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IntoScience
www.intoscience.com | customerservice@3plearning.com.au | 1300 850 331 | © 3P Learning
Foreword
Welcome to IntoScience and thank you for joining us on this journey of discovery. I hope you find this resource
book useful and relevant to you and your students. I am confident that using IntoScience with your students
will be extremely rewarding.
How students learn, and therefore how we teach is an ever-evolving process. The teaching of critical thinking
skills and higher-order thinking are becoming more prevalent in today’s modern classroom. Skills such
as these are invaluable to the scientific process and in developing scientific thinkers. Couple this with the
exponential progression and access to technology, the classroom of today is a vastly different landscape even
when compared to just the last five years.
Inquiry-based learning, and by that I mean the approach to learning which involves the investigation and
exploration of problems or questions, is something every science teacher does through practical activities
and experiments. Giving students problems, often with guidance, and letting them formulate questions, test
hypotheses, record results and draw conclusions is the very essence of science and totally encapsulates
inquiry-based learning. However, when it comes to teaching the theory side of science, the inquiry-based
model is often lost. In many cases, this is due to not having the tools or resources to allow teaching and
learning in an inquiry-based way.
This is exactly where IntoScience becomes an essential part of the teaching and learning process. From
‘doing’ mitosis to crashing cars when investigating friction, to playing basketball on the moon, IntoScience
brings to life theories and concepts in a way in which no other resource can. It immerses students in a world of
science, giving them the skills to grow as budding scientists. It brings scientific theories to life by questioning,
doing, interacting and observing whilst staying true to the principles of science.
Having taught science for 11 years, I am very proud to be a part of the IntoScience team and to have the
opportunity to truly enrich students’ lives. My aim as a teacher, and our aim at IntoScience is to inspire students
to love science and to apply a scientific world view in their lives, which I am convinced is essential in today’s
modern world. Seeing the way students respond to the program, how they love exploring and finding things
out, and above all, how much they love learning science, is the most satisfying feeling you can have as a
teacher.
I wish you well in your teaching of science and I am confident that IntoScience will help enrich your science
teaching experience. Welcome to the future of education, and thank you for embarking on this incredible
journey with us.
Dave completed his Biology Degree with Qualified Teacher Status in Manchester, where he taught High
School science while completing his MSc in Behavioural Ecology. Dave then emigrated to Australia
where he became the Head of Science in a government school which saw record numbers complete a
science at Year 12 for that school. Dave then spent 5 years teaching science and eventually becoming
the Principal of a British International School in Thailand where all students of varying ethnicities all
achieved a grade C and above for their science IGCSE qualification during Dave’s time at the school.
He now works to implement IntoScience in schools across Australia, the UK and the USA, changing one
classroom at a time and bringing the teaching and learning of science into the future.
IntoScience
www.intoscience.com | customerservice@3plearning.com.au | 1300 850 331 | © 3P Learning
Catering to your style
We all have different teaching styles but whatever your style, IntoScience can cater for you. IntoScience can
be applied in many different ways, and different activities lend themselves to different styles of teaching and
learning. Here are a few different ways in which you may want to use the program:
Flipping the Classroom
What is it? – It is where students come to a new topic with some prior learning (generally as homework) from
which you can then consolidate and build upon.
IntoScience example: – The Characteristics of living things activity in the Cells topic runs through the seven
habits of all living things. The students could complete the activity at home achieving all seven inquiry points.
Then in the first Cells topic you can bring up the activity on the projector or IWB and run through the activity to
consolidate the concepts and alleviate any misconceptions.
Benefits? – It provides a great introduction to a topic, promotes class discussion from the outset and also
provides a platform from which to build instead of starting from scratch.
Independent Learning
What is it? – Working and learning with minimal instruction and guidance.
IntoScience example: – In the Elements, compounds and mixtures topic, the Properties and uses of elements
activity lets students explore and test the properties of elements. Whilst students are independently learning,
you can walk around and help those who require it or have them explain to you what they are doing, thereby
demonstrating their understanding.
Benefits? – When students are ‘doing’ as opposed to listening or taking notes, they discover, learn and
understand more.
Guided Teaching
What is it? – A mixture of guided teaching and independent learning.
IntoScience example: – The Particle matters activity in the States of matter topic is structured so that on each
screen within the activity there are things to do and explore for the students, and to have that explained and
consolidated by the teacher at each step should ensure a thorough understanding of the concepts.
Benefits? – Sometimes it is helpful to have a concept projected at the front of the class, explain the science
behind it and then let the students explore, before moving onto the next area.
Formal Assessment
What is it? – An assessment of understanding resulting in a grade reflecting their understanding.
IntoScience example: – The Mid and End Challenges contain curriculum-based questions from each topic.
Mid Challenges contain a set of 10 randomised questions and the End Challenges contain 20 randomised
questions. In the Teacher Controls menu, you can access the Teacher console to see the results of each
student and if necessary, have them repeat the test knowing that the questions won’t be exactly the same.
Benefits? – A great way to gauge a student’s understanding of the concepts.
Higher Order Thinking
What is it? – This is where problems require students to think critically, applying logic and creativity in order to
solve problems.
IntoScience example: – There are many text-entry areas in IntoScience where truly deep thinking can
be demonstrated and assessed. In the Taxonomic ranks activity from the Classification of organisms
topic, towards the end of the activity it asks students to choose one of the four models which they think
best represents the classification hierarchy model. It then asks the students to explain the strengths and
IntoScience
www.intoscience.com | customerservice@3plearning.com.au | 1300 850 331 | © 3P Learning
Catering to your style
weaknesses of this model in their own words. As a teacher, you can go into those text fields and view all of
your students’ answers. You can choose to discuss these with the class or individually. This allows you to gain
an understanding of how well your students grasped the concepts.
Benefits? – Developing these skills is the true making of a budding scientist. Not only can you as a teacher
really glean whether the students understood a concept but you can also alleviate any misconceptions if and
when they arise.
Homework
What is it? – Work completed outside school hours, generally for consolidating understanding.
IntoScience example: – Any activity can be undertaken by the students outside of the classroom, provided
they have a suitable device and Internet connection. As IntoScience is multi-platform, and as work completed
at school on one device is saved to the cloud, the students can simply log onto another device and continue
working. Inquiry points can be seen in the View class results area, allowing you to check whether a student
has done their homework or not.
Benefits? – If a student was given the choice to complete an IntoScience activity or work from a textbook for
homework, IntoScience wins everytime!
Exam Preparation
What is it? – The necessary revision process undertaken by students before exams.
IntoScience example: – As IntoScience is broken down into topic areas, students can select the relevant topic
area and work through all of the activities and Mid and End Challenges, thereby ensuring complete curriculum
coverage for the topic in a fun and engaging way.
Benefits? – As each activity is a unique learning space, the students will have an anchor point from which
to remember the concept. For example, if revising heat transfer methods, the camp fire scene used in the
Conduction, convection and radiation activity is a great way to remember the concepts.
Explicit Teaching
What is it? – The classic ‘chalk and talk’, where a teacher is explaining a concept to all of the students in the
class, generally from the front of the room.
IntoScience example: – Many activities are suitable for presenting directly to the class. There are also tools
and simulations you can use as a reference whilst teaching, for example, the periodic table (accessed from the
tools button on the top menu bar) allows you to select individual elements and read about their properties, or
select groups, periods or filter between metals and non-metals, AMU and more.
Benefits? – Instead of having to trawl the net for suitable diagrams, simulations or videos, IntoScience has
them all embedded within the program which you can find using the search function on the top tool bar.
Group Work
What is it? – Students collaborating, sharing ideas and discussing concepts in order to reinforce
understanding.
IntoScience Example: – Students often gain a deeper understanding of concepts when working in groups, so
wherever there are extended answer sections, it may be a good idea to have students discuss the answers in
pairs or groups. They can then input their own answers using their own account.
Benefits? – When students talk to each other, they teach each other. The discussions taking place can often
encourage deeper understanding.
IntoScience
www.intoscience.com | customerservice@3plearning.com.au | 1300 850 331 | © 3P Learning
How to use this guide
This resource set has been created in four sections to reflect the four areas of science according
to the Australian Curriculum: Biological sciences, Chemical sciences, Physical sciences and Earth and
space sciences.
The books are broken down into individual topic areas within each science. They are then further broken
down into the activities within each topic related to the specific curriculum elaborations. After the curriculum
elaborations, you will find lesson guides for each of the IntoScience activities, followed by worksheets and
worksheet answers.
Below is a suggested pathway for using IntoScience, which includes pre-lesson preparation followed by a
guide for when the lesson commences.
Pre-lesson preparation
• Open the relevant science manual and turn to the topic which you are teaching. Ensure the curriculum
elaborations match what you are covering and then open to the appropriate lesson guide.
• Familiarise yourself with the Summary of Key Learning Points at the top of the lesson guide and glance
over the talking points and extension ideas.
• Sign in to IntoScience on your device and click on Activities in the top left-hand corner.
• Find the topic you are teaching and click on it to see a list of the activities within the topic. Select the
activity you would like to use.
• Work through the activity whilst referring to the lesson guide (by selecting the L on the bottom left of
the screen) taking note of where the students will achieve their inquiry points and review the suggested
completion levels to see how it will relate to your students.
• Print the worksheets to use as a supplementary resource, for advanced students or to use for homework.
IntoScience
www.intoscience.com | customerservice@3plearning.com.au | 1300 850 331 | © 3P Learning
Index VOLUME 2: CHEMICAL SCIENCES
LESSON ANSWER CURRICULUM
TOPIC WORKSHEET YEAR
GUIDE SHEET CODE
PURE SUBSTANCES AND MIXTURES
Activity: Recognising pure substances from mixtures 11 - - ACSSU113 7
Activity: What makes a mixture? 12 - - ACSSU113 7
Activity: Examples of pure substances and mixtures 13 - - ACSSU113 7
Activity: Stir it up! Mixtures that are solutions 14 - - ACSSU113 7
Activity: Solute + Solvent = Solution 15 16 19 ACSSU113 7
Activity: What is a suspension? 20 - - ACSSU113 7
TECHNIQUES FOR SEPARATING MIXTURES
Activity: Physical properties of a substance 24 26 28 ACSSU113 7
Activity: Filtration and evaporation 30 - - ACSSU113 7
Activity: Distillation 31 - - ACSSU113 7
Activity: Filtration: Save the fish! 32 - - ACSSU113 7
Activity: Exploring more separation techniques 33 - - ACSSU113 7
Activity: The island activity 35 - - ACSSU113 7
ELEMENTS, COMPOUNDS AND MIXTURES
Activity: Classification of matter 39 42 45 ACSSU152 8
Activity: Changing models of the atom 48 50 55 ACSSU152 8
Activity: Structure of the atom 60 62 66 ACSSU152 8
Activity: Introduction to the periodic table 70 73 76 ACSSU152 8
Activity: Properties and uses of elements 79 81 83 ACSSU152 8
Activity: Comparing compounds 85 87 89 ACSSU152 8
Activity: Naming compounds 91 93 95 ACSSU152 8
CHEMICAL REACTIONS
Activity: Physical and chemical changes 100 102 104 ACSSU225 8
Activity: Signs of chemical change 106 108 110 ACSSU225 8
Activity: Types of chemical reactions 112 115 118 ACSSU225 8
Activity: Law of conservation of mass 121 123 125 ACSSU225 8
STATES OF MATTER
Activity: Particle matters 132 135 137 ACSSU151 8
Activity: Compressing matter 139 - - ACSSU151 8
Activity: Changing states 141 - - ACSSU151 8
Activity: Diffusion in the lab 144 - - ACSSU151 8
Activity: Expansion Experiments 146 148 149 ACSSU151 8
Activity: The Particle Model Examiner 150 152 154 ACSSU151 8
Activity: Using models in science 156 - - ACSSU151 8
© 3P Learning
CHEMICAL PURE SUBSTANCES
SCIENCES AND MIXTURES
© 3P Learning
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TOPIC SUMMARY:
Description:
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of
techniques [ACSSU113]
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11
Students identify the properties of mixtures and recognise that the properties of the constituents do not
change when the mixture is formed.
Suggested time: 15 minutes
Summary of Key Learning Points
Students:
- identify the properties of mixtures
EXAMPLES OF PURE
LESSON GUIDE
SUBSTANCES AND MIXTURES
Students understand the differences between pure substances and mixtures, and identify examples of each.
Suggested time: 15 minutes
Summary of Key Learning Points
Students:
- understand that pure substances are composed of one type of element or one type of compound
- understand that mixtures are composed of two or more types of elements or compounds
- accurately identify the pure substances and the mixtures in a line-up of substances
Extension activity: Create a table of pure substances and mixtures. (additional 15 minutes)
UNDERSTAND THAT PURE SUBSTANCES ARE COMPOSED OF ONE TYPE OF ELEMENT OR ONE TYPE
OF COMPOUND
5 minutes
Students read a definition of a pure substance and see a number of examples.
