Teaching Manual: Metals and Non-metals

Topic 1: Physical Properties of Metals and Non-metals

Class 10 Science Curriculum

August 13, 2025

Contents
1 Teacher’s Mindset ² 2

2 Tiered Learning Objectives ◎ 2

3 Hook & Introduction Strategies ⋆ 4

4 Core Concepts _ 4
4.1 Key Physical Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
4.2 Comparative Analysis: Metals vs. Non-metals . . . . . . . . . . . . . . . . . . . . . . 5

5 Inquiry-Based Activities & Critical Questions Ü 7

6 Preempting Misconceptions . 8

7 Clarifying Common Doubts ® 8

8 Deep-Dive Assessment (Conceptual MCQs) « 10

9 Bridging to the Next Topic  11

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[ 2 TIERED LEARNING OBJECTIVES ◎

] 1. Teacher’s Mindset ²

ª Teacher’s Mindset

About this topic: This is the foundational topic of the chapter. It introduces the fundamental
vocabulary and observational skills needed to classify elements. By starting with tangible,
observable properties (how things look, feel, sound), we build a bridge from students’ everyday
experiences to the abstract world of chemical classification. This topic sets the stage for
asking a deeper question: Why do metals and non-metals have these distinct properties? The
answer lies in their chemical bonding, which is covered later.

¥ In-Scope:

• Defining and differentiating elements based on their physical state, lustre, hardness,
malleability, ductility, conductivity (heat and electricity), and sonority.

• Identifying key exceptions to these general properties (e.g., mercury, graphite, iodine,
alkali metals).

q Out-of-Scope:

• Chemical properties (reactions with air, water, acids).

• The electronic or atomic reasons behind these properties (e.g., free electrons causing
conductivity). This will be touched upon in the topic ”How do Metals and Non-metals
React?”.

• Concepts of metalloids, alloys, extraction, or corrosion.

Core objective: Students must understand that elements can be broadly classified as metals
or non-metals based on a consistent, yet not absolute, set of observable physical properties.

] 2. Tiered Learning Objectives ◎

Foundational (Knowledge/Comprehension): After this lesson, students will be able to:

• Define the terms lustre, malleability, ductility, sonority, and conductivity.

• List the general physical properties of metals and non-metals.
• Identify common metals and non-metals from a given list.

Application & Analysis: After this lesson, students will be able to:

• Differentiate between metals and non-metals based on a set of given physical properties.
• Explain why certain materials are chosen for specific applications (e.g., copper for wires,
aluminum for foils).
• Classify given elements, including exceptions like mercury, graphite, and iodine.

Synthesis & Evaluation: After this lesson, students will be able to:

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[ 2 TIERED LEARNING OBJECTIVES ◎

• Analyze a set of observational data on an unknown element and conclude whether it is

likely a metal or a non-metal.
• Justify the classification, acknowledging any properties that might be exceptions to the
general rule.

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[ 4 CORE CONCEPTS _

] 3. Hook & Introduction Strategies ⋆

1. Strategy 1: The ”Mystery Box” Challenge g

• Activity: Prepare sealed boxes containing different items: an iron nail, a piece of coal, an
aluminum wire, a sulfur powder sample, and a copper coin. Students can’t see inside
but can shake the box (to test sound), use a magnet on the outside, and feel the weight.
They must predict what kind of material is inside based on these simple physical tests.
• Pedagogical Why: This taps into natural curiosity and the fun of solving a puzzle. It
forces students to think about properties (heavy, makes a ringing sound, is magnetic)
without even seeing the object, directly leading into the lesson’s theme.

