Design of a Guided Inquiry Classroom Activity to Investigate Effects of Chemistry on Physical Properties of Elastomers

Abstract

Typical organization of science and mathematics K12 education divides subjects into discrete courses. However, science and engineering are highly interdisciplinary fields. To better equip students to engage in the interdisciplinary nature of real-world STEM research and practice, projects can be used to highlight the interconnectivity of core subjects. Here, we present an exploratory, guided inquiry classroom research project. This work details student-led experiments combining physics and chemistry principles to fabricate silicone bouncy balls and analyze resulting mechanochemical relationships in these elastomeric materials. In this project, students embodied researchers to uncover foundational relationships among chemistry, physics, and mathematics. To do this, students used silicone kits to design an array of polymer formulations resulting in bouncy balls of varying stiffnesses. Students aimed to answer a physics-based research question using chemistry and mathematics. The resulting data was used to discuss the effect of polymer chemistry on the behavior of the bouncy balls. This exercise serves to combine hands-on fabrication methods with quantitative analysis, using experimental methods of varying costs and complexities that can be tailored to instructor time and budget. The project presented here is appropriate for upper-level high school students or first-year undergraduates. The pedagogical goal of the work is to empower students to realize and use connections between chemistry, physics, polymer science, and engineering to understand the process of material design and selection.

A Green and Efficient Cyclization of Citronellal into Isopulegol: A Guided-Inquiry Organic Chemistry Laboratory Experiment

“…Guided-inquiry strategies were incorporated as substantial research has shown its benefits. These pedagogical methods are student-centered and effective in increasing student learning, higher-order thinking, and cognitive reasoning. − Studies comparing inquiry-based to traditional laboratory activities reveal increased academic achievement in students involved in the inquiry experience. , Furthermore, students undertaking inquiry-based activities demonstrate higher confidence in the laboratory and in conducting research. ,, In these studies, inquiry-based learning also improved students’ problem-solving abilities and sense of self-efficacy …”

Designing and Developing High School Student Activities to Understand Chelating Action by Foam Properties

“…Scientific literature documents several guided inquiry activities based mainly on experiments carried out involving upper-level high school students, for example, about elastomers or silica aerogels . Other guided inquiry-based activities have been realized in virtual environments .…”

Pre-College Robotics: Best Practices for Adapting Research to Outreach

“…Soft robotics has been seen as an emerging field for engaging young students in STEM activities [5 -7] The new, soft materials [8] and open-source designs make it an accessible field to young children [9]. Additionally, recent work has highlighted the opportunities for soft robotics to attract a diversity of students to participate [9,10].…”

“…The research team utilized the AEIOU Observational framework as previously implemented [8] (See Table 1).…”

“…At Event 1, the research team member in the observer role took notes on a tablet as community members visited the booth. The grade ranges for data collection were K-3, 4-6, and middle school (7)(8). During observations, it was noted if visitors were in a group, if they worked on their own, or if they received caregiver help.…”