Water

Flipped
classroom

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In this Unit, we will learn about:

changes in physical states of water Learning Science in English
(U2: Describing changes; Writing hypotheses and conclusions)
the processes in the water cycle
Foundation Worksheets (U2)
what solvent, solute and solution are
rate of dissolving Quick Revision Notes (U2)
methods of water purification
Answers to Textbooks (U2)
drinking water treatment process
water conservation and pollution Teaching PowerPoint (U2, by sections)

e-Companion (e-Book)
 The billboard shown in the photo is used not
billboard
only for advertising but is also used to produce
water. Do you know how it works?

The billboard can change the water vapour in the air

into water. Air first passes through an air filter in the
billboard. The water vapour in the air then changes
into water droplets on the cold surfaces of a
condenser. After passing through a carbon filter, water
is collected in the tank beneath the billboard.

dust

air
Teaching notes
air filter condenser carbon filter
This billboard is located in Lima, which is
the capital of Peru in South America.
Lima suffers from periodic water
shortages. There is very little rainfall tank
throughout the year in Lima but the
average annual percentage of humidity is
85%. So, this billboard takes advantage of
Lima’s high degree of humidity and
transforms the water vapour in the air into
usable water.

(Source: https://www.utec.edu.pe/en/news/utec-surprises-again-billboard-purifies-air)

1. What changes in states of water take place when water vapour in air
changes into water? 1. Water changes its state from gas to liquid.
2. What are the uses of the filters in the billboard?
2. The filters can remove impurities (e.g. dirt and dust) in the air.
3. Is the water produced by the billboard safe to drink? Why?
3. Yes, because the water produced by the billboard has undergone
evaporation and condensation. Both processes together can be
used to purify water. However, if disease-causing bacteria are
present in the water pipes in the billboard, the water will be
78 contaminated.
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Water
Prior knowledge
In primary level, students
have learned
The water cycle
• the properties of the three
states of water.
• the change of states of
water. Water is one of the most abundant resources on
Earth. It covers about 70% of the planet’s
surface. Observed from space, the surface
water gives the Earth a blue appearance.
Teaching notes Do you think there is less water on Earth
The amount of water on
Earth is kept constant by the today than millions of years ago? Will
water cycle. the Earth’s supply of water be used up?

Section objectives Before answering these questions, we

Students should be able to
need to understand the changes in the
• recognize that water exists
on Earth in three physical physical states of water.
states (ice, water and
water vapour).
• describe the processes of
melting, freezing, boiling, Fig. 2.1 From space, the Earth looks blue.
evaporation and
condensation.
• be aware that energy is A Change in the physical states of water
released or absorbed
when the physical state of
Water can exist in three physical states: solid (ice), liquid (water)
water changes.
• recognize that or gas (water vapour or steam). Some of these physical states of
temperature of water
remains unchanged
water can be found in the photo below. Can you identify them?
during the change in
states.

Gas: the rising steam

from the hot spring , the
water vapour in the air

Solid: ice

Fig. 2.2 Some of the physical states of water Liquid: the water in the hot spring
can be found in this photo. Can you identify them?

physical state 物態 gas 氣體 water vapour 水汽

solid 固體
liquid 液體 79
2 Water

Have you noticed the following changes of water in daily life?

Fig. 2.3 Water changes to steam when Fig. 2.4 Water changes to ice when we
it boils. place it in a freezer.

Teaching notes Everyday experience tells us that water can change from one
The state of water depends
on temperature, and a state to another when it is heated or cooled. Let us carry out the
change in temperature can following experiment to learn more about changes in the state
cause water to change state.
of water.
SPS: OB, PA, IF, CM

Experiment 2.1 e-aristo.hk/r/

Experiment video
isexptu2i01.e ev02s1

Measuring temperatures as ice changes to steam

Material and apparatus

beaker (250 cm3) 1 Bunsen burner 1 heat-proof mat 1 stopwatch 1

thermometer 1 tripod 1 gas lighter 1 crushed ice
stand and clamp 1 wire gauze 1 glass rod 1
Classroom question
Q: Why is crushed ice instead of ice cubes used in this experiment?
Procedure A: Using crushed ice can ensure that the bulb of the thermometer stays in contact with the ice.
The temperature measured will be more accurate.
1. Set up the apparatus as shown on the right.
thermometer
Wear safety goggles.
clamp

beaker crushed ice

Caution
• Do not clamp the thermometer too stand
tightly. Otherwise, you will break it.
• After the experiment, allow the beaker to
cool before removing it from the tripod.

Tip
To make an accurate measurement, make sure Bunsen burner
the bulb of the thermometer is completely
immersed in the crushed ice and it does not
touch the bottom of the beaker.
Teaching notes Cont'd
Remind students that the bulb of the thermometer should be fully
immersed in the crushed ice, but does not touch the bottom of the beaker.
80
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Water
2. Heat the beaker of ice with a gentle blue flame.

3. Record the reading of the thermometer every minute until the ice has been heated to
boiling water. After the water starts to boil, continue to record the temperature for two
minutes. Draw a table in the space below to organize the experimental data.

Time (min) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Temperature (°C) 0 0 0 0 11 22 34 44 56 68 78 90 100 100 100

(The data is for reference only.)

Tip
Each time you record the temperature of the water, stir it with a glass rod to make sure that the
temperature is the same throughout the water.

4. Plot a graph to show how the temperature changes with time.

Change of water temperature when a beaker of ice is heated

Teaching notes
Remind
100 students that
the independent
90 variable is ‘time’
which should be
80 plotted on the
horizontal axis.
70 The dependent
variable is
60 ‘temperature’
Temperature
which should be
(°C)
50 plotted on the
vertical axis.
40

30 p.211
Plotting graphs
20
(Answers depend on students̕ data.) Skills Practice
10 (Plotting graphs)
SPS: CM

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 Quick Spreadsheet
Time (min)

5. (a) (i) At what temperature does the ice start to melt? About 0 °C

(ii) Does the temperature of ice change when it melts? No

(b) (i) At what temperature does the water start to boil? About 100 °C

(ii) Does the temperature of water change when it boils? No

Teaching notes
• The melting point of ice and the boiling point of water measured may not be 0 °C and 100 °C respectively. This
may be because the ice contains impurities, or the ice is not in good contact with the bulb of the thermometer.
• Remind students that when ice is melting (or water is boiling), its temperature does not change. The flat part
of the graph is the time when ice is melting (or water is boiling). The melting point (or boiling point) can be
read off from the vertical axis. 81
2 Water

You will learn more about Upon heating or cooling, water can change from one state to
energy in Unit 5, Book 1B.
another. When water changes its state, it absorbs or releases energy.

Prior knowledge
In primary level, students 1. Melting
have learned the melting
point of ice and the boiling
point of water. The change from solid state to liquid state is called melting.
Melting takes place at a fixed temperature. This temperature is
called the melting point. The melting point of ice is 0 °C.

At 0 °C, ice begins to melt. The temperature remains unchanged

during the process of melting.

When ice melts, it absorbs energy from the surroundings (e.g. air
and water).

Fig. 2.5 Energy is absorbed

from the surroundings to melting
change ice to water.
ice (solid) water (liquid)
absorbs energy

2. Freezing

The change from liquid state to solid state is called freezing.

Like melting, freezing takes place at a fixed temperature. This
temperature is called the freezing point. The freezing point of water
is 0 °C.

When water is cooled to 0 °C, it freezes and changes to ice. The

temperature remains unchanged during the process of freezing.

When water freezes, it releases energy.

Fig. 2.6 When water
freezes, it changes to ice and
releases energy. freezing
water (liquid) ice (solid)
releases energy

melting 熔化 freezing point 凝固點 absorb 吸收 surroundings 周圍環境

melting point 熔點 release 釋出
82 freezing 凝固 energy 能量
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Water
3. Boiling and evaporation

Water can change its state from liquid to gas through two different
processes: boiling and evaporation.

Boiling takes place at a fixed temperature. This temperature is

called the boiling point. In general, the boiling point of water is
100 °C. When water is heated to its boiling point, it changes to
steam. The temperature remains unchanged during the process
Fig. 2.7 Water changes to of boiling.
steam during boiling. Energy is
absorbed in the process. Teaching notes
When water boils, it absorbs energy. Boiling takes place throughout a
liquid.

boiling
water (liquid) steam (gas)
absorbs energy

Unlike boiling, evaporation of water can take place at any

temperature. When water evaporates, it changes to water vapour.
Wet clothes become dry after some time in the Sun. This happens
because water in the clothes slowly evaporates to form water vapour
which then goes into the air around the clothes.
Teaching notes
When water evaporates, it absorbs energy. Evaporation takes place only
Fig. 2.8 Wet clothes become on the surface of a liquid.
dry as water evaporates.

Fig. 2.9 When we get out of the water, we Fig. 2.10 Sweating keeps our bodies cool.
feel cold. This is because water on our skin When water in sweat evaporates from our skin,
evaporates and absorbs energy from our bodies. it absorbs energy from our bodies.
Teaching notes
Evaporation produces a cooling
effect. The cooling effect can be
evaporation
shown by wiping hands with
(at any temperature)
alcohol. As the alcohol water (liquid) water vapour (gas)
evaporates, energy is absorbed absorbs energy
and the hands feel cool.
boiling 沸騰
evaporation 蒸發
boiling point 沸點 83
2 Water

4. Condensation

Teaching notes Water can change its state from gas to liquid through condensation.
Steam contains more heat For example, when the water vapour in air comes into contact with
(in form of latent heat of
vaporization) than boiling cold surfaces, it condenses into water, forming water droplets on
water. When steam comes
the surfaces.
into contact with our skins
and condenses, it releases
22.5 × 105 J kg−1 more heat
than boiling water at the water droplets water droplets
same temperature. As steam
releases more heat than
boiling water, it causes more
severe burns than boiling
water.

Fig. 2.11 When water vapour in air Fig. 2.12 Steam condenses on the
comes into contact with a colder surface, cold surface of the glass lid and forms
such as the outside of a cold drink, it water droplets.
condenses into water droplets.

When water vapour or steam condenses into water, it releases

energy.

condensation
water vapour or steam (gas) water (liquid)
releases energy

Learn more

The change in states of water is summarized below.

heating

boiling/
Steam is invisible melting evaporation (at any temperature)
When water boils into
steam or
steam, a ‘white mist’ forms ice water
above the boiling water. water vapour
The ‘white mist’ is not freezing condensation
steam. It is actually tiny
water droplets condensed
near the steam. Both
steam and water vapour cooling
are invisible.

condensation 凝結 invisible 看不見的

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Water
e-Checkpoint
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1. Write ‘T’ for a true statement and ‘F’ for a false statement.
(a) Ice melts into water at the same temperature as water freezes into ice. T

(b) Water can change its state from liquid to gas through evaporation or boiling. T

(c) Water evaporates at a fixed temperature. F

any
(d) When water vapour condenses, it changes to ice. F
water
2. The following examples involve a change in the physical state of water. Complete each
sentence to explain what happens.

(a) A wet road becomes dry soon after a rain. This is

because the water (i) evaporates to
form (ii) water vapour .

(b) When people who wear glasses drink hot

water, their glasses fog up. This is because
(i) water vapour rising from the hot water
(ii) condenses to form (iii) water

on the glasses.

