MODULE LOWER SECONDARY SCIENCE MRSM

MATTER

5.1 Matter in Nature

You should be able to:

1C 5.1.1 State the almost everything that exist in nature is matter.
1C 5.1.2 Prove that living things and no living things have mass and occupies space.
1C 5.1.3 Differentiate the physical properties and chemical properties of the matter.
7Cp.01 Understand that all substances have chemical properties and physical properties.
1C 5.1.4 Classify materials by the different characteristics
7TWSc.01 Sort, group and classify phenomena, objects, materials and organisms through testing,
observation, using secondary information and making and using keys.

QUICK NOTES

1. Matter is made up of discrete tiny particles.

2. All living things and non-living things are made up of matter.
3. Matter can be classified into three states of matter solid, liquid and gas.

1. What is definition of matter?

Matter is a substance that has _____________ and _______________

2. Classify the things around you into living things and non-living things.

Things in the surroundings

Living things Non-living things

• _____________________________ • _____________________________

• _____________________________ • _____________________________

• _____________________________ • _____________________________

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 1

 MODULE LOWER SECONDARY SCIENCE MRSM
Acitivty 1
A. Aim To show that living and non-living things have mass and occupy space.
Materials and Apparatus Lever balance, beaker, soil, water, bean sprouts.
Instruction
i. Weigh an empty beaker with a lever balance. Record its mass.
ii. Fill half of the beaker with soil. Does the soil occupy space inside the beaker?
iii. Weigh the beaker with the soil by using the lever balance as shown in Figure 1. Doe soil have
mass?

Figure 1: Set-up of apparatus

iv. Repeat steps 1 – 3 by replacing soil with water and bean sprouts.
v. Complete the table below.
Material Living / non – living things Mass (g) Occupy space

Soil

Water

Bean sprouts

Questions
i. Classify the materials in this activity into living and non-living things.
ii. Are soil, water and bean sprouts matter? Explain your answer.
iii. Give five other examples of things that are matter.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 2

 MODULE LOWER SECONDARY SCIENCE MRSM
B. Aim To show that air has mass and occupies space.
Materials and apparatus Balloons, pin, rope, cellophane tape, wooden rod.
Instruction
i. Blow up two balloons and make sure they are of the same size.
ii. Stick a piece of cellophane tape on one of the balloons.
iii. Attach the balloons to a wooden rod. Balance both balloons (Figure 2).

Figure 2
iv. Use a pin to prick the balloon through the cellophane tape. Observe any changes.
Questions
i. Did the balloons expand when you blew them up? Why?
ii. What happened to the wooden rod when one of the balloons was pricked with the pin?

3. Tick (✓) the things that have mass and occupy space.
Table Pencil Light
Heat Air Sand

4. Mark (✓) for matter and (✘) for non-matter in the following activities with reasons.

Activity Reason
The lever balance
indicator moves up. Water is _______________ because it
_______________ .

Sound is produced
Sound is _______________ because it
when the drum is hit.
_____________ have mass and does not
occupy space.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 3

 MODULE LOWER SECONDARY SCIENCE MRSM
5. Fill up the space provided describe about physical properties and chemical properties of matter.

• physical properties are properties that can be identified by using our five senses or
_______________.
• It depend on the type of materials it is made of.
• Chemical properties are the properties of a substance that become evident when it changes
to a _______________.
• It depends on the reaction that occurs upon the substances. The new substance produced
from the _______________ reaction has a different composition from its original substance.
• Various materials around us can be classified by looking at their characteristics such as
_______________, melting point, boiling point and _______________ .

Physical properties

The Sugar can

_______________ of _______________ in
water is 100°C. water.

The body of the pan is

The
made of _______________
_______________ of
while the handle is from
water is 0°C.
_______________ .

Chemical properties
Iron key
_______________
Petrol is
when
_______________ .
exposed to air and
water

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 4

 MODULE LOWER SECONDARY SCIENCE MRSM
6. Fill up the space provided to classify materials by their different characteristic.