A pure substance is just one type of element or compound on its own.
Identify 10 or more substances in the classroom or home and create a table of pure substances and mixtures.
(Additional 15 minutes)
Question 2
For each of these solutions identify the solute/s and solvent.
Question 3
Identify whether the following statements are true or false by putting a T or F next to them.
(a) Solutions are homogeneous.
(b) Solutes can be separated from solvents by filtration.
(c) In solutions, the solvent is always water.
(d) There can be more than one solute in the same solution.
(e) Solutions are always colourless.
Question 5
Identify a:
(a) liquid-liquid solution
Question 2
For each of these solutions identify the solute/s and solvent.
Question 3
Identify whether the following statements are true or false by putting a T or F next to them.
(a) Solutions are homogeneous. T
(b) Solutes can be separated from solvents by filtration. F
(c) In solutions, the solvent is always water. F
(d) There can be more than one solute in the same solution. T
(e) Solutions are always colourless. F
Question 5
Identify a
(a) liquid-liquid solution
Perfume (fragrant oil dissolved in alcohol)
WHAT IS SUSPENSION?
LESSON GUIDE
This activity compares the main differences between a suspension and a solution by comparing soil and salt
mixed with water.
Suggested time: 15 minutes
Summary of Key Learning Points
Students:
- identify a solution and a suspension
- recognise the characteristics of a suspension
NOTES
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TOPIC SUMMARY:
Description:
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of
techniques [ACSSU113]
ACTIVITY: DISTILLATION
Learn about simple and fractional distillation as separation techniques.
Elaboration: investigating and using a range of physical separation techniques such as filtration, decantation,
evaporation, crystallisation, chromatography and distillation [ACSSU113-3]
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PHYSICAL PROPERTIES
LESSON GUIDE
OF A SUBSTANCE
Physical properties of substances are introduced, including how these properties are useful when mixtures are
being separated.
Suggested time: 30 minutes
Summary of Key Learning Points
Students:
- recognise the physical properties of substances
- identify equipment used for separation techniques
PHYSICAL PROPERTIES
LESSON GUIDE
OF A SUBSTANCE
Magnetic attraction
Not all metals are magnetic, and some are weakly magnetic whilst others are strongly magnetic. The concept
of magnetism relates to the 'domains' within the metal and the ability of the domains to maintain their
alignment and hence their magnetism. If a magnet is dropped too many times it loses its magnetic properties
as the domains can be bumped out of place.
Boiling point
Water boils at 100 degrees Celsius, but only at 1 atmospheric pressure. Water boils at a lower temperature at
altitude, so it can be difficult to cook, especially cakes and foods that rely on a raising agent like yeast to make
it fluffy.
Extension: Students are asked which physical quality they would use to separate a bag filled with different
types of sports balls. (size)
Students could also be asked to discuss common household items in terms of their physical properties. For
example: salt water and fresh water have different boiling points.
Question: What effect does adding salt to water for cooking pasta have on the cooking time?
Answer: Salt water has a higher boiling point than fresh water, so if you wait for the salted water to boil before
putting in the pasta, it will cook in a shorter time as the water is hotter.
PHYSICAL PROPERTIES
WORKSHEET
OF A SUBSTANCE
Question 1
(a) Describe, using examples, the difference between a physical property and a chemical property.
(b) One physical property of water is that it is transparent. Identify two other physical properties of water.
Question 2
Match the physical property to its description by drawing a line between the matching pairs.
Question 3
What differences in physical properties allows the separation of these substances?
(a) Paperclips from waterPerfume (f
ragrant oil dissolved in alcohol)
PHYSICAL PROPERTIES
WORKSHEET
OF A SUBSTANCE
Question 5
Describe a procedure you could use to separate a mixture of sand, salt, iron filings and water.
PHYSICAL PROPERTIES
ANSWER SHEET
OF A SUBSTANCE
Question 1
(a) Describe, using examples, the difference between a physical property and a chemical property.
A physical property is a characteristic of matter that can be observed or measured without changing it, such as
colour, whereas a chemical property is only observed during a chemical reaction which changes its chemical
composition, such as flammability.
(b) One physical property of water is that it is transparent. Identify two other physical properties of water.
Two other physical properties of water are: it has relatively high melting and boiling points and it has a density
of 1g/cm3.
Question 2
Match the physical property to its description by drawing a line between the matching pairs.
Question 3
What differences in physical properties allows the separation of these substances?
(a) Paperclips from water
Magnetism
PHYSICAL PROPERTIES
ANSWER SHEET
OF A SUBSTANCE
Question 4 (Research question)
Find out how the different types of scrap metal are separated and recycled. Write a paragraph to summarise
what you found out.
Suggested answer: Different types of scrap metal can be separated by sorting techniques. Examples are
using magnets to separate ferrous from non-ferrous materials. An eddy current separator uses a powerful
magnetic field to sort all of the non-ferrous materials which are metallic from waste, non-useful materials. Other
scrap metal separation techniques include flotation (gravitational separation), optical separation and manual
separation.
Question 5
Describe a procedure you could use to separate a mixture of sand, salt, iron filings and water.
Remove the iron filings using a magnet. Filter the sand, salt and water through filter paper, separating the sand.
Boil the salt and water until all of the water evaporates, leaving the salt remaining.
FILTRATION AND
LESSON GUIDE
EVAPORATION
This activity explores the use of filtration and evaporation as separating techniques for soluble and
insoluble mixtures.
Suggested time: 15 minutes
Summary of Key Learning Points
Students:
- compare filtration and evaporation as methods of separation
DISTILLATION
LESSON GUIDE
Students watch videos demonstrating simple distillation and fractional distillation techniques and recognise the
lab equipment used.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- observe the process of simple distillation
- recognise the lab equipment used in simple distillation
- observe the process of fractional distillation
- explore the fractionating column
FILTRATION:
LESSON GUIDE
SAVE THE FISH!
Students use their problem solving skills and knowledge of separation methods to save the fish from the
polluted water.
Suggested time: 30 minutes
Summary of Key Learning Points
Students:
- use knowledge and problem solving skills to clarify water.
EXPLORING MORE
LESSON GUIDE
SEPARATION TECHNIQUES
Students explore further techniques for extracting different substances from mixtures.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- identify the process of sublimation and distinguish between melting and sublimation
- identify the process of crystallisation
- identify the process of magnetic attraction
- identify the process of chromatography
- research further separation techniques
IDENTIFY THE PROCESS OF SUBLIMATION AND DISTINGUISH BETWEEN MELTING AND SUBLIMATION
10 minutes
Students watch a video demonstrating the sublimation of solid iodine.
WARNING - If this experiment is done in class, it needs to be done by the teacher in a fume cupboard as
iodine gas is poisonous!
The important thing for students to observe is that the solid goes directly to gas, and at no stage becomes a
liquid. Contrast this with heating solid copper sulfate, which will melt into liquid form when heated.
In terms of a separation method, substances that sublimate, such as iodine, can be separated from (for
example) a salt solution by heating.
Students distinguish between melting and sublimation. If a substance changes from solid to gas via the liquid
state, then it is melting rather than subliming. Examples of other substances that sublime are solid carbon
dioxide (dry ice) and naphthalene (moth balls).
Talking point: liquid iodine is often used for medical and health purposes. If iodine is solid at room
temperature, and then sublimes to a gas - how is liquid iodine made and stored at room temperature?
Answer: liquid iodine can be made from solid iodine by heating it to just above its melting point (113.7ºC) and
then cooling it slowly so it remains liquid at room temperature.
EXPLORING MORE
LESSON GUIDE SEPARATION TECHNIQUES
IDENTIFY THE PROCESS OF CHROMATOGRAPHY
5 minutes
Students learn that there are a number of different types of chromatography (paper, liquid, gas and thin-layer
chromatography). They watch a video in which paper chromatography is used to separate small amounts of
coloured substances, and they understand that solubility is the key factor in this separation technique.
Students learn some key applications of chromatography to: identify dyes used in foods, identify banned drugs
in athletes and to identify the dyes used in inks.
Students are asked why detectives might use ink chromatography.
Answer: to identify the ink used in ransom notes or counterfeiting, to analyse the dye composition of fibres
found at crime scenes and in similar aspects of detective investigation.
THE ISLAND
ACTIVITY LESSON GUIDE
Students are presented with a desert island scenario in which they must make drinking water from seawater,
using only what is available on the island.
Suggested time: 30 minutes
Summary of Key Learning Points
Students:
- identifying potential uses of natural and man-made objects
- problem solving to create drinking water from seawater
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TOPIC SUMMARY:
Description:
Differences between elements, compounds and mixtures can be described at a particle level [ACSSU152]
ELEMENTS, COMPOUNDS
TOPIC SUMMARY:
AND MIXTURES
ACTIVITY: PROPERTIES AND USES OF ELEMENTS
A meteorite has caused problems, but can it also be a solution? Experiment with the elements to uncover
properties of metals and non-metals and find out if the meteorite might be useful.
Elaboration: locating elements on the periodic table [ACSSU152-3]
Inquiry skills:
Processing and Analysing Data and Information
• Construct and use a range of representations, including graphs, keys and models to represent and analyse
patterns or relationships, including using digital technologies as appropriate [ACSIS144]
• Describing measures of central tendency and identifying outliers for quantitative data [ACSSU144-1]
General capabilities: Critical and Creative Thinking
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CLASSIFICATION
LESSON GUIDE
OF MATTER
Students discover the different types of matter in the world around them by examining five different samples
from the biodome.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- identify that all matter can be divided into two categories: pure substances and mixtures
- understand that the two types of pure substances are elements and compounds
- learn that compounds can be either ionic or covalent
- realise that there are two types of mixtures: homogeneous and heterogeneous
- find out that there are many examples of each type of matter in the world around us
CLASSIFICATION
LESSON GUIDE
OF MATTER
Pure substance: A substance with constant composition that can be represented by a chemical formula. It has
distinct physical and chemical properties.
Mixture: Composed of two or more different substances physically combined. They do not have constant
properties and cannot be represented by a single chemical formula. Components can be separated by
physical methods such as evaporation or filtration.
Ionic compound: Formed when metals bond to non-metals in a fixed ratio by mass.
Covalent compound: Formed from two or more different non-metals combined in a fixed ratio by mass.
Matter: Anything that has mass and takes up space. Made of atoms.
WHAT AM I?
10 minutes
Four more samples have been taken from the biodome and students must examine them to work out which
category of matter they fall into.
Answers:
Sample 1: Pure substance/compound (Inquiry point 3)
Sample 2: Mixture/elements (Inquiry point 4)
Sample 3: Pure substance/element (Inquiry point 5)
Sample 4: Mixture/compounds & elements (Inquiry point 6)
Extra activity: Get students to list ten things in the room around them and write down which category or
categories of matter the listed items would fall into.
CLASSIFICATION
LESSON GUIDE
OF MATTER
Suggested completion levels
Basic - Inquiry point goal = 2
Students at this level will: identify that all matter is either a pure substance or a mixture; list at least three
different types of matter; define the terms 'atom', 'element' and 'compound'.
Core - Inquiry point goal = 4
Students at this level will: be able to draw a simple flow chart to classify matter; give simple definitions of all the
terms in the flow chart; identify an example of each type of matter.
Advanced - Inquiry point goal = 6
Students at this level will: draw a detailed flow chart to classify matter and suggest further levels of
classification; describe each term in the flow chart with examples; write the chemical formulas of the examples
given in the 'pure substances' categories.
CLASSIFICATION
WORKSHEET
OF MATTER
Question 1
These terms and definitions are jumbled up. Draw a line to correctly match each of these terms to its definition.
Question 2
Identify an example of:
(a) an element
Perfume (fragrant oil dissolved in alcohol)
CLASSIFICATION
WORKSHEET
OF MATTER
Question 3
These three boxes contain different gases. Choose one of the labels (i)-(v) for each of the boxes (a)-(c).
Write the correct label underneath each box.
(i) a pure element
(ii) a mixture of elements
(iii) a pure compound
(iv) a mixture of compounds
(v) a mixture of elements and compounds
Question 4
In the boxes below, draw the substance indicated.
CLASSIFICATION
WORKSHEET
OF MATTER
Question 5
Using all the terms from Question 1, draw a flow chart to show how matter is categorised. The flow chart has
been started for you.
CLASSIFICATION
ANSWER SHEET
OF MATTER
Question 1
These terms and definitions are jumbled up. Draw a line to correctly match each of these terms to its definition.
