Polymers are an indispensable part of modern life. The word polymer is derived from two Greek words, polys (many) and meros (part). Polymers can be formed into fibers, drawn out into thin films or molded into a variety of solid objects. This lab lets students make their own polymer. By turning it into a sensor, the conductive properties of the polymer are investigated and tested by exposure to acidic or basic environments.
Completed for 30 students working in pairs.
Individual Flinn blended Learning Solution Kits include experiment supplies and 1 year of digital content access to one lab for 30 users. Digital features include:
- Anytime, anywhere digital access to prelab, technique and summary videos that help students focus on understanding core chemical concepts and progress through experiments independently.
- Digital procedures optimized to work, with embedded assessments and real sample data and enough materials for 24–30 students working in small groups to complete each experiment
- Unique takes on core chemistry concepts and clear connections to the things students experience in their everyday lives.
- Virtual reality simulations that place students “inside the beaker” to connect the atomic and macroscopic scales and browser-based simulations that allow students to generate digital emission spectra and pH indicator tables.
- Built-in safety training—videos and assessments on pre-lab safety, proper PPE, safety equipment, procedure safety, chemical disposal, hazard recognition and emergency response.
Correlation to Next Generation Science Standards (NGSS)†
Science & Engineering Practices
Developing and using models
Using mathematics and computational thinking
Constructing explanations and designing solutions
Disciplinary Core Ideas
HS-PS1.A: Structure and Properties of Matter
HS-PS1.B: Chemical Reactions
HS-ETS1.C: Optimizing the Design Solution
Energy and matter
Stability and change
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.