Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8
SCIENCE
Quarter 3 - Module 2
THE PARTICLE MODEL OF MATTER
(Solids, Liquids and Gases)

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Science – Grade 8
Support Material for Independent Learning Engagement (SMILE)
Quarter 3 – Module 2: The Particle Model of Matter (Solids, Liquids and Gases)
First Edition, 2021

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Development Team of the Module

Writer: Mary Ann L. Balido
Editor: Gilbert A. Estomata
Reviewers: Gilbert A. Estomata, Zyhrine P. Mayormita
Layout Artist: Jessa P. Macute, Chris Raymund M. Bermudo
Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent
Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID
Nur N. Hussien - Chief Education Supervisor, SGOD
Ronillo S. Yarag - Education Program Supervisor, LRMS
Zyhrine P. Mayormita - Education Program Supervisor, Science
Leo Martinno O. Alejo - Project Development Officer II, LRMS
Jovencia M. Samante - Public Schools District Supervisor
Josefina S. Tan - School Principal, Cogon NHS

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Department of Education – Region IX– Dipolog City Schools Division

Office Address: Purok Farmers, Olingan, Dipolog City

Zamboanga del Norte, 7100
Telefax: (065) 212-6986 and (065) 212-5818
E-mail Address: dipolog.city@deped.gov.ph
 What I Need to Know
This module was designed and written in a way that suits your understanding and
needs. It is here to help you acquire mastery in explaining the properties of solids,
liquids, and gases based on the particle nature of matter (S8MT-IIIa-b-8).
The scope of this module permits it to be used in many different learning situations.
This module is about:

Lesson 1: The Particle Model of the Three States of Matter

Objective: Use the particle model of matter to differentiate solids, liquids, and
gases in terms of:
a. intermolecular spacing;
b. shape;
c. volume;
d. ability to flow;
e. compressibility; and
f. density.

What's In
Here's a riddle for you to ponder: What do you and a tiny speck of dust in outer
space have in common? Think you know the answer? Read on to find out.

Both you and the speck of dust consist of atoms of matter. So does the ground
beneath your feet. In fact, everything you can see and touch is made of matter. In the
previous lesson, you have learned that the only things that aren't matter are forms of
energy, such as light and sound. Although forms of energy are not matter, the air and
other substances they travel through are.

In Module 1 you have also learned the common properties of matter. Can you still
recall them? Answer the activity below.

Activity 1: Can You Find Me? Let's Play!

Direction: How many properties of matter can you find in the puzzle? Search for five
properties and circle.
B A C O N S G T L
A V A I L O A E I
C O L O R F S X Q
R L A C E T M T U
A U N T M A U U I
Y M D M S Y D R D
D E N S I T Y E S
S O L I D I F Y D

1
 Matter is anything that occupies space and has mass. It can be described easily
through its state. Matter is classified as solid, liquid, and gas. Other states do exist, but
at this grade level, we shall focus on the three states of matter.

What's New
Activity 2: Are the particles of matter moving? What is between them?
(Adapted from: Department of Education (2013). Science 8, Learner's Module First Edition.)

Objectives:
1. infer from observations that particles of matter move; and
2. represent through a drawing what is between particles of matter.

Materials:
2 cups tap water
1 piece, 30 mL plastic syringe (without the needle) or medicine dropper
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 the tip of the
syringe tightly with your thumb. (Note: If you use a medicine dropper, adjust the volume
of water.)
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. ____________________________________________________________
_________________________________________________________________.

2
4. Pour ½ cup of tap water into one transparent glass bottle.

5. Pour the ½ cup of tap water in step #4 into another bottle or beaker. Observe 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 a 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? _____________________________________________________________________________

What is It

The Three States of Matter

From Activity 2, 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.

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 gas spreads. Its particles fill all the available space in
the container.

3
 Gases take the shape of the container because the particles are
able to move freely to all parts of the container. The particles move
freely because they are far apart, and there is a negligible attraction
between them. This model also explains the compressibility of gases.
The distances between particles are large, and so there is room for the
particles to move closer to each other (Adapted from Department of Education
(2013). Science 8, Learner's Module First Edition)

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 Image Source:
https://courses.lumenlea
gas. rning.com/chemistryatom
sfirst/chapter/intermolec
ular-forces/.

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 that 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 in a liquid are attracted to one
another more strongly than the particles of a gas are.

The movement of the particles causes the liquid to be variable in

shape. Liquids will flow and fill the lowest portion of a container, taking
on the shape of the container but not changing in volume. The limited
amount of space between particles means that liquids have only very
limited compressibility.

You have observed that a liquid, such as water, flows and 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.

