Term 1 Week 3 · Does It Keep Its Shape? Does It Keep Its Space? · CG Quarter 1, competency 3
| # | The misconception | Where it shows | What to do |
|---|---|---|---|
| 1 | Sand is a liquid because it pours | §C2, game Round 2 | Look at one grain, not the pile. Pouring is not one of the two questions |
| 2 | Air is not matter — it weighs nothing | §C3, exit ticket 3 | Balance two balloons and blow one up. If there is no stick, do the upturned-glass activity instead |
| 3 | A gas has no volume at all | Worksheet A | It has no definite volume. It has whatever volume its container gives it, which is a different statement |
| 4 | A liquid has no definite volume, because it changes shape | Worksheet A row 2 | Pour a cup into a bowl and back. Shape changed; amount did not. Do it, do not say it |
| 5 | Solid means hard | §C1, game Round 2 | A sponge, a rubber band and cotton wool are all solids. Hardness is a physical property, not a state |
| 6 | Steam and the white cloud are the same thing | Game Round 2 | The visible white is tiny liquid droplets; the gas itself is invisible. Say so — a learner who spots this is right and should be told |
| 7 | Boiled-away water is destroyed | §D, and again in Quarter 4 | It became a gas and went into the room. Same matter. This is the water cycle arriving twenty-five weeks early |