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Matter

Level E/F

Earth and Space

Matter
Level E/F Science Topic Book

Glasgow City Council


Designed and Published by
Education Services
Education Improvement Service
Wheatley House
25 Cochrane Street
Glasgow G1 1HL

Phone 0141 287 2000

MATTER Level E/F: Science Topic Book

Matter

Contents

List of Learning Outcomes

Topic Outline

Activity Support Sheets

Teachers Science Notes

Investigations

Topic Assessment Sheets

Homework Sheets

Glossary

Pupil Checklist

Resources and Safety Issues

Glasgow 5-14 Science Programme Education Improvement Service 2

MATTER Level E/F: Science Topic Book

Matter

Learning Outcomes
TOPIC: Matter

Level E/F

Stage S1/S2

Knowledge and Understanding Strands

Materials from Earth.

Changing Materials.

Learning Outcomes:

Level

By the end of the unit the pupils should be able to :

Describe some of the properties of solids, liquids and gases.

State that solids , liquids and gases are made up of particles.

Describe how the particles are arranged in solids, liquids and gases.

Explain diffusion in terms of particle theory.

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.

Describe applications of expansion of solids, liquids and gases.

Predict the effect of gas pressure using the particulate theory.

Explain the different masses of materials with the same volume in terms of particle spacing

and relate this to density.

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

the water cycle.

Glasgow 5-14 Science Programme Education Improvement Service 3

MATTER Level E/F: Science Topic Book

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.

Glasgow 5-14 Science Programme Education Improvement Service 4

MATTER Level E/F: Topic Outline

This lends itself to a crash, bang,


wallop introduction revising a
variety of physical properties of
solids, liquids and gases e.g. shape
(observation), volume (measuring),
compression (squeezing), melting
and boiling points, (ice water
steam water ice) density
(floating/sinking), electrical and
thermal conductivity. These
experiments should be done
quickly with little explanation at
this point. There is an opportunity
here to explain the difference
between physical and chemical
properties.
Introduce this as a hypothesis and
develop it as the evidence
accumulates with pupils
experience during the subsequent
experimental activities.
This is best left until you have
developed the hypothesis of the
particulate model and used it to
explain some phenomena.
Use models, computer simulations
and/or videos to show the
arrangement of particles.
Pupils can be used to show the
structure of solids, liquids and
gases by standing them close
together in rows (solid), more
random but still touching (liquid)
and spread out (gas).

Various solids, liquids and


gases. Measuring cylinders,
thermometers, same
volume cubes of materials
with different densities,
bulb, leads, battery,
crocodile clips, kettle for
hot water, plastic/wooden
spoon, metal spoon.
Activity Support Sheet 1.

Solid, liquid and gas


particle models, CD Roms,
computer simulation of
particle arrangements.
Activity Support Sheet 2.

Assessment

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Describe how the


particles are
arranged in
solids, liquids
and gases.

Resources

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

State that solids,


liquids and gases
are made up of
particles.

Learning Activities

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Describe some of
the properties of
solids, liquids
and gases.

Level

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Learning
Outcomes

Pupils can list some of


the physical properties
of solids, liquids and
gases.

Pupils can state that all


matter is made up of
particles which are very
small.

Pupils can identify the


arrangement of particles
in each of the states of
matter.

Glasgow 5-14 Science Programme Education Improvement Service 5

MATTER Level E/F: Topic Outline

Get pupils to measure out the


same volume of peas twice and
then add them together and note
the resulting volume, then repeat
the experiment with sand and then
sand and peas. Encourage pupils to
explain what is happening in both
experiments.
Pupils repeat the above
experiments using alcohol and
water and, using the model of the
peas and sand, explain what
happens using particle theory.
Alternatively carry this out as a
class demo and elicit explanation
through questioning.
This can be consolidated with a
variety of demonstrations - copper
sulphate crystals in gel, methylene
blue in water, potassium
permanganate crystals in water,
NO2 gas in air to show diffusion.
Pupils use their prior knowledge of
particle theory to explain what is
happening.

Get pupils to try to compress a


syringe full of air by placing their
finger over the end of the syringe
and then trying to depress the
plunger. They repeat this
experiment with some water and
sand.
In class/group discussion about
their observations get pupils to
discuss the spacing of particles in
each state.
Use models/video/computer
simulations. Encourage pupils to
explain what is happening to
particles in the different states
when they are compressed.

Measuring cylinders, dried


peas, sand, alcohol, tubes
of gel, copper sulphate
crystals, empty gas jars and
lids, potassium
permanganate crystals,
methylene blue dye, gas
jars of NO2 and air, test
tubes, beakers, goggles.

