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KS3 SCIENCE-Chemistry QCA Unit 7G Particle model of solids, liquids and gases

KS3 Quizzes or task sheets based on this summary: four word-fill worksheets * multiple choice quiz * X-word

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More advanced GCSE work based on 7G: GCSE m/c tests * States of Matter (g l s)

7G Particle model of solids, liquids and gases

    QCA 7G "Particle model of solids, liquids and gases" Multiple Choice Questions for Science SATs revision on gases, liquids and solids - particle models, properties, explaining the differences between them.

7Gwf1-4 four handy linked word-fill worksheets * 7Gwf2 * 7Gwf3 * 7Gwf4 *

The BIG hard on-line crossword puzzle (with letter hints), printout of the BIG version

OR the smaller EASIER (with letter hints),  printout of the smaller EASIER version

3 linked States1mp -matching pair exercises on the states of matter or States2mpDD - drag & drop version or printout * States2mp * States2mpDD * States3mp * States3mpDD *

The 7G crossword and word-fill

In the unit - you should learn how

• the particle model can be used to explain differences between solids, liquids and gases.
• experimental evidence relates to theories and models to explain things.
• to use the particle model to relate scientific theories and evidence.
• to evaluate whether evidence does or does not support  explanations of observations
• to describe and explain observations using the particle model.
• to classify materials as solid, liquid or gas and explain that some materials are 'difficult' to classify.
• to describe materials as being made of particles and describe the movement and arrangement of them,
• to use the particle model to explain phenomena, eg the mixing of liquids, the expansion of a metal bar, 'dancing' dust particles etc.
• to do labelled drawings to describe the arrangement and movement of particles in solids, liquids and gases.

Its handy if you

• have experience of identifying (classifying) solids, liquids and gases and describing the properties of each.
• know that the same material can exist as a solid, liquid and gas.
• have seen that melting solids and freezing liquids are the opposite of each other.
• have seen and understand what we mean by dissolving, evaporation and condensation take place.
• have some ideas how to separate gases, liquids and solids

Some important words for you to understand, use and spell correctly:

• words with a precise meaning in scientific contexts, eg evidence, theory, model, ?
• words and phrases relating to the particle model, eg particle, diffusion, gas pressure, vibration, ?
• words relating to scientific enquiry, eg evidence, data, ?

How can we explain evidence from typical experiments?

• comparing the masses of identically-sized blocks of two or three different materials such as wood, glass and metal - this tells us eg how dense things are, particles have different mass, closer together, ..?
• putting one small coloured crystal into a beaker of cold water and one into a beaker of hot water - how fast do the particles spread and why?
• trying to fit a metal bar into a gauge before and after strong heating - shows expansion - the hotter particles vibrate more and spread out.
• opening a perfume bottle at arm’s length - particles move to our nose!
• heating one end of a metal rod that has paperclips attached by petroleum jelly - heat moves as vibration from higher to lower temperatures
• trying to depress the plungers of three sealed syringes, one containing a solid, one a liquid and one a gas - which is the most easily compressed? - the gas - has the most space between particles.
• putting weights on the end of a thin wire - stretches and then snaps

How are theories created?

• you share and discuss ideas and suggest theories based on experimental data (evidence).
• sometimes new evidence results that doesn't fit in and shows the theory needs to be changed and improved.

What are the differences between solids, liquids and gases?

• classify materials and justify your choice in terms of the properties of solids, liquids and gases,
• but that some materials are difficult to classify and can you explain why?
• imagine what you might see if the materials could be seen using an immensely powerful microscope.
• describe solids, liquids and gases in a way  that fits the evidence and your scientific knowledge, eg a solid is made of tiny grains all glued together
• do a summary table to classify materials as solid, liquid or gas and show their similarities and differences.
• take care if you use, or come across, other 'particle' terms  eg atom, molecule.
• don't confuse microbes, cells and particles and the differences will need to be made explicit. 

How can the particle model explain the differences between solids, liquids and gases?

