Classification of Materials
Adapted from PNNL Teachers Handbook*
Abstract:
Materials are often taken for granted - they are just there, used in products that students
use every day. This introductory activity raises students’ conciseness of materials and
begin to establish basic concepts about materials, their characteristics (properties) and
how this relates to their function. Students will develop simple methods that can be
used to distinguish between metals, polymers, ceramics, and composite materials.
Students will then have the opportunity to classify random samples of everyday
materials into one of these four major material categories and to report their results.
This module was adapted from the Materials Science and Technology Teachers
Handbook Pacific Northwest National Laboratory, Richland, WA 1994.
Module objectives:
Classification is a higher level thinking skill. As students justify their placement of
materials into certain categories, it gives them a chance to reinforce their ability to think
critically about the properties of materials, potential applications, and the appropriate
selection of engineering materials. After completing this module students should be
able to place a randomly selected material into one of four categories: metal, ceramic,
polymer, or composite.
Student learning objectives: Students will be able to:
• Plan and carry out an investigation to place randomly selected materials into one of
four categories: metal, ceramic, polymer, or composite
• Communicate the rationale for placing the materials into the selected categories
based on material properties
• Discuss how structure and function of bulk materials, which are collections of atoms,
are based on material properties
Unit data:
• Key words: fibers, composite materials, metals, ceramics, polymers, hardness,
ductility, and conductivity.
• Type: Lab
