Answers to Science Focus 1 second edition Student Book questions

2.1 Answers
Remembering
1 Computer models, scale models, theoretical models, the atomic model, the particle model.
2 Solid—wood, ice, gold nugget, paper, plastic
Liquid—water, vegetable oil, wine, vinegar, alcohol
Gas—nitrogen, oxygen, carbon dioxide, helium, fluorine
3 Whether a substance is solid, liquid, gas or plasma

Understanding
4 Anything that has mass. The ‘stuff’ that makes up all solids, liquids and gases.
5 Brownian motion is the random motion of small particles on the surface of water as they are
being knocked about by the invisible water molecules. It was first discovered by Robert Brown, a
botanist who was studying pollen particles in water using a microscope.
6 A solid is a substance whose atoms are locked in place—bound tightly to neighbouring atoms
such that they cannot move past each other without breaking the solid.
7 Each particle in the solid is surrounded by particles from the liquid and distributed evenly
throughout the liquid.
8 The fact that a gas confined to one corner of a room (say ammonia in a bottle) will diffuse to all
other corners of the room suggests that particles of gas are not bound as tightly to one another as
those in solids and they are free to move about independently. Diffusion of two coloured liquids
shows that the particles can mix together uniformly to produce a solution of a uniform colour
suggesting that the particles are moving randomly.
9 To ensure that the model holds true time after time under any circumstances. It also ensures that
there wasn’t a simple mistake made during the experiment.
10 In the particle model the particles in gases are very far apart so it is easy to push them closer
together. On the other hand, it is very difficult to push the particles in solids and liquids closer
together because the particles sit right next to each other with little free space in between.
11 The foam rubber contains many bubbles of air. When a force is applied, it is actually these
bubbles of air that are being compressed.

Applying
12 a Minestrone soup
b Soda water
c Ice
d Glass of water
13 a Perfume particles make their way across a room by the process of diffusion. They travel in a
straight line until they hit another gas molecule but eventually they will disperse to all corners
of the room.

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 Answers to Science Focus 1 second edition Student Book questions

14 a Subjective
b Objective
c Objective
d Subjective

Analysing
15

Property Solid Liquid Gas

Shape Definite No definite shape No definite shape
Ease of compression Very low Very low Very high
Bonds between particles Strong Weak None
Movement of particles Vibrations only Medium Very high
Take the shape of the bottom of
Ability to flow Do not flow Fill their container
their container
Expand when heated Very little A little A lot
Contract when cooled Very little A little A lot

Evaluating
16 This statement is true. Without bonds or attraction there would be nothing to keep the particles in
a liquid from drifting apart like a gas. We can see the forces between liquid molecules because of
water tension, the formation of a meniscus and bubbles. They are particularly evident in viscous
liquids like honey in which the particles stick together in long strands.

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Answers to Science Focus 1 second edition Student Book questions

17 Liquids are incompressible, which means that when we apply pressure to the brake pedal a liquid
will transfer this pressure immediately to the brake for a quick stop in an emergency. However,
shock absorbers need to be compressible to smooth out the bumps in the road, therefore a gas is
required.
18 a As a solid is heated, the very strong bonds that hold the particles together are broken but the
particles remain weakly attracted to each other allowing them to move past each other but not
fly apart.
b As a liquid is heated, the particles have enough energy to break the weak bonds of attraction.
As a result, they fly apart to become a gas.

Creating
19

20 Design task.

2.1 Practical activities

Prac 1: Particle role play
Common mistakes
This experiment would lend itself well to a large group exercise rather than a small group exercise.
Possible results
Students use role play to simulate how particles move in a solid, liquid and gas. To demonstrate a
solid, students link together and vibrate in a fixed position. To demonstrate a liquid students move
freely with small spaces between them. To demonstrate a gas, students move very fast in all directions
with large spaces between them, bumping into each other and the walls of the room.

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Answers to Science Focus 1 second edition Student Book questions

Suggested answers
Student response.

Prac 2: Plasticine particle models

Common mistakes
Soft malleable plasticine will assist this exercise. If the plasticine is too hard, place on paper towel and
microwave for a very brief time (too long and it melts).
Possible results
Students build a model showing the arrangements of particles in various solids. The most common
pattern should be spheres arranged in a body-centred cubic pattern.
Suggested answers
1 Answers will depend on the creativity of students. At least four arrangements should be made
easily.
2 Solids

Prac 3: Silly putty

Common mistakes
Students may be tempted to add larger amounts of borax or PVA mixture in order to maximise the
quantity of the product, producing an undesirable result. Pre-measured quantities will reduce the
chances of this happening.
Possible results
Silly putty can be classified as solid when compressed and liquid when allowed to sit.
Suggested answers
1 Should bounce well if rolled into a firm ball.
2 Spreads into a puddle.
3 Changes to fit shape of the container.
4 Can be classified as solid when compressed, and liquid when allowed to sit.

