COURSE: Grade 8 Science and Technology
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Unit Overview
COURSE: Grade 8 Science and Technology
Unit of Study: Fluids Summary: Overall Expectations: Fluids are essential to many industrial 1. analyse how the properties of fluids are used in various technologies, and processes and form the basis of assess the impact hydraulic and pneumatic of these technologies on society and the environment; devices. Any substance that flows is 2. investigate the properties of fluids; considered to be a fluid. This includes such things as water, shampoo, 3. Demonstrate an understanding of the properties and uses of fluids. sunscreen, and honey. Even gases, such as air, can be classified as fluids. Key Terms: Students will learn about the diverse applications of the principals involved Mass, Volume, Matter, Thermal expansion, Particle theory of in fluid mechanics, the impacts of matter, Fluid, Buoyancy, Density, Flow rate, Friction, Pressure, technological innovations based on the Compressibility, Viscosity, Fluid system, hoist, Piston, pump, properties of fluids, and the industries and jobs related to valve fluids. To learn about the properties of fluids, students will experiment with Our main goal should be to understand fluids and their and investigate the viscosity and density of different liquids and ways in properties and to relate them to understand that how this which these properties affect objects learning allows us to design fluid systems that are safe and placed in those liquids. Students will effective. explore the implications of Archimedes’ principle by investigating and measuring the buoyant forces on different objects.
Designing the Learning
Note: A Day is one hour period.
Learning Skills (LS) Key: R = Responsibility, O = Organization, IW = Individual Work, C = Collaboration, I = Initiative, SR = Self-Regulation
The timeliness of all submissions (within timelines appropriate to the needs of individual students) will be considered as part of the Responsibility skill. Topic Day Concept/Subtopic with Teaching & Learning Assessment (A) Expectation Learning Goals for Each Strategies and Evaluation s addressed Lesson (E);
Learning Skills Assessment
The Many 1 Introduction, Whole-Class will (brainstormed 1.1, Uses of watch a video on responses) Fluids Hydro seeding 2.4 By the end of the lesson, http://www.youtube.c students will be able to om/watch? Brainstorm with define fluids, its uses andv=XAtA7uprsdI partner. have an understanding Discussion and of Slurry. Presentation of relating it to Slurry. List of devices in They will understand Lecture (brief) group of 4. how fluids can change and move and that how Activity: to identify, (A - Diagnostic) fluids are an important describe, and explain Agree/Disagree part of many devices anda variety of everyday chart; systems. common devices that ( AS ) require a fluid to function - list minimum of 10 objects.
Fluids and 2 By the end of the lesson, Blow it up activity- (A)Student 3.3 the particle students will be able to: reacting vinegar and responses - Theory of baking soda and Student Matter - define Matter collecting gas in a explanations of the -Explain the behavior of balloon to show gases activity (AS) matter are fluids
( Solid, liquid and Gases) (A)Diagnostic w.r.t. particle theory of Lecture (brief) matter (AS)
Hand over the home work sheet
Homework Home work (E) activity-“To identify a ( FOR) fluid technology you have recently used to make your life easier. Draw a chain of events that how it improved your life”.
3 Quiz at the start of the Brief feedback on each(E)Quiz ( Uses of 3.3 class presentation fluids and particle theory) Short Individual presentation of previous (OF) day’s homework activity (A)Student Presentation (FOR)
Viscosity 4 Power point Power point (A)Student 2.7, presentation on presentation responses “thickness” and (Diagnostic) 3.1 “thinness” of commonly Lecture (brief) ( FOR) used liquids. Hand over the Understanding viscosity assignment sheet of fluids and its dependence on temperature
By the end of the lesson, students will be able to:
Compare the viscosity of various fluids
Explain the relationship between pressure, volume, and temperature
Explain that fluids can change when their temperature or pressure changes
Identify factors that affect the flow rate of fluids
Density 5 Define and explain the Lecture Home work 3.2, concept of Density Explain how to (formative)(AS) 2.5, Determine the mass to construct and volume ratios of calibrate a Completion of 2.3, different amounts of the hydrometer assignment sheet same substance on hydrometer. 2.1, Handover the activity Investigate and compare sheet to construct and LS: 2.2 the densities of a variety calibrate a of fluids hydrometer SR (be sure you have made note of Construct and calibrate aHandover the students who have hydrometer assignment sheet on sought extra help hydrometer to complete the By the end of the lesson, task) students will be able to: IW or C (uses time Describe the well to plan relationship between activity alone or mass, volume, and with a partner) density Construct and calibrate a hydrometer
6 Detailed discussion on Discussing the Quiz ( viscosity 3.2, the previous day’s observations and and density) ( E) homework followed by results of calibration 2.3, ( OF) Quiz on Viscosity and of hydrometer 2.2 density
Density and7 Explain dependence of Lecture cooperative 2.3, Buoyancy density on temperature learning(formative Activity: Students will ) (AS) 2.2 To understand concept be asked to put few of sinking and floating things with different densities in a large Explain Buoyancy and beaker. buoyancy and gravity Discussion of the Applications of above activity and Buoyancy relating it to the force By the end of the lesson, of buoyancy students will be able to:
Determine the buoyancy of an object theoretically.
