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Level E/F
Matter
Level E/F Science Topic Book
Matter
Contents
Topic Outline
Investigations
Homework Sheets
Glossary
Pupil Checklist
Matter
Learning Outcomes
TOPIC: Matter
Level E/F
Stage S1/S2
Changing Materials.
Learning Outcomes:
Level
Describe how the particles are arranged in solids, liquids and gases.
State that solids and liquids are difficult to compress but gases can be compressed relatively
easily.
State that matter expands when it is heated and contracts when cooled.
Explain the expansion and contraction of solids , liquids and gases in terms of particle theory.
Explain the different masses of materials with the same volume in terms of particle spacing
Plan and carry out an investigation into the effect of temperature on solubility.
Use the particle theory of matter to explain the changes from solid to liquid to gas, e.g. in
Matter
Topic Outline
The following topic outline suggests activities and examples of ongoing assessments to take forward the Learning
Outcomes listed for this study. To suit their own classes and situations, teachers may want to add to, or adapt some of
these. The main aim, however, is to ensure that children are given the opportunity to overtake the learning outcomes
listed.
Assessment
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Resources
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Learning Activities
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Describe some of
the properties of
solids, liquids
and gases.
Level
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Learning
Outcomes
Assessment
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Resources
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Learning Activities
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Explain diffusion
in terms of
particle theory.
Level
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Learning
Outcomes
Assessment
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Resources
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Explain the
expansion and
contraction of
solids, liquids
and gases in
terms of particle
theory.
Learning Activities
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Level
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Learning
Outcomes
Explain the
different masses
of materials with
the same volume
in terms of
particle spacing
and relate this to
density.
Demonstration of distillation
apparatus (starting with ice in the
flask) to model the water cycle.
Discuss what is happening to the
particles as the distillation
progresses through the changes of
state. This can also be used to
illustrate what happens to the
energy of the particles as the water
goes through the different states.
Posters, textbooks, CD
Roms, internet access.
Activity Support Sheet 13.
Magdeburg hemispheres,
metal cans, vacuum pump,
safety screen.
Activity Support Sheet 14
and 15.
Measuring cylinders,
balances, beakers,
spatulae, stirring rods,
stopclocks, sugar or salt,
goggles, kettles.
(I am a Scientist sheets.)
Distillation apparatus,
water and dye mixture,
heating mantle. Posters of
the water cycle. Models/
diagrams/OHP of the
arrangement of particles in
solids, liquids and gases.
Activity Support Sheet 17.
Assessment
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Resources
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E
Describe
applications of
expansion of
solids, liquids and
gases
Learning Activities
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Level
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Learning
Outcomes
Matter
Support Sheet
Name
PROPERTIES
Solid
Liquid
Gas
Support Sheet
Name
Particles
Label the diagrams to identify which shows the particles in a solid, liquid and gas. Then write a
sentence next to each one describing how the particles are arranged.
Support Sheet
Name
100
100
90
90
80
80
70
70
60
60
60
50
50
40
40
30
30
30
20
20
20
10
10
10
100
100
50
40
100
Sand
and
Sand
90
80
70
90
80
80
70
70
60
60
60
50
50
70
40
30
30
20
20
20
10
10
10
100
100
90
90
80
80
70
70
50
Peas
and
Sand
50ml + 50ml =
peas
peas
ml
peas
100
90
80
70
60
60
50
50
40
40
30
30
30
20
20
20
10
10
10
40
sand
80
40
60
sand
90
30
40
sand
ml
100
Peas
and
Peas
90
50
50ml + 50ml =
50ml + 50ml =
sand
peas
ml
peas and
sand
Support Sheet
Name
100
100
90
90
80
80
70
70
60
60
60
50
50
40
40
30
30
30
20
20
20
10
10
10
100
100
50
40
100
Alcohol
and
Alcohol
90
80
70
90
80
80
70
70
60
60
60
50
50
80
70
40
40
30
30
20
20
20
10
10
10
100
100
90
90
80
80
70
70
60
50
50ml + 50ml =
water water
ml
water
100
Alcohol
and
Water
90
80
70
60
60
50
50
40
40
30
30
30
20
20
20
10
10
10
40
alcohol
90
30
40
alcohol alcohol
ml
100
Water
and
Water
90
50
50ml + 50ml =
50ml + 50ml =
ml
Support Sheet
Name
Diffusion gases
Support Sheet
Name
Support Sheet
Name
cap
SOLIDS
Volume before:
plunger
Volume after:
syringe
water
cap
LIQUIDS
Volume before:
plunger
Volume after:
syringe
air
cap
GASES
Volume before:
plunger
Volume after:
syringe
Support Sheet
Name
Compression
Complete the diagrams below to show what happens to the particles in each box when they are
compressed you can change the size of the dotted box if you need to.
