Unit c - sction 2.1 heat affects matter
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This document discusses the particle model of matter and how heat affects the states of matter. It explains that all matter is made up of tiny particles that are always in motion, with different amounts of space between particles determining if a substance is a solid, liquid, or gas. Adding heat increases the particles' kinetic energy and speed, allowing them to overcome attractive forces and change states from solid to liquid to gas as the particles spread further apart.
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This document discusses the three common states of matter - solids, liquids, and gases. It explains their key properties including definite mass and varying volume and shape. The document then introduces the particle theory of matter, which states that all matter is made up of tiny particles that are in constant motion. It describes how the motion and interaction of these particles determines whether a substance is a solid, liquid or gas, and how physical changes like melting, boiling and condensation occur as particles gain or lose energy.
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IGCSE Resources - Chemistry Flashcards - Chapter 1 (The States of Matter).pdf
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To reverse or irreverse t chart
Reversible processes can be reversed by changing conditions while irreversible processes result in increased entropy and cannot be reversed. Many natural processes are irreversible, such as heat transfer from a hot object to a cold one, or chemical reactions that produce waste. While reversible processes are theoretically possible, most natural processes occur irreversibly.
Reverseirreverse examples
The document describes various chemical and physical changes that occur when different substances interact or are exposed to different conditions. Some examples provided include peas freezing hard, whisked eggs scrambling when heated, ALKA-seltzer fizzing when added to water, ice cream melting in the sun, wax burning when a candle is lit, coal turning to ashes when burned, and iron rusting when exposed to water.
Irreversible changes
The document contains instructions and observations for 5 student groups to conduct experiments on reversible and irreversible changes. Group 1 mixes different substances with water, vinegar or lemon juice to observe reactions. Group 2 burns various materials to observe changes. Group 3 heats materials like chocolate or ice to see effects. Group 4 uses plaster of Paris and notes its properties. Group 5 observes dough rising before and after leaving it to rise, and describes the process.
Irreversible changes
The document contains instructions and observations for 5 student groups to conduct experiments on reversible and irreversible changes. Group 1 mixes different substances with water, vinegar or lemon juice to observe if reactions are reversible or irreversible. Group 2 burns different materials to observe changes. Group 3 heats materials to observe melting or other changes. Group 4 uses plaster of Paris and notes its properties. Group 5 observes dough rising before and after leaving it to rise.
To reverse or irreverse t chart
Reversible processes can be reversed to return to the original state, while irreversible processes result in changes that cannot be undone, such as breaking an egg or burning fuel that produces heat and exhaust. Many natural processes are considered irreversible, including biological aging and the diffusion of molecules over time.
To reverse or irreverse t chart
Reversible processes can be reversed to return to the original state, while irreversible processes result in changes that cannot be undone, such as breaking an egg or burning fuel that produces heat and exhaust. Many natural processes are considered irreversible, including biological aging and the diffusion of molecules over time.
Science practice quiz
The document provides a science practice quiz that tests students' abilities to classify materials by state of matter, identify types of mixtures as solid-solid, solid-liquid, or liquid-liquid, and determine the best separation technique to use for different mixtures. Students are asked to organize examples like wood, paper, milk, oxygen into solid, liquid, or gas categories and identify mixtures as solid-solid, solid-liquid, or liquid-liquid. They are also asked to determine whether a magnet, sieve, water, or air would be best to separate mixtures like sand and metal fillings.
Techniques for separating materials
This document discusses different techniques that can be used to separate materials. Two techniques are described but their details are not provided. The first technique may be a good option to use as it effectively separates materials with minimal downsides. However, the second technique is not recommended due to potential issues in the separation process. In general, the document examines various methods for separating mixtures of materials and evaluates their suitability.
Pure substances vs mixtures
Pure substances are made up of only one type of material, while mixtures are made up of two or more materials mixed together. Examples of pure substances include water, salt, and sugar, whereas mixtures include air, seawater, and mixtures of different types of sand.
Intro and lesson 1
Matter is made up of very small particles that come together to form different states: solids have particles packed closely together, liquids have particles packed loosely that take the shape of their container, and gases have particles that are not connected and fly freely. Chemistry studies compounds, which are substances created by combining two or more other substances together, focusing on combinations of solids or combinations of solids and liquids at grade 5.
Unit c review
This document defines and describes key optical terms and concepts. It explains the differences between concave and convex lenses and mirrors, and how they bend and focus light. It also defines transparency, reflection, bioluminescence, and the parts of the eye. Various light properties and production methods are outlined as well, including amplitude, wavelength, frequency, fluorescence, and the electromagnetic spectrum.
