1.1.1Principles of Chemistry: Part 1
The Three States of Matter — Edexcel International GCSE Science Double Award (Modular) - Chemistry Unit 1 Revision Notes & Topical Questions
10 min read 7 parts Lesson 2 of 23
Part 1 of 7Key ideas
1
Heating a substance gives particles more kinetic energy; at a change of state temperature stays constant.
2
Gases diffuse faster than liquids; lighter particles diffuse faster than heavier ones.
3
NH3 + HCl → NH4Cl: the white ring forms nearer the HCl end because NH3 (Mr 17) is lighter than HCl (Mr 36.5).
4
Potassium manganate(VII) crystals in water spread purple colour by diffusion; adding more water dilutes the colour.
5
Solute + solvent → solution; mass is conserved.
6
Solubility = mass of solute ÷ mass of water × 100 (g per 100 g water).
7
Solubility of most solids increases with temperature; a solubility curve plots this.
Part 2 of 7Learning objectives
1
Describe the arrangement, movement and energy of particles in solids, liquids and gases.
2
Explain interconversions between states using particle theory.
3
Explain diffusion and dilution experiments in terms of particles.
4
Define solute, solvent, solution and solubility and interpret solubility curves.
Part 3 of 7Essential knowledge
1The three states of matter
The three states of matter in solids particles are tightly packed in a regular pattern and only vibrate; in liquids they are close but random and slide past one another; in gases they are far apart and move quickly and randomly.
2
Heating gives particles more energy.
- At the melting point particles gain enough energy to overcome some forces and the solid melts; at the boiling point particles escape from the liquid.
- Cooling reverses these.
- (condensing, freezing)
- Some substances, such as iodine and solid CO2, sublime.
3Diffusion
Diffusion particles in liquids and gases move randomly, so they spread out until evenly mixed. Examples: bromine vapour spreading in a gas jar, ammonia and hydrogen chloride forming a white ring of ammonium chloride in a tube.
4
The rate of diffusion is greater at higher temperature and for particles of lower relative mass. In the NH3/HCl tube the ring forms closer to the HCl end because the lighter NH3 molecules travel further.
5Dilution
Dilution dissolving a potassium manganate(VII) crystal and repeatedly diluting the solution shows the colour remains visible even after many dilutions, which shows that particles are extremely small and very numerous.
6Solutions
Solutions a solute dissolves in a solvent to form a solution. Particles of solute spread out between solvent particles. The mass of the solution equals the mass of solute plus solvent.
7Solubility
Solubility the mass of solute that dissolves in 100 g of solvent at a given temperature. A saturated solution holds the maximum amount. Solubility curves show how solubility changes with temperature; cooling a saturated solution produces crystals, the mass of which can be read from the curve.
8Boiling vs evaporation
Boiling happens at one fixed temperature (the boiling point) and bubbles of gas form throughout the liquid. Evaporation happens only at the surface and at any temperature below the boiling point; it is faster when the liquid is warmer or has a larger surface area.
9Forces and melting points
The stronger the forces between particles, the more energy is needed to separate them, so the melting and boiling points are higher. A change of state is a physical change: the particles themselves stay the same.
10Melting point
Melting point freezing point
For a pure substance, melting and freezing happen at the same temperature, e.g. water at 0 °C. Boiling and condensing also share one temperature, the boiling point.
11Diffusion in liquids vs gases
Diffusion is slower in liquids than in gases because liquid particles are closer together and move more slowly, so they collide more often and spread out less quickly.
12Solubility of gases
Gases behave differently from most solids
- a gas becomes more soluble as pressure increases but less soluble as temperature increases.
- This is why a warm fizzy drink loses its gas faster.
13Reading solubility curves
Most solids become more soluble as temperature rises, but sodium chloride hardly changes. Curves give values per 100 g of water, so scale for other masses: if solubility is 40 g per 100 g, then 25 g of water dissolves 40 × 25 ÷ 100 = 10 g.
14Cooling method for solubility
Dissolve a known mass of solid in a small known volume of water by warming, then cool while stirring and note the temperature at which crystals first appear. Add more water and repeat. Each run gives one point on the solubility curve (1 cm3 of water = 1 g).
