6-3 Particle model of matter – Physics

1.0 A teacher uses a tray filled with table tennis balls to model how particles are arranged
in materials, as shown in Figure 1

Figure 1

1.1 Initially the balls are arranged in regular pattern as shown in Figure 1.
Which state of matter is best represented by the balls in Figure 1?
[1 mark]
Tick one box.

solid

liquid

gas

1.2 The teacher then moves the tray from side to side so that the table tennis balls are no
longer in a regular pattern.
Which state of matter is now best represented by the balls?
[1 mark]
Tick one box.

solid

liquid

gas

Page 1

This document is licensed to Bolton Muslim Girls School - MB121436

1.3 The teacher next performs another demonstration by moving the tray more vigorously
so that some of the balls jump out of the tray.
The teacher tells the students that the balls that have left the tray represent gas
particles.
Which two processes could this demonstration represent?
[2 marks]
Tick two boxes.

boiling

condensing

evaporation

freezing

melting

1.4 Gases can be at different temperatures.

[1 mark]
Tick one box.
The temperature of a gas is related to

the average size of the particles

the average mass of the particles

the average kinetic energy of the particles

Page 2

This document is licensed to Bolton Muslim Girls School - MB121436

2.1 Figure 2 shows some of the gas particles in a balloon.

Figure 2

Describe the movement of the gas particles inside the balloon.

[2 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2.2 The gas in the balloon has a mass of 0.032 kg.

The balloon has a volume of 0.025 m3.
Calculate the density of the gas in the balloon.
[2 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Density of gas =____________________ kg/m3

Page 3

This document is licensed to Bolton Muslim Girls School - MB121436

2.3 The balloon is held by a diver.
Above the water, the pressure is 1.0 × 105 Pa.
Calculate the value of the p × V constant for the balloon.
Give your answer in standard form to 2 significant figures.
[2 marks]

Constant = ______________ Pa m3

2.4 The diver dives underwater with the balloon.

At a depth of 25 m, the pressure was 3.5 × 105 Pa.
Calculate the volume of the ball at this depth.
Give your answer to 2 significant figures.

[2 marks]

Volume = ______________ m3

2.5 Explain what would happen to the temperature of the gas in the balloon if it was moved
very quickly to the greater depth.
[2 mark]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Page 4

This document is licensed to Bolton Muslim Girls School - MB121436

3.0 Figure 3 shows a fridge with a freezer compartment.

Figure 3

3.1 Energy is transferred to cool food when it is placed in the fridge.

Complete the sentence to describe how energy is transferred to cool the food.
[2 marks]

food fridge surroundings

Energy is transferred from the _________________ to the _______________,

this energy is then transferred to the _______________.

Page 5

This document is licensed to Bolton Muslim Girls School - MB121436

3.2 The fridge and freezer compartment contain water in three different states.
Use your knowledge of the particle model to explain the differences in how the particles
are arranged in solids liquids and gases
Include in your answer any differences in how the particles move in each state of matter.
[6 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3.3 The temperature of the air inside the freezer compartment is –5 °C.
The temperature of the air inside the fridge is 5 °C
Explain why the particles in the freezer compartment move at a different speed than
those in the main part of the fridge.
[2 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Page 6

This document is licensed to Bolton Muslim Girls School - MB121436

4.0 A student used the apparatus in Figure 4 to compare the specific heat capacities of
different metals.

Figure 4

The student measured the time taken to increase the temperature of each material by 10 °C.
Figure 5 shows the student’s results.

Figure 5

Material

4.1 The student makes the following conclusion;

‘The specific heat capacity of concrete is five times greater than tin.’
Use data from the bar chart to decide if the student’s conclusion is correct.
[2 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Page 7

This document is licensed to Bolton Muslim Girls School - MB121436

4.2 The iron block had a mass of 1.023 kg.
The specific heat capacity of iron is 450 J / kg °C.
Calculate the energy transferred by the heater to increase the temperature of the iron
block by 10 °C.
Use the correct equation from the physics equation sheet.
Give your answer to two significant figures.
[3 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Energy transferred = __________________ J

The student used the same apparatus to heat a 1 kg block of aluminium.

He recorded the temperature of the block as it was heated from room temperature.
The results are shown in Figure 6.

