Polymers and Material Science: A Course for Nonscience Majors

Anderson, Janet S.

doi:10.1021/ed071p1044

Cited by 1 publication

(1 citation statement)

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“…It is estimated that about 60% of B.S.-level chemistry graduates find jobs in the industrial and government sectors and that an estimated 50% of all professional chemists work in the polymer industry . However, most undergraduates are introduced to polymers within the chemistry curriculum only in the second half of an organic chemistry course, a biochemistry course, or an elective course on polymers (offered at a handful of institutions). − Most beginning-level chemistry textbooks do not cover polymer chemistry until the very last chapters (on organic and biochemical molecules), − which are hardly ever covered due to time constraints. Therefore, unless instructors make a special effort, beginning-level chemistry students are not exposed to polymers.…”

Section: Introductionmentioning

confidence: 99%

Tie-Dye! An Engaging Activity To Introduce Polymers and Polymerization to Beginning Chemistry Students

Bopegedera

2017

J. Chem. Educ.

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A stand-alone polymer unit, centered on a tie-dye activity, was used to introduce the concept of polymers and the process of polymerization to three different groups of beginning-level chemistry students. This polymer unit consists of three parts. First, each student used a molecular model kit to construct the monomer units, β-D-glucose. Students combined these monomer units to learn the polymerization process and visualize the formation of the cellulose polymer in conjunction with writing the balanced equation for the polymerization reaction. Second, students tie-dyed cotton t-shirts made of cellulose fibers using dyes purchased from local craft stores. Finally, a primary literature exercise engaged students in understanding the chemical reactions that bind the cellulose fibers to the dye molecules permanently, producing a colorfast tie-dyed t-shirt. This stand-alone polymer unit can be used in any beginning college or high school chemistry course to introduce students to polymer chemistry and the process of polymerization. It helped review and reinforce previously learned concepts such as covalent bonding, electronegativity, bond polarity, Lewis structures, bond angles, and molecular geometry using the VSEPR model. As evidenced by the feedback collected from students anonymously after completion of the polymer unit, the three parts in this unit helped them learn the chemistry of polymers and polymerization, and their interest was kindled by the tie-dye activity. The polymer unit was a favorite of students in all three courses.

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