1. Particles

imIn this lesson we will learn that everything in the world is made from tiny particles called atoms.

Look at the periodic table. http://www.chemicalelements.com/ or your teacher may

show you on the smart board the periodic table in gallery essentials

Everything in the world is made up of tiny particles called a______. E__________ are made up of atoms. There are approximatley 100 elements which can be found in the P________ T__________. Elements cannot be broken down into simpler substances. E.g A lump of the element magnesium only contains magnesium atoms.

Each element is represented by a s_________.

e.g Element SymbolHydrogen HCarbon C

Mg Mg

Mg

Mg

Mg Mg

Oxygen O

Using the periodic table find the symbols for the following elements and complete the table.

Element SymbolSodium

IronIodine

SulphurGold

Copper

Your teacher will show you DVD(3) Elements and Compounds

Read and complete:Many substances do not exists as elements. When different e________ join together a c_________ is formed.

+

Oxygen atoms Hydrogen atoms Water molecules

Element Element Compound

Extension

Play "Elements Bingo" by randomly selecting elements from the periodic table, students mark the symbol of that element on their bingo cards.

Teachers checkpoint2. Matter

im In this lesson you will learn that Matter is the general term used for all substances that exist around us.

Read and completeEverything that you see or feel can be put into the category of s_______, l________ or g______. These are the three states of matter.

Remember: Everything in the world is made up tiny particles called atoms.

Activity Discuss in a small group what you think determines if a

substance is a solid liquid or gas. Collect a copy of the solids, liquids and gases

worksheet and paste it onto the space on the next page. You may not be able to complete the whole sheet yet.

Paste Here

Now you have written down your ideas use the link below to see if your ideas were correct.http://www.bbc.co.uk/schools/ks2bitesize/science/materials/gases_liquids_solids/play.shtml

Before you carry out the experiments your teacher will show you the following link:http://www.abpischools.org.uk/page/modules/solids-liquids-gases/slg2.cfm?coSiteNavigation_allTopic=1 Buttons 2, 3 and 6

Activity 2: Properties of Solids and LiquidsA solid or liquid can be determined by the questions in the following table.

Write a heading and complete the table below using display 1 to help you.

Name of substance

Can it be

stirred?

Can it be poured?

Does it have its own shape?

Liquid or solid?

Experiment 11. Collect a plastic bottle and make sure the top is tight.2. Try and squeeze the bottle with your hands. 3. Now fill the plastic bottle with water and making sure the

lid is on tightly, try squeezing the bottle again.

Answer the following questions in sentences. 1. It was easier to squeeze the bottle filled with air / water. 2. Describe the spacing between particles in a liquid and a

gas.___________________________________________________________________________________________________________________________________________________

Experiment 2Your teacher will spray a substance at the front of the room put your hand up when you can smell

something.

Answer the following questions in sentences. 1. Were you able to smell the gas? Yes/No2. What does this tell you about the particles of gases? __________________________________________________________________________________________________

Extension Fill in the blanks with either “liquids” or “solids”

__________ are runny__________ are hard__________ can be poured__________ take the shape of the container__________cannot be stirred__________ have a fixed shape_________ and _________cannot be easily squashed.

Teachers checkpoint

3. Model of Matter

im In this lesson you will learn how the atoms of solids, liquids and gases behave.

Experiment3This experiment involves mixing together different liquids. Can you predict what will happen to the total volume after mixing? Complete the following sentences after you carry out the experiment.

1. The volume be when you mix 50cm3 of water with 50cm3 of water will be …………………cm3.

2. The volume be when you mix 50cm3 of alcohol with 50cm3 of alcohol will be ………………cm3.

3. The volume be when you mix 50cm3 of water with 50cm3 of alcohol will be ................cm3

ApparatusCollect:

2 x 100cm3 Measuring cylinders1x 250cm3 beakerWater Alcohol

Carry out the experiment by measuring 50cm3 of the first liquid in a measuring cylinder and using another measuring cylinder add 50cm3 of the second liquid

Were your predictions right? Can you explain? _______________________________________________________________________________________________________________________________________________________________

Hint: Remember everything in the world is made up tiny particles called atoms.

Collect a copy of the diagram water and alcohol molecules and stick it in the space below:

50 cm3 liquid one

50 cm3 liquid two

Experiment 4Watch as your teacher carries out the experiment mixing 50cm3 of peas with 50 cm3 sand?

Write a Heading. The write a few sentences to describe what happened in this experiment. You should include the words sand, peas, particles and spaces.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Your teacher will show you DVD(3) States of Matter.

