Name

Class

Teacher

Year 7 Science

Booklet 2 Particles

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2|Page
Particles Target Sheet
Topic Targets Before the I have learned I have revised
unit this this
7Ga 1 Know that solids, liquids and gases have
different properties.
2 Know the properties of solids.
3 Know the properties of liquids.
4 Know the properties of gases.
7Gc 1 Know that solids, liquids and gases are made up
of particles.
2 Know how the particles are arranged in a solid.
3 Know how the particles are arranged in a liquid.
4 Know how the particles are arranged in a gas.
Know what melting, boiling and evaporation
are.
Know what melting and boiling point are
Know that substances are solid below the
melting point
Know that substances above the melting point
but below boiling point are liquids
Know that substances above the boiling point
are gas
7Gd 1 Know how smells and colours can move from
one place to another.
2 Know the word that describes this effect.
3 Know how quickly things spread out in gases
and liquids.
4 Know how to explain this effect in terms of
particle theory.
7Ge 1 Know what causes gas pressure.
2 Know how the pressure of a gas can be
changed.
3 Be able to explain a change in gas pressure in
terms of particles.
4 Be able to explain some effects of air pressure.

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7G Word Sheets
7Ga – States matter

Word Pronunciation Meaning

dense Something which is heavy for its volume.
flow Move.
gas Something that does not have a fixed shape or
volume, and is easy to squash.
liquid lick-wid Something with a fixed volume but no fixed shape.
property A description of how a material behaves and what it
is like. Hardness is a property of some solids.
solid Something with a fixed shape and volume.
states of matter There are three different forms which a substance can
be in; solid, liquid or gas. These are the three states
of matter.

7Gc – Bits and pieces

Word Pronunciation Meaning
bonds Forces holding particles together.
particles part-ick-als The tiny pieces that everything is made out of.
vibrate Move backwards and forwards.
7Gd – Aroma roamer

Word Pronunciation Meaning

diffusion When particles mix with each other without anything
moving them.

7Ge – What a gas!/Summing up/Focus on: Changing size

Word Pronunciation Meaning

diffusion When particles mix with each other without anything
moving them.
pressure presh-ur The force caused by particles hitting a certain area.
vacuum vack-yoom A completely empty space.

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7G Summary Sheets
Solids, liquids and gases

• Solids are made up of particles that are very close

together and are held tightly together by strong
SOLID bonds.
• Solids cannot be squashed, do not flow, have a fixed
shape and volume, and have a high density.
• Liquids are made up of particles that are fairly close
together; the bonds between the particles are weaker
than the bonds in solids.
LIQUID • Liquids cannot be squashed, flow quite easily, and
have a fixed volume but no fixed shape.
• Although they are dense, liquids usually have a lower
density than solids.

• Gases are made up of particles that are well spread

out, with no bonds between them.
• Gases are quite easy to squash, flow easily, have no
GAS fixed volume and no fixed shape.
• Gases have a lower density than liquids.

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SOLID

LIQUID

GAS

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Diffusion
The natural mixing of substances is called diffusion. Diffusion occurs because particles in a
substance are always moving around. Diffusion is fastest in gases, and slower in liquids.
Diffusion in solids is extremely slow.

Pressure in gases
Pressure is caused by particles hitting the walls of the container they are in. If the pressure
becomes too great for a fixed container to hold, it will burst.

The pressure may increase because:

• the container has been squashed, making the volume smaller; this means that the
particles will be hitting the walls more often.
• the number of particles has been increased, which means there are more particles
moving around to hit the walls.
• the temperature of the particles has increased, so they will move around faster and hit
the walls harder and more often.
If the particles are in a container which is flexible, like a balloon or a syringe, an increase in
pressure will make the volume increase.

The idea of particles is a theory that scientists use to explain observations. Scientists use
theories to make predictions, and test the predictions to find out if they are correct. If the
predictions are not correct, then the theory may have to be changed to help to explain the new
evidence.

Changes of state
Substances can change state when they are heated
or cooled. The melting point and the freezing point
of a substance are the same temperature. The
temperature of a substance does not change while it is melting, even if it is still being heated.

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7Ga/1 Observation sheet
Observations Solid Liquid Gas

A Is the shape fixed or

can it change?

B Does it flow?

C Is it easy to squash?

D Can you change its

volume?

E Does it feel heavy or

light?

