Properties of Plastics 18

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ACTIVITY OVERVIEW LA
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In this activity students determine the chemical and physical properties of four plas-
tics. They then test a “mystery” sample to find out what it is. Based on the plastics’
chemical and physical properties, students relate possible uses for each plastic to its
properties.

KEY CONCEPTS AND PROCESS SKILLS

(with correlation to NSE 5–8 Content Standards)
1. Plastics can be identified based on their physical properties, including flexibility,
hardness, and density. (PhysSci: 1)
2. The properties of a material determine how it can be used. (PhysSci: 1)
3. Making decisions about complex issues often involves trade-offs. (Perspectives: 4)
4. Scientists think critically and logically to make the relationship between evidence
and explanation. (Inquiry: 1)

KEY VOCABULARY
chemical property
physical property
plastic
relative density

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Activity 18 • Properties of Plastics

MATERIALS AND ADVANCE PREPARATION

For the teacher
32 vials with caps
8 packets of table salt
ethanol
* water
10-mL graduated cylinder
2 strips each of:
blue polypropylene (PP)
green polyvinyl chloride (PVC)
red high-density polyethylene (HDPE)
yellow polystyrene (PS)
8 strips each of four unknown plastics (clear, black, orange, white)
1 bottle of acetone
* 1 glass container (beaker, petri dish, or jar)
* 1 heat lamp, hairdryer, or other heat source
* 1 metal ring stand and clamp (or similar setup)
* 2 wood strips or glass slides
* 1 pair of heavy-duty scissors (optional)
* 1 overhead projector
* paper towels
1 Transparency 18.1, ”Four Common Plastics”
1 Transparency 18.2, “Some Common Plastics and Synthetic Fibers
1 Transparency 18.3, “2005 U.S. Plastics Production”
1 Transparency 18.4, “Plastic Recycling Codes”
Scoring Guide: ANALYZING DATA (AD) and/or
Scoring Guide: EVIDENCE AND TRADE-OFFS (ET)

For each group of four students

* 1 petri dish or other container to hold set of plastic strips and plastic
squares
1 strip and square each of:
blue polypropylene (PP)
green polyvinyl chloride (PVC)
red high-density polyethylene (HDPE)
yellow polystyrene (PS)
unknown plastic (orange, clear, black, or white)
1 30-mL graduated cup
1 vial of alcohol
1 vial of water
1 vial of alcohol-water mixture
1 vial of saltwater

B-66
 Properties of Plastics • Activity 18

1 15-mL bottle of hydrochloric acid

1 paper clip
1 pair of plastic forceps
* 1 additional plastic strip from plastic containers brought from home
(optional)

For each student

1 Student Sheet 18.1, “Properties of Different Plastics” (optional)
* 1 pair of safety goggles
1 copy of Scoring Guide: ANALYZING DATA (AD) (optional) and/or
1 copy of Scoring Guide: EVIDENCE AND TRADE-OFFS (ET) (optional)
*Not supplied in kit

Masters for Scoring Guides are in Teacher Resources III: Assessment.

For each group, prepare a set of four labeled vials, each containing one of the follow-
ing solutions: alcohol, water, alcohol-water, and saltwater.
Alcohol: fill with 8mL of denatured alcohol (ethanol)
Alcohol–water: fill with 4mL of alcohol and 4 mL of water
Water: fill with 8mL of water
Saltwater: fill with 8mL of water and one packet of salt.

Place the blue, green, red, and yellow plastic strips and squares for each group in a
small container for easy distribution. You will distribute the orange, clear, black, and
white plastic pieces when the students begin Part B of the Procedure. Be prepared to
provide fresh strips for each group.

Set up the equipment for the effects-of-heat test and effects-of-acetone test before class.
You may want to start these demonstrations as described in Teaching Suggestion 2 that
there will be observable differences in the plastic pieces to show the class in Teaching
Suggestion 3.

To demonstrate the effects-of-heat test you will need to set up a ring stand with a heat
source attached to it. Use a heat-lamp apparatus or a hair dryer as the heat source.
Clamp the four plastic strips to the ring stand, and with two strips of wood or two glass
slides sandwich the ends of the strips flat in the ring stand. A diagram of the setup is
shown below.

