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  • Overview
  • Lesson Preview
  • Teaching Materials
  • Extensions
  • Background
  • Learning Standards
  • Feedback
  • Credits
  • Acknowledgments
  • Version Notes
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Colorful Solutions

Chemical Engineering Dyes to Brighten Lives

Chemical Engineering Dyes to Brighten Lives
Sponsored by:

The Department of Chemical and Process Engineering at the University of Canterbury in Christchurch, New Zealand

Chemical Engineering Dyes to Brighten Lives
Galactic_PolyMath_First_Sec_Mobile_Info
The Gist:

Students will learn to think like chemical engineers as they delve into the dye technologies that allow us to express ourselves through colorful clothing. They will read and discuss complex texts, analyze concept maps and graphs, and develop an appreciation for indigenous (Māori) dye technology.

Target Subject:
Science
Grades:
8-12
Estimated Time:
3 x 45min classes
Target Subject:
Science
Grades:
8-12
Estimated Time:
3 x 45min classes
Subject breakdown by standard alignments:Subject breakdown by standard alignments
Subject breakdown by standard alignments
Subject breakdown by standard alignments

Driving Question(s):

How have different dye technologies been used to produce colorful clothing across cultures and over time?

Essential Question(s):

How can a career in chemical, genetic, or process engineering create opportunities to solve complex societal problems?

Hook(s):

  • Part 1 begins with a warm-up “Dye-versity Audit,” In which students will quantify the number of dyes they brought to class on their person and reflect on what they mean in terms of self-expression. The rest of Part 1 focuses on narratives designed to appeal to students’ curiosity.
  • Part 2 involves a card-based puzzle activity.
  • Part 3 puts students directly in the decision-maker position, giving them an opportunity to choose a course of action based on their own values and reasoning.
Keywords:
chemical engineeringprocess engineeringdyeMāoriindigenous technology
Invalid section lesson-plan.unit-preview

3 x 45 min

Available Grade Bands

Available Teaching Environments

Browse & Download All G8-12 MaterialsBrowse & Download All G8-12 Materials
Learning Objectives

Students will able to...

  1. Understand that chemical engineers develop economical commercial processes to convert raw material into useful products.

  2. Understand the scientific and engineering methods.

  3. Analyze complex texts describing historical and contemporary figures and synthesize information about dye processes.

Materials for Grades 8-12

  1. Presentation (Part 1)

    Need: WiFi, Computer, Projector, Sound

  2. "Role of the Dye" Readings (Part 1)

  3. Student Worksheet (Part 1)

    Print 1 Per Student

  4. Teacher Worksheet (Part 1)

    Print 1

Steps & Flow

10 min: Warm-Up

1.

Clothing Color Audit

1.

Clothing Color Audit

Use the presentation to walk students through an engagement hook activity, before moving into the main reading activity. Using worksheet 1, students calculate their "dye-versity index".

The "dye-versity index" represents the total number of colors a student has on them, and therefore the number of dye processes that had to be invented.

2.

Share Out

2.

Share Out

Let students share their "dye-versity index" and reflect on whether color helps express their personality or mood.

5 min: Engage

3.

Watch Video

3.

Watch Video

Show ▶ The Nature of Color at the American Museum of Natural History

This video introduces the importance of color in the natural world of plants, animals, and evolution, as well as in the human world of self-expression, social interaction, and culture. The importance of color to life sets the stage to learn about dye technologies in the next step.

25 min: Explore

4.

Introducing 3 Dye Technologies

4.

Introducing 3 Dye Technologies

The lessons will focus on Tyrian Purple, Mauveine, and Tānekaha Dye.

The invention of each of technology enabled a group of people at a time and place the power of expression through color!

5.

Student "Experts"

5.

Student "Experts"

Split students into groups of three (e.g. by counting off). Assign each number one of the three articles in Reading Handout 1.

After giving them time to read and fill out the concept map for their reading, instruct the groups of three to teach each other what they learned and help each other fill out the remaining blanks on Worksheet 1.

  • synthesize: the process of running chemical reactions to obtain one or several products
  • patent: a government license that keeps others from making, using, or selling an invention
  • mass-market: cheap goods produced in large quantities to meet high demand
  • niche market: goods designed to meet the specific needs of a smaller market (~10,000 units), such as clothes for children or sustainable cleaning supplies
  • aniline: an organic compound with the formula C6H5NH2
  • secretion: a process by which substances are produced and discharged from a cell, gland, or organ for a particular function in the organism or for excretion
  • reducing agents: in chemistry, a reducing agent is a chemical molecule or atom that "donates" an electron to another chemical
  • luxury market: expensive goods produced in small quantities because of cost and to maintain an exclusive status of the product

5 min: Wrapping Up

6.

