US2 POLYMERS
This eighth-grade science lesson is about polymers. It is the second lesson in a sequence of six lessons on matter. The lesson is 99 minutes in duration. This class meets once a week for 45 minutes and twice a week for 100 minutes. There are 35 students in the class.
| Time | Caption |
|---|---|
| 00:00:49 | Good Morning! Fine, how are you? |
| 00:00:56 | Sorry. |
| 00:01:05 | Go away, Jeffrey. |
| 00:01:35 | Yes, I think that would be a wise idea. Okay. |
| 00:03:14 | Ah, ladies and gents my suggestion is to when you're working on your journal entry, |
| 00:03:18 | if I were you I'd kinda go over your notes a little bit, too. Okay? Jason? |
| 00:03:23 | I was absent Tuesday, so I need to make what I need to make up. |
| 00:03:26 | Okay, well then you need to go and get the notes from somebody in class, okay? |
| 00:03:31 | Because we had a minimum day that day so we took notes, and played around with two polymers. |
| 00:03:38 | And I'm gonna see whether or not you guys can remember that. |
| 00:04:35 | B:What I know about polymers. |
| 00:04:45 | (inaudible) have something (inaudible)? No, those are your notes, right? |
| 00:04:48 | Those are hers. |
| 00:04:49 | Oh, those are hers, //(inaudible) lesson? |
| 00:04:50 | //I was- //No, I (inaudible). |
| 00:04:51 | //That's right, you (inaudible) studying. Okay. |
| 00:04:57 | And who did you borrow those from, Ginger? |
| 00:04:59 | (inaudible) |
| 00:05:00 | Okay. |
| 00:05:15 | Two things about polymers. Do you remember? |
| 00:05:18 | Yeah. |
| 00:05:19 | Okay. |
| 00:05:24 | Okay guys, about 30 seconds to finish your thoughts. |
| 00:05:48 | Okay, ladies and gents somebody in here raise your hand and tell me something that you've learned about polymers. |
| 00:05:55 | Something that you know about polymers, based on last class period. Something that you know about polymers. Jim? |
| 00:06:03 | Yeah, that uh manmade polymers are stronger than natural ones? |
| 00:06:07 | Could be. So, um, you learned about manmade versus natural polymers? |
| 00:06:14 | Yeah. |
| 00:06:20 | So they come in two kinds, manmade and natural. Somebody else? Charlotte? |
| 00:06:23 | Doesn't poly mean many, many? |
| 00:06:26 | Poly means many. |
| 00:06:34 | And remember this sheet of paper here, you've used this before when we were graphing, |
| 00:06:40 | to try to get as much information as you can about polymers because what can you do with this sheet of paper, that I'll let you do? |
| 00:06:47 | Cheat. |
| 00:06:48 | Yeah, yeah. You can use this for a test. Okay, Sam, uh, Terrence? |
| 00:06:51 | They're gigantic molecules? |
| 00:06:52 | They're gigantic molecules. |
| 00:07:03 | Okay. Um, Daphne? |
| 00:07:05 | Mono means one. |
| 00:07:07 | Mono means one. And what's so important about mono? |
| 00:07:13 | It takes three mono's to make a polymer. |
| 00:07:15 | Well, it takes more than three mono's to make a polymer, cause we, cause //they're gigantic molecules, |
| 00:07:18 | //Oh, okay. |
| 00:07:19 | but give me kind of a definition of a monomer? |
| 00:07:22 | A monomer- |
| 00:07:24 | You kind of gave it to me, but kind of rephrase that. |
| 00:07:28 | In other words, Daphne, if I were to ask you what is a monomer, what would you tell me? |
| 00:07:32 | A chain? Wait- |
| 00:07:43 | Anybody? What is a monomer? Uh, Aimee. |
| 00:07:46 | Are they simple molecules? |
| 00:07:48 | Yeah, they're simple molecules, so if we take the simple molecules, Daphne, we put them all together inside of a chain, what have we created? |
| 00:07:57 | A polymer. |
| 00:07:58 | Bingo! So mono means what? |
| 00:08:00 | One. |
| 00:08:01 | One. Okay, good. Anybody else? Crystal? |
| 00:08:05 | Polymers are molecules joined together. |
| 00:08:08 | Mono- okay, polymers are molecules joined together. And they're joined together, how are they joined together? |
| 00:08:15 | I mean if you have to describe what they look like when they were joined together what would you tell me? |
| 00:08:24 | (inaudible), I don't know, like, they're just around each other. |
| 00:08:28 | They're around one another and they're linked together. What are they linked together in, Samantha? |
| 00:08:33 | Kinda cross linked- |
| 00:08:34 | They can be- polymers can be linked together with a cross linker, |
| 00:08:37 | but if you want to take a whole bunch of monomers and link them together what have you kind of created? |
| 00:08:45 | A chain? |
| 00:08:46 | Bingo! Thank you, a chain. Okay. So joined together and they're kind of like in chains, or they can be in chains, |
| 00:08:54 | but with the ones that we talked about were in chains, okay? Anything else you want to add to this? |
| 00:08:59 | "Mer" means molecules? |
| 00:09:01 | Okay, we can write: "mer." |
| 00:09:05 | I was trying to kinda remember, Gi-, remember "molecule," okay? Samantha? |
| 00:09:11 | They can be all scrunched together? |
| 00:09:15 | Okay. |
| 00:09:16 | Up and down and side to side. |
| 00:09:18 | Okay, good and this is what was really important because we're gonna take what Samantha has said, |
| 00:09:23 | and we're gonna take this one step further today in class. |
| 00:09:27 | Samantha mentioned that the polymers can kind of in chains- can kinda be arranged two different ways. |
| 00:09:33 | She said, "side to side" and we'll call that "parallel" today. And then how's the other one? Do you remember? |
| 00:09:39 | Scrunched together. |
| 00:09:40 | Scrunched together kinda like? |
| 00:09:42 | Crisscross? |
| 00:09:43 | Kinda like crisscrossed. Okay. |
| 00:09:49 | Okay, and this, ladies and gents, is what we're gonna focus on today, okay? |
| 00:09:53 | We're gonna talk about parallel and cross linked chains and what actually does that do to the polymer. |
| 00:09:58 | You guys remember the polymer, the newspaper polymer, do you guys remember that? |
| 00:10:03 | Mm-hm. |
| 00:10:04 | Do you guys remember that? Can somebody here tell me how were the chains arranged in the newspaper? How were the chains arranged? |
| 00:10:10 | Dave? |
| 00:10:11 | Like in order, the- |
| 00:10:13 | Were they more arranged parallel or were they arranged crisscross? |
| 00:10:16 | Parallel. |
| 00:10:17 | They were parallel and because they were arranged parallel what could you what could you do to the newspaper? |
| 00:10:21 | Rip it easy. |
| 00:10:22 | You could rip it very, very easily. Okay, what was the other thing that we used in class? Does anybody remember? |
| 00:10:28 | Aimee? |
| 00:10:29 | Tyvek. |
| 00:10:30 | Tyvek. And how were the molecules arranged in the Tyvek? |
| 00:10:33 | Crisscross. |
| 00:10:34 | They're crisscross, and what did the crisscross molecules do to the Tyvek? |
| 00:10:38 | Made it hard to tear. |
| 00:10:39 | Made it very, very hard to tear. Okay? All right, so remembering that- parallel and crisscrossed- |
| 00:10:45 | we're gonna go ahead and we're gonna take a look at this and we're gonna take a look at these arrangements of these chains, |
| 00:10:51 | and how that kinda helps us determine what is ac- actually gonna happen to the polymer; how is the polymer gonna behave? Okay? |
| 00:10:57 | All right, what I'd like you to do right now is take out one clean sheet of notebook paper, |
| 00:11:02 | and if you would do me a favor and put your notebook on the floor, so the only thing that should be on your desk is a piece of notebook paper. |
| 00:11:34 | Okay, I'm going to go over here on the overhead, guys; I'm not gonna turn the lights off because I'm not gonna be up here for very long, okay? |
| 00:11:43 | But, what I want you to do, on your piece of paper, which is gonna kinda help us with the labs that we're gonna do a little bit later on; |
| 00:11:57 | we are going to look at polymer chains, so what I'd like for you to do is to write down polymer chains- |
| 00:12:03 | and this is a little bit background information- |
| 00:12:06 | kind of a r- kind of a review from what we did last class period, but also to let you know where we're going with the lesson today. |
| 00:12:30 | Okay. |
| 00:12:33 | This is "monomers." You guys remember that when we kinda drew this picture of nylon last class period? Okay? |
| 00:12:40 | This is actually polystyrene, which is up here; it's a plastic container. |
| 00:12:43 | And one of the really, really neat things is that if you look at the polymers, |
| 00:12:48 | and you look at all the names of the polymers, what's at the beginning of all the names of the- of the chemical names of the polymers? |
| 00:12:55 | Poly. |
| 00:12:56 | P-o-l-y, Poly, and that gives you a really, really good idea that that must be a polymer because it has p-o-l-y on it. |
| 00:13:07 | And if we remember we've got one carbon atom; we have two hydrogen atoms that are bonded together to another carbon and hydrogen, |
| 00:13:16 | that's your (monomeer), you take a whole bunch of monomers together and what have you created? |
| 00:13:21 | Polymer. |
| 00:13:22 | A polymer. |
| 00:13:23 | A polymer. Okay, good. Okay, this is what we're gonna concentrate on in class today. |
| 00:13:28 | The arrangement of chains can influence the behavior of the polymers. |
| 00:13:44 | And it kinda goes back to our little bubble over there where we were talking about compounds are formed by combining two or more elements, |
| 00:13:50 | whose properties are different from the original elements. |
| 00:13:53 | Here you have a whole bunch of elements, you put them together and you've created something brand new. |
| 00:14:34 | Okay. Based on what we talked about last class period- we talked about the newspaper and we talked about the Tyvek- |
| 00:14:41 | would you please write down on your paper how the polymer chains were arranged in the newspaper, |
| 00:14:47 | and how they were arranged in the Tyvek. |
| 00:14:53 | Can we draw it? |
| 00:14:54 | You may draw it. Absolutely. |
| 00:15:31 | And would you also please write down, where Tyvek- uh, newspaper and Tyvek- would you also please tell me |
| 00:15:37 | :what- how did that newspaper behave? In other words, because the polymer chains were arranged in such a way, |
| 00:15:45 | how did the newspaper behave as far as tearing is concerned? |
| 00:16:52 | Okay. Questions so far? Questions? Questions? Okay. Excellent! All righty. |
| 00:16:58 | We're gonna go now into investigating polymers; and what I'd like for you to do on the same sheet of paper, |
| 00:17:04 | is "Investigating Polymers Activity Part One." And this is gonna be a demo that I'm going to do, and then after the demo is over, |
| 00:17:11 | I'm gonna break you up into your lab groups and then you guys are gonna take a polymer |
| 00:17:15 | and you're going to investigate a polymer on your own, with your group. |
| 00:17:55 | Okay. |
