Recall some examples of common china, pottery, porcelain, coloured glass, of measuring salicylate) onto ceramics (e.g. pottery, glass). clear glass, poly(ethene), poly(styrene), crystal size. warmed and State the meaning of: ceramic. PVC, rubber, concrete, glass fibre, paper, chilled Explain how the properties of plywood, etc.). Ask them to split the microscope ceramics make them useful. objects up into an appropriate number slides. When Securing of different groups, based on the the salol Justify the use of a ceramic materials that the objects are made of. has solidified, material for a given application. students Explain why crystal size depends on Exploring: Crystals examine the the speed of cooling. Students place a drop of molten salol samples using a Explain how the properties of a (phenyl salicylate) onto warmed and hand lens or substance depend on the bonding chilled microscope slides. When the salol microscope. and arrangement of atoms (in has solidified, students examine the terms of strength and number of samples using a hand lens or Demonstrate bonds only). microscope. the formation of Exceeding glass by Explain why modifications in a Explaining: Making glass making sugar certain ceramic or glass Demonstrate the formation of glass by glass or rock manufacture can change its making sugar glass or rock candy. candy. properties (e.g. lead crystal). (Involves consideration of type and Plenary: Thinking about ceramics arrangement of atoms.) Plus, Minus, Interesting: All ceramics should melt at 90 °C. (Possible answers: Plus it would be easy (and cheaper) to – mould ceramics into complex shapes; Minus glass cookware would melt – before water boiled; Interesting would – glass be less likely to shatter and therefore safer? (Some glasses do melt at about 200 °C.) Lesson 9Eb: Polymers Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Starter: Polymer properties Exploring: Resources n/a Students use Students work in groups to describe Polymer slime from 9Eb 4% PVA the general properties of polymers. solution, 4%
Recall some examples of common ceramics (e.g. pottery, glass). State the meaning of: ceramic. Explain how the properties of ceramics make them useful. Securing Justify the use of a ceramic material for a given application. Explain why crystal size depends on the speed of cooling. Explain how the properties of a substance depend on the bonding and arrangement of atoms (in terms of strength and number of bonds only). Exceeding Explain why modifications in a certain ceramic or glass manufacture can change its properties (e.g. lead crystal). (Involves consideration of type and arrangement of atoms.) china, pottery, porcelain, coloured glass, clear glass, poly(ethene), poly(styrene), PVC, rubber, concrete, glass fibre, paper, plywood, etc.). Ask them to split the objects up into an appropriate number of different groups, based on the materials that the objects are made of. Exploring: Crystals Students place a drop of molten salol (phenyl salicylate) onto warmed and chilled microscope slides. When the salol has solidified, students examine the samples using a hand lens or microscope. Explaining: Making glass Demonstrate the formation of glass by making sugar glass or rock candy. Plenary: Thinking about ceramics Plus, Minus, Interesting: All ceramics should melt at 90 °C. (Possible answers: Plus – it would be easy (and cheaper) to mould ceramics into complex shapes; Minus – glass cookware would melt before water boiled; Interesting – would glass be less likely to shatter and therefore safer? (Some glasses do melt at about 200 °C.) of measuring crystal size. salicylate) onto warmed and chilled microscope slides. When the salol has solidified, students examine the samples using a hand lens or microscope. Demonstrate the formation of glass by making sugar glass or rock candy. Lesson 9Eb: Polymers Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Starter: Polymer properties Students work in groups to describe the general properties of polymers. Exploring: Polymer slime Resources from 9Eb n/a Students use 4% PVA solution, 4%
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