Lesson 4: Polymer Lab

1. Organizational Information

Teacher Name Hillary Hironaka Grade Level Grade 10

Subject Area Science Unit / Topic Unit A: Topic 1

Lesson Lesson within

1 hour 20 min Lesson 4 of 23
Duration Sequence

Overarching
How can we be safe in a lab? What is our lab procedure?
Questions

2. Description and Rationale

Description: This lesson seeks to help students apply WHMIS and practice our lab
safety procedures.
Sequence:
1. Pre-lab
a. Slides on WHMIS information of Borax
2. Overview
a. Teacher controls; distribution of dye and borax
Description:
b. Where all the materials on the material list can be found
3. Lab Procedures
a. Pre-lab
b. Lab
4. Clean-up

Assessment: This lesson will include a lab worksheet (S).

The purpose of this lesson is to help students be aware of the safety measures in place
Rationale: for labs. It will also give the class a chance to experience and practice the classes lab
safety and organizational procedures.

3. Learner Outcomes / Objectives

GLO’s n/a

SLO 2.1 - Illustrate an awareness of WHMIS guidelines, and demonstrate safe

practices in the handling, storage and disposal of chemicals in the laboratory and at
home.
SLO’s
SLO 2.2 - Explain the importance of and need for the IUPAC system of naming
compounds, in terms of the work that scientists do and the need to communicate clearly
and precisely.

Students will be able to identify the WHMIS classifications and symbols

Learning
Students will be able to recognize and locate the different materials and PPE found in
Objectives
the lab.

4. Lesson Preparations

Science 10
 Lesson 4: Polymer Lab

Curriculum Resources Materials and Equipment

Alberta Program of Studies - Link Google Slides - Link

Science Focus 10 Textbook - Link

Teacher Tasks

- Test Links and presentation

5. Introduction, Activities and Closure

Introduction Time

Take Attendance ~ 5 min

● Take formal attendance, asking for preferred names or
Introduction
pronunciations.
& Attention
Transition class to laboratory
Grabber
● Teacher Cue: “Bring everything, except for food and drink. Food
and drink can stay on the classroom side-counter.”

Activities Time

Introduction ~ 15 min
● Teacher Cue: “Everyone find a partner and a table to sit at.”
○ Log in to the classroom computer and pull up the lab
Activity 1
slides. While doing this, select two students to hand out
Introduction
the lab worksheet.
○ Instruct students to remove all their stuff, except their
worksheet and a pencil, from their tables.

● Make sure students' desks are clear, and they have a copy of the
Transition
polymer lab worksheet.

Lab Procedure ~ 45 min

● Pre-lab
○ Teacher Cue: “Before we get started I want everyone to
get out their worksheets and begin with the pre-lab
questions.
○ Material for the pre-lab is provided on the slides.
● Materials
○ Go over materials we will be using, material locations,
and specifics on proper handling/use of materials.
Activity 2
■ Stir sticks and beakers are glass. Don’t drop
Pre-lab
them.
■ Borax and dye are to be distributed by the
teacher
■ All students must wear safety glasses
■ Demonstrate proper use of scales
● Quick lab overview
○ Go through the lab procedure with the class,
demonstrating more difficult sections.
■ How to use a scoopula and weigh boat

Science 10
 Lesson 4: Polymer Lab

● Students begin lab

1. Each group of two will need to have the teacher fill a
beaker of borax, while the students fill a beaker of
elhmers’ glue.
2. Students mix their glue with water until blended.
3. Teacher adds dye, as requested.
4. Students measure borax
5. Students combine the dyed glue solution, with the borax,
in a ziplock bag.
6. Students hand massage the bag to get the glue solution
to react with the borax.
7. Once it has clumped, and has been mixed thoroughly,
students take the polymer out of the bad to mix by hand.
8. Students take the final product and put the polymer into a
second, fresh ziplock bag.

Closure / Cliffhanger Time

Clean-up and Worksheet ~ 15 min

● Teacher Cue: “Once your polymer is finished, put it into a fresh
ziplock bag and set it aside so you can begin cleaning and
finishing the Analysis section of your worksheet.”
● Clean-up
○ Students return any excess, un-tainted borax to the
teacher to return to the storeroom (put back into the
borax container).
○ Students wash, dry and store all beakers, scoopulas, stir
Assessment
sticks, and safety glasses.
of Learning
○ Students wipe down workspaces, scales, and finally,
sinks
○ The teacher should do an inspection of all counters,
workspaces, and sinks before allowing students to leave.
● When students are done cleaning up, they may continue working
on the final part of their lab worksheet.

** Reminder for Topic 1 Quiz on Thursday

** Reminder that the Lab Worksheet is due tomorrow

Science 10