DOCUMENT RESUME

ED 327 734 CE 056 831

TITLE Materials Science and Technology. A Preview of anExemplary High School Course Where Students ExploreNew Frontiers of Scientific and Vocational EducationKnow-How.

INSTITUTION Battelle Pacific Northwest Laboratories, Richland,Wash.; Central Washington Univ., Ellensburg.;Northwest Regional Educational Lab., Portland, Oreg.;Richland School District 400, Wash.

SPONS AGENCY Department of Energy, Washington, D.C.; Office ofVocational and Adult Education (ED), Washington,DC.

PUB DATE Aug 90CONTRACT V199A90105NOTE 31p.; Project also supported by Tri-Cities Area

Vocational Administration. For a related document,see CE 056 832.

PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Ceramics; Cooperative Programs; Curriculum

Development; Education Work Relationship; Glass;Industrial Arts; *Industry; *Integrated Curriculum;Metals; Pilot Projects; Polymers; PostsecondaryEducation; *School Business Relationship; *ScienceEducation; Secondary Education; TechnicalOccupations; Technological Advancement; *Technology;*Vocational Education

IDENTIFIERS *Materials Technology; Partnerships in Education;Technology Education

ABSTRACTA materials science and technology (MST) program was

developed at Richland High School (Washington) and pilot tested atseven sites in Washington and Oregon. The program createdpartnerships between science and vocational education teachers atRichland High and Battelle Pacific Northwest Laboratories, and thenwas expanded to include other high schools, a college, a university,and other industrial laboratories to train teachers to teachmaterials techrology to students. This document describes the programand its pilot sites, provides a course description and coursephilosophy, outlingas course content, lists student learningobjectives, and suggests an instructional approach. (KC)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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UCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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Materials Scienceand Technology

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A preview of an exemplary high schoolcourse where students explore newfrontiers of scientific and vocationaleducation know-how

A cooperative project ofi

Battelle Pacific Northwest LaboratoriesCentral Washington UniversityNorthwest Regional Educational LaboratoryRichland Public SchoolsTri-Cities Area Vocational AdministrationUS. Department of EducationUS. Department of Energy

For further information about this project, contact:

Bruce Hawkins, Project DirectorTri-Cities Vocational Education AdministrationKennewick School District200 S. Dayton StreetKennewick, Washington 99336Phone: (509) 582-1200FAX: (509) 582-1240

Irene D. Hays, ManagerScience Education CenterBattelle Pacific Northwest LaboratoriesP.O. Box 999Richland, Washington 99352Phone: (509) 375-2584FAX: (509) 375-2576

or

Luny McClure, DirectorEducation and Work ProgramNorthwest Regional Educational Laboratory101 S.W. Main Street, Suite 500Portland, Oregon 97204Phone: (503) 275-9596 or (800) 547-6339 ext. 597FAX: (503) 275-9489

1

To arrange a visit to local sites using the MST curriculum, please contact the state department of educationspecialist who is prviding liaison to this effort:

Buck Evans, Program SpecialistTrade, Industrial and Technical and Industrial Arts/TechnologyOffice of State Superintendent of Public InstructionOld Capitol Buildng, MS FG-11Olympia, Washington 98504Phone: (206) 753-5675FAX: (206) 753-6754

Clyde Rasmussen, Specialist, Metals/Appron/Const.Division of Vocational Technical EducationOregon Department of Education700 Pringle Parkway, S.E.Salem, Oregon 97310-0290Phone: (503) 378-5114FAX: (503) 373-7968

March, 1990

Ibis brochure and its contents were developed under a grant from the Department of Education. The percentage

of the total cost of this project which will be financed with Federal money is 80%. The dollar amount of Federal

funds for the project is $332,267.00. These contents do not necessarily represent the policy of the Department

of Education and you should not assume endorsement by the Federal Government.

3

Materials science and technologyA world of experimenting, creating, designing, and building

Through the unique combinationof the academic disciplines of chem-istry, physics, andengineering comesthe study of materials science andtechnology (MST).

Materials are critical everywherein our modern technological world,and tomorrow's workers and citizensneed explicit knowledge abort thesematerials. The introduction of mate-rials science and technology into thehigh school is necessary to betterequip students to meet the challengeof our nation's future.

This introductory course is de-signed to appeal to a broad range ofstudents by combining hands-on ex-perimenting, creating, and buildingwith the traditional classroom andlaboratory setting. Students observe,record, question, seek additional in-formation, and through creativeand insightful thinking solve prob-lems that are important to them. Thefocus of the course is wide in scopedealing with the fun ntals of ce-ramics, glass, metals, polymers, andcombinations of these materialsnamely, composites.

Students use a wide variety ofwritten resources, including currentscientific journals, technical reports,and textbooks to obtain informationabout the materials studied. Theyuse writing not only to record obser-vations,procedures, and experiments,but also as a tool for thinking about,studying, and learning the subjectmatter. They interact with others tolearn how group dynamics are essen-tial in today's workplaces.

Guest speakers, including techni-cians, scientists, engineers, and arti-sans provide information or demon-strations to broaden the students'

understanding of materials sci-ence. Tours are scheduled tonearby laboratories and produc-tion facilities.

The course is designed to meetlocal educational requirements fortechnology education, vocationaleducation, and science.

The three Oregon and threeWashington high schools nowpilot testing and developing mate-rials for MST, under a U.S. De-partment ofEducation demonstra-tion grant, include Gladstone,Corvallis and Churchill (Eugene)in Oregon, and Bellevue, Ken-newick/Kamiakin and NorthThurston in Washington. Colum-bia Basin College in Pasco also istesting the curriculum in a com-munity college environment.

New sites are required to im-plement these essential features:

1 an advisory committee rep-resenting each of the four broadfields,

1 experts willing to work withstudents in the schools, and

1 teacher in service training in-cluding industrial hands-on expe-rience.

New ldnds of equipment are re-quired such as annealing ovens,precision measuring equipmentand hardness testers but manyitems already may be available inchemistry, physics, and vocationalmetals and woods labs. Teachers

preferably a technology and ascience teacher working together

will typically build the coursefrom their own interests, strengths,and experience incorporating ex-isting school and community re-sources.

Materials critical in modern world

his inmoductory course in materials science is designed to beurique in several ways.

First, the scientific knowledge content is that of materials,rather than physics, chemistry,,biology, or botany, which are more oftenthe introductory subjects of science. Yet materials are critical every-where in our modern technological world, and tomorrow's citizensneed explicit knowledge about these materials.

This introductory course also is unique because it goes beyond"passing on knowledge" about a subject in science. Instead, studentsare exposed to knowledge about the subject while they are in theprocess of solving problems in the execution of a project. Learningcomes from solving problems using the scientific process, speeded byscientific knowledge. Students independently observe, reand, ques-tion, seek additional information, and, thmugh creative or insightfulthinking, solve problems that are important to them.

