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The Reconstructors ® Nothing to Rave About: Episode 2

Teaching Materials

Nothing to Rave About: Episode Two

©2003 Rice University The Reconstructors® is a product of the Center for Technology in Teaching and Learning, Rice University and is funded by the Science Education Drug Abuse Partnership Award, R25DA11785, from the National Institute on Drug Abuse, National Institute of Health.

Episode Two Briefing: Contents

The Reconstructors® 2 Nothing To Rave About: Episode 2

OVERVIEW We hope that you and your students extend The Reconstructors™ adventures with additional activities designed to cover related learning objectives. The activities described in the teaching package are intended for use both before and after students have played Nothing to Rave About: Episode 2 of The Reconstructors™. The files may be printed for classroom use ONLY. Feel free to adapt these activities to your own classroom needs. Another resource that we suggest is the National Institutes of Health (NIH) website at http://www.nih.gov. For specific information on drugs, go to the National Institute on Drug Abuse at http://www.nida.nih.gov. It contains some excellent resources and teaching materials.

If you have specific questions, please contact us.

The Reconstructors Team [email protected]

EPISODE BRIEFING

Synopsis of Episode (for Teachers) ............................................. 2

National Science Education Content Standard Correlation....... ?

Vocabulary Terms .......................................................................... ?

Mission Log .................................................................................... ? EPISODE DEBRIEFING

Activity 1: Truth and Consequences ........................................... ? In this activity, students will learn how alcohol gets distributed in the body and how it can affect a person’s ability to drive.

Activity 2: Formula X ..................................................................... ? In this activity, the students will learn about preparing mixtures and will learn how minor chemical changes can drastically alter the final product.

Activity 3: Separation Anxiety ..................................................... ? In this activity, students will learn about chromatography and will perform an experiment to separate different colors of dye.

Episode Two Briefing: Synopsis


This synopsis is provided as an overview for TEACHERS. We advise teachers NOT to hand this out to the students prior to playing the adventure since much of the suspense will be eliminated. Delta is convinced that someone deliberately turned off ORB’s flood pumps in order to wreck the lab where Beta was examining the pink and blue pills and vial of liquid. The student must help Delta to drain the rainwater by laying a pipeline from the lab to the street gutter. Some time later, Alpha, Beta, and Delta are in the ORB Briefing Room. The Reconstructors need to find out more about the pills and vial of liquid by following two lines of inquiry: the student will help Beta analyze the contents of the drugs and will go with Delta to question Detective Viernes at Drug Scene Investigations (DSI).

In the lab, Beta analyzes the vial’s contents with a mass spectrometer (mass spec), which separates chemicals into a unique set of fragments (mass spectrum) according to the chemical’s structure. The vial is found to contain Gamma hydroxybutyrate (GHB), a drug that causes unconsciousness, especially when mixed with alcohol. Beta has the student analyze some of the blue pills. An instrument malfunction forces the student to identify which chemicals the pills contain—caffeine and Methylenedioxymethamphetamine—by comparing their mass spectra to ones stored in a chemical library. Methylenedioxymethamphetamine (MDMA), also known as Ecstasy, is believed be responsible for the stimulant and hallucinogenic effects seen in young people who have become ill after taking these pills. At DSI, Detective Viernes is not surprised by the lab sabotage. The people who are pushing the drugs used at clubs and parties (club drugs) will stop at nothing to halt the Reconstructors’ investigation. Mr. Viernes shows the student three DSI Club Drug case files. In Case #56, the student learns about a young woman who was raped while incapacitated by the club drug GHB. In Case #81, the student reviews evidence gathered during a DSI raid on a clandestine Methamphetamine lab at a home. In Case #11, the student views a re-enactment in which a driver who is high on Ecstasy and alcohol kills a woman in a hit-and-run accident.

Detective Viernes challenges the student to test how streetwise he/she is about club drugs by going through DSI rookie training in the holographic center. The student examines scenarios on date rape drugs, Ecstasy use, and the effects of drugs and alcohol on driving ability. The student must determine how they would react in each scenario.

A message from Alpha comes in on the Comlink. The student is to meet him at the E Street Warehouse. The student must correctly answer questions on the lab findings and case files in order to unlock the door of the warehouse. Inside, the student meets Cookie,

Episode Two Briefing: Synopsis


a former user of Ecstasy and other drugs, who describes two effects of her drug use: memory loss and depression. Suddenly, a message from Helios comes in on the Comlink. DSI is conducting a raid on Club Buzzko. Through a video link, the student witnesses the panic and chaos that ensues.

Episode Two Briefing: Correlation with Standards


National Science Education Content Standard Correlation Grades 5-8

Instructional Objective Science Content Standard

Analyze the content of unknown substances (drugs) in virtual experiments.

Standard A: All students should develop abilities necessary to do scientific inquiry. Standard F: All students should develop understanding of science and technology in society.

Examine the negative social and health consequences of club drug abuse.

Standard F: All students should develop understanding of personal health. Standard F: All students should develop understanding of risks and benefits.

