Lesson Plan

7. Explore polymers

KS4-17-07

Learning Outcomes

Describe the structure and the bonding of polymers and explain why polymers are solid at room temperature

Higher: Can describe the structure and the bonding of polymers and explain why polymers are solid at room temperature
Middle:
Lower:

Activities

Mission Starter - Engage

Method:

Lesson Starter: What type of structures do polymers have? What examples of polymerisation can you remember?

Resources:

Lesson Starter Slide

The Story - Explore and Explain

Method:

Answer questions and take part in activities during the presentation. Stop the presentation at the relevant slides: Talk Partners; AfLs; Songs. Take part in the Choral Response Questions activity (see Assessment section) after the Keywords/Rocket Words slide.

Resources:

Presentation Sticky notes

Mission Expert - Explain

Method:

Alan McEvilly from Thames Water discusses how polymers are used in the water treatment process.

Resources:

Expert Film Slide

Mission Assignment - Elaborate

Method:

Write a report on polymers which covers the following areas:

Explain how low density and high-density poly(ethene) are both produced from ethene.

Explain the difference between thermosoftening and thermosetting polymers in terms of their structures.

Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites, and metals.

Explain how the properties of materials are related to their uses and select appropriate materials.

Explain how low density and high-density poly(ethene) are both produced from ethene. 

Explain the difference between thermosoftening and thermosetting polymers in terms of their structures. On the handout provided below draw a product made from a polymer then explain how the properties of that material is related to their uses and select appropriate materials.

Resources:

Mission Assignment Slide

Handout

Mission Log - Evaluate

Method:

Quiz With their talk partners, the children are to go through the quiz at the end of the presentation and answer the questions. Formative Assessment Forms Students are to complete these forms where present. Assessment Trays Ask the children to place their Handouts, notebooks, Formative Assessment Forms, Investigation Sheets, into either the Discover tray or Explorer tray * Explain that the green tray means that the learner has understood the lesson well, and that the red tray means that the learner needs more time to practise. * use whichever colours of tray you have in stock, or prefer to use for this. Children to take interactive Assessment Quiz to test lesson comprehension.

Resources:

Quiz in presentation Formative assessment forms Assessment trays Interactive quiz

Assessment

Questions to Ask During the Lesson

Explain how low density and high density poly(ethene) are both produced from ethene.

Explain the difference between thermosoftening and thermosetting polymers in terms of their structures.

Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals.

Explain how the properties of materials are related to their uses and select appropriate materials.

Teacher Mastery

The properties of polymers depend on what monomers they are made from and the conditions under which they are made. For example, low density (LD) and high density (HD) poly(ethene) are produced from ethene.

Thermosoftening polymers melt when they are heated. Thermosetting polymers do not melt when they are heated.

Most composites are made of two materials, a matrix or binder surrounding and binding together fibres or fragments of the other material, which is called the reinforcement.

Curriculum Fields

Working Scientifically Skills

Communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations