UTPA STEM/CBI Courses/Introduction to STEM/Polymers

Course Title: Introduction to STEM

Lecture Topic: Polymers

Instructor: Javier Macossay

Institution: University of Texas - Pan American

Backwards Design

Course Objectives

• Primary Objectives- By the next class period students will be able to:
  • Understand the concept “polymer” and their applications.

• Sub Objectives- The objectives will require that students be able to:
  • Learn the definition of a polymer.
  • Understand some of the properties of polymers.
  • Synthesize Nylon 6,10, and slime.
  • HAVE FUN!!!!!

• Difficulties- Students may have difficulty:
  • Students will encounter problems understanding some advanced chemistry and correlate it to the polymers’ properties.

• Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
  • Polymers can be divided into synthetic and natural materials. These compounds are made of long chains of atoms that afford them with interesting properties. According to their physical properties, polymers can be divided into plastics, rubbers and fibers. Polymers can be found in tires, tennis shoes, rubber bands, soda bottles, computer cases and keyboards, jeans, bullet proof vests, and even in our bodies.

Model of Knowledge

• Concept Map
  • Learning the concept Polymer.
  • Identification of polymers in real world applications.
  • Identification of polymers in human bodies.
  • Synthesis of polymers.
  • Understanding the properties of polymers.
  • PLAY WITH THE POLYMER'S SYNTHESIZED.

• Content Priorities
  • Enduring Understanding
    • Learn the concept “polymer” and identify them in our lives.
  • Important to Do and Know
    • Understand the nature of polymers.
    • Understand the properties of polymers.
  • Worth Being Familiar with
    • Identification of some particular polymers used every day and their chemical structures.

Assessment of Learning

• Formative Assessment
  • In Class (groups)
    • Discussion of the nature of polymers.
    • Discussion of the application of polymers.
    • Discussion of the properties of polymers.
    • Discussion of individual laboratory procedures.
    • Discussion of results and conclusions.
  • Homework (individual)
    • Internet based search of polymers and their applications.
    • Internet based search of synthesis procedures of Nylon 6,10, and slime.
    • Analysis of data and interpretation.

• Summative Assessment
  • Discussion in front of the group of the conclusions.

Legacy Cycle

LOOK AHEAD AND REFLECT BACK

• Goals
  • Students should learn what a polymer is and understand their impact in our lives.
• Objectives
  • Students should identify several polymers around them and several polymers found in our bodies.

THE CHALLENGE

You are an avid sportsman who likes swimming, jogging, cycling and other sports, so you have a very good understanding of what would allow you to train better to maximize your performance. You have great ideas, among several ones, the first one is: 1) fibers that will fit your body and allow you to cool down quickly while you work out during summer; 2) rubber used in tennis shoes that will permit you to manufacture more comfortable shoes for running. However, you are not a chemist or materials scientist and have to learn some basics on how to prepare polymers. How do you prepare nylons? How do you prepare rubbers?

GENERATE IDEAS

• Students will independently research several commercially important polymers and their uses.
• Students will independently research several biological polymers, which are found in our bodies and their functions.
• Students will synthesize a couple of polymers and will learn some of their properties by playing with them.

MULTIPLE PERSPECTIVES

Students will discuss their ideas among the individuals in their group.

RESEARCH & REVISE

Once data is collected, students will discuss their results and draw conclusions.

TEST YOUR METTLE

Students will compare their results against their peers’ observations.

GO PUBLIC

Students will discuss their results both among themselves and in front of the class.

LOOK AHEAD AND REFLECT BACK

Based on students’ conclusions and interpretations, the experiment could be adapted to evaluate different concentrations of the reactants and correlate them with the polymers’ properties.

Test Your Mettle Quiz

True or False? (50 points)

1. Polymers are small molecules with low molecular weights.
2. Polymers can be classified into biopolymers and synthetic.
3. Human skin is a polymer.
4. Polymers can be divided into plastics, rubbers and fibers.
5. All polymers become an ecological problem after being used.
6. Starch is a synthetic polymer.
7. Polymers do not have to be protected from the environment in any application.
8. Dyneema is a polymer used for bullet proof vests in US soldiers.
9. Chitin is found in shrimps and crabs.
10. Human beings are a complex mixture of polymers.

Multiple choice (50 points)

11. Nylon is used in:

a) Clothing

b) Backpacks

c) Ropes

d) None of the above

e) More than one of the above

12. Collagen is:

a) A natural polymer

b) It is found in the connective tissue of many living organisms

c) Used to produce gelatin

d) More than one of the above

e) None of the above

13. How is slime obtained?

a) It is a polymer dissolved in water.

b) It is a combination of crosslinking molecules dissolved in water.

c) It is a polymer which is cross linked.

d) It is obtained by heating a polymer and promoting crosslinking.

e) More than one of the above.

14. Poly-acrylic acid and derivatives are used in:

a) Water treatment plants

b) Paints

c) As superabsorbent polymers in diapers and feminine hygiene products

d) More than one of the above

e) None of the above

15. In the experiment performed, what is the effect that higher borax concentration has in slime?

a) As the concentration increases, the slime obtained becomes more cross-linked, resulting in a more rigid slime

b) As the concentration increases, the slime obtained becomes more cross-linked, resulting in a softer slime

c) As the concentration increases, the slime obtained becomes less cross-linked, resulting in a more rigid slime

d) As the concentration increases, the slime obtained becomes less cross-linked, resulting in a softer slime

e) More than one of the above