Demonstrating Diffusion practice exercise 4

A student opens a tin of shoe polish in one corner of the classroom. After a few minutes, others at the back notice the smell. Which process explains how the scent reached them?

A student opens a tin of shoe polish in one corner of the classroom. After a few minutes, others at the back notice the smell. Which process explains how the scent reached them?   (1 mark)

A student opens a tin of shoe polish in one corner of the classroom. After a few minutes, others at the back notice the smell. Which process explains how the scent reached them?   (1 mark)

A student opens a tin of shoe polish in one corner of a closed classroom during break. Within a few minutes, learners seated at the opposite end begin to smell it. There is no fan or wind in the room. Which process best explains how the scent reached across the room?   (1 mark)

A student opens a tin of shoe polish in one corner of a closed classroom during break. Within a few minutes, learners seated at the opposite end begin to smell it. There is no fan or wind in the room. Which process best explains how the scent reached across the room?   (1 mark)

At a bakery in Nakuru, a worker accidentally spills a packet of flour on the floor. Minutes later, another worker across the room coughs. What explains how the fine particles reached them?

At a bakery in Nakuru, a worker accidentally spills a packet of flour on the floor while packing. A few minutes later, another worker across the room begins coughing, despite no fan or wind. What scientific process best explains how the fine flour particles reached the other worker?  (1 mark)

At a bakery in Nakuru, a worker accidentally spills a packet of flour on the floor while packing. A few minutes later, another worker across the room begins coughing, despite no fan or wind. What scientific process best explains how the fine flour particles reached the other worker?  (1 mark)

At a bakery in Nakuru, a worker accidentally spills a packet of flour on the floor while packing. A few minutes later, another worker across the room begins coughing. What scientific process best explains how the fine flour particles reached the other worker?  (1 mark)

Observe the image below. What concept is being demonstrated?

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

A student places slices of raw potato in a bowl containing coloured water. After a while, the potato pieces begin to change colour. What concept is being demonstrated in this real-life setup?  (1 mark)

What process is illustrated below when tea leaves release colour into hot water without stirring?

A student preparing tea in the morning places a tea bag into a cup of hot water as shown below. After a few minutes, the water turns brown even though the tea bag was not stirred. What scientific process caused this change in the water's colour?  (1 mark)

A student preparing tea in the morning places a tea bag into a cup of hot water as shown below. After a few minutes, the water turns brown even though the tea bag was not stirred. What scientific process caused this change in the water's colour?  (1 mark)

During lunch break, a student opens a bottle of perfume in the classroom. After a few minutes, everyone can smell it. What does this real-life observation demonstrate?

During lunch break, a student opens a bottle of perfume in the classroom. After a few minutes, everyone can smell it. What does this real-life observation demonstrate?   (1 mark)

During lunch break, a student opens a bottle of perfume in the classroom. After a few minutes, everyone can smell it. What does this real-life observation demonstrate?   (1 mark)

During lunch break, a student opens a bottle of perfume in the classroom. After a few minutes, everyone can smell it. What does this real-life observation demonstrate?   (1 mark)

In a science lesson, a teacher places a drop of ink into a glass of still water. After some time, the water turns evenly coloured without stirring. What is this demonstration showing?

In a science lesson, a teacher places a drop of ink into a glass of still water. After some time, the water turns evenly coloured without stirring. What is this demonstration showing?   (1 mark)

In a science lesson, a teacher places a drop of ink into a glass of still water. After some time, the water turns evenly coloured without stirring. What is this demonstration showing?   (1 mark)

In a science lesson, a teacher places a drop of ink into a glass of still water. After some time, the water turns evenly coloured without stirring. What is this demonstration showing?   (1 mark)

In the evening, Mary smells food cooking from the kitchen while sitting in the living room. Which concept best explains how she is able to detect the smell?

In the evening, Mary smells food cooking from the kitchen while sitting in the living room. Which concept best explains how she is able to detect the smell?   (1 mark)

In the evening, Mary smells food cooking from the kitchen while sitting in the living room. Which concept best explains how she is able to detect the smell?   (1 mark)

In the evening, Mary smells food cooking from the kitchen while sitting in the living room. Which concept best explains how she is able to detect the smell?   (1 mark)

In the image below, smoke from burning charcoal spreads in a closed kitchen. What process causes the smoke to fill the room evenly?

In the image below, smoke from burning charcoal spreads in a closed kitchen. What process causes the smoke to fill the room evenly?  (1 mark)

In the image below, smoke from burning charcoal spreads in a closed kitchen. What process causes the smoke to fill the room evenly?  (1 mark)

In the image below, smoke from burning charcoal spreads in a closed kitchen and is later noticed even in the corners of the room far from the stove. What scientific process is responsible for this even distribution of smoke?  (1 mark)

In the image below, smoke from burning charcoal spreads in a closed kitchen and is later noticed even in the corners of the room far from the stove. What scientific process is responsible for this even distribution of smoke?  (1 mark)

In the image below, smoke from burning charcoal spreads in a closed kitchen and is later noticed even in the corners of the room far from the stove. What scientific process is responsible for this even distribution of smoke?  (1 mark)

When a student cuts onions in the kitchen, someone in the next room begins to tear up. What biological process explains this observation?

During lunch preparation, a student slices onions in a closed kitchen. A few moments later, another person in a different room begins to tear up despite not being near the onions. What biological process explains how the onion scent reached and affected the other person?    (1 mark)

During lunch preparation, a student slices onions in a closed kitchen. A few moments later, another person in a different room begins to tear up despite not being near the onions. What biological process explains how the onion scent reached and affected the other person?    (1 mark)

During lunch preparation, a student slices onions in a closed kitchen. A few moments later, another person in a different room begins to tear up despite not being near the onions. What biological process explains how the onion scent reached and affected the other person?    (1 mark)

The image below shows coloured gas slowly spreading in a closed container. What classroom concept is being demonstrated?

The image below shows coloured gas slowly spreading in a closed container. What classroom concept is being demonstrated?  (1 mark)

The image below shows coloured gas slowly spreading in a closed container. What classroom concept is being demonstrated?  (1 mark)

Observe the image below showing coloured gas slowly spreading inside a closed container. This is similar to when someone opens a bottle of perfume in one corner of a classroom and the scent reaches the other end without any fan. What concept is being demonstrated?    (1 mark)

Observe the image below showing coloured gas slowly spreading inside a closed container. This is similar to when someone opens a bottle of perfume in one corner of a classroom and the scent reaches the other end without any fan. What concept is being demonstrated?    (1 mark)

Observe the image below showing coloured gas slowly spreading inside a closed container. This is similar to when someone opens a bottle of perfume in one corner of a classroom and the scent reaches the other end without any fan. What concept is being demonstrated?    (1 mark)