AC9S3U04: Investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state

Students learn to investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Learning routine: Observe → Model → Investigate → Record → Explain

Success looks like

• Recognise solid
• Use liquid
• Explain melting
• Apply in a new context
• Justify with evidence

solid

a state that keeps its own shape

liquid

a state that flows and takes its container’s shape

melting

a change from solid to liquid when heat energy is added

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

• Content description: investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state
• E1: observing the properties of substances and classifying them as solids (that hold their shape) or liquids (that fill the bottom of containers)
• E2: investigating ice melting or water freezing in a sealed bag and explaining their observations
• E3: using ice cubes, butter or chocolate to explore how changes of state involve the removal of heat or the addition of heat
• E4: investigating how changes of state in materials used by First Nations Australians such as beeswax or resins are important for their use (teaching context)
• E5: exploring how changes from solid to liquid and liquid to solid can help us recycle materials such as glass or plastics

Use reliable, community-approved sources and identify the specific Nation, People or community where the source does. Do not present diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before reproducing cultural material or inviting community participation.

Core idea: Students learn to investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state. They use the visual model, precise vocabulary and evidence to explain and apply the concept.

Remember

• Recognise solid
• Use liquid
• Explain melting
• Apply in a new context
• Justify with evidence

Important questions

• Which property usually distinguishes a liquid from a solid? Explain using the model or evidence above.
• Complete the state change. Explain using the model or evidence above.
• Explain compare particle arrangements in solids and liquids. Explain using the model or evidence above.
• Correct: Liquids have no volume. Explain using the model or evidence above.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

• Liquids have no volume — Liquids have a definite amount even though shape changes.
• Feature named without effect — Explain how the feature changes meaning or outcome.
• One example treated as a rule — Test the idea with another example.

This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.

Curriculum equivalents for Investigate the observable properties of solids and liquids and how...

Mapped skill: investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9S3U01: Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
• AC9S3U02: Compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources
• AC9S3U03: Identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another
• AC9S3H01: Examine how people use data to develop scientific explanations
• AC9S3H02: Consider how people use scientific explanations to meet a need or solve a problem
• AC9S3I01: Pose questions to explore observed patterns and relationships and make predictions based on observations
• AC9S3I02: Use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment
• AC9S3I03: Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate