Science Grade 8

W1 - Lesson 3A: Viscosity, Flow Rate, and

Buoyancy
V5-07 W1-Lesson 3B: Simple Machines
 Important Concepts of Grade 8 Science Materials
Required
W1 - Lesson 1 ...................................................................... Mass, Volume, and Density
W1 - Lesson 2 ............................................................. Solubility and Saturation Points
Textbook:
W1 - Lesson 3A ...................................................... Viscosity, Flow Rate, and Buoyancy
Science in
W1 - Lesson 3B .................................................................................... Simple Machines
Action 8
W1 - Lesson 4 .................Gears, Mechanical Advantage, Speed Ratios, and Efficiency
W1 - Lesson 5 .....................................................................Hydraulics and Pneumatics
W1- Quiz
W2 - Lesson 1 ....The Role of Cells within Living Things, Cells-Tissue-Organ System
W2 - Lesson 2 ......................................................................................... The Microscope
W2 - Lesson 3 ................................................................................ Body Systems Part 1
W2 - Lesson 4 ................................................................................ Body Systems Part 2
W2 - Lesson 5 ................................................ Problems Associated with Body Systems
W2 - Quiz
W3 - Lesson 1 ....................................................Transmission and Absorption of Light
W3 - Lesson 2 .......................................................... Reflection and Refraction of Light
W3 - Lesson 3A ...................................................................................Vision and Lenses
W3 - Lesson 3B .. Water in its Various States Affects Earth’s Landforms and Climate
W3 - Lesson 4 ........................................................ Adaptations to Aquatic Ecosystems
W3 - Lesson 5 ........................................................................................... Water Quality
W3 - Quiz ..........................................................................................................................

Science Grade 8
Version 5
Preview/Review W1 - Lesson 3

Publisher: Alberta Distance Learning Centre

Author: Kevin De Clerq
In-House Teachers: Barb Philips and Norene Pinder

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Preview/Review Concepts
for
Grade Eight Science

W1 - Lesson 3A:
Viscosity, Flow Rate, and Buoyancy
 OBJECTIVES
By the end of this lesson, you should

• define viscosity and tell how it can be changed

• define flow rate and calculate it

• predict if a substance will sink or float in a given fluid

GLOSSARY

buoyancy - the tendency of an object to viscosity - a liquid’s resistance to flow

float when placed in a fluid

flow rate - the velocity or speed at

which a liquid moves
Preview/Review Concepts W1 - Lesson 3A Science Grade 8

W1 - Lesson 3A: Viscosity, Flow Rate, and Buoyancy

Welcome to W1 - Lesson 3A. This lesson teaches you about
viscosity, flow rate, and buoyancy. It should take about 30
minutes to complete.

Viscosity

Viscosity is a liquid’s internal resistance or friction that keeps it

from flowing. What does this mean? If you pour a certain liquid
onto a flat table, how fast will it spill onto the floor? Will it ever
reach the sides of the table to end up on the floor? For example, if
you take a litre of water and dump it on a flat table, soon the water
will be on the floor. One could say that water has a low viscosity. If
you took a litre of hand lotion and dumped it on a table, it would
probably sit there and move very little for a very long time. We
could say that hand lotion has a high viscosity. Fluids with high
viscosity do not flow as easily as fluids with low viscosity.

You may have heard the word viscosity associated with engine
oil. A car engine has many moving parts that cause friction, which
results in heat. There is also a considerable amount of heat made
when fuel burns. To avoid overheating, engine oil is used between
some of these moving parts. It acts as a lubricant and reduces
friction, reducing the amount of heat that the engine produces. To
do its job, oil must be at the correct viscosity. Most engine oils have
additives that prevent them from losing their viscosity when they
get hot. Some motor oils have additives that prevent them from
getting too “viscous” (solid) when the temperature is very cold.

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3A

Activity 1

Read and understand pages 39 to 40 in Science in Action 8. Then,

complete the following chart.

In the table below, make a list of items that have high viscosity
and a list of items that have low viscosity. An example has been
provided for each.
Answers will vary. Some examples are below.

High Viscosity Low Viscosity

Engine Oil Water

Flow Rate

Flow rate is the velocity at which a liquid will move. This can be
measured in metric units such as millimetres per second (mm/s),
centimetres per second (cm/s), metres per second (m/s), litres per
second (L/sec), or kilometres per hour (km/hr).

What do you think of when you hear the phrase, “It was slower than
molasses in January”? Molasses, being a very thick sugary/syrupy
substance, does not flow well in cold temperatures. This is because
firstly, it has high viscosity and secondly, temperature affects
viscosity. Generally, when a material is warmed it loses viscosity
and when it cools, it gains viscosity. Depending on the liquid you
are measuring, some might take hours or even days to move.