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7Ga/2 Properties cards

Solids Liquids

Gases

Difficult to squash Flow easily Do not flow

Easy to squash Fixed shape Fixed volume

High density Flow easily No fixed volume

Fixed volume Low density No fixed shape

No fixed shape Difficult to squash Quite high density

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10 | P a g e
7Ga/3 Solid, liquid or gas?
Cut out the cards below. Arrange them into three piles – one for solids, one for liquids and
one for gases. You will need to think carefully about some of them. Your teacher may ask
you to explain why you put things in a certain pile.

Solid Liquid Gas

air water concrete rubber

jelly sugar hot custard jam

honey metal paper steam

pencil foam rubber tomato sauce sand

toothpaste cold custard Plasticine stone

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12 | P a g e
7Ga/4 Properties summary
1 Fill in the gaps in these sentences, using words from the box. You may need to use
some words more than once.
dense density easy fill fixed flow
lower properties rise squashed volume

All solids have some things in common. These are called the
_____________________ of solids. Solids have a ___________________
volume. They cannot be _____________________. They also have a
_____________________ shape which cannot be changed, making them
ideal materials to use to build large structures such as bridges.
They do not _____________________ and so they cannot be poured.

Solids also have a high _____________________ , which means that their

mass is higher than the same _____________________ of other materials.
Like solids, liquids cannot be _____________________ .

They have a _____________________ which is fixed. However, they are

different from solids because they can _____________________ quite
easily and have no
_____________________ shape. This means that they always take the
shape of the container they are placed in. Although liquids are
_____________________ , they usually have a
_____________________ density than solids.

Gases are quite _____________________ to squash and so they have no

fixed _____________________. They also have no
_____________________ shape. They will spread out and
_____________________ any shaped container. Gases are less

_____________________than liquids (which is why bubbles

_____________________ in a fizzy drink).

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7Ga/5 Solid or liquid?
Some substances have properties which make it difficult for us to decide whether they are
really solids or liquids. Sand is a good example.

If you look at individual grains of sand, you can see that they have definite shapes. Each
grain is very hard, and keeps its shape. You can make wet sand into a sand castle.

But if you have a bucket full of dry sand, you can pour it. The ability to flow is a property of
liquids but not solids, so sand appears to have the properties of both.

1 Write down all the reasons why you might think sand is a solid.
2 Why might we also think that sand is a liquid?

Choose one of the following materials:

custard concrete

jelly bread dough

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3 Imagine you are writing to a friend. Describe the material, without mentioning its name,
so that your friend can guess what the material is.
4 Is the material a solid or a liquid?
a Write down all the reasons for thinking it is a solid.
b Write down all the reasons for thinking it is a liquid.
c Can it change? For instance, is custard always runny? How can you make it
change?
5 Now answer questions 3 and 4 again for one of the other materials.

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7Ga/6 Hot and runny!
Asif, Sue and Jo each did an experiment to find out if oil got runnier when it was hot. This is
the apparatus that they used.

These are the results that they got.

Temperature (°C) Time for oil to run through funnel (seconds)

Asif’s results Sue’s results Jo’s results
22 138 124 132
30 55 52 57
40 35 33 36
50 25 24 27
60 22 23 21
70 20 19 20
80 19 19 18

1 If you had to do this experiment, describe what you would do. You should write three
or four sentences.
2 Their experiment was a fair test. What did they keep the same each time?
3 Why do you think their coolest temperature was 22 °C instead of 20 °C?
4 Work out the average time for each temperature, and put your answers in a table like
this:

Work out the average by adding all three results together, and then dividing by 3. Write
your answers to one decimal place.

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5 Plot a graph of the results. Use axes like this:

Draw a smooth line through the points on your graph.

6 Was the oil runniest at 80 °C or 22 °C?
7 Write a conclusion for this experiment that describes what Asif, Sue and Jo have found
out.

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7Ga/7 Mercury – a special liquid
Mercury is a special metal. It conducts heat and electricity like other metals, but it is the only
metal that is liquid at room temperature.

Mercury is also very dense. (1 cm3 of mercury is much heavier than 1 cm3 of most other
metals.)

The special properties of mercury mean that it can be used to make things that need
something that will flow, but which also behaves like a metal.

Research
• Find out two or three uses of mercury.
• For each use, find out why mercury was chosen for the job.
• Are there any dangers from using mercury?
• When you have gathered your information, produce a leaflet or poster display to tell
other people about mercury.

