 34 and 35.

2. Make notes on what was read.
k 3. OP"1“IONAI.. Do the Check and Refiec’t questions on pose 36.
k
Science Grade Eis* t 7“opic A: M ix and Flow o1 Miitter, Part I 15
I-csson Plans
Lesson Twelve
Concept: Mix and flow of Matter, Part I Review
Resources/Materials: Mix and flow of Matter. Part I

Study Guide (student copies)
Science in Action 8, pages 17
and 37
Introduction: Explain that the first two sections of the unit arc now
completed. It is time to prepare for a tcst.
Procedure:
1. As a group, briefly go over the main concepts covered in the unit so far:
• WHMIS symbols and safety procedures

• Uses of fluids in our lives
• Useful properties of fluids
• Pure substanccs versus mixtures
• Mechanical mixtures — heterogeneous mixtures
• Solutions — homogcneous mixtures
• Concentration
• Saturation point
• Solubility
• l°ac1ors affecting solubility
• Particle Model ot Matter
2. Distribute the Mix and 1 low of Matter study guide sheets. I lave
students complete the sheets independcntly or in partners. If
possiblc, go over the questions as a group.
3. AI 4“ERNATELY. Do the fi. .tess Your I earning activitics on textbook, pages 17

dnd 37.
Assignments:
1. Do the Mix and Flow of Matter study guide sheets.

2. ALTERNATELY. Do the fi.v,ve.vs Lr›ur Learning activities, pages 17 and 37.
Science Grade Eight T opic A: M ix and Flow of Matter, Part 1
Study Guide
Topic A: Mix and Flow of Matter, Part I
Study Guide
1. Match the words and phrases in the box with their meanings.
mixture pure substance heterogeneous mixture

homogeneous mixture suspension colloid
matter solute saturated solution
solvent chromatogram concentration
solubility saturation point aqueous solution
WHMIS slurry fluid
a mixture where it is difficult to see the different substances that

make it
anything that has mass and takes up space
matter that is made up of only one substance
Workplace Hazardous Materials Information System
type of filter paper used to determine if ink is a pure substance

or a solution
a substance that is being dissolved in another
any two or more substances combined
mixture of water and solids
a mixture in which you can see the different substances that

make it
a cloudy mixture in which tiny droplets of one substance are

held within another substance. If you leave it unattended,
its parts will separate
anything that has no fixed shape and can flow
the substance into which another substance is being dissolved
the maximum amount of solute you can add to a fixed volume

solvent at a given temperature
the point at which no more solute can be dissolved in a solvent
1
Study Guide
a cloudy mixture in which tiny pieces of one substance are held
within another substance. These tiny droplets do not
separate out easily.
the amount of solute dissolved in a specific amount of solvent
a solution in which no more solute can be dissolved in a solvent
a solution where water is the solvent
2. What do the following symbols tell you about the materials stored inside the container?
2
Science Grade E ight Topic A: Mix and Llow of Matter, Part I
Study Guide
3. What do these shapes indicate with regard to safety symbols?
a. triangle b. diamond
c. octagon
4. List five occupations that would need to recognize the WHMIS symbols.
b.
C.
d.
e.
5. Tell how fluids make it easier to use materials in the following ways. Give an
example for each.
a. slurries
b. fluids become solids
c. fluids can hold other materials
6. Describe a process for safely getting rid of broken glass.
3
Science C rade kight Topic A: M ix and Flow of Matter, Part I
Study Guide
7. What protective measures must you take when working around an open flame?
8. Describe how to safely “smell" an unknown substance.
9. Use the following terms in a sentence or two, so that the sentences explain the meanings
of the words and phrases.
a. pure substance mixture
b. saturated unsaturated solution

solution
solvent
c. solute
4
Sciencc Grade E ight 4 opic A: M ix and FI ow of Matter, Part I
Study Guide
10. Write each of these headings above the appropriate lists.
Particle Model of Matter
Factors That Affect Solubility
Factors That Influence the Rate of Dissolving
• the solute
• the solvent
• temperature
• temperature
• size of pieces
• stirring
• All matter is made up of tiny particles.

• The tiny particles are always moving an vibrating.
• The particles in matter may be attracted to each other or bonded
together.
• The particles have spaces between them.
Science Grade Eight Topic A: M ix and Flow of Matter, Part I
Study Guide
11. How does the Particle Model of Matter explain mixing substances?
12. Explain why environmentalists would be concerned about thermal pollution.
6
S ie nce Grade E s ht Topic A: Mix and Flow of Matter, Part 1
Study Guide
Topic A: Mix and Flow of MaNer, Part I
Study Guide
mixturc pure substance heterogeneous mixture

homogeneous mixture suspension colloid
matter solute saturated solution
solvent chromatogram concentration
solubility saturation point aqueous solution
WI IMIS slurry fluid
a mixture where it is difficult to see the different substances that

make it
type of filter paper used to determine if ink is a pure

substance or a solution
I mixture of water and solids
a mixture in which you can see the different substances that

make it
a cloudy mixture in which tiny droplets of one substance

are held within another substance. If you leave it
unattended, its parts will separate
the maximum amount of solute you can add to a fixed volume

solvent at a given temperature
1
ñtucly Cuide
a cloudy mixture in which tiny pieces of one substance are
held within another substance. These tiny droplets do not
separate out easily.
ty ¿ the amount of solute dissolved in a specific amount of
solvent a solution in which no more solute can be
dissolved in a solvent
2. What do the following symbols tell you about the materials stored inside the container?
Science Cirade E ight Topic A: Mix and £ low of Matter, Part I
Study Guide
3. What do these shapes indicate with regard to safety symbols?
a. triangle p4 b. diamond
c. octagon
4. List five occupations that would e recognize he HMIS symbols.
a.
b.
c.
d.
e.
5. how fluids make it easier to use materials in the following ways. Giv an exa p e for
eC
a. slurries
b. fluids become solids
c. fluids can hold other materials T ‹
ease
6. Describe a process for safely getting rid of broken glass. ¿ z w‹ I Va

Study Guide
7. What protective measures must you take when working around an open flame?
8. Describe how to safely “smell" an unknown substance.
9. Use the following terms in a sentence or two, so that the sentences explain the meanings
of the words and phrases.
a. pure substance mixture
b. saturated solution unsaturated solution
c. solute SOlVeFlt
4
Science Grade Eight Topic A: Mix and Flow of Matter, Hart I
Study Guide
10. Write each of these headings above the appropriate lists.
Particle Model of Matter
Factors That Affect Solubility
Factors That Influence the Rate of Dissolving
the solute
the solvent
temperature
temperature
All matter is made up of tiny particles.
size of pieces
The tiny particles are always moving an vibrating.
stirring
The particles in matter may be attracted to each other or bonded together.
The particles have spaces between them.
Study G hide
11. How does the Particle Model of Matter explain mixing substances?
12. Explain why environmentalists would be concerned about thermal pollution.
6
Science Grade Eight Topic A: Mix and F low of Matter, Part I
Lesson Plans
Lesson Thirteen
Concept: Mix and Flow of Matter, Part 1 4 est
Resources/Materials: Mix and Flow of Mattcr, Part 1 4 est (student copies)

Science Grade Eight Topic A: Mix and Flow of’ Matter, Part I
"I est
Test
1. Write the letters of the descriptions next to the correct symbols.
a. poisonous and infectious causing other toxic effects
b. corrosive material
c. dangerously reactive material
d. flammable and combustible material
e. oxidizing material
f. biohazardous infectious material
g. poisonous and infectious causing immediate and serious toxic effects
h. compressed gas
2. What are three occupations that would need to recognize these symbols.
b.
C.
1
Science Grade Eight T’opic A: Mix and Flow of Matter, Part I
Test
a. mixture b. pure substance c. heterogeneous mixture

d. homogcneous mixture e. suspension f. colloid
. ITlñttCf
h. solute i. saturated solution
j. solvent k. chromatogram 1. concentration
m. solubility n. saturation point o. aqueous solution
p. WHMIS
q. slurry r. fluid
a cloudy mixture in which tiny droplets of one substance are held within
another substance. If you leave it unattended, its parts will sepaFate
type of filter paper used to determine if ink is a pure substance or a solution
a substance that is being dissolved In another
a mixture where it is difficult to see the different substances that make it
a mixture in which you can see the different substances that make it
a solution in which no more solute can be dissolved in a solvent
the maximum amount of solute you can add to a fixed volume of solvent at a
a given temperature
a cloudy mixture in which tiny pieces of one substance are held within
another substance. These tiny droplets do not separate out easily

SCIence Grade Eight Topic A: Mix and F“low of Matter, Part
I Test
3. What is a fluid?
4. What is the difference between a pure substance and a mixture?
5. What is the difference between a saturated and an unsaturated solution?
6. Three factors that affect solubility are
b.
c.
7. Three factors that affect the rate of dissolving are
a.
b.
c.
8. What is the relationship between solubility and the temperature of a liquid solvent?
3
Science Grade Light Topic A: Mix and Flow of Matter, Part I
Test
9. The four key points in the Particle Model of Matter are
a.
b.
d.
10. Many industrial plants use water as a coolant in their processes. Usually this water is
drawn from a lake or a river. Once the water is used, it is warmer than when it was taken
into the plant.
Explain why it must be stored in a cooling tank before it is returned to the lake or river?
4
Science Grade E ight Topic A: Mix and F low of Matter, Part I
Test
Test
1. Write the letters of the descriptions next to the correct symbols.
a. poisonous and infectious causing other toxic effects
b. corrosive material
c. dangerously reactive material
d. flammable and combustible material
e. oxidizing material
f. biohazardous infectious material
g. poisonous and infectious causing immediate and serious toxic effects
h. compressed gas
2 hat are hreoccupations that would need to recognize these symbols.
b.
Test
a. mixture b. pure substance c. heterogcneous mixture

d. homogeneous mixture e. suspension colloid
g. matter h. solute saturated solution
solvent k. chromatogram concentration
m. solubility n. saturation point o. aqueous solution
p. WHMIS q. slurry r. fluid

a cloudy mixture in which tiny droplets of one substance are held within another
substance. If you leave it unattended, its parts will separate
type of filter paper used to determine if ink is a pure substance or a solution
a mixture where it is difficult to see the different substances that make it
a mixture in which you can see the different substances that make it
r anything that has no fixed shape and can flow
the substance into which another substance is being
dissolved a solution in which no more solute can be
dissolved in a solvent
the maximum amount of solute you can add to a fixed volume of solvent at a
a given temperature
a cloudy mixture in which tiny pieces of one substance are held within
another substance. These tiny droplets do not separate out easily
2
3
Science Grade K ight Topic A: Mix and F low of Matter, Part I
Test
3. What is a fluid?
4. What is the difference between a pure substance and a mixture?
5. What is the difference between a saturated and an unsaturated solution?
6. Three factors that affect solubility are
a.
b.
7. Three factors that affect the rate of dissolving are
b.
8. What is the relationship between solubility and the temperature of a liquid solvent?
3
4 est
9. The four key points in the Particle Model of Matter are
a.
b
C.
10.Many industrial plants use water as a coolant in their processes. Usually this water is
drawn from a lake or a river. Once the water is used, it is warmer than when it was taken
into the plant.
Explain why it must be stored in a cooling tank before it is returned to the lake or river?
4
Science Grade E ight I opic A: M ix and F low oi Matter, Part II 17
Lesson Plans
Lesson Fourteen
Concept: The Propcrtics of I luids:
Viscosity Resources/Nlaterials:
Science in Actir»i 0, pages 3S - 41

Worksheet USA.14 (student copies)
k
e
t
c
h
u
p
water
c
u
p
s
Introduction: Review that we have examined how the Particle Model o1

Matter explains what happens wl cn substances are mixed. We will now turn
our attention to how the Particle Modcl of Mattcr explains
some of thc Properties of fluids. I he ncxt several lcssons deals with four
properties of fluids: viscosity, dcnsity, buoyancy, and compressibility.
The first propcrty is viscosity.
Procedure:
1. Pour some of the water into one of the cups. 4 hen clo the same with the
ketchup. F.xplain that the ketchup has a higher viscosity. have students
speculatc as to the meaning of viscosity. Conclude that viscosity is a
term that tells how easily a fluid flows.
2. I lavc stuclents turn to textl ook, page 38. Ciuidc thc reading of page 38.
3. I hen gtiidc the reading of tcxtbook, pages 39 — 41, if you have the
time; otherwise, they can react the pages independcntly.
4. Distribute Worksheet #SA.14. Cio over the dircctir›ns, ii‘ necessary.
5. OPTIONAL. Do thc /’heck used fic ec’/ questions on page 41.
Assignments:
1. Read Science in Actin n ‹?, pages 3S — 41.

2. Do Worksheet #8A.14.
3. OP I IONAL. Do 6’ñeck nu ñeJJcc/, page 41.
Science Gradc Eight Topic A: Mix and Flow of Matter, Part II
Worksheets
V iSCOSlt'/
Directions: Use Science In Action 8, pages 39 — 41 to help you with the activities.
1. Read each of the sentences below about viscosity. Something is incorrect about each
one. Correct the errors.
a. Viscosity is a property that applies only to liquids.
b. Viscosity describes how quickly a solid flows.
c. The viscosity of a fluid is determined by its external resistance or friction.
d. The greater the rubbing between particles in a fluid, the lower its viscosity.
e. Juice has a higher viscosity than syrup.
f. The tramp method of testing viscosity involves pouring a solid down a hole and timing
how long it takes to get to the bottom.
g. To increase the viscosity of a fluid, you would need to heat it.
2. In each pair of fluids, circle the one with the higher viscosity.
gasoline motor oil corn syrup coffee
ketchup milk water tar
3. Explain how the Particle Model of Matter explains viscosity.

Science Grade Eight "topic A: Mix and Flow of Matter, Part 11
Worksheets
ViSCOSlt\I
Directions: Use Science in Action 8, pages 39 — 41 to help you with the activities.
1. Read each of the sentences below about viscosity. Something is incorrect about each
one. Correct the errors.
*^!
a. Viscosity is a property that applies only to Squids.
b. Viscosity describes how quickly a flows.
a\<reul
c. The viscosity of a fluid is determined byexternal
its resistance or friction.
d. The greater the rubbing between particles in a fluid, they its viscosity.
e. Juice has a h+gber viscosity than syrup.
na #
f. The method of testing viscosity involves pouring a solid down a hole and timing
how long it takes to get to the bottom
g. To increase the viscosity of a fluid, you would need to it.
2. In each pair of fluids, circle the one with the higher viscosity.
motor oil corn syrup

gasoline coffee
ketchup milk water
3. Explain how the Particle Model of Matter explains viscosity.
Worksheet ñ OA. 14
Science Grade Eight Topic A: Mix and FIow oT Matter, Part II 18
Lesson Plans
I.esson Fifteen (optional)
NOTE: This activity can be done as a demonstration (best) or independently by students.
Concept: Measuring Viscosity with the Ramp Method
Resources/Materials: Worksheets #BA.15a, #0A.I 5b, and USA.15c (student copies)

several different liquids of varying dcgrecs of viscosity such as (choose 3 or 4)
• pancake syrup
• molasses
• motor oil
• ketchup
cold water (in a larger bowl)
hot water (in a larger bowl)
stopwatch
cookie sheet (prcfcrably Tellon coated)
spoons
Introduction: Review thc concept of viscosity (how easily a fluid flows). Explain that today students
will perform a ramp test on some fluids.
Procedure:
1. Distribute Worksheets #8A.15a, #SA.15b, and #SA.15c along wlth the materials.
2. Explain that studcnts will conduct a fair test to determine the relationship between tcmperalurc and
viscosity. Go over thc directions on Worksheet f8A.15‹i, if necessary.
Assignment:
1. Conduct the fair tcst according to the instructions on Worksheet #8A.15a.

2. Write up the fair test r›n Workshects //8A.15b and ISA.1 5b.
Science Grade E ight Topic A: Mix and F“low of Matter, Part II
Worksheets
The Effect of Temperature on Viscosity
Directions: In this activity you will conduct a fair test to determine what effect temperature has
on viscosity. Before you begin handling any of the materials, read the entire procedure so that
you will know what to do. Then fill in these sections on Worksheets #8A.15b and #8A.15c:
Question, Hypothesis, Materials, Manipulated Variable, Constant Variables, Responding
Variable, and Procedure.
You are now ready to begin the hands-on part of the activity.
Materials: 3 or 4 different liquids stop watch glass cups

cookie sheet (Teflon-coated is best) measuring spoons
large bowl of hot water large bowl of ice cold water
Procedure:
Place about 30 mL of each fluid in each of two glass cups.
2. Place one set of glasses in the bowl with the hot water. Place the other set of glasses in
the bowl with the cold water. (Be sure that no water gets into the glasses) Let stand for
five minutes.
CAUTION: Hot water can seriously burn you. Be careful when you handle it. If
you spill any on your skin, immediately run cold water over the area.
3. Hold the cookie sheet at a 45°anple.
4. Take one of the glasses out of the hot water. Using the measuring spoon, place 15 mL of
the liquid and place it at the top end of the cookie sheet. Use the stop watch to time how
long it takes the liquid to flow down to the bottom of the cookie sheet. Record the time.
5 Repeat with the same liquid in the glass from the cold water. Place the cold liquid in a
different spot at the top of the cookie sheet than where you placed the warm liquid.
6. Repeat until all the hot and cold liquids have been tested
Note: Clean the cookie sheet and measuring spoon before measuring out and
testing a new liquid.
7. Finish writing up the fair test on Worksheet #8A. 15c.
Workshcct
Science Grade Eight Topic A: Mix and Flow of Matter, Hart II
Worksheets
Temperature and Viscosity
Question:
Hypothesis:
Materials:
Constant Variables:
Procedure:
Worksheet #8A. l5b

Science Grade Eight topic A: Mix and Flow of Matter, Part I I
Worksheets
Observations:
Liquid
Warm — Time (s)
Cold — Time (s)
Conclusion:
Worksheet # 8A. l
5c
Science Grade Eight Topic A: Mix and I low of Matter, Part I I
Worksheets
Tern erature and Viscosi
Question:
Hypothesis:
Materials: ›/ ct
Constant Variables:
Procedure:
\\'orksheet # 8A.
15b
Science Grade Eight Topic A: Mix and Flow of Matter, Part II
Worksheets
Observations:
Liquid
Warm — Time (s)
Cold — Time (s)
Conclusion:
fi’0rk h0et # 8A. 1 5 c

Science Grade E ight Topic A: Mix and FI ow of Mattcr, Part II
Lesson P lans
Lesson Sixteen
Concept: The Properties of Fluids: Density
Resources/Materials: Sciencc in Action 8, pages 42, 43, and 46

Workshcet #SA.1 6 (student copies)
Optional: 6 identical jars, preferably with lids (like cannlng

jars) filled completely with 6 different substances
(like water, Styrofoam chips, oil)
Introduction: Rcview that onc property of fluids is viscosity. Explain that

another is dcnsity. Density is the amount of matter in a givcn volume. the
amount is usually its mass.
Pose the question: “If you had two identically sized cubes, one make of steel
and other of wood, which would have the grcater mass?” (steel). Explain that
steel has a greater density than wood.
Procedure:
1. Be sure the students understand that dcnsity is expressed as a rate.

Usually it is expressed as mass per unit of volume.
2. Havc students turn to tcxtbook, pages 42 and 43. lt is important to

guide the reading of the pages as dcnsity can be a difficult concept
for some.
3. OPTION AL. Do the five /f ri Try uciivtly on textbook, pagc 42, using
the six jars of substances. i3asically, havc studcnts take each jar in their
hands; thcn mink thClf ITIHSSCS. Because the jars are the SMITH Sh.e
(volurnc), the jar that has the greatest mass also has the grcatest density.
4. Show students how to calciilatc density as a unit rate.
5. Distribute Worksheet #8A.16. This will give the students practice in

calculating density. Go ever the directions, if necessary.
6. OPTIONAI.. I lave students do the 6’/ieck nud ñeJ/cc/ questions on page 46.
Assignments:
1. Read Nc‘ieuc‘e in Nc//ou 5, pages 42 and 43.

2. Do Workshcet f8A.16.
3. OP"I“IONAI . Do the Check nut fie ec/ questions, page 46.
Science Grade Eight ’topic A: Mix and F I ow of Matter, Part II
Worksheets
Calculatinq Density
Directions: Use the information from Science in Action 8, pages 42 and 43 to help you with the
questions.
1. What is the formula for calculating density?
2. The densities of gases and liquids are usually expressed in
3. The density of a solid is usually expressed in
4. Calculate the densities of the following.
Water Steel
mass: 1000 g mass: 23.5 g
volume: 1000 mL volume: 3 cm3
Nitrogen Crude Oil
mass: 1.251 g mass: 1500 g
volume: 1 L volume: 2000 mL
Aluminum Oxygen
mass: 40.5 g mass: 7.15 g
volume: 15 cm3 volume: 5000 mL
Worksheet # 8A.
16
Science Grade Eight Topic A: M ix and F low of Matter, Part I I
Worksheets
Calculating Density
Directions: Use the information from Science in Action 8, pages 42 and 43 to help you with the
questions.
1. What is the formula for calculating density?
2. The densities of gases and liquids are usually expressed in
3. The density of a solid is usually expressed in gI *
4. Calculate the densities of the following.
Water Steel
mass: 1000 g mass: 23.5 g
volume: 1000 mL volume: 3 cm3
d = I y I= L.
Nitrogen" Crude Oil
mass: 1.251 g mass: 1500 g
volume: 1 L volume: 2000 mL
Aluminum Oxygen mass: 7.15 g

volume: 5000 mL
mass: 40.5 g
volume: 15 cm3
Worksheet # 8A.
16
Science Grade E ight f •Pic A: Mix and Flow of Matter, Part II 20
Lesson Plans
Lesson Seventeen (optional)
Concept: Determining Density
Resources/MatcrialS: Science IH Action 8, pages 44 and 45

graph paper or sheet with 1 cm grid (student copies)
250 mL beakers
balance (triple beam or electronic is best)
various substances (e.g.. water, sand, corn syrup, shdmQoo, rubbing alcohol, etc,)
Introduction: Revicw thc concept of density as mass pcr unit rate. Explain that today students will have
thc chance to find the density of several different substances.
Proccdurc:
1. Have students turn to tcxtbook, pages 44 and 45. Cio over the Inquiry activity described
with the students.
2. Studcnts can write up thc activity ill thei7 nOtebooks. Note: Colony students will not be able to
complete Step fi.
Ibn the In‹Juiry activity on textbook, pages 44 and 45.

Science Grade E ight I opic A: Mix and Flow of Matter, Part II 21
Lesson Plans
Lesson Eighteen
Concept: The Properties of I luids:
Density and Tempcrature
Resources/Materials: Science in
Action S. pages 47 49
Worksheet #8A 18 (student copies)
°r " onal:
hydrometc
r kettle water
2 beakers
ovcn mitts
Introduction: Recall the relationship betwccn tcmpcrature and viscosity

(lower the temperature, the higher the viscosity). Ask students what they
feel might be the relationship between temperature and density. Tell why.
Procedure:
1. Discuss what happens tt› particles as they gain in temperature (gain

kinetic energy and move more quickly and farther apart). Discuss what
this has to do with density.
2. I lave students turn to textbook, pagc 47. Guide the reading of the- opening
paragraph.
3. If you have a hydr‹›meter, do the Give // n Try activity.
4. Guide the reading of tcxtbook, pages 47 and 48.
5. Lxplain that concentf£ltion or a solution also alfects density. Llave students turn to
tcxtbook. page
49. Guidc the rcading.
6. Distribute Worksheet f8A. lS. Go ovcr the directions, if neccssary.
Assignments:
I . Read $ciene’e in Aclion R, pages 47 49.

2. Do Worksheet ñ8A.18.
Science Grade Eight f oFi c A: Mix and Flow of Matter. Part II
Worksheets
Density and Temperature
1. Copy these notes into your notebook.
The Particle Model of Matter and Density
The Particle Model of Matter states that particles in a substance move more quickly when
energy is added. As a solid changes to a liquid, the particles move faster and faster. The same
is true for when a liquid changes to a gas. As the particles become more active, the spaces
between them increase. This causes the volume to increase and the density decreases. When
a liquid changes to a solid, the distances between particles decreases. The density then
increases.
How Temperature Affects Density
When the temperature increases, the particles in matter move faster. The spaces
between them increases and so the density decreases. Similarly, when the temperature
decreases, the density increases.
2. In your notebook draw three containers with lids. Label the containers: solid, liquid, gas.
Inside the containers draw particles to show how dense each is.
3. Answer each of the following in a few words
a. What will happen to the density of a piece of iron if you heat it?
b. Which is denser hot or cold water?
c. Why won’t a rock float on water?
d. Why is it that a piece of wood will float on water?
e. How could you decrease the density of copper?
Worksheet # 8A. 1
8
Science Grade Eight Topic A: Mix and I'“low of Mattcr, Part II
Worksheets
Density and Temperature
1. Copy these notes into your
notebook. The Particle Model of Matter
and Density
The Particle Model of Matter states that particles in a substance move more quickly when
energy is added. As a solid changes to a liquid, the particles move faster and faster. The same
is true for when a liquid changes to a gas. As the particles become more active, the spaces
between them increase. This causes the volume to increase and the density decreases. When
a liquid changes to a solid, the distances between particles decreases. The density then
increases.
How Temperature Affects Density
When the temperature increases, the particles in matter move faster. The
spaces between them increases and so the density decreases. Similarly, when the
temperature decreases, the density increases.
2. In your notebook draw three containers with lids. Label the containers: solid, liquid,
gas. Inside the containers draw particles to show how dense each is.
3. Answer each of the following in a few words.
a. What will happen to the density of a piece of iron if you heat it?
b. Which is denser hot or cold water?
c. Why won’t a rock float on water?
d. Why is it that a piece of wood will float on water? I s ht
e. How could you decrease the density of copper?
WorksheCt # 8A.
18
Science Grade Eight Fopi c A: Mix and Flow of Matter, Part II 22
Lesson Plens
Lesson Nineteen
Concept: The Properties of F Hurds: The Efect of
Density on Buoyancy Resources/Materials: Science in
Action 8, pages 50 — 52
Worksheets #8A 19d and #8A.19b (student copies)
Introduction: Ask “Why does a piece o1 wood or Styrofoam moat on water?”

Review the concePt or gravity as the force thiil pulls objects towiird the earth’s
surfiice. Exp1‘ain that an object like a piece of wood will float on water or any
other liquid as long as the object is less dense than the liquid.
The water exerts a force on the
object called a buoyant force.
Procedure:
1. Explain that when the buoyant force cxerted by the watcr is

greater than the force of gravity pulling down on the object, the
object will float.
2. Have students turn to textbook, pages 50 and 51. Guide the reading, iI‘ possible.
3. Discuss that most ships are made of steel, a substance that is dcnscr than
watUT. Howevcr, because the ship is basically hollow, the ship’s volume
is quite large anal its overall ‹lc•n›’it y is lower than the water’s. that is
why a ship m‹idc o1 steel can float. As you load a shlp with cargo and
people, its overall density increases. Overloading a ship call cause it to
sink.
4. Distribute Worksheets USA.19a and //8A.l9b. G‹) over the directit›ns, if necessary.
5. 01° I“1ONAL. Do the 6’ñeck nud /?eJ/cc‘/ qucstions on tcxtbook, page 52.
6. OP FIONAI . Have students place a small flat piece of wood in a large

pan of water. Place small weights on the piece of wood onc at a time
until the wood sinks. Explain that the point at which the wood and
weights sink is the point al which the combined clensity of thc wood
and weights equals the density of the waler.
Assignments:
1. Read Science in Action 8, pages 50 anal 5 I .

2. to Worksheets #8A.19a and #8A.19b.
3. loo the C’hee’k and Re•}lc•cl questions, page 52.
Science G rade E ight "topic A: M ix and Flow of Matter, Part II
Worksheets
Buoyancy
Directions: Use Science in Action 8, pages 50 and 51 to help you with the questions
1. What two forces are at work when one substance is placed on another?
2. What is buoyancy?
3. If you placed an uninflated beach ball on a pool of water, it will sink. However, an inflated
beach ball will float. Explain why.
4. A ship full of cargo can travel safely across the ocean. Yet that same ship with the same
amount of cargo is in danger of sinking if it is on fresh water. Explain why.
5. A air in a hot air balloon will rise if it is heated. Explain why.
Worksheet #8A. I 9a
Science Grade E'8 ht Topic A: Mix and Flow of Matter, Part I I
Workslicets
6. Balloons filled with air will generally float around a room and eventually land on a surface
like the flo F or a table. However, a balloon filled with helium will rise up and settle
against the ceiling. Explain why.
7. Janet and Paige placed a dry sponge on a bathtub full of water. The sponge floated on
the water’s surface. Half an hour later, they noticed that the sponge had sunk to the
bottom of the tub. Explain why.
8. Examine the photo of the cargo ship on textbook, page 51. Towards the rear of the ship
you can see water being pumped out of the ship from a special tank inside the ship. Why
would the captain of the ship give an order to pump out the water?
When might the ship’s captain decide water should be pumped back into the special
tank?
Science Grade E ight Topic A: Mix and Flow of Matter, Part 11
Worksheets
Buoyancy
Directions: Use Science in Action 8, pages 50 and 51 to help you with the questions.
1. What two forces are at work when one substance is placed on another?
2. What is buoyancy?
3. If you placed an uninflated beach ball on a pool of water, it will sink. However, an inflated
beach ball will float. Explain why.
4. A ship full of caFgo can travel safely across the ocean. Yet that same ship with the same
amount of cargo is in danger of sinking if it is on fresh water. Explain why.
5. A air in a hot air balloon will rise if it is heated. Explain why.
Workshect # 8A. I9a

Science Grade K ight T opic A: Mix and Flow of Matter, Part II
Worksheets
6. Balloons filled with air will generally float around a room and eventually land on a surface
like the floor or a table. However, a balloon filled with helium will rise up and settle
against the ceiling. Explain why.
7. Janet and Paige placed a dry sponge on a bathtub full of water. The sponge floated on
the water’s surface. Half an hour later, they noticed that the sponge had sunk to the
bottom of the tub. Explain why.
8. Examine the photo of the cargo ship on textbook, page 51. Towards the rear of the ship
you can see water being pumped out of the ship from a special tank inside the ship. Why
would the captain of the ship give an order to pump out the water?
When might the ship’s captain decide water should be pumped back into the special
tank?
Science Grade Eight Topic A: Mix and Flow of Matter, Part I I 23
Lesson Plans
Lesson Twentv
Concept: the Properties of fluids:
Compressibility Resources/Materials:
Science in Action 8, pages 53 and SP

Workshcet #8A.20 (student copies)
empty plastic
pop bottle with
cap on
unopened
plastic bottle of
pop
Introduction: Review’ the properties of fluids covercd so far: viscosity, density,

and buoyancy. Tell students that we will invcstigate another property of fluids
— comprcssibility. Recall with students that they lcarned in grade six science
that compressed gases have greater pressure than noncornpressed gases.
Procedure:
Elicit mom students examples wherc fluids are compressed (air in tires,
air in balloons, in soccer balls, etc.)
2. Have students try to squceze the empty plastic pop bottle. Then have
them try to squeeze the unopened plastic bottle of pop. Hitvc students
speculate as to why they can squeeze the empty bottle, but not the one
full of pop. ( I he “empty” bottle is not really empty; it is full of air. In
order tti squeeze the bottle, you must be able to compress the air inside.
3“his is relatively easy to âo. the bottle full of liquicl cannot be easily
squeezed. 4 hat is because liquids cannot easily be compressed.)
3. Have students tin n to tcxtbook, pages 53 and 56. Ciuide the reading.
Discuss hr›w the Particlc Model of Mattcr explains the dilfcrencc in
the compressibility between liquids and gases.
4. Distribute Worksheet #SA.20. Go over the directions, i1 necessary.
5. OP"l IONAL. Do the C’he‹ k anal Rev fleet qucstions on textbook, page 56.
Assignments:
1. Ileud z7ciencc• in Action S, pages 53 and 56.