Some solids also have the ability to move very slowly. A glacier, for
example, has a very slow flow rate. A flow rate for a typical glacier
could be as slow as five metres per year (5 m/yr). On the other
extreme, if you were caught in a “flash flood” the liquid water in a
river could carry you at a flow rate of 40 km/hr.

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Preview/Review Concepts W1 - Lesson 3A Science Grade 8

1. Substance A flows 10 m in 60 seconds. Substance B flows the

same 10 m in 150 seconds. Which substance has the lowest flow
rate?

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2. A liquid flowed 10 m in 70 seconds. What is its flow rate in m/s?

___________________________________________________________

3. Compare the flow rate of a high viscosity fluid with the flow rate
of a low viscosity fluid.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Activity 2

Read and understand page 40, which contains a description on how

to measure viscosity using the ramp method. Read page 417, “The
Inquiry Process of Science” in the Science in Action 8 textbook.

In this activity a student designed an experiment to measure

flow rates of the same liquid at different temperatures using this
method. Use the information below to answer the questions in the
Your Conclusion section.

NOTE: You are not actually doing this experiment; you are using
data from someone who has done it.

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3A

Experiment: Measuring Flow Rates

Problem

Does a liquid have different flow rates at different temperatures?

Materials

1 ramp (1 metre wooden plank with wood blocks beneath it)

sink
sturdy table
100 mL table syrup at room temperature
100 mL table syrup at fridge temperature (0 to 4°C)
100 ml table syrup microwaved on high for 2 minutes
(60 to 100°C)
timer
3 graduated cylinders
microwave
fridge
cleaner
paper towel
temperature safe/microwave safe containers
oven mitts
pot holder

Procedure

1. In each graduated cylinder measure 100 mL of table syrup. Let

one stand at room temperature for 20 minutes and place the
other cylinder in a fridge for 20 minutes.

2. After about 15 minutes of letting the first two cylinders stand,

microwave the third 100 mL of table syrup for about 2 minutes on
high.

3. Set up a 1 metre ramp. Make the high end 30 cm in height. If

necessary mark a distance of 1 metre on the ramp.

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Preview/Review Concepts W1 - Lesson 3A Science Grade 8

4. With a timer, test all three samples (one at a time) for the time
required to travel 1 metre. Pour the syrup on the highest point
of the board. Measure the time needed for the syrup to reach
the one-metre mark.

5. Record your findings in the Observations section.

Observations

Data Table
Flow Rate For Table Syrup at Different Temperatures

Table Syrup at
Table Syrup at Fridge Table Syrup at Room
Microwaved Temperature
Temperature (0 to 4°C) Temperature (21°C)
(60 to 100°C)

1 metre/310 seconds 1 metre/121 seconds 1 metre/12 seconds

Your Conclusion

1. Which sample in the experiment has the fastest flow rate?

___________________________________________________________

2. Which sample in the experiment has the slowest flow rate?

___________________________________________________________

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3A

3. At which of these temperatures will oil have the highest flow

rate: 10°C or 50°C ?

___________________________________________________________

4. How does temperature affect the viscosity of a substance?

___________________________________________________________

___________________________________________________________

5. Page 41 of Science in Action 8, explains why a change in viscosity

happens in relation to the particle model. In your own words,
why does this change occur?

___________________________________________________________

___________________________________________________________

___________________________________________________________

6. During this experiment, what two variables had to remain

the same for the experiment to be accurate? (Which are the
controlled variables?)

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7. During this experiment, what variable had to change to solve

the problem? (Which one is the manipulated variable?)

___________________________________________________________

8. Imagine you have honey that has solidified in a squeeze tube

container. What would be an easy solution to removing some of
this honey?

___________________________________________________________

___________________________________________________________

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Preview/Review Concepts W1 - Lesson 3A Science Grade 8

Buoyancy

Buoyancy is the tendency of an object to float when it is placed

in a fluid. Buoyancy occurs because fluids exert an upward force
on objects in them. If the buoyant force on an object is
greater than the downward force of
gravity on it, the object floats. An
object sinks when its density is
greater than the density of the fluid
it is in. It floats when its density is the
same or less than that of the fluid it is
in.

Activity 3

Read pages 50 and 51 in Science in Action 8. Then, answer the

following questions.

1. What happens when an object with a density of 2.5 g / cm³

(1 cm³ = 1 mL) is put into water (density = 1.0 g / mL)?