Assessment

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Resources

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

State that solids


and liquids are
difficult to
compress but
gases can be
compressed
relatively easily.

Learning Activities

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Explain diffusion
in terms of
particle theory.

Level

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Learning
Outcomes

Pupils are able to explain


diffusion in terms of
particles mixing.

Activity Support Sheets 3, 4,


5 and 6.

Syringes, sand, water.


Activity Support Sheet 7.

Solid, liquid and gas


particle models, CD Roms,
etc.
Activity Support Sheet 8.

Pupils can state that solids


and liquids are difficult to
compress but gases can
be compressed relatively
easily.
Pupils can explain that
solids and liquids cannot
be compressed because
the particles are touching;
compression of a gas is
easy because of lots of
space between particles.

Glasgow 5-14 Science Programme Education Improvement Service 6

MATTER Level E/F: Topic Outline

Using a bar and gauge apparatus,


get pupils to fit the metal bar into
the hole and the space in the
gauge. Heat the bar strongly for a
few minutes. Get pupils to hold
the gauge in a gloved hand in
case the bar slips. Remind them
that the bar will be very hot and
care must be taken not to touch
it. The bar is measured in the hole
and space after heating then
cooled and measured again (this
experiment can be done by
heating a metal ball and trying to fit
it into its ring).
For the expansion of liquids heat a
test tube, fitted with a stopper and
delivery tube and filled with a
coloured dye, in a beaker of hot
water. As the liquid expands, the
level in the tube rises. Place the test
tube in cold water and get pupils to
note the change in level.
For gases, use the same apparatus
as for liquids this time filled with
air. Pupils place the delivery tube
into a beaker of water and heat the
test tube with their hands. The air
expands and bubbles are seen
leaving the delivery tube. When
the hands are removed the gas
cools and water moves into the
delivery tube.
Pupils can heat a bimetallic strip to
show that not all materials expand
at the same rate.

In discussion with the class use the


results of experiment and models
to explain what is happening in
terms of increase/decrease in
particle energy, movement and
therefore the space between
particles.

Bunsen burners, bar and


gauge (or metal sphere and
ring or wire and clamp
stands), coloured liquid in
test tube/flask with
attached delivery tube, test
tube of air with attached
delivery tube, bi-metallic
strips, heat mats, goggles,
safety gloves.
Activity Support Sheets 9,
10, 11 and 12.

Solid, liquid and gas


particle models.

Assessment

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Resources

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Explain the
expansion and
contraction of
solids, liquids
and gases in
terms of particle
theory.

Learning Activities

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

State that matter


expands when it
is heated and
contracts when
cooled.

Level

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Learning
Outcomes

Pupils can state that all


solids, liquids and gases
expand when heated and
contract when cooled.

Pupils state that when


materials are heated the
energy of the particles
increases, they speed up
and therefore move
further apart. When they
are cooled the energy of
the particles decreases,
they slow down and move
closer together.

Glasgow 5-14 Science Programme Education Improvement Service 7

MATTER Level E/F: Topic Outline

Explain the
different masses
of materials with
the same volume
in terms of
particle spacing
and relate this to
density.

Plan and carry out E


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 the
water cycle.

Get pupils working in groups to use


a variety of resources to research
applications of expansion/
contraction, e.g. overhead
electricity wires, railway lines,
bridges, thermometers, bimetallic
strips in kettles, fire alarms etc.
Information can be displayed in a
variety of ways e.g. posters, written
report, oral report, PowerPoint
presentation.

Elicit through questioning that an


empty metal can contains air and
ask pupils to consider what will
happen when we remove the air.
Demonstrate the collapsing can
experiment and in discussion with
pupils explain what has happened
in terms of the particles of air
pushing against the outside of the
can.
A further demonstration of the
Magdeburg hemispheres can be
carried out to let pupils feel the
large force exerted by air pressure.
Get pupils to measure the masses
of a variety of solids which have
the same volume. In discussion
with the class explain the
difference in mass as the
difference in the number of
particles which can fit into that
volume.
Use the results of previous
experiments and knowledge
gained in this topic to explain
density in terms of particle theory.
Pupils time how long it takes for a
known mass of a solid, e.g. salt,
sugar etc. to dissolve in water at
different temperatures.
(Topic Investigation)

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.

Same sized cubes of metals


and other solids.
Balance.
Activity Support Sheet 16.

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

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Predict the effect


of gas pressure
using the
particulate
theory.

Resources

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

E
Describe
applications of
expansion of
solids, liquids and
gases

Learning Activities

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Level

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Learning
Outcomes

Pupils are able to list some


of the ways expansion and
contraction are used in real
life applications.

