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  1. KS3
  2. Chemistry
  3. Particles and their behaviour
  4. The particle model

Particles and their behaviour · Model

The particle model

Pour 50 ml of water into 50 ml of alcohol and you get 97 ml. Nothing leaked, nothing evaporated. Where did the three millilitres go?

Start here

Fifty and fifty makes ninety-seven.

Two measuring cylinders, both read to the millilitre. 50 ml of water, 50 ml of pure alcohol. Tip one into the other, wait for the froth to settle and read the level: 97 ml. Do it again tomorrow and you get 97 ml again.

Three millilitres of liquid are missing. Commit to a reason.

Everything in this unit rests on one claim: matter is not continuous. It is made of separate particles, far too small to see, with nothing at all in between them, and they never stop moving. That claim is worth nothing to you until you have tried to break it — so the rest of this lesson is two attempts to break it.

The cutting bench · attempt one

Keep cutting it in half.

0 of 24 possible cuts

A sugar cube, one centimetre on each side. A knife with a perfect edge, and no limit on your patience. Halve it across, throw the rest away, then halve what is left again — every cut leaves a piece half as wide as the one before.

Commit before you start. With a perfect knife and forever to work, how many times could you cut?

Key fact

All matter is made of particles, far too small to see, with nothing between them, and they are always moving.

Attempt two · the gap

What is between the particles?

Zoom into the sugar until you can see individual particles with spaces between them. Pick what is in the space, then run the test that would tell them apart.

Think again

“You stopped cutting because the knife was not sharp enough. A better knife would keep going.”

This is the sensible objection, and it is worth taking seriously before you answer it. Commit.

Mastery ladder

Not started yet.

Rungs 3 and 4 you mark yourself.

Rung 1 · Recall

What does the particle model say is between the particles of a gas?

Rung 2 · The one that catches people

A student halves a sugar cube twenty-four times, each cut leaving a piece half as wide, and reaches one particle. Why can they not make the twenty-fifth cut?

Rung 3 · Explain

Explain, using the particle model, why 50 ml of water added to 50 ml of alcohol gives 97 ml and not 100 ml.

Rung 4 · Take it somewhere new

A student says the gaps between particles in a gas must contain air, "because otherwise it would be a vacuum in there, and you cannot have a vacuum in the middle of a room." Reply to them.

Key note

Matter is made of particles with a floor you cannot cut past, nothing at all between them, and constant motion. Three claims. You have tested two of them in this lesson and the third is the next five lessons.

Going further

The Greeks got here by argument alone, around 400 BC — Democritus reasoned that cutting must stop somewhere and called the last piece atomos, uncuttable. He had no evidence, and for two thousand years his idea sat next to the equally reasonable one that matter is continuous, with nothing to choose between them. What broke the tie was not a better argument but a measurement: gases combining in fixed whole-number ratios, mass balancing exactly through a reaction, and eventually the water-and-alcohol arithmetic you did at the top of this page. An idea does not become science when someone thinks of it. It becomes science when a number forces it.

Before this lesson

  • Nothing — this is where the unit starts

Next in this unit

At GCSE this becomes

Where to next

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Still think something must be in the gap?

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