Misconception 1

All materials can be classified as a solid, liquid or gas.

(Department of Education and Training, 2015).
About
Research suggests conceptual understandings of solids, liquids and gases are shaped early
on through everyday interactions and language appears to strongly influence their
identification of each state (for eg. students identify solids as being able to be held, liquids
as runny and gases like air (Australian Science Teachers Association, 2013). These
experiences create the misconception that matter can only exist or have properties of one
form and are easily categorised (Jones, 1984 & Krnel, Watson & Glazar, 1998).
McGuigan, Qualter & Schilling (1993) says when identifying a liquid, students generally
select options such as water, milk, and other water based solutions. McGuigan et al (1993)
says rarely students identify non-water based liquids such as oil, paints, or detergent and
generally relate liquid to water and or that all liquids contain water. This misconception is
complicated by the belief solids must be hard, substances such as powder or a sand are a
liquid as they can be poured or that powder is solid because it does not wet (McGuigan,
Qualter & Schilling, 1993, Krnel, Watson & Glazar, 1998).

Scientific view
Human nature encourages categorising. It is easy to see how this misconception occurs as a
result of students life experience. Kyle, Family, & Shymansky (1989) says these notions
need to be challenged by giving encountering experiences which challenge these
perceptions. The three levels of classification (solids, liquids and gas) are mandated by the
year 5 level curriculum and provide a convenient framework. However, many materials
make classification troubling such as powder, toothpaste, the human body, gel, goo, dry ice,
dripping icy poles, a soft drink can, candle wax, mayonnaise and so on. The Department of
Education and Training (2014) provides principles to assist with the classification which can
be found here. Classification is further hindered by substances which change states
depending on factors such as temperature, pressure or multiple states such as chocolate,
butter and immersions (Department of Education and Training, 2014).

Links to the Australian Curriculum (ACARA, 2015)

Year Level

Year 5

Content Description

Science Understanding (Chemical Science)

Solids, liquids and gases have different observable properties

and behave in different ways (ACSSU077)

Elaborations

recognising that substances exist in different states depending

on the temperature

observing that gases have mass and take up space,

demonstrated by using balloons or bubbles

exploring the way solids, liquids and gases change under

different situations such as heating and cooling

recognising that not all substances can be easily classified on

the basis of their observable properties

Teaching Strategies and Suggestions

Critical teaching ideas

1

Classifying similar characteristics

Solids, liquids and gases are the overarching categories however some materials and
substances do not clearly fit within these parameters

Sometimes multiple classifications can be applied

Classification can be affected by multiple factors

NOTE: Students have extensive prior knowledge from the Chemical Science strand of the
Australian Curriculum (2015) on states of matter, the effects of temperature and physical
and chemical change.

Engage
5

Class jigsaw: split into three groups with a pen and butcher paper labelled what is a
solid, what is a liquid and what is a gas. Each group must brainstorm and then
regroup to present findings and record results. This will inform the teaching process
for what they do and dont know (Australian Science Teachers Association, 2013).

Explore
6

Use POE (predict, observe and explain) chart. Produce a mystery bag containing solids,
liquids and gasses. Fill out prediction column. Hand items around then complete
observation. Use elbow partners to build understandings and discuss observable features.
Include easily identifiable items as well as tricky ones . Discuss results as a class and
complete the explain column. Click below to print posters for sorting. The
misconception is challenged by sorting items into the categories including items
which dont obviously belong anywhere (Australian Science Teachers Association,
2013). (Idea sourced from http://scienceweb.asta.edu.au/years-5-6/unit1/lessonone/yr56-unit1-lesson-1.html)

Conduct an investigation on the life cycle of a snowman to

investigate the physical change of water (ice, water then to gas).
Using a snowman provides a real life example. Classify the
snowman by creating a hypothesis, making predictions, taking
scientific observations throughout the day including the state of
matter, create a conclusion explaining what happened and why.
Activity information and instructions:
http://www.frugalteacher.com/2011/09/life-cycle-of-snowman.html.
Reinforce investigation by watching the video on solids, liquids and gases:
https://youtu.be/jd0RXHfIKJQ. Discuss the effects of temperature on matter and how it
affects the state. Discuss whether water is a solid, liquid or gas. Draw a diagram. This
task demonstrates how temperature makes classification difficult thus negating the
misconception (The Association for Science Education, 2008).
8

Create slime: http://scienceweb.asta.edu.au/years-5-6/unit1/lesson-five/yr56-unit1lesson-five.html and complete the investigation attached explaining the behaviour of
pressure or force and its state. What kind of change has it undergone? This task
demonstrates how pressure makes classification difficult thus negating the
misconception (The Association for Science Education, 2008).

Explain
9

Work though What the world is made of (whole class, small groups or individually)
covering states of matter and changes to the state of matter:
http://www.scootle.edu.au/ec/viewing/L3249/index.html (Scootle, 2015). This
challenges the misconception and provides extra information in a real life context.

Elaborate
10 Download the poster, display and use to conduct a simulation role
play where students move like a molecule. Provide examples
which cannot simply be classified as a solid, liquid or gas.
Students pick one and draw a diagram as well as explain
everything they can about the classification process and why it is
difficult. https://s-media-cache-

ak0.pinimg.com/736x/b7/f0/aa/b7f0aa9a0d0cb79cc7fa066cc12da301.jpg

Evaluate

Students choose a format (written, typed, recorded etc) to define a solid, liquid and a
gas. Provide 3 examples of materials or substances which are hard to classify and
why. Finally what factors can influence classification (temperature, force, physical
change or chemical change).
Students select one object/material/substance and create a presentation on how to

classify it, the difficulty with classifying and determining the factors.