Introduction In each of our homes are thousands of chemicals. What are they? Are they safe?

1. 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. 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 Process Evaluation Sources Confused? Need advice? Contact me at amick@thsrock.net.

2. 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

3. Introduction Tasks Process Evaluation Links Conclusion Teacher Sources Confused? Need advice? Contact me at amick@thsrock.net.

4. Introduction Tasks Process Evaluation Links Conclusion Teacher • Process (Part 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! • Within the category you choose, find three examples of thatproduct (two brand nameproduct and one generic) at a local store. Should have a total of 6. • Note the location (what store) you found each item, its mass, and its price. • List all “active” ingredients and “inactive” ingredients for each product within your chosen category. • Note the amount (mg, ounces, %) for the “active” and “inactive” ingredients. • 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.

5. 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.

6. Introduction Tasks Process Evaluation Links Conclusion Teacher 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. Links Chemical Categories Sources Confused? Need advice? Contact me at amick@thsrock.net.

7. Introduction Tasks Process Evaluation Links Conclusion Teacher • Tasks • Investigate the Active and Inactive ingredients on a household chemical product from a list of categories. • Use the internet to find the properties of the chemical. • Report those properties in a (your choice). • Powerpoint • Web page designed by you • 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 Topicssection. • This is also linked from Process Part 2 Page Sources Confused? Need advice? Contact me at amick@thsrock.net.

8. 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/data/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. • 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.htmlor http://www.seventhgeneration.com/ Sources Confused? Need advice? Contact me at amick@thsrock.net.

9. 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.

10. Introduction Tasks Process Evaluation Links Conclusion Teacher Evaluation Your work will be graded using the rubric below.

11. 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

12. Introduction Tasks Process Evaluation Links Conclusion 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.