Particles

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Particles
Go to INDEX
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Index

• Setting targets
• Part 1 What do experiments tell us about
  particles?
• Experiment 1 comparing the masses of
  identically-sized blocks of two or three
  different materials such as wood, glass and metal
• Experiment 2 Putting one small coloured crystal
  into a beaker of cold water and one into a beaker
  of hot water
• Experiment 3 Trying to fit a metal bar into a
  gauge before and after strong heating.
• Experiment 4 Opening a perfume bottle at arms
  length
• Experiment 5 Heating one end of a metal rod that
  has paperclips attached by petroleum jelly
• Experiment 6 trying to depress the plungers of
  three sealed syringes, one containing a solid,
  one a liquid and one a gas
• Experiment 7 Adding small weights, one at a
  time, to a thin wire suspended from a clamp until
  it snaps
• Part 2 What are the differences between solids,
  liquids and gases?
• Part 3 Review and assessment

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Setting targets

• Before you start this sequence of lessons, you
  need to
• Think about how your learning needs to improve.
• Work out what you are doing well.
• Set yourself a target or two.
• On-line target setting
• Your teacher will share your unit test results
  with you and help you work out some targets.

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Video other media resources

• BBC Science in Action DVD 2 Programme 1. States
  of matter.
• BBC Class clips DVD 1 Solids, liquids Gases.
• Labcast template (PowerPoint)

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Expectations

• At the end of this unit
• in terms of scientific enquiry
• most pupils will describe and explain
  observations, using the particle model
• some pupils will not have made so much progress
  and will describe observations and try to offer
  explanations for them
• some pupils will have progressed further and
  will compare explanations of a phenomenon and
  evaluate whether evidence supports or refutes
  them
• in terms of materials and their properties
• most pupils will classify materials as solid,
  liquid or gas explain their classification of
  some difficult materials describe materials as
  being made of particles and describe the movement
  and arrangement of these, and begin to use the
  particle model to explain phenomena, eg the
  mixing of liquids, the expansion of a metal bar
• some pupils will not have made so much progress
  and will classify materials as solid, liquid or
  gas and recognise that materials are made of
  particles
• some pupils will have progressed further and
  will use the particle model to explain a range
  of phenomena

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Particles Part 1

• What do experiments tell us about particles?

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Notes on part 1

• This first part is a sequence of experiments and
  may take several sessions.
• Some are hands-on, others are demonstrations.
• Each mini experiment has its own objectives,
  equipment plenary.

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Equipment

• Note This equipment will be required over
  several lessons. Decide whats needed for each
  lesson.
• Materials sets As many as possible (students
  will be comparing blocks of the same size).
• Electronic scales. One per group.
• 250 cm³ beakers
• Potassium permanganate crystals (with
  documentation)
• Tweezers
• Expansion bar demonstration.
• Expansion ball demonstration.
• One bottle of cheap very smelly perfume.
• Conductivity rods.
• Clamp stands.
• Bunsen burners.
• Matches.
• Petroleum jelly
• Paper clips
• Large plastic syringes.
• 100g hanging masses
• Very thin wire or thread

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Objectives

• Classify materials as solid, liquid or gas.
• Offer explanations (which may be incorrect) in
  which they try to link their existing knowledge
  to observations.
• Present investigations logically.

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Experiment 1

• Comparing the masses of identically-sized blocks
  of two or three different materials such as wood,
  glass and metal

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Equipment for experiment 1

• Materials sets As many as possible (students
  will be comparing blocks of the same size).
• Electronic scales. One per group.
• BBC Class clips 1

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Input DVD

• BBC Class clips 1 / Solids, liquids gases /
  part 1 Wan2TlkScience Uses everyday examples to
  define solids, liquids and gases in terms of
  particles.

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Objectives

• Discuss these questions in your team.
• Are all materials made of atoms?
• Are all atoms the same?
• Are the atoms in a block of metal the same as the
  atoms in a block of carbon?

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Practical

• Work in teams using one mini whiteboard to
  record.
• You have some blocks of different materials.
• Each block is the same size.
• What is the mass of each block? Record your
  results.

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Thinking

• Record your ideas on your mini whiteboard.
• All materials are made of tiny particles called
  ATOMS.
• Some blocks had a greater mass than others.
  Agreed?
• What does this tell us about the particles in
  each of the blocks?

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What did you find out?

• Work in a group. Use mini whiteboards. Describe
  what you found out.
• Try to work out an explanation.
• Share your description and explanation with the
  rest of the class.
• Record your improved description and explanation.

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Experiment 2

• Putting one small coloured crystal into a beaker
  of cold water and one into a beaker of hot water

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Equipment

• Equipment students will need to access in the
  laboratory.

