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Grades: 5-8
Duration: 10 days
This Prezi presentation is based on a free unit from Teaching Channel that was sponsored by the Boeing Foundation.
The full unit and resource, including the student workbook, can be found here:
https://www.teachingchannel.org/polymers-engineering-unit-boeing
The unit explores biopolymers, which are ecofriendly plastic solutions. Students first research how plastics are destructive, and then they are asked to create and test their own biopolymers. Use this presentation to help guide your students through the unit.
Standards: NGSS 3-5-ETS1-1; 3-5-ETS1-3; 5-PS1-3; 5-PS1-4; 5-ESS3-1
Welcome to your new job as junior engineers! You have just been hired to develop a new polymer that is less harmful to the environment.
You will design, develop, test, and improve your polymers.
See page 2 of your Polymers
for the Planet Student Handbook
Read the 'Dear Student Scientist' letter.
You will use the engineering design process to develop a polymer.
Let’s review it!
From Teaching Channel’s Science and Innovation Series
https://www.teachingchannel.org/boeing-engineering-curriculum
The first thing you will need to do is write down your questions about the engineering design process for developing a polymer.
(See page 3 of the student handbook.)
What questions might we ask about this project on polymers?
Work in small groups to create your list.
And then we will share out!
Use reciprocal reading strategies in pairs or in groups of four to (1) read two of the following articles and (2) watch one of the videos to answer the above question.
Use your student handbook (page 4)
to record your thoughts.
Click the links below so see the articles.
https://waterbottles.healthyhumanlife.com/plastic-water-bottle-pollution-plastic-bottles-end/
https://www.nationalgeographic.org/encyclopedia/great-pacific-garbage-patch/
https://kids.nationalgeographic.com/explore/nature/kids-vs-plastic/pollution/
http://www.scholastic.com/browse/article.jsp?id=3751739
http://archive.theplastiki.com/wp-content/uploads/2010/06/plastiki-_Plasticresincodes_RGB.jpg
https://www.nationalgeographic.com/magazine/2018/06/plastic-planet-waste-pollution-trash-crisis/
https://www.compoundchem.com/wp-content/uploads/2015/04/Guide-to-Common-Plastics-RECYCLING-CODES.pdf
https://www.independent.co.uk/life-style/plastic-bad-environment-why-ocean-pollution-how-much-single-use-facts-recycling-a8309311.html
https://www.santacruzwaves.com/2014/08/teen-girl-invents-way-to-make-bio-plastic-from-banana-peels/
VRI
What did you find?
Why do we need better plastics?
Put down your initial thinking.
Go to page 5 of your student handbook.
What are the criteria for success?
What are the constraints?
The goal for today is to identify the characteristics or properties that make plastics useful.
There are seven stations in the room, representing one of seven different plastics.
Look at the samples
Read the description card
Record the characteristics and properties on pages 6-9 of the student handbook
What are the common characteristics of all the plastics?
What are unique characteristics of each of the plastics?
http://archive.theplastiki.com/wp-content/uploads/2010/06/plastiki-_Plasticresincodes_RGB.jpg
The polymer you
develop should be similar to existing plastics.
Get into your design team
Choose a plastic to mimic with your biopolymer
Record it on page 10 of the student handbook
List the criteria for your team's biopolymer
What characteristics
or properties should your biopolymer have?
What progress have you made in answering this question?
Write your answer on a sticky note and post around the question.
What materials can we use to make a biopolymer that is less harmful to the environment than plastic?
Before we begin to make our polymer, take a look at the criteria you identified on pages 5 and 10 of your handbook.
Additionally, you will need to create a polymer that has:
High tensile strength, meaning it can carry a great deal of weight.
The ability to stretch or elongate before the material breaks.
Questions?
What are the constraints you face in developing your polymer?
Talk with your team.
A "coupon" in engineering terms is a small sample that you use with the intention of revising it.
Remember to keep your polymer affordable as well.
Go to page 11 of the student handbook and given where you are headed with your group, revise your thinking about criteria and constraints.
