Classification of materials · SHS1 Manufacturing…

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Explain the relationship between materials science and engineering.

By the end of the lesson, learners can:

Explain the difference between materials science (studying why materials behave as they do) and materials engineering (using that knowledge to design and make useful products).
Describe the four key elements of materials science and engineering: structure, processing, properties, and performance, and give one example of how they relate.
Classify common local materials (stone, wood, clay, skin, plastics, metals) into at least three of the four main groups: metals, polymers, ceramics/composites, and semiconductors.
Identify at least three career paths available to someone who studies materials science or materials engineering in Ghana and abroad.
Work collaboratively in mixed-ability groups to present how a chosen material’s processing affects its properties and performance, giving and receiving respectful feedback.

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Curriculum details

Strand: Materials for Manufacturing (Strand 1)
Sub-strand: Classification of materials (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of the fundamentals of engineering materials. 1.1.1.LO.1 Demonstrate understanding of the performance of materials. 1 Gender Equality and Social Inclusion 2 Socio-Emotional Learning
Indicator: 1.1.1.LI.1 - Explain the relationship between materials science and engineering.
Suggested placement: Semester 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Experiential Learning/Nature Walk: Learners go around their community in mixed-ability groups, bring to the classroom, different materials available in their communities, and group materials such as stone, wood, clay, skin, plastics, etc. into metals and non-metals, polymers, composite materials, and semiconductors.
Collaborative Learning: In mixed-ability groups, write and relate the relevance of the materials identified in driving technological advancement in industries. For example, steel helps in the development of automobiles while semiconductors are used in the electronic industry. Learners think-pair-share and relate materials' structure, processing, properties, and performances based on their observations from the educational tour and present their results for feedback. Use mind maps or webbing to structure learners' contributions.
Talk for Learning Approaches:
- In different task and jigsaw groups, learners discuss the relationship between materials science and materials engineering and their career paths in industry and academia (such as Design engineers, Materials Engineers, Metallurgists, Product or Process Scientists, Research Scientists, Technical Sales Engineers, Computer-Aided Design Engineers etc.). Learners return to their mother groups to present and discuss what they did in the other groups.
- In different task mixed ability or gender groups, learners discuss the effect of material processing on their structure, properties, and performance using the materials brought to class as case studies and share findings with the class.
- In same groups, learners mention any structure of properties of the materials they brought in class and suggest the possibilities of inducing these properties into a mater. Use tables or webbing to organise presentations for learners. Experiential Learning: Learners embark on a tour to any local material manufacturing or processing site to observe the methods used for material processing and the anticipated performance enhancement. Learners share observations with the class in a respectful manner.
Teaching and Learning Materials:
- * Textbooks * Educational tour
- * Locally available materials
Assessment (1.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.