A Chemistry WebQuest

WebQuest Activities
Purpose and Nature of the Activity
Class Time
Resources
Assessment
Useful Teacher Links
Relevant National Science Education Standards

WebQuest Activities

A WebQuest has been defined as an inquiry-centered activity in which the students obtain most of the information they need to carry out the activity online. Normally, a WebQuest includes five basic components: an introduction, a well-defined task for students to accomplish, a list of resources to help them accomplish the task, a process for carrying out the task, and a conclusion in which the students create some sort of output in which they summarize and draw conclusions on what they have learned. In this case, an evaluation section has been included to aid in assessment.

This WebQuest activity is intended to encourage students to think critically about issues of concern to them and to society. It is important in today's society that individuals be knowledgeable enough about science to be able to make judgments about science related issues that are important to them and the community at large. It is also important that the students learn how to weigh different opinions and formulate their own views in light of conflicting points of view. An activity like this could be assembled on nearly any topic in which there are conflicting opinions.

Purpose and Nature of the Activity

The purpose of this activity is to bring the students into contact with the sort of dilemma that arises from the downsides of an otherwise beneficial technology, and to teach them how it can be difficult to find answers to some problems. The activity is designed to teach students to think critically and to develop the ability to use their own judgement to shape their own opinions when "right" and "wrong" answers are not apparent. It is also designed to train students to use their own judgement when different information sources present conflicting viewpoints and opinions. It is hoped that the students will learn that science and technology are important and necessary tools is solving the kind of problems like those presented by MTBE production and use.

The activity is not meant to be a debate, but rather a co-operative search for viable solutions, with an ear to the viewpoints of many different voices. It is for this reason that we suggest each team consist of a member to research the positives of MTBE and another to research the negatives. Of course, there are many other ways to approach a critical investigation of the MTBE issue, and you may choose to implement your own ideas.

In addition to the written reports, you may choose to assign the students to make presentations to the class, posters, or have a discussion of the issue during class.

Class Time

Actual class time for this activity can be limited to 2-3 class periods or expanded to suit your needs. Assigning teams and getting the groups started should take approximately ½ period. This should be done well in advance of the discussion day should you choose to hold a class discussion. The intervening time will be needed for team research. At least a full class period should be devoted to the discussion.

The activity can aslo be used to reinforce two basic chemical concepts. Chemical reactions can be discussed in connection with the burning of hydrocarbon fuels, and the products that result from complete and incomplete combustion. Concentration is central to the question of MTBE levels in groundwater and EPA acceptable limits.

Resources

The issue of MTBE has been very noticeable in the media. Finding sources of information should not be too difficult. In fact, Yahoo! (www.yahoo.com) has created an entire category for websites dealing with the issue, so expect your students to find resources easily. Take note that in the information age there are many reliable websites and many unreliable sources of information as well. To make sure your students use reliable sources, it is recommended that you have the students submit list of the sources they use. You may want to use this activity as an opportunity to let your students hone their skills at discerning reliable from unreliable web sites. Again for the sake of reliability, you may require that the students cite a minimum number of print resources along with whatever electronic sources they use.

Assessment

In grading the final team reports, you may choose whatever criteria you prefer. We recommend using the five questions listed at the end of the student page as the basis of an assessment rubric, and evaluating them on how clearly and completely they address each of the questions in their reports.

Useful Teacher Links

The WebQuest Page — learn more about WebQuests at this site from San Diego State University.

Relevant National Science Education Standards

Unifying Concepts and Processes — This activity involves the understanding of the interaction of components to create several systems. The chemical reaction system of gasoline burning to create automobile exhaust and the system of ground water sources that provide our drinking water are the two most important.

Physical Science — the structure of MTBE and the chemical reaction of burning gasoline are both important to this exercise, as is the basic chemical concept of concentration.

Science and Technology — The activity demonstrates the capabilities and the limitations of MTBE technology, and also allows the students to explore technological solutions to MTBE's drawbacks.

Science in Personal and Social Perspectives — This activity deals with the personal and community health, environmental quality, and human induced hazard issues surrounding MTBE, and the prospect of using science and technology to meet the challenges these issues pose.