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2461 LabAids SEPUP IAPS TG

Figure: PhysTG B 18.01
Activity 18 • Properties of Plastics

Students can test additional plastics by bringing in clean, empty plastic containers
from home. You can then use scissors to cut plastic strips for testing. Because of the
shape and sturdiness of many plastic containers, cutting strips can be time-consum-
ing and possibly hazardous were students to do the cutting. If you are planning to
have students test additional strips, be sure to prepare them in advance. Containers
for shampoos, medicines, milk, soft drinks, juices, or other foods are best. Be sure to
eliminate the recycling code on the containers from the samples. The recycling code
shows a number that identifies the type of plastic, as shown on Transparency 18.4,
“Plastic Recycling Codes.”

SAFETY
Students should wear safety glasses during this investigation. It is recommended that
students wear protective plastic gloves when working with caustics, such as
hydrochloric acid. Note, however, that the concentration that is used in this activity is
low enough that wearing gloves is not imperative. Check your school’s and district’s
safety requirements to determine if you must provide them in this activity.

Acetone is an extremely flammable liquid. Keep acetone and its bottle away from
heat, sparks, and open flames. Acetone will degrade most plastic containers except
polypropylene and polyethylene. Use acetone with adequate ventilation. Avoid
inhalation, ingestion, or repeated skin contact.

TEACHING SUMMARY
Getting Started
1. Discuss the useful properties of plastic.

Doing the Activity

2. Students investigate the properties of four plastics.
3. Students test the chemical and physical properties of an unknown plastic .

Follow-Up
4. (AD ASSESSMENT) The class discusses how the properties of plastics affect their use
and applies evidence to identify the unknown plastic sample.

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 Properties of Plastics • Activity 18

BACKGROUND INFORMATION
Plastics
The first completely synthetic plastics to be commercially produced were those made
from phenol and formaldehyde. Leo Baekeland developed the chemical process in
1907 which created “Bakelite,” the first synthetic plastic. Phenolic plastics eventually
led to the development of urea and thiourea, which were used to make such products
as foam rubber cushions and melamine laminate furniture. As petroleum became a
major source of polymers the development of plastics through the 20th century accel-
erated and organic chemists invented sophisticated techniques that allowed them to
tailor a plastic for a specific purpose.

Today, most synthetic plastics are produced from oil or natural gas. Crude oil is com-
posed of hydrocarbons that vary in length and configuration and, as a result, have
different properties. To separate these hydrocarbons, chemists heat crude oil to
400˚C. Because the various hydrocarbons have different boiling points, they con-
dense at different temperatures. For example, naptha, a liquid, is made up mostly of
molecules containing 8–12 carbon atoms, and it condenses at 150˚C. Gases, includ-
ing ethane, methane, and propane, generally have 1–4 carbon atoms and condense
at 110˚C. The smaller hydrocarbons, particularly ethane (which is converted into eth-
ylene), are used for the manufacture of a whole variety of polymers, which will be
treated in more depth in later activities. About 84% of a typical barrel of crude oil is
converted to fuels that are burned for heating or to gasoline and jet fuel. Less than 3%
of the oil goes into the synthesis of plastics.

Even though the manufacture of most plastics begins with just carbon and hydrogen,
other elements can be involved. Oxygen, chlorine, fluorine, nitrogen, silicon, phos-
phorous, and sulfur are added to hydrocarbon chains to create certain plastics. Poly-
ethylene (PET) contains only hydrogen and carbon, while tetrafluoroethylene, better
known as Teflon, contains fluorine in place of the hydrogen atoms.

There are two categories of plastics:

1. Thermoplastics are those that can be continually and repeatedly formed and
reshaped with the application of heat and pressure. About 85% of all plastics pro-
duced are thermoplastics. Most recyclable plastics, such as polyethylene, polypropy-
lene, polystyrene, and polyvinyl chloride are thermoplastics.

2. Thermosets are those that cannot be reshaped once they are formed. This is usually
because those plastics have been cross-linked, and the cross-linked bonds cannot be
broken. About 15% of all plastics produced are thermosets. Examples include poly-
ester, polyurethane, and epoxy resins such as silicone.

REFERENCES
American Plastics Council. PIPS Year-end Statistics for 2005. Production, Sales, and
Captive Use. Plastic Industry Producers’ Statistics Group. Retrieved January 2007 from
www.americanplasticscouncil.org/s_apc/docs/1700/1678.pdf.