• Density of a material is (mass per unit volume / volume per unit mass)
• Density will determine the ability of material to float or sink.
• A material that has a lower density will float and a material that has a higher density will sink.
• Melting point is the temperature at which a substances changes from
(liquid to solid / solid to liquid)
• Boiling point is the temperature at which a substances changes from
(liquid to solid / liquid to gas)
• Solubility is the ability of a substance to (ionize / dissolve) in a given amount of solvent to form
a solution.

5.2 Three State of Matter

You should be able to:

1C 5.2.1 Generalise that matter consists of particles
7Cm.01 Understand that all matter is made of atoms, with each different type of atom being a different
element.
TWSm.01 Describe the strengths and limitations of a model.
1C 5.2.2 Compare and contrast three states of matter based on the kinetics theory in terms of the
arrangement and movement of particles.
7Cm.06 Describe the three states of matter as solid, liquid and gas in terms of the arrangement,
separation and motion of particles.
7Cm.05 Describe a vacuum as a space devoid of matter.

1. Fill up the space provided to explain about the kinetic theory of matter.

• Matter is made up of ____________ and ____________

particles.
• Kinetic theory of matter states that matter is made up of
constantly ____________ tiny and discrete particles.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 5

 MODULE LOWER SECONDARY SCIENCE MRSM
2. Fill up the box below to compare the characteristics three states of matter.

State of Matter Solid Liquid Gas

Diagram

Arrangement of closely packed but

particles not in orderly
manner

Movement of particles vibrate at fix

position

Force attraction weak

between particles

Space between less space

particles

Volume, shape and fix volume, shape

mass and mass

Compressibility compressibility

Kinetic energy of moderate energy

particles

Try to compare the space between the

particles, the particles arrangement by
looking at the diagram and discuss the
movement of the particles.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 6

 MODULE LOWER SECONDARY SCIENCE MRSM
5.2 Three states of matter

Yous should be able to:

5.2.3 Use space-time relationships to compare the rate of diffusion in three states of matter.
5.2.4 Describe the change in state of matter, in terms of movement of particles caused by the
absorption and the release of heat, based on kinetic theory.
5.2.5 Conclude the temperature remains constant during melting/ freezing.
5.2.6 Conclude that the mass remains constant during physical changes.
5.2.7 Explain with examples the changes of the state of matter in daily life.

Diagram 3: Movement of particles in diffusion process

1. Underline the correct words to state the definition diffusions.

Diffusion is a process in which the particles of substances diffuse from a

(high concentration area to a low concentration area / low concentration area to a high
concentration area).

2. Fill up the box below to determine the rate of diffusion of particles in a solid, liquid and gas.

In a solid In a liquid In a gas

Observation: Observation: Observation:

The rate of diffusion of The rate of diffusion of The rate of diffusion of

particles in a solid is particles in a liquid is particles in a gas is
____________________ ____________________ ____________________

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 7

 MODULE LOWER SECONDARY SCIENCE MRSM
3. Changes in the state of matter caused by the absorption and the release of heat based on
kinetic theory of matter. Fill up the space provided below.
• Water exists in three forms, which are ________________________.
• The changes to the forms of water are caused by the ____________ and ____________ of
heat from the surroundings.

: Heat is absorbed

: Heat is released

Diagram 4: Changes state of matter.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 8

 MODULE LOWER SECONDARY SCIENCE MRSM
Experiment 5.1: Rate of Diffusion
Problem Statement: What is the difference in the rate of diffusion between solids and
liquids?
Hypothesis: The rate of diffusion is …………… in a solid, but …………... in a liquid.
Aim: To determine the rate of diffusion of copper(II) sulphate in two states of matter.
Variables:
(a) Manipulated variable:…………………………………………………………………………………
(b) Responding variable: …………………………………………………………………………………
(c) Constant variable: …………………………………………………………………………………….
Material and apparatus: Copper(II) sulphate crystals, colourless gel, distilled water,
test tube, rubber stopper, measuring cylinder, stopwatch.
Procedure
A Diffusion in a solid
1. Set up the apparatus as shown in Figure 5.
2. Observe the changes after two days.
3. Record your observation.