5-minute Quiz
(Quiz 1: Change in the physical states of water)

Section objective
Students should be able to
B What is water cycle?
understand the processes
(evaporation and The Earth has almost the same amount of water as it had millions
condensation) in the water
of years ago. Water on Earth keeps changing between its physical
cycle.
states—solid, liquid and gas. In Nature, water goes through a cycle
called the water cycle, as shown in Fig. 2.13 on the next page.
In primary level, students
have learned the basic
concepts of the water cycle.

water cycle 水循環

85
2 Water

1 Evaporation: Energy from the Sun powers the water cycle. Water in
seas, rivers and on land absorbs the energy from the Sun and
Active learning
Useful video evaporates to form water vapour. The water vapour is then carried
(Water cycle)
upwards by warm air beneath it.

2 Condensation: Higher in the sky, the colder air cools the water
vapour and it condenses to form water droplets, which join to form
clouds.
Teaching notes
• The process mentioned 3 The clouds may be carried by wind to other places.
in Step 3 is also called
‘transportation’. 4 As more water vapour condenses, the water droplets in the clouds
• The process mentioned
grow larger and heavier. Eventually, they become so heavy that they
in Step 4 is also called
‘precipitation’(降水). fall as rain, snow or hail.

5 When the water absorbs energy from the Sun, it evaporates again.
Hence, the water is cycled continuously.

3 Teaching notes
The water droplets in
the clouds may freeze
2 to form snow or hail.
energy from
4
the Sun
condensation

water
vapour

1 evaporation

Fig. 2.13 The water cycle

hail 冰雹

86
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Water
We can simulate the formation of rain in the laboratory. Let us observe
this in the following experiment.

SPS: OB, PA, IF

e-aristo.hk/r/
Experiment 2.2 Demonstration isexptu2i02.e Experiment video

Experiment preparation ev02s2

To prepare the transparent plastic container:
Simulating the formation of rain 1. Cut a 2-litre soft drink bottle into half. Use the bottom
part to prepare the container.
Material and apparatus 2. Smear the inner surface of the container with detergent
to prevent water droplets from forming in the container.
transparent plastic container 1 zipper bag 1 hot water
top pan balance 1 metal dish 1 food colouring
beaker (100 cm3) 1 table lamp 1 ice cubes
tongs 1 pair pebbles

Procedure

1. Your teacher will build a model (by following the steps as described below) that simulates
parts of the water cycle.

(a) Warm some pebbles in an oven.

(b) Put a transparent plastic container on a top pan balance. Then, put the hot pebbles
into the plastic container. Add hot water to the plastic container until the water just
covers the pebbles. Add a few drops of food colouring to the hot water.

(c) Put a beaker inside the plastic container to collect the ‘rain’ formed.

(d) Put a zipper bag of ice cubes on a metal dish and place the metal dish on top of the
plastic container as shown below.
Classroom question
(e) Put a table lamp next to the top pan balance. Q: Why are pebbles used in
this experiment?
A: Pebbles can disperse the
transparent plastic container zipper bag of ice cubes heat in the water so that the
metal dish
water can be heated up
more quickly and evenly.

Caution
beaker
Handle the hot pebbles and
coloured hot water hot water with care.

hot pebbles table lamp

2.2 100g
2.1 200

2kg 300

1.9 400

top pan balance

1.8 500

1.7 600

1.6 700

1.5 800

1.4 900

1.3 1kg
1.2 1.1

Cont'd

simulate 模擬

87
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2. At the beginning of the experiment, record the reading on the top pan balance in the
table below. Then, turn on the lamp and shine the light at the plastic container.

3. Observe what happens inside the plastic container carefully.

(a) What do you observe? Water droplets are formed/condensed on the bottom of the metal
dish. As these water droplets grow in size, they become so heavy that they fall down.

(b) What is the colour of the ‘rain’? Colourless

(c) After 10 minutes, record the reading on the top pan balance in the table below.

Beginning of the experiment After 10 minutes

Mass (g) (Answers may vary.)

Discussion

1. What is the purpose of the table lamp? To supply energy (heat) for the evaporation of water

2. What is the purpose of the ice cubes? To keep the metal dish cold enough for water vapour to
condense
3. Explain how ‘rain’ is formed in this experiment. (Hint: You may use these words: heat,
evaporate, condense, water vapour, water droplets.)
When the table lamp heats the water in the container, the water evaporates to form water vapour. Then,

it is cooled by the metal dish and condenses into water droplets.

4. Explain what you observed in Step 3(b).

As water evaporates, the food colouring stays behind. Therefore, the ‘rain’ is colourless.

5. Does this simulation demonstrate that the water cycle keeps the total amount of water on
Earth constant? Explain your answer.
Yes, because the mass of the set-up is similar before and after the experiment.

Water evaporates to become water vapour .

Then, it is carried upwards by warm air.
Water in seas,
Water vapour cools
rivers, etc. absorbs
Water cycle and condenses ,
the energy from
forming clouds.
the Sun.
Water droplets fall from clouds as rain,
snow or hail.

88
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Water
i�ea� � S���n��

Understanding change and constancy in the water cycle

The water cycle is a natural process. It can help us understand the ‘change and
constancy’ found in Nature. In the water cycle, water changes from one physical
state to another through the processes of evaporation and condensation. The
water cycle keeps the total water on Earth constant.

e-aristo.hk/r/
e-Checkpoint
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cp02s2

Arrange the following sentences to describe the water cycle in the correct order.

(a) Warm air carries water vapour upwards.

(b) As water droplets in the clouds grow larger, they fall as rain.
(c) Energy from the Sun causes water to evaporate from oceans, rivers and land surfaces.
(d) The water droplets join to form clouds.
(e) As the upper sky is cooler, water vapour condenses to form water droplets.
Correct order: c  a  e  d  b

Section objective
Students should be able to
describe the factors affecting
the rate of evaporation. [E] C Factors affecting the rate of evaporation

EXTENSION
Prior knowledge Wet clothes become dry as the water they hold evaporates. In
In primary level, students which place shown below will wet clothes dry more quickly?
have learned the factors
affecting the evaporation rate
What factors shorten the time it takes for water to evaporate?
of water.

a b c

Bathroom Balcony Living room

Fig. 2.14 In which of these places will the wet clothes dry more quickly? Teaching notes
In general, the answer is b. This is because
the balcony is exposed to sunlight and wind.

89
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Skills Practice The rate of evaporation is affected by several factors. Let us carry
(Designing fair tests)
SPS: IN out the following experiment to learn about them.

SPS: OB, IN, PA, IF

Experiment 2.3 e-aristo.hk/r/

Experiment video
isexptu2i03.e ev02s3

Investigating the factors affecting the rate of evaporation

In this experiment, you are going to carry out fair tests to investigate factors affecting the
EXTENSION

rates of evaporation.

Material and apparatus

filter paper 8 pieces plastic box 2 cling film 1 piece

white tile 8 beaker (100 cm3) 3 scissors 1 pair
dropper 1 watch glass 2 clip 2
stopwatch 1 dry cobalt chloride paper 2 warm water
table lamp 1 portable fan 1

Part A: How does temperature affect the rate of evaporation?

I. Hypothesis

When the temperature is higher, the rate of evaporation increases .

II. Variable table

Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of water

temperature time taken for each piece of

temperature
filter paper to dry humidity
airflow
surface area exposed

III. Procedure

1. Label two pieces of filter paper of the same size as X and Y. Put the pieces of filter paper
on two separate white tiles.
Cont'd
rate of evaporation 蒸發速率 humidity 濕度

90
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Water
2. Add two drops of water to each piece of filter
filter papers
paper.

water

X Y
white tiles

3. Put X on one side of the bench and Y under a X Y table

EXTENSION
table lamp. Record the time each piece of lamp

filter paper takes to dry.

IV. Results
X Y

Time taken (s) (Answers may vary.)

1. Which piece dries more quickly? Y

2. Do the results support the hypothesis? If not, what should you do next?
Yes. / No. I should modify my hypothesis.

Part B: How does humidity affect the rate of evaporation?

I. Hypothesis

When the humidity is higher, the rate of evaporation decreases .

II. Variable table

Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of water

humidity time taken for each piece of temperature

filter paper to dry
humidity
airflow
surface area exposed

Cont'd

91
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Experiment preparation
III. Procedure The cobalt chloride papers should be
dried by a hairdryer and be kept in a
1. Repeat Steps 1 and 2 of Part A. desiccator before the experiment.

2. Set up the apparatus as shown below. Put X inside a closed plastic box with a beaker of
warm water covered with a piece of cling film. Put Y inside a closed plastic box with an
uncovered beaker of warm water.
EXTENSION

dry cobalt chloride paper dry cobalt chloride paper

closed plastic boxes

covered with uncovered

cling film beaker

warm water warm water

X watch glass Y watch glass

Tip
The water vapour from air can turn dry cobalt chloride paper from blue to pink. Observe how long it
takes for the papers to turn pink. The shorter the time it takes, the larger amount of water vapour is
present in air.

Which piece is in a condition with higher humidity? Y

3. Measure time with a stopwatch. Record the time each piece of filter paper takes to dry.

IV. Results
X Y

Time taken (s) (Answers may vary.)

1. Which piece dries more quickly? X

2. Do the results support the hypothesis? If not, what should you do next?
Yes. / No. I should modify my hypothesis.

Part C: How does airflow affect the rate of evaporation?

I. Hypothesis
When there is more airflow, the rate of evaporation increases.

Cont'd
cobalt chloride paper 氯化鈷試紙

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Water
II. Variable table

Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of water

EXTENSION
airflow time taken for each piece of temperature
filter paper to dry
humidity
airflow
surface area exposed

III. Procedure

1. Repeat Steps 1 and 2 of Part A. portable fan

2. Use clips to hold the filter papers. Put X in still air X Y

and Y under wind from a portable fan.

3. Measure time with a stopwatch. Record the time each

piece of filter paper takes to dry.

IV. Results
X Y

Time taken (s) (Answers may vary.)

1. Which piece dries more quickly? Y

2. Do the results support the hypothesis? If not, what should you do next?
Yes. / No. I should modify my hypothesis.

Part D: How does the surface area exposed affect the rate of evaporation?
In this part, you will design a fair test to find out how the surface area exposed affects the
rate of evaporation.

I. Hypothesis
When the surface area exposed is larger, the rate of evaporation increases.

Cont'd

93
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II. Material and apparatus

You are provided with the following materials and apparatus:

• two pieces of filter paper • a beaker

• two white tiles • a stopwatch
• a dropper

III. Variable table

EXTENSION

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of water
surface area exposed time taken for each piece of temperature
filter paper to dry
humidity
airflow
surface area exposed

IV. Procedure
Briefly write the procedure for the fair test on the lines below. The first step has been done
for you. Also, draw a labelled diagram in the box to show your set-up.

1. Label two pieces of filter paper of the same

size as X and Y. filter papers

2. Put the filter paper on two separate white tiles.

3. Add two drops of water to each piece of filter paper.

4. Leave X unfolded. Fold Y.

X Y
5. Measure the time with a stopwatch. Record the white tiles

time each piece of filter paper takes to dry.

V. Results
Perform the fair test with your teacher’s approval. Record your results in the box below.

X Y

Time taken (s) (Answers may vary.)

Cont'd

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Water
Conclusion

From all the results of this experiment, it can be concluded that the rate of evaporation
increases when:

(Put a ‘ ’ in the appropriate box.)

(a) the temperature is higher the temperature is lower

(b) the humidity is higher the humidity is lower

EXTENSION
(c) there is more airflow there is less airflow

(d) the surface area exposed is larger the surface area exposed is less

The rate of evaporation increases when

• the temperature is higher .
• the humidity is lower .
• there is more airflow.
• the surface area exposed is larger .

e-aristo.hk/r/
e-Checkpoint
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Based on your understanding of the rate of evaporation, answer the following questions.