Have students finish remaining questions on their own or assign homework

6.

Have students finish remaining questions on their own or assign homework

Part 2 will begin with a review of each dye technology, so students should complete their Part 1 worksheet before then.

Learning Objectives

Students will able to...

  1. Understand that chemical engineers develop economical commercial processes to convert raw material into useful products.

  2. Compare and contrast the costs and benefits of synthetic vs natural dye production.

  3. Understand the scientific and engineering methods.

  4. Solve a puzzle by logically piecing together the order of 3 different dye processes.

Materials for Grades 8-12

  1. Presentation (Part 2)

    Need: WiFi, Computer, Projector, Sound

  2. Cost Cards for Activity (Part 2)

    Print a set for each group

  3. Student Worksheet (Part 2)

    Print 1 Per Student

  4. Teacher Worksheet (Part 2)

    Print 1

Steps & Flow

15 min: Review

1.

Share Out

1.

Share Out

Recap the three dye technologies from yesterday's lesson.

Let students share out what they remember from yesterday's lesson and how each dye technology is made. Then use Presentation 2 to pivot the discussion to the sustainability, cultural significance, status signalling, and efficiency of the various technologies.

2.

What is the difference between a chemist and a chemical engineer?

2.

What is the difference between a chemist and a chemical engineer?

Encourage students to do their best to distinguish the differences between a chemist and a chemical engineer. Use Presentation to transition from the discovery and invention of dye technologies to the activity and discussion about how inventions become viable products.

5 min: Pivot

3.

Become a chemical engineer for a day

3.

Become a chemical engineer for a day

Paint the picture: Galactic Tees is a new company that wants to make a new line of t-shirts but can't decide on what dyeing technology to use.

Students will study the pros and cons of each dyeing technology at different scales. For the "Cost Cards" activity the Driving Question will be: "How much does it cost to produce the first dyed item using each technology?"

15 min: Activity: Process Engineering Puzzle

4.

Activity instructions

4.

Activity instructions

Divide students into groups of 2-3 and give each group a set of: ➚ Dye Technology "Cost Card" Puzzle Activity

Each set has 18 Cost Cards representing 6 steps in each of the three dyeing technologies. The presentation will break the activity into substages and guide the students through an analysis of the processes.

5.

Find the Starting Price

5.

Find the Starting Price

Once the cards students have sorted the cards, have them add up the prices of each step listed on the Cost Cards to find the Total Cost of the process.

Starting Price = Total Cost X 1.2 (to include a 20% profit)

10 min: Reflecting on Process Costs

6.

Independent Work

6.

Independent Work

Have students use the remaining time to finish the worksheet.

Students will reflect on the major expenses of the process and predict how the price per item might change as the scale of production increases. Part 3 will explore how production costs change at different scales, so these questions prime the students to think beyond the Starting Price.

Learning Objectives

Students will able to...

  1. Understand that chemical engineers develop economical commercial processes to convert raw material into useful products.

  2. Interpret graphs to design a product solution at an appropriate scale.

  3. Understand the scientific and engineering methods.

  4. Assess the tradeoffs in scalability, cost, sustainability, and cultural significance between Māori dye technology compared to modern petroleum-based synthetic dyes.

Materials for Grades 8-12

  1. Presentation (Part 3)

    Need: WiFi, Computer, Projector, Sound

  2. Teacher Worksheet (Part 3)

    Print 1

  3. Student Worksheet (Part 3)

    Print 1 Per Student

Steps & Flow

10 min: Review

1.

Share Out

1.

Share Out

Quickly review the 3 dye technologies, the Starting Price students calculated for each, and the reason the different technologies have varying Starting Prices.

Since the prices and production scales have such a wide range of values, the price per item versus number of items produced points are plotted on log-log plots. The presentation includes a side note about the purpose of log-log plots.

20 min: Explain

2.

Introducing Price Curves

2.

Introducing Price Curves

The presentation introduces the idea of producing items at various scales and discusses how the price per unit changes accordingly.

Make sure students complete corresponding worksheet sections to follow the discussion of Price Curves.

