Karen A. Beitler
LP1 – Engagement (1 period)
To introduce polymers, nanoparticles or anything that is made from matter, students need to have a good concept of the size of particles. A discussion should center on atoms, molecules, compounds and how in the physical world those compounds becomes our "things". Introduce students to variety of things made our of polymers; a piece of cotton, cotton fabric and a cotton-blend fabric would be great to compare to a grain of sugar a blade of grass and a piece of spaghetti (I love spaghetti so I use it a lot!) and compare these to a similar progression in the physical world. An example would be an element such as copper is made into a wire that becomes the conductor of electricity for a telephone. Show the Ted Ed video
"Just how small is an atom?"
Discuss and have students draw analogies (blueberries/grapefruit). Then introduce polymers. Draw ethylene on the board Have students draw a simple molecule like ethylene (C
2
H
4
) on square of paper (precut of tag board would be best). Have students gather around a desk bringing their molecule, ask students to join their molecules. Have students describe what they get (polyethylene) and how it could come about (condensation, heat and pressure). Show polymer examples in the classroom. (Any plastic, a plant, fabric etc.) Ask students to bring a list of 10 examples of polymers they have at home for homework.
Objectives
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Review composition of matter: atoms, molecules, compounds
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Develop an understanding a size of atoms, molecules compounds
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Introduce monomers, and polymers
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Sequence
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1. Watch: How small is an atom?
http://ed.ted.com/.
Discuss size of atoms in relation to size of polymers, review atom->molecule->compound. Have students draw analogies.
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2. Introduce the students to a variety of different types of polymers. Bring in examples
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And have a class discussion about each one.
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3. Discuss how these polymers might be used in our everyday lives.
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4. Introduce the posed problem/required task– suggest each student bring a list of 10 polymers they use from the time they get up in the morning until they arrive in class.
LP 2 – Explore (1 period)
Make lists of polymers that students bring in on the board or paper and discuss what they think the source material is for each – categorize polymers into groups (and discuss how each group may have been made and from what raw material. A chart is in Appendix Hand out
Polly's Morning Discovery
. Encourage groups to list polymers in their journals after the first read through. Encourage groups to categorize polymers into raw material groups. Bring the class back together after 30 minutes to view a short video that categorizes polymers into 7 groups and have students take notes, encourage students to view other videos as they complete their homework after school.
Objectives
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To recognize polymers in the world
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To examine the raw materials polymers come from
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To discover the relationship between hydrocarbons, fuel and plastics
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To acknowledge the worlds current dependence on plastics
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Sequence
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1. Whole group-Review student list of polymers, discuss differences & categorize by similar raw material
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2. Handout
Polly's Morning Discovery
– put students in groups of 4 or 5, have them read and discuss. Assign questions for homework. (30 minutes)
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3. Whole group –
http://www.containerandpackaging.com/info/plasticology.asp
to show the differences between various types of plastics. Have students note raw materials, and processes used to make each type of plastic. The site has 7 short (& silly) U-tube videos you can encourage the students to revisit for homework.
LP 3 – Research (1 period)
For this lesson book a computer lab or laptop cart so students can explore a website. Introduce students to the site and explain each level. Instruct students to choose one of the polymers from last night's homework to explore through each level of
Macrogalleria
. Allow students to chose but assign them different polymers so that the class has a good variety of exploration. Students should use the worksheet to fill in facts about their polymer. For homework they transfer the facts to a graphic organizer to be used the next day in class.
Objectives
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To do self-guided research on an unexplored topic
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Recognize the connections between every day objects and their source materials
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Discover the process of making polymers from raw materials
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Understand the scope and variety of polymers in our world
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Sequence
1. Introduce the students to the Macrogalleria web site (http://pslc.ws/mactest/level1.htm) and allow them time to explore
2. Assign each student a polymer from
Polly's Morning Discovery
to explore
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a. Chemical and physical structures of their polymer
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b. The chemical and physical properties
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c. The process of making the polymer
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d. The uses and benefits of the polymer and possible improvements
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e. The pros and cons of using the polymer.
3. The students will organize their facts into a graphic organizer
4. Students must have a minimum of 3 citations.
5. Students will return to their groups tomorrow to organize their information into a presentation
LP 4 – Synthesis (1–2 periods)
Computer access and student groups are needed today. Check on student groups as they gather together. They will spend one period organizing the research each has done into a presentation. Instruct students to find a central common theme for all the polymers in the group and make their own graphic organizer. From this organizer they choose how to present the material. Each student will make 2 slides for a power point– one with their information and the second with their resources. The last slide poses a question the group would like to ask the class about the future of their polymers. Teacher would monitor that students don't get too far off topic but allow them to go with whatever idea they may present. The hope is that students will begin to question the use of plastics and look towards more sustainable products. The central area of the graphic organizer would likely be fossil fuels or hydrocarbons and the areas around would list the polymers the groups investigated and their uses, pros &cons
Objectives
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Enhance inquiry skills
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To allow students to follow through and develop ideas
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Design a group presentation to present ideas
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To sharpen skills on polymers structure, properties, use and future.
