It’s Organic,

How Can That Be Bad?

Robert Dayton
Coordinating Chemistry Mentor
New York State Biology-Chemistry Professional
Development Network
 Local Businessman Rushed to Hospital
WORKPLACE FALL CAUSES MINOR INJURIES

BY ELAINE BURNS
Lakeville Chronicle Staff Reporter
Yesterday Jack Castle, owner and operator of New Castle
Collision and Service in Lakeville was rushed to Westside
Hospital... he was working with contractors on the
expansion of the service center at his popular automotive
facility… they saw Mr. Castle walking erratically, then
stumble and fall…Castle has elevated levels of several
organic solvents… Daylight Environmental Services of
Pottstown has been hired to test the soil at the New Castle
construction site.
How Could This Happen?

• How was Jack Castle exposed to

organic solvents?

• Can solvents cause symptoms like

those from being drunk?

• How can solvents affect the human

body?
 Is There More to This Problem?

• Where might you or your students be

exposed to toxic solvents?

• At what levels are solvents harmful

or lethal?

• If there is a solvent spill or leak, how

can the soil and groundwater be
cleaned up?
Try This Directed Case Study

Topics Addressed:
Organic Chemistry,
Solvents,
Toxic Exposure,
and
Site Remediation
 Case Study “nuts and bolts”

• Student-Centered Learning Activity

• Real-world context
• 4 class periods
• Contains a molecular modeling activity
• Chemistry content and skills
• Environmental health science content
 Part 1: Workplace Fall…

Students read a newspaper article and discuss

what they have read about Jack Castle.
Then, groups answer questions about
information in the article and questions that
lead from information in the article.
You monitor group work and provide student
resources.
 Part 1: Questions

Share and Discuss Answers to Questions:

1. Define: solvents
2. List the name and formula of the organic
solvents related to automotive service.
3. What is the human blood-alcohol level for
an individual to be considered impaired?
 Part 1: Questions

4. Define: Threshold Limit Value

5. Record the TLVs for the solvents
[ http://msds.ehs.cornell.edu/ ]
6. Convert the legal blood alcohol level to
parts per million. Compare this to the TLV
for ethanol. Which unit is best to express
this value? Explain.
 Part 1: Questions

7. Draw the structural formulas of each of

the solvents.
8. Compare molecular formulas to structural
formulas.
9. What factors determine molecular
polarity? (transition to Part 2)
 Part 2:
Molecular Modeling Activity

Solvent

Molecule

Models
 Part 2:
Molecular Modeling Activity

Why?
A solvent’s ability to dissolve a given solute is
dependent in large part on the molecular polarity
of the solvent molecules.
Building and analyzing molecular models will
help students better understand solvents.
 Part 2:
Molecular Modeling Activity

Success criteria
• Relate molecular bonding and shape to
molecular polarity and intermolecular forces

• Distinguish among various organic

solvents in terms of molecular structure
 Part 2:
Molecular Modeling Activity

Prerequisites: 
• Bonding concepts
• Basic knowledge of organic
chemical structures
• Experience with molecular models
 Part 2:
Molecular Modeling Activity

Resources Needed
• Molecular Modeling Kits
• Chemistry textbook
• NYSED Reference Tables for Chemistry
• CRC Handbook
• Toxicology textbook and/or Internet
• Document: Solvent exposure and the risk of
slips, trips, and falls…
 Part 2:
Molecular Modeling Activity

Concepts Developed:
Organic solvent molecules -
– Functional groups
– Molecular structure and polarity
– Dissolving and solubility
– Toxic exposure and effects
 Part 2:
Molecular Modeling Activity

Modeling Solvent Molecules:

Monitor student group work building

and analyzing models

Ask questions; and ask more questions

Help with molecular geometry

descriptions
 Part 2:
Molecular Modeling Activity

Be a Facilitator:

Check student work constantly

Help students develop understandings

and skills
 Part 2:
Molecular Modeling Activity

Work with students while they answer the

Key Questions, Exercises, and Problems.

These three question types are designed to

scaffold in cognitive level.

Be a facilitator.
 Part 3: …Leak Suspected

A follow-up article sheds more

light about the Castle site.

Students read this article,

discuss the new information,
and begin answering the Part
3 questions.
 Part 3: …Leak Suspected

This section extends into the realm of

toxicology, and connects the solvents to
harm to humans.

Be sure you have done your homework.

Use information from the UR EHS site to

develop background information.
 Part 4: Presentations

Students research methods to clean-up a

contaminated site.

In their group, they develop a plan to

decontaminate the Castle site.

They should include details as if they are an

environmental remediation company.
 Part 4: Presentations

Students develop short presentations on

their plan to clean-up the Castle site in
Lakeville.

They should make a simple poster to use

with their presentation.

Give them the presentation rubric.

 Part 4: Presentations

Evaluate the students during

the presentation.

Consider having the other students evaluate

them too.

And, each group can rate themselves.

 Timeline

Day 1:
- Read and discuss the 1st article
- Students answer and discuss Part 1 questions
 Timeline

Day 2:
- Molecule Modeling
- Read and discuss 2nd article
 Timeline

Day 3:
- Answer and discuss Part 3 questions
- Start work on Part 4
 Timeline

Day 4:
- Complete preparation and present
decontamination plans
 Resources

Many resources are provided. Review

these and select which to use with
students.
Students can be given a resource sheet
with web links or printed documents.
 A Note on Philosophy…

Enjoy working with kids.

Be patient.

And… Be a facilitator.
 Contact Me

rdayton1@rochester.rr.com