• Specific equipment

• Crystals of potassium permanganate. (2 crystals
  per group) CHECK HAZARD

• 250 cm³ beakers
• Hot water (hot tap)
• Cold water

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Input DVD

• Discuss the question first...
• BBC Class clips 1 / Compounds and mixtures / 5
  Mixtures. Does the glass of water increase its
  mass when the sugar is added?

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Objectives

• Discuss these questions in your team...
• How are the particles arranged in a solid?
• What happens to particles when a solid dissolves?
• Will the particles spread out or stay together?

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Instructions

• Put one small coloured crystal into a beaker of
  cold water and one into a beaker of hot water.
• Observe what happens.

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How are the particles arranged in a solid?What
happens to particles when a solid dissolves?Will
the particles spread out or stay together?

• Work in a group. Use mini whiteboards. Describe
  what you found out.
• Try to work out an explanation.
• Share your description and explanation with the
  rest of the class.
• Record your improved description and explanation.

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Experiment 3

• Trying to fit a metal bar into a gauge before and
  after strong heating.

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This experiment is a demonstration!

• POTENTIAL HAZARD
• Risk of burns. Handle with care. Provide heat
  proof mat to lay hot items, provide large metal
  container of cold water to douse hot items or
  burns.
• BUNSEN PRECAUTIONS

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Equipment

• Expansion demonstration
• Bunsen burner
• Matches
• Heat proof mat
• Large metal container of cold water
• Large demonstration thermometer
• Chocolate or butter

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INPUT DVD

• BBC Class clips 1 / Solids, liquids gases /
  part 3 Wan2TlkScience Uses everyday examples to
  explain melting ice and evaporating sweat in
  terms of particles and energy. Also shows dry ice.

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Objectives

• Discuss the questions
• What happens to particles as a solid melts?
• What happens to the particles in a solid as they
  get warmer?

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Demonstration 1

• The thermometer.
• As the bulb of the thermometer gets warmer, why
  does the coloured liquid rise?
• What does this tell you about the way the
  particles are arranged?

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Demonstration 2

• Melting Heating chocolate or butter gently in a
  beaker.
• As the chocolate gets warmer it melts.
• How would you describe what the particles do?

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Demonstration 3

• Expansion equipment.
• As a solid gets warmer, will it get bigger?
• What happens to the particles?

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What happens to particles as a solid melts?What
happens to the particles in a solid as they get
warmer?

• Work in a group. Use mini whiteboards.
• Describe what happens to particles as they get
  warmer.
• Explain why solids expand as they get warmer.
• Report to class.
• Record your explanation.

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Experiment 4

• Opening a perfume bottle at arms length

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Equipment for experiment 4

• Bottle of strong scent
• BBC Class clips 1
• BBC Science in Action Disc 2

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Video input 1

• BBC Science in action disc 2 DVD materials and
  their properties / STATES OF MATTER / Boiling
  points and evaporation

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Objectives

• Discuss these questions
• What happens to the particles that evaporate from
  a liquid?
• How would you describe they way they move and
  spread out?

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Demonstration

• This is a participation demonstration.

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Instructions

• One student will hold a bottle of scent at arms
  length while the teacher opens the bottle.
• Time how long it takes for the smell to reach the
  student.

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Video input 2

• BBC Class clips 1 / Solids, liquids gases /
  Wan2TlkScience Uses everyday examples to explain
  evaporation and condensation in terms of
  particles and energy

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What did you find out?

• Work in a group. Use mini whiteboards. Describe
  what happened in todays demonstration.
• Try to work out an explanation.
• Share your description and explanation with the
  rest of the class.
• Record your improved description and explanation.

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Experiment 5

• Heating one end of a metal rod that has
  paperclips attached by petroleum jelly

This is an experiment you may have tried before.
This time we are using it to help you understand
the idea of particles.
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Equipment for experiment 5

• Bunsen burners. One per group.
• Matches.
• Paper clips.
• Petroleum jelly
• Conductivity rods

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Input

• Using an animation to see how heat energy
  transfers through a metal rod.

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Conduction
Objective Learn how heat transfers from one
particle to the next. Discover what difference
the thickness of the rod makes.
worksheet
Advanced instructions
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Advanced conduction
Objectives Learn how heat transfers from one
particle to the next. Discover what difference
the thickness of the rod makes.

• Does heat transfer better through a thicker rod?
  If so, why?
• Does the heat move along the rod at a constant
  speed?
• How are particles involved to the conduction of
  heat energy?

Paper clips stuck on with Vaseline
worksheet
Tuesday, 22 September 2009
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Download Labcast template
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Check your learning

• Watch the animation again.