Moreover, materials become the medium for art and handicraftpursuits and are thus appealing to a broad range of students. Thisappeal motivates students to persevere through a problem-solvingexperience to produce their designed material. In addition, the degreeof "handiness" developed by each student in the course goes a longway toward instilling a sense of self-confidence: The student accom-plishes what he or she sets out to do.

goal of the course is to provide an understanding of the highlysocialized undertaking known today as science. Simulatingthat environment in the classroom can instill in students an

appreciation for the power of being able to use scientific knowledge tosolve problems, no matter what vocation they may pursue. They learnthat aspect of the scientific process involving vision and imagination aswell as the excruciating work of following a step-by-step process. Byactually seeking to make an object perhaps a ring or a stained glasspiece to an envisioned degree of excellence, the student seeks knowl-edge and creatively solves or circumvents problems as they are en-countered.

And every now and again, some of the students, in the course oftheir lives, will have an opportunity to add to that body of knowledgewe call materials science and technology. A few may become scien-tists, but others may choose equally important paths as engineers, tech-nicians, welders, silversmiths, electronics specialists, mechanics,orthopedic surgeons, dental assistants, auto body repairers, glazers, fi-berglass molders, potters, interior designers, bricklayers, or sous chefs.

All can benefit from this foundation.

,,

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Outline of course content

I. Introduction

A. Materials The basic nature and properties of materialsare explored.

B. Solid State Materials can be divided into two generalcategories: crystalline and amorphous.

11. Body of Course

A. The Nature of Metals - Such properties as luster andconductivity flow from the metallic bond.

B. The Nature of Ceramics - Ion'c and covalent bonds renderceramics hard, brittle and resistant to heat.

C. The Nature of Glasses - Glasses are amorphous ma.erials.How do they avoid being crystalline?

D. The Nature of Polymeric Materials - The chainlikemoiecules of polymers form both amorphous andcrystalline arrays.

E. The Nature of Composite Materials - Two materials can becombined to obtain properties that neither has by itself.

III. Topics Integrated

A. Physical Properties

1. Thermal Prverties of Materials - Heat is conductedthrough materials by the particle-like waves known as"phonons."

Electlical Properties of Materials - There is a widespectrum of properties, from the best electricalconductor to the best insulator.

3. Strength of Materials - All materials are characterizedand used according to demonstrated abilities towithstand stress.

5

. Topics Integrated (continued)

B. Additional Properties of Materials

1. Chemical Properties - reactions that are familiar inliquids also take place within solids.

2. Magnetic Properties - The same magnetism of a strongmagnet resides in the magnetism of single electrons.

3. Optical Properties of Materials - What is the basis forsuch properties as transparency, opacity and laseraction?

C. Application of Materials - Deeper knowledge of materialsgives freer rein in the economics and selection of appro-priate materials for a designed product.

D. Periodic Table of Elements - When the elements arearranged by atomic number, a repetitive or periodic patternof properties appeam.

E. Significant Developments in the History of Materials.

F. Methods of Scientific Inquiry.

G. Vocational Application--What are the occupations where aknowledge of materials is essential?

Important Note: This course does not utilize a pre-packagedcurriculum or support media such as are available for the nationally-developed Principles of Technology, Applied Biology/Chemistry,Applied Math, or Applied Communications programs. Rather, ithinges on a process that draws on the skills of trained faculty(preferably a team composed of science and technology teachers)using the unique resources of that school and community.

6

Student learning objectives

On cumpleting the course, the student will be able to:

1. Identify materials specific to our environment.

2. Classify materials as metallic or non-metallic.

3. Classify materials as crystalline or amorphous.

4. Understand the basic properties of materials (i.e., mechanical,electrical, thermal, chemical, optical, and magnetic).

5. Understand that the properties of a material are governed bychemical bonding and crystal structure.

6. Understand that the properdes of materials can be altered bychanging their chemical makeup or by treating them in variousways.

7. Be able to use particular terms specific to materials science andtechnology

8. Understand the basic processes of extracting, preparing, andproducing materials used in this course.

9. Select materials for specific uses based on their properties,characteristics, and service.

10. Apply scientific observation and precise measurements to analyzeproperties of materials.

11. Flourish in an environment of creativity.

12. Think critically to solve problems in manipulating and controllingthe materials used in this course.

13. Use writing to record observations, procedures, and experiments,and as a tool to think, study, and recall the subject matter.

14. Demonstrate in writing and in group discussion an appreciation andunderstanding of significant developments in the history of eachmaterial area studied.

15. Select, design, and build a project(s) demonstrating thecreative application of materials science processing.

16. Describe occupations which hinge on knowledge and manipulationof materials.

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Instructional Approach/Process

The full-year course includes units of study on each of the followingmaterials: metals, ceramics/glasses, polymers, and composites.Each unit of study includes the following activities:

Experiments conducted by the students individually and ingroups

Demonstrations and lectures by the instructor or guest speakers

Project development with students designing, researching,creating, and building individual or group projects

Visits and tours of industries and laboratories supplemented byvideos and guest speakers

Integrated throughout each unit of study will be the following activi-ties and learning experiences:

Writing and sketching in a journal to record observations,procedures and experiments, progress on projects, and responses todemonstrations, lectures, guest speakers, tours, readings, and films

Reading and researching (through interviews, periodicals, andlibrary resources) in relation to the unit of study or the student'sselected projects

Exploring through discussion, writing, and application theprocess of creativity, innovation, and scientific inquiry as it occurs inthe workplace

On the following pages are two excerpts from the typical MSTteacher's instructional plan. The MST curriculum builds from theteacher's own resources and knowledge supported by local industryand community expertise. These two sample activities should beviewed as part of a continuum of experiences and not as isolatedlessons any teacher can use to fill time.

89

Iron wire demonstrationintroduces studentsto world of materials science

The iron wire demonstration is an excellent way of introducing thephysical properties of expansion awl contraction, electrical conductiv-ity, and phase charges in the solid state.

Additions and variations to these concepts are:measuring the actual expanszon and contraction of various

materials,rating materials in the order of their ability to conduct electricity,and the "solid state change in metals" experiment found in the

curriculum.A variation to the use of a variac in this experiment is the use of a

carbon pile, as found in an automotive battery load tester, in serieswith several 12 volt batteries. This has proven very useful and easierto locate in schools since this equipment is located in most high schoolautomechanics laboratories. The use of a welding povier supply hasnot been varified as a means of pmviding power, but would bc worthinvestipting to see if it can be used.

Other metals and materials can also be tested in the same manner asthe iron wire to observe their physical properties as an electric currentis applied to them.

Oxidization can be observed on the surface of the used (heated) ironwire. Discussion of property changes because of oxidization is inorder as are oxidization/reduction reactions and refining of raw mateii-als.

Rieid foam is cut in industry using a similar setup to the iron wiredemonstration. Discuss and/or experiment with the best material forcutting the foam. Why is iron not a good choice as a "cutting" tool?What properties are needed in a material to act as an appropriate bladeto cut foam?

Learning objectivesThis experiment, in the heating and cooling of ordinary iron wire,

leads students to understand much of the fundamental nature of metalsand how they behave. Learning objectives of the metals segment ofthe curriculum addressed through this experiment include:

If Explain and describe the crystalline structure of metals.Defme metallurgical terms such as crystal lattice, solid solution,

and phase change.