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Activity 18 • Properties of Plastics
TEACHING SUGGESTIONS
GETTING STARTED
1. Discuss the useful properties of plastic.
Ask each student to name a product made of plas-
tic. Next ask, What makes plastic a useful material?
Develop a list of students’ responses. Some possible
answers are that plastics are lightweight, strong,
long lasting (durable), flexible, and available in all
sorts of shapes and colors. Point out that often one
plastic item has properties that are not shared by
another plastic item. For example, the clear plastic
wrapping on items such as CDs is easy to tear, while
plastic detergent bottles are fairly sturdy. This sug-
gests that there are different types of plastic, each
with its own physical properties.
Emphasize that physical properties of a substance
are characteristics that can be observed without
seeing how it reacts chemically with other sub-
stances. Make a list of some physical properties that
might distinguish plastics from other materials.
Prompt students to think back to the materials they
considered for drink containers in Activity 12, “Eval-
uating Materials,” and Activity 13, “ Life Cycle of a
Material.” Ask, If you were going to manufacture a
product such as a drink container, why might you
make it out of plastic? To this students may respond
that containers made of plastic are strong, durable,
flexible, and lightweight. They might also add that
it comes in many colors. Then ask, What are some
physical properties of plastics? Possible responses
include that they are hard, solid, flexible, and light
in weight. Point out that they are in fact relatively
low in density (mass per volume) compared to glass
and most metals. If students suggest color, point out
that it is not a physical property of the material
itself. Reiterate that most things made of plastic can
be dyed any color. Because of this, color is not an
inherent physical property for characterizing plas-
tics. In this activity, students will identify the prop-
erties of four different types of plastics.
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DOING THE ACTIVIT Y
2. Students investigate the properties of four
plastics
Tell students they will investigate some of the chem-
ical and physical properties of four plastics. They
will use these characteristics to distinguish one type
of plastic from another and then use their data to
identify an unknown, or “mystery,” plastic. Explain
to students that their investigations involve a vari-
ety of chemicals and equipment. Review classroom
safety guidelines.
Go over how to pronounce each of the four types of
plastics. Display Transparency 18.1, “Four Common
Plastics.” Explain that the four pieces they will test
fall into one of these four types. There are many
more types, but these are the four major types they
will investigate. Point out the color coding that has
been done so students visually can tell one piece
from the next.
Review the physical and chemical properties listed
in Table 1, “Testing Properties of Plastics,” in the
Student Book. Explain to students that since plastics
can be molded and dyed, the shape and color of a
plastic is not characteristic of the type of plastic.
Review the information in the table that describes
how to test the properties of the plastic samples.
This activity provides the opportunity for students
to construct their own data table. You may decide as
a class or in groups of four the best data table for-
mat, which will reinforce students’ ability to design
a data table. Depending on the developmental
appropriateness, however, you may choose for stu-
dents to use optional Student Sheet 18.1, “Properties
of Different Plastics,” to record the results of their
tests.
As necessary, review the tests that students will con-
duct. One additional test, for which the materials
have been supplied, but that is not described in the
student book, is the affect of hydrochloric acid. To
conduct this test, show students how to drop 2 drops
of the acid on each of the strips of plastic. After
observing if the acid and the plastic react, students
should dip the plastic in water to rinse it, and dry it
with a paper towel.
 Properties of Plastics • Activity 18

While students are completing their tests, demon- tions, or you may have them observe the entire test
strate for the class the effects of acetone and heat on as you conduct it.
the four known plastics as described in the Materi-
If you use a heat lamp (or 150–200 watt light bulb)
als and Advance Preparation section. Students
with a reflector as your heat source, the reflector
should notice that polystyrene bends the most in
must have a ceramic base. Be careful when han-
response to heat, followed by polyvinyl chloride.
dling these items; they can become very hot. An
Polypropylene and high-density polyethylene are
illustration of the setup is shown in Advanced
unaffected. Polystyrene is soluble in acetone and
Preparation above.
may swell and become very loose and stretchy. The
polyvinyl chloride will react to acetone in the same Testing the Effect of Acetone on Different Plastics
way but to a lesser degree. Sample results for all
Pour a small amount of acetone into a glass con-
tests are shown in the table below.
tainer, using enough to cover half the length of a
Testing the Effect of Heat on Different Plastics plastic strip. (Because acetone quickly evaporates
and diffuses through a room, you should wait to
Clamp the four plastic strips to the ring stand as
pour the acetone until right before you conduct the
shown below. Use two strips of wood (or two glass
acetone test, and cover the container while con-
slides) to sandwich the ends of the strips. Use a heat
ducting the test.) Place one strip of each of the four
lamp or hair dryer to test the effect of heat on the
plastics in the acetone for at least five minutes. After
plastics. Turn the heat source on the samples for at
five minutes, remove the strips from the acetone
least 10 minutes, making sure that the heat falls
and place them on a paper towel in a well venti-
evenly on all four strips. You may begin the test
lated area away from any flames or sources of com-
while students are completing their own investiga-
bustion. Students can then examine the strips.