Question 2
Identify an example of:
(a) an element
Carbon (fragrant oil dissolved in alcohol)
CLASSIFICATION
ANSWER SHEET
OF MATTER
Question 3
These three boxes contain different gases. Choose one of the labels (i)-(v) for each of the boxes (a)-(c).
Write the correct label underneath each box.
(i) a pure element
(ii) a mixture of elements
(iii) a pure compound
(iv) a mixture of compounds
(v) a mixture of elements and compounds
Question 4
In the boxes below, draw the substance indicated.
CLASSIFICATION
ANSWER SHEET
OF MATTER
Question 5
Using all the terms from Question 1, draw a flow chart to show how matter is categorised. The flow chart has
been started for you.
CHANGING MODELS
LESSON GUIDE
OF THE ATOM
Students are taken on a journey showing how ideas of the atom have changed over a period of more than two
thousand years.
Suggested time: 20 minutes
Summary of Key Learning Points
Students:
- think about what matter is made of
- understand that early ideas are based on visual references as no technology existed back then to look at
matter more closely
- discover changes made to the atomic model over time
- relate changes to the atomic model to new evidence coming to light thanks to improved technology
OPPOSING VIEWS
5 minutes
Emphasise to students that Democritus (460-370BCE) preceded Aristotle (384-322BCE).
Class activity: Have a debate, with half the class researching and then arguing for Aristotle's point of view,
while the rest of the class researches and then argues for Democritus's point of view.
ATOMS
5 minutes
Students select the atoms to see how they were viewed in ancient times.
Answer:
Matter is made of atoms
Atoms cannot be divided further (Inquiry point 2)
Although atoms are made of sub-atomic particles, we still don't say they can be 'divided' as the atom is the
base unit of matter. The second question asks students to put themselves in Democritus's place in thinking
about air.
Suggested answer:
Light and moving (Inquiry point 3)
CHANGING MODELS
LESSON GUIDE
OF THE ATOM
ATOMIC STRUCTURE
5 minutes
This page allows students to use the slider to move forward and back in time to see how the atomic model has
changed. They might notice the dates show a giant gap in time between the Greek philosophers and Dalton.
This is because not much happened in terms of changing ideas of the atom in that time. That gap also contains
large periods of superstition where new ideas could have left you open to accusations of witchcraft!
CHANGING MODELS
WORKSHEET
OF THE ATOM
Over the past two and a half thousand years, our view of the atom has changed dramatically. Complete the
questions below, and along the way you will be experiencing the major stepping stones to our current
atomic model.
Democritus (born 460BCE)
Evidence available: only what could be seen with the naked eye.
Here are a few of Democritus's beliefs:
(i) Everything is made of atoms
(ii) Atoms have different sizes
(iii) Atoms have different shapes and textures
(iv) Atoms can bond together because they have hooks or other linking structures on their surfaces
(v) Different tastes occur due to different atom properties, for example if something is bitter it is because its
atoms are sharp and jagged
Question 1
Which of these do we still believe in today?
Perfume (fragrant oil dissolved in alcohol)
Question 2
What evidence could Democritus have had for his beliefs?
CHANGING MODELS
WORKSHEET
OF THE ATOM
Question 3
Which of these do we still believe today?
Perfume (fragrant oil dissolved in alcohol)
Question 4
Dalton erroneously thought the formula of water was OH and the formula of ammonia was NH. What are the
correct formulas of these compounds?
Perfume (fragrant oil dissolved in alcohol)
J. J. Thomson (1904)
New evidence available: 84 elements known; increased understanding about radiation
Thomson's experiment: Thomson studied cathode ray tubes, which were tubes containing a near vacuum.
He ran high voltages across the tube and found that 'rays' were emitted from the cathode. The fact that the
particles in the rays were bent towards the positive plate showed him they were negatively charged. He called
them 'corpuscles' (later, electrons) and concluded they were part of all matter.
Question 5
Describe Thomson's atomic model.
Perfume (fragrant oil dissolved in alcohol)
CHANGING MODELS
WORKSHEET
OF THE ATOM
Ernest Rutherford (1911)
New evidence available: the existence of electrons; greater understanding about the nature of alpha and
beta radiation
Rutherford's experiment: firing positively charged alpha particles (helium nuclei) at a very thin sheet of gold
adhered to glass. This was surrounded by a circular, zinc sulfide coated screen that flashed when hit by an
alpha particle. This showed that most past through, but some are deflected and a few bounced back. At the
time he said this was as surprising as shooting a cannonball at a piece of tissue paper and having it bounce
back at you. This contradicted Thomson's model because positive charges should have been able to move
straight through his atom.
Question 6
Describe Rutherford's atomic model and explain how his experiment led to this model.
CHANGING MODELS
WORKSHEET
OF THE ATOM
Niels Bohr (1922)
New evidence available: 86 elements known; existence of electrons and nucleus; further data from radiation
experiments; spectra studies; concept of atomic number
Bohr's experiment: Bohr studied the emission spectra of hydrogen and found that the lines always appeared
in the same places. From this he concluded that electrons move in energy levels called shells. Matter can
absorb or emit energy only by electrons moving between shells and the shells are always the same size for
any particular atom.
Question 7
How was Bohr's atomic model different from Rutherford's atomic model?
Question 8
How did Chadwick's model of the atom differ from Bohr's?
CHANGING MODELS
WORKSHEET
OF THE ATOM
Wave-mechanical atom (current model)
New evidence available: 114 elements known; vast amounts of information supplied from particle accelerator
experiments.
This model is based on quantum mechanics and is far too complicated to try to explain simply. Suffice to say
that it is a mathematically-described model that has been frequently modified to incorporate new discoveries.
Question 9
Do you think this model will ever change again? Explain your answer.
Question 10
On the timeline, sketch each of the major atomic models in the appropriate place.
CHANGING MODELS
ANSWER SHEET
OF THE ATOM
Over the past two and a half thousand years, our view of the atom has changed dramatically. Complete the
questions below, and along the way you will be experiencing the major stepping stones to our current
atomic model.
Democritus (born 460BCE)
Evidence available: only what could be seen with the naked eye.
Here are a few of Democritus’s beliefs:
(i) Everything is made of atoms
(ii) Atoms have different sizes
(iii) Atoms have different shapes and textures
(iv) Atoms can bond together because they have hooks or other linking structures on their surfaces
(v) Different tastes occur due to different atom properties, for example if something is bitter it is because its
atoms are sharp and jagged
Question 1
Which of these do we still believe in today?
(i), (ii)Perfume (fragrant oil dissolved in alcohol)
Question 2
What evidence could Democritus have had for his beliefs?
His evidence was only what he could observe with his senses. The rest was a result of his imagination.
For example, he observed that some things tasted bitter and unpleasant. He imagined this was because the
atoms making up the substances were jagged, as though they were cutting into his tongue.
CHANGING MODELS
ANSWER SHEET
OF THE ATOM
Question 3
Which of these do we still believe today?
(i), (iii), (iv), (vi), (vii), (viii)Perfume (fragrant oil dissolved in alcohol)
Question 4
Dalton erroneously thought the formula of water was OH and the formula of ammonia was NH. What are the
correct formulas of these compounds?
H2O, NH3
J. J. Thomson (1904)
New evidence available: 84 elements known; increased understanding about radiation
Thomson’s experiment: Thomson studied cathode ray tubes, which were tubes containing a near vacuum.
He ran high voltages across the tube and found that ‘rays’ were emitted from the cathode. The fact that the
particles in the rays were bent towards the positive plate showed him they were negatively charged. He called
them ‘corpuscles’ (later, electrons) and concluded they were part of all matter.
Question 5
Describe Thomson’s atomic model.Perfume (fragrant oil dissolved in alcoho
It was a diffuse, positively charged sphere with negative particles embedded in it.
CHANGING MODELS
ANSWER SHEET
OF THE ATOM
Ernest Rutherford (1911)
New evidence available: the existence of electrons; greater understanding about the nature of alpha and
beta radiation
Rutherford’s experiment: firing positively charged alpha particles (helium nuclei) at a very thin sheet of gold
adhered to glass. This was surrounded by a circular, zinc sulfide coated screen that flashed when hit by an
alpha particle. This showed that most past through, but some are deflected and a few bounced back. At the
time he said this was as surprising as shooting a cannonball at a piece of tissue paper and having it bounce
back at you. This contradicted Thomson’s model because positive charges should have been able to move
straight through his atom.
Question 6
Describe Rutherford’s atomic model and explain how his experiment led to this model.
It had a small, positively charged nucleus with tiny, negatively-charged particles moving around it.
This model was the only way to explain why most alpha particles passed through the gold foil and just
a few were deflected.
CHANGING MODELS
ANSWER SHEET
OF THE ATOM
Niels Bohr (1922)
New evidence available: 86 elements known; existence of electrons and nucleus; further data from radiation
experiments; spectra studies; concept of atomic number
Bohr’s experiment: Bohr studied the emission spectra of hydrogen and found that the lines always appeared
in the same places. From this he concluded that electrons move in energy levels called shells. Matter can
absorb or emit energy only by electrons moving between shells and the shells are always the same size for
any particular atom.
Question 7
How was Bohr’s atomic model different from Rutherford’s atomic model?I
In Bohr’s model, the electrons travel in different energy levels called shells. In Rutherford’s model, the
electrons were not arranged in shells.
Question 8
How did Chadwick’s model of the atom differ from Bohr’s?
Chadwick’s model included neutrons in the nucleus, unlike Bohr’s model.
CHANGING MODELS
ANSWER SHEET
OF THE ATOM
Wave-mechanical atom (current model)
New evidence available: 114 elements known; vast amounts of information supplied from particle accelerator
experiments.
This model is based on quantum mechanics and is far too complicated to try to explain simply. Suffice to say
that it is a mathematically-described model that has been frequently modified to incorporate new discoveries.
Question 9
Do you think this model will ever change again? Explain your answer.
It is being modified fairly frequently, although some believe that high energy physicists have pretty much found
out all there is to know about the atom. We’ll see what the future holds.
Question 10
On the timeline, sketch each of the major atomic models in the appropriate place.
STRUCTURE
LESSON GUIDE
OF THE ATOM
Students discover the major sub-atomic particles and learn about the electron configurations of the first
20 elements.
Suggested time: 35 minutes
Summary of Key Learning Points
Students:
- discover the three main sub-atomic particles and their characteristics
- find out how to represent particular atoms using nuclide symbol notation
- understand how many electrons can fit in the first few electron shells
- observe the electron configurations of the first 20 elements
- write the electron configurations for the first 18 elements
CHALLENGE
10 minutes
Students look at several nuclide symbols and write the appropriate numbers in the data card.
Answers:
Calcium-40: mass number = 40; atomic number = 20; number of protons = 20; number of neutrons = 20;
number of electrons = 20 (Inquiry point 1)
Carbon-14: mass number = 14; atomic number = 6; number of protons = 6; number of neutrons = 8; number of
electrons = 6 (Inquiry point 2)
Nitrogen-14: mass number = 14; atomic number = 7; number of protons = 7; number of neutrons = 7; number of
electrons = 7 (Inquiry point 3)
Krypton-85: mass number = 85; atomic number = 36; number of protons = 36; number of neutrons = 49;
number of electrons = 36 (Inquiry point 4)
Potassium-39: mass number = 39; atomic number = 19; number of protons = 19; number of neutrons = 20;
number of electrons = 19 (Inquiry point 5)
ADDING ELECTRONS
5 minutes
Students use the slider to view the first 20 elements with their election configurations. Tell them that the
maximum number of electrons in any shell = 2 x (shell number)2. This means that the third shell fits 18 electrons,
but it is stable with 8. Due to sub-shell filling order, two electrons go into the 4s shell before the 3d orbitals fill.
This is why the electron configuration of potassium is 2, 8, 8, 1 not 2, 8, 9, and calcium's is 2, 8, 8, 2 not 2, 8, 10.
STRUCTURE
LESSON GUIDE
OF THE ATOM
5. ELECTRON CONFIGURATIONS
10 minutes
By selecting each element in turn, students can write the electron configuration of the first 18 elements.
Answers:
Hydrogen = 1
Helium = 2
Lithium = 2, 1
Beryllium = 2, 2
Boron = 2, 3
Carbon = 2, 4
Nitrogen = 2, 5
Oxygen = 2, 6
Fluorine = 2, 7
Neon = 2, 8
Sodium = 2, 8, 1
Magnesium = 2, 8, 2
Aluminium = 2, 8, 3
Silicon = 2, 8, 4
Phosphorus = 2, 8, 5
Sulfur = 2, 8, 6
Chlorine = 2, 8, 7
Argon = 2, 8, 8 (Inquiry point 6)
STRUCTURE
WORKSHEET
OF THE ATOM
Question 1
Draw a sodium atom with 11 protons, 12 neutrons and 11 electrons. Include a key with your answer.
