which antacid remedy is the most effective

8/11/2019 Which Antacid Remedy is the Most Effective

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Which Antacid Remedy Is the Most

Efective In Dealing with Excess Stomach

Acid?

Subject Chemistry

!evel 14-16 years

"#io# $nowledge: This Chemistry module is designed for the 14-16 year

age group which may have some previous scientic knowledge.

%u##iculum content eutralisation !consolidation of concept"# titrations#use of p$ sensors and data logging# %uantitative analysis of results.

&ind o' activities: &esearch# e'perimental# team cooperation# critical

and creative thinking# simulation# graph reading# interpretation and

analysis of results.Developer: Marjorie Ryan

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Abst#act

This set of activities allows students to work together as a team to

investigate which antacid remedy is the most e+ective in treating

e'cess stomach acid.

(t involves researching what the word e+ective means in the conte't

of antacid remedies# is it the fastest acting remedy# is it the one

which neutralises the most acid* ,r is it the remedy which results

in the greatest p$ change*

(t allows students to design and carry out e'periments to determine

which the most e+ective antacid remedy is.

tudents get the opportunity to compile and analysis their results

and then put forward a scientic argument to ustify their choice.

(t reinforces the role that acids and )ases play in our everyday lives

and shows that )y knowing the Chemistry of a common medical

pro)lem it )ecomes easier to deal with.

Antici(ated time / lessons of 40- 4/ minute duration.

Attached files1. Student activities Describes the scenario in more

and the tasks the students shoul

perform2. eachin! !uide Su!!ests a teachin! approach". Assessment #ives su!!ested formative

assessment strate!ies$. eacher notes #ives e%pectations of tests to be

carried out by students

This uni%ue teaching-learning material is intended to guide the teacher towards

promoting students scientic literacy )y recognising learning in four domains

(ntellectual development#

The process and nature of science#

2ersonal development.

ocial development.

Developer: Marjorie Ryan

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(ts uni%ueness e'tends to an approach to science lessons which are designed to

)e popular and relevant. or this reason the approach is intentionally from

society to science and attempts to specically meet student learning needs.

This uni%ueness is specically e'hi)ited )y:

!a" 5 society related and issue-)ased title !supported in the student guide )y

a scenario"!)" tudent-centred emphasis on scientic pro)lem solving# encompassing the

learning of a range of educational and scientic goals!c" (ncluding socio- scientic decision making to relate the science ac%uired to

societal needs for responsi)le citi7enship.

hich Antacid Remedy Is the Most

Effective In Dealing with Excess Stomach

Acid?

Student Activities

Scena#io8'cess stomach acid is an everyday pro)lem that a+ects more than one third of

the worlds population. 9ost people e'perience at least one episode of e'cessstomach acid in their lives. To treat this pro)lem there is a wide variety of antacid

remedies on the market each looking for their share in the market. e see

numerous ads on T; making claims that their antacid product is ou may even like to

include a natural product and compare its e+ectiveness to the synthesised

remedies.>ou will soon realise that that )y understanding the chemistry of a common

medical pro)lem it )ecomes easier to deal with.

)ou# *as$sTo determine which antacid remedy is the most e+ective when dealing withe'cess stomach acid# you will need to consider a num)er of factors. hen you

have completed parts 1#3 and ? you should )e a)le to use your results to help

make an informed choice as to which antacid remedy you found to )e the most

e+ective.


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"a#t + &esearch

ith access to the internet and @or a science li)rary research what you

understand to )e the criteria )y which you measure the e+ectiveness of an

antacid remedy.

"a#t , 2roect

Aesign and write up the e'perimental procedures for comparing the

e+ectiveness of di+erent antacid remedies including the following

headings# fastest acting# p$ change# amount of acid neutralised.

(t is important to note the varia)les and controls for each of these

activities.

The va#iable in all these activities is the type of antacid used# at least ?

)rand names and one natural remedy !o)tained from a health shop e.g.

ettle ta)lets" should )e included.