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.

So far, 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.

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.

4
Density

Density describes how much space an object or substance takes up (volume) in

relation to the amount of matter in that object or substance (its mass). Density is the
amount of mass per unit volume.
Density is an important property of matter. The density of an object depends on how
closely the tiny particles are packed together. Objects with high density have particles that
are more tightly packed than objects with less density. Generally, solids are denser than
liquids because their particles are closer together. The density of gases is very much less
than the solid or gas.
Consider two ball of the same size where one is made of rubber (like a jackstone)
and the other made of Styrofoam (like floaters). Which ball is denser? If you answered the
rubber ball, then you are right.

What's More
Activity 3: Am I Familiar to You?
(Adapted from Department of Education (2013). Science 8, Teacher's Guide.)

Direction: Complete the table below. Choose the correct term from the lists below.

Far from one another

Definite shape
Very close
Takes the shape of the container
Slightly farther
Able to flow
Definite volume
Cannot flow
No definite volume
Highly compressible
Low density
Not Compressible
Dense
Compressible
Densest

Characteristics Solid Liquid Gas

1. Intermolecular
spacing
2. Shape
3. Volume
4. Ability to flow
5. Compressibility
6. Density

Were you able to describe the three states of matter correctly? Good job!

5
 What I Have Learned
Activity 4. Venn Diagram

Using the Venn Diagram, compare and contrast the characteristics of solids, liquids, and
gases. (Note: The intersecting areas on the Venn diagram describe the similarities
between two or more entries.)

LIQUID SOLID

GAS

What I Can Do

Activity 5: Correct Me if I'm Wrong

Direction: Write TRUE if the statement is correct. If not, change the underlined word/s
to make it correct.

_______1. Solid particles are highly compressible.

_______2. Liquids have definite shape and volume.
_______3. The particles of solids are packed closely together in fixed positions.
_______4. Both liquids and gases take the shape of their containers.
_______5. Gases have the strongest forces of attraction among their particles.

6
 Assessment
Direction: Circle the letter of the best answer.
1. Which statement best describes a liquid?
A. It has a definite shape.
B. It has a definite volume.
C. It expands to fill the container.
D. It has the highest density.

2. Which property between solid and liquid is similar?

A. Shape
B. Volume
C. Density
D. Compressibility

3. Air escapes when a glass of water placed upside down in a basin with water is
tilted. Why does it happen?
A. It happens because matter has shape.
B. It happens because matter has density.
C. It happens because matter occupies space.
D. It happens because matter has volume

4. Why do solids have definite shape and volume?

A. The particles are held at fixed points and can only vibrate with respect to a
point.
B. The particles are held together by strong intermolecular forces that keep
them in one place.
C. The kinetic energy of the particles is not sufficient to overcome the
intermolecular forces.
D. The particles are larger and held together by strong intermolecular forces.

For item number 5- 12, refer to the picture below.

Image Source: https://saylordotorg.github.io/text_the-basics-

of-general-organic-and-biological-chemistry/s11-02-solids-and-
liquids.html
5. Which particles of matter move the fastest?
A. I only
B. II only
C. III only
D. II and III

7
6. Which state of matter has definite volume but no definite shape?
A. I only
B. II only
C. I and II
D. II and III

7. Particles of matter spread at different rates. In a decreasing order, which of the

following shows the correct arrangement?
A. Solid- Gas- Liquid
B. Liquid- Gas- Solid
C. Solid-Liquid- Gas
D. Gas-Liquid- Solid

8. Why are solids incompressible?

A. The particles are very large.
B. The particles are very heavy.
C. The particles vibrate and rotate.
D. The particles are packed close together.

9. Which state of matter has particles that are moving the fastest? Why?
A. Solid, because the particles are tightly packed to each other.
B. Liquid, because the particles are not so close to each other.
C. Gas, because the particles are far from one another.
D. The particles of matter move at the same speed.

10. Which state of matter has particles that move the slowest? Why do you think so?
A. The particles of matter move at the same speed.
B. Gas, because of the negligible intermolecular forces between particles.
C. Liquid, because the particles are not so close to each other.
D. Solid, because of the strong intermolecular forces between particles.

11. In terms of increasing intermolecular spacing of particles, which arrangement is

correct?
A. Solid-Liquid- Gas
B. Liquid- Gas- Solid
C. Solid- Gas- Liquid
D. Gas-Liquid- Solid

12. Which state of matter takes the shape of its container?

A. Gas
B. Liquid
C. Solid
D. Liquid and gas

8
13. A ping pong ball is about the same size as a golf ball. Why is the golf ball heavier?
A. It is more expensive.
B. It has a higher density.
C. It is less dense than the ping pong ball.
D. A golf ball is made of rubber.

For item number 14-15, refer to the statements inside the box.

I. Solid particles are larger than liquid.

II. Solids and liquids have definite shape.
III. Gases and liquids have definite volume.
IV. Liquids and gases can flow easily.
V. Solid particles are closely packed than
liquids.
14. Which statement correctly differentiates the states of matter?
A. I
B. II
C. IV
D. V

15. Which statements above correctly describe the states of matter?

A. I, II, III
B. II, III, IV
C. IV, V
D. II, IV

9
 Additional Activities
Activity 6: You Complete Me!
Direction: Complete the concept map below with the correct answers.

Matter
can be classified into 3 states:

1 2 3

has definite shape has definite volume has indefinite shape

and volume but no definite and volume
shape

6 7 8

Density- Density- Density-

Ability to flow- Ability to flow- Ability to flow-

Activity 7: Making Models

Directions: Make a model showing the arrangement of particles of solid, liquid and gas.

NOTE: Use any materials available at your home (example: seeds, buttons, pebbles).

Indicator Very Good (5 points) Good (3 points) Fair (1 point)

The model shows The model shows The model shows
correct arrangement of one incorrect two incorrect
Accuracy of
solid, liquid and gas arrangement of arrangement of
Content
particles. solid, liquid and gas solid, liquid and gas
particles. particles.
The model is very The model is The model is
attractive in terms of attractive in terms of acceptably
Attractiveness
design and neatness. design and attractive, though it
neatness. may be a bit messy.

10
 Answer Key Gr8Q3 Module 2
Activity 1
B A C O N S G T L
A V A I L O A E I
C O L O R F S X Q
R L A C E T M T U
A U N T M A U U I
Y M D M S Y D R D
D E N S I T Y E S
S O L I D I F Y D

Activity 2

Q1. No, the plunger cannot be pushed all the way through the syringe.
Q2. The plunger of the syringe could be slightly pushed. The springiness of the air inside the
syringe can be felt.
Q3. We cannot push the plunger in the syringe with water inside.
Q4. We were able to push the plunger of the syringe with air in it but the plunger of the syringe
with water in it could not be pushed. We felt the resistance of the water of being compressed.
Q5. 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. The plunger could not be pushed in the syringe
with water 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.
Q6. Yes, water flowed freely as it is poured into another container. Water maintained its volume
and took the shape of the container.
Q7. Water poured on the flat surface of a dinner plate spread out to fill all the space available.
Q8. When the bottle cap inside the bottle was transferred to the dinner plate by tilting the bottle,
the bottle cap simply slid along the side of the bottle. The bottle cap retained its shape and volume.
Q9. The salt sample may or may not take the shape of the container depending on the diameter of
the container and the amount of salt used. (But if the container has a narrow diameter, and there
are more salt used, then salt takes the shape of the container.) The little pieces of salt or sand
maintained their shape.

Activity 3
Characteristics Solid Liquid Gas
1. Intermolecular Very close Slightly farther Far from one
spacing another
2. Shape Definite Not definite Not definite
3. Volume Definite Definite Not definite
4. Ability to flow Cannot flow Able to flow Able to flow
5. Compressibility Not compressible Not Highly compressible
compressible
6. Density Densest Dense Low density

11
Activity 5 Activity 6 Assessment
1. Gas 1. Solid
2. Solids 2. Liquid 1.B 6. B 11. A
3. True 3. Gas 2. B 7. D 12. D
4. True 4. Densest; can’t flow 3. C 8. D 13. C
5. Solids 5. Dense; can flow 4. A 9. C 14. D
6. Low density; can flow 5. C 10. D 15. C
References
Department of Education (2013). Science 8, Learner's Module First Edition. Vibal
Publishing House, Inc.

Department of Education (2013). Science 8, Teacher's Guide. Vibal

Publishing House, Inc.

CK-12 Foundation 2021. 2017. "Properties of Matter." CK-12. July 03. Accessed January
10, 2021. https://www.ck12.org/book/ck-12-physical-science-for-middle-
school/section/3.1/.

Bagley, Mary. 2014. "Properties of Matter: Liquids." Live Science . July 24. Accessed
January 5, 2021. https://www.livescience.com/46972-liquids.html.

CK-12 Foundation 2021. 2017. "Prperties of Matter." CK-12. July 03. Accessed January
10, 2021. https://www.ck12.org/book/ck-12-physical-science-for-middle-
school/section/3.1/.

