LIFESTYLE CHEMISTRY

Stage 6 Senior Science Option

by

Emma Rebehy

Leonie Yeung

Surekha Chander

University of Sydney

Master of Teaching 2000

CONTENTS

Teachers' Guide and Overview to Option 9.2 Lifestyle Chemistry

Contextual Outline

Many consumer products have been developed because of increased understanding of chemical substances, chemical reactions and the biochemistry of human body surfaces. Some of these products are used as cleaning agents, while others have been developed to act as barriers against environmental factors like wind and heat. Some products are mixtures, used for medicinal purposes, and require a different understanding of body chemistry and chemical interaction. The production of these substances on a commercial scale resulted from developments in chemical technology and an understanding of the different properties of chemicals and of chemical interactions. These products include a range of different types of substances, different mixtures and of various polymer molecules. Many products are applied to the hair and skin, to keep them clean or offer some protection from the elements. The products are designed to take into account the properties of water and alcohol, as solvents, and numerous aspects of body chemistry. The different types of chemical substances and how they are combined to make mixtures depends upon their specific physical and chemical properties. The types of products used and the ways in which they are used have changed over time and are continuing to change as people become more aware of the environmental and health impacts of some of the synthetic substances produced.

Prescribed Focus Area

3. Applications and uses of science

4. The implications of science for the society and the environment

Domain

8. Chemical changes

Domain Skills

All the skills 11 to 15

REFERENCES

Books

American Chemical Society. (1998). ChemCom. Chemistry in the Community. 3rd Edition. USA: Harcourt Brace.

Dauncey, H.& Lawson, R. (1994). Is it poisonous? Sydney: Bay Books.

Florence, A.T. & Salole. E.G. (1990). Topics in pharmacy: Routes of drug administration Vol 2 England: Butterworth and Co.

Joesten et al. (1988). Chemistry: Impact on Society. USA: WB Saunders Company.

Johnson, P. & Lloyd- Jones, J.G. (1987). Systems drug delivery: Fundamentals and Techniques. England: Ellis Horwood Ltd.

Johnstone, A.H et al. (1982). Chemistry About Us. London: Heinemann

Hill, G., Hollman, J. Lozonby, J., Raffan, J., and Waddington, D. (1989). Chemistry: Thesalter's approach. Sydney: Heinemann

Hill, JW. (1987). Chemistry and Life. 3rd Edition. USA: Macmillan Publishing Co.

Kaminsky, L. (1991). ABC Guide to poisons. Victoria: Houghton Mifflin Australia.

Nuffield Foundation. (1967). Collected experiments. London: Longman/Penguin

Raicher, P. (1997) Absolute beauty. Australia: Bantam Books.

Reay, L. & Danial, D. (1981). Investigating chemistry. 2nd Edition. Melbourne:Heinemann

Rosen, S. (1988). Chemistry workshop 2. NJ: Globe Book Company

Selingar, B. (1998). Chemistry in the marketplace. Sydney: Harcourt Brace

Smith, A & Dwyer C. (1992). Key Chemistry Book 2. Melbourne: Brown Prior Anderson

Stanitski, R. (1998) ChemCom: Chemistry in the community. Iowa: Kendall Hunt

Stine, W. (1978) Chemistry for the consumer Boston, USA: Allyn and Bacon.

Stokes, R. & James, M. (1991). Chemical connections: Book 1. Vic: Jacaranda

Stokes, R. & James, M. (1992). Chemical connections: Book 2. Vic: Jacaranda

Taylor, J.B. & Kennewell, P.D. (1981) Introductory Medicinal Chemistry. England: Ellis Horwood Ltd.

Wilkinson, John. (1998). Contextual Chemistry.NSW: Hodder Education.

 