Know basic characteristics of different types of club drugs.

Standard F: All students should develop understanding of risks and benefits.

Recognize that certain club drugs can be used to facilitate date rape.

Standard F: All students should develop understanding of personal health. Standard F: All students should develop understanding of risks and benefits.

Episode Two Briefing: Vocabulary Terms


All of the words below are ones that students will encounter while playing Nothing to Rave About: Episode Two. Their definitions are contained within the adventure or in the Glossary. Teachers should alert the students to the ability to click on the hot-linked words in the game. After the game, teachers may want to review the new vocabulary words.

Caffeine — stimulant naturally found in coffee

Date rape drug— drugs that cause the victim to pass out and lose the memory of

anything that happens while drugged. Examples of date rape drugs are Rohypnol,

Ketamine, or GHB.

Ecstasy — a synthetic drug that has the properties of a hallucinogen and a stimulant.

Ecstasy is also known as Methylenedioxymethamphetamine (MDMA), E, XTC, and

Adam.

Gamma hydroxybutyrate (GHB) — also known as Goop, G, Georgia Home Boy, Liquid

G, and Soap. It is an odorless and colorless synthetic drug that is often made in

clandestine labs. GHB can cause feelings of pleasure, as well as dizziness, and

unconsciousness. It is often abused as a date rape drug.

Ketamine — date rape drug that is found in liquid, pill, and powder form. Ketamine was

developed as an anesthetic for veterinarians to use on animals and causes

unconsciousness.

Mass spectrometer (mass spec) — an instrument that breaks a chemical into a unique

set of charged fragments according to the substance's structure.

Mass spectrum — the graph generated from a mass spectrometer. It is unique for

every chemical.

Methamphetamine — a synthetic stimulant chemically similar to amphetamine, but with

stronger effects on the body. Methamphetamine is an addictive drug with limited medical

use. It comes in many forms and has a variety of street names including ice, crystal,

chalk, meth, crank, glass, and speed.

Party drug — common name for drugs used at clubs, bars, and parties. Also called club

drugs.

Rave — an all-night dance party.

Rohypnol — a date rape drug that causes unconsciousness and can be lethal when

mixed with alcohol. Also known as "roofie".

Episode Two Briefing: Mission Log


Teacher Version TEACHER DIRECTIONS: Ask students to complete the right-hand column as they move through the game. Answers are provided here, but page 8 has a master that can be copied for students as a handout.

Question Answer

Beta uses a mass spectrometer to analyze the pills and the contents of the vial. What chemical is present in the vial of liquid?

Gamma Hydroxybutyrate (GHB)

Analysis of the blue pills reveals that two chemicals are present. The first chemical found is caffeine. What is the name of the drug in the blue pills that can act like a stimulant and hallucinogen?

Methylenedioxy-methamphetamine (MDMA or Ecstasy)

A visit to the DSI uncovers past cases dealing with various club drugs. Case #56 involves the drugging and rape of an 18-year-old female. What are the three examples of date rape drugs that are shown in this case?

Ketamine, Rohypnol, GHB

The report section of Case #56 describes date rate drugs as colorless, odorless, and often tasteless substances that can cause what effect?

They can cause the victim to pass out and experience memory loss.

DSI Case #81 deals with a raid of a clandestine lab producing methamphetamines. What is a methamphetamine?

a synthetic stimulant

The report section of Case #81 describes the long-term effects of methamphetamines. What can long-term abuse of methamphetamines cause?

addiction and strokes

DSI Case #11 deals with a hit-and-run accident involving drugs. What drug is also known as XTC, Adam, and E? MDMA or Ecstasy

Terry and Mig are talking about the effects of Ecstasy. Can you tell from the way an Ecstasy pill looks how dangerous it is or what is really in it? no

Conclusions: What drug does Beta believe is responsible for the mysterious teen illnesses? Answer: Methylenedioxymethamphetamine (MDMA or Ecstasy)

Episode Two Briefing: Mission Log


Name: Class: Date

STUDENT INSTRUCTIONS: Record your observations by correctly answering the following questions as you play Nothing To Rave About: Episode 2.

Question Answer Beta uses a mass spectrometer to analyze the pills and the contents of the vial. What chemical is present in the vial of liquid?

Analysis of the blue pills reveals that two chemicals are present. The first chemical found is caffeine. What is the name of the drug in the blue pills that can act like a stimulant and hallucinogen?

A visit to the DSI uncovers past cases dealing with various club drugs. Case #56 involves the drugging and rape of an 18-year-old female. What are the three examples of date rape drugs that are shown in this case?

The report section of Case #56 describes date rate drugs as colorless, odorless, and often tasteless substances that can cause what effect?

DSI Case #81 deals with a raid of a clandestine lab producing methamphetamines. What is a methamphetamine?

The report section of Case #81 describes the long-term effects of methamphetamines. What can long-term abuse of methamphetamine cause?

DSI Case #11 deals with a hit-and-run accident involving drugs. What drug is also known as XTC, Adam, and E?