| 00:18:03 | All righty. The first polymer- Jim, you want to share something? |
| 00:18:10 | Uh, no. |
| 00:18:11 | Okay. First polymer that I'm gonna share with you is- I want you to write this down on your piece of paper- |
| 00:18:17 | it's this one right up in here. It's called plumber's tape. I don't know if you guys can see it from here. |
| 00:18:22 | And you can really, really impress your parents today when you go home, and you can ask for plumber's tape, because that's what it's just- |
| 00:18:30 | if you go into Home Depot and you say, "I need plumber's tape," they know exactly what you're talking about. |
| 00:18:35 | But if you go into Home Depot and say, "I need poly tetra fluoro ethylene," they may not know what you're talking about. |
| 00:18:49 | Here you've got the "poly" which means the "many." Does anybody here know what "tetra" means? |
| 00:18:54 | Uh, like, uh- |
| 00:18:57 | "Tetra" means a number. Can you- |
| 00:18:58 | Yeah. It means, like- hold on, no, I thought (inaudible). |
| 00:19:01 | Anybody here know what "tetra" means? Okay, tetra is a number. |
| 00:19:05 | Usually what happens up in here is that they'll actually tell you how many of those, uh, molecules are actually bonded together. |
| 00:19:13 | Fluoro is probably fluorine off of the, uh, element table and then ethylene is also another couple of different elements off of the Periodic Table. |
| 00:19:21 | So you put all of these together and you'll get them all in a nice big old polymer chain and you create plumber's tape. |
| 00:19:26 | Has anybody here ever fooled around with plumber's tape before? Do you guys know what I'm talking about? |
| 00:19:30 | Duct tape? |
| 00:19:31 | This stuff. Not duct tape, plumber's tape. |
| 00:19:33 | Oh. |
| 00:19:34 | Yeah. |
| 00:19:35 | That's plumber's tape in here. Jim, share your experiences with plumber's tape. |
| 00:19:38 | Yeah, its not sticky but it's like- it's when you wrap it, it squeezes really tight around things, it's like Teflon tape. |
| 00:19:46 | You can fix gas leaks with it. That's what I used it for. |
| 00:19:49 | Okay. And, that's what I use it for, to fix gas leaks and also it's really, really good for uh, water pipes and threading things like that, too. |
| 00:19:58 | As a matter of fact, yeah, also known as Teflon, so you're correct in that assumption. Yes, Charlotte? |
| 00:20:03 | I wrapped it around my finger and it turned my finger all purple. |
| 00:20:06 | Well, yeah I think so. If you wrap anything around your finger it's gonna turn your finger all purple. Anybody else? |
| 00:20:12 | Okay, I don't have a lot of plumber's tape to go around, but what I'm gonna do, |
| 00:20:17 | is that I'm going to pass some plumber's tape around to some volunteers in the audience. |
| 00:20:23 | Does anybody want to take a look at the plumber's tape? |
| 00:20:26 | And I kinda dispersed it around that way you- people around you can take a look at it, too. |
| 00:20:31 | The only thing that I'd like for you to do with the plumber's tape when you get it, is just to kinda leave it on your desk. |
| 00:20:36 | Don't do anything to it other than just leave it on your desk. Nice and flat if you possibly can. |
| 00:20:47 | Let's see. Jessica, I'll give you some. Theo- |
| 00:20:57 | Okay, can everybody- Samantha, I'm going to give you some since you guys can take a look at that. |
| 00:21:01 | What about over here on this side of the room? |
| 00:21:07 | Okay, Jason, I'm gonna get you a piece, too, I think I have another piece up here. Okay. Yeah. |
| 00:21:18 | You can't touch it? |
| 00:21:19 | Yes, you can. |
| 00:21:20 | You just leave it flat. Touch it and you can actually see how flimsy this is, too. |
| 00:21:24 | And actually they'll make another type, this is more for, pipes and there is another one that's a little bit more flimsier. |
| 00:21:33 | That's what we used this morning for threading, water pipes and stuff like that. |
| 00:21:36 | How does it stick under the pipe? |
| 00:21:38 | Actually, it just does it by, whe- eh, you're gonna figure that out. Okay? I'm not gonna tell you, you're gonna figure that one out. Okay. |
| 00:21:45 | For those of you in here who have plumber's tape: do me a favor; |
| 00:21:51 | see whether or not your ink pen or pencil, whatever that you're using on it right now, that you can write your initials on it. |
| 00:21:58 | See if you can do that. With the plumber's tape. |
| 00:22:00 | If you guys want to feel it, who doesn't have any, you guys can actually see what that feels like. |
| 00:22:07 | It's kinda really smooth; it kinda feels good. |
| 00:22:10 | Mine won't work. |
| 00:22:11 | Huh? |
| 00:22:12 | It ripped through. |
| 00:22:13 | Me too. |
| 00:22:14 | That's okay, it ripped through? Okay then maybe you don't want to go in too deep, then. |
| 00:22:16 | Then don't, don't do that, then if it's ripping through, cause it's not a good thing. Oh good. |
| 00:22:23 | Miss? |
| 00:22:26 | Cool. Okay, good. |
| 00:22:28 | All right, ladies and gents, we know this is a polymer because I told you that. |
| 00:22:33 | The job is now to figure out how the polymer chains are arranged. We know the polymer chains can be arranged two different ways. |
| 00:22:40 | They can be arranged parallel to one another, or they can be arranged crisscross. |
| 00:22:46 | And if you had your super duper eyeballs on right now you actually could see this, you actually could see the polymer chains; |
| 00:22:51 | but we can't see the polymer chains, so we don't have the super duper eyeballs, |
| 00:22:55 | so we're gonna have to do a couple of things to it to try to figure out how the polymer chains are inside the Teflon or inside the plumber's tape. |
| 00:23:03 | So what I'd like for you to do, is that you have the tape like this, lengthwise on your desk- everybody, Jason, got it? Okay. |
| 00:23:11 | Now, do you see the tape? You see the top part of the tape and you see the bottom part of the tape? Top and the bottom part of the tape? |
| 00:23:18 | I want you to ever so gently stretch it out. Just ever so gently stretch it out. |
| 00:23:24 | Don't stretch it out to the point where you're gonna tear it, but go along your tape and ever so gently stretch it out. From top to bottom. |
| 00:23:34 | Okay? And, other people in the classroom, if you want to take a look at what they're doing, make sure they're doing it right? |
| 00:23:42 | See, it kinda makes a cute little ribbon. |
| 00:23:46 | Okay? |
| 00:23:47 | I didn't make a cute little ribbon. |
| 00:23:48 | You didn't make a cute little ribbon? |
| 00:23:50 | No, mine's (inaudible), and then we got a pink //(inaudible)- |
| 00:23:51 | //Okay. |
| 00:23:52 | It looks like yellow bacon. |
| 00:23:53 | Looks like yellow bacon, okay. So, that's something that I could do with this. Okay, can you guys see that? All right. |
| 00:24:00 | Now, I stretched it this way. Did that tell me anything about how the chains were? //In the- in the tape? |
| 00:24:07 | //Yeah. |
| 00:24:08 | No. |
| 00:24:09 | Did you learn anything about how the chains were aligned in the tape? No you didn't. Okay. |
| 00:24:13 | Now what I want you to do, is take one end and take the other end and I want you ever so gently to stretch it that way. |
| 00:24:23 | And tell me what happens. |
| 00:24:27 | The chains... go back to normal. |
| 00:24:30 | Back to normal. |
| 00:24:31 | It goes back to normal. Okay? And if you want to have your other partners or somebody who didn't have a chance to do this, do this again. |
| 00:24:38 | It's stretching this way; and I'm kinda getting a little distorted- if I were to write my name on it and stretch it like this, |
| 00:24:44 | my name would be real distorted. |
| 00:24:45 | But if I were to pull like this I would have my name nice- nice and original again; normal again. |
| 00:24:52 | What does this tell you? |
| 00:24:53 | Someone in here raise your hand and tell me what you think this tells you about how the polymer chains are arranged. |
| 00:25:00 | Do you think the chains are arranged parallel to one another or do you think they're crisscrossed? Based on what this can do. |
| 00:25:08 | Do you think they're parallel to one another or do you think that they're crisscrossed? Depending on what I can do with this. |
| 00:25:22 | I see some hands going up. Some hands going up. |
| 00:25:30 | Jessica. |
| 00:25:31 | Parallel. |
| 00:25:32 | They're parallel. And why do you think they're parallel? |
| 00:25:34 | Because you can stretch it from side to side and it's kind of easy to do, and if it was crisscrossed it would be harder. |
| 00:25:42 | Yeah. I agree with that. I don't know if you kinda heard what Jessica said, |
| 00:25:46 | but she said because of the fact that you could pull them side to side and then you can get it to go back into its original shape again, |
| 00:25:53 | just by pulling it this way, its giving you an indication that the chains are parallel. |
| 00:25:57 | If the chains were crisscrossed do you think we'd be able to get it back to its original way real quick? No, we don't. Okay. |
| 00:26:03 | So, what I want you to do on your paper right now- you've written down "plumber's tape"- |
| 00:26:06 | what I need you to do now, is to tell me in your own words, what evidence- or how did you know in other words with the chains- |
| 00:26:18 | How were the chains arranged? |
| 00:26:31 | And what evidence do you have |
| 00:26:38 | that the chains were arranged in that certain way? |
| 00:26:40 | In other words, if you think that the chains were arranged parallel, |
| 00:26:43 | then tell me what evidence did you see that gives you an indication that the chains were arranged parallel. |
| 00:27:11 | (inaudible), well you really got yours stretched out, huh? |
| 00:27:14 | (inaudible) I had- I got carried away with it. |
| 00:27:15 | You got carried away with it, so what do you think happened to your poor chains? |
| 00:27:18 | I ripped it. |
| 00:27:19 | Yeah. |
| 00:27:20 | You ripped it, too. |
| 00:27:21 | And I ripped it too. |
| 00:27:25 | This brings up a point. Jason's poor plumber's tape, he really got it really stretched out. |
| 00:27:31 | But I (supported) my scientific thing. |
| 00:27:36 | You- okay. You took it one step further. What do you think happened to these poor polymer chains? From what Jason did to them? |
| 00:27:43 | What do you think happened? |
| 00:27:44 | They got //broken. |
| 00:27:45 | //They got stretched too far so they ripped. |
| 00:27:47 | Yeah. Stretched too far so they ripped, very good. |
| 00:27:52 | Okay, whenever you stretch the tape out do the chains get more compressed or do they just come closer together; |
| 00:27:57 | or do they actually get more like- do they all get thinner? |