Prac 4: Comparing viscosity

Common mistakes
A large rather than small range of viscous liquids will assist this experiment.
Possible results
Answers will depend on the design of the experiment. An example of an experimental design to test
the viscosity of a liquid is to place the tested liquid in a measuring cylinder, then drop a marble or
small ball into the liquid. The time taken for the ball to reach the bottom of the measuring cylinder is
recorded. The longer it takes for the ball to reach the bottom of the cylinder, the more viscous the
liquid.
Suggested answers
1 Student response.
2 Student response.

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Answers to Science Focus 1 second edition Student Book questions

Prac 5: Compressibility
Common mistakes
Ensure that the rubber stopper is not damaged or loosely fitted otherwise the water or gas will leak and
will not be compressed.
Possible results
Gas can be compressed as there is space between particles. Liquids cannot be compressed as there is
no space between liquid particles.
Suggested answers
1 Gas.
2 Liquid particles are already close together and have little room to be compressed, whereas gas
particles are far apart and have space between them, allowing compression.

Prac 6: Diffusion of food dye

Common mistakes
Instruct students to use one or two drops of food dye. Too much dye will make it difficult for the
students to observe the dye diffusing into the water.
Possible results
The random motion of the water molecules will act to mix the dye molecules through the water as the
water molecules collide with the dye molecules. This process is called ‘diffusion’. The diffusion
process will occur faster at higher temperatures because the water molecules are moving around
faster.
Suggested answers
1 The colour is spread evenly around and is not more concentrated at the bottom, which gravity
alone would cause to occur.
2 The diffusion process will occur faster at higher temperatures because the water molecules are
moving around faster.
3 Particles in water are constantly moving and bumping into each other. When dye is added, the
water particles bump into and move the dye particles around randomly, so they eventually
spread evenly throughout the water particles.

2.2 Answers
Remembering
1 a Vaporisation or evaporation
b Condensation
c Sublimation
2 Solidification
3 a Freezing
b Evaporation

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Answers to Science Focus 1 second edition Student Book questions

4 a 100°C
b 1064°C
c 60°C
d −78.5°C
5 Carbon dioxide, iodine, naphthalene, graphite.

Understanding
6 When ice reaches the melting point of water (0°C) the strong bonds holding the water particles
together tightly are broken. At this point, the particles are still weakly attracted to each other but
are free to move.
7 When water boils the water particles have enough energy to overcome the weak bonds of
attraction that keep the liquid water particles together. When these bonds are broken, the particles
fly apart to form a gas either at the surface as vapour or within the liquid as bubbles.
8 Melting and freezing are the same process in reverse.

Applying
9 Boiling water on the stove for cooking— liquid to gas.
Spreading butter on hot toast—solid to liquid.
Steam from the shower fogging up the mirror—gas to liquid.
10

11 B
12 D
13 B

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Answers to Science Focus 1 second edition Student Book questions

14 Although the maximum temperature of water is 100°C, the temperature of steam can be much
greater, causing far more severe burns. This is because heat is released when steam condenses on
skin.

Analysing
15 Both evaporation and boiling involve breaking bonds between particles in a liquid to form a gas.
However, evaporation occurs across a range of temperatures. Boiling only takes place above the
boiling point. Also, evaporation only occurs at the surface of a liquid, whereas boiling takes place
throughout the liquid.
16 a Liquid
b Liquid
c Gas
d Gas
17 It would remain solid, as its melting point is 60°C.
18 a Evaporation can occur at any temperature between the melting and boiling points.
Occasionally, particles at the surface of a liquid randomly gain enough energy to overcome
the weak bonds between liquid particles and fly off to form a gas. This becomes more likely
as the temperature of the liquid increases.
b i Evaporation would still occur but at a slower rate.
ii The evaporation would be faster.

Evaluating
19 Dry ice is much better than water ice for producing fog because CO2 is a denser gas so stays close
to the ground. Also, dry ice causes a fog to form at room temperature, whereas water would need
to be boiled at 100°C and have the air temperature quite cool. Moreover, because dry ice
sublimes there is no liquid left over once the fog has been produced.