(a) Give TWO reasons to explain why wet hands dry more
quickly under a warm-air hand dryer.
There is more airflow and the temperature is higher.

(b) Why should we keep our palms flat when using a hand
dryer?
This is because the surface area exposed is larger.

5-minute Quiz
Section Quiz 2.1
(Quiz 2: Water cycle; Factors affecting the rate of evaporation)

95
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Dissolving

Section objectives
Students should be able to A Solute, solvent and solution
• give some examples of
soluble and insoluble When we add sugar to water and stir, the sugar breaks down
substances in water.
• recognize that a solution into many small pieces that we cannot see. We say that the sugar
is formed when a solute dissolves in water. Although we cannot see the sugar, the liquid
dissolves in a solvent.
tastes sweet, showing that the sugar is still there.
Classroom question
Q: When you make an
instant chocolate drink, When a substance dissolves in a liquid, a solution is formed. The
which substance is the substance that dissolves is called a solute. The liquid in which the
solvent? Which
substance is the solute? substance dissolves is called a solvent.
A: Water is the solvent and
the chocolate powder is Consider the example of sugar dissolving in water. Water is the
the solute.
solvent and sugar is the solute. The liquid formed after the sugar
Misconception
Students may think dissolves is called a sugar solution.
dissolving and melting are
the same. Remind them that
dissolving involves two
substances and can happen
without heating; whereas sugar (solute)
melting involves only one
substance and also involves
heating. (Note: Dissolving
and melting are completely
different processes on the sugar solution
particle level.) (solution)
water
(solvent)

Fig. 2.15 Sugar (solute) dissolves in water (solvent) to form sugar solution (solution).

Active learning
Useful video
(Dissolving) A solute dissolves in a solvent to form a solution .

Water is a good solvent. Many kinds of substances such as sugar

and table salt dissolve in water. We say that these substances are
soluble in water. As water can dissolve many different substances,
it is often called a universal solvent.

dissolve 溶解 solvent 溶劑
solution 溶液 soluble 可溶
96 solute 溶質 universal solvent 通用溶劑
 2

Water
However, water cannot dissolve everything. Some substances do
not dissolve in water. We say they are insoluble in water.

SPS: OB, CS, PA

Experiment 2.4 e-aristo.hk/r/

Experiment video
isexptu2i04.e ev02s4

Classifying substances as soluble or insoluble

Material and apparatus

beaker (100 cm3) 5 glass rod 1 corn flour jelly powder

spoon 1 table salt rice soil

Procedure Experiment preparation

To save time, hot water (about 60 °C)
can be used in this experiment.
1. Fill a beaker with 50 cm 3 of water.

2. Add a spoonful of table salt to the water. Stir with a glass rod for one minute.

Classroom question
Q: What variables table salt
must be kept the glass rod
same to ensure this
experiment is a fair stirring
test?
A: The volume of
water, the
temperature of the
water, the amount
of substances used
and the rate of water
stirring

3. Repeat Steps 1 and 2 with corn flour, rice, jelly powder and soil respectively. Wash the
spoon and glass rod each time before use.

4. Observe which substances dissolve in water. Classify them into soluble and insoluble
substances. Write their names in the appropriate boxes.

Soluble substances in water Insoluble substances in water

jelly powder, table salt corn flour, rice, soil

insoluble 不可溶

97
2 Water

Water is a good solvent. However, there are some substances

that water cannot dissolve.

Section objective
Students should be able to B Factors affecting the rate of dissolving
describe the factors
affecting the rate of After adding sugar to a cup of tea, we usually stir it. Why do we stir
dissolving in water.
the tea? This is because stirring shortens the time it takes for the sugar
to dissolve.

Think about
We often add syrup rather
than granulated sugar to
sweeten cold drinks. Do
you know why? This is because sugar
does not
dissolve easily
in cold drinks.

Fig. 2.16 Why do we stir the tea after adding sugar?

From observations in daily life, we know that stirring affects the

rate of dissolving. The temperature of the solvent and the surface
area of the solute also affect the rate of dissolving. Let us carry out
the following fair tests to study these factors.

SPS: OB, IN, PA, IF

Experiment 2.5 e-aristo.hk/r/

Experiment video
isexptu2i05.e ev02s5

Investigating the factors affecting the rate of dissolving

In this experiment, you are going to carry out fair tests to study factors affecting rates of
dissolving.

Material and apparatus

beaker (100 cm3) 6 stopwatch 1 copper(II) sulphate powder

spoon 1 electronic balance 1 copper(II) sulphate crystals
glass rod 2 hot water (about 60 °C)

Cont'd
rate of dissolving 溶解速率 syrup 糖漿
copper(II) sulphate 硫酸銅(II)
98
 2

Water
Part A: How does stirring affect the rate of dissolving?
I. Hypothesis

When the solution is stirred, the rate of dissolving increases .

Teaching notes
II. Variable table Stirring increases the rate of dissolving
because it increases the chance of solvent
coming into contact with the solute.
Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of solute
rate of stirring time taken for solute amount of solvent
(copper(II) sulphate)
to dissolve rate of stirring
temperature of solvent
surface area of solute

III. Procedure
glass rod
1. Add 50 cm 3 of tap water to two beakers
labelled X and Y respectively. stirring

2. Add 2 g of copper(II) sulphate powder to 50 cm3 of

tap water
each beaker.
copper(II)
sulphate powder
3. Start timing with a stopwatch. Leave X X Y

undisturbed and stir the mixture in Y

Caution
with a glass rod until the powder is Do not taste the copper(II) sulphate
completely dissolved. powder or the solutions.

4. Record the time needed for the solute to dissolve in X and Y.

IV. Results
X Y

Time taken (s) (Answers may vary.)

Do the results support the hypothesis? If not, what should you do next?
Yes. / No. I should modify my hypothesis.

Cont'd

99
2 Water

Part B: How does the temperature of the solvent affect the rate of dissolving?
I. Hypothesis

When the temperature of the solvent is higher, the rate of dissolving increases .
Teaching notes
Solvent molecules have a greater kinetic energy at higher temperatures.
II. Variable table When the solvent molecules are moving faster, they come in contact with
more solute. This increases the rate of dissolving.
Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of solute
temperature of solvent (water) time taken for solute amount of solvent
(copper(II) sulphate)
to dissolve rate of stirring
temperature of solvent
surface area of solute

III. Procedure glass rod

1. Add 50 cm 3 of tap water to beaker X and 50 cm 3

of hot water to beaker Y respectively. copper(II)
sulphate
powder
2. Add 2 g of copper(II) sulphate powder to each 50 cm3 of 50 cm3 of
beaker. tap water hot water
X Y

3. Start timing with a stopwatch. Stir the mixtures in Caution

• Do not taste the copper(II) sulphate
both beakers at the same rate. powder or the solutions.
• Handle hot water with care.

4. Record the time needed for the solute to dissolve in X and Y.

IV. Results
X Y

Time taken (s) (Answers may vary.)

Do the results support the hypothesis? If not, what should you do next?
Yes. / No. I should modify my hypothesis.

Cont'd

100
 2

Water
Part C: How does the surface area of the solute affect the rate of dissolving?
I. Hypothesis

When the surface area of the solute is larger, the rate of dissolving increases .
Teaching notes
II. Variable table Remind students that when the solute is smaller in
size, it has a greater surface area in contact with
the solvent. This increases the rate of dissolving.
Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

Put a ‘ ’ in the appropriate box.

amount of solute
surface area of solute time taken for solute amount of solvent
(copper(II) sulphate) (copper(II) sulphate)
to dissolve rate of stirring
temperature of solvent
surface area of solute

glass rod
III. Procedure

1. Add 50 cm 3 of tap water to beaker X and

beaker Y respectively.
50 cm3 of
2. Use an electronic balance to weigh several tap water

copper(II) sulphate crystals (about 2 g). copper(II) copper(II)

Measure out the same weight of copper(II) sulphate sulphate
X crystals Y powder
sulphate powder.

3. Add the crystals to X and the powder to Y. Caution

Do not taste the copper(II) sulphate
4. Start timing with a stopwatch. Stir the content powder, copper(II) sulphate crystals or
the solutions.
in both beakers at the same rate.

5. Record the time needed for the solute to dissolve in X and Y.

IV. Results
X Y

Time taken (s) (Answers may vary.)

Do the results support the hypothesis? If not, what should you do next?
Yes. / No. I should modify my hypothesis.

Cont'd

101
2 Water

Conclusion

From all the results of this experiment, it can be concluded that the rate of dissolving
increases when:

(Put a ‘ ’ in the appropriate box.)

(a) the solution is stirred the solution is not stirred

(b) the temperature of the solvent is higher the temperature of the solvent is lower

(c) the surface area of the solute is larger the surface area of the solute is smaller

The rate of dissolving increases when

• the solution is stirred.
• the temperature of the solvent is higher .
• the surface area of the solute is larger .

i�ea� � S���n��

Collecting evidence in experiments

When studying science, we often perform experiments to test a hypothesis. In
the experiments, we try to collect evidence (including observations and data) to
support our hypotheses. For example, in Experiments 2.3 and 2.5, we collected
evidence to support the hypotheses for the rate of evaporation and the rate of
dissolving respectively.

e-aristo.hk/r/
e-Checkpoint
2.4 iscpu2i04.e
cp02s4

1. Give TWO examples of each of the following.

(a) Substances that are soluble in water
Table salt, sugar

(b) Substances that are insoluble in water

Soil, corn flour

Cont'd

102
 2

Water
2. Joe wants to investigate how the surface area of the solute affects the rate of dissolving.
His experimental results are shown in the following table.

stirring stirring

tap water

crushed pieces of crystal sugar whole crystal sugar

Volume of tap Time taken for the

Sugar Mass used (g)
water (cm3) sugar to dissolve (s)

crushed pieces of crystal sugar 5 100 60

whole crystal sugar 5 100 320

(a) What is/are the solute(s)? Crystal sugar

(b) What is/are the solvent(s)? Tap water

(c) Which crystal sugar dissolves faster? Crushed pieces of crystal sugar

(d) During the experiment, the volume of water was kept constant. Why?
To ensure the experiment is a fair test
(e) Apart from the surface area, what are the other factors that affect the rate of
dissolving? Give TWO factors.
The rate of stirring and the temperature of the solvent

Learn more
The importance of dissolved oxygen in water
Not only solids and liquids can dissolve in
water but also many gases dissolve in
water.
For example, oxygen dissolves in water.
This allows organisms living in water to get
the oxygen they need.

oxygen 氧

103
2 Water

Section objective
Students should be able to C Solubility
recognize that the solubility of
a substance in water changes 1. Solubilities of substances
with temperature. [E]

Activity 2.1

Adding sugar to a fixed amount of water continuously

EXTENSION

At the beginning of this section, we added sugar to water to form a sugar solution. What
happens if we keep adding sugar to the solution? Some of the sugar cannot dissolve and remains
at the bottom of the glass.

Discussion

Do you think there is a limit to the amount of sugar that can dissolve in water? Yes

When we keep adding sugar to a fixed amount of water, we can

find that eventually no more sugar can dissolve in the water. A
fixed amount of solvent (e.g. water) can dissolve a limited amount
of solute (e.g. sugar). This limited amount depends on the solubility
of the solute.