2. Strategy 2: The ”Sorting” Analogy 

• Analogy: ”Imagine you’re helping at home. You have a big pile of stuff to put away:
steel utensils, plastic toys, glass bottles, and wooden blocks. How would you sort them?
You’d group them by what they’re made of. You know steel is hard and shiny, and wood
is dull and light. Scientists do the same with the 118 known elements. They sort them
into big families, like ’metals’ and ’non-metals’, based on their properties. Today, we’ll
learn the rules for this sorting.”
• Pedagogical Why: Connects a complex scientific idea (classification of elements) to a
simple, relatable, everyday task (sorting). This reduces cognitive load and makes the
purpose of the lesson immediately clear.

3. Strategy 3: The ”Exception” Question 

• Inquiry: Show a picture of a diamond ring and a pencil. Ask the students: ”Both the
diamond and the pencil lead are made of the same element, Carbon. One is the hardest
substance we know and is transparent, while the other is soft, grey, and opaque. How
can the same non-metal element have such different forms? And why does the pencil
lead conduct electricity when most non-metals don’t?”
• Pedagogical Why: This inquiry-based approach starts with a paradox. It creates cognitive
dissonance and makes students curious about the ”rules” and their ”exceptions,” which
is a central theme of this topic. It primes them to be active listeners, waiting for the
explanation.

] 4. Core Concepts _
The first step in studying elements is to classify them. The broadest classification is into metals and
non-metals, based on their physical and chemical properties. Here, we focus on the physical ones.

4.1 Key Physical Properties

ø Lustre

The property of a material that describes how shiny it appears. Metals have a characteristic
shine, called metallic lustre, when their surface is freshly cut or polished. Non-metals are
generally non-lustrous (dull).

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[ 4 CORE CONCEPTS _

ø Malleability

The property of a substance that allows it to be beaten or hammered into thin sheets without
breaking. This is a characteristic property of metals.

ø Ductility

The property of a substance that allows it to be drawn into thin wires. Metals are generally
ductile.

ø Conductivity

The property of a material to allow heat or electric current to pass through it. Materials that
allow this are called good conductors, and those that don’t are poor conductors or insulators.

ø Sonority

The property of a material to produce a ringing sound when struck. This is why bells are
made of metals.

4.2 Comparative Analysis: Metals vs. Non-metals

The following table summarizes the general physical properties and highlights important exceptions.

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[ 4 CORE CONCEPTS _

Property Metals Non-metals

Generally have a dull surface.
Generally have a shiny surface
Lustre Exception: Iodine is a non-metal
(metallic lustre).
with a lustrous appearance.
Generally hard. Generally soft.
Exceptions: Alkali metals like Exception: Diamond (an allotrope
Hardness
Sodium (Na) and Potassium (K) are of carbon) is the hardest known nat-
soft enough to be cut with a knife. ural substance.
Exist as solids at room temperature.
Exist in all three states: solids (e.g.,
Exception: Mercury (Hg) is a liq-
Carbon, Sulfur), liquid (Bromine,
Physical State uid. Gallium (Ga) and Caesium
Br2 ), and gases (e.g., Oxygen, Ni-
(Cs) have very low melting points
trogen).
and will melt on your palm.
Highly malleable (can be beaten Non-malleable. They are brittle and
Malleability
into thin sheets like aluminum foil). will break if hammered.
Highly ductile (can be drawn into Non-ductile. They are brittle and
Ductility
wires like copper wires). cannot be drawn into wires.
Poor conductors (insulators) of heat
Good conductors of heat and elec- and electricity.
Conductivity tricity. Silver is the best, followed Exception: Graphite (an allotrope
by copper. of carbon) is a good conductor of
electricity.
Sonorous (produce a ringing sound Not sonorous. They produce a dull
Sonority
when struck). sound when struck.

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[ 5 INQUIRY-BASED ACTIVITIES & CRITICAL QUESTIONS Ü

] 5. Inquiry-Based Activities & Critical Questions Ü

j Activity 1: The Kitchen Scientist

Scenario: Your mother uses aluminum foil to wrap food to keep it warm, but she uses a
wooden board to chop vegetables. Both aluminum and wood are solids.
Question: Based on the properties of metals and non-metals, explain why aluminum foil is
used for wrapping and keeping food warm, while a wooden board is used as a cutting surface.

