- KS3 CHEMISTRY -

Metals & Materials

Lessons 1-2
Materials and
Their Properties
5 MINUTES

Properties Of Materials
🞂 Match the adjective to its definition.
◦ These are all words that can be used to describe the
properties of a substance. Click to start timer…
Hard – does not deform easily
Brittle – breaks suddenly without stretching or
bending
Malleable – flexible, can be flattened to form sheets
Ductile – flexible, can be stretched out to form wires
Electrical Conductor – electrical energy passes
through
Thermal Conductor – thermal energy passes easily
Stiff – does not bend or stretch easily
Soluble – can dissolve easily in another substance
Toxic – poisonous to humans
🞂 Which or other livingwords
of these things apply to
Dense – has a large mass for its size
metals, and are there any
 Lesson 1-2 – Learning Objectives
🞂 Identify the main physical properties of metals,
and how their uses relate to their properties.
🞂 Identify the main physical properties of
ceramics, polymers and composites, and how
their uses relate to their properties.
🞂 Apply knowledge and understanding of the
properties of a range of materials to explain
the value of developing new materials with
specific properties.
 Metals
Most chemical elements are
metals – they can be found on
the left side of the Periodic
Table.

Metals have many common

properties, which make them
unlike non-metals.
All metals are solids at room
temperature, and have high
melting points (except
mercury, which is a liquid at
room temperature).
 The Properties Of Metals
Metals are very good thermal
conductors – heat passes
through them easily, so they
are good for making
cookware.
They are very good electrical
conductors – electrical
current passes through them
easily so they are good for
making wires.

They have very good lustre –

they are shiny, so they are
good for making
jewellery.
 The Properties Of Metals
Metals are sonorous – they make
a sound when hit, so they are
good for making musical
instruments.
They are malleable – they can be
flattened and hammered into any
shape, making them good for
sculpture.
They are ductile – they can stretch
without breaking, making them good
for the manufacture of cables and
wire.
They are strong – they are
good for use in construction.
 Special Materials
🞂 Look at these objects…
🞂 Do you know what material(s) they are made from?
🞂 What are the important properties of these materials,
that makes them good at their jobs?
 Ceramics
We must also be aware of some
of the other materials used for
making things.

Ceramics can take a number of

forms. We are probably more
familiar with types of pottery,
dinnerware and ornaments,
since ceramics are easy to
sculpt, but in industry,
ceramics are frequently used
as excellent insulators of
thermal and electrical energy.
Polymers
The most common polymers
are plastics, which are easily
moulded due to their low
melting points, and are used
for many applications. You
may not be aware that
polyester and nylon are also
polymers.
Polymers are very long
molecules, based around
carbon, and originated from
crude oil. Other types of
polymer have also been
developed for various
applications,
 Composite Materials
Scientists develop new materials by combining existing
materials to develop a new product with the properties
of both of the constituent materials – these are known
as composites.
For example, reinforced concrete
structures have concrete (for strength)
formed around metal rods (for
flexibility) – this is a useful
construction material in areas that
experience earthquakes.
Kevlar was developed for use in
bullet-proof materials, since it can
resist bullets as well as steel, but is
much lighter to wear.
 Task
🞂 You will be assigned one category – ‘ceramic’, ‘polymer’
or ‘composite’. Work with someone else assigned to
the same category.
🞂 Make your own notes on your category – this could
include…
◦ How the material is made
◦ Properties of the material
◦ Specific examples and their uses.

🞂 Meanwhile, a few students at a time will be asked to

set up an experiment that will need to be left for a few
weeks.
 Experiment Time
🞂 In turn, each row will set up the
following numbered test
tubes…
1. One nail only
2. One nail in water
3. One nail, bung at top
4. One nail, filled to top with water, then add a bung (no
air)
5. One nail, add desiccant, then add a bung
6. One nail, coated in oil
7. One nail wrapped in zinc, placed in water
8. One nail wrapped in copper, placed in water
🞂 These tubes will be left for a few weeks before we look
at them again.
●Can you guess what the experiment will be about,
or predict what will happen?
 Task
🞂 You will now form new groups, with one student from
each category.
🞂 You will each have about three minutes to explain the
important facts about your category to your new
partners, while they make their own notes.
 Lesson 2 - Summary
🞂 Choose one ceramic, one polymer and one
composite.
🞂 For each material, give a reason why it is more
suitable for its job than a metal.
🞂 For each material, give one drawback, where a
metal would be more advantageous.
 Lesson 2 - Extension
🞂 Complete some research into the developments
and potential applications of nanotechnology.
◦ This could involve looking at nanocomposites, carbon
nanotubes or nanobots.
 You should now be able to…
🞂 Identify the main physical properties of metals,
and how their uses relate to their properties.
🞂 Identify the main physical properties of
ceramics, polymers and composites, and how
their uses relate to their properties.
🞂 Apply knowledge and understanding of the
properties of a range of materials to explain
the value of developing new materials with
specific properties.
 - KS3 CHEMISTRY -
Metals & Materials

