Term introduction
Summary: The essential points to cover are: the particle diagram for the three states of matter, the names
of the processes to change state. This then moves on to mixtures and how they differ from pure chemicals
and the separation techniques that can be used to change mixtures into pure substances.
NC 2014 coverage
The particulate nature of matter
 The properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas
pressure
 Changes of state in terms of the particle model
 Pure and impure substances
 The concept of a pure substance
 Mixtures, including dissolving
 Diffusion in terms of the particle model
 Simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
 The identification of pure substances
Contexts and cross-curricular links
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Examples of how chromatography can be used to solve crime
How the properties of matter change as its state changes and how this has an impact on designing products
How models can be used to make predictions and understand observations
How results from investigations can be evaluated in terms of reliability and accuracy
Prior knowledge
Students should know that:
 Observations use all your senses. However, due to safety we never use taste in a science laboratory.
 Water can be frozen into ice; ice can be melted back into water. Water can be boiled into steam; steam can be
condensed back into water.
Student’s Book coverage
Unit 1 introduces the idea of particles and the physical properties of the states of matter. In Unit 2, the particle model is
developed to explain the physical properties. In Unit 3, students look at the difference between a pure chemical and a
mixture. They also learn about the main techniques for separating mixtures. In Unit 5, changes of state and the unique
properties of water are explored.
Mastering
Learning
Progression through the term
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Understand that there are three states of matter.
Recall the physical properties of the three states of matter.
Recognise the particle diagram for the three states of matter, a pure chemical and a mixture.
Recall the main separating techniques and describe what they can be used to separate.
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Explain the difference between the three states of matter in terms of density, movement and properties.
Draw the particle diagrams for the three states of matter, a pure chemical and a mixture.
Outline a brief method for each of the main separating techniques.
Explain how a mixture could be separated.
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SMART SCIENCE
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Chemistry Term 1 – Term introduction
Chemistry Term 1: The particulate nature of matter
Term introduction
Expanding
Chemistry Term 1 – Term introduction
Chemistry Term 1: The particulate nature of matter
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Explain the properties of the three states of matter using the particle model.
Draw the particles diagrams for a mixture and a pure chemical in the three states of matter and for the state
changes.
Use the particle model to explain how each main separating technique works.
Evaluate then justify the best separating technique to separate a particular mixture.
Working Scientifically, Maths and Data Handling skills
Opportunities to develop skills:
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Using measuring instruments accurately and precisely
Drawing conclusions consistent with their results
Evaluating methods and results in terms of process, reliability and accuracy
Literacy
Opportunities to develop skills:
 Exploration of key science terminology
 Group discussion, collaboration and presentation
 Description and evaluation of findings
 Reading for information, understanding and to follow instructions
 Writing explanations and hypotheses
Key terms: air pressure, boil, boiling point, chromatogram, chromatography, condense, density, diffusion, distillate,
evaporate, filter, filtrate, freeze, freezing point, gas, gas pressure, kinetic energy, liquid, melt, melting point, mixture,
particle, pure, residue, solid, solidify, solute, solution, solvent, state, sublimation
Differentiation: Support
Some students may struggle to use the particle model to explain what they observe.
To support struggling students you could:
 Use polystyrene balls to model the different states of matter. Then use the model to demonstrate the process and
ask students to say what they see.
 Give the steps as a card sort, encouraging students to order the information physically first before trying to write
their explanations.
Differentiation: Extend
To stretch your more able students you could:
 Challenge students to suggest multistage methods to separate mixtures like copper sulfate and sand.
 Challenge students to explain how air can be separated using fractional distillation.
Quick checks to test preparedness for end of KS3 Science
 Ask students to draw and label a state change diagram that includes the particle diagrams for each
state and the names of the physical changes.
 Ask students to outline the main methods of separating mixtures.
 Ask students to write a table to describe what type of mixture can be separated by each technique.
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TEACHER’S HANDBOOK 1
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