If Explain how metallurgy is used in the machining trades.

Science related learningsStudents can learn to calculate the coefficient of thermal expanaion

for a variety of metals and compare these to data provided in the Hand-book of Chemistry and Physics. Ohm's Law becomes surprisingly easyto understand as they actually witness voltage pushing current 1.rougha re'Astance. This unit can be concluded with a quick look at hn iron/carbon phase diagram, commonly used by machinists and heat treatingspecialists.

Technology related learningsIn earlier days, the hardening of metals relied on recognizing certain

colors of the metal, at certain temperatures. These colors can be re-searched in Machinery's Handbook, and perhaps drawn using pastels orcolored pencils. From there, the "moods" that various colors evoke canbe discussed. The differences between "cherry red" and "straw" and thetemperatures they represent are among the topics that could be dis-cussed.

In addition, a comparison of the hardening and annealing characteris-tics of plain iron wire, silver wire, and copper can be made as they areused in jewelry applications.

Vocational related leamingsStudents, individually or in small groups, can research the Dictionary

of Occupational Titles, Occupational Outlook Handbook, and StandardIndustry Classification Manual to locate occupations in Metal Manu-facturing: metal machining, powder metal fabrication, forging, heattreating, high tech explosive forming techniques.

Use of community expertsVolunteers from the community or visits to occupational settings to

expand this learning activity might by found by contacting local jewel-ers, welders, foundries, machine shops, dental labs, and electronicsrepair facilities.

Journal EntriesHere is a perfect time for the student to deal with the concept of "dis-

crepant events," inconsistencies in observed behavior. Examplesinclude:

"I think it's normal for a wire to sag as it is heated, but why did itsuddenly contract?"

"Can this heating and cooling occur over and over?""How could I perform a meaningful test?""A drawing of the experimental set-up would be appropriate.""Diagrams of crystal structure would also help illustrate how the

atoms are in different crystalline arrays before and after the phasechange."

10 1 1

Materials Science& technology

_ 7,

August 1990

Reports from the field

Students find meaning

in MST classrooms

from Bellevue

to Eugene

Materials Science& Technology

Meeting the chAltt;n4esof the 21st ceittuf y

August 1990

MSJ Meeting the needs of students and industriesort sparks regionwide improvements to meet changes In society

n the Azure,firmest will find

muckmoreon the imagina-tion and innova-

tion() f their workers. From theshopfloortotheexecutivesuite,companies will look fn. em-ployees who are adaptable tosweepingclemgeintheirjobs."

Northwest industrialist

In high schools from Rich-land, Washington, to Eugene,Oregon, the face and form ofoccupational education ischanging to meet the demandsof the American workplace.

In thews, industry requiredand schools produced work-

ers who knew how to followorders, perform simple tasks,and to work Wept. Jody inshort, they could get the jobdone with a limited amount ofguidance from their employer.

Today, American industryis clamoring for workers whocan think critically, work co-operatively, trouble-shootproblems, and creatively over-come workplace obstacles.

Today's workers are con-fronted with a dizzying rate ofdiscovery and new applicationin the materials of their tradesdie plastics, glass, metals, andwood products. And today'sschools face the challenge ofbringing modern materialstechnology into the classroom.

"Am;ca's race to retainworld leadership in productionand manufacturing is in ;cop-ardy unless technicians andskilled workers understand the

nature and application of mate-rials that are dramaticallychanging our world," saysLarry McClure, director ofNWREL's Education andWork program. "Yet few sec-ondary and postsecondary

lumbia Basin College, and highschools in Oregon and Wash-boon. Funded by the U.S.Department of Education,school district matching funds,and private industry, the proj-ect is entering its second year

Steve Piippo and a team ofBauelle scientists, technicians,and engineers created a secon-dary education curriculumprototype materials scienceand technology which wasfield tested at seven high

Teacher Andy Nydam (right) wc --)vdth students in USTchiss at North Thurston High SchoolIn Olympia, Washington, while women at left signs lesson for hearing-Impaired student

vocational technical programsare prepared to deal with theadvent of new materials intoday's workplace."

NWREL is part of an inno-vative efforttodevelc,--als technology curricula:schoollmdustry partnerships ina demonstration project withBattelle Pacific NorthwestLaboratories,Richland (Wash-ington) High School, CentralWashington University, Co-

of bnplementing and testing avocational skills developmentmodel that can be used to pre-pare new workers in dozens ofoccupae-ial areas and to up-date et:. skills of workers intraditional crafts and trades.

The materials technologycooperative demonstrationproject is an outgrowth of ajointventruebetweenRichlandPublic Schools and Battelle.Together, Richland teacher

12 13

schools last year. The c urricu-:-.1m, which had been in use atRichland High School, wastested at North Thurston, Sam-mamish, and Kennewick andKamiakin high schoes inWashington; and Churchill,Gladstone and Corvallis highschools in Ongon.

Battelle's contribution todeveloping the curriculum wasfunded primarily through a

continued on next page

Materials Science& Technology

Meeting the ch,illengesiof the 21st century

August 1990

Team teachings student collaboration part of MST projectContinued from previous page

federally supported ScienceEducation Center, which in-cludes school/industry partner-ship programs such as SharingScience with Schools and theteacher Research AssociationORM Program.

attelle's goal isto enhanceteachers' back-ground andawareness inscience, math,

and technology, says IreneHays, manger of Batelle's Sci-ence Education Center. This isparticularly true in materialsscience, which is at the cuttingedge of Idvances in scientificresearch and development."We want to ensure that teach-ers :.,ve the background, ma-terials, and resources to pre-pare the next generation of thetechnical workforce," she says.

Bruce Hawkins, director ofvocational education for theTri-Cities area, says: "I seematerials science as becominga large focal point for technicalask/ling for the next 10 to 20years. The materials scienceprogram at Richland HighSchool will become, if not anational model, a modelthroughout the rkethwest."

In the December 198:don of The TechnologyTeacher, Richland teacherSteve Piippo wrote that theMST course was unique inseveral ways, including:

Its use of materials sci-ence as its foundation

Its appeal to students witha variety of interests, back-grounds, and aspirations

Its acceptance to satisfyacademic requirements (cred-

its) for both technology educa-tion and lab science

Its ase of a scientificapproach to problem solving

Its use of resources fromthe academic, business, andindustrial communities.

The MST curriculum doesnot rely on textbooks withneatly furnished outlines, ex-periments, questions, and an-swers. Rather, it engages stu-dents and teachers in a processof discovery that relies on teamteaching, studentcollaboration,risk-taking, experimenting,success, setbacks, creativethinking, and perseverance.

Such a curriculum comesnone too soon for the dynamicchanges occurring in theAmerican workplace and the

increased interdependence ofglobal markets.