Lessons 3-4
Reactions Of Metals
7 MINUTES

Reacting Acids
🞂 Complete the sheet by adding the names of the
missing chemicals to the word equations.
◦ If you get time, complete and balance the symbol
equations. Click to start timer…

2 HCl + Mg 🡪 MgCl2 + H2
H2SO4 + CuO 🡪 CuSO4 + H2O
2 HCl + CaCO3 🡪 CaCl2 + H2O + CO2
HNO3 + KOH 🡪 KNO3 + H2O
H2SO4 + Mg 🡪 MgSO4 + H2
2 HNO3 + Na2CO3 🡪 2 NaNO3 + H2O + CO2
 Lesson 3-4 – Learning Objectives
🞂 Predict the products of the reactions between:
◦ metals and oxygen;
◦ metals and water;
◦ metals and acids.
🞂 Write word (and symbol) equations for the
reactions of metals.
🞂 Describe how some of the reactions of metals
show patterns in their reactivity.
 Reacting Metals With Water
We need to set up a demonstration to leave during the
lesson… collected
Some metal was placed at the gas

bottom of a beaker of water.

An inverted funnel was placed
over the metal, with an test
tube of water placed over the
funnel, so that any gas
produced could be collected.
This was repeated using
different metals.
🞂 How could we ensure a fair
test?
🞂 What gas will be produced?
🞂 What will the difference be
 Burning Metals
This is an experiment you have probably done before…
A piece of metal was heated
in a Bunsen flame, until a
change could be observed.
🞂 How does the mass of the
metal change?
The mass increased, since
the metal was combining
with another element
found in the air.
Whenever a substance is burned, we add
oxygen from the atmosphere to form a new
compound called an oxide.
 Reacting Metals With Oxygen
In general… METAL + OXYGEN 🡪 METAL
eg. Iron + Oxygen OXIDE
🡪 Iron Oxide
4 Fe + 3 O2 🡪 2Fe2O3
🞂 What
Is thisare the products
equation of burning magnesium, zinc and
balanced?
copper? MgO2 Mg + O2 🡪 2 MgO
ZnO 2 Zn + O2 🡪 2 ZnO
CuO 2 Cu + O 🡪 2 CuO
2
🞂 Now write
Burning the
is not word equations
always necessary for these reactions (or
balanced
for forming symbol equations,
an oxide – if you want a challenge!)
sometimes placing the metal
in a jar of pure oxygen gas is
enough to start a reaction.
 Reacting Metals With Water
You may have seen this
before…
Notice how
these metals
are so reactive,
the
immediately
go dull when
cut (the oxide
forms on the
cut surface
(they are
stored in oil to
prevent
oxygen
reaching
 Reacting Metals With Water
Let’s return to our earlier experiment…
Some metals are less reactive than
others, so gas has been released
at different rates.
Some metals are so unreactive, no
reaction has been observed.
In general…
METAL + WATER 🡪 METAL HYDROXIDE +
eg. Sodium + Water HYDROGEN
🡪 Sodium Hydroxide +
Hydrogen Na 2 + H22O 🡪 NaOH
2 + H2
🞂🞂 How
Is this equation
could balanced?
we check if hydrogen has been produced?
Use a lighted splint – hydrogen will
burn with a squeaky pop.
 Tasks
🞂 Complete p146 Q1-6
◦ As usual, answer using full sentences where appropriate.

🞂 Then, complete the ‘Metals’ crossword.