Archimedes8 Define and explain Lecture (A) Safe and 3.5, ’ Principle appropriate lab Archimedes’ Principle Lab technique; chart of 2.5, results/observatio Lab: Determine the ns 2.1 buoyant force of given four objects (OF) By the end of the lesson, (A) Class students will be able to: discussion of reading -Define Archimedes’ assignment and Principle findings (FOR)
Determine the buoyancy LS: of an object R (manages own experimentally behaviour during lab)
C (works well with lab partner; shares space and resources with other groups)
9 Discussion of the Feedback on the Quiz (E) (OF) 3.5 observations and results previous day’s Lab of the previous day’s Lab
Quiz on Viscosity and density
Pressure in 10 Explain -the concept of Lecture and teacher (A) Think-Pair- 3.4, fluids pressure in fluids w.r.t. Demonstration C24 Share responses depth, altitude, from 3.6 temperature (AS) science and -Fluids and compression technology (Pearson) (A)Home work sheet By the end of the lesson, Think-pair share: students will be able to: What happens when a (FOR) Can containing hot Define and understand water is quickly pressure cooled down? Why it Relate fluids with happened? pressure and Handover the home compressibility work sheet
Lab 11 Lab on Soap Foam Brief explanation on (A) Safe and 2.5, Explain- some materials Lab appropriate can become foam when lab they are heated Hand over the Lab technique; 2.1, sheet and Lab chart of 3.8 By the end of the Lab, question sheet results/ students will be able to: observation - observe what happens s when a fluid expands (OF) within another material (A) Class -answer the Lab discussion of question sheet reading assignment and findings (FOR)
LS: R (manages own behaviour during lab)
C (works well with lab partner; shares space and resources with other groups)
Fluid 12 Define, explain and Start with activity in Journal (AS) 3.7, Systems apply Pascal Law group of 3 from C29 (Formative) science and 2.6 Introduce Hydraulic technology (Pearson) systems- uses of compressed liquids. Discussion
By the end of the lesson, Lecture (brief) students will be able to: Journal writing as -Explain how forces are home work on topic- transferred in all “Is it a good choice or directions in fluids a poor choice to pump oil from deep inside -Compare how fluids are Earth crust? “ controlled and used in living things and manufactured devices
Fluid 13 Introduce Pneumatic Explain this concept Observation (AS) 2.6, Systems Systems- Air under through Jigsaw pressure, pumps, the activity: Four groups bicycle pump, the to explore four topics 2.8 Archimedes screw pump pumps, bicycle pump, Project (E ) (OF) and valves Archimedes screw pump and valves Summative By the end of the lesson, students will be able to: Project: Design and This Project is to build a Pneumatic armbe submitted at the Design, build, and test that will lift a golf ball end of the Unit. devices that use vertically a minimum Pneumatic system of 15 cm and dump the ball into an empty coffee can.
14 Discussion and feedback Discussion Quiz ( E ) (OF) 2.6, 2.8 on the Journal given on day 11 Quiz on Fluid Systems
Impact of 15 Discussion and Work in four stations: (C L) 1.2 Fluid spills Brainstorm on Impacts of Fluid spill Severity of an oil spill I (participates actively in Four By the end of the period, Its Possible Corners) students will be able to: environmental hazards (AS) Fill sheets on each station with their Cost of cleaning individual ideas. Read and comment about Exxon Valdez disaster near the coast of Alaska
Whole Class discussion
Impact of 16 Introducing data and Brainstorm ( C L ) 1.2, Fluid spills statistics of oil spills on water and its impact on Discussion LS: 1.1 the environment Lecture (brief) I (participates in Explain oil spills on land predict-observe- explain with a Discuss beyond oil spill- positive attitude; like dry cleaning fluid does not just wait spilling for answers to be By the end of the lesson, given) students will be able to: (AS) -assess the impact of fluid spills on society and the environment.
