1. This WEBQUEST is intended for
Institute of Science Education (ISED)
high school students who have
already finished taking courses in
Chemistry 1, Chemistry 2, and
Research 1. Hence, it is highly
recommended to Grade 10 class.
4. INTRODUCTION
Hi guys! I want to look for
somebody named TIN. She’s bit hard
to find. Please help me. I am
interested to know her.
Can you assist me identify her
characteristics and how to deal with
her? This may determine if Tin and I
can be good friends. Your help will be
worthwhile. You, too, may know if she
can be your potential friend or foe.
So, let’s go!!!
5. TASK
Through creating a Chemistry magazine,
you may gather important information
knowing Tin’s characteristics/properties,
uses, and possible health and environmental
effects. Further, by performing an
investigatory project , you will have first-
hand experience to determine her presence
and more likely the amount involved.
6. In your Chemistry magazine, consider the
following questions:
1. Describe the chemical properties and uses of
tin.
2. Differentiate inorganic tin and organotin
compounds?
3. What are the analytical methods used to
determine tin and related samples? Explain.
4. Cite some related scientific papers on tin
determination.
5. What are the possible health and
environmental effects of tin?
7. In the investigatory project (IP), determine
the presence of tin on some canned food/drinks
products (not yet investigated) available in your
area. You may consider the following:
a. Fruit juices
b. Fruit cocktails
c. Softdrinks
d. Milk (evap or condensada)
e. Tuna
f. Sardines
g. Sandwich spread
8. Be sure to have your IP title and
the procedure checked by your mentor
before starting. Nevertheless, you may
gain enough ideas on the matter after
working on your magazine. Still, your
mentor may facilitate your activity,
specifically in the experimental part of
your study. You need an expert analyst
in the laboratory.
9. PROCESS
This is a collaborative activity. Every member
of the group (with five members) shall have
important role to accomplish the task.
One will serve as properties and uses expert.
He/she will examine the properties and uses of
tin. Second will act as differentiator. He/she
ought to distinguish inorganic and organotin.
10. The third and fourth members will
function as analysts. They are responsible to
investigate the analytical methods to determine
tin. Part of their task is to look for possible
laboratory site for their IP experimentation.
They may ask assistance from their mentor.
Finally, the fifth member will act as biochemist.
He/she will explore the possible health and
environmental effects of tin exposure.
11. You will work together. A failure of
one may affect the whole output of
the group. Work cooperatively. And in
accomplishing the magazine and IP,
you may need the assistance of your
mentor. Hence, do not hesitate to ask
advises .
12. RESOURCES
The following internet resources are
classified according to the information which
can be retrieved to guide you in completing the
tasks.
Tin Properties/Characteristics and Uses:
1. http://www.lenntech.com/periodic/elements
/sn.htm
2. http://www.rsc.org/periodic-
table/element/50/tin
19. CONCLUSION
Thank you! You help me learn many things
about Tin. It can be surmised that in spite of her
uses, she may also harm us specifically if not
handled well. And through the use of many
analytical methods, we may determine her
presence; hence we may be more cautious.
Congratulations, job well-done! Till next
time, see you…
20. But before you leave the quest, respond first to
the following:
• How did you go through with the webquest?
• What problems did you encounter in making
the Chemistry magazine?
• How did you feel working on your
investigatory project (IP)?
• Are you satisfied in the output of your IP?
Why or why not?
21. TEACHER’S PAGE
Hi Ma’am/Sir! This page ought to be
detached from the Students’
Webquest copy when they begin to
work on their outputs. This is a
supplementary corner.
22. There are additional learning
materials provided here. Before using
these, try to assess first your students’
attitude on their interest to learn the
lesson. If you think, they are self-driven
and have enough skills to pursue the
lesson and perform IP, you may start
immediately with the webquest. But, if
you think they still need some lectures or
activities prior to this, it’s up to you to
modify. Be flexible! Suit your students’
learning styles and needs.
23. Other learning materials/e-sources:
1. Powerpoint presentation on Toxic Heavy Metals- this
material may further enhance your students’
knowledge on the toxicology of materials due to
metals present in the environment. They may also
gain relevant reflections on the current issue s on
product contamination.
2. http://www.regione.abruzzo.it/rivernet/docs/attivita/
metodologie/lezioni/analytical-methods-for-
determination-of-metals-in-environmental-
samples.pdf
- deals on the Analytical methods for
determination of metals in environmental samples
24. 3.
http://www.perkinelmer.com/pdfs/downloads/
bro_worldleaderaaicpmsicpms.pdf
- A Guide to Selecting the Appropriate
Technique and System
4. Skoog, et. al. 2007. Principles of Instrumental
Analysis. 6th Ed. Thomas Higher Education 10
Davis Drive Belmont, CA.
- a useful e-book to give more background
information on the different analytical methods
25. Entertain some problems
encountered in the class.
Moreover, be sure to assist the
students in their IPs. If they
shall conduct the
experimentation in MSU-IIT,
Iligan City or DOST Cagayan de
Oro City, write a request letter
signed by the Principal.
