Name of Module: Should We Ban Pepper Spray?

Topic(s): Chemistry: solubility, dilution, molecular structure of liquid water and ice, colligative properties, chemistry in society, experimental design, collecting and analyzing data

Course(if appropriate): Chemistry 100/121 at Truman College (one of the City Colleges of Chicago), and potentially a part of a new general education science course "The Chemistry of Food and Cooking" under development for Spring '04. For the latter, activities requiring higher math skills than the normal general education prerequisite will be modified.

Designed by: Charles B. Abrams, cabrams@ccc.edu

Duration: 4-6 sessions (2-3 weeks)

Brief Description: This module explores the chemistry of capsaicin, the active ingredient in hot pepper, pepper spray, Squirrel-Off, arthritis pain relief ointments, and other commercial products. The culminating activities are a debate about banning pepper spray, and a letter to the editor (or government representative) expressing an opinion about a ban. Students will be able to describe the methods for measuring the hotness of peppers and evaluate ways to remove capsaicin to stop the burning sensation from the mouth and eyes.

Description of Learners (size of class/prerequisite skills, etc.): This module is intended primarily for first year college students in a class of 20-32. The students are assumed to have basic reading and writing skills, and math skills commensurate with the prerequisites for a first year chemistry course. Some activities in the module will be designed for use in middle school science classes as well as college classes.

Goals: The goals for this module (and for the courses mentioned above) are the same a the Illinois State Board of Education (www.isbe.org) goals for math and science.

State Goal 10: Collect, organize, and analyze data using statistical methods to predict results and interpret uncertainty and change in practical applications

State Goal 11: Have a working knowledge of the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.

Objectives: At the end of this module, the student will be able to:

-         Describe the molecular structure of water and correlate several macroscopic properties of water with this microscopic understanding.

-         Identify uses and general physical properties of capsaicin, the active ingredient in hot pepper.

-         Predict the effectiveness of various methods to quench the burning of hot peppers, and by extension, the irritant in poison ivy.

-         (Other behavioral objectives to be described in the future)

Instructional Strategies: The module itself is designed around a real world question, so the overall format is inquiry-based learning. Activities include role-playing, designing and performing an experiment, writing to learn, and in-class debate.

Assessment:
Pre-test and post tests will include concept-based questions as well as standard questions from previous Chem 121 courses.

Resources/Materials Required:

Images and activities will be available on the internet at:

http://faculty.ccc.edu/cabrams/pepperspray

Site map:
On-line components:

Content outline:

Introduction – Should we ban pepper spray?

Selected critial readings, written comments, discussion

Activity 1 – How do you measure the heat in hot pepper?

Lab experiment on dilution (measuring Scoville Heat Units)

Activity 2 – How can you analyze the results of the experiment

Data analysis using MS Excel spreadsheet

Activity 3 – The Structure of Water and Ice

           Dramatization of the behavior of molecules (molecular structure) This activity is  included with this form

Activity 4 – Dissolving salt in water

           Dramatization of the behavior of molecules (solubility, molecular interactions)

Activity 5 – The non-mixing of oil and water

           Dramatization of the behavior of molecules (solubility, molecular interactions, phases)

 

Activity 6 - The solubility of capsaicin in oil and water

           Dramatization of the behavior of molecules (solubility equilibria)

Discussion – Consequences of the scientific results

Research – Preparation for debate on capsaicin

Debate – Pro and Con chosen at random in class, and students must support their argument with scientific facts.

Letter – Letter to editor or representative, which will be submitted in draft form and then final form after in class discussion of writing and revision.

          
Suggested next step:

- Complete preparation of module activities.

- Coordinate with one middle school teacher for testing the module in a science classroom in Fall ’03

- Incorporation into my Chem 121 syllabus for Fall ‘03

 

Acknowlegements:

The author would thanks his former colleagues at Beloit College, in particular George Lisensky, Brock Spencer, and Heather Mernitz, who first introduced him to modular chemistry curricular design. The structure of this module is loosely based on “Would You Like Fries With That? The Fuss About Fat In Our Diet” by Sandra Laursen and Heather Mernitz, and other modules developed by the ChemConnections group headquartered at Beloit.

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