Particle Nature of Matter

Particle Nature of Matter
A Critical Content in Grade 8 Science
Presenter:
Jerson P. Alo, MAED, MeD Science (TCNHS)
House Rules
Distribution of Handouts
Distribution of Activity Kits
Critical Content in Grade 8 Science: Particle Nature of Matter

Important note:
Cover your work area

with scratch papers.

Check your kit!
 2 PET bottles (uncut)  2 empty white containers
 1 PET bottle (cut)  1 screw cap vial
 2 paper clips  1 ¼ tsp measuring spoon
 1 wash bottle  1 stone
 4 vials (w/o cap)  1 syringe
 1 vial of food coloring  1 spatula
 1 vial of sugar  2 droppers
 1 container of sugar  2 pails (pink & green)
(black)  plastic balloon
 1 container vinegar
(black)

Learning Competencies:
• Describe the properties of solids, liquids,
and gases based on the particle nature of
matter.
• Explain physical changes in terms of the

arrangement and motion of atoms and
molecules.

Overview:
Review Activity 1
Content properties of
4 key aspects of the matter
particle nature of matter
phase change
Activity 2
Activity 3
Summary Activity 4
Activity 5
DLP Writing

E-mail address:
jersonalo34@gmail.com

PREREQUISITE CONCEPTS (REVIEW)
Review of the Prerequisite Concepts:
occupies space
mass
MATTER vs non-matter
phase change
solid vs liquid vs gas mixtures

heterogeneous
shape and volume homogeneous
compressibility
ease of flow

occupies space
mass
phase change

heterogeneous
compressibility
ease of flow

ACTIVITY 1: Which is matter, which is not?
Objectives:
After performing this activity, you should be able to:
 Describe common properties of matter; and
 Distinguish matter from non-matter;
Materials needed per group:

 1 teaspoon of salt (or sugar) in vial
 ½ cup of tap water
 1 piece of stone or small rock
 1 piece of plastic balloon made up of plastic bag
 1 piece of ball pen
 1 piece of platform balance or weighing scale
 2 pieces of plastic containers (white film containers)
Procedure:
1. Among the materials displayed in front of you, which
do you think is classified as matter? Put a check under
the appropriate column in Table 1. You may make a
table similar to the one below. With your group mates,
discuss the reason to explain your answer for each
sample. Write your answer in the last column.


Procedure:
2. If your group cannot agree on a common answer, you may
put a check mark under “not sure” and write all the reasons
given by the members of your group.
Q1. What similarities do you observe among the first five given
samples? Write these common characteristics.
Q2. Does each sample have a measurable mass? Prove your

answer by demonstrating how you measure the mass of each
sample. Record the mass you got for each sample.
Q3. Do you think that each sample occupies space? Write the
reason (s) for your answer.

Matter
is anything that has:
- mass and; a measure of the amount
- volume. of matter the object has.
a measure of the space

occupied by an object.
Examples:
salt (or sugar) ball pen
water
stone
air inside a ball

Q4. How about smoke? Does it have a mass? Does it

occupy space? Explain your answer.
Q5. Do you think that heat and light have mass? Do they
occupy space? Explain your answer.

Matter
is any substance that has:
- mass and; a measure of the amount
- volume. of matter the object has.
a measure of the space

occupied by an object.
Examples:
salt ball pen
water  smoke
stone heat
air inside a ball light

ACTIVITY 1: Which is matter, which is not?
Objectives:
After performing this activity, you should be able to:
 Describe common properties of matter; and
 Distinguish matter from non-matter;

Important note:
Wipe the white film container

(used for measuring the sugar)
with tissue paper before
returning it inside the pink
pail.

occupies space
mass
phase change

heterogeneous
compressibility
ease of flow

solid liquid gas
has fixed has fixed takes the
shape & volume volume and volume and volume and
shape takes the shape of the
shape of the container
container
cannot be cannot be can be
compressibility compressed compressed compressed
easily easily easily
ease of flow does not flow flows easily flows easily

occupies space
mass
phase change

heterogeneous
compressibility
ease of flow

Phase Change
a change from one state to another without
changing the chemical composition of a substance.
sublimation gas
deposition
liquid
solid

occupies space
mass
phase change

heterogeneous
compressibility
ease of flow

Mixture
made up of two or more different substances.
Homogenous Mixture
a mixture wherein the component
substances are indistinguishable from
each other.
Heterogeneous Mixture
a mixture wherein the component
substances can be distinguished from
each other.

