Discovering the Physical and Chemical Properties of Polymers

Jon Valasek

Area Description
Science Standards Content:
 Content Science as Inquiry: as a result of activities, in grades 5-8,
 Technology all students should develop
 Professional  abilities necessary to do scientific inquiry
Development Physical Science: as a result of activities, in grades 5-8,
all students should develop an understanding of
 properties and changes of properties in matter
Professional Development:
Standard A: Professional development for teachers of
science requires learning essential science content
through the perspectives and methods of inquiry. Science
learning experiences for teachers must:
 involve teachers in actively investigating
phenomena that can be studied scientifically,
interpreting results, and making sense of findings
consistent with currently accepted scientific
understanding.
 Build on teacher’s current science understanding,
ability and attitudes.
Standard B: Professional development for teachers of
science requires integrating knowledge of science,
learning, pedagogy, and students; it also requires
applying that knowledge to science teaching. Learning
experiences for teachers of science must
 Use inquiry, reflection, interpretation of research,
modeling and guided practice to build
understanding and skill in science teaching.

Abstract In this lesson participating teachers will be led through an

exercise using their observation skills to discover the
physical and chemical properties of polymers. This is an
example of an inquiry based lesson, whose methodology
can be adopted in other lessons. No prior knowledge of
polymers is necessary. The instructor for this exercise
should be familiar with resources that define the physical
and chemical properties of polymers, given in the
Explanation of Science section.
Audience Physical Science teachers, grades 5-9
Key Concepts/Skills Process skills
• Make observations
• Make measurements
• Compare results

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 • Communicate results
Content skills
• Polymer physical and chemical characteristics

Rationale Teaching with inquiry can be defined as giving: “students

ample opportunities to apply the reasoning and procedural
skills of scientists while learning the principles and
concepts of science along the way.”1 Typically teachers
use activities as a way to introduce students to new
concepts. This exercise is designed to lead teachers in a
series of observations to discover the physical and
chemical characteristics of polymers. Once the teacher
feels comfortable with this activity, he/she can guide
his/her own students through the same process and allow
them to become more independent and actively involved
in their own learning processes. Also this activity can lead
to lessons on recycling and recyclable materials.
Goals To teach participants how to conduct an inquiry based
lesson involving observation and discovery of the physical
and chemical properties of polymers.
Objectives Participants will be able to analyze and draw conclusions
from the their observations.
Participants will be able to discover the physical and
chemical properties of polymers.
Participants will be able to produce and implement a
lesson plan to lead their students through the discovery of
the physical and chemical properties of polymers.
Best Practice(s) Learning cycle, inquiry, observation, synthesis
Content/Skills Facilitators should be familiar with the physical and
Background chemical properties of polymers. See explanations of the
science for details.
Timeframe Preparation time: 120 minutes
Lesson time: 60-90 minutes
Materials • In this activity facilitators will need to gather
polymers from various food containers, recycling
codes 1 through 6. Cut each type into small pieces
and place in separate containers.
• Facilitators will need the following reagents:
distilled water, ethanol, acetone, 3.0 M sulfuric
acid, ethyl acetate, 3.0 M sodium hydroxide, 2.5 M
nitric acid, mineral oil, and 3.0 M sodium chloride.
• Potassium carbonate, sodium chloride, and distilled
water, a bunsen burner

1
Taylor, Beverley, et. al , Teaching Physics with TOYS Easy Guide Edition, Terrific Science Press, Miami
University Press, Middletown, Ohio, 2005,pg8.

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 • Electronic balances or else use large pieces of
polymers and manual balances to determine their
densities.
• Alcohol lamps or candles.
• Beakers or small containers to hold reagents.
Preparation • Acetone is available in finger nail polish remover.
• Prepare 3.0 M sulfuric acid by pouring 16.6 mL of
concentrated acid into 63.4 mL of water.
• Prepare 3.0 M sodium hydroxide by dissolving 12.0
grams of NaOH into enough water to make 100 mL
of solution.
• Prepare 2.5 M nitric acid by pouring 12.5 mL of
acid into 87.5 mL of water.
• Prepare 3.0 M sodium chloride by dissolving 17.6
grams of NaCl in enough water to make 100 mL of
solution.
• Prepare a 0.868 g/mL density solution by mixing
80.0 mL of ethanol with enough water to make 100
mL of solution.
• Prepare a 0.914 g/mL density solution by mixing
60.0 mL of ethanol with enough water to make 100
mL of solution.
• Prepare a 0.945 g/mL density solution by mixing
43.0 mL of ethanol with enough solution by mixing
43.0 mL of ethanol with enough water to make 100
mL of solution.
• Distilled water should have a density close to 1.00
g/mL.
• Prepare a 1.09 g/mL density solution by dissolving
12.0 grams of sodium chloride in 88.0 mL of
distilled water.
• Prepare a 1.25 g/mL density solution by dissolving
54.0 grams of sucrose in 46 mL of distilled water.
• Prepare a 1.48 g/mL density solution by dissolving
45 grams of potassium carbonate in 55 grams of
distilled water.
• Prepare a biodegradable container by cutting the
base of a 2.0 L soda bottle. Invert the top into the
base and fill the bottle with moisten soil. The soil
can be enriched with lime, worms, or other
materials that would simulate what is found at a
dump site.
Safety and disposal Specific information on the reagents can be found at
www.ilpi.com/msds/index.html Your should use the
following precautions with acids and bases: avoid contact
with skin, eyes, and mucous membranes. If you come in

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 contact with the acid, base or acetone flush with plenty
water and if the eyes are affected see a physician. Do not
breathe acetone vapors. Wear goggles, aprons, and
gloves when handling these chemicals. Solutions should
be neutralized and poured down the drain with plenty of
water. Acetone and ethyl acetate can be put under the
fume hood and allowed to evaporate.
Procedures The following is a guide that the participants will use to
conduct the exercise. However, they should be
encouraged to modify the instructions below to conform to
the learning cycle model and inquiry practices. This
exercise should be changed to make use of the resources
available. If a fume hood is not available then delete that
portion of the procedures that requires that equipment.

Engagement. Polymers are all around us. Polymers are

versatile as you note from the various uses in the
materials around and on you and resource efficient as
polymers consume only 4 percent of the world’s oil
supply. Polymers reduce oil consumption and carbon
dioxide emissions. This investigation focuses on the
physical and chemical properties of polymers. Facilitators
will ask participants what physical and chemical
characteristics of polymers they would test. Ask each
group to brainstorm the question.
Assessment. After the brainstorming have each group
report their findings to the group. Make a list of these and
arrive at agreement. The list might include: physical
appearance, density, strength, solubility, chemical
reactions, combustion, melting, and biodegradability.
These are the areas you are planning to have them
explore. If others are suggested say that you did not bring
materials for those investigations.

Exploration. Next have the participants devise test

procedures for each investigation. A sample set of
procedures follows. You might have to guide them to use
solutions of known densities to determine the density of
their polymer because polymers are light and their
volumes are hard to measure.
Sample procedures. You will be given a sample of a
polymer from your teacher. For each polymer perform
the following:
A. Describe the polymer to include color, hardness,
flexibility, opaque or transparent, odor, etc. and record
your observations on the data sheet. Compare your

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results.
B. Determine the density of your sample by placing the
sample in the test solutions provided by your teacher.
Record whether the sample sinks or floats in each
solution and decide the approximate density. To find a
more precise density for each sample, mass your sample,
find the volume by water displacement, then divide mass
by volume to calculate density. Compare your results with
the tests you preformed at the beginning of this
procedure.
C. Determine the strength of your sample by attempting
to tear, bend, twist, or stretch it. Record your results for
each sample. What happens when you hit your sample
with a hammer?
D. Use the fume hood and place a small piece of your
sample in the second blue flame of a Bunsen burner.
That is the part of the flame further from the barrel.
Observe and record results.
E. Introduce your sample close to a candle flame. Make
observations and record results.
F. Place 10 mL of each of the following in separate test
tubes or glass containers: water, ethyl alcohol, acetone,
ethyl acetate, 3M sulfuric acid, 3M nitric acid, 3M sodium
hydroxide, 3 M sodium chloride, and mineral oil and then
add a small piece of your sample to each container.
Stopper test tubes or place the lid on the glass containers.
Make initial observations and then record results after 30
minutes, and 24 hours.
G. Place a piece of your sample in the “Is it
biodegradable” container and observe monthly.
Assessment. Have groups compare their test
procedures and arrive at agreement on which procedures
they will use and how they will document the test results.
This could be in the form of tables or narratives but all
participants need to agree on the same format. Discuss
why that is important.

Explanation. Have participants compare results and

communicate their findings to the entire group. Have the
participants discuss how they would insure that their
students should communicate their results.
Conduct a discussion about various kinds of polymeric
materials and the physical and chemical properties of
each.
Assessment. Check the participants' findings and reports
for accuracy and completeness.

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 Elaboration. Have participants develop a plan (see
below) to implement this activity into their science
courses. Possibly they could have groups of students
form companies and test unknown polymers to determine
their identity. Also the participants could plan for their
students to adopt a polymer and generate a report which
would include the test data. Also teachers could help
form student advocacy groups for polymer use and
education.
Assessment. Have groups correctly identify unknowns.
Have participants give oral reports on their advocacy
efforts.
Assessment The participants should show through lesson plans and
student work the implementation of the activity into their
course.
Explanation of the The densities of the polymers are as follows:
Science Recycle code 1, PET, polyethyleneterphthalate, 1.39 g/mL
Recycle code 2, HDPE, high density polyethylene, 0.95-
0.97 g/mL
Recycle code, 3, PVC, polyvinylchloride
Recycle code 4, LDPE, low density polyethylene, 0.92-
0.94 g/mL
Recycle code, 5, PP, polypropylene, 0.90-0.91 g/mL
Recycle code, 6, PS, polystyrene, 1.05-1.07 g/mL
PMP, poly-4methyl-1-pentene, 0.83 g/mL
Plexiglas, polymethyl metacrylate 1.24 g/mL
PTFE, Teflon, polytetrafluoroethylene, 2.2 g/mL
Extensions
Equity Be sensitive to gender, ethnic, and religious backgrounds.
Additional N/A
Considerations
Credits/References This exercise was modified from Polymers: A General
Experiment in Polymer Chemistry, Robert Liscomb,
National Science Teachers Association, 1997, pp 203-205

LESSON PLAN TEMPLATE

Learning Outcomes for Students: What do you want students to know and be

able to do?

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Activities Done by the Teacher:

Activities Done by the Students:

Materials Needed:

Safety Concerns:

Assessment of the Students’ Learning:

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