Terry and Mig are talking about the effects of Ecstasy. Can you tell from the way an Ecstasy pill looks how dangerous it is or what is really in it?

Conclusions: What drug does Beta believe is responsible for the mysterious teen illnesses? __________________________________________________________________________________________________________________________________________________________________________.

Episode Two Debriefing: Teacher Guide


ACTIVITY 1 TRUTH AND CONSEQUENCES Why do some people get high from a couple of drinks while others need more alcohol to become intoxicated? In this activity, students will learn how differences in body type affect reaction to alcohol.

Background Alcohol is a drug that can affect a person’s ability to perform. However, how quickly performance is affected depends on many factors, including a person’s size and body composition. The Path of Alcohol After alcohol is ingested, it travels from the esophagus to the stomach. In the stomach, a little alcohol may enter the bloodstream (20%), but most of it moves to the small intestines. In the small intestines, most of the alcohol is absorbed into the body’s bloodstream (80%), and from there it is carried to the heart, the brain, and the liver. In the liver, alcohol is converted to energy. However, the liver can only process about half an ounce of alcohol an hour, which means that the rest of the alcohol continues to affect the other parts of the body, such as the brain. The brain is where alcohol causes the familiar effects associated with alcohol consumption, including physiologic sedation, relaxation, memory gaps, delirium, slower reaction time, and confusion. Alcohol Concentration and the Body A person’s body type can influence the effect that alcohol produces. When alcohol is consumed, it is distributed throughout the water-containing parts of the body. In the liver, alcohol is metabolized into acetaldehyde and then into water and carbon dioxide. The carbon dioxide is excreted from the body. However, the liver can only work so fast. Intoxication occurs when the amount of alcohol consumed is greater than the amount of alcohol broken down. Furthermore, alcohol is miscible (mixable) in water but not in fat. A person with more body fat has less body water and thus a higher concentration of alcohol in their body when they drink. The amount of body fat is influenced by gender, weight, and body type. For instance, women have more body fat than men and as a consequence are more greatly affected by alcohol. Additionally, body type also includes the genetic makeup of a person. Alcohol dehydrogenase is the enzyme involved in metabolizing alcohol. The presence of a normal enzyme is genetically defined. If a person has a mutated form of this enzyme, alcohol is not metabolized correctly, causing a rise in the breakdown products of alcohol. This activity was adapted from Understanding Alcohol: Investigations into Biology and Behavior from the National Institute on Alcohol Abuse and Alcoholism.



Learning Objectives The student will: 1. describe which parts of the body are affected when alcohol is ingested. 2. learn about the miscibility of alcohol. 3. compare the dilution of alcohol in water and in oil. 4. participate in a demonstration of how body size and type influence the concentration

of alcohol in the body. 5. test their ability to perform under the influence of alcohol. Materials 1. Truth and Consequence Student Activity Sheet 2. two clear drinking glasses (per group) that hold at least 8 oz. of liquid 3. spoons 4. two containers (per group) that hold at least 2 oz. of liquid 5. two ounces of isopropyl alcohol (per group) 6. water 7. mineral oil 8. red food coloring 9. computer with Internet access Procedure

Part One In this activity, students will learn about the miscibility of alcohol in water and how this can alter the effect of the drug on the body.

1. Before class, set up the different body models and the alcohol sample for each group.

A. The body models differ by the amount of oil (fat) in each glass. Fill the clear drinking glasses as follows:

B. The alcohol sample is red food coloring added to an ounce of isopropyl alcohol (The students need one ounce per body model).

2. At the beginning of class, introduce the topic of alcohol and how it affects a person. Specifically, discuss how alcohol is distributed in the body by the bloodstream.

3. Use the picture of the body to trace the path that alcohol takes upon ingestion.

4. Tell the students that they are going to use a model of two different body types to visualize the distribution of alcohol in the body.

5. Distribute a set of body type models to each group. Tell the students what each layer is, and ask the class to guess what they think each layer represents in the body.

A. Oil = fat

B. Water = water

oil

water



6. Distribute the alcohol samples to each group. The alcohol represents a drink. Ask the students to hypothesize what they think will happen when alcohol is added to each body type.

7. Each group can write its hypothesis down on the Truth and Consequences Student Activity Sheet.

8. Have each group add one sample of alcohol (one ounce) to each model and gently stir the mixture.

9. Wait a few minutes, and then look at the models and see if the hypothesis was correct. Were there any surprises?

10. Students should record their observations on their Truth and Consequences Student Activity Sheet.

11. As a class, answer the discussion questions.

Part 2

This activity requires Internet access. The students will research the effects of alcohol on the different organs of the body, and they can play a game that simulates the effects of alcohol on the brain.

1. Before performing Part 2 of Truth and Consequences, make copies of the image of the human body.

2. Discuss with the class the path that alcohol takes once ingested (if you have not already done so in Part One).

3. Ask the students to use the Internet to research the different organs of the body and how they are negatively affected by alcohol. The suggested web sites are listed on page 14.