Different substances have different solubilities in water. Some

substances dissolve more and others dissolve less in the same
some of the sugar
cannot dissolve amount of solvent at a given temperature.
Fig. 2.17 Some of the sugar
cannot dissolve and remains at
Table 2.1 on the next page shows a comparison of solubilities of
the bottom of the glass. different substances. To ensure the comparison of solubility is fair,
Teaching notes all substances are dissolved in 100 cm 3 of water at 25 °C. We can
When no more solute can
dissolve in a solvent, the
see sugar has a higher solubility than table salt and copper(II)
solution formed is said to be sulphate. This means that more sugar can be dissolved in the same
saturated (飽和).
amount of water than table salt and copper(II) sulphate.
solubility 溶解度

104
 2

Water
Solubility
(The limited amount of the substance (g)
Substance
which can dissolve in 100 cm3 of
water at 25 °C)

sugar 211

table salt 37

copper(II) sulphate 22

EXTENSION
Table 2.1 A comparison of solubilities of different substances

Teaching notes
Students may mix up ‘rate of
dissolving’ and ‘solubility’.
Remind them that ‘rate of Different substances have different solubilities in water.
dissolving’ is the time taken
for the dissolving process to
complete. ‘Solubility’ is the
maximum amount of a
solute which can dissolve in 2. Solubility at different temperatures
a given amount of solvent at
a fixed temperature.
Does the temperature of water affect the solubility of a substance?
Let us find out in the following experiment.

SPS: OB, IN, PA, IF

Experiment 2.6 e-aristo.hk/r/

Experiment video
isexptu2i06.e ev02s6

Investigating the effect of temperature on solubility

In this experiment, you are going to carry out a fair test to investigate how the temperature
of a solvent affects the solubilities of different substances.

Material and apparatus

beaker (100 cm3) 4 hot water (about 60 °C)

spoon 2 substance A (copper(II) sulphate)
glass rod 1 substance B (calcium hydroxide)

I. Hypothesis
The solubility of a substance in water changes with temperature.

Cont'd

105
2 Water

II. Variable table

Identify the variables in the fair test.

Independent variable Dependent variable Control variables

(the only variable that is changed) (the variable to be measured) (variables that are kept the same)

surface area of solute,

temperature of solvent (water) number of spoonfuls of amount of solvent,
substance dissolved rate of stirring
EXTENSION

III. Procedure
substance A glass rod
1. Fill a beaker with 50 cm of tap water.
3
stirring

2. Then, add one spoonful of substance A

to the water and stir.
tap water

3. After substance A dissolves completely, repeat Step 2 until no more substance A can
dissolve in the water. Record the number of spoonfuls of substance A you have added in
the table below.

4. Repeat Steps 1 to 3 with 50 cm 3 of hot water (about

60 °C). Record the number of spoonfuls of substance A Caution
you have added in the same table. Handle hot water with care.

5. Repeat Steps 1 to 4 with substance B. Record the number of spoonfuls of substance B

you have added in the same table.

IV. Results
Tap water (about 25 °C) Hot water (about 60 °C)
Number of spoonfuls of
substance A added
(Answers may vary.)
Number of spoonfuls of
substance B added

V. Conclusion
From the results of this experiment, it can be concluded that:

The temperature of a solvent affects (affects/does not affect) the

solubility of a substance.

106
 2

Water
Misconception The solubility of a substance in water changes with temperatures. In
Students may think the
solubility of all substances Experiment 2.6, we found that substance A is more soluble in hot
increases with temperature. In water. The solubility of substance A increases when the temperature
fact, the solubility of some
substances decreases with of water increases.
temperature. For example,
oxygen, carbon dioxide (CO2). On the other hand, substance B becomes less soluble in hot water.
Soft drinks contain CO2. As The solubility of substance B decreases when the temperature of
the solubility of CO2
decreases with temperature, water increases.
an open can of soft drink may
still fizz if left in the

EXTENSION
refrigerator (CO2 dissolves in
the drink) but quickly goes flat
when left out at room
temperature (most of CO2 The solubility of a substance in water changes with temperature.
escape into the air).
Supplementary notes
Other factors that affect the solubility of a substance (See p.T23)

e-aristo.hk/r/
e-Checkpoint
2.5 iscpu2i05.e
cp02s5

Amy has performed an experiment to study the solubility of substance X in a fixed amount
of water at different temperatures. She plots a graph to show her results.
Amount of substance X dissolves
in 100 cm3 of water (g)

45

40

35 Skills Practice
(Analysing and interpreting data)
30 SPS: IF

25

20 Skills Practice
(Evaluating data)
15 SPS: IF

10
5

0 Temperature (°C)
10 20 30 40 50 60 70

(a) How many grams of substance X dissolve in water at 30 °C? 19 g

(b) From the graph above, we can say that the solubility of substance X increases

as the temperature of the water increases.

5-minute Quiz
Section Quiz 2.2
(Quiz 3: Dissolving)

107
2 Water

Water purification
Section objective
Students should be able to
state the needs for pure water. A The importance of water
Design 1:

Activity 2.2 Teaching notes mobile phone

Ask students to design a solar plastic
water filter using a plastic bag water vapour
and mobile phone. References: fresh water bag
sea water
How long can people survive without water?
The following is a true story. It is about four people who got lost at sea 10 days and survived.

1 2
Four people travelled to an island in a motorboat. They flipped the boat over but the engine of the
Suddenly, their boat was turned upside down by boat was damaged. They lost their food and
strong waves. drinking water.

The engine
is damaged!

3 4
The sunlight,
Food! mobile phone and
plastic bag can help
me turn sea water
into fresh water.

Luckily, they got some food on the third day as One of them even managed to turn sea water into
three flying fish landed in the boat. fresh water. On the tenth day, they were rescued
by two fishing boats.

Design 2: plastic
(Source: Summary of various newspaper reports (15 May 2016))
bag

Discuss the following questions with your classmates. fresh water mobile phone
sea water
1. What do you think would have happened to the people on the boat if they did not have
food and fresh water for 10 days?
1. People may die due to lack of water and food.
2. Why couldn’t they drink sea water?
2. The salt content in sea water is much higher than what can be processed by the human body.

survive 生存
fresh water 淡水
108
Teaching notes 2
Humans can safely drink water
that contains less than 0.5%

Water
Water is essential for life on Earth. For example, humans can
salt. Sea water contains
approximately 3.5% salt. If a survive up to several weeks without food. However, without water,
person drinks sea water, he one will likely die within a few days.
will excrete the salt in his urine.
For every litre of sea water he
drinks, his body produces In fact, all forms of life contain water. For example, water makes up
1.5 L urine, causing him to die about 70% of our body weight. It makes up about 50% and 98% of
of dehydration.
Watch a video that illustrates the weight of trees and jellyfish respectively.
the effects of dehydration.
e-aristo.hk/r/isteu2i01.e
a b c

70% 50% 98%

human being tree jellyfish

Fig. 2.18 The water content (by weight) of different living things

We use water in many ways in daily life. For example, we use water
at home for washing, cooking and taking a shower. Crop irrigation
depends on water. Water is also used in industry for production of
What other uses of water can you goods such as paper and clothes.
think of?

Putting out fires, recreation

(swimming, surfing, etc.),
generating electricity
(hydroelectricity)

cooking
crop irrigation
washing
taking a shower

Fig. 2.19 Some uses of water

irrigation 灌溉

109
2 Water
Section objectives • state some harmful effects on our health caused
Students should be able to by the microorganisms present in water.
• state some impurities in
natural water.
B Impurities in natural water
You will learn more about the In Hong Kong, the water we use is treated in water treatment plants
water treatment process in Hong
before it is supplied to our homes. We can get clean water when we
Kong in Section 2.5.
turn on the water tap. However, in some parts of the world, people
do not have tap water. They use natural water directly from streams,
rivers, ponds or wells.

a b

Fig. 2.20 (a) In Hong Kong, we can get clean water easily from the water tap. (b) In
some parts of the world, people use natural water from ponds.

Is natural water safe to drink directly? Let us find out in the

following experiment.
SPS: OB

Experiment 2.7 e-aristo.hk/r/

Experiment video
isexptu2i07.e ev02s7

Observing natural water through a microscope

Experiment preparation
Material and apparatus • Muddy pond water can be prepared
by adding some garden soil to pond
dropper 1 slide 1 pond water water.
• Prepare a waste bottle to collect the
microscope 1 cover slip 1
water used after the experiment.

Procedure

1. Your teacher will give you a beaker of natural water

which comes from a pond. Observe the pond water
carefully.
pond water
(a) Is it clear or muddy?
Muddy Caution
The pond water may contain harmful
(b) What do you observe in the water? substances. Wash your hands
thoroughly after the experiment.
Mud, leaves, solid particles
Cont'd

clear 清澈
muddy 混濁
110
 2

Water
2. Your teacher has set up a microscope in the laboratory. Following your teacher’s
instructions, observe a sample of the pond water with the microscope. Draw what you
observe in the space provided.

Drawing should show solid

impurities (e.g. mud, sand)
or some microorganisms.

microscope

Discussion

Do you think natural water is safe to drink directly? Explain your answer.
No, because the impurities in water are harmful to our health.

Natural water contains many kinds of impurities. Some of them

such as leaves and sand are insoluble in water. Some impurities
are soluble in water, for example salt. Natural water also contains
microorganisms.

soluble impurities
(e.g. salt)

insoluble impurities
(e.g. leaves, sand and mud)

microorganisms
(They can only be seen
using a microscope.)
Fig. 2.21 Impurities found in natural water

impurity 雜質 microscope 顯微鏡

microorganism 微生物
111
2 Water

Microorganisms are too small to see with the naked eyes but
we can observe them with the help of a microscope. Amoeba
and E. coli are two microorganisms often found in natural water.

a b

500X 15 000X

Fig. 2.22 (a) Amoeba and (b) E. coli

Some microorganisms are harmful to us. They may cause

diarrhoeal diseases and other diseases such as typhoid and
cholera. For example, E. coli in water or food often cause
diarrhoeal diseases.

Natural water contains soluble impurities,

insoluble impurities and microorganisms.

Section objective
Students should be able to
C Methods of water purification
understand the processes
involved in different methods To make natural water suitable for drinking, we have to remove the
of water purification
(sedimentation, filtration and
impurities from it. Let us look into some common methods of water
distillation). purification.

1. Sedimentation

Sedimentation is a common method to purify water. Do you know

what kinds of impurities can be removed by sedimentation? You can
find it out in Experiment 2.8.

Amoeba 變形蟲 diarrhoeal 腹瀉 water purification 水的淨化

E. coli 大腸桿菌 typhoid 傷寒
112 sedimentation 沉積法 cholera 霍亂
 2

Water
SPS: OB, PA, IF, CM

Experiment 2.8 e-aristo.hk/r/

Experiment video
isexptu2i08.e ev02s8

Using sedimentation to purify water Experiment preparation

• Muddy pond water can be prepared by
Material and apparatus adding some garden soil to pond water.
• Prepare a waste bottle to collect the
water used after the experiment.
watch glass 1 dropper 1 microscope 1
glass rod 1 slide 1 pond water
spatula 1 cover slip 1 alum

Teaching notes
At the beginning of the experiment, ask students
Procedure Caution
to stir the water with the glass rod until most dirt
The pond water may contain some
particles are suspended in the water.
harmful substances. Wash your hands
1. Your teacher will give you a beaker of pond water. thoroughly after the experiment.

(a) Observe the pond water carefully and draw what you observe in diagram (a).