Web sites

http://www.fabrics.net/deterg.htm

http://www.clorox.com/health/blchfact.html

http://www.sdahq.org/

http://www.utmem.edu/physpharm/toc.html

http://www.encyclopedia.com/articles/12077.html

http://www.chem.sc.edu/goode/C112Web/CH12NF/tsld019.htm

http://www.iit.edu/~smile/ch9317.html

http://www.iit.edu/~smile/cheminde.html

http://www.iit.edu/~smile/ch9103.html

http://www.iit.edu/~smile/ch8902.html

http://www.encyclopedia.com/articles/12506.html

http://www.mcs.brandonu.ca/~education/demontsr/lesson.htm

http://www.woodrow.org/teachers/chemistry/institutes/1988/exp14.html

http://www.iit.edu/~smile/ch9509.html

http://www.members.tripod.com/ikassal/exper.html

http://www.blackgold.ab.ca/science/science_8_pages/unit_1/8scu/t2l1.html

http://www.surfactant.net/

http://www.eos.ncsu.edu/bae/research/blanchard/www/465/textbook/otherprojects/drugDeliver_97/

http://www.users.ticnet.com/nowotnik/CR.html

http://www.biogeltech.com/drugdelivery.html

http://csua.berkeley.edu/~monac/norplant.html#what

http://www.helioshealth.com/birth_control/norplant/

Assessment Tasks

Outcomes about which information is gathered

A range of possible diagnostic and/or formative assessment tasks

Pre-test or concept map developed to ascertain prior knowledge

H4 & H5

Students write a report on current and future trends in drug research

H2

Practical test using stations

H8 & H11

Plan & perform experiment on pH of commercial products

H13

Research & present findings

(ER, LY, SC)

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Contextual Outline

Many consumer products have been developed because of increased understanding of chemical substances, chemical reactions and the biochemistry of human body surfaces. Some of these products are used as cleaning agents, while others have been developed to act as barriers against environmental factors like wind and heat. Some products are mixtures, used for medicinal purposes, and require a different understanding of body chemistry and chemical interaction. The production of these substances on a commercial scale resulted from developments in chemical technology and an understanding of the different properties of chemicals and of chemical interactions. These products include a range of different types of substances, different mixtures and of various polymer molecules. Many products are applied to the hair and skin, to keep them clean or offer some protection from the elements. The products are designed to take into account the properties of water and alcohol, as solvents, and numerous aspects of body chemistry. The different types of chemical substances and how they are combined to make mixtures depends upon their specific physical and chemical properties. The types of products used and the ways in which they are used have changed over time and are continuing to change as people become more aware of the environmental and health impacts of some of the synthetic substances produced.

This teachers guide covers Lifestyle chemistry unit from the Senior Science Course. It should be noted that this suggested outline is only one of many possible ways to approach teaching of this unit

Focus 1: The use of a substance depends on its physical and chemical properties

Objectives

Suggested Activities

Challenges

For the teacher:

For the student:

Misconceptions

Conceptual Difficulties

(SC)

Focus 2: A wide range of cleaning products are made from colloids and surfactants

Objectives:

Suggested Activities:

(ER)

Focus 3: Cleaning products used on the human body must be compatible with the physical and chemical properties of the skin

Objectives

Suggested Activities

Challenges: ( Focus 2 and 3).

For the teacher:

For the student:

Misconceptions:

Focus 4: The nature of the solvent plays an important role in the application of a mixture

Objectives

Suggested Activities

Challenges (Focus 4 and 5)

For the teacher:

For the student:

Misconceptions

(LY)

Focus 5: The solubility of drugs has an effect on the way in which the body responds to them

Objectives

Suggested Activity

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(LY)

Annotated Bibliography

American Chemical Society. (1998). ChemCom. Chemistry in the community. 3rd Edition. USA: Harcourt Brace & Co. This book had a section on the chemistry at the body's surface. It was very contextual discussing issues such as soap and acne. It was easy to digest with clear explanations and interesting to read.

Commons, C., Jarret, S., McKenzie, C., Moseley, W., Porter, M. & Williamson, M. (1992). Chemistry 2: Teacher's resource book.Sydney: Heinemann. This book is a treasure of experiments and demonstrations on chemistry. Experiments for a wide range of topics are suggested complete with student master and teacher's guide.

Dauncey, H. and Lawson, R. (1994) Is it poisonous? Sydney: Bay Books.This book gives a lot of good information to treat different types of poisoning.

Florence, A.T. and Salole. E.G. (1990) Topics in pharmacy: Routes of drug administration Vol 2 England: Butterworth and Co. This book contains detailed information on transdermal drug delivery. It describes the structure of the skin and how drugs must be designed to permeate the skin.

Hill, G., Hollman, J., Lozonby, J., Raffan, J. & Waddington, D. (1989). Chemistry: The salter's approach. Sydney: Heinemann This book has short pieces of work on chemistry. The main attraction of this book is its simple language and colourful pictures.. It is interesting to read and explains key chemistry concepts through colourful cartoons. The book also has activities and excercises which could be used to teach chemistry effectively in the class.