2. Do Worksheet #8A.20.
3. OPB IONAL. Do the Check and Rellc•cl questions, page 56.
Science Grade E ight Topic A: M ix and I I ow of Matter, Part II
Worksheets
Compressibility
Directions: Use Science in Action 8 to help you with the activities.
1. Copy these notes in your notebook.
Compressibility
Compressibility is the extent to which a solid, liquid, or gas can be compressed or

squeezed together. When something is compressed it usually becomes deformed. Gases
have more compressibility that liquids or solids. In fact, very little compression occurs in
liquids. Therefore, we say that liquids are incompressible.
Compressibility and the Particle Model of Matter
Gases have more compressibility that liquids. This is because the spaces between the
particles in a gas are greater than the spaces between the particles in a liquid. When a
force is applied to a gas, the particles move closer together. When a force is applied to a
liquid, there is so little space between the particles that they will not move closer together.
2. Sometimes a soccer ball is inflated so much that it hurts your toes when you kick it.
Why does it hurt you toes?
3. What are three examples where compressed gases are used in your community?
a.
b.
4. Compressors are machines that compress gases or liquids. Can you think of any
instances where compressors are used in your community? See if you can find
three.
b.
c.
Worksheet #gA.20
Science Grade Eight Topic A: Mix and F low of Matter, Part II
Worksheets
Compressibility
Directions: Use Science in Action 8 to help you with the activities.
1. Copy these notes in your notebook.
Compressibility
Compressibility is the extent to which a solid, liquid, or gas can be compressed or

squeezed together. When something is compressed it usually becomes deformed. Gases
have more compressibility that liquids or solids. In fact, very little compression occurs in
liquids. Therefore, we say that liquids are incompressible.
Compressibility and the Particle Model of Matter
Gases have more compressibility that liquids. This is because the spaces between
the particles in a gas are greater than the spaces between the particles in a liquid.
When a force is applied to a gas, the particles move closer together. When a force is
applied to a liquid, there is so little space between the particles that they will not move
closer together.
2. Sometimes a soccer ball is inflated so much that it hurts your toes when you kick it. Why
does it hurt you toes?
3.
c.
4. Compressors are machines that compress gases or liquids. Can you think of any
insta c w e compressors are used in your community? See if you can find three.
b.
C
Worksheet # SA.20
Science Grade Eight Topic A: Mix and Elow of Matter, Part 11
l.esson Plans
Lesson Twentv-one (Note: The content of this lesson might be challenging for many students. If at
all FOSSible, guide the reading of the textbook pages.)
Concept: Pressure in Fluids — Pascal’s Law
Resources/Materials: Science in Action 8, pages 57 — 60

large can — the taller the better hammer
large pitcher of water plastic tub
duct tape large nail
Advance Preparation
• Use the nail and hammcr to punch two holes in the can about half way up the side and about 6 cm
• l°iinch another hole about 5 cm abtive these holes and yet another about 5 cm below.
• Cover the holes with duct tape. Be sure thc duct tape seals the holes.
Introduction: Do a demonstration. Place thc can with the holes punched in it in the tub. I ill the can
with water. Peel off the tape sealing those two middle holcs. Point out thrit they .vquirt out about the
slime distiince. Dry the can off thoroughly and rcseal thc two holes. Refill the can with watcr. Hive
stMents predict how far the watc•r will squirt oitf of the fop and bottom holes. Pull off all thc tapes.
I3avc students observe. Discuss what this activity tells you about water pressure (Watcr pressure
increases with depth.).
Procedure:
I . f:xP lain that pressure refers to the amount of force applied to a given area. To determine pressurc
you must know thc total amount of force applied to an area and the total flfCgl tO Which the force
is applied.
2. Explain that like density, pressure is a rate. In this case, amount per unit o1 area.
3. Slave students turn to textbook, pa*c 57. Guide the reading of pages 57 — ti0.
4. Distribute Workshccts #8A.2 I a and #8A.21b. Go over the directions, i1 necessary.
5. OPTIONA1.. Do the Ch‹•ck and Reflect questions on page 60.
Assignments:
1. Read Sc‘/ñf7Nñ fH Action d, pages 57 — 60.

2. Do Workshccts #8A.21a and #8A.21b.
3. OPTIONAI.. Do Check and Ilefieci, page 60.
Worksheets
Pressure in Fluids
Directions: Use Science in Action 8, pages 57 — 60 to help you with these activities
Pressure
Pressure is the amount of force applied to a given area. It is measured in Pascals

(Pa) . A Pascal equals the force of 1 N over an area of 1 m*.
Pressure = Force p —— F
Area A
Pressure and Depth
The greater the depth of a fluid, the greater the pressure.
Pascal’s Law
Pascal’s Law states that an enclosed fluid transmits pressure equally in all
directions.
Hydraulic and pneumatic devices are designed using Pascal’s Law. Hydraulic devices
use liquids, while pneumatic devices us gases.
2. Draw a picture of the hydraulic jack at the top of page 59 and write a paragraph
explaining how it works.
3 Fill the blanks with words that make sense.
Pressure is the amount of applied to a given
1 Newton (N) = g of force.
A pascal equals the force of 1 over an area of 1
Blaise Pascal was a French who was curious about how

pressure is exerted in a fluid.
Pascal’s Law states that an fluid transmits pressure

in all directions
#8A2la
Worksheets
5. Calculate the pressure in each of the following situations.
a. a force of 100 N is applied to 20 m2
b. a force of 30 N is applied to 3 m2
c. a force of 500 g is applied to 1 m2
d. a force of 30 000 g is applied to 8 m2
6. Look at the picture of the hydraulic hoist on textbook, page 59. Then answer the
questions. The first one is done for you as an example.
a. Pretend the area of the small piston is 1 cm 2 and the area of the large piston is 10
cm2. If you push down on the small piston with a force of 50 g, how much force will
be pushing up on the large piston?
The pressure on the small piston is 50 g/cm2, so the pressure pushinup

he large piston will also be 50 g/cm2, which means
there is a force of 50 g. Since the large piston has an area of 10 cm', the fofa/
force pushing up on it is 10 X 50 g, which is 500 g.
b. The small piston is 5 cm2 and the large piston is 40 cm2. If you push down the small
piston with a force of 15 g, how much force will be pushing up on the large piston?
c. The small piston is 6 cm2 and the large piston is 3000 cm2. If you push down on the
small piston with a force of 3 N, how much force will be pushing up on the large
piston?
Science Grade Eight Topic A: Mix and i low of Mattcr,
Part Il Worksheets
Pressure in Fluids
Directions: Use Science in Action 8, pages 57 — 60 to help you with these activities.
Pressure
Pressure is the amount of force applied to a given area. It is measured in Pascals

(Pa) . A Pascal equals the force of 1 N over an area of 1 m 2.
Pressure — Force p —— F
Area A
Pressure and
Depth
The greater the depth of a fluid, the greater the pressure.
Pascal’s Law
Pascal’s Law states that an enclosed fluid transmits pressure equally in all
directions.
Hydraulic and pneumatic devices are designed using Pascal’s Law. Hydraulic devices
use liquids, while pneumatic devices us gases.
2. Draw a picture of the hydraulic jack at the top of page 59 and write a paragraph
explaining how it works.
3. Fill the blanks with words that make sense.
Pressure is the amount of @v applied to a given a <ec
1 Newton (N) = | OO g of force.
A pascal equals the force of 1 over an area of 1
Blaise Pascal was a French pay copy who was curious about how
pressure is exerted in a fluid.
Pascal’s Law states that an oac/ fluid transmits pressure

in all directions.
WorkshcctA8 21a
Science Grade Eight Topic A: M ix and Flow of Matter, Part II
Worksheets
5. Calculate the pressure in each of the following situations.
a. a force of 100 N is applied to 20 m2
b. a force of 30 N is applied to 3 m*
c. a force of 500 g is applied to 1 m2
d. a force of 30 000 g is applied to 8 m2

= 5 °
8 “
6. Look at the picture of the hydraulic hoist on textbook, page 59. Then answer
the questions. The first one is done for you as an example.
a. Pretend the area of the small piston is 1 cm2 and the area of the large piston is 10
cm2. If you push down on the small piston with a force of 50 g, how much force will
be pushing up on the large piston?
The pressure on the small piston is 50 g/cm*, so the pressure O fl

pushin the large piston will also be 50 g/cm*, which means
there is a force of 50 g. Since the large piston has an area of 10 cm*, file total
force R• shing up on it is 10 X 50 g, which is 500 g.
b. The small piston is 5 cm2 and the large piston is 40 cm2. If you push down the small
piston with a force of 15 g, how much force will be pushing up on the large piston?
c. The small piston is 6 cm2 and the large piston is 3000 cm2. If you push down on the
small piston with a force of 3 N, how much force will be pushing up on the large
Worksheet # 8A.2 I b
Science Grade L ight I opic A: M ix and F low of Matter, I•‹irt II 25
Lesson Plans
Lesson Twentv-two
Concept: Technologies Based
on Solubility
Resources/Materials: Science
in Action S, pages 62 - 65
Worksheet #8A 22 (student copies)
Introduction: Review that hydraulic and pneumatic systems are

technologies based r›n pressurc. I oday’s lesson deals with
technologies based on solubility.
Procedurc:
Introducc the scctions by guiding textbook, page 62. 4 hen go

onto “Technologies Based on Solubility. Cuide the reading of
textbook, page 63. Note that the mustard and the water arc
forming a type of mixture that resembles a solution. Neat is, the
mustard is soluble in the water. The mustard does not dissolve in
the writer because of the surfactant surr‹›unding its particles.
2. Next have the students turn to textbook, page 65. Guide the reading.
NOTE: The content o1 this page can be quitc challenging for many
students. It is sufficient for studcnts to understand that
decompression chamber tcchnology is based on the fact that
nitrogen can dissolve in the blood.
In their notebook, have
students make notcs:
Technolr›eies Based on
Solubilitv
I.aundry Detergent
Decompression Chambers
4. Distribute Workshect #8A.22. Go over thc directions.
5.
6. OPTIONAL. have the students carry out a fair test to dctcrmine which
of two er thrCC b7ands of laundry detergent cleans best.
Assignments:
1. Read
Sr’ieuce in fi
ction 5. pages
62 — 65.
2. Make notes.
3. Do
Worksheet
#8A.22.
4. OPTIONAL.
mo the
Chec’k and
Re]lecl
questions on
page 65.
5. OP
TIO
NA
L.
Des
ign
and
carr
y
out
a
fair
test
to
clet
erm
ine
whi
ch
of
two
or
thrc
e
bra
nds
of
laun
dry
dete
rge
nt
clea
ns
best
.
Science G radc Ei ight topic A: Mix and Flow of’ M after, Part 11
Worksheets
Technoloqies Based on Solubility
1. The cleaning agent in most laundry detergents is called a surfactant. Explain how a
surfactant cleans clothes.
2. Why is it that manufacturer’s no longer use phosphates in laundry detergents?
3. The following statements were taken from an advertisement for laundry detergent. In
each of the following, which ingredient is being emphasized?
a. “Now brighter and whiter than ever”
b. “Cleans your washing machine as it cleans your clothes”
c. “Removes the toughest stains”
d. “Now in new ocean mist scent”
4. What do divers need to know about the solubility of gases in liquids such as the blood?
Workshcct # gA.22
Science Grade L.ight 3 opic A: M ix and Flow of Matter, Hart 11
Worksheets
Technoloqies Based on Solubility
1. The cleaning agent in most laundry detergents is called a surfactant. Explain

how a surfactant cleans clothes.
2. Why is it that manufacturer’s no longer use phosphates in laundry detergents?
3. The following statements were taken from an advertisement for laundry detergent. In
each of the following, which ingredient is being emphasized?
a. “Now brighter and whiter than ever”
b. “Cleans your washing machine as it cleans your clothes”
c. “Removes the toughest stains”
d. “Now in new ocean mist scent”
4. What do divers need to know about the solubility of gases in liquids such as the blood?
Worksheet # 8A.22
Science Grade F.ight Topic A: Mix and Flow of Matter, Part 11 26
L.esson Plans
I. csson Twentv-thrcc
Concept: Technologies Dased on
Flow Ratcs and Moving f"luids
Resources/Materials: Scicnce in
Action S, pages 66 — 68
Worksheets #SA.23a and #SA 23b(student copies)
bicycle pump OR any other type of small pump
Introduction: If you have a bicycle pump, use it to inflate a playground

ball. Challenge students to tell you how it wr›rks. Explain that a bicycle
pump is jlist one o1 may technologies that are based on rates of f1t›xv and
moving fluids.
P rocedure:
1. Have students turn to textbook, page 66. Guide thc rC£lding of pages 66 and
the top part of page
67. Note that a grain atiger is really a type of Archimedes screw.
Grain is not a fluid, but still the Archimedes screw is an effective
way to move it.
2. Have students read textbook, pages 67 and 68 inclependently.
3. Distribute Worksheets #8A.23a and #8A.23b. Go over the directions, if

nccessary.
4. OPTIONAL. Do the Ctieck anal Le ect qucstions on tcxtbook, page 68.
Assignments:
2. Do Worksheets #8A.23a and //8A.23b.

3. OPTIONAL. Do the t’hec’k ‹ind Re flec 1 questions, page I›?.
Science Grade Eight Topic A: Mix and Flow of’ Matter, Part II
Worksheets
Technologies Based on Flow Rates and Movinq Fluids
1. Examine the diagrams of the diaphragm pump on page 66. Then number the
sentences below in the proper sequence.
When you pull up on the piston, the intake valve opens and output valve
closes.
The fluid is sucked up through the intake valve and fills the cylinder.
First you pull up on the piston.
The downward stroke forces the fluid out of the cylinder.
When you push down on the piston, the intake valve closes and the output
valve opens.
2. What piece of farm equipment is actually an Archimedes screw?
3. Is a bicycle pump based on the same ideas as a diaphragm pump or an Archimedes

screw? Tell why.
4. Reread the information on the bicycle. Why does it become harder to pump as the
tire or ball becomes more and more inflated?
Science Grade E sht 4 opic A: Mix and Flow of Matter, Part II
Worksheets
5. Pipeline pigs serve two purposes. What are they?
a.
b.
6. What is a valve?
7. Tell about five things in your community that use valves.
a.
b.
d.
Worksheet #8A.23h
Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 I
Worksheets
Technologies Based on Flow Rates and Movinq Fluids
1. Examine the diagrams of the diaphragm pump on page 66. Then number the
sentences below in the proper sequence.
When you pull up on the piston, the intake valve opens and output valve
closes.
The fluid is sucked up through the intake valve and fills the cylinder.
First you pull up on the piston.
h The downward stroke forces the fluid out of the cylinder.
When you push down on the piston, the intake valve closes and the output
valve opens.
2. What piece of farm equipment is actually an Archimedes screw?
3. Is a bicycle pump based on the same ideas as a diaphragm pump or an Archimedes

screw? Tell why.
4. Reread the information on the bicycle. Why does it become haFder to pump as the tiFe or
ball becomes more and more inflated?
Works cct#8/t23a
Science Grade Eight 3 opic A: M ix and FlOw of Matter, Part II
Worksheets
5. Pipeline pigs serve two purposes. What are they?
a.
b.
6. What is a valve?
7. Tell about five things in your community that use valves. s C vusl I vD<'y'
a.
b.
C.
d.
Worksheet # 8A.23 b
Science Grade Eight I opic A: Mix and Flow of Matter, Part I I
1 esson Plains
Lesson Twentv-four
Concept: Designing a Working Model of a F luid-Using Device
Resources/Materials: Science in Action 8, pages 69 and 71

Worksheet #8A.24 (optional, student
copies)
Introduction: Have students rccall how ships were able

to raise or lower themselves in the water. (By pumping
water into or out of spccial holding tanks called ballasts.
you can adjust Hoc ship's overall density.) Explain that
this is an exaniplc o1 a technology that knowlerlge about
density.
Procedure:
1. Explain that other technologies uses this same

property. Have students turn to textbook, pages 69
and 71. Guide the reading.
2. OP TIONAL. If you havc the time and the materials, have

students do the Problem Solving
activity on tcxtbook, page 70. (See the box immediately
below.)
In the 1°roblc•m S‹ lving activity, studcnts are

challenged to design and construct a simple
bathyscaph. Many studcnts may need some ideas
to get started. One idea is to punch a holc in the
metal lid of a small jar (like a baby food jar).
Insert a piece of flcxible tubing (about 60 cm)
into the hole. Usc latcx cement to secure the
tubing in the holc and seal the space where the
tubing goes into the hole. Placc the jar
(bathyscaph) on a surface of a bucket of watcr. "1
o lower the b‹ithyscap1i, blow air into the jar by
blowing on the tubing. I o r‹iise it, allow air to
cscapc front the jar through the tubing.
Distribute Worksheet #8A 24. Go over the

directions, i1 necessary. Note: Students can do
this same activity in their notebooks.
4.
Assignments:
1. Read Science in Action S, pages 69 and 71.

2. OP TIONAL. Do thc Problc•m halving aclivil y, page 70.
Science Grade Eight I opic A: Mix and Flow of Matter, Part I I
. Do Workshcet
f8A.24 OR do
the activity in
notebook.
4. OPTIONAL.
Do the Check
and Rc•}lc•c I
questions,
page 71.
5. OPTIONAL.
Do the
E.xperiment
on Your Own
activity, page
72.
Science Grade Eight I opic A: MIX and Flow of Matter, Part II
Worksheets
Desiqninq a Workinq Model of a Fluid-Using Device
Directions: Use Science in Action 8, page 71 to help you with the activity.
A submarine is a vehicle that can float on the surface of water, dive down far beneath the
surface, and re-surface. Describe how it can do each of these. Draw diagrams to help support
what you have written.
Worksheet # 8A.24
Science Grade E ight Topic A: Mix and Flow of Mattcr, Part JI
Worksheets
Desi n na Working Model of a Fluid-Usinq Device
Directions: Use Science in Action 8, page 71 to help you with the activity.
A submarine is a vehicle that can float on the surface of water, dive down far beneath the
surface, and re-surface. Describe how it can do each of these. Draw diagrams to help support
what you have written.
Worksheet # 8A.24
Science Cirade Eight topic A: Mix and F“low of Matter, 1°:irt 11 28
Lesson Plans
1. esson Twentv-five
Concept: Mix and 1 low of Matter,
Hart 11 Ileview Resources/Materials:
Science in Action 8, pages 61 and 73

Mix and flow of Matter, Part II Study Ciuide (student copies)
Introduction: Explain that thc second half of the unit on the Mix and l'low
of Matter is almost finished. It is time to prcparc for a test.
Pr‹›cedure:
1. As a class, briefly go ovcr the main topics covered
in the seconcl half of the unit: I°roperties of
Fluids
• Viscosity
• Density
• Dtioyancy
• Compressibility
• Pressure
technologies
• leased en solubility
• I3ascd on fl‹ w rates and moving f)uids
2. OPB IONAL. 1 lave students do the N.›.se.›’.v Your 1 earnin • questions on

tcxtbook, pages 63 and 71 .
3. Distribute the Mix dnd 1'low Of Matter, Part II Study Currie sheets. I
lavc students work on them independently.
4. Go over the study guide sheets as a group, i1 you can.
Assignments:
1. OPTIONAL. Do the A. .less’ Fr›iir /.r• ruiup questions, pages 63 and 71.
2. Do the Mix and flow of Matter, Part II Study Ciuide shccts.
Sciencc Grade E ight 4 opic A: M ix and Flow oT Matter, Part II
Study Guide
Mix and Flow of Matter, Part II
Study Guide
1. Match the words and phrases with their meanings
viscosit density buoyancy compressibility

pressure
solubility surfactant phosphates
the bends pump valve bathyscaph
RoPoS ballast tanks pneumatics hydraulics
the mass per unit of volume
tendency of an object to float when placed in a fluid
extent to which a substance can be squeezed
using liquids under pressure to move loads
using gases under pressure to move loads
the ability to dissolve
device that controls the flow of fluids
liquid’s internal friction or resistance that keeps it from flowing
measure of the amount of force applied per unit of area
particle that attaches itself to dirt and oil particles, separating

it from fabric or other materials
chemicals that were once added to detergents
a Canadian designed bathyscaph
device that moves fluids through or into something
containers between the inner and outer hulls of a ship
a type of decompression sickness
underwater ship that can go into deep waters
1
Science Grade E ight Topic A: M ix and Flow of Matter, Part 1 I
Study Guide
2. Explain the relationship between each of the following.
a. viscosity and temperature
b. density and temperature
c. density and concentration
d. density and buoyancy
e. compressibility and whether a fluid is a gas or a liquid
f. pressure and water depth
3. Density
a. The units for density are or
b. The formula for calculating density is
c. Calculate the density of a substance that has a mass of 6.34 g and a volume of 0.6
mL.
d. How does the Particle Model of Matter explain how density changes
with temperature?
2
Study G u ide
4. Buoyancy
a. What is the Plimsoll Line on a ship?
b. When would you have neutral buoyancy?
5. Compressibility
a. Why are gases more compressible than liquids?
b. What is incompressibility?
6. Pressure
a. The formula for calculating pressure is
b. What is Pascal’s Law?
c. Name a mechanical device that uses a hydraulic system
d. Name a mechanical device that uses a pneumatic system

2
e. Calculate the pressure created if there is a force of 500 N on a 2 m piston.
7. Explain how a detergent cleans a fabric.

Science Grade F s ht Topic A: Mix and l'low of Matter, Part II
Study Guide
8. Match the devices with their descriptions.
hyperbaric chambcr diaphragm pump Archimedes screw

bathyscaph submarine SCUBA
a. This device works by pumping water into or out of its ballast tanks in order to raise or
lower its overall density.
b. This device enables people to dive deep below the surface of oceans and lakes.
c. This device works by using a piston to draw a fluid into a cylinder and then forcing it
out.
d. This device is a built especially to go to extremely deep waters where the pressure is
too great for humans to dive.
e. This device is especially for divers who have “the bends”. It increases the pressure
surrounding the diver’s body
f. This device transports fluids from one place to another using a blade wrapped around
a cylinder.
4
Science Gradc E ight Topic A: Mix and flow of Matter, Part 11
Study Guide
9. Use the information below to answer the questions.
In the hydraulic system below the smaller piston is 0.5 m2 and the larger on is
15 m2. The force on the smaller piston is 10 N
a. What is the pressure placed on the smaller piston?
b. What is the force pushing up on the larger piston?

Science Grade F.ight "T’opic A: M ix and Flow of Matter, Part II
Study Guide
Study Guide
1. Match the words and phrases with their meanings
viscosity dcnsity buoyancy compressibility

pressure solubility surfactant phosphates
the bends pump valve bathyscaph
ROPOS ballast tanks hydraulics
tendency of an object to float when placed in a
fluid extent to which a substance can be squeezed
using liquids under pressure to move
loads using gases under pressure to move

loads
particle that attaches itself to dirt and oil particles,

separating it from fabric or other materials

containers between the inner and outer hulls of a
ship a type of decompression sickness
1
Science Grade Eight TOQIC A: Mix and Flow of Matter, Part J J
Study Guide
2. Explain the relationship between each of the following.
a. viscosity and temperature
b. density and temperature
c. density and concentration
d. density and buoyancy
e. compressibility and whether a fluid is a gas or a liquid
f. pressure and water depth Ther a w‹L r
3. Density
a. The units for density are or $ (
b. The formula for calculating density is
c. Calculate the density of a substance that has a mass of 6.34 g and a volume of 0.6
mL.
_ § - 6 IF 7
d. How does the Particle Model of Matter explain how density changes with
temperature?
2
Science Grade E ight Topic A: Mix and I' low of Matter, Part JI
Study Guide
4. Buo anc
a. What is the Plimsoll Line on a ship? CA
b. When would you have neutral buoyancy? v,
5. Compressibility
a. Why are gases more compressible than liquids? e
b. What is incompressibility?
6. Pressure
a. The formula for calculating pressure is ' Q
b. What is Pascal’s Law?
c. Name a mechanical device that uses a hydraulic system
d. Name a mechanical device that uses a pneumatic system. r/@

on a 2
e. Calculate the pressure created if there is a force of piston
500 N
7. Explain how a detergent cleans a fabric.

Study Guide
8. Match the devices with their descriptions.
hyperbaric chamber bathyscaph diaphragm pump submarine Archimedes screw

SCUI3A
a. This
devic
e
works
by
pump
ing
water
into
or out
of its
ballas
t
tanks
in
order
to
raise
or
lower
its
overa
ll
densit
y.
b. This device
enables
people to dive
deep below
the surface of
oceans and
lakes.
c. This
devi
ce
work
s by
usin
ga
pisto
n to
dra
wa
fluid into a cylinder and then forcing it out.
d. This device is a built especially to go to extremely

deep waters where the pressure is too great for
humans to dive.
e. This device is especially for divers who have “the

bends”. It increases the pressure surrounding the
diver’s body
f. This device transports fluids from one place to

another using a blade wrapped around a cylinder.
4
Science Gradc L. ight 4 op ic A: Mix and Flow of Matter, Part 1 I
Study Guide
9. Use the information below to answer the questions
In the hydraulic system below the smaller piston is 0.5 m* and the larger on is
15 m2. The force on the smaller piston is 10 N.
a. What is the pressure placed on the smaller piston?
b. What is the force pushing up on the larger piston?

Science Grade Eight topic A: Mix and Flow of Matter, Part lI 29
Lesson Plans
Lesson Twentv-six
Concept: Mix and Flow of Matter, Part 11 Test
Resources/Materials: Mix and Flow of Matter, Part II 4 est (student copies)

Science Grade Eight Topic A: Mix and Flow of Matter, Part 1 I
Test
Test
a. ballast tanks b. bathyscaph c. the bends d. buoyancy

e. compressibility f. dcnsity g. hydraulics h. phosphatcs
i. pneumatics j. pressure k. pump 1. ROPOS
m solubility n. surfactant o. valve p. viscosity
extent to which a substance can be squeezed
using gases under pressure to move loads
particle that attaches itself to dirt and oil particles, separating it from fabric
other materials
1
Test
2. Fill the spaces with words that make sense in these sentences about fluids.
a. As temperature increases, viscosity
b. As temperature decreases, density
c. As concentration increases, density
d. As density increases, buoyancy
e. As depth decreases, pressure
f. A pneumatic system uses to operate.
g. A hydraulic system uses to operate.
h. Of solids, liquids, and gases, are the most compressible.
i. The ingredients in detergents that attach themselves to dirt and oil so they will not
reattach to the fabric are called
j. If you wanted to control the rate of flow of a fluid, you would use a
k. When a submarine wants to dive or resurface is pumps air in and out of its
l. A grain auger is an example of an
3. Calculate the pressure where a force of 100 N is applied to a 3 m2 piston.
4. Calculate the density of a substance with a mass of 600 g and a volume of 15 mL.
2
Science Grade Eight ’topic A: Mix and Flow of Matter, Part I I
Test
5. In the graph below, which fluid has the higher density and which has the lower density?
Tell how you know.
Volume (cm*)
6. How the Particle Model of Matter explain how temperature affects viscosity.
7. What is the function of a Plimsoll Line on a ship?
8. What is Pascal’s Law?
3
Science Grade Eight "topic A: Mix and Flow of Matter, Part II
Test
The smaller piston has an area of 0.75 m2, while the larger piston has an area of 10 m2.
A force of 20 N is applied to the smaller piston.
’iqti id ther conno t

be cornpres•eo
a. What is pressure is applied to the smaller piston?
b. What force is pushing up on the larger piston?
4
Test
Test
a. ballast tanks b. bathyscaph c. the bends d. buoyancy

e. compressibility i. density g. hydraulics h. phosphates
i. pncumatics j. pressure k. pump 1. ROPOS
m solubility p. viscosity
n. surfactant o. valve
& extent to which a substance can be squeezed
I using gases under pressure to move loads
O device that controls the flow of fluids
particle that attaches itself to dirt and oil particles, separating it from fabric
other materials

1
Science Grade E ight "topic A: Mix and Flow of Matter, Part II
Test
2. Fill the spaces with words that make sense in these sentences about fluids.
a. As temperature increases, viscosity d ler .rcx‘.c»
b. As temperature decreases, density .
c. As concentration increases, density t grg
d. As density increases, buoyancy t rgp¿
e. As depth decreases, pressure e‹-«e«r\es
f. A pneumatic system uses to operate.
g. A hydraulic system uses to operate.
h. Of solids, liquids, and gases, are the most compressible.
i. The ingredients in detergents that attach themselves to dirt and oil so they will not
reattach to the fabric are called .
j. If you wanted to control the rate of flow of a fluid, you would use a y g (v c
k. When a submarine wants to dive or resurface is pumps air in and out of its
l. A grain auger is an example of an e .
4. Calculate the density of a substance with a mass of 600 g and a volume of 15 mL.
2
Science Grade Eight "topic A: M ix and Flow of Matter, Part II
4 est
S. In the graph below, which fluid has the higher density and which has the lower
density? Tell how you know.
..
%M M ..
8
2 ''
fiM fl, '’ '' MMH
RM
.
0 1 2 3
4 5 6 7 8 9
Volume (cm*)
.
6. How the Particle Model of Matter explain how temperature affects viscosity.
7. What is the function of a Plimsoll Line on a ship?
8. What is Pascal’s Law?
******“******
Science Grade Eight "topic A: M ix and Flow of Matter, Part II
*“"*““**
Science Grade R ight Topic A: Mix and FIow of Matter, Part II
Test
The smaller piston has an area of 0 75 m2, while the larger piston has an area of 10
m2. A force of 20 N is applied to the smaller piston
’i forct( reoten)
°¿guid that conno1

be compr’essed
a. What is pressure is applied to the smaller piston?

> w _ >o. *
' O,lS’+’' I*
b. What force is pushing up on the larger piston?

.g1 H yp,g1 N 3 â.
4
Science Grade Eight Topic A: Mix and I low of Matter, Part I I 30
1. esson Plans
Lcsson Twentv-seven
Concept: Mix and Flow of Matter,
Culmination Resources/Materials:
Science in Action 8, page 76

Science in Action 8, pagcs 77 - 79
Mix and Flow of Matter, Final Examination (student copies)
If teachers choose to do one or more culminating activities for the unit,

the following are some suggestions:
Unit Project
• "this project described on page 76 of Nc‘ience in Action 8.
Unit Review
• Students do the Unit Review questions on pages 77 — 79 of Science in Actian

‹?.
Final Examination
• Teachers may have students do the final examination. It

composed of 3S multiple choice questions.
Othcr Activities
• "feachcrs may want studcnts to participate in other activities that

have arisen from the activities in the unit.
Science Grade Eight Topic A: Mix and Flow of Matter
Final Examination
Mix and Flow of Matter
Final Examination
Directions: Write the letter of the best answer to each question on the answer
sheet. Do not write in this booklet.
1. The main purpose for placing the WHMIS symbols on product labels is to
a. warn people of possible safety hazards when using the product.

b. show the age group that can safely use a product.
c. show whether smoking should be allowed or not.
d. tell users how to store the product.
2. A fluid is
a. any type of liquid

b. any type of gas.
c. anything that has no fixed shape and can flow.
d. a gas with high viscosity.
Use the following informatlon to answer question 3.
Janice wants to add flour to the drippings from thc roast beef to make gravy. II she puts the
flour directly into the drippings, the flour will form lumps. Instead Janice mixes a little cold
watcr with the flour beforc adding it to the hot drippings. 4 he result is lump-free gravy.
3. In order to add the flour to the drippings so that lumps will not form, Janice
makes a
a. solution.
b. slurry.
c. colloid.
d. beverage.
4. Which of the following is not a pure substance?
a. distilled water
b. baking soda
c. aluminum foil
d. chicken soup
1
5. A mechanical mixture is sometimes called a
a. homogeneous mixture.
b. heterogeneous mixture.
c. solution.
d. alloy.
Use the following information to answer questions 6 and 7.
Mitchell went into the refrigerator and took out a can of pop, some mayonnaise, some leftover hot chocolate, and a jar of pickles.
6. The colloid from the refrigerator would be the
a. pickles.
b. pop.
c. mayonnaise.
d. hot chocolate.
7. The suspension from the refrigerator would be the
a. pickles.
b. pop.
c. mayonnaise.
d. hot chocolate.
Use the following information to answer question 8.
Susie wanted to detcrmine if the ink in her new felt marker was solution or a pure substance.
She cut out a rectangle from a coffee filter. then she made a large dark dot with the marker
about a centimetre from one end of the coffce filter. She suspended the coffee filter in a little
water. She knew that if the ink separated into differcnt colours on the filter, the ink was a
solution.
8. To determine whether the ink in the pen was a pure substance or a solution,
Susie used
a. compression.
b. chromatography.
c. evaporation.
d. sanitation.
Science Grade Eight topic A: Mix and Flow of Matter
Final Examination
9. What effect will adding water have on the concentration of orange juice?
a. increase it
b. decrease it
c. have no effect
d. add to it
Use the following information to answer questions 10 — 13.
Cynthia wanted to make a solution of sugar and water. She took a small pitcher of water and
addcd scoops of 50 mL of sugar to the water, stirring after each addition. She kept adding
sugar until no more sugar would dissolve.
10. In Cynthia’s solution the sugar is the
a. mixture.
b. suspension.
c. solvent.
d. solute.
11. In Cynthia’s solution the water is the
a. mixture
b. suspension.
c. solvent.
d. solute.
12. When no more sugar would dissolve in the water, Cynthia had
a. a saturated solution.
b. an unsaturated solution.
c. a diluted solution.
d. a digested solution.
13. What could Cynthia do so that she could dissolve even more sugar in the
water?
a. cool the water

b. let the solution sit on a shelf for several days
c. sprinkle the sugar over the top of the water
d. heat the water
Final Examination
14. Which of the following in not true about solubility?
a. Solubility refers to the maximum amount of solute you can dissolve in a

given amount of solvent at a given temperature.
b. Solubility depends on both the solute and the solvent.
c. As temperature increases, the solubility of a gas in a liquid solvent
increases.
d. As the temperature of a liquid solvent increases, the solubility of a solid or
liquid increases.
measured out 20 mh. of rubbing alcohol and 20 mL of water. To his surprise, when he combined the two liquids, his mixture was
15. From the above information you can infer that
a. some of the particles of alcohol went into the spaces between the particles
of water.
b. Arnie did not measure accurately.
c. some of the water began to solidify.
d. the rubbing alcohol was really a heterogeneous mixture.
16. Which of the following will not affect the rate that a solid solute will dissolve in
a liquid solvent?
a. temperature
b. size of the pieces of the solute
c. stirring
d. colour of the solute
17. If you were to do some tests to measure the viscosity of a liquid, you want to
find out
a. how pure the substance was.

b. how quickly the liquid flows
c. how much solute can be dissolved in it.
d. if it is safe to consume the liquid.
4
Science Grade E ight Topic A: Mix and Flow of Matter
Final Examination
18. What is the relationship between temperature and viscosity?
a. the higher the temperature, the lower the viscosity

b. the lower the temperature, the higher the viscosity
c. viscosity is only affected when the temperature is below freezing
e. There is no connection.
Use the follOwlng Information to answer questions 19 and 20.
Joe and Mike measured the mass and the volume of scveral substances. They recorded thcir
observations in a chart.
Substance water aluminum old ve etable oil asoline