Pupils can state that the air/


gas surrounding us exerts
pressure on materials and
the effect of that pressure on
objects.

Pupils can state that for


objects of the same volume,
the greater mass is due to
the greater number of
particles contained in that
volume.

Pupils can explain that


heating increases the
energy of particles and that
with enough energy they
can move away from one
another.

Glasgow 5-14 Science Programme Education Improvement Service 8

MATTER Level E/F: Science Topic Book

Matter

Activity Support Sheets


Primarily the pupil worksheets support children through practical activities or experiments. A few reinforce knowledge
and understanding.
The Glasgow 5-14 Science Programme promotes an enquiry-based approach to learning which is characterised by firsthand experience. Great care has been taken, therefore, not to place an over-reliance on worksheets.

Glasgow 5-14 Science Programme Education Improvement Service 9

MATTER: Level E: Activity

Support Sheet

Name

Solids, liquids and gases


Use this table to make a summary of the properties of solids, liquids and gases.

PROPERTIES

Solid

Liquid

Gas

Glasgow 5-14 Science Programme Education Improvement Service 10

MATTER: Level E: Activity

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.

Glasgow 5-14 Science Programme Education Improvement Service 11

MATTER: Level E: Activity

Support Sheet

Name

Peas and sand


After mixing the cylinders of sand and peas together complete the diagrams below.

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

This is an explanation of the differences in volume:

Glasgow 5-14 Science Programme Education Improvement Service 12

MATTER: Level E: Activity

Support Sheet

Name

Water and alcohol


After mixing water and alcohol, complete the diagrams below.

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

alcohol water alcohol and


water

This is an explanation of the differences in volume:

Glasgow 5-14 Science Programme Education Improvement Service 13

MATTER: Level E: Activity

Support Sheet

Name

Diffusion jelly and crystals


Label the diagrams below and complete them to show what happens in the diffusion experiments.
Use coloured pencils or pens to help.

This is what happens to the particles:

Diffusion gases

This is what happens to the particles:

Glasgow 5-14 Science Programme Education Improvement Service 14

MATTER: Level E: Activity

Support Sheet

Name

Diffusion mixing liquids


Label the diagrams below and complete them to show what happens in the diffusion experiments.
Use coloured pencils or pens to help.

This is what happens to the particles:

Diffusion solids and liquids

This is what happens to the particles:

Glasgow 5-14 Science Programme Education Improvement Service 15

MATTER: Level E: Activity

Support Sheet

Name

Can you squeeze it?


sand

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

This is what I found about squeezing:

Glasgow 5-14 Science Programme Education Improvement Service 16

MATTER: Level E: Activity

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.

together. When the solid is compressed the

In a solid the particles are very


cannot move any closer so the

does not change.

the particles are close together. When the liquid is compressed the

In a
particles cannot move any

change. In a gas the particles are very


the particles can move

so the

does not
apart. When the gas is compressed

so the volume gets less. When the compression

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

MATTER: Level E: Activity

Support Sheet

Name

Heating solids
Use the gauge to compare the length and
thickness of the bar when it is hot and cold.

bar

How has the length of the bar changed


when it is hot?

gauge

How has the thickness of the bar changed


when it is hot?

How has the size of the ball changed after


heating?

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.

Glasgow 5-14 Science Programme Education Improvement Service 18

MATTER: Level E: Activity

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.

Glasgow 5-14 Science Programme Education Improvement Service 19

MATTER: Level E: Activity

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

Complete the sentences below.


When I put my hands round the test tube
into the water. This is because the
tube

came out of the tube and went


from my hands made the air in the test

. When I took my hands away, the air in the test tube became
and

. This made the water move

the tube.
Describe any evidence you saw which suggests that gases expand more easily than solids and liquids.

Glasgow 5-14 Science Programme Education Improvement Service 20

MATTER: Level E: Activity

Support Sheet

12

Name

The Bimetallic Strip


Look carefully at how the bimetallic strip is made. Draw a labelled diagram of it in the box below.

Draw a diagram of the bimetallic strip after it has been heated.

Complete the sentences below.


which are fixed together. When it is

A bimetallic strip is two strips of different


heated it

because one of the metals

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.

Glasgow 5-14 Science Programme Education Improvement Service 21

MATTER: Level E: Activity

Support Sheet

13

Name

Finding out about expansion


This sheet will help you to plan how you are going to carry out your research, record your findings and
present a report to your class.

1.

Where are you going to find the information you need?


Write the names of the books, CD Roms or websites you use in this box.
Your teacher may be able to help you with this.

2.

What information are you going to need?


