Unit 2 Materials and their structure
Topic 2.1 Solids, liquids and gases
Getting started
1 solid, e.g. wood and bread; liquid, e.g. water and cooking oil; gas, e.g. air and oxygen.
2 Complete the table using the items in question 1. This will depend on what you choose.
An example is given in the Learners book. Concentrate on the reasons for the
choice.
Questions
1 Solid, liquid and gas.
2 Gas
3 Solid
4- Solids: keep the same shape; take up the same amount of space or keep the same
volume; cannot be compressed (squashed) or poured.
5- They can be poured; they take the shape of the container.
6- They can be poured; they take the shape of the container.
7- They can be compressed.
Think like a scientist: Modeling the particles in solids, liquids and gases
1 For a solid: we had to form rows with each of us touching the people next to us and
the people in front and behind. We had to stay in our place. We could only vibrate.
For a liquid: we were close together but not in rows. We had to touch all the people next
to us at all times. We could move past one another but had to stay in touch.
For a gas: we were spread out around the room and not touching anyone else. We could
move freely.
This answer will depend on what you did.
You should mention touching or not touching as appropriate and being in an appropriate
position.
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2 In solids, the particles are arranged in regular rows touching each other. The particles
are tightly packed together and can only vibrate.
In liquids the particles are arranged so that they are touching one another but are not in
a regular pattern.
The particles can move past one another and change their positions.
In gases, the particles are arranged so that they are far apart. There is no pattern and the
particles are free to move and spread out.
Think like a scientist: Particle theory
The parts of the sponge that are solid have the particles arranged like a solid: in regular
rows and packed so that they are touching each other.
However, the solid part of the sponge is arranged so that it has gaps in it and these
gaps are lled with air. Since air is a gas, the particles have a lot of space between them
and when you press down on a sponge it is the air which is being compressed, not
the solid.
2- Particle theory explains the properties of solids, liquids and gases well. It accounts
for the fact that solids and liquids cannot be compressed because there is no space for
the particles to squeeze closer together and the fact that gases can be compressed
because the particles are spread far apart.
3- The strengths of particle theory are that it accounts for the properties of solids,
liquids and gases and means you can explain what is happening.
4- The main points might be that: there is no account of the size and/or shape of the
particles, no account of the spaces between the particles in solids and liquids.
Topic 2.2 Changes of state
Activity 2.2.1: Which change of state?
Melt: from solid to liquid.
Condense: from gas to liquid.
Boil: from liquid to gas.
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Questions
1- 28 cm3; 54 cm3; 82 cm3
2- A- 24°C
B- 15°C
C- 29°C
Think like a scientist: Measuring the temperature when you heat water
1- The graph should be plotted accurately with axes labelled correctly with correct
units.
2- When we heated the water, the temperature increased. The longer we heated the
water, the more the temperature rose. The increase in temperature was not at a
constant/steady rate.
The temperature did not increase by the same amount each minute. It increased
quickly at the start, but then slowed down.
3- When the water was boiling, its temperature remained the same, which is its boiling
point.
4- This happens because the liquid water is changing into a gas, which is lost into the
air, so the heat energy is being used for this, and not for increasing the temperature of
the water.
5 So that it is measuring the temperature of the water and not the temperature of the
beaker, which is in closer contact with the Bunsen burner.
Re ection
This will depend on what they found. It may be to do with reading the thermometer or
measuring the volume of water.
You should mention safety glasses and the danger from steam. You can mention
moving around while carrying out the practical task.
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Topic 2.3 Explaining changes of state
Getting started
1 Melting: solid to liquid
Condensing: gas to liquid.
Freezing: liquid to solid.
Questions
1 When the solid is heated, energy is transferred to the particles and they vibrate
more. This takes up more space, so the solid expands.
2 The particles in both solids and liquids are touching each other with no spaces
between them, so they cannot be squeezed into a smaller space.
3- The particles in liquids and gases are free to move past each other so that when they
are poured, they can ow.
4- The particles in a liquid can move past each other and are held by weak attractive
forces. When a liquid is heated, heat energy is transferred to the particles, so that
they can move more.
Some particles have enough energy to escape into the air as a gas.
5- The particles in a liquid have enough energy to move past one another. If the liquid is
frozen, some of the heat energy the particles have is transferred to the
surroundings. This means that the particles have less energy and cannot move. The
liquid has been changed to a solid.
6- When the particles of steam move around the bathroom, some hit the cold surface
of the mirror. Some of the heat energy of the particles is transferred to the mirror so
the particles of steam have less energy and condense to form a liquid.
