What are formulas of the Law of Conservation of Mass for grade 8 students in Vietnam? What are general orientations in evaluating educational results in grade 8 Natural Sciences in Vietnam?
What are formulas of the Law of Conservation of Mass for grade 8 students in Vietnam?
The Law of Conservation of Mass is one of the concepts that grade 8 students learn within the grade 8 Natural Science curriculum.
The law of conservation of mass is stated as follows:
In a chemical reaction, the total mass of the products is equal to the total mass of the reactants.
The Law of Conservation of Mass was discovered by the scientists Lomonosov and Lavoisier. This law informs us that in every chemical reaction, there are only changes involving electrons, while the number of atoms of each element remains unchanged, as well as the mass of the atoms. Therefore, the mass of the substances is conserved.
The formula for the law of conservation of mass is as follows:
mA + mB = mC + mD.
Where:
mA is the mass of substance A;
mB is the mass of substance B;
mC is the mass of substance C, and
mD is the mass of substance D.
For example: The mass of BaCl2 + The mass of Na2SO4 = The mass of BaSO4 + The mass of NaCl.
What are formulas of the Law of Conservation of Mass for grade 8 students in Vietnam? What are general orientations in evaluating educational results in grade 8 Natural Sciences in Vietnam? (Image from the Internet)
What are general orientations in evaluating educational results in grade 8 Natural Sciences in Vietnam?
According to the General Education Program for Natural Science issued along with Circular 32/2018/TT/BGDDT, the general orientations in evaluating educational results in grade 8 Natural Sciences in Vietnam are as follows:
The goal of evaluating educational results is to provide accurate, timely, and valuable information about the extent to which the program's standards (required achievements) are met and the progress of students to guide learning activities, adjust teaching activities, manage and develop the program, ensure each student's progress, and improve the quality of education.
The basis for evaluation is the required achievements regarding qualities and competencies stipulated in the overall curriculum and the subject curriculum. The scope of evaluation encompasses the entire content and required achievements of the Natural Science program. The evaluation is based on evidence from the process of practice, learning, and products during the student's learning process.
Educational results are evaluated qualitatively and quantitatively through process evaluation, summative evaluation at educational institutions, broad-based assessments at the national, local levels, and international assessments.
Process evaluation is organized by the subject teacher based on the evaluation results from teachers, parents, the self-assessment of the student being evaluated, and peer assessments within the group or class.
Summative evaluation is organized by educational institutions. Broad-based assessments at the national or local levels are conducted by national or provincial quality assessment organizations to serve the management of teaching activities, program development, and education quality enhancement.
The evaluation method ensures reliability, objectivity, suitability for each age group and educational level, does not cause pressure on students, and minimizes expenses for the state budget, student families, and society. Testing and evaluation must meet the following main functions and requirements:
- Assess the level of attainment of required achievements and teaching methods.
- Provide full, accurate, and timely feedback on valuable learning results for students to self-adjust their learning process; for teachers to adjust teaching activities; for school administrators to devise solutions to improve education quality; and for families to monitor and assist students.
- Self-assessment and peer assessment among students are emphasized and considered as a means to develop competencies such as self-study and critical thinking; to form qualities such as diligence, perseverance, self-control, and self-confidence.
- Combine process evaluation with summative evaluation; combine qualitative and quantitative evaluation, with quantitative evaluation based on qualitative evaluation feedback that is timely and accurate.
- Utilize various forms of testing and evaluation to ensure comprehensive assessment of content, general competencies, specific competencies, and qualities.
- Require integrated content and skills to solve cognitive and practical problems. This is an effective characteristic method for evaluating student competencies.
- Emphasize the evaluation of practical natural science skills.
How much time is allocated to the content of Substances and Its Transformation in the grade 8 Natural Science curriculum in Vietnam?
In the General Education Program for Natural Science issued along with Circular 32/2018/TT/BGDDT:
| Content | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
| Introduction | 5% | 4% | 2% | 2% |
| Matter and its transformations | 15% | 20% | 29% | 31% |
| States of matter | 3% | |||
| Oxygen and air | 2% | |||
| Some common materials, fuels, raw materials, foodstuffs | 6% | |||
| Solutions; Separating substances from mixtures | 4% | |||
| Atoms. Chemical elements | 6% | |||
| Molecules | 9% | |||
| Overview of the periodic table of chemical elements | 5% | |||
| Chemical reactions | 12% | |||
| Reaction rate and catalysts | 3% | |||
| Acids - Bases - pH - Oxides - Salts; Chemical fertilizers | 14% | |||
| Metals | 8% | |||
| Basic differences between non-metals and metals | 4% | |||
| Introduction to organic substances Hydrocarbon and fuel source |
7% | |||
| Ethylic alcohol, acetic acid; Lipid - Carbohydrate - Protein - Polymer | 12% | |||
| Living organisms | 38% | 38% | 29% | 25% |
| Cells - the basic unit of life | 11% | |||
| Diversity of the living world | 27% | |||
| Metabolism and energy transformation in organisms | 23% | |||
| Response in organisms | 3% | |||
| Growth and development in organisms | 5% | |||
| Reproduction in organisms; Organism as a unified entity | 7% | |||
| Human body biology | 20% | |||
| Environment; ecosystem | 9% | |||
| Inheritance phenomena | 19% | |||
| Evolution | 6% | |||
| Energy and its transformations | 25% | 28% | 28% | 28% |
| Measurements | 7% | |||
| Forces | 11% | 8% | 6% | |
| Density and pressure | 8% | |||
| Energy and life | 7% | 6% | 7% | |
| Sound | 7% | |||
| Light | 6% | 9% | ||
| Electricity | 8% | 7% | ||
| Magnetism | 7% | 5% | ||
| Earth and sky | 7% | 0% | 2% | 4% |
| Observable motions of the Sun, Moon; Solar system; Milky Way | 7% | |||
| Biosphere and biomes on Earth | 2% | |||
| Exploiting resources from the Earth's crust; Overview of "Chemistry of the Earth's crust" | 4% | |||
| Periodic evaluation | 10% | 10% | 10% | 10% |
Thus, the content of Substances and Its Transformation accounts for 29% of the grade 8 Natural Science curriculum.
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