Use this box to write down any questions you want to find the answers to;
e.g.

3.

Now write down the information you have found.


Do this in a jotter or on a separate piece of paper.

4.

How are you going to present your findings?


You could use a poster, a written report, or a report you read out to your class.
Be creative what about a poem or a play or presentation?

Glasgow 5-14 Science Programme Education Improvement Service 22

MATTER: Level E: Activity

Support Sheet

14

Name

The collapsing can


connector
Draw a diagram of the
can at the end of the

vacuum pump
rubber tube

stopper

experiment after the air


has been removed from
the inside.

can

Diagram of the can after the air has been removed from the inside.

Explain why this happened.

Glasgow 5-14 Science Programme Education Improvement Service 23

MATTER: Level E: Activity

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

Explain your observations.

Glasgow 5-14 Science Programme Education Improvement Service 24

MATTER: Level E: Activity

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.

Glasgow 5-14 Science Programme Education Improvement Service 25

MATTER: Level F: Activity

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 Level E/F: Teachers Science Notes

Matter

Teachers Science Notes


Many teachers do not feel confident to teach science outwith their own specialist area. They are concerned that their own
limited knowledge restricts what they should be teaching. The materials in this programme are designed to help increase
teacher confidence.
These notes provide a summary of the science ideas covered in this topic and relate directly to the suggested learning
activities.

Glasgow 5-14 Science Programme Education Improvement Service 27

MATTER Level E/F: Teachers Science Notes

Matter

Teachers Science Notes


Particle Theory
To avoid any confusion between atoms and molecules, teachers should use the term particle as a description of the
smallest piece of any particular material for this topic. The physical properties of solids, liquids and gases can be explained
by referring to the arrangement of these particles (the chemical properties are not covered in this topic). It is no longer
appropriate to talk about particles as entities that exist but cannot be seen even with the most powerful microscope since
the invention of the atomic force microscope and the STM (Scanning Transmission Microscope). With these devices and
computer enhancement, it is possible to see individual atoms and even the wave disturbances associated with the electron
orbits.
Even so, the particulate nature of matter is a difficult concept for pupils to understand and should be reinforced by concrete
examples. It is important that pupils have a good understanding of what is meant by solid, liquid and gas and it may be
worthwhile revisiting earlier work (Level C/D Substances and Solutions).
Pupils find it difficult to develop a mental picture of particulate matter. They often need help in thinking about the small
solid particles separated by vacuum.

Solids, liquids and gases


Imagine a set number of particles.
In a solid, the particles are held together by strong forces. The particles in solids form tightly packed,
rigid, lattice like structures. The particles have a small amount of energy and because of the closely
packed structure can only vibrate slightly. This closely packed structure explains the fixed shape and
volume of solids. It can also be used to explain their inability to be compressed and their density.
A useful model for this might be to imagine apples packed in layers in a box.
Liquids have weaker forces holding the particles together and they have a more random arrangement.
This allows the particles to move around each other explaining the fact that they do not have a fixed
shape. Liquids tend to be less dense than solids since there are fewer particles in the same amount of
space. A model for this might be the movement of marbles in a bag or balls in a ball pool
In gases the particles are widely spaced and fast moving. They have much more energy than solids or
liquids, moving at high speeds. Since there is more space in gases they tend to have much lower
densities. The particles in gases can be compressed more easily than a solid or a liquid. A useful model
for this might be the balls moving inside a bingo machine or the lottery.

Glasgow 5-14 Science Programme Education Improvement Service 28

MATTER Level E/F: Teachers Science Notes

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.

Glasgow 5-14 Science Programme Education Improvement Service 29

MATTER Level E/F: Teachers Science Notes

Expansion and contraction


When asked what happens to solids when they are heated most pupils will say that they will melt. This is true depending
on the solid and how long it is heated for. The activities in this topic allow pupils to see that heating any substance can
cause it to expand. When a solid is heated, energy is passed onto the particles causing them to vibrate more. This causes
the particles to move further apart, thus the volume of the solid gets bigger. Melting occurs when we continue to heat the
solid causing the particles to vibrate faster and eventually break free of the strong forces which hold the particles together.
Once these forces are weakened or broken the particles can move more freely and it becomes a liquid.
Expansion also occurs in liquids and gases but to a far greater extent than in solids. The use of the specialised apparatus to
illustrate the expansion of solids testifies to the almost unnoticeable increase in volume. However, liquids expand much
more readily and simply heating a flask in hot water will cause expansion that is easily measured. A gas expands even
more than a liquid and warming a flask of air with your hands will cause air bubbles to be seen if the top is held under
water. As in solids, the extra heat causes the particles in liquids and gases to move faster (vibration in liquids, higher
speeds in gases); this extra movement requires extra space and leads to an increase in volume.