Mass ( 80 80 90 70 42
Volume (mL 80 30 5 75 60
19. According to the information the substance with the greatest density is
a. gold.
b. water.
c. gasoline.
d. aluminum.
20. If equal volumes of all the substances were placed in a container and stirred,
which substance would float to the top?
a. gasoline.
b. gold.
c. water.
d. vegetable oil.
21. Which of the following is least likely to affect the density of a substance?
a. temperature
b. concentration
c. whether it is a solid, a liquid, or a gas
d. the container in which it is placed
22. A buoyant force is
a. the force that pulls an object toward the water.

b. the upward force that a fluid exerts on an object.
c. the force that propels an object forward.
d. the force that pulls you under the water.
Science Grade Eight Topic A: Mix and Flow ef Matter
Final Examination
23. Which of the following best explains why a ship made of steel can float on
water?
a. Steel is not as dense as water.

b. Water is denser than steel.
c. The combined densities of the ship and its cargo is less than the density of
water.
d. There is always air in the water.
24. A Plimsoll Line is painted on the hull of a ship because
a. it indicates how heavily a ship can be safely loaded in different water

conditions.
b. it indicates if the ship needs painting.
c. it shows how upright the ship sits in the water.
d. it shows the country in which the ship is registered.
25. Compared to gases, liquids are
a. more compressible.
b. less dense.
c. incompressible.
d. lower in kinetic energy.
26. Pressure is the
a. total amount of force exerted on an object.

b. amount of area on which a force is exerted.
c. amount of force applied to a given area.
d. result of a structure not being built strongly enough.
27. If you apply a force of 27 N to a piston that is 3 m2, the pressure is
a. 8100 g.
b. 900 g.
c. 9 Pa.
d. 9 g/md.
28. Which of the following is true?
a. Pressure decreases with depth.

b. Pressure remains constant, regardless of depth.
c. Pressure increases with depth.
d. There is no connection between depth and pressure.
Science Grade Eight Topic A: M ix and F low of Mattcr
I'inal Examination
Use the following Information to answer question 29.
Rachel made the following list in her notebook.
• Dentist drill
• Jack hammer
• Paint sprayer
• Air brakes
29. Which of the following would be the best heading for Rachel’s list?
a. Pneumatic Devices
b. Hydraulic Devices
c. Life Without Work
d. Tools Used by Professionals
Use the following Information to answer questions 30 — 32.
Thc area of the small piston is 0.8 m2 and the area of the large piston is 11 m2. A forcc of 5 kg is placed on the small piston.
30. How much pressure is being exerted on the small piston?
a. 5.00 kg
b. 4.00 N
c. 62.5 Pa
d. 6.25 Pa
7
I'inal Exam ination
31. How much pressure is pushing up on the large piston?
a. 8.8 Pa
b. 62.5 Pa
c. 0.45 kg/m2
d. 6.25Pa
32. How much force is being exerted up on the large piston?
a. 687.5 N
b. 55.0 N
c. 687.5 Pa
d. 345.9 N
33. In detergents the role of the surfactants is to
a. attach themselves to the dirt and carry it away.

b. add a pleasant scent.
c. add brightness.
d. soften the water.
34. SCUBA gear enables
a. divers to see more clearly under the surface of the water.

b. divers to communicate with each other under the surface of the water.
c. divers to swim underwater without fear of shark attacks.
d. divers to dive deep below the surface of the water.
35. The diaphragm and the Archimedes screw are types of
a. valves.
b. pumps.
c. pistons.
d. irrigation systems.
36. A valve is used to
a. control or regulate the amount of flow of fluids

b. breathe underwater.
c. keep a pipeline clean.
d. connect two pieces of pipe.
F inal Examination
37. A bicycle pump like the one shown will keep
filling a tire with air until
a. the air pressure in the tire is greater than

the air pressure in the pump.
b. the air pressure outside the tire is equal
to the air pressure inside the tire.
c. the force exerted on the piston is equal to
the force exerted on the handle.
d. the air pressure in the tire is equal to the
air pressure inside the pump’s cylinder.
38. When a submarine wants to dive down, it releases air from the ballast tanks to
allow water to enter the tanks. This allow the submarine to dive down
because
a. water makes the submarine less dense than the sea.

b. adding water makes the submarine denser than the seawater.
c. the force of the air being forced out of the tank pushes the submarine
down.
d. water is lighter than air.
F inal Examination
Name:

Final Examination
Answer Sheet
1. 26.
14.
2. 27
15.
3. 28
46
4. 29.
17.
30
18.
6. 31.
19.
32.
20.
8. 33
21
9. 34.
22.
10. 35
23
11. 36
24.
12. 37.
25.
13. 38.
10
Science Grade light Topic A: Mix and Flow of Matter
Final F.xaniination
Name:

Final Examination
Answer Sheet
1. 26
14.
2 C 27
15.
28.
4. 29.
17.
5. 30
18.
6.
31.
19.
7. 32
20.
8. 33
21.
9. 34.
22.
10. 35.
23
11. 36.
24.
12. 37.
25.
13. 38
Science Grade Eight Topic B: Cells and Systems, Pan I
Lesson Plans
ells and
Systems
Science Grade Eight Topic B: Cells and Systems, Part I 2
Lesson Plans
Grade Eight
Contents
PaFt I: Cells
Lesson One Introduction 4

Lesson Two "the Characteristics of Living Things 5
Lesson I“hree Structure and Function 6
Lesson Four Organs and Organ Systems 7
Lesson Fivc The Compound Light Mlcroscope 8
Lesson Six
The Cell: The Basic Unit of I.ife
1.esson Seven
Using the Microscope to View Cells 10
Lesson light Unicelliilar and Multicellular Organisms 11
Lesson Nine
How Substances Move Into and Out of Cells 12
Lesson T en
Cells in Multicellular Organisms Combine to Form Tissues and Organs 13
Lesson Eleven Cells and System, Part I Review 14
Lesson Elcven A Cells and Systems, Part I I"est 15
C4I
Membrane
Endoptasmic
Reticulum
Gytoplasm
Science Grade Eight Topic B: Cells and Systems, Part I
Lesson Plans
Part II: Systems
Lesson Twelve Digestive System 16
Lesson Thirteen Respiratory System 17
Lesson Fourteen Circulatory Systcm 18
Lesson Fifteen Heart Rate l9
I.esson Sixteen Excretory System 20
Lcsson Seventcen Nervous System
1.esson Eighteen The Reflex Response 22
1.esson Nineteen Developing a Theory for Disease 23
Lesson Twenty Factors That Affect the Healthy Function of Body Systems 24
Lesson 4 wenty-one Cells and Systems, Part II Review 25
Lesson Twenty-two Cells and Systcms, Hart II Tcst 26
Lesson Twenty-three 27
Science Gradc Eight Topic B: Cells and Systems, Part I 4
Lesson Plans
1. esson One
Concept: Introduction
Resources/Materials: Science in Action 8, pages 80 -- 83

'’orksheet #8B.1 (student copies)
Introduction: Discuss with students incidents on the cc lony where someone has become ill because o1 a
heart discase (or any other serious condition). Discuss the symptoms those people had and the treatmcnts
they rcceived.
Explain that long ago, there were loo treatments for these types of conditions. However, because of
science scicntists and health care professionals know more about the body and how it functions.
Procedure:
1. Havc students turn to textbook, page 80. Introduce the title o1 the unit. Allow students a minute or
so to flip through the chaptcr.
2. Then have students turn to textbook, page 82. Explain that this page give information about a
Roman doctor who practiced almost 2000 years ago. Guide thc reading and discuss how Galen’s
ideas are different from those we have today.
3. OP I ION Ah. have studcnts do the Give II a I ry activity on tcxtbook, page 53.
4. Guide the reading or the bottom section of tcxtbook, pagc 83.
5. Distributc Workshcct ñ8E.1. Go over the directions, i1’ necessary.
6. OPB IONAL. Make a title page for the unit.
Assignments:
1. Read .Scieuc‘e in Acl ion 8, pagcs 82 and 83.

2. OP’fIONAL. Do thc Give It a Try activity, page 83.
3. Do Worksheet #8B.1.
4. OPTIONAL. Make a title pagc.
Science Grade Eight ’topic B: Cells and Systems, Part I
Worksheets
What Do You Know About Your Body?
Directions: Tell what you think is the function of each of the following body parts.
Body Part What I Think Its Function Is
ear
eye
skin
hair
fingernail
heart
blood
nose
kidneys
brain
liver
eyelashes
Worksheet # 8D. I
Worksheets
What Do You Know About Your Body?
Directions: Tell what you the function of each of the following body parts.
C
Body Part “ What I Think Its Function Is
ear
eye
skin
hair
heart
lungs
breaA i•9
blood
nose
brain
eyelashes • y etO ct
Workshcet //8I3. I
Sciencc Grade Eight Topic B: Cells and Systems, Part I
Lesson Plans
Lesson Two
Concept: The Characteristics of Living Things
Rcsources/Materials: Science in Action 8, pages 84 — 88

Worksheets #SB.2a and #8B.2b (student copies)
Introduction: Pose the qucstions: “What is the difference between somc

thing that is living and something that is non-living‘?” (Basically, living
things grow and develop; non-living things do not.) “What is thc difference
between somethin g that is dead and something that is non-living?” (Dead
things were once living; non-living things were never alive.)
Explain that today’s lesson is about finding out what living things have in common.
Procedure:
1. Llave students turn to textbook, page 84. Guide the reading of

pages 54 and 85. Then have students read pages 86 — B8
independently.
2. OP4“IONAL. Have students do the Give If a Try activity on textbook, page 55.
3. Flavc students do thc Give /f a "I’ry activity on textbook, page 87.
4. Distribute Workshccts #8B 2a and #SB 2b. Go over thc directions, if

necessary. Note: Students can also do the exercises on these pages in
their notebo‹iks.
5. OP’FIONAL. If you like, have studcnts divide an l1” X 17” shcet of

paper into six boxes. In each box they are to write one of the
characteristics o1 living things and illustrate each.
6. OPTIONAL. Do the Chet’k and Refiecl questions on textbook, page 85.
Assignments:
1. Rcad Science in Action d, pages 84 — 88.

2. OPTIONAL. Do the Given /f a try activity, page 85.
3. Do the é he It a Try activity, page 87.
4. Do Workshcets #8B.2a and #8B.2b.
5. OPTIONAL. Name and illustrate each of the characteristics of
living things on large sheet of paper.
6. OPTIONAL. Do the €’heck and Reflect questions, page 88.
Science Gradc Kight Topic B: Cells and Systems, Part I
Worksheets
The Characteristics of Livinq Thinqs
Directions: Use the information from Science In Action 8, pages 84 — 88 to help you make
point-form notes about the characteristics of living things.
Cells Energy Respond to the

Environment
CHARACTERISTICS OF LIVING THINGS
Growth and Reproduction Adaptations

Development
W t›rkshect #8B.2a
Science Grade E ight Topic B: Cells and Systems, Part I
Worksheets
The Characteristics of Living Things (continued)
1. About how many cells you think the average human being has?
2. From what sources do human beings get energy?
3. Give an example where have responded to your environment. Use must use the words
stimulMs and response in your answer.
4. Give an example of a way in which you have grown or developed in the past year.
5. Why is it that living things must reproduce?
6. What adaptations does a coyote have for hunting mice and rabbits?
Worksheet # 813.2b
Worksheets
The Characteristics of Livinq Thinqs
Directions: Use the information from Science in Action 8, pages 84 — 88 to help you make
point-form notes about the characteristics of living things
Cells Energy Respond to the

Environment
CHARACTERISTICS OF LIVING THINGS
Growth and Reproduction Adaptations

Development
Worksheet # 8 B. 2a
Worksheets
The Characteristics of Living Things (continued)
1. About how many cells you think the average human being has?
2. From what sources do human beings get energy?
3. Give an example where have responded to your environment. Use must use the words
stimulus and resRonse in your answer.
4. Give an example of a way in which you have grown or developed in the past year.
5. Why is it that living things must reproduce?
6. What adaptations does a coyote have for hunting mice and rabbits?
Workshcet #8B.2b
Science Grade Eight topic B: Cells and Systems, Hart 1
Lesson Plans
Lesson Three
Concept: Structurc and Function

encyclopedias and other reference materials
Worksheets #SB.3a and JOB.3b (student copies)
Introduction: Write the words wings and legs on the board. Ask students what they have in common
(Both used to move mom place to place.). Lxplain that wings and legs are both structures. 4 hey
perform the same basic function.
Procedure:
1. I tave students turn to textbook, pagc 59. Guide the reading of the opening paragraph. 4 he go
over the Give /f a 1"ry activity. Explain to students that they will be doing some research using
encyclopedias in order to complete the Give It a "try activity.
2. Point out the headings for the rest of the section, explaining their meanings. then have student
read textbtiok, page 90 — 92 independently.
3. Distributc Worksheets SB.3a and #8B.3b. Go over the directions, if necessary.
4. OP’l IONAL. Have students do the /"hc•ck and Lcollect questions on tcxtbook, page 92.
Assignments:
1. Read .Science in Action 8, pages 89 — 9*.

2. Do the Give It a Try activity, page 89.
3. Do Workshccts fl8B.3a and #8b.3b.
4. OPTIONAL. Do thc Check and Rc•flcct qucstions, pagc 92.
Workshects
Structure and Function
1. For each function listed below, give at least one structure that helps people to perform
the function.
Function Structure
movement
food gathering
seeing
digestion of food
communicating
gas exchange
thinking
hearing
fighting off disease
picking up small
obiects
protection of inside of
body
Worksheet # Set..3 a
Science Grade Eight 4 opic B: Cells and Systems, Part I
Worksheets
2. Each of the structures listed below performs a certain function in humans. Tell what
structure in other living things performs the same function.
Human Grasshopper Fish
legs
skin
skeleton
3. What structure in a dog performs the same function as the roots do in a plant?
4. What structure in a rabbit performs that same function as camouflage does in snake?
5. What is the function of brightly coloured flowers?

Science Gradc light Topic B: Cells and Systems, Part I
Worksheets
Structure and Function
1. For each function listed below, give at least one structure that helps people to perform
the function.
Function
movement
food gathering
seeing •jes
digestion of food
communicating
gas exchange
thinking
hearing
fighting off disease p ucp › ›° =cs«, b\ood, s ‹n
picking up small objects
protection of inside of body . S v¿
Worksheet # 8 B.3a
Worksheets
2. Each of the structures listed below performs a certain function in humans. Tell what
structure in other living things performs the same function.
Human Grasshopper Fish
legs te;p
skin
skeleton
3. What structure in a dog performs the same function as the roots do in a plant?
4. What structure in a rabbit performs that same function as camouflage does in snake?
5. What is the function of brightly coloured flowers?
Workshcct //8I3.3h
Scicnce Grade Eight Topic B: Cclls and Systems, Part I 7
Lesson Plans
Lesson Four
Concept: Organs and Organ Systems
Resourccs/Materials: Science in Action 8, pages 93 — 96

encyclopedias and other reference books
Worksheet #8B.4 (8 copies per student)
Introduction: On the board write in a column the words cell, tissue, organ, organ system.
I lave students look up their meanings in the glossary; then have them explain how the words are related.
Procedure:
1. Explain that the next section of the unit deals with several of the bodies organ systems — their
functions and the organs that work to form them.
2. Have students turn to textbook, page 93. Guide the readin s • f the opening paragraph.
3. Have students skim through the rest of the section (pages 93 — 96). "1 hen direct their attention to
the five If a "Try activity, page '93. Tell students they will be doing this activity. They will be
given a sheet to help thcm. Allow students to use rcference books to determine the location of
some of the organs.
4. Distributc eihht cOpics of Worksheet #8B.4. Go over the directions, if necessary.
5. Ol° I IONAI.. Do the t"heck anal deflect questions, page 96.
6. OPB IONAL. Have students make up riddles about the organ systems. T hey can then ask other
students the riddles to sec if they can figure out the answers.
Assignments:
1. Read Science iD be/ion 5, pages 93 - 96.

2. Do the five II a Try activity, pagc 93, using copics of Worksheet #SB.4.
3. OPTIONAL. Do the Check cmd Reflect questions, page 96.
4. OP FIONAI.. Make up riddles about the organ systems.
Science Grade Eight Topic B: Cells and Cell Systems, Part I
Worksheets
Organ Systems
For each organ system:

• List the structures (organs) that make up the system.
• Write a short paragraph about the function or functions of the system.
Draw the structures in the body outline.
(Name of Organ System)
Structures
Functionof the S stem
Workshcet # 8B.4
Science Grade Eight Topic B: Cells and Cell Systems, Part 1
Worksheets
Orqan Systems

• List the structures or ans) that make up the system.
• Write a sho paragrap about the function or functions of the system
• Draw the struc ures in the body outline
Structures
boob
Function(s of the S stem
W/tS
Science Grade Eight 4 opic B: Cells and Ccll Systems, Part 1
Worksheets
Organ Systems
For each organ system

• Write a short paragraph about the function or functions of the system
(Name of Orga“n System)
Structures
Function(s) of the System
Wt›rkshcct // 8I3.4
Science Gradc Ei s ht 4“op ie B: Cells and Cell Systems, Part I
Worksheets
Organ Systems

Draw the structures in the body outline
(Na of Organ System)
Structures
e»ph‹ «
Workshcct # 8B. 4
Science €4radC E 8* I O[)IC B: Cells and Cell Systems, Part I
Worksheets
Organ Systems

Structures
Worksheet # 8B.4
Science Grade E ight Topic B: Cells and Cell Systems, Part I
Worksheets
Organ Systems

(Name of Ofgan System)
Structures
nd
Worksheet ABB.
4
Science G rade E ight I op ic B: Cells and Cell Systems, Hart I
Worksheets
Organ Systems

• List the structures (organs) that make up the system
• Write a short paragraph about the function or functions of the system.
Structures
Function(s} of the System
Worksheet #gB.4
Organ Systems

• Draw the structures in the body outline
Structures

Organ Systems
Directions: Use Science in Ac//on 8, pages 93 — 96 to help you with the questions

• Draw the structures in the body outline.
Structures

Lesson Plans
Lesson Five
Concept: Fhe Compound Light Microscope
Resourccs/Materials: Science in Action 8, pages 98 — 102

Science
in Action
8,
Toolbox
11, pages
439 and
440
Workshe
ets
#BB.5a,
#8B.5b,
and
#8B.5c
(student
copies)
microsco
pe and
microsco
pe slides
Introduction: Discuss any experiences students (or you)

have had visiting a mcdical laboratory or where blood or
urinc samp les were taken. Discuss that any samples taken
arc examined by specially-trained people. One of the
pieces of equipmcnt used is a microscope. A
microscope is a device that enables you to see small
objects. It uses lenses to magnify or enlarge the image
of the object.
Procedure:
If you have a microscope, show it to

students. Point out the locations of the
objective and eyepiece lenses. Most school
and microscopes are compound light
microscopes. Co•• F• uniI means there is
more than one lens. ñiyftf refers to the fact
that it relies on light to shine up through
whatever is being viewcd.
2. Emphasize that working with microscopes can

be fun and interesting, but a microscope is not a
toy. Microsc‹ipes are expensive and can
become faulty if dropped or jarred.
Have students turn to textbook, page 98. Guide the reading

of the page.
4. Explain that textbook, pages 99 — 102 give more

information on the compound light microscope.
Emphasize that compound light microscopcs are
m ave students refer to toolbox 11, page 439.
o This toolbox instructs students how to use
s the microscope.
t
6. It you have a microscope, have studcnts do the Give II a Try,
u activity, page 102.
s
e 7. Distribute Worksheets #8E.5a, #8J3.5b, and #8B.5c. Have
f studcnts use textbook, 100 to complete
u
l
8. OPTIONAL. Do the Chc•ck and Refiect questions. page 102.
w
h
e
n Assignments:
l 1. Read Science in Actian 8, pages 9S — 102.

i 2. Do the five // a Try activity, page 102, if ou have a
g microscope and slides.
h 3. Do Worksheets #8B.5a, #8B.5b, and #8B.5c.
t 4. OPTIONAL. Do the Check and Reflec t questions, page 102.
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Worksheets
The Compound Light Microscope
Directions: Use Science in Action 8, pages 100 and 101 to help you with
the questions.
1. Label the parts of the compound light microscope.
Worksheet #8B.5a
Science Grade Eight Topic R: Cells and Systems, Part I
Worksheets
2. Match the parts of the compound light microscope with their functions.
eyepiece coarse adjustment knob fine adjustment knob

revolving nosepiece objective lenses stage
stage clips diaphragm lamp
arm base
allows you to carry the microscope securely
contains the lens that magnifies
serves as a foundation for the rest of the microscope
brings the object into sharper focus
hold the slide firmly on the stage
holds the three objective lenses
supplies the light that passes through the object you are
viewing
moves the stage up or down to focus on the object to

produce a clear, sharp image
supports the slide that holds the object you want to view
has different-sized holes that let different amounts of

light pass through the object you are viewing
provide different strength of magnification
3. Why do people who use microscopes always view a very thin slice of an object?
Worksheet # 813.5
b
Worksheets
4. Following are the steps in using a microscope. NumbeF them in the correct order.
Use the fine adjustment knob to sharpen the focus of the image.
Place the slide on the stage, using the stage clips to hold it in place.
Once the slide is in place, try using the medium-power objective lens.
Watching from the side of the microscope, carefully rotate the nosepiece to
move the medium-power lens so that it points at the stage.
Plug the microscope in and turn on the light source.
When the slide is once more in focus, try using the high-power objective lens.
When turning the nosepiece, be sure to watch from the side of the micro-
scope. This helps to ensure that the lens does not hit the slide.
Rotate the revolving nosepiece until the low-power objective lens is pointing
at the stage.
Look through the eyepiece. Slowly turn the coarse adjustment knob to move
the lens away from the stage. This will focus the image.
Watch the stage from one side of the microscope. Carefully turn the coarse
adjustment knob until the lens is as close to the slide as possible without
touching it.
Science Grade Eight Topic B: Cells and Systems, Part
1 Worksheets
The Compound Liqht Microscope
Directions: Use Science in Action 8, pages 100 and 101 to help you
with the questions.
1. Label the parts of the compound light microscope.
di
Worksheet #8B.3a
Science Grade Eight Topic B: Cells and Systems, Part 1
Worksheets
2. Match the parts of the compound light microscope with their functions.
eyepiece coarse adjustment knob fine adjustment knob

revolving nosepiece objective lenses stagc
stage clips diaphragm lamp
arm base
allows you to carry the microscope securely
contains the lens that magnifies
serves as a foundation for the rest of the microscope
brings the object into sharper focus
hold the slide firmly on the stage

e lv holds the three objective lenses
supplies the light that passes through the object you

are viewing
moves the stage up or down to focus on the object to

produce a clear, sharp image
Sly supports the slide that holds the object you want to view
has different-sized holes that let different amounts of

light pass through the object you are viewing
provide different strength of magnification
3. Why do people who use microscopes always view a very thin slice of an object?
Worksheet #8i3.5 b
Science Grade L is it Topic B: Cells and Systems, Part I
Worksheets
4. Following are the steps in using a microscope. Number them in the correct order.
Use the fine adjustment knob to sharpen the focus of the image.
Place the slide on the stage, using the stage clips to hold it in place.
7 Once the slide is in place, try using the medium-power objective lens.
Watching from the side of the microscope, carefully rotate the nosepiece to
move the medium-power lens so that it points at the stage.
Plug the microscope in and turn on the light source.
8 When the slide is once more in focus, try using the high-power objective lens.
When turning the nosepiece, be sure to watch from the side of the micro-
scope. This helps to ensure that the lens does not hit the slide.
Rotate the revolving nosepiece until the low-power objective lens is pointing
at the stage.
Look through the eyepiece. Slowly turn the coarse adjustment knob to move
the lens away from the stage. This will focus the image.
Watch the stage from one side of the microscope. Carefully turn the coarse
adjustment knob until the lens is as close to the slide as possible without
touching it.
Worksheet # 8 B.5c
Science Grade Eisht topic B: Cells and Systems, Part I
I esson Plans
Lesson Six
Concept: The Cell: 4 he Basic Unit of 1.ife
Resources/Materials: Science in Action 8, pages 103, 108, and 109

Worksheets #8R 6a and #8B 6b student copies)
Introduction: On the board draw a large triangle and divide it into four
horizontally. Starting at the top write organ systems, organs, tissues, cells —
in that ordcr. Explain that our bodies are made up of several organ systems,
each performing a different role. Each organ system is made up of several
organs that work together. Each organ is made up of different types of
tissue. And each tissue is made up of cells.
The cell is the small functioning unit of life.
Procedure:
1. Explain that today’s lesson has to do with the cell. All cells have
some basic structures in common, but there are sonic things that
are unique to plant cells and others that are unique to animal
cells.
2. Have students turn to textbook, page 103. Guide the reading.
3 4 hen have students flip over to textbook, pages 105 and 109. Cuide
thc reading of these pages to find out the differences and similarities
between animal and plant cells.
4. NOTE: If you have a compound light microscope and prepared

slides of animal and plant cells, studcnts will have practice
viewing them in Less‹in Seven.
5. Distribute Worksheets #813.6a and #8B.6b. Go over the instructions, i1

necessary.
6. In their notebooks, have studcnts draw and label diagrams of animal and plant
cells.
7. OP"fIONAL. Have students do the C’heck and Lc•]lc•cl questions on textbook,

page 109.
Assignments:
1. Read Science in defies 5, pages 103, 108, and 109.

2. Do Worksheets ñ8B.6a and #8B.6b.
3. Draw and label diagrams of animal and plant cells.
4. OPTIONAL.. Do the Check and Refiect questions, page 109.
Science Grade Eig)it Topic B: Cells and Systems. Part I
Worksheets
The Cell is the Basic Unit of Life
Directions: Use Science in Action 8, pages 103, 108, and 109 to help you with the activities.
1. Decide which cell structure answers each of the following riddles.
a. I am usually shaped like a dark ball. You will find me near the centre of a cell. I am
relatively large.
What am I?
b. I am a liquid. There are little speckles inside me.
What am I?
c l am filled with a clear liquid. You will find me in the cytoplasm.
What am I?
d. I surround the entire cell. I allow some substances to enter the cell and other
substances to leave the cell.
What am I?
e I protect the cell. I surround the entire cell. I am a rigid, frame-like covering.
What am I?
2. Explain why the invention of the electron microscope helped scientists to discover new
things about cells
3. Define each of the following terms:
a. organelle
b. cell
Wt›rkshcet é 813 .6a

Workshects
c. tissue
d. organ
e. organ system
4. Complete the chart to show the name, general function of each organelle. Tell whether
you will find the structure in an animal cell or a plant cell. The first one is done for you.
Animal or Plant?
Structure Function Description
command
nucleus centre• Directs all cellular activities such as movement,animal growth, and other life functionspla
Worksheet #8I3
Science Grade Eight Topic B: Cclls and Systems, Part I
Worksheets
The Cell is the Basic Unit of Life
Directions: Use Science in Action 8, pages 103, 108, and 109 to help you with the activities.
1. Decide which cell structure answers each of the following riddles.
a. I am usually shaped like a dark ball. You will find me near the centre of a cell. I am
relatively large.
b. I am a liquid. There are little speckles inside me.
What am
c. I am filled with a clear liquid. You will find me in the cytoplasm.
d. I surround the entire cell. I allow some substances to enter the cell and other
substances to leave the cell.
What am I?
e I protect the cell. I surround the entire cell. I am a rigid, frame-like covering.
What am I?
2. Explain why the invention of the electron microscope helped scientists to discover new
things about cells.
3. Define each of the following terms:
a. organelle ce(
b. cell
Workshcct # 8N.6a
Worksheets
c. tissue
d. organ
e. organ system
4. Complete the chart to show the name, general function of each organelle. Tell whether
you will find the structure in an animal cell or a plant cell. The first one is done for you.
Animal or Plant?
Structure Function Description
command
nucleus centre• Directs all cellular activities such as movement,animal growth, and other life functionspl
Workshcct ABB.db
Science Grade 's Topic B: Cells and Systems, Part I 10
Lesson Plans
Lcsson Seven (This lesson requires that students have access to a compound light microscope.
Depending on the length of your class periods, it may take two days — one to learn how to view
prepared slides and one to make and view a slide.)
Concept: Using the Microscope to View Cells
Resources/Materials: Science in Action S, pages 104 — 107

compound light microscope
prepared animal and plant cell slides
clean glass or plastic slide
cover slip
tweezers (or toothpick)
cyedropper
onion
knife
water
newspaper
Introduction: Briefly review the parts o1 a cell and the names and descriptions of some of the organelles.
I xplain that today students will have the chance to view some prepared slides o1 animal and plant cells.
They will thcn have the chance to prepare a slide themselves.
Caution students that a microscope is an expensive piece of equipment. It is fun to work with it, but
it is not a toy. NO FOOLING AROUND.
Procedure:
1. have students turn to tcxtbook, pages 104 and 105. Explain that this Inquiry activity gives clear
directions on how to view the prepared animal and plant cell slides. Instruct students to follow the
directions strictly as outlined.
2. Have students turn to textbook, pages 106 and 107. Explain that on these pages, they arc to read
the pages. then they can follow the instructions to make and view onion cells and also do the
Give If a Try activity, page 107.
Assignments:
1. Read St’ience in Action 8, pages 104 — 107.