| 00:28:00 | They will actually stretch out and get thinner. Well, I shouldn't- and sometimes that all depends, too. |
| 00:28:09 | Okay? All right. |
| 00:28:13 | Now, I'll give you about another minute to finish this up because the next part I have not been successful with all day long, |
| 00:28:20 | and I hope I'm going to be successful with it today. I was semi-successful with it yesterday. |
| 00:28:28 | Jim? |
| 00:28:29 | But still, if you got, like, your arm cut off or something, then all your polymer chains will be cut and everything? |
| 00:28:33 | Oh, absolutely. |
| 00:28:34 | Oh. Oh. |
| 00:28:37 | Absolutely. |
| 00:28:38 | Then how do you have polymer chains in your blood, DNA, and everything? |
| 00:28:40 | Well that's because you got to consider all polymers as a gigantic molecule. It's smaller molecules put together. |
| 00:28:46 | So all the molecules that you have- not all, but quite a few of them- are gigantic molecules |
| 00:28:51 | and all they are just smaller molecules that are hooked up together. |
| 00:28:54 | So whenever, like, you find a piece of DNA that's not like your entire DNA string, //(it's just a little piece). |
| 00:29:00 | //No it's not. It's a little //piece. |
| 00:29:01 | //So is your entire DNA string, like, going up and down through your body all the way? |
| 00:29:05 | No. You've got to remember, if you remember this in seventh-grade science, if you were to take a cell and look inside of your nucleus, |
| 00:29:11 | that big old gigantic molecule is really, really, coiled inside the nucleus. Do you guys, do remember that? Okay. |
| 00:29:18 | And, yeah, and you can actually stretch that molecule out its very, very long. |
| 00:29:23 | But it's not all up and down your arm. It's compacted inside of every single cell inside of your body, that has a nucleus. |
| 00:29:31 | How are polymers arranged inside the body? |
| 00:29:34 | It all depends. All depends. Um, some could be arranged parallel, some could be arranged crisscross, some could be cross-linked together. |
| 00:29:43 | All depends on what they're what they're needed for, what they're used for. Okay? Any questions? Any other questions? |
| 00:29:49 | Okay, this one I haven't been- like I said I've been somewhat successful with it all day long, but I'm not a hundred percent sure, |
| 00:29:56 | this will be the last demo that I do and them I'm gonna break you up into your lab groups for you to investigate your own polymer. |
| 00:30:02 | Did somebody in here know how to blow up a balloon really, really well and tie it off? |
| 00:30:06 | I do! |
| 00:30:07 | I do. |
| 00:30:09 | (inaudible) |
| 00:30:10 | Jason pulled (inaudible). |
| 00:30:11 | Jason- |
| 00:30:15 | Do me a favor, when you blow the balloons up, don't blow them up all the way. |
| 00:30:20 | Okay, (inaudible). |
| 00:30:26 | No, ta-, that's- that's cool, right there. That's good. |
| 00:30:39 | (inaudible) |
| 00:30:40 | Thank you. |
| 00:30:42 | Thank you. And Jason is dying over there, huh? |
| 00:30:48 | I like balloons. |
| 00:30:51 | Thank you. Okay. All right, we've got another problem. |
| 00:30:57 | We have found another polymer and we want to investigate again how the polymer- the chains in this polymer are arranged, okay? |
| 00:31:05 | So we're gonna do a couple of things to the balloon to figure it out. Uh, what I'm going to do I'm gonna take a skewer. |
| 00:31:11 | I'll dip it in some oil just to be on the safe side to make it go in a little bit, how should I say, a little //smoother. Okay? |
| 00:31:17 | //Easy? |
| 00:31:18 | Where should I put the skewer? Somebody in here tell me. I want to see whether I can figure out, |
| 00:31:24 | like we did with the plumber's tape we stretched it different ways to see whether or not we could figure out how the chains are going. |
| 00:31:29 | Uh, same thing with the balloon. Jim, //what do you think? |
| 00:31:31 | //Right on top |
| 00:31:32 | Poke it right on top. |
| 00:31:33 | Poke it on the top? |
| 00:31:34 | Yeah, right there. |
| 00:31:35 | Okay. Anybody want to go in the side? |
| 00:31:38 | Ah, Stuart wants to go on the side. Okay, Stuart doesn't want to go on the side, all right. |
| 00:31:43 | Stuart, we're gonna go on the side, for you, okay? |
| 00:31:46 | We're gonna go on the side. What do you think's gonna happen? |
| 00:31:48 | Pop! |
| 00:31:49 | Pop. |
| 00:31:50 | It's gonna pop. |
| 00:31:51 | Why? |
| 00:31:52 | I think it'll go through. I think. |
| 00:31:53 | You think it'll go through? |
| 00:31:54 | Yeah. |
| 00:31:55 | Okay, let's see what happens. Okay, ready? |
| 00:31:59 | Oh golly, //that popped. |
| 00:32:00 | //That popped; that was a big one. |
| 00:32:01 | Okay. |
| 00:32:05 | Now do it right in the bottom; right where all the thick stuff is. |
| 00:32:07 | Right where all the thick stuff is, huh? |
| 00:32:09 | Yeah, might not pop there. |
| 00:32:10 | Do you think the, the, the thick stuff is not on the side? |
| 00:32:15 | No. |
| 00:32:16 | No? |
| 00:32:17 | No, cause- |
| 00:32:18 | Cause it's stretched out inside there on the top, but down where the bottom is it's not blown up all the way, so it's thicker on the bottom. |
| 00:32:21 | Okay. Let's find out. Okay. |
| 00:32:23 | (inaudible) |
| 00:32:24 | Okay. |
| 00:32:26 | (inaudible) popped. |
| 00:32:32 | Just to be on the safe side. |
| 00:32:36 | Oh, it still popped! |
| 00:32:38 | That's because I haven't been successful //with this all day long. |
| 00:32:39 | //Try the bottom, the bottom. Where the little tie thing is. |
| 00:32:42 | No, put it- |
| 00:32:43 | At the bottom. |
| 00:32:44 | Where it's tied. |
| 00:32:45 | Tie thing? |
| 00:32:46 | Yeah. |
| 00:32:47 | Okay. |
| 00:32:50 | I don't like that one. |
| 00:32:52 | Yeah, get a new one. |
| 00:32:53 | Okay. |
| 00:32:54 | I wanna see that one (inaudible). |
| 00:32:57 | You're sure, huh? |
| 00:32:59 | Oh! |
| 00:33:00 | There we go! |
| 00:33:01 | Now the other side. |
| 00:33:02 | Ah! |
| 00:33:04 | (inaudible) too long. |
| 00:33:05 | Here I'll blow one up again. |
| 00:33:06 | Okay. Well whatev- give me two more, cause I told you: sometimes I'm- this is working and sometimes its not. |
| 00:33:12 | But so far we got one part of it working, right? |
| 00:33:14 | (inaudible) yes, sure. |
| 00:33:16 | And don't blow them up really too- don't stretch them out too much. |
| 00:33:19 | I want the long one. |
| 00:33:21 | Here, try that one. |
| 00:33:22 | Oh, yes. |
| 00:33:24 | Okay, good. |
| 00:33:31 | Thank you. Perfect. |
| 00:33:35 | (inaudible) |
| 00:33:36 | I'm gonna be successful with this. |
| 00:33:38 | Yes. |
| 00:33:40 | Use the force. |
| 00:33:41 | Use the force. Okay. |
| 00:33:47 | All righty. Here I go! Should I try a different skewer? |
| 00:33:50 | //Yeah, they're bad luck. |
| 00:33:51 | //Okay. Okay. Here we go! I'm gonna go from this end first. |
| 00:33:56 | It's gonna pop. |
| 00:33:57 | It's gonna pop. |
| 00:33:58 | Don't say that! |
| 00:33:59 | Oh well. |
| 00:34:01 | Pop. |
| 00:34:02 | There we go! |
| 00:34:03 | Ah! Success. |
| 00:34:04 | This is my balloon! It's my (inaudible). |
| 00:34:06 | Okay, okay. All righty. |
| 00:34:09 | What you need to do now is that- I was- when I put the skewer going in this way, it popped; |
| 00:34:14 | but when I put the skewer I this way, it didn't pop. |
| 00:34:18 | What's the difference between the chains here and the chains here? |
| 00:34:23 | What's the difference? What's the difference? Crystal? |
| 00:34:26 | It's parallel. |
| 00:34:27 | Well, don't know if it's parallel. What's the difference between the way the chains are arranged here? |
| 00:34:31 | Not so much whether their parallel or crisscross right now, but Jim had said this before. Jason? |
| 00:34:37 | Uh, the ones on the side are like, I guess, like so stretched apart that it, when you hook something in it, |
| 00:34:42 | it just, like, makes it pop cause it won't stretch into where you (inaudible) to go inside. |
| 00:34:46 | Okay, and then what about the top? |
| 00:34:48 | And then the ones on top aren't as, like, stretched apart or pulled so tightly; |
| 00:34:52 | they're so loose so you can just stick something in it and (it will) pop right away. |
| 00:34:55 | Okay, excellent. So how do you think the polymer chains are arranged? Do you think they're parallel or you think they're crisscrossed? |
| 00:34:59 | Ones on the top are parallel and the ones on the side are crisscrossed? |
| 00:35:04 | Okay. Anybody else (has anything) different, Jim? |
| 00:35:06 | I believe the ones on the top may be crisscrossed because that means they're closer together and then so you could stick something through, |
| 00:35:14 | and they, like, squeeze around it easier and do not have to (explode); |
| 00:35:17 | and the ones on the bottom and the ones on the side are stretched out a little more so they're more like crisscrossed, |
| 00:35:21 | so when you stick something in they just like (inaudible). |
| 00:35:24 | Okay. |
| 00:35:25 | (Question.) |
| 00:35:25 | Okay. I like that explanation. And what Jim said was, he felt that the polymer chains are crisscrossed. |
| 00:35:33 | The ones at the top are crisscrossed, they're not stretched out, so when you poke something through it, the chains just kind of- what was the word that you used? |
| 00:35:41 | Squeezed around it. |
| 00:35:42 | They kind of squeeze around it, whereas a polymer chain- the crisscross polymer chains on the side are a little bit more stretched out, |
| 00:35:49 | and so when you try to put a skewer through it, are you really getting- you don't- they can't squeeze together. |
| 00:35:54 | I think that's the word that he used. The polymer chains can't squeeze together. Okay? |
| 00:35:57 | So, we learned that the balloon is what type of polymer? Parallel or crisscrossed? |
| 00:36:02 | Crisscrossed. |
| 00:36:03 | Crisscrossed. And this is a little bit more compacted than this over here. So what- what can you tell me about polymers? |
| 00:36:13 | Think about this. According to the balloon, what can polymers do? What could we do to them? |
| 00:36:22 | Somebody's saying it, I can hear it. |
| 00:36:23 | They can stretch out. |
| 00:36:24 | Yeah, they can stretch out, so polymers can stretch out. |
| 00:36:27 | What I want you to do here now: same thing, same question. How are the chains arranged, |
| 00:36:34 | and what evidence do you have if the chains are arranged that way? |
| 00:36:41 | And if you guys want to draw a picture, you can go for it and draw a picture, it's not a problem. |
| 00:37:03 | Okay. |
| 00:37:46 | So, just out of curiosity, going back to that little original statement that we started out with today in class |