Question 2
Complete the spaces in these paragraphs using these words. Each word is used once.
mass; 11; protons; small; nucleus; element; electrons; sodium; grape; neutrons
The atom I have just drawn is the element ___________________ (Na). Its position on the periodic table is
eleventh, and it has the atomic number __________________. Each ___________________ on the periodic
table has a different atomic number. This number represents the number of _____________________ an
atom of a particular element contains in its nucleus. In a neutral (uncharged) atom, the number of protons = the
number of ____________________ .
Each atom also has a _________________ number. The mass number represents the number of
particles in the ________________. The mass number represents the number of protons + the number of
_______________. In fact, the mass number includes the mass of the electrons as well, but because their
mass is so __________________ they contribute little to the overall mass. If an atom was the size of a football
field, the nucleus would be the size of a _________________. The mass of an atom is therefore condensed
into a very small area.
STRUCTURE
WORKSHEET
OF THE ATOM
Question 3
Look at the following nuclide symbols and work out the number of each type of sub-atomic particle.
Question 4
Write the nuclide symbols for the three isotopes of hydrogen: hydrogen-1, hydrogen-2 and hydrogen-3.
Question 5
Define the terms:
(a) electron configuration
STRUCTURE
WORKSHEET
OF THE ATOM
Question 6
Write the electron configurations for:
(a) magnesium
(b) chlorine
(c) neon
(d) nitrogen
(e) oxygen
(f) lithium
(g) calcium
Question 7
Briefly explain why the noble gases are the least reactive elements on the periodic table.
STRUCTURE
WORKSHEET
OF THE ATOM
Question 8
What is the maximum number of electrons that can fit into each of these shells?
(a) 1st
(b) 2nd
(c) 3rd
(d) 4th
Question 9
Complete this table showing some characteristics of the three major sub-atomic particles.
STRUCTURE
ANSWER SHEET
OF THE ATOM
Question 1
Draw a sodium atom with 11 protons, 12 neutrons and 11 electrons. Include a key with your answer.
Question 2
Complete the spaces in these paragraphs using these words. Each word is used once.
mass; 11; protons; small; nucleus; element; electrons; sodium; grape; neutrons
sodium
The atom I have just drawn is the element ___________________ (Na). Its position on the periodic table is
11
eleventh, and it has the atomic number __________________. element
Each ___________________ on the periodic
protons
table has a different atomic number. This number represents the number of _____________________ an
atom of a particular element contains in its nucleus. In a neutral (uncharged) atom, the number of protons = the
electrons
number of ____________________ .
mass
Each atom also has a _________________ number. The mass number represents the number of
nucleus
particles in the ________________. The mass number represents the number of protons + the number of
neutrons
_______________. In fact, the mass number includes the mass of the electrons as well, but because their
small
mass is so __________________ they contribute little to the overall mass. If an atom was the size of a football
grape
field, the nucleus would be the size of a _________________. The mass of an atom is therefore condensed
into a very small area.
STRUCTURE
ANSWER SHEET
OF THE ATOM
Question 3
Look at the following nuclide symbols and work out the number of each type of sub-atomic particle.
Question 4
Write the nuclide symbols for the three isotopes of hydrogen: hydrogen-1, hydrogen-2 and hydrogen-3.
Question 5
Define the terms:
(a) electron configuration
The representation of the electron arrangement in an atom. It shows the distribution of electrons in shells and
sub-shells.
STRUCTURE
ANSWER SHEET
OF THE ATOM
Question 6
Write the electron configurations for:
(a) magnesium
2,8,2
(b) chlorine
2,8,7
(c) neon
2,8
(d) nitrogen
2,5
(e) oxygen
2,6
(f) lithium
2,1
(g) calcium
2,8,8,2
Question 7
Briefly explain why the noble gases are the least reactive elements on the periodic table.
The noble gases have full outermost electron shells, making them stable. They have no electrons looking to
react with other atoms.
Question 8
What is the maximum number of electrons that can fit into each of these shells?
(a) 1st 2
(b) 2nd 8
(c) 3rd 18
(d) 4th 32
STRUCTURE
ANSWER SHEET
OF THE ATOM
Question 9
Complete this table showing some characteristics of the three major sub-atomic particles.
INTRODUCTION TO THE
LESSON GIUDE
PERIODIC TABLE
This activity introduces students to something that is both familiar and unfamiliar to them: the periodic table!
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- learn that elements in the periodic table are arranged in order of atomic number
- understand that rows are called periods and columns are called groups
- recognise how groups and periods are numbered
- identify the number of valence electrons and occupied electron shells based on an element's group
and period number
- find out that some collections of elements have special names
ATOMIC NUMBERS
5 minutes
Here a blank periodic table comes up, which the students will slowly fill in by answering a number of
questions. The first question to answer relates to the definition of atomic number.
Answer: the number of protons in each nucleus (Inquiry point 1)
Talking point: The concept of atomic number was discovered by English physicist Henry Moseley in 1913
(who was tragically killed at Gallipoli aged 27). What did earlier versions of the periodic table look like? It is
particularly interesting to look at Mendeleev's table, arranged in order of atomic weight.
INTRODUCTION TO THE
LESSON GUIDE
PERIODIC TABLE
ELEMENT SYMBOLS
5 minutes
On this page, students write the symbols of 4 elements. Doing this activates all of the element symbols on the
table. Make sure students are aware that they must use upper and lower case correctly when writing symbols.
This is best done as a class. If you are in a lab, get them to refer to the periodic table on the wall of the lab, or
they could refer to the periodic table tool available within IntoScience.
Answers:
Hydrogen = H
Carbon = C
Aluminium = Al
Gold = Au (Inquiry point 2)
Random question: What is the only letter of the alphabet not represented on the periodic table? (Answer = J)
ELEMENT GROUPS
5 minutes
Explain to students that the groups are the columns in the periodic table. IUPAC, and most of the world, uses
group numbering 1 to 18. However, some people still use an older system where the transition metals are not
given group numbers. This older system is noted here with Roman numerals.
Answer: lithium, sodium, potassium, rubidium, caesium or francium (Inquiry point 3)
Talking points: What are the advantages and disadvantages of the different group numbering systems?
ELEMENT PERIODS
5 minutes
The periods are the rows of the periodic table. It is also the number of occupied electron shells an element
has in its ground state.
Answer: sodium, magnesium, aluminium, silicon, phosphorus, sulfur, chlorine, argon (Inquiry point 4)
Talking point: Which periods do the lanthanides and actinides belong in?
SPECIAL NAMES
5 minutes
Using the drop-down menu allows students to highlight collections of elements that are given special names.
This can be done as a class.
Research activity: Placing lanthanum and actinium in the d block with the transition elements is controversial.
Not all periodic tables do this, but they don't really belong in f block if they have no electrons in f orbitals. This
is a good exercise for high-achieving students. Get them to research the case for putting these two elements
in d block and the case for placing them in f block.
INTRODUCTION TO THE
LESSON GIUDE
PERIODIC TABLE
ELEMENT PROPERTIES
5 minutes
Selecting a property on the drop-down menu allows it to be displayed under the element symbol on the
periodic table. Note that SATP = Standard Ambient Temperature and Pressure. This translates to 25 degrees
Celsius and 100 kPa pressure. Electronegativity is measured on the Pauling scale.
Talking point: Discuss some of the trends observed here.
INTRODUCTION TO THE
WORKSHEET
PERIODIC TABLE
Question 1
Write the correct element symbol in the box underneath the element's name.
Question 2
Write the names of the elements that match these symbols.
Question 3
What is the name of an element found in air?
Question 4
Which two elements would spell the name of a female chicken if you put their element symbols together?
INTRODUCTION TO THE
WORKSHEET
PERIODIC TABLE
Question 5
Name and give the symbol of:
(a) the biggest alkali metal
(e) the actinide named after the American state where it was discovered
( j) the noble gas named after the Greek word for hidden
(k) the alkali metal that has a name related to the colour red.
INTRODUCTION TO THE
WORKSHEET
PERIODIC TABLE
Question 6
Find out the year of discovery and one common use for each of these elements:
(a) silver
(b) oxygen
(c) iron
(d) aluminium
(e) uranium
(f) iodine
INTRODUCTION TO THE
ANSWER SHEET
PERIODIC TABLE
Question 1
Write the correct element symbol in the box underneath the element’s name.
Question 2
Write the names of the elements that match these symbols.
Question 3
What is the name of an element found in air?
Oxygen
Question 4
Which two elements would spell the name of a female chicken if you put their element symbols together?
Helium (He) and Nitrogen (N)
INTRODUCTION TO THE
ANSWER SHEET
PERIODIC TABLE
Question 5
Name and give the symbol of:
(a) The biggest alkali metal
Francium Fr
(e) The actinide named after the American state where it was discovered
Californium Cf
( j) The noble gas named after the Greek word for hidden
Krypton Kr
(k) The alkali metal that has a name related to the colour red.
Rubidium Rb
INTRODUCTION TO THE
ANSWER SHEET
PERIODIC TABLE
Question 6
Find out the year of discovery and one common use for each of these elements:
(a) silver
500BC - Jewellery
(b) oxygen
1774 - Mountain climbing
(c) iron
Ancient times - Tools
(d) aluminium
1825 - Foil wrap
(e) uranium
1789 - Nuclear reactors
(f) iodine
1811 - Disinfectant
PAGE 1
1 minute
Students start by placing the meteorite sample into the sample chamber.
METEORITE ANALYSIS
20 minutes
On this page, students select a sample to carry out a variety of tests. These are simulated tests, so it would
be helpful to explain or demonstrate how these tests might be carried out in the lab. Pressing the play button
beside each property will cause the test to be carried out. Students then complete each data panel from
the results of the tests. (Inquiry points 1 - 7) It is useful to point out that we are testing physical properties not
chemical properties.
For appearance, malleability and electrical conductivity, students choose from the drop-down menus. For
thermal conductivity, density and melting point, they need to enter the number shown in the test result, but
should not add units.
RESULTS PAGE
13 minutes
Here, students analyse the results of the tests and choose (from the drop-downs menus) which properties
belong to metals and which belong to non-metals.
Answers:
Most metals: are malleable; are lustrous; are good conductors; have high density; have high melting points
Most non-metals: are brittle; are dull; are poor conductors; have low density; have low melting points (Inquiry
point 8)
The meteorite has properties similar to the metals. (Inquiry point 9)
Gold (Inquiry point 10)
Talking point: How do the properties of the semi-metals compare to those of the metals and non-metals?
(Answer = they have some properties in common with metals and some in common with non-metals)
Question 2
Silicon is classed as a semi-metal. It is a grey, lustrous solid. It has a very high melting point. It is not malleable
and will shatter when hit. Silicon has a relatively low density and has moderate electrical conductivity.
Semi-metals have some properties in common with metals and others in common with non-metals.
Which of silicon's properties are more like the metals and which are more like non-metals?
Question 3
Label these elements as metals (M) or non-metals (NM).
(a) oxygen
(b) magnesium
(c) tin
(d) chlorine
(e) uranium
Question 5
Elements are (not in order), bromine, zinc, silver, gold and sulfur. Can you work out which is which?
A=
B=
C=
D=
E=
Question 2
Silicon is classed as a semi-metal. It is a grey, lustrous solid. It has a very high melting point. It is not malleable
and will shatter when hit. Silicon has a relatively low density and has moderate electrical conductivity.
Semi-metals have some properties in common with metals and others in common with non-metals. Which of
silicon's properties are more like the metals and which are more like non-metals?
Question 3
Label these elements as metals (M) or non-metals (NM).
(a) oxygen NM
(b) magnesium M
(c) tin M
(d) chlorine NM
(e) uranium M
Question 5
Elements are (not in order), bromine, zinc, silver, gold and sulfur. Can you work out which is which?
A = Silver
B = Sulfur
C = Gold
D = Bromine
E = Zinc
COMPARING COMPOUNDS
LESSON GUIDE
COMPARING COMPOUNDS
15 minutes
Students can test solubility, conductivity and effect of heat on the two white powders. They might not fully
understand the significance of the results of all these tests, but it will spark off an interesting class discussion.
Emphasise that these tests are all for physical (not chemical) properties. The 'element analysis' test is obviously
a simulated 'black box' test.
Answers:
Heat, conductivity and element analysis showed differences (Inquiry point 2)
Yes (Inquiry point 3)
Sample A only has non-metals; Sample B has a metal and a non-metal (Inquiry point 4)
COMPARING COMPOUNDS
LESSON GUIDE
IONIC AND COVALENT BONDING
5 minutes
Again, salt and sugar are used as the compound examples. Selecting an ion on the NaCl model brings up
a message telling students that ionic bonding is strong. Pulling two glucose molecules apart is easy, but it
is much harder to pull the molecules themselves apart. This reflects the fact that intermolecular bonding is
weaker than the covalent bonding holding the molecules together.