[ research, literacy ]

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7Gc/3 Summing up states 1
There are three states of matter: _______________ , _______________ , and
_______________ .

Solids Liquids Gases

Shape Have a ____________ Have no ____________ Have no fixed
shape ____________ ____________
Volume Have a ____________ Have a ____________ Have no ____________
volume volume ____________
Density Have a ____________ Are usually ____________ Have a very low
density dense than solids ____________
Ability to flow Do _____________ flow ____________ quite ____________ very
easily easily
Ability to be squashed _____________ be ____________ to squash Quite easy to
squashed ____________
Closeness of particles Particles are very Particles are quite t Particles are ____________
_____________ together. _____________ together. out and free to
They can hardly They can ____________ around
_____________ at all _____________ past each
other
Use these spaces to
draw diagrams to show
how the particles are
arranged

Examples water

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7Gc/4 Summing up states 2
Complete each space in the table.

Property Solids Liquids Gases

Shape

Volume

Density

Ability to flow

Ability to be squashed

Closeness of particles

Use these spaces to draw

diagrams to show how the
particles are arranged

Examples

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7Gc/5 Using ideas about particles
Scientists can use their imagination to make models of the way they think that particles are
arranged and the way that they move. These models can explain the observations that we
make, and can sometimes be used to make further predictions.

1 Cut out all the boxes.

Think about which of the ‘theory’ boxes best matches each observation.
Then look at the ‘particle model’ boxes and find the correct diagram.
When you have matched up the six sets correctly, stick them into your book.
2 Use the information in the boxes to make the following predictions. In each case,
explain your reasoning. If you cannot make a prediction, try to explain why not.
a What happens to the size of a solid if you heat it?
b What happens to the size of a solid if you cool it down?
c Which evaporates the fastest, petrol or perfume?
d What will happen to the temperature of the ice while it is melting?

[ knowledge ]

----------------------------------------------------------------------------------------------------------------------

Observations

A B C
When water boils, it stays at Ice is a solid which floats on If you spill some petrol, it
the same temperature as long water. Snowflakes are always evaporates very quickly.
as there is some water left. six-sided shapes. Water takes longer to
evaporate.

D E F
When the water boils, the heat When ice melts, it takes up When you heat water, it
gives the particles enough less space. expands (gets bigger).
energy to escape from the
liquid.

DO NOT MAKE A DOUBLE SIDED PHOTOCOPY OF THIS WORKSHEET

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22 | P a g e
Theories

1 2 3
In ice there is a regular Hot water takes up more The bonds between
arrangement of particles. The space than the same amount particles of petrol are
particles build up in hexagon of cold water. In any volume, weaker than the bonds
rings. This explains the shape there will be fewer particles of between particles of water.
of snowflakes. There are gaps hot water than cold. It is easier for the petrol
in the middle of the rings, particles to escape from the
which means that ice is less liquid and evaporate into
dense than water. the air.

4 5 6
When the water boils, the heat As the water heats up, the When the ice melts, the
gives the particles enough particles gain energy and hexagon pattern is broken
energy to escape from the move faster. This movement up. The particles do not
liquid. means that the water takes up have any particular
more space. arrangement, and there are
fewer gaps between them.

Particle models

23 | P a g e
24 | P a g e
7Gd/1 Observing diffusion in liquids 1
In this experiment you will look at the way that colours spread through a liquid. You will
need to choose something that gives a strong colour when it is put in water. You might be
asked to do this experiment at home, in which case you might use:

• a spoonful of Marmite or Bovril

• a stock cube
• a teabag
• some food colouring with a small dropper.

Method
1 Collect two glasses. Fill one with hot water from the tap, and the other with cold water.
2 Leave the water to stand for a minute or two so that it has stopped moving.
3 Carefully put your coloured substance at the bottom of the glass. Make sure you do
not stir the water.
4 Leave the glasses of water absolutely still. Make a note of the time.
5 Draw a diagram of each glass to show what it was like just after you put the coloured
substance in the glass.
6 Look at the glasses again after 10 minutes. How far has the colour spread through the
water? Draw another set of diagrams to show what has happened.
7 Draw a third set of diagrams to show what has happened after 30 minutes.

Considering your results/conclusions

Copy and complete these sentences.

The longer you leave the water, the more the colour _______________________.

The hotter the water, the _______________________ the colour spreads out.

This is because in hot water the particles are moving ______________________ than in cold
water.

