Other students are comfortable with seeing powder as a solid because it will not ‘wet’ immersed objects. Substances which appear as powders or in fine granules like sand or talc are often identified as liquids because they are viewed by students as easily shaped or freely poured. Some students strongly believe that to be a solid the substance must be very hard and clearly consolidated into unbreakable lumps. Student ideas about gases are further explored in the focus idea For example, solid steel, liquid detergent and camping gas are frequently provided when students are asked for examples of substances in each state. Everyday language appears to strongly influence early student identification. Solids are typically identified as objects that can be held, liquids as ‘dishwashing liquids’ that are ‘runny’ or ‘wetting’ and gases as LPG gas or propane gas that are combustible. Typically, when students are asked for examples of each state, they are able to provide numerous examples of solids, less of liquids and only a few of gases - which reflects their common experiences. Students are frequently reported as using the word ‘solid’ as an adjective rather than to describe a class of substances. Students’ understandings of solids, liquids and gases have been well researched and confirm that their early conception of these terms is shaped by their everyday use of these words. Contrasting student and scientific viewsĬontrasting student and scientific views Student everyday experiences.