ScienceYear 8 Physics

Matter

Notes & Experiments

Name:________________Teacher:______________

YOU MUST KEEP THIS BOOK

[INSERT SCHOOL LOGO HERE]

MY UNDERSTANDING CHECKLIST

I can… Textbook page(s)

Before the Topic

After the Topic

The Particle ModelDraw the particle models for solids, liquids and gases 85

Describe how the particles are behaving in a solid, a liquid and a gas -

Explain why the particle model for a solid, a liquid and a gas is linked to the energy stored in the material

84 – 85

Changes of StateGive examples of changes in state (evaporation, condensation, freezing, melting)

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Describe how adding/taking away energy from a system can cause a change of state 85

Explain the effects of adding/taking away energy from a system on the particles on the system

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Density of Regular SolidsGive examples of objects which have high and low density -

Describe, using the particle model, why something has a high/low density -

Calculate the density of an object by using the equation:

density= massvolume

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Density of Irregular SolidsDescribe how to find the mass of a regular/irregular solid -

Use a measuring cylinder to find the volume of an irregular solid -

Design an investigation to find the density of an irregular object (e.g. a rock) -

MY SKILLS CHECKLIST

I can… Before the Topic After the TopicDraw accurate particle diagramsDescribe two ways to improve an investigationDesign and carry out an investigation

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KEY WORDS

Some of the key words and definitions are missing some information! Can you complete them?

Key Word Image/Diagram DefinitionParticle

One of the extremely ________ constituents of matter, as an atom or nucleus.

SolidA sample of matter with definite size and _____ are known as solids.

LiquidA liquid is a sample of matter which has definite size or ______ but it’s shape can change to fit the container it is in

GasA gas is defined as a state of matter consisting of particles that have neither a defined ________ nor defined _______

State of Matter Is a distinct form that matter

takes on. We will be dealing with three of these: _______, __________ and _______

EvaporationThe process by which water changes from _______ to _____ below its boiling point

Condensation The process by which a

_______ in the air is changed into _________

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The process through which a substance changes from a liquid to a solid

MeltingThe process through which a substance changes from a _________ to a __________

SublimationThe process through which an object changes from a solid to a gas without becoming a __________

The amount of matter contained in an object. It is measured in ______ or ________

VolumeThe amount of ______ occupied by an object. Measured in ______ or ________

Mass per unit volume of a substance. Measured in ______ or ________

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Lesson 1: The Particle Model

LEARNING OBJECTIVES:DEVELOPING DRAW THE PARTICLE MODELS FOR SOLIDS, LIQUIDS AND

GASES

SECURE DESCRIBE HOW THE PARTICLES ARE BEHAVING IN A SOLID, A LIQUID AND A GAS

EXTENDING EXPLAIN WHY THE PARTICLE MODEL FOR A SOLID, A LIQUID AND A GAS IS LINKED TO THE ENERGY STORED IN THE MATERIAL

SCIENTIFIC SKILLS ABILITY TO DRAW ACCURATE PARTICLE DIAGRAMS

Classroom Rules and Safety in the Lab

After Listening to the Classroom rules, write down the 3 which you think are the most important:

In the picture below, circle as many safety hazards as you can in red pen! Can you find any examples of good practice? Circle these with green pen.

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1.

2.

3.

Now choose 3 of the Hazards and complete the table below:

Hazard Why is it dangerous? How can you prevent it?

Investigation: Does it….?

There are 3 States of Matter in Physics. We call these Solid, Liquid and Gas. The all behave in different ways which helps us to tell which is which!

You have been given a solid, a liquid and a gas. Use these to fill in the table:

States of Matter

Does it change shape?

Does it fill the container?

Does it compress/ squash?

Solid

Liquid

Gas

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Science Skill: Drawing Particle Diagrams

When we draw the particle diagrams for solids, liquids and gases, we represent the particles inside of the matter using circles:

Based on your observations in Investigation 1, can you sketch your best attempt at what a solid, liquid and gas look like on the inside? [Try to imagine you had the most powerful microscope in the universe!]

MY ATTEMPT AT SKETCHING PARTICLE DIAGRAMS:

SOLID LIQUID GAS

After feeding back your answers to your teacher, sketch the model answers for the particle diagrams below:

SOLID LIQUID GAS

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Key Points

Arrangement

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Movement

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Key Points

Arrangement

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Movement

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Key Points

Arrangement

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Movement

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Group Task: Human Particle Models

We can represent the states of matter (solid, liquid and gas) using humans as the particles!

In your teams you will have 5 minutes to come up with the best human models for solids, liquids and gases. You will then have to demonstrate them to your teacher.

Remember you are competing against other teams in the class to make the best human particle models that you can! Think about arrangement and movement of your human particles.

Use your experience to answer the following questions.

1. In which of the states of matter are the particles able to move the least? Explain your answer.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. In which state of matter did the particles have the most energy? Can this be used to explain the movement of the particles?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Solids and liquids cannot be compressed. How did your human model show this?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. Use your human model to explain why a liquid does not expand to fill the container it is in but a gas does.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Use your human model to explain why a liquid can change shape while a solid does not.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Imagine that you are a particle. From your point of view, describe what it is like to be part of a solid, a liquid and a gas.

