Year 8 Science takes students deeper into the hidden workings of the world. They explore how cells, tissues, organs and body systems work together, how rocks form and change over time, how energy moves through simple systems, and how matter behaves at a particle level. Students also learn to compare physical and chemical change, ask sharper questions, test ideas more carefully, and use evidence to explain what they discover. It is a year of looking beneath the surface — seeing that science is not just about what things are, but how and why they work.
Unit 1: Chemistry Using learning from multiple hands-on investigations students will classify and represent different types of matter. Students will investigate and distinguish between physical and chemical change. Deconstruct an unfair method (with errors) that has anomalies. They will make modifications to conduct a fair test and construct evidence-based arguments/conclusion.
| Unit 1 Assessment Exam. Modify an unfair test/experiment.
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Unit 2: Earth and Space
Using learning from multiple hands-on investigations students will learn how different factors lead to new knowledge. They will apply this to the theory of plate tectonics to explain patterns of change in the geosphere. Student will examine how the properties of rocks relate to their formation and influence their use They will comprehend stimulus material about mining an ore or coal. They will use this to explain the properties of the mined material and how this influence what it is used for. Within this stimulus ethical/intercultural issues will be described. Student will, analyse how the stimulus in shaping viewpoints/policies.
| Unit 2 Assessment
Response to stimulus on earthquake or volcano.
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Unit 3: Biology
Using learning from multiple hands-on investigations students will explore the role of specialised cells. They will explain the role of specialised cell structures and organelles using a digital 3D model. Using learning from hands-on investigations students will analyse the relationship between.circulatory and respiratory systems. Present key considerations that can make impact for a human population. Investigate dialysis tubing (movement of substances across cell membrane).
| Unit 3 Assessment
Digital presentation using a 3D digital cell model. Written response to analyse the relationship between circulatory and respiratory systems.
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Unit 4: Physics
Using learning from multiple hands-on investigations students will compare different forms of energy. Hands on pracs: (solar-kinetic; solar-chemical/battery; potential- kinetic; R.Goldberg machine) . Students will investigate the claim: “Energy is conserved in X system”. They will evaluate the claim about energy transfer/transformation through a primary investigation. X systems: potential to kinetic; solar to kinetic; wind/solar to electrical.
| Unit 4 Assessment
Primary investigations. Portfolio of Prac results. Evaluate a claim about energy transfer/transformation through a primary investigation.
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