| 00:37:51 | :the arrangement of the chains can- can kinda give me an idea of what's gonna happen to the behavior of the polymer; |
| 00:37:58 | and chains- crisscrossed, stretched out in the balloon- made the balloon pop; |
| 00:38:05 | chains compacted together at the top: I can put a skewer through it and it's not going to pop. |
| 00:38:13 | Okay, so the way the chains are arranged, tells me something about the behavior of the material. |
| 00:38:28 | (inaudible) is not here. Are you understanding this all okay? Okay. |
| 00:38:34 | He hasn't been here for a while. Was he on vacation? He is? Okay. |
| 00:38:45 | Okay, it looks like pencils are down. |
| 00:38:48 | All right, somebody now: tell me something else I can write on this paper, what I just know about polymers. |
| 00:38:55 | What did you learn about polymers today? What could you write down on there? |
| 00:38:59 | Cedrick? |
| 00:39:00 | Polymers can expand. |
| 00:39:02 | Oh yes, polymers can expand. |
| 00:39:10 | Or you can use the word "we can stretch the polymers out." |
| 00:39:13 | Anything else? How's bingo? Bingo, bingo. Okay, nothing else? Nothing else. |
| 00:39:22 | Okay, please go ahead and take this paper, now flip it over to the back, because now I'm going to let you investigate one on your own. |
| 00:39:29 | Okay? All righty. |
| 00:39:33 | And the one I'm going to have you investigate on your own, is this one here. |
| 00:39:38 | I'm going to go ahead and turn the overhead back on; |
| 00:39:41 | and you may want to copy this down, or you should copy this down on the back of your paper, |
| 00:39:45 | so that there's not going to be any questions- you won't have any questions when you go into a lab, hopefully. |
| 00:39:49 | Okay, investigating polymers. We investigated the balloon and we investigated the plumber's tape. |
| 00:39:57 | I'm gonna have you go out and investigate the- a plastic container, or the polystyrene. |
| 00:40:05 | And that's what you're going to investigate right there. |
| 00:40:09 | Again, we have this question in our head, we have to figure out how these chains are arranged. |
| 00:40:15 | You're gonna do a couple of things to this plastic container to see whether or not you can figure out how the chains are arranged. |
| 00:40:26 | And here's a monomer, |
| 00:40:30 | a polystyrene- |
| 00:40:43 | Okay. |
| 00:40:53 | (And), as you're writing this I'm gonna go ahead and share with you, you guys can go into your lab group, three to a lab group. |
| 00:41:01 | You may choose who you'd like to work with and after I go over the instructions I'm gonna tell you, |
| 00:41:07 | "Okay guys, you have a minute to fi- or actually 30 seconds to find the partners and a lab station," okay? |
| 00:41:15 | Okay, so I know you're all looking around at one another going "yeah, yeah, yeah," okay? Okay. |
| 00:41:23 | But let me have your eyeballs back up here because we gotta go through this. |
| 00:41:26 | Okay, first thing: you're gonna take your polystyrene container, your plastic container, |
| 00:41:31 | and I'm gonna show you what the plastic containers look like. Plastic containers look like this. |
| 00:41:37 | You guys all recognize these plastic containers. Where do you see these? |
| 00:41:44 | Look! |
| 00:41:45 | Oh those are the cheesy hamburgers you get- |
| 00:41:47 | Yeah, the cheesy hamburgers are in there. Yeah, okay? In the cafeteria. |
| 00:41:50 | All right, what you're gonna do is that you're going to take this plastic container and you're going to cut into a shape. |
| 00:41:58 | And you guys can choose whether you want to cut it into a square, rectangle, or triangle. |
| 00:42:03 | The only reason why I'm asking you for those three particular shapes is because they're kinda easier to measure. |
| 00:42:08 | I don't care how big you cut this out; I don't care how small you cut this out, that's your choice. |
| 00:42:15 | What I would like for you to concentrate on in the container, though, is if- |
| 00:42:23 | there's a very, very flat part to the container. Do you guys see the flat part? |
| 00:42:26 | Okay, so when you get into your lab groups, you just need to make sure that you're cutting off those ripply edge stuff. |
| 00:42:33 | Okay? |
| 00:42:36 | And I'm not doing a very good job. |
| 00:42:45 | I cut the flat part out. Okay, from the flat part- |
| 00:42:50 | from the flat part then you can cut your triangle, you can cut your square, you can cut your rectangle and you guys can cut it any size. |
| 00:42:57 | Just remember you have two flat sections here for three people. |
| 00:43:02 | So you're gonna have to figure out how you're going to divvy up two sections for three people, okay? |
| 00:43:07 | All right, so that's the first thing you're gonna do. Second thing that you're gonna do- |
| 00:43:12 | and I had a piece here from this morning don't know what happened to it- |
| 00:43:16 | you're going to trace the figure. |
| 00:43:18 | So once you cut the figure out, I want you to trace it, and then I want you to take measurements. |
| 00:43:26 | And I'm gonna tell you how I want you to take these measurements. |
| 00:43:33 | You have rulers, in your containers back there at your lab station. What you need to do, is that you need to measure the sides. Okay? |
| 00:43:45 | I don't want to know length, times width, times height, I don't want to know that; |
| 00:43:48 | all I want you to do to is tell me how- just take the measurement of the length or actually, of all the four sides; |
| 00:43:56 | or if you have a triangle then you have three sides, okay? You're gonna take these measurements in? |
| 00:44:02 | Centimeters. |
| 00:44:03 | Centimeters. Then, you are going to go and you're going to give me a measurement of mass. |
| 00:44:16 | Now, what is in the classroom that's going to help you figure out how the mass of the little piece of plastic? |
| 00:44:22 | What's hanging around here? Daphne? |
| 00:44:24 | The triple beam balance. |
| 00:44:25 | The triple beam balance. So you're gonna use the triple beam balance to help you figure out the mass. And how do you measure mass? In? |
| 00:44:31 | Grams. |
| 00:44:32 | Grams, okay. |
| 00:44:34 | And then, give me some characteristics of the plastic. In other words, after you've cut your little shape out, tell me, what does it look like? |
| 00:44:43 | Tell me something about the physical characteristics of that piece of plastic. |
| 00:44:50 | What does it feel like? What does it smell like? Don't taste it. |
| 00:45:03 | And you're going to do all of this two times. You're going to do this- yeah, watch, before you heat it and then after you heat it. |
| 00:45:13 | Where as with the plumber's tape we pulled it and as with the balloon we skewered it, |
| 00:45:18 | with this piece of plastic we're gonna put it in the toaster oven and we're gonna see what happens. |
| 00:45:23 | So I've got the toaster oven up here. I'm gonna man the toaster oven. |
| 00:45:31 | So, once it's been heated you're gonna take it back to your lab station and you're gonna do all this all over again. Question? |
| 00:45:38 | What if- what if whenever we heat it, it like melts and we can't touch it? |
| 00:45:42 | Oh, I don't know we'll have to see. Okay? We'll have to see. |
| 00:45:47 | You have to put all this information, the before and the after heating into a data table. |
| 00:45:55 | You guys remember what your data tables looked like from before in the past, right? Okay, I'm not gonna give you the data table today, |
| 00:46:02 | I want you and your partners to figure out what your data table is going to look like. |
| 00:46:06 | You just need to know that your data table has to have all of these elements inside of it, before and after heating; |
| 00:46:12 | and you have to have all of this for all three of you lab partners on one data table. |
| 00:46:18 | So what I mean is: if Samantha, Terrence, and myself were a team, we would all cut out our own different shapes, |
| 00:46:25 | we'd all cut out- figure out our own different measurements, but we would share them with one another. |
| 00:46:31 | So by the time I'm done, I have Samantha's, Terrence's, and my own all on the data table. Before and after. Is that clear? |
| 00:46:40 | Yes. |
| 00:46:41 | Is that clear? Because there was some confusion about that this morning in class. So you're gonna put everybody's data on here. |
| 00:46:47 | You are going to trace everybody's figure on your paper. |
| 00:46:51 | So when you create your data table you need to keep that in mind, okay? Cedrick? Question? |
| 00:46:56 | No, I just (inaudible). |
| 00:46:58 | Okay. All righty. |
| 00:47:02 | No questions? I think I've covered everything. Tuh-duh, tuh-duh... Yep, I have. Okay. |
| 00:47:09 | When you are done with your before heating measurements and you want to come up to the toaster oven, raise your hand, |
| 00:47:16 | and then I will call you, group by group, to the toaster oven. I'm gonna man it and then you can take your plastic back to the lab, okay? |
| 00:47:25 | So when you're ready just raise your hand and I'll let you come up here and we'll put it in the toaster oven. |
| 00:47:32 | If you're done with the whole entire lab, you're done with the before and you're done with the after, |
| 00:47:37 | and you're done with all the measurements and everything else that you need to do, |
| 00:47:40 | there are some conclusion questions that are on the board behind this board over here. |
| 00:47:46 | And somewhere in the middle of the lab, I'll push that board over so that you actually can see those conclusion questions, okay? |
| 00:47:53 | Ladies and gents, this is a lab today that you need to make sure that you are taking very careful measurements. What did I just say? |
| 00:48:03 | Very careful measurements. |
| 00:48:05 | Okay, very careful measurements, because- I'm not gonna tell you, but yeah, just go ahead and take very careful measurements, okay? |
| 00:48:13 | Okay, 30 seconds, find your partner and lab station. |
| 00:48:52 | Do you type those? |
| 00:48:55 | Um, eyeballs? |
| 00:49:01 | Let me double-check and see who you're working with real quick. Three, three, three, three. You three ladies are together? |
| 00:49:07 | Julia, who are you with? You two. Okay. Three, it's you three? |
| 00:49:13 | Yeah. |
| 00:49:14 | Okay, you three, and you three. Okay. Do me a favor, Monica, would you guys scoot down a little bit? Yeah, thank you. |
| 00:49:21 | Keep scooting. That way we can get that group in totally over there. |
| 00:49:29 | Scoot all- yeah, yeah, yeah, good. Arthur scoot down some more. Take your stool, yeah, take this stool and go right in the middle over there. |
| 00:49:39 | Okay. Once I hand out your plastic containers, you guys can go ahead and start. |
