Rayon from Dryer Lint: A Demonstration

Knopp, Michael A.

doi:10.1021/ed074p401

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…After this theoretical presentation aimed at providing a better background knowledge of this very important sector of modern chemistry (16 ), the related experiment is then presented and performed. It is the preparation of a rayon fiber according to the historical procedure using the so-called Schweizer reagent, starting from materials of plant origin based on cellulose, such as cotton or paper (17).…”

Section: Plants and Fibersmentioning

confidence: 99%

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

et al. 2002

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Section: Plants and Fibersmentioning

confidence: 99%

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

et al. 2002

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“… 1 − 3 Here, an industrially important and large-volume fiber spinning process is incorporated into a project in chemistry and engineering education aiming to provide project topics that have a bearing on current industrial settings. In contrast to previous reports on demonstrating cuprammonium-based rayons in a high school laboratory project 4 where the experiments were proposed to be conducted by an instructor, 5 here we present a procedure that can be fully or partly executed by students.…”

Section: Introduction and Relevance Of The Technical Topicmentioning

confidence: 99%

“…Project-based and inductive learning are typically implemented to increase the engagement of students in learning via tasks that mimic real-world problems with a non-school-like agenda and technological challenges that are relevant in industry. − Here, an industrially important and large-volume fiber spinning process is incorporated into a project in chemistry and engineering education aiming to provide project topics that have a bearing on current industrial settings. In contrast to previous reports on demonstrating cuprammonium-based rayons in a high school laboratory project where the experiments were proposed to be conducted by an instructor, here we present a procedure that can be fully or partly executed by students.…”

Section: Introduction and Relevance Of The Technical Topicmentioning

confidence: 99%

Chemical Engineering Laboratory Projects in Student Teams in Real Life and Transformed Online: Viscose Fiber Spinning and Characterization

et al. 2021

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Chemical engineering education comprises a complexity of technical skills that include learning processes that are currently relevant in industry. Despite being a rather old industrial process, the manufacturing of viscose fibers still accounts for the major fraction of all human-made cellulosic fibers worldwide. Here we describe a laboratory setup to introduce chemistry and engineering students into the principles of cellulose fiber spinning according to the viscose process. The setup for fiber spinning is kept simplistic and allows the experiments to be performed without professional spinning equipment. However, all of the steps are performed analogously to the industrial process. The professional setting in process and chemical engineering involves work on projects and in teams. Hence, we have incorporated the fiber spinning laboratory experiment in the context of working in teams on projects. We will also present our experience on transferring a real-life laboratory experiment online, as this is required at times that online education is preferred over real-life teaching.

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The experience of introducing 8–10 y.o. children into chemistry

Zhilin

2019

Chemistry Teacher International

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The experience of introducing 8–10 y.o. children is described and reflected in connections with modern education theories and approaches. The cognitive, psychomotor and affective outcomes were evaluated by (a) observation of the children in the laboratory and (b) individual interviews. Eight to ten y.o. children can be introduced into chemistry by quite complicated hands-on activity. The experiments should be quite bright, a little risky and employ different equipment. Such skills as dissolution, heating, weighting, grinding, filtering, boiling can be developed, at first – one at a time and then – in combinations. The initial instructions should be given in the way “do as I do”. Theoretical discussions should be restricted. In this age children do not ask questions “why” that makes inquiry-based learning impossible. Thus the main developmental purpose for this age should be maintaining interest to chemistry, developing observational and procedural skills and accumulating experience that would serve as groundwork for further studying chemistry.

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Rayon from Dryer Lint: A Demonstration

Cited by 3 publications

References 2 publications

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

Chemical Engineering Laboratory Projects in Student Teams in Real Life and Transformed Online: Viscose Fiber Spinning and Characterization

The experience of introducing 8–10 y.o. children into chemistry

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