Properties of materials Lesson 1 - Wikispacesswallowhillresources.wikispaces.com/file/view/C2+LESSON+PLANS.pdf · Lesson 1 Properties of materials ... • plan a quantitative investigation

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C2 Material choices

Lesson 1 Properties of materials

Aims: • provide opportunities to explore the properties of materials

• introduce the appropriate terms to describe the properties of materials

Resources Spec. Suggested programme

Textbook: Section A Notes

Start (10 minutes)

1a Use the starter activity for Activity AC2.1 Comparing polymers with other materials to introduce the meanings of the ‘property words’ mentioned in Section C of the Textbook. Link back to experiences in KS3.

OR

1b Bury samples of materials in moist soil to be looked at again at the end of the module in Lesson 11. Keep a second sample for comparison. Try such things as: a crisp bag, the cardboard lid of a cheese box or egg carton, a paper kitchen towel, a piece of cotton sheet.

OR

1c Use the mock advertisement for chocolate shoes in Section A in the Textbook as a starting point. Have samples of chocolate, treacle toffee, chewy toffee, and other sweets to use as examples to illustrate properties of materials.

Activity AC2.1 (A G)

Main (40 minutes)

Students work round the circus of activities in Activity AC2.1 Comparing polymers with other materials to explore the properties of materials and relate them to their uses.

End (10 minutes)

Discuss the findings and take the opportunity to explore words with opposite meanings: strong/weak, stiff/flexible, tough/brittle, hard/soft, high/low density, easy/hard to melt.

Differentiation/Extension

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C2.1.1

Homework

• Read Section A in the Textbook and answer the questions.

• Ask students to find examples of materials used at home that illustrate the property words: strong/weak, stiff/flexible, hard/soft, high/low density, easy/hard to melt.

• Complete the relevant Workbook exercise.

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C2 Material choices

Lesson 2 Polymers in use

Aims: • relate the properties of synthetic polymers to their uses

• show how decisions about the uses of polymers can be informed by data

• show the impact of new materials on the design of the products we use


Textbook: Section B Notes

Start (10 minutes)

Start with the list of human needs in Section B of the textbook. Ask students to identify specific examples to illustrate these needs and how these can be met with goods and services that involve polymers.

You can use the term polymer in this lesson as a term to cover a range of materials even though it is not explained until Lesson 6.

Main (40 minutes)

Use Presentation IC2.1 Polymers to meet our needs, or an exhibition of products made from polymers, and the illustrations in the Textbook to illustrate the uses of a range of polymers. As you work through the examples, ask students to complete the table in Activity AC2.2 Polymers to meet human needs.

There is an opportunity to link the lesson with the interests of students by including articles on display such as CDs/DVDs, mobile phones, jewellery, sports equipment, and so on. Consider asking students to make a contribution to the display.

Presentation IC2.1 Activity AC2.2 (A G)

End (10 minutes)

Review the responses in the table from Activity AC2.2 Polymers to meet human needs. Negotiate consensus about the entries where differences of view emerge.


F: Limit the number of examples and work through them one at a time.

All students: Independent learners can work through Activity AC2.2 Polymers to meet human needs with the help of the examples in an exhibition, Presentation IC2.1 Polymers to meet our needs and images found on the Internet.

C2.1.2

C2.1.3

C2.1.4

C2.2.11

Homework

• Students extend the table started for Activity AC2.1 to include a number of examples of objects made from polymers that they find at home.

• Students suggest a headline, catchphrase, or strap line that could be used to highlight the benefits of each of the featured polymers.


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C2 Material choices

Lesson 3 Testing materials (planning)

Aims: • plan a quantitative investigation of the properties of a polymer material

• review ideas about measurements and experimental design related to the plan of the investigation



Start (15 minutes)

Carry out the starter activity from the guidance to Activity AC2.3 Testing materials.

Since this is part of the Science course, the questions raised should be those which concern people in their everyday and working lives. (Note: a)


Main (35 minutes)

1 a Students, working in groups, plan an experimental study of the properties of a material, guided by the (completed) worksheet and guidance sheets for Activity AC2.3 Testing materials.

OR

1 b Students measure the strength of sewing threads with Activity AC2.4 Testing sewing threads and analyse the results

Option 1b is suggested for classes for which it may not be appropriate to present this as an investigation.

Students are not required to know about specific measuring techniques so there is a choice of activities suggested. You do not have to restrict your students to the suggestions provided.


End (10 minutes)

Highlight the key features of a good plan – including the plan for recording the data. Ask students to check their plans against the criteria. (Note: b)


• Some students will find it easier to make plans if examples of the available equipment are available for them to handle.

• The level of challenge can be varied by: altering the freedom given to students to choose and plan their own investigations; also by the range and sophistication of the apparatus available.