Hill, JW. (1987). Chemistry and Life. 3rd Edition. USA: Macmillan Publishing Co. This book had a very good explanation of colloids using examples. But it wasn't very clear in trying to explain how soaps and detergents work.

Joesten et al. (1988). Chemistry: Impact on Society. USA: WB Saunders Company. Some of the diagrams in this book were a little too complex with too much information. There was a lot of scientific jargon and the authors sometimes assumed prior knowledge of the reader (i.e. colloidal dispersions). However, they have self tests at the end of the chapters which is good. I enjoyed reading the contextual material on cosmetics. I learnt that our lips are free of fat and therefore dry out readily.

Johnson, P. and Lloyd- Jones, J.G. (1987) Drug delivery systems: Fundamentals and techniques Chichester, England: Ellis Horwood Ltd. This book contains a good chapter on transdermal drug delivery. It also contains information on drug administration via other routes eg. oral and intravenously.

Johnstone, A.H et al. (1982). Chemistry About Us. London: Heinemann Educational Books Ltd. This book clarified concepts with labelled diagrams and a glossary at the end of the chapter. It dealt with environmental problems and solutions, such as hard water and the use of detergents. It was relatively easy to read and understand.

Jones, MM et al. (1983). Chemistry, Man & Society. 4th Edition. USA: WB Saunders Company. Some of the diagrams were rather complex, not giving any justice to the action of soap on grease. They talked about paints and detergents but assumed a lot of prior knowledge. However, the diagram of oil in water / water in oil described emulsions well. I learnt that a fat is a solid ester and oil is a liquid ester.

Kaminsky, L. (1991) ABC Guide to poisons Victoria: Houghton Mifflin Australia. This book contains general information on how to handle different cases of poisoning, from household chemicals to animal bites.

Nuffield Foundation. (1967). Collected experiments. London: Longman/Penguin This is an old edition. Latest edition is also available. This book has excellent collection of experiments and demonstrations relevant for Lifestyle Chemistry and other chemistry topics as well. It has a collection of experiments on colloids which can be used to teach Lifestyle Chemistry.

Raicher, P. (1997) Absolute beauty Australia: Bantam Books. This book contains detailed information on the composition of toners, cleansers, moisturisers and other skin products.

Reay, L. & Denial, D. (1981). Investigating chemistry. 2nd Edition. Melbourne: Heinemann. This book explains the fundamentals of chemistry along with experiments and demonstrations for the topic. A good teacher's guide for planning investigations and worksheets.

Selingar, B. (1998). Chemistry in the marketplace. Sydney: Harcourt Brace

Rosen, S. (1988). Chemistry workshop 2. NJ: Globe Book Company An excellent book for teacher reference while teaching Lifestyle Chemistry. This book contains fascinationg short stories and events which can be used as case studies to teach certain topics. It also contains good experiments which can be used to teach consumer science in the classroom.

Smith, A & Dwyer C. (1992). Key Chemistry Book 2. Melbourne, Australia: Brown Prior Anderson Pty Ltd. I found this book a little too technical with a lot of unnecessary words and information. It was not simplified enough to make it conducive to pick up and read. However, it had good diagrams and a detailed account of oil in water / water in oil emulsions. Interestingly enough, it talked about living surfactants, i.e. enzymes.

Stanitski, R. (1998) ChemCom: Chemistry in the community Iowa, USA: Kendall Hunt Publishing Co. The book contains a good chapter on drugs and toxins in the human body. It describes the action of aspirin and has a good chapter on vitamins.

Stine, W. (1978) Chemistry for the consumer Boston, USA: Allyn and Bacon. This book describes the process of developing a new drug and the considerations which are involved. It describes how drugs are manufactured and the development of prodrugs of which aspirin is an example.

Stokes, R. & James, M. (1991). Chemical connections: Book 1. Vic: Jacaranda This book had good pictures. It didn't give a very clear explanation of hard water and its effects, yet it explained the use of sodium carbonate in the laundry. It had an experiment showing household susbstances, the pH and how to test them. This book has a chapter 3 devoted to concept mapping. The pictures and diagrams in the book makes the concept of a concept map easier to understand and follow.