IMPORTANT ASPECTS (CONTENT)
Important Aspects of the Particle
Nature of Matter:
I. Matter is composed of tiny particles.
II. The particles have spaces between them.
III. The particles are moving all the time.
IV. The particles of matter attract each other.

I. Matter is composed of tiny particles
Activity 2: What is matter made of?
Objective:
After performing this activity, you should be able to infer
that matter is made up of numerous tiny particles.

• Food coloring solution in glass bottle
• ¼ cup of water
• 4 pieces of vials with 5 mL and 10 mL mark
• 1 piece of dropper

Procedure:
1. Label the vials as A, B, C and D using the provided
masking tape.
2. Pour 10 mL of tap water into vial A and 5 mL of tap
water into vials B, C, and D.
3. Add a drop of the food coloring solution in vial A.
Q1. What is the color of the food coloring solution

used? What is the color of the resulting solution?
4. Transfer 5 mL of the resulting solution in vial A into vial B.
5. Transfer 5 mL of the resulting solution in vial B into vial C.
6. Transfer 5 mL of the resulting solution in vial C into vial D.

Q2. What can you observe about the color of the solutions in
vials B, C and D? Based on your observation, is the food
coloring still present in the solution contained in vial D?
Explain your answer.
Q3. With your group mates, discuss and give your reasons
behind the observation in Q2.

Activity 2: What is matter made of?
Objective:
that matter is made up of numerous tiny particles.

A particle can be an/a:
Atom
– from the Greek word "atomos"
meaning indivisible.
– smallest particle of an element that
has all the properties of the element.
– measured in angstrom (1 A = 1/10
million mm)
– can be viewed using a scanning
tunneling microscope (STM)
Molecule
consists of two or more atoms combined together in a
specific arrangement.
It can be a combination of atoms of the same element or
of different elements.
History of atom:
Leucippus and Democritus (2500 years ago)
• believed that nature consisted of two things,
“atoms and the void that surrounds them”.
• believed that “atoms are physically, but not
geometrically, indivisible.
• the idea was challenged by Aristotle.
John Dalton (1800)

• revived Democritus ideas.
• this time, the idea was supported by experimental
results.

Analogy:
Photo courtesy of Maria

Laura V. Ginoy
Figure 1(a). Continuous

image of a pointillist Figure 1(b). Blown-up image
painting of a portion of Figure 1a.
Dots are more conspicuous.
Activity 3. What is between the particles of matter?
Objective:
that there is an empty space in between the particles of
matter.

• ¼ cup of refined sugar (black film container)
• 1 cup of tap water
• 1 piece of cylindrical glass bottle (or 50 mL graduated
cylinder)
• 1 piece of measuring spoon (1/4 teaspoon capacity)
• 1 piece of dropper
• 1 piece of plastic spatula
• 1 piece of 2.5 mL or 3 mL plastic syringe without the needle

Part A: Sugar granules in water
1. Fill the cylindrical glass bottle with
water up to the 10 mL mark. The bottle
has 2 line markings: the 10 mL and the
16 mL mark. The lower line marking is
the 10 mL mark while the higher one is
the 16 mL mark.
2. Add five ¼ teaspoon of sugar in the bottle. Use a spatula
to remove any excess sugar from the measuring spoon.

3. Mix thoroughly until all the sugar dissolves.

Q1. Assuming that the volumes are additive, what
should be the total volume of the solution? (Note that
¼ tsp is equivalent to 1.2 mL)
H2O: 10 mL
sugar: 1.2 mL x 5 = 6mL
total volume = 10 mL + 6 mL = 16 mL

Q2. Is the volume of the resulting sugar mixture equal,

more than or less than the sum of the volumes of the
unmixed sugar and water?
Q3. Think about sugar and water as made up of tiny

particles. With your group mates, discuss and give
reason(s) for the observations you made in Q2.
You may draw illustrations to further explain your
reason(s).