7- A- Melting
B- Boiling (also evaporating)
C- Freezing
D- Condensing
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Topic 2.4 The water cycle
Questions
1 Rain, hail and snow.
2 When water vapor in the clouds cools, it condenses and forms liquid water. This
becomes too heavy to be held in the clouds and falls as rain.
3 Liquid water in a pool on the road is made up of particles that are touching one another,
but are not in a xed pattern. The particles are able to move past each other. As the
particles have energy transferred to them from the surroundings, as the sun comes out
and/or the temperature increases, they have more energy and can move more. Some
have enough energy to overcome the weak forces holding them together and escape by
evaporating into the atmosphere as water vapor.
4 It could be from a well, a reservoir, rivers.
5 The building of underground boreholes and wells; storing water in reservoirs.
6 For our blood, digestive system, respiratory system, etc.
7 Washing (ourselves and our clothes, houses, cars); ushing the toilet; watering plants
and gardens or in agriculture; manufacturing things such as clothes, chemicals,
processed food.
Topic 2.5 Atoms, elements and the periodic table
Getting started
1 The diagram should have particles of similar size and be drawn so that they are in
regular rows. Particles should be touching one another.
When the solid melts, energy is transferred from the surroundings to the particles and
they can vibrate more. When they have enough energy they can overcome the forces
holding them in place and slide past other particles.
2 Heat it.
Questions
1 Atoms are tiny pieces or particles of matter.
2 There are 94 di erent kinds of naturally occurring atoms, so there are 94 di erent
naturally occurring elements.
3 Mg is magnesium; Be is beryllium; Li is lithium and N is nitrogen.
4 Aluminum is Al; boron is B; uorine is Fl and potassium is K.
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5 Hydrogen
6 Calcium
7 Choose any two from sodium, aluminium, silicon, phosphorous, sulfur, chorine and
argon.
8 Ne and Ar
Topic 2.6 Compounds and formulae
Questions
1 Any two of: sodium chloride does not have a shiny surface like sodium metal.
Sodium chloride is white, not silver like sodium metal.
Sodium chloride is formed of crystals not solid like sodium metal.
Sodium chloride is edible, but sodium metal is not.
2 Sodium chloride is a solid, but chlorine is a gas. Sodium chloride is white, but chlorine
gas is greenish yellow. Sodium chloride is edible, but chlorine is not.
3 Sodium and chlorine
4 Hydrogen and sulfur
5 Magnesium and oxygen
6 The learner has written the non-metal rst in the name; the metal comes rst and the
name of the non-metal changes. The correct name is calcium sul de.
7 Calcium, nitrogen and oxygen
8 Magnesium, carbon and oxygen
9 Lithium, sulfur and oxygen
10- K, O2
, Al, Ca and H2 are elements because each contains only one type of atom.
NaCl and CaCl2 are compounds because each contains more than one type of atom.
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11 a 2
b2
12- a- Hydrogen and oxygen
b Two atoms of hydrogen combine with one atom of oxygen.
13 CO is called carbon monoxide to prevent confusion because there is another gas,
carbon dioxide or CO2, that is made from carbon and oxygen.
14 a Magnesium oxide
b Sodium chloride
c Calcium chloride
15 Oxygen and hydrogen
16 Lithium hydroxide
17 Three
Topic 2.7 Compounds and mixtures
Getting started
Elements: nitrogen, sodium, O2 and K.
Compounds: carbon dioxide, calcium chloride, CaO, CH4 and H2O.
Think like a scientist: Using iron and sulfur
1 a A mixture of iron and sulfur appears light grey/yellow. It is a powder.
b It is a solid mass and cannot be poured.
2 The iron cannot be removed from the iron sul de using a magnet because the iron
atoms have bonded with the sulfur atoms and are no longer magnetic.
Questions
1 Nitrogen
2 Four
3 Carbon dioxide
4 Bicarbonate; calcium and chloride.
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Think like a scientist: Is water really a mixture?
1 Answer should include discussion of the particles in the liquid water having weak forces
holding them together; the particles being able to slide past one another, but once they
have more energy when the water is heated, they gain enough energy to overcome these
forces and so some particles can escape from the surface of the water as a gas and
move into the air around the evaporating dish.
2 Solid crystals
3 It was dissolved in the water.
4 A mixture of water and other substances.
We know this because, once all the water had evaporated, these solids were left so we
know they were there, but we couldn’t see them because they were dissolved.
5 To protect our eyes because as the water evaporates there is often some ‘spitting’ from
the dish.
