Ceramics, Polymers & Composites
CONCEPTUALDescribe the properties and uses of ceramics (hard, brittle, heat-resistant), polymers (flexible, lightweight, variable), and composites (combine properties of constituent materials), giving real-world examples of each
Mastery Evidence
- Gives the key properties of ceramics, polymers, and composites with examples of each
- Explains why a composite material is used rather than a single material in a given application (e.g. carbon-fibre reinforced plastic in bikes)
- Identifies natural and synthetic polymers
- Explains why polymer properties can be tailored during manufacturing
Assessment Prompt
“If [child] was looking at a racing bicycle made of carbon fibre, could they explain why neither carbon nor plastic alone would work as well — and what makes the combination a composite better than either material on its own?”
Curriculum Standards3 alignments
MS-PS1-3Next Generation Science Standards (NGSS) Middle Schoolcodes onlyKS3.Sci.Chem.CR.6The national curriculum in Englandthe properties of ceramics, polymers and composites (qualitative)
KS3.Sci.Chem.MAT.3The national curriculum in Englandproperties and uses of ceramics, polymers and composites (qualitative)
Prerequisites1
- Metals vs Non-MetalssoftAges 11—13
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- Metals vs Non-Metals soft
Understanding ceramics, polymers and composites is enriched by knowledge of metal and non-metal properties
- 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
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