Part 4 of 7Process & sequence
1
Weigh an empty evaporating basin.
2
Add a known mass of water and heat it to the chosen temperature.
3
Stir in solute until no more dissolves and some solid remains (saturated).
4
Pour off a known mass of the clear saturated solution into the basin.
5
Evaporate the water and weigh the dry solid left.
6
Calculate solubility in g per 100 g of water; repeat at other temperatures.
Diffusion of ammonia and hydrogen chloridewrite these steps in this order; each step is a marking point.
1
Cotton wool soaked in each end
2
Gases diffuse along the tube
3
NH3 lighter so moves faster
4
Gases meet nearer HCl end
5
White ring of NH4Cl forms
Part 5 of 7Worked examples
25 g per 100 g of water
15.0 g of saturated solution leaves 3.0 g of dry salt after evaporation. Calculate the solubility in g per 100 g water.
- Mass of water = 15.0 − 3.0 = 12.0 g. Solubility = 3.0 ÷ 12.0 × 100 = 25 g per 100 g of water.
25 g
The solubility of a salt is 60 g/100 g water at 70 °C and 35 g/100 g at 20 °C. What mass of crystals forms when a saturated solution in 100 g of water is cooled from 70 °C to 20 °C?
- Mass that can stay dissolved falls from 60 g to 35 g, so 60 − 35 = 25 g of crystals form.
Part 6 of 7Summary
1
Particle theory explains solids, liquids and gases.
2
Diffusion is net movement down a concentration gradient.
3
A solution = solute + solvent.
4
Solubility is measured in g per 100 g of solvent.
Part 7 of 7Compare: Compare
| Property | Solid | Liquid | Gas |
|---|---|---|---|
| Arrangement | Regular, closely packed | Random, close together | Random, far apart |
| Movement | Vibrate in fixed position | Move past each other | Move quickly in all directions |
| Forces between particles | Strong | Weaker | Very weak |
| Shape / volume | Fixed shape and volume | Takes container shape, fixed volume | Fills container |
| Compressible? | No | Hardly | Yes |
| Change | Name | Energy |
|---|---|---|
| Solid → liquid | Melting | Absorbed |
| Liquid → gas | Boiling / evaporating | Absorbed |
| Gas → liquid | Condensing | Released |
| Liquid → solid | Freezing | Released |
| Solid → gas | Subliming | Absorbed |
Key terms
Command terms
Command terms
Give / State / Name
Recall a fact; one idea per mark.
Define
Give the exact meaning using the specification keywords.
Describe
Give an account of what happens / the pattern in data, quoting values; no reasons needed.
Explain
Give reasons with linked statements (cause → effect). Each linked step is usually a separate marking point.
Suggest
Use knowledge in a new context; more than one answer may be accepted.
Compare
Similarities and differences; each point must refer to both items.
Calculate
Show working; include units; check significant figures. Method marks are given even if the final answer is wrong.
Discuss
Explore the issue from different angles and link the points.
Evaluate / Assess
Weigh strengths and weaknesses and reach a supported judgement.
Deduce
Draw a conclusion from the information given.
Justify
Support a statement/choice with evidence.
Exam technique
Keywords the mark scheme looks for in this lesson
Keywords the mark scheme looks for in this lesson
Solid · Liquid · Gas · Melting · Sublimation · Diffusion · Solute · Solvent · Saturated solution · Solubility
Learn each definition in the Key words tab exactly; a missing keyword in a definition usually loses the mark.
How to get full marks (examiner guidance)
How to get full marks (examiner guidance)
Use specification keywords exactly (e.g. electronegativity, nucleophile, dynamic equilibrium, activation energy).
Link ideas
Link ideas for “explain” each marking point is usually a cause → consequence step; unlinked facts often score nothing.
Use the information in the question
“discuss/evaluate” answers must use the data provided and match the number of marks.
Convert units carefully (mg → g, cm³ → dm³) and show working for calculations.
Avoid vague words
“it”, “stuff”, “things”, “goes up”, “energy is made”. Name the substance and the process.
Do not extrapolate a graph line beyond the data or to zero unless asked.
Six-mark extended responses are marked on content AND a logical, linked line of reasoning.
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