Check your progress
2.1 Solids
2.2 a Gas
b Solid
c Liquid
2.3 The water particles gain energy from the warm air and they are able to
escape the forces holding them together. They become water vapour, a gas, and are able
to move into the air. They evaporate.
2.4 a i and iii
b The particles lose energy to the surroundings. This means that they cannot move so
much. They cannot slide past one another, but stay in a xed place. They only have the
energy to vibrate.
2.5 a Precipitation
b Condensation
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c Evaporation
c The reading of 19 °C at 2 minutes.
d Zara misread the thermometer.
e The temperature remains fairly constant.
f This is because the liquid is boiling. All the energy from the heat source is being used
to change the liquid to a gas.
2.7 a D
b A or C
cB
dA
2.8 a i Mg
ii O
iii H
iv Ca
vB
bi Carbon
ii Sodium
iii Potassium
iv Chlorine
v Silicon
c They use symbols because it saves time and space, it is a useful shorthand way
of referring to the elements.
d There are many elements that begin with the same letter, such as carbon, chlorine,
calcium and copper, so we need to use a second letter to distinguish them from one
another.
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Workbook answers:
Topic 2.1 Solids, liquids and gases
Exercise 2.1A Sorting solids, liquids and gases
Exercise 2.1B Solid, liquid or gas?
1 A is a gas. The test shows that it can be compressed. Only gasses can be compressed.
2 B can ow, so it could be a gas or a liquid. It keeps the same volume, so it must be a
liquid.
3 Testing to see if material C can be compressed. If it can, then C is a gas; if not, it is a
liquid.
4 Yes, he is correct. Material D can ow, so it could be a gas or a liquid. Material D keeps
the same volume, so it must be a liquid.
5 Material E keeps the same volume, so it cannot be a gas.
6 He should test to see if material E can ow.
If it can ow (be poured), it is a liquid. If it cannot ow, it is a solid.
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Exercise 2.1C Properties of solids, liquids and gases.
1 A - A liquid and a gas.
B -A liquid and a gas. However, since the containers have no lid, the gas would escape.
2 A - Flour is a powder. Although each individual speck of our is solid, it is so small that
it can ow and be poured.
B The our is formed of small specks which are solid. These maintain their shape, but
there are spaces between them as the our is in the form of a powder, so the specks can
move past one another to form a di erent shape.
C The specks of our have air in the spaces between them and when the specks are
pushed together the air is forced out. This allows the specks to be squeezed into a
smaller space.
Topic 2.2 Changes of state
Exercise 2.2 Marcus’s water heating investigation
1 Marcus wears safety glasses.
2 Table drawn; two columns with headings Time in minutes and Temperature in °C.
3- After four minutes the temperature is 54 °C.
At the start, the temperature is 22 °C.
After three minutes the temperature is 46 °C.
After one minute the temperature is 30 °C.
After ve minutes the temperature is 62 °C.
After two minutes the temperature is 38 °C.
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5-
6- The graph shows that the longer the water is heated, the higher the temperature.
The line is straight, which shows that the temperature increases regularly (by 8 °C
per minute).
7 a- The point at ve minutes does not t the pattern. This point should be circled.
b- Zara should ignore it on her graph.
9- The line goes up steeply as the temperature increases. The slope of the curve
decreases at the eight-minutes mark and becomes almost at from that point on.
10- The temperatures remain about the same at the end of the investigation because,
although there is more heat energy reaching the water, the water is boiling and the
energy is being used for the particles of water to change to a gas and escape as
steam.
11 a- No. There is a smaller volume.
b There is a smaller volume of liquid at the end of the investigation because some of
the liquid water has been converted to a gas and has escaped from the container
into the room.
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Topic 2.3 Explaining changes of state
Exercise 2.3A Change of state
1 Solid
2 Heading B: Particles in a solid: Particles shown in the box should all be the same
size, similar to those shown in diagram A.
They should all be arranged in regular rows touching one another.
3 Gas
4 Heading C: Particles in a gas: Particles shown in the box should all be the same size,
similar to those shown in diagram A. They should all be arranged so they are spaced far
apart and not touching one another.
5 Gain; more; strong; past; liquid
Exercise 2.3B Particle theory and change of state
1- In ice, water particles are in a xed position as it is a solid. During heating, energy
transfers to the water particles, allowing them to escape the forces holding them in
place. The particles begin to move past each other, forming liquid water.
2- The particles in the iron bar are in a xed position and can vibrate. As the bar is heated
the particles gain energy and can vibrate more. As the particles vibrate they take up
slightly more space and the metal bar expands.