2. Do the Inquiry activity, pages 104 and 105.
3. Prepare an onion slide, pages 106 and 107.
4. Make a wet mount using the Give It a Try activity, page 107.
Science Grade Eight T“opic B: Cells and Systems, Part I
Lesson Plans
Lesson Eight
Concept: Unicellular and Multicellular Organisms
Resources/Materials: Science in Action 8, pages 110, 111, and 114

Worksheets #8B.8a and #8B.8b (student copies OR have
students do the questions
in their notebooks.)
Optional:
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fresh pond water eyedroppcr
Introduction: Briefly, go over some of the organ systems of a human being

and their functions. Explain that a human being is made up of trillions of
cells. However, there are organisms that are so tiny, they are made up of only
a Procedure:
sin
gle 1. Explain that today’s lesson compares and contrasts single- and multi-celled
cel organisms.
l.
Th 2. Have students turn to textbook, page 110. Guide the reading.
at
sin 3. Then have studcnts turn to textbook, pages 111 and 114. Explain that
gle on page 111, unicellular and multicellular organisms are compared and
cel contrasted. Page 114 gives more information on two unicellular
l organisms, the amoeba and the paramecium.
pr
ov 4. Distribute Worksheets f8B.8a and #SB.8b. Go over the directions, it“ necessary.
ide
s 5. OPTIONAL. Do the k’heck and ReJlc•cl questions on textbook, page 11 4.
the
sa 6. OPTIONAL. II you have a compound light microscope and it is
mc warm enough to get some pond water, have students try the Inquiry
ne activity, pages 1 12 and 113.
ed
s
for Assignment:
a
sin 1. Read Nc‘ience in fic'/ion ‹S, pages 110, 111, and 114.
gle 2. Do Worksheets #SB.Sa and #8B.8b.
- 3. OPB IONAL. Do Gñeck ooJ Reject, page 114.
cel 4. OPB IONAL. I0o the /uryHiry activity, pages 112 and 113.
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Science Grade Kight Topic B: Cells and Systems, Part I
Worksheets
Unicellular and Multicellular Organisms
Directions: Use Science in Action 8, pages 110, 111, and 114 to help you with the questions.
1. Define each of these terms.
mycoplasma
unicellular organism
multicellular organism
micro-organism
2. Use the Venn diagram to compare and contrast unicellular and multicellular organisms.
Unicellular Organism Multicellular Organism

Science Grade Eight Topic B: Cells and Systeiiis, Hart I
Worksheets
3. Use the chart below to compare the amoeba and the paramecium
Unicellular Organism Food Gathering Locomotion
Amoeba
Paramecium
Worksheet #813. Sb
Worksheets
Unicellular and Multicellular Orqanisms
Directions: Use Science in Action 8, pages 110, 111, and 114 to help you with the questions.
1. Define each of these terms
mycoplasma
unicellular organism
multicellular organism
micro-organism
2. Use the Venn diagram to compare and contrast unicellular and multicellular organisms.
Unicellular Organism Multicellular Organism

Science Grade Eight "1 opic B: Cells and Systems, Part I
Worksheets
3. Use the chart below to compare the amoeba and the paramecium.
Unicellular Food Gathering Locomotion

Organism
Amoeba
Paramecium
V
Worksheet # 8B.8b
Science Gradc E ight "I opic B: Cells and Systems, Part I 12
1.esson Plans
Lesson Nine
Concept: How Substances Move Into and Out of Cells
Resources/Materials: Science in Action 8, pages 115, 11 6, and 119

Worksheet #8B 9 (student copies)
beaker
food colouring (dark coloured)
stop watch
Optional: compound light microscope thin slice of onion
slide cover slip
saltwatcr solution eycdropper
paper towelling distilled water
Introduction: Exr *ain that each o1 our individual cells needs oxygen and nutrients. It also has to get rid of
wastc like carbon dioxide. 4 his means that there needs to be a way for substances to move into and out of
cells.
Procedure:
1. Explain that when a substance goes from an area of’ high concentration to an area of low
concentration, thc process is callccl iliffusion. (For example, when clothes airy, they go from an
arca o1’high concentration of water inside the clothes, to an area of low concentration of water
— the air.)
2. Have students turn to textbook, page 115. Guide the reading of the introductory paragraph and the
Gi»e It a Try activity. Direct students to do this activity. Give thcm the necessary supplies.
3. Remind students that the ccll mcmbrane is the part of‘a cell that surrounds thc entire cell. the cell
membrane is porous, meaning it has tiny little openings in it. 4 he cell membrane allows only
certain types of substances to entcr it and leave it.
4. Explain that when water diffuses through a membrane, the process is called osmosis.
5. Direct studcnts to rcad textbook, pages 115, 116, and 119 indcpcndently.
6. Distribute Worksheet #8B.9. Go over the directions, if necessary.
7. OP TIONAL.. If you havc a compound light microscope, have students do thc Inquiry activity.
page 117.
8. OP"1“IONAL. Have students do the Check and fic ecf questions on textbook, page 119
Assignments:
1. Read Sciences in Actian 8, pages 115, 11 6, and 119.
2. Do Give It a I’ry, page 115.
3. Do Worksheet #8B.9.
4. OPTIONAL. Do the Inquiry activity, page 117.
5. Do the Check and Refiect questions, page 119.
Worksheets
How Substances Move Into and Out of
Cells
Directions: Fill the spaces with words that make sense.
Diffusion is the movement of from an area of high
concentration to an area of lower concentration. It is a out or evening
out process that continues until the of particles is the same
everywhere.
Particles of many substances move in and out of cells by diffusion. The cell
acts like a with extremely tiny openings
that allow some particles to pass through.
These openings are small enough to keep the cell’s and
inside. They are also small enough to keep particles of most
substances in the cell’s environment out.
The cell membrane allows the particles of some substances to pass through it, but not
others. This is called
An example of selective permeability has to do with oxygen. The
in cells need oxygen. Oxygen diffuses into the cell by diffusion because the concentration of
outside the cell membrane is usually higher than the concentration of
oxygen the cell.
is the diffusion of water through a selectively permeable
membrane. Water diffuses in and out of cells to keep the amount of water in a cell constant.
In the space to the right draw

a diagram illustrating osmosis.
Worksheet #SB. 9
Worksheets
How Substances Move Into and Out of Cells
Directions: Fill the spaces with words that make sense.
Diffusion is the movement of 9ab fq pps from an area of high
concentration to an area of lower concentration. It is a out or evening
out process that continues until the of particles is the same
everywhere.
Particles of many substances move in and out of cells by diffusion. The cell
acts like a t with extremely tiny openings

that allow some particles to pass through.
These openings are small enough to keep the cell’s and
inside. They are also small enough to keep particles of most
substances in the cell’s environment out.
The cell membrane allows the particles of some substances to pass through it, but not
others. This is called S .
An example of selective permeability has to do with oxygen. The
in cells need oxygen. Oxygen diffuses into the cell by diffusion because the concentration of
outside the cell membrane is usually higher than the concentration of
oxygen l ns ‹1r the cell.
Q»jnay is the diffusion of water through a selectively permeable
membrane. Water diffuses in and out of cells to keep the amount of water in a cell constant.
p,
In the space to the right draw
a diagram illustrating osmosis.
Workshcct // 8R,9
Science Grade L ight topic B: Cells and Systems, Part 1 13
Lesson Plans
Lesson Ten
Concept: Cells in Multicellular Organisms Combine to Form Tissues
and Organs Resources/Materials: Science in Action B, pages 120 —
124.
Workshcets #8B. I 0a and #8B 10b (student copies OR
transparency)
Introduction: Explain that most of the dust in the average home is actually
dead skin cells. The average person loses about 50 000 000 skin cells daily.
“Why then, are we not skinless?”
Procedure:
1. Our body is continually making new cells to replace those that die.
Young babies produce new cells because they are growing. Most
cells reproduce by a process called mitosis. This occurs when a cell
splits in two.
2. Explain further that in most multicellular organisms, the cell

specialized. By contrast in a unicellular organism the one cell
has to do everything.
3. b.xplain to students that they will be reading about cell

reproduction and about some of the specialized cells.
4. Have studcnts turn to textbook, page 120. Direct

them to reading pages 120 — 124 independently. (Of
course, it is better if you guide the reading.)
5. Distribute Worksheets #8D. 10a and #8B.10b or Put up a

transparency of these pages. Direct students to make notes on
what they read, using the outline on these workshcets.
6. OPB IONAL. Do the Check and Refic•c’f questions on textbook, page 124.
Assignments:
1. Read âciencc• in Action, pagcs 120 — 124.

2. Make notes using the outline on Worksheets U8B.10a and #8B.l0b.
3. OPTIONAL. Do Check and Refic•cl, page 124.
Science Grade Elsht Topic B: Cells and Systems, Part I
Worksheets
Cells in Multicellular Orqanisms Combine to Form Tissues and Orqans
Use the outline below to make point-form notes on this section.
Cell Reproduce
Most cells reproduce by a process called mitosis. In mitosis, a cell splits into two.
(Draw a diagram like the one on page 121, showing how an amoeba reproduces.)
Multicellular Organisms Have Specialized Cells
Specialized Cells —
Tissues
Tissue — (definition
Tissues in Animals
1. connective tissue
2. epithelial tissue -
3. nervous tissue -
5. muscle tissue —
Tissues in Plants
A. In Leaves
1. photosynthetic tissues -
2. protective tissues -
3. transport tissues -
Work sheet #gl3. 10a

Science Grade E ight "topic B: Cells and Systems, Part I
Worksheets
B. In the Stem
3. storage tissues -
C. In the Roots
3. storage tissues -
Worksheet # 8B.
10b
Worksheets
Cells in Multicellular Orqanisms Combine to Form Tissues and Orqans
Use the outline below to make point-form notes on this section
Cell Reproduce
Most cells reproduce by a process called mitosis. In mitosis, a cell splits into two.
(Draw a diagram like the one on page 121, showing how an amoeba reproduces.)
Multice ular Organisms Have Specialized Cells
Specialized Cells - than • •‹•>> «»t\>, ^•*-\t *">* *° '•y"° 9 <"< ° ”^°“‘
Tissues
Tissue — (definitions y pg , t fun /gtta u,t-won §^ * *
Tissues in Animals
1. connective tissue - 4 ppo”W ^^* +* "“ ‘“* * “‘*
Tissues in Plants
A. In Leaves
1. photosynthetic tissues - uses 3 ant‹g& 6 pea s g @tpA ups y
2. protective tissues - m act yro p(aV
Worksheet # 8R.
10a
Worksheets
B. In the Stem
1. protective tissues - was golf prey p!/
2. transport tissues - ph b c SP ^
3. storage tissues - Supports pt/ •*
C. In the Roots
1. protective tissues - risk wk < ”*
2. transport tissues - h\overlay(om • “ “”
3. storaqe tissues - tzn 4
\\’orksheet #8E. I 0b
Science Grade Eight Topic B: Cells and Systems, Part I 14
Lesson Plans
Lesson Eleven
Concept: Cells and Systems, Part I Review
Resources/Materials: Cells and Systems, Part I Study (Guide

(student copies)
OR Science in Action 8, pages 97 and 125
Introduction: Explain that the first halt“ of the unit is

now almost complete. It is time to prepare for a test.
Procedure:
1. As a group briefly go over the topics covered in the first half

of thc unit:
• The characteristics of living things

• Structures and functions
• Organs and organ systems
• Parts of a compound light microscope
• Using a compound light microscopc
• The cell as the basic unit of life
• Unicellular and multicellular organisms
• How substances move into and out of cells
• how cclls reproducc
• Cells combine to form tissues, organs, and organ systems
2. Distribute the Cells and Systems, Part I Study Guide. I lave

students complcte them.
3 Go over the study guide, as a group, preferably.
4. ALTERNA II.LY. Do the N.‹se›s Your I.earning questions on

textbook, pages 97 and 125.
Assignments:
1. Do the Cells riud System.s, 1’arl I Study Guided questions.

2. Af.TERNA IEC.Y. Do the Nssess Y‹ ur I earning questions
on tcxtbook, pagcs 97 and 125.
Science Grade Elhht Topic H: Cells and Systems, Part I
Review
Cells and Systems, Part I
Study Guide
1. Match the words with their meanings.
living nutrients non-living metabolism deild cell rcsponse

stimulus
basic unit of life
something that was once living
all the life processes that take place in a cell
organism that grows and develops
anything that causes an organism to react
substance that does not grow, develop, or reproduce
chemicals that organisms need in order to live
a reaction to a stimulus
2. Write point-form notes about each of these characteristics of living things.
a. All living things are made up of cells.
b. All living things need energy.
1
Review
c. All living things grow and develop.
d. All living things respond to the environment.
e. All living things reproduce.
f. All living things have adaptations to their environment.
3. What adaptations do each of the organism have to perform the functions stated?
a. whales swim
b. grasshoppers breathe
C. green plants produce food
d. chickens break down the food they eat
2
Science Grade Light Topic B: Cells and Systems, Part I
Review
4. Different organisms have different structures to perform the same function. Which
structures do each of the organism have to perform the stated function?
a. breaking down food so it can be digested
lion chicken
b. moving from place to place
chicken monkey
c. picking up objects
human being elephant
5. Match the body systems with the structures and functions.
circulatory excretory respiratory digestive nervous

skelctal muscular integumentary
Body System Structures Functions
kidneys • remove chemical and gaseous wastes from the blood

bladder
lungs
skin
liver
muscles • move bones
tendons • move organs that contain muscle tissue
heart • transport oxygen, food, and other substances
arteries throughout the body
veins • transport some wastes to other organs for elimination
capillarics • defend the body against diseases
blood • conncct all other organ systems
nose • transport oxygen from the outside to the blood
mouth • transport carbon dioxide from the blood to the
trachea outside
diaphragm
bronchi
lungs
bones • provide a movable support frame for the body
cartilage • protect soft-tissue organs suc h as the heart and lungs
3
Science Grade E's it Topic B: Cells and Systems, Part I
Review
skin • protect the body’s internal environment from the

external environment
• senses pain, pressure, and temperature
sallvary glands • break down food pieces into much smaller pieces so
mouth they can be absorbed and transported throughout the
esophagus body
stomach
liver
pancreas
gall bladdcr
small intestine
large intestine
brain • coordinate and control the actions of all organs and
spinal cord organ systems
sensory organs • detect, process, and respond to changes in external
and internal environments
6. How do objects viewed through a microscope appear?
a. upside down
b. backward
c. sideways
d. upside down and backward
7. With which lens(es) do you use
a. the coarse focus adjustments?
b. the fine focus adjustments?
8. When viewing a cell under a micFoscope, if you move the object to the left, in which
direction does it appear to move?
4
Review
9. Label the parts of a compound microscope.
5
Review
10. Match each of the parts of a cell with its function.
nucleus cytoplasm mitochondria cell wall cell membrane chloroplasts vacuoles
a "controlled gateway" that lets needed materials in and

waste materials out
the "solar panels" of the cell. They are found in the cells
of the green parts of plants. They carry out
photosynthesis
a "command centre" that directs all cellular activities
the "frame" of the cell. It is found in plant, but not animal

cells
the "powerhouses" of the cell where chemical reactions

occur that convert the energy the cell receives into a
form it can use
the "storage rooms" where nutrients, water, or other

substances can be stored by the cell
the "kitchen" of the cell. It contains the nutrients

required by the cell to maintain its life processes
11. Describe what happens during diffusion.
12. Define osmosis.
13. What is selective permeability.
6
Science Grade E is ht Topic B: Cells and Systems, Part I
Review
14. Label the diagram of a cell.
15. Describe each type of tissue.
a. epithelial
b. photosynthetic
c. transport
d. protective
16. Write U unicellular organisms, M for multicellular organisms, and B for both.
made up of at least two cells cells specialize
grow and reproduce need energy
made up of one cell one cell performs all functions
respond to the environment have adaptations
7
Science Grade Eight Topic R: Cells and Systems, Part I
Review
Study Guide
living non-living dead cell

nutrients
metabolism stimulus response
basic unit of life
something that was once living
organism that grows and develops

i anything that causes an organism to react
substance that does not grow, develop, or reproduce

2. Write point-form notes about each of these characteristics of living things.
a. All living things are made up of cells.
b. All living things need energy.

Review
c. All living things grow and develop.
d. All living things respond to the environment.
e. All living things reproduce.
f. All living things have adaptations to their environment.
3. What adaptations do each of the organism have to perform the functions stated?
whales swim
b. grasshoppers breathe
c. green plants produce food
d. 0 chickens break down the food they eat
2
Science Grade Light Topic B: Cells and Systems, Part I
Review
4. Different organisms have different structures to perform the same function. Which
structures do each of the organism have to perform the stated function?
a. breaking down food so it can be digested
chicken
b. moving from place to place
monkey
c. picking up objects
human being elephant 1 tw

5. Match the body systems with the structures and functions.
circulatory excretory respiratory skeletal digestive muscular nervous integumentary
Body Systcm Structures Functions
kidneys • remove chemical and gaseous wastes from the bloed

bladder
lungs
skin
liver
muscles • move bones
tendons • move organs that contain muscle tissue
heart • transport oxygen, food, and other substances
arteries throughout the body
veins • transport some wastes to other organs for elimination
capillaries • defend the body against diseases
blood • connect all other organ systems
nose • transport oxygen from the outside to the blood
mouth • transport carbon dioxide front the blood to the
trachea outside
diaphragm
bronchi
lungs
bones • provide a movable support frame for the body
cartilage • protect soft-tissue organs such as the heart and lungs
Review
skin
salivary glands mouth esophagus stomach

liver pancreas gall bladder
small intcstine large intestine brain
spinal cord sensory organs
protect the body’s internal environment from the extcrnal environment
senscs pain, pressure and teer ture
break down food pieces into much smaller pieces so they can be absorbed and transportcd throughout the body
coordinate and control the actions of all organs and organ systems
detect, process, and respond to changes in external and internal environments
6. How do objects viewed through a microscope appear?
a. upside down
b. backward
c. sideways
d. upside down and backward
7. With which lens(es) do you use
a. the coarse focus adjustments? <e/
b. the fine focus adjustments?
8. When viewing a cell under a microscope, if you move the object to the left, in which
direction does it appear to move?
4
Scicncc £* riidc L ight ’l‘opic 13: Cells and Systems, Part I
Review
9. Label the parts of a compound microscope.
5
Sciencc Grade Eight Topic B: Cells and Systems, Part I
Review
10. Match each of the parts of a cell with its function.
nucleus mitochondria cell membrane chloroplasts vacuoles

cytoplasm cell wall
a "controlled gateway" that lets needed materials in and

waste materials out
the "solar panels" of the cell. They are found in the cells
of the green parts of plants. They carry out
photosynthesis
a "command centre" that directs all cellular activities
the "frame" of the cell. It is found in plant, but not animal

cells
the "powerhouses" of the cell where chemical reactions

occur that convert the energy the cell receives into a
form it can use
the "storage rooms" where nutrients, water, or other

substances can be stored by the cell
the "kitchen" of the cell. It contains the nutrients

required by the cell to maintain its life processes
11. Describe what happens during diffusion.
12. Define osmosis.
13. What is selective permeabllit .
Ce
6
Science €ii”adc 1-. ighl I op ie D: €“clls and Systems, l°‹irt 1
Review
14. Label the diagram of a cell o«4« „,t „
f2
15. Describe each type of tissue.
a. epithelial
b. photosynthetic g n ovn
c. transport
d. protective
16. Write U unicellular organisms, M for multicellular organisms, and B for both
made up of at least two cells cells specialize
grow and reproduce

need energy
made up of one cell
one cell performs all functions
respond to the environment have adaptations
7
Science GradC *' 8ht IC B: Ceils and Systems, Part I
TO Lesson Plans
Lesson Eleven A
Concept: Cells and Systems, Part I Test
Resources/Materials: Cells and Systems, Part I Tcst (student copies)

Science Grade EIght Topic B: Cells and Systems, Part I
Test
Test
1. Classify each of the following words by writing them under the correct headings.
fingernail clipping sugar beet water oxygen

sunlight lumber steel tiger
lock of hair computer glass bowl rain
seed rock human being fish
Non-living Dead
a. cell b. mctabolism c. nutrients d. response e. stimulus
basic unit of life
something that causes an organism to react

Science Grade W.ight Topic B: Cells and Systems, Part I
Test
3. What are six characteristics of all living things?
a.
b.
c.
d.
4. Complete the chart to show the structures and functions that the organisms possess.
Organism Structure Function
fish gills
dandelion photosynthesis
tiger striped fur
grasshopper get oxygen
dog fur
5. Different organisms have different structures that perform similar functions. For each of
the following, tell what function each group of structures performs
a. gills, lungs, spiracles
b. legs, wings, fins
C. tentacles, beak, mouth
d. fingers, trunk, sticky tongue
2
Science Grade Eight Topic B: Cells and Systcms, Part I
4’est
6. Write the letter of the body system that goes with each group of structures.
a. circulatory b. digestive c. excreto d. integumentary

e. muscular f. nervous g. respiratory h. skeletal
kidneys, bladder, lungs, skin, liver
salivary glands, mouth, esophagus, stomach, liver, pancreas, gall bladder,

small intestine, large intestine
brain, spinal cord, nerves, sensory organs
bones, cartilage
nose, mouth, trachea, diaphragm, bronchi, lungs
heart, arteries, veins, capillaries, blood
muscles, tendons
skin
7. Which of the following is not a function of the circulatory system?
a. transport oxygen, food, and other substances throughout the body

b. transport some wastes and other organs for elimination
c. defend the body against diseases
d. keep our skin a nice colour
8. Which of the following best describes the function of the respiratory system?
a. supply your blood with oxygen and remove carbon dioxide from the blood
b. take nutrients from your mouth to your cells
c. break down air into food your body can use
d. make you look healthy
9. Which of the following best describes the function of the digestive system?
a. keep your stomach from becoming upset

b. break down food so that it can be absorbed and transported throughout the body
c. enlarge when you eat too much
d. growl to warn you that you need to get more nourishment
3
Science Grade Eight Topic B: Cel Is and Systems, Part I
10. The most important structure in the nervous system is
a. eyes
b. ears
c. hands
d. brain
11. Which of the following best describes the function of the excretory system?
a. keep your body light in weight

b. keep your body from becoming tired
c. remove chemical and gaseous wastes from the blood
d. make you feel energetic when you wake up
12. Which of the following is not a function of the skeletal system?
a. provide a movable support frame for the body

b. protect soft-tissue organs such as the heart and lungs
c. help your muscles maintain the posture you desire
d. help your brain make good decisions
13. Objects viewed through a microscope appear
a. upside down.
b. backward.
c. sideways.
d. upside down and backward.
14.The coarse focus adjustment should only be used with the
a. low-powered lens.
b. medium-powered lens.
c. high-powered lens.
d. low- and medium-powered lenses.
15. In plant and animal cells, the command centre of the cell is the
a. chloroplast.
b. ribosome.
c. nucleus.
d. mitochrondrion.
4
Science Cirade E ight Topic B: Cclls and Systems, Part I
Test
16. The powerhouses of the cell are
a. chloroplasts.
b. ribosomes.
c. nuclei.
d. mitochondria.
17. When viewing a cell under a microscope, if you move the object to the left, it appears to
move
a. up.
b. down.
c. to the left.
d. to the right.
18. The storage rooms of the cell are
a. vacuoles.
b. the cytoplasm.
c. mitochondria.
d. chloroplasts.
19. During diffusion
a. particles move from an area where there are few particles to an area where there are
more.
b. particles move from an area where there are more particles to an area where there
are fewer.
c. particles arrange themselves according to their size.
d. none of these.
20. Osmosis is
a. the diffusion of solid structures.

b. the diffusion of water through a membrane.
c. the diffusion of oxygen.
d. the diffusion of carbon dioxide.
21. The kind of tissue that covers the surface of your body is
a. connective tissue.
b. nerve tissue.
c. muscle tissue.
d. epithelial tissue.
Science Grade Eight Topic B: Cells and Systems, Part
1 Test
22. Label the diagram of the compound light microscope. Use the words in the box.
eyepiece coarse adjustment knob fine adjustment knob stage

revolving nosepiece objective lenses stage clips diaphragm
lamp arm base
6
Test
23. Label this diagram of a cell. Use the words in the box.
mitochondria vacuole cytoplasm nucleus cell membrane
7
Science Grade Eight "topic B: Cells and Systems, Part 1

Test
1. Classify each of the following words by writing them under the correct headings.
fingernail clipping sugar beet water oxygen

sunlight lumber steel tiger
lock of hair computer rain
glass bowl
seed rock fish
human being
Living Non-living Dead
a. cell b. metabolism c. nutrients d. response e. stimulus
basic unit of life
& something that causes an organism to react

Science Grade might Topic B: Cells and Systems, Part 1
"I est
3. What are six characteristics of all living things?
a.
b.
d.
e.
4. Complete the chart to show the structures and functions that the organisms possess.
Organism
Structure Function
fish
gills
dandelion photosynthesis
tiger
striped fur
grasshopper get oxygen
dog
fur
5. Different organisms have different structures that perform similar functions. For each of
the following, tell what function each group of structures performs.
a. gills, lungs, spiracles
legs, wings, fins
tentacles, beak, mouth

d. fingers, trunk, sticky tongue
2
Test
6. Write the letter of the body system that goes with each group of structures.
a. circulatory b. digestive c. excretory d. intcgumentary

e. muscular f. nervous g. respiratory h. skeIctal
kidneys, bladder, lungs, skin, liver
salivary glands, mouth, esophagus, stomach, liver, pancreas, gall bladder,

small intestine, large intestine
brain, spinal cord, nerves, sensory organs
bones, cartilage
nose, mouth, trachea, diaphragm, bronchi, lungs
heart, arteries, veins, capillaries, blood
muscles, tendons
skin
7. Which of the following is not a function of the circulatory system?
a. transport oxygen, food, and other substances throughout the body

b. transport some wastes and other organs for elimination
c. defend the body against diseases
sdha eep our r
8. Which of the following best describes the function of the respiratory system?
a supp y you b ood

b. take nutrients from your mouth to your cells
c. break down air into food your body can use
d. make you look healthy
9. Which of the following best describes the function of the digestive system?
a. keep your stomach from becoming upset

b. break down food so that it can be absorbed and trans orted throughout the body
c. enlarge when you eat too much
d. growl to warn you that you need to get more nourishment
3
Test
10. The most important structure in the nervous system is
a. eyes
b. ears
c. hands
d. brain
11. Which of the following best describes the function of the excretory system?
a. keep your body light in weight

b. keep your body from becoming tired
cp wastes o the b
ood
d. make you feel energetic when you wake up
12. Which of the following is not a function of the skeletal system?
a. provide a movable support frame for the body

b. protect soft-tissue organs such as the heart and lungs
c. help your muscles maintain the posture you desire
d. help your brain make good decisions
13. Objects viewed through a microscope appear
a. upside down.
b. backward.
c. sideways.
dupside l backw r
14. The coarse focus adjustment should only be used with the
Io owered Ie s
b. medium-powered lens.
c. high-powered lens.
d. low- and medium-powered lenses.
15. In plant and animal cells, the command centre of the cell is the
a. chloroplast.
b. ribosome.
c leus
d. mitochrondrion.
4
Test
16. The powerhouses of the cell are
a. chloroplasts.
b. ribosomes.
c. nuclei.
d. mitochondria.
17. When viewing a cell under a microscope, if you move the object to the left, it appears to
move
a. up.
b. down.
c. to the left.
d. to the right.
18. The storage rooms of the cell are
a vacuol
b. the cytoplasm.
c. mitochondria.
d. chloroplasts.
19. During diffusion
a. particles move from an area where there are few particles to an area where there are
more.
b pa ic es ove f o an area where h ore a cles to an a ea where here
c. particles arrange themselves according to their size.

d. none of these.
20. Osmosis is
a. the diffusion of solid structures.

b the di usio of water r ne.
c. the diffusion of oxygen.
d. the diffusion of carbon dioxide.
21. The kind of tissue that covers the surface of your body is
a. connective tissue.
b. nerve tissue.
c. muscle tissue.
Science Grade Eight Top ic B: Cells and Systems, Part I
Test
22. Label the diagram of the compound light microscope. Use the words in the box.
eyepiece coarse adjustment knob fine adjustment knob stage

revolving nosepiece objective lenses stage clips diaphragm
lamp arm base
6
Science G rade S ht Topic B: Cells and Systems, Piirt I
Test
23. Label this diagram of a cell. Use the words in the box.
mitochondria vacuole cytoplasm nucleus cell mcmbranc
7
Science Grade F ight Topic B: Cells and Systems, Part II 1
1.esson Plans 6
Lesson Twelve
Concept: Digestive System
Resources/Materials: Sciencc in Action 8, page 126 - 131

Worksheets #8B.12a, USB.12b and #8B.12c (student copies)
unsalted crackers
Introduction: Review that in the first hall of the unit students learned about somc of the organ systems
of the body. Explain that thesc organ systems do not work independently of each other; they work and
interact with each other. One depends on the other. The next section of the unit “Cells and Systems' is
about how some of thc systcrns actually work.
Procedure:
2. 1°.xplain that the first system students will study is thc l9igestive System. Have students turn to
textbook, page 127. With students rcad the opcning paragraph and the Give It a Try activity.
3. Do thc five // n Try activity on textbook, page 1 27. Clive students each two unsalted crackers.
Follow the dircctiolis th the activity. Note: Advise students to make sure they have plenty of
saliva in thcir mouths before biting into the crackcrs.
4. Explain that thcre arc two types o1 digestion. One invtilves breaking down food by chewing and
the other involvcs brcaking down foods by enzymes. "1 his causes a chemical change. Saliva
contains enxymcs which break down food by chcmical change.
5. Direct students to read text)OOk, £1@tiS 127 — 130 indcpcndcntly. (Of course, if you have tlme to
guide the reading, that is even better!).
6. Distribute Worksheets #8E.1 2a, #8E.1 2b, and #8B.12c. Advise students to glance over thc
requirements of the worksheets before reading the textbook pages.
7. O1°TIONAf.. Do the Chc•ck cmd Refiecl questions on textbook, page 131.
Assignments:
1. Read Sc‘ieHcc in Action 8, puge S 126 131.

2. Do Worksheets #8B.12a, #8D.12b, and #8B.12c.
3. OPTIONAL. Do Check and Refiecl, page 131.
Grade Eight Topic B: Cells and Systems, Part II
Worksheets
The Diqestive System
Directions: Use Sclence in Action 8, pages 127 — 130 to help you with the questions.
1. Label the organs of the digestive system.
mouth esophagus stomach liver

gall bladder pancreas small intestine large intestine
rectum salivary glands teeth tongue
epiglottis
W orkshcct # 8U. I
2a
Grade E ight Topic B: Cells and Systems, Part II
Workshcets
2. Match the organs of the digestive system to their function.
Auth esophagus stomach liver

epiglottis
churns the food back and forth, mixing the food with gastric
juices that chemically digest proteins into smaller particles
takes in the food
Digestive juices from the pancreas along with other enzymes

complete the breakdown of starches and proteins into very
small particles, which are absorbed by villi
mechanically digest the food by grinding it and mixing it with

saliva
produce saliva and water containing an enzyme called

amylase
Water, vitamins, and minerals are absorbed here. Food parts

that have not been digested form feces
pushes chewed bits of food to the back of the throat
produces bile, which breaks up large globules of lipids into

smaller droplets
Feces exit the body through this organ.
flap of skin that moves across the windpipe, funnelling food into
the esophagus
stores bile and then sends it to the small intestine
sends digestive enzymes into the small intestine
tube-like organ that connects the mouth and stomach
Worksheet #8B.12b
Grade E s ht Topic B: Cells and Systems. Part II
Worksheets
3. Make flow chart that shows the process food goes through in the digestive system. You may not need to use all the boxes.
\Vorksheet # 813. I 2c
Worksheets
The Diqestive System
1. Label the organs of the digestive system.
mouth
esophagus stomach liver
gall bladder
pancreas small intestine large intestine
rectum teeth
salivary glands tongue
epiglottis
Work sheet #8B. I

2a
Worksheets
2. Match the organs of the digestive system to their function.
mouth esophagus stomach liver

epiglottis
churns the food back and forth, mixing the food with gastric
juices that chemically digest proteins into smaller particles
takes in the food
Digestive juices from the pancreas along with other enzymes

complete the breakdown of starches and proteins into very
small particles, which are absorbed by villi
mechanically digest the food by grinding it and mixing it with

saliva
produce saliva and water containing an enzyme called

amylase
Water, vitamins, and minerals are absorbed here. Food parts

that have not been digested form feces
pushes chewed bits of food to the back of the throat

produces bile, which breaks up large globules of lipids into
smaller droplets
Feces exit the body through this organ.
flap of skin that moves across the windpipe, funnelling food into
the esophagus
stores bile and then sends it to the small intestine

sends digestive enzymes into the small intestine
tube-like organ that connects the mouth and stomach
Worksheet # 8B. 12b

Worksheets
Worksheet # SB.1 2c
Science Grade E s ht Topic B: Ce 11s and Systems, Part 11
Lesson Plans
Lesson Thirteen
Concept: Respiratory System

Worksheets #8B.13a and #8b.13b (student copies)
Optional: two
test
tube
s straw
grad
uate
d
cyli
nder water
bro
mot
hym
ol
blue
Introduction: If you have bromothymol blue, do the givr // a Try activity on

textbook, page 132. Conclude that carbon dioxide is a waste product of the
body and that getting rid of it is onc of the functions of the respiratory
system.
Otherwise, have students turn their wrists so that their palms are facing up.
Note that we have two types of blood vessels, red and blue. Have students
speculate as to why there are two different coloiirs of blood. (Note that the
bluish-coloured blood vessels are really a very dark rcd colour.)
Procedure:
1. Explain that blood and blood vessels are part of the circulatory
system, but it is the respiratory system that makes the blood the
two different colours.
2. Have stiidents turn to textbook, pagc 132. Head with students the
opcning pardgraph to determine the main function of the respiratory
system.
3. Guide thc reading of textbook, pages 133 and 134, or have students
red the pagcs indcpcndently, to find out how the respiratory system
actually works.
4. Distribute Worksheets #8B.13a and #813.13b. Go over the directions. if necessary.
5. OP"I“IONAL. have students do the 6’heck and Reflect questions on textbook, page
134.
Assignments:

2. Do Worksheets #8B.13a and #8B.13b.
3. OPTION
AL. Do
the Check
and
Refiect
questions,
page 134.
Worksheets
The Respiratory System
1. What is the function of the respiratory system?
2. In the diagram below, label the main parts of the respiratory system.
lungs nose bronchi trachea

mouth
3. Breathing. Tell about each of the following.
a. breathing
b. inhaling
c. exhaling
d. the diaphragm
Worksheet #8B. 13a

Gradc Eight 4 opic B: Cells and Systems, Part I I
Worksheets
4. The Gas Exchange Process. What is the function of each of these organs?
a. bronchi
b. bronchioles
c. alveoli
5. Label the diagram of the gas exchange process. Colour the blood vessels in the
appropriate colours.
6. In your notebook, write a three-paragraph description about the respiratory system. Be

sure to give your description a name.
First Paragraph: Tel I about the function of the respiratory system as well as the organs
that are involved.
Second Paragraph: Tell what the breathing process is and describe how it works.
Third Paragraph: Tell what the gas exchange process is and describe how it works.
Workshect # 8B. 13b

€Jrade E ight topic B: Cells and Systems, Part I I
Worksheets
The Respiratory System
Directions: Use Science In Action 8, pages 132 — 134 to help you with the questions.
1. What is the function of the respiratory system?
2. In the diagram below, label the main parts of the respiratory system.
lungs nose bronchi trachea

mouth
3. Breathing. Tell about each of the following
b. inhaling
c. exhaling
d. the diaphragm
Vorkshect#8S 13a
Worksheets
4. The Gas Exchanqe Process. What is the function of each of these organs?
a. bronchi Mr‘
b. bronchioles co› › n e
c. alveoli
5. Label the diagram of the gas exchange process. Colour the blood vessels in the
appropriate colours
b\o•‹,
6. In your notebook, write a three-paragraph description about the respiratory system. Be

sure to give your description a name.
First Paragraph: Tel I about the function of the respiratory system as well as the organs
that are involved.
Second Paragraph: Tell what the breathing process is and describe how it works.
Third Paragraph: Tell what the gas exchange process is and describe how it works.
Work shcet #8B. ! 3 b

Worksheets
Lesson Plans
Lesson Fourteen
NOTE: Understanding the circulatory system may be difficult for some.
If you can, guide the reading of the entire section on the circulatory
system.
Concept: Circulatory System
Resources/Materials: Science in Action 8, pages 135 —

137, 139, and 140
Worksheets #8B.14a and #8B.14b (student copies)
Introduction: Recall that our blood can be two different colours, depending
on whether it is rich in oxygen (bright red) or rich in carbon dioxide (dark
red). Explain that the circulatory system works closely with the respiratory
system. Its main function is to deliver oxygen and food to the cells in the body
and help to rcmove carbon dioxide and other waste from the body.
l'rocedure:
1. Have students turn to textbook, page 135 to find the three main
functions of the circulatory system.
2. Orally do thc Give It a Try activity, page 135.
3. Distribute Worksheets #813.14a and #SB.14b. Give students a few

seconds to look the worksheets over.
4. Guide the reading of each section in the textbook, if possible.

Othcrwise, have students read a section and then do the
corrcsponding section on the workshects.
5. NOTE: Students will do the Inquiry activity, page 138 in Lesson Fifteen.
6. OP fIONAL. Do the Chcck and fiercer questions, page 140.
Assignments:
1. Read Scienc’e in Actian 8, pages 135 — 137, 139 and 140.

2. Do Worksheets #8B.14a and #8B.l 4b.
3. OPTIONAL. Do Check and Refiect, page 140.
Worksheets
The Circulatory System
Directions: Use Science in Action 8, pages 135 0 140 to help you with the questions.
1. What are the three functions of the circulatory system?
a.
b.
C.
2. The Heart
a. What is the function of the heart?
b. What is the function of the right side of the heart?
c. What is the function of the left side of the heart?
d. Fill the boxes to describe blood’s cycle through the heart.
Blood’s Travels Through the Heart
Worksheet # 0 B
Worksheets
3. Arteries. Veins, and Capillaries
Complete the chart to tell about the arteries, veins, and capillaries.
Part of the Circulatory

sSite Description Function
Arteries
Veins
Capillaries
4. The Blood
Complete the chart to tell about the function of each of the components of blood.
Component of Blood Function
red blood cells
white blood cells
platelets
plasma
Workshcet 10 B.
l4b
Worksheets
The Circulatory System
Directions: Use Science in Action 8, pages 135 0 140 to help you with the questions.
1. What are the three functions of the circulatory system?
a.
b.
2. The Heart
a. What is the function of the heart?
b. What is the function of the right side of the heart?
c. What is the function of the left side of the heart? o
d. Fill the boxes to describe blood’s cycle through the heart.
blo•4 f•'= \°•°^
Dlood’s Travels Through the Heart
Aoun en•nea bloc d

bto«J
Worksheet # 8B. I4a

Grade E ight Topic B: Cells and Systcms, Part 11
Worksheets
3. Arteries, Veins, and Capillaries
Complete the chart to tell about the arteries, veins, and capillaries.
Part of the Circulatory

QSstem Description Function
Arteries *#/
Veins
Capillaries ,g
C
4. The Blood
Complete the chart to tell about the function of each of the components of blood.
Component of Blood Function
red blood cells ct norgg e
white blood cells Qty /6\ah
platelets
plasma
Worksheet # 8B.14b
Science Grade P.ight "topic l3: Cells and Systems, Part I I 19
Lesson Plans
Lesson Fifteen Resources/Materials: Sciencc in Action 8, page 13S
stop watch or timer graph paper
Concept: Heart Ratc
Introduction: Discuss how after rigorous physical activity or extremely
anxiety a person’s heart rate speeds up. Have studcnts speculate about the
reason for this (heart rate spccds up because cells are calling for more
nutrition, oxygen).
Procedure:
1. Explain that today students will do an activity wherc they will obscrve their
own heart rates.
2. Have students turn to textbook. page 138. Go over the Inquiry

activity with students. De sure they know how to take their
pulse.
3. Have students complete the activity as outlined.
Assignment:
Do the Inquiry activity, page 138.

Science Grade Eight T opic B: Cells and Systems, Part II 20
Lesson Plans
Lesson Sixteen
Concept: The Excretory System
Resources/Materials: Science in Action 8, pages 141-143, 145

Worksheets #8B.16a and #8B.16b (student copies)
Introduction: Llicit from studcnts their ideas about what waste is. Explain
that scientists usc the word “waste” in a very specific way. Explain that the
function of the Excretory System is to get rid of waste.
Procedure:
1. Have students turn to textbook, page 141. Guide the reading of the
opening paragraph to find out more about the purpose of the excretory
system. Examine the diagram. Note that the lungs and livcr are also
part of the excretory system, but are not shown.
2. T hen as a grout do the Give It a Try activity, page 141. (sweat: 0.8
L; urine and feces: 1.2 L; breathed out air 0.5 L)
3. Ask students to name the waste products from our body (carbon
dioxide, ammonia, water and salts). In science, feces are not
considered a waste product. Waste products are the products of
metabolic reactions within cells. However, for all practical purposes,
we all consider feces to be waste.
4. Have students read textbook, pages 141 — 143 and 145 independently.
If you have the time, guide the reading, however.
5. Distributc Worksheets #8B.16a and #813.16b. Go over the directions, i1 necessary.
6. OPTIONAL. Do thc Check and Refiect questions on page 145.
Assignments:
1. Read Sciences in Action 8, pages 141 145.

2. Do Worksheets ñ8B.l 6a and #8B.16b.
3. OPTIONAL. Do €’heck anal Refiecl, page 145.
Cir ade Eight "topic B: Cells and Systems, Part 11
Worksheets
The Excretory System
Directions: Use Science in Action 8, pages 141 — 145 to help you with these questions.
1. What is the function of the excretory system?
2. What are four waste products that the human body produces?
a.
b.
d.
3. Complete the chart to show the functions of the organs in the excretory system.
Organ Function
liver
kidneys
nephrons
ureters
bladder
urethra
skin
Worksheet #8B. 1 6a
Worksheets
4. Why is it that doctors often have a patient’s urine analyzed?
5. What would each of these analyses reveal?
a. There is a glucose build up in the urine.
b. There are proteins in the urine.
6. What happens when a person undergoes dialysis?
7. Why might a doctor be concerned if a patient’s urine is very dark yellow in colour?
8. Why is it that if a person drinks a lot of water, he or she produces a lot of urine?
Worksheet # SB, I 6b
Worksheets
The Excretory System
Directions: Use Science in Action 8, pages 141 — 145 to help you with these questions.
1. What is the function of the excretory system?
2. What are four waste products that the human body produces?
a rbo
b.
C.
d.
3. Complete the chart to show the functions of the organs in the excretory system.
Organ Function
liver
bladder SS AP**D€'
skin
Worksheet #8B.l 6a
Grade Eisht Topic B: Cells and Systems, Part II
Worksheets
4. Why is it that doctors often have a patient’s urine analyzed?
5. What would each of these analyses reveal?
a. There is a glucose build up in the urine.
b. There are proteins in the urine.
6. What happens when a person undergoes dialysis?
7. Why might a doctor be concerned if a patient’s urine is very dark yellow in colour?
8. Why is it that if a person drinks a lot of water, he or she produces a lot of urine?
Worksheet #gB. I Gh
Science Grade Eight Topic B: Cells and Systems, Part I i 21
Lesson Plans
Lesson Seventeen
Concept: The Nervous System

Worksheets #8B.17 (student copies)
Introduction: Quickly and unexpectedly, make a fist and thrust it into the
face of one of the students. Have the other students note the student’s
reaction (usually eyes blink and head bobs out of the way). Discuss that
the student’s body reacted with out making any conscious cffort. Explain
that this demonstrates the body’s nervous system at work.
Procedure:

Conclude that the function of the Nervous System is to monitor and
respond to stimuli. These stimuli can be from organs inside the
body or from outside the body.
2. Guide the reading of the section on neurons on textbook, page 147.
3. Explain that the terms central and peripheral can be thought of as

antonyms. Peripheral means “away from the centre”.
4. Have students read textbook, pagcs 147 149.
5. Distribute Worksheets #8B.17. Go over the directions, i1 necessary.
Assignments:

2. Do Worksheets #513.17.
Grade Eight Topic B: Cells and Systems, Part I I
Worksheets
The Nervous System
Directions: Use Science in Action 8, pages 146 — 149 to make point-form notes about the
nervous system. Use the following outline.
The Nervous System
Function of the Nervous System (tell what the function is)
How Messaqes are Transmitted

(Write a paragraph. Be sure to include and underline the words in bold face type in your
explanation. Include a labelled diagram.)
How the Nervous System Is Organized
The nervous system is organized into two main parts, the central nervous system and the
peripheral nervous system.
A. The Peri he al Ne ous System

(tell what it is)
Each nerve of the peripheral nervous system is composed of two types of neurons:
1. sensory neurons -
2. motor neurons -
The Peripheral Nervous System can be divided into two subsystems:
1. Somatic Nervous System -
2. Automatic Nervous System -
B. The Central Nervous System

(tell what it is)
1. The brain receives stimuli from the outside world through the sensory organs. It also
receives information from inside the body itself. There are three main parts to the brain:
a. cerebrum
b. cerebellum
c. medulla
2. The spinal cord connects the brain to the Peripheral Nervous System. It contains a type
of neuron called the interneuron, which connect one neuron to another.
Worksheet £SB.1 7
Grade Eight 3 opic B: Cells and Systems, Part II
Worksheets
The Nervous System
Directions: Use Science in Action 8, pages 146 — 149 to make point-form notes about the
nervous system. Use the following outline.
The Nervous System
Function of the Nervous System (tell what the function
How Messaqes are Transmitted (Write a paragraph. Be sure to

explanation. Include a labelled diagram.)
P<**”*
How the Nervous System Is Orqanized
The nervous system is organized into two main parts, the central nervous system and the
peripheral nervous system.
A. The Peri he at Ne ous S ste

(tell what it is) g$@ LLp g y\\ \
Each nerve of the peripheral nervous system is composed of two types of neurons:
1. sensory neurons - q\-a myg cg Wzl neW0u8 1y5

n S
2. motor neurons - cu r in <m+fi n “! ’*““* */ ””
The Peripheral Nervous System can be divided into two subsystems:
1. Somatic Nervous System - Con I / 0ta a1a< ms pm her
2. Automatic Nervous System - 0 /r 0 I › v0l fa p
B. The Central Nervous System

(tell what it is) ¿ pm po teJ
1. The brain receives stimuli from the outside world through the sensory organs. It also
receives information from inside the body itself. There are three main parts to the brain:
a. cerebrum
b. cerebellum
c. medulla
2. The spinal cord connects the brain to the Peripheral Nervous System. It contains a type
of neuron called the interneuron, which connect one neuron to another.
Worksheet # 8B.1 7
Science Grade Eight Topic B: Cells and Systems, Part II 22
Lesson Plans
Lesson Eighteen
Concept: The Reflex Response

geometry dividers (or two straightened paper clips)
ruler
Introduction: Quickly and unexpectedly, make a fist and thrust it toward one of the student’s faces.
Observe what happens. Explain that this is reflex response; that is, you respond without consciously
thinking about it. Have students come up with other reflex responses. (taking fingcr/hand off hot stove,
duck when a bird swoops down, etc.)
Procedure:
2. Then have students read textbook, page 151.
3. Direct students to make notes on pagcs 149 — 151.
4. Finally, have students examine the Incjuiry activity, page 150. Havc them do the activity as
outlined in the textbook. Note: You must have at least two students in the group to do this
activity. You may even want to recruit one of the youngcr studcnts, if nccessary.
5. OPTIONAL.. Do the k"hc•ck and liefleet questions, page 1 5 I .
Assignments:
1. head Science in Action R, pages 149 — 151.

2. Make notes on what was read on pages 149 and 151.
3. Do the Inquiry activity, pagc 150.
4. OPTIONAL. Do the C!hc•ck and Refic'cf questions, page 151.
Science Grade Eight Topic B: Cells and Systems, Part II 23
Lesson Plans
Lesson Nineteen
Concept: Developlng a Theory for Disease
Resources/Materials: Science in Action 0, pages 154 — 156 and 158

Worksheet #8B.19 (student copies — can be done in notebooks instead)
Introduction: Discuss the immunizations students have had. Discuss also the purpose of receiving
immunizations. Basically, they are a preventative measure.
Explain that understanding why people got sick with diseases has been a relatively recent thing. The next
section of the unit is about the history of understanding disease, how it can be prevented, and how some
are treated.
Procedure:
1. Have students turn to textbook, page 154. Guide the reading of page 154. Discuss the term “self-
destructive activities”.
2. Explain that many immunizations are in the form of vaccines. Whcn you get a vaccine, a mild
form of a particular disease is injected into your body. Your body’s natural immune system
produces substances (antibodies) to fight that disease off. Vaccines work because when your body
is exposed to a more powerful form of the disease, its immune system already has many antibodies
in place to fight off the disease.
3. Explain that the next fcw pages are about scientists and some o1 the contributions they have made
regarding disease prevention and treatment.
4. Have students turn to tcxtbook, page 155. I lavc them rcad pages 155, 156, and 158.
5. Distribute Worksheet #8B.19. Go over the directions, if necessary. NOTE: This exercise can
easily be done in notebooks.)
6. OPTIONAL. Do the C"hc•ck cind ReJlecl questions on page 158.
Assignments:
1. Read Science in Action 8, pages 154 — 156 and 158.

2. I3o Worksheet #8B.19.
3. OPTIONAL. Do Check and Reflect, page 158.
Grade E'8ht Topic B: Cells and Systems, Part II
Workshects
Developinq a Theory for Disease
Directions: Use Science in Action 8, pages 154 — 158 to help you complete the chart about the
contributions of some important disease researchers.
Researcher Problem He Tried to Solve How He Solved the Problem
Edward Jenner
Louis Pasteur
Joseph Lister
James Lind
WorkShcet # BB. 19
Grade Eight topic B: Cells and Systems, Part II
Worksheets
Developinq a Theory for Disease
Directions: Use Science in Action 8, pages 154 — 158 to help you complete the chart about the
contributions of some important disease researchers.
Researcher Problem He Tried to Solve How He Solved the Problem
.r»•*, w>u d,›ip («rn

Edward Jenner **° s »
Louis Pasteur W*“ *+
Joseph Lister
James Lind
Worksheet #SB.19
Scicnce Grade Eight Topic B: Cells and Systems, Part II 24
Lesson Plans
Lesson Twentv
Concept: Factors That Affect the Healthy I
unction of Rody Systems Resources/Materials:
Science in Action 8, pages 159 — 164

Worksheets #8B.20a and
#8B.20b (student copies)
drinking straw
Introduction: Discuss that this unit has been about cells and how they
combine to form tissues, organs, and systems. T he next section deals with
the factors that help to determine human hcalth.
Procedure:
1. Have students turn to textbook, page 159. Ciuide the top part of the
pagc and then do the Give it a Try activity.
2. Tell students they are to reading textbook, pages 159, l 61— 164 independently.
3. Distribute Worksheets #813.20a and #8B.20b. Go over the directions, if time.
4. OPTIONAL. If you have access to good reference materials,

have students do the Neci.vice Making activity, pagc 1 60.
5. OPTIONAL. Do the Check and Reflect questions on textbook, page 164.
Assignments:
1. tend !Science in Actin n 8, pages 159 — 164.

2. Do Worksheets #8B.20a and #8B.20b.
3. OPB IONAL. Do the Decision Making activity, page 160.
4. OPTIONAL. Do the Check erm Reflec’l questions, page 164.
Worksheets
Factors That Affect the Healthy Function of Body Systems
1. What are four factors that affect human health?
a.
b.
d.
Diseases of the Respiratory System
2. Name some of the harmful components of cigarettes. Beside each tell why
each is harmful.
Component Why It is Harmful
WoL)ct#8B20a
Grade Eight "I opic B: Cells and Systems, Part 11
Worksheets
3. Tell about some of the diseases of that can be caused by smoking.
Disease Description
Diseases of the Circulatory and Diqestive Systems
5. Use the chart below to tell about each of the diseases.
Disease Description Cause Cure
atherosclerosis
ulcer
Worksheet #8B.20b
Grade Eight topic B: Cells and Systems, Part 11
Worksheets
Factors That Affect the Healthy Function of Body Systems
Directions: Use Sclence in Action 8, pages 159 — 164 to help you with the questions.
1. What are four factors that affect human health?
a.
b.
C.
d.
Diseases of the Respiratory System
2. Name some of the harmful components of cigarettes. Beside each tell why each is
harmful.
Component Why It is Harmful
Workshcet #8B.20a
Grade Eight Topic B: Cells and Systems, Part I
Worksheets
3. Tell about some of the diseases of that can be caused by smoking.
Disease Description
Diseases of the Circulatory and Diqestive Systems
5. Use the chart below to tell about each of the diseases.
Disease
Description Cause Cure
ulcer
Worksheet # SB.20b
Science Grade Eight Fopic B: Cells and Systems, Part II 25
Lesson Plans
Lesson Twenty-one
Concept: Cells and Systems, Part II Review
Resources/Materials: Cells and Systems, Part

II Study Guide
(student copies)
Science in Action 8,
pages 153 and 165
Introduction: Explain that the second half of the unit is coming to a

close, and it is time to prepare for the test.
Procedure:
1. As a group, briefly review the major conccpts covercd in the

sccond half of the unit on Cells and Systems:
• 4 he Digcstive System
• The Respiratory System
• The Circulatory System
• The Excretory System
• The Nervous System
• The Contributions of Researchers
• Factors that Affect the I lealthy I unction of l3ody Systems
2. Distribute thc 6"ell.s and Systems, Parl II SluJy

Guided. flavc students complete them independently
or in pairs.
1. If possible, go over the study guide questions as a group.
4. ALTERNA RELY. Have students do the A. .se.vs Your I earning

questions on textbook, pages 153 and 165.
Assignments:
1. Do the Ce//.› and System.v, Part II Study I uide.

2. AI.."fERNA I ELY. Do the Nsse.s.s Your /.carried questions, pagcs 153 and 165.
Science Grade Eight Topic B: Cclls and Systems, Part lI
Review
Cells and Systems, Part II
Study Guide
A. Digestive System
Function:
Complete the chart to show the function of the organs in the digestive system.
Organ Function
• produce saliva which contains an enzyme called amylase
• is 6 m long; Enzymes breakdown starches and proteins
• entrance to the digestive system
• about 1.5 m long; absorbs water, vitamins and minerals
• sends digestive enzymes into the small intestine
• collects the feces
• pushes chewed up food to the back of the throat
• pushes food to stomach by a movement called peristalsis
• mechanically digest food by grinding it and mixing it with saliva
• produces bile which breaks up globules of lipids
• flap of skin that moves across windpipe to ensure food is funnelled into the
useeso ha
• stores bile and sends it to the small intestine
• churns food and mixes it with gastric juices
• finger-like projections lining the small intestine that absorb nutrients
l
Review
B. Respiratory System
Function:
What is the name of the muscles that help you inhale and exhale?
What is the function of each of these parts of the respiratory system?
a. bronchi
b. alveoli
C. Circulatory System
Function:
Label the main parts of the heart: left atrium, left ventricle, right atrium, right ventricle.
What is the function of
a. the heart?
b. arteries?
c. veins?
d. capillaries?
2
Science Grade Kight Topic B: Cells and Systems, Part II
Review
What is the function of each of these components of blood?
a. red blood cells
b. white blood cells
c. platelets
d. plasma
D. Excretory System
Function:
What are four waste products produced by the body’s cells?
b.
Complete the chart that describe the organs in the excretory system.
Organ Function
• small filtering units
• tube that leads from bladder to the outside of the body
• converts ammonia to urea
• removes excess salt from the blood
• filter blood, straining out unwanted urea, water, and salts; produce urine
• stores urine
• long tubes that connect kidneys to the bladder
3
Science Grade Eight Topic B: Cells and Systems, Part II
Review
Analyzing urine can detect certain diseases. What diseases would each of the following
indicate?
a. protein in the urine
b. glucose in the urine
What happens during dialysis?
E. Nervous System
Function:
Fill the spaces with words that make sense.
The nervous system is mostly made up of one type of tissue called
This tissue is made entirely of
specialized cells called

A neuron’s job is to send and receive
messages.
A neuron receives messages from small branches of the cell called
The incoming messages are passed from the dendrites through
the cell body to the The axon is a long of the
cell that ends in small branches. It carries away from the cell
body to its branches. These branches transmit the message to the dendrites of
nerve cells.
What are the components of
a. the central nervous system?
b. the peripheral nervous system?
4
Science Grade E sht Topic B: Cells and Systems, I*art II
Revicw
What is the function of each of these types of neurons of the peripheral nervous system?
a. sensory neurons
b. motor neurons
What is the function of each of these systems of the peripheral nervous system?
a. somatic nervous system
b. automatic nervous system
What are the three main sections of the brain?
a.
b.
c.
What is a reflex response?
F. Researchers
Complete the chart to show the contributions of each of the scientists.
Scientist What He Discovered or Accomplished
• Successfully treated sailors with scurvy by feeding them oranges

and lemons
• Invented a vaccine for smallpox, which was the first vaccine in the
world
• Introduced the practice of cleanliness and sterilization to medical

procedures
• Proved germs caused infections

• First to identify living micro-organisms as “germs”
Found that heat kills er
sq
Science Grade k ight Topic B: Cells and Systems, Part II
Review
G. Diseases
What is asthma and how can it be treated?
Tell why each of these chemicals in cigarettes is harmful to your health?
a. tar
b. carbon monoxide
c. nicotine
What are three respiratory diseases that can result from smoking?
b.
C.
What is atherosclerosis?
What are ulcers and how can they be treated?

Review
Study Guide
A. Diqestive System
Function:
Complete the chart to show the function of the organs in the digestive system.
Organ Function
t, • produce saliva which contains an enzyme called amylase

Vq ‘
• is 6 m long; Enzymes breakdown starches and proteins
• entrance to the digestive system
• about 1.5 m long; absorbs water, vitamins and minerals
• sends digestive enzymes into the small intestine
• collects the feces
• pushes chewed up food to the back of the throat
p • pushes food to stomach by a movement called peristalsis
• mechanically digest food by grinding it and mixing it with saliva
• produces bile which breaks up globules of lipids
• flap of skin that moves across windpipe to ensure food is funnelled into
the esophagus
• stores bile and sends it to the small intestine
• churns food and mixes it with gastric juices
vt*!'
• finger-like projections lining the small intestine that absorb nutrients
croy\ !*
1
B. Res irato S ste
Function:
What is the name of the muscles that help you inhale and exhale?
What is the function of each of these parts of the respiratory system?
a. bronchi /uU
b. alveoli
C. Circulatory System
FunctlON:
Label the main parts of the heart: left atrium, left ventricle, right atrium, right ventricle.
What is the function of
a. the heart?
b. arteries?
c. veins?
d. capillaries? e
Review
What is the function of each of these components of blood?
a. red blood cells
b. white blood cells 4\
c. platelets
d. plasma
D. Excretory System
Function:
What are four waste products produced by the body’s cells?
a.
b.
Complete the chart that describe the organs in the excretory system.
gran Function
n
y g small filtering units
tube that leads from bladder to the outside of the body
converts ammonia to urea
removes excess salt from the blood
filter blood, straining out unwanted urea, water, and salts; produce urine
/ijvne s
stores urine
long tubes that connect kidneys to the bladder

Science Grade Eight "topic B: Cells and Systems, Part II
Review
Analyzing urine can detect certain diseases. What diseases would each of the following
indicate?
a. protein in the urine
b. glucose in the urine tx\sc\ct
What happens during dialysis?
E. Nervous System
Function:
Fill the spaces with words that make sense.
The nervous system is mostly made up of one type of tissue called
This tissue is made entirely of
specialized cells called . A neuron’s job is to send and receive
messages.
A neuron receives messages from small branches of the cell called
The incoming messages are passed from the dendrites through
the cell body to the Q pm The axon is a long I-e ic of the
cell that ends in small branches. It carries away from the cell
body to its branches. These branches transmit the message to the dendrites of
nerve cells.
What are the components of
a. the central nervous system?
b. the peripheral nervous system? c«c nt‹•I . sy,r4 nswu
4
Sciencc Grade Eight Topic D: Cells and Systems, Part II
Review
What is the function of each of these types of neurons of the peripheral nervous system?
a. sensory neurons
b. motor neurons
What is the function of each of these systems of the peripheral nervous system?
a. somatic nervous system I is
b. automatic nervous system off e
What are the three main sections of the brain?
a.
b.
C.
What is a reflex response?
F. Researchers
Complete the chart to show the contributions of each of the scientists.
Scientist What He Discovered or Accomplished
• Successfully treated sailors with scurvy by feeding them oranges

and lemons
• Invented a vaccine for smallpox, which was the first vaccine in the
world
• Introduced the practice of cleanliness and sterilization to medical

procedures
• Proved germs caused infections
• First to identify living micro-organisms as “germs"
sq Found that heat kills er
Science Grade Eight Fopic B: Cells and Systems, Part I1
Review
G. Diseases
What is asthma and how can it be treated?
Tell why each of these chemicals in cigarettes is harmful to your health?
b. carbon monoxide
c. nicotine
What are three respiratory diseases that can result from smoking?
a.
b.
c.
What is atherosclerosis?
What are ulcers and how can they be treated?

1. esson Plans
Lesson Twentv-two
Concept: Cells and Systems, Part II Test
Resources/Materials: Cells and Systems, Part II Test (student copies)

SC ie nce Grade Eight Fopic B: Cells and Systems, Part II
3 est
Test
1. The role of the digestive system is to
a. deliver food molecules to each cell of your body.

b. supply your body with oxygen.
c. remove wastes from the body.
d. break down food into particles to be used by your cells.
2. The breakdown of large particles into smaller particles by substances called enzymes is
a. mechanical digestion.
b. chemical digestion.
c. peristalsis.
d. enzymatic digestion.
3. Bile is produced by the
a. small intestine.
b. pancreas.
c. liver.
d. large intestine.
4. The nose, mouth, trachea, bronchi, and lungs are all part of the
a. digestive system
b. nervous system.
c. circulatory system
d. respiratory system
5. The tiny air sacs in the lungs where gas exchange occurs are called the
a. alveoli.
b. trachea.
c. bronchi.
d. Capillaries.
6. Oxygen diffuses from the alveoli to the capillaries because the air in the alveoli has
a. a high concentration of oxygen and a low concentration of carbon dioxide.

b. a high concentration of oxygen and a low concentration of oxygen.
c. a warmer temperature than the air in the capillaries.
1
d. a cooler temperature than the air in the capillaries.
2
Science Grade Eight 4 opic B: Cells and Systems, Part II
I est
L/se the information below to answer questions 7 and 8.
7. The structure labelled X is the
a. right atrium.
b. right ventricle.
c. left atrium.
d. left ventricle.
8. The heart structure whose function is to receive blood from the body is the
a. right atrium.
b. right ventricle.
c. left atrium.
d. left ventricle
9. Match these parts of the blood with their functions.
Red blood cells white blood cells platelets plasma
fight
infection
help to stop bleeding
liquid portion of the blood used to transport
carry oxygen
2
Science Grade Eight Topic l3: Cells and Systems, Part II
Test
10. match the correct term on the left with the description on the right.
arteries a. gas exchange occurs here
axons b. carry blood towards the heart
capillaries c. carry blood away from the heart
dendrite d. carry impulses toward the cell body
veins e. specialized cells that make up the nervous system
neurons f. carry impulses away from the cell body
11. Which of the following correctly lists the organs of the excretory system?
a. kidney, small intestine, large intestine

b. kidney, skin, liver, lungs
c. stomach, kidney, lungs, heart
d. kidney, skin, liver, lungs, heart
12. The skin excretes
a. ammonia.
b. carbon dioxide.
c. urea.
d. salt.
13. The liver releases
a. ammonia.
b. carbon dioxide.
c. urea.
d. salt.
3
Science Grade Eight Topic 13: Cells and Systems, Part II
Test
14. Which of the following is not a function of the kidneys?
a. filter unwanted urea from the blood

b. filter unwanted water from the blood.
c. produce bile.
d. produce urine.
15. Explain the purpose of a dialysis machine.
16. Responding to a sudden noise involves the
a. automatic nervous system.

b. somatic nervous system.
c. peripheral nervous system.
d. none of these.
17. Label the diagram of the reflex response. Use these words: stimulus,
response, sensory neuron, motor neuron, spinal cord, interneuron.
4
Science Grade Eisht Topic B: Cells and Systems, Part II
Test
18. The brain and the spinal cord make up the
a. central nervous system.

b. peripheral nervous system
c. somatic nervous system.
d. automatic nervous system.
19. The cranial and spinal nerves make up the

b. peripheral nervous system.
20. Which part of the body has the greatest number of touch receptors?
a. back
b. hands
c. nose
d. knee
21. A colourless, odourless gas that is released when a cigarette burns is
a. carbon trioxide.
b. carbon monoxide.
c. oxygen.
d. nitrogen.
22. A drug, released by cigarettes, that speeds up the heart and raises blood pressure is
a. tar.
b. carbon monoxide.
c. nicotine.
d. antibiotics.
23. Smoking can cause
a. bronchitis.
b. emphysema.
c. lung cancer.
d. all of the above.
Science Grade ight I opic B: Cells and Systems, Part II
Test
24. Atherosclerosis is caused by
a. bacteria in the stomach

b. damaged lung tissue.
c. pollen, dust, and dairy products.
d. the build-up of cholesterol in the arteries.
25. Recently, it has been discovered that stomach ulcers can be treated with
a. antibiotics.
b. surgery.
c. vaccinations.
d. an inhaler.
26. Match the scientist with their descriptions.
Jenner a. proved that germs were the ca use of most infections
Lister b. developed a treatment for scur vy
Lind c. introduced cleanliness and sterilizations to surgeries
Pasteur d. created the world’s first vaccine
27. What are three factors that can affect human health?
a.
b.
c.
6
Science Grade Eight topic B: Cells and Systems, Part II
Test
Test
1. The role of the digestive system is to
a. deliver food molecules to each cell of your body.

b. supply your body with oxygen.
c. remove wastes from the body.
d. break down food into particles to be used by your cells.
2. The breakdown of large particles into smaller particles by substances called enzymes is
a. mechanical digestion.
c. peristalsis.
d. enzymatic digestion.
3. Bile is produced by the
a. small intestine.
b. pancreas.
c. liver.
d. large intestine
4. The nose, mouth, trachea, bronchi, and lungs are all part of the
a. digestive system.
b. nervous system.
c. circulatory system.
d. respiratory system.
5. The tiny air sacs in the lungs where gas exchange occurs are called the
a. alveoli.
b. trachea.
c. bronchi.
d. Capillaries.
6. Oxygen diffuses from the alveoli to the capillaries because the air in the alveoli has
a. a high concentration of oxygen and a low concentration of carbon dioxide.

a g concen at on o oxyge and a low concen rat on o oxygen
c. a warmer temperature than the air in the capillaries.
d. a cooler temperature than the air in the capillaries.
Use the informatlon below to answer questions 7 and 8.
7. The structure labelled X is the
a. right atrium.
b. right ventricle.
c. left atrium
d. left ventricle.
8 The heart structure whose function is to receive blood from the body is the
a. right atrium
b. right ventricle
c. left atrium
d left ventricle
9. Match these parts of the blood with their functions.
Red blood cells white blood cells platelets plasma
fight infection
help to stop bleeding
1 s liquid portion of the blood used to transport
carry oxygen
Test
10. batch the correct term on the left with the description on the right.
arteries a. gas exchange occurs here
axons b. carry blood towards the heart
0capillaries c. carry blood away from the heart
dendrite d. carry impulses toward the cell body
veins e. specialized cells that make up the nervous system
neurons f. carry impulses away from the cell body
11. Which of the following correctly lists the organs of the excretory system?
a. kidney, small intestine, large intestine

iobn kidney s ver un s
c. stomach, kidney, lungs, heart
d. kidney, skin, liver, lungs, heart
12. The skin excretes
a. ammonia.
b. carbon dioxide.
c. urea.
d. salt.
13. The liver releases
a. ammonia.
b. carbon dioxide.
c. urea.
d. salt.
3
Science Grade I:ight "topic 13: €?ells and Systems. I'arl 11
14. Which of the following is not a function of the kidneys?
a. filter unwanted urea from the blood

b. filter unwanted water from the blood
c. produce bile
d. produce urine.
15. Explain the purpose of a dialysis machine.
16. Responding to a sudden noise involves the
a. automatic nervous
system. b so atic ne
ous s ste
c. peripheral nervous system
d. none of these.
17. Label the diagram of the reflex response. Use these words: stimulus, response,
sensory neuron, motor neuron, spinal cord, interneuron.
4
Science Grade E se t Topic B: Cells and Systems, Part II
Test
18. The brain and the spinal cord make up the
a entral ne ous ste

b. peripheral nervous system.
19. The cranial and spinal nerves make up the

b peripheral ne ous s te
20. Which part of the body has the greatest number of touch receptors?
a. back
b. hands
c. nose
d. knee
21. A colourless, odourless gas that is released when a cigarette burns is
a. carbon trioxide.
b. carbon monoxide.
c. oxygen.
d. nitrogen.
22. A drug, released by cigarettes, that speeds up the heart and raises blood pressure is
a. tar.
b. carbon monoxide.
c. nicotine.
d. antibiotics.
23. Smoking can cause
a. bronchitis.
b. emphysema.
c. lung cancer.
d. all ofthe above.
5
Science Grade Eight "topic B: Ccils and Systems, Part II
"test
24. Atherosclerosis is caused by
a. bacteria in the stomach.

b. damaged lung tissue.
c. pollen, dust, and dairy products.
d the bui d u of cho estero n he a er es.
25. Recently, it has been discovered that stomach ulcers can be treated with
a. antibiotics.
b. surgery.
c. vaccinations.
d. an inhaler.
26. Match the scientist with their descriptions.
Jenner
a. proved that germs were the cause of most infections
C Lister b. developed a treatment for scurvy
Lind c. introduced cleanliness and sterilizations to surgeries
g Pasteur d. created the world’s first vaccine
27. What are factors that can affect human health?
a. ‹se
b.
6
Science Grade Eight T topic B: Cells and Systems, Part II
Lesson Plans
Lesson Twentv-three
Concept: Cells and Systems, Culmination
Resources/Materials: Cells and Systems, Final Examination (optional, student copies)
Introduction: Explain to students
th‹it it is time to wrap up the unit.
Proccdure:
1. Review the basic content of the unit.
2. Have students do one, one, or more of thc following:
• Casc Study: Do Lnergy Bars Boost Performance? (Science in Action 8,

page 1 66)
• Project: What Is Needed? (Science in Action 8, pagc 1 68
• Unit Rcview: Cells and Systems (Science in Action 8, pages 169 — 171)
• Cells and Systems, Final Examination
• A Project of Your Own Dcsign