| 00:49:56 | Okay gentlemen, here you go. |
| 00:50:05 | Oh yes, yes, hurry up. Give me your (inaudible) I'll give you a pass. You three ladies are together? |
| 00:50:12 | Mm-hm. |
| 00:50:13 | Is it just you and Charlotte? |
| 00:50:15 | Yeah. |
| 00:50:16 | Okay, (just go). There you go. |
| 00:50:23 | Just you three gents? You got some extras here, so use this and that. |
| 00:50:28 | (inaudible)? |
| 00:50:29 | Yeah, good question guys: if you need extra scissors or rulers they're on my table next to my lab station. |
| 00:50:57 | (inaudible) background music, it has to be Star Wars. |
| 00:51:05 | You know what, there is another pair of scissors on the lab table over there. Let me get you some (inaudible) containers. |
| 00:51:17 | (And then we) cut into this, right? |
| 00:51:18 | I don't know, (inaudible) whatever you want. |
| 00:51:21 | I'll get this (inaudible). It says, "Don't count (inaudible)." |
| 00:51:27 | That's why I'm counting right here. |
| 00:51:54 | (inaudible) how are you gonna organize this data table? |
| 00:51:58 | Um- |
| 00:51:59 | Mm... yeah? |
| 00:52:02 | Yes, what do you need? |
| 00:52:05 | Do we need (to trim it) in three ways? |
| 00:52:06 | Yes, you do. Okay? |
| 00:52:09 | So if I were you, I would cut out whatever you have left over you can give to Leon. |
| 00:52:15 | (Math). |
| 00:52:16 | Okay, that's a good idea, too. |
| 00:52:18 | And that will be a rectangle. |
| 00:52:19 | (inaudible) made a whole square. |
| 00:52:21 | Did you guys just get one container? |
| 00:52:23 | Yeah. |
| 00:52:24 | No, here, two. Okay. |
| 00:52:25 | Rectangle, we got it. |
| 00:52:52 | Jason, question? |
| 00:52:56 | What do you need? |
| 00:52:57 | Rulers. |
| 00:52:58 | They should be up there. Where are they? Oh, here they are. |
| 00:53:00 | I make a square. |
| 00:53:01 | What are you making? |
| 00:53:04 | What are you making? |
| 00:53:05 | I must have //put them away yesterday, by accident. There you go. |
| 00:53:06 | //Are you gonna make (inaudible) this? |
| 00:53:07 | A rectangle? |
| 00:53:08 | A rectangle? |
| 00:53:09 | (inaudible) (kind of) make a small one. |
| 00:53:13 | Okay, I've got one over here. |
| 00:53:17 | How are we supposed to measure it, like... Are we supposed to just put all the measurements in order? |
| 00:53:22 | "Measure in centimeters." You should have paid attention. |
| 00:53:24 | I know centimeters, but I mean: does she want us to put them all in one, like one side is seven; the other side seven, what- |
| 00:53:31 | (inaudible) |
| 00:53:32 | Actually, it's pretty much clean; I cleaned them all yesterday //so you should be okay. |
| 00:53:33 | //Okay. It's at seven and a half. |
| 00:53:35 | You want to double check and make sure it's aligned correctly. //Okay? |
| 00:53:37 | //We have to check. |
| 00:53:42 | And where is your shape? Okay? |
| 00:53:46 | Now if you guys need more rulers, you go over to my table and get some. |
| 00:53:52 | Yes, Lance. |
| 00:53:53 | (inaudible)? |
| 00:53:55 | Absolutely. |
| 00:54:04 | Hey gentlemen, before you start, (inaudible) think about- let me you look at your data table. |
| 00:54:08 | How did you pull that, how did you arrange that data table? |
| 00:54:11 | What data table? |
| 00:54:12 | Oh, the //(inaudible) |
| 00:54:13 | //Yeah. |
| 00:54:15 | (inaudible) you have to have a data table (inaudible). Or not? |
| 00:54:19 | All of you have to make a data table. Remember? |
| 00:54:22 | Yeah, but (inaudible) paper. |
| 00:54:23 | We were all having- (I first would have) his data table, my data table and his, (inaudible) |
| 00:54:30 | there's three different data tables but they all have the same (inaudible)- |
| 00:54:33 | (inaudible). And you were correct, okay? |
| 00:54:35 | But, you guys need to talk about how you're gonna put that data table together before you do anything. |
| 00:54:39 | Oh, okay. |
| 00:54:40 | Okay? |
| 00:54:41 | You just make a square, and then (inaudible) before and after. |
| 00:54:44 | Why not do a triangle? Triangles are cooler. |
| 00:54:48 | I know that, I know that but- |
| 00:54:49 | (inaudible) |
| 00:54:53 | Ladies... oh yes, you do have a data table. Let me take a look at that. |
| 00:55:03 | Is this yours? |
| 00:55:04 | Yeah. //(inaudible) table. |
| 00:55:05 | //How is this gonna fit in- |
| 00:55:06 | Oh, we have to (trim). |
| 00:55:07 | Yeah. So how is that gonna //fit in there? |
| 00:55:12 | //Um, mine could fit. |
| 00:55:14 | So maybe you need to expand them. But they're good, just make them a little bit bigger. |
| 00:55:19 | I need like another piece of paper or something. |
| 00:55:22 | Yeah. |
| 00:55:25 | Um, woo... Do I like fractions? |
| 00:55:28 | No. |
| 00:55:29 | No, I don't. |
| 00:55:31 | Anyone got paper? |
| 00:55:32 | I got paper, I got- |
| 00:55:34 | And, have you guys figured out how you're gonna put your data table? |
| 00:55:37 | Yeah. Fourteen sixteenths. |
| 00:55:38 | Yeah. You know what, if I were you I'd re-measure that, and it will give you a decimal. |
| 00:55:41 | How do you do it with a decimal? |
| 00:55:42 | Watch. |
| 00:55:43 | Oh, you get a decimal? |
| 00:55:44 | Yeah. You guys know there's no fractions in here, so this is seven- it looks like it's about seven- |
| 00:55:53 | (inaudible) |
| 00:55:54 | point two. Yeah, so you have to do it in centimeters. |
| 00:55:55 | Okay, I (try). |
| 00:56:02 | So I'm concerned- you got a before and you got an after, but where is the room on the data table for his info and his info? |
| 00:56:13 | Uh, I'm gonna do that later. |
| 00:56:15 | Ah, we wanna try, like, now. |
| 00:56:17 | Okay. |
| 00:56:18 | Okay? |
| 00:56:19 | I just need a new piece up here, cause- |
| 00:56:20 | Go get a- go get another piece of paper if you need it. |
| 00:56:22 | I don't have enough paper. |
| 00:56:23 | I'm just gonna get down and (inaudible)- |
| 00:56:24 | Okay. |
| 00:56:33 | And how is your data table coming along, ladies? |
| 00:56:45 | Gentlemen, let me see your data table. |
| 00:56:54 | Let's re-group here, okay? You have to get- is this your figure? |
| 00:56:59 | Yeah, it's my figure. |
| 00:57:00 | Okay. You have to get all the (inaudible)- let me see your piece of plastic. Your piece of plastic. Where is the other? |
| 00:57:09 | Okay, you gotta get all three of these somehow traced on your paper because that needs to be included in your data table, okay? |
| 00:57:22 | [BREAK BETWEEN TAPES] |
| 00:57:24 | This one looks like its chipped and you're going to just give me a measurement here, this looks to be about four point nine? |
| 00:57:33 | Yeah, maybe four point nine centimeters, |
| 00:57:36 | Mm-hm. |
| 00:57:37 | So when you trace it, you can put down on this side "four point nine centimeters," //okay? |
| 00:57:40 | //Oh, okay. (Inaudible)? |
| 00:57:42 | Yeah, yeah and you know what? Sometimes an easier way is just to put all your data inside of it. Does that make sense? |
| 00:57:50 | Oh, (inaudible). |
| 00:57:51 | Okay. |
| 00:57:54 | (inaudible) |
| 00:57:56 | Yeah, okay. And how are you guys coming along here? |
| 00:58:00 | Good, we got our data table. |
| 00:58:01 | You got your data table? |
| 00:58:02 | Yep. |
| 00:58:03 | Almost. |
| 00:58:04 | Almost? |
| 00:58:06 | He stole my ruler. |
| 00:58:07 | Okay, so you got before and after. So share with me what's gonna go in here. |
| 00:58:11 | The uh- |
| 00:58:12 | That's um- |
| 00:58:13 | the- the characterization- |
| 00:58:15 | The characteristics? |
| 00:58:16 | Yeah. Before and then after you heat it up. |
| 00:58:18 | Okay, now do you have enough room to trace it? |
| 00:58:21 | Yeah. |
| 00:58:22 | Let me give you a hint here. You can trace it; then you can put all of your //data- |
| 00:58:26 | //information inside of it! |
| 00:58:27 | Bingo! |
| 00:58:28 | Yes! |
| 00:58:29 | Yes. |
| 00:58:30 | Why didn't you tell me before? |
| 00:58:31 | Well, that's an easy way. |
| 00:58:32 | I could poke an eye on it. |
| 00:58:33 | So now I have to make //my data table out of my whole piece of paper. |
| 00:58:34 | //Yeah you can, be careful. |
| 00:58:36 | No, not necessarily. Just erase these little lines and just kinda extend the data table down //longer. |
| 00:58:41 | //Oh. |
| 00:58:42 | Right. |
| 00:58:43 | What was I gonna ask? |
| 00:58:44 | What are you doing? |
| 00:58:45 | Okay, I was gonna ask what (you)- |
| 00:58:49 | Good, I like it! |
| 00:58:51 | Thank you. |
| 00:59:03 | (inaudible), what was your side one? |
| 00:59:14 | Yes? |
| 00:59:15 | I think we forgot (inaudible). |
| 00:59:16 | Well, let's double-check. |
| 00:59:20 | I need to copy (inaudible). Um- |
| 00:59:26 | So, you have to tell me is this before heating or after heating. |
| 00:59:29 | Before. |
| 00:59:30 | Okay, somehow you need to let me know that. |
| 00:59:31 | Okay. |
| 00:59:32 | Okay? |
| 00:59:33 | All right. |
| 00:59:34 | And you ladies, how are you coming along? |
| 00:59:36 | Oh- |
| 00:59:37 | (inaudible) |
| 00:59:39 | So- |
| 00:59:41 | S?:00] |
| 00:59:42 | Okay, that's smart. And then you can put all your measurements on the inside, okay? That's good. |
| 00:59:49 | Of each one? |
| 00:59:51 | Yeah. |
| 00:59:53 | (inaudible) |
| 00:59:58 | Gentlemen, (inaudible) done? Are you done? Are you massing? Finding the mass? What are you doing? |
| 01:00:02 | I'm measuring. |
| 01:00:04 | Okay, your measuring. Stuart, what are you doing? |
| 01:00:06 | Waiting for the ruler. |
| 01:00:08 | You can always get another one off of my desk. |
| 01:00:15 | It's crazy! |
| 01:00:20 | Jason, are we having a conversation about polymers? |
| 01:00:23 | Yeah. |
| 01:00:26 | The polymer of my polymer of my, uh- |
| 01:00:29 | (inaudible) |
| 01:00:32 | All right. So, I don't have to make a (inaudible) table, right? |
| 01:00:34 | You got to get carpet in here because carpet cleans your erasers. |
| 01:00:37 | No, no carpet in a science room. |
| 01:00:39 | (inaudible) erase the ground. |
| 01:00:44 | Now how do I make the graph? |
| 01:00:47 | You don't have to make a graph, dude. |
| 01:00:50 | Do you want me to (inaudible) all the sides of the others? |
| 01:00:52 | No, you're not going to give me (inaudible), you're not going to give me a (parameter) or an area; all you've got to do is give me the measurements. |
| 01:00:57 | Oh. |
| 01:00:58 | Okay? Your not going to do any type of math calculation today. |
| 01:01:00 | Awesome. |
| 01:01:01 | Awesome, huh? |
| 01:01:14 | Yes. |
| 01:01:16 | Are you guys ready to heat? |
| 01:01:17 | Yeah. |
| 01:01:24 | If I were you, I would somehow put this- block this off and put a title up here before heating. |
| 01:01:31 | Okay. |
| 01:01:32 | Block this off and put a title here after heating, |
| 01:01:34 | okay, that way you can tell the difference. Okay? So, Daphne, you're almost done? |
