CONTROL NO.

________

CRONASIA FOUNDATION COLLEGE, INC.

Andres- Dizon Bldg., Pioneer Avenue
General Santos City, 9500
[email protected]
(083) 554-6323

MODULE IN SCIENCE 8
Third Quarter
LESSON 1
GRADE 8- OLAVERE

Name: ______________________________________________
Grade & Section: ___________________________________
Contact Number:___________________________________
Class Adviser ______________________________________

ERMA GALLARDO
Teacher
 THIRD QUARTER
LESSON 1: THE PARTICLE NATURE OF MATTER

Overview
In Grade 7, you recognized that there is a wide variety of materials and these materials
combine in many ways and through different processes. With this diversity of materials, you
learned that chemists came up with several ways of classifying them heterogeneous and
homogeneous mixtures, elements and compounds, metals and non-metals, and acids and bases.
By engaging in simple scientific investigations, you were able to recognize some properties
of solutions, which are classified as homogeneous mixtures. You also studied the properties of
common elements, compounds, metals and non-metals, as well as solutions of acids and bases.
The approach in this module is for you to observe, experience and represent through
drawings, illustrations, or cartoons the different phenomena that will help you gradually
understand what the particle nature of matter is all about.
 In Activity 1, you will use what you have learned in previous grade levels to differentiate
matter from those which are not matter.
 In the second and third activities, you will look at situations that support the idea that matter
is made up of tiny particles, which you cannot observe with your unaided eyes. This
fundamental idea will enable you to learn that the properties of matter are a result of the
arrangement of particles it is made of.
 In Activities 4 to 6, you will use and apply the particle model of matter to explain the
following changes in matter: liquid to gas, gas to liquid, solid to liquid, and liquid to solid.

Objectives:
At the end of the lesson, you should be able to:

a. Discuss the particle nature of matter as basis for explaining properties, physical
changes and structure of substances and mixtures
b. Explain the properties of solids, liquids, and gases based on the particle nature of
matter
c. Present how water behaves in its different states within the water cycle

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
Name: _____________________________________________________ Date:____________________

Activity 1 Which is matter, which is not?

Objectives:
After performing this activity, you should be able to:
1. Describe common properties of matter;
2. Distinguish properties of matter from those of non-matter; and
3. Demonstrate the skill of measuring mass.
Materials Needed:
1 teaspoon sugar in a plastic cup or small beaker
½ cup tap water
1 piece, stone or small rock
1 piece, ball (basketball, volleyball, or small beach ball)
3 pieces of leaves (from any plant or tree)
5 small wide-mouthed bottles or cups or 150-mL or 200-mL beakers
1 platform balance or weighing scale
1 small air pump
Procedure:
1. Is this matter? 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.

Table 1.Identifying which is matter

Sample Is the sample matter? Reason for your answer

Yes No Not
sure
sugar granules
water
stone
air
inside ball
leaves
smoke
heat

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 light

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.
____________________________________________________________________________________________

Q4. How about smoke? Does it have 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.
_____________________________________________________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 Characteristics of Matter, Mass and Volume
Based on your observations, you have just described some characteristics of matter.
As you were observing each sample of matter in Activity 1, you were focusing on particular
characteristics.
What is the Characteristics of a matter?
These characteristics that describe a sample of matter are called properties. Matter
can have different properties. You measured the mass of each sample of matter using a
balance or a weighing scale.
What is Mass and Volume?
The mass of an object is a measure of the amount of matter the object has. You
observed that the mass of each sample of matter in Activity 1 is different from the mass of
the other samples. You also found out that each sample of matter occupies space. The
measure of the space occupied by an object is called volume.
All matter have mass and volume. There are other properties of matter such as
hardness, texture, color, flexibility, malleability, and electrical conductivity which vary from
one sample to another.
Recall that in Grade 7, you studied other properties of matter. You performed
activities to find out some common properties of solutions. You investigated how fast sugar
and salt dissolve in water. You compared the boiling point of a substance (distilled water)
with that of a mixture (sea water).
Now that you can correctly describe matter based on the properties you have
observed, it is important that you know what matter is made of. What makes up matter? If
you hammer the stone you used in Activity 1 into much smaller pieces, what would you
get? If you turn the sugar into very fine powder, what would result? Ice, liquid water, and
steam are all the same substance, which is water, yet you can observe that they look
different from each other? How can this be explained? These questions can be answered in
the next activity.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
Name: _____________________________________________________ Date:____________________

Activity 2 What is matter made of?

