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Advertisement and Consumer Product Safety

Joseph Jelinek & R. Michael RollerNormal Community High School

Fall 2012

Advertising Ephemera Collection Digital ID: ncdeaa L0009http://hdl.loc.gov/loc.award/ncdeaa.L0009Emergence of Advertising On-Line Project John W. Hartman Center for Sales, Advertising & Marketing History Duke University Rare Book, Manuscript, and Special Collections Library

This lesson is designed to educate students about the nature of advertising and how it influences consumer purchasing, as well as consumer safety. Students will critically analyze primary sources of historical advertisements given what they will learn about the nature of advertisements. The lesson will pay special attention to personal care products such as soap.

To augment their understanding of the nature of advertising, students will learn how soap works chemically and synthesize their own soap in the laboratory. Students will find that the soap they make works just as well at removing dirt as the most expensive soaps. However, it seems somehow inferior because it lacks the enticing aromas, fancy packaging, endorsement by celebrities and advertising in magazines, on the Internet and on T.V.

Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will:

be able to identify various advertisement strategies understand what laws protect consumers from

unsafe products and enforce proper labeling of products

Teaching with Primary Sources Illinois State University

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learn to find and analyze primary sources learn to analyze the safety of products based off of

ingredients learn how soap works chemically and will create

their own in the laboratory

Recommended time frame 4 - 50 minute class periodsGrade level 9-12Curriculum fit Advertisement and product safety/Physical ScienceMaterials LCD projector

PowerPoint presentations: Advertising Soap making

Handouts Guided notes on Consumer Rights and

Advertisement Motives (Student copy) Lab procedure Soap Article Soap Article Questions Advertisement Analysis sheet

Internet Access Library of Congress website American Memory Advertising Collections Primary Resource Analysis Tools

Computer Lab Chemistry lab equipment: beakers, stirring rods,

dispensers Soap Ingredients: Lard, sodium hydroxide,

ammonia, textile dye Laboratory Grading Rubric

Illinois State Learning Standards Back to Navigation BarLanguage Arts:GOAL 5: Use the language arts to acquire, assess and communicate information. 5.B. Analyze and evaluate information acquired

from various sources. 5.B.4a Choose and evaluate primary and

secondary sources (print and non-print) for a variety of purposes.

5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience.

5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

Science:


http://www.loc.gov/teachers/usingprimarysources/guides.html

http://memory.loc.gov/ammem/browse/ListSome.php?category=Advertising

http://www.loc.gov/index.html

Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. 12.C. Know and apply concepts that describe

properties of matter and energy and the interactions between them. 12.C.5a Analyze reactions (e.g., nuclear

reactions, burning of fuel, decomposition of waste) in natural and man-made energy systems.

12.C.5b Analyze the properties of materials (e.g., mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures.

Procedures Back to Navigation BarDay One: Teacher will present/discuss advertising with the

provided teacher notes via the advertising PowerPoint

Students will take notes with provided guided note handout on advertising

The class will discuss various products and their ingredients/proper use

Day Two: The teacher will describe primary sources and

their functions in classroom and education The teacher will demonstrate how to navigate to

the American Memory section of the Library of Congress website

Students will research and analyze various advertisements for cosmetics and household products using the Advertising Analysis Tool

Students will also research ingredients of various cosmetics and household products

Day Three: Students will read an article and answer questions

about the history and development of soap, as well as provide an introduction to how it works chemically

Teacher will present notes on soap making and review from the article how soap is made and how it works chemically

Students will use researched ingredients from the previous day to explain how different ingredients lead to slightly different products

Day Four:




http://memory.loc.gov/ammem/index.html

Students will create their own soap in the laboratory using the lab procedure

Student labs will be evaluated using the laboratory rubric

Evaluation Back to Navigation BarThis learning experience will be evaluated in several ways. Students will fill out and analyze several primary

sources using the analysis tool. The chemistry component of the lesson will be evaluated using the laboratory rubric and questions from the soap article.

Extension Back to Navigation BarStudents will be given the extension activity handout and then choose one of the advertisements that they analyzed on the second day using the analysis tool. They will then compare it to a modern day

equivalent of that product. For example, soaps/cleansers have been advertised for ~150 years, allowing students to easily compare a classic example to a modern day advertisement.

They will analyze the similarities and differences of the two advertisements and reflect on what each indicates about its respective culture, people and values.