Gas (air) pressure


Although most gases are colourless and therefore invisible the particles within them still have an effect on the things they
come in contact with. The moving particles of gas hit the surface of containers and objects exerting a pressure. The gas,
which affects us most, is air and therefore the experiments in this topic deal with air pressure. Air exerts a pressure on us all
the time and this pressure causes a force of 100,000 N (equivalent to 10 tonnes weight) for every square metre. We can see
the effects of air pressure when the wind blows objects along.
Air pressure could be introduced using party whistles (the rolled up paper ones) or a game of blow football and asking
pupils to try to explain what is happening using the knowledge they have gained in previous experiments.

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.

Glasgow 5-14 Science Programme Education Improvement Service 30

MATTER Level E/F: Teachers Science Notes

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.

Glasgow 5-14 Science Programme Education Improvement Service 31

MATTER Level E: Investigations

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.

Glasgow 5-14 Science Programme Education Improvement Service 32

MATTER Level E: Investigations

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

Preparing for tasks

Planning

Predicting

Fair testing

Carrying out tasks

Observing and measuring

Recording

Reviewing and reporting on tasks

Reporting and presenting

Interpreting and evaluating

It also suggests a topic investigation that will promote scientific enquiry.


It is important that when carrying out investigations pupils are encouraged to suggest ways of answering the investigating
question.
The accompanying Investigation Planning and Recording Sheet I am a Scientist takes pupils through a structure for
investigation and allows them to systematically record their findings. A separate sheet is included for each skill strand.

Glasgow 5-14 Science Programme Education Improvement Service 33

MATTER Level E: Investigations

Preparing for Tasks


Preparing for tasks includes understanding a task and planning a practical activity, making predictions and
undertaking fair testing.
By the time pupils reach S1, they will have been working at level D and should be able, with help from the teacher,
to contribute to the whole investigative process from planning to evaluation. Teachers in secondary schools
should be aware that the 5-14 programme is not an end point but a pathway to Standard Grade courses in S3/S4
and skills development should lead naturally to pupils acquiring those skills required for Standard Grade
investigations. Even so, pupils at the beginning of S1 will require more support than those at the end of S2.
The following outlines the progression in skills for preparing for tasks for levels D to F and includes the
investigative skill objectives from Standard Grade (all sciences).

Level D

Level E

Pupils are able to:

Pupils are able to:

identify two or three questions to investigate

identify a number of questions to investigate

provide reasons for planning decisions

plan a valid and reliable test for a given hypothesis

include fair testing in planning by changing one


factor

show awareness of the significance of variables

Level F

Standard Grade

Pupils are able to:

Pupils are able to:

formulate a testable hypothesis

demonstrate understanding of the problem posed (G1)

plan an appropriate strategy to investigate a

state the aim of the investigation (G2)

hypothesis

articulate a testable hypothesis (G3)

suggest a broad strategy to adopt (G4)

Glasgow 5-14 Science Programme Education Improvement Service 34

MATTER Level E: Investigations

Carrying out Tasks


Carrying out tasks includes observing, measuring and recording findings.
By the time pupils reach S1, they will have been working at level D and should be able, with help from the teacher,
to contribute to the whole investigative process from planning to evaluation. Teachers in secondary schools should
be aware that the 5-14 programme is not an end point but a pathway to Standard Grade courses in S3/S4 and
skills development should lead naturally to pupils acquiring those skills required for Standard Grade investigations.
Even so, pupils at the beginning of S1 will require more support than those at the end of S2 although their repertoire
of measurement skills should be quite well developed on entry to secondary.
The following outlines the progression in skills for carrying out tasks for levels D to F and includes the investigative
skill objectives from Standard Grade (all sciences).

Level D

Level E

Pupils are able to:

Pupils are able to:

make an appropriate series of accurate

measurements

select and use appropriate forms of graphical


presentation

select an appropriate way of recording findings

Level F

Standard Grade

Pupils are able to:

Pupils are able to:

make a series of measurements of the input and

adopt appropriate and safe procedures (E1)

outcome variables

identify the input variable to be used and alter it


over a suitable range (E2)

make their own selection and be able to use


appropriate recording and presentation

control all relevant variables as necessary (E3)

make valid, reliable measurement of the outcome


variable (E4)

Glasgow 5-14 Science Programme Education Improvement Service 35

MATTER Level E: Investigations

Reviewing & Reporting on Tasks


Reviewing and reporting on tasks includes reporting and presenting as well as interpreting and evaluating results
and processes.
Scientific investigations lend themselves to reporting and presenting information to fellow pupils. This forces
children to clarify their thinking and knowledge. Explaining to others is at the heart of constructivism and is a very
powerful way to learn developing metacognition in pupils.
The following outlines the progression in skills for reviewing and reporting on tasks for levels D to F and includes
the investigative skill objectives from Standard Grade (all sciences).