Stokes, R. & James, M. (1992). Chemical connections: Book 2. Vic: Jacaranda An excellent teacher's guide and student companion. The book contains colourful pictures, laboratory and practical work is included. Concepts are clearly explained and questions and answers are included to suit a range of abilities. Chapters 4, 10 and 11 can be used for preparing lessons on Lifestyle Chemistry. I enjoyed reading this book and learnt a lot from it. The language was personal and creative. The author spoke to the reader, using contextual examples to clarify concepts. For example, an insect walking on water to show surface tension. It included good diagrams of wetting a surface, solutions, suspensions and colloids while showing properties in a table. It had fantastic experiments and gave ideas on research projects. It showed the history of soap using a comic strip.

Taylor, J.B. and Kennewell, P.D. (1981) Introductory Medicinal Chemistry Chichester, England: Ellis Horwood Ltd. This book contains a good chapter on the pharmaceutical phase of drug development. It describes biopharmaceutics, routes of drug administration and the design of drugs to be taken orally.

Wilkinson, John. (1998). Contextual Chemistry. NSW, Australia: Hodder Education. This was a great book. It included experiments, pictures, tables and questions. It covered contextual issues such as soaps and detergents and discussed particle relationships in different liquids. I enjoyed reading this book because difficult concepts were simplified.

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Websites

http://www.fabrics.net/deterg.htm

Provided by High Tech Detergent. The site provides information on synthetic detergents and soaps. Can be the topic for discussion in the class particularly looking at bio degradability of cleaning products.

http://www.clorox.com/health/blchfact.html

Facts about bleach, health and safety, product disposal, bleach tips and recycling. The site links to science behind the bleach, consumer product safety commission and environmental protection agency.

http://www.sdahq.org/

Representing North American manufacturers of household, industrial and institutional cleaning products, their ingredients and finished packaging. The SDA kids corner to find the areas on this web site that can help answer your questions about these products.

http://www.utmem.edu/physpharm/toc.html

The purpose of this site is to examine the possibility of using the Internet to further the understanding of the course of Physical Pharmacy. It has useful information about suspensions, miscibility, emulsions, solutions.

http://www.encyclopedia.com/articles/12077.html

Encyclopedia Encarta is an excellent site to be used by the student research products and teacher resource. Gives clear explanations for all basic concepts on lifestyle chemistry

http://www.chem.sc.edu/goode/C112Web/CH12NF/tsld019.htm

Good site for solvent interactions. It is not a useful site for lifestyle but very useful site for chemistry of solutions. It has a power point presentation

http://www.iit.edu/~smile/ch9317.html

Excellent site for chemistry experiments. This one is for an experiment on surface tension.

http://www.iit.edu/~smile/cheminde.html

The following is a collection of almost 200 single concept lessons. These lessons may be freely copied and used in a classroom

http://www.iit.edu/~smile/ch9103.html

Experiment on making soap.

http://www.iit.edu/~smile/ch8902.html

http://www.encyclopedia.com/articles/12506.html

Information on suspension

http://www.mcs.brandonu.ca/~education/demontsr/lesson.htm

This site has good chemistry experiments. This page has grade 9-suspension experiment, which can be modified for lifestyle chemistry.

http://www.woodrow.org/teachers/chemistry/institutes/1988/exp14.html

http://www.iit.edu/~smile/ch9509.html

http://www.members.tripod.com/ikassal/exper.html

http://www.blackgold.ab.ca/science/science_8_pages/unit_1/8scu/t2l1.html

http://www.surfactant.net/

Excellent site for history and facts on surfactants.

http://telemedicine.org/contact.htm

Thus an electronic text book of dermatology. This site is maintained by Internet Dermatology society. It has pages on deodorants, cosmetics, soaps, detergents, adhesives etc. It chemical composition for all of these consumer products and also their reaction to human skin.

http://www.woodrow.org/teachers/ci/1988/peanutlab.html

Solutions

http://library.thinkquest.org/2690/exper/exper.html

http://www.thinkquest.org/php/lib/cat_show.php3?cat_id=293

Good site for teachers. Technology Use Methods of Teaching: Interdisciplinary Models of Education Models of Practice Novice Teachers Curriculum Materials

http://www.eos.ncsu.edu/bae/research/blanchard/www/465/textbook/otherprojects/drugDeliver_97/

This is a useful website containing information on controlled drug delivery. It contains information on transdermal and implant delivery systems and gives advantages and disadvantages of the different systems.

