Unit 6Polymer Technology

Name __________________________ Block __________ Teacher ______________________

Unit Theme:9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.

D 16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.

Essential questions: How do we break down large hydrocarbons into usable monomers? What are the advantages and disadvantages of this process?

Do Now: Write a paragraph (5-8 sentences) on one way plastic has benefited your life. Choose ONE plastic product to describe. Discuss why having that product made of plastic is more advantageous than having it made of any other product.

Product: _______________________________

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Fractional Distillation

Because the various components of crude oil have different boiling temperatures, they can be separated easily by a process called fractional distillation. The steps of fractional distillation are as follows:1. You heat the crude oil to a high temperature (about 1112 degrees Fahrenheit / 600 degrees Celsius).2. The mixture boils, forming vapor (gases); most substances go into the vapor phase.3. The vapor enters the bottom of a long column (fractional distillation column) that is filled with trays. 

The trays have many holes or bubble caps (like a loosened cap on a soda bottle) in them to allow the vapor to pass through. 

They increase the contact time between the vapor and the liquids in the column They help to collect liquids that form at various heights in the column.  There is a temperature difference across the column (hot at the bottom, cool at the top).

4. The vapor rises in the column.5. As the vapor rises through the trays in the column, it cools.6. When a substance in the vapor reaches a height where the temperature of the column is equal to that

substance's boiling point, it will condense to form a liquid. (The substance with the lowest boiling point will condense at the highest point in the column; substances with higher boiling points will condense lower in the column.).

7. The trays collect the various liquid fractions.

Source- http://www.howstuffworks.com/oil-refining.htm

Cracking heavy hydrocarbons into lighter hydrocarbons

Catalytic cracker. The feedstock of long-chain hydrocarbons (1) is mixed with hot catalyst (2) and vaporized. The vapor/powder mixture is carried to the reactor where the cracking reactions occur. Cyclones (3) extract the cracked hydrocarbon vapor and pass it to the fractionating column where it is fractionated, yielding petroleum gases and gasoline (4), light gas oil (5), medium gas oil (6), and heavy gas oil (7). Spent catalyst meanwhile is mixed with steam (8) and carried in a current of hot air (9) to the catalyst regenerator where it is cleaned and recycled (10. Waste gases are drawn off (11) and vented.

What’s the main point?

D 17. Explain how the chemical structure of polymers affects their physical properties.

Essential Questions: How do different molecular structures of polymers affect the physical properties of the products made? How can we design an experiment that will test different physical properties of polymers?

Synthetic Polymer Physical Properties InvestigationCAPT Embedded Task

Polymers are large molecules consisting of chains of small molecules called monomers joined together in a repeating pattern. In the early 1900s, scientists began to understand the chemical makeup of natural polymers and how to make synthetic polymers with properties that complement those of natural materials. One simple synthetic polymer chemists developed is polyethylene. They developed it by repeating units of the monomer ethylene (H2C=CH2). Polyethylene is a very large, zigzag-shaped molecule. One small part of a polyethylene chain is shown below. -(CH2- CH2)-n

Chemists and engineers have learned to process and modify molecules of polyethylene in different ways to manufacture common household products with a variety of characteristics. Polyethylene is used to make plastic trash bags, dry cleaning bags, milk jugs and soda bottles. In industry, materials made from polyethylene are tested for what are called “stress-strain behaviors.” Stress-strain behaviors include:

tensile strength - the amount of pulling force placed upon a material before it breaks abrasion resistance - toughness of material against scraping, scuffing or scarring puncture resistance - ability of a material to keep moving objects from perforating the surface

Your Task You and your lab partner will design an experiment that investigates a stress-strain behavior among various plastic products made of the synthetic polymer polyethylene. You have been provided with the following materials and equipment. It may not be necessary to use all of the equipment that has been provided.

Suggested materials:Plastic milk jug coffee canplastic kitchen wrap rubber bandsplastic sandwich bag ring stands/ or clampsplastic grocery bag rulerball bearings safety gogglesscissors markers

Designing and Conducting Your Experiment

H H H H H | H | H | H | H | H ---C | C | C | C | C | | C | C | C | C | C--- H | H | H | H | H |

1. In your own words, state the problem you are going to investigate. Write a hypothesis using an “If … then … because …” statement that describes what you expect to find and why. Include a clear identification of the independent and dependent variables that will be studied.