"As the work of our nationbecomes more and mom tech-nical, evea jobs that hive typi-cally been filled by indiNidualswith limited skills and educa-tion now require workers withbasic academic competence,"writes B. June Schmidt in areport from the National Cen-ter for Research in VocationalEducation, Proceedings forForum on Ituegrating Occu-padonal and Academic Edu-cation. "Thus, helping studentsdevelop this competence hassurfaced as a major concern foreducators, one that requires acollaborative commitment ofboth occupational and aca-demic faculty.

"Preparing today's studentswithout academic basics canbe compared to attempting tOuse a car without fuel or, intimes past, a coriage without ahorse. Both college-bound andnoncollege- bound studentsnced occupational as well asacademic preparation to meetworkplace demands."

NWREL's role in the MSTproject has been to providetechnical assistance in projectmanagement, evaluation, anddissemination.

The following report fromthe field shows some of thefrustrations and rewards of thefirst year of MST implementa-tion. It was prepared by TonyKneidek, a writer/editor/pho-tographer with NWREL.

Color Glass

CreativityVocabulary

JournalScientific Handiness

StressI

Temper

FurnaceOperation

Batch Glass

Science Fair/Technology Festival

Melt. Pour. Anneal

Stained GlassProlect

Comprition

Electron Microscope

Ceramic/Crystalline

-------.-0.0evitnlication

------ls. Molevit% Oxides

.....-'s.....''''.16 Periodic Table\4

Amorphous

Properties:Conductive. Optical.Thermal Expansion.Electrical. Chemical

Stained glass project showing Integrated learning concepts

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14

Materials Science& Technology

Meeting Olt; c.f.1.,illon,ws:

of the 21st ceetL,ni

August 1990

Richland: Home of Materials Science & TechnologyStave Pippo sparks movement that Inspires public education changes

ichland High School teacherSteve Piippo is on a roll.Piippo, considered by manyto be the father of materialsscience and technology inthe public schools, is noth-

ing if not passionate when addressing hisprized MST curriculum. MST courses,well-established at Richland, must now berecognized by college; and universities aslegitimate transfer credits for science stu-dents, Piippo says.

"MST is as valid as biol-ogy," Piippo says. "In biol-ogy, you dissect frogs InMST, you dissect materials."

Piippo's MST classroomreflects what is at the heatt ofthe MST curriculum ex-perimentation,risk-taking, andworking together. Signs pro-claim, "It's okay to cuff ,""What did I do today?," and"Who did I work with andwhat was the result?" In theclassroom, students discussexperiments, raise questions,hypothesize results, andtrouble-shoot problems.

In Piippo's MST lab, stu-dents work cooperatively on avariety of projects, from set-ting a magenta stone in a ring Style POPP°to blowing glass to centrifugal casting.MST, Piippo says, is about experiment-ing, creating, designing, and building.

It is an interdisciplinary course thatcombines science, cmfts, engineering, andmathematics. It is, Piippo adds, "technol-ogy education for the future."

And in Piippo's MST class, writing is acritical patt of the curriculum. Experi-ments account for 50 percent of students'grades, and student journals account foraz other 50 percent.

"Anytime we can get students to writeoutside of the English class, it lends legiti-

macy to what we do," Piippo says. "Weuse a model of the working notebookthe real scientist's ncteboolc. It's a place toexperiment, to hypothesize.

"I want them to write about all thesuccesses, all the bobbles, all the screw-ups. If something doesn't work, they cango back to theirjournal and find out why."

The journals are a way for students tobetter understand and communi,-ate thework they are doing. In Piippo's class, the

Piippo, a member of the Richland classof '70, says he wls teaching "traditionalwoodshop" and other industrial craftsclasses when he interned at Battelle Pa-cific Northwest Laboratories (PNL) inRichland. The partnership continuedthrough the school year as Piippo began todevelop a new curriculum that combinedcreativity, handiness, and scientific knowl-edge. Soon, PNL and others offered tech-nical assistance and other resources for

Piippo's MST curriculum.The class, Piippo notes,

appeals to a broad range ofstudents. "If you're a sciencetype, you can apply what youknow. And if you're a hands-on type, you get to learn someof the scientific concepts be-hind your ability to create."

Piippo's students are givenfreedom to experiment, tomake mistakes, to share infor-mation. and to creatively over-come problems. "Creativity,"PiipPa says, "becomes addic-tive." It could well be themotto for his MST classes.

Upon completing the MSTcourses at Richland, Piippowants his students to knowabout the family of materials

messes project with students In MST class. and how they apply in today'sjournals must be complete. "If I walk outof here and get hit by a bus and killed,another guy should be able to pick up myjournal and continue my work," he says.

Piippo works with Jim Deatherage,chair of the English department and pastWashington Teacher of the Year, on jour-nal writing skills.

The collaboration, they agree, hashelped bridge the gap between materialssciences and the libetal arts. "If you're ateacher, you're supposed to want to learn,"Deatherage says. "And if you want tolearn, you've got to open your mind."

14 15

changing workplace and world."But there are also the intangibles," he

says. "I want them to learn that it's OK tomake mistakes. I want them to learn thevalue of writing. I want them to learn thevalue of observatica. I want them to leamthe value of math, science, English, andtechnology."

It's a lot to ask, but Piippo expects a lotfrom his students. "It's a magical kind ofthing that haprens here," he notes. But theclass is not for everyone. "If you're not adutiful student," Piippo says, "you'redoomed."

Materials Science& Technology August 1990

Human relations get boost in OlympiaMST curriculum attracts studentsfrom different walks of life

Meeting the challengesof the 21st century

t North Thurston nighSchool near Olympia, stu-dents are learning a lotmore than they bargainedfor in their Materials Sci-

ence and Technology course.Certainly, there are the hands-on ex-

periments with wood, glass, polymers,and other materials. Yes, there is frequentjournal writing that chronicles activities,raises questions, documents observations,notes setbacks, and celebrates successes.And, of course, teachers Len Booth andAndy Nydam engage students in livelydiscussions that encourage creative think-ing and problem solving.

So what else is there? There is, sayNydam and Booth, the "human relations"aspects of a class that unites students fromdiverse backgrounds and varied learningstyles in a common goal. The MST classrepresents a true cross-section of the stu-dent population at North Thurston: thereare resource center studuits, middle-of-the-roadms, top achievers, and a hearingimpaired girl who attends class with herinterpreter.

"With a heterogeneous group like wehave here, there are more questions raisedand there% more interaction among differ-ent groups of students," Booth says. "Onestudent may be weak in journal writing butskilled in the hands-on work. And hc canshare that skill with other students. There'sa different kind of learning going on here.They're learning to work with one an-other."

The MST cur:iculwn has been em-braced at North Thurston by Booth, ascience teacher, and Nydam, an automo-tive technology teacher. The two work ina classroom neatly cluttered with the gadg-etry of experfinentation. Students "de-structively test" the freaking point of dif-

re,

Students test the bree.ing point of wood In North Thurston MST clawferent types of wood on a crude, but func-tional, contraption consisting of two bath-room scales, a hydraulic jack, and braces.

Phil Nelson, a retired materials scien-tist from Boeing, is a frequent visitor to theclassroom who is impressed with thesimplicity of some of the equipment usedto conduct experiments.