compressed
SOLIDS
compressed
LIQUIDS
compressed
GASES
Complete the sentences to explain what happens to particles when substances are compressed.
the particles are close together. When the liquid is compressed the
In a
particles cannot move any
so the
does not
apart. When the gas is compressed
force is removed, the particles move apart again and the gas goes back to its original
.
Glasgow 5-14 Science Programme Education Improvement Service 17
Support Sheet
Name
Heating solids
Use the gauge to compare the length and
thickness of the bar when it is hot and cold.
bar
gauge
How do the sizes of the bar and ball change again when they get cold?
Explain why solids get bigger when they are heated and smaller when they are cooled by saying how
the particles are arranged and what happens to them when they are heated.
Support Sheet
10
Name
Heating liquids
Colour in the diagrams below to compare the level of liquid when it is in hot and cold water.
cold water
hot water
Explain why liquids expand when they are heated and contract when they are cooled.
Mention how the particles are arranged and what happens to them when they are heated.
Describe any evidence you saw which suggests that liquids expand easier than solids.
Support Sheet
11
Name
Heating gases
Use your hands to warm the air in the tube. Draw what happens on the diagram below.
tube
tube
tube
air
air
air
water
water
water
before heating
during heating
after heating
. When I took my hands away, the air in the test tube became
and
the tube.
Describe any evidence you saw which suggests that gases expand more easily than solids and liquids.
Support Sheet
12
Name
more than
the other.
When it cools, it becomes
again.
Find out and write about a use of a bimetallic strip in everyday life. Sheet 13 may help you.
Support Sheet
13
Name
1.
2.
3.
4.
Support Sheet
14
Name
vacuum pump
rubber tube
stopper
can
Diagram of the can after the air has been removed from the inside.
Support Sheet
15
Name
Magdeburg Hemispheres
Describe how easy or difficult it is to separate the Magdeburg Hemispheres before any air is removed
from them.
Describe how easy or difficult it is to separate the Magdeburg Hemispheres once the air has been
removed from the inside.
tap closed
pull
hard
pull
hard
Support Sheet
16
Name
Density
Use the table to compare the mass of different solids with the same volume.
Solid
Volume (cm3 )
Mass (g)
Explain why some materials have more mass than others in terms of the numbers of particles there
are in the same volume.
Support Sheet
17
Name
Distillation
Label the diagram of the distillation apparatus.
Complete the water cycle below by drawing diagrams showing how the particles are arranged at
each stage.
steam (gas)
water (liquid)
water (liquid)
ice (solid)
Glasgow 5-14 Science Programme Education Improvement Service 26
Matter
Matter
Diffusion
Pupils may consider the particulate model as a static model, however
particles can move. Diffusion experiments give an idea of the relative
speed of movement of the particles i.e. slowest in the jelly and crystal
(solid moving through solid) and fastest in the brown gas and air (gas
moving through gas).
The use of two tubes of jelly with the crystals at the top of one and the
bottom of the other is used to show that the rate of diffusion is not
dependent on gravity. These experiments consolidate the idea of the
arrangement of the particles since the ones that are closer together will
find it most difficult to mix.
To confirm that particles are moving a demonstration of Brownian motion
can be set up. Place a drop of water into the cavity on a cavity slide and add a tiny pinch of powder paint. Cover with a
cover slip and view under the microscope. Pupils will be able to see the specks of powder moving about. This is caused by
the water particles hitting the specks of paint and causing them to move. It is important that in discussing what is happening
in this situation that pupils do not confuse the specks of powder with particles (in scientific terms particles are infinitely
smaller than the specks of paint).
Compression
Compression is the process of forcing particles together into a smaller space. Compression does not happen in solids or
liquids as the particles are essentially touching. In gases however there is lots of space between the particles and they can
easily be pushed together. (The relative spacing of the particles in solids, liquids and gases is approximately 1:1:10). Pupils
should know that the relative spacing in solids and liquids is about the same it is only the arrangement of the particles
that is different but gases have much bigger spacing between the particles.
When the particles of a gas are squeezed or compressed they collide with each other and with the sides of their container.
This leads to an increase in pressure and pupils can feel this if they hold their fingers over the end of a syringe filled with air
and push the plunger. A good example of this is a blown up balloon (this could be used as a demonstration). As the balloon
is blown up, air is forced into it under pressure. As the number of air particles, and the number of collisions, increases,
pressure increases on the inside of the balloon causing a force pushing the insides outward. The balloon expands until the
elastic force of the rubber balloon skin is the same as the force from the air inside the balloon. This gives the balloon its
shape.
It is worth spending some time to make sure that pupils have the correct ideas about the spacing and arrangement of
particles in solids liquids and gases at this point before moving on to the other properties.
Density
This is a very difficult concept for most pupils (and some adults!). Pupils often confuse density with thickness! For example
if asked whether cream or milk has the greater density, many pupils will say it is the cream but the cream floats on the top
of the milk, so it is less dense than milk oil and water have the same effect and can be demonstrated in the lab. Another
interesting question to illustrate density is, which is the heavier, a tonne of bricks or a tonne of feathers? This can lead to
interesting discussions about the amount of stuff that can be packed into the same volume.
The dictionary defines density as the ratio of the mass of an object to its volume. In terms of particles the density can be
thought of as the number of particles in a given volume the more particles there are in the same amount of space the
greater the mass will be. The more concrete examples pupils are exposed to the easier it will be for them to grasp the idea
of density. Allowing pupils to measure the mass of different materials of the same volume and showing models/diagrams
to illustrate relative numbers of particles will help.
As substances change state from solid to liquid to gas the density decreases as the particles move further apart from one
another. When the particles move closer together (gas to liquid to solid) the density increases. An interesting and important
biological exception to this is water where the density decreases when the water freezes. This is due to hydrogen bonding
between the water molecules, which gives the ice a very open structure. This explains why ice floats on water. If ponds
froze from the bottom up, all life would die; because they freeze from the bottom down (and the ice layers also acts like an
insulator) life can go on.
Solubility
It is very easy for pupils to confuse diffusion with
solubility. In diffusion the particles mix without being
shaken or stirred. Dissolving is different in that the
particles of solid, (usually ionic solids), become
surrounded by water molecules which form bonds with
the ions and then pull them apart.
By heating the water the molecules have more energy
and move faster. They will therefore have more chance
of hitting the solid and form bonds quicker. This speeds
up the rate of dissolving
Changes of state
Pupils should be familiar with the definitions of the terms melting, freezing, boiling, condensing and evaporating from
work covered at Level C/D (Substances and Solutions).
When a solid is heated the particles are given energy, which causes the particles to vibrate more, and in turn they move
apart slightly. This explains the expansion of solids when heated. If the solid receives enough energy the particles can
vibrate enough to break free of the rigid structure and are able to move around more freely. The solid has melted and
become a liquid. If this solid continues to be heated the particles gain enough energy to separate from other particles and
become a gas.
