# Presentation: 300836

## Rod-Coil Block Copolymers can be weakly segregated if the chemical structures are closely matched
Phase space is 4 dimensional depending on:  the rod-coil interaction (N), the rod-rod interaction (N), the volume fraction coil (), and the geometrical asymmetry of the blocks ()
Lamellar ordered phases are seen across most of phase space with hexagonal phases only in the limit of large volumetric and geometrical asymmetry ( and ).  Nematic and isotropic disordered phases exist at higher temperatures
Rod blocks are diamagnetic:  long range order (mm sized grains) can be controlled using magnetic fields

- Phase space is 4 dimensional depending on:  the rod-coil interaction (N), the rod-rod interaction (N), the volume fraction coil (), and the geometrical asymmetry of the blocks ()
- Lamellar ordered phases are seen across most of phase space with hexagonal phases only in the limit of large volumetric and geometrical asymmetry ( and ).  Nematic and isotropic disordered phases exist at higher temperatures
- Rod blocks are diamagnetic:  long range order (mm sized grains) can be controlled using magnetic fields

**Rachel A. Segalman, University of California, Berkeley,**
**DMR 0546560 **

- Sidechains on the rod-block protect it from enthalpic interactions with the coil allowing for weak segregation.

- WAXS

- SAXS

**Rod-Coil Block Copolymer Self-Assembly                              Magnetic Field Alignment**

## Strong early high school science curricula play an enormous role in attracting students to science and engineering careers. Exploration of structure-property relationships in polymer design provide real life examples and opportunities to interest students.
Through the combination of a high school educator with the teaching skill to excite high school students and a university educator who can leverage research tools we hope to have a high impact on students
High School Teacher, Helen Reese, spent summer 2006 with the Segalman group at UC Berkeley developing lesson plans designed to excite students early in the high school science curriculum. 
In Spring 2007, graduate students Brad Olsen (pictured at left) and Hagar Zohar from the Segalman group helped Ms. Reese teach the week-long module
In Summer 2008, Ms. Reese will document and package the laboratory module for distribution to her colleagues at Rio Mesa High School so that a total of 600 freshmen  (and additional upperclassmen) will benefit.

**Rio Mesa High School**

- Strong early high school science curricula play an enormous role in attracting students to science and engineering careers. Exploration of structure-property relationships in polymer design provide real life examples and opportunities to interest students.
- Through the combination of a high school educator with the teaching skill to excite high school students and a university educator who can leverage research tools we hope to have a high impact on students
- High School Teacher, Helen Reese, spent summer 2006 with the Segalman group at UC Berkeley developing lesson plans designed to excite students early in the high school science curriculum.
- In Spring 2007, graduate students Brad Olsen (pictured at left) and Hagar Zohar from the Segalman group helped Ms. Reese teach the week-long module
- In Summer 2008, Ms. Reese will document and package the laboratory module for distribution to her colleagues at Rio Mesa High School so that a total of 600 freshmen  (and additional upperclassmen) will benefit.

**Polymer Science Exploration Module **
- Monomer to polymer – learning polymer chemistry and terminology with styrofoam packing peanuts and toothpicks
- Crosslink model – learning about cross-linking with flexible tubing and Y-connectors
- Crosslinking polymers -- Making poly(vinyl acetate) gels
- Polymerization -- making polyurethane foam
- Breaking Edges– Graduate Students led a discussion on polymers in your gadgets

- This module focuses on exploration and analysis with minimal lecture time.    It is designed to use only non-hazardous, easily purchased materials to allow implementation in resource-limited classrooms.

**Rachel A. Segalman, University of California, Berkeley,**
**DMR 0546560 **