The suggested mark is a careful word match, not a teacher’s mark. If you said the same science in different words, give yourself the mark.
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50 questions · 255 marks, in lesson order.
The particle model
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You can squash (compress) a gas into a smaller space. Answer the parts to explain why, using the particle model.
How are the particles in a gas arranged?
(1)What is between the gas particles?
(1)When you squash the gas, what gets smaller?
(1)So what happens to the space the gas takes up?
(1)Total for this question: 4 marks
States of matter
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Answer the parts to compare the particles in a solid and in a gas.
How close together are the particles in each?
(1)Are the particles in fixed places, or free to move about?
(1)How do the particles move in each?
(1)Which one can you squash? Why?
(1)Total for this question: 4 marks
States of matter
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Sam made a model cat. He mixed 40 g of modelling powder with 12 g of water, poured all the mixture into a mould, and covered the mould with plastic film so that no water could evaporate.
After 10 minutes Sam removed the model cat from the mould. What was the mass of the model cat?
(1)Complete the sentence using words from the list: gas, liquid, solid, vapour.
(1)After 10 minutes, the mixture in the mould changed from a into a .
Sam attached a small magnet to the model cat. What metal are magnets made from?
(1)Sam made another model, B, with a small magnet. The magnet on model A has its north pole facing model B, and the two magnets attract. How are the poles of the magnet on model B arranged?
(1)Sam then turned the magnet on model A around. What would happen to model B?
(1)Total for this question: 5 marks
Melting and freezing
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A pure solid is heated continuously. When it reaches its melting point, its temperature remains constant for several minutes. Explain why the temperature remains constant and describe what happens to the particles.
(4)Total for this question: 4 marks
Melting and freezing
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Alan put a test-tube of solid stearic acid into a beaker of cold water and heated the water until it boiled. A temperature sensor and data-logger recorded the temperature of the stearic acid for 35 minutes. Stearic acid is a solid at room temperature.
Which letter on the graph shows the point at which the stearic acid began to change state?
(1)Use the graph to find the temperature at which the stearic acid began to change state.
(1)What was the physical state of the stearic acid at point A and at point D?
(2)at point A: at point D:
The test-tube transfers thermal energy from the water to the stearic acid. By what method is most of the thermal energy transferred?
(1)Stearic acid boils at 360 °C. Give the reason why the stearic acid could not boil in this experiment.
(1)Total for this question: 6 marks
Melting and freezing
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Meera poured 7 cm³ of water into one measuring cylinder and 7 cm³ of melted wax into another. She put both measuring cylinders into a freezer for 24 hours.
What happened to the volume of the water and the volume of the wax after freezing?
(1)The cylinders were left in a room at 20 °C. Frozen water melts at 0 °C. Wax melts at 53 °C. What would the physical state of each substance be at 20 °C? Choose from gas, liquid or solid.
(2)water: wax:
Meera added blue copper sulphate crystals to some water in a beaker. Give one way she could see that the copper sulphate had dissolved.
(1)Give one way that she could get the copper sulphate to dissolve more quickly.
(1)Meera left some copper sulphate solution in a dish in a warm room for a week. Then there was a blue solid but no liquid. What happened to the water?
(1)What was the blue solid left in the dish?
(1)Total for this question: 7 marks
Melting and freezing
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Match each change of state to its name.
(3)Kate made ice cubes from pure water and measured the temperature of the ice with a sensor. What temperature will the sensor show while the ice is melting?
(1)| mass of salt in each ice cube (g) | temperature ice cube melted (°C) |
|---|---|
| 5 | −4 |
| 10 | −8 |
| 15 | −11 |
| 20 | −15 |
Kate made more ice cubes from salt solutions, with a different mass of salt in each. As the mass of salt increased, what happened to the temperature at which the ice cube melted?
(1)In very cold weather a mixture of salt and sand is spread on roads. Why are salt and sand used? Tick the two correct boxes.
(2)Total for this question: 7 marks
Melting and freezing
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Stefan is on holiday in the mountains. It is snowing.
A snowflake falls on Stefan’s nose and melts. Choose from solid, liquid and gas.
(1)When the snowflake melts, it changes from a to a .
Snow that falls on the ground melts slowly. Snow that falls on Stefan’s nose melts very quickly. Give a reason for this.
(1)Are these changes reversible?
(1)Stefan is snowboarding down a slope. In which direction does the force of gravity on Stefan act?
(1)When Stefan wants to slow down, he pushes one edge of the snowboard into the snow. What force between the board and the snow makes him slow down?
(1)Total for this question: 5 marks
Boiling
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Evaporation and boiling both turn a liquid into a gas. Answer the parts to explain two differences.
Where in the liquid does evaporation happen?
(1)Where in the liquid does boiling happen?
(1)At what temperature can evaporation happen?
(1)At what temperature does boiling happen?
(1)Total for this question: 4 marks
Boiling
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The table shows the melting points and boiling points of four elements. You may choose an element more than once.
| element | melting point (°C) | boiling point (°C) |
|---|---|---|
| aluminium | 660 | 2520 |
| iron | 1540 | 2760 |
| magnesium | 650 | 1100 |
| mercury | −39 | 357 |
Which element in the table is a liquid at 0 °C?
(1)Which element is a solid at 1500 °C?
(1)Which element is a gas at 500 °C?
(1)Which element is a liquid over the biggest temperature range?
(1)The melting point and boiling point of nitrogen are marked on the scale. Where on the scale would an arrow showing the temperature at which water freezes go?
(1)When water is a liquid, what is the physical state of nitrogen?
(1)What is the physical state of nitrogen at −200 °C?
(1)Total for this question: 7 marks
More changes of state
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Steam (a gas) touches a cold window and turns into water droplets. This is condensation. Answer the parts to explain it using the particle model.
What do the gas particles lose to the cold window?
(1)So what happens to how fast the particles move?
(1)What happens to the gaps between the particles?
(1)What state forms? Are they still the same particles?
(1)Total for this question: 4 marks
More changes of state
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Methane can be a gas, a liquid or a solid. In the diagram, arrows P, Q, R and S represent changes of state. Boxes X, Y and Z show the arrangement of particles of methane in the three states. Each circle represents a particle of methane.
Match each physical state of methane to the box that shows the arrangement of its particles.
(1)Which arrow represents each change of state?
(2)Methane is the main compound in natural gas. The scale shows the melting point and the boiling point of methane. What is the physical state of methane at −170 °C?
(1)The formula of methane is CH₄. The symbols for the two elements in methane are C and H. Give the names of these two elements.
(2)element C: element H:
When methane burns, it reacts with oxygen. One of the products is water, H₂O. Give the name of the other product.
(1)Total for this question: 7 marks
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