Problem Statement: ____________________________________________________________________

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Hypothesis:___________________________________________________________________________

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Independent Variable: ___________________________

Dependant Variable: ___________________________

2. Design an experiment to solve the problem. Your experimental design should match the statement of the problem and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate and state which variables need to be held constant.

Procedures: Constants:

Control:

Diagram:

3. Review your design with your teacher before you begin your experiment.

4. Conduct your experiment. While conducting your experiment, take notes on the next page and organize your data into tables. Safety note: Students must wear approved safety goggles and follow all safety instructions.

When you have finished, your teacher will give you instructions for cleanup procedures, including proper disposal of all materials.

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Communicating Your Findings

Working on your own, summarize your investigation in a laboratory report. For this write up you should follow the school’s ninth grade Formal Lab Report Guidelines (see next page for reference).

Formal Lab Report Guidelines- NHHS Grade 9(Scoring out of 100 points)

Title Page: Name, Date, Period (ie. A4, B2, ect)

1. Problem: How does the IV affect the DV? (1 sentence) (5 pts)

2. Hypothesis: Predict the outcome of the experiment. Use the following format: If (IV)…then (DV) {no BECAUSE should be included}. (5 pts)

3. Procedures: Provide a detailed, numbered, step-by-step set of instructions needed for completing the experiment. This should be written so that a person who was not part of the planning process could complete the same identical experiment. (10 pts)

4. Diagram: Illustrate in color and label the setup and design…no picture dictionary. (5 pts)

5. Experimental Design: (10 pts)a. Independent Variable- Part of the experiment that “I” changed.b. Dependent Variable- Part of the experiment that changed because of the “IV”. What is being

measured or observed during the experiment.c. Constants- Parts of the experiment that stay the same.d. Control – What you are comparing your results to. State no control if necessary.

6. Observations and Data: When needed, the following should be included: (25 pts) Qualitative Observations: describe what is observed during the experiment (using the 5

senses). Quantitative Observations: construct a properly labeled data table from the collection of

measurements and numbers. Graph: construct a properly labeled graph from the collection of measurements and

numbers.

7. Conclusion with discussion: In paragraph form, explain what you have learned as a result of doing the laboratory experiment. This should be the longest part of the lab report. It should be written in complete sentences and each paragraph should include the specific information below. (40 points)

Paragraph 1:a. Restate the Hypothesis:b. Evaluate your Hypothesis: was it supported or refuted? (1 sentence) c. Answer the problem question: (1 sentence)

Paragraph 2:d. Data Analysis/ Discuss the results: summarize the data table by using averages. Include

any unusual data. Explain your results based on what you have learned in class. Paragraph 3:

e. Error Analysis: tell if there were any known errors made during the experiment. If there were none that you know of then indicate this. Also tell where errors could happen.

Paragraph 4:f. Evaluation: Identify ways that the experiment can be improved. Also, write two, but

related problems that you would like to investigate.

Do Now:

Lab Discussion:

What kind of polymers did we examine? What did we see?

D INQ. 2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

Essential Questions: How can we determine the reliability of different web sources?

Assessing CredibilityCAPT Embedded Task

One of the most important factors in researching an issue online is evaluating the credibility of the source of information. Anyone may publish their work online but not everyone who publishes information is interested in providing data-driven, unbiased and balanced information to the reader. Some sources online are interested in promoting a product or an industry. Other sources try to sway opinions without any credible facts to back up their views.

Imagine that you are trying to evaluate the risks versus benefits of using plastic products. During your research you find many sites and articles. How will you assess their credibility? In this exercise, you will evaluate the credibility of four sources of information by filling out the template on the following page. Use the following article to help you assess credibility. Document your evidence as to the kind of site, authority of the author, the point of view of the author/site, date of publication, and any other information that is important in the evaluation of the reliability of the site. To make this assignment more interesting, try to find at least one article that is heavily slanted by the authors to encourage their point of view, at least one article that seems to neutrally report plastic news about plastics to the common person, and at one article that is a scientific report.