Objectives:
After performing this activity, you should be able to:
1. infer from given situations or observable events what matter is made of;
2. explain how these observed situations or events give evidence that matter
is made up of tiny particles.

Materials Needed:
½ cup refined sugar
1 cup distilled or clean tap water
1 piece, 100-mL graduated cylinder
1 measuring cup (1 cup capacity)
1 piece transparent bottle (can hold one cup of water) or 250-mL beaker food
coloring (blue, green, or red)
1 dropper
1 stirrer (plastic coffee stirrer or stirring rod) TAKE CARE:

Procedure: CLEAN ALL GLASSWAE

AND CONTAINERS VERY
1. Using a clean and dry graduated cylinder, pour WELL SINCE YOU WILL BE
sugar until the 20 mL mark of the graduated TASTING THE MIXTURE.
cylinder.
2. Transfer the measured sugar into a 250-mL beaker or transparent bottle.
3. Measure 50 mL of distilled or clean tap water using graduated cylinder.
4. Add the 50 mL water to the sugar and mix thoroughly until all the sugar dissolves.
Taste the resulting solution. (CAUTION: Do not taste anything in the laboratory
unless specifically told to do so by your teacher)

Q1. What is the taste of the resulting mixture?

__________________________________________________________________________________

Q2. Think about sugar and water as made up of tiny particles. With your
groupmates, discuss and give your reason(s) for the observations you made in Q1.
You may draw illustrations to further explain your reason(s).
__________________________________________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 5. Transfer the sugar mixture into a graduated cylinder.
Q3. What is the volume of the sugar and water mixture?
___________________________________________________________________________________

Q4. Is the volume of the resulting sugar mixture equal, more than or less than the
sum (20 mL sugar + 50 mL water) of the volumes of the unmixed sugar and water?
______________________________________________________________________________________

Q5. Think about sugar and water as made up of tiny particles. With your
groupmates, discuss and give your reason(s) for the observations you made in Q3.
You may draw illustrations to further explain your reason(s).
_______________________________________________________________________________________

6. Pour one cup of tap water into a transparent glass bottle.

7. Add one small drop of food coloring slowly along the side of the transparent
bottle.
Q6. Describe what you observe after adding the food coloring.
________________________________________________________________________________________

8. Set aside the bottle with food coloring in a locker or corner of your room without
disturbing the setup. Describe the appearance of the contents of the bottle after one
day. Compare it with the appearance when you left the bottle the previous day.
Q7. What happens to the food coloring dropped in the bottle containing water?
Write all your observations in your notebook.
_______________________________________________________________________________________

Q8. Think about food coloring and water as made up of particles. With your
groupmates, discuss and give your reason(s) for the observations you made in Q6.
You may draw illustrations to further explain your reason(s).
___________________________________________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 The Atom and Molecule

Studying about what matter is made of involves dealing with very small “particles”
beyond what your eyes can see. In fact, the ancient Greek philosophers proposed ideas
about what matter was made of.

Almost 2,500 years ago, Leucippus and his disciple, Democritus believed that nature
consisted of two things, “atoms and the void that surrounds them” (Knieram, 1995-2013).
They believed that “atoms are physically, but not geometrically, indivisible.” For
Democritus, atoms are indestructible and completely full, so there is no empty space. Both
Leucippus and Democritus had the idea that there are many different kinds of atoms and
each of them had specific shape and size and that all atoms move randomly around in
space. However they did not give an explanation for the motion of atoms. (Knieram, 1995-
2013).

What is Atomos?
Democritus believed that any piece of matter can be divided and subdivided into
very small particles but that this process ended at some point when a piece is reached that
could not be further divided. He called this particle, atomos, a Greek word which means
indivisible particle. Democritus’ ideas about the atom were later challenged by other
Greek philosophers, most strongly by Aristotle.

The idea of the atom was not further explored until a little over two centuries ago
when John Dalton presented concrete evidence that all matter is made of very small
particles called atoms.

What is an Atom?
An atom is the smallest particle of an element that has all the properties of the
element. Today, we know that although atoms are very small, they are not indivisible as
Democritus thought, rather they consist of still smaller particles, Democritus was right in
one aspect of his belief, that is, atoms are the smallest particles of which substances are
made.