C2.1.5

Homework

• Students write up their plans and prepare to record measurements.


a Lessons 3–5 provide a good opportunity for students to collect their own data and interpret the findings as required by the coursework investigation. Students also studying A6 ‘Materials and performance’ could carry out a single extended investigation in this field.

b A good plan will address the issues about data in Section C2.1.5 in the course Specification.

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C2 Material choices

Lesson 4 Testing materials (making measurements)

Aims: • carry out an investigation of the properties of a polymer material and record the data



Start (10 minutes)

Before students start to take measurements, remind them about the steps that scientists take to produce good quality data.

Point out what this means in the context of the investigations the students are doing.

Main (45 minutes)

1 a Students carry out their experimental study (prepared last lesson) of the properties of a material and record the results.

Students should carry out several repeats of each measurement so that they can work out a mean value and note the range of values.

OR

1 b Alternatively, students follow up Activity AC2.4 Testing sewing threads by analysing their results. They then study Section B in the Textbook and analyse the data in (F) Activity AC2.5 Testing the quality (1) or (H) Activity AC2.6 Testing the quality (2).





End (5 minutes)

Again highlight key features of a good set of data and ask students to check their record of results against your criteria.


For those doing an investigation, differentiation here is achieved by varying the extent of teacher direction and support.

C2.1.5

Homework

• Students work on their report of the investigation by starting on data analysis and evaluation. (Note: a)


a Lessons 3–5 provide an opportunity to explain to students how to present their account of an investigation.

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C2 Material choices

Lesson 5 Testing materials (interpreting/evaluating)

Aims: • analyse and evaluate the data from the investigation of the properties of a material


Textbook: Section C Notes

Start (5 minutes)

Remind students of the approaches to analysing and evaluating data introduced in Module C1 Air quality. Indicate how these approaches can be applied to their investigations.

The further guidance on data and measurements for Module C1 Air quality is helpful in this context. (Note: a)

Main (45 minutes)

In classes that have done an investigation, each group prepares to present a short, illustrated talk to report its findings to the class. Alternatively they can produce a ‘poster paper’ to display their results and they can view the posters of other groups in the class. (Activity AC2.3 Testing materials.)


End (5 minutes)

Highlight key ideas about data and its reliability that have been illustrated by the investigations – relating these to Section C2.1.5 in the course Specification.


In classes that have completed an investigation, you can support students who have been absent, by providing the results of a typical investigation. This allows them to complete the stage of analysing and interpreting results.

F: Classes that completed Activity AC2.4 Testing sewing threads in the previous two lessons might now move straight to Lesson 6 and spend more time on later topics.

C2.1.5

Homework

• Read the Textbook Section C and answer the questions.

• Students complete (H) Activity AC2.5 Testing the quality (1) or (F) Activity AC2.6 Testing the quality (2).




a www.twentyfirstcenturyscience.org/further guidance

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C2 Material choices

Lesson 6 Polymerization

Aims: • explain that some small molecules can join up to make long-chain molecules

• explain the terms polymer and polymerization


Textbook: Sections D, E Notes

Start (15 minutes)

1 Take the opportunity to revise the meanings of the terms molecule, hydrocarbon, and chemical reaction. Explain that this lesson is about examples of chemical changes that create new materials.

2 Consider using the animation from Module C1 Air quality which shows methane burning.

(Animation IC1.1)

Main (30 minutes)

1 Demonstrate the ‘nylon rope trick’ from Activity AC2.7 Polymerization while the students work through the activity sheet.

The nylon rope trick can be done as a class experiment. Groups enjoy competing to make the longest thread.

2 Students read Sections D and E in the Textbook and answer the questions.

They can then use paper clips to model the reaction as suggested in Activity AC2.7 Polymerization.


End (15 minutes)

Use molecular models to demonstrate ethene molecules and show them polymerizing. Each group can make an ethene molecule and then add it to a model of a growing polymer chain. (Note: a)

Explain that there are lots of different molecules that can polymerize. Chemists make different polymers by choosing different monomers.


H: For those who can cope with a more elaborate treatment consider demonstrating a couple of everyday examples of polymerization: for example mixing a styrene-based wood filler with its peroxide hardener and/or mixing the two components of an epoxy resin such as Araldite.

The example of a wood filler illustrates that monomers and polymers are often mixed with other materials such as fillers and pigments.

C2.2.4

C2.2.5

C2.2.9

C2.2.10

Homework

Complete the relevant Workbook exercise.

a Molecular model kits not supplied.

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C2 Material choices

Lesson 7 Hydrocarbon molecules

Aims: • show that the properties of hydrocarbons vary with the size of their molecules


Textbook: Section F Notes

Start (10 minutes)

Use the demonstration of Activity AC2.8 All hydrocarbons, so why so different? to introduce the idea that properties vary according to molecular size and to show various hydrocarbons/models.