3.

Limited Resources

3.

Limited Resources

Use presentation to guide students through the example of fishing for Murex snails illustrates how the availability of resources affects (and limits) the scale of production.

4.

Watch Video

4.

Watch Video

Show ▶ True Blues: Textiles Water Pollution Problem to introduce environmental impacts of synthetic dyes made from fossil fuels.

Throughout the presentation, synthetic dyes produced from fossil fuels are shown to be a competitive and attractive dye technology. Despite their range of colors and low costs, dyes produced from fossil fuels also cause a lot of problems.

In this video students learn about the many sustainability issues tied to the dye and fashion industries (particularly with fossil-fuel-derived synthetic dyes). This prepares students to reflect on and analyze the consequences of dye technologies as they perform a cost-benefit analysis of the available dye technologies to make a recommendation for Galactic Tees.

15 min: Synthesize and Reflect

5.

Have students finish worksheet independently

5.

Have students finish worksheet independently

By interpreting the price curves, compiling information from all three lessons, and reflecting on their values and goals, students recommend a dye technology for Galactic Tees to use in their new line of t-shirts.

A table in the worksheet allows students to compare the range of colors, price point, target audience, sustainability, status signalling, and cultural significance of each dye technology. Based on the compiled information they will identify the most competitive dye technology. Their final recommendation for Galactic Tees's dye technology is supported by the production bottom line, but also by the student's personal priorities (e.g. sustainability or cultural significance).

Each of these technologies has pros and cons, so students are encouraged to reflect on how they could improve their chosen dye technology's disadvantages. Specifically they are tasked with imagining themselves as chemical engineers trying to make Galactic Tees more sustainable.

  • mass market: goods produced in large quantities (1,000,000+ units) to meet high demand and sold at a low cost to a broad group.
  • niche market: goods designed to meet the specific needs of a smaller market (~10,000 units), such as clothes for children or sustainable cleaning products.
  • luxury market: expensive goods produced in small quantities (<1,000 units) because of cost and to maintain exclusive status of the product.
Materials for Grades 8-12

  1. Assessment (TEACHER)

    This is a streamlined assessment designed to be used in pre/post testing to measure how this lesson affects STEM alignment and key learning objectives.

  2. Assessment (STUDENT)

  • Have students read and discuss the scientific paper about dye technologies in the Background Section . This paper is co-authored by Māori weaving expert and conservator Rangi Te Kanawa, PhD.
  • Teach the Black is Back lesson centered on Rangi’s conservatory work restoring Māori garments that were dyed using a different technology.
  • Have students research the significance of the pepeha in Māori culture. They can create their own using this great online tool.
  • Ask students to research chemical engineering, process engineering, chemistry, and related careers to find out median salary, school requirements, etc. A great resource is the NZ Careers Website.
  • Have students watch this video about bioengineering dyes and conduct independent research. For example, they could find a company developing sustainable dyes and make a presentation about why this company deserves investment, compared to others.
  • Have students research Rangi Te Kanawa, her mother Diggeress, and grandmother Rangimārie, and to reflect on the significance of preserving indigenous technologies.

Māori Culture

For those unfamiliar with Māori culture and language, here are some helpful links.

Scientific Background

This lesson helps build a high-level understanding of the different processes behind 3 dye technologies: 2 derived from natural resources (tānekaha red and Tyrian purple) and 1 derived from fossil fuels (mauveine). You and your students can gain more detailed knowledge by reading this scientific paper, coauthored by Rangi Te Kanawa. Screenshot of the journal article

Further Reading:

6. Learning Standards

Learning Standards Chart

This Galactic Polymath Learning Chart illustrates the areas of knowledge covered. This lesson targets Science, but it helps teach national learning standards in 4 subjects:

Click on any standard for details on how the lesson aligns to it.

Target Standard(s)

Skills and concepts directly taught or reinforced by this lesson

Dimension: Science & Engineering Practices

How does the lesson align to this standard?
  • In Part 3, students will go through a detailed analysis of 3 curves showing the effect of production scale on unit price using the 3 different dye technologies. These curves include linear and exponential patterns that stem from underlying processes such as overharvesting or gradual technological improvement.
How does the lesson align to this standard?
  • In Part 1, students will work independently and in groups to extract information from complex texts about each technology and complete concept maps of the chemical processes involved.
How does the lesson align to this standard?
  • In Part 2, students will do basic addition and multiplication to calculate starting price of each technology. In Part 3, they will analyze a graph of how unit price changes with how many units are produced in order to decide on which technology is appropriate.
How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits to make a recommendation of a particular dye technology that achieves their desired balance of priorities.

