Polymer chemistry is an important subject in the undergraduate chemistry curriculum. It is required for ACS-certified degrees and significantly connects to real world issues like the plastic waste crisis. While some concepts of polymer chemistry can be incorporated into lecture courses, students’ understanding of material properties and structure–property relationships benefits from hands-on laboratory experiences. Here, we describe the development of an inquiry-based laboratory experiment starting from the classic Nylon Rope demonstration. This experiment involves a three-stage feedback loop, through which students develop their own protocols for the synthesis, characterization, and analysis of Nylon-6,10 and two new nylon polymers. Students propose the structure of the new nylons based on “what if” questions they develop. This strategy allows students to ask research questions without requiring advanced knowledge. This experiment is designed to be flexible and easily adapted and can therefore be implemented in both upper and lower division undergraduate laboratory courses. Scanning electron microscopy (SEM) was used to visualize the nylon fibers. Though this technique is not commonly employed in undergraduate laboratories, the ability to compare differences in morphological features to spectroscopic and thermal data strengthened the students’ understanding of the polymer structure and its relationship to the material properties. This inquiry-driven experiment provides a framework for incorporating polymer chemistry into laboratories across the chemistry curriculum and can serve as a model for transforming classic demonstrations into inquiry-based experiences.

Gold-based catalysts have received tremendous attention as supports and nanoparticles for heterogeneous catalysis, in part due to the ability of nanoscale Au to catalyze reactions at low temperatures in oxidative...