In class we watched a video called Trinity and Beyond for an introduction to atomic bombs. We got to know some science behind the bombs and some of the history of how and why they got started.
In 1939, Albert Einstein alerted President Roosevelt of activity in Europe. Some one was beginning to develop a bomb. Roosevelt took immediate precaution.
Before any bombs were exploded, they blew up 100 tons of dynamite.
The TNT was nowhere close to the force of the first atomic bomb. The first atomic bomb created a crater
Trinity: the first atomic bomb was exploded in July of 1945
Bombs were made of different materials. The little boy was simple and made with uranium. The fat man was a more efficient bomb made of plutonium. Plutonium encased the initiator. The plutonium was encased in lots of lenses. This made the plutonium implode. The uranium explodes and plutonium implodes.
In Hiroshima there were 7000 dead, and in Nagasaki there was 42000 deaths.
Baker was detonated 90 ft under water. It was catastrophic. It forced the Saratoga to sink to the bottom of Bikini Bay.
As a result of baker's huge explosion, a deeper under water test, codenamed Charlie, was canceled.
Operation Sandstone was to test new weapon designs. One bomb was a 37 kiloton explosion. A man passed the original designs to the Russians.
Ranger-Able was 1 kiloton, and in 1951 Easy was 47 kilotons and Item was 45 1/2 kilotons. George was about 225 kilotons.
Scientists found that by burning a capsule inside the bomb acted as an initiator. It doubled the reaction of the bomb.
Then scientists invented the Hydrogen bomb. they used liquid hydrogen to make the explosion and it created so much heat that it incinerated everything.
Ivy Mike was the first full-scale test and was an enormous explosion. It was 10 megatons. It entirely destroyed the lab building that it was built inside.
Encore was a 27 megatons(?) and was tested in the same area as Grable. Grable was 15 kilotons. It did more damage than Encore and had a funny wave pattern. While Encore hardly damaged a jeep, Grable ripped the jeep apart. Grable was shot from a cannon and detonated in the sky.
In 1950 Castle Bravo detonated and was 15 megatons. It stripped the island of vegetation and made a crater 1 1/2 miles across.
The deep sea test was finally conducted.
Cherokee was 3.8 megatons, was detonated in 1956, and was the first plane-dropped Hydrogen bomb.
Lots of other tests were conducted. One of these was Monster Bomb. It was a 57 megaton Hydrogen bomb. It was the largest neuk weapon ever built. It was detonated it in the sky and its detonation went against the UN's rules. This started a weapon war. Atmosphere tests were banned because they interrupted radio waves.
Tuesday, December 20, 2011
Thursday, December 8, 2011
ASU Chemistry Lab Reflection
Today we went to ASU to see their chemistry stuff. We got to see several demonstrations. The first few demonstrations included a strobe light, nitrogen, a ball, and even a hover craft.
The first one was she put a racket ball ball in liquid nitrogen. She left it there while she did a few other demonstrations. After a few demonstrations, which I will talk about in a minute, she took the ball out and dropped it on a steel sheet. It burst into a million pieces. The ball had momentarily chemically changed to glass. As soon as she took it out it started changing back again, but she dropped it before it acted like rubber.Below is a picture of the broken ball. Even if put back together, it isn't going to ricochet again.
Another experiment was when she took a strobe light and shone it on a fan that was on high. the lights were off and she messed with the strobe light changing how fast it flashed. She changed it so we could see individual petals and then individual colors, which there were to many fan blades and then she made it so we could see each blade with each individual color.
Then she plugged a huge circle in the wall. It was a hover craft which I got to stand on. It raised a few inches off the floor. At first I was unstable and had to hold onto someone for support. After I regained my stability I was perfectly fine. It was extremely fun. The reason it works is because of eight or so holes on the bottom that the air is forced to exit through. It hits the floor and spreads out evenly.
After that we got to look at an electron microscope. The man in charge showed us several different pieces of the electron microscope. He explained how different things effected the image of the molecules you were looking at. The molecules were coded in white, black, and gray. The black ones were gold, and the light gray that looked like ripples in the sand.
Then we got to visit the glass blower. She can make practically anything out of glass. Her job is to make things for the people who need special parts for their experiments. They are custom made to fit the needs of the person. She uses special "sunglasses" so she can see her work and not just the flame. The glass comes to her in tubes and she melts certain sections of the tube to make them mold-able. She took one open end and blew into it. The part she heated up swelled and became a big bulb shape. She made a swan for Ms. Leland and one for Ms. Binder. She poured green food coloring-water in it and now it also serves as a barometer. When water goes up the neck, a storm is approaching.