In Grade 7, you learned about elements. Atoms of most elements have the ability to
combine with other atoms. Different elements have different properties because the
combining atoms are different and the way the atoms are joined together are different. In
Module 2 of this quarter, you will learn about how the model of the atom evolved until the
present time. You will also learn that an atom is made of even smaller parts.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 What is Molecule?
A molecule is a particle consisting of two or more atoms combined together in a
specific arrangement. It is an electrically neutral particle. It is the smallest particle of an
element or compound that can exist independently. For example, a molecule of water
consists of an oxygen atom combined with two hydrogen atoms. Atoms of the same
element can also combine to form a molecule. For example, oxygen in the air consist of
oxygen molecules which are made up of two oxygen atoms.

What is Angstrom?
Atoms are too small to observe. These particles cannot be seen under the high-
powered light microscopes used in school laboratories. The size of an atom is measured in
angstroms. One angstrom is a unit of length equal to one ten millionth of a millimetre.

The best light microscope can magnify an image only about 1,500 times. Electron
microscopes create a highly magnified image of up to 1 million times. The scanning
tunneling microscope (STM) allows scientists to view and scan the surface of very small
particles like atoms. It can magnify an image 10 million times. The STM creates a profile of
the surface of an atom and then a computer-generated model or contour map is produced.
So, only a model of the surface of an atom is generated by a computer when a scanning
tunnelling microscope is used. The picture of atoms generated is unlike the picture we
take with our cameras.

In Activity 2, when you mixed sugar and water and tasted the resulting solution, it
tasted sweet because sugar is still present, though you cannot see the sugar anymore. The
volume of the mixture is less than the sum of the volumes of the unmixed sugar and water.
Why is this so? The water is made of tiny particles, molecules, with spaces between them.
Sugar is also made up of molecules bigger than the molecules of water. The water
molecules could fit in the spaces between the sugar molecules or vise versa.

A good analogy to consider related to matter being composed of tiny particles is the
pointillist style of painting. The images in a pointillist painting appear continuous but if
one looks closely, the images are actually made of small dots. Pointillism is a method of
painting using dots to come up with various effects. The dots are placed singly, in rows, or
randomly. These dots can also be in groups or they can be overlapping. They can be either
uniform or varied in size in the same painting. Matter is similarly assembled, with atoms of
different elements combining in various ways to give a tremendous variety of substances.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 In Figure 1(a), the image of Dolores F. Hernandez, founding Director of the Science
Education Center, now University of the Philippines National Institute for Science and
Mathematics Education Development was done through pointillist painting. The image
appears continuous. In Figure 1(b), a portion of the painting (boxed in Figure 1a) is blown
up to show that the continuous image actually consists of dots.
The lightness and darkness of the pigments give volume to the image in order to show
smoothness. Similarly, matter, which appears to be continuous like the image in Figure
1(a) is made up of very small particles that cannot be seen with the unaided eye.

In the next activity, you will observe a situation to infer that particles of matter are
moving and there are spaces between them.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
Name: _____________________________________________________Date:____________________

Activity 3 Are the particles of matter moving? What is between them?

Objectives:
After performing this activity, you should be able to:
1. infer from observations that particles of matter move; and
2. represent through a drawing/illustration what is between particles of matter.
Materials Needed:
2 cups tap water
1 piece, 30 mL plastic syringe (without the needle)
1 piece, wide-mouthed transparent bottle (200 or 250 mL capacity)
1 piece, narrow-mouthed transparent bottle (100 mL capacity)
1 plastic or glass dinner plate
½ cup rock salt (not iodized salt) or ½ cup sand
food coloring (blue, green, or red)
Procedure:
1. Pull the plunger of the syringe until it reaches the 30 mL mark of the syringe.
2. Press your thumb on the tip of the plunger and use your other thumb to push the plunger
once.
Q1. 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?
_________________________________________________________________________________________
Q2. What do you feel as you push the plunger?
_________________________________________________________________________________________

3. This time, push the plunger of the syringe all the way to the end of the syringe. Suck
water from the cup or container up to the 30-mL level of the syringe. Cover tightly the tip of
the syringe with your thumb.
Q3. What do you feel as you push the plunger?
__________________________________________________ ____________________________________
Q4. Compare what you felt when you pushed the plunger with the air and with the
water?
____________________________________________________________________________________
Q5. Explain what you observe. You may represent your comparison by drawing an
illustration of the syringe and the particles of air and another illustration of the
syringe and the particles of water. ___________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
4. Pour ½ cup of tap water into one transparent glass bottles.
5. Pour the ½ cup of tap water in step #4 into another bottle or beaker. Observe carefully
the flow of water.
Q6. Did water take the shape of the container?
_________________________________________________________________________________

