Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
Introduction to Engineering: 1.A.III
Chemical Engineering
Grade Level
1
Sessions
Session I: What do chemical engineers do? – 25 minutes
Session II: Slime – 45 minutes
N/A
Whole class
N/A
Skills of Inquiry
2. Tell about why and what would happen if?
6. Discuss observations with others.
Technology/Engineering
1. Materials and Tools
1.3 Identify and describe the safe and proper use of tools and materials to
construct simple structures
01.SC.IS.02
01.SC.IS.06
01.SC.TE.03
Chemical engineer, slime
Seasonality
Instructional Mode(s)
Team Size
MA Frameworks
WPS Benchmarks
Key Words
Summary
This lesson will teach students about chemical engineering. They will learn what
chemical engineers do and each student will get to make their own slime to
demonstrate a chemical process.
Learning Objectives
Massachusetts Frameworks for Grades Pre K-2
Skills of Inquiry
2. Tell about why and what would happen if?
6. Discuss observations with others.
Technology/Engineering
1. Materials and Tools
1.3 Identify and describe the safe and proper use of tools and materials to
construct simple structures
2002 Worcester Public Schools (WPS) Benchmarks for Grade 1
01.SC.IS.02 Tell about why and what would happen if?
01.SC.IS.06 Discuss observations with others.
-1-
Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
01.SC.TE.03 Identify and describe the safe and proper use of tools and materials
(e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct
simple structure.
Additional Learning Objectives
1. Know what chemical engineers do.
Required Background Knowledge
1. Introduction to engineering – Sparky’s Engineer 1.A.I
Essential Questions
1. What is a chemical engineer?
2. What types of problems do chemical engineers help to solve?
3. What do chemical engineers make?
Introduction / Motivation
Ask students if they can remember what a chemical engineer is. See if any of the
students can give examples of what types of problems they solve or things they
make.
Procedure
Session I: What do chemical engineers do? – 25 minutes
Instructor preparation:
1. Print out the attached pictures of an air filter, frozen pipes, and a rocket.
2. Photocopy one “What Do Chemical Engineers Do?” handout for each
student.
The instructor will:
1. Show the attached pictures of an air filter, frozen pipes, and a rocket. For
each picture have the students identify what the object is and what it is
used for.
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Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
2. Explain that chemical engineers help design rocket fuel, pipes that don’t
freeze in the winter, and air filters to make the air cleaner. They also help
to make plastics and create new pollution control technologies.
3. Distribute the “What Do Chemical Engineers Do?” handout to students
and have them complete it.
4. Review the handout with students to ensure that they understand what
chemical engineers do.
Session II: Slime – 45 minutes
Instructor preparation:
1. Gather water, glue, Borax, gloves, measuring cups, tablespoon, plastic
spoons, plastic sandwich bags, and containers for students. Each student
will need 2 containers. The containers should be labeled “A” and “B” or
should be different colors and should be at least 1 cup in size. Yogurt cups
or other similar containers work well.
2. Measure out ¼ tablespoon of Borax for each student and place it in
container “A”.
The instructor will:
1. Distribute water, glue, measured Borax, gloves, plastic spoon, plastic
sandwich bag, and two separate containers to each student. Distribute 1
measuring cup for every 3-4 students.
-3-
Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
2. Have the students put on their gloves.
3. Have the students measure 2 ounces (1/4 cup) of water and pour it into
container “A”. Instruct the students to use the plastic spoon to dissolve the
Borax into the water.
4. Instruct the students to measure 1 ounce (1/8 cup) of water and pour it into
cup “B.” Have them measure 1 ounce of glue (1/8 cup) and also pour it into
cup “B.” Use the spoon to scrape out any excess glue from the measuring
cup. Have the students stir the water/glue mixture until the glue is
dissolved.
5. If using food coloring, add the color of the student’s choice to cup “A” for
each student.
6. Instruct the students to pour the contents of cup “A” into cup “B” and stir.
Slime should start to develop.