Consider asking students what they understand by the term nanotechnology. See what they know about the controversies associated with this emerging field of technology.


Main (40 minutes)

1 Students complete the sheet for Activity AC2.8 All hydrocarbons, so why so different?

2 Students read Section F in the Textbook and answer the questions.

End (10 minutes)

Review and summarize the correct responses to Activity AC2.8. Introduce the idea that long-chain molecules have a tendency to get tangled up and stick to each other so that they are much harder to separate than small molecules. Hence the trend from gas to liquid to solid as the molecules get longer.

Emphasize that molecules are very, very much smaller than anything we can see with a light microscope.


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C2.3.1

C2.3.2

Homework


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C2 Material choices

Lesson 8 Molecules by design

Aims: • explain some properties of polymers in terms of molecular theory

• provide an explanation of the theory in language and symbols accessible to a general, non-specialist audience


Textbook: Sections F, G Notes

Start (10 minutes)

Ask the questions ‘How can we explain this? How can the same polymer have very different properties?’ with reference to four pairs of specimens used in Activity AC2.9 Molecules by design. (Note: a)


Main (40 minutes)

Students work in groups with one or two groups tackling each of the four examples. The groups follow the instructions from Activity AC2.9 Molecules by design. Make the following Presentations available either by showing them or on-line: Presentation IC2.2 Chain length: why does it matter?; Presentation IC2.3 Why two types of polythene?; Presentation IC2.4 How does natural rubber become useful?; Presentation IC2.5 How can PVC be both hard and soft?

First, the students read part of the Textbook (Sections F and G) and work together to understand the explanation for the differences between the pairs of polymer they are studying.

Next, they use their own words and diagrams to explain the idea to a non-specialist audience of their choice in a style of their choice. (Note: b)

Presentation IC2.2

Presentation IC2.3

Presentation IC2.4

Presentation IC2.5

End (10 minutes)

Selected groups present, in outline, their explanations.


F: students do not have to cover chain branching and the differing degrees of crystallinity in a polymer.

All students: Activity AC2.10 Making slime is an enjoyable activity which can complement the work done in making the presentations. The activity models the effects of cross-linking and adding plasticizers.


C2.3.3

Homework

• Carry out the survey at home ready for the next lesson (see part 1 of Activity AC2.11 The label at the back – a look at clothing fibres).



a The first example follows directly from Lesson 7.

b It is enough for students to sketch out their ideas for a popular explanation rather than producing a complete and polished presentation.

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C2 Material choices

Lesson 9 Natural versus synthetic polymers

Aims: • distinguish between natural and synthetic sources of polymers

• identify crude oil as the main source of chemicals for making plastics and fibres

• show that crude oil is refined to produce fuels and chemicals


Textbook: Section G Notes

Start (10 minutes)

1a If students have already carried out a survey of the fibres in their clothes at home, start by collating the findings.

OR

1b With other students start the lesson with part 1 of Activity AC2.11 The label at the back – a look at clothing fibres based on a collection of clothing labels provided for the class.


Main (40 minutes)

1 Students complete part 2 of Activity AC2.11 The label at the back – a look at clothing fibres.

2 Students watch a video which shows that crude oil can make the news. It shows a news team producing an article about oil, arising from a spillage. (Note: a)

The aim of this lesson is to provide sufficient background for students to be able to tackle the subsequent lessons about Life Cycle Assessment. The details of refinery processes that are often included in science courses at this level are not required in this module. Here a refinery is essentially a ‘black box’ with crude oil flowing in on one side and a variety of products flowing out on the other.

End (10 minutes)

Ask students in small groups to decide whether they prefer clothes made of natural or synthetic fibres and to give a reason. Then ask groups to report back on their decision and reasons.


With some classes the whole lesson can focus on Activity AC2.11.

C2.2.1

C2.2.2

C2.2.3

C2.2.6

C2.2.7

C2.2.8

Homework


• Read the first part of the Textbook Section G and answer the questions.

a A suitable video is Oil Alert, part of the Materials 2 video available from Channel 4. It is not supplied.

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C2 Material choices

Lesson 10 Polymer life cycles

Aims: • introduce the main stages in the life cycle of a polymer product made from crude oil

• explain the idea of sustainability in the context of the use of materials


Textbook: Section H Notes

Start (15 minutes)

Discuss alternative definitions of sustainability as suggested in Activity AC2.12 Sustainable development – what does it mean?.


Main (30 minutes)

1 Show Presentation IC2.6 Polymers from cradle to grave. This is important because many of the major impacts of the full life cycle of polymers are not seen by most people.

2 Students work in groups on Activity AC2.13 The life cycle of a product.

Presentation IC2.6 (G)


End (15 minutes)

Ask each group to report back with their main outcomes from Activity AC2.13 The life cycle of a product.


