Metals vs Non-Metals
CONCEPTUALCompare the physical and chemical properties of metals and non-metals, explaining metallic properties (malleability, lustre, conductivity) and how position in the periodic table predicts reactivity
Mastery Evidence
- Lists physical properties typical of metals (shiny, malleable, good conductor) and non-metals
- Explains why metals are used in wires, cookware, and construction based on their properties
- Uses the periodic table to predict whether an element is likely to be reactive or unreactive
- Explains what lustre and malleability mean in terms of real-world observations
Assessment Prompt
“If [child] had an unknown substance that was shiny, could be bent without breaking, and conducted electricity, could they identify it as likely a metal and explain how each property points to that conclusion?”
Curriculum Standards3 alignments
KS3.Sci.Chem.AEC.6The national curriculum in Englandthe chemical and physical properties of different types of substance: metals and non-metals; ionic and simple molecular compounds; giant covalent structures (qualitative)
KS3.Sci.Chem.AEC.9The national curriculum in Englandthe properties of metals including malleability, lustre and conductivity
KS3.Sci.Chem.PT.5The national curriculum in Englandproperties of metals and non-metals
Prerequisites1
- The Periodic TablehardAges 11—12
Show full prerequisite tree
- The Periodic Table hard
Metal properties and reactivity predictions are read from the periodic table
- Atoms, Elements & Compounds hard
The periodic table organises elements by their atomic structure — atoms and elements must be understood first
- The Particle Model hard
Atoms and molecules are the particles referred to in the particle model — builds directly on it
- Drawing Particle Diagrams hard
Using the particle model to explain density, compressibility, and anomalous expansion requires fluent reading and drawing of particle diagrams
- Matter Is Made of Particles hard
KS3 particle model extends US KS2 introduction to matter as particles too small to see
- Drawing Particle Diagrams hard
Developing a model of matter as particles too small to see is built on the particle diagram representation
- Heating & Cooling Changes hard
Must observe state changes before explaining them with particle model
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Solids, Liquids & Gases hard
Must understand observable states of matter before modelling them with particles
- States of Matter Vocabulary hard
Comparing and grouping materials as solids, liquids, or gases requires the naming vocabulary for the three states
- Drawing Particle Diagrams hard
Comparing and grouping solids, liquids, and gases by properties is greatly aided by the particle diagram representation
- Heating & Cooling Changes hard
Must classify states of matter before understanding changes between states
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Grouping Materials hard
Must group materials by properties before classifying into three states of matter
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Changing Shapes of Solids soft
Changing shapes of solids provides context for understanding solid properties
- Describing Material Properties hard
Must know material properties before investigating how shapes change
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Solids, Liquids & Gases hard
KS3 particle model extends KS2 classification of solids, liquids and gases by observable properties
- States of Matter Vocabulary hard
Comparing and grouping materials as solids, liquids, or gases requires the naming vocabulary for the three states
- Drawing Particle Diagrams hard
Comparing and grouping solids, liquids, and gases by properties is greatly aided by the particle diagram representation
- Heating & Cooling Changes hard
Must classify states of matter before understanding changes between states
- States of Matter Vocabulary hard
Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
- Drawing Particle Diagrams hard
Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
- Grouping Materials hard
Must group materials by properties before classifying into three states of matter
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
- Changing Shapes of Solids soft
Changing shapes of solids provides context for understanding solid properties
- Describing Material Properties hard
Must know material properties before investigating how shapes change
- States of Matter Vocabulary soft
Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
Unlocks3
- Types of Chemical ReactionsoftAges 12—13
- Ceramics, Polymers & CompositessoftAges 13—14
- The Reactivity SerieshardAges 12—14