 You should now be able to…
🞂 Predict the products of the reactions between:
◦ metals and oxygen;
◦ metals and water;
◦ metals and acids.
🞂 Write word (and symbol) equations for the
reactions of metals.
🞂 Describe how some of the reactions of metals
show patterns in their reactivity.
 - KS3 CHEMISTRY -
Metals & Materials

Lessons 5-6
Displacement Reactions
4 MINUTES

Ranking Metals
🞂 List the following metals in an appropriate
order.
🞂 How many different ways could youtolist
Click the
start timer…
metals? G o ld
h i u m Pota
Li t ssiu
Magnesium m
Zinc
pper i u m
Co al c
o di u m C
S
Silver
 Lesson 5-6 – Learning Objectives
🞂 Explain what is meant by a displacement
reaction.
🞂 Describe how the reactivity series may be used
to predict the outcome of a displacement
reaction.
🞂 Predict the products of displacement reactions
between metals and salt solutions, and write
equations for these reactions.
 Displacement Reactions
🞂 Work in pairs.
🞂 Select a reaction between a
metal and a solution –
complete the reaction in a
spotting tile.
🞂 Place a tick or cross in the
appropriate box to show
whether or not a reaction took
place.
◦ Look for colour changes,
effervescence, release of heat.
🞂 Complete all twelve of the
reactions on the sheet.
 Displacement Reactions
🞂 What did your results table look like?

� � �
✔ � � �
✔ ✔ � �
✔ ✔ ✔ �
🞂 What does this tell us about the order of reactivity for
these metals?
Magnesium is the most reactive, then zinc, then
iron, then copper.
 Displacement Reactions
Displacement reactions take
place when a more reactive
metal takes the place of
another, less reactive metal in
a compound.

It is not possible for a less

reactive metal to displace a
more reactive metal, or the
same metal.

The reactivity series lists metals in order of

reactivity, and can be used to predict
whether or not a displacement reaction will
happen.
 MOST
Potassium
The Reactivity Series Sodium
REACTIVE

🞂 Make sure you learn this list! Lithium

Calcium
Magnesium
Aluminium
🞂 Carbon is a NON-METAL – you will learn
(Carbon)
why it has been included in the list in a
few lessons from now. Zinc
Iron
Nickel
Tin
Lead
🞂 Now complete p153 Q8.
Copper
Mercury
🞂 Create a mnemonic to
Silver
remember the reactivity series.
Gold LEAST
Platinum REACTIVE
3 MINUTES

Will They React?

🞂 Using the reactivity series for assistance, select
which pairs of reactants will result in a
successful displacement reaction.
Click to start timer…
a g n es i um
M
Lithium + A l u mi n i u m +
Lead Nitrate
S u
Copper l fa te + Silver
Zinc + I
Chloride Z in c + Z in c B ro m ide
ron
Chloride Calcium + Mer
ss iu m cury
Sodium + Pota Chloride
Potassium + Sodium
a te
ZSinuclf + Alum
inium Chlori Bromide o p p er S u l fate
de Iron + C
Copper + Iro
Gold + Silver Iodide n
Sulfate
🞂 The concept of ‘dating’ can be
used to help explain what is going
 Displacement Reaction Equations
We can use the idea of dating to demonstrate why some
displacement reactions work…

Zn SO4 Mg Mg SO4 Zn

ZnSO4 + Mg 🡪 MgSO4 + Zn
In this reaction, magnesium displaces zinc from zinc sulfate,
since magnesium is the more reactive metal.
…but other combinations will not react.

KCl + Ag 🡪 NO REACTION
In this reaction, silver cannot displace
K Cl Ag potassium from potassium chloride,
since silver the less reactive metal.
 More Examples…
🞂 Let’s complete p153 Q4 together…
Iron + Lead Oxide 🡪 Iron Oxide + Lead
Zinc + Nickel Sulfate 🡪 NO REACTION
Mercury + Lead Chloride 🡪 NO REACTION
Magnesium + Copper Nitrate 🡪 Magnesium Nitrate +
Copper
🞂 Here are the symbol equations for the two reactions
that worked – let’s balance them…
Fe2 + PbO
3 🡪 Fe2O3 + Pb3
Mg + Cu(NO3)2 🡪 Mg(NO3)2 + Cu
The second equation is already balanced!
 Task
🞂 You will now work in pairs.
🞂 Sort your cards into two piles – metals’ and ‘salt
solutions’. Shuffle each pile and place them face-down.
🞂 Take the top card of each pile. Decide if these two
chemicals will react, and write an equation for the
reaction. If possible, write a balanced symbol equation.
🞂 Who can complete the most equations in the time
allowed?
🞂 Assess another pair’s work:
◦ Score 1 point each time ‘NO REACTION’ is correctly given
◦ Score 2 points for each correct word equation (with correctly
named products)
◦ Score 5 points for each correctly balanced symbol equation.
 Lesson 6 - Homework