"Afterall," asks Nelson, "what did Gali-leo have? What did Pascal ave? Look atwhat they accomplished. You can do anamazing amount of work with materialsand equipment that are readily available."

Students in the MST class at NorthThurston are doing just that. 'There's anincredible amount of learning that cantake pine with some backyard materials,"notes If ye2m. "Sometimes we overlookthat. Part of the advantage of this class isthat students can apply it to everyday life.Too often, classes make you successful inschool, but not in the real world."

And, adds Booth, the MST curriculum

15 1 6

provides a creative outlet while enhanc-ing students' problem-solving skiPs. "It'snice to have an experiment where we tellthe students that we don't know what theoutcome will be. We want thbat to comeup with their own answers."

Students, too, see differences in theMST course and others they have taken."This class is defmitely different fromother science course s I've taken," saysone senior. "It has more lab time andmore practical application than otherclasses. And the lab experiments aren'tpre-determined. We're learning by doingand developing answers as we go along."

The class requires students to takerisks and to expose themselves in groupdiscussions, shared journal entries, andclass presentations. Booth and Nydamencourage that risk-taking.

"We're not concerned about beingridiculed in here," Booth says. "We'reconcerned about learning."

Materials Science and Technology

MST in KennewFirst year of pry(

,z-Sz

ustin Gerlach, a sopho-more at KennewickHigh School, uses steelprongs to gingerlyremove a red-hot metalcup from an annealing

oven set at 2000 degrees farenheit.Gerlach's thick gloves, heavy

leather jacket, head and face shield,and tentacle-like pincers give himthe eerie look of a space-age lab tech-nician as he pours a stream of mol tenglass into a cross-shaped form. Thethick liquid oozes like honey into theform, where it hardens quickly into ahomemade craft.

"I like it," Gerlach says proudly ashe removes his protective gear. "Itbeats working with just woods andmetals."

Welcome to the world of materi-als science and technology, a mar-riage between the sciences and voca-tional education classes that is de-signed to more effectively preparestudents for the rapidly changingworkplace.

There was a time, notes Ken-ne j School teacher TomStaly when employers sought em-ployees who could follow orders, notask questions, and just get the jobdone on a day-to-day basis.

Today, though, with rapid changesin the American workplace and withincreasing interdependence on globalmarkets, workers must understandthe nature of materials. They must beable to respond to problems as theyarise. And they must be able to workwell with others.

The time is right, Staley says, forthe MST curriculum. "All the stu-dents were learning before (MST)was how to manipulate materials,"

16 1 7

Staley says. "But therederstanding of what wasto the materials under dilditions. Now, we're ablestudents into a whole nematerials technology."

Just ask Julia Niezgain Staly's MST course. "1about plastics," she says.how to make glass and juI've learned a lot about vdifferent grains, thediffetuse, the water resistancytypes of wood. This duexperimentation and a lcon stuff. It's a lot more f

Staley, who has tauKennewick School Distyears, has just compleuyear of the MST mune'.definitely a believer," he

Staley says the classtudents to become betterand be tter consumers in tlwant these students to betechnically literate, anddoubt that this program I

cross townHigh SchiSpeakes hatoget theMlum off thefust-year ti

awaiting equipment ansources during the counmester last spring. Sperlet the setbacksIdampen

In one makeshift estudents made one mixtstarch and water and ancoand water. They then wet"play catch" with their aand to note the differentthe two mixtures.

Back in the classmoi

Materials Science& Technology

Team teaching:Essentialfor successof Corvallis MST

or Noel Stubbs and Eric Pit-linger, team teaching is anecessity in creating an ef-fective and successful ma-terials science and technol-

ogy course."We've been insistent on team teach-

ing," notes Stubbs, a vocational educationteacher atCorvallis High School. "It wouldhave been physically imposaible to teachthe course the way we have with less thantwo instructors."

The problem, Stubbs says, is also thebeauty of the course. At any given time,students will be staining glass, growingcrystals, soldering, pouring molten glass,and involved in a variety of other projects.It takes two teachers just to keep up withthe activities and the questions that arisefor students.

"The other pan of team-teaching," hesays,"is the marriage of chemistry and cc-cupational technology. My chemistry isover 20 years old. It's Greek to me. ButEric does a beautiful job with it."

Pittinger, the science side of the teach-ing team, says he would not be able toteach the MST course alone because hehas not had the practical experience that

_

August 1990

Corvallis students combine classroom lessons with practical experience.

Stubbs shares with students. "I get somehands-on when I teach chemistry, but notthe real application," he says.

That has changed with the MST class."There was nothing comparable to thisbefore other than a chemistry class," Pit-finger says. "But chemistry was not thetype of hands-on approach that we havehere. When students were done with achemistry experiment, they would pour itdown the drain. Here, they keep theirexperiments."

Pittinger and Stubbs good-naturedlyrefer to themselves as Doctor Franken-stein and Igor. "Eric is the mental, and I'mthe hands," Stubbs says. "The beauty of it,though, is that Eric is learning the occupa-tions and I'm learning the science."

Both teachen are in the classroom daily,and they share lec-ture respnosibilitiesas well as guidingstudents throughpractical applica-tions of whatthey've learned.The team teachingapproach helpsbreak down barri-ers that have longexisted among oc-cupational educa-

tors and academic teachers. At CorvallisHigh School, the barrier also is physical:the vocational labs are across a creek fromthe main campus.

"For me, industrial arts were alwaysthe people across the creek," Pittingernotes. "Teaching this course with Noelhas done a lot for both of us and for thekids. They see the combination of the twoof us working together and it breaks downbarriers for them, too."

Last year was the first time the MSTco irse was offered in Corvallis. Despitedelays in getting equipment, Pittinger andStubbs kept their students busy with lec-tures/discussions, projects, and journalwriting. Writing is an important part of thecurriculum, Stubbs notes.

"I agree with Steve Piippo in Rich-land," he says. "If students can't write, ifthey can't communicate what they know,then all the knowledge is useless. It needsto be understood to be shared."

Melanie Mahan, a senior art student,says the MST curriculum addresses issuesthat are important to all students. "There'sso many combinations of materials thathaven' tbeen explored, and there's so manypossibilities to create," Mahan says.

"The possibility of combining differ-ent materials into new art forms is end-less," she adds.

181 9

Material Sciences& Technology

MST: Meeting the challengesof rapidly changing industries

he world ofwork, DonMichael willtell you, ischanging.

"The new industriescut there aren't railingfor your traditionalwelder or your tradi-tional woodworker,"says Michael, a technol-ogy education and met-als teacher at GladstoneHigh School near Port-land. "They're lookingfor high-tech welderspeople who can workwith plastics and newcomposites.

"They're looking forpeople with more of ascience background,somebody who cansolve problems. And,I'd have to say, they'relooking for a morecraftsy person as well."

Enter the materialsscience and technologycurriculum. Michaelwas lead teacher in theMST course during its

inaugural year at Glad-stone. In addition tocovering glass maldng,glass staining, and cen-trifugal casting, hesprinkled in heliarch andplastic welding and sil-ver soldering.

