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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$ow can (
get rid of
this )urning
feeling***
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Abst#act
This set of activities allows students to work together as a team to
investigate which antacid remedy is the most e+ective in treating
e'cess stomach acid.
(t involves researching what the word e+ective means in the conte't
of antacid remedies# is it the fastest acting remedy# is it the one
which neutralises the most acid* ,r is it the remedy which results
in the greatest p$ 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$. eacher notes #ives e%pectations of tests to be
carried out by students
This uni%ue teaching-learning material is intended to guide the teacher towards
promoting students scientic literacy )y recognising learning in four domains
(ntellectual development#
The process and nature of science#
2ersonal development.
ocial development.
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(ts uni%ueness e'tends to an approach to science lessons which are designed to
)e popular and relevant. or this reason the approach is intentionally from
society to science and attempts to specically meet student learning needs.
This uni%ueness is specically e'hi)ited )y:
!a" 5 society related and issue-)ased title !supported in the student guide )y
a scenario"!)" tudent-centred emphasis on scientic pro)lem solving# encompassing the
learning of a range of educational and scientic goals!c" (ncluding socio- scientic decision making to relate the science ac%uired to
societal needs for responsi)le citi7enship.
hich Antacid Remedy Is the Most
Effective In Dealing with Excess Stomach
Acid?
Student Activities
Scena#io8'cess stomach acid is an everyday pro)lem that a+ects more than one third of
the worlds population. 9ost people e'perience at least one episode of e'cessstomach acid in their lives. To treat this pro)lem there is a wide variety of antacid
remedies on the market each looking for their share in the market. e see
numerous ads on T; making claims that their antacid product is ou may even like to
include a natural product and compare its e+ectiveness to the synthesised
remedies.>ou will soon realise that that )y understanding the chemistry of a common
medical pro)lem it )ecomes easier to deal with.
)ou# *as$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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hich Antacid Remedy Is the Most
Effective In Dealing with Excess Stomach
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
tudents should )e a)le to
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 /
tudents should )e a)le to
2repare and present orally a group report where each team mem)er
has to partake in the presentation.
$ave a class discussion incorporating all the class groups# their
results# their ndings and any renements or possi)le e'tensions
they would have liked to carry out.
8'tent the discussion to other everyday applications of
neutralisations.
Complete the self assessment sheet applied.
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hich Antacid Remedy Is the Most
Effective In Dealing with Excess Stomach
Acid?
Assessment criteria
uggested 5ssessment of student learning:
The teacher may decide to assess each student individually or whether
some or all of the marks are given for the work of the group as a whole#
this encourages teamwork and greater assistance and cooperation within
the group.
(t is suggested that assessment )e )oth formative and summative# for this
reason the marking needs to )e kept simple. (n formative assessment
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(t is suggested that summative assessment should )e carried out when
the entire )ody of work is completed and it should )e )ased on the
learning outcomes in line with the curriculum guide lines.
Which is the most efective antacid #emedy labo#ato#y activity
hen you have completed your activity# please complete the following ta)le as
honestly as possi)le.
/ame000000000000000000000000000000000000
%lass0000000000000
1ow much hel(did you need
A lot A little /one
&esearching thetopic(nterpretation of theword e+ectivenessamiliarisingyourself with theprocedure )eforestarting
Ris$ 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$as patience for the group mem)ersInows and understands the o)ectivesof the activity!active o)servation"
Thinks in a creative manner ande'hi)its vision
"#esenting the activity o#ally2resents the activity in a clear andpractical mannerhows triangulation of evidence2resents Inowledge and understandingof the su)ectses precise and proper scienticlanguage
Ta)le ?
&ef: The ei7mann (nstitute of cience# &ehovet# 25&8B
hich Antacid Remedy Is the Most
Effective In Dealing with Excess Stomach
Acid?
*eache#s /otes
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5s with most mammals# the stomach !derived from the Batin word
Jstomachos" is a hollow muscular organ located )etween the
oesophagus and the small intestine.
(t is involved in the second phase of digestion# following mastication
!chewing".
The stomach digests food in two di+erent ways mechanical and
chemical digestion:
9echanical KL the stomach churns the food around using muscular
contractions.
Chemical KL the acid in the stomach )reaks down food.
The stomach normally has a p$ 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.
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Besson 1:
2lanning the
5ctivity
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Bessons 3 and ?:
Aesigning and
Conducting the
(nvestigation
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1
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Besson 4:
5nalysis of &esults
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2resentation of our
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