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Doc Brown's Chemistry
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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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
* KS3 Science multiple Choice Quizzes for
chemistry, worksheets and practice chemistry questions for pupils revising Key
Stage 3 science SATs tests revision help for secondary students *
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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