As gases are cooled they lose energy and so the particles slow down, move closer together and a liquid forms (condensation).
If the liquid is cooled further the particles lose more energy and eventually slow down so much that they move into the
particle arrangement of a solid.
Sublimation is the change of state from a solid directly to a gas. This can be demonstrated by heating a very small crystal of
iodine in a test tube with a cotton wool plug. Pupils can see that the solid takes up very little space compared to the gas,
which fills the test tube. Another observation made by the pupils is that there is no sign of melting or boiling.
Matter
Investigations
Although investigating is an activity that crosses the curriculum, it has special significance for
science. First-hand investigations are central to the way in which young children learn science,
providing opportunities to plan fair tests, make observations, hypothesise, predict, collect
evidence, research, survey and discuss. Through such means, opportunities arise to infer,
deduce, calculate, draw conclusions from evidence, make judgements and debate important
issues. Characteristics such as curiosity, responsibility, perseverance, cooperation, attention
to detail and divergent thinking are also encouraged.
Environmental Studies 5-14 National Guidelines (2000)
Open-ended investigations are proven to increase pupil motivation, thinking skills and knowledge and understanding.
The investigative skills of planning, fair testing, observing, measuring, recording, reporting and evaluating are best promoted
through investigative work and to this end, this topic includes a topic investigation.
By the time pupils reach S1/S2, they will have, with the support of their teachers, developed a range of investigative skills.
If the Glasgow Science Programme has been used throughout the primary stages, almost all pupils will have achieved skills
at level C by P7 and most will be working at level D. During S1/S2, therefore, pupils should concentrate on the skills at D to
F. The teacher will decide which level is most appropriate for each pupil. The progression in S1/S2 from Level D to Level F
is reflected in the difficulty of the planning and recording sheet for the topic. However, to ensure differentiation, the I am a
Scientist sheets from topics at other levels can be used.
This section of the booklet offers teachers advice on developing the skill areas of
Planning
Predicting
Fair testing
Recording
Level D
Level E
Level F
Standard Grade
hypothesis
Level D
Level E
measurements
Level F
Standard Grade
outcome variables
Level D
Level E
appropriate illustrations
knowledge
Level F
Standard Grade
Matter
Make a hypothesis.
How does the time taken to dissolve change as the water gets hotter?
Draw a conclusion
What effect does the temperature of the water have on the speed of dissolving?
Was the prediction correct?
The greater the temperature, the faster the liquid particles are moving.
This causes the intermingling of the particles to occur faster.
Write a report.
What I
will change
(Input variable)
What will be
measured?
(Outcome variable)
How will it be
measured?
(Description of apparatus)
What do I think
will happen?
(Hypothesis)
What I will do to
keep the test
fair?
(Control of variables)
A graph of my results
Matter
Assessment Sheets
The topic outline offers suggestions for ongoing assessment. The following sheets are provided to aid summative assessment
of pupils knowledge and understanding. They can be copied and used during the topic or at the end of the topic if the
teacher prefers.
The pupil evaluation sheets ask pupils to think about how much they have learned and what areas they enjoyed. These
sheets give the pupils an opportunity to give feedback to the teacher and provide some evidence for the teacher on the
pupils developing attitudes.
Evaluation Sheet
Name
I have completed a topic about:
Shade in the box to show how much you enjoyed the Topic.
very poor
very good
Comment:
Sheets
Name
Use this page to record things you want to get off your chest!
Find out some information about Democritus and how he first thought of the idea of particles.
Give your opinion on the issue below.
If a scientist has a theory, do you think other people should try and prove the scientist wrong?
KU
Sheet
Name
1.
2.
Saima was reading over her notes for a test but she had some things mixed up.
Draw arrows to correct her diagrams and notes.
KU
Sheet
Name
1.