| 01:01:40 | (inaudible) |
| 01:01:41 | Okay. |
| 01:01:46 | Now, what are we tracing? |
| 01:01:48 | You're tracing, like, on your thing, on your data table. |
| 01:01:52 | I'm (writing the atom)? Or- |
| 01:01:55 | Yeah. |
| 01:02:01 | No, look, Theo, look at your writer. The very first- the- yeah. |
| 01:02:04 | Yeah, but (inaudible). |
| 01:02:07 | Do we have to put all (in there)? |
| 01:02:10 | You can make it even. |
| 01:02:13 | I'll do mine, you do yours. (Just like we don't know it). |
| 01:02:22 | Do we have to graph it? |
| 01:02:24 | Did I say anything about graphing? |
| 01:02:26 | Or, like- |
| 01:02:27 | No. |
| 01:02:28 | Yes, the data table, and this looks to me like you've got one coming here, okay? |
| 01:02:33 | So you're all right. So do you have everybody's data? |
| 01:02:37 | Yeah. |
| 01:02:38 | Okay, do you have all the masses? |
| 01:02:40 | Yeah. |
| 01:02:41 | Okay, let me double-check your masses here. Where am I gonna find that on your data table? |
| 01:02:47 | Right here. Inside the little (inaudible) shape. |
| 01:02:50 | Well then you're going to need to identify how it's being massed. |
| 01:02:53 | Shall I put "mass" above it? |
| 01:02:54 | Okay that's fine, as long as I know what the mass is. |
| 01:02:59 | Oh, (it did) it perfect. |
| 01:03:01 | I know, I changed it. |
| 01:03:02 | No, I changed it. |
| 01:03:04 | I changed this little (knot). |
| 01:03:05 | No, I changed it. |
| 01:03:11 | Are you guys ready to heat? |
| 01:03:13 | Yeah. |
| 01:03:14 | Yeah. |
| 01:03:15 | Mm. |
| 01:03:20 | But see? Now what do you do? |
| 01:03:22 | Oh, wait- |
| 01:03:23 | Oh- |
| 01:03:25 | So, my suggestion to you is- am I looking at data here for before heating or after heating? |
| 01:03:33 | Before. |
| 01:03:34 | Okay, so make sure I know that. You gotta- How do- how do I know that? |
| 01:03:39 | You make another thing; you (inaudible) down here? |
| 01:03:42 | You (can't) do that, so if I were you I'd scratch that out so that I know that you're doing- yeah. |
| 01:03:47 | (inaudible) do that. |
| 01:03:48 | That's fine. Maybe you wan- want to block the whole thing off so I know that's all before heating. |
| 01:03:55 | Here. Right here. |
| 01:03:57 | Okay, good. |
| 01:04:01 | All right. Okay, I think you guys are ready. |
| 01:04:05 | Are you guys ready too? |
| 01:04:06 | Yeah. |
| 01:04:07 | Okay, bring your plastic on up. |
| 01:04:10 | Okay, ladies and gents... Shh, eyeballs. |
| 01:04:18 | Eyeballs... |
| 01:04:21 | Okay. If you are- if you're done with your measurements, your before heating measurements, you can raise your hand, |
| 01:04:29 | and then I will call you up here, okay? Once you're done, go back and do the after heating measurements. |
| 01:04:35 | Once you're done with all the after heating stuff then you are to? |
| 01:04:40 | Record? |
| 01:04:41 | To record it? |
| 01:04:42 | Record it? |
| 01:04:43 | Absolutely record it, but say for instance everything's done with your lab, what are you gonna do next? |
| 01:04:46 | Go to your seat and read something? |
| 01:04:49 | Sit in your seat and do the? |
| 01:04:50 | Finish your questions. |
| 01:04:51 | Bingo! Okay, here we go, ready? |
| 01:04:55 | All right, so you guys need to cuddle around, place your, ouch! It's hot. That's why I have the mitt. |
| 01:05:04 | You can move it up front. |
| 01:05:05 | Yeah, put it up front so you guys can remember it. Daphne? |
| 01:05:09 | Let's put them all (inaudible). |
| 01:05:11 | Yeah, put it all on the pan. |
| 01:05:15 | You've got it on the pan? All right, now you've got to look through the window and see what's happening. |
| 01:05:20 | (inaudible) shrink it in? |
| 01:05:21 | I don't know, we'll find- oh! |
| 01:05:23 | (inaudible) |
| 01:05:24 | Yeah, hold on. |
| 01:05:26 | Trala, trala, da, da. |
| 01:05:29 | Mine's (inaudible). |
| 01:05:30 | So there should be five. Okay, here we go. All right, now crowd around and watch what happens. |
| 01:05:38 | Jason. |
| 01:05:41 | What's happening? |
| 01:05:43 | Oh, (a whole lot of that). Oh, they were mine. |
| 01:05:47 | Oh wow, look at that! |
| 01:05:50 | Ew, they're like folding. |
| 01:05:52 | they're like... //shrinking |
| 01:05:53 | //And they're shrinking. |
| 01:05:54 | They're shrinkadee. |
| 01:05:58 | And they're hardening as well, look. |
| 01:05:59 | That one's going into kind of like a cup form. |
| 01:06:04 | Ew! |
| 01:06:05 | Okay. |
| 01:06:06 | What's so "ew" about it? |
| 01:06:07 | You gotta wait. Wait, wait, (inaudible), yeah- |
| 01:06:09 | Let's see. Does it look like- does it look like they're done? |
| 01:06:11 | //No, no- |
| 01:06:12 | //No, they're still moving. |
| 01:06:13 | They're still moving? |
| 01:06:14 | (inaudible) |
| 01:06:15 | Yeah, and they- (inaudible). |
| 01:06:17 | Okay. Yeah, yours have flattened out now, okay, that's why I've got the oven mitt on, so I don't burn myself. |
| 01:06:25 | These are hot, so you want to be very careful when you pick them up. |
| 01:06:30 | That's mine. |
| 01:06:32 | No, it's mine. |
| 01:06:33 | Okay, very careful when you pick them up. There you go! |
| 01:06:37 | It's not that hot. |
| 01:06:40 | It's hot? |
| 01:06:41 | Ah! |
| 01:06:42 | That one's mine. Oh, no- |
| 01:06:43 | //There you go. |
| 01:06:44 | //They're steaming. |
| 01:06:45 | They're hot? |
| 01:06:46 | Yeah. |
| 01:06:47 | No. |
| 01:06:48 | I didn't think they were that hot. Okay. |
| 01:06:51 | Okay, team Ten, team Nine, if you guys are ready. |
| 01:06:59 | Okay, place it on the pan. |
| 01:07:01 | Pan's hot. |
| 01:07:02 | Anywhere on the pan- yes, the pan's hot, so be careful. |
| 01:07:06 | Ooh. |
| 01:07:07 | Now, can we taste this stuff? |
| 01:07:09 | No, you cannot taste it. Jim- |
| 01:07:12 | It smells like gingerbread. |
| 01:07:13 | I know, it's because it's close to lunch, too. Gimme your plastics and put them on a pan. |
| 01:07:20 | (He'll get it), (inaudible). Yeah. |
| 01:07:22 | What were you baking in here earlier? |
| 01:07:24 | I was- |
| 01:07:25 | (inaudible) |
| 01:07:26 | Yeah. |
| 01:07:27 | Yeah, I make my little cinnamon rolls on here. Okay, here we go. |
| 01:07:29 | We should make some (inaudible). |
| 01:07:31 | Now, you ladies need to come around here so you can see what's going on in the window. |
| 01:07:35 | Okay? Make some observations about what's going on with the plastic through the window. |
| 01:07:39 | Okay, scoot in closer. It shouldn't explode. |
| 01:07:42 | Oh, look at that (inaudible). |
| 01:07:45 | Oh! |
| 01:07:46 | It's really... look! |
| 01:07:47 | It's, like, turning into pieces of cheese. |
| 01:07:50 | Cool. |
| 01:07:51 | Oh, it's like that- it's like that commercial, whenever they get small and hard, |
| 01:07:53 | and then you can, like, (inaudible) them to your (inaudible) and everything. |
| 01:07:57 | How are we supposed to make it, (inaudible)? |
| 01:07:59 | It's like- it's like, (inaudible). |
| 01:08:03 | //Are you ready? Okay. |
| 01:08:04 | //It looks like, (inaudible) in seven years. |
| 01:08:07 | Oh my god! |
| 01:08:11 | So you think they're done, now? |
| 01:08:13 | No. |
| 01:08:14 | No? |
| 01:08:15 | Until they get brown, then they're done. |
| 01:08:18 | So what do think's happened to those polymer chains? |
| 01:08:21 | They (squish) up to (inaudible). |
| 01:08:23 | Shrinking. |
| 01:08:24 | Yeah. Yeah. |
| 01:08:26 | Okay, okay, (they're done) gentlemen //(inaudible)- |
| 01:08:28 | //You think they're done? Okay, Aimee, let me change places with you. |
| 01:08:31 | Where's yours? Is it still there? |
| 01:08:33 | Yeah, mine is, like, (inaudible) tiny. |
| 01:08:35 | Whoa, gosh that smells. |
| 01:08:37 | It's not on fire, is it? |
| 01:08:39 | Not on fire? |
| 01:08:40 | No, not like the other fire we had here the other day. |
| 01:08:43 | Oh, I know, I can't believe that- |
| 01:08:44 | Not my room. |
| 01:08:46 | Still hot? |
| 01:08:47 | No. It's just cool. |
| 01:08:50 | Careful. |
| 01:08:51 | That one's good. (I) get that one and that one right there- |
| 01:08:55 | It's like glass. |
| 01:08:56 | It's like- Cause it feels different, huh? |
| 01:08:59 | Yeah it's hard. |
| 01:09:00 | Mine's... oh, I see mine. |
| 01:09:01 | It's so beautiful. |
| 01:09:03 | Oh it's hot. |
| 01:09:06 | It's like glass. |
| 01:09:08 | Okay. Um, is there anybody else that's ready to put it in the oven? Okay, team Five and team Seven. |
| 01:09:27 | Okay, put them down on the pan. Careful, pan's hot. |
| 01:09:33 | I'm gonna scoot yours over just a tad so you guys want to remember where they're at. |
| 01:09:36 | Gentlemen, over here. |
| 01:09:39 | The pan is hot, so place them on there. |
| 01:09:44 | Okay, now I want you to look through the window and I want you to observe what's happening. |
| 01:09:48 | So gents, you guys need to come over here. |
| 01:09:56 | Come on Dennis. Over here, Dennis the Menace. |
| 01:09:58 | Come on, Stuart. Right here, right here, look. |
| 01:10:04 | Jeff? |
| 01:10:05 | Oh-. |
| 01:10:06 | Oh my gosh, that's (mine). |
| 01:10:09 | Oh, it's like a star. |
| 01:10:13 | Oh my gosh, they're shrinking. |
| 01:10:16 | Oh my gosh, mine's like a (polymer). |
| 01:10:19 | Look at mine, mine's dying. |
| 01:10:23 | So what do think are happening to the //chains? |
| 01:10:25 | //They're shrinking. |
| 01:10:26 | They're shrinking. |
| 01:10:27 | Tightening- |
| 01:10:28 | Yeah, they're kinda, maybe, kinda pulling back together, huh? |
| 01:10:31 | Oh, you think they're done? |
| 01:10:34 | Yeah. |
| 01:10:35 | They're not moving anymore. |
| 01:10:36 | Not moving anymore? |
| 01:10:37 | (inaudible) |
| 01:10:39 | What do you think would happen if I left them in here for a long, long time? |
| 01:10:42 | They're barely (inaudible). They'd probably disappear. |
| 01:10:45 | Or they melt? |
| 01:10:46 | They might melt. |
| 01:10:48 | Okay. |
| 01:10:52 | I'm trying to flatten them down, that way it'll be easier for you to take measurements, |
| 01:10:55 | because you need to notice that they definitely were curled (up the pad). //Okay? |
| 01:11:00 | //They're so small. |
| 01:11:11 | Oopsy. Come on over here, this one's real small. |
| 01:11:15 | That's (inaudible). |
| 01:11:16 | Okay. All righty, they're you go gents, find- and ladies find yours. |
| 01:11:24 | Are you guys ready? |
| 01:11:25 | Yeah. |
| 01:11:26 | It's hot. |
| 01:11:27 | Are you ready? Okay team Three, in the window. |
| 01:11:31 | Oh, oh, me! |
| 01:11:36 | Okay, place them on the pan. The pan's hot, so be careful. |
| 01:11:41 | One, 25, two. |
| 01:11:44 | Jim? |
| 01:11:45 | Okay. |
| 01:11:46 | Are you guys ready, too? |
| 01:11:47 | //What was your side two? |
| 01:11:48 | //Okay, hold on one sec. Everybody's plastic is on there? |
