Topic Curriculum Outcomes Activities/Assessment Textbook

Knowledge & STS Skills Readings &

Qs
Scientific All attitude outcomes - Project using a Myth Busters episode to N/A
Process teach students about the scientific process.
Students will be asked to create their own
4 classes hypothetical experiments (real or fictional)
using the appropriate steps and terms
WHIMIS & Lab 1a. investigate and identify Initiating & Planning: Brainstorm: Why is it important to have Section 1.1
Safety examples of fluids in a, b, proper labelling when dealing with
household materials,
chemicals? Think everyday life too.
technological devices, living Communication: b
2 classes things and natural
environments Notes on WHIMIS labels & MDSD.

1b. explain the Workplace Activity on Lab safety (yet to be decided)

Hazardous Materials
Information System
(WHMIS) symbols for
labelling substances; and
describe the safety
precautions to follow when
handling, storing and
disposing of substances at
home and in the laboratory

1c. describe examples in

which materials are
prepared as fluids in order
to facilitate transport,
processing or use (e.g.,
converting mineral ores to
liquids or slurries to
 facilitate transport, use of
paint solvents to facilitate
mixing and application of
pigments, use of soapy
water to carry away
unwanted particles of
material)

1d. identify properties of

fluids that are important in
their selection and
use (e.g., lubricant
properties of oils,
compressibility of gases
used in tires)

Use of Fluids 1a. investigate and identify Attitude outcomes Bill Nye-Fluids video. Students will answer Section 1.2
examples of fluids in questions to follow along with the video
household materials,
2 classes technological devices, living
things and natural
environments

1c. describe examples in

which materials are
prepared as fluids in order
to facilitate transport,
processing or use (e.g.,
converting mineral ores to
liquids or slurries to
facilitate transport, use of
 paint solvents to facilitate
mixing and application of
pigments, use of soapy
water to carry away
unwanted particles of
material)

1d. identify properties of

fluids that are important in
their selection and
use (e.g., lubricant
properties of oils,
compressibility of gases
used in tires)

Types of Liquids 2a. distinguish among pure Initiating & Planning: Notes Section 2.1
substances, mixtures and a, b,
solutions, using common
3 classes In pairs, students will sort a # of liquids
examples (e.g., identify
examples found in
Communication: b into their respective types
households)
Worksheet: on classifying solutions

Paper 2a. distinguish among pure Initiating & Planning: Question: Is black ink in a marker a pure N/A
Chromatography substances, mixtures and c, d substance or a mixture?
solutions, using common
examples (e.g., identify
1 class examples found in
Performing & Students will put dots on a paper, and place
households) recording: a, b, c, d, e the bottom of the paper in water.

Analyzing & Prior to lab students will state their

Interpreting: a, b, c, d hypothesis & variables

Concentration & 2b. investigate the
Solubility solubility of different
materials, and describe
their concentration (e.g.,
3 classes describe concentration in
grams of solute per 100 mL
of solution)
2c. investigate and identify
factors that affect solubility
and the rate of dissolving a
solute in a solvent (e.g.,
identify the effect of
temperature on solubility;
identify the effect of
particle size and agitation
on rate of dissolving)
Particle Model 2d. relate the properties of
mixtures and solutions to
the particle model of
2 days
matter (e.g., recognize that
the attraction between
particles of solute and
particles of solvent helps
keep materials in solution)
Communication: a, b,
c
Attitude outcomes Notes Section 2.2 &
2.3
Demo: Making Iced tea. Keep adding
crystals slowly until no more dissolve.
Calculations: practice questions as a class
Worksheet
Inquiry Lab: What effect does temperature
have on the solubility of a substance?
Students will be allowed to design
(including the procedure) their own
experiment with the available materials in
the lab.
Attitude outcomes Demos: 20ml of rubbing alcohol & 20 mL of
rubbing alcohol. Then add them together, it
measure 39 mL. Why does this happen?
Interactive notes
Students should now be able to tell you the
smaller particles fit inside the spaces of the
other particles & result in.
If necessary, use marbles and sand to
demonstrate how the particles act.
Section 1 & 2 All listed above Students can work on a study guide.
Review
Jeopardy (if appropriate)-students will
work in pairs and write the answers down
on a piece of paper. I will check their
answers, if they are correct they award
themselves the points for that question.
Viscosity 3a. investigate and Attitude outcomes Brainstorm: What is viscosity? How do Section 3.1
compare fluids, based on different viscosities help or harm us when
their viscosity and flow Initiating & Planning: completing everyday jobs or activities?
2 classes rate, and describe the
c, d How might you change viscosity of a
effects of temperature
change on liquid flow substance?
Performing &
recording: a, b, c, d, e Notes