Level D

Level E

Pupils are able to:

Pupils are able to:

make an organised report of an investigation using

appropriate illustrations

provide explanations related to scientific

appropriate illustrations and vocabulary

knowledge

draw conclusions consistent with the findings

identify limitations of the approach used.

write a structured report of an investigation using


establish links between the results and the original
hypothesis

suggest improvements to the approach used

Level F

Standard Grade

Pupils are able to:

Pupils are able to:

evaluate a range of aspects of the investigation

tabulate results with appropriate headings and units


of measurement (RR1)

present the results on a graph or chart (RR2)

draw a valid conclusion inter-relating the appropriate


variables (Ev1)

use results to evaluate the original hypothesis (Ev2)

describe how the investigation was carried out (RR3)

Glasgow 5-14 Science Programme Education Improvement Service 36

MATTER Level E: Investigations

Matter

Topic Investigation: Teacher Information


What effect does the temperature have on solubility?
Preparing for tasks
What will be measured?

The time taken for the solid to dissolve.


The temperature of water (input variable).

How will it be measured?

By noting the time the solid takes to disappear (dissolve).


Temperature measured using a thermometer.

What needs to be kept the same?

The volume of water.


The mass of the solid.
The solid used.
Whether the solid is lumps or powder.
Whether it is stirred or not.

Make a hypothesis.

How does the time taken to dissolve change as the water gets hotter?

Carrying out tasks


How will measurements be recorded?

Use a table headings could be:


Temperature of water and Time taken for solid to dissolve.

Reviewing and reporting on tasks


Make a graph

Line graph in this case.

Draw a conclusion

What effect does the temperature of the water have on the speed of dissolving?
Was the prediction correct?

Can you explain?

The greater the temperature, the faster the liquid particles are moving.
This causes the intermingling of the particles to occur faster.

Write a report.

Include plan, table of measurements, and description of procedure.


If another pupil could repeat the investigation from the report, it is good.

Glasgow 5-14 Science Programme Education Improvement Service 37

MATTER Level E: Investigations

a science investigation report


by:

Preparing the task


Title
(Investigative question)

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)

Glasgow 5-14 Science Programme Education Improvement Service 38

MATTER Level E: Investigations

Carrying Out the Task


My table of results

A graph of my results

Comments (e.g. relationships between variables)

Glasgow 5-14 Science Programme Education Improvement Service 39

MATTER Level E: Investigations

Reviewing & Reporting on the Task


Diagram of my apparatus

Description of what I did:

Summary of what I found out (Conclusion/links to hypothesis):

Description of improvements (Evaluate at least two aspects):

Glasgow 5-14 Science Programme Education Improvement Service 40

MATTER Level E/F: Assessment Sheets

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.

Glasgow 5-14 Science Programme Education Improvement Service 41

MATTER Level E/F: Science Topic Book

Evaluation Sheet
Name
I have completed a topic about:

These are the things I have learned and can do better:

Next time I do science I want to get better at:

Shade in the box to show how much you enjoyed the Topic.

very poor

very good

Comment:

Glasgow 5-14 Science Programme Education Improvement Service 42

MATTER: Level E/F: Assessment

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?

Glasgow 5-14 Science Programme Education Improvement Service 43

MATTER: Level E: Assessment

KU

Sheet

Name
1.

Darren carried out a series of experiments on a piece of


plastic. Here is his report.
I knew the plastic was a solid because it did not
change its shape or volume. I put the plastic into a
circuit to see if it would make the bulb light but it did
not so I knew it did not conduct electricity. When it was
put in water it floated so I knew it was less dense than
water.
Give three properties of the plastic that Darren tested.

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.

This diagram shows


how the particles
are arranged in a
solid.

The particles have


spaces between
them and are
spread out.
They move very fast.

This diagram shows


how the particles
are arranged in a
gas.

The particles have


some spaces
between them but still
touch. They can move
over one another
easily.

This diagram shows


how the particles
are arranged in a
liquid.

The particles have


no spaces between
them. They can only
vibrate slightly.

Glasgow 5-14 Science Programme Education Improvement Service 44

MATTER: Level E: Assessment

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

orange juice particles

What is the name given to the process where particles mix with one another?

2.

Complete the table below.

State of matter

Can it be compressed?