Historical Background Back to Navigation Bar

Advertising Background

Prior to 1962, consumer advocates and various organizations tried their best to protect consumers from unfair and unsafe business practices. It was not until President John F. Kennedy established the Consumer Bill of Rights that actually established laws to help protect consumers. The bill stated that every citizen has four basic consumer rights. These rights were specifically designed to protect consumers from business practices that would cheat, trick or even harm consumers. Over the years, three additional rights were added to the bill in the continuing effort to protect consumers.

The right to be informed guarantees consumers the right to have access to accurate information. This means that manufacturers must label all products with specific information about the contents of the product, ranging from weight and size to ingredients and capabilities. For example, consumable products must clearly label the ingredients and nutritional information so consumers with allergies or specific dietary needs can be aware of the products contents. With this information consumers can make an informed decision based on their wants and needs prior to purchasing a product.

The right to be informed also coincides with the right to be protected against unfair or false advertisement. There are four major types of motivations consumers have when it comes to purchasing goods or services. These motivations include rational thinking, emotional connection, patronage loyalty and prestige. Advertising agencies are aware of these motivations and do their best to convince consumers to purchase their product or service by exploiting these motivations. Unfortunately, there are many occasions when consumers are misled or even lied to when it comes to advertisement.

The right to safety protects consumers from products that are harmful or deadly if used according to the manufactures guidelines. Federal law ensures that clothing, food, toys and other items will not harm consumers. The U.S. Product Safety Commission enforces product safety standards and guidelines. The United States Department of Agriculture, U.S.D.A. and the Food and Drug Administration, F.D.A. are agencies established to protect consumer in regards consumable products such the daily food supply, prescription and over the counter drugs and cosmetics. Cosmetics include makeup, hair care items and even hand and bar soap.

Chemistry Background

The making of soap is often considered to be one of the oldest known chemical reactions, typically second to making wine from fermenting grapes. Although the origin is not known with certainty, soap is derived from mixing fat (hydrocarbons) with ashes. Chemically, the ashes when mixed with water produce lye, also known as sodium hydroxide. Depending on the source used, there is speculation that this was discovered as


the result of animal (or perhaps human) sacrifice, in which melted fat mixed in with ashes to create a white, solid substance in the presence of water. Regardless, it is accepted that this process has been known for thousands of years.

It is well documented that soap was used in ancient Greek, Roman, and Egyptian societies, although not necessarily in the way it is today. At that time, bathing consisted of rubbing the body with essential oils –which help to dissolve dirt and grime—and then scraping it off with an implement. The soap was secondary to those oils and was likely used for other aspects of personal care. There is evidence of a soap making factory in the archaeological dig at Pompeii.

Interestingly, it wasn’t until the mid 19th century that soap was used commonly for bathing/sanitation purposes. Queen Elizabeth (1558 -1603) was somewhat of a revolutionary in her time for bathing once every three months. Monarchs well before her, such as Queen Isabella of Spain, bragged at only bathing twice in her lifetime: once at birth, and once on her wedding day. Furthermore, in the last few centuries ago, bathing in the nude was thought to be sinful and reminiscent of pagan societies likes the Greeks and Romans.

However, in the 19th century, it became an issue of public health. Growing populations in urban settings created increasingly tight living quarters and gave rise to outbreaks of cholera and typhoid fever. Regular bathing and sanitation became issues of national security and health. For this reason, you don’t begin to see advertisements for soaps and other cosmetics until the mid 19th century. Now, it is a cultural norm and deviation of that norm is looked upon with disdain and contempt.

Dirt, grime and oil are all non-polar in chemical structure, meaning there is little separation of charge amongst their atoms. Water, on the other hand, is polar because the electrons shared between the oxygen and hydrogen are unequally shared, creating an imbalance of charge. For that reason, the oxygen becomes partially negative and the hydrogen partially positive. Ultimately, different polarities do not mix. This explains the expression “mixing like oil and water.”

Chemically, soap allows the two to mix by acting as an emulsifying agent. Its complex structure has both polar and non-polar components. In the presence of soap, water molecules align with the polar end of the soap, and dirt, oil and grime align with the non-polar end of the soap. As a result, small spheres, termed micelles, are created which trap the dirt, etc., on the inside, leaving the exterior polar and thus water-friendly. The dirt is trapped on the inside with the non-polar part of the soap and then washed away with the water being attracted to the outside of the sphere (polar part of the soap).