Impact of 17 Discuss and Explain oil Video watching: (A) 1.1, 1.2 Fluid spills spill clean-up methods http://www.youtube.c Assignment sheet Explain the factors such om/watch? as cost, time, and v=VrLwfT12-eE ( formative) environmental impacts (AS) in choosing the clean-up methods. Lecture By the end of the lesson, Hand over the students will be able to: assignment sheet Classify the methods used to clean up Oil spills into three categories: mechanical, chemical, and biological.
18 Discussion and FeedbackFeedback and Quiz ( E ) (OF) 1.1, on the previous day’s Discussion Assignment sheet LS: 1.2 Hand over the review Quiz on Impact of Fluid sheet of the whole I (participates in spills Unit as Home work predict-observe- explain with a positive attitude; does not just wait for answers to be given) Review sheet (A)- formative (AS)
19 Complete review of the Lecture( brief) (A) “Who Wants to Unit. Be a Millionaire” Discussion responses- Taking questions and (Include as many queries of students Discussing the previous day’s review questions to cover By the end of the period, sheet. whole Unit) students will be able to write Unit test the next “Who Wants to Be a ( AS ) day Millionaire?” PowerPoint / SMART Board activity
20 Unit test Unit test ( E )Unit Test (OF)
LS: R (timely completion and submission of Project) (OF)
Accommodations for Special Needs and ELL:
Make basic accommodations for special needs students by providing these students with extra time, computer options, strategic seating, assistive technology, etc. as outlined in their Individual Education Plans (IEPs).
Gifted students can be challenged to complete extensions on topics covered in class to their everyday lives, such as they may research questions like why should propane barbecues only be operated outdoors, in well- ventilated conditions?, What steps would you recommend that a community take if it was affected by fluid spills that were difficult to trace?
References:
BPplc. "Evaluating Oil Spill Cleanup Solutions to Aid Recovery Efforts." YouTube. YouTube, 08 July 2010. Web. 10 July 2012.
"Grades 1-8." The Ontario Curriculum. N.p., 2007. Web. 10 July 2012.
"Lab C28 Soap Foam." Soap Foam Lab. N.p., n.d. Web. 10 July 2012.
Schonp77. "Hydroseeding." YouTube. YouTube, 11 Mar. 2012. Web. 10 July 2012.
Culminating Task and Assessment Tools
Overall Expectations: 1. analyse how the properties of fluids are used in various technologies, and assess the impact of these technologies on society and the environment
Specific Expectations: 2.1 follow established safety practices for using apparatus, tools, and materials 2.3 investigate and compare the density of a variety of liquids
Student Handout: Summative Activity on Fluids Given Time: 1 Week What’s important in this lesson: Work carefully through the questions in this culminating activity. These questions have been designed to see what knowledge you have gained about the topics that you covered in this unit. You have two weeks to work on it. Complete the following steps: 1. Revise the lessons on density on your own. 2. Complete all questions provided. 3. If you have any questions, ask your teacher. 4. Check your answers with the teacher.
Activity Safety: 1) Safety goggles must be worn at all times. 2) Observe a high degree of caution while handling nails as they are sharp ended. Never put them in your pocket or anywhere near your body to avoid injury.
3) Do not swallow any solutions given to you as they may be contaminated by other particles.
4) Be careful with the beaker. In case of any accident or if the breaker breaks, leave the area immediately and inform your teacher.
Purpose : Making and Using a Homemade Hydrometer A Hydrometer is a device used to compare the densities of liquids. It uses buoyancy to measure the density of a liquid. You will calibrate your hydrometer for the density of fresh water which is 1.0 g/mL. Criteria for Success : i) Hydrometer is calibrated for the density of fresh water. ii) The constructed hydrometer can be used successfully to estimate the density of other given liquids. Materials Required : 1. Plastic straw 6. Vegetable oil ( soya)
2. Modeling clay 7. Ruler
3. Fresh Water 8. Fine – tipped permanent
4. Nails 9. 3 tall clear containers
5. Salt
Illustration : Mark a Scale on your Hydrometer to make it easier to see how far it sinks in the liquid. cm of the straw tip remains above the water.