6. This time, pour the water just on the flat surface of a dinner plate.
Q7. What do you observe? Write all your observations.
______________________________________________________________________________________

7. Examine a single piece of bottle cap. Put it inside the bottle. Observe carefully what
happens as you transfer it by tilting the bottle into the dinner plate.
Q8. What do you observe? Write all your observations.
________________________________________________________________________________________

8. Pour ½ cup of rock salt or sand into the narrow-mouthed bottle. Observe carefully what
happens to rock salt as you pour it into the bottle and when all of it has been transferred.
Q9. Did rock salt or sand take the shape of the bottle? Did the particles of rock salt
change in shape? ________________________________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 Particle Models of the Three States of Matter

From Activity 3, you observed that you could slightly push the plunger of the syringe
with air in it. You felt the springiness of the air inside the syringe which gives a hint about
the distance between the particles of air. In other words, air, being a gas, can be
compressed because there are large spaces between the particles so the particles can be
made to come closer to each other.
However, you were not able to push the plunger of the syringe with water in it. You
felt the resistance of the water to being compressed. The plunger could not be pushed
because water is not as compressible as air. The particles of liquid water are closer to each
other and it is difficult to push them even closer to each other.

From the idea that matter is made up of particles and the situations that you
observed, your drawings show how you “see” matter beyond what you can observe with
your unaided eyes. You were creating your own mental picture and constructing models,
which are drawings or diagrams that are representations of what is happening at a level
beyond what your eyes can see.
This is what science educators call the sub-microscopic model of representing an
idea or concept, which you cannot observe with your senses or even aided by a simple
microscope. From your discussions, you may have also thought of ways to make your
models more consistent with the evidence you observed.

At this stage, it is possible that the mental models you have drawn do not perfectly
match those that you see in books. Keep in mind that the models are not like the pictures
taken by a camera. They are only representations of reality.

The particle model of matter shows that in gases, the particles move at random
directions very quickly and travel in straight-line paths. In the process, they collide with
one another and with the walls of the container. They change direction only when they
rebound from the collisions. The distance between particles is large compared to the size of
the particles. The attraction between particles is negligible because of the large distance
between them. This explains why a gas spreads. Its particles fill all the available space in
the container.

Gases take the shape of the container

because the particles are able to move
freely to all parts of the container. They
move freely because they are far apart and
there is negligible attraction between them.
This model also explains the
compressibility of gases. The distances

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
between particles are large and so there is room for the particles to move closer to each
other.

In liquids, the particles are closer to one another, nudging one another as they move.
Since the particles are closer to one another, the attraction between particles is stronger
than those in gases. The particles move and change positions but not as freely as those in a
gas.

As you observed in the activity liquids can flow out of a container and can be poured
into another while maintaining their volume. This happens because there are attractions
among the particles of liquid which hold them together although not in fixed positions.
These attractions also make it possible for liquids to have a definite volume. This is one
major difference between liquids and gases, the particles are attracted to one another more
strongly than the particles of gases are.

When you poured water and rock salt in

separate containers, you observed that a liquid, such
as water flows and it spreads out and takes the
shape of the container. If you looked closely as you
poured the rock salt, the little pieces of solid salt
maintained their shape even as the entire sample
may take the shape of the container.
Figure 3:The particle view of a liquid

Solids have definite shapes and volume

because the particles are packed closely together
in fixed positions. They vibrate a little but in these
fixed positions. The particles cannot move around.
The particles of solids are held together by strong
forces. One common characteristic of both solids
and liquids is that the particles are in contact with
their neighbors, that is, with other particles.

Thus they
are incompressible and this commonality between solids and liquids distinguishes them
from gases.
There are other properties that you will learn in Grades 9 to 12 that will be useful for
distinguishing among the states of matter. In general, the three states of matter differ
because of the arrangement and motion of the particles in each state.

So far, based on Activities 1 to 3 and your teacher’s explanation, you learned that
matter is anything that has mass and volume and you now have a better “picture” or view
of how the particles are arranged in the three states of matter: solid, liquid, and gas.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
  Matter is made up of tiny particles.

 Particles of matter are moving all the time.