The cont#ols are all the items that are kept constant through-out the

e'periment to ena)le the e'perimental work to )e a fair test.

"a#t - 5nalysis

ith all the data gathered in part 3 it may )e a good idea to present your

results in )oth graphic and ta)le form.

Aiscuss results rstly within your own group and draw up a conclusion

showing your ndings )ased on your scientic knowledge# then have an

overall class discussion and compare you results and perhaps give

suggestions on how you may e'tend this topic or improve on it.

.inally having ac%uired a much greater knowledge of how antacidsfunction it is essential to clarify what you found to )e the most e+ective

antacid and why. (t would )e good to make a list of all the does and dont

with regards food and activities which cause e'cess stomach acid.


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Acid?

Teachers guide

Bearning ,utcomes of module:

This proect ena)les students to learn a)out

!a"The purpose of antacid remedies.


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!)"To discuss and put forward suggestions as to how )est to carry out the

e'perimental work.!c"To identify varia)les and controls and put them in place so that their

e'perimental work produces valid results.!d"Aesign and write up the procedure for each e'periment.!e"orking as part of a team.!f" 5nalysis results )ased on scientic and e'perimental evidence.!g"9ake an oral presentation putting forward their ndings.

This module may )e taught in appro'imately / lessons of 40-4/ minute

duration.

Besson 1

(ntroduce the topic and divide the class into groups# allow students carry

out research on the following topics

hat is the normal p$ of the stomach*

$ow and why is $Cl produced in the stomach*

hat causes e'cess stomach acid to )e formed*

hat is the function of antacid remedies#

(s it to neutralise all the stomach acid or ust the e'cess*(s it to change the p$ of the stomach*(s it to rectify the cause of e'cess acid*

$aving gathered the a)ove information it should now )e possi)le to

discuss the criteria that would )est determine the e+ectiveness of antacid

remedy.

(s it the one that is fastest acting# neutralises the greatest amount of acid

or changes the p$ of the stomach least or most after use.

Besson 3

tudents should )e a)le to

Aesign and write up the procedure for meaningful e'periments to

compare and contrast di+erent antacid remedies

(dentify the varia)les and controls for each e'periment.

9ake up a $Cl solution to replica stomach conditions.


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,)tain at least ? widely used# well known antacids remedies along

with one natural remedy from a health shop. (f possi)le get one

synthesised )rand in )oth li%uid and ta)let form for comparative

reasons.

9aking sure to check out that all the e%uipment and sensors are in goodworking order.

Besson ? and 4


Carry out previously designed e'periments to measure and compare

the e+ectiveness of a wide range of antacids remedies using )oth

the minimum and ma'imum dosage. se of data loggers should )e encouraged where at all possi)le.

Dather data and present it in )oth graphical and ta)le form.

Aiscuss results within ones own group.

Besson /


2repare and present orally a group report where each team mem)er

has to partake in the presentation.

$ave a class discussion incorporating all the class groups# their

results# their ndings and any renements or possi)le e'tensions

they would have liked to carry out.

8'tent the discussion to other everyday applications of

neutralisations.

Complete the self assessment sheet applied.


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Acid?

Assessment criteria

uggested 5ssessment of student learning:

The teacher may decide to assess each student individually or whether

some or all of the marks are given for the work of the group as a whole#

this encourages teamwork and greater assistance and cooperation within

the group.

(t is suggested that assessment )e )oth formative and summative# for this

reason the marking needs to )e kept simple. (n formative assessment


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(t is suggested that summative assessment should )e carried out when

the entire )ody of work is completed and it should )e )ased on the

learning outcomes in line with the curriculum guide lines.

Which is the most efective antacid #emedy labo#ato#y activity

hen you have completed your activity# please complete the following ta)le as

honestly as possi)le.