The idea, he says, "isto expose students to thenature and properties ofmaterials." For ex-ample, students inMichael's MST classdiscuss the cooling ofglass, the differentcomponents of glass,and how to change theproperties of glass.

As in other MSTclassrooms in Washing-ton and Oregon, though,the lessons do not endthere. Students thenhave the opportunity tomake their own glass,shape it, heat it, cool it,stain it, and gain thepractical experience ofworking witil the mate-rials from their raw stageto fmished product.

Bill Stewed Ind student' In Gladstone MST lab.

"This class will ex-pose the students to thetools, equipment, andmaterials that will ele-vate their creativity andconfidence," Michaelsays. "I want them to beaware that there aremany jobs in industrythat are related to theuse of sophisticatedmaterials. What we'redoing in here is relevantto what is happening inindustry."

During the first se-mester, Michael teamtaught the MST coursewith biology teacher BillStewart. But Stewart'stime was reduced con-siderably because ofother obligations, andthat, Michael says, pres-ents problems.

"MST is really an ap-plied chemistry class,"he says. "I've gotten alot of support here fromthe science department.But to teach this the wayit's intended to be utughttakes a team approach."

Stewart says twoteachers are necessaryto explain the physicalproperties of materialsto the students as well asto guide them duringtheir lab experiments.

"I'm not a vecation-ally experienced per-son," ha says, "but I canhelp out when the kidsget bogged down onprojects. And twopeople can do that four

Meeting the chiWengesof the 21st centw y

Auitiali

Teacher Don Michael and students review notes.

times as fast as one per-son. It's not an arith-metical progression. It'sgeometric."

This year, Michaelhopes to strengthen stu-dent journal writingskills by working withan English racher, toinvite more guest speak-ers from industry to talkwith students, and toattract a broader rangeof students to the course.

The first year of theMST curriculum waschallenging, rewarding,

and sometimes frustrat-ing, ho says. A morestructured curriculum,videotape forclassroomuse, and developmentofscope and sequencewould be helpful.

B ut the MST cunicu-lum, *chael says, ishere to , ty. "It takesabout two or three yearsto get a new course onthe ground," he notes."It's all coming togethernow. It'll go smoothernext year, then smootherstill tht. year after that."

19 2 0

Materials Science& Technology

Meeting the cholk,ngesof the 21st contL5; y

August 1990

Churchill MST relies on team teaching concept'With two of us, we can hit off each other'

n team taughtmaterials scienceand technologycourses, not justthe students do thelearning.

At Churchill High Schoolin Eugeqe, Oregon, manulac-tiring technology teacherLarryBrace and science teacher DonMichelson have been teamlearners as well as team teach-ers. "I really doubt setiously ifyou could pull this sort of cur-riculum off without both teach-ers the vocationyl type andthe science type to rely oneach other," says Brace. "Withtwo of us, we can hit off eachother. When one of us runs out,the other can fill in. And someof the areas we get into, hell,we don't know anything aboutthem."

In the MST curriculum,where there is a heavy relianceon both the physical make-upof materials and how to usethem, team teacrung takes onadded importance.

Without it, teachers rely onwhat " know bestrather thanintegrating the two disciplines."When the first shot's fired,"Brace says, "you fall back towhat you know. If I was doingthis alone, I'd teach only athird of what Don's doing."

At Churchill, the commit-ment to team teaching appearsfirm. And Brace and Michel-son also share a common plan-ning period to prepare for theMST course.

Suc:. coordination has paidoff in the classroom, where

Brace and Michelson haverecruited a good cross sectionof the studentpopulation. MSTstudents at Churchill rotate oneday in the classroom and oneday in the lab. And, Bracesays, students experimented

that it's a process of discovery,and urat's what's important."

Students are graded dailyon their lab work, and theirjournals are collected every twoweeks and graded. studentsalso turn in daily progress re-

Larry Bram works with a student In Eugene MST class.

with polymers, metals, ceram-ics, woods, and glass for sixweeks before deciding on aproject in one of those areas.

The idea is to expose kids toa variety of activities, to-maiden their horizons, and toencourage them to try thingsthey haven't done before.

"There's no big loss in fail-ure," Brace says. "Someof thethings we try work, and someof them don't. But the kids see

ports on their activities."We give them lots of sci-

ence," adds Michelson. "I wantto show the kids that science isfun. These students are askingso many questions that we can ' tkeep up with them. And that'swhat teaching is all about."

Senior Robert Clevengerfound the MST course helpfulin his efforts to build remotecontrol cars. For years, he hasbuilt the cars for himself and

friends. "You need to knowthe mixtures of materials," hesays. "You need to know howlight they are, how they hold upunder stress, and :ow they holdup under heat. In this class,I've learned more about howmaterials are structurally andphysically put together. Theclass did exactly what * hopedit would do, and more."

At Churchill, students alsohave benefited from frequentvisits from industry represen-tatives. Weyerhaeuser Corp.,Spectra Physics, and othercompanies have taken an inter-est in the MST course.

ournal writing,too, is a criticalelement in theMSTcourse. "It'sa discipline in it-self," Michelson

says. "Keeping a journal is notanew concept. Whetheryou'rea doctor or a lawyer or a scien-tist, you keep a journal."

Students also fmd the jour-nal writing helpful. "In thelong run, I learn a lot more bywriting things down," saysjunior Megan Dockendorf. "Ican refer back to my journalentries, and it's better for re-calling information."

Michelson and Brace havebeen recruiting students for thisfall's MST course, and hope tohave 50 participants in twosections, both team taught."There's no shortage of thingsto do," Brace says. "It's amatterof deciding what it is you'regoing to be able to teach, andwhat you're going to leave out."

20 21

Materials Science& Technology August 1990

Meeting the chiillengesof the 21st century

Combining

thinking

skills with

hands-on

experienceStudents work on stained giunprojects in MST course at Sammamish High SchooL

t Sammamish High School in Bellevue, Wash-ington, lead materials science and technology in-structor Bud Smith sees the emerging MSTcurriculum as a way to prepare students for therapidly changing world of work.

That world will require employees to be skilledproblem solvers, to be able to work cooperatively with others,to trouble-shoot difficulties on the job, and to critically assessworkplace situations to make on-the-spot decisions.

"My goal," says Smith, "is to increase the masoning skillsof the students. If they have a question, if I hear them say, 'Iwondek what happens if ...,' I tell them let's try it and see."

The first year of the MST curriculum has proven time con-swning and challenging for Smith and Ron Bielka. Bielka, dscience teacher, and Smith, who teaches basic auto and metals,team up once a week to teach the MST class, with Smithhandling teaching the rest of the week.

"It really amounts to a whole lot more than we everexpected planning-wise," notes Bielka. "I think that's to beexpected in the first year a class is offered. It's particularlytrue with MST because nothing is in the books. We'vedepended on a big Xerox budget."