 These particles have spaces between them.

 The particles of matter attract each other.

These ideas are some of the features of what scientists call the particle model of
matter.

In Activity 4, you will explain the changes taking place when liquid water is left in an
open and in a closed container using the particle model of matter.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
Name: _____________________________________________________ Date:____________________

Activity 4 What changes take place when water is left in an open container? In a closed
container?

Objectives:
After performing this activity, you should be able to:

1. describe what happens to water when it is left in an open container for some time;
2. represent through drawings/illustrations what happens to the particles of water
when it is left in an open container;
3. describe what happens to water when it is left in a closed container for some time;
4. explain the processes taking place at the sub-microscopic level.
Materials Needed:
1 cup tap water
3 pieces, watch glass or 2 pieces, shallow transparent plastic container with covers
(used for condiments)
1 piece, 1 teaspoon or ½ measuring tablespoon

Procedure:
1. Pour 1 teaspoon or ½ tablespoon of tap water into the watch glass. This is
container No.1. You can write “No. 1” on a piece of paper and place it under the watch glass.
Cover container No.1 and set it aside.

2. Pour 1 teaspoon or ½ tablespoon of tap water into the second watch glass. This is
container No. 2. Do not cover container No. 2.

3. Put container No. 2 beside container No. 1 in an area of your laboratory or room
where these can be kept overnight.

4. During your next science class, discuss with your groupmates the following
questions and write your answers in your notebook.
Q1. Describe what happened to the water in container No. 1.
______________________________________________________________________________
Q2. Describe what happened to the water in container No. 2. Compare the volume of
water left in container Nos. 1 and 2.
_______________________________________________________________________________
Q3. Where do you think did the water go? Describe this process by writing your
description or drawing an illustration. Label the parts of your drawing. You can use
“call outs” in your drawing.
_______________________________________________________________________________

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 Q4. Would anything happen differently if you heated container No. 2? Explain
you’re answer. _______________________________________________________________________________
Changes between a Liquid and a Gas

In Activity 4, you observed that the volume of water from an open container
decreased after leaving it overnight. In fact, nothing of the 1/2 tablespoon of water was left
on the watch glass. How do we explain this? Based on the particle model of matter,
particles are always in motion. Note that the particles mentioned in this case are the
molecules of water. These molecules have kinetic energies that differ from each other.
Some particles are moving faster than others and therefore have higher kinetic
energy and some are moving slower. So, even at room temperature, some molecules of
water have enough kinetic energy to overcome the attraction of neighboring molecules and
escape from the surface of the liquid and eventually move into the air.

What is Evaporation?
To break away from the surface of the liquid, the molecules must have at least some
minimum kinetic energy. The process by which the molecules on the surface of a liquid
break away and change into gas is called evaporation. Usually, it is described as the process
where a liquid is changed into a gas.

As evaporation takes place, the water molecules which did not escape and were left
in the liquid have a lower average kinetic energy than the molecules that escaped. The
effect of this is the decrease in the temperature of the liquid water. Evaporation is a cooling
process.

You can feel this cooling effect yourself when you apply acetone on your nails or
rubbing alcohol on your arms. Acetone and rubbing alcohol are volatile liquids. They
readily evaporate. As they evaporate, the molecules get heat energy from your body leaving
you with a cool sensation.

It is important to remember that the evaporation of a liquid in a closed container is

different from evaporation from an open container. In a closed container, no particles can
escape into the air outside the cover of the container. In Activity 4, you may have observed
that droplets of water formed under the watch glass which covered the second watch glass
with water. So, evaporation still happens in a covered container.

What is Condensation?
Some of the molecules of water on the surface of the liquid escape and go into the
gaseous state. These molecules may then collide with the inner surface of the cover and as
more and more of these molecules do so, some may stay on the cover, accumulate and form
droplets. This process where a gas is changed into a liquid is called condensation. It is the
reverse of evaporation.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 In a closed container, the molecules of water continue to evaporate and condense,
but there is no net change in the number of molecules in the liquid or in the gas phase.
Molecules of water that previously evaporated are condensing, but other water molecules
are evaporating.

There are many other examples of condensation that you may have observed.
Condensation is responsible for ground-level fog that we see on some cold days or along
the highway leading to Baguio, for your eye glasses fogging up when you go from an air
conditioned room or vehicle to the outdoors on a hot day, and for the water that collects on
the outside of your glass of cold drink.