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7Gd/2 Observing diffusion in liquids 2
In this experiment you will investigate the speed of diffusion through a liquid. You might be
asked to do this experiment at home.

Apparatus
• Clock or watch • Ruler • Some glasses

If you are doing this experiment at home, check with your parents and be
very careful if you plan to use boiling water from a kettle.

Many types of glass may crack if you put boiling water into them.
If in doubt, do not use boiling water.

You will also need to choose something that gives a strong colour when it is put in water. If
you are doing this experiment at home you might use:

• a spoonful of Marmite or Bovril

• a stock cube
• a teabag
• some food colouring with a small dropper.

Planning
1 You are going to compare the speed of diffusion at a number of different temperatures.
2 How many different temperatures will you try?
3 Can you measure the temperature, or will you just describe it (e.g. cold, warm, hot)?

Prediction
4 How do you think the temperature will affect the speed of diffusion?
5 Explain your ideas using particle theory if you can.

Method
1 Collect your glasses. Fill them with water at the correct temperatures for your plan.
2 Leave the water to stand for a minute or two so that it has stopped moving.
3 Carefully put your coloured substance at the bottom of the glass. Make sure you do
not stir the water.
4 Leave the glasses of water absolutely still. Make a note of the time.
5 Look at the glasses again after 2 minutes. How far has the colour spread through the
water? Measure the distance with a ruler.
6 Take measurements every 2 minutes. Stop when the colour has spread all the way
through the water, or after about 20 minutes.

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Considering your results/conclusion
6 Plot a graph of the distance travelled by the colour against the time. Use axes like these.

7 Show each different temperature with a different colour.

8 Use your graph or your table to work out at which temperature the colour diffused the
fastest.
9 Describe how changing the temperature affects the speed of diffusion.
10 Did this result agree with your prediction?
11 Does this result agree with what you have learned about particle theory?

[ planning, observing, presenting, considering, numeracy ]

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7Gd/4 Speeds of diffusion
In this experiment you will investigate what happens when two different gases diffuse
through the air.

Hydrogen chloride and ammonia will react together to give a white solid.
When the two gases meet, this appears as white smoke in the air.
Particles of hydrogen chloride are about twice as heavy as particles of ammonia.

Prediction
1 Copy the diagram.

2 How do you think the particles will move? Discuss your ideas with a partner.
3 Where in the tube do you think the two gases will meet? Put a cross on the diagram to
show your prediction.
4 Explain your prediction in terms of the movement of particles.

Recording your results

5 When your teacher puts the cotton wool in the tube, start timing. Look carefully to see
when the white smoke ring appears. As soon as you see the smoke, stop timing.
Measure how far each gas has travelled.

Considering your results/conclusions

6 Which gas moved faster? Did this agree with your prediction?
7 Do you think your original explanation was correct, or have you changed your ideas?
8 Use the formula to calculate the speed of each gas:

Speed =

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Evaluation

9 Do you think that your results would support this conclusion?

10 Have you got enough results to be sure?
11 If this pattern worked, what result would you expect if you did an experiment where
one gas was three times as heavy as the other?

[ observing, considering, evaluating, numeracy ]

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7Gd/5 Diffusion
1 Jenna put a purple crystal into a beaker of water at 10 o’clock. She came back to look at
the beaker at 12 o’clock, and again at 4 o’clock.
Colour in the beakers to show how far the purple colour would have spread at each
time. The first one has been done for you.

10 o’clock 12 o’clock 4 o’clock

2 Fill in the gaps in these sentences, using words from the box. You may need to use
some words more than once.

The colour in Jenna’s beaker spread out by _______________________ . The water

_______________________ are moving around all the time. They bump into
_______________________ from the purple crystal, and _______________________
them around. The purple gradually _______________________ out through the
_______________________ .

diffusion move particles spreads water

3 Mr Webster has got some new aftershave. Danny can smell it as soon as Mr Webster
comes into the lab. Ramesh does not smell it until two minutes later.

a Who is sitting nearest to the lab door?

________________________________________

b Explain your answer

_____________________________________________________

_________________________________________________________________

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4 Diffusion happens faster in gases than in liquids. Why does this happen? Tick the
correct explanation.
The particles in gases are smaller than the particles in liquids.
The particles in gases are bigger than the particles in liquids.
The particles in gases are moving faster than the particles in liquids.
The particles in gases are moving more slowly than the particles in liquids.