Sample Results, Student Sheet 18.1, “Properties of Different Plastics”

Polypropylene Polyvinyl chloride High-density Polystyrene
(PP) (PVC) polyethylene (HDPE) (PS)

Plastic is color-coded Blue Green Red Yellow

Flexibility Fairly flexible Very flexible Fairly flexible Not very flexible

Crease color Slightly white Still green Still red White

Hardness Gets scratched Gets scratched Gets scratched Gets scratched

Density relative to alcohol Sinks Sinks Sinks Sinks

Density relative to alcohol-

Floats Sinks Sinks Sinks
water mixture

Density relative to water Floats Sinks Floats Sinks

Density relative to saltwater Floats Sinks Floats Floats

Effect of acetone None Softens None Softens greatly

Effect of heat None Bends None Bends greatly

Reaction with HCl None None None None

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Activity 18 • Properties of Plastics

3. Students test the chemical and physical FOLLOW-UP

properties of an unknown plastic.
4. (AD ASSESSMENT) The class discusses how the
Tell students that they will now receive samples of a properties of plastics affect their use and
mystery plastic. This plastic has been dyed a color applies evidence to identify the unknown
different than the four original samples. Not all plastic sample.
groups will be receiving samples of the same color.
Ask students to identify the similarities and differ-
Ask the student groups to decide which of the tests
ences among the plastics they tested. Some of the
used in this investigation they will conduct to iden-
similarities, which may not be obvious to students,
tify the plastic, as described in Procedure Step 4.
are shown in their results in their tables, “Properties
Then they should design a data table to record their
of Different Plastics.” The plastics tested are fairly
results.
low in density, somewhat flexible, scratch easily,
After students have constructed their data tables, and are easily molded and dyed. In Analysis Ques-
give each group a sample of one of the unknown tions 1 and 2 students are asked to identify specific
plastics, and allow them to conduct their tests. They properties and to back their answers with their test
should check their results with the information they results.
recorded for each strip in their data table, “Proper-
Summarize the activity by highlighting the fact that
ties of Plastics,” to determine the type of the mystery
plastics are materials that can be shaped. The word
plastic. If they do not have adequate information,
plastic itself comes from the Greek word plastikos
encourage groups to conduct additional tests until
that refers to the ability to be molded or shaped.
they are able to identify the mystery plastic.
Suggest the following as a working definition for
The color key that follows will help you check the plastics: Plastics are a group of materials manufac-
results of students’ tests. The results for each plastic tured primarily from petroleum and natural gas.
are shown in the table “Properties of Different Plas- Many plastics are used to create products because
tics” in Teaching Step 2. they can easily be formed, dyed, and molded into
any shape.
Students are not given this color key.
Begin by asking students, Which of the four types of
Key to Plastic Types
plastic you tested do you think is used most today
Color of and why? Students may postulate that polystyrene
Color of identified
Plastic Type “unknown” is used extensively because of its relative inflexibil-
plastic strip
plastic strip
ity, which could make it more sturdy and good for
Polypropylene forming food containers. They might also say that
blue clear
(PP)
low-density polyethylene would be used a lot to
Polyvinyl hold certain chemical substances since it does not
green orange
chloride (PVC) weaken in acetone. To give students an idea of the
High-density myriad types and names of common plastics and
polyethylene red black those that are produced in the greatest numbers,
(HDPE)
project Transparency 18.2, “Some Common Plastics
Polystyrene white
yellow and Synthetic Fibers,” and Transparency 18.3,
(PS)
“2005 U.S. Plastics Production.” You may choose to
ask the class to summarize the information shown
on Transparency 18.3 as an exercise in interpreting
data contained in a table.