Activity 1 1. Ask your teacher to show you this link and press button

8 http://www.abpischools.org.uk/page/modules/solids-liquids-gases/slg2.cfm?coSiteNavigation_allTopic=1

2. Collect a matter cut out sheet. Cut out the following pictures along the dotted lines and stick them in to the correct boxes on the table opposite. Stick the completed sheet on the next page.

Paste in Model of Matter Cut out Sheet Here

3. Collect the particles worksheet cut out each statement and match them to each diagram. Stick them in below:

4. You can now fill in the rest of the solids, liquids and gases worksheet which you received in lesson 2.

Teachers checkpoint

4. Diffusion

imIn this lesson you will learn about diffusion and how atoms and molecules in both liquids and gases can move around.

Experiment 5

Your teacher will show you two balloons one which has just been blown up and an older balloon. Look at them both and try to explain what has happened to the air particles.

Copy and completeThe air p_________ inside the balloon are constantly m________ around. Even when the balloon is tightly tied the air particles can e________. The air particles are s________ enough to fit through the skin of the balloon.

Discuss the following statements with your elbow partner:

If someone leaves a gas tap on at the back of the classroom, why can the teacher smell the gas at the front of the room in a very short space of time?

Fred is in the kitchen chopping onions. Wilma is in the living room watching TV. Why can Wilma smell the onions?

Experiment 6Diffusion in gasesWatch as your teacher demonstrates an experiment with a brown gas. Complete the diagram below and colour to show the movement of the gas.

Complete the following: G___ particles move about and mix through each other, the gases can spread. When one substance spreads through another, this is called d__________ .

Experiment 7Diffusion in liquidsWatch as your teacher fills a 100ml beaker with water. Let the water settle and wait for it to stop moving. Make a paper funnel that fits into the top of a straw. Carefully put the straw into the water and, using a spatula, add a few crystals of potassium permanganate down the straw. DO NOT STIR! Slowly remove the straw and observe.

Copy the following diagram into your jotter

W______ P___________ p___________ crystals

Straw

Complete

D__________ can also happen in liquids. When these crystals were added to water, the tiny crystal p________ spread throughout the water particles.

Experiment 8Diffusion in solids Watch as your teacher shows you the following experiment.

This gel stick had an indicator in it, so it turned from green to red whenever the hydrochloric acid came into contact with it. The liquid dye particles diffused through the gel.

Conclusion Copy and complete the following sentences.When particles of one substance mix with the particles of another substance, this is called __________.The particles of a substance are always .In solids the particles do not move very fast they only slowly. In liquids the particles move about much than a solid. In gases the particles move compared with solids and liquids. Teachers checkpoint

Gel that contains indicator

Bore a hole and add a few drops of hydrochloric acid

5. Heating Solids, Liquids and Gases

imIn this lesson you will find out what happens when solids, liquids and gases are heated.

Experiment 9Heating solids – Bar and Gauge Experiment

Carry out the experiment below 1. Collect a bar and gauge from the trolley. Collect a

bunsen burner and a heatproof mat from the cupboard.2. Put the gauge on a heat proof mat and fit the bar into

the gauge. Observe what happens.3. Set up the Bunsen burner.4. Heat the bar in a blue flame for 5 minutes5. Try and put the bar back in the gauge. Observe what

happens.6. Carefully cool the bar under the tap fit it into the gauge

and observes what happens.

Discuss with your partner what do you think happens to the particles when the bar is heated. What do you think happens to the particles when it is cooled again?

Collect a copy of the diagram of the bar and gauge experiment and paste it in below:

Experiment 10Heating liquids1. Collect a thermometer2. Hold the thermometer in your hands and watch what

happens to the level of the liquid in the thermometer.

Answer the following questions.1. The liquid level in the thermometer moved up/down as it

was heated by the heat from your hand.2. When headed the particles in a liquid start to move

together/apart.

Experiment 11Heating gases1. Collect a round bottom flask from the trolley and a beaker

from the cupboard.2. Fill the beaker with water.3. Run the round bottom flask under the cold tap for 3

minutes.4. Put the glass tube in a beaker and warm it with your

hands.

Answer the following questions in sentences.1. What is seen in the beaker of water when you heat the

round bottom flask?: ___________________________________2. When gases particles are heated the start to move

apart/together.