Part B: Solid, liquid and gas in a syringe.

1. Pull the plunger of the syringe until it reaches the last
measurement mark (2.5 mL or 3 mL mark).
2. Press your thumb on the tip of the barrel and use your
other thumb to push the plunger once.
Q4. Can you push the plunger all the way through
the syringe while your thumb presses on the tip of
the plunger? Why or why not?

gas particles
3. This time, push the plunger of the syringe all the way to
the tip of the syringe. Suck water from the cup or container
up to the last measurement mark of the syringe. Cover
tightly the tip of the barrel with your thumb and push the
plunger once.

water particles
4. This time, remove the plunger from the barrel of the
syringe and fill the barrel with sugar. Cover tightly the tip of
the barrel with your thumb and try to push the sugar inside
the barrel using the plunger of the syringe.

sugar particles
Q10. Compare what you observed when you pushed

the plunger with the air, with the water, and
with the sugar? With your group mates, discuss
and give your reasons behind your observation.

Activity 3. What is between the particles of matter?
Objective:
that there is an empty space in between the particles of
matter.

empty
space:
solid < liquid < gas

Overview:
Review Activity 1
Content properties of
4 key aspects of the matter
particle nature of matter
phase change
Activity 2
Activity 3
Summary Activity 4
Activity 5
DLP Writing

Activity 4. Are the particles of matter moving?
Objective:
After performing this activity, you should be able to infer that
the particles of matter always move.

• 1 piece of wide mouth PET bottle (can hold one cup of water)
• ½ cup of vinegar in small plastic container (black container)
• 1 drop of food coloring (any dark color)
• 1 dropper

Procedure:
Part A: Food coloring in water
1. Pour one cup of tap water into a transparent PET bottle.
2.Add one small drop of food coloring slowly along the side of
the transparent bottle.
Q1. Describe what you observe after adding the food

coloring.

3. Set aside the bottle with food coloring without disturbing
the setup. Describe the appearance of the contents of the
bottle after 5 min. Compare it with the appearance when you
left the bottle earlier.
Q2. What happens to the food coloring dropped in the
bottle containing water?
Q3. Think about the food coloring and water as

made up of particles. With your group mates, discuss
and give your reason(s) for the observations you
made in Q1. You may draw illustrations to further
explain your reason(s).

Part B: Smelling the fumes of vinegar.
1. Remove the cover of the bottle containing a vinegar
solution and place it one yard (one arm length) away from
you.
2.Allow it to stand for 5 minutes.

Q4. Can you smell the vinegar? With your group,
provide a possible explanation on why you can still
smell the vinegar even if the vinegar solution is
placed 1 yard from you.

vinegar
solution
gaseous vinegar particles

vinegar
solution
gaseous vinegar particles

Activity 4. Are the particles of matter moving?
Objective:
After performing this activity, you should be able to infer that
the particles of matter always move.

solid liquid gas
vibrate at fixed vibrate and move vibrate and move

position from one place to from one place to
another another at faster
speed than liquid.

Activity 5. Are there attractive forces between the particles of
matter?
Objective:
that the particles of matter interact with each other.

• 2 pieces of PET bottles
• 2 pieces of deformed paper clips

Procedure:
1. Into an empty PET bottle, drop a piece of paper clip.
Q1. How long does it take for the paper clip to reach
the bottom of the bottle?
2. Fill the PET bottle with water.
3. Drop a piece of paper clip into the bottle filled with water.
Q2. How long does it take for the paper clip to reach
the bottom of the bottle? Compare it with the
observation in Q1.

NOTE:
To better see the difference, try to do
step 1 and 3 simultaneously.

4. Put the cover of the empty PET bottle and try to drop a
piece of paper clip.
Q3. Can the paper clip enter the bottle?
Q4. Using the observations in Q1, Q2, and Q3,

compare the attractive forces of particles in the
different phases of matter: solid, liquid and gas.

