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Gases in the Air Activity 1

Caroline's group had been learning about the

gases in the air. They had found out that the

air is a mixture of gases. Three of these gases

are oxygen, nitrogen, and carbon dioxide.

The group started to argue about the bubbles

in lemonade. They all agreed that the bubbles

contained a gas, but Caroline thought the gas

was carbon dioxide, while the others thought it

was nitrogen.

Discuss and record

• Do you think Caroline is right or wrong?

• How could you find out?

Gas-tests

Copy out the results table using approximately half a page in your jotter allowing three

lines for each row in the table.

Oxygen Nitrogen

Carbon Dioxide

"Lemonade Gas”

lighted splint

glowing splint

lime water

Follow the plan

• Carry out the three gas tests on the next page for each gas and complete the

table with detailed observations of what happened with each gas. Leave the

fourth column blank. • Use a fresh test tube for each test.

• Take turns in your group filling test tubes and testing gases.

• Don't remove the bung from the test tube until you are ready to carry out the test.

• Use a test tube rack to store test tubes between tests.

• Rinse the test tube and refill with gas before each test.

Gas Test

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Gases in the Air Activity 1 (sheet 2)

Lighted splint test

Light a splint and put it into the

test tube. Record what happens.

Glowing splint test

Light a splint and then blow it

out so that only the tip is

glowing. Put the glowing splint

into the test tube. Record what

happens.

Lime water test

Put a few drops of lime water into the test tube. Shake the

tube. Record what happens to the lime water.

Record

Copy and complete these sentences to summarise your tests on the three gases

The lighted splint is put out by the gases nitrogen and Carbon Dioxide .

The glowing splint relights only if the gas is Oxygen .

The lime water turns from clear to cloudy with only the gas carbon

dioxide.

Glowing splint

- 3 -

Testing gas from Lemonade Activity 1 (sheet 3)

Discuss and Record

Look back at Caroline's group’s ideas and table you have just made. The group decided

to try the gas tests on the bubbles from lemonade.

1. What do you think will happen with the different gas tests if Caroline is

correct?

2. What do you think will happen if Caroline is wrong and the rest of the group is

right?

1. Copy the title and diagram above.

2. Carefully pour 20 ml of lemonade into a boiling tube.

3. Fix the bung and delivery/ tube.

4. Ensure the delivery tube is near the bottom of the test tube.

5. Gently shake the lemonade from side to side to release bubbles of gas.

6. Carry out a different gas test on each of the three different samples and

complete the fourth column of your results table. Record

What gas do you think there is in lemonade?

Does this agree with your original ideas about Caroline's prediction?

Give three reasons for your choice based on the three gas tests.

If you have time…

Read Starting Science Book 1 page 102

o Answer questions 1 (part a only)

and 2Read Starting Science Book

1 page 103

o Answer questions 1-4.

Bung

Goggles must be

worn

delivery tube

Lemonade

Test tube

- 4 -

Air Pressure Activity 3

There are several kilometres of air above the Earth. The weight of this air presses

on everything. This is called 'air pressure'.

Air pressure can explain why tyres are

able to support large lorries and it is also

responsible for much of our weather.

Record

Stick the diagrams from cut AR1 onto the left hand side of a fresh page-in your

jotter. Choose the appropriate observation from those on the following page and

write it next to each diagram.

Follow the plan

Here are four activities which show some of the effects of

air pressure. You can do them in any order. Notice what

happens in each case. You will be making observations. Gently push air from the

syringe into the bottle.

What happens to the stopper?

Goggles must be

worn

Only do this over a sink! Press the

card on top of the cup.

Hold the cup in place and quickly

turn it upside down.

What happens when you let go of the card?

Place a suction pad on a table, close the

handles and lift.

Try to lift a jotter using the suction

pad.

Using a syringe suck some air out of

the bottle using tube B.

What happens?

What happens

if you blow down

tube A?

- 5 -

Air Pressure Activity 3 (sheet 2)

Discuss and Record

Copy the correct observation next to each diagram you stuck in from cut out AR1.

Observations - What happened.

The card did not fall off

When the suction pad was pressed onto the table it stuck

to it.