2.2 Practical activities

Prac 1: Ice to water to steam temperature graph
Common mistakes
Heating too fast will not allow the graph to flatten while melting is occurring. Students need to supply
a constant amount of heat in order to get a smooth line graph.
Possible results
The graph should rise as the temperature of the steam increases. The graph should appear flat while a
change of state is occurring, such as the ice melting and the water boiling.
Suggested answers
1 Typically, the graph will start just above zero and stay flat for a while. It will then rise fairly
smoothly to 100°C and plateau there for the rest of the experiment.
2 To supply a constant amount of heat so the temperature rises steadily.
3 The ice blocks are at a temperature of 0°C but the water around them is at a slightly higher
temperature because it is receiving energy from the air in the room.

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Answers to Science Focus 1 second edition Student Book questions

4 The graph cannot go above 100°C so it should have a flat section at the end. It may also have a
flat section at the start, because the energy is being used to melt the ice rather than to increase
the temperature of the water.
5 The temperature graph for the steam would rise upwards as its temperature increases.

Prac 2: CO2 hovercraft

Common mistakes
The film canister will hover more evenly if the holes in the lid are small and evenly spaced.
Possible results
As the dry ice sublimes, the gaseous carbon dioxide inside the film canister takes up more space than
the solid carbon dioxide, forcing the gas out of the holes and creating a cushion of carbon dioxide that
keeps the canister above the bench.
Suggested answers
1 It sublimes.
2 It changes from solid to gas without passing through the liquid phase.
3 The particles change from being tightly packed to widely spaced.
4 The gaseous carbon dioxide takes up more space than the solid carbon dioxide forcing the gas
out of the holes creating a cushion of carbon dioxide keeping the canister above the bench.

Prac 3: Teacher demonstration: Iodine sublimation

Common mistakes
Overheating the test tube may cause it to break. Heat the test tube gently.
Possible results
When heated, solid iodine crystals sublime directly into a gas.
Suggested answers
1 The iodine was a solid at the start of the demonstration. Upon heating, it sublimed directly into a
gas.
2 No liquid formed.
3 Solid purple crystals of iodine.
4 The substance moved and floated in air like gas. The particles were obviously free to
move around.

2.3 Answers
Remembering
1 The pressure increases.
2 Between 0°C and 4°C.
3 Liquids expand more when heated. In solids and liquids, expansion is caused by the particles
vibrating and taking up more space. In liquids, the bonds between particles are weaker so that
they are free to vibrate more and take up more space.
4 Pyrex, platinum, concrete, brass

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Answers to Science Focus 1 second edition Student Book questions

Understanding
5 The particles vibrate more, pushing each other apart.
6 The gas particles are travelling very fast and hitting the sides of the container.
7 The particles are fixed in place but vibrate more rapidly as the solid is heated. At the melting
point, the bonds are broken and they are free to move.
8 With a clinical thermometer you are mainly interested in the maximum temperature of a patient.
A constriction maintains this temperature while reading the thermometer. In a laboratory, you
may be interested in how the temperature increases or decreases, depending on the experiment.
Therefore a constriction would not be helpful.
9 Invar expands and contracts only a very small amount when heated, meaning the instruments will
remain stable.
10 A clinical thermometer has a constriction that reduces the rate at which the liquid flows back into
the bulb. Shaking the thermometer helps to return the thermometer back to its normal state.

Applying
11 Thermometer, ceiling fire sprinkler
12 a When two materials need to be fused together the one that expands more can cause the other
to break. Solution: Find two materials that have similar expansion coefficients e.g. steel and
concrete for reinforced concrete.
b Large structures made of rigid material such as bridges can break as the material expands and
contracts with changing weather conditions. Solution: Engineer gaps in the structure to allow
for the extra length when the structure is hot.
13

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Answers to Science Focus 1 second edition Student Book questions

Analysing
14 a Aluminium
b Invar
c Concrete
d Glass
e Glass and platinum
f Iron
15 a Glass—0.009 mm per °C
Platinum—0.009 mm per °C
b They are the same.
c The filament in a light globe gets very hot. If the glass did not expand at the same rate as the
filament, the filament would sag as it heated and tighten as it cooled, so that it would break
after only a short time.
16 a 1.1 mm
b 0.003 mm
c 0.22 mm
d 0.6 mm
17 Iron and Aluminium

Evaluating
18 Both mercury and alcohol have freezing points much lower than 0°C and mercury can go much
higher than 100°C before boiling. Alcohol expands much more than water when heated so
changes in temperature are more obvious.
19 The gaps accommodate changes in length of the bridge caused by thermal expansion. Without the
gaps the bridge might buckle.
20 As it is heated and cooled the metal grill expands and contracts, rubbing against the other metal
parts, causing these sounds.