Activity 5. Are there attractive forces between the particles of
matter?
Objective:
that the particles of matter interact with each other.

Important note:
Make sure to get the paper

clips from the bottle with
water.

Strength of
attractive solid > liquid > gas
forces:

Explaining the properties of solid, liquid, and
gas using the particle model of matter
solid liquid gas
has fixed volume has fixed volume takes the
shape & volume and shape and takes the volume and
shape of the shape of the
container container

Explaining the properties of solid, liquid, and
gas using the particle model of matter
solid liquid gas
has fixed volume has fixed volume takes the
shape & volume and shape and takes the volume and
shape of the shape of the
container container

Explaining phase changes using the particle
model of matter
gas
sublimation
deposition
liquid
solid

model of matter
gas
sublimation
deposition
liquid
solid

model of matter
↑ kinetic energy (KE): ↑temperature
gas
sublimation
liquid
solid

model of matter
↓ kinetic energy (KE): ↓temperature
gas
deposition
liquid
solid

Summary:
properties of matter
4 key aspects of the
particle model of matter phase change
Matter is made up of tiny particles.

The particles have spaces between them.
The particles are moving all the time.
The particles of matter attract each other.

References:
• Philippines, University of the Philippines National Institute
for Science and Mathematics Education Development
(UP NISMED) and Department of Education (2013).
Science, Learner’s Material. Quezon City: UP NISMED.
• Arun, S. (2007). Living Science Chemistry 9. Ratna Sagar P.

Ltd.
• Wiseman, Jr., F. L. (1979). An Experiment-Oriented

Approach to Teaching the Kinetic Molecular Theory.
Journal of Chemical Education, 233-234.
• https://www.youtube.com/watch?v=bwGim-eceS8

Prepared by:
Jerson p. Alo, MAED, MeD Science (TCNHS)

QUESTIONS/
CLARIFICATIONS?

Multiple Choice: Choose the best answer.
1. Which of the following statements is FALSE regarding the
particle model of matter?
A. Matter is composed of tiny particles.
B. The spaces in between the particles are filled with air.
C. The particles of matter are constantly moving.
D. The particles of matter attract each other.
2. What happens to the particles of a liquid when it is

heated?
A. The spaces between the particles continue to decrease.
B. The attractive forces between the particles start to
weaken.
C. The particles slow down.
D. The particles start to repel each other.

Multiple Choice:
3. Which of the following has the strongest force of
attraction between the particles?
A. Solid
B. Liquid
C. Gas
D. Vacuum
4. Which best describe the particles of a solid?

A. completely unmoving
B. have large spaces in between
C. vibrating at fixed position
D. have a weak attractive force

Important notes:
 Please put the activity materials into the pink pail. Make
sure that the containers containing sugar, food coloring,
and vinegar are fully capped. Wipe any traces of food
coloring on the outside part of the vials.
 Rinse and wipe all the droppers, spatula, syringe, vials,

and the two white containers with water. Use the water
in the wash bottle for rinsing. Dispose all rinsing into the
waste container (green pail).
 Ask one of your team members to dispose the waste

solution in the restroom. Do not forget to rinse the green
pail with tap water and dry it with tissue paper.
Important notes:
 List of materials used:
 2 PET bottles (uncut)  2 empty white containers
 1 PET bottle (cut)  1 screw cap vial
 2 paper clips  1 ¼ tsp measuring spoon
 1 wash bottle  1 stone
 4 vials (w/o cap)  1 syringe
 1 vial of food coloring  1 spatula
 1 vial of sugar  2 droppers
 1 container of sugar  2 pails
(black)  plastic balloon
 1 container vinegar
(black)

DLP WRITING

THANK YOU!

Particle Nature of Matter

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Particle Nature of Matter

A Critical Content in Grade 8 Science

Critical Content in Grade 8 Science: Particle Nature of Matter

Cover your work area

Critical Content in Grade 8 Science: Particle Nature of Matter

Critical Content in Grade 8 Science: Particle Nature of Matter

• Explain physical changes in terms of the

Critical Content in Grade 8 Science: Particle Nature of Matter

Critical Content in Grade 8 Science: Particle Nature of Matter