Controlled Release Drug Delivery Links

http://www.users.ticnet.com/nowotnik/CR.html

This is a very good web site containing lots of information on drug delivery systems. It also provides links to other sites, provides information on drug companies and university research institutes.

Drug Delivery Information

http://www.biogeltech.com/drugdelivery.html

This is Biogel Technologies web site. It provides good basic information on controlled drug delivery.

http--csua.berkeley.edu-~monac-norplant.html

http://csua.berkeley.edu/~monac/norplant.html#what

This is a good website containing information on Norplant, which is an example of subdermal implant.

Norplant Implants A Complete Guide

http://www.helioshealth.com/birth_control/norplant/

This web site contains basic information on the use of Norplant.

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Experiment- Solubility of different types of tablets

(By Leone Yeung)

Aim: To compare the solubility of capsules, tablets, enteric coated tablets and slow- release tablets in different solutions.

Materials: Disprin capsules, Bayer aspirin tablets, Cartia ( duentric coated low dose aspirin) and Fefol (delayed release iron and folate capsules).

Method:

  1. The teacher assigns each group of students a solution to dissolve the tablets in - water, 1M hydrochloric acid or 1M sodium hydroxide.
  2. Each type of tablet will be placed in 20 mls of the assigned solution.
  3. The students should note, if the tablet dissolves and how long it takes for it to dissolve.
  4. The class results can then be tabulated.

Precautions

Teachers should be very careful in distributing the drugs. Each group only gets one type of tablet. This reduces the cost of the experiment and helps prevent the use of excess drugs.

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Teaching Program

Lifestyle Chemistry

     

1. The use of a substance depends on its physical and chemical properties

SYLLABUS REFERENCE

Students learn to: substances are used daily as part of our food, our hygiene, our entertainment and maintenance of our health

  • identify that solutions, colloids and suspensions occur in a wide range of consumer products
  • explain that mixtures can be: solutions that contain dissolved substances and are uniform throughout;suspensions containing particles that settle out, or form layers, quickly;colloids with particles that remain suspended for long periods of time and include
    • oil-in-water
    • water-in-oil
    • gas-in-liquid
    • liquid-in-liquid
  • explain surface tension in terms of the forces experienced by particles at the surface of a liquid
  • describe surfactants as substances that affect the surface tension of a liquid

Students: investigation to determine the pH of the skin's surface and a range of substances commonly used on the skin

  • process and analyse information to identify the range of chemicals used in every day living including:
    • surfactant cleaner
    • degreaser
    • lubricant
    • pesticide
    • solvent
    • metal cleaner
    • body hygiene chemicals
    • cosmetic
  • and outline any precautions that may be needed in the use and handling of these chemicals.
  • use first-hand and secondary sources to gather, process, analyse and present information to identify examples of suspensions and colloids and outline the advantage of a mixture being in that form
  • plan, select appropriate equipment or resources for and perform a first-hand investigation to produce a range of suspensions and colloids that are used by consumers including;beaten or whisked eggs;salad dressing (oil/ vinegar) mayonnaise
  • perform first-hand investigations to demonstrate the effect of surface tension and:
    • the shape of liquid drops
    • the formation of menisci
    • the ability of some insects to walk in water
  • process and present disgrtammatic information to describe the effects of soaps, skin cleansers and shampoos on the solubility of oil

PREPARATION

Class discussion:

  • Download or collect information regarding various chemicals
  • Collect empty bottles of pesticides, shampoos, laundry detergents, soaps etc (with labels or only labels)
  • Collect information about safety procedures while handling household chemicals.

pH investigation:

  • Teach/revise how to use a pH scale

Identify chemicals in daily living

  • Collect information from the web, newspapers and magazines

Experiments:

  • Practice experiments before class
  • Set up various stations around the class if more experiments need to be done in a period
  • Teach/revise how to write a practical report

Student research:

  • Collect information about various web sites, library book call numbers, CD ROMS, encyclopaedias, media articles to help students with their research.

Open ended task:

  • Collect relevant information from various sources to help students
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(8 indicative hours)

SUGGESTED TEACHING AND LEARNING ACTIVITIES

for focus 1

Skills

 

 

Register

Students, by working both individually and in teams:

  • In class discussion or brainstorming session with access to appropriate resources, identify wide range of substances used in everyday living as part of our food, our hygiene, our entertainment and maintenance of our health.