In the next activity, you will represent your ideas through a written description, a
cartoon, or simply an illustration and explain the changes taking place when water is
heated or cooled using the particle model of matter.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
Name: _____________________________________________________ Date:____________________

Activity 5 What changes take place when water is heated or cooled?

Objectives:
After performing this activity, you should be able to:
1. Describe what happens to water when it is heated;
2. Describe what happens to water when it is cooled;
3. Represent through drawings/illustrations what happens to the particles of water
when it is heated and then cooled; and
4. Explain the processes taking place at the sub-microscopic level.

Materials Needed:
100 mL tap water (or ½ cup tap water)
1 piece, beaker or Erlenmeyer flask, 200 or 250 Ml
1 piece, small watch glass
1 piece, tripod
1 piece, wire gauze (without the asbestos)
1 piece, alcohol lamp
safety matches
1 marker pen (any color)

Procedure:
Part A. Boiling Water
1. Pour ½ cup or 100 mL of water into the beaker and
mark the level of water outside the beaker.
2. Put the beaker with water on top of the tripod as
shown in Figure 5.
3. Let the water boil using the alcohol lamp. Observe
carefully what is happening to the water when it is
already boiling.
Figure 5.Setup for boiling water
Q1. Describe what you observe in the water inside the beaker and above the level of
water.______________________________________________________________________________________

4. You may do any of the following: write a description or draw a cartoon or

illustration to demonstrate how the particles of water behave as they are heated.

Add to your skit or cartoon or illustration your answers to Q2 to Q5.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 Q2. What do you think is inside the bubbles that form when the water boils? Where
did they come from?______________________________________________________________________
Q3. If you keep the water boiling for more than 10 minutes, what do you think will
happen to the amount of water in the beaker? Why?
____________________________________________________________________________

Q4. Where did the water go?______________________________________________________________

Q5. Can you explain by illustration how the water changes from liquid to gas? What
is happening to the particles of water?
________________________________________________________

5. After boiling the water for 10 minutes, remove the alcohol lamp and put off the
flame.

Part B. Cooling Water

1. Using the hot water that has boiled from Part A, cover the beaker with watch glass.
Q6. Describe what you observe in the water inside the beaker and at the bottom of
the watch
glass.____________________________________________________________________________________

You may do any of the following: write a description or draw a cartoon or illustration
to demonstrate how the particles of water behave as they are heated.

Add to your skit or cartoon or illustration your answers to Q6 to Q9.

Q7. Where does the water at the bottom of the watch glass come from?
_______________________________________________________________________________

Q8. Can you explain by illustration how the water changes from gas to liquid?
_____________________________________________________________________________

Q9. Describe what is happening to the particles of water.

___________________________________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 In Part A, Activity 5, you observed that after boiling water for some time, the amount
of water inside the beaker decreased. As the water is heated and the temperature of the
water rises, the molecules gain more kinetic energy and they move faster. More molecules
therefore have the energy to overcome the forces of attraction of the adjacent molecules.
These molecules escape to the gaseous phase. This is evaporation.

This evaporation and formation of gas can happen even below the surface of the
liquid. When this happens bubbles are formed, rise to the surface and escape into the air.
This is the bubbling phenomenon that you see when water boils.

What is Vapor?
In Part B, Activity 5 of this module, you observed that as the water began to cool,
droplets formed under the watch glass that covered the beaker containing hot water.
Where did these droplets come from? The molecules that escape from the liquid and go
into the gaseous phase is called vapor and in this case, water vapor.

The water vapor rises and some molecules touch the glass. The glass is cooler than
the boiling water so some of the heat energy of the vapor molecules are transferred to the
glass, in effect, cooling the water vapor. When a gas is cooled, the motion of the particles
slows down. If the particles lose enough energy, their attraction for each other can
overcome their motion and cause them to associate with one another to become a liquid.
This is the liquid observed under the watch glass in the above activity. This process is
called condensation.

Recall two aspects of the particle model of matter: particles are moving all the time
and there are forces that act between the particles. These principles can explain at the sub-
microscopic level what you observed in Part B, Activity 5. Not all of the water changed from
liquid to water vapor. There was still liquid water left in the beaker. Some of the molecules
do not have the energy to overcome the forces of attraction of the neighboring molecules.
In addition, some of the molecules of water that escaped to the vapor phase, hit the
molecules on the surface of the liquid and if they do not have sufficient energy, the
attraction of molecules on the surface cause them to stay and join the liquid phase.

