Chimpanzees

composed of molecules that move freely among themselves but do not tend to separate like those of gases; neither gaseous nor solid.

2.of, pertaining to, or consisting of liquids: a liquid diet.

3.flowing like water.

4.clear, transparent, or bright: liquid eyes.

5.(of sounds, tones, etc.) smooth; agreeable; flowing freely: the liquid voice of a trained orator.

The effect of shape / size on the velocity of a falling object through a gas

Actually they will only fall at the same velocity if they have broadly the same shape but differing masses (for an explanation of this see below). However if they are significantly differing shapes then the effects of air resistance will be important. For example a human falling from a plane will travel much more quickly than the same human wearing a deployed parachute will fall even though in the second scenario they technically have more mass.

This is because of the effects of air resistance acting on the large surface area of the parachute. The same effect will occur in any other objects falling through a fluid (in a mechanical sense, gasses act like low density, low viscosity fluids) where one has a significantly different surface area to the other. If however you are conducting your experiment in an environment with no atmosphere (e.g. on the moon) then shape becomes irrelevant and it is only the gravitational acceleration and the height of the fall that is important. For more detail, read on:

Discussion of the velocity of falling objects where air resistance is insignificant:

Because both objects are experiencing the same uniform gravitational acceleration they will accelerate at the same rate and thus achieve the same velocity.

You can also demonstrate that mass doesn't affect the velocity of a falling object by rearranging the equations for calculating simple gravitational potential energy and kinetic energy, whereby the gravitational potential energy (EP) of a stationary object of mass m, at a given height above a surface (h) when allowed to fall due to gravity (g) is equal to the kinetic energy (EK) the object has when it reaches the surface.

EP = EK

EP = mgh

EK = 1/2mv2

mgh = 1/2mv2

The mass terms cancel out!

gh = 1/2v2

Multiply gh by 2 to remove the half

2gh = v2

Take the square root the 2gh term to remove the square from the velocity

v = sqrt(2gh)

As such you can see that the velocity of a falling object is dependent on the gravitational acceleration and the height it falls and not it's mass.

I've heard it in different forms: "Them that can, do. Them that can't, teach."

"Them as can, do. Them as can't, teach." It is a rather snobbish opinion of teachers, and the teaching profession in general. The idea is that if I have an interest in a field (biology, for example) the highest expression of my interest will be doing biological research. If I can't 'cut it' as a research biologist, I can always fall back on teaching. Those that can, will become biologists. Those that can't become biologists will end up teaching biology. For some, there may be some truth to this. But it is an unfortunate slur on the majority of teachers who enter education enthusiastically and with rigorous training. Never have we (in the US) had a greater need for trained and eager teachers. There are countries where teaching and education are held in the highest esteem. We need to get back to that point. ANSWER A footnote: As a way of accusing colleges of Education, professors of Education, and degrees in Education of being academically inferior, a corollary arose: Those who can't teach teach teachers how to teach.