Science Grade Eight topic B: Cells and Systems
Final Examination
Cells and Systems
Final Examination
sheet. Do not write in this booklet.
1. Something that is referred to as non-living
a. was once living.

b. is made up of cells
c. was once an organism.
d. is not an organism.
Use the information below to answer question 2.
Mrs. Fox asked Amanda to make a list of the characteristics of living things. When
Amanda showed Mrs. f’ox her list, Mrs. Fox told her that she had left one
characteristic out.
2. The characteristic that Amanda left out was
a. respond to their environment.

b. breathe in air.
c. make their own food.
d. are multicellular.
3. The cell is considered to be the basic unit of life because
a. all cells have exactly the same structures.

b. a cell can perform all the processes that life depends on.
c. cells depend on each other.
d. every cell has a nucleus.
1
Science Grade Eight 4 opic B: Cells and Systems
Final Examination
4. Fins, legs, and wings are examples of
a. different animals using the same structures to perform the same functions.
b. bird adaptations.
c. different structures performing the same function.
d. animal parts covered with hair or fur.
5. The main function of brightly-coloured flowers is
a. to attract insects such as bees that will pollinate.

b. because flowers cannot produce seeds unless the nectar is first removed
by bees.
c. to make natural environments colourful.
d. to ensure that the plant is not mistaken for other plants.
6. Bone and cartilage are part of the
a. integumentary system.
b. skeletal system.
c. circulatory system.
d. muscular system.
7. An organ system
a. is a group of organs that work together to perform a certain function.

b. is an organ that can work independently of other parts of the body.
c. refers to how one organ can perform more than one function.
d. shows how science has discovered how the body works.
8. Which of the following would not be part of the nervous system?
a. brain
b. spinal cord
c. eyes
d. cartilage
9. The compound light microscope gets its name from the fact that
a. it has more than one lens.

b. it must have electricity in order to work.
c. two scientists were involved in its invention.
d. it works by reflecting light.
2
Science Grade Eight Topic B: Cells and Systems
Final Examination
10. On a compound light microscope the main purpose of the revolving nosepiece
is to
a. give your nose a place to rest so you can keep your head steady.
b. serve as a foundation for the microscope.
c. allow you to carry the microscope without dropping it.
d. hold the objective lenses.
11. If you wanted to move the microscope stage up and down, you would use the
a. coarse adjustment knob.

b. fine adjustment knob.
c. stage clips.
d. eyepiece.
Jacob used a microscope to view a prcpared slide of a cell. To his amazement he

could see the cell wall, cell membrane, nucleus, mitochondria, and chloroplasts.
12. According the information above, you can infer that
a. Jacob had never used a microscope before.

b. Jacob was viewing an animal cell.
c. Jacob was viewing a plant cell.
d. Jacob’s teacher had taught his class good laboratory safety.
13. One difference between unicellular and multicellular organisms is
a. unicellular organisms are larger than most multicellular organisms.

b. unicellular organisms cannot reproduce.
c. multicellular organisms only refer to animals.
d. the cells in multicellular organisms specialize in performing certain
functions.
14. The amoeba and the paramecium are alike in that
a. they use the same structures to move around.

b. they use the same structures to gather food.
c. they are both unicellular.
d. they are both simple plants.
3
15. Substances move in and out of cells using a process called diffusion. In
diffusion
a. a substance moves from an area of lower concentration to an area of

higher concentration.
b. a substance moves from an area of higher concentration to an area of
lower concentration.
c. substances move through membranes.
d. substances that are alike flow to one area of the body.
16. Osmosis occurs when
a. diffusion does not occur.

b. no membrane is involved.
c. water diffuses through a selectively permeable membrane.
d. blood diffuses.
17. Similar cells working together to perform a specific function are referred to as
a. tissue.
b. organ.
c. organ system.
d. square-based.
18. Tissue that lines the outside of your body, the outside of your organs, and the
lining of some organs is called
a. muscle tissue.
b. connective tissue.
c. nervous tissue.
19. The phloem and xylem of a plant is made up of
a. transport tissue.
b. photosynthetic tissue.
c. protective tissue.
d. nervous tissue.
Final Examination
20. When teeth grind up large chunks of food into smaller pieces, they are
involved in
a. mechanical digestion
c. a chemical change.
d. the circulatory system.
21. The purpose of the digestive system is to
a. combine the foods you eat.

b. add flavours to the foods you eat.
c. break down food into pieces small enough to be used by your cells.
d. prevent stomach ulcers.
"this organ is lined with thousands of finger-like projcctions called villi. Villi help to
increase the surface area of the organ to aid in absorbing nutrients. Each viii us is covered
with epithelial tissue. the food molecules get absorbed by this tissue. Blood vessels ] ie just
below the epithclial tissue, and the nutricnts are transferred to the bloodstream.
22. The above information describes how nutrients are transferred from
a. the small intestine to the blood.

b. the large intestine to the blood
c. the stomach to the blood.
d. the pancreas to the blood.
23. The nose, mouth, trachea, bronchi, and lungs are all part of
a. the nervous system.

b. the muscular system.
c. the respiratory system
d. the circulatory system
24. Capillaries and alveoli are similar in that they are
a. both involved in gas exchange.

b. both are part of the respiratory system.
c. both are part of the circulatory system.
d. the only parts of the body that are not considered to be tissues.
Science Grade I:ight Topic B: Cells and Systems
Final Examination
25. Which of the following is not true about veins and arteries?
a. They are both blood vessels.

b. Veins carry blood to the heart; arteries carry blood away from the heart.
c. The colour of the blood in veins and arteries is different.
d. Veins carry blood away from the heart; arteries carry blood to the heart.
26. White cells, red cells, plasma, and platelets are all
a. parts of bone marrow.

b. types of blood cells.
c. parts of all plant cells.
d. found only in the blood of people born in Asia.
27. The function of the excretory system is to
a. get rid of oxygen.

b. get rid of nutrients.
c. get rid of wastes.
d. keep a person feeling full long after eating.
Three times a week Samuel must go to the hospital to receive dialysis. Each session takes
about five hours. Samuel’s dialysis treatments arc necessary because of renal failure. The
organ responsible for cleaning his blood was no longer working properly. Alis doctor first
discovered Samuel’s condition when an analysis of his urine showed the presencc of proteins
in his urine.
28. From the above information, you can infer that renal means having to do with
the
a. stomach.
b. spinal cord.
c. kidneys.
d. liver.
6
Final Examination
29. The function of the nervous system is to
a. sense and respond to changes in pressure, heat, cold, light, sound, or body
changes.
b. help you stay calm when danger is near.
c. make you perspire when you get too warm.
d. keep your head and spine from getting too cold.
30. Unlike the central nervous system, the nerves of the peripheral nervous
system
a. are not made up of neurons.

b. cannot relay messages.
c. travel to all parts of the body.
d. cannot sense pain.
inhaling and exhaling

Making the heart
beat Adjusting pupil
sizc
31. The above activities are all controlled by the
a. somatic nervous system

b. automatic nervous system.
c. micronervous system.
d. macronervous system.
Mr. Sharp wanted to demonstrate somcthing to his class. Without warning and very
quickly, he made a fist and thrust it toward and very near Margaret’s face. Without thinking
about it, Margaret blinked.
32. Mr. Sharp was demonstrating
a. that girls are more afraid than boys.

b. the reflex response.
c. how you can control what you muscles do.
d. the somatic nervous system.
7
Science Gi ade E ight Topic B: Cells and Systems
Final Examination
Use the information below to aOsw'er question 33.
In the 1700s a British doctor named l:dward Jenner found that if you injected tiny amount of
the virus that causes smallpox into a person’s body, his or her immune system produced
antibodies that kill the virus. From then on the person was immune to smallpox.
33. From the information above you can tell that Edward Jenner had created a
a. vaccine.
b. new disease.
c. new virus.
d. milder form of the smallpox.
Louis Pasteur discovered that he could treat many liquids so that people who drank them
would not gct infcctions. T his process today is called pasteurixatIOIi.
34. From the information above you can infer that pasteurization involves
a. cleaning the containers in which liquids are stored.

b. taking the alcohol out of liquids.
c. not using milk from certain types of cows.
d. heating the liquids.
35. The contributions of Joseph Lister are important because he introduced the
practice of
a. cleanliness and sterilization to medical procedures.

b. using bandages to stop bleeding.
c. using mouthwash
d. using toothpastes.
36. A British naval doctor, James Lind, discovered that he could treat scurvy by
a. cleaning wounds with hot water.

b. feeding patients limes and lemons.
c. having patients exercise daily.
d. having patients use less salt.
Science GradC E 8 ht Topic B: Cells and Systems
F inal Examination
37. Bronchitis, emphysema, and lung cancer are all diseases of the
a. respiratory system
b. circulatory system
c. digestive system.
d. excretory system.
38. Atheroschlerosis is caused by
a. the involuntary closing of the windpipe.

b. tar build up in the lungs.
c. build up of cholesterol in the arteries.
d. carbon monoxide attaching to red blood cells.
39. The best treatment for stomach ulcers is
a. rest and relaxation.

b. drinking milk products.
c. reducing the number of sweets a person eats.
d. using antibiotics.
When a doctor treats a patient, the doctor sometimes takes samples o1 the patient’s blood and
urine. Specialists thcn analyze these samples. the analyses of thcsc samples can often help
the doctor determine the nature o1 the paticnt’s illness.
40. From the information above you can infer that
a. the blood and urine of healthy people contains only certain types and
amounts particular substances.
b. the blood and urine of unhealthy people always contains substances that
are not supposed to be there.
c. doctors do not like to share their knowledge with their patients.
d. a good doctor always takes blood and urine samples from patients when
they are ill.
9
Science Grade s ht Topic II: Cells and Systems
Final Examination
Name:
Cells and Systems

Final Examination
15. 28.
2. 16. 29.
3 17. 30
4. 18. 31.
5. 19. 32.
6. 20 33
7. 21. 34.
8. 22. 35.
9. 23. 36.
10. 24. 37.
11. 25. 38
12. 26. 39
13 27. 40.
14.
10
Science Grade 's ht Topic B: Cells and Systems
F’inal Examination
Name:
Cells and Systems

Final Examination
1. 15. 28.
2. 16. 29.
3. 17. Q 30.
4. C 18. 31.
5. Q 19. 32.
20. 33.
21. 34.
8. 22 35.
9 Q 23. 36.
10. 24. 37.
11. Q 25. 38
12. 26 39.
13. 27. 40.
14.
10
Science Grade Eight ’I“opic C: I.ight and Optical Systems, Part I
Lesson Plans
Light
Systems
Science Grddc E ight Topic C: Light and Optical Systems, Part I 2
Lesson Plans
Grade Eight
Contents
Part I: The Properties of Light
I esson One Introduction 4

Lcsson Two Early Ideas About the Properties of I.ight
Lesson Thrce Discovering the Properties of I ight 6
Lesson I our
Early Optical Deviccs 7
Lesson Eivc
How Light 4 ravcls and Interacts with Materials
Lesson Six
The I aw of Reflection v
Lesson Scven
Reflccting Light with Curved Mirrors
Lesson Eight "1 ransparent Substances Rcfr£lC1 I >i@h1 11
1.esson Nine Lenses Retract and i'ocus I.ight 12
Lcsson Ten Lenses: F.xperinicnting 13

Cresson Eleven
I.ight and Optical Systems, Part I Review 14
Lesson 1 wclve I.ight and Optical Systems. Part I Test 15
Science Grade Ei3ht Top ie C: Light and Optical Systems, Part I
1. esson Plans
Piirt II: Storing an J Transmitting I+uge.v
Note about Section 3 16
I.esson fhirtcen Image i ormation in H.yes and in Cameras 17
Lesson I ourteen Focusing Light IS
Lesson Fifteen Other Eyes in the Animal Kingdom 19
Lesson Sixteen Image Storagc and Transmission 20
Lesson Seventeen I.ight and Optical Systems, Hart II Rcvicw 2I
Lesson Eighteen Light and Optical Systems, I’art I I test 22
Lesson Nineteen Light and Optical Systems, C’u1mination 23
Posterior cavity
Anterior cavity
Cornea Optic serve
Vltreous gel
Science G rade Eight d opic C: Light and Optical Systems, Part I 4
1. esson Plans
Lesson One
Concept: Introduction beaker
o1 water
(or
straight-
sided jar)
strips of
paper (2
cm X 20
cm)
black felt marker
Introduction: With the group, figure out thc number o1 peoplc in the
school that wcar eycglasses. Havc studcnts convert that number to a
pcrcent. 1 xplain that those who wear eyeglasses benefit from optics,
which is the study of light. Light is the fomi of energy that makes vision
possible.
Procedure:
1 . Explain that the next unit of study in grade eight science is called
Lighl and Splice/ Sy.›’/em.v. It deals with the nature and
properties o1 light and also the technology that has developed
bccause of thesc propcrtics.
2. Have students turn to textbook, pages 172 and 173. Briefly go over thc content
outlined on page
173. Then allow students a few seconds to flip through the unit.
3. Next have students turn to textbo‹)k, pages 174 and 175. (iuidc thc reading.
4. 1lave students do the five // n fry activity on textbook, page 175. I

lave them write up the activity in their notebooks. You may want
them to organize their notes under hegl€lings like:
Gi cti t P 175
What We Hid
What We Observed
Lins ib c on
5. Discuss how we use light and optical systems in our dail lives.
Distribute Worksheet ñ8C.1. Cio over the directions, if nccessary.
6. OPTIONAL. If you like, have studcnts make a title page for the unit.
Assignments:
1. Read Sciences
in Action 8,
pages 172 —
175.
2. Do the f/ve It a
Try activity,
page 175.
3. Do Worksheet
#8C.1.
4. OPB IONAL.
Make a title
page for the
unit
Scicnce Grade Eight 4 opic C: Light and Optical Systems
Worksheets
Light in Our Lives
Directions: Think about how you and/or people in your school and community use light and
optical devices in your daily lives. Complete the web to show as many uses as you can.
Seeing in the Dark Devices That Reflect Seeing Things That

Light Are Far Away
HOW WE USE LIGHT AND OPTICAL DEVICES
Seeing Tiny Things Making Images Light as a Source of

Energy
WorkShect #$C.
I
Science Gr‹ide Eight opic C: 1.ight and Optical Systems
Worksheets
Liqht in Our Lives
Directions: Think about how you and/or people in your school and community use light and
Seeing in the Dark Devices That Reflect Seeing Things That

Light Are Far Away
HOW WE USE LIGHT AND OPTICAL
Seeing Tiny Things Making Images Light as a Source of

Energy
cprew
' ejeglcaie*
Worksheet # 8C.
1
Science Grade Eight "I opic C: Light and Optical Systems, Part I 5
Lesson Plans
Lesson Two
Concepts: Early Ideas About the Properties of
Light Resources/Materials: Science in Action S,
pages 176, 177, 1 00, dnd 1 8 I

Worksheets fl8C 2a and #SC.2b (student copics)
Introduction: Explain that people have always been curious about the nature of
light. One o1“ the first optical devices invented was tlic mirror. Some pcople
thought we could see because our eyes were like tiny flashlights. "today’s
lcsson has to do with how scientists thought about light in the past.
Procedure:
1. I lave students turn to textbook, pagc 176. Guide the reading of the page.
2. Distribute Worksheets #8C.2a and #8C.2b. Have students look over

the questions. T hen direct them to read textbook, pages 177, l S0 and
181 to find the answers.
3. OI° I IONAI.. Have students do the €"heck nuJ ñe ec/ questions, pages 181.
Assignincnts:
1. Acad Scienc'e in Ac’lion 8, pagcs 176, 177, 150, and lS1.

2. Do Worksheets //8C.2a and #8C.2b.
3. OP"fIONAL. Do C’hec’k ‹ind Re flec’t, pane 181.
Science Gradc E ight Topic C: might and Optical Systems
Worksheets
The Challenge of Liqht
Directions: Use Science in Action 8, pages 177, 180 and 181 to complete the questions.
1. Unscramble these words to make sentences about the history of light
a. Chinese and mirrors and the ancient Greeks used lenses.
b. Archimedes to burn enemy ships by developed a plan reflecting light mirrors from
c. beams of light came from people’s Pythagoras thought that eyes and lit objects.
d. Euclid of light reflected off a flat mirror at the same angle as it discovered that a
beam shone onto the mirror.
e. described how light beams bend Ptolemy when they go from air to glass
f. Al-Haytham bounces off objects and then discovered that light travels to the eye.
Science Curate Eight Topic C: Light and Optical Systems
Worksheets
g. Descartes proposed or modified to form coloured that sunlight was changed light.
h. of light showed that white light Newton is actually a mixture of different colours.
i. Romer was to make a reasonably accurate the first person measurement of light of
the speed.
j. Michelson of light to be 299 798 km/s as it travels calculated the speed through the
atmosphere
2. What are four basic properties of light?
a.
b.
c.
d.
Science Gradc Eight Topic C: Light and OptICal Systems
Worksheets
The Challenqe of Liqht
Directions: Use Science in Action 8, pages 177, 180, and 181 to complete the questions.
1. Unscramble these words to make sentences about the history of light
a. Chinese and mirrors and the ancient Greeks used lenses.
Gr\
b. Archimedes to burn enemy ships by developed a plan reflecting light mirrors from.
c. beams of light came from people’s Pythagorcs thought that eyes and lit objects.
d. Euclid of light reflected off a flat mirror at the same angle as it discovered that a
beam shone onto the mirror.
e. described how light beams bend Ptolemy when they go from air to glass.
f. Al-Haytham bounces off objects and then discovered that light travels to the eye.
Science Grade Eight Topic C: 1.ight and Optical Systems
Worksheets
g. Descartes proposed or modified to form coloured that sunlight was changed light.
h. of light showed that white light Newton is actually a mixture of different colours.
CO
i. Romer was to make a reasonably accurate the first person measurement of light of
the speed.
j. Michelson of light to be 299 798 km/s as it travels calculated the speed through the
atmosphere.
2. What are four basic properties of light?
a.
b.
C.
d.
\\'orkshect #SB.2b
Science Grade Eight T opic C: Light and Optical Systems, Part I
Lesson Plans
Lesson Three
NOTE: This lesson is highly recommended. It is based on the Inquiry
activity, pages 178 and 179. Teachers may opt to have students do one, a
few, or all of the activities outlined, depending on the equipment available.
Concept: Discovering the Properties of
Light Resources/Materials: Science in
Action 8, pages 178 and 179

Workshect #8C.3 (per studcnt: one copy for every two acti› ities)
Station A: three flashlights or Station B: larger mirror

ray boxes
coloured filters:
blue, red, grcen
Station C: convex lens concave lens Station D: water-cornstarch mixture

graph paper laser light (teacher use
only)
Station E: flashlight or ray Station F : solar calculator

box
glass tissuc
paper book
Introduction: Explain to students that today’s lesson involves doing some

(sevcral) activities that will help them discovcr some of the properties of
ltght.
Procedure:
1. have students turn to textbook, page 178 and 179. Briefly go over the
activitics you will have students do.
2. Distribute copies of Worksheet #8C.3. A student can fit two

activities on each copy or the worksheet. 3 ell students to fil1 out
thc worksheet after completing each activity.
Assignments:
1. Do activities on Nc’ience in Ac’tion 8, pages 178 and 179.

2. Record what was done, what was observed, and what can be infcrred
about light on Worksheet #BC.3.
Science Grade Eight Topic C: Light and Optical Systems
Worksheets
The Properties of Light
Station
What We Did:
What We Observed:
What We Can Infer:
The Properties of Liqht
Station
What We Did:
What We Observed:
What We Can Infer:
Worksheet # 8C.3
Sciencc Grade Eight Topic C: Light and Optical Systems
Worksheets
The Properties of Light
Station
What We Did:
What We Observed: ed k
re
What We Can Infer:
What We Did:
What We Observed:
What We Can Infer:
Worksheet #8C.3
Scicnce Grade Eight Topic C: Lig)it and Optical Systems
Worksheets
Station
What We Did:
What We Observed:
What We Can Infer:
Station
What We Did:
What We Observed:
What We Can
Infer:
Science Grade E ight 3 opic C: Light and Optical Systems
Worksheets
Station
What We Did:
What We Observed:
What We Can Infer:
Station
What We Did: he
What We Observed:
What We Can Infer:

Science Grade Eight 3 opic C: Light and Optical Systems, Part I
Lesson Plans
Lesson Four
Concept: Early Optical Devices
Resources/Materials: Science in Action 8, pages 182 — 1 86

Worksheet #SC 4 (optional, student copies)
Styrofoam cup pin
elastic band waxed
paper light bulb
any optical device such as binoculars, tclescopc, microscope. even
eyeglasses
Introduction: Show the studcnts how to use the optical device and explain how
it works. Explain that (binoculars) are an optical device. An optical devicc is
any technology that uses light. Some optical devices are simplc, like a mirror;
others are more complex like a microscope.
Procedure:
1. Ask students to name as many optical deviccs as thcy can. (magnifying

glass, prism, television, overhead projector, photocopier, Blackberry,
mlcroscope, telescope, eycglasses, binoculars, MRI, C F scanner, etc.)
2. Discuss that for the most part, optical devices improve the quality of our lives.
3. Have studcnts turn to textbook, page 182. Tell students they are to read
pages 182, 183, 154, and 186 and make point-form notes on the various
optical devices discussed. (If you like, give students a copy of Worksheet
#8C.4 to give them a rough idea of how to construct their notes.)
Studcnts can niakc thcir notes in outline form or in web form. 1 ‹)r each
device include
• Name of the device

• Why it is useful
• How it works
• Important people its development
4. ’then tell students thcy can make a simple pinholc camera by

following the instructions on tcxtbook, page 185 (Inquiry
activity). Give them the necessary materials.
5. OPTIONAL. Do the 6’heck anal Reflect questions on textbook, page 157.
Assignments:
1. Read .Science in Action 5, pages 182 — 186.

2. Make notcs. (OPTIONAL. Use Worksheet #8C.4, if you like.)
3. Do the 7nryiiiry activity, page 185.
4. OPTIONAL. Do the Check cmd Reflect questions, page 186.
Scicnce Grade Eight Topic C: Light and Optical Systems
Worksheets
Optical Devices
Make notes about the optical devices described on the textbook pages. The following outline
may help you.
Optical Devices
An optical device is any technology that uses light.
1. Microscope
Tell. what Is does

how it works
about Hans and Zacharias Jensen
about Antonie van Leeuwenhoek
2. Telescope
Tell.’ what it does

how it works
about Galileo
the two types of telescopes and how they work
3. Binoculars
Tell: what they do

how they work
Worksheet #8C.4
Worksheets
Optical Devices
Make notes about the optical devices described on the textbook pages. The following outline
may help you.
Optical Devices
An optical device is any technology that uses light.
1. Microscope
Tell. what is does“

S
how it works
about Hans and Zacharias
about Antonie van Leeuwenhoek - be tt mccc cube off
2. Telescope
what it does - hOW It works -
Tell.
the two types of telescopes and how they work rg es in r
3. Binoculars
Tell. what they do - !9 ^*”

how they work - ut s c to
Worksheet #
8C.4
Science Grade Eight Topic C: Light and Optical Systems, Part I
Lesson Plans
Lesson Five
Concept: How Light travels and Interacts with Materials
Resources/Materials: Science in Action 8, pages 188 —191 and 193

W
or
ks
he
et
#8
C.
5a
an
d
#8
C.
5b
(st
ud
en
t
co
pi
es
)
go
os
e
ne
ck
la
m
p
p
e
n
c
i
l
m
e
t
r
e
s
t
i
c
k
Introduction: Do the Givc It a 1"ry activity on textbook,

page 189 as a dcmonstration. Conclude that light travels
in straight lines. Explain that the next set of lessons
d materials.
e
a Procedure:
l
s 1. Tell student that light travels in straight lines
called ray.s. Scream.sts use ray iliagrants to
w show how light trowels. In riiy ‹Iiap•rams, rays
i are usually coloureJ yellow and have in arrow at
t once en J to show the ‹direction of travel.
h
h
o 3. Tell students to read textbook, pages 159 —
w 191 and193 independently. (However, if you
can spare the time, guided reading is always
l best.)
i
g 4. Distributc Worksheets #SC.5a and #SC.5b.
h (Students will also need the materials listed above,
t except for the goose neck lamp and the pencil.)
Go over the directions, if necessary.
t
r 5. OPB IONAL. Do the C.’heck and Refiect questions on textbook,
a page 193.
v
e
l Assignments:
s
1. Read Scienc’e in At’tion 8, pages 1 SS 193.
a 2. Do Worksheets #SC.5a and #8C.5b.
n 3. OPTIONAL. Do t“hec’k and Reflect, page 193.
d
h
o
w
i
t
i
n
t
e
r
a
c
t
s
w
i
t
h
Science Grade Eight 4 opic C: Light and Optical Systems
Worksheets
LHo igT avels and Interacts with Materials
1. What is a ray diagram?
2. In the space below draw any simple ray diagram. (Trace over the rays with a yellow
pencil crayon.)
3. Write a sentence that tells the relationship between intensity of light and distance. Then
draw ray diagrams to illustration this relationship.
a. transparent
b. translucent
c. opaque
Worksheet #8C. 3 a
Worksheets
5. In the chart below, list three or more examples of each type of material
Transparent Translucent Opaque
3. In the chart give the meanings of the terms luminous and non-luminous. Give three
examples of each of object.
Type of Object Meaning Examples
luminous
non-luminous
4. In the chart below define regular and diffuse reflection. Draw ray diagrams to illustrate.
Type of Reflection Meaning Ray Diagram
regular reflection
diffuse reflection
Worksheet //8. 5 b
Science Grade Eight Topic C: L 8 ht and Optical Systems
Workshccts
How Liqht Travels and Interacts with Materials
1. What is a ray diagram?
2. In the space below draw any simple ray diagram. (Trace over the rays with a yellow
pencil crayon.)
3. Write a sentence that tells the relationship between intensity of light and distance. Then
draw ray diagrams to illustration this relationship.
a. transparent
b. translucent a
c. opaque
Worksheet # 8C.5a
Worksheets
5. In the chart below, list three or more examples of each type of material.
01We of w›t va v
Transparent Translucent Opaque
TOO
Soi suo nS
3. In the chart give the meanings of the terms luminous and non-luminous. Give three
examples of each of object.
swe v
Type of Object Meaning Examples
luminous produces I ight
non-luminous YYIO 0
4. In the chart below define regular and diffuse reflection. Draw ray diagrams to illustrate.
Type of Reflection Meaning Ray Diagram
occurs when ! i ht /\AU

diffuse reflection unenn or rough SLAW
Workshcgt #8, S b
Lesson Plans
Lesson Six
Concept: "the Law of Reflection

ray box (use a flashlight if you do not have a ray box; make shield from black
construction paper, with a slit cut in the centre)
small mirror
pencil shcet of paper
ruler protractor
Plasticine tape
Introduction: As an introductory activity, have students do the Give II a Try activity on textbook, page
194. Discuss what happened and why.
Procedure:
1. Explain to students that u flal mirror is also referred to ‹is a plane mfrror. (Plane means flat. Do
not confuse the word plane with airplane.) Thc rays that go from the light sources to the mirror
are called inridcnf rope. The rays that reflect off the mirror are called reflecteJ rays.
2. Slave students turn to textbook, pages 194 — 196. Direct them to read the pages independently.
3. Have students do the Intjuiry activity, page 195.
4. In their notebooks, students should make notes about The Law of Reflectian. In their notes advisc
students to include these terms:
• plane mirror
• incident rays
• reflected rays
• normal
• angle of incidence
• angle of reflection
• The Law of Reflection
• labelled diagram
5. OPTIONAL. Do the Check and Reflect questions on textbook, page 196
Assignments:

2. Do the Inquiry activity, page 195.
3. Make notes about The Law of Reflection.
4. OP"FIONAL. Do the Check and £efiecl questions, page 196.
Science tirade Light Topic C: Light and Optical Systems, Part I 10
Lesson Plans
Lesson Seven
Concept: Reflecting Light with Curved Mirrors

Worksheets #8C.7a and #8c.7b (student copies)
convcx mirror
concave mirror
NOTE: If you do not have convex and concave mirrors, you can use the outside
and insidc of the bowl of a shiny spoon. The mirrors are still preferable.
Introduction: Explain that plane mirrors are useful because they give good, clear images. IJowcver,
curved mirrors can distort imagcs. ’this fact has bcen used in many optical devices.
Procedure:
1. Explain that full-length mirrors in many clothing stores are curved to make the person looking into
it appear taller and slimmer. 1lavc students speculate about the reason for this.
2. ltavc students turn to textbook, pagc 197. Guide the reading of pages 197 — 199, if at all
possible.
3. Distribute Worksheets #8C.7a and #SC.7b along with the mirrors. Go over the dircctions, if
necessary.
4. OPB IONA1.. Do the C'heck and Refiect questions on textbook, page 199.
Assignments:
1. Read Sc‘ic•nce in Actian 8, pages 197 — 199.

2. Do Worksheets #SC.7a and #8C.7b.
3. OPTIONAL. Do Check and Refiect, page 199.
Science Gradc E ight Topic C: Light and Optical Systems
Worksheets
Reflectinq Liqht with Curved Surfaces
Working with Concave Mirrors
Materials: concave mirror small object
The image formed by a concave mirror depends on how far the object is from the focal point of
the image. Do the following activity to find out how.
1. In your notebook write the heading “Reflecting Light with Curved Surfaces”. Underline
the heading. Then skip two lines and write heading “Working with Concave Mirrors”.
Underline.
2. Place an object in front of a concave mirror to produce a clear and focused image. In
your notebook describe the image (bigger, smaller, upside down, upright).
3. Now place the object closer to the mirror. Record your observations.
4. Place the object farther away from the mirror. Record your observations.
5. Place the object very far from the mirror. Record your observations.
6. Place the object very close to the mirror. Record your observations.
7. Copy these notes.
Concave Mirror Imaqes
1. If the focal point is between the object and the mirror, the image is upside down.
The closer the object is to the focal point, the larger the image.
(Copy diagrams A and B on pages 198.)
2. If the object is between the focal point and the mirror, the image is upright and enlarged.
(Copy diagram C on page 198.)
Uses of Concave Mirrors
(List at least four uses of concave mirrors.)
Worksheet #8C.7a
Science Grade Fight Topic C: Light and Optical Systems
Worksheets
Working with Convex Mirrors
1. In your notebook, write the heading “Working with Convex Mirrors". Underline.
2. Unlike concave mirrors, convex mirrors spread light rays out. Look into a convex mirror.
In your notebook, tell what you did and what you observed. (Was your image larger or
smaller?)
Images appear smaller because the focal point in a convex mirror actually appears to be
behind the mirror. The image usually forms between the back of the mirror and the focal
point.
Convex Mirror Images
The image in a convex mirror appears smaller than the object. This is because the focal
point appears to form behind the mirror. The image forms between the back of the mirror
and the focal point.
(Copy the diagram on page 199 of your textbook. Draw in an object and its image.)
Uses of Convex Mirrors
surveillance mirrors in stores

side view mirrors on automobiles
mirrors placed at corners where visibility is poor
Worksheet #8C.7b
Worksheets
Reflectinq Liqht with Curved Surfaces
Working with Concave Mirrors
Materials: concave mirror small object
The image formed by a concave mirror depends on how far the object is from the focal point of
the image. Do the following activity to find out how.
1. In your notebook write the heading “Reflecting Light with Curved Surfaces”. Underline
the heading. Then skip two lines and write heading “Working with Concave Mirrors”.
Underline.
2. Place an object in front of a concave mirror to produce a clear and focused image. In
your notebook describe the image (bigger, smaller, upside down, upright). u@!
3. Now place the object closer to the mirror. Record your observations. smOll&r
4. Place the object farther away from the mirror. Record your observations. !an§e<
5. Place the object very far from the mirror. Record your observations. v<<t \ •g<
6. Place the object very close to the mirror. Record your observations. 6«
Concave Mirror Images
1. If the focal point is between the object and the mirror, the image is upside down. The
closer the object is to the focal point, the larger the image.
(Copy diagrams A and B on pages 198.)
2. If the object is between the focal point and the mirror, the image is upright and enlarged.
(Copy diagram C on page 198.)
Uses of Concave Mirrors
(List at least four uses of concave

mirrors.) W/lecfluy te5cop‹2
Worksheet # 8C. 7a
Worksheets
Working with Convex Mirrors
1. In your notebook, write the heading “Working with Convex Mirrors”. Underline.
2. Unlike concave mirrors, convex mirrors spread light rays out. Look into a convex mirror.
In your notebook, tell what you did and what you your image larger or
smaller?)
Images appear smaller because the focal point in a convex mirror actually appears to be
behind the mirror. The image usually forms between the back of the mirror and the focal
point.
Convex Mirror Imaqes
The image in a convex mirror appears smaller than the object. This is because the focal
point appears to form behind the mirror. The image forms between the back of the mirror
and the focal point.
(Copy the diagram on page 199 of your textbook. Draw in an object and its image.)
Uses of Convex Mirrors
surveillance mirrors in stores

side view mirrors on automobiles
mirrors placed at corners where visibility is poor
Workshect #8C.7b
Science Grade Eis ht Topic C: Light and Optical Systems, Part I 11
Lesson Plans
Lesson Eight
Concept: Transparent Substances Retract
Light Resources/Materials: Science in
Action 8, pages 200 — 203

Worksheet #8C 8 (student copies)
glass of water pencil or straw
Optional: glass block transparent plastic
block
ruler protractor
ray box
Introduction: Have a student place the straw or pencil into the glass of water.
The straw looks broken. Explain that this phenomenon called refraction. The
light appears to be bending. tell students that we will learn more about
refraction in today’s lesson.
Procedure:
1. Have students turn to textbook ,pages 200 and 201. Aftcr reading the
introductory paragraphs, tell them to rcad the first paragraph under “how
Light Refracts” to find out why the light refracts. (Light changcs speed
when it goes through an object of diferent density.)
2. Have students continue reading the second paragraph and then to the top
of page 203. Conclude that ligltt appear.s to refracts only when it shines
at tin angle on transparent materials. This is because some of the light
rays hit the surface before others, causing them to slow down before
other rays. When light shined perpendicular to the “glass”, it slows
down; thcre is not a differcntial among the rays.
3. Distribute Worksheet #8C.8. Go over the directions, if necessary.
4. RECOMMENDED. Have students do the Inquiry activity on textbook,

page 202. ’this furthcr rcinforces the concept of refraction.
5. OP TIONAL. Do thc Check and ñeJ/ec/ questions on textbook, page 203.
Assignments:
1. Read Science in Aclion S, pages 200 —203.