(b) Cover the beaker of pond water with a watch glass. Leave the beaker on the bench
for about 10 minutes. Observe it again. Draw what you observe in diagram (b).

muddy clearer
pond water
water
10 minutes later

small insoluble impurities

suspending in water

solid
impurities
(a) At the beginning (b) After 10 minutes

2. Your teacher will give you a small amount of alum. Add

the alum to the water and stir it with a glass rod. alum

(a) What happens to the water after the alum has been
added?
The water above the solid impurities becomes clearer.

(b) What is the purpose of alum here?

Alum causes the impurities to stick together and settle.
Teaching notes
The alum used in this experiment
is aluminium potassium sulphate. Cont'd
It is soluble in water. When it
dissolves in water, the solution
alum 明礬 formed is acidic.
113
2 Water

3. Your teacher will prepare a slide of the pond water from

the upper contents of the beaker. Following your teacher’s
instructions, observe the pond water through a microscope.
Drawing should show
Draw what you observe in the space on the right. small solid impurities
or microorganisms.

Discussion

Based on your observation, list the impurities that can be removed by sedimentation. Also,
list the impurities that cannot be removed by this method.

Impurities removed by sedimentation Impurities not removed by sedimentation

heavy insoluble impurities insoluble impurities suspending in water,

soluble impurities, microorganisms

Sedimentation can remove heavy insoluble impurities (e.g. mud

and sand) from water. During sedimentation, the heavy insoluble
impurities sink to the bottom of the container and form a layer of
sediment.

The water above the sediment becomes clearer. However, some

small insoluble impurities are still suspended in it.

small
sedimentation insoluble
impurities water above
suspending the sediment
water in water becomes
with mud clearer
and sand sediment

Fig. 2.23 During sedimentation, heavy insoluble impurities sink to the bottom of the container.

In sedimentation, heavy insoluble impurities sink to the bottom

of the container and form a layer of sediment .

sediment 沉積物 suspend 懸浮

114
 2

Water
2. Filtration

After sedimentation, the pond water becomes clearer. However,

some small insoluble impurities are still suspended in it. How can
we remove these impurities?

We can remove small insoluble impurities in water by filtration.

Filter columns and filter papers are commonly used filters in the
laboratory.

sand

gravel

pebbles

Fig. 2.24 A filter column Fig. 2.25 Filter papers

Let us purify pond water using a filter column and a piece of filter
paper in Experiments 2.9 and 2.10.
SPS: OB, PA, CM

Experiment 2.9 Demonstration e-aristo.hk/r/

Experiment video
isexptu2i09.e ev02s9

Purifying water by using a filter column

Material and apparatus

beaker (100 cm3) 1 microscope 1 slide 1 pond water

filter column 1 dropper 1 cover clip 1

Procedure

1. Your teacher will show you a filter column. The Answers depend on the filter
filter column contains layers of different materials. column given. The filter column
used in a school laboratory
Observe the filter column carefully and draw a usually contains sand, gravel,
labelled diagram in the box on the right to show pebbles or activated carbon.
its structure.

Cont'd
filtration 過濾法 filter 過濾器
filter column 過濾柱
filter paper 濾紙 115
2 Water

2. Your teacher will place a beaker under the filter

Caution
column and slowly pour some pond water into the The pond water may contain some
filter column. harmful substances. Wash your hands
thoroughly after the experiment.
3. Carefully observe the water collected in the beaker.

Is it clear? Yes

4. Your teacher will prepare a slide of the water. In general, the

Following your teacher’s instruction, observe the insoluble impurities
have been removed
water under a microscope. Draw what you observe from the water but the
in the space on the right. filtered pond water
still contains soluble
impurities and
microorganisms.

SPS: OB, PA

Experiment 2.10 e-aristo.hk/r/

Experiment video
isexptu2i10.e ev02s10

Purifying water by using filter paper

Material and apparatus
Experiment preparation
filter funnel 1 stand 1 white tile 1 • Muddy pond water can
filter paper 1 funnel holder 1 forceps 1 pair be prepared by adding
beaker (100 cm ) 3
1 glass rod 1 pond water some garden soil to pond
water.
• Prepare a waste bottle to
collect the water used
Procedure after the experiment.

1. Fold a piece of filter paper into a conical shape and put it into a filter funnel as shown.

put it in the filter funnel

filter paper

fold

fold
filter funnel

Teaching notes
Ask students to wet the filter paper
slightly. It can help the filter paper
adhere to the wall of the filter funnel.
Cont'd

116
 2

Water
2. Put the filter funnel into the funnel holder. Place a
filter funnel
beaker under the filter funnel to collect the liquid stand
that passes through the filter paper as shown on the
right. filter paper
Teaching notes
Remind students that the wet filter paper may be torn easily.
funnel
holder

beaker

3. Your teacher will give you a beaker of pond water. Slowly pour the pond water along a
glass rod into the filter funnel. Remember to pour slowly so that the water level stays
below the top of the filter paper.

glass rod Teaching notes

Perform a demonstration to show
how to use a glass rod to guide
the liquid into the filter funnel.

filter paper
keep the water level
Caution
below the top of the
filter paper pond water The pond water may contain harmful
substances. Wash your hands
thoroughly after the experiment.

4. Using a pair of forceps, take the filter paper out of the filter funnel and place it on a white
tile. Unfold the filter paper.

What do you see on the filter paper? Some solid impurities

5. Observe the filtered pond water collected in the beaker. Is it clear? Yes

(* The filtered pond water will be used again in Experiments 2.11 and 2.13.)

Can filtration remove all impurities? Let us perform Experiment 2.11

to study this.

117
2 Water

SPS: OB, PA, IF, CM

Experiment 2.11 e-aristo.hk/r/

Experiment video
isexptu2i11.e ev02s11

Examining the filtered pond water

Material and apparatus

watch glass 1 heat-proof mat 1 cover slip 1

dropper 1 gas lighter 1 microscope 1
Bunsen burner 1 beaker (250 cm ) 3
1 filtered pond water from Experiment 2.10
wire gauze 1 tongs 1 pair
tripod 1 slide 1

Procedure

Part A: Testing for the presence of soluble impurities in the filtered pond water
1. Set up the apparatus shown below. Use a dropper to add 10 drops of filtered pond water
obtained in Experiment 2.10 to a watch glass. Heat the watch glass over a steam bath
until all the filtered pond water evaporates.

filtered pond water

Wear safety goggles.
watch glass
beaker
water
Caution
wire gauze • Do not heat the watch glass directly.
tripod • Do not touch the hot watch glass with
Bunsen burner bare hands.
• Be careful of hot steam when
removing the watch glass.
• Wash your hands thoroughly after the
heat-proof mat experiment.

2. Use a pair of tongs to hold the watch glass and place it onto a heat-proof mat.

3. Draw what you see on the watch glass below.

Teaching notes
Ask students to label their drawings.

Drawing should show some solids

(i.e. salt).

Cont'd

steam bath 蒸汽浴

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Water
Part B: Observing the presence of microorganisms in the filtered pond water
4. Your teacher will prepare a slide of the filtered pond water.
Following your teacher’s instructions, observe the filtered
pond water with a microscope. Draw in the space on the
right what you observe through the microscope. Drawing should show some
microorganisms.

Discussion

Based on your observation, list the impurities that can be removed by filtration. Also, list the
impurities that cannot be removed by this method.

Impurities removed by filtration Impurities not removed by filtration

soluble impurities,
insoluble impurities
microorganisms

Filter paper has many tiny pores. Most insoluble impurities are
larger than the pores. Thus, these impurities cannot pass
through the pores and are trapped by the filter paper. They are
called residue (Fig. 2.26). The liquid that passes through the
filter paper is called filtrate.

Active learning
On the other hand, microorganisms and soluble impurities (e.g.
Animation
(Using filtration salt) are much smaller than the pores of the filter paper. Hence,
to purify water)
they pass through the filter paper.

insoluble impurities
Think about residue
filter funnel
filter paper
The pore size of commonly
used filter paper is about
0.011 mm. Which of the pore
following impurities can
pass through the filter
paper? B
A. Chalk dust
(0.015 mm in size) filtrate

B. Bacterium
(0.001 mm in size) filtrate

Fig. 2.26 Filtration of pond water using filter paper

residue 殘餘物 pore 孔

filtrate 濾液 bacterium 細菌
119
2 Water

Filtration can be used to remove insoluble impurities from water. It is

used in some household water filters for removing impurities from
tap water.

water filter

Teaching notes
Activated carbon is commonly used in household
water filters. Activated carbon particles, which are
highly porous and have very large surface to
volume ratios, are capable of adsorbing odorous
compounds. When the odorous compounds
penetrate into the pores, they are retained on the
inner-surfaces of the granular solid.

Fig. 2.27 Household water filter

Filtration can remove insoluble impurities from water. The

impurities which cannot pass through the filter paper and
remain on it are called residue . The liquid that
passes through the filter paper is called filtrate .

e-aristo.hk/r/
e-Checkpoint
2.6 iscpu2i06.e
cp02s6

1. Write ‘T’ for a true statement and ‘F’ for a false statement.
(a) Sedimentation cannot remove microorganisms from water. T

(b) In filtration, the impurities in water are collected as filtrate. F

residue
2. In daily life, we often use sedimentation or filtration to separate substances. In the
following cases, write the method for separating the substances.
(a) Pouring out the rice rinse-water (b) Removing food residues from
water at the kitchen sink

Sedimentation Filtration

120
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3. Distillation

Water
Do you remember the story in Activity 2.2? One of the people knew
how to turn sea water into fresh water. Sea water contains a lot
of dissolved salt and microorganisms. Do you know how to remove
them?

Sedimentation and filtration cannot remove soluble impurities and

microorganisms from water. In the following experiment, your
teacher will show you another water purification method­­­­
—
distillation. Let us see if soluble impurities and microorganisms can
be removed by this method.
SPS: OB, PA, IF

Experiment 2.12 Demonstration e-aristo.hk/r/

Experiment video
isexptu2i12.e ev02s12

Purifying sea water by distillation

Material and apparatus

beaker (250 cm3) 2 Bunsen burner 1 stopper 1 cover slip 1

stand and clamp 2 heat-proof mat 1 watch glass 1 rubber hose 2
thermometer 1 tripod 1 dropper 1 microscope 1
distillation flask 1 wire gauze 1 tongs 1 pair anti-bumping granules
condenser 1 gas lighter 1 slide 1 sea water

Procedure

Part A: Purifying sea water by distillation

Wear safety
1. Your teacher will purify sea water using the set-up shown below. goggles.

thermometer
distillation flask
rubber hose
Caution
• Do not touch the hot
apparatus.
X condenser • Wash your hands
thoroughly after the
experiment.

sea water
Y
Tip
anti-bumping Make sure to put the bulb
granule beaker
of the thermometer close
to the entrance of the
condenser.
rubber hose
Teaching notes Cont'd
Let students discuss the uses of anti-bumping
granules and condenser in Step 3. distillation 蒸餾法

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2 Water

2. Your teacher will heat the sea water until it boils. You can see steam passing through the
condenser. The steam condenses into water in the condenser and is then collected in a
beaker. The water collected in the beaker will be used again in Part B.

3. Discuss in groups and answer the following questions.

(a) What is the purpose of adding anti-bumping granules to the distillation flask?
It is used to prevent bumping of water and make the water boil more smoothly.

(b) What is the purpose of the condenser in the set-up?

It is used to cool down the steam so that the steam condenses into water.

