The Particle Model
CONCEPTUALUse the particle model to explain the properties of solids, liquids, and gases — including differences in arrangement, movement, and spacing — and apply the model to explain density, compressibility, and the anomalous expansion of water
Mastery Evidence
- Draws particle diagrams for solids, liquids, and gases showing correct arrangement and spacing
- Explains why gases are compressible but liquids and solids are not
- Explains why ice floats on water using the anomalous expansion of water
- Uses particle spacing to explain why gases are much less dense than solids and liquids
Assessment Prompt
“If [child] was asked why you can squash a balloon but not a water bottle full of liquid, could they explain using the idea of particles what's different about gases and liquids?”
Curriculum Standards4 alignments
MS-PS1-4Next Generation Science Standards (NGSS) Middle Schoolcodes onlyKS3.Sci.Chem.PNM.1The national curriculum in Englandthe properties of the different states of matter (solid, liquid and gas) in terms of the movement and arrangement of particles
KS3.Sci.Chem.PNM.3The national curriculum in Englandsimilarities and differences, including density differences, between solids, liquids and gases
KS3.Sci.Chem.PNM.4The national curriculum in Englandthe differences in arrangements, in motion and in closeness of particles explaining change of state, shape and density, the anomalous expansion of water, and the differences in the compressibility of solids, liquids and gases
Prerequisites3
- Drawing Particle DiagramshardAges 7—11
- Matter Is Made of ParticleshardAges 10—11
- Solids, Liquids & GaseshardAges 8—9
Show full prerequisite tree
- Drawing Particle Diagrams hard
Using the particle model to explain density, compressibility, and anomalous expansion requires fluent reading and drawing of particle diagrams
- Matter Is Made of Particles hard
KS3 particle model extends US KS2 introduction to matter as particles too small to see
- Drawing Particle Diagrams hard
Developing a model of matter as particles too small to see is built on the particle diagram representation
- Heating & Cooling Changes hard
Must observe state changes before explaining them with particle model
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Solids, Liquids & Gases hard
Must understand observable states of matter before modelling them with particles
- States of Matter Vocabulary hard
Comparing and grouping materials as solids, liquids, or gases requires the naming vocabulary for the three states
- Drawing Particle Diagrams hard
Comparing and grouping solids, liquids, and gases by properties is greatly aided by the particle diagram representation
- Heating & Cooling Changes hard
Must classify states of matter before understanding changes between states
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Grouping Materials hard
Must group materials by properties before classifying into three states of matter
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Changing Shapes of Solids soft
Changing shapes of solids provides context for understanding solid properties
- Describing Material Properties hard
Must know material properties before investigating how shapes change
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Solids, Liquids & Gases hard
KS3 particle model extends KS2 classification of solids, liquids and gases by observable properties
- States of Matter Vocabulary hard
Comparing and grouping materials as solids, liquids, or gases requires the naming vocabulary for the three states
- Drawing Particle Diagrams hard
Comparing and grouping solids, liquids, and gases by properties is greatly aided by the particle diagram representation
- Heating & Cooling Changes hard
Must classify states of matter before understanding changes between states
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Grouping Materials hard
Must group materials by properties before classifying into three states of matter
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Changing Shapes of Solids soft
Changing shapes of solids provides context for understanding solid properties
- Describing Material Properties hard
Must know material properties before investigating how shapes change
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
Unlocks4
- Physical vs Chemical ChangessoftAges 11—13
- How Materials Change StatehardAges 11—12
- Conduction, convection, and radiationsoftAges 12—13
- Atoms, Elements & CompoundshardAges 11—12