4. As a class, discuss what the students find. 5. Elaborate on how alcohol affects the brain and how this can affect a person’s ability

to operate a vehicle. 6. Students are also invited to play a game that simulates what it would be like to drive

under the influence of alcohol. Game: LifeBytes: Drinking and Driving (works best on a PC) http://www.lifebytes.gov.uk/alcohol/alc_menu.html



Truth and Consequences

In the first part of this activity, you will use models of the human body to see how alcohol is distributed in the body.

1. Hypothesis: Where do you think the alcohol will end up after the drink is added to the

models of the human body? The alcohol should move into the water layer in both models. Bubbles may appear in the oil layer, but the majority should be in the water layer.

2. Observations: What happened to the alcohol when you added it to the different

models? The alcohol mixed with all of the layers, but it moved to the water layer. Alcohol is not miscible in oil. The oil levels stayed the same in both models, and all of the alcohol was mixed into the water layers (with a few bubbles in the oil).

3. Was your hypothesis correct or incorrect and why? Discussion Questions

1. Which model had a higher concentration of alcohol? The one with more oil or more

water? The one with more oil had a higher concentration of alcohol. This is why a person with more body fat is affected by alcohol to a greater extent. The other model had more water to mix with the alcohol, thereby diluting the alcohol.

2. Can you tell how alcohol will affect a person based solely on their body type?

No. Two people that are the same size may have different amounts of body fat. Body fat content cannot be determined by appearance alone. It is not possible to predict the effects of alcohol on an individual solely by looking at them.

3. If two individuals have the same amount of body fat but one individual is larger than

the other, who would be more affected by drinking alcohol? In general, a larger person will be less influenced by a given alcohol dose than a smaller person because a larger body size means a greater blood volume for alcohol distribution. However, other factors, such as genetic makeup, can influence the effect of alcohol.

4. Since the brain is sensitive to the effects of alcohol, what can you conclude about the

composition of the brain? Remember that alcohol is distributed in water-containing organs, which leads us to believe that the brain contains a significant amount of water.



Brain Alcohol is a depressant and can inhibit certain functions of the brain. For instance, alcohol can cause respiratory depression by inhibiting the nerves that control breathing. This can be fatal.

Esophagus and Stomach When alcohol is ingested it can irritate the esophagus. In the stomach, alcohol increases the amount of digestive juices, which can damage the stomach lining.

Heart Although scientists have found that moderate amounts of alcohol can benefit the heart, heavy drinking of alcohol can increase blood pressure, which can lead to a heart attack or stroke.

Liver Alcohol prevents the breakdown of fats in the liver. The fats accumulate in liver cells and can rupture or grow into cysts. The cysts replace normal cells and can lead to fibrous scar tissue or cirrhosis of the liver.

Kidney Alcohol can damage the kidneys and lead to kidney swelling and a significant reduction in kidney function.

Small Intestines Alcohol can damage the small intestines and decrease nutrient absorption. Additionally, damage to the muscles of the intestinal wall can occur, causing severe diarrhea.

The Effects of Alcohol on the Body

Teacher Version Sample Answers



Extension Activities • Mathematics: Calculate the blood alcohol level of a person with 5% body fat,

10% body fat, and 15% body fat. • Visual Arts: Make a model of the route that alcohol takes once it is ingested. • History: Research the medical use of alcohol.

Standards National Science Education Standards, Grades 5-8

• Science Content Standard A: All students should develop abilities necessary to do scientific inquiry.

• Science Content Standard F: All students should develop understanding of personal health.

• Science Content Standard F: All students should develop understanding of risks and benefits.

Books

• Margaret O. Hyde, 1999. Alcohol 101: An Overview for Teens. Brookfield, Conn.: Twenty-First Century Books.

Web Sites

• Lifebytes http://www.lifebytes.gov.uk/alcohol/alc_menu.html

• National Institute on Alcohol Abuse and Alcoholism http://www.niaaa.nih.gov/

• The Cool Spot http://www.thecoolspot.gov/

• Substance Abuse and Mental Health Services Administration http://getfit.samhsa.gov/Alcohol/



TRUTH AND CONSEQUENCES The truth is that your body type can affect your reaction to alcohol. In this activity, learn how alcohol gets distributed in the body and why the brain can be greatly affected by this drug.

Materials 1. Truth and Consequences Student Activity Sheet 2. two different body type models (glasses containing oil and water) 3. spoons 4. two sample drinks 5. computer with Internet access Procedure

Part I 1. Separate into groups.

2. Each group will need a set of body type models. What do you think the layers represent?

3. Next, each group should obtain two samples of alcohol. DO NOT DRINK the alcohol sample. It is rubbing alcohol. It only represents a drink of alcohol.

4. Formulate a hypothesis. You are going to add one “drink” of alcohol to each body type model. This will simulate the effect that drinking alcohol has on the body. Before you add the alcohol, generate a hypothesis on how you think the alcohol will be distributed in each model. Will the alcohol rise to the top, stay in the middle, or sink to the bottom? Write your hypothesis on the Truth and Consequences Student Activity Sheet.