After that we went and looked at a pressure demonstration. The man there explained pressure and vacuums. He used a vacuum to crush an aluminum can, and then a 2 liter bottle. He was able to manually blow the bottle back up. There were three balloons in a circular flask. They were tied off with only a little bit of air inside. He hooked it up to a vacuum and the balloons expanded like you were blowing them up. When he romoved the vacuum they shrunk back to their normal size. He then put some marshmallows in a flask. He vacuumed the air out. The marshmallows swelled and then shrank back to normal size. He turned the vacuum off and the marshmallows shriveled up. He pulled one out and let us feel it. It had a texture close to that of chewing gum. He then pulled out a pressure gauge. He attached it to the vacuum and the gauge dropped to 0. He then attached it to a hand pump. Several kids, including me tried to get the gauge to 0. I got it to 2. A couple of kids got 1 1/2. He then told us it wasn't possible for a human to reach 0.
We migrated back down some halls to another room. The man in charge reminded us how electricity worked. He had us hold hands and form a circle. He had another kid put their hand on an electricity generating ball and stick their other elbow out behind them. The instructor then put his elbow next to the kids and a shock stung my wrists. I yelped and let go of the chain. I had just gotten shocked by 50,000 volts. He did it a second time but I stay ed out. Another girl said it hadn't hurt but when she got it first hand she was rubbing her wrists. The second time everyone yelped and jumped back. When people held their hand next to it it looked like it was shooting little beams at them.
We then traveled to room 103 and ate lunch They gave us each a cookie and two of the college students answered our questions about college. We had to travel outside to finish lunch so that the mathematics people could use it.
We then visited an amphitheater shaped place. The professor showed us several experiments that involved chemicals. He took a piece of dry ice and put it in a flask with a balloon attached to it. He corked the flask and the balloon slowly inflated. Every once in a while he would open the cork and release some air. Over all it was a great and fun experience.
The first one was she put a racket ball ball in liquid nitrogen. She left it there while she did a few other demonstrations. After a few demonstrations, which I will talk about in a minute, she took the ball out and dropped it on a steel sheet. It burst into a million pieces. The ball had momentarily chemically changed to glass. As soon as she took it out it started changing back again, but she dropped it before it acted like rubber.Below is a picture of the broken ball. Even if put back together, it isn't going to ricochet again.
Another experiment was when she took a strobe light and shone it on a fan that was on high. the lights were off and she messed with the strobe light changing how fast it flashed. She changed it so we could see individual petals and then individual colors, which there were to many fan blades and then she made it so we could see each blade with each individual color.
Then she plugged a huge circle in the wall. It was a hover craft which I got to stand on. It raised a few inches off the floor. At first I was unstable and had to hold onto someone for support. After I regained my stability I was perfectly fine. It was extremely fun. The reason it works is because of eight or so holes on the bottom that the air is forced to exit through. It hits the floor and spreads out evenly.
After that we got to look at an electron microscope. The man in charge showed us several different pieces of the electron microscope. He explained how different things effected the image of the molecules you were looking at. The molecules were coded in white, black, and gray. The black ones were gold, and the light gray that looked like ripples in the sand.
Then we got to visit the glass blower. She can make practically anything out of glass. Her job is to make things for the people who need special parts for their experiments. They are custom made to fit the needs of the person. She uses special "sunglasses" so she can see her work and not just the flame. The glass comes to her in tubes and she melts certain sections of the tube to make them mold-able. She took one open end and blew into it. The part she heated up swelled and became a big bulb shape. She made a swan for Ms. Leland and one for Ms. Binder. She poured green food coloring-water in it and now it also serves as a barometer. When water goes up the neck, a storm is approaching.
After that we went and looked at a pressure demonstration. The man there explained pressure and vacuums. He used a vacuum to crush an aluminum can, and then a 2 liter bottle. He was able to manually blow the bottle back up. There were three balloons in a circular flask. They were tied off with only a little bit of air inside. He hooked it up to a vacuum and the balloons expanded like you were blowing them up. When he romoved the vacuum they shrunk back to their normal size. He then put some marshmallows in a flask. He vacuumed the air out. The marshmallows swelled and then shrank back to normal size. He turned the vacuum off and the marshmallows shriveled up. He pulled one out and let us feel it. It had a texture close to that of chewing gum. He then pulled out a pressure gauge. He attached it to the vacuum and the gauge dropped to 0. He then attached it to a hand pump. Several kids, including me tried to get the gauge to 0. I got it to 2. A couple of kids got 1 1/2. He then told us it wasn't possible for a human to reach 0.