In Activity 6, you will draw a model and explain the changes taking place when ice is
changed to liquid water using the particle model of matter.

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
Name: _____________________________________________________ Date:____________________

Activity 6 What changes take place when ice turns into liquid water?

Objectives:

After performing this activity, you should be able to:

1. represent through drawings or cartoons what happens to the particles of ice when
it turns to liquid; and
2. explain the processes taking place using the particle model of matter.

Materials Needed:
2 pieces, ice cubes
1 piece, watch glass or saucer

Procedure:
1. Put one piece of ice cube on a watch glass or small saucer.

2. Observe what happens to the ice cube after 2 minutes.

3. You may do any of the following: write a description or draw a cartoon or

illustration to show how the particles of water behave as ice changes to a liquid.
Q1. Explain what is happening to the particles of water in ice as it turns to liquid
using the particle model of matter._________________________________________

Q2. Explain what will happen to the liquid on the watch glass or saucer if it is
transferred into a small container and left inside the freezer after a few hours or
overnight? ___________________________________________________

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 Changes between a Solid and a Gas

In Activity 6, you observed that after about 15 to 20 minutes, the ice (solid water) on
the watch glass or saucer turned into liquid water. The ice cube, which was taken from the
freezer is at a lower temperature than the surrounding room temperature. Some of the
heat energy of the surroundings is transferred to the water molecules in the ice. This
increases the kinetic energy of the molecules and as the heat transfer continues, the
particles gain more and more kinetic energy.
The molecules vibrate faster and faster and at some point have enough energy to
overcome the forces that hold them in their fixed places in the solid. Since the molecules
vibrate so fast, they break away from their fixed positions.

What is the process of Melting?

The arrangement of the water molecules in ice gradually becomes disorganized and
the solid where the molecules are in fixed positions turns to liquid where the molecules are
more free to move. This transformation process in which a solid is changed to a liquid is
called melting.
On the other hand, when you put liquid water inside a freezer, the cooling system of
the refrigerator removes heat energy from the water molecules as a result of which they
have less kinetic energy and move more slowly. As more and more heat is removed and as
the molecules move more slowly, the forces of attraction between the molecules cause the
molecules to be aligned.

What is the process of Freezing?

As this removal of heat continues, the molecules lose so much energy that they are
not able to move from place to place but only able to vibrate in place. In time, the liquid
water becomes solid water, which is ice. Freezing is the process in which a liquid is
changed to a solid.
Note that liquid water that freezes is still water. Similarly, ice that melts is still water.
This is why after melting an ice cube, you can freeze the liquid water back to ice. In other
words, the same molecules of water are involved when these changes occur.

In Activities 1 to 6, you have learned the four basic aspects of the particle model of
matter. These are: (1) matter is made up of very small particles; (2) matter is made up of
particles that are constantly moving; (3) there is empty space between the particles; and
(4) there are forces that act between the particles.

Using this model, you were able to infer that the arrangement and motion of the
particles of matter, as well as the attraction between them change when they change from

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
one state to another. However, the same particles of matter are involved when these
changes happen. The particle model of matter can explain the following phase changes:
evaporation, boiling, condensation, melting, and freezing.
References and Links
Annenberg Foundation (2012). Workshop session 2: The particle nature of matter: Solids,
liquids, and gases. In Essential Science for Teachers: Physical Science. Retrieved from
http://www.learner.org/courses/essential/physicalsci/support/ps_session2.pdf
Brady, J.E., & Senese, F. (2004). Chemistry: Matter and its changes (4thed.). River Street
Hoboken, NJ: John Wiley & Sons, Inc.

Frank, D. V., Jones, T.G., Little, J.G., Miaoulis, B., Miller, S., & Pasachoff, J.M. (2008) California
focus on physical science. Boston, Massachusetts: Pearson Prentice Hall.