Image credit:

https://www.bing.com/search?q=image%20of%20solid%2C%20liquid%2C%20gas&form
=SWAUA2

https://courses.lumenlearning.com/chemistryatomsfirst/chapter/intermolecular-
forces/
 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair
Here the breezes gently Blow, Linger with love and care
Here the birds sing Merrily, Golden beams of sunrise and sunset
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX
Here the Badjaos roam the seas Hardworking people Abound,
Here the Samals live in peace Every valleys and Dale
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd
Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight,
T is ever the same, to serve our home and country's need.
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire,
All hail ! cries the soul that is now to take flight;
All hail ! And sweet it is for thee to expire ;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long night.
If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
Let the moon beam over me soft and serene,
Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen ;
And if on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
I Am a Filipino, by Carlos P. Romulo
I am a Filipino–inheritor of a glorious past, hostage to the uncertain
future. As such I must prove equal to a two-fold task–the task of
meeting my responsibility to the past, and the task of performing
my obligation to the future.
I sprung from a hardy race, child many generations removed of
ancient Malayan pioneers. Across the centuries the memory comes
rushing back to me: of brown-skinned men putting out to sea in
ships that were as frail as their hearts were stout. Over the sea I see
them come, borne upon the billowing wave and the whistling wind,
carried upon the mighty swell of hope–hope in the free abundance
of new land that was to be their home and their children’s forever.
I am a Filipino. In my blood runs the immortal seed of heroes–seed
that flowered down the centuries in deeds of courage and defiance.
In my veins yet pulses the same hot blood that sent Lapulapu to
battle against the first invader of this land, that nerved Lakandula
in the combat against the alien foe, that drove Diego Silang and
Dagohoy into rebellion against the foreign oppressor.
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
All of them are proud and true
Region IX our Eden Land
Region IX
Our..
Eden...
Land...
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.
Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain
An d when t he d ar k night wr a p s t he gr av eyar d ar o un d
Wit h only t he de a d in t heir v igil t o se e
Br ea k n ot my r e p os e or t he m yst er y pr of o un d
An d p er ch anc e t ho u m ayst he ar a sa d hy mn r es o un d
'T i s I, O m y c ou nt r y, r aising a s ong unt o t hee.
An d ev en my gr av e i s r em em ber ed n o m or e
Unmar k' d by nev er a cr os s nor a st on e
Let t he pl ow sw ee p t hr o ugh it , t he s p ad e t ur n it o 'er
That m y ash es m ay c ar p et ear t hly f l oor ,
Bef or e int o not hi ngne ss at l ast t hey ar e bl own.
The n will o bliv i on br in g t o m e no car e
As ov er t hy v ales an d plai ns I swe ep;
Thr o b bing an d cle ans e d in t hy s pac e an d air
Wit h col or an d light , wit h s ong an d l ame nt I f ar e,
Ev er r e pe at ing t he f ait h t hat I ke ep.
My F at her lan d a d or ' d, t hat s adn es s t o m y s or r ow le n ds
Bel ov e d Fili pin as, h ear no w my la st go o d - by!
I giv e t hee all: par ent s an d kin dr e d an d f r ien ds
For I g o wher e no slav e bef or e t he op pr ess or ben ds,
Wher e f ait h c an nev er k ill, an d G o d r eign s e' er on hi gh!
Far ew ell t o y o u all, f r o m my s o ul t or n a way,
Fr ien ds of my chi ldh o o d in t he h om e di s po ss es se d!
Giv e t han ks t hat I r est f r om t h e wear i so me da y!
Far ew ell t o t hee, t o o, swe et f r ien d t hat lig ht ene d my way;
Bel ov e d cr e at ur es al l, f ar ewell ! In d eat h t her e is r est !
I am a Filipino, child of the marriage of the East and the West. The
East, with its languor and mysticism, its passivity and endurance,
was my mother, and my sire was the West that came thundering
across the seas with the Cross and Sword and the Machine. I am of
the East, an eager participant in its spirit, and in its struggles for
liberation from the imperialist yoke. But I also know that the East
must awake from its centuried sleep, shake off the lethargy that has
bound his limbs, and start moving where destiny awaits.
I am a Filipino, and this is my inheritance. What pledge shall I give
that I may prove worthy of my inheritance? I shall give the pledge
that has come ringing down the corridors of the centuries, and it
shall be compounded of the joyous cries of my Malayan forebears
when first they saw the contours of this land loom before their eyes,
of the battle cries that have resounded in every field of combat from
Mactan to Tirad Pass, of the voices of my people when they sing:
“I am a Filipino born to freedom, and I shall not rest until freedom
shall have been added unto my inheritance—for myself and my
children and my children’s children—forever.”