Answer: Both types of bonding are strong (Inquiry point 7)
Talking point: You have discovered that intermolecular bonds are relatively weak. How is this related to the
fact that most covalent compounds have low melting points?
LABEL POWDERS
5 minutes
Hopefully by now students would have worked out that Powder A (on the left) is sugar (Inquiry point 8) and
Powder B (on the right) is salt (Inquiry point 9).
END PAGE
5 minutes
This drag-drop allows students to review what they have learned in this activity.
Answers:
Covalent compounds: share electrons; relatively low melting points; can be solid, liquid or gas; only made of
non-metals.
Ionic compounds: relatively high melting points; all solid (normal lab conditions); transfer electrons to form
ions; made of metals and non-metals.
Both: some dissolve in water; some are white; made of different elements; form crystals. (Inquiry point 10)
COMPARING COMPOUNDS
WORKSHEET
Question 1
On the periodic table below:
(a) colour in red two elements that would form an ionic compound
(b) colour in blue two elements that would make a covalent compound
(c) colour in yellow two elements that would form an alloy
Question 2
Identify which of these characteristics would most likely belong to ionic compounds (I) and which would more
likely belong to covalent compounds (C). If the characteristic belongs to both, label it (B).
(a) Low melting point
(b) High melting point
(c) Can be solid, liquid or gas at room temperature
(d) Can be white
(e) Made of metals and non-metals
(f) Made of non-metals only
(g) Some can dissolve in water
(h) Made of ions
(i) The atoms share electrons
( j) Has strong bonding
COMPARING COMPOUNDS
WORKSHEET
Question 3
(a) Identify an element that is very unlikely to ever form a compound.
Question 4
Learning about chemistry is like learning a whole new language! See if you find these terms in the word
find below.
covalent, ionic, nonmetal, compound, metal, element, sharing, ions, losing, gaining, electrons
COMPARING COMPOUNDS
ANSWER SHEET
Question 1
On the periodic table below:
(a) colour in red two elements that would form an ionic compound
(b) colour in blue two elements that would make a covalent compound
(c) colour in yellow two elements that would form an alloy
Question 2
Identify which of these characteristics would most likely belong to ionic compounds (I) and which would more
likely belong to covalent compounds (C). If the characteristic belongs to both, label it (B).
(a) Low melting point C
(b) High melting point I
(c) Can be solid, liquid or gas at room temperature C
(d) Can be white B
(e) Made of metals and non-metals I
(f) Made of non-metals only C
(g) Some can dissolve in water B
(h) Made of ions I
(i) The atoms share electrons C
( j) Has strong bonding B
COMPARING COMPOUNDS
ANSWER SHEET
Question 3
(a) Identify an element that is very unlikely to ever form a compound.
Argon
Question 4
Learning about chemistry is like learning a whole new language! See if you find these terms in the word find
below.
covalent, ionic, nonmetal, compound, metal, element, sharing, ions, losing, gaining, electrons
NAMING COMPOUNDS
LESSON GUIDE
DHMO WARNING!
5 minutes
The first page introduces chemical nomenclature in a tricky way, but will students be fooled? DHMO is, of
course, water. The warning should provide a good starting point for a class discussion. Some may support the
ban, while others won't. Their reasons may vary.
Answers:
No way! (Inquiry point 1)
(Reasons will vary) (Inquiry point 2)
WHAT'S IN A NAME?
5 minutes
Students may not have heard of all the compounds on this page, so it might be helpful to tell them about uses
for each of them.
Water (H2O): obviously many uses, such as drinking and washing.
Peroxide (H2O2) (hydrogen peroxide): bleaching and cleaning agent.
Acetylene (C2H2): used as a fuel to produce a high-temperature flame for welding and metal cutting.
Nitrous oxide (N2O): laughing gas! Used as a mild anaesthetic and also as an aerosol propellant.
Chloroform (CHCl3): used to be used as an anaesthetic, but is now viewed as too dangerous. Major current
use is as a precursor to Teflon.
(Inquiry point 3 - Correctly matching names and formulas)
The 'Explore this' on funny compound names has formulas in short-hand form. Students will need help in
understanding the expanded form. Set them the homework task of finding the compound with the silliest
name!
NAMING COMPOUNDS
LESSON GUIDE
Answers:
N2O = dinitrogen monoxide (common name = nitrous oxide)
BCl3 = boron trichloride
P2O5 = diphosphorus pentoxide (Inquiry point 4)
NAMING COMPOUNDS
WORKSHEET
Question 1
Label each of the following substances as either an ionic compound (I), a covalent compound (C) or an element (E).
(a) CO2
(b) Ar
(c) BaCl2
(d) N2
(e) RbBr
(f) H2O
(g) SO3
(h) O3
Question 2
Write the correct names for these ionic compounds:
(a) MgS
(b) KBr
(c) Ba3N2
(d) Al2O3
(e) NaI
(f) SrF2
(g) Li2S
(h) RaCl2
NAMING COMPOUNDS
WORKSHEET
(i) CaO
( j) AlP
Question 3
Write the correct names for these covalent compounds. Remember to use the appropriate prefixes!
(a) As4O10
(b) BrO3
(c) BN
(d) N2O3
(e) NI3
(f) SF6
(g) XeF4
(h) PCl3
(i) CO
( j) PCl5
NAMING COMPOUNDS
ANSWER SHEET
Question 1
Label each of the following substances as either an ionic compound (I), a covalent compound (C) or an
element (E).
(a) CO2 C
(b) Ar E
(c) BaCl2 I
(d) N2 E
(e) RbBr I
(f) H2O C
(g) SO3 C
(h) O3 E
Question 2
Write the correct names for these ionic compounds
(a) MgS
magnesium sulfide
(b) KBr
potassium bromide
(c) Ba3N2
barium nitride
(d) Al2O3
aluminium oxide
(e) NaI
sodium iodide
(f) SrF2
strontium fluoride
(g) Li2S
lithium sulfide
(h) RaCl2
radium chloride
NAMING COMPOUNDS
ANSWER SHEET
(i) CaO
calcium oxide
( j) AlP
aluminium phosphide
Question 3
Write the correct names for these covalent compounds. Remember to use the appropriate prefixes!
(a) As4O10
tetraarsenic decoxide
(b) BrO3
bromine trioxide
(c) BN
boron mononitride
(d) N2O3
dinitrogen trioxide
(e) NI3
nitrogen triiodide
(f) SF6
sulfur hexafluoride
(g) XeF4
xenon tetrafluoride
(h) PCl3
phosphorus trichloride
(i) CO
carbon monoxide
( j) PCl5
phosphorus pentachloride
NOTES
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TOPIC SUMMARY:
Description:
Chemical change involves substances reacting to form new substances [ACSSU225]
PHYSICAL AND
LESSON GUIDE
CHEMICAL CHANGES
Students learn the differences between physical and chemical changes.
Suggested time: 30 minutes
Summary of Key Learning Points
Students:
- find out that physical changes do not involve the formation of any new substances
- discover that the formation of at least one new substance always accompanies a chemical change
- realise that there are many examples of physical and chemical changes in our everyday lives
- understand that many everyday situations, like digestion, involve physical and chemical changes working
together to get the job done
PHYSICAL CHANGES
5 minutes
Discuss the examples on this page with students. Get them to explain the reasons behind their choices. For
example, if they say cooking an egg is a chemical change, see if they can identify the new substances being
formed.
Answers: (Inquiry point 2)
Crumpling paper; Shaping glass; Making a salad
Explore this: highlights the fact that any phase change is a physical change, as illustrated by the equation
representing ice melting.
CHEMICAL CHANGES
5 minutes
Similarly to the last page, students identify the chemical changes amongst the examples.
Answers: (Inquiry point 3)
Digesting food; Iron rusting; Rotting food
WORKING TOGETHER
5 minutes
This page explores digestion as an example of physical and chemical changes working together. Ask students
if they can think of any other examples of situations where both physical and chemical changes are needed to
get a job done - there should be plenty!
Suggested answers: (Inquiry point 4)
Physical change: biting food into smaller pieces
Chemical change: stomach acid and enzymes breaking down proteins
CHEMICAL REACTIONS
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PHYSICAL AND
LESSON GUIDE
CHEMICAL CHANGES
TRUE OR FALSE?
5 minutes
This is a difficult page with some high level concepts. Students might need a bit of extra help to understand
the ideas presented here.
Answers: (Inquiry point 5)
False; False; True
CHEMICAL REACTIONS
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PHYSICAL AND
WORKSHEET
CHEMICAL CHANGES
Question 1
Define the terms
(a) Physical change
Question 2
Label these changes as either physical changes (P) or chemical changes (C).
(a) Sweat evaporates from your skin. _____
(b) A car rusts. _____
(c) Charcoal burns in a furnace. _____
(d) Silver is melted to make jewellery. _____
(e) A cake is cut into pieces. _____
(f) A cake is baked in an oven. _____
(g) Fruit changes colour as it ripens. _____
Question 3
Circle all the words you would associate with physical changes.
CHEMICAL REACTIONS
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PHYSICAL AND
WORKSHEET
CHEMICAL CHANGES
Question 4
Label these statements as true (T) or false (F).
(a) Toasting marshmallows is a physical change. _____
(b) Chemical changes are easily reversed. _____
(c) Evaporation is a physical change. _____
(d) A new substance always forms in a physical change. _____
(e) All phase changes are physical changes. _____
(f) Grass growing is a physical change. _____
(g) Milk turning sour is a chemical change. _____
(h) Digestion in humans involves physical changes only. _____
(i) Freezing water to make ice cubes is a physical change. _____
( j) If a gas is produced, a chemical change must have occurred. _____
(k) Chopping wood into pieces is a chemical change. _____
(l) Fermenting grape juice to make wine is a chemical change. _____
Question 5
Read the following scenarios and decide which type of change is occurring. Provide reasons for your answer.
CHEMICAL REACTIONS
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PHYSICAL AND
ANSWER SHEET
CHEMICAL CHANGES
Question 1
Define the terms
(a) Physical change
A change in which no new substance is formed.
Question 2
Label these changes as either physical changes (P) or chemical changes (C).
P
(a) Sweat evaporates from your skin. _____
C
(b) A car rusts. _____
C
(c) Charcoal burns in a furnace. _____
P
(d) Silver is melted to make jewellery. _____
P
(e) A cake is cut into pieces. _____
C
(f) A cake is baked in an oven. _____
C
(g) Fruit changes colour as it ripens. _____
Question 3
Circle all the words you would associate with physical changes.
CHEMICAL REACTIONS
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PHYSICAL AND
ANSWER SHEET
CHEMICAL CHANGES
Question 4
Label these statements as true (T) or false (F).
F
(a) Toasting marshmallows is a physical change. _____
F
(b) Chemical changes are easily reversed. _____
T
(c) Evaporation is a physical change. _____
F
(d) A new substance always forms in a physical change. _____
T
(e) All phase changes are physical changes. _____
F
(f) Grass growing is a physical change. _____
T
(g) Milk turning sour is a chemical change. _____
F
(h) Digestion in humans involves physical changes only. _____
T
(i) Freezing water to make ice cubes is a physical change. _____
F
( j) If a gas is produced, a chemical change must have occurred. _____
*note: evaporation also produces a gas and that is a physical change.
F
(k) Chopping wood into pieces is a chemical change. _____
T
(l) Fermenting grape juice to make wine is a chemical change. _____
Question 5
Read the following scenarios and decide which type of change is occurring. Provide reasons for your answer.
CHEMICAL REACTIONS
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SIGNS OF
LESSON GUIDE CHEMICAL CHANGE
Students learn about five major signs of chemical change.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- find out that there are certain indicators to tell you if a chemical change has occurred or not.
- discover that the major signs of chemical change are a gas being released, a temperature change, light
released, a precipitate forming or a permanent colour change.
- understand that more than one sign of chemical change can occur in the same reaction.
CHANGE OR NO CHANGE?
5 minutes
On the lab table there are three beakers of chemicals and one larger, empty beaker. Selecting the beakers
containing chemicals brings up information about each chemical. The colour coding indicates how dangerous
the chemical is to handle. See if students remember their hazard symbols!
The reaction shown in the video demonstrates cobalt(II) catalysis of a reaction. The cobalt changes from pink
to green as it is oxidized to cobalt(III) then back to pink as the cobalt(III) is reduced to cobalt(II). At the end the
mixture looks exactly the same as at the beginning, but along the way it gets very hot and a great deal of gas
is released. Chemical change has clearly occurred, however the fact that it looks the same at the beginning
and end can be confusing. This shows students that as long as there is at least one sign (e.g. gas released), it
doesn't matter if other signs of chemical change (e.g. permanent colour change) are not present.