Point out that it is not usually easy to tell one plastic

from another by simply looking. One way plastic

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 Properties of Plastics • Activity 18

manufacturers indicate the type of plastic is SUGGESTED ANSWERS TO QUESTIONS

imprinting its recycling code somewhere on the
product. Project transparency 18.4, “Plastic Recy- 1 Using evidence from your table, “Properties of Plas-
cling Codes,” to show students the codes for types of tics,” identify the plastics which were scratched. How
plastic containers. By finding this number on the will this property affect their use?
container, they will be able to easily identify the All of the plastics were scratched.
type of plastic it is made of.
2. Below is a scale showing the relative density of the
For Analysis Question 3, students’ responses will
four liquids you used to determine the density of the
depend on which plastic sample that they are given
plastics.
to identify. They should support their identification
a. Which plastic sample was the most dense?
with their test results and then compare the physi-
Explain your evidence.
cal properties of the unknown with the four known
plastic types investigated in Part A. Check their Polyvinylchloride (PVC) is the densest
responses for consistency between the properties of because it sinks in saltwater, the densest solu-
the plastic and its identification. Use the ANALYZING tion. The others float in saltwater.
DATA (AD) Scoring Guide to provide feedback on b. Which plastic sample is the least dense? Explain
students answers. A sample Level 3 response is pro- your evidence.
vided below.
Polypropylene is the least dense because it
Analysis Question 4 serves as a review of the con- floats in the alcohol/water mixture, and all
cept of relative density first developed in Issues and of the other samples sink.
Physical Science, Unit A, Activity 7, “Properties of c. In your science notebook, make a copy of the
Solids.” You might find it useful to put one of each of scale shown above. On it draw a labeled arrow
the plastic squares in each of the liquids to provide a that shows where each plastic fits on this scale of
visual as students answer this question. Then lining relative density.
up the liquids as they are shown in the diagram will Relative density
help students determine which liquid is the most
dense and which it is the least dense.
0.80 0.90 1.00 1.10
Alcohol Alcohol/water Water Saltwater
EXTENSION
PP HDPE PS PVC
To further explore and identify kinds of plastics you
can have students test samples they bring from 3. 2561
(ADLabAids SEPUP IAPS
ASSESSMENT SB
) What type of plastic is your
Figure: PhysTG B 18.02
home. Some students may be frustrated to find that mystery sample? Explain the evidence you used to
LegacySansMedium 10/11.5
some of the samples do not exactly fit the properties come to this conclusion.
found with the pure sample strips from the kit. Tell
them that plastic products often contain additives, Level 3 Response
such as fillers, plasticizers (which make them more The white unknown sample is polystyrene. It is
flexible), stabilizers, and lubricants that may alter not very flexible, the crease color is white, and it
the properties. If students cannot make an exact sinks in water and water-alcohol mixture, but
match from their data, they should select the plas- floats in saltwater. Further testing showed that
tic that their sample resembles most closely. the unknown plastic piece is softened greatly by
acetone and bends greatly when heat is applied.
It was also observed that it gets scratched, but
all of the plastics shown in the table do, so this
test doesn’t help determine which type of plastic
it is.

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Activity 18 • Properties of Plastics

4. You are a materials scientist asked to rec-

ommend a type of plastic for manufacturing three
products. Using the information in your table,
“Properties of Plastics,” choose the best plastic for
each of the following products. Be sure to include evi-
dence from the activity in your answer.
a. nail polish (high in acetone)container
Polypropylene or high-density polyethylene
because they are not affected in acetone
since it needs to not soften when containing
acetone.
b. dishwasher-safe food container
Polypropylene or high-density polyethylene
because they are not affected by heat, and a
dishwasher-safe container needs to be able to
withstand high temperatures.
c. sports drink container
High-density polyethylene because it does
not crease, and is not affected by heat. So if
the drink bottle sits in the sun it will not be
affected.

B-74
 Four Common Plastics

Type of Plastic Common Uses

Ketchup bottles,
Polypropylene (PP)
yogurt containers

Shampoo and salad

Polyvinyl chloride (PVC)
dressing bottles

Milk containers,
High-density polyethylene
orange juice bottles,
(HDPE)
and bleach bottles

Prescription bottles,
Polystyrene (PS)
plastic utensils, cups

Color Key

Polypropylene (PP) Blue

©2007 The Regents of the University of California

Polyvinyl chloride (PVC) Green

High-density polyethylene (HDPE) Red

Polystyrene (PS) Yellow

Issues and Physical Science • Transparency 18.1 B-75

 Some Common Plastics and Synthetic Fibers
Material name Common or trade names Some uses
Acrylic Acrylan, Orlon Sweaters, carpets

Toys, plastic forks, double

Cellulose acetate Tenite, Chromspun, Celera
knit fabrics, curtains

Nylon Cantrece, Antron Clothing, carpets

Polyacrylic acid Acrylic paint Cards, homes, art work

Polyacrylonitrile Orlon, Acrilan Clothing fabrics

Polybutadiene Rubber Automotive tires

Polycarbonate Lexan, Merlon Football helmets

Shopping bags,
Polyethylene Alathon
electrical insulation
Soft drink bottles,
Polyethylene Mylar, Dacron, Avisco,
photographic film, audio
terephthalate (polyester) Jetspun, Zantrel
tapes, clothing, fabric
Aircraft windshields
Polymethacrylate Lucite, Plexiglass
and windows

Polypropylene Herculon, Vectra Luggage, fabrics

Polystyrene Styrofoam Foam cup

Stain-proof coating on
Polytetrafluoroethylene Teflon upholstery, non-stick
coating on cookware

Polyurethane Foam rubber Sofa cushions

©2007 The Regents of the University of California

Polyvinyl acetate Vinylite Chewing gum, adhesives

Raincoats, drain pipes,

Polyviny chloride Naugahyde, Koroseal
records

Water-repellant coatings,
Silicone RTV 615, Silastic
lubricants

Elastic waistbands, tights,

Spandex Lycra, Spandelle
ski pants

Viscose rayon Cellophane Transparent tape

Issues and Physical Science • Transparency 18.2 B-77

 2005 U.S. Plastics Production

Percentage of
U.S. Plastics
Type of Plastic Abbreviation Common Uses
Production
in 2005

Drinking straws,
Polypropylene PP bottle caps 21%
and lids

Polyvinyl Food wraps,

PVC 17%
chloride water pipes

High-density Milk jugs,

HDPE 19%
polyethylene detergent bottles

Liner low-density
LLDPE 14%
polyethylene

Low-density Grocery bags,

LDPE 9%
polyethylene trash bags

Thermoplastic
polyesters Soft drink
(primarily PET, PETE bottles, water 9%
polyethylene bottles
©2007 The Regents of the University of California

terephthalate)
Fast food
Polystyrene PS containers, 7%
foam cups

Other plastics — Packaging 3%

Nylon — Clothing 1%

Issues and Physical Science • Transparency 18.3 B-79

 Plastic Recycling Codes

Plastic Common
Abbreviation Type of Plastic
Code Uses

Polyethylene, Soft drink bottles,

PET, PETE
terephthalate water bottles

Milk jugs,
High-density
HDPE detergent bottles,
polyethylene
water bottles

Food wraps,
PVC Polyvinyl chloride water pipes,
shampoo bottles

Low-density Grocery bags,

LDPE
polyethylene trash bags

Drinking straws,
PP Polypropylene bottle caps
and lids

CD jackets,
©2007 The Regents of the University of California

PS Polystyrene fast-food
containers

Packaging,
— Other plastics
some food bottles

Issues and Physical Science • Transparency 18.4 B-81

 Name Date

Properties of Different Plastics

High-density
Polypropylene Polyvinyl Polyethylene Polystyrene Unknown
(PP) Chloride (HDPE) (PS) plastic
(PVC)

Plastic is
Blue Green Red Yellow
color-coded

Flexibility

Crease
color

Hardness

Density
relative
to water
Density
relative to
saltwater
Density
relative to
water-alcohol
mixture
Density
relative to
©2007 The Regents of the University of California

alcohol
Reactivity with
hydrochloric
acid

Effect of
acetone

Effect of
heat

Issues and Physical Science • Student Sheet 18.1 B-83