PARTICULATE

NATURE OF
MATTER
Classifying Cite the differences of the
THREE pictures
matter
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
Identify the picture
Is it matter or not?
 Anything that occupies
space and has mass.

MATTER
The three states of matter
The three states of matter
The three states of matter
The three states of matter
Properties of matter
(Prepare two identical cups and
water) one small drinking glass
full of water and one empty.
Weigh the two. What do you
observed?
 Activity: 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.
 Activity: Which is matter, which is not?
 Materials Needed: 
 1 teaspoon sugar in a plastic cup or small beaker
 ½ cup tapwater
 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
 Activity: Which is matter, which is not?
 Procedure: 
 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.
 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.
Activity: Which is matter, which is not?

 Activity: Which is matter, which is not?
 GUIDE QUESTIONS 
 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.
 How to Use a Triple Beam Balance:
 Clean the pan. ?
 Assemble the pan in the topnotch.
 Zero out the balance.
 Place the object in the center of the pan.
 Put the rear weights in the notches.
 Balance out the object using all three weights.
 Make sure you only have two decimal places in your
answer.
 Examples of Properties of Matter
Physical Properties
 Water freezing to ice at 32°F
 Whether or not a substance
dissolves in water
 Texture
 Color
Chemical Properties
 Chemicals that are
combustible vs. ones that are
not rusting
Properties of matter
Check the other properties of the
following matter (hardness,
texture, color, malleability,
electrical conductivity)
 1.silk cloth
2. plastic straw
3. copper wire
Substance or Not Substance…?
 Matter is either…
 Pure Substance
-Single kind of matter, fixed composition
Examples: Table salt, sugar, baking soda,
 Mixture
-More than a single kind of matter,
composition can change
Examples: muffin mix (made up of
substance), flour, milk, eggs, fruit
 Properties of Matter
Physical properties are characteristics that can be
observed without changing the matter into another
substance
Chemical properties are characteristics that
describe the ability to change into another substance
 Pure substance is either…
1.Elements
Pure substance that cannot be broken down into any
other substances
Everything is made up of a little more than 100
elements
Simplest substances
 Elements
Atoms are the particles of elements
Atoms are made of even smaller particles:
A nucleus which is positively charged and it is
surrounded by a cloud of electrons (which have a
negative charge).
Structure of Atom
 Pure substance is either…
2. Compounds are pure substances made of two or
more elements chemically combined into a fixed ratio.
A compound may be represented by a chemical
abbreviation.
When two or more elements are placed together the
result is a compound which has different
characteristics than either of the original elements.
 Compound
Calcium
Carbonate
(Compound)
(Shell of a snail)

Calcium Carbon Oxygen

(element) (element) (element)
Chemical bonds
 Mixture
 Made of two or more substances
(elements, compounds, or both)
 They are NOT chemically combined
 Can be separated physically
 Each substance in a mixture keeps
its individual properties
 Give some examples of mixtures
 Salt water, soil, bag of marbles
Mixture is either…
1. A heterogeneous mixture is when
two or more substances are mixed but
do not combine chemically to form a
single substance.
 Examples: salad, oil and water, rocks,
chocolate chip cookie, chicken soup,
etc.
 We can separate all the components of the
salad to the left, so it is a heterogeneous
mixture.
Mixture is either…
2. A homogeneous mixture is what
you have when you mix two or more
substances together so that the
composition is the same throughout the
mixture.
 Examples: sugar and water, brass
(mixture of copper and zinc), air that
we breathe (oxygen and nitrogen
gases), soft drinks, milk, etc.
 A solution is an example of an homogeneous
mixture.
Activity 2: What is matter made of?
I. Objectives:
• infer from given situations or
observable events what matter is
made of; and
• explain how these observed
situations or events give evidence
that matter is made up of tiny
particles.
 Activity 2: What is matter made of?
 II. Materials:
 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)
 Activity 2: What is matter made of?
 III. Procedure and Guide Questions:
 1. Using a clean and dry graduated cylinder, pour sugar until the 20
mL mark of the graduated 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)
 Activity 2: What is matter made of?
 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).

 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?
 Activity 2: What is matter made of?
 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.
 Activity 2: What is matter made of?
 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).