History of Polymer Education in the United States through the Efforts of the Committee on Polymer Education and the Intersociety Polymer Education Council

Carraher, Charles E.; Berda, Erik B.; Blum, Frank D.; Droske, John P.; Ford, Warren T.; Howell, Bob A.; Long, John M.; Morgan, Sarah E.

doi:10.1021/acs.jchemed.7b00614

Cited by 2 publications

(3 citation statements)

References 10 publications

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“…4−7 Additionally, while these concepts can be conveyed in lecture courses, 8 providing students with a hands-on experience is significantly more impactful when discussing material properties. 9 Though ACS-certified degrees require polymer chemistry, 10 it can be difficult to incorporate polymer topics throughout the curriculum, 8,11 and isolated courses that are not taken by all students can make it challenging to meet these requirements.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Though ACS-certified degrees require polymer chemistry, it can be difficult to incorporate polymer topics throughout the curriculum, , and isolated courses that are not taken by all students can make it challenging to meet these requirements. The development of course-based undergraduate research experiences (CUREs) have been an effective tool for bringing original research into the teaching laboratory.…”

Section: Introductionmentioning

confidence: 99%

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Transforming a Classic Polymer Demonstration into a Flexible, Inquiry-Based Laboratory Experience for Lower and Upper Division Laboratories

et al. 2022

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Polymer chemistry is an important subject in the undergraduate chemistry curriculum. It is required for ACS-certified degrees and significantly connects to real world issues like the plastic waste crisis. While some concepts of polymer chemistry can be incorporated into lecture courses, students’ understanding of material properties and structure–property relationships benefits from hands-on laboratory experiences. Here, we describe the development of an inquiry-based laboratory experiment starting from the classic Nylon Rope demonstration. This experiment involves a three-stage feedback loop, through which students develop their own protocols for the synthesis, characterization, and analysis of Nylon-6,10 and two new nylon polymers. Students propose the structure of the new nylons based on “what if” questions they develop. This strategy allows students to ask research questions without requiring advanced knowledge. This experiment is designed to be flexible and easily adapted and can therefore be implemented in both upper and lower division undergraduate laboratory courses. Scanning electron microscopy (SEM) was used to visualize the nylon fibers. Though this technique is not commonly employed in undergraduate laboratories, the ability to compare differences in morphological features to spectroscopic and thermal data strengthened the students’ understanding of the polymer structure and its relationship to the material properties. This inquiry-driven experiment provides a framework for incorporating polymer chemistry into laboratories across the chemistry curriculum and can serve as a model for transforming classic demonstrations into inquiry-based experiences.

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Section: ■ Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transforming a Classic Polymer Demonstration into a Flexible, Inquiry-Based Laboratory Experience for Lower and Upper Division Laboratories

et al. 2022

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“…Included in these principles are core ideals of preventing waste, carrying out less hazardous syntheses, and making use of renewable feedstocks. From a science, technology, engineering, and mathematics (STEM) education standpoint, in order to achieve such goals a rethinking of historically common polymer STEM education demonstrations is necessary. , For this purpose, the Green Reagents and Sustainable Processes (GRASP) approach has been devised . GRASP is a method in which hazardous chemicals within common experiments are identified and replaced with less-hazardous chemicals, and the experimental procedures are updated to include those less-hazardous chemicals.…”

Section: Introductionmentioning

confidence: 99%

Safer and Greener Polymer Demonstrations for STEM Outreach

Boyd¹

2021

ACS Polym. Au

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Polymer demonstrations have become increasingly important within science, technology, engineering, and math education curricula. These demonstrations not only afford the opportunity to introduce students to polymers but also provide an avenue to educate students about the impact polymers have on the planet. Despite the educational value and recreational enjoyment polymer demonstrations can provide, there are serious health and environmental hazards associated with some of the historically common polymer demonstrations that should be addressed. This Perspective describes the benefits and consequences of the historically common polymer “slime” and “silly putty” demonstrations and then details alternatives that can replace them. Finally, a Methods section of healthier and safer polymer demonstrations with detailed protocols is included.

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History of Polymer Education in the United States through the Efforts of the Committee on Polymer Education and the Intersociety Polymer Education Council

Cited by 2 publications

References 10 publications

Transforming a Classic Polymer Demonstration into a Flexible, Inquiry-Based Laboratory Experience for Lower and Upper Division Laboratories

Transforming a Classic Polymer Demonstration into a Flexible, Inquiry-Based Laboratory Experience for Lower and Upper Division Laboratories

Safer and Greener Polymer Demonstrations for STEM Outreach

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