2. Do Worksheet #8C.S.
3. RECOMMENDED. Do the Inquiry activity, page 202.
4. OP FIONAL. Do Chec k and Refiect, page 203.
Science Grade Eight Topic C: Llght and Optical Systems
Worksheets
Transparent Substances Refract Liqht
How Light Refracts
When light refracts, it appears to bend. When light goes from one transparent substance
to another transparent substance of a different density, it slows down. Light refracts only
when it hits a transparent substance at an angle. The rays that hit the denser substance
first, slow down before the other rays. The denser the new medium, the more the light slows
down and so the more it refracts.
(Draw the diagram at the top of page 203 here.)
When light hits a new transparent medium at a perpendicular, all the rays hit at the same
time. Therefore, all the rays slow down at the same time, and do not appear to bend.
(Draw a diagram that illustrates the above paragraph.)
2. Some students at Pleasant Village Colony decided to find out if light retracted more when
travelling through a glass block or through a plastic block. They knew that glass was
denser than plastic.
Tell what you think they discovered. Draw ray diagrams as part of your answer.
Workshect //gC.8
Worksheets
Transparent Substances Refract Liqht
How Light Refracts
When light refracts, it appears to bend. When light goes from one transparent substance
to another transparent substance of a different density, it slows down. Light refracts only
when it hits a transparent substance at an angle. The rays that hit the denser substance
first, slow down before the other rays. The denser the new medium, the more the light slows
down and so the more it refracts.
(Draw the diagram at the top of page 203 here.)
When light hits a new transparent medium at a perpendicular, all the rays hit at the same
time. Therefore, all the rays slow down at the same time, and do not appear to bend.
(Draw a diagram that illustrates the above paragraph.)
2. Some students at Pleasant Village Colony decided to find out if light refracted more when
travelling through a glass block or through a plastic block. They knew that glass was
denser than plastic.
Tell what you think they discovered. Draw ray diagrams as part of your answer.
Worksheet #8C.8
Sclence Grade Eight Topic C: Light and Optical Systems, Part I 12
Lesson Plans
Lesson Nine
Concept: Lenses Retract and I ocus
Light Resources/Materials: Science
in Action 8, pages 204 -- 209

Worksheet #8C 9 (student copies)
convex lens concave lens
large white sheet ol“ paper cardboard or Coroplast tape
battery, lamp and wires
metre stick ray box OR flashlight (make three-slot
shield)
Introduction: Revicw with students the idea of refraction. Hold up a convex

and a concave lens. Tell students that these are lenses — piece of glass or
plastic or other transparent material that is smooth a curved. When light strikes
a lens, it behaves in a certain predictablc way.
At this point go over how to handle lenses. Try to handle them by the edges.
Clean only with soft clean cloth towels. Avoid paper towels, especially with
acrylic lenses.
Procedure:
1. Give students a convcx lens and a concave lens. Identity the convex and
concave lenses by their shapes. flavc students put thc three-slot shicld
into the ray box and shine it through cach of the lenses. (II"you do not
have a ray box, use a flashlight. Make a shield out of black construction
paper. Cut three slits in the shield and tape the shielcl so that it covers the
lens of the flashlight.)
2. Have students straw what they observed in their notcbooks. Have them dTRW
diagrams.
3. Guide the rcading of tcxtbook, pages 204, 205, and 209. Emphasixe that
light rays travel from the object through the lens to the eyes. I his is
necessary to undcrstand how images form.
4. Distributc Worksheet #8C.9. Go over the dircctions, if neccssary.
5. Review that the focal length is the distance betwccn the lens and the
focal point. Have students turn to the lugs/rJ activity on textbook, pages
206 and 207. Have them complete the activity. Although it is always
best to guide activities, most students should be able to do this one
independently. Students should record their answers to questions in their
notebooks.
6. OPTIONAL. Do the Chec k anal ñe//ec/ questlons on textbook, page 209.
Assignments:
1. Read Science in Action 8. pages 204 — 209.

2. Do
Work
sheet
#8C.9
.
3. Do
thc
Inqui
ry
activit
y,
page
206
and
207.
4. OPTI
ONA
L. Do
Chec
k and
Refie
ct,
page
209.
Science Grade E ight Topic C: Light and Optical Systems
Worksheets
Lenses Refract and Focus Liqht
1. What is a lens?
2. Why are lenses smooth and regularly shaped?
3. Complete the chart to tell about the characteristics of the two main types of lenses.
Concave Convex
Shape (diagram)
Shape (description)
Effect on Light (diagram)
Effect on Light (description)
Worksheet # 8C,9
Science Grade Eight topic C: Light and Optical Systems
Worksheets
Lenses Refract and Focus Liqht
1. What is a lens?
2. Why are lenses smooth and regularly shaped?
!e
3. Complete the chart to tell about the characteristics of the two main types of lenses.
Concave Convex
Shape
(diagram)
Shape
(description)
Effect on Light
(diagram)
Effect on Light
(description)
d‹••q= eohve e
Worksheet # SC,
9
Lesson Plans
Lesson Ten
Concept; Lenses: Lxperimenting
Resources/Materials: Science in Action 8, page 209

Worksheets #8C.10a and #8C.10b (student copies)
2 or 3 convex lenses
2 or 3 concave lenses
large white sheet of paper mounted on cardboard or Coroplast
lamp, battery and wires
Introduction: Review how concave and convex lenses behave as they reflect light.
Procedure:
1. Explain that students will have a chance to try out di1“ferent combinations of lenses to see how
light behaves.
2. have studcnts turn to tcxtbook, page 209. Go over the activity with students. If you like, you
may also have students try variations of the activity; i.e., a concave and a convex lenses; two
concave lenses; two convex lenses and a concave lens.
3. Distribute Worksheets ñ8C.10a and #8C.10b OR havc them write the activity up in their
notcbooks.
Assignments:
1. Read Scient’e in Action 8, page 209.

2. Do Experimenting on Y‹ air Own, page 209. Usc Worksheets #8C.10a and #8C.10b OR write the
activity up in notebooks.
Worksheets
Experimentinq on Your Own
Directions: Follow the directions on Science in Actlon 8, page 209 to complete this page.
Question:
Hypothesis:
Materials:
Procedure:
Worksheet # 8C,
10a
Science Grade Eight "topic C: Light and Optical Systems
Worksheets
Observations:
Conclusion:
Worksheet # 8C.10b
Worksheets
Experimenting on Your Own
Directions: Follow the directions on Science in Action 8, page 209 to complete this page.
Ciuestion:
Hypothesis:
Materials: wi«x
Procedure:
Worksheet #8C. I
0a
Worksheets
Observations:
Conclusion:
Worksheet # 8C. l0b

Science Grade Eight Topic C: Light and Optical Systems, Part I 14
Lesson Plans
Lesson Eleven
Concept: Light and Optical Systems, Part I Review
Resources/Materials: Light and Optical Systems, Part I

Study Guide (student copies)
Science in Action 8, pages 187, 210,
and 211
Introduction: Explain that there are many occupations that are based on the
properties of light and optical systems. Have students turn to textbook, page
210. Guide the reading.
Procedure:
1. Explain that it is time to review some of‘ the idcas covered in the
first half of the unit. With students briefly go over them.
• How we use light and optics in our daily lives

• Early ideas about the properties of light
• Pioneers in optical devices
• How light travels
• How light interacts with different types of materials
• I low light reiâects: The Law of Reflection
• How light reflects off curved surfaces
• How light refracts
• How light travels through lenses.
2. Distribute tlic / ighf and Optical S'yslem. , I’art I Sludy Guided. I

lave students complete them independently.
3. If possible, go over the questions as a group.
4. ALTERNATELY. Have students do the Assess Your I.earning questions

on textbook, pages 187 and 211.
Assignments:
1. Do the Light and Optical Systems, Part I Study Guide questions.

2. ALTERNA I ELY. Do the A. see.s Your Learning questions on textbook, pages 187 and
211.
Scicnce Grade E ight Topic C: Light and Optical Systems, Par-t I
Review
Light and Optical Systems
Study Guide
Early Ideas About Liqht
1. Match the scientists with the paragraphs that tell about what they discovered.
Pythagoras Euclid at-Haylham Michclson l'tOlemy
He did research on the speed of light. He placed two mirrors on the tops of two
mountains and measured the distance between the two mirrors. He then sent a beam of light
from one mirror to the other. He used extremely accurate timing devices to measure how long it
took the beam to reach the second mountain. He used this information to calculate the speed of
light to be 299 798 km/s.
He was an ancient Greek mathematician who tried to explain how we see light. He
thought that light consisted of beams and that these beams came from a person’s eyes in
straight lines. A person sees something when these light beams touch an object. The
problem with this theory was that if it were true, we would be able to see in the dark.
He showed that white light is actually a mixture of different colours of light. He did this by
passing sunlight through a prism. By passing the rainbow colours through a second prism, he
was able to combine the separate colours back into the white light.
He was the first to accurately describe how vision works. He showed that light
bounces off objects and then travels to the eye, showing that light does not come
from the eyes but rather travels to the eyes.
He discovered that when you shine a beam of light onto a flat mirror, the angle between
the incoming beam and the mirror is equal to the angle between the reflected beam and the
mirror. He also suggested that light travels in straight lines.
In the first century A.D. he described how light beams bend when they go from air to
glass.
Science Grade E i ght Top ie C: Li ch t and Optical Systems. Part 1
Review
Properties of Liqht
2. List four properties of light.
a.
b.
d.
O
p
t
i
c
a
l
D
e
v
i
c
e
s
3. Define optical device.
4. Complete the outline for each of the optical devices.
Microscope
• Inventor
• What it enables you to do
• Importance to science
• How it works
T
e
l
e
s
c
o
p
e
• Galileo
• What it
enables
you to do
• Importanc
e to
science
• How it
works
2
Science Grade K ight Topic C: Light and £4ptical Systems, Part I
Review
• Refracting telescope
• Reflecting telescope
Binoculars
• Advantage over telescope
• Disadvantage
Type of Materials
5. Tell about each of these types of materials. Give two examples of each
a. transparent
Examples:
b. translucent
Examples:
c. opaque
Examples:
Science Grade E ight 4 opic C: Light and OQliCal Systems, Part I
Review
6. Tell about each of these types of materials. Give two examples of each.
a. luminous
Examples:
b. non-luminous
Examples:
Reflection
7. Describe what happens with each of these types of reflection. Include a ray diagram
a. regular reflection
b. diffuse reflection
4
Science Grade E ight Topic C: Light and Optical Systems, Part 1
Review
8. What is a plane mirror?
9. The Law of Reflection
Describe this law. Include a labelled diagram in your description. Be sure to include
these words in both your description and in your diagram: mirror. normal, incident ray,
angle of incidence, reflected ray, angle of reflection.
Science Grade Ei*ht Topic C: 1.ight and Optical Systems, Part 1
Review
10. Concave Mirrors
a. Describe a concave mirror. Draw a labelled ray diagram showing light reflecting off a
concave mirror.
b. Name two devices that use concave mirrors.
c. The image formed by a concave mirror depends on how far the ob/ect is
from the focal point of the mirror. Explain this statement.
11. Convex Mirrors
a. Describe a convex mirror. Draw a labelled diagram showing how light reflects off a
convex mirror.
6
Sciencc Grade Eight Topic C: Light and Optical Systems, Part I
Rcview
b. Name two devices that use convex mirrors
Refraction
12. Define refraction.
a. Why does light refract?
b. Give an example from real life that demonstrates refracting light.
c. Clrcle the correct words in these sentences.
Light bends whcn it hits a new mcdiurn (at an angle, in a straight line). "1“he (less dense, denscr)
the new medium the (mt re, less) the light slows down, and so the (morc, less) it rclracts.
13.Lenses
a. Concave Lens
DescFibe a concave lens. Tell what happens when light passes through a concave
lens. Draw a labelled ray diagram showing light passing through a concave lens.
What are two devices that use concave lenses?
7
Science Grade E ight Topic C: 1.ight and Optical Systems, Part I
Review
b. Convex Lens
Draw a convex lens. Tell what happens when light passes through a convex lens.
Draw a labelled ray diagram that shows what happens
Give two reasons why convex lenses are useful.
What are two devices that use convex lenses?
The formation of an image by a convex lens depends upon how far the o6/ecf rs
from the lens. Tell what this means. Use diagrams to help in your explanation
8
Science Grade Eight I opic C: Light and Optical Systems, Part I
Review
Study Guide
Early Ideas About Liqht
1. Match the scientists with the paragraphs that tell about what they discovered
Pythilg ras Euclid al—Haytham Michclson Ptolemy
He did research on the speed of light. He placed two mirrors on the tops of two
mountains and measured the distance between the two mirrors. He then sent a beam of
light from one mirror to the other. He used extremely accurate timing devices to measure
how long it took the beam to reach the second mountain. He used this information to
calculate the speed of light to be 299 798 km/s.
He was an ancient Greek mathematician who tried to explain how we see light. He
thought that light consisted of beams and that these beams came from a person’s eyes in
straight lines. A person sees something when these light beams touch an object. The problem
with this theory was that if it were true, we would be able to see in the dark.
He showed that white light is actually a mixture of different colours of light. He did this by
passing sunlight through a prism. By passing the rainbow colours through a second prism, he
was able to combine the separate colours back into the white light.
He was the first to accurately describe how vision works. He showed that light bounces
off objects and then travels to the eye, showing that light does not come from the eyes but
rather travels to the eyes.
He discovered that when you shine a beam of light onto a flat mirror, the angle
between the incoming beam and the mirror is equal to the angle between the reflected
beam and the mirror. He also suggested that light travels in straight lines.
In the first century A.D. he described how light beams bend when they go from air to
glass.
l
Science Grade Eis ht Topic C: Light and Optical Systems, Part I
Review
Properties of Liqht
2. List four properties of light.
a.
b.
c.
d.
Optical Oevices
3. Define optical device.
4. Complete the outline for each of the optical devices.
Microscope
• Inventor
• How it works
Telescope
• Galileo
• How it works
2
Science Grade Eight 3 opic C: Light and Optical Systems, Pai‘t I
Review
• Refracting telescope
• Reflecting telescope
Binoculars
• What it enables you to do ee
• Advantage over telescope
• Disadvantage re
Type of Materials
a. transparent
Examp(es:
b. translucent
Examples:
c. opaque
Examples:
3
Science Grade E ight Topic C: Light and Optical Systems, Part I
Review
a. luminous
Examples:
b. non-luminous
Examples:
Reflection
7. Describe what happens with each of these types of reflection. Include a ray diagram
a. regular reflection
b. diffuse reflection
ht r’
Science Grade k igl t topic C: L ight and £3ptical Svsterris, Part I
8. What is a plane mirror?
9. The Law of Reflection
Describe this law. Include a labelled diagram in your description. Be sure to include
these words in both your description and in your diagram: mirror, normal, incident ray,
angle of incidence, reflected ray, angle of reflection.
Science Grade E ight Topic C: 1..ight and Optical Systems, Part
I Review
10. Concave Mirrors
a. Describe a concave mirror. Draw a labelled ray diagram showing light reflecting off a
concave mirror.
b. Name two devices that use concave miFrors
c. the image formed by a concav'e mirror depends on how far the object is from
the Coca/ point of the mirror. Explain this statement.
11. Convex Mirrors
a. Describe a convex mirror. Draw a labelled diagram showing how light reflects off a
convex mirror.
6
Science Grade Light I opic C: 1.ight and Optical Systems. Part 1
Review
b. Name two devices that use convex mirrors.
Refraction
12. Define refraction.

a. Why does light refract?
b. Give an example from real life that demonstrates refracting light.
c. Circle the correct words in these sentences.
Light bends when it hits a new medium ( t an angle in a SlFg1i@ht line . fhc (less dcnsc denser
the new mcdium the morc less) the light s ows c own, anal so the (nior less) it rcfracts.
13. Lenses
a. Concave Lens
Describe a concave lens. Tell what happens when light passes through a concave
lens. Draw a labelled ray diagram showing light passing through a concave lens.
What are two devices that use concave lenses?

DClCI4Ce G rade Ei Chi T opic C: W.ight and €4pt ical Systems, Part I
Review
b. Convex Lens
Draw a convex lens. Tell what happens when light
passes through a convex lens. Draw a labelled ray
diagram that shows what happens.
Give two reasons why convex lenses are useful.
What are two devices that use convex lenses?
The formation of an image by a convex lens

depends upon how far the object is from the lens.
Tell what this means. Use diagrams to help in your
explanation
8
Lesson Plans
Lesson Twelve
Concept: Light and Optical Systems, Part I Test
Resources/Materials: 1 ight and Optical Systems, Part I Test (student copies)

Scicnce Grade E ight Topic C: light and Optical Systems, P‹irt 1
Test
Light and Optical Systems, Part I
Test
1. The advantage of a spaced-based telescope is that
a. it is easier to point.
b. larger mirrors can be used
c. there is no interference from Earth’s atmosphere.
2. Newton discovered
a. that light travels in straight lines.

b. how vision worked.
c. the law of reflection.
d. white light splits up into colours
3. What was Pythagoras’s theory of vision?
a. Light bounces off objects, then to our eyes.

b. Light is sensed by our eyes as heat.
c. Light bends as it enters our eyes.
d. Rays leave our eyes and sense the surroundings
4. Leeuwenhoek’s work led to the branch of science know as
a. astronomy.
b. microbiology.
c. reflexology.
d. Astrology.
5. The most appropriate optical device for bird-watching would be
a. binoculars.
b. a telescope.
c. microscope.
d. a prism.
6. The approximate speed of light is
a. 300 km/s.
b. 3000 km/s.
c. 30 000 km/s.
d. 300 000 km/s.
1
Science Grade Eight T“opic C: I.ight and Optical Systems, Part I
Test
7. Match the scientists with theiF discoveries about light.
aI-Haytham a. white light is made of different colours of light.

Ptolemy b. angle of incoming beam equals angle of reflected beam
Michelson c. light beams bend when they go from air to glass
Euclid d. how vision works (light travels to the eye)
Newton e. speed of light
8. What are the four basic properties of light?
a.
b.
9. Galileo and telescopes revolutionized astronomy. Explain why you agree or disagree
with this statement.
10. A material that reflects all the light that strikes it is
a. opaque.
b. transparent.
c. translucent.
d. concave.
2
Science Grade Eight Topic C: L ight and Optical Systems, Part I
Test
11. The best explanation for shadows is
a. black light is projected onto an object.

b. light bends only part way around solid objects
c. when light hits an opaque object, it can’t go further.
d. when light strikes an object, the object projects a black light.
12. You can see light through a gFeasy bag, but you can’t see if there are doughnuts inside
The greasy bag is
a. transparent.
b. translucent.
c. opaque.
d. shadowed.
13. The proper name for an object that produces light is
a. luminous.
b. non-luminous.
c. opaque.
d. transparent.
14. You can see your reflection on a smooth shiny surface because the reflected rays are
a. diffuse.
b. converged.
c. scattered.
d. parallel.
15. A line drawn perpendicular to a mirror at the point of reflection is said to be
a. the normal.
b. reflected
c. incident.
d. refracted.
16. A plane mirror has
a. a curved surface.
b. a focal point.
c. an ability to bend light.
d. a flat surface.
Science € rade E ight Topic C: 1.ight and Opti c‹il Systems, Part 1
T est
17. Your best choice for a wide-angle optical device to attach to your car for driving would be
a
a. concave mirror.
b. convex mirror.
c. plane mirror.
d. convex mirror.
18. A device that magnifies tiny objects such as cells is a
a. telescope.
b. microscope.
c. camera.
d. laser.
19. The components of a refracting telescope are
a. a concave mirror and a convex lens.

b. two convex lenses.
c. a convex mirror and a concave lens.
d. a plane mirror and a convex lens.
20. Which of the following would least likely be found in a microscope?
a. concave lens
b. convex lens
c. concave mirror
d. eyepiece
21. Which kind of optical device is used in the diagram below?
a. convex lens
b. concave lens
c. plane lens
d. plane mirror
4
Science G rate E ight "I op ie C: Light and Optical Systems, Part 1
22. Draw a ray diagram of a single light ray approaching and entering a new, denser
medium. Make sure the ray diagram enters the new medium at an angle, and draw its
complete path into the new medium
23.Suppose you are using a telescope that produces a real, upside-down image. If you
want to see a boat that is far out to sea, how you could modify your telescope so that the
boat appears right side up? Explain how your modification works. Draw a diagram to
support your explanation.
Science Grade Eis ht Topic C: 1.ight and Optical Systems, Part l
Test
24. You have been asked to investigate refraction in different substances, and you are given
corn syrup, water, and a glass block as test materials. What would you do? Write a test
question for your investigation and state a prediction based on your hypothesis.
What I Would Do
Question
Prediction
25.Describe the steps you would perform to illustrate the law of reflection, using a ray box
and a plane mirror. Include a labelled diagram that illustrates a light ray going to and
reflecting off the mirror.
Science Grade Eight 4“opic C: 1.ight and Optical Systems, Part I
Test
Light and Optical Systems, Part I
Test
1. The advantage of a spaced-based telescope is that
a. it is easier to point.
b. larger mirrors can be used
c there is o in e erence fro Ea h s a os here
2. Newton discovered
a. that light travels in straight lines

b. how vision worked.
c. the law of reflection.
its d white igh sp u in o co ours
3. What was Pythagoras’s theory of vision?
a. Light bounces off objects, then to our eyes.

b. Light is sensed by our eyes as heat.
c. Light bends as it enters our eyes.
d Rays leave ou eyes and sense he ur ou d s
4. Leeuwenhoek’s work led to the branch of science know as
a. astronomy.
b icrob o o
c. reflexology.
d. Astrology.
5. The most appropriate optical device for bird-watching would be
a. binoculars.
b. a telescope.
c. microscope
d. a prism.
6. The approximate speed of light is
a. 300 km/s.
b. 3000 km/s.
c. 30 000 km/s.
d. 300 000 km/s.
1
Science Grade Eight "I‘ opic C: Light and Optical Systems. Part I
Test
7. Match the scientists with their discoveries about light.
aI-Haytham a. white light is made of different colours of light.

Ptolemy b. angle of incoming beam equals angle of reflected beam
Michelson
c. light beams bend when they go from air to glass
Euclid d. how vision works (light travels to the eye)
Newton e. speed of light
8. What are the four basic properties of light?
b.
c.
d.
9. Galileo and Ie/escopes revolutionized astronomy. Explain why you agree or disagree
with this statement.
10. A material that reflects all the light that strikes it is
a. opaque.
b. transparent.
c. translucent.
d. concave.
2
Science Grade Eight Topic C: Light and Optical Systems, Part i
Test
11. The best explanation for shadows is
a. black light is projected onto an object.

b. light bends only part way around solid objects.
usce when i ht hits an o a ob ect it ca t o fu her
d. when light strikes an object, the object projects a black light.
12. You can see light through a greasy bag, but you can’t see if there are doughnuts inside.
The greasy bag is
a. transparent.
b. translucent.
c. opaque.
d. shadowed.
13. The proper name for an object that produces light is
a. luminous.
b. non-luminous.
c. opaque.
d. transparent.
14. You can see your reflection on a smooth shiny surface because the reflected rays are
a. diffuse.
b. converged
c. scattered.
d. parallel.
15. A line drawn perpendicular to a mirror at the point of reflection is said to be
a. the normal.
b. reflected
c. incident.
d. refracted.
16. A plane mirror has
a. a curved surface.
b. a focal point.
c. an ability to bend light.
d. a flat surface.
3
17. Your best choice for a wide-angle optical device to attach to your car for driving would be
a
a concave mirror.
b. convex mirror.
c. plane mirror.
d. convex mirror.
18 A device that magnifies tiny objects such as cells is a
a. telescope
b. microscope.
c. camera.
d. laser.
19. The components of a refracting telescope are
a. a concave mirror and a convex lens

b. two convex lenses.
c. a convex mirror and a concave lens.
d. a plane mirror and a convex lens.
20 Which of the following would least likely be found in a microscopes
a. concave lens
b co ve en
c. concave mirror
d. eyepiece
21. Which kind of optical device is used in the diagram below?
a. convex lens
b. concave lens
c. plane lens
d. plane mirror
4
Science Grade Eight topic C: Light and Optical Systems, Part I
Test
22.Draw a ray diagram of a single light ray approaching and entering a new, denser
medium. Make sure the ray diagram enters the new medium at an angle, and draw its
complete path into the new medium
23.Suppose you are using a telescope that produces a real, upside-down image. If you
want to see a boat that is far out to sea, how you could modify your telescope so that the
boat appears right side up? Explain how your modification works. Draw a diagram to
support your explanation.
Science G rade E ight Topic C: Light and Optical Systems. Part I
Tcst
24.You have been asked to investigate refraction in different substances, and you are given
corn syrup, water, and a glass block as test materials. What would you do? Write a test
question for your investigation and state a prediction based on your hypothesis.
What I Would Do
Question
Prediction
25.Describe the steps you would perform to illustrate the law of reflection, using a ray box
and a plane mirror. Include a labelled diagram that illustrates a light ray going to and
reflecting off the mirror.
no‘‹ e!
Science G rade L ight top ic C: Light and Optical Systems, Part I I
1.esson 1'lans
NOTE
The content covered in Science in Action 8, Section 3,
pages 212 — 229 is not part of the Program of Studies for
Grade F.ight Science. For this reason, there are no
lessons based on this section in this set of lesson plans.
Science Grade fight 4 opic C: Light and f9ptical Systems, Part i I 17
Lesson Plans
Lesson Thirteen
Concept: Image Formation in Eyes
and in Cameras Resources/Materials:
Science in Action 8, pages 230 — 232

Workshccts #8C.13a and #SC.13b (optlonal, student copies)
camera (You may want to check w’ith the German
teacher bcfore you bring it into the classroom.)
Introduction: Show students the camera. I°oint out the parts and how it
works. tell students that camera design is actually modeled after the huns
an eye.
Proccdure:
1. H‹lVe students turn to tcxtbook, page 2 0 and read the page. Discuss.
2. "1 ell students that the ncxt section involves learning how thc eye and
the camera work. I here is a part of the camcra that corresponds to ‹i
part in the cye.
3. Have students look quickly over pages 231 and 232.
4. Before having studcnts react tcxtbook, pagcs 231 and 232, have them
dt› the (tive // ri 7"ry activity on page 233.
5. 4 hen distribute Worksheets #8C.13a and #SC.13b. fcll them to first

trace the diagram of the eye on page 231, and then the diagram o1 the
cameral on page 233. "thcy must label the parts. 4“hcy are then to
complete the chart. Note: Worksheets #fi€/.13a and #8C.13b can be
done in notebooks.
Assignments:
1. Read !?c ience iii Aclion ‹?, pages 230 232.

/. Do the Give It a Try ‹iclivily on pages 233.
3. Do Workshccts #8C.13a and #8C.13 b.
Science Grade E i3ht T opic C: Light and Optical Systems, Part II
Worksheets
The Camera and the Eye
1. In the space below draw a diagram of the eye, like the one at the top of page 231. Label
the diagram. (You may trace the diagram if you like, but it would be better if you tried
drawing it.)
2. Draw the diagram of the camera at the bottom of page 233. Label the parts. It is
not necessary to draw the rays or the object.
Workshc t # 8fi. 13
a
Science Grade E ight 4 opic C: Light and Optical Systems, Part 11
Worksheets
3. Read the information on pages 231 and 232 of Science in Action 8. In the second
column, write the names of the parts of the camera that corresponds to the parts of the
eye. Then explain the functions of the parts.
Comparing the Eye and the Camera
Part of the Eye Part of the Camera Function
shutter
rods
cones
optic nerve
Workshcct # BC, 13
b
SCicncc Grade Eight Topic C: sht anJ Optical Systems, Part
II Workshects
The Camera and the Eye
Directions: Use Science In Action 8, pages 231 and 233 to help you with the questions.
1. In the space below draw a diagram of the eye, like the one at the top of page 231. Label
the diagram. (You may trace the diagram if you like, but it would be better if you tried
drawing it.)
•›
r
ri»‹›
=“ y/’‹: »
«”›
//
2. Draw the diagram of the camera at the bottom of page 233. Label the parts. It is not
necessary to draw the rays or the object.
Worksheet #SC.13a
Science Grade E ight Topic C: Light and Optical Systems, Part 1 I
Worksheets
3. Read the information on pages 231 and 232 of Science in Action 8. In the second
column, write the names of the parts of the camera that corresponds to the parts of the
eye. Then explain the functions of the parts.
Comparinq the Eye and the Camera
Part of the Eye Part of the Camera Function
pupil
iris CO## $i0O@C1'/
shutter
rods
cones
optic nerve
Workshcct #8C. I 3b
Scicnce G radc Eight T opic C: Light and Optical Systems, I‘art I I IS
Lcsson Fourteen
Concept: Focusing Light
Resources/Materials: Science in Action 8, pages 233 235.

Worksheets #8C.14a and #8C 14b (studcnt copies)
Introduction: With students discuss incidents of personal knowledge o1 people who wear corrective
lenses, have cataracts, and/or have had surgical lens replacements (like lascr surgery). Explain that many
conditions develop that affect vision. Today’s lesson first goes Into how images are formed and then how
vision problems can be corrected.
Procedure:
1. I lave students turn to textbook, pagc 233. Guide the reading of the sections entitled “Focussing
the Light”and “Image Formation”.
2. Point out that vision problems occur when light does not focus on the retina. ’this can be because
the eycball shape is not quite right or the lens itself’ is not the correct shape. Have studcnts turn to
textbook, page 234. You might want to have students who wear glasses, tell you whether they arc
nearsighted or farsighted.
3. Havc students rcad tcxtbook, pages 234 and 235 to find out how vision problcms can be overcome
or correctcd.
4. Distribute Workshccts #SC.14a and //8C.14b. Lo ovcr the dlrections, if necessary.
Assignments:
1. head !Science in Aclion 8, pages 233 235.

2. Do Worksheets #8C.14a and #8C.1 4b.
3. OPB IONAL. Do Check ‹ind Ilc flcct. pagc 235.
Sciencc Grade Eight Topic C: Light and Optical Systems, Part I I
Worksheets
Vision and Overcominq Vision Problems
Focussing the Light
1. What is the shape of the lens in a human eye and in a camera?
2. What must happen before a sharp image can be produced?
3. From what you read, what can you infer about the type of material the lens of a human
eye is made of?
4. The pupil of a human eye changes shape to focus. How does a camera focus?
Image Formation
5. Why is it that the image formed by both the human eye and the camera are upside
down?
6. Why is it that humans do not see things upside down?
Worksheet II 8C. 1 4’ñ

Science Grade Eight Topic C: Li3ht and Optical Systems, Part II
Worksheets
Correcting Vision Problems with Lenses
7. Jim can see things far away, but not close up. What kind of vision problem does he
have?
8. Nine-year-old Maggie needs to wear eyeglasses because she cannot see things that are
far away. What kind of vision problem does she have?
9. What kind of lens is used to correct nearsightedness?
10. What kind of lens is used to correct farsightedness?
Laser Eye Surgery
11. How can laser eye surgery eliminate the need to wear corrective lenses?
Night Vision Gogqles
12. In what way do night vision goggles distort images?
WnrLshcct é8C. 14h

Science Grade Eight 7’opic C: Light and OQti Cal Systems, Part 11
Worksheets
Vision and Overcoming Vision Problems
Focussing the Light
1. What is the shape of the lens in a human eye and in a camera?
2. What must happen before a sharp image can be produced?
3. From what you read, what can you infer about the type of material the lens of a
human eye is made of?
4. The pupil of a human eye changes shape to focus. How does a camera focus?
Image Formation
5. Why is it that the image formed by both the human eye and the camera are
upside down?
6. Why is it that humans do not see things upside down?
Worksheet ñ 8C.
14a
Science Grade Eight ’I opic C: Light and Optical Systems, Part I I
Worksheets
Correcting Vision Problems with Lenses
7. Jim can see things far away, but not close up. What kind of vision problem does he
have?
8. Nine-year-old Maggie needs to wear eyeglasses because she cannot see things that are
far away. What kind of vision problem does she have?
9. What kind of lens is used to correct nearsightedness?
10. What kind of lens is used to correct farsightedness?
Laser Eye Surgery
11. How can laser eye surgery eliminate the need to wear corrective lenses?
Night Vision Goqgles
12. In what way do night vision goggles distort images?
Worksheet # 8C.
14b
Science Grade Eight Topic C: Light and Optical Systems, Part II 19
Lcsson Plans
Lesson Fifteen
Concept: Other Eyes in the Animal Kingdom
Resources/Materials: Science in Action S, pages 2 6 - 23S

Worksheet #8C.15a (optional, student copies)
Worksheet #SC.15b (studcnt copies)
encyclopedias and other reference materials
Introduction: Review how the human eye works. thcn explain that there are many diifcrent typcs ot
eyes in thc animal kingdom. In today’s lesson, students will learn more about them.
Procedure:
1. Have students turn to textbook, page 235. C uide the reading of the opening P aragr£1 h.
2. OP BIOS AL. Go over the hive Il a Try activity on textbt›ok, page 235. Have students do the
research as suggested in the actlviiy. l’hey can record thcir answers on Worksheet #SC. 1 5a.
3. Explain that most vcrtebratcs (animals with backbones) have what are referred to as camera eyes.
Animals that have camera eyes have a lcns, retina, cornca, and are roundish. Other animals havc
other typcs of eyes.
4. I lave studcnts read textbook, pages 236 238 indepcndently.
5. Distributc Worksheet #SC.15b. Go over the directions, il“ nccessary.
6. OPB IONAL. Do the t"hc•ck nur/ £e)/rt‘/ questions en textbook, page 23S.
Assignments:
1. Read Yc/ence /n Nc//r›n S, pages 236 — 23S.