Creating
21

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 Answers to Science Focus 1 second edition Student Book questions

22

10-m length expansion table

Temperature 1ºC 10ºC 100ºC

Solid Expansion amount (mm)

Invar 0.01 0.1 1.0
Wood 0.03 0.3 3.0
Pyrex 0.03 0.3 3.0
Glass 0.09 0.9 9.0
Platinum 0.09 0.9 9.0
Steel 0.11 1.1 11.0
Concrete 0.11 1.1 11.0
Iron 0.12 1.2 12.0
Brass 0.19 1.9 19.0
Aluminium 0.25 2.5 25.0

2.3 Practical activities

Prac 1: Ball and hoop
Common mistakes
Students may accidentally heat the chain.
Possible results
When cool, the ball fits through the hoop, but when heated it expands and does not fit.
Suggested answers
1 This activity demonstrates that solids expand when heated.
2 Placing the ball in the freezer or under cold water.

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Answers to Science Focus 1 second edition Student Book questions

Prac 2: The bimetallic strip

Common mistakes
A yellow flame will not produce enough heat to bend the bimetallic strip. A blue flame will assist this
exercise.
Possible results
When heated, the bimetallic strip bends away from the flame as in Fig 2.3.4..
Suggested answers
1 The bimetallic strip bends away from the flame.
2 The side of the strip that is heated will expand more quickly than the opposite side. Therefore, it
is the ‘outside’ of the curve that has expanded the most.

Prac 3: Expanding air

Common mistakes
Ensure that the balloon is weighted just enough to keep it at the bottom of the beaker.
Possible results
As the water is heated, the gas inside the balloon expands. As the balloon expands, water is displaced,
causing an upthrust which will cause the balloon to float.
Suggested answers
1 The balloon expanded.
2 Gas pressure increases with heat as the particles move faster and take up more space, creating
expansion.
3 As the balloon expands, water is displaced, creating an upthrust.

Prac 4: The gas thermometer

Common mistakes
Ensure that the rubber stopper and tubing is well sealed before inverting the flask. It is important to
remove all air bubbles from the flask and tubing. This can be done by carefully tilting the flask until
the air bubble is dislodged.
Possible results
When hands are placed around the flask, the air inside heats up and expands, causing the liquid level
in the glass tubing to rise. When the flask is cooled, the air contracts, causing the liquid level in the
glass tubing to drop.
Suggested answers
1 Hands heated the air in the flask, causing the air to expand.
2 Cooling the air caused the air to contract.
3 When the air expanded the liquid level in the glass tubing rose; when the air contracted the
liquid level in the glass tubing dropped.
4 A temperature scale could be marked on the glass tubing.

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Answers to Science Focus 1 second edition Student Book questions

2.4 Answers
Remembering
1 Neither, they both weigh the same amount.
2 How much mass it has per unit volume e.g. how many grams per cubic centimeter
3 a 1.0 g/cm3
b 0.3 g/cm3
c 8.9 g/cm3
d 18.9 g/cm3
4 Its mass and volume
5 a volume (V) = length (L) × width (W) × height (H)
b density = mass ÷ volume

Understanding
6 If the object is a regular shape you can use a mathematical formula. If it is irregular you can
measure the volume by seeing how much water it displaces.
7 Measure the density of the object and the liquid. If the object is more dense than the liquid then it
will sink. If it is less dense than the liquid it will float.
8 An egg is slightly more dense than pure water so it sinks. Adding salt to the water makes the
water more dense until it is more dense than the egg. At this point, the egg will float.
9 The steel hull is hollow and contains a lot of air, which is less dense than water. In total, the
density of the air and the steel combined is less than that of water. Another way of looking at it is
that although the steel hull has a large mass it has an even larger volume, so its density is less
than 1.0 g/cm3.

Applying
10 3 g/cm3
11 24 cm3
12 960 g/cm3
13 90 – 70 = 20 cm3
14 1.6 g/cm3

Analysing
15 a 2 g/cm3
b 1.1 g/cm3
c 1.8 g/cm3
d 77 kg/cm3 or 77 000 g/cm3
16 1.5 g/cm3
17 10 cm3
18 2400 g or 2.4 kg

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Answers to Science Focus 1 second edition Student Book questions

19 75.6 g
20 100 000 g or 100 kg

Evaluating
21 Cedar is less dense than oak.
22 Brand B is denser. It has the same mass packed into a tighter volume.
23 Measure the mass of the beaker. Add 100 mL (100 cm3) of the oil then measure the mass of the
oil and beaker. Subtract the mass of the beaker from the total to find the mass of the oil. Divide
the mass by 100 (from the 100 cm3 volume) to get the density.