Explanation

SOLID

LIQUID

GAS

Glasgow 5-14 Science Programme Education Improvement Service 45

MATTER: Level E: Assessment

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?

How could they stop the juice from expanding?

What is happening to the particles of juice as they 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

From the information in the table


Which material has particles which are closest together?

Which material has particles which are furthest apart?

Glasgow 5-14 Science Programme Education Improvement Service 46

MATTER: Level E: Assessment

KU

Sheet

Name
1.

Describe the applications of expansion and contraction in the following situations.

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

MATTER: Level F: Assessment

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

Ice into water

Glasgow 5-14 Science Programme Education Improvement Service 48

MATTER: Level E/F: Assessment

PS

Sheet

Name
1.

Pamela and Iain were doing an investigation on


parachutes.
Pamela suggested that the material the parachute was
made from had an effect on how long it took to reach the
ground.
(a)

List two other variables they might investigate.

(b)

Name three things Pamela would have to keep the same to make her test fair.

(c)

What measurements should Pamela take?

Glasgow 5-14 Science Programme Education Improvement Service 49

MATTER: Level E/F: Assessment

PS

Sheet

Name

(d)

Here is the table of Pamelas and Iains results.

Time taken for parachute to reach the ground (seconds)


MATERIAL

(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.

Glasgow 5-14 Science Programme Education Improvement Service 50

MATTER: Level E/F: Assessment

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

mass of solid dissolved (g)

40
35
30
25
20
15
10
5

10

15

20

25

30

35

40

45

50

55

temperature of water (C)


(a)

How does the temperature of the water affect the mass of solid dissolved?

(b)

What mass of solid dissolves at 28C?

(c)

At what temperature will 45g of solid dissolve?

(d)

Suggest a title for this graph.

Glasgow 5-14 Science Programme Education Improvement Service 51

MATTER Level E: Homework Sheets

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.

Glasgow 5-14 Science Programme Education Improvement Service 52

MATTER: Level E: Homework

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
S
T
N
D

R
H
M
K
L
U
J
T
I
S
O
L
I
D
R
L
O
I
C
I

S
J
T
E
V
M
U
H
F
E
L
E
O
A
A
H
O
E
M
D

Y
E
J
Q
X
O
S
E
D
R
E
D
F
M
Y
P
L
R
E
E

M
V
Z
I
Z
P
B
R
I
M
H
E
E
U
G
H
I
P
T
S

G
A
X
E
C
R
C
M
U
A
U
G
G
N
I
G
D
A
A
S

E
P
C
I
O
D
O
A
Q
N
L
B
I
D
W
T
L
R
L
E

F
O
V
T
N
S
S
M
I
T
K
L
Y
I
S
L
I
T
C
R

P
R
B
U
D
C
I
U
L
H
I
B
P
R
I
C
Q
G
O
P

O
A
N
I
E
O
L
M
F
O
C
O
T
I
W
O
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I
V
M

R
T
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N
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B
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A
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U
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A
O

S
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A
Q
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C

Z
O
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P
A
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T
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L
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S
K
B
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U
D
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E
N

S
N
D
A
T
A
Y
P
S
C
W
P
H
L
D
E
G
P
N
G

B
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F
D
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K
E
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A
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N
A
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F

W
M
G
G
O
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M
A
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A
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B
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Q
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S
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N
E

Glasgow 5-14 Science Programme Education Improvement Service 53

MATTER: Level E: Homework

Sheet

Name

Wordsearch Clues and Answers


WORD

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.

Glasgow 5-14 Science Programme Education Improvement Service 54

MATTER: Level E: Homework

Sheet

Name

1.

When someone sprays deodorant at one end of the changing


room the people at the other end can soon smell it.
Show by means of diagrams how this happens.

2.

Look at the diagrams below.

Which diagram represents the arrangement of particles in a solid?

Which diagram represents the arrangement of particles in a liquid?

Which diagram represents diffusion?

Glasgow 5-14 Science Programme Education Improvement Service 55

MATTER: Level E: Homework

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.

Glasgow 5-14 Science Programme Education Improvement Service 56

MATTER Level E/F: Science Topic Book

a science investigation report


by:

Preparing the task Homework Sheet 3


Title
(Investigative question)

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)

Glasgow 5-14 Science Programme Education Improvement Service 57

MATTER: Level E: Homework

Sheet

Name

1.

Here is some information about the densities of metals.


The least dense metal is lithium with a density of 0.53 g/cm3 and the most dense metal is
osmium with a density of 22.5 g/cm3.
Aluminium is used to make the structures of planes because it is light and strong; it has a density
of 2.70 g/cm3 and lead is used to make weight for divers; the density of lead is 11.3 g/cm3
Mercury, which is used in thermometers, has a density of 13.6 g/cm3.
Put the information into a table with two headings.

