Chemistry
Name_______________________
Date__________Period_________
Introduction to the State of Matter:
Kinetic Molecular Theory Activity
Background:
The kinetic molecular theory of matter states that all matter is made of particles that are in constant motion.
This activity is designed to help you visualize constant particulate motion for each state of matter.
Task 1 – GROUP
1. Have the monitor of your group place 5 BBs into one of the dishes at your table.
2. Keeping the bottom of the Petri dish on the table, have the time keeper gently shake the dish in a back and
forth motion (not in a circular motion). As s/he does so, make observations about the motion of the BBs. All
group members should record these observations in their notebook. Include a sketch.
3. Have the monitor of your group add 25 BBs to a second dish at your table.
4. Have the monitor of your group completely cover the bottom of the third dish at your table with a single layer
of BBs.
5. The time keeper should gently shake the dish in a back and forth motion. As s/he does so, make observations
about the motion of the BBs. All group members should record these observations in their notebook. Include a
sketch.
6. The time keeper should gently shake the dish in a back and forth motion. As s/he does so, make observations
about the motion of the BBs. All group members should record these observations in their notebook. Include a
sketch.
7. Refer to these three dishes as you proceed to Task 2.
Task 2 – GROUP
1. Have the taskmaster give each team member a “Share Your Opinion” discussion card.
2. Discuss which dish contents represent the movement of solid particles, which dish contents represent the
movement of liquid particles, and which dish contents represent the movement of gas particles. Be sure that
as group members make propositions, they support them with evidence. Once you have come to a group
understanding of which dish contents represent which type of particles, record it in your notebook.
3. Discuss the following: If you were to heat a sample of matter (add energy to the particles), how do you think
the observed particulate motion would change for each state of matter? As part of your discussion, you may
want to observe what happens when each dish is shaken faster. WARNING: DO NOT SHAKE THE DISH SO
FAST THAT BBs FALL TO THE FLOOR.
4. Discuss the following: If you were to cool a sample of matter (remove energy from the particles), how do you
think the observed particulate motion would change for each state of matter? As part of your discussion, you
may want to observe what happens when each dish is shaken slowly.
Task 3 – GROUP
1. Discuss the following characteristics of solids, liquids, and gases. Use the particulate motion that you have
observed in Task 1 of this assignment to explain the observed characteristic. Be prepared to present your
explanations to the class in the form of illustrations.
a. Gas assumes the shape and volume of its container, is readily compressible, and flows
b.
c.
easily.
Liquid assumes the shape of the part of the container which it occupies, is not readily
compressible, and flows easily.
Solid retains a fixed volume and shape, is not readily compressible, and does not generally
flow.
Task 4 – INDIVIDUAL
1. Each group member should copy the following table into his/her notebook.
Vibrate
Spin/Rotate
(shake back and forth)
(spin around)
Translate
(move across space/roll)
Gases
Liquids
Solids
2. Write “yes” in the box if the particles (BBs) have the ability to exhibit the type of motion indicated for each
column and “no” if the particles (BBs) do not have the ability to exhibit the type of motion indicated.
3. Each group members should copy a large version of the Venn diagram below into his/her notebook.
Solid
Liquid
Gas
4. Use the Venn diagram to compare and contrast the particulate movement in solids, liquids, and gases. Use
your observations from Task 1. Include the terms: vibrate, rotate, translate, empty space, order, disarray,
flow, compressible, takes shape of container, and takes volume of container.