8th grade Solids, liquids and gases as moving particles worksheet

Solids, liquids and gases as moving particles

Grade 8 Science Worksheet

Circle the best answer, or write your answer on the line.

1. Read this first

   Ice on a hot plate (example data)

   minute	temperature (°C)
   0	−10
   1	−5
   2	0
   4	0
   6	0
   8	0
   9	6
   10	12

2. 1.

   The hot plate adds energy at a steady rate the whole time. Where does the energy go between minutes 2 and 8, Ari?

   • It makes each particle larger and softer, which melts the ice while the temperature stays put
   • It pulls particles out of their fixed places, so the ice melts while the temperature stays put
   • Its particles stop moving while the ice melts, so there is no motion left to raise the temperature
   • It escapes into the room, so the ice receives no energy and its temperature stays put during these minutes

3. Heating 10 g of ice (example data)

   minute	temperature (°C)
   0	0
   3	0
   4	24
   7	96
   8	100
   20	100
   30	100

4. 2.

   A hot plate adds energy at a steady rate. Why is the flat part at 100 °C so much longer than the flat part at 0 °C, Bo?

   • Pulling particles completely apart into a gas takes much more energy than loosening them into a liquid
   • There is more water at 100 °C than there was ice at 0 °C, since melting adds mass, so it takes longer
   • The hot plate delivers less energy each minute once the ice has melted, so the water heats more slowly
   • The thermometer responds more slowly at 100 °C than at 0 °C, so the flat part looks longer than it is

5. Cooling a pure liquid (example data)

   minute	temperature (°C)
   0	90
   2	78
   4	66
   6	63
   8	63
   10	63
   12	63
   14	56
   16	48

6. 3.

   A pure liquid cools in the lab. What is happening to the sample from minute 6 to minute 12, Esme?

   • It is freezing: particles slow into fixed places and release energy at a steady temperature
   • It has already frozen and is now a solid, and the temperature stays level because solids cannot cool
   • It is boiling, since a flat part on a temperature graph means the sample is changing into a gas
   • It has stopped losing energy to the room, so its particles have stopped slowing down for a while
7. 4.

   Each beaker held 200 mL of water and 1 drop of dye. Jun reads the dye test. Which conclusion do the data support?

   • The dye spread faster in warmer water because the dye particles grew larger as the water heated
   • Each 20 °C rise cut the time in half, so the time at 70 °C would be 45 seconds, half of 90
   • The rule holds for any liquid and any dye, since each temperature was timed once and the three results agree
   • Dye spread faster in warmer water, which fits particles moving faster at higher temperatures
8. 5.

   Luz plans a fair test of water temperature on how fast dye spreads. Which plan is best?

   • Use 200 mL of water in each beaker, change the temperature, and add extra dye to the hot beakers so the color shows up better against the water
   • Use 200 mL of water and 1 drop of dye in each beaker, change just the temperature, and time three beakers at each temperature
   • Use 200 mL of water and 1 drop of dye in each beaker, change just the temperature, and time one beaker at each temperature, since it saves time
   • Use 200 mL of water and 1 drop of dye in each beaker, then time three beakers at 10 °C and one beaker at each hotter temperature
9. 6.

   Water evaporates at a steady rate. Water evaporates at a steady rate from Milo's open beaker. What is the mass of the beaker and water on day 7?
10. 7.

    Water evaporates at a steady rate. Water evaporates at a steady rate from an open jar. What is the mass of the jar and water on day 9, Noah?

11. Sealed jar of ice that melts (example data)

    state	mass (g)	volume (cm³)
    Ice	90	98
    Liquid water	90	90

12. 8.

    A sealed jar of ice melts. The mass stays the same but the volume falls. Why, Ren?

    • Some particles were destroyed in the melting, so fewer particles are left to fill the jar's space
    • The same particles take up less space once the open ice pattern breaks and they pack closer
    • The liquid water has more mass than the ice had, so the same jar holds it in less space overall
    • Each particle shrank when it melted, so the same particles take up less room

13. Sealed syringe of air (example data)

    plunger	volume (mL)	mass of air (g)
    Start	60	0.07
    Pushed in	20	0.07

14. 9.

    Tala pushes the plunger of a sealed syringe and squeezes the air. How does the density of the air change, and why?

    • It stays the same: the mass is unchanged, so the density is unchanged
    • It triples: pushing the plunger forces more air particles in from outside
    • It triples: the same mass of air is squeezed into one third of the volume
    • It falls to one third: pressing particles together makes each one lighter

15. Colored liquid in a thin tube (example data)

    temperature (°C)	height of the liquid (mm)
    10	40
    30	52
    50	64

16. 10.

    The level of a colored liquid rises in a thin tube as it warms. What does the particle model say, Zee?

    • Faster particles push a little farther apart, so the same particles fill more volume
    • Warming adds liquid particles to the tube from the air around the bulb, so the column grows
    • Each particle grows as it warms, so the same particles fill a taller column of the tube
    • Warmer particles stop moving and settle upward, so the column grows taller