CHEMICAL CHANGE
5 minutes
Suggested answers: (Inquiry point 1)
The colour changed from pink to green then back to pink. The solution bubbled vigorously.
Yes! Quite a few changes were obvious in the solution.
CONSTRUCT AN EQUATION
5 minutes
Remind students that the substances you start with in a chemical reaction are called the reactants and
anything new is a product. Word equations provide a useful shorthand way to show the overall changes
happening. By referring to the labels on the chemicals on the first page, students should be able to construct
this word equation.
Answers: (Inquiry point 2)
Hydrogen peroxide + potassium tartrate potassium methanoate + water + carbon dioxide
Gas produced = carbon dioxide
CHEMICAL REACTIONS
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SIGNS OF
CHEMICAL CHANGE LESSON GUIDE
FIVE SIGNS
5 minutes
Here, students use hints to work out what the five most common signs of change are.
Answers: (Inquiry point 4)
gas; temperature; precipitate; light; colour
CHEMICAL REACTIONS
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SIGNS OF
WORKSHEET CHEMICAL CHANGE
Question 1
List 5 common signs of chemical change.
Question 2
For each of these reactions, identify the signs of chemical change you would observe.
(a) Birthday candles burn.
Question 3
A sealed container of colourless liquid is left on the windowsill of the school laboratory. As the Sun shines on it,
condensation is seen gathering on the inside of the container's lid. After several hours, the solution gradually
turns yellow and the lid pops off.
Explain whether or not these observations were signs of chemical change:
(a) Condensation on lid
CHEMICAL REACTIONS
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SIGNS OF
CHEMICAL CHANGE WORKSHEET
Question 4
For each of these cases, explain whether or not you think a chemical change has occurred.
(a) Perfume from a ten-year-old bottle smells different to the same perfume from a brand new bottle.
(b) An iced tea drink full of ice cubes changes colour slightly over time.
Question 5
See if you can find all five signs of chemical change in this wordfind!
CHEMICAL REACTIONS
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SIGNS OF
ANSWER SHEET CHEMICAL CHANGE
Question 1
List 5 common signs of chemical change.
Gas produced; permanent colour change; precipitate formed; light produced; temperature change.
Question 2
For each of these reactions, identify the signs of chemical change you would observe.
(a) Birthday candles burn.
Heat and light produced
Question 3
A sealed container of colourless liquid is left on the windowsill of the school laboratory. As the Sun shines on it,
condensation is seen gathering on the inside of the container's lid. After several hours, the solution gradually
turns yellow and the lid pops off.
Explain whether or not these observations were signs of chemical change:
(a) Condensation on lid
This is a physical change because evaporation and condensation are phase changes, which are physical.
CHEMICAL REACTIONS
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SIGNS OF
CHEMICAL CHANGE ANSWER SHEET
Question 4
For each of these cases, explain whether or not you think a chemical change has occurred.
(a) Perfume from a ten-year-old bottle smells different to the same perfume from a brand new bottle.
Yes, a chemical change has occurred. If it smells different, a new substance must have formed.
(b) An iced tea drink full of ice cubes changes colour slightly over time.
No chemical change has occurred. The melting ice cubes have just diluted the tea.
Question 5
See if you can find all five signs of chemical change in this wordfind!
CHEMICAL REACTIONS
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TYPES OF
LESSON GUIDE
CHEMICAL REACTIONS
In this activity, students learn about four common reaction types: synthesis; decomposition; combustion and
precipitation. If they get the questions correct, more content will be revealed. This means that only students
who are able to unlock everything will have all 13 inquiry points available to them. The amount of material
unlocked will also affect how long students take to get through the activity.
Suggested time: 50 - 60 minutes
Summary of Key Learning Points
Students:
- understand that in a synthesis reaction, two or more substances react to give a single product.
- discover that in a decomposition reaction, one substance breaks down into two or more products.
- find out that combustion of a fuel is rapid oxidation accompanied by a flame.
- observe that a precipitation reaction involves the formation of an insoluble solid.
CHEMICAL REACTIONS
5 minutes
It's interesting that the most vigorous reactions produce the most benign substances. Get students to choose
whether they think the synthesis reaction for sodium chloride will be vigorous or barely noticeable. It would be
good to do this as a class and get students to give a reason for their choice. Point out the locations of sodium
and chlorine in the periodic table. Does that change what they think?
Answer:
Extreme reaction
SYNTHESIS REACTIONS
10 minutes
This page shows an animation of the reaction between hydrogen and chlorine. Make sure that students
understand there may be more than two reactants in a synthesis reaction, but there will only ever be one
product. The use of the word 'species' in relation to chemical species may also be confusing and could need
explanation.
Answers:
(In order) synthesis; two; reactants; product; reactants; chlorine gas; product; hydrogen chloride gas.
(Inquiry point 1)
At this point in the activity, students can continue progressing across the pages to get a basic understanding
of the different types of reactions, or they can progress to deeper knowledge on each reaction type by
completing the 'unlocked' interactives. There are two additional levels beyond the basic knowledge level for
each reaction type.
Additional content unlocked (for more advanced students). Other students can continue progressing across
the pages if they like.
Hydrogen + chlorine hydrogen chloride; 2 ;Oxygen, nitrogen or fluorine (Inquiry point 2)
Additional content unlocked (for even more advanced students). Other students can continue progressing
across the pages if they like.
H2(g) + Cl2(g) 2HCl(g); Equations that are synthesis reactions: 2H2(g) + O2(g) 2H2O(l); 2Al(s) + N2(g)
2AlN(s); C2H2(g) + Cl2(g) C2H2Cl2(g) (Inquiry point 3)
CHEMICAL REACTIONS
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TYPES OF
LESSON GUIDE
CHEMICAL REACTIONS
DECOMPOSITION REACTIONS
10 minutes
Explain to students that decomposition reactions are essentially the opposite of synthesis reactions.
The animation shows methanol decomposing.
Answers:
The methanol is decomposing into three diatomic molecules, carbon monoxide and two hydrogen molecules.
A B + C; Synthesis (Inquiry point 4)
Additional content unlocked (for more advanced students). Other students can continue progressing across
the pages if they like.
On both sides (reactants and products) there is 1 carbon atom, 4 hydrogen atoms and 1 oxygen atom (Inquiry
point 5)
Additional content unlocked (for even more advanced students). Other students can continue progressing
across the pages if they like.
CH3OH(l) CO(g) + 2H2(g) (Inquiry point 6)
COMBUSTION REACTIONS
10 minutes
This page addresses combustion generally and the combustion of hydrocarbons in particular. In the lab, it is
good to show students the combustion of magnesium and ethanol compared to the combustion of methane. It
is important that they understand there are many different kinds of fuels, not just hydrocarbons.
Answers:
Methane; 1. Carbon dioxide 2. Water (Inquiry point 7)
Additional content unlocked (for more advanced students). Other students can continue progressing across
the pages if they like.
Hydrocarbons are C2H6 and C3H8; Per molecule of octane, number of carbon dioxide molecules = 8, number
of water molecules = 9. (Inquiry point 8)
Additional content unlocked (for even more advanced students). Other students can continue progressing
across the pages if they like.
2Mg(s) + O2(g) 2MgO(s);
2C4H7OH(l) + 11O2(g) 8CO2(g) + 8H2O(l) (Inquiry point 9)
PRECIPITATION REACTIONS
10 minutes
The animation here shows silver chloride precipitating. Point out to students that the nitrate ions and chloride
ions remain in the solution. It would be good to show them a demonstration of this reaction and then compare
what they saw to the animation.
Answers:
Silver chloride (Inquiry point 10)
-> silver chloride + sodium nitrate (Inquiry point 11)
Correct equation: AgNO3(aq) + NaCl(aq) AgCl(s) + NaNO3(aq) (Inquiry point 12)
Missing things (in order): barium sulfate; NaCl; lithium chloride; zinc sulfide; sodium chloride (Inquiry point 13)
CHEMICAL REACTIONS
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TYPES OF
LESSON GUIDE
CHEMICAL REACTIONS
MATCH THE REACTIONS
5 minutes
Answers:
Video 1: Decomposition
Video 2: Precipitation
Video 3: Synthesis and combustion
CHEMICAL REACTIONS
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TYPES OF
WORKSHEET
CHEMICAL REACTIONS
Question 1
Label these general reaction types as either synthesis, decomposition, combustion or precipitation.
(a) hydrocarbon + oxygen carbon dioxide + water
(b) A B+C
(d) A + B C
Question 2
Here are the word equations of five different reactions. Label the reaction type shown. Some reactions may fit
more than one reaction type.
(a) sodium chloride + silver nitrate silver chloride(s) + sodium nitrate
CHEMICAL REACTIONS
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TYPES OF
WORKSHEET
CHEMICAL REACTIONS
Question 3
Which reaction type fits each of these chemical equations?
(a) 2CH3OH(l) + 3O2(g) 2CO2(g) + 4H2O(l)
Question 4
Explain:
(a) how a synthesis reaction is different to a decomposition reaction.
CHEMICAL REACTIONS
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TYPES OF
WORKSHEET
CHEMICAL REACTIONS
Question 5
A hydrocarbon burns completely to produce carbon dioxide and water. One molecule of the hydrocarbon
produces 7 molecules of carbon dioxide and 8 molecules of water.
(a) What is a hydrocarbon?
(b) What is the chemical formula of the hydrocarbon? Explain how you worked it out.
Question 6
There are 6 reaction types hidden in this word find. Can you find them all? There might even be a secret
message in there somewhere.
CHEMICAL REACTIONS
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TYPES OF
ANSWER SHEET
CHEMICAL REACTIONS
Question 1
Label these general reaction types as either synthesis, decomposition, combustion or precipitation.
(a) hydrocarbon + oxygen carbon dioxide + water
Combustion
(b) A B+C
Decomposition
(d) A + B C
Synthesis
Question 2
Here are the word equations of five different reactions. Label the reaction type shown. Some reactions may fit
more than one reaction type.
(a) sodium chloride + silver nitrate silver chloride(s) + sodium nitrate
Precipitation
CHEMICAL REACTIONS
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TYPES OF
ANSWER SHEET
CHEMICAL REACTIONS
Question 3
Which reaction type fits each of these chemical equations?
(a) 2CH3OH(l) + 3O2(g) 2CO2(g) + 4H2O(l)
Combustion
Question 4
Explain:
(a) how a synthesis reaction is different to a decomposition reaction.
In a synthesis reaction there is only one product, but in a decomposition reaction there is always more than
one product.
CHEMICAL REACTIONS
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TYPES OF
ANSWER SHEET
CHEMICAL REACTIONS
Question 5
A hydrocarbon burns completely to produce carbon dioxide and water. One molecule of the hydrocarbon
produces 7 molecules of carbon dioxide and 8 molecules of water.
(a) What is a hydrocarbon?
A compound made only of hydrogen and carbon.
(b) What is the chemical formula of the hydrocarbon? Explain how you worked it out.
C7H16 Each carbon dioxide has 1 carbon atom so it must be C7. Each water has two hydrogens so it is H16.
Question 6
There are 6 reaction types hidden in this word find. Can you find them all? There might even be a secret
message in there somewhere.
CHEMICAL REACTIONS
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LAW OF CONSERVATION
LESSON GUIDE
OF MASS
Students can learn about the Law of Conservation of Mass within the context of an experiment first performed
by French chemist Antoine Lavoisier in the 1700s.
Suggested time: 20 minutes
Summary of Key Learning Points
Students:
- conduct an experiment to demonstrate the Law of Conservation of Mass
- understand that in any chemical reaction, the mass of the reactants will be equal to the mass of the products
- observe how balancing equations relates to conservation of mass
CHEMICAL REACTIONS
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LAW OF CONSERVATION
LESSON GUIDE
OF MASS
Answers: (Inquiry point 2)
Greater than
Equal to
Discussion point 1: How would the composition, pressure and mass of the air in the bell jar after the reaction
compare to the air before the reaction? (Answer = there would be less oxygen, less mass and reduced
pressure)
Discussion point 2: If you were going to replicate Lavoisier's experiment in the school laboratory, how would
you do it? There could be many answers to this question!
REARRANGING ATOMS
5 minutes
The idea of this page is to show students what conservation of mass means on a molecular level. The product
of the mercury reaction is an ionic compound, so only a small portion of the ionic cluster is shown. Students
must balance the equation by adding mercury atoms and oxygen molecules to the reactant side.
Answer: (Inquiry point 3)
2 x mercury atoms, 1 x oxygen molecule
Discussion point: Why is the mercury atom larger than the mercury(II) ion? (Answer = as an ion it has lost its 6th
shell electrons). Why is the oxygen atom smaller than the oxide ion? (Answer = with extra electrons added to
the second shell, electron-electron repulsion increases and the shell expands)
Make sure students understand the relationship between the 3D equation model, the word equation and
the chemical equation. Emphasise the point that chemical equations must be balanced to reflect the Law of
Conservation of Mass.