2. OPT1ONAI.. Do the Give If a Try activity, page 236. I Use Worksheet #8C.15a.
3. Do Worksheet #8c.15b.
4. OP I IONAI . Do Check ‹Jul £e//cc/, page 238.
Science Grade Ei*ht topic C: Light and Optical Systems, Part II
Workshccts
Animal Eyes
Directions: Use the Gi“ve /f a 7 activity on page 236 of Science i”n Action 8 for the directions
for this page. You may use encyclopedias and other reference materials to help you
Predator Lives in water Lives in light or What features do eyes have

Animal or prey? or in air? in darkness? that help it survive?
Octopus
Frog
bird
rabbit
arksfaect #SC?. 15a

Science Grade E ight ’topic C: Light and f9ptical Systems, Part I I
Worksheets
Other Eyes in the Animal Kinqdom
1. In youF notebook, write the following heading and the definition that follows.
Camera kves
Camera eves are eyes that have a cornea, a lens, a rctlna, and a roundish shape. Most vertebrates
have camera eycs.
2. Copy and complete the heading and chart to show how the camera eyes of others in the
animal kingdom differ from human eyes.
Differences in C L
Animal Kingdom flow Its Eyes Are Different from Human Eyes
Member
bird
nocturnal birdie and animals
octopus
3 Copy these notes
C’ompound Eves
Co ound e s are made up of many smaller “eyes” or units called ommatidia. Each
ommatidium is shaped like a long lube and has a lens, pigment cells (like cones) and 1ight-
scnsitive cells (like rods). Insects and crustaceans have compound eyes.
(Draw and label a diagram of an ommatidium here.)
4. Copy the following sentences and fill in the blanks.
Compound eyes have a surface, so the ommatidia lcnses face in almost all
directions. this makes the compound eye excellent at detecting
the image formed by a compound eye is made up of lots of of

light. Each ommatidium creates the image for one of the dots.
Worksheet #8C. I lb
Science Grade E s •t Topic C: Light and Optical Systems, Part I I
Worksheets
Animal Eyes
Directions: Use the Give // a 7 activity on page 236 of Science in Action 8 for the directions
for this page. You may use encyclopedias and other reference materials to help you
Predator Lives in water Lives oWhat features do eyes

Animal or pre ? or in air? have in darkness? that help it survive?
Frog
[ight
insect
bird
rabbit glr
Worksheet # 8C. 1 5a
Science trade Eight Top ie C: Light and Optical Systems, Part 1 I
Worksheets
Other Eyes in the Animal Kinqdom
1. In your notebook, write the following heading and the definition that follows.
Camcra D.ves
Camera eves are eyes that have a cornea. a lens, a retina, and a roundish shape. Most vertebrates
have camera eycs.
2. Copy and complete the heading and chart to show how the camera eyes of others
in the animal kingdom differ from human eyes.
Differences in C E e
Animal Kingdom Member How Its Eyes Are Different from Human Eyes
fish
bird
animals
octopus
3 Copy these notes.
C un es
Compound eves are made up of many smaller “eyes” or units called ommatidia. Each
ommatidium is shapcd like a long tube and has a lens, pigment cells (like cones) and light-
sensitive cells (like rods). Insects and crustaceans have compound cyes.
(Draw and label a diagram of an ommatidium hcre.)
4. Copy the following sentences and fill in the blanks.
Compound eyes havc a C pv ep surface. so thc ommatidia lenses lace in almost all
dircctions. 4 his makes the compound eyc excel lent at detecting qd yrjr{
The image formed by a compound eye is made up of lots or of

light. Each ommatidium creates thc imas e for one of the dots.
Worksheet
Science Grade Eight topic C: Light and Optical Systems, Part I I 20
1.esson Plans
Lesson Sixteen
Concept: Image Storage and
Transmission Resources/Materials:
Scicnce in Action 8, pages 235 —
244
Worksheets #8C 1 6, #8C.16b, and #8C.16c (student copies)
Introduction: Discuss that our brains store information that the human body
gathers through the eyes. Explain that scientists understand a lot about how
much of this information is stored in our memories, but that there is a great deal
thcy do not know. It appears that the brain can select information it wants to
kecp and discards information it thinks won’t be worth remembering.
It is different with pictures taken using a camera. We can store pretty well all
of it, if we want. We used to store the picturcs on film. Now almost all
camcras store images digitally. Today’s lesson has to do with how camera
images are stored.
Procedure:
1. 1 lave students turn to textbook, page 239. Guide the rcading o1 pages 239 and 24G.
2. Explain that digital cameras store information using the same idea as
the stadium “pictures”. Direct students to read textbook, pages 241
244 to find out morc about digital images and how these images can be
sent to others using computers.
3. I)istribute Worksheets ñ8C.1 6a, #8C.16b, and #8C.1 6›c. Go over the directions, it
necessary.
4. OPB IONAI . 1 lave students make a simple digital picture. I akc sheet
o1 graph paper (The larger the papcr, the longer this activity will take.).
Lightly draw a picture on it. Simple is better. Colour thc picture. Bc
surc that any particular squarc is filled entirely by the same colour. “thcn
make a “code” sheet. Assign each square a number. Eeside cach nunibcr
write the appropriate colour. Clive your code sheet to a friend. See if he
or she can make your picture.
5. OPTIONAL. Do the é"ñc•ck au ficf/ec‘/ questions on textbook, page 244.
Assignments:
1. Read .Science in Action 8. pages 239 — 244.

2. Do Worksheets f8C.1 6.i, #8C.16b,and #SC.16c.
3. OPTIONAL. Make a simple digital picture.
4. OPTIONAL. Do Che k and llejlect, page 244.
Science Grade E ight Topic C: Light and Optical Systems, Part I I
Workshccts
Image Storage and Transmission
Two friends, David and Spencer, learned how camera images are stored and transmitted. Each
boy was asked to answer a set of questions. For each question, one boy answered correctly
while the other did not. Your task is to decide which boy answered incorrectly and why.
Question 1: How does your brain store information about images you have seen?
David: Your brain stores image information through electrical impulses travelling along
neurons.
Spencer: Scientists really do not know for sure how the brain stores image information
Question 2: How are images taken with a film camera stored?
David: Traditional film cameras use a digital system which is part of the
film Spencer: Film cameras rely on chemicals to store information on
the film
Question 3: What does it mean when images taken by a camera are stored digitally?
David: It means that you convert any information, like a camera image, into numbers.
Spencer: Your fingers and toes are called your digits. So digital camera images are images
that include your fingers and toes.
Worksheet # BC. I 6a
Science Grade Eight topic C: Light and Optical Systems, Part 1 I
Worksheets
Question 4: When people in the audience in a stadium help to produce a certain image,
how are the cards that the audience members take distributed.
David: Each audience member gets to pick his or her favourite colour and takes a card
of that colour to his seat.
Spencer: Each seat is given an address. There is a card of a particular colour that goes
with that address. The audience member who is sitting at a certain address gets
the corresponding colour of card.
Question 5: What is digital imaging?
David: Digital imaging is the process of creating an image by using a computer, which
divides the image into very small squares. Each square is given a number and is
of a certain colour.
Spencer: Digital imaging is the process of creating an image by using a computer. The
computer divides the image in to tiny squares. The large numbers get the biggest
squares. The small numbers are assigned small squares.
Question 6: What is a pixel?
David: The word pixel is taken from the phrase picture elements. Each pixel is one of the
little squares in an image. Each pixel is assigned coordinates.
Spencer: The word pixel is taken from the phrase pixies and elves. This is because the
squares are tiny like pixies and elves.
WorLsh et # gL. I 6b
Science Grade Eight topic C: Light and Optical Systems, Part I I
Worksheets
Question 7: How does a digital camera colour an image?
David The camera remembers the colours by knowing which combinations of colours
make other colours. Only two-digit numbers are assigned primary colours
Spencer: The computer in the camera assigns a value to each pixel. This number
corresponds to a certain colour. When the image gets assembled, the computer
reads the value of each pixel and makes the pixel that particular colour.
Question 8: What is meant by the term resolution?
David Resolution refers to the number of pixels per unit of area. The lower the
resolution, the higher the quality of image.
Spencer: Resolution refers to the number of pixels per unit of area of an image. The
higher the resolution, the higher the quality of the image.
Question 9: How are digital images transmitted?
David: Light falls onto a charge-coupled device, which is a grid. As light falls on a square
of this grid, it creates a small amount of electricity in that square. This electrical
charge is converted into digital information. It can then be stored on a computer
and sent to other computers.
Spencer: Each pixel is assigned a letter of the alphabet. The computer knows what letters
stand for what colours. One computer can then send the colour code to another
computer.
Scicnce Crade Eight Topic C: Light and Optical Systems, Part 11
Worksheets
Image Storaqe and Transmission
Two friends, David and Spencer, learned how camera images are stored and transmitted.
Each boy was asked to answer a set of questions. For each question, one boy answered
correctly while the other did not. Your task is to decide which boy answered incorrectly
and why.
Question 1: How does your brain store information about images you have seen?
David: Your brain stores image information through electrical impulses travelling along
neurons.
Spencer: Scientists really do not know for sure how the brain stores image information.
Question 2: How are images taken with a film camera stored?
David: Traditional film cameras use a digital system which is part of the
film. Spencer: Film cameras rely on chemicals to store information on
the film
Question 3: What does it mean when images taken by a camera are stored digitally?
David: It means that you convert any information, like a camera imape, into numbers.
Spencer: Your fingers and toes are called your digits. So digital camera images are
images that include your fingers and toes.
\Vorkshect #8C. I 6a
Science Grade Eight Topic C: Light and Optical Systems, Part 11
Worksheets
Question 4: When people in the audience in a stadium help to produce a certain image,
how are the cards that the audience members take distributed.
David: Each audience member gets to pick his or her favourite colour and takes a card
of that colour to his seat.
Spencer: Each seat is given an address. There is a card of a particular colour that goes
with that address. The audience member who is sitting at a certain address gets
the corresponding colour of card
Question 5: What is digital imaging?
David: Digital imaging is the process of creating an image by using a computer, which
divides the image into very small squares. Each square is given a number and is
of a certain colour.
Spencer: Digital imaging is the process of creating an image by using a computer. The
computer divides the image in to tiny squares. The large numbers get the biggest
squares. The small numbers are assigned small squares.
Question 6: What is a pixel?
David The word pixel is taken from the phrase picture elements. Each pixel is one of the
little squares in an image. Each pixel is assigned coordinates.
Spencer: The word pixel is taken from the phrase plxies and elves. This is because the
squares are tiny like pixies and elves.
WorLshect # Sñ. T 6b
Science Grade F ight Topic C: Light and Optical Systems, Part 11
Worksheets
Question 7: How does a digital camera colour an image?
David: The camera remembers the colours by knowing which combinations of colours
make other colours, Only two-digit numbers are assigned primary colours.
Spencer: The computer in the camera assigns a value to each pixel. This number
corresponds to a certain colour, When the image gets assembled, the computer
reads the value of each pixel and makes the pixel that particular colour.
Question 8: What is meant by the term resolution?
David Resolution refers to the number of pixels per unit of area. The lower the
resolution, the higher the quality of image.
Spencer: Resolution refers to the number of pixels per unit of area of an image. The
higher the resolution, the higher the quality of the image.
Question 9: How are digital images transmiNed?
David: Light falls onto a charge-coupled device, which is a grid. As light falls on a square
of this grid, it creates a small amount of electricity in that square. This electrical
charge is converted into digital information. It can then be stored on a computer
and sent to other computers.
Spencer: Each pixel is assigned a letter of the alphabet. The computer knows what letters
stand for what colours. One computer can then send the colour code to another
computer.
Science Grade Eight 4 opic C: 1.ight and Optical Systems, Part I I 21
I esson Plans
Lesson Seventeen
Concept: Light and Optical Systems, Part II Rcview
Resources/Materials: Light and *r ' ica1 Systems, Part II — Study

Guide (student copies) Science in Action
8, page 245.
I ntroduction: Explain that the unit on Light and Optical Systems ln now almost
complete. It is timc to prcpare for a test.
Procedure:
1. With class briefly revicw the concepts mom the second hall“ r›f thc unit:
• Image formation in eyes and cameras

• Corrccting vision problems
• Other cycs in the animal kingdom
• Jmage storage
• Image transmission
2. Distribute the Light anal Optical Systems, Hart II Study

Guide. Havc students complete it independently.
3. II possible, go over the study guide questions as a class.
4. AI.TLRNATELY. Do the fi.‹.‹e.i’,i’ Yoter ñcriruiug questions on textbook, page

245.
Assignments:
1. Do thc Light and Optical Systems, Part II Study Guide questions.

2. Af.Ti:RNATELY. Do the fi.v.vex.v Loiir I e‹trnlng questions, page 245
Science Grade Eight 4 opic C: Light and Optical Systems, Part 11
Review
Light and Optical Systems, Part II
Study Guide
1. Match the words and phrases in the box with their meanings
iris pupil retina lens cocoa optic nerve
a. the hole that allows light to pass into the eye
b. the group of cells that transmits information from the eye

to the brain
c. the coloured part of the eye
d. the part of the eye that refracts incoming light rays
e has photoreceptors sensitive to light and colour
f. the clear outer covering of the eye
2. For each part of the eye, write the corresponding part of a camera
a pupil
b. iris
retina
d. eyelid
e lens
3. Tell about each of these parts of the eye.
a. rods
b. cones
4. Explain why people have a blind spot.

Science Grade Eight Topic C: Li3ht and Optical Systems, Part I I
Review
5. Why is it that a person can only see shades of grey in low light conditions?
6. What is nearsightedness?
How can it be corrected?
7. What is farsightedness?
8. Explain the term “camera eyes”.
What are five organisms that have camera eyes?
a.
b.
c.
d.
e.
9. Explain the term “compound eyes”.
2
Science G rade Eight Topic C: Light and Optical Systems, Part 11
Rcvicw
What are three organisms that have compound eyes?
What is an ommatidium?
What is the advantage of compound eyes?
What is the disadvantage of compound eyes?
10. What is the advantage of using night vision goggles?
What is a limitation of night vision goggles?
11. What is a pixel?
Why does high resolution produce a sharper image than low resolution?
Tell about a specific way in which digital imaging, storage, and transmission technology
has helped save lives
Science Grade Eight Topic C: 1.ight and Optical Systems, Part II
Review
Study Guide
iris piipil retina lens cornea oPtic nerve
a. the hole that allows light to pass into the eye
b. the group of cells that transmits information from the eye

to the brain
c i ris the coloured part of the eye
d. the part of the eye that refracts incoming light rays
e. has photoreceptors sensitive to light and colour
the clear outer covering of the eye
2. For each part of the eye, write the corresponding part of a camera
a pupil
b. iris
retina
eyelid
e. tn¿ lens
3. Tell about each of these parts of the eye.
a. rods
b. cones
4. Explain why people have a blind spot.
1
Science Grade Eight Topic C: Light and Optical Systems, Part II
Review
5. Why is it that a person can only see shades of grey in low light conditions?
6. What is nearsightedness?
7. What is farsightedness?
8. Explain the term “camera eyes"
What are five organisms that have camera eyes? Vyg \/w&Jn
b.
d
e
9. Explain the term “compound eyes".

Science Grade E's ht Topic C: I..ight and Optical Systems, Part 11
Review
What are three organisms that
b.
What is an ommatidium?
What is the advantage of compound eyes? c o/
What is the disadvantage of compound eyes?
10. What is the advantage of using night vision goggles?
What is a limitation of night vision goggles?
11. What is a pixel?
Why does high resolution produce a sharper image than low resolution?
Tell about a specific way in which digital imaging, storage, and transmission technology
has helped save lives.
Sciencc Grade kight Topic C: Light and Optical Systems, Part I I
Lesson Plans
Lesson F.ighteen
Concept: Light and Optical Systems, Part II I est
Resources/Materials: 1 ight and Optical Systems, Part IN I est (student copies)

Science Gradc Eight Topic C: is ›‹ and Optical Systems, Part I I

Test
The coloured part of the eye is the
a. pupil.
b. cornea.
c. iris.
d. retina.
2. Which of the following is most responsible for detecting colour in the human eye?
a. pupil
b. retina
c. rods
d. cones
3. The film in an automatic camera performs about the same function as the
a. pupil.
b. retina.
c. rods.
d. cones.
4. Far-sightedness can be corrected by using a
a. concave lens.
b. convex lens.
c. concave mirror.
d. convex mirror.
5. Most insects and crustaceans have
a. camera eyes.
b. compound eyes.
c. white eyes
d. nuclear eyes.
6. The individual units of insect eyes are called
a. rods.
b. cones
c. ommatidia.
d. pupils.
Science G rade Eight ’1 opic C: I.ight and Optical Systems, Part I I
Test
7. The part of a digital camera that converts light into digital information is the
a. aperture.
b. charge-coupled device.
c. film.
d. retina
8. A person’s “blind spot" is
a. a place on the retina where there are no photoreceptors.

b. found only in males over eighteen years of age.
c. not found on humans after they reach adulthood.
d. behind the head.
9. Laser eye surgery involves
a. removing the entire eye.

b. an eye transplant.
c. replacing the retina.
d. reshaping the cornea.
10.Cats can see better at night than humans because
a. cats can produce light.

b. their pupils can open up much wider.
c. do not need any light to see.
d. they have compound eyes.
11. Match the optical structures with their functions.
aperture
a. light collecting unit of a compound eye
photoreceptor
b. changes size to allow more or less light into
a camera
ommatidium
c. light-sensitive cells of the retina
pixel
d. focuses light onto the retina or film
lens
e. represents an individual element in a digital
image
Science Grade Eight Topic C: Light and Optical Systems, Part I I
J‘est
12. When an image forms on the retina, it is upside down. Why is it that we do not see
things as being upside down?
13.What is the advantage of compound eyes?
14. What is the disadvantage of compound eyes?
15. Explain how images are stored digitally.
16.Why is a high resolution imape usually of better quality than a low resolution image?
Science Grade Eight Topic C: Light and Optical Systems, Part I I
3 est
Test
1. The coloured part of the eye is the
a. pupil.
b. cornea.
c. iris.
d. retina
2. Which of the following is most responsible for detecting colour in the human eye?
a. pupil
b. retina
c. rods
d. cones
3. The film in an automatic camera performs about the same function as the
a. pupil.
b. retina
ozs
d. cones.
4. Far-sightedness can be corrected by using a
a. concave lens.
b. convex lens.
c. concave mirror.
d. convex mirror.
5. Most insects and crustaceans have
a. camera eyes.
b. compound eyes.
c. white eyes.
d. nuclear eyes.
6. The individual units of insect eyes are called
a. rods.
b. cones.
c. ommatidia.
d. pupils.
l
Science Grade Eight Topic C: light and Optical Systems, Part 11
Test
7. The part of a digital camera that converts light into digital information is the
a. aperture.
b cha e-coupled device.
c. film.
d. retina.
8. A person’s “blind spot” is
a. a place on the retina where there are no hotorece tors.

oun on y in males over eighteen years of age.
c. not found on humans after they reach adulthood
d. behind the head.
9. Laser eye surgery involves
a. removing the entire eye.

b. an eye transplant.
c. replacing the retina
d. reshaping the cornea.
10. Cats can see better at night than humans because
a. cats can produce light.

b. their pupils can open up much wider.
c. do not need any light to see.
d. they have compound eyes
11. Match the optical structures with their functions.
aperture a. light collecting unit of a compound eye
photoreceptor b. changes size to allow more or less light into

a camera
U ommatidium c. light-sensitive cells of the retina
pixel d. focuses lipht onto the retina or film
lens e. represents an individual element in a digital

image
2
S cience Grade Eight Top ic C: I.ight and Optical Systems, Part I I
Test
12. When an image forms on the retina, it is upside down. Why is it that we do not see things
as being upside down?
13. What is the advantage of compound eyes?
14. What is the disadvantage of compound eyes?
15. Explain how images are stored digitally.
16. Why is a high resolution image usually of better quality than a low resolution image?
Science Grade Light Topic C: l.ight and Optical Systems, Part I I 2
1.esson Plans
Lesson Nineteen
Concept: Light and Optical Systems,
Culmination Rcsources/Materials: Science in
Action S, pages 246, 248, 249 — 25 I

Light and Optical Systems, F inal Examination (student copies)
Introduction: Discuss with students thc concepts
covered in the unit. Procedure:
3 cachers who would like to have studcnts engage in some kind of culminating activity can
choosc one (›r
more o1 the following options:
1. 1 he In Your Of›inion activity, 69plics in Space activity, S’cienc’e in Ac’lion 8, page

246.
2. Project: Light Rays Throng h LfquiJs activity, S‹ ience in Action 8, page 245.
3. Unit Review: Light and Optical Systems, Science /u Action 8, pagcs 24^9 251
(omit section
3.0)
4. 1.ight and ()ptical Systems, Final Examination.
5. father activities clecmcd .appropriate by the lU£lChcr

Final Examination
Final Examination
sheet. Do not write in the is booklet.
1. The Hubble Space Telescope can produce much higher quality images that
ground-based telescopes because
a. light does not have to travel through the interference of

Earth’s atmosphere.
b. it does not require any energy for it to operate
c. it uses mirrors instead of lenses.
d. the sun’s light is not very intense in space
2. Some of the first users of mirrors and lenses were
a. the ancient Greeks and Chinese.

b. European explorers to North America.
c. American astronauts.
d. First Nations.
Use the following Information to answer question 3.
Pythagoras, an ancient Greek, figured out that light consisted ot“beams. 4 he beams canic
from a person’s eyes in straight lines. The sense of sight occurred when these beams touched
thc objects a person was looking at.
3. In which of the following ways do modern scientists disagree with

Pythagoras?
a. Light travels in straight lines.

b. Light consists of beams
c. Light is associated with our sense of sight.
d. Light comes from our eyes
4. Al-Haytham discovered that
a. light reflected in mirrors.

b. light bounced off objects and travelled to the eye.
c. light travelled at approximately 300 000 km/s.
d. black objects reflected all light.
Science Grade Eight Top ic C: L is ht and Optical Systems
Final Examination
5. Sir Isaac Newton discovered that
a. white light is actually a mixture of many different colours of light.

b. white light could be split into colours using a special type of comb
c. rainbows form because rain emits different colours of light.
d. There are 24 different colours in sunlight.
Peter decided to make a list of the propcrties of light. Here is his list.
• travels in straight lines

• travels quickly, but not as quickly as sound
• can be reflected
• is a form of energy
• can bend
6. Which of the following should not be in Peter’s list?
a. travels quickly, but not as quickly as sound

b. can be reflected
c. is a form of energy
d. can bend
7. Why are Hans and Zacharias Jansen and Antonie van Leeuwenhoek
important to science?
a. They made the first pair of binoculars.

b. Their early work with microscopes led to a new branch of science called
microbiology.
c. They were the first Germans to use a microscope.
d. They were arrested and put in prison for studying microscopes.
8. The main difference between a reflecting and a refracting telescope is
a. with reflecting telescopes you cannot see distant objects.

b. refracting telescopes use mirrors to gather light while reflecting telescopes
use lenses to gather light.
c. reflecting telescopes use mirrors to gather light while refracting telescopes
use lenses to gather light.
d. reflecting telescopes do not use an eyepiece like refracting telescopes.
2
Final Examination
9. Binoculars are
a. designed to see objects farther away than what you can see with a
telescope.
b. two short refracting telescopes fixed together.
C. not useful for viewing objects that are far away.
d. too laFge to carry around easily.
10. Which of the following is not a ray diagram?
a. b.
C. d.
angle of refraction
11. The above diagrams illustrate why
a. the intensity of light changes with distance.

b. some light sources are more intense than others.
c. the intensity of light does not change with distance.
d. some people suffer from colour blindness.
3
Final Examination
Use the information be/ow' to answer question 12.
12. Shadows are produced when
a. an object emits grey or black light.

b. the size of an object is magnified with distance.
c. an object absorbs or reflects light.
d. a light shines in all directions.
13. Materials that allow only some light to pass through are referred to as
a. opaque.
b. transparent.
c. luminous.
d. translucent.
14. The above object would be considered to be
a. opaque.
b. transparent.
c. luminous.
d. translucent.
4
Science Grade Eight T opic C: I.ight and Optical Systems
1 inal Examination
Luminous Non-luminous
doorknob tree
star polar bear
lantern fish finger
lamp stone
15. The object that is not under the correct heading is
a, lantern fish.
b. polar bear.
c. doorknob.
d. tree.
16. Light reflecting off a flat mirror is referred to as
a. diffuse reflection.
b. regular reflection.
c. curved reflection.
d. straight reflection.
Angle of Incidence — Angle of Reflection
17. The name for the above equation is
a. The Law of Reflection.

b. The Law of Plane Mirrors.
c. The Law of Lenses.
d. The Law of Light.
18. Examine the diagram. Which of the following is incorrectly labelled?
a. incident ray
b. normal
c. reflected ray
d. angle of incidence
5
Science Grade Eight Topic C: Light and Optical SVS[CmS
Final Examination
Martha looked into the mirror. She noticed that she could see a very large area, but that the
objects appeared to be smaller and farther away.
19. Martha was most likely looking into a
a. concave mirror.
b. concave lens.
c. convex mirror.
d. convex lens.
20.On the ray diagram above, the letter X is labelling the
a. image.
b. focal point.
c. object.
d. vanishing point.
21. The image in a concave mirror will appear to be right side up when
a. the object is between the mirror and the focal point.

b. the focal point is between the object and the mirror.
c. the object is at the back of the mirror.
d. it is noontime.
22.Car headlights, flashlights, and telescopes are all devices that use
a. concave mirrors
b. convex mirrors.
c. concave lenses
d. convex lenses
6
Science Grade I: ight Topic C: Light and Optical Systems
Final Examination
23.The fish is not really where it appears because
a. it is too sunny.
b. the law of reflection.
c. the man has poor eyesight.
d. light is refracted as it travels from water to air.
24.Light refracts when
a. it travels from a material of one density into a material of a different density.

b. it is intense.
c. it enters a substance at a right angle.
d. it is dim
25.When light passes through a concave lens, its rays
a. diverge.
b. remain parallel
c. converge.
d. intensify.
26. Which of the following is not true about concave lenses?
a. They are thinner in the centre than at the edges.

b. They spread out light rays.
c. They are thinner at the edges than in the centre.
d. They are no uses for them.
7
Science Grade E 8ht Topic C: Light and Optical Systems
Final Examination
27. A magnifying glass is an example of
a. a double concave mirror.

b. a double concave lens.
c. a double convex mirror.
d. a double convex lens.
28. Some images viewed through a convex lens appear upside down because
a. the light rays converge and then cross.

b. the object is between the lens and the focal point.
c. a person’s brain sees it as upside down.
d. light is reflected back into the lens.
29. Which of the following parts on a camera corresponds to the pupil of human
eye?
a. cornea
b. lens
c. ciliary muscle
d. aperture
30. In low light everything appears to a shade of grey because
a. rods are sensitive to light.

b. all photoreceptors do not work in low light.
c. cones cannot function in low light.
d. rods cannot function in low light.
Use the information below to answer question 31
Cindy closed her left eye and looked at a large dot on the paper in front of hcr. She moved
thc paper slightly and shc was amazed that she could no longer scc the dot.
31. Which of the following most likely explains why Cindy could not see the dot?
a. She was starting to go blind.

b. The dot had disappeared from the page.
c. She closed her eyes.
d. When she moved the paper, the light from the dot hit her blind spot.
8
Sciencc Grade Eight Top=ic s ht and Optical Systems
C: Final Examination
32. If a person is nearsighted, he or she
a. can see things close up clearly, but not things far away.
b. can see things far away clearly, but not things close up.
c. can clearly see colourful objects that are far away.
d. must use a telescope to see things that are close up.
33. Which of the following would not have camera eyes?
a. human
b. frog
c. shark
d. dragonfly
34. Which of the following is not true about insects’ eyes?
a. They are a form of camera eyes.

b. They have compound eyes.
c. They can detect motion very well.
d. They cannot form a clear single image.
Use the followlng Information to answer question 35.
Matt and Laura want to take some photos for a photo album. They decide to buy a new
digital camera. At the camera store they try out a digital camera. When thc photo is printed
off‘, they notice that it is not very clear.
35. What should Matt and Laura do to get photos that are sharper?
a. Ask to see a more expensive camera.

b. Ask to see a camera that takes photos of a higher resolution
c. Ask to see a camera that takes photos of a lower resolution.
d. Ask the store clerk to enlarge the photo.
36. One of the advantages of digital images is
a. they can be transmitted easily from one computer to another.

b. they are all much more durable than any film camera.
c. they can also use film.
d. they take up no memory on a computer.
9
Final Exam ination
Name:
Light and Optical

Systems Final
Examination
Answer Sheet
1 13. 25.
2. 14. 26.
3 15. 27.
4. 16. 28.
5. 17. 29.
18. 30
7. 19 31.
8. 20 32
9. 21. 33
10. 22. 34
11. 23 35.
12. 24. 36.
10
Science Grade Eight ’topic C: Light and Optical Systems
Final Examination
Name:
Light and Optical

Systems Final
Examination
Answer Sheet
1 13. 25
2 Q 14. 26
3. 15. 27.
4. 16. 28.
17. 29.
18. 30
7. 19. 31.
20. 32. CI
9. 21. 33
10. 22. 34.
11. 23 35
12 24 36
10

Science 8 - Science in Action - Topics ABC - Lesson Plans

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What topics are covered in the science textbook?

What topics are covered in the science textbook?

What equipment is recommended for the unit on cells and systems?

What equipment is recommended for the unit on cells and systems?

Topics A, B,

Science in ACf foff f (Addison Wesley) distributed by Pearson, student resource

F.quipment and Materials

Topic A: Mix and Flow of Matter

Topic B: Cells and Systems

Topic C: Light and Optical Systems

Topic D: Mechanical Systems

4 he assessments are provided for teachers to use as they see fit.

Initiating and Planning

Performing and Recording

Sfi /en/›’ wi//.‘

cxperiment Analyzing and Interprcting

Communications and Teamwork

Students will be c•nc‹ouraged l0.

Student. will be ence uraged UI.‘

Sludenls will be enc‹ uraged to.’

S’ludc•nt.s will he encouraged lo.‘

SriiJeu/.r will bc encat raged to.

StuJents will be encouraged to.’

- WHMIS symbols and nomenclaturc - properties of fluids

Outcomes for Science, Technology and Society (STS) and Knowledge

4. Identify, interpret and apply technologies based on properties of fluids

Topic B: Cells and Systems

organisms structure and function

2. Investigate and describe the role of cells within living things

microscopes and telescopes - reflection and refraction

Outcomes for Science, Technology and Society (STS) and Knowledge

Topic D: Mechanical Systems

- design and function - mechanical advantage, speed ratios and

Outcomes for Science, Technology and Society (STS) and Knowledge

Topic E: Freshwater and Saltwater Systems

water quality - ocean basins

2. Investigate and interpret linkages among landforms, water and climate

Part I. The Nature ofsolutions

Lesson One Introduction: Technology Develops to Solve Problems 4

Lesson Two WHMIS Symbols and Safety Procedures 5

Lesson Three The Uses of Fluids 6

Lesson Four Pure Substances and Mixtures 7

Lesson Five Using Chromatography 8

1.esson Six Concentration, Solubility, and Saturation 9

Lesson Seven Making a Saturated Solution 10

Lesson Nine Factors Affecting Solubility: Temperature 12

Lesson Ten The Particle Model of Matter: The States of Matter 13

Lesson Eleven the Particle Model of Matter: Solutions 14

Lesson Twelve Mix and Flow of Matter, Part I Review 15

Lesson Thirteen Mix and Flow of Matter, Part I Test 16

"I he Properties of Fluids: Viscosity 17

Lcsson I ifteen Measuring Viscosity with the Ramp Method 18

I esson Sixteen The Properties of I luids: Density 19

Lessoli Seventcen Determining Density 20

Lesson F:ighteen The Properties of I- luids: Density and Temperature 21

1.csson Nincteen the I°rr›perties o1 Fluids: 4 he Efect of Density on buoyancy 22

Lesson ’twenty the Propcrties or Fluids: Cempressibility 23

Lesson I wcnty-one Pressure in f“luids -- Pascal’s Law 24

Cresson twenty-two "technologies Based on Solubility 25