As you push the plunger in the stopper is forced

out.

As the air was sucked from the tube the balloon got bigger.

Copy the correct inference next to each diagram you stuck in from cut out AR1.

Inferences - Why it happened

The pressure of the air outside makes it stick to the table.

Air pressure on the card holds up the weight of the water.

Air pressure inside the

balloon is greater than air

pressure outside the balloon.

As the air pressure increases inside the bottle, it pushes

out the stopper.

- 6 -

The Kinetic Model Activity 4

Air is made up millions of particles, which are

constantly moving and colliding with each other.

Discuss: What do you think happens to the

particles of air as pressure is increased? What

happens when the temperature decreases?

Collect 3 boxes and a set of balls:

In one box add 5 balls and close the lid- this represents particles in the air (or

gas). Decide what happens when the air pressure in the box is increased.

Do the particles move slower of faster? Are there more or less particles?

Decide what happens when the temperature in the box is decreased?

Has the gas turned into another state of matter?

Do the particles move slower or faster? Have the particles got closer together?

What happens when the temperature is decreased again?

Does the liquid turn into another state of matter?

Finally can you show how the particles (balls) in each box represent the three

states of matter?

Using the 3 boxes in front of you draw 3 boxes in your jotter and show in terms

of particles the differences of a solid, liquid and gas.

(Stuck? Use Starting Science 1 p38)

Copy:- The kinetic theory of matter states that all matter is made of tiny

particles which are in continuous motion.

Watch kinetic model demo on website.

- 7 -

Expansion of Gases, liquids and solids Activity 5

When things get bigger or increase their volume they are said to expand.

Discuss and record.

Do you think air will expand when it is heated?

Where have you seen air heated?

Will the same thing happen to water or

metals?

Wear goggles for all

these experiments

Heating Air

Warm up the sample of air in a

boiling tube between your hands and

watch the movement of the liquid in

the tube.

Record

Write a short summary of what happened

to the volume of air in the boiling tube.

What would you expect if the air was

cooled?

Heating water

1. Fill a conical flask with coloured

water to the brim.

2. Push in the stopper and glass tube

firmly so the water rises up to the

mark on the tube.

3. Pour hot water from a hot tap into

the glass trough surrounding the

flask up to a depth of about 8 cm.

4. Watch what happens to the level of

the water over a time of

approximately one minute

Record

What did you observe about the level of the coloured water? What inference can you conclude

about the volume of the water when it was heated? Have a look at a thermometer and describe in

a few sentences how the liquid in the thermometer can be used to measure temperature.

liquid

air

hot

water from hot tap

coloured water

- 8 -

Expansion of gases, liquids and solids Activity 6

Heating Solids

Look at the sequence of pictures below and predict what you think will happen.

Test your prediction by carrying out the experiment. Cool the rod under a cold

tap.

Record • Were you correct with your prediction? • Do gases, liquids and solids behave the same way when heated?

Bimetallic Strips - using the expansion of metals

A bimetallic strip is a strip which is made up of two strips

of different metals firmly fixed together. Two metals

commonly used are steel and brass.

You can find out what is so special about a bimetallic strip by heating it in a Bunsen

burner flame. Try heating the strip with the brass side on top and then try with the

steel side on top.

Copy the results table below and use diagrams to show what happened.

before heating after heating

Discuss and record (Use Starting Science book 1 page 41 if you get stuck)

Did both parts of the strip heat up?

Is the bending due to the metals melting?

Do both parts of-the strip expand?

Which expanded more, the brass or steel strip?

Write a short description of why the bimetallic strip bends.

brass

brass

steel

steel

- 9 -

Atmosphere Video Activity 7 Read through the questions below and answer the questions as you watch the video.

1. How thick is the atmosphere?

2. Why does the Earth keep gases produced by volcanoes but the moon does not?

3. What is the lowest and thickest layer of atmosphere called?

4. What does an altitude indicator tell the pilot of an aircraft?

5. How much air pushes down on a person?

6. Why do your ears pop in an aeroplane?

7. What effect keeps the Earth warm?

8. What happens to sugar when you add acid rain?

9. How fast does a skydiver fall?

10. List the five layers of the atmosphere and how they help us.

- 10 -

How much of each gas? Activity 8

From the burning candle demonstration you should have found out that the

oxygen used up by the burning makes up only a fifth of the air. Most of the

rest (four fifths) is nitrogen and very little carbon dioxide (less than 1 %).