We migrated back down some halls to another room. The man in charge reminded us how electricity worked. He had us hold hands and form a circle. He had another kid put their hand on an electricity generating ball and stick their other elbow out behind them. The instructor then put his elbow next to the kids and a shock stung my wrists. I yelped and let go of the chain. I had just gotten shocked by 50,000 volts. He did it a second time but I stay ed out. Another girl said it hadn't hurt but when she got it first hand she was rubbing her wrists. The second time everyone yelped and jumped back. When people held their hand next to it it looked like it was shooting little beams at them.
We then traveled to room 103 and ate lunch They gave us each a cookie and two of the college students answered our questions about college. We had to travel outside to finish lunch so that the mathematics people could use it.
We then visited an amphitheater shaped place. The professor showed us several experiments that involved chemicals. He took a piece of dry ice and put it in a flask with a balloon attached to it. He corked the flask and the balloon slowly inflated. Every once in a while he would open the cork and release some air. Over all it was a great and fun experience.
Tuesday, December 6, 2011
Sodium Silicate Polymer Lab
Question: How will this polymer compare to the previous polymer?
Hypothesis: It will be more liquid-like.
Materials:
Sodium Silicate solution, 12 mL
Ethyl alcohol, 3 mL
2 small beakers
stirring rod
paper towels
safety goggles
graduated cylinder
Procedures:
Figure out the question and form a hypothesis. Measure 12 mL of Sodium silicate solution into the graduated cylinder. Pour the Sodium silicate solution into one of the small beakers. Make sure not to let it come in contact with any skin. Place 3 mL of ethyl alcohol in the other small beaker. Then, pour the alcohol into the sodium silicate. Immediately start stirring with the stirring rod. Stir vigorously until the liquids are completely gone and all that is left is a solid. Remove the solid and roll into a ball. Experiment and have fun. Form a conclusion.
Results:
When creating the polymer I followed the procedures as listed above. The following are diagrams of what happened when we followed the procedures.
Hypothesis: It will be more liquid-like.
Materials:
Sodium Silicate solution, 12 mL
Ethyl alcohol, 3 mL
2 small beakers
stirring rod
paper towels
safety goggles
graduated cylinder
Procedures:
Figure out the question and form a hypothesis. Measure 12 mL of Sodium silicate solution into the graduated cylinder. Pour the Sodium silicate solution into one of the small beakers. Make sure not to let it come in contact with any skin. Place 3 mL of ethyl alcohol in the other small beaker. Then, pour the alcohol into the sodium silicate. Immediately start stirring with the stirring rod. Stir vigorously until the liquids are completely gone and all that is left is a solid. Remove the solid and roll into a ball. Experiment and have fun. Form a conclusion.
Results:
When creating the polymer I followed the procedures as listed above. The following are diagrams of what happened when we followed the procedures.
This is a diagram of what it looked like when I was pouring both the alcohol and the sodium silicate solution. I then poured the liquid from the graduated cylinder into one of the small beakers.
I then had 2 beakers, each with either sodium silicate solution or ethyl alcohol in them.
We then stirred vigorously after pouring the alcohol into the sodium silicate solution.
The substance started to clump up together around the stirring rod.
We then placed the ball in the palm of our hand and used the other one to form a ball. We did several bounce tests. Each time we dropped it, small pieces broke off of it. I accidentally crushed the ball in my hand. It became a crumbly mess.
Below is a venn diagram comparing this polymer to the polymer from the previous polymer we created using glue and borax.
Conclusion:
I think that even though my hypothesis was incorrect that this lab was a lot of fun. Just because both reactants were composed of liquids doesn't make the end result a liquid or even necessarily liquidly. If I were to do this again I would use greater quantities. I would make a larger ball and experiment for a longer amount of time.
Maybe next time I would see how different amounts of each, not in a ratio, would change the substance. It might become something entirely different from the polymer we created with the specific quantities. It might stay a liquid, or maybe, by some odd chance, become a gas. Different quantities could certainly change the out come of this experiment.