CHALLENGE TASK
🞂 Complete the task:
‘Displacement Disco’
◦ Work on plain paper.
◦ Design a cartoon strip to illustrate a displacement
reaction (or series of reactions) in the context of
dating at a disco.
◦ A good piece of work will feature word equations, and
examples of combinations that do not react.
◦ An excellent piece of work would also feature
balanced symbol equations.
 You should now be able to…
🞂 Explain what is meant by a displacement
reaction.
🞂 Describe how the reactivity series may be used
to predict the outcome of a displacement
reaction.
🞂 Predict the products of displacement reactions
between metals and salt solutions, and write
equations for these reactions.
 - KS3 CHEMISTRY -
Metals & Materials

Lessons 7-8
Using Displacement;
Preventing Corrosion
 Higher Or Lower?

🞂 You will be shown a card

with the name of a metal on
it.

🞂 Predict whether the next

card will be higher or lower
in the reactivity series than
the previous one.
 Lesson 7-8 – Learning Objectives
🞂 Describe some practical examples of
displacement reactions between metals and
salts (eg. the thermite reaction).
🞂 Describe rusting as the corrosion of iron with
oxygen in the presence of moisture.
🞂 Describe how corrosion may be prevented by
use of physical barriers, galvanising and
sacrificial protection.
🞂 Evaluate the different methods of preventing
corrosion.
 The Thermite Reaction
The thermite reaction is an
example of a real-world
displacement reaction – one of
its uses is for welding together
sections of railway track.

The reactants are aluminium and

iron oxide – temperatures of at
least 2000°C can be reached.
The molten iron runs into the
gap, then freezes to form the
weld.
🞂 Write a word +
Aluminium equation for this
Iron Oxide 🡪 Aluminium Oxide + Iron
reaction. Al
2 + Fe2O3 🡪 Al2O3 + Fe 2
🞂 Now balance the symbol
 The Hindenburg Disaster
The most widely believed
cause for the Hindenburg
airship disaster was the
hydrogen it contained
exploding. However,
some studies show that
thermite may be
responsible.

🞂 Watch the MythBusters

investigate the thermite
theory.
🞂 Answer the questions on
the sheet as you watch.
 Task
🞂 Imagine you were a TV news correspondant,
reporting live at the site of the Hindenburg
disaster…
🞂 How would you summarise the events in 20
seconds?
◦ Don’t forget to include the scientific detail!
 Corrosion
🞂 Look at your nails…
🞂 Summarise your observations.
Tub
e Experiment Observations

1 Nail only (control)

2 Nail in water

3 Nail in tube with bung

4 Nail in tube with water and bung

Nail in tube with desiccant and

5 bung

6 Nail in oil

7 Nail wrapped in zinc, with water

8 Nail wrapped in copper, with water

 Corrosion
Iron is the only metal that rusts.
This reaction occurs when iron
reacts with oxygen (from the air),
in the presence of moisture,
producing hydrated iron oxide.
🞂 Write a wordIron
equation
+ Oxygen
for this
+ 🡪 Iron Oxide
reaction. Fe
4 + O3 2 🡪 Fe2O 23
🞂 Now balance the symbol
equation.
Other metals corrode, but will form
other products, eg. copper corrodes
in a similar way to form verdegris.
The Statue Of Liberty is a famous example
of a copper item that is covered in
verdegris.
 Surface Oxidation
These are examples of oxidation
reactions – since oxygen is being
added to the metal to make an
🞂 oxide.
Do the most reactive metals corrode?
Aluminium is more reactive than iron
– the surface atoms on a block of
aluminium do react to form a layer
of aluminium oxide, but this layer is
impervious, therefore no oxygen
can reach the rest of the metal.
We know that the Group 1 metals
react with oxygen: when cut, the
shiny metal surface quickly dulls,
as oxygen reacts with the metal.
 Preventing Corrosion
We can take steps to prevent corrosion of metals – this is
necessary to prolong the life of the metal, maintaining
strength and improving appearance.
🞂 Read p161-4, and make brief notes on the following
topics…
Physical Sacrificial Galvanising
Barriers Protection
eg. plating,
painting, coating
 Lesson 8 - Summary
🞂 Complete p165 Q3-6, using full sentences.

