The purpose of the example that follows is to model the ...



Abstract:

This report reviews some of the important characteristics of WebQuests. Technologically, creating a WebQuest involves creating a document with hyperlinks. As a result, a WebQuest can be created in Word, PowerPoint, and also Excel (Dodge, 2007). This report looks at the design of a unique WebQuest Document for teaching scientific principles in the general education classroom. It focuses on the interrelationship of several fundamental scientific principles: The chemistry of Acids, Bases, and Gases and their relationship to maintaining human health. Antacid tablets are powerful neutralizers of excess stomach acid in the human body, thereby regulating the pH of the stomach. How antacid’s work is explored in this WebQuest Program. Students will work in groups of three to explore these fundamental concepts in defining their understanding of important chemical and biological systems. A full report of these activities is given in this WebQuest Document.

WebQuest Background:

A WebQuest has several critical attributes: A WebQuest involves doable and interesting tasks that are activities that adults do as citizens or workers in the real world. It requires Bloom’s Higher Level Thinking: synthesis, analysis, problem-solving, creativity and judgment are critical components (Grabe & Grabe, p. 234, 2007). It is not merely summarizing content. It makes concentrated use of the World Wide Web. A WebQuest that is not based on real resources from the web is merely a traditional lesson. Books and other media can be used within a WebQuest; however, if the web isn't at the heart of the lesson, it's not a WebQuest. WebQuests are not research reports or a step-by-step science or math procedure. Learners distilling web sites and making presentations are not webquests. It isn't just a series of web-based experiences. WebQuests must display higher level thinking skills (Dodge, 2007). An actual plan for a WebQuest is here outlined:

The Title of the Lesson: The Nature of Acids and Bases, and Gas Evolution: The Chemistry and Use of Antacids in maintaining human health.

California State Standards: Standards: 4 a-f (Gases), and 5 a-f (Acids and Bases).

A WebQuest for 11th Grade Chemistry Classes

Designed by: Maurice Stephenson, Science Teacher, Animo Venice Charter High School

Name: Maurice Stephenson

E-mail Address: maurice.stephenson@

Graphic Representation: Cellular Respiration and our Lungs [pic]

Introduction: Essential Questions of the Lesson: What are antacids? How do they work in our bodies?

Our stomach contains hydrochloric acid, approximate pH = 2 or 3, that aids in the digestion of foods that we eat. Antacids are medicines that work by adjusting the pH balance in your stomach when there is too much acids in our stomach. Antacids neutralize the excess acid when it is created in our stomachs. Therefore, antacids can quickly relieve the symptoms associated with occasional heartburn and indigestion. Antacids are bases that contain a variety of metal ions. All antacids contain at least one of these four primary ions or ingredients:

• Sodium Antacids: (Alka-Seltzer®, Bromo-Seltzer®)

• Calcium Antacids (Tums®, Alka-2®, Titralac™)

• Magnesium Antacids (Maalox®, Mylanta®, Riopan®, Gelusil®)

• Aluminum (Rolaids®, ALternaGEL®, Amphojel®)

In this lesson, students will work with various commercial antacids to demonstrate how they work in neutralizing stomach acids. One kind of each of the antacids listed above will be used in this experiment.

The Task: Students will obtain, describe, and use one of each kind of antacid outlined above in the experiment to be conducted. A full record of antacid properties will be documented in their notebooks.

Students will outline in their notebooks the pH Scale from 0 To 14.

Students will define what an indicator is by using Cabbage Leaves and various acidic and basic solutions. Cabbage leaves are blue in color at pH = 7, Neutral Solutions.

Students will determine and define the terms Acidity and Basicity for various compounds and solutions given. These materials are independent of the experimental materials.

Students will demonstrate how antacids work by reactions with the commercial acid: HCl, at different concentration levels, 3M, 5M, 7M, and 9M. The symbol, “M” represents the Molarity of the solutions, and is measure of the solution’s concentration. Students will define the pH of each of these solutions.

Students will conduct laboratory experiments using various Antacids and Acidic Solutions and collect the Gas evolved from the chemical reaction.

Students will identify the Gas given off as a result of the Neutralization Reaction between Antacids and Acids.

Students will write the balanced chemical equation for these reactions, and check the pH of the final solutions from the chemical reaction.

Students will use the Internet to gather information on bodily ailments treated by antacids.

Students will draw a diagram of the stomach illustrating how the antacid chemical process likely occurs in the stomach.

Information Sources: The Process

(1) Each member of the three person scientific team should visit the web sites shown above and below to remember all the steps to the Scientific Method. Students will use the Scientific Method Sheet to help organize their experiments (Warken, 2001).

The Scientific Method Can be Used to Solve Any Problem!

Introduction to the Scientific Method

The Scientific Method

(2) Then each member should become an expert in one of the three following areas and investigate and outline: the experimental design, obtain the acid solutions and check the pH values, and the Gas Collection Process by the Balloon Inflation Technique. The antacid tablets should be crushed and carefully put into each of the four balloons.

(3) Carefully mount the balloons over the plastic bottles containing the acid solutions and then pour the antacids into the acidic solutions and watch the balloons expand.

(4) Record all observations in the lab notebook including information gathered from the Internet on the biological process of Antacid Reactions.

(5) Students must ask questions and seek the guidance of the Teaching Assistant and Teacher as they conduct their experiments. Acids are corrosive materials, and so all safety rules must be followed.

(6) Write up lab report identifying all key components of the experiment: Antacids, acids, bases, pH, the experimental design, and the gas evolution of C02, the balanced chemical equation, the stomach, and the biochemistry of the antacid reactions in the body.

(7) All reports should be typed up and all sections defined in the rubric clearly labeled.

Evaluation Rubric: Student’s performance will be evaluated based on the attached Rubric that was designed by the Science Department, Animo Venice Charter High School. It will be noted that both the students and teacher will do an evaluation of the student’s work and lab report. There will also be a common grade for group work as well as the individual grades. Students will be monitored at all times as they conduct the different parts of the experiment so that their performance can be fully evaluated.

Conclusion: In this lesson, students will have learned about the important role that acids, bases, and gases play in their bodies, and the importance of maintaining the proper pH balance in their stomach so that important biological activities can occur. Our stomach is a very important organ in our bodies that facilitates the breakdown of the food that we eat and therefore determines our existence. Antacids therefore play a crucial role in ensuring that we remain healthy as we live our daily lives. It is amazing that with all the different foods that we ingest that our bodies are still able function and to survive. Could it be that our bodies are very dynamic or adaptable? Or is it merely an accident that we survive? Science holds the key to the answer of many of these questions.

REFERENCES and CREDITS:

Dodge, B. (2007) Creating WebQuests. Retrieved on 12/20/2008 from , and

Grabe, M., & Grabe, C. (2007). Integrating Technology for meaningful Learning, 5th Edition. Houghton Mifflin Company, New York, Boston, Chapter 6.

Warken, D (2001). Finding the Lighthouse Diamond Thief by Using the Scientific Method. Retrieved on 12/20/2008 from

Special thank is here given to: The Science Department, Animo Venice Charter High School, Los Angles, California, for the design of the Rubric used for the Evaluation Process.

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