Solution:
This activity targets the thinking skill of Application.

• Aluminum Foil: Aluminum is a metal. It is highly malleable, so it can be beaten

into very thin sheets (foil) that are flexible for wrapping. It is also a good conductor
of heat, which helps in keeping the food warm for a longer time.

• Wooden Board: Wood is a non-metal (organic compound). It is a poor conductor

of heat, so it doesn’t get hot quickly. It is not particularly hard, so it doesn’t blunt the
knife edge easily. Most importantly, it is brittle and not malleable, providing a firm,
solid surface for chopping.

j Activity 2: The Case of the School Bell

Scenario: Think about the bell in your school. It’s almost always made of a metal like brass
or cast iron. No school uses a bell made of wood or plastic.
Question: Justify the choice of material for school bells using at least two physical properties
discussed today. Why would a large block of sulfur be a terrible choice for a bell?

Solution:
This activity targets the thinking skill of Justification.

• Why Metal? Metals are chosen for two main reasons:

1. Sonority: Metals are sonorous. When struck, they produce a loud, clear, ringing
sound that can travel a long distance, which is essential for a school bell.
2. Hardness/Strength: Metals are generally hard and strong, so they can withstand
being struck repeatedly every day without breaking.

• Why Not Sulfur? Sulfur is a non-metal. It would be a terrible choice because:

1. It is not sonorous. It would produce a dull thud, not a ring.

2. It is brittle. It would likely shatter into powder after being struck a few times.

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[ 7 CLARIFYING COMMON DOUBTS ®

] 6. Preempting Misconceptions .

. Preempting Misconceptions

Example
Misconception
Student Scientific Correction Cognitive Root
Statement
Thinking
Properties exist on a
spectrum. Metals are
Over-
generally hard and solid.
”You can’t cut a generalization.
The ’sea’ of electrons that
metal with a knife, Students form
holds metals together can be
”All metals are so if Sodium can their concept of
very strong (like in Iron) or
hard, strong, be cut, it might ”metal” from
relatively weak (like in
and solid like not be a real metal. common examples
Mercury, making it liquid).
iron.” And Mercury can’t like iron, steel,
Alkali metals like Sodium
be a metal because copper, and
(Na) have only one electron
it’s a liquid.” aluminum, which
to contribute to this sea,
are all hard solids.
making their metallic bonds
weak and the metal soft.
Non-metals exist in all three
states. The properties can
Limited
vary widely based on how
”Carbon is coal, Exposure.
their atoms are arranged.
which is a dull Students’ primary
Diamond and Graphite are
solid. Oxygen is a examples of
both forms (allotropes) of
gas. So, non-metals are
”All non-metals Carbon. In diamond, atoms
non-metals can’t often atmospheric
are gases or are locked in a rigid 3D
be shiny or hard. gases (O2 , N2 ) or
dull powders.” structure, making it
Diamond and powders they see
extremely hard. In graphite,
Graphite must be in the lab (Sulfur,
they are in sheets that slide,
something else, not Carbon), leading
and some electrons are free
non-metals.” to a narrow
to move, making it
definition.
conductive. Iodine is a solid
that forms shiny crystals.

] 7. Clarifying Common Doubts ®

1. ”If graphite is made of a non-metal (carbon), why can it conduct electricity like a
metal?”
Answer: This is a fantastic question that hints at what we’ll learn later about bonding. In
most non-metals, electrons are held tightly by individual atoms or shared just between two
atoms. In graphite, carbon atoms are arranged in flat sheets. Within each sheet, each carbon
atom has one ’delocalised’ electron that isn’t locked in place. This sea of mobile electrons,
similar to what’s in metals, can move freely and carry an electric current. Diamond, another
form of carbon, doesn’t have these free electrons, so it’s an insulator.

