Middle School Outreach Activities

  • Professor of Chemistry, and of Biochemistry
  • Biological
  • Chemistry
CP 113, Chemistry-Physics Building, Lab CP 106, NMR lab: CP 33
email: afm@uky.edu

The faculty and graduate students of the department of chemistry maintain a repertoire of chemistry-related demonstrations and activities which we are happy to bring to your school. You can download a list of demonstrations we do regularly, arranged roughly by topic and type. You can also select your grade level below or at the top of the page to obtain a listing of KY core content annotated to indicate demonstrations that would support each content topic. If you do not see an activity or demonstration you like, or you have a topic you would like us to design a set of activities to support, please email us. We welcome opportunities to bring core content to life and add to our repertoire to increase its utility to teachers and students.

Download a pdf list of chemistry-related demonstrations and activities we offer.


Grade 6 Core Content Topics

Download a pdf of the grade 6 topics and available demonstration numbers.
Demonstration numbers identify different demonstrations and activities from our list of chemistry-related demonstrations and activities.

  • Structure and Transformation of Matter: Physical Science.

SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical properties. (A mixture of substances can be separated by exploiting characteristic and divergent physical properties of the components.) Demonstrations 1.1, 1.2, 1.5, 2.1, 2.1, 3.12, 7.1, 7.2, 7.4, 7.6.

SC-M6 1.1.2 Students will identify and describe evidence of chemical and physical changes in matter. (Total mass is conserved, related elements and compounds have related reactivities, patterns of reactivity allow classification and predict utility.) Demonstrations 1.4, 1.6, 1.7, 1.8, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.8, 3.10, 3.11, 4.7, 4.8, 4.9.

  • Unity and Diversity: Biological Science.
SC-M6 3.4.2 Students will make inferences about the factors influencing behavior based on data/evidence of various organisms behaviors. (Behavior as a response, behavioral response is a set of actions determined in part by heredity and in part from experience, requiring coordination and communication at many levels.) Demonstrations 8.11, 8.12.
  • Biological Change: Biological Science.
SC-M6-3.5.1 Students will explain that biological change over time accounts for the diversity of species developed through gradual processes over many generations. (Selection enriches a population for changes in structures, behaviors and physiology that enhance survival and reproductive success in a particular environment.) Demonstrations 8.13, 8.14.
 
SC-M6-3.5.2 Students will understand that regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Maintaining a stable internal environment is essential for an organism's survival. Demonstrations 3.7, 3.8, 3.9 (Protection against freezing during hibernation by salt and sugar in blood, 8.11, 8.12, (gene regulation)
  • Energy Transformations: Unifying Concepts.
SC-M6-4.6.1 Students will describe or explain the cause and effect relationships between oceans and climate. (Oceans are linked to climate, and large heat capacity of water.) Demonstrations 3.8, 3.13, 4.9.
 
SC-M6-4.6.2 Students will describe the effects of the sun's energy on the earth system; the connection/relationship between the sun's energy and seasons. (The sun is the major energy source driving water cycle, wind, currents, photosynthesis, and seasons result from the earth's tilt vs. the axis of its orbit around the sun.) Demonstrations 2.2, 2.3, module 3 (the water cycle), module 6 (energy in light and chemical reactions), module 8 (photosynthesis vs. respiration: how life ties light utilization and CO2 levels together).
 
Grade 7 core content topics
 
Demonstration numbers identify different demonstrations and activities from our list of chemistry-related demonstrations and activities.
 
  • Structure and Transformation of Matter: Physical Science.
SC-07-1.1.1 Students will: classify substances according to their chemical/reactive properties; infer real life applications for substances based on chemical/reactive properties. (In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns, which allow classification, can be used to infer or understand real life applications for those substances.) Demonstrations 1.2, 1.7, 1.8, 2.1, 2.2, 2.3, 2.4, 2.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 6.8, 8.5.
 