2.

James left a pot lid in the hot oven by mistake.


When he took it out it did not fit on the pot.
(a) Explain why this happened.

(b) How could James make the lid fit the pot?

Glasgow 5-14 Science Programme Education Improvement Service 58

MATTER: Level E: Homework

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)

Describe what happens to the egg?

(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)

What happens to the egg this time?

(d)

Compare the density of the egg and the density of the water.

(e)

Explain what has happened.

Glasgow 5-14 Science Programme Education Improvement Service 59

MATTER Level E/F: Glossary

Matter
Glossary
WORD

MEANING

boiling

compress

condensation

contract

density

diffusion

dissolve

evaporation

expand

freezing

gas

gas pressure

liquid

melting

particle

solid

Glasgow 5-14 Science Programme Education Improvement Service 60

MATTER Level E/F: Glossary

Use the spaces in the table below to write the meanings of any other words you find.

WORD

MEANING

Glasgow 5-14 Science Programme Education Improvement Service 61

MATTER Level E/F: Pupil Checklist

Matter
Pupil Checklist
Name

By the end of this unit I should be able to:


Describe solids, liquids and gases in terms of shape and volume.
State some of the properties of solids, liquids and gases.
State that solids, liquids and gases are made up of particles which are very small.
Describe how the particles are arranged in solids, liquids and gases.
Explain diffusion in terms of particles mixing.
State that solids and liquids are difficult to compress but gases can be compressed easily.
State that when matter is heated it expands and contracts when cooled.
Explain the expansion and contraction of solids, liquids and gases in terms of particle theory.
Describe applications of expansion of solids, liquids and gases.
Predict the effect of gas pressure using the movement of particles.
Explain the different densities of materials in terms of particle theory.
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 the
water cycle.

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MATTER Level E/F: Resources and Safety Issues

Matter

Resources and Safety Issues


A list of the resources required for this topic is given. The list is intended to give an overall feel of the nature and quality of
the resources required. Teachers should refer to the resources column in the Topic Guide which gives a list of resources
(per pupil/group) for each activity. The pupil numbers in each group and the number of pupils in the class will determine
the number of items.
There are relatively few hazards associated with the science activities outlined in the Glasgow Science Programme. For
those that do exist, the risks they present are readily controlled. Areas of safety to be aware of are outlined in the following
section but more detailed advice on all aspects of safety in science can be found in Glasgow City Councils Science Code of
Practice SSF/S1, Hazardous Chemicals Manual COSHH/8b and Be Safe (GSF/25, SSF/S31).
Teachers should follow advice given in these documents as well as exercise common sense when carrying out science
activities. Pupils too, should be made aware of potential hazards and be encouraged to consider these when planning
their own investigations.
If there is any doubt about safety issues during the teaching of this topic, consult Technician Resource Service (TRS), 135
Westmuir Street, Glasgow G31 5EX, 0141 554 6322 (or David Lawson, Adviser in Science, 0141 287 4126).
Teachers must ensure that proper risk assessments are undertaken for each activity that is relevant to their own
establishment. The following advice is taken from Be Safe and is suitable generic risk assessment for all activities.

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MATTER Level E/F: Resources and Safety Issues

Matter

Resources
Various solids, liquids and gases
Measuring cylinders

Thermometers
Same volume cubes of materials with

Bar and gauge (or metal sphere and ring


or wire and clamp stands)

different densities
Bulb, leads, battery, crocodile clips (for

Coloured liquid in test tube/flask with


attached delivery tube

conductivity)
Kettle for hot water

Test tube of air with attached delivery tube


Bi-metallic strips

Plastic, wooden spoon and metal spoons,


Text books, CD ROMs, internet access.

Kinetic theory models and/or computer


simulations of particle arrangements

Measuring cylinders, dried peas


Sand

Alcohol
Gas jars of gel, NO2 and air

Copper sulphate crystals and potassium


permanganate crystals

Empty gas jars and lids


Methylene blue dye

Test tubes/boiling tubes


Beakers

Water and dye mixture


Heating mantle

Safety goggles
Syringes

Posters of the water cycle

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

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MATTER Level E/F: Resources and Safety Issues

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.

Safety code for using chemicals

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.

Wipe away any spillage at once.

Always wash hands after using chemicals.

Safety code for storing chemicals

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.

Keep only small quantities of chemicals.

Keep a record of all chemicals stored.

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).

Glasgow 5-14 Science Programme Education Improvement Service 65

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