Use a permanent marker to draw a line on the straw at the water level and label it Procedure ‘1’ . Your hydrometer is calibrated for the density of Press a small ball of modeling fresh water, which is 1.0 clay on to the end of the straw g/mL. Make 1 cm marks on to form a plug. The straw and the straw with the density of the clay will become your water in the middle using a hydrometer. ruler. Fill your container full of Remove the hydrometer from fresh water. the fresh water and place it in With the clay end touching the container that contains the water, carefully lower the saltwater solution ‘A’. hydrometer into the fresh water. If required add small nails so that approximately 2 Make a mark on the straw where the straw meets the water line and label this 2.
Remove the hydrometer from the solution A container and place it in the container that contains vegetable oil marked as solution ‘B’.
Make a mark on the straw where the straw meets the oil line and label this 3. Data Table (Hint: You can find the density by adding or subtracting the distance from 1 g/ml) Solution Mark Density ( g/mL) Fresh Water 1 1.0 Salt Water 2 Vegetable oil ( Soya ) 3
1. Make a sketch of your hydrometer showing the three marks. (3 Marks)
2. Label the density indicated at each mark. (3 Marks)
(Now you are all set to estimate densities of unknown samples with your calibrated Hydrometer! ) 3. Use your hydrometer to find the densities of honey, sauce and corn syrup at home and remember to follow all the safety instructions demonstrated in class and given above. Complete the following data table (3 marks)
Solution Mark Density ( g/mL) Honey 1 Sauce 2 Corn Syrup 3 4. Arrange densities of all above six solutions in increasing order (1 mark)
Analytical Rubric for HYDROMETER (Based on the participation and performance of each student during the lab)
Criteria Level 4 Level 3 Level 2 Level 1 Follows the Thoroughly lacking a few Missing major Incomplete and instructions followed details details limited given Manages all Uses the materials Mishandles some Does not use Use of Materials materials responsibly most of the materials materials properly responsibly of the time Major portions The data Collects the Thorough Some of the data of the data are collection consists Data collection missing of a few points Calibration All marks were Error was less than Error was up to Error was more with respect to 1mm 1mm than 1mm fresh water
ANYWHERE COLLEGIATE INSTITUTE
Name: ______Time: 1 hour 15 min Date:______Course:Gr.8 Science Fluids Unit Test
Marking Scheme
Knowledge and 25 Understanding
Application 10
Communication 8
Thinking and Inquiry 8
Total 51
Instructions
You can use a pencil or pen to answer all questions.
Write “True” or “False” for true/false questions (not “T” or “F”)
You can start the test as soon as you get it.
You may have the whole period for the test.
Accommodations for Special Needs and ELL:
Make basic accommodations for special needs students by providing these students with extra time, strategic seating, assistive technology (use of scientific calculators), etc. as outlined in their Individual Education Plans (IEPs).
*(Model answers are written in Green) Circle the correct answer (1 mark each)(K/U) Q.1) In what states of matter can you find fluids?
A. Solids, gases and liquids
B. Gases and solids
C. Gases and liquids
D. Liquids and solids
Ans: C Q.2) An important characteristic of fluids is that they can flow. Fluids can do this because …
A. Particles in fluids are slippery
B. Particles in fluids can move around each other
C. Particles in fluids have a coating
D. None of the above
Ans: B Q.3) Gases are more compressible than liquids because …
A. The particles in gas are more attracted to each other
B. The particles in gases are smaller
C. The particles in gas are farther apart
D. None of the above
Ans: C Q.4) Viscosity is caused by the…
A. Thickness of a fluid
B. The attraction between the particles in a fluid
C. The spaces between the particles in a fluid
D. None of the above
Ans: B Q.5) Hydraulics and pneumatics are very similar. How are they different?