Figure 6

Time the immersion heater is switched on for in minutes

Page 8

This document is licensed to Bolton Muslim Girls School - MB121436

4.3 After how many minutes did the student record the incorrect temperature?
[1 mark]

Time = ______________ minutes

4.4 Draw the line of best fit for the points plotted in Figure 6.
[1 mark]

4.5 What was the temperature of the room?

[1 mark]

Temperature ________________ °C

4.6 Another student suggested repeating the experiment using a heater with a greater power.
Explain what effect this would have on the gradient of the graph the student drew.
[3 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Page 9

This document is licensed to Bolton Muslim Girls School - MB121436

5.1 You have been given a metal cube and a small statue with an irregular shape.
Describe how to measure the density of each of these objects.
[6 marks]

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Page 10

This document is licensed to Bolton Muslim Girls School - MB121436

MARK SCHEME

Qu No. Extra Information Marks

1.1 solid 1
1.2 liquid 1

1.3 boiling 1

evaporation 1
1.4 the average kinetic energy of the particles 1

Qu No. Extra Information Marks

2.1 motion is random 1

range of speeds 1
or
range of directions
2.2 ρ = 0.032 / 0.026 1

ρ = 1.3 (kg/m3) allow 1.28 (kg/m3) 1

allow 1.3 (kg/m 3) with no working for 2

marks
2.3 pV= 1.0 × 105 × 0.025 1

= 2.5 × 103 (Pa m3) 1

2.4 V = constant / p = 2.5 × 103 / 3.5 × 105 allow ecf 1

= 0.0071 (m3) allow 7.1 × 10-3 (m3) 1

2.5 work done on the gas 1

so internal energy increases 1

(so temperature increases) ignore reference to other sources of

temperature change eg cold water,
insulation etc

Page 11

This document is licensed to Bolton Muslim Girls School - MB121436

Qu No. Extra Information Marks
3.1 food 2

fridge

surroundings
2 marks for all three in the correct place
1 mark for 2 or 1 in the correct place
3.2
Level 3: A detailed and coherent description of both the arrangement and motion of the 5-6
particles in the different states of matter
Level 2: A coherent description of both the arrangement and motion of the particles in the 3-4
different states of matter.
Level 1: Simple description of the arrangement and/or motion of the particles in the different 1-2
states of matter
No relevant content 0
Indicative content
Solid
Particles closely packed in a regular pattern
Particles vibrate about a fixed position
Liquid
Particles closely packed in an irregular pattern
Particles are able to move relative to each other

Liquid
Particles are widely spread in no pattern
Particles move randomly and rapidly.
3.3 Air molecules in fridge will have a greater 1
speed.

because the air is at a greater temperature 1

so greater kinetic energy
allow 2 marks for the converse.

Page 12

This document is licensed to Bolton Muslim Girls School - MB121436

Qu No. Extra Information Marks
4.1 conclusion is not correct 1
because 45 / 150 = 3.3 allow 40-50 for TIn 1
3.3 is less than 5
4.2 E = 1.023 x 450 x 10 1

E = 4 600 (J) 1

Answer to 2 sig. figs. allow 2 marks for a correct answer to an 1

incorrect number of sig figs
eg 4 604 (J)
allow 1 mark for an incorrect answer to
an incorrect number of sig figs eg 4 603
(J) if substitution is correct
4.3 10 (minutes) 1
4.4 Correct line of best fit drawn 1
4.5 20 (°C) 1
4.6 gradient would be greater 1
because energy supplied per second 1
would be greater.
so rate of increase of temperature would 1
be greater.
or
more energy supplied (in 12 minutes)
so
greater final temperature (so greater
temperature difference)

Qu No. Extra Information Marks

5.1
Level 3: Clear and coherent description of both methods including equation needed to 5-6
calculate density. Steps are logically ordered and could be followed by someone else
to obtain valid results.
Level 2: Clear description of one method to measure density or partial description of both 3-4
methods. Steps may not be logically ordered.
Level 1: Basic description of measurements needed with no indication of how to use them. 1-2
No relevant content 0
Indicative content
For both
measure mass using a balance
calculate density using ρ = m / V
Metal cube
measure length of cube’s sides using a ruler
calculate volume
Small statue
immerse in water
measure volume / mass of water displaced
volume of water displaced = volume of small statue

Page 13

This document is licensed to Bolton Muslim Girls School - MB121436