When Alison added some diluting orange to water she did not mix it. The orange juice was at
the bottom of the glass and the water at the top. She came back an hour later and noticed that
the glass was all orange.
Compete the diagram below to show what happened to the particles in Alisons drink.
1 hour later
water particles
What is the name given to the process where particles mix with one another?
2.
State of matter
Can it be compressed?
Explanation
SOLID
LIQUID
GAS
KU
Sheet
Name
1.
Imran and James were drinking full cartons of juice on a hot, sunny
day. While they were holding them they noticed that the juice began
to squirt out of the straw. Imran said, The juice is expanding inside
the pouch and thats why it is leaking out.
Why does the juice expand?
(PS) 2.
When Julia looked up the densities of some of different substances she found the following
information.
Material
Density (g/cm3)
copper
8.92
water
1.00
oxygen
0.0014
diamond
3.51
KU
Sheet
Name
1.
bridge
road
2.
rollers
Angus noticed that when he sucked out all of the air out of a plastic milk container it collapsed.
His friend Gordon said it collapsed because he had sucked it in. Angus thought Gordon was
wrong and that it had something to do with air pressure. Write an explanation for Angus about
what is happening to the particles on the inside and the outside of the container.
Use diagrams to help.
For diagram
Glasgow 5-14 Science Programme Education Improvement Service 47
KU
Sheet
Name
Draw diagrams to show how the particles are arranged at each stage of the water cycle.
steam (gas)
water (liquid)
water (liquid)
ice (solid)
Describe in terms of the motion of the particles how steam can change into water and how ice can
change into water. Remember to use the word energy in your answer.
Steam into water
PS
Sheet
Name
1.
(b)
Name three things Pamela would have to keep the same to make her test fair.
(c)
PS
Sheet
Name
(d)
(e)
1st TRY
2nd TRY
3rd TRY
Silk
144
140
139
Cotton
98
96
94
Nylon
72
68
70
AVERAGE
Use the average times to draw a chart which shows how the time taken to fall is different
for each material.
PS
Sheet
Name
The graph below shows what happens to the mass of solid dissolving as the temperature of the water
is increased.
50
45
40
35
30
25
20
15
10
5
10
15
20
25
30
35
40
45
50
55
How does the temperature of the water affect the mass of solid dissolved?
(b)
(c)
(d)
Matter
Homework Sheets
Improving Science Education 5-14 (1999), section 2.3 makes the following statement about homework:
Science homework was rarely given in primary schools and was not sufficiently purposeful or challenging in
secondary schools.
The following homework sheets are designed to address this need. The questions are intended to offer the opportunity for
pupils to think, write extended answers and try some simple practical tasks. Teachers should ensure that pupils are given
any necessary safety advice in relation to the practical tasks (e.g. do not drink the water after adding salt, if the tumbler
breaks, ask an adult to help clean the broken glass).
Although entitled Homework Sheets, these questions can be used to check pupils understanding and can be used in
class as well as at home. The material supplied here is not exhaustive. Teachers can and should use other sources for
homework in the course of their teaching.
Sheet
Name
Wordsearch Grid
Use the wordsearch below to find the words whose meanings are listed in the clues table.
Match each word with its correct meaning by writing it in the correct box.
D
I
F
F
U
S
I
O
N
I
I
B
E
N
D
T
D
T
I
T
F
U
B
J
K
C
R
S
D
D
B
O
S
H
P
T
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T
N
D
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M
K
L
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J
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M
D
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J
Q
X
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D
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D
F
M
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P
L
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M
V
Z
I
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P
B
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I
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G
A
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C
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D
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Sheet
Name
MEANING
This is the process where particles mix with one another.
Solids, liquids and gases are made up of these (they are tiny).
When a gas changes to a liquid.
When materials are heated they get bigger.
This changes shape to fit its container but has a fixed volume.
When materials are cooled they get smaller.
The temperature at which a liquid changes to a gas.
When a solid changes to a liquid.
This has no fixed shape and no fixed volume.