Knierim, T. (1995-2013). Leucippus and Democritus [Abdera, 460 - 370 BC]. Retrieved
from http://www.thebigview.com/greeks/democritus.html.
The ekShiksha Team, Affordable Solutions Lab (ASL), Indian Institute of Technology,
Bombay, India (n.d.). Matter in our surroundings. Retrieved from
http://www.it.iitb.ac.in/ekshiksha/eContent-Show.do?documentId=88

The NSTA Learning Center, ACS-NSTA Web Seminars.(2012, May). Matter –solids, liquids,
and gases: Introducing a free online resource for middle school chemistry. Retrieved from
http://learningcenter.nsta.org/products/symposia_seminars/ACS/webseminar10. aspx

The NSTA Learning Center, ACS-NSTA Web Seminars.(2012,July).Changes of state:

evaporation, condensation, freezing, and melting - Introducing a free online resource for
middle school chemistry. Retrieved from
http://learningcenter.nsta.org/products/symposia_seminars/ACS/webseminar11. aspx

Whitten, K.W., Davis, R.E., Peck, M.L., Stanley, G.G. (2004). General chemistry (7thed.).
Belmont, California: Brooks/Cole—Thomson Learning, Inc.

Wilbraham, A.C., Staley, D. D., Matta, M.S., & Waterman, E.L. (2007). Chemistry: Teacher’s
edition for California. Boston, Massachusetts: Pearson Prentice Hall.
United Kingdom. Department for Children, Schools & Families (2008). Using models,
science study guide. Retrieved from http://www.iteach.ac.uk/LinkClick.aspx?
fileticket=wc0DUlOOxMQ%3D&tabid=10 06&mid=7745

United States Department of Education, Louisiana States. (n.d.). Particle nature of matter
activity sheet. Retrieved from http:www.doe.state.la.us/ldc/uploads/4249.pdf

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
SUMMARY:
Properties- are characteristics that describe a sample of matter are called.
Mass- is an object that measure an amount of matter the object has.
Volume- measure of the space occupied by an object.
Atom- is the smallest particle of an element that has all the properties of the element.
Molecule- of two or more atoms combined together in a specific arrangement.
Angstrom- is a unit of length equal to one ten millionth of a millimetre.
Models- which are drawings or diagrams that are representations of what is happening at a
level beyond what your eyes can see.
Sub-microscopic model- of representing an idea or concept, which you cannot observe with
your senses or even aided by a simple microscope.
Evaporation- is a process in which the molecules on the surface of a liquid break away and
change into gas.
Condensation- is a process where a gas changed into a liquid.
Vapor- are molecules that escape from the liquid and go into the gaseous phase.
Melting- is a process in which a solid is changed to a liquid.
Freezing- is a process in which a liquid is changed to a solid.

CRONASIA FOUNDATION COLLEGE, INC.

Andres- Dizon Building,

24
SCIENCE 8 PREPARED BY: ERMA GALLARDO
 Pioneer Avenue, General Santos City, 9500
Tel No. (083) 554-6323/ 5524051
E-mail Address: [email protected]
ASSESSMENT LESSON 1
Name: _____________________________________________________ Date:____________________

Test 1: MULTIPLE CHOICE: Choose the letter of the correct answer on the space provided.
_____1. Which of the following is refers to a unit of length equal to one ten millionth of a
millimetre?
a. Atom c. Mass
b. Angstrom d. Molecule

_____2. Which of the following is refers to a process in which a solid is changed to a liquid?

a. Freezing c. Vapor
b. Melting d. Condensation

_____3. Which of the following is refers to the smallest particle of an element that has all the
properties of the element?
a. Atom c. Mass
b.Angstrom d. Molecule

_____4. Which of the following is refers to molecules that escape from the liquid and go into the
gaseous phase?
a. Melting c. Freezing
b. Vapor d. Condensation

_____5. Which of the following is refers to a measure of the space occupied by an object?

a. Acceleration c. Velocity
b. Motion d. Speed

_____6. Which of the following is refers to drawings or diagrams that are representations of
what is happening at a level beyond what your eyes can see?
a. Models c. Mass
b. Motion d. Molecule

_____7. Which of the following is refers to representing an idea or concept, which you cannot
observe with your senses or even aided by a simple microscope ?
a. Sub- microscopic model c. Vapor
b. Melting d. Condensation

_____8. Which of the following is refers to a process in which the molecules on the surface of a
liquid break away and change into gas?

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SCIENCE 8 PREPARED BY: ERMA GALLARDO
 a. Evaporation c. Volume
b. Vapor d. Metling

_____9. Which of the following is refers a process in which a liquid is changed to a solid?

a. Melting c. Freezing
b. Vapor d. Condensation

_____10. Which of the following is refers to an object that measure an amount of matter the
object has?
a. Mass c. Velocity
b. Motion d. Speed

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SCIENCE 8 PREPARED BY: ERMA GALLARDO