Step 1. Read the article on the next three pages. Highlight important information or questions you will need to ask in assessing credibility.

Step 2. Locate an article about risks and benefits of plastic on the web.What words will you use to search?

____________________ ___________________________ _____________________Several Suggested websites:http://www.plastics.com/ This website is full of links to articles on the web that relate what’s happening with plastics today and society.http://www.plasticsindustry.com/plastics-benefits.asp A website about plastic’s benefits

Step 3. Read the article and make sure it fits the assignment. Is it about a risk or benefit of plastic?

Step 4. Fill out one line of the chart on the page following the article entitled “Criteria to Evaluate the Credibility of WWW Resources.”

Step 5. Repeat for three more articles.

Article taken from http://mason.gmu.edu/~montecin/web-eval-sites.htm

Criteria to Evaluate the Credibility of WWW Resources 

Anyone, in theory, can publish on the Web; therefore, it is imperative for users of the Web to develop a critical eye to evaluate the credibility of Internet information. Searching for sources on the WWW involves using a search engine, a directory, or some combination of these two. Because there is so much information on the Web, good and bad, finding what you want is not an exact science and can be time consuming. According to Nicholas C. Burbules, "....the Web is not an ordinary reference system; it poses some unique and, in many respects, unprecedented conditions that complicate the task of sorting out dependable from undependable information--and even complicates the notion that we have a clear sense of that distinction. How to differentiate credible from fraudulent information is not a new problem, but unraveling these in the context of a vast rapidly changing networked system is" (Paradoxes of the Web: The Ethical Dimensions of Credibility, Library Trends, Wntr 2001 v49 i3 p441, Introduction). 

Developing a keen sense of the credibility of sources, based on such clues as connection of author to the subject, audience, source of publication, and documentation of supporting evidence,  can also help you evaluate print and other types of sources.  Though  many search engines rank material according to their idea of what is relevant, that doesn't mean the material is relevant to want you want or  is reliable. These guidelines are to help you become familiar with various types of Web resources and the reliability of the information. 

1. Is there any evidence that the author of the Web information has some authority in the field about which she or he is providing information? What are the author's qualifications, credentials and connections to the subject? 

2. With what organization or institution is the author associated? Is there a link to the sponsoring organization, a contact number and/or address or e-mail contact? A link to an association does not necessarily mean that the organization approved the content. 

3. Does the author have publications in peer reviewed (scholarly and professional) publications, on the Web or in hard copy? (If an author does not have peer reviewed articles published, this does not mean that she or he does not have credible information, only that there has been no professional "test" of the author's authority on that subject.) 

4. Are there clues that the author/s are biased? For example, is he/she selling or promoting a product? Is the author taking a personal stand on a social/political issue or is the author being objective ? Bias is not necessarily "bad," but the connections should be clear. 

5. Is the Web information current? If there are a number of out-of-date links that do not work or old news, what does this say about the credibility of the information?

6. Does the information have a complete list of works cited, which reference credible, authoritative sources? If the information is not backed up with sources, what is the author's relationship to the subject to be able to give an "expert" opinion? 

7. Can the subject you are researching be fully covered with WWW sources or should print sources provide balance? Much scholarly research is still only available in traditional print form. It is safe to

Some Common Domain Names

.edu - education sites

.gov - government sites

.org - organization sites

.com - commercial sites

.net - network infrastructures

There are other extensions, such as the abbreviation of a country, ie. .jp for Japan

The Internet addresses (Domain Names), which end in such extensions as those above, correlate to the server which Is the "home base" for that Internet address. It gets confusing when dealing with personal Web pages. Independent providers, such as AOL, are not responsible for the content of individual's Web pages, anymore than a university is responsible for the Web pages of students (Though, in extreme cases, you can be cut off if your content does not fit certain standards). If a person named "Doe" had a Web page on America Online, the address might be http://www.erols.com/doe/. Even though the site is commercial (AOL), Mr./Ms. Doe has bought Web space for a personal Web page. Some universities, like GMU, provide Web space to faculty and student, so personal Web pages can reside on an education site.