MST staff at Sanunamish has been hampered by a majorremodeling that has forced the class into temporary, makeshift

quarters. Because the space was unsecure, all equipment andmaterial had to be removed each evening and set up again thenext day.

"We've bee scrambling to fmd the resources to use in theclasses," says Smith. "We're still trying to get it together."Nonetheless, students have been introduced to an initial "takeapart" project, stain glass work, making glass and plywood,and other activities.

Bielka says he would like more science students to enrollin the course to gain additional expelience in applying theirskills in the classroom. "I'd lc) e tc, have more of my sciencestudents see that there is a rational thought process to scien-tific experimentation," he notes. "A lot of these kids couldgrow up to be technicians, and the thJught process fortechnicians is equally as important as it is for the scientist."

Smith says that in the future, employees will need to knowmore than simply how to put materiels together. "We'retrying to get the kids to do a little more thinking," he says, "togo along with the hands-on experimentation.

"One of the biggest strengths of the MST curriculum is thepractical application of the materials. You have to know howdifferent materials work, what they are made of, what they canor can't do, and when to use them. That's what we're tryingto teach," Smith says.

"Illy goal is to incremse the reasoning skills of students. If they have a question, if 1 hoar

thorn say, 2 wonder what happens if ...,' 1 toll thorn to try it and see. BudtSmith

21 22

METALS

Demonstration: iron Wire

Student Learning Objective:At the wnclusion of the demonstration, the student will be able to:

Explain and record the effect of electron conduction in metals toa change in physical state (heating)Observe the phenomena that occurs in all materials when theyare heated and cooled (expansion and contraction)Observe the physical change in solid materials when they altertheir crystal stmture (phase change)

Materials:

el Iron wire, bailing wire is recommendedel Power source - Variac (variable transformer) and power leads,

15-20 amps desirable, though smaller amperage can be used ifpatience is used and dial is turned at proper speed to a knownlimit of the fuse

el Two portable ring standsel Weight

"C" clamps to mount the ring stands

Procedure:

Suspend the iron wire between two portable ring stands a minimumof 15 feet apart, with weight suspended from the middle of the wire.This must be performed on a non-conductive bench or table!

2. Apply electrical leads from the Variac to each end of the wire nearthe ring-stand connections.

3. Slowly increase voltage across the wire and obser:e any changesthat occur. Observe the movement of the weight during this sametime.

4. The obvious color change in the win-. is an indication that the wireis heating up with increased current (electron flow) in the wire.

5. Reduce voltage rapidly while again observing the weight attachedto the wire.

2 00

:., _

Demonstration: iron Wire (continued)

6. The continuous movement of the weight demonstrates thermal ex-pansion/contraction. The brief, discontinuous change in weightmovement demonstrates the point at which a crystalline phasechange occurs.

7. The effects can be more readily observed by placing a ruler next tothe weigbt to measure the shift. Notice that the change is not onlyreversible but repeRtable.

The phase change that is occurring is as follows:

cC - Fe (Ferrite)ir - Fe (Austenite)6 -Fe 4 -Fenite)

Temperature RangAmbient 912°C

912° 1394°C1394° 1538°C+

-B.B.C. = Body-Centered CubicF.C.C. = Face-Centered Cubic

Safety Precautions:

VolumeB.C.C. Less DenseF.C.C. More DenseB.C.C. Less Dense****

WARNING: The wire, when hot, can cause burns and even a fire!**Instructor Notes:

A. When a voltage is applied across a conductor, electrons are caused tomove through the conductor much like water moves t rough a pipe.As the electrons collide with atoms, energy is given off in the formof heat; the greater the voltage - the faster the electrons - the moreenergetic the collisions - the greater the amourt of heat generated.

B. When materials are heated, the atoms that make up the material willvibrate to a greater extent the hotter they get. This vibration causesthe atoms to move a greater distance apart from each other in threedimensional space, and results in rhat is referred to as "thermalexpansion." When the heat source is removed, the vibrations willdecrease, and the atoms will "contract" to their original positions.

23 24

Notes:

The type of "crystal structure" a material has is dependent uponmany factors such as atom size, type of atoms, temperature, to namea limited few.

2. Metals, such as the iron wire used in this demonstration, have areghlar, repeating, three dimensional arrangement of atoms knownas a 'crystalline structure."

. Many "crystalline" materials will have the same "crystalline struc-ture" over the entire temperature range as you heat it from roomtemperature to melting, i.e., aluminum.

. Other materials, notably iron, may assume one "crystalline struc-ture" at room temperature and other "crystalline structures" at dif-"ment temperatures. This behavior is known as polymorohism orallotrophy. (Poly = many; morphism = shapes or forms)

. As a polymorphic mateial is heated, at some giver temperature theatoms making up the crystal structure will realign themselves to thenew crystal structure. If the volume occupied by the atoms in thesetwo different crystal stmtures is different, the solid material willundergo a physical change when the change from crystal structure#1 to crystal structutt #2 takes place. (As demonstrated during theheating of the iron wire.)

24 2' 0

Dragon's tear experimentintroduces students tocooperative learning strategies

Prior to this experiment, students will have been experimenting withsome of the physical and chemical properties of glass. Experimenta-tion could include melting individual compounds to see at what tem-perature they melt, how they react to heat, and how they solidify. Stu-dents could also experiment with a binary glass (two component glass),making a simple phase diagram of their findings and noting eutecticareas and perhaps unique compositional areas. Students could alsomake simple soil melts to create a simulated obsidian. This processcan be accomplished with -1vh. ''y Mule Team Borax mixed at variedweight percents in soil to find a 6,...s that possesses the best possiblecharacteristics of obsidian at a given melt temperature. Yet anotherexperimental process is to vary components of a three to four compo-nent glass obsciving the varying effects on the glass. The list of ex-perimental glass melting is not exhaustive, but limited only by timeand depth of inquiry.

Following the demonstration, students could examine other materi-als that develop stress lines while being observed under light polariz-ing film (i.e., clear plastics, drinldng glasses, plate glass).

Using plastic (polymeric materials), students could also examinehow stress centralizes at flaws in materials. These flaws become thearea of materials failure.

Learning objectivesThis experiment in the making of "Dragon's Tears" helps to satisfy

the learning objectives for this unit on Glasses and Ceramics. Some ofthese objectives include:

i "Know, give examples, and experiment with mechanical, chemi-cal, thermal, nuclear, optical, and electrical properties of glass."

i "Describe aspects of the glass industry."i "Be able to melt, pour, anneal, and temper a batch of glass."

Science related !earningsThe instnictor will be able to introduce the concepts of conduction,

radiation, and convection. This can be followed by locating the vari-ous colors of the glass, as it is heated, on a chart of the electromagneticspectrum. Concepts of viscosity/density/specific gravity can be woveninto the discussion as the glass finally melts and i ; ready to pour.Convection currents are noted as the Dragon Tears enter the beaker ofwater. Finally, as students begin cutting the "tails" off the Tears,concepts of haniness/strength/brittleness/toughness can be dealt with.How polarizing film is manufactured can .o be discussed.