Dimension: Disciplinary Core ideas

How does the lesson align to this standard?
  • In Part 3, students will explore sustainability issues associated with fossil-fuel and marine snail-derived dye technologies.
How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.
How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits to make a recommendation of a particular dye technology that achieves their desired balance of priorities.

Dimension: Cross-Cutting Concepts

How does the lesson align to this standard?
  • Part 3 involves students grappling with how 3 technologies' prices scale differently as production increases. This involves understanding the changing unit scales (by an order of 10; i.e. a logarithmic scale) as displayed on a graph.

Connected Standard(s)

Skills and concepts reviewed or hinted at in this lesson (for building upon)

Dimension: Number Systems, Operations & Abstract Representation

How does the lesson align to this standard?
  • In Part 2, students will do basic addition and multiplication to calculate starting price of each technology. In Part 3, they will analyze a graph of how unit price changes with how many units are produced in order to decide on which technology is appropriate.
How does the lesson align to this standard?
  • Part 3 involves students grappling with how 3 technologies' prices scale differently as production increases. This involves understanding the changing unit scales (on an order of 10) as displayed on a graph.

Dimension: Algebra, Geometry, Trig, Calculus & Higher Level Thinking

How does the lesson align to this standard?
  • The central graph in Part 2 and 3 has a logarithmic X- and Y- axis. Though logarithms are not an explicit learning target; rather, they are asked to interpret the graph using relative units, this can be an opportunity to dive deeper into this topic if you like.
How does the lesson align to this standard?
  • In Part 3, students are asked to interpret different inflection points and other features on the graph to hypothesize about the processes that explain them.
How does the lesson align to this standard?
  • In Part 3, students are asked to interpret different inflection points and other features on the graph to hypothesize about the processes that explain them. (For example, why does the Tyrian purple, snail-derived dye technology, curve suddenly shoot straight up? Answer: because price increases as supplies dwindle).

Dimension: Reading

How does the lesson align to this standard?
  • In Part 1, students will work independently and in groups to extract information from complex texts about each technology and complete concept maps of the chemical processes involved.
How does the lesson align to this standard?
  • Throughout Parts 1-3, students will integrate readings, discussions, and graphs to gain a deeper understanding of the pros and cons of the 3 dye technologies under study.
How does the lesson align to this standard?
  • In Part 1, students will work independently and in groups to extract information from complex texts about each technology and complete concept maps of the chemical processes involved.

Dimension: Language, Speaking & Listening

How does the lesson align to this standard?
  • In Part 1, students will work independently and in groups to extract information from complex texts about each technology and complete concept maps of the chemical processes involved. Throughout the lesson, there are many opportunities for sharing ideas and observations and building a shared knowledge of the technologies and their various tradeoffs.
How does the lesson align to this standard?
  • In Part 1, students will work independently and in groups to extract information from complex texts about each technology and complete concept maps of the chemical processes involved. Throughout the lesson, there are many opportunities for sharing ideas and observations and building a shared knowledge of the technologies and their various tradeoffs.
How does the lesson align to this standard?
  • In Part 1 and 2, students will need to work together to make sense of the systems put in front of them. They will have flexibility to define roles and strategies for filling out the missing pieces of information from the resources put in front of them.
How does the lesson align to this standard?
  • In Part 1 and 2, students will need to work together to make sense of the systems put in front of them. They will have flexibility to define roles and strategies for filling out the missing pieces of information from the resources put in front of them.
How does the lesson align to this standard?
  • Throughout the unit, students will gain specialized STEM vocabulary, as well as relevant Māori indigenous terminology related to understanding the cultural significance and impact of indigenous technology.

Dimension: Science & Engineering Practices

How does the lesson align to this standard?
  • Students will think, ask questions, discuss, and summarize a fairly robust cost/benefit analysis of the 3 dye technologies.
How does the lesson align to this standard?
  • Incorporating multiple lines of evidence, students will do a thorough cost/benefit analysis of the 3 dye technologies at the focus of the lesson.
How does the lesson align to this standard?
  • Students will do a thorough cost/benefit analysis of the 3 dye technologies at the focus of the lesson.
How does the lesson align to this standard?
  • In Part 3, students will explore and interpret a graph of how unit price changes with how many units are produced. They also consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.
How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.
How does the lesson align to this standard?
  • In Part 1, students will work independently and in groups to extract information from complex texts about each technology and complete concept maps of the chemical processes involved.
How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.