Pie Charts 100 first year pupils were asked how they travelled to school in the morning. 50 said they walked 25 came by bus 20 got a lift in a car 5 came by bicycle

a quarter came by bus so they get quarter of the pie

We can show this using a pie chart

A pie chart is a good way of showing the proportions of the different gases in air.

AIR

nitrogen

oxygen

carbon

dioxide

• Copy the pie chart for air and complete the key by filling in the boxes.

half walk so they get half

the pie

- 11 -

How much of each gas? Activity 9

Look at the pie charts of the proportion of gases on other planets in the solar system.

1. Venus has a great deal (96%) of carbon dioxide and a small amount (3%) of nitrogen.

a) Which chart represents Venus?

b) How is the atmosphere on Venus different to the atmosphere on Earth?

2. Jupiter has mostly (nine tenths) hydrogen and a tenth of helium. a) Which chart represents Jupiter? b) Which gas is most common on Jupiter?

3. Uranus has approximately four fifths (83%) of hydrogen, 15% of helium and 2 % of methane.

a) Which chart represents Uranus? b) How is the atmosphere on Uranus different to the atmosphere on Jupiter?

4. Neptune has three quarters (75%) hydrogen and the other quarter (25%) helium. Draw a pie chart and key to represent the atmosphere on Neptune.

Chart B

hydrogen

helium

methane

Chart C

carbon dioxide

nitrogen

Chart A

hydrogen

helium

- 12 -

Nitrogen in the Air Activity 10

Nitrogen gas is the most abundant gas in air. It makes up almost 80% of air, but what

does it do?

Nitrogen is an element that is

found in most living organisms.

Nitrogen cycles continuously

through the Earth system.

Nitrogen atoms do not always

take the same path through

the system, so there are many

potential routes.

There are many ways that

humans cause modifications to

the nitrogen cycle, can you

think what these might be?

Play the Nitrogen Cycle Game

Your teacher will show you a powerpoint and explain that you are all Nitrogen particles

(atoms) - with a passport to progress through the Nitrogen Cycle.

Collect a passport and start at the station which your teacher asks you, follow the path

depending on the dice role and collect stamps on the way.

Discuss and Record

Once you’ve collected all stamps:-

Using a large Nitrogen Cycle, explain to others at your table how you went around the

cycle. Did you go the same way as others at your table? Why not?

Stick in a small nitrogen cycle cut-out and use your passport sheet and design your own

nitrogen cycle which you did today.

Think, discuss and record.

What do you think would happen if a farmer used too much fertilizer?

What would happen if we burnt too many fossil fuels?

What would happen if livestock farming created a large amount of animal waste?

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Where does Energy Come From? Activity 11

Potato crisps give you energy. That’s what the packet says! But what contains the energy? The crisps? The salt? Both? Let’s find out.

What you need:

WEAR GOGGLES

a Bunsen burner, a deflagrating spoon, a spatula, some

salt, a crisp, safety goggles.

DO NOT EAT THE CRISPS!

Now do the same with the crisp

?THINK? does the salt or the crisp have the energy stored in it? How can you tell? Copy and complete:

Food contains stored energy. We get our energy by eating food.

is one of these “energy” foods. I can tell this because

- 14 -

Why we need air Activity 12 Watch short glow video on Breathing. How do lungs fill with air and what

happens to oxygen and carbon dioxide when you breathe?

• Read Starting Science Book 1 page 108.

• Copy the diagram of a cell

• Answer questions 1, 4 and 7.

• Read Starting Science Book 1 page 109.

• Collect cut out of lungs

• Complete the diagram and stick it in your jotter.

• Answer questions 1 & 2 of page 109.

When we need more oxygen - breathing rate.

If we work hard we need more oxygen to respire more quickly.

Carry out an experiment to see what happens to the amount of oxygen you use when you

work harder by climbing stairs. Copy out the results table below.