5. Add one sample of alcohol to each glass and gently stir the mixture.

6. Wait a few minutes, and then look at the models. Write your group’s observations on what happened to the alcohol in the Truth and Consequences Student Activity Sheet.

7. Was your hypothesis was correct? Why do you think your hypothesis was correct or incorrect?

8. Answer the discussion questions and discuss them with class.



Part II 1. Use the Internet to research the different organs of the body listed in the Truth and

Consequences Student Activity Sheet. Find out how these organs are negatively affected by the use of alcohol.

2. Participate with the class in a discussion of what you found. 3. After you have discussed the effects of alcohol on the body and brain, you can play a

game that simulates what it would be like to drive under the influence of alcohol. Suggested Web Sites:

• Substance Abuse and Mental Health Services Administration http://getfit.samhsa.gov/Alcohol/

• National Institute on Alcohol Abuse and Alcoholism (NIAAA) http://www.niaaa.nih.gov/

Game:

• LifeBytes: Drinking and Driving (works best on a PC) http://www.lifebytes.gov.uk/alcohol/alc_menu.html



Name: ______________________________ Class:__________ Date

Truth and Consequences

In the first part of this activity, you will use models of the human body to see how alcohol gets distributed in the body.

1. Hypothesis: Where do you think the alcohol will end up after it is added to the models

of the human body?

2. Observations: What happened to the alcohol when you added it to the different models?

3. Was your hypothesis correct or incorrect and why?

Discussion Questions

1. Which model had a higher concentration of alcohol? The one with more oil or more water?

2. Can you tell how alcohol will affect a person based solely on their body type?

3. If two individuals have the same amount of body fat but one individual is larger than the other, who would be more affected by drinking beer?

4. Since the brain is sensitive to the effects of alcohol, what can you conclude about the composition of the brain?



Name: ______________________________ Class:__________ Date Truth and Consequences

The effects of alcohol on the body

Brain

Esophagus and Stomach

Heart

Liver

Kidney

Small Intestines



ACTIVITY 2 FORMULA X One reason why street drugs can be dangerous substances is that they often vary from batch to batch, sometimes with deadly consequences. It is not possible to tell what is really in them from their appearance alone. In this activity, students will make soap to discover how a change in the recipe (formula) of a mixture can create a product with different effects.

Background 3, 4-Methylenedioxymethamphetamine (MDMA) is drug that is abused for the feelings of empathy and increased energy it can produce. MDMA, which is also known as Ecstasy, is illegal in the United States because it has been classified as a Schedule I drug, one with a high abuse potential and no currently accepted medical use. Despite this designation, Ecstasy enters the United States from secret labs located mainly in Europe for sale on the streets. Street drugs present many dangers to their users. For example, they are often adulterated with other substances. In Chicago, New York, and Washington D.C., some Ecstasy pills were rumored to contain heroin. Furthermore, a street drug may be sold as one substance but in fact be a different, more dangerous drug. Paramethoxyamphetamine (PMA), an illicit synthetic hallucinogen with stimulant effects similar to Ecstasy, is commonly sold as Ecstasy. PMA is a very potent drug that can kill by causing an extremely high body temperature. In this experiment, students will make different types of soap to simulate how changes in the composition of a drug recipe (formula) can create a product with different effects. Student will also simulate how difficult it is know the content of drug from its appearance alone by trying to guess the ingredients in different types of soap.



Learning Objectives The student will: • discuss why it is difficult to know what is in a street drug based on its appearance. • simulate street drug variability by making different types of soap. • compare different types of soap as to look, feel, smell, and effectiveness in order to

determine their contents. Materials and Soap Recipes (formulas) • gloves • goggles • tablespoon • stainless steel or Pyrex bowl • measuring cup • blender • molds (any flexible plastic container)

• food coloring • lye • oils (see recipe) • towel • water • wax paper • blanket

Lard Soap 16 oz lard 2.15 oz. lye 7 oz. distilled water Rainwater Soap 8 oz Crisco 8 oz olive oil 2.2 oz lye 7 oz cold rain water 1 teaspoon rain orchid fragrance oil Ultimate Quick Trace Soap 14 oz coconut oil 2 oz castor oil 2.7 oz lye 7 fluid oz water Blend this mixture but don't let it reach the point at which the soap is just beginning to thicken. Pour it into molds.