7. Once no more slime is being formed, instruct students to take off their
gloves and take the slime out of the container. They should play with it with
their hands. It may be watery and sticky at first, but it will be more of a putty
consistency once it has been handled for a few minutes.
8. Have students store the slime in the plastic sandwich bag.
Materials List
Materials per class
Pictures of what chemical
engineers make
Food coloring
Measuring cup
Materials per student
Water
Water
Borax
Glue
Plastic sandwich bag
“What Do Chemical
Engineers Do?” handout
Gloves
Amount
Location
One
Attachment section
Per teacher’s
discretion
1 for every 3-4
students
Craft store/Grocery store
Grocery store
Amount
Location
2 ounces per student
1 ounce per student
1/4 Tbsp. per student
1 ounce per student
1 per student
1 per student
Sink
Sink
Grocery store
Craft store
Grocery store
Attachment section
2 per student
Craft store
-4-
Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
Container (approximately 1
cup in size)
2 per student
Craft store/Grocery store
Vocabulary with Definitions
1. Chemical Engineer – a person who design filters to make the air cleaner
for us to breathe, use chemicals to make rocket fuel, and develop pipes
that don’t freeze in the winter.
Assessment / Evaluation of Students
The instructor may assess the students in any/all of the following manners:
1. Ask questions about what chemical engineers do.
2. Ask questions regarding what would happen if you added too much of
water/Borax or water/glue mixtures. Would it be the same consistency?
Would it be more wet or more dry?
Lesson Extensions
None
Attachments
1. Air filter picture
2. Frozen pipes picture
3. Rocket picture
4. “What Do Chemical Engineers Do?” worksheet
5. Slime recipe
Troubleshooting Tips
None
Safety Issues
Students should be supervised at all times.
Additional Resources
None
References for Lesson Plan Ideas
Slime
-5-
Partnerships Implementing Engineering Education
Worcester Polytechnic Institute – Worcester Public Schools
Supported by: National Science Foundation
http://www.madsci.org/experiments/archive/878680114.Ch.html
References for Pictures
Air filter unit
http://www.oreck.com/air-purifiers/air8.cfm?keycode=CK690
Air filter
http://www.pall.com/images/Pall_Cabin_Air_Flt.jpg
Frozen pipes
http://www.jetterclean.com/images/kasota-pipe2.jpg
Rocket
http://voyager.jpl.nasa.gov/mission/images/rocket.jpg
Plastic, Car, Buildings, Pipes, X-Ray, Light Bulb, Rocket, and Computer Microsoft Word – Clip Art
Key Words
Chemical engineer, slime
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What Do Chemical Engineers Do?
Name: __________________________________
Directions: Below are 8 objects. Circle the ones that
chemical engineers help make.
Plastic
Car
Buildings
Pipes
X-Ray
Rocket Fuel
Light bulb
Computers
Slime Recipe
(http://www.madsci.org/experiments/archive/878680114.Ch.html)
Materials:
1.
2.
3.
4.
5.
6.
¼ tablespoon Borax
2 containers (that will fit at least 1 cup in volume)
3 ounces of water (1/4 cup + 1/8 cup = 3 ounces)
1 ounce of glue (1/8 cup)
Food coloring (optional)
Plastic spoon
Procedure:
1. Measure out ¼ tablespoon of Borax and place in container “A”.
2. Measure 2 ounces (1/4 cup) of water and pour it into container “A”. Use
the plastic spoon to dissolve the Borax into the water.
3. Measure 1 ounce (1/8 cup) of water and pour it into cup “B.” Measure 1
ounce of glue (1/8 cup) and also pour it into cup “B.” Use the spoon to
scrape out any excess glue from the measuring cup. Stir the water/glue
mixture until the glue is dissolved.
4. If using food coloring, add the color to cup “A” and stir.
5. Pour the contents of cup “A” into cup “B” and stir. Slime should start to
develop.
6. Once no more slime is being formed, take the slime out of the
container. Play with the slime with your hands. It may be watery and
sticky at first, but it will be more of a putty consistency once it has
been handled for a few minutes.
7. Store the slime in the plastic sandwich bag.