Assessing the Credibility of Information

Name of website & Brief Summary of Article

Kind of site(.edu, .org, .com)

Author/Source Date of publication

Point of view of the author/site

Reliability of the information provided

Write a brief assessment about the credibility of the sources you investigated:

Note TakingAn essential skill to master

Do Now: Take the following survey to assess your note taking skills:

NOTE-TAKING SURVEY

Directions: Read the following statements. Decide if the statements are true or false.

_____1. I take notes during lectures.

_____2. I use notes as a study guide when learning new information.

_____3. I use a specific note-taking method.

_____4. I keep a separate notebook for each subject.

_____5. My notes are organized and divided into main ideas and supporting details.

_____6. I take notes in my own words.

_____7. My notes are written in complete thoughts, though not necessarily complete sentences.

_____8. If my notes are not neatly written and well organized, I recopy them.

_____9. I take notes on my reading assignments.

____10. I do not hold my pen or pencil during a lecture unless I am writing.

SCORING: Count every True as 1 point9-10 points: Excellent note-taking skills7-8 points: Good note-taking skills5-6 points: Fair note-taking skillsor less: Poor note-taking skills

One the following two pages you will find helpful guides taken from: http://www.dartmouth.edu/~acskills/success/notes.html

TAKING CLASS NOTES

I. There are many reasons for taking lecture notes.

A. Making yourself take notes forces you to listen carefully and test your understanding of the material.B. When you are reviewing, notes provide a gauge to what is important in the text.C. Personal notes are usually easier to remember than the text.D. The writing down of important points helps you to remember then even before you have studied the

material formally.

II. Instructors usually give clues to what is important to take down. Some of the more common clues are:

A. Material written on the blackboard.B. RepetitionC. Emphasis

1. Emphasis can be judged by tone of voice and gesture.2. Emphasis can be judged by the amount of time the instructor spends on points and the number of

examples he or she uses.D. Word signals (e.g. "There are two points of view on . . . " "The third reason is . . . " " In conclusion

. . . ")E. Summaries given at the end of class.F. Reviews given at the beginning of class.

III. Each student should develop his or her own method of taking notes, but most students find the following suggestions helpful:

A. Make your notes brief.1. Never use a sentence where you can use a phrase. Never use a phrase where you can use a word.2. Use abbreviations and symbols, but be consistent.

B. Put most notes in your own words. However, the following should be noted exactly:1. Formulas2. Definitions3. Specific facts

C. Use outline form and/or a numbering system. Indention helps you distinguish major from minor points.D. If you miss a statement, write key words, skip a few spaces, and get the information later.E. Don't try to use every space on the page. Leave room for coordinating your notes with the text after the

lecture. (You may want to list key terms in the margin or make a summary of the contents of the page.)

F. Date your notes. Perhaps number the pages.

MAKING NOTES FROM READING

Learning to make notes effectively will help you to improve your study and work habits and to remember important information. Often, students are deceived into thinking that because they understand everything that is said in class they will therefore remember it. This is dead wrong! Write it down.

As you make notes, you will develop skill in selecting important material and in discarding unimportant material. The secret to developing this skill is practice. Check your results constantly. Strive to improve. Notes enable you to retain important facts and data and to develop an accurate means of arranging necessary information.

Here are some hints on note making.

1. Don't write down everything that you read or hear. Be alert and attentive to the main points. Concentrate on the "meat" of the subject and forget the trimmings.

2. Notes should consist of key words or very short sentences. If a speaker gets sidetracked it is often possible to go back and add further information.

3. Take accurate notes. You should usually use your own words, but try not to change the meaning. If you quote directly from an author, quote correctly.

4. Think a minute about your material before you start making notes. Don't take notes just to be taking notes! Take notes that will be of real value to you when you look over them at a later date.

5. Have a uniform system of punctuation and abbreviation that will make sense to you. Use a skeleton outline and show importance by indenting. Leave lots of white space for later additions.

6. Omit descriptions and full explanations. Keep your notes short and to the point. Condense your material so you can grasp it rapidly.

7. Don't worry about missing a point.

8. Don't keep notes on oddly shaped pieces of paper. Keep notes in order and in one place.

9. Shortly after making your notes, go back and rework (not redo) your notes by adding extra points and spelling out unclear items. Remember, we forget rapidly. Budget time for this vital step just as you do for the class itself.

