Teacher Page

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.

5. Students will be able to decide if Teflon should be used.

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 if 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; standing and using hand movements to illustrate the visual aid during the debate

Spatial - Individuals will have to produce a visual aid to use in the debate

Naturalist - The effect of chemicals used in the manufacture of Teflon on the environment

Intrapersonal - Understand oneself so as to assume the role of a character which fits their own beliefs and personality

Interpersonal - Understand the abilities and weaknesses of other group members

Existential - Ponder the question of life or death

Bloom's Taxonomy

Describes the thinking and level of complexity of human thought levels. The model has two categories, convergent or lower-order thinking and divergent or higher-order thinking. Listed below are categories of Bloom's taxonomy form lowest to highest orders.  In this WebQuest we utilize five out of the six levels of the taxonomy to promote a very high level of complex thinking rather than lower-order thinking which centers primarily around difficulty.

• Remember (convergent) - Recalling the information they researched during the debate segment
• Understand (convergent) - Interpret/contrast/differentiate the information gathered during research to effectively answer the assigned debate questions
• Apply (convergent) - Applying knowledge from research to fully answer both the assigned and unassigned crossfire (or response) debate questions 
• Analyze (divergent) - Separate the benefits and adverse effects of Teflon usage
• Evaluate (divergent) - Compare the value of various theories from personal research and presentations from other students to make their own decision based upon the debate (reasoned argument)

Other Pedagogy

Information Processing Model

Level 1: External environment to the sensory register

• Auditory, 20% - oral presentation during debate
• Tactile & Kinesthetic, 30% - keyboarding during research; standing and hand movements during the debate
• Visual, 50% - interpreting web page graphics during research phase; student-produced visual aid during the debate

Level 2: Immediate memory (<30 seconds retention)

• Emotion - The potential carcinogenic threat from everyday use of a common product outlined in the Introduction will provide an emotional link allowing transfer from immediate to working memory.

Level 3: Working memory (held 18-36 hours)

• Chunking - The mind mind can only deal with seven pieces of information simultaneously.  Information is controlled by limiting the number of research topics for any individual to a maximum of six.  This information in then further consolidated or chunked by limiting the debate to three questions (see Task page). 

Level 4: Long-term memory

• Self-concept - The way in which we view ourselves will be crucial in allowing an item to move into long-term memory.  The vast majority of individuals want others to see themselves in a 'positive light', and therefore, will be proactive in making the 'right' decision. 
• Cognitive belief system - Our view of the world is also a critical component in determining if an item is is moved into long-term memory or 'learned'.  The Teflon debate revolves around how the chemicals used in the manufacturing process affect the global environment.  

Retention

• Rehearsal - Increasing the processing or rehearsal time will increase the probability that sense and meaning will be found, and therefore, that retention will occur. Motivation is key to the amount of attention devoted to a learning situation.  Motivation from within or intrinsic motivation such as the potential life shortening threat from Teflon will hopefully motivate the student to maximize rehearsal time.
• Closure - Closure occurs when the learner's own working memory summarizes for itself its perception of what has been learned.  It is during closure that the student will complete the rehearsal process and attach sense and meaning to the new learning, thereby increasing the probability that it will retained in long-term memory. In this lesson closure comes about when the student is able to personally decide if Teflon should be used (#5 in the list Goals & Objectives). 

Author: Tom Gemborys