Thursday, December 1, 2011
Polymer Scavenger Hunt
A plastic is a polymer, which is something made of many units similar to a chain. Each link in the chain is the “mer” or basic unit that is usually made out of carbon, oxygen, hydrogen, and/or silicon. Many links are hooked or “polymerized” together to make the chain.
Many common classes of polymers are composed of hydrocarbons, which contain the elements hydrogen and carbon. Seven other elements also found in polymers include: oxygen, chlorine, fluorine, nitrogen, silicon, phosphorous, and sulfur.
One of the most famous silicon-based polymers is Silly Putty. There are quite a few general attributes of polymers. They are very resistant to chemicals, can be thermal and electrical insulators, are light in mass with varying degrees of strength. and they can be processed in various ways to produce thin fibers or even very intricate parts.
9.9% of our trash are plastics. WTE stands for waste-to-energy. Two benefits of WTE include: we can use plastics that can’t be recycled, and when we incinerate polymers it produces heat.
Below is a list of polymers, when they were developed and who developed them (last name).
Rayon – Developed in 1891 by Bernigaut
Silly Putty - Developed in 1949 by Wright
Cellophane - Discovered in 1900 by Brandenberger
Polyethylene – Developed in 1936 by Fawcett & Gibson
Nylon - Developed in 1939 by Carothers
Bakelite - Developed in 1907 by Baekeland
Velcro - Developed in 1957 by Maestral
Saran - Discovered in 1933 by Wiley
PVC (Vinyl) – Developed by Simon
Parkesine - Discovered in 1862 by Parker
Teflon – Discovered in 1938 by Plunkett
Celluoid - Developed in 1869 by Hyatt
The following polymers are listed from the oldest discoveries to the most recent.
1 Parkesine
2 Celluoid
3 Rayon
4 Cellophane
4 Bakellite
5 Saran
6 Polyethylene
8 Teflon
9 Nylon
10 Silly Putty
11 Velcro
Plastics have shaped our modern world. The word plastic was derived from the Greek word plasticos, which means to mold, because plastics are mold-able and soft. Plastics are synthetic polymers.
The definition of a monomer is: the building blocks for making polymers. A polymer is defined as: many monomers that are joined together in chains. Organic material is defined as: carbon compounds.
When you make plastic, you start with crude oil, which contains hundreds of different different hydrocarbons. An oil refinery separates the materials in the oil to break down large hydrocarbons into smaller ones. Then a petrochemical plant receives the refined oil and create polymers out of the small monomers through chemical reactions. After that the plastic factories buy the end product of the petrochemical plant, the polymers in the form of resins. They change them to what they want them to be, and then create the final form for the plastic.
Plastics are polymers, but polymers don’t have to be plastics. It is not true that cellulose and DNA are plastics. They are polymers, but are not plastics. Some natural polymers are silk, wool, cotton, and leather.
Plastics are categorized into two groups, thermoplastics and thermosets.
Thermoplastics Thermosets
On a virtual polymer creator we used ethylene to make the polymer. There were 2 carbon and 4 hydrogen atoms. The initiator started the process.
I played some matching games, first the breakfast matching and then matching polymers. Below are my
Breakfast Game– 1st Try = 9588 2nd Try = 9632 3rd Try = 9608
Polymer Game - – 1st Try = 9615 2nd Try = 9621 3rd Try = 9379
Many common classes of polymers are composed of hydrocarbons, which contain the elements hydrogen and carbon. Seven other elements also found in polymers include: oxygen, chlorine, fluorine, nitrogen, silicon, phosphorous, and sulfur.
One of the most famous silicon-based polymers is Silly Putty. There are quite a few general attributes of polymers. They are very resistant to chemicals, can be thermal and electrical insulators, are light in mass with varying degrees of strength. and they can be processed in various ways to produce thin fibers or even very intricate parts.
9.9% of our trash are plastics. WTE stands for waste-to-energy. Two benefits of WTE include: we can use plastics that can’t be recycled, and when we incinerate polymers it produces heat.
Below is a list of polymers, when they were developed and who developed them (last name).
Rayon – Developed in 1891 by Bernigaut
Silly Putty - Developed in 1949 by Wright
Cellophane - Discovered in 1900 by Brandenberger
Polyethylene – Developed in 1936 by Fawcett & Gibson
Nylon - Developed in 1939 by Carothers
Bakelite - Developed in 1907 by Baekeland
Velcro - Developed in 1957 by Maestral
Saran - Discovered in 1933 by Wiley
PVC (Vinyl) – Developed by Simon
Parkesine - Discovered in 1862 by Parker
Teflon – Discovered in 1938 by Plunkett
Celluoid - Developed in 1869 by Hyatt
The following polymers are listed from the oldest discoveries to the most recent.