Unit d review
The document discusses the six types of simple machines: levers, screws, wedges, ramps, wheels and axles, and pulleys. It explains how fulcrums are used in levers and describes mechanical advantage and efficiency. Compound machines, gears, and work are also defined. Hydraulics and pneumatics are mentioned as using pressure from liquids and gases, respectively, to lift objects.
Review of grade 8 science blog
The document outlines the different hazard classes used to classify dangerous goods, including compressed gases, flammable and combustible materials, oxidizing materials, poisonous and infectious materials, corrosive materials, and dangerously reactive materials. Each hazard class is defined and examples of the types of materials that fall into each class are provided. Common hazard symbols associated with each class are also displayed and explained.
Unit d - section 3.2 -- technology develops through change
Over the years, technology has advanced significantly through improvements and new developments. Many modern technologies were not created perfectly on the first try but were refined over time based on experimentation. Electricity was a major advancement that enabled the creation of a vast array of modern equipment and allowed technologies like cell phones and computers to emerge and be improved upon over decades. As technology progresses, it influences society in areas like manufacturing, the environment, and daily life.
Unit d - section 2.3 -- hydraulics
Hydraulic systems use liquid under pressure to increase mechanical advantage. They allow heavy loads to be moved more easily and safely than was possible with simple machines. Hydraulics work through Pascal's law - pressure applied to an input piston is distributed equally throughout the liquid and exerts force on a larger output piston, multiplying the mechanical advantage. This principle enables construction projects to be completed more efficiently using hydraulics rather than manual labor alone.
Unit d review quiz
The document is a review package about structures and forces. It contains multiple choice questions about different types of structures like solid, frame, and shell structures. It also asks questions about concepts like center of gravity, static vs dynamic loads, and types of forces like tension, compression, and shear. There are also short answer questions asking about the differences between solid, frame and shell structures; why houses have different roof types; what happens when a structure's center of gravity is off to one side; and the differences between internal and external forces.
Unit d - section 2.3 -- external forces
Internal forces act within a structure and include compression, tension, and shear. Compression squeezes parts together, tension stretches and pulls them apart, and shear pushes parts in opposite directions. These three forces often work together as complementary forces, such as in bending where both compression and tension are involved, and understanding their interactions can help engineers improve structural design.
Unit d - 2.2 external forces
The document discusses external forces like gravity that act on structures. Gravity pulls down with force based on an object's mass. For stability, structures are designed to keep the center of gravity low by increasing the base or placing more mass near the bottom. Bridges must withstand both static loads like their own weight, as well as dynamic loads like moving traffic that change over time. Common bridge types include beams, trusses, cables, and arches.
Unit d - section 2.1 -- measuring forces
The document discusses forces and how they affect structures. It explains that forces can cause objects to change movement or shape. Volunteers are asked to demonstrate how different forces like magnitude, direction, and location of application can impact the outcome on a structure. Forces are measured in newtons, with one newton being the force needed to hold 100g.
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Unit c - sction 2.1 heat affects matter
- 1. Heat Affects Matter We will be learning about the science of heat
- 2. States of Matter and the Particle Model of Matter Everything in the universe is made of matter. The desks, the trees, the air, and everything else
- 3. Matter exists in three states: ◦ SOLID ◦ LIQUID ◦ GAS ◦ Matter can be changed between these states by adding or removing heat energy
- 5. Don’t Write! In Canada, water outside goes through all the state changes. ◦ Winter – Solid ice is seen on rivers and lakes Weather warms up ◦ Spring – Ice begins to melt into water Weather warms up ◦ Summer – Some water is evaporated into the air Weather cools down ◦ Fall – Ice begins to form on the lakes or rivers Weather cools down
- 6. SOLID melts into LIQUID LIQUID melts into GAS GAS condenses into LIQUID LIQUID condenses into SOLID
- 8. Next Slide is VERY IMPORTANT
- 9. Particle Model of Matter 1. All matter is made up of extremely tiny particles 2. The tiny particles of matter are ALWAYS moving 3. The particles have space between them 4. Adding Heat to matter makes the particles move around faster
- 10. 1. Matter is made of tiny particles These are much too small to see with the human eye We can only see it using highly powerful tools called electron microscopes
- 12. 2. Matter particles are always moving This form of energy is known as KINETIC ENERGY Each particle has kinetic energy– energy of movement
- 14. 3. Space between particles Different states of matter (solid, liquid, or gas) have different amounts of space between them.
- 16. 4. Adding heat Faster moving things have more kinetic energy Adding heat increases the kinetic energy of the particle
- 18. States of Matter and Volume Solid Because solid particles are so tightly packed together it has a final shape and volume Liquid Liquid particles are a little looser attached than solid, so they take the shape of their container Gas ◦ Particles are not connected to each other at all. Takes up as much space as its container allows