14.1 h

  • Using teacher selected and planned procedure, perform an investigation to determine the pH of skin's surface, moisturising creams, shampoos and soaps

12.1 a

  • After teacher review and class discussion of solutions, colloids and suspensions, identify that they occur in wide range of consumer products.

12.1 d

  • Carry out teacher selected procedure to process and analyse the information to identify range of chemicals used in everyday living including surfactant cleaner, degreaser, lubricant, pesticide, solvent, metal cleaner, body hygiene chemicals, cosmetics etc.

12.1 a

  • Identify and use methods to safely handle a range of chemicals

12.1 d

  • Use appropriate resources to gather information to identify examples of suspensions and colloids and outline the advantage of a mixture being in that form

12.3 a

  • Plan choose equipment or resources and perform an investigation to produce a range of suspensions and colloids that are used by consumers including beaten or whisked eggs, salad dressing, mayonnaise etc.

11.3 a

12.1 b

12.1 c

14.3 d

  • With teacher assistance, if necessary, set up the most appropriate equipment needed to examine the effect of surface tension and shape of liquid drops, formation of menisci and ability of some insects to walk on the water.

12.1 a

12.2 b

  • Analyse information from a teacher demonstration to relate that surfactants effect surface tension of water.

14.1 b

H 14

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2. A wide range of cleaning products are made from colloids and surfactants

SYLLABUS REFERENCE

Students learn to: state the relationship between the properties of an emulsion and the types of molecules present

  • outline the purpose of an emulsifying agent in a range of consumer cleaning products
  • identify that soaps and detergents are emulsifying agents and surfactants
  • explain why cleaning agents must be surfactants and emulsifiers
  • define the term biodegradable
  • discuss the biodegradability of soaps and soapless detergents

Students:

  • perform a first-hand investigation to prepare an emulsion and compare its properties to those of a solution and suspension
  • plan, choose equipment or resources for, and perform a first-hand investigation to gather information about the properties of different emulsions and use available evidence to compare those properties
  • plan, choose equipment or resources for, and perform a first-hand investigation to distinguish between oil-in-water and water-in-oil based emulsions
  • gather and analyse information to identify the properties of selected commercial emulsions

PREPARATION

  • Order chemicals needed for the experiments.
  • Risk assessment for reagents and safe work practices.
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(ER)

(6 indicative hours)

Focus 2

Skills

Register

With teacher guidance, perform an investigation to compare properties of a solution, suspension and emulsion.

12.1a,

14.1e

Plan and perform an investigation to compare properties of different emulsions.

11.2b, 12.1a

Analyze information from experiment to compare emulsion properties.

14.1a, 14.3c

With teacher guidance and class discussion, perform an investigation to distinguish between oil in water and water in oil based emulsions.

11.3a,

12.2b

Using teacher demonstration, identify that soaps and detergents are emulsifying agents.

14.1d,

14.1g,

14.3c

Gather and summarize information to explain how emulsifying agents work as cleaning agents.

12.3d

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3. Cleaning products used on the human body must be compatible with the physical and chemical properties of the skin

SYLLABUS REFERENCE

Students learn to: outline the structure of primary and secondary human hair

  • identify the role of the skin as;an excretory organ;an organ to separate the body from the external environment;an organ assisting body temperature control;an organ to protect against entry by disease-causing organisms
  • define the term microflora and discuss the role of the microflora on skin in different parts of the body discuss the term pH in terms of its ability to describe the acidity of a substance
  • explain the relationship between the natural pH of the skin and the action of: microflora;natural oil produced by glands in the skin; Perspiration
  • identify and explain the use of common components of skin soaps, cleansers and shampoos and the reason for their use

Students:

  • perform a first-hand investigation to examine prepared slides of the skin
  • identify data sources, plan, resources for, and perform a first-hand investigation and use available evidence to test the claim that either:;different people have different skin pH values;the skin pH of a person can vary
  • perform first-hand investigations to measure the pH values of a range of skin and hair products
  • identify data sources, plan, choose equipment or resources for, and perform a first-hand investigation to test manufacturer's claims on a commercial product and use the available evidence to analyse the results and discuss the validity of the claim(s)

PREPARATION

  • Practice using a video microscope to understand how it works.
  • Make agar plates.
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(6 indicative hours)

Focus 3

Skills

Register

Brainstorm as a class the role of skin.

14.1e

Process information from teacher selected resources such as slides of skin and overhead transparency of human hair to outline structures.