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STRETCH

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Imagine that you are a particle. From your point of view, describe what it is like to be part of a solid, a liquid and a gas.

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Lesson 2: Changes of State

DEVELOPING GIVE EXAMPLES OF CHANGES IN STATE (EVAPORATION, CONDENSATION, FREEZING, MELTING)

SECURE DESCRIBE HOW ADDING/TAKING AWAY ENERGY FROM A SYSTEM CAN CAUSE A CHANGE OF STATE

EXTENDING EXPLAIN THE EFFECTS OF ADDING/TAKING AWAY ENERGY FROM A SYSTEM ON THE PARTICLES ON THE SYSTEM

SCIENTIFIC SKILLS UNDERSTAND THAT IN STATE CHANGES, MATTER IS CONSERVED

Do Now: Year 7 Quick Quiz

Can you use your knowledge from Year 7 to answer the following questions?

1. What is the resultant force on the following box?

……… ………..2. What energy transfers take place when

a battery powers a torch?

3. Sketch a series circuit containing a cell, a motor and an ammeter.

4. What is the equation linking distance, speed and time?

5. What are the units of weight?

………………………………………Score [ /5]

Teacher Demo: Making a Cloud in a bottle

Your teacher is now going to make a cloud in a bottle.

What is the name given to the Change of

State that is happening: ……………………………

This is when a …………. becomes a ……………….

Write two sentences to summarise what you saw:

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Investigation: Change of State Circus

In physics there are 4 main changes of state:

Condensation Evaporation (Boiling) Freezing Melting

During each of these changes of state, a material changes from one state of matter to another (e.g. from gas to liquid)

At each of the stations you should observe what is happening and use these observations to complete the diagrams and questions. Remember to use your brain microscope to imagine what is happening to the particles.

Station 1: CondensationDraw a labelled diagram of what you are looking at:

1. Run your finger along the outside of the container. What do you notice?

2. Complete the change of state diagram:

3. Is the gas gaining or losing energy? Explain your reasoning.

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Station 2: Evaporation (Boiling)

Label the key pieces equipment on the diagram:

1. What can you see happening in the beaker?

2. Complete the change of state diagram:

3. Is the liquid gaining or losing energy? Explain your reasoning.

Station 3: FreezingCan you draw what the particles look like in:

The Bottle of Water The Ice Cube

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Health and Safety Check!

Exposed flame and boiling water. Wear goggles and donot touch the flame/beaker

1. Describe what has happened to the arrangement and motion of the particles.

2. Complete the change of state diagram:

3. Has the water gained or lost energy? Explain your reasoning.

Station 4: MeltingDraw a labelled diagram of what you can see:

1. What is happening to the ice cubes in the beaker?

2. Complete the change of state diagram:

3. Are the ice cubes gaining or losing energy? Explain your reasoning.

4. We add salt to the ice cubes. Why do you think this is?

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In all of the examples, there was a change of state. In any of the

examples, did the total number of particles change?

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Collecting and Summarising Ideas

Changes of state happen because the energy that the particles have is changing. It is important to realise that the amount of particles is conserved (stays the same). It is the arrangement and motion of the particles that is changing.

Using your observations and the class discussion, can you explain the following in terms of the particles? You may use the key words at the bottom to help you.

A. Why does ice melt?

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B. Why does liquid evaporate?

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C. Why does gas condense?

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D. Why does liquid freeze?

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Key Words

Energy Movement Particles Arrangement Kinetic

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Sublimation is another change of state. It is when a solid becomes a gas without becoming a liquid in between. One of the most well-known examples of this is ‘Dry

Ice’ (The solid form of Carbon Dioxide).

‘Dry Ice’ is commonly used to keep thinks cool in the post. Can you explain why this is? Can you think of another good use for ‘Dry Ice’?

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STRETCH

Lesson 3: Density of Regular Solids

DEVELOPING GIVE EXAMPLES OF OBJECTS WHICH HAVE HIGH AND LOW DENSITY

SECURE DESCRIBE, USING THE PARTICLE MODEL, WHY SOMETHING HAS A HIGH/LOW DENSITY

EXTENDING CALCULATE THE DENSITY OF AN OBJECT BY USING THE EQUATION:

density= massvolume

SCIENTIFIC SKILLS IDENTIFY WAYS TO IMPROVE AN INVESTIGATION

Do Now: Quick Quiz

1. What two forces are acting on a stationary, floating ship? (2)

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2. Give one example of a renewable energy resources and one example of a non-renewable energy resource. (2)

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………………………………………3. What are the units of Current? (1)

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4. Connect a voltmeter to measure the voltage across the bulb. (2)

5. Which state of matter has the least energy? (1)

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Score [ /8]

What is Density?

Which is heavier?

A tonne of feathers A tonne of bricks

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Which takes up more space?

A tonne of feathers A tonne of bricks

This is because, feathers and bricks have a different density. Density is a measure of how much mass (particles) can fit into a given volume. The bigger the density, the more particles are in a given space.