Walking up stairs Running up stairs

Number of breaths in one minute before going up stairs

Number of breaths in one minute after going up stairs

Increase in breathing rate (Number of breaths after divided by number of

breaths before exercise)

Working in groups of three or four you should count the number of breaths in 1 minute before you climb the stairs and the number of breaths in one minute after you walk up the stairs. Use the staircase nearest to your classroom. Take care with this experiment if you have breathing difficulties.

Divide your number of breaths after climbing by the number of breaths before climbing to find out how many times faster you breathe. Use a calculator and round your answers to one decimal place.

Repeat the experiment running up the stairs. Walk down the stairs after you have counted your breaths in one minute.

Discuss and Record

What is the connection between how often you breathe and the amount of

work you do?

Why do you think your breaths are deeper after exercise?

- 15 -

Why we need air Activity 13

If you have time…

A closer look at the lungs

Read Starting Science Book 1 page 110.

Answer questions 1 & 2.

Read Starting Science Book 1 page 111.

Answer questions 1 - 4.

- 16 -

Photosynthesis (Food from Sunlight) Activity 14

All living things need energy to survive, grow, and make more of their own

kind. The Sun shines, pouring light energy down onto the surface of the

Earth. It gives us more than enough energy for every living thing on the

planet. Unfortunately, humans and other animals can’t use the light energy

directly, but plants can.

Plants can make food by taking water and carbon dioxide from their

surroundings and converting it into sugar. When the sugar is made, there is

some oxygen left over. This is a chemical reaction that takes place in the

cells of plants. To do this, plants use a green substance called chlorophyll.

The process can be summed up in the following equation:

carbon dioxide + water light + chlorophyll sugar + oxygen

This process is called photosynthesis, and without it life on Earth would

be impossible. In most plants, sugar is then converted into starch for

storage.

Plants store food substances in their leaves and roots. They use the energy

in the food to grow, and to produce seeds and fruits. Sometimes sugar is

stored rather than starch – this is the reason that fruits taste sweet.

Animals can’t make food by themselves. The only way they can get food is

by eating plants, or by eating animals which have eaten plants.

Copy the photosynthesis equation into your jotters then carry out the

following two experiments.

- 17 -

Testing a plant for sugar Activity 15 Try this test on an onion bulb.

4. Pour the same amount of Benedict’s solution into the test tube. Wear eye protection.

Stand the test tube in a beaker of boiling water until its contents boil.

5. Repeat step 4 on some water in a test tube to serve as a control.

Discuss and Record

What happens to the solution in the test tubes?

A green, brown or red colour means there’s sugar present.

Is there any sugar in the onion?

Using four boxes draw a comic strip of the experiment, try not to use

any words in your comic strip.

1. Put a few pieces of onion into a mortar

and add a pinch of sand.

2. Grind up the pieces of onion with a

pestle and cover them with water.

3. Filter the contents of the mortar into

a test tube to a depth of about one

centimetre.

- 18 -

Testing a leaf for starch Activity 16

Try this test on a geranium leaf. Before starting the experiment draw

another comic strip, you decide how many boxes this time.

Get your teacher to check your comic strip and make sure you know about

the safety issues in this experiment.

1. Dip your leaf into a beaker of boiling water for about ten seconds.

This will kill it and make it soft. Turn off the Bunsen.

2. Put the leaf into a test tube of ethanol. Stand the test tube in the

beaker of hot water for about ten minutes. The ethanol will

decolourise the leaf.

3. Remove the leaf from the test tube and dip it into the water to

remove any ethanol.

4. Put the leaf in a Petri dish and cover it with dilute iodine solution.

5. A blue-black colour shows that starch is present. Is there starch in

all of the leaf? If not, why?

Extension - If you have time ask your teacher if you can try some other

foods/leaves.

- 19 -

Discuss and record

What substances do plants need to take in, to be able to make food?

Where do plants get the energy they need to make this process work?

What other substance must be present in the leaves before this process

can take place?

What gas is produced during the process, and given off through the

leaves? Why is this important to us?

What food substances are stored by plants?

Why do you think plants could be called producers?

What term could be used to describe something that eats a producer?