When a substance is squeezed.
When a liquid changes to a gas without boiling.
This has a fixed shape and a fixed volume.
Sheet
Name
1.
2.
Sheet
Name
1.
In the box below draw a diagram which represents the diffusion of two gases.
2.
Explain, in terms of the arrangement of particles, why a solid has a fixed shape and a fixed
volume.
3.
Plan an investigation to find out if increasing the temperature of the surroundings makes
crystals diffuse through the jelly quicker. Remember to include any apparatus you will need,
how you will carry out the experiment and a method of recording your results.
Use the I am a Scientist Preparing the Task sheet to write out your answer.
What I
will change
(Input variable)
What will be
measured?
(Outcome variable)
How will it be
measured?
(Description of
apparatus)
What do I think
will happen?
(Hypothesis)
What I will do to
keep the test
fair?
(Control of variables)
Sheet
Name
1.
2.
(b) How could James make the lid fit the pot?
Sheet
Name
Homework Experiment
You will need:
a large glass (e.g. a pint tumbler),
an egg (in its shell),
some water, some salt,
a dessert spoon.
Fill the glass with water and carefully place the egg in it.
(a)
(b)
Compare the density of the egg and the density of the water.
Take the egg out of the glass, add 6 dessert spoons of salt to the water. Stir it until all the salt has
dissolved. You have made a salt solution. Carefully place the egg in the glass.
(c)
(d)
Compare the density of the egg and the density of the water.
(e)
Matter
Glossary
WORD
MEANING
boiling
compress
condensation
contract
density
diffusion
dissolve
evaporation
expand
freezing
gas
gas pressure
liquid
melting
particle
solid
Use the spaces in the table below to write the meanings of any other words you find.
WORD
MEANING
Matter
Pupil Checklist
Name
Matter
Matter
Resources
Various solids, liquids and gases
Measuring cylinders
Thermometers
Same volume cubes of materials with
different densities
Bulb, leads, battery, crocodile clips (for
conductivity)
Kettle for hot water
Alcohol
Gas jars of gel, NO2 and air
Safety goggles
Syringes
Water
Bunsen burners
Heat mats
Safety gloves
Magdeburg hemispheres
Metal cans
Vacuum pump
Safety screen
Balances
Spatulae
Stirring rods
Stopclocks
Sugar or salt
Distillation apparatus
Matter
Safety Issues
(Advice taken from Be Safe)
Chemicals
The substances suggested for use in this topic can be used safely by children but remember that any substance, even salt
can be harmful if taken in sufficient quantity. Be aware that any substance in a fine powdery or dusty form can be inhaled
and thus harm health.
When transferring solid chemicals use small spoons kept for this purpose, and not fingers. For liquids, use droppers
always taking great care to avoid cross-contaminating the chemicals.
Only dispense small quantities so that it is never necessary to return excess chemical to the container.
Prevent contact with the eyes. This can happen when chemicals spit out of a tube during heating or when fingers are
contaminated with chemicals. Wear safety goggles/spectacles for such activities.
Always store chemicals in containers securely labelled with the name of the chemical, and with a hazard warning
symbol if appropriate.
Be aware of the risk of confusion and avoid using food or drinks containers for the storage of chemicals.
Store all chemicals in a locked cupboard or room away from heat sources and separate from those intended as foodstuffs.
Store flammable liquids separately from other chemicals. Where there is more than half a litre of any one flammable, it
must be locked in a flame-resistant cupboard or store.
Disposing of chemicals
Consult the Technician Resource Service (TRS), 135 Westmuir Street, Glasgow G31 5EX, 0141 554 6322 (or David Lawson,
Adviser in Science 0141 287 4126) if you wish to dispose of any chemicals.
Further information
Consult Technician Resource Service (TRS), 135 Westmuir Street, Glasgow G31 5EX, 0141 554 6322 (or David Lawson, Adviser
in Science, 0141 287 4126).