Primary Resources from the Library of CongressBack to Navigation Bar

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[5 labels from soap and perfume pasted on sheet of paper with copyright entry, Deposited in Clerk's office, Southern District of New York, September 30, 1858].

Library of Congress, Rare Book and Special Collections Division.

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The Modern Soap ProductPublication Type: NewspaperNumber of Images: 1Company: Lever Bros.Product: Lux (laundry flakes)

Advertising Ephemera Collection Digital ID: ncdeaa L0009http://hdl.loc.gov/loc.award/ncdeaa.L0009Emergence of Advertising On-Line Project John W. Hartman Center for Sales, Advertising & Marketing History Duke University Rare Book, Manuscript, and Special Collections Library

http://memory.loc.gov/cgi-bin/query/r?ammem/eaa:@field(DOCID+@lit(eaa001919))









Summer Joys Without DiscomfortPublication Type: MagazineItem Number: 44Number of Images: 1Company: Pond's Extract Co.Product: Pond's Extract Soap

Advertising Ephemera Collection Digital ID: ncdeaa P0019http://hdl.loc.gov/loc.award/ncdeaa.P0019Emergence of Advertising On-Line Project John W. Hartman Center for Sales, Advertising & Marketing History Duke University Rare Book, Manuscript, and Special Collections Library


A Message of New BeautyPublication Type: MagazineItem Number: 43Number of Images: 1Company: Pond's Extract Co.Product: Pond's Extract Soap

Advertising Ephemera Collection Digital ID: ncdeaa P0018http://hdl.loc.gov/loc.award/ncdeaa.P0018Emergence of Advertising On-Line Project John W. Hartman Center for Sales, Advertising & Marketing History Duke University Rare Book, Manuscript, and Special Collections Library


To Be BeautifulPublication Type: MagazineItem Number: 47Number of Images: 1Company: Pond's Extract Co.Product: Pond's Extract Soap

Advertising Ephemera CollectionDigital ID: ncdeaa P0021http://hdl.loc.gov/loc.award/ncdeaa.P0021Emergence of Advertising On-Line ProjectJohn W. Hartman Center for Sales, Advertising & Marketing HistoryDuke University Rare Book, Manuscript, and Special Collections Library












http://scriptorium.lib.duke.edu/eaa/ponds/P00/P0019-72dpi.html



RubricBack to Navigation Bar

LABORATORY RUBRICName: ___________________

Lab Partners: ___________________

Protocol(lab)

10 pts

Stayed on task Treated materials

w/care Cleaned up lab station Put away materials

One deficiency

-2 pts

Two or more

deficiencies

- 4 pts

Procedure(write-up)

10 pts

Numbered Clear Concise Essential details only

One deficiency

-2 pts

Two deficiencies

- 4 pts

Three or more

deficiencies

- 6 pts

Calculations(write-up)

10 pts

Easily followed; well-sequenced

Stated what is calculated just prior to doing so

Correct answer(s) Appropriate sig figs and

units shown

One deficiency

-2 pts

Two deficiencies

- 4 pts

Three or more

deficiencies

- 6 pts

Overall(write-up)

10 pts

Legible and neat Conclusion with

commentary Well-organized Quality appearance

One deficiency

-2 pts

Two deficiencies

- 4 pts

Three or more

deficiencies

- 6 pts

Total = ______________/40


HandoutsBack to Navigation Bar


Name: ______________________

Chemistry: Soap Article

1. What is the oldest chemical reaction known?

2. How was soap probably first discovered? Explain.

3. How was lye tested to see if it was the correct concentration for soapmaking?

4. Give a simple, “homegrown” recipe for the preparation of soap.

5. What is soft soap? Why is it called soft soap?

6. How is soft soap turned into hard soap?

7. Why is homemade soap usually excessively harsh to skin and fabric?

8. Give five examples of ingredients that are utilized in the modern manufacturing of soap.

9. What is saponification?

10. Draw a simple model of a fatty acid molecule and a simple model of a soap molecule.

Fatty Acid Soap

11. The manufacturing of soap has become as much an art as it is a science. List three variables that can be changed in the manufacturing process AND the effect each variable has on the soap.

a.


b.

c.