10. Review your notes regularly. This is the only way to achieve lasting memory.

©Academic Skills Center, Dartmouth College 2001

Homework: Research D18. Take 3 pages of HANDWRITTEN notes. Summaries, outlines and diagrams should be the main bulk of your notes; stay away from writing paragraphs. IMPORTANT:

Record your sources! Write down what websites you used next to the information you wrote. This homework will be used in class next block to write in class essays.

D 18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

Written ResponseYou have twenty minutes to write a 1-2 page essay. Based on the plastics video and what you’ve learned through your research last night on landfills and incinerators, write 1-2 pages on the environmental effect of the polymers we’ve created and our current strategies to break down these polymers. Your response should not include your opinion. Keep focused on reporting current practices and environmental issues. You may use your notes.

o Questions to ask yourself or write about: What problems do plastics create in the environment for animals? People? The oceans? The

land? What is our current response to these problems? What have we done to reuse polymers? To recycle them? To destroy or break them down? What benefits are there to landfills? Incinerators? What environmental risks do landfills and incinerators pose to the environment?

Compare and Contrast ChartLandfills Incinerators

Your debate position: ________________________________________

LandfillsPros Cons

IncineratorsPros Cons

Prepare your argument:Write down 3 pros for your topic and 3 cons for your opponents’ topic.

Study Guide- Carbon Chem & Polymer TechOur Established State Goals:

9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds. Carbon atoms can bond to one another in chains, rings and branching networks to form a variety of

structures, including fossil fuels, synthetic polymers and the large molecules of life.

9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals. Materials produced from the cracking of petroleum are the starting points for the production of many

synthetic compounds. The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics and fuels.

D 13. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.

Level 1: What is the difference between organic and inorganic? List several examples.

Define Organic: Define Inorganic:

Examples: Examples:

Level 1: Draw the three structure Carbon forms:

Straight Chain: Branched: Ring:

Level 2: What is an isomer? Draw two isomers of the same chemical (ie,the same chemical formula)

Level 1: What is unique about Carbon?

Level 3: What do the different names of hydrocarbons mean? What are the prefixes? What do the suffixes mean?

Level 3: What do we use methane for?Ethane?Propane?Butane?

D 14. Describe combustion reactions of hydrocarbons and their resulting by-products.

Level 2: What is a saturated hydrocarbon verses and unsaturated hydro carbon? Draw both.

Level 1: Complete Combustion:

Example:

Reactants (Ins): Products (Outs):

Level 1: Incomplete Combustion

Example:

Reactants (Ins): Products (Outs):

D 15. Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.

Level 1: What is the difference between synthetic and biopolymers? Give examples of each.

Synthetic: Biopolymers:

Examples: Examples:

Level 1: What is a substituted hydrocarbon? How does that relate to the different kinds of plastics we know how to make?

Level 3: What do the difference recycling codes mean? Which polymers are associated with which recycling code. Give several examples of each.

D 16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.

Level 1: Draw and label the basic parts of a refinery. Write the purpose of each part and what you know about how it works.

Level 1: What kinds of petroleum products come from crude oil? Which are the lightest hydrocarbons? Medium weight? Heaviest? List them in order below. Circle the lightest and the heaviest.

Level 1: Draw the three structures of polymers: chain, branched, and cross linked. Give an example.Draw the structure Real life Example

Straight Chain

Branched

Cross Linked

Level 2: What are the differences and similarities between thermoplastics and thermosets? Use the chart from the webquest on polymers to give a truly complete answer.

D 17. Explain how the chemical structure of polymers affects their physical properties.

Level 1: Draw arrows between to the two terms to show increase

(Show increasing flexibility)

Chain Branched Cross Linked

(Show increasing density)

Chain Branched

(Show increasing strength)

Chain Branched Cross Linked

Level 1: What do the three stress- strain behaviors test?

Puncture Resistance

Abrasion Resistance

Tensile Strength

D 18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

Level 1: Know the charts in the back of your packet.

Know: Level 1: Name four ways to determine the credibility of a website:1.

2.

3.

4.

Level 1: Name four excellent note taking skills:1.

2.

3.

4.

Level 1: What is the Independent variable, dependant variable, and control in an experiment?