Science · Year 7 · Particles and Their Behavior · Spring Term

Metals and Non-metals: Properties and Uses

Comparing the physical and chemical properties of metals and non-metals.

• National Curriculum Attainment Targets
• KS3: Science - Chemical Reactions

About This Topic

Metals and non-metals differ in physical properties that suit them to specific uses. Metals have a lustrous shine when polished, they are malleable and ductile so they form wires or sheets, they conduct heat and electricity well, and they produce a ringing sound when struck. Non-metals contrast sharply: they look dull, they are brittle and shatter under force, they insulate against heat and electricity, and they lack sonority. Students test these traits with everyday samples like copper wire, iron nails, sulfur, and plastic rods.

Chemical properties further distinguish them. Metals react with dilute acids to release hydrogen gas, with reactivity increasing up the series from copper to magnesium. They also combine with oxygen to form basic oxides or rust. Non-metals react minimally with acids and form acidic oxides. These patterns connect to the particles and their behavior unit, as students link properties to particle arrangement and bonding.

Active learning excels for this topic because students conduct safe tests on real materials, observe bubbling reactions, and classify unknowns collaboratively. Such hands-on work turns abstract lists into evidence-based understanding, strengthens prediction skills, and reveals how properties drive applications like electrical wiring or plastic casings.

Key Questions

1. Differentiate between the characteristic physical properties of metals and non-metals.
2. Analyze the reactivity of different metals with acids and oxygen.
3. Predict whether an unknown element is a metal or non-metal based on its properties.

Learning Objectives

• Compare the physical properties of at least five common metals and five common non-metals.
• Analyze the reactivity of magnesium and copper with dilute hydrochloric acid by observing gas production.
• Explain the formation of rust on iron in the presence of oxygen and water.
• Classify an unknown element as a metal or non-metal based on its observed physical properties and reactivity.
• Predict the likely uses of an element based on its classification as a metal or non-metal.

Before You Start

States of Matter

Why: Students need to understand the basic states of matter (solid, liquid, gas) to comprehend how particle arrangement affects properties like brittleness or conductivity.

Introduction to Chemical Reactions

Why: Understanding that reactions involve the rearrangement of particles is foundational for grasping how metals and non-metals react differently with acids and oxygen.

Key Vocabulary

Malleable	Able to be hammered or pressed into shape without breaking or cracking. This property is characteristic of many metals.
Ductile	Able to be drawn out into a thin wire. Metals are often ductile, allowing them to be used for electrical wiring.
Brittle	Hard but liable to break or shatter easily. This describes many non-metals, like sulfur or coal.
Sonorous	Capable of producing a deep, resonant sound when struck. Metals are typically sonorous, while non-metals are not.
Oxidation	A chemical reaction involving the loss of electrons or an increase in oxidation state, often involving reaction with oxygen. Rusting is a form of oxidation.

Watch Out for These Misconceptions

Common Misconception

All metals are magnetic.

What to Teach Instead

Only iron, nickel, and cobalt show strong magnetism; most like copper or aluminium do not. Hands-on magnet tests with various metals let students classify and revise ideas through direct evidence, building accurate mental models.

Common Misconception

Non-metals never conduct electricity.

What to Teach Instead

Most do not at room temperature, but graphite does; others conduct when molten. Circuit-building activities reveal exceptions and gradients, as peer sharing corrects overgeneralizations with shared data.

Common Misconception

Metals do not react with oxygen.

What to Teach Instead

They form oxides, like rust on iron or patina on copper. Long-term observation trays show slow changes, helping students connect to real-world corrosion through repeated group checks.

Active Learning Ideas

Stations Rotation: Physical Property Tests

Prepare six stations for lustre (polish samples), malleability (hammer foil), ductility (stretch wire), conductivity (circuit with bulb), hardness (scratch test), and sonority (tap rods). Small groups spend 5 minutes per station, sketching results and noting metal vs non-metal patterns. Conclude with a class chart.

45 min·Small Groups

Acid Reactivity Pairs: Metal Series

Pairs test magnesium, zinc, iron, and copper with dilute hydrochloric acid in wells. They predict fizzing order, collect gas in test tubes to test with a lighted splint, and rank reactivity. Discuss why patterns occur based on particle ideas.

35 min·Pairs

Prediction Challenge: Unknown Elements

Provide samples or descriptions of properties; students in groups sort into metal/non-metal categories and suggest uses like conductors or insulators. Reveal identities and vote on predictions. Extend to drawing particle models.

40 min·Small Groups

Oxygen Exposure Logs: Long-term Changes

Groups place steel wool, magnesium ribbon, charcoal, and sulfur in open dishes. Observe daily for oxide formation or tarnish over a week, noting color changes and textures. Link to everyday rust prevention.

30 min·Small Groups

Real-World Connections

• Engineers at a car manufacturing plant select specific metals like steel (an alloy of iron) for car bodies due to their strength and malleability, while using plastics (non-metals) for interior components because they are lightweight and good insulators.
• Electricians use copper wire for household wiring because copper is an excellent conductor of electricity and is ductile enough to be easily shaped into cables.
• Scientists in a materials testing laboratory analyze the properties of new alloys and polymers to determine their suitability for aerospace applications, considering factors like heat resistance and tensile strength.

Assessment Ideas

Quick Check

Present students with a list of properties (e.g., conducts electricity, brittle, shiny, reacts with acid). Ask them to sort these properties into two columns: 'Metals' and 'Non-metals'. Review their sorting as a class, discussing any disagreements.

Exit Ticket

Give each student a small sample of a common metal (e.g., aluminum foil) or non-metal (e.g., a piece of graphite). Ask them to write down two physical properties they observe and predict one common use for the material based on those properties.

Discussion Prompt

Pose the question: 'Why is iron used for bridges and buildings, but not for electrical wiring, while copper is used for wiring but not for building structures?' Facilitate a discussion where students use the terms malleable, ductile, conductor, and insulator to justify their answers.

Frequently Asked Questions

What are the main physical properties of metals and non-metals for Year 7?

Metals are lustrous, malleable, ductile, good conductors of heat and electricity, and sonorous. Non-metals are dull, brittle, poor conductors, and non-sonorous. Use simple tests like bending foil or lighting bulbs to demonstrate; this prepares students for uses in wires, tools, or insulators.

How to teach reactivity of metals with acids safely in KS3?

Use dilute HCl in spotting tiles with small metal pieces; supervise splint tests for hydrogen. Pairs predict and time reactions across the series. Safety goggles and spill kits are essential. This builds confidence in handling chemicals while linking to displacement ideas.

Common misconceptions about metals and non-metals properties?

Students often think all metals magnetise or non-metals conduct nothing. Address with testing stations where groups gather evidence. Pre- and post-sorts track shifts, showing how inquiry dispels myths and solidifies distinctions.

How does active learning help teach metals and non-metals?

Active approaches like property stations and reactivity pairs give direct sensory experience with materials. Students debate observations, predict outcomes, and refine ideas through evidence, far beyond rote lists. Collaboration uncovers patterns, boosts retention, and mirrors scientific practice for deeper understanding of properties and uses.