Teacher Page

Goals & Objectives

1. Students will examine the history and chemistry of Teflon.

2. Students will investigate the benefits of Teflon in society.

3. Students will investigate and determine the possible adverse effects of Teflon in regards to human health and the environment.

4. Students will be able to perform a risk analysis of benefits versus adverse effects.

 

Curriculum Standards

The material covered in this WebQuest is aimed to incorporate a variety of New Jersey's Department of Education Core Curriculum Standards.  Listed below are the Grade 7 standards covered and the location in the WebQuest where they are discussed.

Science Standards

5.1.8.A.1 - Habits of Mind: Evaluate the strengths and weaknesses of data, claims, and arguments.

• The student will have to compare and contrast the conflicting viewpoints of Teflon manufacturers versus the EPA.

5.1.8.A.4 - Habits of Mind: Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists.

• Although chemists were responsible for the synthesis of Teflon and work for the manufacturers which produce it, there are other scientists that work for the EPA which are concerned with the welfare of society.

5.2.8.B.1 - Historical Perspectives: Describe the impact of major events and people in the history of science and technology, in conjunction with other world events.

• The discovery of Teflon and all its associated benefits and applications.

5.4.8.B.1- Nature of Technology: Analyze a product or system to determine the problem it was designed to solve, the design constraints, trade-offs and risks involved in using the product or system, how the product or system might fail, and how the product might be improved.

• The student has to determine in adverse effects are associated with Teflon

5.6.8.B.1 - Chemical Reactions: Show how substances can chemically react with each other to form new substances different from those of the original substances.

• The reactants and reaction process used to make Teflon.

 

Health Standards

A.4 - Personal Health: Investigate how technology and medical advances impact wellness.

• Decide if the byproducts of Teflon manufacture have negative effects on human health.

 

Language Arts Standards

3.1.H.1 - Inquiry and Research: Produce written and oral work that demonstrates comprehension of informational materials.

• Students will have to produce both a written summary and oral presentation of their research.

3.2.D.7 - Writing Forms, Audiences, and Purposes: Write reports based on research and include citations, quotations, and works consulted page.

• The student's written summary will include works cited page.

3.3.D.2 - Oral Presentation: Use visual aids, media, and/or technology to support oral communication.

• Either a hand drawn or computer generated graphic is needed during the oral segment of the debate.

 

Pedagogical Methods

Gregorc Learning Styles

Abstract Random - Fulfillment in the group based nature of the project; sharing the information they gather with students who have roles in other groups

Concrete Sequential - Following the step by step instructions; getting facts

 

Multiple Intelligences

Linguistic - Reading content on the Internet; presenting research orally during debate segment

Bodily/Kinesthetic - Using hands to manipulate mouse and keyboard

Interpersonal - Understand the abilities and weaknesses of other group members

 

Bloom's Taxonomy

Remember - Recalling the information they researched during the debate segment

Understand - Interpret/contrast/differentiate the information gathered during research to effectively answer the assigned debate questions

Apply - Apply/demonstrate knowledge from research to fully answer both the assigned and unassigned crossfire (or response) debate questions 

Analyze - Separate the benefits and adverse effects of Teflon usage

 

Other Pedagogy

Emotion - The potential carcinogenic threat from everyday use of a common product outlined in the Introduction will provide an emotional link, thus increasing the likelihood that it will be learned and retained.

Motivation - The potential life shortening threat from Teflon will hopefully motivate the student actively research this topic in greater depth. 

Retention - Again, the personal concern about one's health will assist in moving knowledge gained during the research phase from working memory into long term storage. 

Sense and Meaning - Motivation will also increase the time that the topic is processed thereby increasing the probability there will be greater sense and meaning. Greater sense and meaning will also assist in moving knowledge from working memory into long term storage.  

Author: Tom Gemborys