___________________________________________________________

2. What is neutral buoyancy?

___________________________________________________________

___________________________________________________________

3. What is the Plimsoll line and why is it important to cargo ships?

_____________________________________________________________________________

_____________________________________________________________________________

____________________________________________________________________________

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3A

4. Why do hot air balloons float?

_____________________________________________________________________________

_____________________________________________________________________________

5. In your own words, describe how a submarine sinks and rises through the water.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

You should now be able to meet all of the objectives listed at the beginning
of the lesson. Go through the list to see if there is anything you need to
spend more time on.

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Preview/Review Concepts
for
Grade Eight Science

W1 - Lesson 3B:
Simple Machines
 OBJECTIVES
By the end of this lesson, you should

• identify and describe the six main simple machines

• explain why simple machines are used

• solve simple problems dealing with levers, inclined planes, and pulleys

GLOSSARY

effort arm - the part of the lever pulley - a grooved wheel over
from the fulcrum to the which a rope slides to move
applied force an object

inclined plane - sloping surface up screw - an inclined plane wrapped

or down which something can around a central core.
be moved
wedge - inclined plane used to
lever - solid bars that pivot or turn pry things apart
on a point called a fulcrum
wheel and axle - two wheels of
load arm - the part of the lever from different diameters which
the fulcrum to the load are hooked together at their
centre points and move
together
Preview/Review Concepts W1 - Lesson 3B Science Grade 8

W1 - Lesson 3B: Simple Machines

Welcome to W1 - Lesson 3B. This lesson is designed to teach
you about simple machines; it should take about 60 minutes to
complete.

Simple Machines

The major aspect that sets humans apart from other animals is
our reasoning mind. One thing we have used our minds for is
the development of machines that make tasks easier. We have
accomplished many impressive feats through history using
variations of these machines.

A simple machine is a tool or device made up of one basic

machine. It is made of materials suitable for its function so that it
does not fall apart while being used. Simple machines can be put
together to make more complicated machines. This lesson helps you
understand six simple machines: lever, inclined plane, wedge,
screw, pulley, and wheel and axle.

When using machines, as you gain a force advantage, you lose a

speed advantage and vice versa.

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3B

Lever

Levers are solid bars that pivot or turn on a point called the
fulcrum. Some reduce the force needed to carry out a task such as
lifting heavy objects.

Levers are of three types:

• The first class lever has the fulcrum between the force used to
move an object and the object on the other side. An example is
a pry bar. As you lengthen the side of the lever where you apply
force, moving the load on the other side is easier.

• A second class lever has the weight or load between the force
and the fulcrum. A wheelbarrow is an example. The closer the
load is to the fulcrum, the easier it is to move the load.

• The third class lever has the force between the load and the
fulcrum. Sports equipment such as golf clubs and tennis rackets
are levers of this type. They speed the load - in this case, the
ball.

Here is an example of how a class 1 lever works. If you have a load

on one side of the fulcrum and you want the lever to balance, you
must apply the same force the same distance from the fulcrum on
the other side.
10 N

- 1m - - 1m -

10 N

To balance a load with twice the force, but keep the applied force
the same, you must move the applied force two times as far from
the fulcrum.

10 N

-x- - 2x -

20 N

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Preview/Review Concepts W1 - Lesson 3B Science Grade 8

Activity 1

Read and understand pages 261 to 262 in Science in Action 8. Then,

answer the following questions.

1. Define the term simple machine.

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. In your own words describe how to make a lever.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3B

3. Draw and describe the three different kinds of levers. Explain

how each is used.

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Preview/Review Concepts W1 - Lesson 3B Science Grade 8

4. Which class of lever has the load between the effort and the
fulcrum.

___________________________________________________________

5. A class 1 lever with load arm and effort arm is 2 metres long.
The fulcrum is in the middle. A 100 N load is at the end of the
load arm. How much effort must be applied to the end of the
effort arm to lift the load?

___________________________________________________________

6. What happens to the amount of effort needed if the effort arm is

lengthened to 2 m?

___________________________________________________________

___________________________________________________________

___________________________________________________________

Inclined Plane

The easiest way to describe an inclined plane is to say it is a

sloping surface up which something can be moved. A good example
of a ramp or inclined plane is a plank used to put a motorbike into
the back of a truck. Instead of lifting the heavy motorbike straight
up (which would require a force equal to the weight of the bike), a
ramp can be used to make the job easier. However, the object being
lifted using a ramp must travel a greater distance than the distance
of lifting straight up. For example, to halve the force required, the
ramp must be two times longer than the height the object is lifted.

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3B

Activity 2

Read and understand the inclined plane section on page 263 in

Science in Action 8. Then, answer the following questions.

1. Draw and describe an inclined plane. Explain how is it used.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. Describe a scenario (other than the one provided) where an

inclined plane could be used.