• models can be used to explain things which cannot be observed in a direct way.
• solids, liquids and gases are made up of tiny particle and the differences can be explained in by the distance between, and the motion of their particles.
• particle theory can explain some phenomena, eg diffusion of a gas, mixing of liquids, expansion of a metal bar.

How can the particle model explain other phenomena?

• apply a model to new observations to explain behaviour eg
  • placing coloured crystals on agar gel and observing the diffusion of colour
  • placing distinct layers of water and ink in plastic syringes and observing the mixing of colour over a short period of time
  • observing dust particles in a beam of light
  • explain your observations in terms of particles
• gas particles are moving around all the time so ...
  • gas pressure is caused by particles hitting the walls of the container
  • gases mix by diffusion, eg by mixing bromine and air, or nitrogen dioxide and air (both visible in gas jars)
• having seen the collapsing can experiment ...
  • explain their observations using the particle theory
  • identify where there are contradictions in ideas to explain the collapsing
  • describe gas particles as moving all the time and pushing against surfaces
  • explain that the can collapses because there are fewer air particles on the inside hitting 'out' than on the outside hitting 'in'.

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ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science SITE PURPOSE: EDUCATION - online learning or 'self-private-tuition' using revision notes, quizzes, practice SAT/SATs test/tests. KS3 SCIENCE Y7 (Year 7), Y8 (Year 8), Y9 (Year 9) Biology-Chemistry-Physics exams. REVISING at Doc Brown's Chemistry Clinic via HOMEPAGE in secondary school/schools, college/colleges, academy/academies or home self-study and may help with 1st year undergraduate university chemistry courses. Hopefully it will encourage interest and understanding of Chemistry and earth Science in any country of the world, though the site is written entirely in English. The website is designed to help students/teachers revise, learn or teach the chemistry for English National QCA criteria assessment levels for KS3 SATs Science-biology/chemistry/physics (SAT revision levels 3-5 or 5-7 examinations) for secondary schools and colleges. The site does not support the content of England, Wales or Northern Ireland primary science for KS1 and KS2, nor does it support KS3 English and Mathematics (Maths). The notes should provide some background theory for a coursework assignment or project. BUT please note that my on-line revision notes and quizzes are no substitute for good classroom teaching-lecturing and thorough studying of your own notes and textbooks, practicing past papers and a copy of the syllabus which are readily downloaded from the examination board sites, but I hope here and there they will lend a tutoring hand on some topic, unit, module etc. For final revision you have to be intellectually honest about what you don't know or follow, YOU have to take the stuff to pieces, analyse what you do/do not understand and reconstruct it so it all makes sense in the end. There is no other way, there are no magic secrets on how to revise and learn, its mainly down to hard work and just good old fashioned study and employing teach-yourself strategies without the need for extra tutors and tutoring lessons. I also think there is too much hit and miss revision using past papers (which I do NOT supply) and not enough systematic revision. I also hope it will help teachers in planning lessons and developing schemes of work for science-chemistry. There are no lesson plans on the site but there are plenty of quizzes to incorporate into classroom activities whether photocopied or on electronic whiteboard projector for use as self-tuition-assessment purposes and a variety of teaching and learning styles and the images may be used in Microsoft Word documents and PowerPoint projections. The site seems to be used by a large number of home study tutors, particularly the revision notes. An individual tutor may print out the notes for science-chemistry learning teaching-tuition purposes and for background material for assignments and projects. I have no interest or time in producing WORD.doc or xxxx.pdf files of the notes at the moment. Neither have I time to write up many practical laboratory experiments ('lab'-'labs') at the moment, but the notes contain lots of background information of chemical reactions in terms of observations-balanced equations-reactants-products-theory etc. I also find it difficult to recommend specific exam websites or syllabus textbooks, it depends exactly on what you need, what you have time for, and there are so many of them to choose from and I do not supply past examination papers for classes. The sites resources include revision notes, quizzes and worksheets which provide support for home study or tuition for homework and coursework help e.g. science investigations for any of the key stage three 3 courses indicated, but I do not supply lesson plans. science  Dr W P Brown ks3 10-11-2007 ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science

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