SC-07-1.1.2 Students will: Classify elements and compounds according to their properties; compare properties of different combinations of elements. (Observations of simple experiments illustrate that the atoms of chemical elements do not break down during normal laboratory reactions such as heating, exposure to electric currents, or reaction with acids. Elements combine in many ways to produce compounds. Common patterns emerge when comparing and contrasting the properties of compounds to the elements from which they are made. Understanding of these patterns allows for evidence-based predictions of new or different combinations of elements/compounds.) Demonstrations 1.2, 1.7, 1.8, 2.1, 2.2, 2.3, 2.4, 2.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 6.8, 8.5.
  • Unity and Diversity: Biological Science.
SC-07-3.4.1 Students will: describe the roles of genes/chromosomes in the passing of information from one generation to another (heredity); compare inherited and learned traits. (Every organism requires a set of instructions for specifying its traits. This information is contained in genes located in the chromosomes of each cell that can be illustrated through the use of models. Heredity is the passage of these instructions from one generation to another and should be distinguished from learned traits.) Demonstrations 3.7, 3.8, 3.9, 8.11, 8.12, 8.14.
  • Energy Transformations: Unifying Concepts.
SC-07-4.6.2 Students will: Describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical); explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object. (The transfer and transformation of energy can be examined in a variety of real life examples. Models are an appropriate way to convey the abstract/invisible transfer of energy in a system. Heat energy is the disorderly motion of molecules. Heat can be transferred through materials by collisions of atoms or across space by radiation. If the material is fluid, currents will be set up in it that aid the transfer of heat. To change something's speed, to bend or stretch things, to heat or cool them, to push things together to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand that heat produced by burning comes from the release of chemical energy of the substance.) Demonstrations 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 8.1, 8.2, 8.5, 8.6, 8.7, 8.8, 8.9, 8.11, 8.12, 8.13, 8.14.
 
SC-07-4.6.3 Students will understand that waves are one way that energy is transferred. Types of waves include sound, light, earthquake, ocean, and electromagnetic. Demonstrations 1.2, 2.1, 2.2, 2.5, 6.0, 8.11
 
SC-07-4.6.4 Students will describe or represent the flow of energy in ecosystems, using data to draw conclusions about the role of organisms in an ecosystem. (For most ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism in food webs.) Demonstrations 6.6, 6.7, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.14.
 
Grade 8 core content topics
 
Demonstration numbers identify different demonstrations and activities from our list of chemistry-related demonstrations and activities.
  • Structure and Transformation of Matter: Physical Science.
SC-08-1.1.1 Students will: interpret models/representations of elements; classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties. (Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g. density, boiling point, solubility) and chemical properties (e.g. flammability, reactivity), can be used to identify families of elements with similar properties.) Demonstrations 1.1, 1.2, 1.7, 1.8, 2.1, 2.2, 2.3, 2.6, 3.5, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.15, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 6.8, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 8.4, 8.5, 8.6.
 
SC-08-1.1.4 Students will describe interactions which cause the movement of each element among the solid Earth, oceans, atmosphere and organisms (biogeochemical cycles). (Earth is a system containing essentially a fixed amount of each stable chemical atom or element that can exist in several different reservoirs. The interactions within the earth system cause the movement of each element among reservoirs in the solid Earth, oceans, atmosphere and organisms as part of biogeochemical cycles.) Demonstrations 3.1, 3.2, 3.3, 3.4, 3.6, 6.6, 6.7, 8.1, 8.5, 8.6, 8.7.
  • Unity and Diversity: Biological Science.
SC-08-3.4.1 Students will explain the relationship between structure and function of the cell components using a variety of representations. (Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.) Demonstrations 8.1, 8.7, 8.11, 8.12, 8.13, 8.14.
  • Energy Transformations: Unifying Concepts.
SC-08-4.6.1 Students will: explain the cause and effect relationships between global climate and energy transfer; use evidence to make inferences or predictions about global climate issues. (Global climate is determined by energy transfer from the Sun at and near Earth's surface.) Demonstrations 3.1, 3.2, 3.3, 3.4, 3.6, 6.6, 6.7, 6.9, 8.1, 8.2, 8.5, 8.6, 8.7, 8.8, 8.9.
 
SC-08-4.6.2 Students will: describe or explain energy transfer and energy conservation; evaluate alternative solutions to energy problems. (Energy can be transferred in many ways, but it can neither be created nor destroyed.) Demonstrations 2.1, 2.2, 2.3, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.9, 8.1, 8.2, 8.5, 8.6, 8.7, 8.8, 8.9.
 
SC-08-4.6.5 Students will: describe the relationships between organisms and energy flow in ecosystems (food chains and energy pyramids); explain the effects of change to any component of the ecosystem. (Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores to carnivores and decomposers.) Demonstrations 8.1, 8.3, 8.5, 8.6, 8.7, 8.8, 8.9.
 
 

 

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