(c) From which end (X or Y) does the tap water flow into the condenser? Y
Teaching notes
Water should be pumped into the
Part B: Examining the sea water purified by distillation condenser from below (i.e. from Y to X)
water collected in Step 2 so that the
4. Your teacher will transfer 10 drops of the (purified by distillation) condenser is fully
filled with water.
water collected in Step 2 to a watch glass and
The cooling effect
evaporate it to dryness using a steam bath. watch glass is thus
beaker
more
efficient.
Caution water
• Do not touch the hot watch glass with
bare hands. wire gauze
• Be careful of hot steam when tripod
removing the watch glass.
Bunsen burner

5. Observe the watch glass. Is there anything left

heat-proof mat
to be seen on the watch glass? No

6. Your teacher will prepare a slide of the water collected in Step 2. Following your
teacher’s instructions, observe it through a microscope.

What do you observe? The distilled water is very clear.

Discussion

Based on your observation, list the impurities that can be removed by distillation. Also, list
the impurities that cannot be removed by this method.

Impurities removed by distillation Impurities not removed by distillation

insoluble impurities,
soluble impurities, —­
microorganisms

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Water
Teaching notes In distillation, water boils and changes to steam. The steam then
In fact, distillation may not
remove all impurities. Some condenses back to water upon cooling in the condenser. The water
substances, such as collected is called distilled water. As illustrated in Fig. 2.28,
herbicides (除草劑) and
pesticides, have boiling distillation can remove the insoluble impurities, soluble impurities
points lower than 100 °C. and microorganisms in water.
They can vaporize below
100 °C and will therefore be
collected in the distilled
water. water out
1. When water boils to
steam, microorganisms
condenser
in water are killed by 2. The steam then condenses
the high temperature. back to water upon cooling.
Other impurities in
steam
water will be left sea 3. The water collected
behind. The steam is water
is called distilled
free of impurities and water.
microorganisms. water in

Fig. 2.28 The process of distillation

• The process of distillation can be summarized as follows:

boiling condensation

Impure Distilled
Steam
water water

connec t i o n 2.1
e-aristo.hk/r/ st02s1
isstemu2i01.e
Making a simple water purifier
Fiction and movies are full of stories of people lost at sea.
Actually, these stories happen in real life too. Humans cannot
survive on sea water. Drinking sea water will cause brain
damage and death. Clean fresh water is necessary for survival.

Imagine you are lost at sea. How can you turn sea water into
fresh water with some simple materials? Try to design and make
a simple water purifier in a project of your own design.

distillation 蒸餾法
distilled water 蒸餾水
123
2 Water

e-aristo.hk/r/
e-Checkpoint
2.7 iscpu2i07.e
cp02s7

1. Complete the table below to compare different water purification methods. Put a ‘ ’ in
the box if the impurities can be removed, and a ‘ ’ if not.

Sedimentation Filtration Distillation

Heavy insoluble impurities

(e.g. mud and sand)

Insoluble impurities
supending in water

Soluble impurities

Microorganisms

2. Leo tries to use the set-up shown on the right glass rod
to remove red food colouring from a beaker of
water. water with red food
colouring added
(a) Name the water purification method Leo filter funnel
filter paper
is using.
Filtration
beaker
(b) Leo has quickly found that food colouring
cannot be removed from water with this
purification method. Explain why.
The food colouring passes through the pores on the filter paper.

(c) Which purification method can remove food colouring from water?
Distillation

5-minute Quiz
(Quiz 4: Impurities in water and water purification)

Further treatment of
drinking water
Section objective
Students should be able to
A Methods to kill microorganisms in water
state some methods to kill
microorganisms in water In this section, let us learn some other methods used to kill
including the use of chlorine,
ozone or ultraviolet light. microorganisms in water in addition to distillation.

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Water
1. Chlorination

We can kill the microorganisms in water by adding chlorine to it.

Chlorine can kill most microorganisms in water. This process is
called chlorination. Chlorination is used in many water treatment
plants and some swimming pools to kill the microorganisms
in water.

However, chlorine is toxic and has an irritating smell. If too much

chlorine is added to water in swimming pools, it may irritate our
skin and eyes. Therefore, it is important to add the appropriate
amount of chlorine to water to kill microorganisms.

SPS: OB

Experiment 2.13 Demonstration e-aristo.hk/r/

Experiment video
isexptu2i13.e ev02s13

Effect of chlorine on microorganisms in water

Material and apparatus

video imaging device 1 dropper 1

projector or TV 1 microscope 1
slide 1 filtered pond water from Experiment 2.10
cover slip 1 diluted chlorine bleach

Procedure

1. Your teacher will connect a video imaging device to a microscope and a projector.

2. Your teacher will then place one drop of filtered pond water on a slide and mount the
slide under the microscope.

3. Look at the screen of the projector. What do you observe?

Some microorganisms are moving in the water.

Caution
• Chlorine bleach is
4. When your teacher adds a drop of chlorine bleach to the corrosive. Wear
slide of the filtered pond water, what do you observe? protective gloves
when handling it.
There are still some microorganisms but they do not move. • Wash your hands
thoroughly after the
experiment.

chlorine 氯
chlorination 加氯消毒法
125
2 Water

2. Adding ozone

Besides chlorine, ozone is also widely used to kill microorganisms

in water. It is often used to sterilize the water in swimming pools.
Ozone is also used in some water treatment works for killing
microorganisms in water.

Fig. 2.29 Ozone is used together with Fig. 2.30 Ozone is added to sterilize
chlorine to sterilize water in the Kowloon natural water at the Ngau Tam Mei Water
Park Swimming Pool. Treatment Works.

Although ozone is more expensive than chlorine, it has the following

advantages over chlorine for water treatment:

• Unlike chlorine, ozone does not have an irritating smell.

• Ozone is more effective than chlorine in killing microorganisms.

However, it is very important to control the amount of ozone added

to water. Inhaling ozone can cause headache and vomiting.

3. Using ultraviolet light

Ultraviolet light can kill microorganisms present in water. It is

commonly used in portable water purifiers, drinking fountains and
aquariums.

ultraviolet light Fig. 2.31 Ultraviolet light built into a

portable water purifier

ozone 臭氧 sterilize 消毒
ultraviolet light 紫外光 Ngau Tam Mei Water Treatment Works 牛潭尾濾水廠
126 inhale 吸入
 2
Section objective
Students should be aware of

Water
the importance of the addition B Fluoridation
of fluoride to drinking water in
preventing tooth decay.
Do you know that fluoride can help prevent tooth decay? It is a
common ingredient in toothpastes. In some water treatment plants
around the world, fluoride is added to drinking water to help
prevent tooth decay. This process is called fluoridation.

Fig. 2.32 Toothpaste with

fluoride added
• We can kill the microorganisms in water by adding
chlorine . Microorganisms can also be killed by
using ozone and ultraviolet light .
• Adding fluoride to water can help prevent tooth decay. This
process is called fluoridation .

e-aristo.hk/r/
e-Checkpoint
2.8 iscpu2i08.e
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Write ‘T’ for a true statement and ‘F’ for a false statement.
(a) Ultraviolet light can be used to help prevent tooth decay. F
kill microorganisms in water
(b) Fluoridation can kill the microorganisms in water. F
be used to help prevent tooth decay

Section Quiz 2.3–2.4

NSE curriculum
objective
Section objective Students should be
Students should be able to The water treatment able to recognize

EXTENSION
recognize the sedimentation the sources of
and filtration processes in a process in Hong Kong drinking water in
water treatment plant. [E] Hong Kong.

In Hong Kong, about 70% to 80% of the fresh water we use comes
from Dongjiang water. The remaining 20% to 30% comes from
rainwater collected in reservoirs. The water from both of these
sources is treated in water treatment works before it is supplied to
the public. NSE Worksheets
(2.1 Sources of drinking water)

Fig. 2.33 The Dongjiang water is transported from

the Dongjiang to Hong Kong by these water pipes.

fluoride 氟化物 ingredient 成分

fluoridation 加氟處理 Dongjiang water 東江水
127
2 Water
Teaching notes
According to the Department
The water treatment process in Hong Kong involves sedimentation
of Health and the WHO,
water fluoridation is a safe and filtration that we have discussed earlier, but the scale is much
public health policy to help
larger.
prevent tooth decay. In Hong
Kong, the level of fluoride in
drinking water is 0.5 mg per
Fig. 2.34 summarizes the key steps in water treatment:
litre, which is far below the
WHO’s guideline value
1 Water (Dongjiang water and rainwater) is first filtered through
(1.5 mg per litre). screens to remove large objects (e.g. fish, leaves and rubbish).
However, there is much
controversy over the water
2 Alum is added to the water and mixed in a rapid mixing chamber.
fluoridation. In some This makes the insoluble impurities in water stick together. The
EXTENSION

countries (e.g. Germany,

Sweden), fluoride is not water then passes into a sedimentation tank, where insoluble
added to water. More details impurities sink. The sediment is collected and removed.
can be found at:
e-aristo.hk/r/isteu2i02.e 3 After sedimentation, the water is filtered through layers of sands and
gravel in a filtration tank. Small and suspended insoluble impurities
that remain are thus removed.
Active learning
Useful website 4 Chlorine is added to kill microorganisms.
(Water treatment
process) 5 Fluoride is added to water to help prevent tooth decay.
2

alum

1 rapid mixing chamber sedimentation 3

tank
screens filtration tank

layers of
water fine sands
(Dongjiang water sediment
and gravel
and rainwater)
sludge

sludge
disposal

5 4
fluoride chlorine

pumping
clean water
station
public use chamber

Teaching notes
Details about the water
treatment process in Hong
Kong can be found at:
e-aristo.hk/r/isteu2i03.e
Fig. 2.34 The water treatment process in Hong Kong

sludge 污泥

128
 2

Water
The water treatment process in Hong Kong involves
sedimentation, filtration , adding chlorine

to kill microorganisms and adding fluroide to

prevent tooth decay.
5-minute Quiz
(Quiz 5: Further treatment of water;
Water treatment process in Hong Kong)

connec t i o n 2.2 st02s2

EXTENSION
e-aristo.hk/r/
isstemu2i02.e
Making a water treatment works model
Form into groups of three or four students. Design and
make a water treatment works model. Your model should
meet the following requirements:

• it can remove impurities including insoluble impurities, soluble impurities and

microorganisms;

• it can provide at least one litre of purified water in 10 minutes.

NSE curriculum objectives

Students should be able to
• recognize the negative
impact of water shortage
Water conservation and
on society, economy and
environment.
pollution
• understand the
importance of protecting
water resources to the A Limited fresh water supply
sustainable development
of Hong Kong and China.
Although water covers about 70% of the Earth’s surface, most of
it is sea water and only about 3% is fresh water. Most of the fresh
Section objective water is trapped deep underground or frozen in ice sheets and
Students should be able to
glaciers. Only about 0.4% of the fresh water on Earth is in rivers
recognize the importance of
water conservation. and lakes.
most of it is trapped deep underground
or frozen in ice sheets & glaciers
sea water 97%

fresh water 3% fresh water

0.4% of the fresh water can

Fig. 2.35 Distribution of water on Earth be made available for use
ice sheet 冰原
glacier 冰川
129
2 Water

Fresh water is a precious resource. As the world population grows,

there is an increasing need for fresh water. Can our supplies of fresh
water meet our needs?

SPS: IF

Activity 2.3
Teaching notes
Many people in developing countries lack
Analysing the world’s fresh water supply fresh water. They may need to walk a long
way to far away places to get water.
Look at the information below and discuss the questions that follow.