🞂 EXTENSION: Produce a leaflet promoting a service

to prevent the corrosion of metal items.
 You should now be able to…
🞂 Describe some practical examples of
displacement reactions between metals and
salts (eg. the thermite reaction).
🞂 Describe rusting as the corrosion of iron with
oxygen in the presence of moisture.
🞂 Describe how corrosion may be prevented by
use of physical barriers, galvanising and
sacrificial protection.
🞂 Evaluate the different methods of preventing
corrosion.
 - KS3 CHEMISTRY -
Metals & Materials

Lessons 9-10
Extracting Metals
3 MINUTES

Where Do Metals Come From?

In rough, write down your thoughts…
🞂Do all metals come from the same place?
🞂Do metals exist as elements, or do we find them
as part of another compound?
🞂Are some metals harder to get hold of than
others? Click to start timer…
Lesson 9-10 – Learning Objectives
🞂 State that only a few metals occur in their
native state, whereas most exist as ores.
🞂 Describe how different metals may be
extracted from their ores:
◦ by heating with carbon
◦ by electrolysis.
🞂 Apply knowledge of the reactivity series to
explain why metals are extracted from their
ores in different ways.
🞂 Apply knowledge of the environmental impact
of extracting metals from their ores.
 Where Do Metals Come From?
Some metals can be found in the
ground in their native state – they
are not combined to any other
elements and exist purely as that
metal.
The most common examples are
platinum, gold and silver.
🞂 What do these metals have in
common?
Since these metals are very
unreactive, they do not form
compounds easily with other
elements, therefore are found ‘on
their own’.
 Minerals and Ores
Most metals are found in
nature as part of a
compound, joined to
other substances. They
are often impure Magnetite 🡪 Iron Cuprite 🡪 Copper

substances, referred to
as minerals.

An ore is a rock that

contains a high enough Rutile 🡪 Titanium Wurtzite 🡪 Zinc
proportion of the
mineral to make it
worthwhile mining for.

Chromite 🡪 Chromium Garnierite 🡪 Nickel

 Reduction With Carbon
To remove these metals
from their ores, they
must be strongly heated
with carbon. This is
known as reduction,
since oxygen (along
with any other
impurities) are being
removed.

The oxygen combines

with the carbon to form
carbon dioxide.
🞂 Later, you will be reducing
copper oxide using carbon.
 🞂 Click for video…
The Blast Furnace
Iron ore,
coke (carbon)
and
200° limestone
C

Hot air
2000° in
Slag C
Molten
iron
🞂 Is this balanced?
2Fe2O3 + 3 C 🡪 Fe 4 + CO
32

On an industrial scale, a blast furnace is used. The ore

is heated with carbon (to remove oxygen) and
limestone (to react with impurities). Pure
molten iron is removed,
 Electrolysis
Other metals are
extracted from their ore
Bauxite 🡪 Aluminium Dolomite 🡪 Magnesium
using electrolysis.
Positive The molten ore is placed in
electrode a tank with a negatively-
Molten
bauxite charged graphite lining,
while positively-charged

Oxygen
Stee
l
graphite electrodes are
placed in the top.

gas
cell
Negatively
-charged

Negatively-charged oxide
lining

ions form oxygen at the

Molten positive electrodes, while
aluminiu aluminium (which forms
m positive ions) collects at
the bottom of the tank.
 MOST
Potassium
Extracting Metals Sodium
REACTIVE

🞂 What did youreactive

notice about the Lithium
The most metals
metals arethat are extracted
extracted using by each Calcium
method?
Carbon electrolysis.
is often included in the reactivity Magnesium
🞂 series
Look atto establish how which
the reactivity metals
series… Aluminium
are extracted by which method. (Carbon)
Carbon can displace the lower metals, Zinc
but the graphite (carbon) electrodes Iron
will not react with more reactive
metals during electrolysis. Nickel
Tin
The metals in the middle of the Lead
list are extracted by reduction Copper
with carbon (in a blast Mercury
furnace).
The least reactive metals Silver
are found in their native Gold LEAST
state. Platinum REACTIVE
 Extracting Copper
🞂 Work in pairs.
🞂 Firstly, heat the copper carbonate to
remove carbon dioxide – this is a
decomposition reaction.
CuCO3 🡪 CuO + CO2
🞂 Then, add carbon powder and
continue heating until you see a red
colour appear in the tube.
2CuO + C 🡪 2Cu + CO2
🞂 Take care when removing the
copper – you will have to break the
tube!
 Lesson 10 - Summary
🞂 Complete p159 Q1,4,7 (using full sentences).