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7Ge/1 Gas pressure 1

bump
decrease
force
increase
less more
particles
pressure

1 Fill in the gaps in these sentences using words from the box. You may use each word
once, more than once or not at all.
The ___________________ in a gas are moving around all the time. The particles

___________________ into the sides of their container. The ___________________

of the particles hitting the sides causes ___________________ . If you put more

particles into a container, there will be ___________________ particles to collide with

the walls, and the pressure will ___________________

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2 Particles in the air bump into everything around us. There is air inside this empty bottle.
Air particles are hitting the inside and the outside, and there is the same pressure inside
and outside.

The air is being sucked out of the bottle.

a What will happen to the air pressure inside the bottle?

_________________________________________________________________

b What will happen to the bottle?

________________________________________________________________

Explain your answer.

____________________________________________________

_________________________________________________________________

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7Ge/2 Gas pressure 2
1 There is pressure on the inside and the outside of this plastic bottle.
a What is causing the force? Explain as fully as you can.
b What can you say about the size of the pressure inside and outside the bottle?
The air is being sucked out of this bottle.

c What will happen to the bottle as more and more air is taken out?
d Why will this happen? Explain as fully as you can.

If you try this at home, do it over a sink!

2 You can use a piece of card to make a lid for a glass full of water. The lid will keep the
water in even if the glass is upside down!

a What makes the card stay up when the glass is upside down?
b This trick does not work if the glass is not completely full of water. Try to explain
why. (Hint: think about what is in the part of the glass that is not full of water.)

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7Ge/3 Revision puzzle
a

1 Write your answers to the clues in the grid above.

a Solids, liquids and gases all have different _______________________ .

b Everything is made of tiny pieces called _______________________ .

c Particles in a liquid or a gas can _______________________ around.

d A _______________________ has particles that are a long way apart.

e Smells spread through the air by _______________________ .

f If you pump all the air out of a space, you have a _______________________ .

g Particles in a solid cannot move around, they can only

_______________________ .

h Solids and liquids both have fixed _______________________ .

2 Write down the word in the shaded boxes.

______________________________________________________________________

Now write your own clue for this word.

______________________________________________________________________

______________________________________________________________________

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8Ie1 Cooling wax 1
In this experiment you will measure the temperature of a liquid as it cools down and turns
back into a solid.

Apparatus
• Beaker of hot water • Thermometer
• Tube of hot, waxy liquid • Stop clock Take care! The wax will be
• Test tube rack • Eye protection hot. Use a test tube holder to
• Test tube holder move the wax from the hot
water into the rack.

Copy this diagram into your book and label it using words from the apparatus list.

Prediction
1 Copy this graph into your book.
Continue the line on this graph to
show what you think will happen
to the temperature.

Method
1 Copy the table on the next page into your book. The time must go up to 20 minutes.
2 Measure the temperature of the hot wax while it is still in the hot water. Write it down
in the table.
3 Using a test tube holder take the tube out of the water, and stand it in the test tube rack.
Start timing.
4 After one minute, measure the temperature of the wax. Do not stop the clock. Write the
result in the table. Look carefully at the wax and decide if it is a solid, a liquid, or a
mixture of the two.
5 Take the temperature of the wax each minute and write it in the table.
6 Keep taking the temperature until all the wax has turned into a solid.

36 | P a g e
Recording your results
2 Record your results in a table like this.

3 Draw a graph of your results. You will need axes like these:

Considering your results/conclusions

4 a Was the shape of the graph the same as you predicted?
b If not, how was it different?
5 What happened to the temperature of the wax while it was a liquid?
6 What happened to the temperature when the wax was changing from a liquid into a
solid?
7 What happened to the temperature when the wax was all solid?
8 What was the freezing point of the wax?
9 Sketch a graph to show what you think would happen to the temperature if you heated
the wax up again until it had all melted.

[ observing, presenting, considering ]

37 | P a g e
8Ie3 Changes of state

This graph shows what happens to the temperature of a pure substance when it is heated. The
diagrams show what is happening to the particles in the substance, and the statements explain
what is happening.
Cut out the drawings and statements, and match them up with each other. Decide which ones
go with each letter on the graph. Stick the graph into your book, then stick in the drawings
and statements in the correct order.

[ knowledge ]

----------------------------------------------------------------------------------------------------------------------

DO NOT MAKE A DOUBLE SIDED PHOTOCOPY OF THIS WORKSHEET

38 | P a g e
 1
a The liquid is hotter. The particles are moving around
faster, and the liquid has expanded.