1 Parkesine
2 Celluoid
3 Rayon
4 Cellophane
4 Bakellite
5 Saran
6 Polyethylene
8 Teflon
9 Nylon
10 Silly Putty
11 Velcro
Plastics have shaped our modern world. The word plastic was derived from the Greek word plasticos, which means to mold, because plastics are mold-able and soft. Plastics are synthetic polymers.
The definition of a monomer is: the building blocks for making polymers. A polymer is defined as: many monomers that are joined together in chains. Organic material is defined as: carbon compounds.
When you make plastic, you start with crude oil, which contains hundreds of different different hydrocarbons. An oil refinery separates the materials in the oil to break down large hydrocarbons into smaller ones. Then a petrochemical plant receives the refined oil and create polymers out of the small monomers through chemical reactions. After that the plastic factories buy the end product of the petrochemical plant, the polymers in the form of resins. They change them to what they want them to be, and then create the final form for the plastic.
Plastics are polymers, but polymers don’t have to be plastics. It is not true that cellulose and DNA are plastics. They are polymers, but are not plastics. Some natural polymers are silk, wool, cotton, and leather.
Plastics are categorized into two groups, thermoplastics and thermosets.
Thermoplastics Thermosets
| Can it be shaped? | yes | no |
| Analogy | When ice is heated, it melts. When thermoplastics are heated, they melt. | Just like a raw egg can become a boiled egg, a scrambled egg, etc; a thermoset can become many different things. |
| Strong or weak bonds | weak, connected, linear, bonds | strong, cross-linked bonds |
| Uses | There are many different uses including food wrap, food containers, lighting panels, and garden hoses. | Thermosets are used for things that can be heated up such as kitchen spatulas, and other kitchen tools. They are also in glues and circuitboards. |
| Recyling: Easy or Hard? | Easy because they can be molded into different shapes. | Hard because they have to be crushed to create powder which can be used for other thermosets. |
On a virtual polymer creator we used ethylene to make the polymer. There were 2 carbon and 4 hydrogen atoms. The initiator started the process.
I played some matching games, first the breakfast matching and then matching polymers. Below are my
Breakfast Game– 1st Try = 9588 2nd Try = 9632 3rd Try = 9608
Polymer Game - – 1st Try = 9615 2nd Try = 9621 3rd Try = 9379
Polymers, Polymers, and More Polymers! (Polymer Lab)
Question: What happens when you mix Elmer's Glue and Borax?
Hypothesis: I think that the solution will become a polymer.
Here's a list of the materials you need
- 25 mL Elmer's Glue
- 600 mL beaker
- 250 mL beaker
- spoon/table spoon
- graduated cylinder
- 2 drops food coloring
- 1 tbsp (table spoon) borax powder
- stirring rod
- water
Procedure:
Gather the materials above and set upon a clean level surface. Form a question and hypothesis. Measure 100 mL of water into the 600 mL beaker. Add 1 spoon (tbsp) of borax powder to the 100 mL of water. Stir this solution thoroughly. Measure 25 mL of Elmer's Glue directly into the 250 mL beaker. Add 5 mL of water and 2 drops of food coloring to the 250 mL beaker. Gently stir this solution. Using the graduated cylinder add 40 mL of the borax solution to the glue solution. Stir vigorously. The solution will start to change it's appearance. Pull the new polymer out of the 250 mL beaker and set it on the clean level surface. Dispose of the liquid and runny stuff from the beakers. Experiment with the polymer as desired. Form a conclusion.
Results:
We noticed that the borax would not completely and thoroughly dissolve in the water. What did dissolve dissolved very slowly. When we mixed the borax and glue the solution became a slightly sticky, very slimy, green mess.
Before we added the borax to the glue the glue was slightly runny and a little bit clumpy. After we added the borax it became extremely clumpy and a very slick substance.
My group conducted a series of tests to see what kind of characteristics this polymer had.
Our polymer felt slightly sticky, slimy, and cool. It looked like a deflated balloon. It smelled just like glue. If I were to rate it on its sliminess from 1 to 5, 1 being not slimy and 5 being extremely slimy, I would give it a 5.