Figure 5
B Diffusion in a liquid
1. Put in one spatula of copper(II) sulphate crystals into a measuring cylinder filled with 50 ml of
distilled water (Figure 6).
2. Observe the changes after 15 minutes.
3. Record your observation.

Figure 6
RESULT
Activity Observation
A
B

QUESTIONS
1. State the observation for Activity A and B.
2. Compare the rate of diffusion of copper(II) sulphate in a solid and a liquid.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 9

 MODULE LOWER SECONDARY SCIENCE MRSM
4. State whether the heat is absorbed or the heat is released for the given processes.

Name of the process Heat is absorbed / Heat is

released

Melting

Evaporation

Freezing

Condensation

Sublimation

ACTIVITY 2
A Temperature remains constant during boiling of water
Aim: To investigate whether temperature remains constant during boiling of water
Materials and apparatus: Bunsen burner, tripod stand, wire gauze, beaker, thermometer, 100 ml
of water, retort stand with clamp.
Instruction
1. Pour 100 ml of water into a beaker. Record the initial temperature of water.
2. Heat the water. Record the temperature of water at 10 minutes interval until the temperature
remains constant (Figure 7).
Questions
1. Why does the temperature of water remain constant when boiling?
2. Plot a graph of temperature against time for the boiling of water.

Figure 7
B Mass remains unchanged during physical change
Aim: To investigate whether mass remains unchanged during physical change
(I) Change in mass when ice melts into water
Materials and apparatus: Ice cubes, beaker, lever balance
Instruction
1. Weigh an empty beaker. Record the mass of the empty beaker.
2. Put ice cubes into the beaker. Record the mass of the beaker
filled with ice cubes.
3. Then, let the ice cubes melt. Weigh the beaker filled with water.
4. Record the mass (Figure 8).
Question Figure 8
1. Is there any difference between the mass of the ice cubes and water?
MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 10
 MODULE LOWER SECONDARY SCIENCE MRSM
(II) Change in mass when salt dissolves
Materials and apparatus: Ten spatulas of fine salt, 100 ml of water, glass rod, beaker, lever
balance.
Instruction
1. Weigh a beaker filled with 100 ml of water. Record the mass.
2. Put ten spatulas of fine salt into the beaker. Weigh it and record its mass.
3. Stir the water until the salt dissolves. After that, weigh the solution and record the mass.
Question
1. Is there any difference in mass before and after the salt dissolves?

(III) Change in mass during the expansion of solid

Materials and apparatus: Metal ball and ring, Bunsen burner, triple beam balance.
Instruction
1. Weigh a metal ball together with its ring. Record the mass.
2. Heat the metal ball for 5 minutes.
Weigh the hot metal ball with its
ring. Record the mass. (Figure 9)
Question
1. Is there any difference in the mass of the metal
ball before and after heating?
Figure 9

Hi everyone, can you help

me to determine the
examples of changes state
of matter in our
surrounding.

5. Fill up the mind map below by determine the examples of change of state of matter that occur in
our surrounding.

Examples of change of
state of matter

. . . .

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 11

 MODULE LOWER SECONDARY SCIENCE MRSM
PROBJECT BASED LEARNING (PBL)
STANDARDS: Science – State of Matter. The students recognize and describes the differences
between solids, liquids and gases.

ESSENTIAL QUESTION: How can the four states of matter (solid, liquid, gas and plasma) be
explained in a children’s book?

OVERVIEW: This project is split into four different parts and includes a pre-test and post-test. The
students will work in tow different cooperative learning groups through out the project.

PART 1:
• Split the students into four groups solid, liquid, gas and plasma.
• In the groups, students create thinking maps as they research and learn about their assigned
state of matter. They will be in charge of discovering the particular arrangement, movement,
energy, density, volumes and shapes of their state.
• In their groups, they will also have to think of a way to make their state of matter change
through an experiment and eventually present this to the class.
PART 2:
• Once each group has completed their research, they will become the teachers and teach the
rest of the class about their state of matter and show their demonstration of their state of
matter changing.
• As the groups teach the other students will be filling in a thinking map and gathering the
important information.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 12