12.4c

With teacher instructions, perform an investigation with agar plates to identify microflora on skin.

12.1a

Present information found on the effect of bacteria, oil and sweat on skin pH

13.1a

Identify components of soaps and shampoos by reading labels and discuss the reasons for their use.

14.1a

Plan, choose equipment and perform an investigation to measure pH values of a range of skin and hair products.

11.2c,

11.3a,

12.1a

Perform investigations on hair using soap, shampoo and conditioners to test manufactures claim(s).

14.1c,

14.3d

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4. The nature of a solvent plays an important role in the application of a mixture

SYLLABUS REFERENCE

Students learn to: identify common solvents as either water or alcohol based

  • explain the relationship between the properties of solvents and their use in cosmetics and external medications
  • water is the solvent
  • identify substances where alcohol is the solvent

Students:

  • perform an investigation to compare the solubility of capsules, tablets, enteric coated tablets, and slow-release tablets
  • identify data sources, gather, process, analyse and present information from secondary sources to identify how dermal patches (eg nicotine patches) and subdermal implants release their medication into the body.

PREPARATION

  • Risk assessment for reagents and safe work practices required to minimise hazards.
  • Check that the necessary drugs are available.
  • Internet sites- download material from appropriate sites or check sites to ensure they are still valid links.
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(LY)

(5 indicative hours

SUGGESTED TEACHING AND LEARNING ACTIVITIES for Focus 4

Skills Content

Register

Students, by working both individually and in teams:

  • Using teacher collected resources, identify common solvents as either water or alcohol based

 

12.3d

  • Using brainstorming and teacher assisted discussion, explain the relationship between the properties of solvents and their use in cosmetics and external medications

14.1 a

  • Tabulate from teacher selected resources, substances where water is the solvent and where alcohol is the solvent

13.1e

  • Using a teacher selected and organised procedure perform an investigation to compare the solubility of capsules, tablets, enteric coated tablets and slow release tablets

12.1a,d

12.2b

  • From teacher collected resources, identify how dermal patches and subdermal implants release their medication into the body

12.3b

5. The solubility of drugs has an effect on the way in which the body responds to them

SYLLABUS REFERENCE

Students learn to:

  • identify the parts of the digestive system
  • stomach and the small intestine in breaking down food
  • discuss the difference in pH of the stomach and the intestine
  • explain why a knowledge of the solubility of materials can be used to design drugs for specific tasks
  • account for the absorption of a drug and its action on the body in terms of its solubility
  • identify that the manner of administration of a drug may be related to its solubility
  • identify the solubility of capsules, tablets, enteric coated tablets, and slow-release tablets
  • distinguish between vitamins those that are fat-soluble and relate this to their toxicity

Students:

  • identify data sources, gather, process and analyse information from first-hand or secondary sources to relate the significance of solubility of the medication to their action on/in the body
  • gather and process information from secondary sources such as the Poisons Information Centre to identify correct procedure to be followed for the ingestion of soluble poisons

PREPARATION

  1. Internet sites- download material from appropriate sites or check sites to ensure they are still valid links.
  2. Collect other source material as needed.
  3. Poisons Information Centre: 131126
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(5 indicative hours)

SUGGESTED TEACHING AND LEARNING ACTIVITIES for Focus 5

Skills Content

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Students, by working both individually and in teams:

  • With teacher assistance if necessary, identify the parts of the digestive system

 

13.1a

  • Based on class discussion and appropriate resources, outline the role of the stomach and small intestine in the digestion of food and the difference in pH

12.3d

  • With teacher guidance if necessary, explain how a knowledge of the solubility of materials can be used to design drugs for specific tasks

12.3d

  • Access information from a range of teacher selected resources, to relate the significance of solubility of medication to their action on/in the body

12.3a

12.4c

  • Use an appropriate text type to prepare an account, discussing how the solubility of a drug affects its absorption and action on the body and the manner of drug administration

13.1a

  • Through class discussion and sharing of results from the previous experiment, identify the solubility of capsules, tablets, enteric coated tablets and slow release tablets

14.1a

  • Use teacher selected resources, to distinguish between fat and water soluble vitamins and relate this to their toxicity

12.3b

  • Collate information from a range of teacher selected resources, to gather information to identify correct procedure to be followed for the ingestion of soluble poisons

12.3d

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 (LY)