YEAR+8+-+Chemical+Reactions

= = =Solutions to the Revision Booklet are attached:=



= pH Column - 'Class' photo...we are all class:) = = =

= How to write a Laboratory Report =

Click here to see a great example of a Making Cheese Practical Report
= Click here to see a great example of a Red Cabbage Acid Base Indicator Practical Report =

And another




Click [|here] to view the Prezi (presentation).

Click here to view the template.

Click here to view some clarification on the //Is it an Acid// practical. There is a table provided for you to add your results as well.

Click here to view some clarification on the //Red Cabbage Juice Indicator// practical.

= Art vs Science? =

For those of you who have recently been to the NGV to view all the fabulous artwork that focuses on Mary, as part of your RE unit, you might like to view my own pieces on the same subject matter. They are no way near as magnificent (I completed these about 13 years ago...) Follow this [|link]. I noticed a connection between [|this] drawing of mine and our new Chemistry topic (pg 34-35) of Science Alive 2... Do you see it too? I would LOVE to hear your comments, thoughts, ideas about this under '3D Mary' in discussions. = Chemistry Apps = I have downloaded the free apps:
 * ChemLite,
 * Chemical and
 * PeriodicTable to my iPad thus far.

I confess, I haven't yet dedicated the time to play around with them much. I am sure you have many apps to tell me about. I am looking forward to hearing how applications on handheld devices have impacted on your learning.



Smart Pho nes, a Powerful Tool in the Chemistry Classroom
20/05/11 18:24 Filed in: __ [|iPhone] __ __ [|iPad] __ __ [|iPod] __ __ Smart Phones, a Powerful Tool in the Chemistry Classroom __ Antony J. Williams*† and Harry E. Pence‡ † ChemSpider, Royal Society of Chemistry, U.S. Office, Wake Forest, North Carolina 27587, United States ‡ Department of Chemistry and Biochemistry, SUNY College at Oneonta, Oneonta, New York 13820, United States //J. Chem. Educ.//, 2011, //88// (6), pp 683–686 __ DOI: ____ 10.1021/ed200029p __ Publication Date (Web): April 14, 2011 Copyright © 2011 The American Chemical Society and Division of Chemical Education, Inc. Cell phones, especially “smart phones”, seem to have become ubiquitous. Actually, it is misleading to call many of these devices phones, as they are actually a portable and powerful computer that can be very valuable in the chemistry classroom. Currently, there are three major ways in which smart phones can be used for education. Smart phones include a Web browser, which gives access to the wealth of material on the World Wide Web (WWW); inexpensive applications (commonly called apps) expand this usefulness even further; and two-dimensional barcode labels can be used to create “smart objects”. Taken together, these capabilities are creating a world of mobile computing that may have an impact on society, including chemical education, that may be even greater than the changes brought about by the personal computer. There is a comprehensive list of iPhone/iPad/iPod touch apps for scientists on the __ [|Mobile Science Page] __.

Science Achievement Standard - [|According to the Australian Curriculum]
//By the end of Year 8 students investigate questions to reach [|conclusions] consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. Students measure and control [|variables], present [|data] and findings that support their [|conclusions] , and describe how improvements to methods could improve the quality of their results.// __ //(Check out the information I have put together on constructing a laboratory report)// __  //Students describe the structure and function of two different types of cells and describe the functioning of a major [|system] in a multi-cellular organism. They compare physical and chemical changes and describe differences between substances using the particle [|theory]. They describe examples of how different forms of energy cause change in simple [|systems]. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.// //Chemical Sciences//
 * 1) // The [|properties] of the different states of [|matter] can be explained in terms of the motion and arrangement of particles [|(ACSSU151)]  //
 * 2) // Differences between elements, compounds and mixtures can be described at a particle level[|(ACSSU152)]  //
 * 3) // Chemical change involves substances reacting to form new substances [|(ACSSU225)]  //

Science Achievement Standard - [|According to] [|VELS]
** //Science knowledge and understanding // ** //At Level 5, students use the particle model to explain structure and properties of matter, chemical reactions and factors that influence rate.//

