55-minutes
Synthetic polymers are found in almost
every manufactured product in the world from the fabric in the
clothes that we wear to the gum that we chew. This lesson is
designed to introduce students to some of these giant molecules
and their unique properties.
Science
The students will:
• Identify examples of everyday
materials that are made of polymers.
• Observe some of the properties of polymers.
• Be able to recognize some man-made and natural polymers.
National Science Education Standards
http://bob.nap.edu/html/nses/html
Content Standard B:
Properties of objects and materials
Louisiana Science Frameworks:
State Standards for Curriculum Development
http://www.lcet.doe.state.la.us/doe/assessment/standards/SCIENCE.pdf
PS-E-A1: Observing, describing, and classifying objects
by properties (size, weight, shape, color, texture, and temperature).
PS-E-A2: Measuring properties of objects using appropriate
materials, tools, and technology.
Dr. Dad's PH3: Polymers
http://www.psrc.usm.edu/macrog/proposal/dreyfus/outcome/gum/gum.htm
This site provides information on the history of gum.
http://www.psrc.usm.edu/macrog/demos/index.htm
This site has additional activities by grade level that demonstrate
the variety of polymers.
http://www.ideafinder.com/history/inventions/story084.htm
This Web site tells the story of how bubble gum was (accidentally)
invented.
Per Class
• Variety of brands of Bubblegum
Note: it is important that the pieces of gum be standardized
either by size or mass. The package should give the number of
pieces and weight.
• Variety of objects made of plastic (film, CD's,
plastic bag or wrap, bottle top, etc.)
Per Group
• Bubblegum pieces
Per Student
• Paper & pencil
• Activity Sheet A
• Plastic or latex gloves
• Recycled plastic containers
• 1 cup Borax or liquid starch
• 1 cup white glue
• Plastic spoon
• Safety goggles
1. Duplicate activity sheets
2. Bookmark: http://www.ideafinder.com/history/inventions/story084.htm
3. CUE video to the musical opening of the Dr.
Dad's PH3 video, POLYMERS
1. Ask students to individually
list as many things they can think of that are made of plastic.
After 5 minutes have students compare their lists. Have a variety
of common plastic items to show students. Ask students to imagine
how their lives might be different if they did not have these
items or if they were made of some other material.
2. Discuss with students the idea that many of the
man-made polymers are made from petroleum products
and there are natural polymers that occur in nature.
Do not categorize the types of polymers that they have listed,
however.
3. Tell students that chewing gum is a polymer and
that they are going to learn how bubblegum was accidentally
invented. Go to the website http://www.ideafinder.com/history/inventions/story084.htm
and have students to read the story of Mr. Diermer inventing
bubblegum.
4. Students will next work in small groups to conduct
a controlled experiment to determine which brand of bubble gum
blows the biggest bubble.
5. Give each student in a group a different brand
of gum. Make sure that each person starts with the same size\weight
piece of gum. Each student should blow a bubble 3 times. Students
should estimate and record the size of the bubbles and average
their size. After compiling the results of all the trials, students
can determine which gum blows the biggest bubble.
1. Tell students that they
are going to see a short clip of a video on polymers. As a FOCUS
FOR MEDIA INTERACTION, prompt students to listen for
a) 3 major characteristics of polymers that make them so useful
and
b) examples of man-made and natural polymers.
2. START the video and play until Dr. Dad completes
his interview with Dr. Joyce Morningstar. STOP the video.
3. Ask students to list the characteristics of polymers
that make them so useful. (Flexible, Strong, Lightweight) Discuss
why these properties are so important. Give specific examples.
(Space flight, automobiles, lighter telephones, computers, bulletproof
vests for police, etc.) If you can find examples of items made
of "older" materials, and the "new and improved
plastic" varieties, use these as a starting point of discussion.
4. Ask students to recall some of the natural polymers
mentioned (cotton, paper, cellulose, proteins) and man-made
or synthetic (film, PVC pipe, paint, glue, sandwich bags).
In this activity, students will actually
make a polymer.
1. Provide each student with a pair of plastic or
latex gloves and safety goggles. Be sure that they use them!
(Note: Borax may cause slight skin irritation to some individuals.
The use of the gloves should eliminate this problem.)
2. Give each student a plastic spoon, one measured
cup of glue and a measured cup of borax/liquid starch. Have
them mix this in a recycled plastic container. (Equal parts
of glue and borax\liquid starch should be combined.) Students
should list the properties of their polymer.
3. After students complete the activity, discuss
with them the properties of their polymer. Compare and contrast
properties with polymers observed in the classroom and observed
on the video.
4. Properly dispose of the polymer material produced.
:
Social Studies\Geography:
• The history of rubber extraction is well documented
and would provide an excellent extension at this level. Locate
rubber-producing countries on the map and note the climate necessary
for growth of rubber trees.
• Have students investigate the role that rubber played
in World War II.
• Invite a chemist to speak
to the class on the importance of polymers. In Louisiana, the
oil industry is statewide; thus, speakers should be readily
available from the major industries.
• Invite a representative from the fire department
of police department to discuss their safety gear and equipment
and the importance of it being lightweight, durable and strong.
Bubble Blow Out Activity Sheet HTML PDF
