Introduction

In each of our homes are thousands of chemicals.

What are they?

Are they safe?

Are they tested for human consumption?

Are videos like these realistic? Watch ‘em. They’re eye-opening.

Why does this happen?

In what other applications are everyday chemicals used?

You will investigate these questions.

To find what you’re doing, go to the button.

To find out how you’re going to do it, go to the button.

To find out how it will be graded, go to the button.

Tasks

Confused? Need advice? Contact me at amick@thsrock.net.

Process

Introduction Tasks Process Evaluation ConclusionLinks Teacher

Evaluation

Sources

Conclusion

At the conclusion of this WebQuest, you will have learned the identity and properties of chemicals in everyday household items, their toxicity, and their safe disposal methods, in addition to participating in a thoughtful reflection on the larger implications of this information.

Some questions to ponder on your own could be:

Why does this even matter? That may seem silly (or obvious, depending on your disposition) to ask. But what did you take away from this?

How can you play a role in making your own home safer? This relates primarily to the chemicals in it, but it could also refer to general safety issues.

How can you play a role in reducing the amount of toxic chemicals in the environment? What are you already doing?

Maybe use this to spark a discussion with family and friends about what you found.

Introduction Tasks Process Evaluation ConclusionLinks Teacher

Sources

Confused? Need advice? Contact me at amick@thsrock.net.

Introduction Tasks Process Evaluation ConclusionLinks Teacher

Sources

Confused? Need advice? Contact me at amick@thsrock.net.

Process (Part 1)

1. Choose two of the categories of household items found on the next page. **Check your category with me. I reserve the right to change it to distribute

the number of students more evenly. First come, first served!

2. Within the category you choose, find three examples of that product (two brand name product and one generic) at a local store. Should have a total of 6.

3. Note the location (what store) you found each item, its mass, and its price.

4. List all “active” ingredients and “inactive” ingredients for each product within your chosen category.

5. Note the amount (mg, ounces, %) for the “active” and “inactive” ingredients.

6. Use the internet to find the chemical formula for each ingredient, its Material Safety Data Sheet (MSDS) sheet, what its uses are, and how much

it would take to kill an elephant. See Process Part 2 for more detail.Chemical

Categories

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Sources

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Chemical Categories

Kitchen cleanersLaundry detergentShampooHand LotionPain relieverDeodorantCosmeticsFragrances or cologneSunscreenToothpasteCough dropsCold medicineFertilizerPesticide or herbicideOintmentsHair dyeAllergy medicine

Process (Part 2)

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Sources

Confused? Need advice? Contact me at amick@thsrock.net.

Process (Part 2)

Helpful links for finding the MSDS, interpreting them or other information:

Chemical formulas will be on the MSDS

You will calculate the amount of the chemical (in pounds) needed to kill an adult male African elephant. SHOW your work and CITE your sources. Use the LD50 value from the MSDS sheet.

**Remember, LD50 is usually in mg of chemical per kilogram of animal, so you’ll need to make sure all mass units are consistent.

Compile your data in a Powerpoint slide and email it to me. All sources need to be listed. This should be no fewer than six (one for each MSDS) but likely close to 10 to cover other required information.

Separately write a 2 page paper described here.

Chemical Categories

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Links

Sources

Tasks

1. Investigate the Active and Inactive ingredients on a household chemical product from a list of categories.

2. Use the internet to find the properties of the chemical.

3. Report those properties in a (your choice).PowerpointWeb page designed by you

4. Write a reflective paper and post it on www.turnitin.com. The paper should discuss your thoughts on what you found, what surprised you and answer the question in the Paper Topics section.

This is also linked from Process Part 2 Page

Confused? Need advice? Contact me at amick@thsrock.net.

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Sources

Links

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Introduction Tasks Process Evaluation ConclusionLinks Teacher

• Link to the paper topics page.

• To find the MSDS, I find the easiest way is to type “<chemical’s name> and MSDS: into www.google.com

• You can also search www.msds.com or http://www.msdscompliance.com/data/printable_msds_sheets_32.htmlor http://www.ehso.com/msds.php

**A site may offer a free trial. This should be fine as the time to complete the WebQuest will be less than the length of the free trial.

• This site http://www.msdssearch.com/DictionaryN.htm should help with terms and acronyms used in MSDS.

• What is LD50 or LC50 on the MSDS?