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What did you find out?

• Work in a group. Use mini whiteboards. Describe
  how the energy passed along the rod.
• Share your description with the rest of the
  class.
• Record your improved description and explanation
  in your science book or on your labcast. A
  diagram would be useful.

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Experiment 6

• trying to depress the plungers of three sealed
  syringes, one containing a solid, one a liquid
  and one a gas

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Equipment for experiment 6

• Three large identical syringes per group.
• Marbles, small stones or ball bearings (small
  enough to fit into syringes) One per group.

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Objectives

• Learn about how particles are arranged in solids,
  liquids and gases.
• Learn about compression.

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Activity 1

• Work in a team. Use a mini whiteboard.
• Draw three diagrams
• Draw the way the particles are arranged in a
  solid.
• Draw the way the particles are arranged in a
  liquid.
• Draw the way the particles are arranged in a gas.

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Discussion

• Look at your three diagrams.
• To squash a substance, the particles need to move
  closer together.
• Look at your three diagrams. Which ones have got
  enough space for the particles to move closer
  together?
• Report back.

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Instructions
What next? See an application of
hydraulics. Devise a conclusion.

• You have 3 syringes.
• Fill the first one with small stones (solid).
• Fill the second one with water (liquid).
• Fill the third one with air (gas).
• Block the end of the syringe with your finger.
• Can you compress them?

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Hydraulic systems

• Brake system on a car

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What did you find out?

• Work in a group. Use mini whiteboards. Describe
  what you found out.
• Try to work out an explanation.
• Share your description and explanation with the
  rest of the class.
• Record your improved description and explanation.

55
Experiment 7

• Adding small weights, one at a time, to a thin
  wire suspended from a clamp until it snaps

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Equipment for experiment 7

• Thin wire
• 100g mass sets
• 10g mass sets
• Clamp stands

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Objectives

• Discuss this question
• Why dont the particles in a solid just fall
  apart?

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Explosives

• Video clip Show the first part about road stone.
• Thinking Why does stuff hold together and why
  does it take so much force to pull it apart?
  Ideas please.

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Experiment

• Adding small weights, one at a time, to a thin
  wire suspended from a clamp until it snaps
• How much force does it take to make the particles
  separate?

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What did you find out?

• Work in a group. Use mini whiteboards. Describe
  what you found out.
• Try to work out an explanation.
• Share your description and explanation with the
  rest of the class.
• Record your improved description and explanation.

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Particles part 2a

• What are the differences between solids, liquids
  and gases?

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Outcomes

• classify materials and justify their
  classification in terms of properties of solids,
  liquids and gases
• explain why some materials are difficult to
  classify
• generate descriptions of solids, liquids and
  gases consistent with the evidence and their
  scientific knowledge, eg a solid is made of tiny
  grains all glued together
• design a key to classify materials as solid,
  liquid or gas

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Equipment

• Cup or small bowl
• Custard powder or corn flour
• Water
• Ball about 10cm diameter
• Teaspoon
• paper, sand, jelly, talc, toothpaste, tomato
  sauce, reusable adhesive
• Materials kits (include metals, wood, glass,
  perspex, slate, marble, etc.)
• Sand

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Objectives

• Can you work out which materials are solid,
  liquid or gas?
• Are some materials difficult to classify?
• How can you decide which materials are which? Is
  there a rule?

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Activity

• Custard powder
• Custard margarine
• Discussion Is the custard mix a liquid or a
  solid?
• Some groups to report back.
• Record your notes about custard.

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Plenary Lets do a quiz

• Daydream interactive whiteboard charts. CD ROM /
  Materials their properties /
• Solids, liquids gases
• Solids
• Liquids
• Gases

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Particles part 2B

• What are the differences between solids, liquids
  and gases?

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Getting started

• BBC Science in action disc 2 DVD materials and
  their properties / STATES OF MATTER / Solids,
  liquids and gases

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Objectives

• Decide how you can define solids, liquids and
  gases.
• Are there any substances that are difficult to
  classify?

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Assignment 1

• Work in a group using a mini whiteboard.
• Decide on a way in which we can decide whether a
  substance is solid, liquid or gas.
• Report to the class.
• Are the ideas good enough? Are there any
  loopholes?

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Assignment 2

• You have a number of different materials.
• Work in pairs to decide whether they are solid,
  liquid or gas.
• Can you present your data in a table?

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Plenary

• Get a sheet of A3 paper and a thick felt pen.
• Teams 1, 4 7 Write a rule for solids.
• Teams 2, 5 8 Write a rule for liquids.
• Teams 3 6 Write a rule for gases.

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PART 3

• Review and assessment

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Sorry guys, its exam time