Science education must continuously look for opportunities to excite and challenge a student population that is extremely diversified. There is strong competition for the discretionary time students have from the television, computers, and video games. For many students, educational institutions have lost opportunities to "hook" students on science.

Students must see relevance in their learning to the real world. Material Science offers a wonderful opportunity for students to see far beyond relevance and move to application in their own lives. Material Science address the needs of the kinesthetic, visual, and auditory learner through hands on teaching of science that increases understanding and questioning by students. It allows students to develop interpersonal skills, cooperation, and team work. Communication ability naturally increases as students articulate about their project with their team and individually, in both oral and written formats.

Materials Science at the High School level can reach more students because it is not dependent upon math or vocabulary for success. These areas naturally increase as they desire to know and see application. It allows a high percentage of success in many areas for diverse population to increase self-esteem and self-image. As students begin to feel a sense of belonging to a community they are willing to accept more risk taking.

Material Science is a course that requires a higher budget due to consumable products. However, if science classes were teaching "real hands on science", then they would also require more financial support to compensate for consumable products. Despite the financial requirements and potential safety risk, Material Science is real science that makes sense. I look forward to the opportunity to teach Material Science in the near future.

Students will be introduced to polymers, both natural and synthetic.

They will examine several types of plastic products and determine physical and chemical properties that allow for the identification of type. In this investigation students will be able to identify thermoplastics and thermosets through flame testing and property identification.

Students will be able to discuss the advantages and disadvantages of plastic materials. Students will identify the importance of plastic in manufacturing, transportation, product consumption, and final disposal. Finally, will be a discussion of the products that can be recycled and management in various States.

Students will understand the difference between thermoplastics and thermosets. They will know the types of plastics that are recyclable and those that have limited disposal options. Students will improve observation, communication, analysis, and teamwork skills.

Students will be able to articulate the different types of plastic products and describe some functions. Students will be able to identify at least six plastic products through flame testing results. Students will be able to determine products that are not well suited for dropping from one meter. They will be able to determine how packaging can influence total product performance.

7/1997 : Identification of project

8/1997: Integrate into curriculum

9/1997: Establish scoring guides

10/1997: Teach preliminary information for lab

11/1997: Do lab: Plastic Identification

12/1997: Prepare preliminary report

05/1998: Final Report to University of Washington

September 1997: Students collect plastic products from home to bring to class.

October 1997: Students are introduced to plastics

November 1997: Do plastic identification lab, identify recyclable products

Joan L. Marshall
jmarsha1@esd113.wednet.edu
Internet access through ESD #113
4307 Sleater Kinney RD NE
Olympia, WA 98506

Word 97 doc file of this project:  marshall.doc