Use what you have learned today to explain the following statements. (Try to make your answers as detailed as possible) Concrete pavements can crack in very hot summers.Explanation: _______________________________________ _________________________________________________ Overhead power cables can snap during very cold winters.Explanation: _______________________________________ _________________________________________________

When old ladies are finding it difficult to remove a lid from a jam jar, they run the lid under hot water to make it easier to remove.

Explanation: _______________________________________ _________________________________________________

Often, when overhead power cables are hung in summer, they are left a bit slack.

Explanation: _______________________________________ _________________________________________________

The Forth railway bridge is half a metre longer in summer than it is in winter.

Explanation: _______________________________________ _________________________________________________

Extension /Homework task: Hot Air Balloons

Using suitable resources investigate how Hot air Balloons work. Present your information as a poster.

Teachers checkpoint

6. Changing States

im In this lesson you will learn how a substance can change state from a solid to a liquid to gas.

Highlight:A substance can change from a solid to a liquid to gas. This is called a physical change.

E.g. Ice can change to water when it melts, then can be heated to form steam. Solid to liquid to gas! All physical changes can be reversed.

Experiment 12 Solid Liquid: Melting

Safety goggles must be wornEquipmentTest TubeSalolWater2 x 250cm3 beakerSpatulaBunsen burnerTripod standHeat Proof MatIce

Solid GasLiquid

Melting Evaporation

CondensationFreezing

1. Add one spatula of salol into a clean test tube.2. Half fill a beaker of water and place the test tube in.3. Set up a heatproof mat, tripod stand and Bunsen

burner. 4. Place the beaker onto the tripod and heat the water.5. Carefully observe the solid salol.6. Turn the Bunsen burner off when you notice a change

in the salol.7. Put this test tube into a beaker of ice and observe for

any further changes.

Write a lab report of your experiment. Include the following sections; aim, method, diagram, results and conclusion.

Investigating Melting

Aim: __________________________________________________________________________________________________

Method: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Apparatus/Diagram:

Results___________________________________________________________________________________________________________________________________________________

Conclusion___________________________________________________________________________________________________________________________________________________

Teachers checkpoint

Experiment 13 Liquid Gas: Evaporation

Safety goggles must be wornEquipmentBunsen burnerTripod StandHeat proof mat2x 250cm3 beakerTest tubeAcetoneDropperCotton woolIce

1. Set up a heatproof mat, tripod stand and Bunsen burner.

2. Place a beaker, half full of water, onto the tripod and turn the Bunsen burner on.

3. Heat the water until it starts to boil. Turn the Bunsen burner off .

4. Using a dropper put a drop of acetone into a test tube.5. Put a cotton wool bung, loosely, into your test tube.6. Place the test tube into the warm water and observe

the acetone.7. Now transfer the test tube into a beaker of ice water.8. Carefully observe what happens inside the test tube.

Write a lab report of your experiment. Include the following sections; aim, method, diagram, results and conclusion.

Investigating Evaporation

Aim: __________________________________________________________________________________________________

Method: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Apparatus/Diagram:

Results___________________________________________________________________________________________________________________________________________________

Conclusion___________________________________________________________________________________________________________________________________________________

Teachers checkpoint

Ask your teacher to check that you understood all about the changing states by trying this following activity:

http://www.crickweb.co.uk/assets/resources/flash.php?& file=changingstateLook under key stage 2 – science – changing states

7. The Water Cycle

im

In this lesson we will learn about the water cycle.

Look at the glass of water collected from a puddle outside.  Take a good long look at the water.  Now can you guess how old it is?  

 

   

 

The water in your glass may have fallen from the sky as rain just last week, but the water itself has been around pretty much as long as the earth has!  

When the first fish crawled out of the ocean onto the land, your glass of water was part of that ocean.  When the Brontosaurus walked through lakes feeding on plants, your glass of water was part of those lakes.  When kings and princesses, knights and squires took a drink from their wells, your glass of water was part of those wells.

And you thought your teachers were OLD!!!!

Using the internet research the water cycle.http://www.kidzone.ws/WATER/http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtmlhttp://earthguide.ucsd.edu/earthguide/diagrams/watercycle/index.htmlNow collect a copy of the water cycle. Cut out the statements and stick them in the correct place on the diagram.Teachers checkpoint

Stick Water Cycle Diagram here:

x

8. Dissolving

im In this lesson you will learn about what happens when solids are mixed with liquids.

