Safer and Greener Polymer Demonstrations for STEM Outreach

Boyd, Darryl A.

doi:10.1021/acspolymersau.1c00019

Cited by 7 publications

(8 citation statements)

References 52 publications

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“…To check their knowledge, a simplified model is then employed for describing the concept. Polymer demonstrations are really important within STEM education curricula, as they not only afford the opportunity to introduce students to polymers but also provide a tool to educate students about the impact polymers have on the planet [20]. A shoelace model was proposed in this course: two pairs of shoelaces that simulate the behaviour of 4 polymer chains are used.…”

Section: Theoretical Lessonsmentioning

confidence: 99%

Assessment of a pedagogical model for STEM education: combining technology and collaborative tasks

2023

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The polymer industry was boosted in the middle of the twentieth century when industrial production was made feasible. Nowadays, it is really difficult to find many everyday objects that are not made of plastic or contain plastic parts. Thus, polymer science and technology is an essential area in the materials engineering curriculum, where traditional (e.g., extrusion) and novel (e.g., 3D-printing) processing techniques can be discussed. Two pedagogical strategies were used in the present study. In the theoretical classes, a simple model based on an everyday object (i.e., shoelaces) was used as a demonstration of the structure of polymers, while a questionnaire carried out twice was performed in seminars oriented to the resolution of case studies. ICTs were used in both sessions (i.e., Instagram and Office Excel) to assess the learning process. The students determined that this approach resulted interesting for them, which in the end increased their motivation. Both strategies were successful, as denoted by the results of this academic year compared to the previous ones. This indicates that this innovative activity is a model validated by most students, increasing the development of their competencies and their motivation

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Section: Theoretical Lessonsmentioning

confidence: 99%

Assessment of a pedagogical model for STEM education: combining technology and collaborative tasks

2023

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“…7,8 Similarly, the impact of polymer demonstrations for younger audiences, such as putty, has been explored. 9 This report strives to answer questions regarding the types of techniques that will most effectively introduce a large group of students without prior laboratory experience to methods for determining the molecular weight of a polymer in a condensed time, emphasizing the importance of determining molecular weight as a key for applications in recycling.…”

Section: ■ Part A: Introductionmentioning

confidence: 99%

“…However, glass slides were used as opposed to silicon wafers, a fan instead of a research-grade spin-casting machine, FTIR rather than ellipsometry for thickness, and we did not use the information to determine the molecular weight of the polymer . More broadly, hands-on techniques have been explored to expose students to polymer chemistry to promote sustainable use of other polymers for undergraduate audiences. , Similarly, the impact of polymer demonstrations for younger audiences, such as putty, has been explored …”

Section: Part A: Introductionmentioning

confidence: 99%

Polystyrene Laboratory Analysis: A Hands-On Experience for High School Students to Determine the Molecular Weight of Polystyrene Through Spin Casting

et al. 2022

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Hands-on learning is a staple in high school science education, as it provides students with a fast-learning curve and a great degree of field competency. However, due to the safety risks associated with high school students in university chemistry laboratory settings, high school students rarely engage in authentic hands-on chemical learning. To bridge the gap between the benefits and drawbacks, this study investigates a method to educate high school students (with no previous experience) about standard chemical laboratory practices. 98 high school students experimented throughout 2 days to determine the molecular weights and characteristics of various polystyrene samples, essential knowledge for polymer recycling. Students were split into 5 groups so that laboratory usage be organized and staggered. After laboratory safety training was administered, students created different types and concentrations of toluene-based samples and spin-casted these samples onto silicon wafers, determining thickness through ellipsometry. With the data, each group calculated molecular weight, propagated error, and wrote laboratory reports. In order to evaluate the extent of learning through this process, students were given pretraining and postexperimentation assessments with the same questions pertaining to laboratory safety, equipment usage, and materials science related topics. On average, students displayed scores 63% higher on the postexperiment assessment compared to those of the pretraining assessment. The results suggest the experience not only taught students about the various materials science concepts but also improved their laboratory logic. Therefore, our method is recommended to be implemented at the university level for motivated high school and first-year undergraduate students.

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“…Experiments capitalizing on alginate’s interesting properties can be found in the literature for students in middle school, − for students at the high school/college level, − and for outreach . These references illustrate calcium alginate polymers prepared using several different methods, including making beads, , “spaghetti,” “worms,” and “slime,” as well as by making alginate-chitosan and alginate-polyacrylamide combination polymers. In all cases, with the exception of Boyd’s recent publication, calcium chloride was used as the calcium ion source for the alginate gels.…”

Section: Introductionmentioning

confidence: 99%

“…These references illustrate calcium alginate polymers prepared using several different methods, including making beads, , “spaghetti,” “worms,” and “slime,” as well as by making alginate-chitosan and alginate-polyacrylamide combination polymers. In all cases, with the exception of Boyd’s recent publication, calcium chloride was used as the calcium ion source for the alginate gels. Herein we report the use of food-safe calcium lactate as the source of calcium ions enhancing the safety and expanding the options for exploration.…”

Section: Introductionmentioning

confidence: 99%

Thirst for a Solution: Alginate Biopolymer Experiments for the Middle and High School Classroom

Corcoran

Lydon

Enright³

et al. 2021

J. Chem. Educ.

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Comprehensive curricula are described for middle and high school classrooms built around the synthesis of biodegradable calcium alginate capsules prepared from food-safe chemicals. Experiments and activities question whether calcium alginate capsules are a viable alternative to single-use water bottles and consider what characteristics are required to become commercially successful. Students prepare calcium alginate capsules using sodium alginate and calcium lactate and observe the physical properties of the fluid-filled pod. In the high school curriculum, capsules using alternative group 2 cation salts are made and compared qualitatively to the calcium alginate capsules. After exploring the capsules, students work collaboratively to design an inquiry experiment. The high school curriculum offers extensions such as analyzing a related literature article and creating professional research posters on their inquiry experiments. The middle school curriculum includes a scaffolded introduction on the topics of renewable vs nonrenewable resources and introduces simple polymer definitions and the concept of cross-linking through use of models. Both curricula align with Next Generation Science Standards (NGSS) around designing solutions to modern problems and carrying out investigations. Additionally, the experiment is ideal for safe, remote-learning instruction. Overarching connections between science and society are highlighted through the global plastics problem, and potential solutions are presented using the green chemistry principles of renewable feedstocks, design for degradation, and less hazardous chemical synthesis.

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Safer and Greener Polymer Demonstrations for STEM Outreach

Cited by 7 publications

References 52 publications

Assessment of a pedagogical model for STEM education: combining technology and collaborative tasks

Assessment of a pedagogical model for STEM education: combining technology and collaborative tasks

Polystyrene Laboratory Analysis: A Hands-On Experience for High School Students to Determine the Molecular Weight of Polystyrene Through Spin Casting

Thirst for a Solution: Alginate Biopolymer Experiments for the Middle and High School Classroom

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