12. What is a strigil?

13. Explain why soap and water (and NOT just water) must be used to wash your body.

14. Why are water and alcohol soluble? Why are water and oil NOT soluble?

15. Why can soap combine with both oil and water?

16. Define what a micelle is and draw a simple picture of one.

17. How often did Queen Elizabeth I of England bathe?

18. Why was bathing discouraged for so long by the religious establishment?

19. What ancient peoples bathed in the nude?

20. Why did bathing become a common practice?

21. According to Roman legend, where did the term for soap come from?

22. Name the two men (one was a soapmaker and the other was a candlemaker) who teamed up to form what is now one of the largest soap companies in the world.

23. Where did Palmolive get its name?


24. How does the composition of soap differ from that of detergent?

25. What is the principle advantage of a detergent over a soap?


Chemistry: Preparation of Soap

Soap is made of molecules that have one polar end and one nonpolar end. This fact gives soap

its ability to attach to the oily substances on your skin and carry away the bacteria and dirt with

the rinse water. Soap has been made for thousands of years, and can be made in the laboratory

quite easily.

Procedure:

1. Obtain 25 mL of a 40% (by

weight) solution of sodium

hydroxide (NaOH) from

your teacher. This solution

is called lye, and it is very

corrosive, so avoid contact

with it. Wash your hands

immediately and thoroughly

if you get it on your skin.

2. Also get about 1 gram of borax

from your teacher. Stir it

into the lye with a glass

stirring rod. Borax improves

the sudsing action of soap.

3. Have your teacher pour 60 mL

of melted lard into a plastic

cup. The lard should not be

a clear yellow; it should be

slightly cloudy.

4. Slowly trickle a small amount of lye down the glass stirring rod and into the lard. Then stop

and stir. Repeat this process, pouring in only a little lye at any one time. This step takes

time, usually between ten and fifteen minutes. Pouring the lye in too quickly will cause the

lye and the lard to separate, and your final product will be a failure. You want to avoid

getting two distinct layers in your plastic cup. If you see two layers beginning to form, stir

the mixture vigorously to mix it well.

5. After all of the lye has been added, continue stirring until the mixture thickens.

6. Add 2 mL of ammonia (two squirts from a disposable pipet) and continue to stir.


7. If you wish to add dyes or perfumes to your soap, do so now. Four or five drops are sufficient.

You may add “rope” at this point also, if you wish.

8. Using masking tape, label your plastic cup of soap with both your name and hour.

9. Clean off the glass stirring rod with your fingers under running water, return all lab materials to

the place directed by your teacher, and clean your lab table.

10. We will store the soap until it has solidified. This process takes several weeks.


Soap PowerPoint Presentation


Consumer Rights and Advertisement Motives – Teacher Notes


Consumer Rights and Advertisement Motives – Student NotesFederal Consumer Protection Agencies

Agency How It Helps Consumers

U.S. Department of Agriculture (USDA)

Establishes and maintains standards of quality in nation’s ________by ________and ________ meat, fish, dairy products, and produce. Ensures that food production is sanitary.

Food and Drug Administration (FDA) under the direction of the Department of Health and Human Services

Establishes and maintains ________ and ________ stands for ________, ________, and ________. Researches and tests new ________and ________products. Inspects food and health aid plants. Ensures accurate ________. Allows ________products on market and removes ________ones.


Recall –

Grade Labels –

Consumer Motivation – What’s your preference?

Crest vs. Ultra Brite Old Navy vs. American Eagle Scope vs. ListerineTarget vs. K-Mart Suave vs. Pantene Wendy’s vs. McDonald’s

Rational Motives

Example

Emotional Motives

Example

Patronage Motives

Example

Market Research-

Demographics-

Primary Source Analysis of Advertisements

To analyze advertisments of consumer products such as cosmetics, soaps, cigarettes and more you will vist the loc.gov website and complete the table below.

Photo What product is being advertised?

What type of adertisement motive is used?

Who is the target audience? What are the ingredients?

Extentsion Activity: Classic v. Modern advertisements

Using one of the advertisements that you analyzed in the previous activity, compare them to a modern advertisement of a similar product. For example, soap/cleansing product advertisements have been used for ~150 years. How do they compare to modern advertisements of similar products?

ClassicYear _______

ModernYear _______

Photo

What product is being advertised?

What type of adertisement motive is used?

Who is the target audience?

What are the ingredients?

Analysis:

1. Compare/contrast the two advertisements (i.e. What is similar? Different?)

2. Do you think the classic advertisement would be effective in today’s world? Why or why not? Support your answer.

3. In comparing the two advertisements, what conclusions can you draw about the different time periods in terms of society, values, knowledge and people?

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