Students’ ways of looking at floating and sinking include the roles played by material, weight, shape, cavities, holes, air, and water (Driver, Squires, Rushworth, and Wood-Robinson 1994).A study conducted by Biddulph and Osborne (1984) asked students ages 7 to 14 why things float. The typical response was “because they are light.”Some students use an intuitive rule of “More A-More B” (Stavy and Tirosh 2000). They reason that if you have a larger object (bigger piece of clay), then it must sink while the smaller piece will float.Children younger than age 5 typically ignore an object’s size and focus on its “felt weight” (Smith, Carey, and Wiser 1984)