| 01:11:50 | Mm-hm. |
| 01:11:51 | Okay, watch what's happening through the window. |
| 01:12:11 | (inaudible) reference, that it's smooth. I mean, its still, like, see-through. |
| 01:12:15 | And it got (denser). |
| 01:12:16 | Yeah. So it's, like, harder to trace and everything. |
| 01:12:24 | Do you guys need to go? You guys need to go, right? |
| 01:12:29 | Team Two and... team Eight. |
| 01:12:34 | What's happening to the polymer chains? |
| 01:12:39 | They're shrinking. |
| 01:12:40 | They're shrinking? |
| 01:12:41 | Mm-hm. |
| 01:12:42 | Mm. |
| 01:12:43 | Is this (one)? |
| 01:12:45 | What's yours? |
| 01:12:46 | I don't know yet. |
| 01:12:49 | What are you doing? That was fine. |
| 01:12:51 | No it wasn't. |
| 01:12:52 | It was, it was right on the (inaudible). |
| 01:12:54 | Let me get in here again. |
| 01:12:56 | They're tiny. |
| 01:12:58 | Ah, they're tiny. |
| 01:12:59 | They're tiny. |
| 01:13:00 | Okay. This is why- |
| 01:13:03 | Let me grab it. |
| 01:13:04 | I'll just- no, no, don't grab. |
| 01:13:08 | It's all (hard). |
| 01:13:10 | Yeah, you can take it, they're a little hot, so you want to be careful. |
| 01:13:14 | Oh, Arthur, they're not that hot. |
| 01:13:16 | It burns. |
| 01:13:18 | Is there a smell? |
| 01:13:27 | All right, team Two and team Eight? |
| 01:13:30 | Yes! |
| 01:13:31 | What about team Six? |
| 01:13:39 | Okay, put this on the- oh, gosh you guys have big ones. |
| 01:13:46 | Ladies? |
| 01:13:48 | Miss (inaudible)? |
| 01:13:49 | Yes? |
| 01:13:50 | (inaudible)? |
| 01:13:52 | No, hold on to them. |
| 01:13:53 | Mine is cooler than yours. |
| 01:13:56 | Mine is cooler than yours. |
| 01:13:57 | All right, are you ready? |
| 01:13:59 | I wonder what would happen if I'd put my hand in there. |
| 01:14:01 | What do you think, Cedrick? |
| 01:14:02 | I don't know, maybe it'll- |
| 01:14:04 | Shrink. |
| 01:14:05 | This is yours, the little seven. |
| 01:14:06 | All righty. There you go, look. |
| 01:14:07 | Is this the shrinkadee? |
| 01:14:10 | I thought you got cancer from working with (inaudible). |
| 01:14:12 | That's a toaster oven. |
| 01:14:15 | May I see your pen? |
| 01:14:17 | Oh, it won't work. |
| 01:14:21 | Nothing works on there. |
| 01:14:24 | Um, ladies and gents... shh. I forgot- |
| 01:14:29 | ladies and gents, eyeballs for one quick second please, I forgot to mention something to you. |
| 01:14:36 | Please do not throw your little piece of plastic in the trash can. When you're done, bring it back to your table and I'll give you some tape. |
| 01:14:43 | You're going to tape it on your paper. Okay? |
| 01:14:45 | Okay, how are you guys coming along? |
| 01:14:47 | We're (inaudible) small, and smaller (inaudible). |
| 01:14:50 | Mine's (the small one). |
| 01:14:51 | Mine's the biggest. Mine's the biggest in there. |
| 01:14:58 | Yeah, so what do you think happened? |
| 01:15:01 | Hey, mine went back up. |
| 01:15:04 | Hey, mine spins. |
| 01:15:10 | There you go. There you go. |
| 01:15:13 | Oh my god, it's so hot. |
| 01:15:15 | Be careful, they're all hot. |
| 01:15:28 | I don't even remember what mine looks like. |
| 01:15:30 | No, go sit down gents. |
| 01:15:34 | All right, is there anybody here that needs- left to uh, put them in the oven? It's just one more group? |
| 01:15:42 | Okay, number six, come on up, and the other part of number six, last four ladies. Okay, put it in. Oh, nice big ones! |
| 01:15:53 | Yeah. |
| 01:15:55 | Is it kinda- is it kinda going- |
| 01:15:56 | Ginger, do you have yours? You need to come up here. Cause you need to- to see what's going on. |
| 01:16:06 | Ready? |
| 01:16:10 | And there we go. |
| 01:16:15 | I've got (inaudible). |
| 01:16:17 | No, but the little curvy parts run (inaudible) a little bumpy. |
| 01:16:21 | Oh, my god it will leak! |
| 01:16:24 | Hey, calm down. |
| 01:16:27 | Jim, question? |
| 01:16:28 | (inaudible) I'm stapling it to- |
| 01:16:31 | No, no staples, just have (a seat). |
| 01:16:32 | Okay. |
| 01:16:33 | (inaudible) hotdog. |
| 01:16:35 | They look like bugs. |
| 01:16:38 | (inaudible) sick. |
| 01:16:40 | It's like- (inaudible), man, mine is gonna die. |
| 01:16:46 | They can- ew. |
| 01:16:48 | Oh, okay. Do you think they're done? |
| 01:16:50 | Yeah. |
| 01:16:51 | Mm-hm, yes. |
| 01:16:52 | Some are shrinking. |
| 01:16:53 | You think so? Okay. |
| 01:16:54 | This looks like a bow. |
| 01:16:57 | I keep forgetting, I have the mitt on the right hand. |
| 01:17:07 | Ah, they're small- |
| 01:17:10 | My gosh! Where did it go? |
| 01:17:11 | Oh it went in the water. Hold on, not a problem. It just got a cold, that's all. |
| 01:17:19 | Okay, there you go. |
| 01:17:21 | Can we take it away? |
| 01:17:22 | Yeah. Take them away, they're yours. |
| 01:17:33 | How are- What are you gents doing? |
| 01:17:35 | He's trying to touch my (inaudible). |
| 01:17:37 | I need to trace it, okay? I need to trace it. |
| 01:17:40 | Look, it's not even level at- as it is. |
| 01:18:00 | What are you supposed to be doing? |
| 01:18:01 | Questions. |
| 01:18:02 | Um, we're being- ah, we're answering the questions. |
| 01:18:04 | Uh-huh, correct. |
| 01:18:05 | Do we answer it right here on the back? |
| 01:18:07 | "Questions." |
| 01:18:08 | Yes? |
| 01:18:10 | Will we have, like, (some rock band or) some background music? |
| 01:18:14 | (inaudible) number two (inaudible)? |
| 01:18:20 | Daphne, if you hold on, I'll explain that when I get more of the class sitting down together. |
| 01:18:24 | Is that what you have the question about, number two? |
| 01:18:27 | Yeah. Most of you do, and I will tell you what I want you to do with that, let me wait for the- just go on to number three if you can. |
| 01:18:40 | Ladies and gents, and you have about 10 minutes left in the lab situation, making calculations-uh, making measurements. |
| 01:18:48 | About 10 minutes. |
| 01:18:53 | Can we have this piece of plastic? |
| 01:18:54 | Yeah, hold on. |
| 01:18:59 | Are you gents done? |
| 01:19:00 | //Yeah. |
| 01:19:01 | //And my suggestion is to have a seat and work on your questions. |
| 01:19:05 | Ladies, put the hat away. |
| 01:19:13 | Let me check your masses here. Have you done masses yet? |
| 01:19:17 | Yeah. |
| 01:19:18 | Before and after mass? |
| 01:19:19 | Grams? |
| 01:19:20 | Yes, in the grams. |
| 01:19:22 | Okay. |
| 01:19:23 | Yeah, mine are done. |
| 01:19:24 | Oh, oh yeah. So we're at seventy (point) two. |
| 01:19:29 | Give me your //rectangle. |
| 01:19:31 | //Shh. |
| 01:19:33 | Oh, here's a square. |
| 01:19:36 | It was my square, not- |
| 01:19:37 | Yours is not giving any information about your stuff. |
| 01:19:39 | Well, are you done with your stuff? |
| 01:19:40 | Yeah, I'm doing this- |
| 01:19:45 | Did you take a mass of this yet? After? |
| 01:19:49 | Uh, oh no, I didn't. |
| 01:19:50 | No. |
| 01:19:51 | Did all that, though- |
| 01:19:52 | Mm-hm. |
| 01:19:53 | Hey (inaudible), let me check- let me check something here. |
| 01:19:59 | Oh, excellent, excellent. Okay, good! Good job. |
| 01:20:06 | Oh, so you're saying- |
| 01:20:14 | Mine needs to be (inaudible). |
| 01:20:16 | Why didn't you come up there when I asked your group to come up there, Arthur? |
| 01:20:20 | Uh, because I wasn't finished tracing it and measuring it and (inaudible) it. |
| 01:20:25 | I just need to do one thing to it first. |
| 01:20:32 | Ladies, how are we coming along? |
| 01:20:34 | (There). |
| 01:20:35 | Okay, let me check your masses. |
| 01:20:40 | Point six and a- okay that's different, let's see- |
| 01:20:44 | Mass, excellent. Excellent, excellent, very good job! |
| 01:20:53 | Dude, that one thing- this is (inaudible) zero. |
| 01:21:03 | Watch what happens. |
| 01:21:06 | Annabel. I'm going to pass around some tape, what I want you to do is tape that on your paper, okay? |
| 01:21:15 | As soon as I get the rest of the class situated, I'll pass out the tape. |
| 01:21:17 | It smells like muffins now. Before it smelled like gingerbread and now it smells like muffins. |
| 01:21:22 | Bart. |
| 01:21:23 | And it tastes like glass. Before it tasted like rubber (inaudible). |
| 01:21:30 | What are you doing, Benny? |
| 01:21:32 | I'm, um, answering number two. |
| 01:21:34 | Okay, then we need to answer number two and not talk to Charlotte. |
| 01:21:36 | All right. |
| 01:21:38 | Dude, your square doesn't even look like a square. |
| 01:21:40 | //That's (not) his. |
| 01:21:41 | //(inaudible) mine. |
| 01:21:42 | I cut the wrong one. |
| 01:21:43 | Has anything happened yet? |
| 01:21:45 | Yeah. |
| 01:21:46 | Yeah, you're done. Good. |
| 01:21:52 | It's hot. So you want to be careful, okay? |
| 01:21:56 | (Can I fold it)? |
| 01:21:57 | Hm? |
| 01:21:58 | Can I fold it? |
| 01:21:59 | Okay, good. |
| 01:22:03 | Jim, no more. |
| 01:22:07 | Miss (inaudible), can I answer (inaudible)? |
| 01:22:09 | Absolutely. |
| 01:22:11 | Miss (inaudible), I can write (inaudible). |
| 01:22:16 | Miss (inaudible), I (was born) to terrorize myself. |
| 01:22:19 | Mm. |
| 01:22:23 | (inaudible) those fractions. |
| 01:22:24 | Huh? |
| 01:22:25 | Get rid of the fractions. |
| 01:22:26 | (inaudible) two grams, after. |
| 01:22:29 | Two grams. |
| 01:22:31 | How big is yours? |
| 01:22:32 | I don't know, let me measure. |
| 01:22:35 | What's Cedrick's? |
| 01:22:38 | Three point four grams. |
| 01:22:41 | Cedrick's is three point //four grams? |
| 01:22:42 | //Three point two grams. |
| 01:22:43 | You mean centimeters. |
| 01:22:47 | Three point four- I mean, centimeters. |
| 01:22:50 | Okay. |
| 01:22:51 | And two- |
| 01:22:52 | (inaudible) this one there? |
| 01:22:55 | Yes. This is yours? |
| 01:22:57 | Yeah, that's mine and that's my small one. |
| 01:23:00 | Okay. Okay, yes, you need to put that on your paper. |
| 01:23:04 | Okay. One- |
| 01:23:08 | Okay. I have a question for you. |
| 01:23:10 | All right. |
| 01:23:11 | Before heating you had point nine grams, after heating you had point six grams? |
| 01:23:15 | Uh-huh. |
| 01:23:17 | Hm. What happened when you- did some of the molecules go away? I mean point six is less than point nine and where- |
| 01:23:24 | what happened to the molecules? |
| 01:23:26 | They reduced. |
| 01:23:28 | They reduced? Where did they go? |
| 01:23:30 | Uh, they melted? |
| 01:23:32 | Mm-hm, I don't know if they melted. |
| 01:23:36 | Disintegrated. |
| 01:23:37 | Disintegrated? |
| 01:23:39 | The characteristics before: this was thin, right? |
| 01:23:42 | Wasn't this //thin before? |
| 01:23:43 | //Yeah. |
| 01:23:44 | It's only a //physical change, not a chemical change. |
| 01:23:45 | //And flexible? |
| 01:23:46 | Yeah, and now it's thick and not very flexible. |