Data file 1
The world’s fresh water supply in 2000 and 2050
2000 2050 (predicted)
World population: 6 billion World population: 9 billion

world population world population

with enough fresh with enough fresh
38% water supply 30% water supply

62% 70%

world population world population

without enough fresh without enough fresh
water supply water supply

Data file 2

Regions of the world facing water shortage in 2000 and 2050

2000 2050 (predicted)

North North
America Europe America Europe

Asia Asia
Africa Africa
South South
America America
Australia Australia

Water shortage level

No Low Medium Severe

(Source: OECD Environmental Outlook to 2050)

Cont'd
precious 珍貴的

130
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Water
1. From the data files on the previous page, what is the future of the world’s fresh water
supply?
Population without enough fresh water supply will increase.

2. Suggest a cause of this problem.

Population increases. / More water is used in industry and agriculture.

3. How many people will not have enough fresh water in 2050?
9 billion × 70% = 6.3 billion

4. With the aid of a world map, find out which countries will face severe water shortage by
2050. Teaching notes
North America: Mexico; South America: Chile; Europe: Spain, Apart from the atlas, online tools such
Portugal; Africa: Morocco, Tunisia (突尼西亞), South Africa; as Google map can also be used.
Middle East countries; Asia: India, China
5. Do you think it is necessary to conserve water now? Explain your answer.
Yes, because a great amount of fresh water is needed to meet our demand in the future.

NSE Worksheets In many parts of the world, fresh water supplies cannot meet our
(2.2 What if we run out of water?)
needs. Population growth will make the situation worse. It is
important that we must use water wisely and not waste it.

Section objective B Conservation of water

Students should be able to
recognize the ways to
conserve water.
As water resources are limited, we need to conserve water in
daily life. Do you know how much water your family uses each day?
Let us find out in the following activity.

Activity 2.4

Daily water consumption of your family

Bring your family’s recent water bill
to school. Study the bill carefully and
answer the questions on the next
page.

Cont'd

131
2 Water

1. The bill shows the average daily water consumption for your family. Record this data in
litres (Answers may vary.) (1 m 3 = 1000 L).

2. Calculate the average daily water consumption per person in your family. Give your answer
in litres.
(Answers may vary.)

3. Which classmate’s family in your group uses the least water daily? Discuss ideas of how
to conserve water at home.

4. Discuss with your family how to conserve water at home. Prepare a water conservation
plan for four months. After four months, calculate the average daily amount of water per
person saved each day.

Some ways to conserve water at home are shown below.

Take a short shower instead of Run the washing machine only

a bath or a long shower. when you have a full load.

Some
ways to
conserve
Turn off the tap instead of letting the
water Wash dishes in a basin rather
water run while you brush your teeth. than under running water.

Save water used to wash fruit Repair any dripping taps as Use water saving devices such
and vegetables for watering soon as possible. as a washing machine with the
your plants. Grade 1 efficiency label.

Fig. 2.36 Some ways to conserve water at home

132
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Water
Teaching notes Learn more
The Water Efficiency Labelling
Scheme (WELS) is a water
Water Efficiency Labelling Scheme
conservation initiative of the
HKSAR Government. Details This scheme aims to help consumers choose products such as washing machines
can be found at: and showerheads that use water more efficiently. The water efficiencies of the
e-aristo.hk/r/isteu2i04.e products are classified into four grades. Grade 1 is the most water efficient
(i.e. the most water saving).

Water droplets:
the fewer droplets,
the more water
efficient

 Water efficiency labels

NSE Worksheets
(2.3 How to cope with the Water is a precious resource. We should conserve it.
shortage of water resources?)

connec t i o n 2.3 e-aristo.hk/r/ st02s3

isstemu2i03.e

Making a water-saving device

A flow controller for a water tap is an example of a
water-saving device. It saves water used in hand basins flow controller
and kitchen sinks without affecting water pressure.
Now let us design and make a flow controller for a
kitchen or bathroom water tap.

e-aristo.hk/r/
e-Checkpoint
2.9 iscpu2i09.e
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Write ‘T’ for a true statement and ‘F’ for a false statement.
(a) Only a small amount of Earth’s water is fresh water. T

(b) In some countries, the fresh water supply cannot meet our needs. T

133
2 Water

Section objectives
Students should be able to C Water pollution and its control
• state some causes of
water pollution and 1. Common causes of water pollution
methods to control water
pollution.
• be aware of our Human activities produce various kinds of pollutants. If pollutants
responsibility to minimize are discharged directly into rivers, lakes or seas, they may cause
water pollution.
water pollution. Look at the following main sources of water
Prior knowledge pollution. Where do the pollutants come from? What harmful
In primary level, students effects do they cause?
have learned some sources
of water pollution.

Discharging waste water directly

A lot of waste water is produced from homes, restaurants,

farms and factories. The waste water from different sources
contains different pollutants. waste water

Sources of waste water Pollutants produced

homes detergents, food and human waste

restaurants detergents, food waste, cooking oil

farms animal waste, pesticides, fertilizers

factories toxic chemicals such as heavy metals

Fig. 2.37 A lot of waste water is produced from homes, restaurants, farms and factories.

Harmful effects

• Human waste, animal waste, detergents and fertilizers promote the growth of
algae. If algae grow rapidly in a short period of time, they use up the oxygen
in water. Fish and other aquatic life may die due to suffocation.
• Pesticides and toxic chemicals cause harmful effects to nearly all life forms.

pollutant 污染物 detergent 清潔劑 toxic chemical 有毒化學品 suffocation 窒息

water pollution 水質污染 pesticide 殺蟲劑 heavy metal 重金屬
134 fertilizer 肥料 aquatic life 水中生物
 2

Water
Littering and dumping of solid waste

Some people pollute the environment directly. They

throw solid waste, such as plastic bags and bottles,
fishing nets, along beaches and in rivers and seas.

Harmful effects

• Solid waste can be hazardous to animals. For

example, sea lions and sea turtles may get trapped
in fishing nets. Fish may mistake plastic for food.

solid waste

Fig. 2.38 A sea lion is trapped Fig. 2.39 A fish has mistaken
in fishing nets. plastic for food.

Water pollution
Oil spill accidents

Oil from accidental spills of oil tanker ships causes

serious pollution.

Harmful effects

• Oil floats on water and prevents oxygen from

dissolving into the sea water. Fish die from lack of
oil spills oxygen.

• Sea birds cannot fly when their feathers are

covered with oil. They also cannot use their
feathers to keep warm and may die of cold.

Fig. 2.40 A sea bird covered

with oil

135
2 Water

Prior knowledge 2. Controls of water pollution

In primary level, students
have learned some ways to As responsible citizens, we must make the effort to reduce water
conserve water and protect
the environment. pollution. Below are five effective actions we can take.

Use only the needed amount Dispose of chemical waste

of detergent for washing. properly in laboratories.

Don't pour food residue

into the toilet.

Take part in a beach clean-up

campaign.

Do not throw rubbish into Do not dispose of solid waste

seas and onto beaches. in toilets or street drains.

Fig. 2.41 Some ways to help reduce water pollution

The Hong Kong Government has also taken practical and legal
Active learning
measures to reduce water pollution. For example, laws have been
Useful website
(Measures taken by the set up to restrict the discharge of untreated waste water from
Hong Kong Government)
restaurants, farms and factories.

Water pollution is caused mainly by discharging , littering

and oil spills. We each have a responsibility to reduce water
pollution, and take necessary actions.

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Water
e-aristo.hk/r/
e-Checkpoint
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cp02s10

In the space below, construct a concept map to show the relationship between the causes
and harmful effects of water pollution on human health and the environment.

Fish die due to lack of oxygen Cause harm to aquatic life

algae grow pesticides and toxic

chemicals
harmful effects
Discharging waste
water directly

water pollution

Littering and dumping Oil spill accidents

of solid waste
harmful effects
harmful effects
Sea birds cannot fly
hazardous to if their feathers are
animals covered with oil
(Answers may vary.)

Design a poster to arouse public awareness of water pollution

Plastic has been regarded as one of the great inventions of

the 20th century. It is widely used in daily life. However, due
to increasing use of plastic and improper handling of used
plastics over years, our environment has been damaged and
plastic waste is also a source of water pollution.

Design a poster to arouse public awareness of the effects of plastic waste on the marine
environment. Your poster should include the following:

• harmful effects of plastic waste;

• practical actions to reduce the problem.

137
2 Water

D The importance of treating waste water

Activity 2.5

Harbour Area Treatment Scheme (HATS)

Read the newspaper clipping below.
EXTENSION

1 October 2016

Hong Kong swimmers race across Victoria Harbour

The cross-harbour swimming race will be
held on this month. This year marks the
6th year of the race since its resumption
in 2011.

Hong Kong’s first cross-harbour swimming

race took place in 1906. The event
continued for over 70 years, until it was
suspended in 1979 due to serious water
pollution.

Over the years, the Environmental Protection Department (EPD) had received a
number of requests from the public to resume the event. However, those requests
were turned down as the harbour water quality was not acceptable. During the
1990s, the Harbour Area Treatment Scheme (HATS) run by the Drainage Services
Department (DSD) brought new hope to the event. With the implementation of HATS,
the harbour water quality has improved. Eventually, the event was resumed in 2011.

(Source: Summary of various newspaper reports)

Discuss the following questions with your classmates.

1. Why was the cross-harbour swimming race suspended in 1979? 1. Due to serious water pollution
2. What improvements in water quality have been achieved by HATS?
Enter the code on our website to view the information about the HATS. ac02s1
2. The levels of key pollutants and disease-causing microorganisms in the harbour area e-aristo.hk/r/
waters have generally decreased. People are allowed to swim in Victoria Harbour. isactu2i01.e

cross-harbour swimming race 渡海泳 Drainage Services Department 渠務署

Environmental Protection Department 環境保護署
138 Harbour Area Treatment Scheme 淨化海港計劃
 2

Water
1. Waste water treatment in Hong Kong

In Hong Kong, about 2.9 million cubic metres of waste water are
produced every day. Before discharging into the seas and rivers, the
waste water has to be treated to reduce water pollution. The Drainage
Services Department (DSD) is responsible for the treatment of
waste water.

Today, the DSD operates over 200 sewage treatment facilities

EXTENSION
including 67 sewage treatment plants. In each of these plants,
sewage is treated to remove the harmful substances it contains.

Harmful chemical wastes from factories are collected and sent to

Chemical Waste Treatment Centre (CWTC) for treatment. Chemical
wastes from school laboratories are also treated in CWTC.

Fig. 2.42 Tsing Yi Chemical Waste Treatment Centre

Learn more
Reclaimed water
In Hong Kong, there are
2. Harbour Area Treatment Scheme (HATS)
eight sewage treatment
works equipped with water To improve the water quality of Victoria Harbour, the Hong Kong
reclamation facilities.
Reclaimed water is highly Government introduced the Harbour Area Treatment Scheme (HATS)
treated waste water that is in 1990s. Since the implementation of HATS, the water quality of the
safe for use. At present,
the DSD have generated Victoria Harbour has improved. The overall E. coli level in the
over 1000 m3 of reclaimed
harbour has reduced significantly.
water daily for plant
cleaning, garden irrigation,
toilet flushing and rearing
fish in parks.

Before it is discharged into the seas and rivers, waste water must
be treated to remove harmful substances and prevent water
pollution.
5-minute Quiz
Section Quiz 2.5–2.6
(Quiz 6: Water conservation and pollution)

sewage treatment plant 污水處理廠

Chemical Waste Treatment Centre 化學廢物處理中心
water reclamation 再造水 139
 Creativity is thinking up new things.
Innovation is doing new things.

