Characteristics of particles in the three states of matter Practice exercise 3

A pupil adds 100 ml of water to a flask, then 20 g of salt. After shaking, the water level is less than expected. What explains this observation?   (1 mark)

A pupil adds 100 ml of water to a flask, then 20 g of salt. After shaking, the water level is less than expected. What explains this observation?   (1 mark)

A teacher mixes ink into water without stirring. After some time, the water turns purple. What does this show about the movement of particles in liquids?    (1 mark)

A teacher mixes ink into water without stirring. After some time, the water turns purple. What does this show about the movement of particles in liquids?    (1 mark)

Sara opens a perfume bottle in a classroom. The image below shows particles in different states of matter. Which state of matter best explains how students across the room can smell the perfume?   (1 mark)                       State A                      State B                      State C 

Sara opens a perfume bottle in a classroom. The image below shows particles in different states of matter. Which state of matter best explains how students across the room can smell the perfume?   (1 mark)                       State A                      State B                      State C 

Sara opens a perfume bottle in a classroom. The image below shows particles in different states of matter. Which state of matter best explains how students across the room can smell the perfume, and why?   (1 mark)                       State A                      State B                      State C 

Sara opens a perfume bottle in a classroom. The image below shows particles in different states of matter. Which state of matter best explains how students across the room can smell the perfume, and why?   (1 mark)                       State A                      State B                      State C 

Sara opens a perfume bottle in a classroom. The image below shows particles in different states of matter. Which state of matter best explains how students across the room can smell the perfume, and why?   (1 mark)                       State A                      State B                      State C 

At a gas station, air is pumped into car tires to increase pressure. James says "Air can't be squeezed because it's already small." His dad says "Air can be compressed." Who is right and why?   (2 marks)

At a gas station, air is pumped into car tires to increase pressure. James says "Air can't be squeezed because it's already small." His dad says "Air can be compressed." Who is right and why?   (2 marks)

At a gas station, air is pumped into car tyres to increase pressure. James says "Air can't be squeezed because it's already small." His dad says "Air can be compressed." Who is right and why?   (2 marks)

Joy pours juice into a glass and keeps adding clean water until the juice becomes almost colourless. What does this show about liquids?   (1 mark)

Joy pours juice into a glass and keeps adding clean water until the juice becomes almost colourless. What does this show about liquids?   (1 mark)

The image below shows smoke rising from burning paper. It spreads in the air and slowly disappears. What does this show about gases?   (1 mark)

The image below shows smoke rising from burning paper. It spreads in the air and slowly disappears. What does this show about gases?   (1 mark)

Wanjiru dropped a piece of chalk, and it broke into many smaller pieces. What does this show about particles in solids?   (1 mark)

Wanjiru dropped a piece of chalk, and it broke into many smaller pieces. What does this show about particles in solids?   (1 mark)

Wanjiru dropped a piece of chalk, and it broke into many smaller pieces. What does this show about particles in solids?   (1 mark)

Wanjiru dropped a piece of chalk, and it broke into many smaller pieces. What does this show about particles in solids?   (1 mark)

Wanjiru dropped a piece of chalk, and it broke into many smaller pieces. What does this show about particles in solids?   (1 mark)

Ahmed puts food coloring in water without stirring. After lunch, the water is colored throughout. His friend says the particles must have stopped moving. Explain why his thinking is wrong.  (1 mark)

Ahmed puts food coloring in water without stirring. After lunch, the water is colored throughout. His friend says the particles must have stopped moving. Explain why his thinking is wrong.  (1 mark)

James stirred salt into a glass of water. After a few minutes, the salt disappeared, but the water tasted salty.What does this show about particles in liquids?(1 mark)

James stirred salt into a glass of water. After a few minutes, the salt disappeared, but the water tasted salty.What does this show about particles in liquids?(1 mark)

James stirred salt into a glass of water. After a few minutes, the salt disappeared, but the water tasted salty.What does this show about particles in liquids?(1 mark)

James stirred salt into a glass of water. After a few minutes, the salt disappeared, but the water tasted salty. What does this show about particles in liquids?  (1 mark)

Wanjiku was cooking chapati in the kitchen. After a few minutes, her brother in the living room could smell the chapati.(1 mark)

Wanjiku was cooking chapati in the kitchen. After a few minutes, her brother in the living room could smell the chapati.(1 mark)

Wanjiku was cooking chapati in the kitchen. After a few minutes, her brother in the living room could smell the chapati. What does this show about gases?   (1 mark)

Wanjiku was cooking chapati in the kitchen. After a few minutes, her brother in the living room could smell the chapati. What does this show about gases?   (1 mark)