3 a Gas
b Condensation
c Vibrate
d Melting
e Evaporation
f Move
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g Gas
Exercise 2.3C Explaining changes of state
1- The particles in a liquid are touching each other and have enough energy to be able to
slide past one another to change their positions. They are held together by weak forces.
When the liquid is frozen, heat energy is transferred to the freezer. The energy is lost from
the particles and they are not able to move as much. The particles become unable to
slide past one another and become xed in regular rows with all the particles touching
one another.
2- The particles in a gas are spread out, have no forces holding them together and have
so much energy that they can move about. When the particles touch a cold surface,
some of their heat energy is transferred to it so the particles loose heat energy. This
means that the particles cannot move about, but can move past one another forming a
liquid with the particles touching one another.
3- The particles in a liquid are touching each other and have enough energy to be able
to slide past one another to change their positions. They are held together by weak
forces.
When a liquid is heated the particles gain energy and are able to move more and
escape the weak forces holding them together and change into a gas.
Topic 2.4 The water cycle
Exercise 2.4 The water cycle
1 a Ocean
b Clouds
c Precipitation
d Evaporation
2 e Transpiration
f Surface run-o
g Ground water
3 The Sun
“ For question 1, Letters are not shown in your workbooks “
4 Particles of water evaporate from the ocean. Particles have energy transferred to them
and can move more, so they can overcome the forces holding them together. The liquid
water changes to water vapor, a gas. This gas rises up into the atmosphere where it forms
clouds.
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5 It rains because the particles of water vapor in the clouds get colder, so they lose
energy, and because the particles cannot move so much they form drops of water that
are too heavy to stay in the clouds and fall as rain.
6 Precipitation is rain or anything else that falls from clouds. It can take the form of
liquid water which is rain, solid lumps of ice which is hail, or snow which is also made of
ice, but not so solid. Sleet, which is between rain and snow. For hail or snow to fall it must
be colder than when rain falls.
Topic 2.5 Atoms, elements and the Periodic Table
Exercise 2.5 Atoms, elements and the Periodic Table
1 a Na
b Mg
cB
d Ca
eK
2 a Argon
b Phosphorous
c Carbon
d Chlorine
e Lithium
3 a Non-metals
b The vertical column containing magnesium should be circled red.
c The horizontal row that contains oxygen should be circled blue and should include
lithium and beryllium.
4 The vertical column containing aluminum and boron should be circled green.
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5 One of nitrogen, oxygen, uorine or neon
6 Magnesium or beryllium
7 One of silicon, phosphorous, sulfur, chlorine, argon, potassium or calcium
8 Carbon or boron
Topic 2.6 Compounds and formulae
Exercise 2.6 Compounds and formulae
1 a True
b False
c True
d False
e False
f False
g True
2 a Potassium and chlorine
b Potassium
c Magnesium and oxygen
d Copper oxide
e Iron chloride
3 a Sodium oxide
b Calcium carbonate
c Potassium nitrate
d Potassium nitride
e Hydrogen uoride
4 a Carbon and oxygen
b Copper, oxygen and sulfur
c Aluminium and chlorine
d Sodium and sulfur
e Calcium, oxygen and chlorine
5 Potassium, oxygen and hydrogen
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6 Answers shown in table
7a NaCO3
b CaCl2
c CaCO3
d O2
e K2CO3
8. a This particle is made of 12 atoms of carbon, 22 atoms of hydrogen and 11
atoms of oxygen.
b It means two particles of the sugar maltose.
9 a Magnesium hydroxide
b2
c2
10 Calcium hydroxide; Ca(OH)2
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Topic 2.7 Compounds and mixtures
Exercise 2.7 Compounds and mixtures
1 The correct statements are a, c, d, f, h, i.
2 A, C and D.
3 C and E
4F
5E
6C
7 a Iron sul de is a compound. A mixture would be iron lings mixed with sulfur
powder.
b In the compound the elements are bonded together and the new product has
di erent properties from the elements that made it.
In the mixture the elements are not bonded together and no new product
is formed. The elements retain (keep) their properties in a mixture.
c The compound iron sul de is not magnetic, but iron is. Sulfur is a bright yellow colour,
but iron sul de is not.
d In the mixture the iron is still magnetic but in the compound it is not. The elements
retain (keep) their properties in the mixture: the iron is still a grey colour and the sulfur is
still yellow. They are just mixed together and can be separated.
In the compound the elements are not easily separated.
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Dear students,
I’m so proud I was your teacher. :)
I’ve watched you learn and grow.
We worked so hard and had such fun.
We had so many special times, but now it’s time to part.
Just know that you will always have a special place within my heart!
Miss Fatima Ramadan
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