/ame000000000000000000000000000000000000

%lass0000000000000

1ow much hel(did you need

A lot A little /one

&esearching thetopic(nterpretation of theword e+ectivenessamiliarisingyourself with theprocedure )eforestarting

Ris$ Assessment8nsuring that allsteps were carriedout safely

%o##ectmani(ulation o'a((a#atusse of p$ sensorsse of pipettese of )urette

se of graduatedcylinderse of mortar andpestle2reparing acidicsolutions


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se of indicatorsse of timer9easuring minimumand ma'imumdosage

5ddition of dosageto acid solution2bse#vation

Time forneutralisation tooccur;olume of acid usedto neutralise 'eddosagep$ changeInte#(#etation&esults on graphs

Arawing aconclusion fromyour resultsA((lications(dentifying everydayuse

*able +

Student Assessment ool based on the eacher&s 'bservations

Dimension(riteria for evaluation

he student:Mark)!rade !iven *%+,+,,-

1 erformin! the e%periment

*at the pre/in0uiry and

in0uiry phases-

erforms the e%periment accordin! to the

instructions)plan created.

Maintains an orderly and clean ork table.

nderstands the objectives of the e%perimental ork

and knos hich tests and measurements to perform.

ses lab tools and the measurement e0uipment in a

safe and appropriate manner.

3ehaves in a safe manner ith respect to him or

herself and to others.


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2 4unctionin! in the !roup

durin! e%perimentation or

discussion

(ontributes to the !roup discussion durin! the

theoretical in0uiry phases *raises 0uestions and

hypotheses+ desi!ns the e%periment+ dras

conclusions+ makes justified decisions- .

Shos tolerance ith+ and !ives encoura!ement to+the !roup members.

(ooperates ith others in a !roup and fully

participates in the ork of the !roup.

5llustrates leadership skills 6 !uidin! the !roup by

thinkin! creatively and helpin! those needin!

assistance *co!nitive or psychomotor-7 summarisin!

outcomes.

" resentin! the e%periment

orally

resents the activity in a clear and practical manner

ith justified decisions.

resents by illustratin! knoled!e and understandin!

of the subject.

ses precise and appropriate scientific terms and

lan!ua!e.

*able ,

Student 3#ou( wo#$ Evaluation based on *eache#s

obse#vation

Student name000000000000000000000000000 %lass000000000000000

*eache# %omment4 Ma#$ 43#ade.unctioning in the g#ou(


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Contri)utes to the group discussionduring the learning a)out the topic$as patience for the group mem)ersInows and understands the o)ectivesof the activity!active o)servation"

Thinks in a creative manner ande'hi)its vision

"#esenting the activity o#ally2resents the activity in a clear andpractical mannerhows triangulation of evidence2resents Inowledge and understandingof the su)ectses precise and proper scienticlanguage

Ta)le ?

&ef: The ei7mann (nstitute of cience# &ehovet# 25&8B



Acid?

*eache#s /otes


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5s with most mammals# the stomach !derived from the Batin word

Jstomachos" is a hollow muscular organ located )etween the

oesophagus and the small intestine.

(t is involved in the second phase of digestion# following mastication

!chewing".

The stomach digests food in two di+erent ways mechanical and

chemical digestion:

9echanical KL the stomach churns the food around using muscular

contractions.

Chemical KL the acid in the stomach )reaks down food.

The stomach normally has a p$ in the range of 3-4# the amount of acid inthe stomach varies from time to time# its greatest during digestion )ut

the protein in food acts as a )u+er and the p$ of a full stomach is greater

than an empty stomach. aster digestion means less acid lingering in the

stomach.

The parietal cells in the lining of the stomach produce gastric acid which is

mainly $Cl. 1%l has a - 'old (u#(ose in the stomach

1. tomach acid dissolves food in the chemical )reakdown of food.

3. (t kills )acteria.

?. 2rovides a p$ of )etween 3-4 which converts inactive pepsinogen

into pepsin# which in turn digests protein.

Acid #e5ux6 indigestion and hea#tbu#nare common conditionseveryone e'periences from time to time. Mut more and more# people are

discovering that they can treat themselves with home remedies

comprised of ingredients easily purchased at their local market---and save

money at the same time.


