What are materials doing when we cannot see the particles?
MATTER LAB · CONTAINMENT ALERT: A virtual material is moving through solid, liquid and gas states while the chamber temperature changes. The particles are too small to see directly, so your job is to use a model — then keep the model honest about what it can and cannot show.
ACTIVE OBJECTIVEMATTER LAB · CONTAINMENT ALERT: A virtual material is moving through solid, liquid and gas states while the chamber temperature changes. The particles are too small to see directly, so your job is to use a model — then keep the model honest about what it can and cannot show.
WORLDSYSTEMS LAB
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.
PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.
MISSION BRIEFING
MATTER LAB · CONTAINMENT ALERT: A virtual material is moving through solid, liquid and gas states while the chamber temperature changes. The particles are too small to see directly, so your job is to use a model — then keep the model honest about what it can and cannot show.
✓Use a particle model to compare solids, liquids and gases in terms of arrangement, spacing and movement.
✓Explain melting, freezing, evaporation/boiling and condensation as changes of state rather than creation of a new substance.
✓Interpret temperature changes including values below zero and connect heating/cooling to changes in particle motion and spacing.
✓Explain thermal expansion without saying that individual particles themselves become larger, and identify one limitation of a particle diagram.
MISSION MEDIA · FuseSchool
States of Matter
Use the particle model to compare solid, liquid and gas behaviour.
Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.
LEARN
STATE → PARTICLES → ENERGY → MODEL
The particle model helps explain matter that is too small to see directly. In a SOLID, particles are closely packed and vibrate around fixed positions. In a LIQUID, particles remain close together but can move past one another. In a GAS, particles are much farther apart and move freely through the available space. Heating usually increases particle motion; cooling reduces it. During thermal expansion, the particles themselves do not swell — average spacing between particles can increase. Changes such as MELTING, FREEZING, EVAPORATION / BOILING and CONDENSATION change the state of a substance, not its chemical identity. Use OBSERVATION → PARTICLE MODEL → EXPLANATION → MODEL LIMIT.
The particle model helps explain matter that is too small to see directly. In a SOLID, particles are closely packed and vibrate around fixed positions. In a LIQUID, particles remain close together but can move past one another. In a GAS, particles are much farther apart and move freely through the available space. Heating usually increases particle motion; cooling reduces it. During thermal expansion, the particles themselves do not swell — average spacing between particles can increase. Changes such as MELTING, FREEZING, EVAPORATION / BOILING and CONDENSATION change the state of a substance, not its chemical identity. Use OBSERVATION → PARTICLE MODEL → EXPLANATION → MODEL LIMIT.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
Topic knowledge:Particle model of solids/liquids/gases, changes of state, heating/cooling, spacing/motion and thermal expansion.
This week’s first target:Use a particle model to compare solids, liquids and gases in terms of arrangement, spacing and movement.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
The particle model helps explain matter that is too small to see directly. In a SOLID, particles are closely packed and vibrate around fixed positions. In a LIQUID, particles remain close together but can move past one another. In a GAS, particles are much farther apart and move freely through the available space. Heating usually increases particle motion; cooling reduces it. During thermal expansion, the particles themselves do not swell — average spacing between particles can increase. Changes such as MELTING, FREEZING, EVAPORATION / BOILING and CONDENSATION change the state of a substance, not its chemical identity. Use OBSERVATION → PARTICLE MODEL → EXPLANATION → MODEL LIMIT.
TEACH 2 · WHAT TO NOTICE
Use a particle model to compare solids, liquids and gases in terms of arrangement, spacing and movement.Explain melting, freezing, evaporation/boiling and condensation as changes of state rather than creation of a new substance.
TEACH 3 · CONNECT + TRANSFER
Interpret temperature changes including values below zero and connect heating/cooling to changes in particle motion and spacing. Explain thermal expansion without saying that individual particles themselves become larger, and identify one limitation of a particle diagram.
WORKED EXAMPLE · EVIDENCE
SOLID MODEL
The simplified solid model shows particles packed closely in an ordered arrangement, vibrating around positions rather than travelling through the whole sample.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with MODEL LIMIT: The animated dots are not literal photographs of atoms or molecules. Their size, colour and spacing are exaggerated so patterns can be seen.
Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
WORKED EXAMPLE · MATHS / DATA ROUTE
A virtual chamber cools from 6°C to −8°C. What is the total temperature decrease?
This week’s maths/data focus:Temperature, negative numbers, interval change, tables and proportional reasoning.
Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.
Worked solution:Moving from 6°C down to −8°C crosses 6 degrees to zero and 8 more below zero. 6 + 8 = 14°C total decrease.Answer check:14°C. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose a source that mainly supplies context rather than direct proof of the whole conclusion.
YOU TRY · INDEPENDENT PRACTICE
For Matter Lab, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
MODEL LIMIT:The animated dots are not literal photographs of atoms or molecules. Their size, colour and spacing are exaggerated so patterns can be seen.
This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
HELP
Try: “The system part/variable ___ changes ___. The evidence is ___. This suggests ___. One limit is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
MATTER CONTROL · PARTICLE CHAMBER···
MATTER LAB
You cannot see the particles. You can still test the model.
Identify particle arrangements, drive a fictional substance through states, match state-change processes and repair a thermal-expansion misconception.
STATE ID · PARTICLE BEHAVIOUR
Closely packed; vibrate around fixed positions.
Close together; move past one another.
Farther apart; move throughout the available space.
VIRTUAL SUBSTANCE M · MELTS AT 10°C · BOILS AT 70°C
TEMPERATURE 20°CMODEL STATE LIQUIDRUNS 0
Cross at least one state boundary and make three temperature changes. The dots represent a model, not literal particle size or distance.
A material expands when warmed. What does the particle model change?
CONTAINMENT PROBLEM
A flexible sealed container holds the same fictional substance while it warms into the gas-state model. What must the design account for?
Classify all three states, make three chamber changes and cross a state boundary, match all four state changes, then pass expansion and containment.
OPEN THE SYSTEM EVIDENCE
SOURCE 1
SOLID MODEL
The simplified solid model shows particles packed closely in an ordered arrangement, vibrating around positions rather than travelling through the whole sample.
SOURCE 2
LIQUID MODEL
The liquid model keeps particles close together but allows them to move past one another, helping explain why a liquid flows while retaining roughly the same volume.
SOURCE 3
GAS MODEL
The gas model shows particles widely spaced and moving throughout the available container. The empty-looking space is part of the model, not evidence that gas has no matter.
SOURCE 4
EXPANSION CHECK
When the virtual sample is heated, the model increases particle motion and average spacing. The particle dots do not become larger because thermal expansion is not particles physically swelling.
SOURCE 5
MODEL LIMIT
The animated dots are not literal photographs of atoms or molecules. Their size, colour and spacing are exaggerated so patterns can be seen.
INVESTIGATE + ENGLISH · EVIDENCE CASE
A useful model explains patterns without pretending to be a photograph
Matter can change even when we cannot see its particles directly. A solid keeps its shape because its particles stay in closely packed positions while vibrating. A liquid flows because its particles can move around one another. A gas spreads through its container because its particles are much farther apart and move freely. Heating can increase particle motion, while cooling reduces it. If a material expands as it warms, a particle model represents this mainly through changed spacing — not by drawing each particle larger. State changes such as melting and condensation can be explained by changes in particle movement and arrangement while the substance remains the same kind of substance. The model is useful precisely because it simplifies reality, so its limitations should stay visible.
MAKE THE CALL
A sealed flexible container must hold the same substance as it warms from a cool liquid toward a warmer gas-state model. Choose the particle explanation that best predicts what changes inside, then explain what the container must allow for and why “the particles get bigger” is not an acceptable explanation.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 180–240 words explaining how the particle model accounts for solid, liquid and gas behaviour. Include one heating example, one cooling example, one state change, the correct explanation of thermal expansion and one limitation of the model. Use the words arrangement, spacing and movement accurately.
0/180 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
A virtual chamber cools from 6°C to −8°C. What is the total temperature decrease?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
ALGEBRA · YEAR 7 CORE
6 PROBLEMS
QUICK METHODALGEBRA
Keep the equation balanced: undo operations in reverse order.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
x + 4 = 34. What is x?
Subtract 4 from both sides: x = 30.
Q02
3x = 24. What is x?
Divide both sides by 3: x = 8.
Q03
If n = 5, what is 2n + 3?
2(5) + 3 = 10 + 3 = 13.