Creating
24

2.4 Practical activities

Prac 1: Density of cubes
Common mistakes
Accuracy in weighing and measuring will assist this exercise.
Possible results
volume = length × width × height
density = mass ÷ volume
Suggested answers
1 volume = length × width × height
= 2 × 2 × 2 = 8 cm3
2 Calculated densities for similar substances were similar. Substances have the same density
regardless of size or shape.
3 Answers depend on the substances available.

Prac 2: Density of irregular objects

Common mistakes
To prevent the measuring cylinder from cracking when heavy objects are placed inside, place a solid
rubber stopper at the bottom to cushion the force of the object.

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Answers to Science Focus 1 second edition Student Book questions

Possible results
The density of irregular-shaped objects is found by measuring the rise in the water level.
Suggested answers
1 Answers will vary depending on the objects chosen.
2 Possible sources of error are measuring the mass of the objects, reading the scale of the
measuring cylinder, air bubbles trapped in or on the materials, errors in the amount of water
placed in the measuring cylinder and forgetting to refill the cylinder after each trial (i.e. water
loss).

Prac 3: Density of liquids

Common mistakes
Assess each student design to ensure that the equipment requested by the students is available.
Possible results
Students design their own experiment to determine the density of various liquids. Results will vary
depending on the liquids chosen.
Suggested answers
1 A cup or beaker would be weighed empty, then a set amount of liquid poured into it and the cup
or beaker weighed again. Subtracting the mass of the empty cup from the total mass gives the
mass of liquid.
2 Distinct layers should be seen, with the least dense on the top and the densest on the bottom.

Prac 4: Average density

Common mistakes
Soft malleable plasticine will assist this exercise. If the plasticine is too hard, place on paper towel and
microwave for very brief time (too long and it melts).
Possible results
The plasticine ball takes up a smaller space than the flatter-shaped plasticine. The larger plasticine
shape pushes more water out of the way than the ball and creates enough upward force to cause it to
float.
Suggested answers
1 Make the plasticine flatter and wider.
2 By making it flatter and wider, more water is displaced, which then creates more support for the
plasticine, helping it to float.
3 A steel ship will float, as its shape displaces a large amount of water and the weight of water
displaced weighs much more than the ship. An iron block will sink because its shape displaces
less water than its weight.

Chapter answers
Remembering
1 Solid, liquid, gas

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Answers to Science Focus 1 second edition Student Book questions

2 Solid—metal fork, liquid—water, gas—air

3

To solid To liquid To gas

Melting Sublimation
From solid
Freezing Vaporisation
From liquid
Sublimation Condensation
From gas

4 Carbon dioxide, iodine, naphthalene, graphite

5 Contraction
6 Gas

Understanding
7 Brownian motion—the random motion of small particles on the surface of water.
Diffusion—liquids can break apart into particles that can mix together uniformly to produce a
solution of a uniform colour.
Others include compressibility, melting, freezing, boiling, evaporation, dissolving, expansion,
contraction, pressure and general properties of solids, liquids and gases.
8 A model is a simplified view of something. It is used to help understand things and predict things
that cannot be observed directly.
9 See the answer to question 7.
10 The hot part of the plate expands rapidly, putting a large force on the cooler side causing it to
crack.
11 A thermometer has a bulb of liquid connected to a thin tube or capillary. When the liquid in the
bulb is heated it expands and moves up the capillary. The change in temperature can be
determined by how far the liquid moved.
12 The gas particles move very fast and collide with the sides of the container causing pressure.

Applying
13 D—Because unlike other liquids water contracts when heated from 0°C and 4°C.
14 As it thaws the soup changes from solid to liquid (melting). As it boils water changes from liquid
to gas (vaporisation).
15 Measure how much water it displaces in a large measuring cylinder.
16 a 100 cm3
b 11 g/cm3
17 Liquid

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Answers to Science Focus 1 second edition Student Book questions

Analysing
18 The bonds in a solid are strong and hold the particles in place. The bonds in a liquid are weaker,
meaning the particles can move around, but don’t fly apart.
19 D and E

Evaluating
20 a False
b True
c False
21 The oil is thick and floats on top of the water so the fire on the surface is separated from the
water.

Creating
22

23 Design task.
24

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