Creating a biopolymer is a bit like baking. However, you will need to create your own recipe.
But each will follow this basic formula:
Plasticizer + Starches + Optional Food Coloring and Additives
=
Biopolymer
On page 12, you have two plasticizers listed. They are available in the room. Observe the qualities of both.
What are the differences?
You will need to make informed decisions about which starches and additives to use. You need to make detailed observations about them.
Record your observations on pages 13-14.
In your design teams, use the guide on page 15 of the student handbook to begin developing your formula.
For each material that you use, please list the quantity, price, observation, and justification.
You will be able to iterate
(do this again and again)
as you revise your formula.
On page 16, make predictions about your polymer.
In your group, present your formula.
Be specific about the choices you made.
In your teams:
Review your formula
Get the necessary materials
Review lab safety (you are working with hot plates and boiling liquids)
Wear your goggles
Follow your formula
Turn burner on high and stir the mixture continuously in the beaker until it turns to gel
Stir until it boils and heat for one minute more
Pour mixture into a test coupon
Label the sample
Let it sit for at least three days
Record your observations on page 18 of the student handbook.
What were the challenges of the lab?
What might you do differently next time?
Repeat the sequence from the previous day!
We need more than one data set.
Wear your goggles
Follow your formula
Turn burner on high and stir the mixture continuously in the beaker until it turns to gel
Stir until it boils and heat for one minute more
Pour mixture into a test coupon
Label the sample
Let it sit for at least three days
Record your observations on page 18 of the student handbook.
What were the challenges of the lab?
What might you do differently next time?
Now that you have created two versions of your biopolymers, it's time to see how they perform in various tests.
Remember that your goal is to create a biopolymer that meets the desired criteria and constraints you identified.
See page 11 of the handbook.
You will start by making a qualitative assessment. This means you will not gather measurement data, but rather you will describe in great detail.
Today you will answer:
Is the sample uniform or does it have defects like bubbles or cracks?
What are the characteristics and properties of your prototype biopolymer coupon?
What does it remind you of?
What is the color, size, texture, flexibility, and any other details you think are important?
How can you tell if the plastic is dry?
Does your sample stretch, bend, or fold? How easily?
Draw pictures to document the look.
Reflect on your assessment AND record your responses on page 20 of your handbook.
Does the biopolymer have the desired characteristics?
How does the biopolymer compare to the materials you used to make your biopolymer?
Quantitative assessment involves measurement and testing. You will conduct an elongation test on three of your samples.
See page 21 of the handbook.
Cut three samples of the same size out of your biopolymer. (2 cm x 8 cm)
Record the final length of the sample right as it breaks.
Calculate the percent elongation.
Take your first sample and lay it on the table and measure it.
Repeat the test for the other two samples.
Pinching one side down, pull the other side slowly and stretch the sample along the ruler.
Hold
Stretch
% Elongation = (final length - start length) / start length x 100
How do the samples differ?
How were they the same?
We will do another round of quantitative testing.
Page 23 of the handbook
Hang an S shape paper clip from each side of the clip at the bottom.
Cut three dog bone shapes with the Tensile Strength Template. Be careful and precise.
Add washers (one at a time) to each side of the bottom clip.
Trim sides.
Record the number of washers that are added to cause the sample to break. (page 24)
Secure one side of the dog bone shape between two wooden sticks. Clamp the two sticks together.
Do the same thing to the other side of the dog bone shape.
Repeat the process for the other two dog bone samples.
Thread the stick through the upturned loops of the top binder clip and rest the stick between two chairs.
3 cm
1 cm
8 cm
How do the samples differ?
How were they the same?
Failure is a part of the design process, so we need to focus on how to make our formulas better.
The question now is:
How can we make a better our biopolymer formula?
Create a Prezi presentation or video to share your work.
Develop a script for which people in your group will speak on the various areas below.
Your presentation should cover the following:
Given all the testing, how do feel our samples performed?
What might you try differently?
Where does your sample fall on the spectrum?
What questions do you still have?
What were your criteria and constraints?
What was your formula?
What were your findings?
Did you meet your expectations?
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