Which Antacid Remedy Is The Most Effective

Which Antacid Remedy Is the Most
Efective In Dealing with Excess Stomach

Acid?
Subject Chemistry
!evel 14-16 years
"#io# $nowledge: This Chemistry module is designed for the 14-16 year
age group which may have some previous scientifc knowledge.
%u##iculum content eutralisation !consolidation of concept"# titrations#
use of p$ sensors and data logging# %uantitative analysis of results.
&ind o' activities: &esearch# e'perimental# team cooperation# critical
and creative thinking# simulation# graph reading# interpretation and
analysis of results.
Developer: Marjorie Ryan

1
$ow can (
get rid of
this )urning
feeling***

Abst#act
This set of activities allows students to work together as a team to
investigate which antacid remedy is the most e+ective in treating
e'cess stomach acid.
(t involves researching what the word e+ective means in the conte't
of antacid remedies# is it the fastest acting remedy# is it the one
which neutralises the most acid* ,r is it the remedy which results
in the greatest p$ change*
(t allows students to design and carry out e'periments to determine
which the most e+ective antacid remedy is.
-tudents get the opportunity to compile and analysis their results
and then put forward a scientifc argument to .ustify their choice.
(t reinforces the role that acids and )ases play in our everyday lives
and shows that )y knowing the Chemistry of a common medical
pro)lem it )ecomes easier to deal with.
Antici(ated time / lessons of 40- 4/ minute duration.
Attached files
1. Student activities Describes the scenario in more detail
and the tasks the students should
perform
2. eachin! !uide Su!!ests a teachin! approach
". Assessment #ives su!!ested formative
assessment strate!ies
$. eacher notes #ives e%pectations of tests to be
carried out by students
This uni%ue teaching-learning material is intended to guide the teacher towards
promoting students1 scientifc literacy )y recognising learning in four domains
(ntellectual development#
The process and nature of science#
2ersonal development.
-ocial development.

3

(ts uni%ueness e'tends to an approach to science lessons which are designed to
)e popular and relevant. 4or this reason the approach is intentionally from
society to science and attempts to specifcally meet student learning needs.
This uni%ueness is specifcally e'hi)ited )y:
!a" 5 society related and issue-)ased title !supported in the student guide )y
a scenario"6
!)" -tudent-centred emphasis on scientifc pro)lem solving# encompassing the
learning of a range of educational and scientifc goals6
!c" (ncluding socio- scientifc decision making to relate the science ac%uired to
societal needs for responsi)le citi7enship.
Effective In Dealing with Excess Stomach
Acid?
Student Activities
Scena#io
8'cess stomach acid is an everyday pro)lem that a+ects more than one third of
the world1s population. 9ost people e'perience at least one episode of e'cess
stomach acid in their lives. To treat this pro)lem there is a wide variety of antacid
remedies on the market each looking for their share in the market. :e see
numerous ads on T; making claims that their antacid product is <the )est=. :hy
not fnd out for yourself and see if their claims are true. >ou may even like to
include a natural product and compare its e+ectiveness to the synthesised
remedies.
>ou will soon realise that that )y understanding the chemistry of a common
medical pro)lem it )ecomes easier to deal with.
)ou# *as$s
To determine which antacid remedy is the most e+ective when dealing with
e'cess stomach acid# you will need to consider a num)er of factors. :hen you
have completed parts 1#3 and ? you should )e a)le to use your results to help
make an informed choice as to which antacid remedy you found to )e the most
e+ective.

?

"a#t + &esearch
:ith access to the internet and @or a science li)rary research what you
understand to )e the criteria )y which you measure the e+ectiveness of an
antacid remedy.
"a#t , 2ro.ect
Aesign and write up the e'perimental procedures for comparing the
e+ectiveness of di+erent antacid remedies including the following
headings# fastest acting# p$ change# amount of acid neutralised.
(t is important to note the varia)les and controls for each of these
activities.
The va#iable in all these activities is the type of antacid used# at least ?
)rand names and one natural remedy !o)tained from a health shop e.g.
ettle ta)lets" should )e included.
The cont#ols are all the items that are kept constant through-out the
e'periment to ena)le the e'perimental work to )e a fair test.
"a#t - 5nalysis
:ith all the data gathered in part 3 it may )e a good idea to present your
results in )oth graphic and ta)le form.
Aiscuss results frstly within your own group and draw up a conclusion
showing your fndings )ased on your scientifc knowledge# then have an
overall class discussion and compare you results and perhaps give
suggestions on how you may e'tend this topic or improve on it.
.inally having ac%uired a much greater knowledge of how antacids
function it is essential to clarify what you found to )e the most e+ective
antacid and why. (t would )e good to make a list of all the does and don1t
with regards food and activities which cause e'cess stomach acid.

