Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
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.
Tasks
To find out how you’re going to do it, go to the
To find out how it will be graded, go to the
Sources
Process
Evaluation
button.
button.
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
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.
Sources
Introduction
Sources
Tasks
Process
Evaluation
Links
Conclusion
Teacher
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
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
Sources
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
Chemical Categories
Kitchen cleaners
Laundry detergent
Shampoo
Hand Lotion
Pain reliever
Deodorant
Cosmetics
Fragrances or cologne
Sunscreen
Toothpaste
Cough drops
Cold medicine
Fertilizer
Pesticide or herbicide
Ointments
Hair dye
Allergy medicine
Process
(Part 2)
Sources
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
Process (Part 2)
Helpful links for finding the MSDS, interpreting them or other information:
Links
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.
Sources
Chemical
Categories
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
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).
Powerpoint
Web 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
Sources
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
Links
•
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/da
ta/printable_msds_sheets_32.html
or 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.
Sources
•
This site
http://www.msdssearch.com/Diction
aryN.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/nonto
xic.html or
http://www.seventhgeneration.com/
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
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-1.1.8
Students 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 3
Accommodations:
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.
Sources
Confused? Need advice? Contact me at amick@thsrock.net.
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
Evaluation
Your 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
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,
Introduction
Tasks
Process
Evaluation
Links
Conclusion
Teacher
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
Links
Conclusion
Sources
Simpsons image from
http://www.perfectsafetysigns.com/safety_posters_and_booklets_par3
4.aspx
“Healthy Homes: Hidden Household Dangers” video is by
HealthyHomeBook and found at http://www.youtube.com/watch?v=TGGiziJvFI&feature=results_video&playnext=1&list=PLC99F7CFD29844B
63
“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.
Teacher