CHEMICAL REACTIONS
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LAW OF CONSERVATION
WORKSHEET
OF MASS
Question 1
State the Law of Conservation of Mass.
Question 2
On a chilly Parisian morning back in 1780, Antoine Lavoisier burned 3.06 g of mercury in air. He found that the
product of the reaction, an orange powder, weighed 3.30 g.
(i) Which component of air did mercury react with?
(ii) Write the word equation for this reaction, given that the product is mercury(II) oxide.
(iv) Explain how the Law of Conservation of Mass is upheld in this reaction.
(v) Lavoisier then decomposed the mercury(II) oxide product using heat and a reducing atmosphere.
What mass of mercury and oxygen would he have obtained if he decomposed the product back into its
constituent elements?
CHEMICAL REACTIONS
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LAW OF CONSERVATION
WORKSHEET
OF MASS
Question 3
The thermite reaction is a spectacular reaction that releases a great deal of heat. The word and chemical
equations for the reaction are:
aluminium + iron(III) oxide iron + aluminium oxide
2Al(s) + Fe2O3(s) 2Fe(s) + Al2O3(s)
An adventurous student carried this dangerous reaction out a number of times and measured the masses of
reactants and products. Fill in the missing values in their results table.
Question 4
The Law of Conservation of Mass tells us that we must balance chemical equations so that there are the
same number of each type of atom on both the reactants and products sides. See if you can balance these
chemical equations by adding the correct coefficients in front of the chemical formulas. The first one has been
completed for you. Remember that there is no need to add a 1 if only one of that species is needed.
(a) 2Mg(s) + O2(g) 2MgO(s)
(b) Na(s) + Cl2(g) NaCl(s)
(c) HCl(aq) + Na2CO3(s) NaCl(aq) + H2O(l) + CO2(g)
(d) Cu(s) + AgNO3(aq) Ag(s) + Cu(NO3)2(aq)
(e) C2H6(g) + O2(g) CO2(g) + H2O(l)Question 1
CHEMICAL REACTIONS
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LAW OF CONSERVATION
ANSWER SHEET
OF MASS
Question 1
State the Law of Conservation of Mass.
Matter is neither created or destroyed in chemical reactions. This means that the mass of the reactants always
equals the mass of the products.
Question 2
On a chilly Parisian morning back in 1780, Antoine Lavoisier burned 3.06 g of mercury in air. He found that the
product of the reaction, an orange powder, weighed 3.30 g.
(i) Which component of air did mercury react with?
Oxygen
(ii) Write the word equation for this reaction, given that the product is mercury(II) oxide.
mercury + oxygen mercury (II) oxide
(iv) Explain how the Law of Conservation of Mass is upheld in this reaction.
The mass of the mercury and oxygen that reacts is equal to the mass of the mercury(II) oxide produced.
(v) Lavoisier then decomposed the mercury(II) oxide product using heat and a reducing atmosphere. What
mass of mercury and oxygen would he have obtained if he decomposed the product back into its constituent
elements?
Mercury = 3.06g ; mass of oxygen = 3.30 - 3.06 = 0.24g
CHEMICAL REACTIONS
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LAW OF CONSERVATION
ANSWER SHEET
OF MASS
Question 3
The thermite reaction is a spectacular reaction that releases a great deal of heat. The word and chemical
equations for the reaction are:
aluminium + iron(III) oxide iron + aluminium oxide
2Al(s) + Fe2O3(s) 2Fe(s) + Al2O3(s)
An adventurous student carried this dangerous reaction out a number of times and measured the masses of
reactants and products. Fill in the missing values in their results table.
Question 4
The Law of Conservation of Mass tells us that we must balance chemical equations so that there are the
same number of each type of atom on both the reactants and products sides. See if you can balance these
chemical equations by adding the correct coefficients in front of the chemical formulas. The first one has been
completed for you. Remember that there is no need to add a 1 if only one of that species is needed.
(a) 2Mg(s) + O2(g) -> 2MgO(s)
(b) 2Na(s) + Cl2(g) 2NaCl(s)
(c) 2HCl(aq) + Na2CO3(s) 2NaCl(aq) + H2O(l) + CO2(g)
(d) Cu(s) + 2AgNO3(aq) 2Ag(s) + Cu(NO3)2(aq)
(e) 2C2H6(g) + 7O2(g) 4CO2(g) + 6H2O(l)
CHEMICAL REACTIONS
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NOTES
CHEMICAL REACTIONS
© 3P Learning
CHEMICAL STATES OF
SCIENCES MATTER
[ACSSU151]
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TOPIC SUMMARY:
Description:
The properties of the different states of matter can be explained in terms of the motion and arrangement
of particles [ACSSU151]
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STATES OF MATTER
TOPIC SUMMARY
ACTIVITY: CHANGING STATES
Delve into how solids, liquids and gases can change state. Observe particle views of these processes and
some global examples.
Elaboration: modelling the arrangement of particles in solids, liquids and gases [ACSSU151-2]
Inquiry skills:
Processing and Analysing Data and Information
• Summarise data, from students’ own investigations and secondary sources, and use scientific
understanding to identify relationships and draw conclusions [ACSIS145]
• constructing tables, graphs, keys and models to represent relationships and trends in collected data
[ACSSU145-1]
• drawing conclusions based on a range of evidence including primary and secondary sources
[ACSSU145-2]
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STATES OF MATTER
TOPIC SUMMARY
Inquiry skills:
Processing and Analysing Data and Information
• Summarise data, from students’ own investigations and secondary sources, and use scientific
understanding to identify relationships and draw conclusions [ACSIS145]
• drawing conclusions based on a range of evidence including primary and secondary sources
[ACSSU145-2]
Evaluating
• Use scientific knowledge and findings from investigations to evaluate claims [ACSIS234]
• identifying the scientific evidence available to evaluate claims [ACSIS234-1]
Communicating
• Communicate ideas, findings and solutions to problems using scientific language and representations
using digital technologies as appropriate [ACSIS148]
• selecting and using appropriate language and representations to communicate science ideas within a
specified text type and for a specified audience [ACSIS148-2]
General capabilities: Critical and Creative Thinking
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PARTICLE MATTERS
LESSON GUIDE
Students investigate the nature of matter and are introduced to the Particle Model of Matter by exploring
a party scene. This activity employs a number of 'particle view' exercises that allow students to visualise a
simplified model of the arrangement of particles in solids, liquids and gases.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- observe that altering temperature changes the pressure of gases
- understand that everything with mass is made of particles
- discover that the particles in matter are always moving
- find out that the different states of matter have different properties
- accept that the Particle Model of Matter is a simplification that allows them to visualize something too small to
be seen
PARTICLE MATTERS
10 minutes
To start, students watch a video showing liquid nitrogen being poured onto a balloon. They are not expected
to give a full explanation at this stage, but should be encouraged to offer ideas about why the balloon shrank
in extreme cold. Point out to students the safety equipment needed when handling liquid nitrogen.
Example answer: The air inside the balloon liquefies when the liquid nitrogen is poured onto it, which makes
the balloon shrink. (Inquiry point 1)
Extension: Review the composition of air (78% nitrogen, 21% oxygen plus smaller quantities of water, argon,
carbon dioxide and other gases) and the concept of pressure being caused by collisions of the gas molecules
with the walls of the container.
Students are then asked to predict what will happen when the balloon warms back up again.
Answer: Expand to its previous shape. (Inquiry point 2)
Talking point: There is frost visible on the outside of the balloon. Ask students where this came from. It is
caused by water in the air crystallising on the outside of the balloon.
STATES OF MATTER
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PARTICLE MATTERS
LESSON GUIDE
Solids: present, polystyrene cup, table, spoon, cake, jelly, chair, glass
Liquids: cordial, milk
Gases: air, helium
It isn't always easy to classify matter as solid, liquid or gas. From the objects at the party, the jelly and
Styrofoam were the trickiest. Many colloids are hard to classify, including toothpaste and smog.
Grey matters: Is glass a solid or a liquid?
STATES OF MATTER
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PARTICLE MATTERS
LESSON GUIDE
Example answer: When the nitrogen is poured onto the balloon, the gas particles inside move more slowly,
and eventually come together to form a liquid. Less gas molecules hit the inside walls of the balloon so
the pressure inside the balloon drops, causing the higher air pressure outside the balloon to squash it until
pressure inside = pressure outside. (Inquiry point 12)
Classroom demonstration: Put a small volume of water in an aluminium can and heat it over a Bunsen burner.
When the water is boiling, invert the can into a container of half ice and half cold water. The can crushes due
to the dramatic drop in pressure inside the can when the steam condenses.
Suggested completion levels
Basic - Inquiry point goal = 4
Students at this level will: recognise that all matter is made of particles; identify the three common states of
matter; state at least one property of each state of matter.
Core - Inquiry point goal = 8
Students at this level will: recognise that all matter is made of particles which are constantly moving;
identify the three common states of matter; state at least three properties of each state of matter; draw the
arrangement of particles in each state of matter; understand that matter has mass and takes up space.
Advanced - Inquiry point goal = 12
Students at this level will: recognise that all matter is made of particles which are constantly moving; identify
the three common states of matter; state at least four properties of each state of matter; draw the arrangement
of particles in each state of matter; understand that matter has mass and takes up space; relate the structure of
matter to its density.
STATES OF MATTER
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PARTICLE MATTERS
WORKSHEET
Question 1
Here is a bottle filled with honey:
In the first box below, draw what the particles look like in the glass. In the second box, draw what the particles
look like in the honey. In the third box, draw what the particles look like in the air above the honey in the bottle.
Question 2
In each column of the table, identify TWO characteristics of each physical state.
Question 3
Write the word that best matches the description. The first letter of each word has been given.
(a) A substance that has widely-spaced particles.
G__
PARTICLE MATTERS
WORKSHEET
(d) It is easy to do this to a gas.
C_______
(e) This state of matter has disorderly particles and quite high density.
L_____
Question 4
Explain the following:
(a) Solids can't be compressed.
Question 5
Find these words in the puzzle and outline or highlight them.
Solid, liquid, gas, compress, energy, density, vibrate, pressure, expand, contract
STATES OF MATTER
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PARTICLE MATTERS
ANSWER SHEET
Question 1
Here is a bottle filled with honey:
In the first box below, draw what the particles look like in the glass. In the second box, draw what the particles
look like in the honey. In the third box, draw what the particles look like in the air above the honey in the bottle.
Question 2
In each column of the table, identify TWO characteristics of each physical state.
Question 3
Write the word that best matches the description. The first letter of each word has been given.
(a) A substance that has widely-spaced particles.
GAS
PARTICLE MATTERS
ANSWER SHEET
(e) This state of matter has disorderly particles and quite high density.
LIQUID
Question 4
Explain the following:
(a) Solids can't be compressed.
There is no room between the particles to allow for squashing.
Question 5
Find these words in the puzzle and outline or highlight them.
Solid, liquid, gas, compress, energy, density, vibrate, pressure, expand, contract
STATES OF MATTER
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COMPRESSING
LESSON GUIDE
MATTER
Students explore the compressibility of solids, liquids and gases by using interactive syringes. They also look
at solid, liquid-filled and air-filled tyres to relate the compressibility of matter to real-world applications.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- understand that the three common states of matter have different degrees of compressibility
- observe that the plunger movement on syringes can be related to the compressibility of the substance inside
- find out that gases exert pressure
- discover that heating substances in closed systems makes them harder to compress
- predict the compressibility of solid, liquids and gases based on their observations
COMPRESSING MATTER
7 minutes
The activity starts with a view of three different types of tyres. Air-filled (pneumatic) tyres are the most common
type. Solid rubber tyres would only be found on small vehicles like golf carts and ride-on mowers. Liquid-filled
tyres are commonly used in tractors to provide a bit of stability and prevent them from tipping over. Point out to
students where these tyres are commonly used then let them order them from hardest to easiest to squash.
Answer (hardest to easiest): Solid rubber, liquid-filled, air-filled (Inquiry point 1)
Remind students what the arrangement of particles looks like in each of the three common states of matter.
Relate the amount of space between adjacent particles to how easy or difficult a substance is to squash. This
would also be a good place to review the concept of density.
Talking point: Formula 1 tyres are filled with a nitrogen-rich mixture as this helps maintain tyre pressure better.
Nitrogen has an atomic radius of 56pm while oxygen's is 48pm. How does this relate to tyre pressure?