4

Acid?
Teachers guide
Bearning ,utcomes of module:
This pro.ect ena)les students to learn a)out
!a"The purpose of antacid remedies.

/

!)"To discuss and put forward suggestions as to how )est to carry out the
e'perimental work.
!c" To identify varia)les and controls and put them in place so that their
e'perimental work produces valid results.
!d"Aesign and write up the procedure for each e'periment.
!e":orking as part of a team.
!f" 5nalysis results )ased on scientifc and e'perimental evidence.
!g"9ake an oral presentation putting forward their fndings.
This module may )e taught in appro'imately / lessons of 40-4/ minute
duration.
Besson 1
(ntroduce the topic and divide the class into groups# allow students carry
out research on the following topics
:hat is the normal p$ of the stomach*
$ow and why is $Cl produced in the stomach*
:hat causes e'cess stomach acid to )e formed*
:hat is the function of antacid remedies#
(s it to neutralise all the stomach acid or .ust the e'cess*
(s it to change the p$ of the stomach*
(s it to rectify the cause of e'cess acid*
$aving gathered the a)ove information it should now )e possi)le to
discuss the criteria that would )est determine the e+ectiveness of antacid
remedy.
(s it the one that is fastest acting# neutralises the greatest amount of acid
or changes the p$ of the stomach least or most after use.
Besson 3
-tudents should )e a)le to
Aesign and write up the procedure for meaningful e'periments to
compare and contrast di+erent antacid remedies
(dentify the varia)les and controls for each e'periment.
9ake up a $Cl solution to replica stomach conditions.

6

,)tain at least ? widely used# well known antacids remedies along
with one natural remedy from a health shop. (f possi)le get one
synthesised )rand in )oth li%uid and ta)let form for comparative
reasons.
9aking sure to check out that all the e%uipment and sensors are in good
working order.
Besson ? and 4
Carry out previously designed e'periments to measure and compare
the e+ectiveness of a wide range of antacids remedies using )oth
the minimum and ma'imum dosage.
Cse of data loggers should )e encouraged where at all possi)le.
Dather data and present it in )oth graphical and ta)le form.
Aiscuss results within one1s own group.
Besson /
2repare and present orally a group report where each team mem)er
has to partake in the presentation.
$ave a class discussion incorporating all the class groups# their
results# their fndings and any refnements or possi)le e'tensions
they would have liked to carry out.
8'tent the discussion to other everyday applications of
neutralisations.
Complete the self assessment sheet applied.

E

Acid?
Assessment criteria
-uggested 5ssessment of student learning:
The teacher may decide to assess each student individually or whether
some or all of the marks are given for the work of the group as a whole#
this encourages teamwork and greater assistance and cooperation within
the group.
(t is suggested that assessment )e )oth formative and summative# for this
reason the marking needs to )e kept simple. (n formative assessment
<comment only= or <allocations of marks= are at the discretion of the
teacher. (n comment only marks may )e recorded privately for the
teacher1s records.
4ormative assessment of e'perimental work:
-tudents are asked to complete a self assessment sheet )ased on the
template supplied as shown on ta)le 1. ,n their own assessment it should
)e possi)le to see the areas where they e'perienced greatest diFculty
and it may )e possi)le to repeat this activity or a similar one to overcome
these weaknesses.
4ormative assessment on group work:
This is carried out during the activity and the teacher may like to use one
or )oth of the ta)les supplied !see ta)le3 and ta)le?".(t may )e worth
noting their practical skills and techni%ues# their pro)lem solving a)ility
and their a)ility to get a feel for the phenomena.
-ummative assessment