Cocoa & Tallow Soap 6 oz olive oil 10 oz tallow 1 oz cocoa butter added at trace 2.1 oz lye 7 oz cold water Easy Oatmeal Soap 8 oz palm oil 6 oz coconut oil 2 oz olive oil 1/3 cup regular oatmeal well blended 2.4 oz lye 6.4 oz water Easy Coffee Soap 8 oz soybean oil 4 oz coconut oil 4 oz olive oil 2.3 oz lye 7 oz strong coffee (use this instead of

water) 1 tablespoon of strong coffee (add this at

the thin trace stage)

These free soap recipes and more can be found at: http://www.colebrothers.com/soapcalc/free.html



Procedure 1) Split the class up into groups. 2) Distribute the soap recipes (formulas) or let the students pick one. 3) Have the group decide on which soap mold to use and what color they want the soap

to be. 4) Tell the students to make the soap. If you only have one blender, students can take

turns, but the container must be washed before the next group uses it. 5) To make soap, the students should:

a. First put on goggles and gloves. Next, dissolve the lye in cold water in a stainless steel or Pyrex bowl, and then wait until it cools and the mixture turns clear.

b. Carefully pour the oil and then the lye/water into the blender without splashing or spilling the solution.

c. Lock the blender in position, secure the cover, and place a towel over the top of the blender for safety. Mix at the lowest possible speed.

d. Stop the blender often to check and see if the mixture is beginning to thicken. Wait a few seconds before removing the cover each time the blender stops. Note that the soap "burps" from trapped air each time it stops.

e. Stop blending as soon as the soap begins to thicken. Stir the soap to allow bubbles to escape.

f. Add any essential oils, colorants or fragrances, as well as any other desired ingredients such as oatmeal or herbs. Blend these in for a few seconds.

g. Pour the soap into individual molds. Cover it with wax paper and a blanket for insulation. Let the soap set for a day or two. Pop it out of the molds, cut it, and let it age for at least three weeks.

6) Have the students complete the Formula X Discussion Questions by looking at each type of soap and trying to decide as a group how each one differs. What do they think is in each one? They can test the soap by touching and smelling it and by washing their hands with it. DO NOT LET THEM EAT THE SOAP!

7) As a class, discuss the answers to the Formula X Questions.



Extension Activities • Science: Research how a legal drug is produced.

• Science: Find out what an analog is and give examples of analogs.

• Government: Research the Food and Drug Administration’s drug approval process.


• Science Content Standard A: All students should develop abilities necessary to do scientific inquiry.

• Science Content Standard B: All students should develop an understanding of properties and changes of properties in matter.

• Science Content Standard F: All students should develop understanding of personal health.

Books • Brennan, Kristine, 2000. Ecstasy & Other Designer Drugs. Philadelphia: Chelsea

House Publishers.

• Hyde, Margaret O. 2003. Drugs 101: An Overview for Teens Brookfield, Conn.: Twenty-First Century Books.

Web Sites

• NIDA Info Facts on Ecstasy http://www.nida.nih.gov/Infofax/ecstasy.html

• Mind Over Matter: Methamphetamines http://www.drugabuse.gov/MOM/METH/MOMMETH1.html

• Neuroscience for Kids http://faculty.washington.edu/chudler/neurok.html

Episode Two Debriefing: Student Activity Sheet


FORMULA X If you buy a drug off the street, how do you know what is REALLY in it? With street drugs, what you don’t know could hurt you. In this activity you will make different types of soap to explore how differences in the way a street drug is made changes the effects it produces.

Materials Materials required will change depending on the soap formula that is chosen.

1. gloves 2. goggles 3. tablespoon 4. stainless steel or Pyrex bowl 5. measuring cup 6. blender 7. molds (any flexible plastic container) 8. food coloring 9. lye 10. oils (see recipe) 11. towel 12. water 13. wax paper 14. blanket

Procedure 1. Split up into groups and pick a soap recipe (formula). 2. As a group, decide which mold to use and what color the soap should be. 3. If there is only one blender, you will have to take turns using it. Make sure the

blender is clean before your group uses it to make soap. Wash the container after you are finished.

4. Put on goggles and gloves. Next, dissolve the lye in cold water in a stainless steel or Pyrex bowl. Wait until it cools and the mixture turns clear.

5. Carefully pour the oil and then the lye/water into the blender without splashing or spilling the solution on yourself or others.

6. Lock the blender in position, secure the cover, and place a towel over the top of the blender for safety. Mix at the lowest possible speed.

7. Stop the blender often to see if the mixture is beginning to thicken. Each time the blender stops, wait a few seconds before removing the cover. Note that the soap will "burp" from trapped air each time you stop the blender.

8. Stop blending as soon as the soap begins to thicken. Stir the soap to allow bubbles to escape.



9. Add any essential oils, colorants, or fragrances, as well as any other ingredients such as oatmeal or herbs. Blend these in for a few seconds.

10. Pour the soap into individual molds. Cover it with wax paper and a blanket for insulation. Let the soap set for a day or two. Pop it out of the molds, cut it, and let it age for at least three weeks.

11. Complete the Formula X Discussion Questions by looking at each type of soap and trying to decide as a group how each one differs from the others. What do you think is in each one? You can test the soap by touching and smelling it and by washing your hands with it. DO NOT EAT THE SOAP!

12. Examine the different soap formulas. Note how their ingredients differ. 13. As a class, discuss your group’s answers to the Formula X Discussion Questions.



