Gas resources

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Students answer questions about the size of a balloon as the air temperature changes. The resource assesses students' understanding of the effect of temperature on gases.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students identify the solids, liquids, and gases in three short passages.