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[ 7 CLARIFYING COMMON DOUBTS ®

2. ”Why is mercury (Hg) a liquid? I thought all metals were solid.”

Answer: This is a key exception! The forces holding atoms together in a metal are called
’metallic bonds’. In most metals, these bonds are very strong, keeping the atoms locked in a
solid structure at room temperature. In mercury, due to its unique electron configuration,
the metallic bonds are unusually weak. They are so weak that the atoms have enough energy
even at room temperature to slide past one another, making mercury a liquid.

3. ”Are Malleability and Ductility the same thing?”

Answer: They are related but different. Both describe a material’s ability to be reshaped
without breaking, a property known as plasticity.

• Malleability is the ability to withstand compressive force (hammering) to form a sheet.

• Ductility is the ability to withstand tensile force (stretching) to form a wire.

Most metals are both malleable and ductile (like gold), but some can be one and not the other.
For example, lead is highly malleable but not very ductile.

4. ”Is there a perfect property to decide if something is a metal?”

Answer: Not really, based on physical properties alone. While properties like lustre, conduc-
tivity, and malleability are strong indicators, there are always exceptions. The most definite
way to classify an element is by its chemical properties—specifically, its tendency to lose
electrons to form positive ions (cations). This is a defining characteristic of metals, which we
will explore in our next topic.

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[ 8 DEEP-DIVE ASSESSMENT (CONCEPTUAL MCQS) «

] 8. Deep-Dive Assessment (Conceptual MCQs) «

1. An element ’X’ is soft, can be cut with a knife, is a good conductor of electricity, and has a
low density. Which of the following statements about ’X’ are correct?

(A) ’X’ is likely to be a non-metal like Sulfur.

(B) ’X’ possesses the property of sonority.
(C) ’X’ is likely to be an alkali metal like Sodium (Na).
(D) ’X’ cannot be drawn into wires.
(E) ’X’ is a liquid at room temperature.

Rationale
Correct Options: (B) and (C).

A Incorrect. Sulfur is a non-metal, but it’s brittle and a poor conductor.

B Correct. As a metal, even a soft one, it will be sonorous.

C Correct. Softness, good conductivity, and low density are characteristic properties of
alkali metals like Na or K.

D Incorrect. Being a metal, it is expected to be ductile.

E Incorrect. While soft, it is described as a solid that can be cut, not a liquid.

2. A science teacher provides four samples: Iodine crystals, a piece of graphite, a copper wire,
and a chunk of bromine in a sealed test tube. Which physical properties are correctly matched
with the samples?

(A) The copper wire is the only sample that is a good electrical conductor.
(B) All four samples are solids at room temperature.
(C) The Iodine crystals are non-lustrous.
(D) Both graphite and copper are good electrical conductors.
(E) Bromine is a non-metal that is solid and lustrous.

Rationale
Correct Option: (D).

A Incorrect. Graphite, a non-metal, is also a good conductor. This tests a key exception.

B Incorrect. Bromine is a liquid at room temperature.

C Incorrect. Iodine is a lustrous non-metal, another key exception.

D Correct. Copper is a classic metallic conductor, and graphite is the key non-metallic
conductor.

E Incorrect. Bromine is a liquid and is not lustrous.

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[ 9 BRIDGING TO THE NEXT TOPIC 

] 9. Bridging to the Next Topic 

 Bridging to the Next Topic

We have done a great job sorting elements into two big families—metals and non-metals—based
on their physical appearance and behaviour. We can now look at a piece of copper and a
lump of coal and list their differences with confidence.
But this is only half the story. It’s like knowing two people by how they look, but not knowing
their personality or how they behave in a group. The real identity of an element is revealed
not just by how it looks, but by how it reacts. What happens when we burn a metal in air?
What happens when we drop it in acid? Does a non-metal behave the same way? To answer
these questions, we must now move beyond physical properties and investigate the fascinating
world of their Chemical Properties.

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