Name: ______________________________ Class:__________ Date

Formula X Discussion Questions

1. Could you tell what was in your soap just by looking at it?

2. What was your group’s formula for soap?

3. What color and mold did you choose? Why? 4. Which soap did you like best? Why?

5. Which soap did you like least? Why?

6. Could you tell which soap contained the following ingredients? How could you tell? Coffee Cocoa butter Coconut oil Callow oil

7. If someone is allergic to olive oil, which soap(s) would be best for him/her? If you

didn’t have the formula, how could you tell which soaps to avoid? Discuss with your class the answers that you have written down.



ACTIVITY 3

SEPARATION ANXIETY Chromatography is the science of separating molecules based on differences in their structure and/or composition. In this activity, the students will use paper chromatography to separate the different dyes found in candy.

Background In Nothing to Rave About: Episode Two, the students were introduced to gas chromatography and mass spectroscopy. Gas chromatography is used to help identify the compounds found in drugs. In everyday life, chromatography is used in many different ways. The police, F.B.I., and other law enforcement agencies use gas chromatography to determine the presence of substances at the scene of a crime, environmental scientists use liquid chromatography to detect different poisons in the water, and physicians and scientists who make new medicines use thin-layer chromatography to check the purity of the drugs. Basically, chromatography can be used whenever you have a mixture that needs to be separated into its individual parts. Chromatography separates substances based on their different mobility over a stationary phase. In liquid chromatography, the mixture is added to a solvent (mobile phase) and the solvent/mixture is run over a solid or liquid phase. Separation occurs due to differences in the hydrophobicity or solubility of the substances. In gas chromatography, helium is used to move a gaseous mixture through a column of absorbent material, and in paper chromatography, solutes are pulled through paper via capillary action of a solvent. Separation in paper chromatography is due to differences in interaction between substances and the paper. Different substances can be identified by their retention factor (Rf), a quantitative indication of how far a particular compound travels in a specific solvent. The retention factor (Rf) can be obtained by measuring the distance the solute (D1) moves and dividing it by the distance traveled by the solvent front (D2). In this activity, students will use paper chromatography to separate the dyes used in certain candies. The students will then use this dye pattern (chromatogram) to identify dyes that make up an unknown mixture.

Start of solvent front

End of solvent front

D1 D2 Rf=D1/D2



Learning Objectives The student will:

1. learn about chromatography. 2. use paper chromatography to separate the dyes in candy. 3. identify dyes in an unknown mixture using chromatograms and the retention

factors of known dyes. • Materials

1. Separation Anxiety Student Activity Sheet 2. chromatography paper 3. Skittles, M & Ms, or other colored candies 4. water 5. salt 6. cups (any type will do) 7. tweezers 8. pencil 9. stirring rod 10. test tubes (greater than 8 cm long) 11. scissors 12. hole punch 13. paper clip 14. tin foil

Procedure

Part I: Identifying the Dye Composition of Candies The student will: 1. Pick five different-colored Skittles (or other candies) to run as dye standards. 2. Place each of the five candies in a separate cup. 3. Cover each candy with a small amount of water. The dye will dissolve into the

water within a short period of time. 4. Remove the candy from the water when it turns white. Throw away the

remaining candy. 5. Cut five strips of chromatography paper, Each strip should be approximately 8

cm long and 1 cm wide and should be about one cm shorter than the test tube to be used. (Alternatively, you can blot all the colors on a single large piece of paper, in which case you will need to use a cup or beaker instead of test tubes.)

6. Draw a line 1 cm from the bottom of the strip. 7. Using a stirring rod (or the bottom of a pen), dip the rod into a dye, and then

blot the dye on a strip of chromatography paper just above the drawn line. The dye dot should be about 1 cm from the bottom of the paper.

8. Using a pencil, clearly write the color of the dye at the top of the strip of paper. 9. Repeat the blotting procedure for each dye, using a new strip of

chromatography paper for each color. Make sure to wipe off the stirring rod before dipping it into a different dye.



10. Allow the strips of chromatography paper to dry. Then re-blot each strip three more times, allowing the strip to dry between each new blotting. Each blot should be placed on top of the earlier blot(s), and only one color should be used on each strip.

11. Punch a hole in the top of each strip of paper just below the color label. 12. Unwind 5 paper clips and use them to hang the strips of paper inside 5 empty

test tubes. Make sure that the paper strips just touch the bottom of the tubes.

13. Mark on the outside of the tubes where the dye blots appear on the paper. 14. Remove the strips and add salt water below the lines that were marked on the

test tubes. The dye must be above the salt water line. Re-blot a new strip of chromatography paper if the water level in the tube is above the dot of dye.

15. Place the papers back into the tubes, hanging them from the paper clips. 16. Be certain that the papers are vertical and that they are not touching the sides of

the tubes. 17. Cover the tops of the tubes with tin foil. 18. Allow the water to soak into the papers and to travel until it almost reaches the

top. Draw a line where the water stops; this is the end of the solvent front. 19. Remove the papers and document the results on the Separation Anxiety Student

Activity Sheet. 20. Calculate the retention factor for each dye.