INDEPENDENT · Q04
Continue the pattern: 4, 9, 14, 19, …
The rule is add 5 each time, so 19 + 5 = 24.
INDEPENDENT · Q05
Which expression means “five more than twice x”?
Twice x is 2x; five more gives 2x + 5.
INDEPENDENT · Q06
2x + 4 = 18. What is x?
Subtract 4: 2x = 14. Divide by 2: x = 7.
OPTIONAL CHALLENGE · OPEN RESPONSE
Write an equation with x = 10, then show how to solve it.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 4 × 3 = 12; add 93 to get 105.
Use a hint
Brackets first: 97 × 3 = 291.
Check the method after trying
4² = 16; subtract 3.
Check the method after trying
One quarter is 90; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(375 − 3) ÷ 4 = 93.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · SIGNED NUMBER LAB0 / 6
LEARN THE METHOD
Negative numbers are below zero. A rise is positive; a fall is negative. Calculate change as final minus starting temperature.
WORKED EXAMPLE
From −6°C to 9°C: 6 degrees to zero and 9 more = a rise of 15°C. From 9°C to −6°C, the signed change is −15°C.
°C
Use a hint
−5 + 94 = 89.
°C
Use a hint
5 to zero, then 94 more: 99.
°C
Check the method after trying
Final − start = −5 − 94 = -99.
°C
Check the method after trying
The total is zero; zero divided by 3 is zero.
°C
Check the method after trying
−94 + 5 − 4 = -93.
°C
Check the method after trying
Add the readings and divide by 2: (94 − 5) ÷ 2.
Compare your reasoning after trying
No. −5°C + 8°C = 3°C, while 10°C + 8°C = 18°C. Equal changes do not imply equal starting or final values.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · RATE ENGINE0 / 6
LEARN THE METHOD
A unit rate is an amount per one unit. Divide by the number of units, then multiply to scale. State the units and check that the assumed rate is constant.
WORKED EXAMPLE
A test rig makes 84 items in 7 minutes: 84 ÷ 7 = 12 items/min. At that rate it makes 60 items in 5 minutes.
items/min
Use a hint
570 ÷ 6 = 95.
items
Use a hint
6 × 95 = 570.
km/h
Check the method after trying
Distance ÷ time = 72 ÷ 6.
minutes
Check the method after trying
Volume ÷ rate = 570 ÷ 6.
items/min
Check the method after trying
A: 95/min; B: 97/min; difference 2/min.
items
Check the method after trying
Count running time only: 6 × (95 + 5).
Compare your reasoning after trying
Compare items per minute, not totals alone. For example 60 in 5 minutes and 96 in 8 both average 12/min. Different task difficulty or quality could make this comparison unfair.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · RULE DECODER0 / 6
LEARN THE METHOD
A letter stands for a number. Substitute its value; multiplication comes before addition. To solve, undo operations in reverse order on both sides.
WORKED EXAMPLE
3x + 5 = 26. Subtract 5 on both sides: 3x = 21. Divide by 3: x = 7. Check: 3 × 7 + 5 = 26.
Use a hint
Subtract 7 from both sides.
Use a hint
Divide both sides by 7.
Check the method after trying
Substitute: 2 × 96 + 7 = 199.
Check the method after trying
Add 7 each time.
Check the method after trying
Subtract 7, then divide by 2.
Check the method after trying
Exactly 96 is not greater than 96, so use the otherwise rule.
Compare your reasoning after trying
For example, 2x + 3 = 13 and 3x − 2 = 13 both have x = 5. Substitution checks each solution.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 3
PROJECT HQ · PROJECT FILE 04
BUILD — begin prototype/model.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
BUILD the first model or prototype for your Resilient Systems Challenge. Show the weak point you are targeting, the change you propose and the measurement that will tell you whether it helps.
WEEK 4 · BUILD VERSION 1 · Turn your system map and success criteria into a first model or prototype. It can be physical, diagrammed, simulated or digital.
Complete all five fields. Version 1 saves into your Resilient Systems Challenge on this device.
Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.
CHECK-IN
What changed in your thinking?
22ICONIC GAMES
YOUR WEEKLY GAME · TERM 3 / WEEK 4
Coin Pusher
Choose a drop position and feed coins onto the moving shelf.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN