Summary

In this project, students will be able to understand the progression of development of an everyday product and display their knowledge through a creative video. They will investigate the history and chemical composition of the product through the present day. The students will then suggest an innovation about how the product can be altered in the future to improve society.

Grade Level

High School

NGSS Alignment

This project will help prepare your students to meet the performance expectations in the following standards:

• HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
• Scientific and Engineering Practices:
  • Obtaining, Evaluating, and Communicating Information
  • Constructing Explanations and Designing Solutions

Objectives

By the end of this project, students should be able to

• Connect the chemical and physical properties of the product with its chemical structure and composition.
• Understand the progression of how this product came to be useful in current society.
• Effectively work in a team to suggest modifications that can be made to the product for better use in the future.

Chemistry Topics

This project supports students’ understanding of

• Material Science
• Chemical composition
• Chemical structure
• Chemical properties
• Physical properties
• History
• Bonding
• Polymers
• Real-world chemistry

Time

Teacher Preparation: 30 minutes to read project, make modifications, and photocopy

Lesson: 10 hours outside of class spread over 3-4 weeks

Materials

• Access to the Internet and the ability to make a video
• Student project sheet

Safety

• No specific safety precautions need to be observed for this project.

Teacher Notes

• Teacher should have previously taught the necessary chemistry concepts as described in the above topics list.
• If this project is to be completed outside of class, teachers should give students 3-4 weeks to work on it. It is up the discretion of the teacher as to whether or not class time is available to work on the project.
• Teacher should provide a product list to students (sample list included below) but will need to decide whether or not students are limited to the supplied product list or are permitted to brainstorm another product for teacher approval.
  • Paint: used in art
  • Paint: interior
  • Paint: exterior
  • Personal care: deodorant
  • Personal care: toothpaste
  • Cleansers: soap, body wash, etc.
  • Cleansers: household (ex: 409, bleach, Windex)
  • Hair product: shampoo
  • Hair product: dye
  • Fuel: automobile
  • Fuel: airplane
  • Fuel: household lighting
  • Cosmetics: nail polish
  • Cosmetics: make-up
  • Construction materials: road
  • Construction materials: building
  • Fragrances: perfume and cologne
  • Fragrances: air freshener
  • Electronics: battery
  • Electronics: computer chip
  • Inks: tattoo
  • Inks: writing

• Possible project extensions
  • Past:
    • Include Lewis/VSEPR structure and polarity, if known, for each iteration
    • Discuss the interactions between substances in the product and how they give rise its properties
  • Present:
    • Include polarity of selected essential compound in product
  • Peer commentary:
    • Each student can view two videos and write a journal entry comparing the two: evaluating pros, cons, insights, etc.
• Possible project modifications
  • Past:
    • Could do two iterations of product instead of three
  • Students could do an oral report and/or slide presentation instead of a video.
• Teacher may decide to have each student group check-in with them periodically throughout the project to make sure that each group is on task.

• Students are encouraged to work in small groups to simulate real-world collaboration in industry; however, teachers must do what is best for their students. In some cases, students may not agree on a topic or may not be available to meet outside of class with team members, so the project may need to be completed individually.
• The Department of Health & Human Services website lists ingredients for thousands of household products. It will be most useful for the “present” portion of the project.