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___________________________________________________________

___________________________________________________________

___________________________________________________________

3. Refer to page 263 in Science in Action 8. To lift an object

straight up 1 metre requires 1000 N of effort. However, to pull
the same object up a ramp requires 250 N of effort. How long is
the ramp?

___________________________________________________________

___________________________________________________________

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Preview/Review Concepts W1 - Lesson 3B Science Grade 8

4. Imagine you moved a load along an inclined plane that is 6x as

long as the height the object was lifted. You applied 200N of
effort. What was the weight (in N) of the load?

___________________________________________________________

___________________________________________________________

Wedge

A wedge is used to make the job of prying things apart easier. The
small pointed end is forced into an object followed by a continuously
wider part, and the object is forced into two pieces. Some examples
of wedges are knives, axes, and scissors. As well, the teeth on a
zipper are wedges.

Activity 3

Read and understand the wedge section on page 263 in Science in

Action 8. Then, answer the following question.

1. What might you use a wedge for in your daily life?

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. Name and describe a machine that has a wedge as one of its

parts.

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3B

Screw

Think of an inclined plane wrapped around something. That is a

screw. It turns rotational motion into straight motion. A screw
has a power advantage; less force is needed than if it was not used.
A screw can be used to lift things (car jacks), move things (a grain
auger), or fasten things together (a wood screw).

Activity 4

Read and understand the screw section on page 264 in Science in

Action 8. Then, answer the following questions.

1. Draw and describe a screw. How is it used? Give some examples

of a screw.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Pulley

A pulley is a grooved wheel over which a rope slides to move an object. Pulleys can be
used to lift objects. If a force advantage is gained with a pulley, the amount of rope to
pull is longer than the distance the rope will lift an object. Each rope going up from the
object, moves the same distance as the object. If there are four “up-ropes”, the end of the
rope will have to be pulled four times as far as the object is lifted. The rope can go over or
under the pulley. The more pulleys used in the system, the heavier the load that can be
lifted. The more “up-ropes” from a load, the less input force is required.

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Preview/Review Concepts W1 - Lesson 3B Science Grade 8

If there are four ropes going up from the load, one quarter the force is needed than if the
load was lifted straight up without the pulleys.

2 pulleys, 2 up-ropes from load; therefore, force needed is halved

5 000/2 = 2 500 N

The rope will need to be pulled 2 m

for every 1 m the load is lifted (each
up-rope moves the height the load
moves)
5000 N
load

Activity 5

Read and understand the pulley section on page 264 in Science in

Action 8. Then, answer the following questions.

1. Draw and describe a pulley. How is it used? Give three

examples of the things that might be common for pulleys to lift.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3B

2. Draw a pulley system with six up-ropes with the load having a
mass of 1 000 N. How much force must be applied to move the
load?

3. Imagine you have a large load to lift, but are able to apply only
1/10 the force needed to lift it. If you attach pulleys to the load,
how many “up-ropes” should be attached to the load?

________________________________________________________

4. Draw a pulley set-up that uses five pulleys to reduce effort.

Wheel and Axle

The wheel and axle is a combination of two wheels of different

diameters that turn together because they are solidly attached. If
the wheel makes one complete rotation, the axle makes one rotation
also. Force applied on the larger wheel allows the smaller wheel
(the axle) to turn with a greater force, allowing it to do the work
more easily. A door knob is a good example. You turn the larger
knob or wheel, and it provides greater force for the smaller axle,
allowing enough force for the door mechanism to open. If force was
applied to the smaller axle, the larger wheel would spin faster. This
is a speed advantage.

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Preview/Review Concepts W1 - Lesson 3B Science Grade 8

Activity 6

Read and understand page 265 in Science in Action 8. Then, answer

the following questions.

1. Draw and describe a wheel and axle. How is it used? What are
some examples of a wheel and axle?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. If an axle turns 10 times in 5 seconds, how many times does the

attached wheel turn in the same time?

___________________________________________________________

3. If you turn the small wheel on a wheel and axle, would the
larger wheel spin slower or faster than the small axle?

___________________________________________________________

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Science Grade 8 Preview/Review Concepts W1 - Lesson 3B

4. If you turn the large wheel, would the smaller wheel (axle) spin
slower or faster than the large wheel?

___________________________________________________________

5. Some of the older semi trucks had very large steering wheels.
What is the reason for this?

___________________________________________________________

___________________________________________________________

You should now be able to meet all of the objectives

listed at the beginning of the lesson. Go through the list
to see if there is anything you need to spend more time
on.

Extended Activity (Homework)

At your home, make a list of items that are examples of each of

the following simple machines: lever, inclined plane, wedge, screw,
pulley, and wheel and axle. Try to find at least one example for
each.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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