Hong Kong students have successfully investigated how to remove lead in water

24 July 2015

Lead found in drinking water in some cities in China

When you read the above news headlines, have you ever thought of lending a helping hand? A
team of students from St. Paul’s Co-educational College were inspired by a news like the one
above and would like to find a solution to the problem.

Lead is a toxic heavy metal. Lead in water cannot be removed by boiling or filtration. It has to
be purified by distillation. However, distillation is so expensive that it cannot be used to supply
a community with purified water. How did the team find a possible solution?

The team said they found a research paper which suggested

coriander has the capability to remove lead from water.
They were curious and conducted an investigation of this
approach. After they had carried out many experiments over
four months, they collected evidence for supporting their
ideas. The result of their investigation project showed that in
10 L of water, approximately 300 g of coriander (cost about
$10) can remove 70% of lead from the water in an hour.
coriander

The team named their investigation project ‘Lead It Go!’.

They hoped their study would provide mainland people
with a cheap and efficient way to remove lead from water.
‘Lead It Go!’ won the champion in the Hong Kong Student
Science Project Competition for 2015.

 The team were awarded the champion

in the Junior Division of the Hong Kong
Student Science Project Competition 2015.

lead 鉛
coriander 芫荽
140
 2

Water
Concept map Padlet e-Concept Map (U2)

this cycle is called

water cycle

evaporates
condenses gather to
into
to form form fall as
rain, snow
Water water vapour water droplets clouds
or hail

factors affecting the rate

of evaporation

E • temperature
• humidity
• airflow
• surface area exposed

can be used as a from Nature contains is a

solvent insoluble and soluble precious

impurities, and resource
can dissolve
microorganisms
may be polluted
due to
methods to purify
solute water include human
activities
to form a • sedimentation
reduce water
• filtration
pollution by
solution • distillation
conserving
factors affecting the
water
rate of dissolving
further treatments

• stirring
• temperature of
• chlorination
solvent
• surface area of solute • adding ozone kill microorganisms
• ultraviolet light
the limited amount of solute • fluoridation (prevent tooth decay)
which can dissolve is called

E solubility

changes with

E temperature

141
2 Water

Unit summa
summary
ry
2.1 The water cycle
1. Water can exist in three physical states: solid (ice), liquid (water) or gas (water vapour or steam).

2. The process of the change in states of water is summarized below.

boiling/
melting evaporation (at any temperature)
steam or
ice water
water vapour
freezing condensation

3. Water absorbs or releases energy when it changes its state.

4. The water cycle keeps the total water on Earth constant. The water cycle involves the following
processes.

Water evaporates to become water vapour.

Then, it is carried upwards by warm air.

Water in seas, rivers, Water vapour cools

etc. absorbs energy Water cycle and condenses,
from the Sun. forming clouds.

Water droplets fall from clouds

as rain, snow or hail.

E 5. The rate of evaporation increases when

• the temperature is higher.
• the humidity is lower.
• there is more airflow.
• the surface area exposed is larger.

2.2 Dissolving
6. A solute dissolves in a solvent to form a solution.

7. Water is called the universal solvent because it can dissolve many different substances. However,
there are some substances that water cannot dissolve.

8. The rate of dissolving increases when

• the solution is stirred.
• the temperature of the solvent is higher.
• the surface area of the solute is larger.

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 2

Water
E 9. Solubility is the limited amount of a solute which can dissolve in a given amount of solvent.

E 10. Different substances have different solubilities in water.

E 11. The solubility of a substance in water changes with temperature.

2.3 Water purification

12. Natural water contains many different kinds of impurities. The process of removing them from water
is called water purification.

13. The impurities in natural water include insoluble impurities, soluble impurities and microorganisms.

14. Common water purification methods include sedimentation, filtration and distillation. They can
remove different impurities from water:

Sedimentation Filtration Distillation

Heavy insoluble impurities

(e.g. mud and sand)

Insoluble impurities suspending in

water

Soluble impurities

Microorganisms

15. In sedimentation, the heavy insoluble impurities sink to the bottom of the container and form a layer
of sediment.

16. In filtration, the insoluble impurities cannot pass through the filter paper and remain on it are called
residue. The liquid that passes through the filter paper is called filtrate.

17. In distillation, water is first heated to steam, which then condenses back to water. The condensed
water collected is called distilled water.

2.4 Further treatment of drinking water

18. Adding chlorine to kill microorganisms in water is called chlorination. Chlorine can kill most
microorganisms in water.

19. Microorganisms can also be killed by adding ozone and using ultraviolet light.

20. Adding fluoride to water can help prevent tooth decay. This process is called fluoridation.

143
2 Water

E 2.5 The water treatment process in Hong Kong

21. The steps of the water treatment process include:

Large objects are removed by filtration through screens.

Alum is added to water.

Some insoluble impurities are removed by sedimentation.

Remaining insoluble impurities are removed by filtration.

Chlorine is added to kill microorganisms.

Fluoride are added to help prevent tooth decay.

2.6 Water conservation and pollution

22. Water is a precious resource. We should conserve it.

23. Water pollution is caused mainly by discharging waste water directly, littering and oil spills. We
have a responsibility to reduce water pollution, and take necessary actions.

E 24. Before it is discharged into the seas and rivers, waste water must be treated to remove harmful

substances and prevent water pollution.

144
 2

Water
Key terms e-aristo.hk/r/
isedict.e
e-Dictionary
di02

boiling (沸騰) p.83 Amoeba (變形蟲) p.112

boiling point (沸點) p.83 distillation (蒸餾法) p.123
condensation (凝結) p.84 distilled water (蒸餾水) p.123
evaporation (蒸發) p.83 E. coli (大腸桿菌) p.112
freezing (凝固) p.82 filter column (過濾柱) p.115
freezing point (凝固點) p.82 filter paper (濾紙) p.115
gas (氣體) p.79 filtrate (濾液) p.119
liquid (液體) p.79 filtration (過濾法) p.115
melting (熔化) p.82 impurity (雜質) p.111
melting point (熔點) p.82 microorganism (微生物) p.111
physical state (物態) p.79 residue (殘餘物) p.119
E rate of evaporation (蒸發速率) p.90 sediment (沉積物) p.114
solid (固體) p.79 sedimentation (沉積法) p.112
water cycle (水循環) p.85

chlorination (加氯消毒法) p.125

dissolve (溶解) p.96 chlorine (氯) p.125

insoluble (不可溶) p.97 fluoridation (加氟處理) p.127

rate of dissolving (溶解速率) p.98 fluoride (氟化物) p.127

E solubility (溶解度) p.104 ozone (臭氧) p.126

soluble (可溶) p.96 ultraviolet light (紫外光) p.126

solute (溶質) p.96

solution (溶液) p.96
solvent (溶劑) p.96
universal solvent (通用溶劑) p.96
pollutant (污染物) p.134
water pollution (水質污染) p.134

145
2 Water

Unit exercise Unit Test (U2) Online Test (U2)

A. True or false (1 mark each)

Write ‘T’ for a true statement and ‘F’ for a false statement.

1. Water can evaporate at any temperature. T

2. Water can dissolve every substance.

(Some substances such as oil cannot dissolve in water.) F

3. Filtration can remove soluble impurities from water. (Filtration can remove only insoluble F
impurities.)
4. The fresh water we use in Hong Kong mainly comes from Dongjiang water. T

E 5. Chemical wastes from school laboratories are treated in Chemical Waste Treatment Centre. T

B. Multiple-choice (1 mark each)

Choose the correct answer for each question. E 3. Two containers of different shapes, X and Y,
are put near the window. At the beginning,
1. In which of the following processes does they have the same amount of water. After a
water vapour change to water? few hours, container X has less water than
A. Melting container Y.
B. Freezing
C. Evaporation At the beginning,
D. Condensation D

2. A beaker of water is heated. The following

graph shows how the temperature of the
water changes with time. X Y
Temperature (°C)
After a few hours,
120 R S
100
80
60
40
20
0 Time (min)
1 2 3 4 5 6 7 8 9 10 X Y

Which of the following best explains why Which of the following statements is correct?
the graph is flat at region RS? A. The water in both containers evaporates
A. The boiling point of water always stays at the same rate.
at 100 °C. B. The water in X evaporates faster than
B. Water is boiling and its temperature that in Y.
remains unchanged. C. The water in Y evaporates faster than
C. Water is continuously heated and its that in X.
temperature remains unchanged. D. Evaporation is not affected by the
D. Water is releasing energy and its surface area exposed. B
temperature remains unchanged. B

146
 2

Water
4. Maria designed an experiment using salt 6. Which method below can be used to obtain
and water. The results of her experiment are fresh water from sea water?
shown in the table. A. Sedimentation
Amount Was B. Filtration
Water Water C. Distillation
of salt mixture
volume temperature D. Chlorination
dissolved stirred? C
15 grams 50 mL 25 ºC Yes
7. Which methods below can be used to kill
30 grams 100 mL 25 ºC Yes
the microorganisms in water?
45 grams 150 mL 25 ºC Yes
A. Chlorination and fluoridation
60 grams 200 mL 25 ºC Yes
B. Chlorination and distillation
C. Distillation and filtration
What was Maria studying in her experiment?
D. Filtration and fluoridation B
A. How much salt will dissolve in different
volumes of water.
8. The steps involved in the water treatment
B. How much salt will dissolve at different
process in Hong Kong are listed below.
temperatures.
C. If stirring increases how fast salt will (1) Chlorination
dissolve. (2) Filtration
D. If stirring decreases how fast salt will (3) Fluoridation
dissolve. (4) Sedimentation
A
Which of the following shows the correct
(TIMSS 2011)
sequence of steps in the water treatment
process?
E 5. The graph below shows the solubility of
table salt at different temperatures. Which of A. (2)  (4)  (1)  (3)
the following statements can you infer from B. (2)  (4)  (3)  (1)
the graph? C. (4)  (2)  (3)  (1)
D. (4)  (2)  (1)  (3) D
100
80
Solubility 60
(g/100 g
of water) 40
20

0 10 20 30 40 50 60 70 80 90
Temperature (°C)

A.
Table salt dissolves faster at higher
temperatures.
B. Table salt dissolves slower at higher
temperatures.
C. At 70 °C, 50 g of table salt dissolves in
100 g of water.
D. The maximum amount of table salt that
can dissolve changes with temperature.
D

147
2 Water

C. Questions (8 marks)

1. The following diagram shows the water cycle.

(a) Name processes A and B. (2 marks)

A: Evaporation (1m) B: Condensation (1m)

(b) The water cycle is powered by energy. Where does the energy come from? (1 mark)

The Sun (1m)

(c) Sea water contains a lot of salt and is salty. Why is rainwater that comes from sea water not
salty? (2 marks)

Soluble impurities (e.g. salt) are removed in evaporation. (2m)

2. Study the design of a water purifier shown below.

take the water purifier out place it on a damp
unfold the water purifier
of the protective cover surface in sunlight

protective cover
the liquid
collected

water
purifier about 30 cm
damp surface

(a) Name this method of water purification. (1 mark)

Distillation (1m)

(b) What is the liquid obtained from this method called? (1 mark)
Distilled water (1m)

(c) State ONE advantage of this design. (1 mark)

It can be folded and conveniently carried around. (1m)

Score: /21
damp 潮濕的

148