Part II: Identifying Unknown Dye Mixtures 1. Create dye mixtures from the candies for the students to test. Make sure that you know the composition of each mixture. For example:

a. green Skittles or M & Ms = blue and yellow dye b. purple Skittles = red and blue dye

2. To create a dye mixture: a. Place two or more candies in a small amount of water. b. Allow the dye to dissolve off of the candies. Remove the candies when they turn white. c. Number each dye mixture created.

3. Have students run a chromatogram of a dye mixture using the paper chromatography procedure provided in Part I above.

4. Instruct students to use the chromatogram and the resultant Rf values to identify the dyes in the unknown mixture.

paper clip

paper tube



Extension Activities • Science: Use paper chromatography to separate the dyes in different foods.

• Science: Research the different uses of a specific type of chromatography.

• History: Investigate the history of chromatography.

• Language Arts: Interview a scientist on how he or she uses chromatography.


1. Science Content Standard A: All students should develop abilities necessary to do scientific inquiry.

2. Science Content Standard B: All students should develop an understanding of properties and changes of properties in matter.

Books • Barber, J. Babcock, C. 1999 Crime Lab Chemistry. University of California,

Berkeley, Lawrence Hall of Science

Web Sites

• Paper Chromatography http://chemscape.santafe.cc.fl.us/chemscape/catofp/chromato/paper/paper.htm

• Mixtures and Compounds http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/M/Mixtures.html



SEPARATION ANXIETY In Nothing to Rave About: Episode Two, Beta used gas chromatography and mass spectroscopy to identify what was in the pink and blue pills. In this activity, you will use paper chromatography to identify the different dyes in candy.

Materials

1. Separation Anxiety Student Activity Sheet 2. chromatography paper 3. Skittles, M & Ms, other colored candies 4. water 5. salt 6. cups (any type will do) 7. tweezers 8. pencil 9. stirring rod 10. test tubes (greater than 8 cm long) 11. scissors 12. hole punch 13. paper clip 14. tin foil

Procedure Part I: Identifying the Dye Composition of Candies

1. Pick five different-colored candies to test. 2. Place each of the five candies in a separate cup. 3. Cover each piece of candy with a small amount of water. The dye will dissolve

off the candy in a short period of time. 4. Remove the candy from the water when it turns white. Throw away the remaining

candy. 5. Cut five strips of chromatography paper. Each should be approximately 8 cm

long and 1 cm wide and should be about 1 cm shorter than the test tube to be used.

6. Draw a line 1 cm from the bottom of the strip.



7. Dip a stirring rod (or the bottom of a pen) into a dye, and then blot the dye on a strip of chromatography paper just above the drawn line. The dot of dye should be about 1 cm from the bottom of the paper.

8. Using a pencil, write the color of the dye at the top of the strip of paper. Repeat the blotting procedure for each dye, using a new strip of chromatography paper for each color. Make sure to wipe off the stirring rod before dipping it into a different dye.

9. Allow the strips of chromatography paper to dry. Then re-blot each strip three more times, allowing the strip to dry between each new blotting. Each blot should be placed on top of the earlier blot(s), and only one color should be used on each strip.

10. Punch a hole in the top of each strip of paper just below the color label.

11. Unwind 5 paper clips, and use them to hang each strip of paper inside an empty test tube. Make sure that you hang the paper

strips in the test tubes so that they just touch the bottom of the tubes.

12. On the outside of the tubes, mark where the dye blot appears on the paper.

13. Remove the strips and add salt water below the lines that were marked on the test tubes. The dye must be above the salt water line. Re-blot a new strip of chromatography paper if the water level in the tube is above the dot of dye.

14. Put the papers back into the tubes, hanging them from their paper clips. Be certain that the papers are vertical and are not touching the sides of the tubes.

15. Cover the tops of the tubes with tin foil. 16. Allow the water to soak into the paper and to travel until it reaches near the top.

Draw a line where the water stops; this is the end of the solvent front. 17. The dye pattern on each strip of paper is called a chromatogram. Dyes that

contain a mixture of different dyes should separate into their individual colors. See if different dyes were used to make the final color.

18. Remove the papers and document the results on the Separation Anxiety Student Activity Sheet.

19. Calculate the retention factor for each of the different candy dyes. Part II: Identifying Unknown Dye Mixtures 1. Pick an unknown candy dye mixture to test. 2. Perform paper chromatography using your unknown dye mixture. Follow the

same procedure used in Part I above.

paper clip

papertube

Start of solvent front

End of solvent front

D1 D2 Rf=D1/D2



3. Identify the different dyes in the unknown mixture by using the chromatograms and retention factors of the known candy dyes as a reference.

4. Answer the questions in the Separation Anxiety Student Activity Sheet.



Name: ______________________________ Class:__________ Date

Separation Anxiety

Part I Dye color of candy

Is the dye a mixture?

What colors make the final dye

color?

Rf for each of the dyes (candies may have >1 dye)

Part II 1. What dyes were in your unknown mixture? What was the Rf value for each of the dyes? 2. Were your results correct? Check with your instructor. 3. If your results were incorrect, why do you think you got a different answer?

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