 MODULE LOWER SECONDARY SCIENCE MRSM
• Cooperative Learning Rubric
Objectives Score
Overall Research:
• eliminated unnecessary information
• subsitute information when needed /10
• wrote and rewrote and analysed information

Tree Map:
• neatly organized
• is valid and authentic /10
• includes non-linguistic representations (model, pictures)

Presentations:
• speaks clearly and loudly
• is confident and knowledgeable on the topic /10
• can answer reasonable questions

Experiments:
• generated and tested hypothesis
• demonstrated experimental inquiry and decision making /10
• able to defend their hypothesis

Collaboration:
• includes both collaborative and individual work
• used time wisely /10
• worked well together

Total /50

PART 3:
• After all groups have presented the students will then be split into new groups with an expert
on each state of matter. In this new group they will be creating a children book on the states
of matter.
• The goal of their book is that the entire story is related to the assigned topic and allows the
reader to understand much more about the state of matter.

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 13

 MODULE LOWER SECONDARY SCIENCE MRSM
Children Book Rubric
Objectives Score
Title page:
• Title of book
• Names of students
/10
• Picture
• caption

Properties:
• particle arrangement
• movement
• energy
/10
• density
• volumes
• shapes

Photographs
• solid
• liquid
/10
• gas
• plasma

Experiment summary:
• includes short summary of experimental findings for each
state of matter. /10
• Includes a photograph of the experiment.

Overall presentation:
• no spelling grammar, or convention errors.
• creative content
• organized and professional /10
• each group member participates in reading to 1st graders
• act appropriately and serves a good role model.

Total /50

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 14

 MODULE LOWER SECONDARY SCIENCE MRSM
SUMMATIVE TEST

1. Diagram below shows the situation when a mother is cooking. Which of the following
correctly explains the substance labelled M?

A Has mass and fills space

B Has mass and does not fill space
C Has no mass and fills space
D Has no mass and does not fill space

2. The table below shows material R its density.

Material R
Density (g/cm3) 12.60

Substance R has a volume of 30cm3. What is the mass of substance R?

A 370 g
B 375 g
C 378 g
D 380 g

3. Which of the following is a physical change?

A Burning of paper
B Rusting of iron
C Melting of ice cream
D Decaying of carcass

4. Which of the following are the examples of the chemical properties of matter?

I Mud cannot dissolve in water

II Iron conducts heat very well
III Hydrogen gas burns with a pop sound
IV Iron will rust when exposed to water and air

A I and II
B II and III
C III and IV
D I and IV

5. Which physical properties that can distinguish a piece of plank and a piece of rock?

A Density
B Boiling point
C Melting point
D Heat conductivity

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 15

 MODULE LOWER SECONDARY SCIENCE MRSM
6. The diagram below shows the process of matter change.

Choose a suitable statement based on the following matter change.

A Water vapor turns into liquid.

B Iron melts at a temperature of 1536oC.
C Dry ice changes from solid to vapor at normal temperature.
D Boiling water at a temperature of 100oC involves a change of state of matter from
liquid to gaseous.

6. The diagram below shows 2 ballons of different shapes.

Why does the balloon expand to the shape of the balloon when air is blown into it?

A The air particles expand

B The air has mass
C The air occupies space
D The size of air particles increases

7. The following information is about a type of material.

• Material that has no mass

• Materials that do not fill the space

Which of the following refers to the information above?

A Water
B Sound
C Soil
D Air

8. The table below is the density of four different substances.

Substances Density (g/cm3)

P 1.0
Q 0.5
R 0.1
S 0.8

Which of the following arrangements of substnaces in ascending order is correct?

A P→Q→R→S
B P→R→Q→S
C R→Q→S→P
D R→S→Q→P

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 16

 MODULE LOWER SECONDARY SCIENCE MRSM

CHECKLIST
SELF-ASSESS
DATE
LEARNING OUTCOME REMARKS
COMPLETED TP1 TP2 TP3 T4 T5 T6

5.1 Matter in Nature

5.2 Three States of

Matter

Must Do Experiment

Project Based Learning

Summative Practice

MODULE LOWER SECONDARY SCIENCE MRSM MATTER | 17