G

(t is suggested that summative assessment should )e carried out when
the entire )ody of work is completed and it should )e )ased on the
learning outcomes in line with the curriculum guide lines.
Which is the most efective antacid #emedy labo#ato#y activity
:hen you have completed your activity# please complete the following ta)le as
honestly as possi)le.
/ame000000000000000000000000000000000000
%lass0000000000000
1ow much hel(
did you need
A lot A little /one
&esearching the
topic
(nterpretation of the
word e+ectiveness
4amiliarising
yourself with the
procedure )efore
starting
Ris$ Assessment
8nsuring that all
steps were carried
out safely
%o##ect
mani(ulation o'
a((a#atus
Cse of p$ sensors
Cse of pipette
Cse of )urette
Cse of graduated
cylinder
Cse of mortar and
pestle
2reparing acidic
solutions

H

Cse of indicators
Cse of timer
9easuring minimum
and ma'imum
dosage
5ddition of dosage
to acid solution
2bse#vation
Time for
neutralisation to
occur
;olume of acid used
to neutralise f'ed
dosage
p$ change
Inte#(#etation
&esults on graphs
Arawing a
conclusion from
your results
A((lications
(dentifying everyday
use
*able +
Student Assessment ool based on the eacher&s 'bservations
Dimension
(riteria for evaluation
he student:
Mark)!rade !iven *%+,+,,-
1 .erformin! the e%periment
*at the pre/in0uiry and
in0uiry phases-
.erforms the e%periment accordin! to the
instructions)plan created.
Maintains an orderly and clean 1ork table.
2nderstands the objectives of the e%perimental 1ork
and kno1s 1hich tests and measurements to perform.
2ses lab tools and the measurement e0uipment in a
safe and appropriate manner.
3ehaves in a safe manner 1ith respect to him or
herself and to others.

10

2 4unctionin! in the !roup
durin! e%perimentation or
discussion
(ontributes to the !roup discussion durin! the
theoretical in0uiry phases *raises 0uestions and
hypotheses+ desi!ns the e%periment+ dra1s
conclusions+ makes justified decisions- .
Sho1s tolerance 1ith+ and !ives encoura!ement to+
the !roup members.
(ooperates 1ith others in a !roup and fully
participates in the 1ork of the !roup.
5llustrates leadership skills 6 !uidin! the !roup by
thinkin! creatively and helpin! those needin!
assistance *co!nitive or psychomotor-7 summarisin!
outcomes.
" .resentin! the e%periment
orally
.resents the activity in a clear and practical manner
1ith justified decisions.
.resents by illustratin! kno1led!e and understandin!
of the subject.
2ses precise and appropriate scientific terms and
lan!ua!e.
*able ,
Student 3#ou( wo#$ Evaluation based on *eache#s
obse#vation
Student name000000000000000000000000000 %lass000000000000000
*eache# %omment4 Ma#$ 43#ade
.unctioning in the g#ou(

11

Contri)utes to the group discussion
during the learning a)out the topic
$as patience for the group mem)ers
Inows and understands the o).ectives
of the activity!active o)servation"
Thinks in a creative manner and
e'hi)its vision
"#esenting the activity o#ally
2resents the activity in a clear and
practical manner
-hows triangulation of evidence
2resents Inowledge and understanding
of the su).ect
Cses precise and proper scientifc
language
Ta)le ?
&ef: The :ei7mann (nstitute of -cience# &ehovet# 25&-8B
Acid?
*eache#s /otes

13

5s with most mammals# the stomach !derived from the Batin word
Jstomachos1" is a hollow muscular organ located )etween the
oesophagus and the small intestine.
(t is involved in the second phase of digestion# following mastication
!chewing".
The stomach digests food in two di+erent ways mechanical and
chemical digestion:
9echanical KL the stomach churns the food around using muscular
contractions.
Chemical KL the acid in the stomach )reaks down food.
The stomach normally has a p$ in the range of 3-4# the amount of acid in
the stomach varies from time to time# it1s greatest during digestion )ut
the protein in food acts as a )u+er and the p$ of a full stomach is greater
than an empty stomach. 4aster digestion means less acid lingering in the
stomach.
The parietal cells in the lining of the stomach produce gastric acid which is
mainly $Cl. 1%l has a - 'old (u#(ose in the stomach

1. -tomach acid dissolves food in the chemical )reakdown of food.
3. (t kills )acteria.
?. 2rovides a p$ of )etween 3-4 which converts inactive pepsinogen
into pepsin# which in turn digests protein.
Acid #e5ux6 indigestion and hea#tbu#n are common conditions
everyone e'periences from time to time. Mut more and more# people are
discovering that they can treat themselves with home remedies
comprised of ingredients easily purchased at their local market---and save
money at the same time.