A. Hydraulics uses water, pneumatics uses a gas
B. Hydraulics uses a liquid, pneumatics uses a gas
C. Hydraulics uses a gas, pneumatics uses a liquid
D. Both use the same type of fluid
Ans: B Identify the following statements as true/false (Do not write ‘T’ or ‘F’) (1 mark each)(K/U)
Q.6) Pneumatics is the study of pressure by transmitting pressure by using a gas. True Q.7) Buoyant force is the upward force exerted on an object by the fluid it is floating on. True
Q.8) Viscosity is how fast the fluid will flow. It all depends on the “thickness” or “thinness”. True
Short answers: Fill in the blanks:
Q.9) Density is the amount of mass in a certain volume. (1 mark) (K/U) Q.10) Viscosity is the tendency to float. (1 mark) (K/U)
Q.11) Identify which material can be compressed more than the other if the same force is applied. Provide a brief reason for each answer.
a) A helium balloon or a water balloon (2 marks)(A) A helium balloon can be compressed more because helium is a gas and its particles are more spaced out than the particles of water which are relatively more closely packed.
b) A golf ball or a soccer ball (2 marks)(A) A soccer ball can be compressed more because it is filled with air and air particles have more space in between them than a golf ball which has solid core and solid particles have almost no space between them..
Q.12) What does the Archimedes’ principle state? (2 marks)(K/U)
Ans 12 : Archimedes’ principle states that the buoyant force on an object is equal to the weight of the fluid displaced by the object.
Q.13) State the Pascal’s law. (2 marks)(K/U) Ans13: Pascal’s law states that when force is applied to an enclosed fluid, the increase in pressure is transmitted equally to all parts of the fluid. Q.14) Give two examples of pneumatic systems. (2 marks)(K/U) Ans14: Two examples of pneumatic systems are:
A bicycle pump
Bus ramps and Bus doors use pneumatic systems
Q.15) Show all the calculations for the following-
a) What is the density of vegetable oil if 50 g of oil has a volume of 54 ml? (3 marks)(A) Ans15): Given: Mass=50 g Volume=54ml Required: Density=?
Solution: Density=Mass/Volume =50g/54ml
Density= 0.93g/ml
b) What is the mass of 85 ml of vegetable oil? (3 marks)(A) Ans: Given : Density=0.93g/ml Volume =85ml Required: Mass=?
Solution : Mass= Density x Volume Mass=0.93g/ml x 85ml
Mass= 79.05g Therefore, the density of vegetable oil is 0.93g/ml and the mass of 85 ml of vegetable oil is 79.05g.
Q.16) Explain how a fluid is different from a solid. (3 marks)(K/U) Ans: A fluid is different from a solid because:
Fluids can flow whereas solids cannot.
Fluids have no specific shape
The inter-particle forces between fluids are weaker than solids.
Long answers
Q.17) Suppose an oil spill has occurred 50 Km off shore of Lake Ontario. Suggest any four reasons why it is important to clean up the oil spill as quickly as possible. (4 marks)(T/I)
Ans17): It is important to clean up the oil spill as quickly as possible because: i. The oil spill on water spreads more quickly than on land
ii. The oil blocks the sunlight and prevents gas exchange, causing the plants to die. iii. The oil reduces the insulating ability of the feathers or fur. The animals die of hypothermia. iv. The ingested oil becomes part of the marine food chain.
Q.18) Use the particle theory to explain the differences in compressibility between liquids and gases. Draw diagram to explain your answer: (4 marks)(T/I) Ans 18) : Compression is a decrease in volume caused by a force. The particle theory states that there is a large amount of space between the particles of a gas and there is relatively much less space in between the particles of a liquid. This means that gases are much more compressible than liquids are. When a force is applied to the particles, much more compression takes place in the gas than in the liquid.
Q.19) What are the six main points of the particle theory of matter? (6 marks)(K/U) Ans: The six main points of the particle theory of matter are:
All matter is made up of tiny particles.
All particles are in constant motion.
All particles of one substance are identical.
Temperature affects the speed at which particles move.
In liquids and solids, the particles are close together and have strong forces of attraction between them.
In a gas, there are spaces between the particles.
Q.20) Suppose you are asked to design a new piece of equipment that uses a fluid to transfer forces. The requirements are that the fluid should travel quickly through a hose but not compress when pressure is applied. Describe the fluid you would choose in terms of viscosity and density. Describe using as many of the following terms as possible: ‘liquids versus gases’, ’flow rate’, viscosity and ‘density’. (8 marks)(C)
Ans: Gases are much more compressible than liquids. Therefore, in terms of compressibility, a liquid would be the best choice. But gases can flow much faster than liquids. Since the fluid must not compress, our fluid would be a liquid. To increase the flow rate of our liquid, we will make it less viscous because the lesser the viscosity, the greater the flow rate. A liquid with less density would mean that it can be compressed easily when a force is applied. Therefore, the liquid must have the greatest density possible. So, the fluid I would choose for the equipment would be a liquid that has a very high density and very low viscosity.