2
b The substance has completely melted. The particles
are moving around with no fixed arrangement.

3
c The gas is hotter. The particles are moving around
faster.

4
d The solid is hotter. The particles are vibrating more
and the solid has expanded.

5
e The substance is a solid. The particles are fixed in
place and vibrating.

f The liquid is starting to evaporate. The temperature 6

has stopped going up, because the heat energy is
being used to give the particles enough speed to
escape from the liquid.

g The solid is starting to melt. Some of the particles 7

have broken away from their fixed arrangement. The
temperature has stopped going up, because the heat
energy is being used to break the bonds between the
particles.
8
h All the liquid has evaporated.

39 | P a g e
7G Quick Quiz
On your answer sheet, circle the correct letter for each question.

7Ga
1 Which of these materials will have similar properties?
A air, oxygen, ice
B water, iron, air
C iron, stone, wood
D oil, water, wood
2 A solid, like rock, has a:
A shape which is easy to change but its volume is fixed.
B shape which is fixed but it can change its volume.
C shape and a volume which are both easy to change.
D shape and volume which are both fixed.
3 All liquids:
A have a fixed volume and take the shape of their container.
B have a fixed volume and a fixed shape.
C will spread out until their volume has doubled.
D can change their volume but not their shape.
4 Gases:
A spread out until they fill the space around them.
B do not spread out.
C cannot be poured.
D keep their shape.

7Gb
1 Which statement is not true?
A Scientists try to explain the world around us.
B Scientists do experiments to find out information.
C Scientists never need to use their imaginations.
D Scientists try to explain the results of experiments.
2 A theory is:
A an idea that explains evidence.
B the result of an experiment.
C a chapter in a science book.
D the instructions for doing an experiment.

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3 How do scientists test theories?
A They see if their friends agree with them.
B Theories are always correct, so scientists do not need to test them.
C They use the theory to make predictions, and do experiments to see if the
predictions are correct.
D They look in a different book.
4 Which of these things would a theory about solids, liquids and gases not have to
explain?
A Why a sealed tin will explode if you heat it.
B Why the Sun feels warm.
C Why it is difficult to squash a solid.
D Why liquids can flow.

7Gc
1 Everything is made up of:
A particles which are arranged differently in solids, liquids and gases.
B particles which are arranged in the same way in solids, liquids and gases.
C water particles.
D nothing.
2 In a solid:
A the particles are very close together.
B the particles are as far apart as possible.
C the particles are quite close together.
D there are no particles.
3 In a liquid:
A the particles are very close together.
B the particles are as far apart as possible.
C the particles are quite close together.
D there are no particles.
4 In a gas:
A the particles are held tightly in place by bonds.
B there are no particles.
C the particles are free to move anywhere.
D the strong bonds let the particles move past each other.

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7Gd
1 If you put a drop of coloured liquid into a glass of cold water and leave it to stand
without stirring, what will happen to the colour?
A It will float on the surface.
B It will spread out in the water within a second or two.
C It will sink to the bottom and never spread out.
D It will spread out in the water very slowly.
2 A smell can spread across a room even if there are no air currents. This is called:
A convection. B diffusion.
C contraction. D distraction.
3 How fast do things spread out in liquids compared to gases?
A They spread out faster in liquids.
B They spread out faster in gases.
C They spread out at exactly the same speed.
D They do not spread out in liquids at all.
4 If you put some sugar into cold water and leave it without stirring, the sugar will
eventually dissolve and mix with the water. This happens because:
A particles are extremely small.
B sugar particles are bigger than water particles.
C water particles are bigger than sugar particles.
D particles in a liquid are always moving around.

7Ge
1 Pressure in a container full of gas is caused by:
A particles sticking to the walls.
B particles bumping into the walls.
C particles sticking to each other.
D particles falling to the bottom of the container.
2 You can increase the pressure in a container full of gas by:
A making the container smaller.
B making the container bigger.
C cooling the gas.
D taking some of the gas out.
3 If you put more gas into a container the pressure increases because:
A the particles all cool down.
B there is more space for the particles to move around.
C more particles fall to the bottom of the container.
D there are more particles, so there are more collisions with the wall.

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4 The air is being sucked out of this bottle. Why is it collapsing?

A There is more air pressure inside than outside.

B There is more air pressure outside than inside.
C There are more particles inside it.
D Air particles are sticking to the walls and pulling them in.

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