| 01:23:48 | It's not very flexible, but it's still thick. So do you still have the same amount of molecules in there? |
| 01:23:53 | Um, yes. |
| 01:23:54 | Yes. So what should these answers be? |
| 01:23:57 | The same? |
| 01:23:58 | Bingo! |
| 01:24:05 | Oh no, Miss (inaudible)? |
| 01:24:06 | Yes? |
| 01:24:07 | Do we write the questions? |
| 01:24:09 | What is going on gentlemen? Benny, what going on? |
| 01:24:15 | Nothing. |
| 01:24:17 | Charlotte, question? |
| 01:24:19 | I haven't. |
| 01:24:20 | Okay. |
| 01:24:22 | Do we write the questions? |
| 01:24:24 | You never need to write the questions. You guys should know that. |
| 01:24:27 | There's no room for it (inaudible). |
| 01:24:29 | Right. |
| 01:24:31 | If you're at your desk, you need to be working on the questions by yourself. |
| 01:24:51 | Okay, I'm gonna go ahead and pass around some tape. Make sure that you tape your little piece of plastic down- |
| 01:25:02 | To what? |
| 01:25:03 | To your paper. |
| 01:25:05 | I knew that. |
| 01:25:06 | You knew that? |
| 01:25:12 | Gentlemen, (follow) my instructions. |
| 01:25:16 | I've got, um, a few questions. |
| 01:25:20 | (inaudible), this is very brittle. |
| 01:25:23 | Yes it is. |
| 01:25:25 | I broke it. |
| 01:25:26 | It's not as flexible as it was before, was it? |
| 01:25:28 | So you can say, before, it was more flexible than afterwards? |
| 01:25:30 | Yeah. That's good. Good, good, good. |
| 01:25:50 | Jason? |
| 01:25:52 | Yes? |
| 01:25:53 | Not this Jason, that Jason. Watch for the tape, the tape is going up and down the aisles. |
| 01:25:59 | Okay. |
| 01:26:05 | All right, now that I have most of you here, sitting down, let me go ahead and just kinda talk a little bit about the questions, |
| 01:26:10 | because I know that there's probably a question here for number two. |
| 01:26:17 | So, as soon as I have everybody's eyeballs up here- |
| 01:26:24 | Okay. |
| 01:26:25 | Question one, it said: "What happened to the polymer when it was heated?" |
| 01:26:29 | And what I want you to do is I want you to explain that, okay, what happened to the polymers, |
| 01:26:34 | why do you think it happened, explain what you saw inside the toaster oven. |
| 01:26:38 | Number two. Your polymer should have had the same mass before and after heating. |
| 01:26:44 | This is what we call a conservation of mass, because the root word is "to conserve." |
| 01:26:50 | Some of you in here when I was walking around the room- a lot of you hit this right on target, man, you got the same mass. |
| 01:26:57 | Good job! Good job of measurement. |
| 01:26:59 | Some of you in here, however, didn't get the same mass and Jason, Jason, were you the one I had the conversation with? |
| 01:27:06 | Yeah. |
| 01:27:07 | Where- where- did the molecules go anywhere? Did you still have the same amount of stuff- that you had when you started? |
| 01:27:15 | Yeah! So what did you just do to the mass, what did that mass look like at the beginning? |
| 01:27:21 | What did your piece of plastic look like at the beginning, before you put it in the oven? |
| 01:27:24 | Bigger. And thinner. |
| 01:27:26 | It was maybe a lot bigger and thinner. What happened to you after you heated it? |
| 01:27:30 | It shrunk and got really thick and not as flexible. |
| 01:27:34 | Yeah, it just kinda shrunk, but it got thicker. So you just kinda changed the volume, but the mass is still there. Okay? |
| 01:27:42 | Explain- and I kinda helped explain that just now- but I want you to explain why they should have had the same mass, |
| 01:27:48 | and put that in your own words. |
| 01:27:50 | Number three: "How do you think the polymer chains are arranged?" |
| 01:27:54 | Now we're going back to this thing that we started at the beginning of the class period, |
| 01:27:58 | about the polymers and the polymer chains being arranged. |
| 01:28:00 | How do you think they're arranged, and how do you think the arrangement of the chains influenced the behavior of the plastic container? |
| 01:28:10 | For example- |
| 01:28:21 | Uh, for example, prior to heating, your plastic looked one way, after heating the plastic looked another way. |
| 01:28:30 | What happened to the chains? Were they parallel, were they crisscross, what happened to them? |
| 01:28:38 | Tape is coming around too, make sure that you tape your little piece of plastic on your paper. |
| 01:28:54 | (inaudible) piece of plastic? |
| 01:28:56 | What happened to your plastic? |
| 01:28:58 | It's at (Benny's.) |
| 01:28:59 | Go get it. |
| 01:29:28 | Okay. |
| 01:29:32 | Thank you. |
| 01:29:37 | Jason? |
| 01:29:38 | Yeah. |
| 01:29:39 | Is this yours? |
| 01:29:41 | (inaudible) |
| 01:29:42 | Okay. |
| 01:30:04 | Okay, Good. |
| 01:30:15 | You need to tape that on there. With tape. |
| 01:30:19 | Tape it on? |
| 01:30:20 | Tape it on there. Not tape it around, tape it on. |
| 01:30:43 | Stuart, you're totally done? Okay, good. |
| 01:30:52 | (inaudible) question (inaudible). |
| 01:30:55 | Okay. |
| 01:30:59 | Okay, good. |
| 01:31:08 | Can we (sit there)? |
| 01:31:09 | Guys, don't worry about stapling your papers- you know I don't like papers stapled- |
| 01:31:13 | just make sure that your names are on both papers, if you have more than one. |
| 01:31:57 | When you're done, I want you to think about what you want to add to your, um, cheat sheet over here. |
| 01:32:14 | Charlotte? |
| 01:32:17 | I didn't get this other question. |
| 01:32:19 | Okay, it says: "How do you think polymer chains are arranged?" |
| 01:32:21 | Well, you know that we talked about polymer chains being arranged two different ways, remember that? |
| 01:32:29 | Parallel and crisscrossed, remember? How did the arrangement- so how do you think the chains are arranged in a plastic? |
| 01:32:37 | Um, I think parallel, because you see the (inaudible). |
| 01:32:42 | Okay, then how do the arrangement of the chains influence the behavior of the plastic container? |
| 01:32:47 | In other words the chains were arranged in a certain way based on what you said. |
| 01:32:52 | When you heated it, how did that- what did that to the plastic container? |
| 01:32:58 | Mm-hm. |
| 01:33:01 | I know. |
| 01:34:38 | (inaudible) |
| 01:34:39 | Mm-hm. That's right. Tell me, how do you know that? What did you observe happening in the toaster oven? |
| 01:34:48 | It went up. |
| 01:34:49 | Mm, yeah. |
| 01:34:55 | Okay, guys, Jim you have a question? |
| 01:34:57 | No. |
| 01:34:58 | Okay, bell is gonna be ringing in about two minutes. Let me share with you before the bell rings what I want you to do with these papers. |
| 01:35:05 | If they're not done, finish them for homework, I see you again tomorrow. |
| 01:35:10 | Very quickly, put them into the pit section of the notebook, go ahead and pack up, but don't be too loud, |
| 01:35:18 | because I have to tell you something at the end of the class period. Okay. |
| 01:35:45 | Yes? |
| 01:35:46 | (inaudible) for the last time? |
| 01:35:48 | No, I didn't. |
| 01:35:49 | (inaudible) |
| 01:35:50 | That happened with Escondido, huh, a boy in Escondido? Yeah, no, I didn't see that. |
| 01:35:56 | Guys, quickly, quickly and quietly, I have a couple of things I need to share with you about what's gonna happen in class tomorrow. |
| 01:36:05 | So while you're packing up, you guys can listen. |
| 01:36:08 | I think I mentioned to you at the beginning of class period today, that when you come into class tomorrow, you're going to take a test. |
| 01:36:16 | You're going to take a science assessment test tomorrow. |
| 01:36:20 | This is a test that, uh- see the two boxes over there, the test is in the box. |
| 01:36:24 | You guys remember like your SAT nine test that you took last year? Remember, you bubbled everything in? |
| 01:36:29 | Yeah. |
| 01:36:30 | Okay, this isn't a bubbling type of test, this is a hands on performance type of a test that you're going to be taking tomorrow |
| 01:36:37 | and it's going to take us the entire class period. |
| 01:36:40 | So I really would like for you guys to come in, uh- you know, having had something to eat in the morning, maybe, at break, |
| 01:36:47 | and come in and like I said you can leave your science notebooks at home because you're not gonna need them tomorrow. |
| 01:36:52 | Okay? Uh, let's see. I told you about your assignment. |
| 01:36:56 | Hold onto your polymer assignment until next Tuesday, because then what we'll do is that we'll kinda touch base a little bit |
| 01:37:03 | about some of things that you found out about polymers, on Tuesday, from these activities, |
| 01:37:09 | and we're going to go ahead and we're going to add it to the piece of paper over there, okay? |
| 01:37:14 | Okay, are they're any questions? |
| 01:37:19 | Questions? Questions? |
| 01:37:22 | Okay, let me double-check. |
| 01:37:28 | Let's see, actually, yeah. |
| 01:37:34 | No. The bell should have rung by now, or do we have one more minute? |
| 01:37:40 | It's 11:48. |
| 01:37:41 | Oh. Okay, we have one more minute. Okay. All right, well then I'll ask you this. |
| 01:37:46 | What can we add to this, real quick? |
| 01:37:49 | Does anybody in here want to put- raise their hand up and tell me what I can add to the piece of paper? |
| 01:37:54 | What did you learn about polymers from this lab today? What did you learn that they can do? |
| 01:38:00 | Aha! |
| 01:38:02 | What did you learn? Dave? |
| 01:38:04 | They can change. |
| 01:38:06 | How can they change? |
| 01:38:08 | Uh, criss- from parallel to crisscross. |
| 01:38:11 | They really can't change from a parallel to a crisscross, we'll talk about that, we'll talk about that next class period. |
| 01:38:18 | Uh, let's see, Samantha? |
| 01:38:21 | They could become smaller when you heat them. |
| 01:38:25 | When you heat them what can we do to those long polymer chains? We can? |
| 01:38:29 | Shrink them. |
| 01:38:30 | We can shrink them, yeah. So polymer chains can expand, and polymer chains can? |
| 01:38:37 | (inaudible) |
| 01:38:40 | But you know when they shrink, they get stronger? |
| 01:38:43 | Yes, they do. Good and we'll talk about that also next class period. |
| 01:38:51 | Good. |
| 01:38:53 | (I'm just bringing this), okay? Since I was such a good kid? |
| 01:38:56 | And what are you gonna do with the balloon? |
| 01:38:57 | I won't blow it up here in class, I'll wait till you're home. |
| 01:39:00 | Because if you blow the balloon and you get in trouble here at school. |
| 01:39:04 | I'll be good. |
| 01:39:05 | Okay, you gotta promise. |
| 01:39:06 | I'll- I- and even if I (inaudible), I'll say it wasn't you. |
| 01:39:09 | Oh yeah. |
| 01:39:10 | I'll say I found it on the ground. |
| 01:39:11 | Oh yeah, thanks. |
| 01:39:13 | Have a nice day. |
| 01:39:14 | You too. |