Before you can carry out the next experiment you need to know the definition of some new words:Solute SolventSolutionSoluble Insoluble

Copy the words in the list and see if you can match the word to the definition. Your teacher may show a power point explaining the definitions (Refer to Chemistry Std Grade/Int 1 Power point presentations Solution and Separating) or use the internet to find the definitions. http://www.sciencedictionary.org/search.

Definitions Word to Describe it Liquid in which something is dissolved e.g. the water in salt water S _ _ _ _ _ _ Mixture of a solid and a liquid S _ _ _ _ _ _ _

The substance which is dissolved in a solution e.g. the salt in saltwater S _ _ _ _ _

Able to dissolve S _ _ _ _ _ _

Does not dissolve I _ _ _ _ _ _ _ _

Experiment 14: Dissolving solidsComplete the table below and then read the instructions on how to carry out the experiment.Name of

substanceDissolves in

waterDissolves in

white spiritCopper sulphateSalolCandle waxSugar

Equipment4 x test tubesTest tube rackWater White spiritSpatulaCopper sulphate

SalolCandle waxSugar

1. Collect 4 test tubes from the cupboard and a test tube rack. Put your 4 test tubes in the test tube rack.

2. Half fill each one of the test tubes with water.3. Add 1 spatula of a solid to a test tube. Put a stopper on

the test tube and shake 10 times. Look and see if the solid has disappeared and fill in your table.

4. Repeat for the other 3 solids.5. Wash the test tubes out and place them back in the

test tube rack.6. Half fill each of the test tubes with white sprit. 7. Add 1 spatula of a solid to a test tube. Put a stopper on

the test tube and shake 10 times. Look and see if the solid has disappeared and fill in your table.

8. Repeat for the other 3 solids.9. Pour the white sprit in to the waste solvent

bottle and tidy away all your equipment.

Using the word bank copy and fill in the paragraph below.

Solution Solvent Insoluble Solute Soluble

When a solid dissolves in a liquid we say the solid is s_______. The liquid the solid dissolves in is called the s________. The solid which is dissolved in the liquid is called the s________. When the solid dissolves in the liquid this is called a s________. When a solid does not dissolve it is said to be i__________.

ConclusionCollect a copy of spotlight science S2 and to page 169 and answer question 1 -3 in the yellow box.

Answers:1. _______________________________________________ __________________________________________________________________________________________________

2. _________________________________________________________________________________________________________________________________________________3. _______________________________________________ __________________________________________________________________________________________________

Teachers checkpoint

9. InvestigationWhich solvent removes the stain

im In this lesson you are going to carry out an investigation to see which solvent removes the stain.

Experiment 15Plan and carry out an investigation to see which solvent removes the stains (felt tip pen, permanent marker, emulsion paint and vinyl paint)

Equipment available:

Four stains – felt tip pen, permanent marker, emulsion paint, vinyl paint

Solvents – Water and turpentineCotton buds2 x beakers

Instructions: Write a prediction in your jotter on which solvent you

think will dissolve each of the stains.Prediction: _____________________________________________________________________________________________________________________________________________ Plan how you will carry out this investigation. (This is

called your method).Plan: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Show your plan to your teacher.

Experimental Write-Up:Now write a report of your investigation using the investigation

sheet given to you by your teacher.This should include:

Title Aim – A statement about what you are trying to find

out. Diagram (labelled) – use a pencil plus a ruler for

drawing straight lines. Include a list of apparatus used.

Method – A clear account of what you did. Include any steps to ensure it was carried out safely.

Results table – remember to put units if required in your table.

Conclusion – write down what you have discovered. Evaluation – how well did it work? Were there

problems doing the investigation? What improvements would you make if you were to do it again?

Extension / Homework Task

Ask your teacher to show you the link below relating to oil slicks in Australia. Remember Oil slicks can happen anywhere.

http://www.amsa.gov.au/marine_environment_protection/Educational_resources_and_information/Kids/Oil_and_water_dont_mix/Start.asp

Prepare a poster, power point or an information booklet on Oil slicks and how to prevent an environmental disaster.

10. Model of MatterRevision

imIn this lesson we will revise what we have learned in the

model of matter topic.

You are almost ready to sit the Model of Matter assessment. Before you can you must revise the topic. Your teacher will decide which of the following activities you will cover to aid your revision.

Ask your teacher for a copy of the Model of Matter Crossword.

In small groups prepare an eye catching mind map covering everything you have learned in the topic. You will show it to the rest of the class and they will judge if you are ready to sit your assessment.

Your teacher will split you into small groups to play “Model of Matter – Who wants to be a millionaire.”

Good Luck with your assessment!