🞂 Complete the ‘Thinking About Metals’ sheet.

 You should now be able to…
🞂 State that only a few metals occur in their
native state, whereas most exist as ores.
🞂 Describe how different metals may be
extracted from their ores:
◦ by heating with carbon
◦ by electrolysis.
🞂 Apply knowledge of the reactivity series to
explain why metals are extracted from their
ores in different ways.
🞂 Apply knowledge of the environmental impact
of extracting metals from their ores.
 - KS3 CHEMISTRY -
Metals & Materials

Lessons 11-12
Recycling Metals
and Alloys
2 MINUTES

Missing Materials
🞂 Find the following substances on the periodic
table:
🞂 Iron, aluminium, steel, copper, titanium, bronze,
stainless steel

🞂 Which ones could you find/not find?

🞂 Why?
Lesson 11-12 – Learning Objectives
🞂 Describe the difference between an alloy and a
metal, and name some alloys.
🞂 Describe how the properties of some alloys are
improved compared to the metals mixed in
them.
🞂 Explain the importance and value of recycling
materials.
🞂 Apply knowledge of the environmental and
economic impact of extracting metals from
their ores.
 Alloys
Brass and steel are examples of
alloys. They are not
chemical elements, so do not
appear in the Periodic Table.
An alloy is a mixture containing
at least one metal…
• brass is a mixture of copper
and zinc
• steel is a mixture of iron and
carbon (and sometimes other
elements).
 Alloys Alloys are used to improve the
properties of the metals.

Adding carbon to iron (when

making steel) prevents atoms
sliding past each other,
increasing the strength; these
elements (and sometimes
others) are mixed in different
quantities to make the steel
stronger, or to prevent rusting).

Other alloys may be produced for

improvements including lowering
the melting point, adding
flexibility, improving the
appearance or preventing
 Task
🞂 Use the internet to research the compositions and uses
of some common alloys – summarise this information in
the table below.
Alloy Composition Properties Uses
Stainless

no on
tm r
e

wn
m? tha ette
Steel

tag nd,

ak
of

for lloy omm

Brass

es
ou

the nts ys b

is k
erc nts f

c
Bronze

me l l o

is a ost
en
me

ele e a
Cupronickel

t th m
ch

?
he thes
yp e ele

tha the
Solder
lp
ea
i ca

re
Pewter
an e th

h a w a re

us at a
Amalgam
dt
Gi v

nt

es
Wh
Ho

Duralumin
1 MINUTE

Recycling
🞂 How many items can you think of, that can be
recycled?
◦ Who can think of the most unusual items?
◦ How many of these items do you recycle?
◦ Why is recycling important?
Click to start timer…
 Recycling Metals Read p172-3

If we don’t recycle metals, we

will be using up the ores,
which are a non-renewable
source.
A lot of energy will also be
needed to extract the useful
metal from its ore – most
methods involve releasing
carbon dioxide to the
atmosphere, which
contributes to global
warming.
Now answer p173 Q1-2, using full sentences.
 Task
🞂 Complete one worksheet of your choice:
◦ ‘Golden Alloys’
This sheet highlights the value of different types of gold.
◦ ‘Scrap Yard Challenge’
This sheet highlights the value of scrap metal.

🞂 When finished, be ready to provide a short

summary about what you learned to the rest of
the class.
 Lesson 12 - Summary
🞂 Complete p173 Q4.
◦ Can you create a slogan or jingle, highlighting the
importance of recycling metals?
 Lesson 12 - Homework
🞂 Ensure that all work from this topic is finished.

🞂 Revise for the End-Of-Topic Test.

 You should now be able to…
🞂 Describe the difference between an alloy and a
metal, and name some alloys.
🞂 Describe how the properties of some alloys are
improved compared to the metals mixed in
them.
🞂 Explain the importance and value of recycling
materials.
🞂 Apply knowledge of the environmental and
economic impact of extracting metals from
their ores.