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Fiber Reinforced Plastic/Composite and Its Tensile Strength Name: Wan, Chi Fong Alex Subjects: Physics

/Chemistry/Biology Grade Level: 7th to 12th Grade Lesson Duration: One Week Northeastern University, Research Experience for Teachers, Summer 2004 I) Objectives/Goals:

Overall Goals: a) Introduce to the students what “F.R.P.” is and how the fiber provides additional strength for the material. b) Show why are these composites are replacing conventional materials as building materials for the next decade. c) Generate interests for students to find out the mechanical, properties of these composites and its wide spread applications. d) Generate inquiries regarding to the immediate ad long term environmental/ecological implications of using these F.R.P. composites. Objectives: a) Students will discover the physical/chemical structures of a composite known as “Fiber Reinforced Plastic “or Fiberglass. b) Students will learn to set up a stress test to find out the tensile strength of three samples of F.R.P. composite which are formed with 0 degree/ 45 degrees/ 90 degrees fiber’s angle-orientation. c) Based on the results/data, students will speculate how the Fiber reinforces the polymer resin material to form a stronger material. d) Students will learn the tools and approaches in scientific research and how to find out valid solutions based on hands on experiment and Computer Internet Search. II) MA Frameworks/ Standard Curriculum Connections: Technology/Engineering: 1.1 Identify and explain the steps of the engineering design process, research the problem, develop solutions, test/evaluate, report the findings.

Physics: Force, load, mass, density, tensile strength, gravity, heat, pressure. mechanical/acoustic properties of a material. Chemistry: Elements, compounds, composites, polymer. Biology: Environmental science, ecology, erosion. III) Essential Questions: 1) What is a composite? 2) What constitutes a F.R.P.? 3) Does added fiber strengthen the F.R.P.?

what is “F.P.4) Do the angle-orientations placing the fiber make a difference in how strong the F.R. and its background information. 2) Day Two: Students will report their findings by group and elect a leader to make summary of the findings amongst all groups.P.R.P. Microsoft Power Point (or Over Head Projector/Transparencies) V) Interest Building/Introduction to Lesson/Motivator: Video/VCD/DVD introducing Fiberglass/Products from library or manufacturers. Assignment: Both Oral/Written reporting by group.? How widely used are these materials? 6) How much F.P. 90 degrees) per group One “Tensile Tester(Stretcher) per group Note books.P. Optional: Clips from Fiberglass Manufacturers’ Promotion Department (list of URL’s included) VI) Lesson Development: 1) Day One: Students will be given a half hour Power Point presentation of the F. skate boards. computer internet access LCD. samples(Two fiber layers.R. the structure of the fiber/angles orientation.R. Discussion will follow.R.P. Assignment: Procedure for conducting the Tensile Test. Handouts of the presentation will be given to the students. classroom furniture… Teacher should give a fifteen minute presentation of the Fiberglass samples. and some safety concerns such as the need for protective goggles. is? 5) Can we identify and collect some common products made by F. one per student Library.”? Students should research for some brief history of the development of these Fiberglass and products. 45 degrees. Teacher will introduce a few the fiberglass products such as Helmet. students will . one per student Three F. one 0 degree. and the tensile test/stretcher. more mechanically efficient) will affect our world? 7) Do you support or against the widely accepted applications of F. (Which is stronger.R. one per student Safety instructions and protection goggles.R.P. Computer. one of the students should volunteer to lead the discussion. more cost effective. acoustic/electric guitars.? Why? IV) Materials: (One set per five to ten students) Students’ handouts(from Power Point Presentation).

Teacher will facilitate without taking over the class presentations. Assignment: Teacher will ask the students to write a formal laboratory report by group and elect a presenter to show findings to the class. and their decisions in supporting these newly developed space age materials. Students’ questions about the procedure of the tensile test will be evaluated and discussed and summarized by elected one student.P. Debate/discussion will be encouraged. 4) Day Four: Students will present their findings by group and make sense of the findings and answer their questions they posted earlier. Polymer resin composites to our environment/ecosystem. Teacher will facilitate students with the procedure and recording of the test.R. record results and present findings in class.P. Assignment: Students will be asked to speculate and research on the environmental concerns in using these F. Students will also be asked to volunteer to demonstrate this unit to other class(7 to 12 grade). Students will be asked to decide if they support or disapprove adaptation of fiberglass products and the reasons behind their decisions.record a question about these steps and why it is necessary ? 3) Day Three: Students will conduct the tensile test by group. Assignment: Students will write a one page journal reflecting the learning process and content of this lesson unit on F. VII) Evaluation/Assessment: Students will be asked to fill out a evaluation form to provide comments. Teacher will serve as moderator and fill in important facts and data regarding the environmental concerns of these fiberglass composites. .R..P. 5) Day Four: (Earth Day) Students will be asked to present their finding of the effects of F. materials.R. Revision may be made before next year’s RET meetings. which is not biodegradable.