Topic 1: Solid, Liquid and Gas

Learning Objectives

After successful completion of this module, the students must have

1. Described characteristics of different objects based on the shape and the space they
occupy; and

2. Classified objects and materials as solid, liquid and gas according to some observable
characteristics.

Activating Learning

Look closely the picture below and read the information. Do you think science learners will be
able to predict the answer to the question given below?
 1. What will happen to the paper towel inside the glass when it will be submerged upside
down in the basin of water?

2. Will the paper towel inside the glass stay dry for a long time? Why?

Presentation of Contents

Activity 1: Classify Objects and Materials into Solid, Liquid and Gas

Procedure:

1. Classify the materials listed below into solid, liquid or gas. List the names of the objects or
materials where they appropriately belong. Give reasons for grouping them together.

Classificatio Materials Reason for grouping

n of Matter together
Oxygen bottled milk bag cotton
Solid
Block of wood air sweat oil

Liquid

Gas

What you just did in the activities is one way of explaining the concept on the characteristics of
liquid, solid, and gas through keen observation. To make you understand more, here are some
important information for you who will be teaching the subject in the future.

A. STATES OF MATTER: SOLID, LIQUID, GAS

All objects on earth can be classified in one of three physical forms or states such as solid, liquid
and gas.
  Solid is a state of matter that has definite shape and definite volume. It keeps its own
size. Some common examples are marbles, ping-pong ball, sponge, rock, empty bottle,
bag, pen, book, jewelleries, and many others.

Solid have other special properties. Comparing marble and sponge even if both are solids
yet is different from each other. Some solids are hard like the marble and other are soft
like sponge. Hardness is the ability of solids to resist breaking and scraping.

Other solids have distinctive properties like metals, jewelleries such as ring, bracelet and
necklaces are made up of metals, gold, silver or platinum. These metals can be designed
and formed into beautiful accessories because they are malleable. The ability of metals to
be hammered into different shapes is called malleability.

Another unique property of metallic solid is ductility, the ability to be drawn into wire
like copper, aluminium and steel. Copper is the metal used for electrical wiring. It can
also be formed into strips or shavings.

Other solids are brittle like chalk, concrete and glass. Brittleness is the property that
makes solids easy to break when a force is applied to it.

 Liquid is a state of matter that keeps its size but takes the shape of its container. A liquid
can also flow as it is transferred or poured from one container to another. Juice, water,
our body’s sweat, milk, rubbing alcohol and cola drinks are common examples of a
liquid.

 Gas is a state of matter that can freely change its shape and size. It spreads out to fill its
container. Gases flow like liquids. They are very light and often they cannot be seen. A
very common gaseous material is air which is a mixture of gases. Other examples are the
helium inside an inflated birthday balloon, water vapour, perfume in the air, fumes from
cars and factories, oxygen gas that we breathe in, and carbon dioxide that we expel out

B. DESCRIPTIONS OF THE STATES OF MATTER ACCORDING TO SHAPE AND

SPACE THEY OCCUPY
 The “state” of matter refers to the group of matter with the same properties. Materials are
grouped together according to their properties.
 If a material is group as solid, it has a definite shape and volume. The Volume or size of
an object or materials is the amount of space it occupies.

Consider the different materials in activity 1. Materials retain their shape and volume
even when they are transferred from one container to another or no matter where they are
placed. Hence, they are grouped as solid.

 If a material is in a liquid state, it has a definite volume but follows the shape of its
container. The colored water in activity 1 was transferred from one container to another.
The volume of water or its amount or size remaining the same in the process of pouring
 from container to another. However, the waters shape varies since it occupies whatever
space is allowed by its containing vessel. Thus it is classified as liquid. It is important to
note that beyond the capacity of its container, liquid will spill.

 A material in a gaseous state has no definite shape and volume. It has the ability to spread
filling out any available space of its container. The air blown into the balloons of
different shapes was a mixture of gases. The shape and volume of air once inside the
balloons also follow the shape and volume of the container.

You will further understand about the states of matter, by doing these two activities:

1. Make a list of objects or materials that you can see at home and in your environment.

From the list, identify 10 solids, 10 liquid, 10 gases and 10 objects which you are in doubt of its
classification. You may follow the table format below.

10 solid objects 10 liquid objects 10 gas objects 10 unclassified

objects

Reason for Reason for Reason for Reason for not

grouping grouping grouping including in the
solid, liquid, gas

Application
  For Pre-service Teacher
Answer the questions below.

1. What is the best way to teach the concept – state of matter to let students have a first-
hand experience and make them understand better
2. What state of matter, do you consider difficult to teach? Why?

 For the Learners

Part A. Choose the letter of the correct answer.

1. Which is true about solids?

A. Solids can’t be seen.
B. Solids occupy space
C. Solids do not have a definite shape
D. Solids follow the volume of its container.

2. Which among the given statement is NOT correct?

A. Solids have different colors
B. Gases cannot be compress
C. Solids, liquids, and gases occupy space
D. Liquids take the shape of their containers

Part B. Complete the information needed in each box.

Materials/object Mass Shape Volume State of

s matter

definite indefinite definite liquid

Ex. Cough syrup

Cow milk

Inflated tire
 Sugar Crystals

Inflated Balloon

Feedback

As a future teacher, what insight have you learned from lesson 1? You may include science
processes that your future learners may need.