Following the Presentation IC2.6 Polymers from cradle to grave some students might read Section H in the Textbook and answer the questions rather than tackling Activity AC2.13 The life cycle of a product.

C2.4.1

C2.4.4

Homework

• Carry on with the questions on Activity AC2.12 Sustainable development – what does it mean? and write answers with reasons.

• Students with Internet access can tackle Activity AC2.14 Sustainable development which is based on a website developed by the Chemical Industry Education Centre at the University of York.



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C2 Material choices

Lesson 11 Life cycle assessment

Aims: • carry out a Life Cycle Assessment (LCA)


Textbook: Section I Notes

Start (10 minutes)

1a Dig up and examine the samples buried in Lesson 1.

OR

1b Review the stages in the life of a polymer product from the last lesson. Introduce the idea of Life Cycle Assessment (LCA) and ask why it is sometimes called ‘from cradle to grave’ assessment.

OR

1c Conduct a show-of-hands vote to see how many students think that cotton will be more environmentally friendly than polyester. Have students note their own response as well as the class total.

Main (35 minutes)

1 a Use the ‘activity’ in Animation IC2.7 The T-shirt game

AND/OR

1 b Complete the data analysis in Activity AC2.15 Natural or synthetic?

Animation IC2.7


End (15 minutes)

Group discussion to summarize results from the LCA. Re-vote to see if views have changed.


• The T-shirt game can be used to cover all the essential ideas.

• Access to the Internet provides the opportunity to try ‘The Block’, a materials’ exercise. (Note: a)

C2.4.2

C2.4.3

Homework

• Read the Textbook Section I and answer the questions.


a www.channel4.com/learning/

microsites/S/smartstuff/

block.html

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C2 Material choices

Lesson 12 Benefits, risks, and choices

Aims:

• explore the costs and benefits that arise from the uses of materials

• distinguish between what can be done and what should be done when making decisions about the use of materials


Textbook: Section J Notes

Start (10 minutes)

Ask students for examples to illustrate the distinction between the questions: ‘Can it be done?’ and ‘Should it be done?’

Main (40 minutes)

Students, in groups, discuss the issues raised in Activity AC2.16 Can it be done? Should it be done?


End (15 minutes)

Compare the conclusions by the different groups. Draw out the main criteria that students used to make their decisions.


All students: The video The spider that spun a suspension bridge is a good way of bringing together all the ideas in the module. Students can answer the questions on Activity AC2.17 The spider that spun a suspension bridge after watching the film. (Note: a)


C2.4.4

Homework


a The video is available from Channel 4 ISBN 185144887X. It is not supplied here.

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C2 Material choices

Cover lesson A A polymer story

Aims: • make sense of the story of the discovery of polythene

Resources Spec. Suggested programme (Note: a)

Textbook: Section E Notes

Start (10 minutes)

Using Activity AC2.18 A polymer story ask the students to suggest the sorts of clues they might look for when sequencing the paragraphs. Also, ask for reasons for including headings and sub-headings in a passage of text.


Main (40 minutes)

You might ask students to work on the activity individually to start with. Students can then get together in small groups to discuss and agree on a set of responses to the activity.

End (10 minutes)

Ask students to compare their editing of the paragraphs with the use of heading and sub-heading in Section E of the Textbook. (Note: b)


Some students might find it helpful to physically order the paragraphs as a cut-and-paste activity.

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Homework

• Students can suggest ways to illustrate the passage of text they have edited with diagrams or photographs.

• Read Section E of the Textbook and answer the questions.

a This lesson is based on an activity to develop literacy skills in the context of science.

b Note that the text of the passage on the activity sheet is not the same as Section E of the Textbook.

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C2 Material choices

Cover lesson B Plastic or paper cups?

Aims: • Apply the principles of Life Cycle Assessment

• Interpret data and make choices based on the findings


Textbook: Section I Notes

Start (5 minutes)

Show students drinking cup made from polystyrene and a paper cup. Ask for a vote to see which type of cup is more ‘environmentally friendly’.

Main (40 minutes)

Students work through and answer questions on the sheet from Activity AC2.19 Plastic or paper cups? with the help of the data sheet and the Textbook Section I.


End (15 minutes)

Work through the questions, asking different students or groups to share their answers with the rest of the class, with discussion where there seems to be differences of view.


A much simpler activity would be to ask students to tackle just question 1 and give them a list of ten stages, given in the Guidance, in the wrong order. Students then sequence the stages and draw a flow diagram.

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Homework

Students should complete any questions not completed in class.

Documents

Properties of materials Lesson 1 - Wikispacesswallowhillresources.wikispaces.com/file/view/C2+LESSON+PLANS.pdf · Lesson 1 Properties of materials ... • plan a quantitative investigation