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Formulate a question after research and analysis
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Sequence
1. Student groups will compare their graphic organizers and create a power point presentation (12-15 slides) that presents what they have learned about polymers
2. The last slide is a question– they would like answered after their exploration
3. Student questions should be listed for all to see– the class may chose one to explore as a final project for this unit. (Ideally, this would a question about recycling, reusing or even remaking of plastics to make them more sustainable).
LP 4 – Experimentation (2–4 periods)
This lesson is a state embedded task that can be found at
http://www.sde.ct.gov/sde/cwp/view.asp?A=2618&Q=320892
Polymers
– Strand II –Chemical Structures & Properties – student and teacher materials are found there. Teachers will need to gather different types of plastic bags, washers, tape and paper clips. All components of the task are outlined on the website in both teacher and student worksheets
Objectives
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To explore chemical technologies present both risks and benefits to the health and well being of humans, plants and animals.
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Identify questions that can be answered through scientific investigation.
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Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
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Design and conduct appropriate types of scientific investigations to answer different questions.
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Use appropriate tools and techniques to make observations and gather data.
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Assess the reliability of the data that was generated in the investigation.
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Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.
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Sequence
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1. Provide students with plastic bags that have a label on them and demonstrate a way to test the strength of a plastic bag using the materials given for the experiment.
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2. Students will design and write an experiment to test the strength of various plastic bags
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3. After the experiment is tested, students analyze the data and draw conclusion based on whatever research they need to do to write a conclusion
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4. In part II the students assess the validity of the information used in their research and determine it's accuracy using the website provided by the state.
LP 5 – Enrichment
Depending on how much time or to what level a class can be taken LP 5-7 offer further exploration and connection between polymers and everyday life. In LP 5 students watch a movie that is highly recommended when teaching polymers. The film is a documentary that is entertaining and provides new insight into polymers, pollution and water. LP 6 explores common myths about recycling and allows students to examine the facts about what actually happens to our trash. Students inform each other about the world of trash collection. And LP 7
CONSIDER INSIGHT
investigates the future of plastics in current nanotechnology as products begin to infiltrate the shelves in the stores where we shop. Ideally, all three of these plans could follow the State–embedded task and students would really get to know the connections between polymers and their lives.
In LP 5 students will watch the movie
Tapped
, filling in the question sheet as the movie plays. The film is powerful, introduces new ideas and students can examine it's claims for credibility. A worksheet is in the Methods & Materials Appendix A.
Objectives
To examine the role of bottled water in our lives
To observe the place petroleum has in the manufacture of plastic.
To look at large companies and how they diversify
LP 6 – Enrichment
Students are encouraged to be a
Mythbuster
! Student pairs pick one of the
5 Myths of Recycling
found at
http://www.ilsr.org/the-;five–most–dangerous–myths–about–recycling
/ and research the facts.
Student pairs present both sides of the argument in a debate with each other.
Students are responsible for one page typed of fact-based information, or 10 power point slides, or 2- challenging fact posters or a 5-minute video.
All must have a minimum of 3 citations of credible websites or books. Debates will be presented in class and the winner of each debate adds 20 points to their grade.
LP 7 – Enrichment
The Promise of Nano technology– CONSIDER INSIGHT project
Students chose an aspect of Nano technology and research both idea, and the product must find a university, organization or company working with this product. The object is for the student to contact the researchers of their nanotechnology and get a written or oral interview response to six well-thought-out questions and then teaches the idea to the class.
Choose an idea to explore in the field of Nanotechnology
Obtain 12 questions that explore your idea
Narrow down question to 6 that are the most interesting to you.
Search for universities/businesses/ companies that have an interest in your idea
Invest in stamps & envelopes
Determine which 3-5 companies will be likely to grant you an interview
Envision your interview– then write the letter that will get you the interview
Read and respond to company letters
Interview contact
Note (or record if permission is granted) all answers
Suggest follow up (visit/interview?)
Interest them in you– sell yourself!
Gather facts/ answers / information into a presentation (ppt or poster) for the class
Hold a discussion that will review what you have learned and help others learn
Test your classmate's knowledge of your project with an assessment