INCREASING PRESSURE
5 minutes
Revise the concept of pressure. Pressure = force/area. As area decreases (for example when pushing a
plunger in), force increases. If students have ever used a hand pump to fill any air-filled object (like a bike tyre,
an air mattress or a football), they would notice that it gets harder the closer the object comes to being filled.
STATES OF MATTER
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COMPRESSING
LESSON GUIDE
MATTER
Example answer: As the tyre becomes increasingly filled with air, the pressure increases. This is because
there are more particles colliding with the inner walls of the tyre. This creates a 'push' that makes it harder to
put more air in.
CLOSING IN ON COMPRESSIBILITY
5 minutes
Students complete two drag drops to summarise what they have learned.
Drag drop answers (left to right):
Solid, liquid, gas (Inquiry point 6)
Decreases, no change, increases (Inquiry point 7)
STATES OF MATTER
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CHANGING STATES
LESSON GUIDE
In this activity, students learn how changes of state can occur through the addition or removal of heat energy,
and become familiar with the terminology involved.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- understand that examples of changes of state are all around us
- find out that melting is a change of state from solid to liquid, and freezing is the opposite process
- discover that evaporation is a change of state from liquid to gas, and condensation is the opposite process
- learn that sublimation is a change of state from solid to gas
- observe that a change of state diagram can be used to summarise state changes
CHANGING STATES
5 minutes
Students watch the videos and write a one-sentence description for each. Get them to brainstorm where other
changes of state commonly occur. Which changes of state do they observe in their daily lives?
Answers:
The kettle is boiling.
The ice block is melting.
The iron is melting.
The ice block and iron are undergoing the same process (melting) (Videos 2 and 3) (Inquiry point 1)
STATES OF MATTER
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SUBLIMATION
5 minutes
In sublimation, a substance goes straight from solid to gas. Any substance can sublimate if the conditions of
temperature and pressure are altered appropriately. Even water sublimes at extremely low pressures. Show a
phase change diagram to identify the point at which sublimation could occur.
Answer: Reducing the temperature could slow the rate of sublimation. (Inquiry point 8)
Class demonstration: Show sublimation using dry ice or iodine.
Talking point: Use the Science Extra on melting and boiling points to discuss why pressure affects one but
not the other. Think about how pressure could affect sublimation. For example, dry ice sublimes easily at
atmospheric pressure, but what if the pressure was greatly increased? Could it still happen?
REVIEW
5 minutes
Students complete a drag and drop exercise featuring particle views and answer a question.
Answers (top to bottom): Melting, freezing, evaporation, condensation (Inquiry point 9)
Sublimation (Inquiry point 10)
STATES OF MATTER
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COMPLETE A DIAGRAM
5 minutes
Students complete the review exercises to consolidate their knowledge.
Answers: (Clockwise from top left) Condensation; Freezing/solidification; melting; evaporation/vaporisation
(Inquiry point 12)
After labeling the videos correctly, students complete their change of state diagram by dragging the
components to the correct position. (Inquiry point 13)
STATES OF MATTER
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DIFFUSION
LESSON GUIDE
IN THE LAB
Students explore the concept of diffusion by watching videos of experiments involving diffusion in liquids
and gases. Diffusion is defined as the movement of particles from an area of high concentration to an area of
low concentration.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- learn the definition of diffusion
- observe the permanganate experiment as an example of diffusion in liquids
- discover that mass affects the rate of diffusion by watching the lead iodide experiment
- watch a gas diffusion experiment involving precipitation to compare the rate of diffusion of gases compared
to liquids
- explore examples of diffusion in the home
PERMANGANATE EXPERIMENT
10 minutes
The potassium permanganate is a common experiment used in schools to demonstrate diffusion in liquids.
The video features the experiment, where a crystal of purple potassium permanganate is placed in each of
three beakers. The beakers have different temperature water. Get students to visualise the water molecules
in each beaker and imagine how quickly they are moving. This will help them predict which will diffuse more
quickly. Tell them to imagine the purple permanganate ions breaking off from the crystal and being pushed
through the beaker by the random movement of the water molecules. It may help to show an animation of
Brownian motion.
Answers:
The permanganate ions will diffuse more quickly in the beaker with the hottest water because the water
molecules are moving faster in that beaker compared to the molecules in the beakers with cooler water.
The hotter the temperature, the faster the rate of diffusion (Inquiry point 2).
STATES OF MATTER
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DIFFUSION
LESSON GUIDE
IN THE LAB
Answer: Mass of diffusing particles also affects rate of diffusion. (Inquiry point 3)
Talking point: Why are some substances, like vinegar, so much smellier than others, like oil? What has to
happen in order for your body to detect an odour? Do you think the molecules in BO (body odour) are small or
big? Why?
AMMONIUM CHLORIDE EXPERIMENT
10 minutes
This experiment involves ammonia (Mr = 17.034) and hydrogen chloride (Mr = 36.458). It occurs faster than the
previous experiments because diffusion occurs more quickly in gases than liquids. Ammonia is a pyramidal
molecule while hydrogen chloride is linear. It would be helpful to point out to students why this experiment
should only ever be done by a teacher in a fume cupboard. The precipitate forms closer to the HCl because it
diffuses less quickly than the lighter NH3.
Answer: Nearer to acid. (Inquiry point 4)
STATES OF MATTER
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EXPANSION
LESSON GUIDE
EXPERIMENTS
Students make predictions about the effect of heat on various materials and watch videos of common
expansion experiments. The 'particle view' in the videos gives students a chance to visualise what is
happening at the particle level as heat is added.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- learn that expansion involves an increase in volume
- observe that solids expand only slightly with heat
- discover that liquid expansion occurs more easily than solid expansion
- find out that gas expansion is noticeable and rapid with the addition of heat
- realise that cooling would produce effects opposite to those of heating
EXPANSION EXPERIMENTS
5 minutes
Discuss the idea of heating at a particle level with the students. Explain why expansion occurs when particles
have more energy and talk about why the amount of expansion (for the same energy input) might be different
in the three objects indicated: spoon, cordial, balloon.
Answer: Balloon (Inquiry point 1)
Class activity: Get a group of students to huddle close, moving slightly, to represent particles in a solid. Get
them to move more and more as energy is added. They will have to move further apart to accommodate the
extra movement. This is a model of expansion!
Extension: Talk about pressure in relation to the balloon expanding. If heat is added, pressure inside the
balloon increases. Since it has expandable walls, the volume will increase until the pressure inside the balloon
is equal to atmospheric pressure.
Talking point: What happens to density as expansion occurs? Remind students that density = mass/volume.
The mass doesn't change, but volume increases. Hence, density decreases.
STATES OF MATTER
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EXPANSION
LESSON GUIDE
EXPERIMENTS
Students can watch the video first without particle view and then with particle view. They should note how the
particles rapidly gain energy and move faster.
Talking point: The energy required to change the kinetic energy of the particles depends on a substance's
specific heat capacity. Water has one of the highest specific heat capacities (4.184Jg-1K-1) of any substance, so it
takes a lot of energy to significantly change its temperature. How is this important to life on Earth?
Example answer: As heat is added the glass expands, so the volume of the flask increases. This causes
the liquid level to drop. Then, as the liquid itself heats and expands (due to the increased movement of the
particles) the liquid level rises. (Inquiry point 6)
Classroom demonstration: Heat equal masses of 3 different liquids (water, paraffin oil, ethanol) over Bunsen
burners at the same time and measure which changes temperature fastest.
STATES OF MATTER
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EXPANSION
WORKSHEET
EXPERIMENTS
Complete the crossword using the clues given.
Across
3. When metals are heated they __________.
7. Heating causes particles to move __________ apart.
8. Heat energy is also known as __________ energy.
10. Pressure arises from ___________ of the particles with the walls of the container.
11. Adding heat increases the __________ energy of the particles.
14. When a substance is cooled, the particles lose ___________.
15. ____________ expand more noticeably than liquids.
Down
1. In a solid, particles __________ in fixed positions.
2. The main thing you find out from an experiment is known as the _________.
4. All matter is made of __________.
5. Heating a sealed container of gas increases the __________.
6. The purpose of an experiment is known as the __________.
7. Particles move ___________ when heated.
9. If a balloon is put in the freezer it will ____________.
12. Contraction occurs when substances are __________.
13. In the ball and ring experiment, this is the part that is heated. __________
STATES OF MATTER
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EXPANSION
ANSWER SHEET
EXPERIMENTS
Complete the crossword using the clues given.
Across
expand
3. When metals are heated they __________.
further
7. Heating causes particles to move __________ apart.
thermal energy.
8. Heat energy is also known as __________
collisions
10. Pressure arises from ___________ of the particles with the walls of the container.
kinetic
11. Adding heat increases the __________ energy of the particles.
energy
14. When a substance is cooled, the particles lose ___________.
Gases
15. ____________ expand more noticeably than liquids.
Down
vibrate
1. In a solid, particles __________ in fixed positions.
conclusion
2. The main thing you find out from an experiment is known as the ___________.
particles
4. All matter is made of __________.
pressure
5. Heating a sealed container of gas increases the __________.
aim
6. The purpose of an experiment is known as the __________.
faster
7. Particles move ___________ when heated.
shrink
9. If a balloon is put in the freezer it will ____________.
cooled
12. Contraction occurs when substances are __________.
ring
13. In the ball and ring experiment, this is the part that is heated. __________
STATES OF MATTER
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THE PARTICLE
LESSON GUIDE
MODEL EXAMINER
Within the context of newspaper reports about problems caused by a heatwave, students investigate
expansion and contraction phenomena in everyday life. They are required to explain these using the
Particle Model of Matter.
Suggested time: 45 minutes
Summary of Key Learning Points
Students:
- discuss how a heatwave can cause infrastructure problems
- learn why train tracks can buckle in the heat
- observe that heat causes power lines to sag
- investigate why sidewalks might crack in the heat
- explore a method used to stop pipes warping
- complete puzzles to summarise expansion concepts
STATES OF MATTER
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THE PARTICLE
LESSON GUIDE
MODEL EXAMINER
PAVEMENT CRISIS
10 minutes
Cracked pavements are all over the place, but how can they be designed to never crack? Get students to
discuss the events that have to take place for a pavement to crack and how it can be avoided.
Example answers: As the particles in the concrete gain energy they vibrate faster and move further apart. This
causes the concrete to expand. If there is not enough room for it to expand, it will crack.
Instead of being made of large concrete blocks, the pavements could be made of smaller bricks with sand in
between to allow for expansion. (Inquiry point 4)
After students enter their answers, a suggested solution comes up.
THE PARTICLE
WORKSHEET
MODEL EXAMINER
Question 1
Complete the sentences using the following words. Each word is only used once.
cold, pavements, hot, contraction, crack, expand
(a) ______________ weather causes metal rain lines to ______________ and buckling may result.
(b) Power lines are hung loosely to prevent them snapping in ______________ weather due to
______________.
(c) Heat can cause ______________ to expand and ______________.
Question 2
Explain the following in terms of the particle model of matter.
(a) The Eiffel Tower is shorter in winter.
(b) A steel fuel tank filled to the top with petrol will overflow if left in the Sun.
(c) Bread dough contains carbon dioxide generated by yeasts. When the bread is cooked, it rises.
STATES OF MATTER
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THE PARTICLE
ANSWER SHEET
MODEL EXAMINER
Question 1
Complete the sentences using the following words. Each word is only used once.
cold, pavements, hot, contraction, crack, expand
Hot
(a) ______________ expand
weather causes metal rain lines to ______________ and buckling may result.
cold
(b) Power lines are hung loosely to prevent them snapping in ______________ weather due
contraction
to______________.
pavements
(c) Heat can cause ______________ crack
to expand and ______________.
Question 2
Explain the following in terms of the particle model of matter.
(a) The Eiffel Tower is shorter in winter.
The metal the Eiffel Tower is made of contracts in cold weather causing it to shrink.
(b) A steel fuel tank filled to the top with petrol will overflow if left in the Sun.
The liquid petrol will expand when heated causing it to overflow.
(c) Bread dough contains carbon dioxide generated by yeasts. When the bread is cooked, it rises.
The carbon dioxide gas bubbles expand when heated causing the bread to rise.
STATES OF MATTER
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USING MODELS
LESSON GUIDE IN SCIENCE
Students learn about the definition of a scientific model and sort through some examples to find out what does
and does not constitute a model. They then look more closely at the advantages and disadvantages of the
Particle Model of Matter.
Suggested time: 30 minutes
Summary of Key Learning Points
Students:
- learn that pool balls can model gas molecules
- explore the nature of a scientific model
- discover that the size of models is usually scaled up or scaled down
- understand that some things can be explained using the particle model and some things cannot
- acknowledges that there are advantages and disadvantages to the Particle Model of Matter
STATES OF MATTER
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USING MODELS
IN SCIENCE LESSON GUIDE
STATES OF MATTER
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