Analyzing & Textbook questions pg 41 1-5

Interpreting: a, b, c, d
Lab: testing viscosity of everyday liquids
using the ramp method. Then adding heat
Communication: a, b, to them & retesting.
c
Density 3b. observe the mass and Initiating & Planning: Notes Section 3.2
volume of a liquid, and c, d
calculate its density using
3 classes Demo: Drop a can of coke & diet coke into a
the formula d = m/v [Note:
This outcome does not
Performing & bucket of water. Why does one sink and
require students to perform recording: a, b, c, d, e one floats? Show them the different in
formula manipulations or density by measuring out 5 grams of sugar
solve for unknown terms Analyzing & & 5 grams of aspartame. (formative)
 other than the density.] Interpreting: a, b, c, d
Practice calculations. (formative)
3c. compare densities of Communication: a, b,
materials; and explain
c Worksheet on density (summative)
differences in the density of
solids, liquids and gases,
using the particle model of
matter

3d. describe methods of

altering the density of a
fluid, and identify and
interpret related practical
applications (e.g., describe
changes in buoyancy
resulting from increasing
the concentration of salt in
water; observe and
describe density currents)

Density of an 8th 3b. observe the mass and
Grader volume of a liquid, and
calculate its density using
the formula d = m/v [Note:
1 class This outcome does not
require students to perform
formula manipulations or
solve for unknown terms
other than the density.]
3c. compare densities of
Initiating & Planning: Volunteer students will submerge
c, d themselves in a rain barrel full of water.
Using the mass, initial volume, final
Performing & volume, volume of object in order to
recording: a, b, c, d, e calculate the density of 2 students.
Analyzing & What might cause the difference in
Interpreting: a, b, c, d densities? What limitations are involved in
this expirement?
 materials; and explain Communication: a, b,
differences in the density of c Students will fill out a lab booklet.
solids, liquids and gases,
(Summative)
using the particle model of
matter

3d. describe methods of

altering the density of a
fluid, and identify and
interpret related practical
applications (e.g., describe
changes in buoyancy
resulting from increasing
the concentration of salt in
water; observe and
describe density currents)
Buoyancy, 3c. compare densities of Initiating & Planning: Notes
Density & materials; and explain c, d
differences in the density of
Temperature PHET Simulation on Density. Teacher made
solids, liquids and gases,
using the particle model of
Performing & worksheet to guide students.
2 classes matter recording: a, b, c, d, e https://phet.colorado.edu/en/simulation/l
egacy/density
3d. describe methods of Analyzing &
altering the density of a Interpreting: a, b, c, d
fluid, and identify and
interpret related practical Communication: a, b,
applications (e.g., describe
changes in buoyancy
c
resulting from increasing
the concentration of salt in
water; observe and
describe density currents)
Compression 3f. investigate and Initiating & Planning: Class brainstorm
compare the c, d Notes
compressibility of liquids
and gases
Performing & Lab (to be decided)
recording: a, b, c, d, e

Analyzing &
Interpreting: a, b, c, d

Communication: a, b,
c
Pressure 3e. describe pressure as a Attitude outcomes Notes
force per unit area by using
the formula p = F/A, and
4 classes Practice calculations
describe applications of
pressure in fluids and
everyday situations (e.g., Worksheet
describe pressure exerted
by water in hoses, air in Bill Nye-Worksheet to guide students
tires, carbon dioxide in fire
extinguishers; explain the
effects of flat heels and
stiletto heels, using the
concept of pressure)

Section 3 review GLE #3 Student choice- Jeopardy, or independent Section 3

& Quiz work.

Study guide
Technologies 4a. describe technologies Initiating & Planning: Inquiry Project: Students will get 3 or 4 Section 4
based on the solubility of c, d days to chose a technology and explain
3-4 Classes materials (e.g., mining salt how solubility, compression, pressure, or
or potash by dissolving) Performing & viscosity allows it to work properly.
recording: a, b, c, d, e Student will present their findings on the
4b. describe and interpret
media of their choice (poster, PowerPoint,
technologies based on flow
rate and viscosity (e.g.,
Analyzing & written work). (Summative)
heavy oil extraction from Interpreting: a, b, c, d
tar sands, development of Students will have to hand in a passport,
motor oils for different Communication: a, b, where they will chose 3 other projects and
seasons, ketchup/mustard c summarize how those technologies work.
squeeze bottles) (Summative-worth a fraction of the project
grade)
4c. describe and interpret
technologies for moving
fluids from one place to
another (e.g., intravenous
lines, pumps and valves, oil
and gas pipelines)

4d. construct a device that

uses the transfer of fluids
to apply a force or to
control motion (e.g.,
construct a model hydraulic
lift; construct a
submersible that can be
made to sink or float by
transfer of a fluid;
construct a model of a
pump)

Unit Exam