When we pocked into it slowly it let our finger through most of the way. When we did a rapid poke it was even harder and seemed to be trying to reject our finger.
When we slowly pulled on the polymer i slowly stretched out. It wasn't very long before it reached it's farthest extent and snapped in half. When we rapidly pulled on our polymer it snapped much faster.
When we rolled the polymer into a ball and set the it on the table it took about 10 sec for the bottom to flatten out.
We dropped our polymer from 30 cm above our table and it bounced quiet well about 5 times.
How is slime visco-elastic?
Slime extremely visco-elastic.
What are the physical properties that change as a result of adding borax to the glue?
It became sort of deflated looking and more of a solid than a liquid.
What would happen if you added more borax?
I think that we would have had a less slimy polymer, and that it would have felt more rubbery.
How does water effect the elasticy? What is elasticy?
Elasticy is when something is stretchable. I think that the water is what may take away from the elasticy.
In this diagram I have circled the repeating unit.
Conclusion:
I think that a polymer is a really interesting thing. I think that if I were to do this again I think I would add more borax. It might make the substance more or less slimy and sleek. It could change the flexibility or the physical appearance.
I am really glad we got to learn about polymers. it was fun to create one. We got an opportunity to do hands on. I might try it at home again.
Hypothesis: I think that the solution will become a polymer.
Here's a list of the materials you need
- 25 mL Elmer's Glue
- 600 mL beaker
- 250 mL beaker
- spoon/table spoon
- graduated cylinder
- 2 drops food coloring
- 1 tbsp (table spoon) borax powder
- stirring rod
- water
Procedure:
Gather the materials above and set upon a clean level surface. Form a question and hypothesis. Measure 100 mL of water into the 600 mL beaker. Add 1 spoon (tbsp) of borax powder to the 100 mL of water. Stir this solution thoroughly. Measure 25 mL of Elmer's Glue directly into the 250 mL beaker. Add 5 mL of water and 2 drops of food coloring to the 250 mL beaker. Gently stir this solution. Using the graduated cylinder add 40 mL of the borax solution to the glue solution. Stir vigorously. The solution will start to change it's appearance. Pull the new polymer out of the 250 mL beaker and set it on the clean level surface. Dispose of the liquid and runny stuff from the beakers. Experiment with the polymer as desired. Form a conclusion.
Results:
We noticed that the borax would not completely and thoroughly dissolve in the water. What did dissolve dissolved very slowly. When we mixed the borax and glue the solution became a slightly sticky, very slimy, green mess.
Before we added the borax to the glue the glue was slightly runny and a little bit clumpy. After we added the borax it became extremely clumpy and a very slick substance.
My group conducted a series of tests to see what kind of characteristics this polymer had.
Our polymer felt slightly sticky, slimy, and cool. It looked like a deflated balloon. It smelled just like glue. If I were to rate it on its sliminess from 1 to 5, 1 being not slimy and 5 being extremely slimy, I would give it a 5.
When we pocked into it slowly it let our finger through most of the way. When we did a rapid poke it was even harder and seemed to be trying to reject our finger.
When we slowly pulled on the polymer i slowly stretched out. It wasn't very long before it reached it's farthest extent and snapped in half. When we rapidly pulled on our polymer it snapped much faster.
When we rolled the polymer into a ball and set the it on the table it took about 10 sec for the bottom to flatten out.
We dropped our polymer from 30 cm above our table and it bounced quiet well about 5 times.
How is slime visco-elastic?
Slime extremely visco-elastic.
What are the physical properties that change as a result of adding borax to the glue?
It became sort of deflated looking and more of a solid than a liquid.
What would happen if you added more borax?
I think that we would have had a less slimy polymer, and that it would have felt more rubbery.
How does water effect the elasticy? What is elasticy?
Elasticy is when something is stretchable. I think that the water is what may take away from the elasticy.
In this diagram I have circled the repeating unit.
What is the structural formula of the polymer circled above?
OH+H3+C2
Circle the Borax linking agent in the diagram below.
This is a diagram of the glue before.
This is a diagram of the glue after adding borax and stirring.
This is what a polymer looks like.
Polymer rolled into a ball.
I think that a polymer is a really interesting thing. I think that if I were to do this again I think I would add more borax. It might make the substance more or less slimy and sleek. It could change the flexibility or the physical appearance.
I am really glad we got to learn about polymers. it was fun to create one. We got an opportunity to do hands on. I might try it at home again.
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