• Chemical disposal advice can be found on www.earth911.com or http://chemistry.umeche.maine.edu/Safety/Disposal.html

• Green living guide http://www.ourlittleplace.com/nontoxic.html or http://www.seventhgeneration.com/Sources

Teacher’s page

Grades 9-11 (in my classroom, these are Grade 10 students, but the age at which chemistry is taught varies for high schools in Kentucky). Students worked individually. However, it could work as a paired assignment by perhaps increasing the number of Chemical Categories they had to use.

**NOT considered an AP® Chemistry assignment as written.

Objectives: I can use internet research to identify chemical properties of ingredients in household chemicals.I can present my findings in a digital format.I can interpret my findings to discuss applications thereof in the real world.

KY Core Content:SC-HS-1.1.8Students will:explain the importance of chemical reactions in a real-world context;justify conclusions using evidence/data from chemical reactions.Chemical reactions (e.g., acids and bases, oxidation, combustion of fuels, rusting, tarnishing) occur all around us and in every cell in our bodies. These reactions may release or absorb energy.DOK 3Accommodations:Authentic inquiry. Added time. School-provided access to computers if students do not have such at home. Software exists to read text to students who are visually impaired.

Confused? Need advice? Contact me at amick@thsrock.net.

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Sources

Introduction Tasks Process Evaluation ConclusionLinks Teacher

EvaluationYour work will be graded using the rubric below.

0-4 points 5-10 points 11-15 points 16-20 points

Chemical findings, identity and details

0-6 household chemicals are researched. Active/Inactive ingredients missing. Proof of product is largely missing. Amounts and pricing incomplete or inaccurate.

2-6 household chemicals are researched. Active/Inactive ingredients partially missing. Proof of product is incomplete. Amounts and pricing incomplete or inaccurate.

4-6 household chemicals are researched. Active/Inactive ingredients mostly listed. Proof of product is given. Amounts and pricing accurate.

Six household chemicals are researched. Active/Inactive ingredients all listed. Proof of product is given. Amounts and pricing accurate.

MSDS reports and findings

MSDS reports cited for few chemicals. Required calculations incorrect ; little work shown. Chemical formulas incorrect.

MSDS reports cited for most chemicals. Required calculations incorrect ; most work shown. Chemical formulas all correct.

MSDS reports cited for all chemicals. Required calculations correct ; most work shown. Chemical formulas all correct.

MSDS reports cited for all chemicals. Required calculations correct with work shown. Chemical formulas all correct.

Powerpoint/Webpage Presentation

Final product is unorganized; few sources are cited; necessary data is often missing or inadequate for chosen chemicals

Final product is satisfactory in construction, somewhat organized; some sources are cited; some data is missing or inadequate for chemicals

Final product is well formulated, mostly organized; sources are cited; most of the necessary data are included for chosen chemicals

Product is esthetically pleasing, well organized; all sources are cited; all necessary data are included for all chemicals. Additional

Reflection Paper

Essay is 1-3 pages, more than 7 grammatical errors, responses are short and not well-explained

Essay is 1-3 pages, 5-7 grammatical errors; responses are acceptable but not thorough or comprehensive

Essay is 2-3 pages, 1-4 grammatical errors; responses are thoughtful and complete

Essay is 3 pages, grammatically correct; responses to questions are thorough, thoughtful, and comprehensive

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Paper specifics

The paper should be 3 pages minimum, typed, double spaced, 12 point Times New Roman font, with 1” margins, in MLA format.

For help with MLA format, try http://owl.english.purdue.edu/owl/resource/747/01/

Address the following questions:**See the Links page for some guidance in investigating further.

Why did you pick your chemical? Elaborate.

What differences/similarities existed between the name brand and the generic? This should discuss ingredients as well as price.

What information given in the videos linked on the Introduction page was surprising to you? What did it make you think of or consider? What information do you take issue or disagree with?

Are there issues with safe disposal of the ingredients in your chemicals? How should they be disposed safely?

What less dangerous/toxic alternatives are there for your chosen chemicals?

Sources

Introduction Tasks Process Evaluation ConclusionLinks Teacher

Sources

Simpsons image from http://www.perfectsafetysigns.com/safety_posters_and_booklets_par34.aspx

“Healthy Homes: Hidden Household Dangers” video is by HealthyHomeBook and found at http://www.youtube.com/watch?v=T-GGiziJvFI&feature=results_video&playnext=1&list=PLC99F7CFD29844B63

“The story behind cosmetics” video is by tappedfilms and found at http://www.youtube.com/watch?v=DjgkN6IpYr8

Thanks also to Amy Trauth-Nare at Nolan Catholic Schools for her WebQuest from which I drew inspiration for mine.