Dimension: Disciplinary Core ideas

How does the lesson align to this standard?
  • In Part 3, students will learn how overexploitation of marine snails could impact the harvest, pricing, and economics of producing Tyrian purple at a large scale. They will also watch a video about detrimental impacts of the dye industry on the global environment. They will incorporate this knowledge into their cost/benefit analysis.
How does the lesson align to this standard?
  • In Part 3, students will explore sustainability issues associated with fossil-fuel and marine snail-derived dye technologies.
How does the lesson align to this standard?
  • A take-home of this lesson is hopefully that STEM professionals are working to solve problems and that the engineers and scientists of the future will be able to achieve a better balance of the diverse sustainability, cultural significance, and cost requirements of consumers through innovation.
How does the lesson align to this standard?
  • Students will gain an authentic glimpse into the scientific and engineering mindset as they grapple with the complexities and tradeoffs of the 3 technologies. Hopefully they are left with a sense of agency and motivation to pursue a career that expands our capabilities further.
How does the lesson align to this standard?
  • In Part 3, students go through a hypothetical example of how overharvesting affects fishermen and consumers. They then watch a video that introduces a number of issues from the massive synthetic dye market around the globe.
How does the lesson align to this standard?
  • In Part 3, students are walked through a hypothetical example of how overharvesting Murex snails can drive extinction and destroy the market for Tyrian purple dye.
How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.

Dimension: Civics, Economics, Geography & History

How does the lesson align to this standard?
  • In Part 3, students will explore and interpret a graph of how unit price changes with how many units are produced. They also consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.
How does the lesson align to this standard?
  • In Part 3, students will explore and interpret a graph of how unit price changes with how many units are produced. They also consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.
How does the lesson align to this standard?
  • Throughout the unit, students are asked to weigh cultural, sustainability, and other considerations against the need of consumers to express themselves through color.
How does the lesson align to this standard?
  • Students learn about how natural dyes (in particular, tānekaha) connect people to the place from which dye ingredients were harvested, as well as the cultural traditions and history behind the technology itself.
How does the lesson align to this standard?
  • In Part 3, students go through a worked example of how overharvesting snails affects biodiversity, economics, and geography at local and regional scales.

Dimension: Peace and Prosperity

How does the lesson align to this standard?
  • In Part 3, students will integrate multiple lines of evidence to consider the implications for society, sustainability, and consumer benefits of choosing a particular technology to dye products.
How does the lesson align to this standard?
  • Sustainability is an inherent factor in the cost/benefit analysis students will undertake. Indigenous technology is also integral in the lesson. This should drive home the recognition that economic development should include marginalized groups and perspectives, while also minimizing negative impacts on the environment.

Dimension: Planet

How does the lesson align to this standard?
  • In Part 3, students are walked through a hypothetical example of how overharvesting Murex snails can drive extinction and destroy the market for Tyrian purple dye. They also watch a video about the myriad environmental harms of mass production of fossil-fule-derived synthetic dyes.

Please let us know how it went with your class!

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Lesson Author and Creative Director:

Matt Wilkins, PhD

Lesson Author and Graphic Design Consultant:

Stephanie Castillo, PhD

Education Consultant:

Madelyn Leembruggen

Sponsor and Producer

Matthew Cowan, PhD

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Māori Cultural and Scientific Consultant

Provided background expertise in Māori dyeing and weaving māutaranga

Tyrian Purple Dye Consultant

Provided lots of useful background and photos of this dyeing process using sea snails

Teaching Consultant

Classroom teacher expert advisory during lesson design process

Major Release Beta

0.1.0 Initial lesson build.

6/29/2022

0.2.0 Major updates for public release!

8/31/2022

Aligned to New Zealand Curriculum. Added Learning Epaulette. Fixed grammatical errors, broken links.

0.2.1 Minor updates

9/8/2022

Procedure edited to be more active. Minor spelling and grammar corrections throughout. Couple of broken links fixed

0.3.0 Major revisions

9/9/2022

Corrected errors; added documentation to teacher versions of worksheets; added learning objectives to standards section.

0.4.0 Rebuilt lesson for galacticpolymath.com relaunch

5/4/2023