//Science at work//
//At Level 5, students demonstrate safe, technical uses of a range of instruments and chemicals, and of procedures for preparation and separation. They design investigations that include measurement, using standard laboratory instruments and equipment and methods to improve accuracy in measurement. They make systematic observations and interpret recorded data appropriately, according to the aims of the study. Students justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the prediction or hypothesis investigated. They use appropriate diagrams and symbols when reporting on their investigations. Students make and use models and images from computer software to interpret and explain observations.//

** //Learning focus// **
//As students work towards the achievement of Level 5 standards in Science, they expand their knowledge of science to include abstract concepts, theories, principles and [|models] drawn from traditional and [|emerging sciences]. They apply these to particular situations. Including changing the rates of chemical reactions. They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.// //Students develop their understanding through the use of science ideas (theories, laws, principles and <span style="font-family: arial,verdana,helvetica,sans-serif;">[|models] ) applied in particular situations; for example, testing formal understandings in controlled studies using appropriate experimental tools. They discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or career, including researching scientific ideas expressed in science magazines and science fiction texts. Students develop skills in measuring <span style="font-family: arial,verdana,helvetica,sans-serif;">[|mass], volume and density. They learn to use appropriate <span style="font-family: arial,verdana,helvetica,sans-serif;">[|units of measurement]. They participate in activities in which they identify, prepare and separate mixtures and solutions. They learn to use basic sampling procedures when conducting fieldwork. They design and perform controlled experiments. They develop confidence in justifying their selection of equipment and procedures, the type of data collected, and its relationship to the question under investigation. They use a range of tools (for example, their own or others’ computer <span style="font-family: arial,verdana,helvetica,sans-serif;">[|models], images and simulations) to explain and interpret observations. They learn to present data in appropriate spreadsheet and graphical form. They begin to write balanced chemical equations using symbols. They prepare and present reports of their <span style="font-family: arial,verdana,helvetica,sans-serif;">[|investigations] in a variety of formats, using diagrams and symbols to summarise their procedures. Students practise safe, responsible and ethical behaviour when conducting <span style="font-family: arial,verdana,helvetica,sans-serif;">[|investigations] using standard equipment and chemicals including acids and bases, electric circuit components and metals and non-metals. They develop ideas about the responsible use and disposal of materials using <span style="font-family: arial,verdana,helvetica,sans-serif;">[|Material Safety Data Sheets (MSDS)] .National Statements of LearningThis learning focus statement, with the following elaborations, incorporates the Year 7 National Statement of Learning for Science. It also incorporates aspects of the Year 9 National Statement of Learning for Science.// > //**Elaborations**://
 * <span style="color: #6e6868; font-family: arial,verdana,helvetica,sans-serif; font-size: 14px;">//They expand their knowledge of science to include abstract concepts, theories, principles and <span style="font-family: arial,verdana,helvetica,sans-serif;">[|models] drawn from traditional and <span style="font-family: arial,verdana,helvetica,sans-serif;">[|emerging sciences] . They apply these to particular situations. Examples include: … using data to compare the gravitational attraction between objects in space…//
 * <span style="color: #6e6868; font-family: arial,verdana,helvetica,sans-serif; font-size: 14px;">//They compare the use of reusable, renewable and non-renewable resources, including <span style="font-family: arial,verdana,helvetica,sans-serif;">[|energy] .//
 * <span style="color: #6e6868; font-family: arial,verdana,helvetica,sans-serif; font-size: 14px;">//They investigate the effects of forces supporting or opposing each other; for example, floating and sinking, and speeding up and slowing down.//
 * <span style="color: #6e6868; font-family: arial,verdana,helvetica,sans-serif; font-size: 14px;">//They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.//
 * <span style="color: #6e6868; font-family: arial,verdana,helvetica,sans-serif; font-size: 14px;">//They construct simple electric circuits which include batteries.//
 * <span style="color: #6e6868; font-family: arial,verdana,helvetica,sans-serif; font-size: 14px;">//Students practise safe, responsible and ethical behaviour when conducting <span style="font-family: arial,verdana,helvetica,sans-serif;">[|investigations] using standard equipment and chemicals including acids and bases, electric circuit components and metals and non-metals.//