We can calculate density using a simple formula:

Density (g /c m3)= (g)(cm3)

To help up remember how to rearrange this formula, we can put it into the triangle:

Thanks to this formula, if we have the mass and the volume of a solid, we can calculate its density.

Example: A student measures the mass of an 8cm3 block of brown sugar to be 12.9 g. What is the density of the brown sugar?

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Demo: Calculating the Density of a Cuboid

To calculate the density, we will use the equation:

To find the mass of the cuboid we use a ________________.

The mass of the cuboid is: ……………………

We can find the volume of the cuboid by using the equation:

Write down your measurements (including units!)

Length = ……………………

Width = …………………….

Height = ……………………

Volume = ………. × ……….. × ……….. = …..........

Now that we have the mass and the volume, we can calculate the density:

Answer ………………… Unit …………….

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=

Investigation: Density of Regular Solids

Using the same system as in the demonstration. Find the density of a selection of cuboids made of different materials.

You can put your results in the table below:

Material Mass (g)

Length (cm)

Width (cm)

Height (cm)

Volume (cm3)

Density (g/cm3)

List your materials in order from least dense to most dense:

1.

2.

3.

4.

5.

6.

Do your answers seem sensible? ___________________

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Investigation: Will it float?

Just like solids, liquids also have a density.

We can use the density if a liquid to determine whether or not an object will float!

The density of water is: ______________

Key Floating Fact: If the density of the material is ______ than 1 g/cm3, it will

float in water.

If the density of the material is ______ than 1 g/cm3, it will sink in water

Now that you know this, go back to your results and highlight the objects that will float in one colour, and those that will sink in another.

[Don’t forget to add a key!]

1. Which of your objects would float in water? Explain your reasoning.

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2. Which of your objects would sink in water? Explain your reasoning.

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3. Honey has a density of 1.42g/cm3. Would any of your objects sink in Honey? Explain your reasoning.

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Science Skill: Improving your investigation

In Science, no investigation in perfect.

It is important for us to be able to identify the limits of our investigation and to be able to suggest ways to improve the accuracy of our results.

For the investigation you have just carried out, answer the following questions.

A. Can you identify 2 limits of the investigation? [Hint: are there any objects this investigation would not work for?]

1. ………………………………………………………………………………..………………………………………………………………………………..

2. ………………………………………………………………………………..………………………………………………………………………………..

B. Can you suggest 3 ways to make the results from our investigation more accurate?

1. ………………………………………………………………………………..………………………………………………………………………………..………………………………………………………………………………..

2. ………………………………………………………………………………..………………………………………………………………………………..………………………………………………………………………………..

3. ………………………………………………………………………………..………………………………………………………………………………..………………………………………………………………………………..

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Regular Solids are not just cuboids. They can other shapes as well. Ask your teacher for some other solids and try to work out their density.

Shape Material Mass (g) Volume (cm3)

Density (g/cm3)

You can use this space for working:

STRETCH

Lesson 4: Density of Irregular Solids

DEVELOPING DESCRIBE HOW TO FIND THE MASS OF A REGULAR/IRREGULAR SOLID

SECURE USE A MEASURING CYLINDER TO FIND THE VOLUME OF AN IRREGULAR SOLID

EXTENDING DESIGN AN INVESTIGATION TO FIND THE DENSITY OF AN IRREGULAR OBJECT (E.G. A ROCK)

SCIENTIFIC SKILLS DESIGN AND CARRY OUT AN INVESTIGATION

Do Now: Density Calculations

For each of the questions below show your working and include units in your answer.

1. A chef fills a 50 cm3 container with 43.5 g of cooking oil. What is the density of the oil? (3)

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2. Calculate the mass of a liquid with a density of 2.5 g/cm3 and a volume of 15 cm3. (3)

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3. Calculate the volume of a liquid with a density of 5.45 g/cm3 and a mass of 65 g. (3)

…………………

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The story of Archimedes

What do you think links the following 3 objects?

How are the three objects linked? [Try to summarise is just 3 sentences!]

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A CROWN

A BEARDED MAN

A BATHTUB

Investigation: Was the crown pure Gold?

Use the images below to work out the density of King Herod’s Crown. [Don’t forget units!]

Mass of Crown = …………………….

Volume of Crown = …………. - ……………… = ………………….

Density of Crown:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

The density of Gold is ……………… g/cm3

Was the crown made for King Herod made of pure gold? Explain your answer.

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Why is it important to make sure the crown is dry before finding the mass?

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127.5cm390cm3

My Investigation: Finding the Density of a Rock

Taking your inspiration from Archimedes, you are now going to design an investigation to find the density of 3 different rocks.

Complete the sections below to the best of your ability.

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Equipment List Investigation diagram [How will you set up your equipment?]

Investigation Method [What are you going to do?]

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Results Table [Remember to use a ruler!] Equation used

Final Results [Remember Units]

Rock 1:

Rock 2:

Rock 3:

Do these results seem sensible? [link to density of water]

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Peer Marking

My Investigation was peer marked by: ……………………………….

WWW:

EBI:

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Mystery Objects – What are they made of?

STRETCH

Matter: Past Paper Questions

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