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7G Particle model of solids, liquids and gases

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**4. **TEACHER’S NOTES
The material on this and the following slide could be used to discuss why people come up with different theories.TEACHER’S NOTES
The material on this and the following slide could be used to discuss why people come up with different theories.

**5. **TEACHER’S NOTES
The material on this and the previous slide could be used to discuss why people come up with different theories.TEACHER’S NOTES
The material on this and the previous slide could be used to discuss why people come up with different theories.

**10. **TEACHER’S NOTES
- clarify definitions and distinction between “shape” and “volume”
TEACHER’S NOTES
- clarify definitions and distinction between “shape” and “volume”

**11. **TEACHER’S NOTES
- answers not revealed here
- space to fill in answers - complete by adding tick/cross on whiteboard
- students copy and complete own version of table TEACHER’S NOTES
- answers not revealed here
- space to fill in answers - complete by adding tick/cross on whiteboard
- students copy and complete own version of table

**14. **TEACHER’S NOTES
But just how small are these particles? TEACHER’S NOTES
But just how small are these particles?

**20. **TEACHER’S NOTES
make link to students observations about properties of a solid, a liquid and a gas TEACHER’S NOTES
make link to students observations about properties of a solid, a liquid and a gas

**21. **TEACHER’S NOTES
- use the following animations to consider how the particle model explains the behaviour of solids, liquids and gases? TEACHER’S NOTES
- use the following animations to consider how the particle model explains the behaviour of solids, liquids and gases?

**25. **TEACHER’S NOTES
- use the following animations to consider how the particle model explains the behaviour of solids, liquids and gases? TEACHER’S NOTES
- use the following animations to consider how the particle model explains the behaviour of solids, liquids and gases?