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5n antacid is a medication taken to reduce stomach acidity# relieve painfrom heart)urn or indigestion. (t is fast acting and gives short term reliefusually lasting 1-3 hours. 5ntacids also help relieve the pain of stomachand duodenal ulcers. 5vaila)le in various forms# antacids can )epurchased without a prescription# )ut people are advised if the condition

persists to talk with a physician as over-the-counter !,TC" medication maymask a more serious pro)lem.

.unction5ntacids are designed to raise the p$ level of the stomach froma too-acidic state# while the normal stomach acid level is usually in the p$range of 3-4

Main Ing#edients: 5ntacids contain sodium# calcium# magnesium oraluminum# or a com)ination of these. 5ny of these ingredients can raisep$ levels )y neutrali7ing stomach acid.

/ote ince most antacid remedies work within 30 seconds ! of aminute" it is important to measure the e+ectiveness of an antacid remedy)ased on a num)er of criteria to )roaden )oth their e'perimental andscientic understanding of the situation.

Gaviscon is a very good choice for a number of reasons

(t is availa)le in )oth li%uid and ta)let form.

(f you use the minimum or ma'imum dosage the nal p$ is alwaysacidic which is not the case with some of the older remedies e.g. 9ilk

of magnesia. (n addition to the acid-neutrali7ing ingredients found in most antacids#

Daviscon contains alginic acid and sodium )icar)onate. Thecom)ination of the alginic acid and )icar)onate will create a foam)arrier which Noats on the stomach acid# possi)ly reducing the num)erof reNu' episodes.

(f e'cess stomach acid remains unchecked it may result in the wearingdown of the stomach lining as shown )elow and nally ulceration.


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3ast#ic 7lce# 'o#mation

!Aue to erosion of stomach wall"

There are several causes of heart)urn@ acid reNu'. . inding out what

these are can help you make changes in your lifestyle and ha)it so you

can prevent the acid reNu' from happening.

%ofee6 tea6 and othe# d#in$s that contain cafeine

Ca+eine can rela' the lower esophageal sphincter !B8"# allowing stomachcontents to reNu' into the esophagus.

%hocolateChocolate contains concentrations of theo)romine !a compound that


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occurs naturally in many plants such as cocoa# tea and co+ee plants"#which rela'es the esophageal sphincter muscle# letting stomach acids%uirt up into the esophagus.

.#ied and 'atty 'oodsThese foods tend to slow down digestion# keeping the food in yourstomach longer. This can result in increases pressure in the stomach#which in turn puts more pressure on a weakened B8# allowing reNu' ofstomach contents.

*omatoes and tomato8based (#oductsThese foods rela' the lower esophageal sphincter !B8".

Alcohol5lcohol rela'es the lower esophageal sphincter# allowing the reNu' of

stomach contents into the esophagus. (t also increases the production ofstomach acid.

*obaccoThe chemicals in cigarette smoke weaken the B8 as they pass from thelungs into the )lood.

!a#ge meals5 full stomach can put e'tra pressure on the lower esophageal sphincter!B8"# which will increase the chance that some of this food will reNu' into

the esophagus.

%it#us '#uits and juicesThese foods rela' the lower esophageal sphincter !B8".

Eating within , to - hou#s (#io# to bedtimeBying down with a full stomach can cause stomach contents to pressharder against the B8# increasing the chances of reNu'ed food.

Wea#ing tight 9tting clothingClothing that ts tightly around the a)domen will s%uee7e the stomach#forcing food up against the B8# and cause food to reNu' into theesophagus. Clothing that can cause pro)lems include tight-tting )eltsand slenderi7ing undergarments.


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*eache#:s /otes

(# along with my fellow teachers# used the following power-points to aid

our investigation and to add a visual aspect to the study.


1E

Besson 1:

2lanning the

5ctivity


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Bessons 3 and ?:

Aesigning and

Conducting the

(nvestigation


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Besson 4:

5nalysis of &esults


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2resentation of our


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which antacid remedy is the most effective

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