Worksheet answers

Worksheet 2.2A
Finding mistakes

1 So a has written the temperature of the water at the start of her experiment as
0°C. She has taken it from the same tap as everyone else, so it cannot be at 0°C.

2 Arun has not written the units for temperature in his results table and the second
mistake is that the temperature of the water at two minutes is exactly the same as
the temperature at one minute.

3 Marcus’s result at two minutes is only 5°C above the temperature at one minute. All
the other temperature increases are at least 10°C per minute.

Worksheet 2.2B
Identifying anomalous results

1 Zara’s readings at three minutes and nine minutes do not seem to t the pattern. The
result at three minutes is the same as at two minutes. This is unlikely, unless she stopped
heating the water.

The temperature at nine minutes is lower than at eight minutes and is the same as
at seven minutes. This is very unlikely.

2 Zara should not use these readings in plotting the graph. She should repeat this
investigation.

3 Arun has made a mistake in recording his results, because the table shows he started
his investigation at one minute instead of at 0 minutes.

He has taken the temperature of the water before heating it and recorded it in the table as
if he had heated the water for one minute (or possibly he has failed to take the
temperature at the start before heating, but this is unlikely because he started with water
from the same source as Zara, at 20°C).

Worksheet 2.2C
Finding errors in graphs

1 So a has put the axes the wrong way round: time should be along the x-axis and
temperature on the y-axis. On the temperature scale the reading for 52°C has been left
out.

2 On Marcus’s graph the points at 0 minutes, four minutes and six minutes have been
plotted incorrectly. These should be circled.

Page 1 of 6
fi
fi
fi
Worksheet 2.3A
Linking words and meanings

When a liquid changes to a gas = evaporation

Worksheet 2.3B
Making links

1 A liquid can change state and become a gas if it is heated.

b When a solid is heated until it melts, it changes state and becomes a liquid.

c When a liquid is heated until it evaporates, it changes state to become a gas.

d When a solid is heated the particles vibrate more and more.

e The particles in a solid are arranged in xed positions in regular rows, so they cannot
change places.

2 a To change from a gas to a liquid.

b When a solid changes to a liquid or a liquid to a gas or a solid or vice versa.

c The properties of a substance are its qualities and the ways in which it behaves.

d A vacuum is a place that contains no particles.

Page 2 of 6
fi
Worksheet 2.3C
Linking ideas

• When the liquid is heated it boils.

• When the liquid boils it starts to evaporate and becomes a gas.

• When a liquid is frozen it becomes a solid.

There are many di erent ways of making the links

Worksheet 2.4A
Particles in the water cycle

1 The particles of water in the glacier are packed tightly together. They are arranged in
regular rows with particles touching one another. They are in xed positions and cannot
change places.

The particles can vibrate. The more energy the particles have, the more they can vibrate.

Page 3 of 6
ff
fi
 The particles should be shown all the same size and every one must be touching the
ones alongside.

2 When the particles of water in the icebergs have energy transferred to them, they
vibrate more and more. Eventually they have enough energy to break away from the
strong forces holding them in their xed places.

The particles slide past one another and the iceberg melts.

3 When the particles of water in the sea have more energy transferred to them, they move
more rapidly and can overcome the weak forces holding them in place. Some of the
particles escape into the atmosphere and they evaporate into the air.

The particles are far apart from one another and move about freely, the water particles are
now a gas.

Worksheet 2.4B
Particles in the water cycle

1 The particles of water in the glacier are packed tightly together. They are arranged in
regular rows with particles touching one another. They are in a xed position and cannot
change places.

The particles can vibrate. The more energy the particles have, the more they can vibrate.

When the particles of water in the icebergs have energy transferred to them, they vibrate
more and more.

Eventually they have enough energy to break away from the strong forces holding them in
their
xed place. The particles slide past one another and the iceberg melts.

Any suitable drawings is right.

The particles should be shown all the same size and every one must be touching the ones
alongside it.

2 An increase in the temperature will speed up this process because there will be
more energy available to be transferred to the water particles.

3 When the particles of water in the sea have more energy transferred to them, they move
more rapidly and can overcome the weak forces holding them in place. Some of the
particles escape into the atmosphere and they evaporate into the air.

The particles are far apart from one another and move about freely, so the water particles
are now a gas.

Page 4 of 6
fi
fi
fi
Worksheet 2.4C
Particles in the water cycle

1 The particles of water in the glacier are packed tightly together. They are arranged in
regular rows with particles touching one another. They are in xed positions and cannot
change places. The particles can vibrate. The more energy the particles have the more
they can vibrate.

The particles should be shown all the same size and every one must be
touching the ones alongside it.

When the particles of water in the icebergs and glaciers have energy transferred to them
they vibrate more and more. Eventually they have enough energy to break away from the
strong forces holding them in their xed places.

The particles slide past one another and the iceberg and glaciers melt.

When the particles of water in the sea have more energy transferred to them, they
move more rapidly and can overcome the weak forces holding them in place. Some
of the particles escape into the atmosphere as they evaporate into the air.

The particles are far apart from one another and move about freely; the water particles are
now a gas.

As the particles reach the clouds, the temperature decreases and the particles
begin to condense. The particles lose energy, which is transferred to the
environment, and they can no longer move about rapidly and freely.

The particles form a liquid and the particles are again touching one another, but they can
slide past one another. The particles now form a liquid. When the drops become too
heavy to
be held in the clouds, they fall as rain.

2 As the average global temperatures rise, more glaciers will melt and cause icebergs to
form as the particles in the solid ice have enough energy transferred to them to allow
them to melt. This rise in liquid water will cause sea levels to rise and cause ooding
in low-lying countries.

As the temperatures increase it will also increase the amount of evaporation and,
therefore, the amount of rain will increase. This may also result in ooding.

Page 5 of 6
fi
fi
fl
fl
Worksheet 2.7A
Air is a mixture

1 Nitrogen

2 Oxygen

3 Carbon dioxide

4 Argon is used in light bulbs because it will not react with the hot lament.

5 The percentage of water vapour in the air changes because of the weather.

Worksheet 2.7B
What’s in the water?

1 Brand B

2 Brand A

3 Magnesium, sodium, bicarbonates and sulfates

4 Nitrates, iron and aluminium

Worksheet 2.7C
Comparing what’s in the water

1 These items are listed because they can be harmful at higher levels. People who buy
this product want to know that these items are present at only very low levels and that the
water is safe to drink.

2 Bars for the same mineral in each brand of water should be alongside one another, with
a space between pairs and clearly labelled.

Page 6 of 6
fi