25

26

Art related !earningsGlass, with its shiny and often iridescent surfaces, leads nicely into a

study of iridescent glass. An iridescent surface can be formed on glassas a decoration, and it is often found on old glass exposed to the ele-ments. What is iridescence? These thin oxide coatings on the glasslead to discussions of refraction. Basically, this action can be illus-trated with a prism. The prism can be used to illustrate the various lightspectra contained in sunlight, fluorescent and incandescent light. Asimple "Newton's Rings" experiment can involve students now viewingrefraction through a microscope, using two microscope slides and ahuman hair!

Vocational related !earningsIn this study of glass, students would be able to research the Diction-

ary of Occupational Titles, Occupational Outlook Handbook, and theStandard Industry Classification Manual to locate occupations relatedto glass-processing. This could then lead into either field trips or"teams-of-two" interviews to local dispensing opticians or auto glassinstallers. "What machir?s are used to measure, cut and grind theglass?" "What are some of the tricks of the trade?" Students could thenactually complete a "Resistance of Glass Containers to ChemicalAttack" test as outlined in the ASTM C-225. This would provide thestudents actual experience performing industrial quality control occupa-tional experience.

Journal EntriesThroughout these learning experiences, students would be writing in

their journals: questions to ask, data from the experiment, ponderings/possibilities/dreams, mistakes or errors, and certaL sly tinkering, stum-bling, and flights of fancy.

"Does it rake any difference what kind of cutting tool I use onthe Dragon Tear?"

"Can I cut off a lot or very little ?""What new glass product can I make that uses this principle?"

Learning StrategiesNot only will students work in small groups in an experimenting

mode, but they can conduct research on occupational references andperhaps prepare an audio or video tape on their fmdings. Cooperativelearning strategies work particularly well here became, only if there isreal cooperation and sharing of knowledge, will the Dragon Tears formcornett:

Use of Community ExpertsVolunteers from your local community who might be able to assist

with this acdvity include potters, glass blowers, glass makers, glazers,dispensing opticians, stained glass artists, and many more.

26

27

GLASSES AND CERAMICS

Experiment: Dragon Tears

Student Learning Objective:At the conclusion of the experiment, the student will be able to:

Produce a "Dragon Tear."V Successfully cut the dragon tear in order to demonstrate the

effect of tempering and internal =uses.Observe effects of stress in glass with use of light polarizingmaterials.

Materials:

Melting furnaceCrucibleMetal tongsStainless steel beaker (4 to 5 liter capacity)Safety eye glassesScissorsWire cutters (diagonal-cut pliers)

********************************************************

WARNING: Wear safety glasses for this experiment********************************************************

Procedure:

Melt a Na20 * B203* 25i02 glass composition (approximately 50grams) in the furnace at 1100°C for one-half hour. Clear glassworks best for this experiment.

2. Remove the molten glass from the furnace and slowly pour, drop bydrop, the glass into the beaker containing cold water. Long fi'oerstrail from each droplet of glass and at times need to be clipped withscissors at the mouth of the crucible.

3. When glass becomes too viscous to pour, return crucible to thefor approximately 10 minutes. Step 2 can then be repeated

be air-quenched.fumacvor the glass may

27

28

Experiment: Dragon Tears (continued)

4. Sometimes many glass dmplets need to be made before establishingthe approximate size of the "tear" that will hold its shape. The sizeof the droplet is determined by the viscosity of the glass whichshould flow like warm honey before attempting to pour any glassdroplets. If the glass is too liquid, lower the furnace temperature 25to 50 °C. To cool the glass in the crucible so that it will thicken tothe consistency desired, mtate the crucible from side to side so thatthe glass flows and mixes evenly as it cools.

5. Remove droplets with their long trailing fiber from the beaker. Holdthe dmplet in one hand and begin cutting the fiber at the farthestpoint from the dmplet using diagonal-cut pliers. Continue cuttingthe fiber, moving progressively closer to the droplet. The temperedglass droplet will explode into sand size particles in your hand as thecutting approaches the thicker portion of the fiber.

Notes:

Tempered glass droplets are formed from the rapid cooling of thedroplets skin. The water rapidly hardens or solidifies the outer layerof the glass but the middle of the droplet is still molten or viscous.As the inner glass losses heat and solidifies, its atoms are able topack closer together and the glass shrinks. This shrinking draws thehardened, outer glass into a smaller area and causes the skin to betightly compressed.

Fast cooled,hard,thin glassskin is pulltbdinto a smallerarea than itis comfortable in.

As the inner glass evenly pulls in the outer skin, tremendous forcesupward to 50,000 psi (347 Mega Pascal [MPs]) develop. Since glassdoes not break while in compression, these high compressive forceswill remain stable. But by clipping the thick part of the glass tail, thecracking of the glass disrupts the equilibrium of the glass forces anda chain reaction of cracking occurs throughout the entire glassdroplet. The result: a tremendous amount of stored energy isreleased very rapidly.

28 0 0r. ti.......iiirl-

Notee: (cordnued)

2. Many of our glass materials are tem to give them specialproperties: Plate glass in car windows and sliding glass doors aremade to shatter when broken so people will not be hurt by large,sharp, jagged, flying glass pieces. Glass is also tempered toincrease its strength since external loades or forces must ovcivomecompressive forces engineered into the glass before stress begin toeffect the surface of the glass. Industry tempers its glass bycooling the molton glass surface with jets of cool air.

3. Stress can be observed in glass with light polarizing Min and/orpolarized sunglasses. By placing the polarizing materizl on bothsides of the glass and rotating one piece of tke polarizing material,colorful patterns can be observed where t!gere is stress. Do thiswith a dragon tear and observe the intrase rainbow of colors seenthroughout the glass. For best effect do this over an overheadprojector so that the bright light will better illuminate the stresslines.

4. Anneal one of the droplets by placing it in a cool annealing fur-nace, heating it to approximately 450°C for two or three hours, andthen let it cool in the furnace overnight. Observe the effects of anannealed glass droplet using the polarized materials.

29 30

Materials Science& Technology

Meetwq th.eof the 21st century

August 1990

Students, educators cite need for MST curriculumWashington. Oregon participants agree that time Ls right for change

Few secondary and postsecondary vocational technical programs are prepared to dealwith the advent of new materials in today's workplace.'Larry McClure, directorNWREL Education & Work

We want to ensure that teachers have the background, materials, and resources to preparethe next generation of the technical workforce.'Irene Hays, managerScience Education CenterBattelle

I see materials science becoming a large focal point for technical training for the next 10to 20 years. The materials science program at Richland High School will become, if not anational model, a model throughout the Northwest.'Bruce Hawkins, directorVocational EducationTri-Cities

' It's a magical kind of thing that happens here.'Steve Piippo, teacherRichland High School

'This class has more lab time and more practical application than other classes. And theexperiments aren't pre-determined. We're learning by doing and developing answers as wego along.'SeniorNorth Thurston High School

30

ENDU.S. Dept. of Education

Office of EducationalResearch and Improvement (OERI)

ERICDate Filmed

July 24, 1991