1?

5n antacid is a medication taken to reduce stomach acidity# relieve pain
from heart)urn or indigestion. (t is fast acting and gives short term relief
usually lasting 1-3 hours. 5ntacids also help relieve the pain of stomach
and duodenal ulcers. 5vaila)le in various forms# antacids can )e
purchased without a prescription# )ut people are advised if the condition
persists to talk with a physician as over-the-counter !,TC" medication may
mask a more serious pro)lem.
.unction 5ntacids are designed to raise the p$ level of the stomach from
a too-acidic state# while the normal stomach acid level is usually in the p$
range of 3-4
Main Ing#edients: 5ntacids contain sodium# calcium# magnesium or
aluminum# or a com)ination of these. 5ny of these ingredients can raise
p$ levels )y neutrali7ing stomach acid.
/ote -ince most antacid remedies work within 30 seconds ! of a
minute" it is important to measure the e+ectiveness of an antacid remedy
)ased on a num)er of criteria to )roaden )oth their e'perimental and
scientifc understanding of the situation.
Gaviscon is a very good choice for a number of reasons
(t is availa)le in )oth li%uid and ta)let form.
(f you use the minimum or ma'imum dosage the fnal p$ is always
acidic which is not the case with some of the older remedies e.g. 9ilk
of magnesia.
(n addition to the acid-neutrali7ing ingredients found in most antacids#
Daviscon contains alginic acid and sodium )icar)onate. The
com)ination of the alginic acid and )icar)onate will create a foam
)arrier which Noats on the stomach acid# possi)ly reducing the num)er
of reNu' episodes.
(f e'cess stomach acid remains unchecked it may result in the wearing
down of the stomach lining as shown )elow and fnally ulceration.

14

3ast#ic 7lce# 'o#mation
!Aue to erosion of stomach wall"
There are several causes of heart)urn @ acid reNu'. . 4inding out what
these are can help you make changes in your lifestyle and ha)it so you
can prevent the acid reNu' from happening.
%ofee6 tea6 and othe# d#in$s that contain cafeine
Ca+eine can rela' the lower esophageal sphincter !B8-"# allowing stomach
contents to reNu' into the esophagus.
%hocolate
Chocolate contains concentrations of theo)romine !a compound that

1/

occurs naturally in many plants such as cocoa# tea and co+ee plants"#
which rela'es the esophageal sphincter muscle# letting stomach acid
s%uirt up into the esophagus.
.#ied and 'atty 'oods
These foods tend to slow down digestion# keeping the food in your
stomach longer. This can result in increases pressure in the stomach#
which in turn puts more pressure on a weakened B8-# allowing reNu' of
stomach contents.
*omatoes and tomato8based (#oducts
These foods rela' the lower esophageal sphincter !B8-".
Alcohol
5lcohol rela'es the lower esophageal sphincter# allowing the reNu' of
stomach contents into the esophagus. (t also increases the production of
stomach acid.
*obacco
The chemicals in cigarette smoke weaken the B8- as they pass from the
lungs into the )lood.
!a#ge meals
5 full stomach can put e'tra pressure on the lower esophageal sphincter
!B8-"# which will increase the chance that some of this food will reNu' into
the esophagus.
%it#us '#uits and juices
These foods rela' the lower esophageal sphincter !B8-".
Eating within , to - hou#s (#io# to bedtime
Bying down with a full stomach can cause stomach contents to press
harder against the B8-# increasing the chances of reNu'ed food.
Wea#ing tight 9tting clothing
Clothing that fts tightly around the a)domen will s%uee7e the stomach#
forcing food up against the B8-# and cause food to reNu' into the
esophagus. Clothing that can cause pro)lems include tight-ftting )elts
and slenderi7ing undergarments.

16

*eache#:s /otes
(# along with my fellow teachers# used the following power-points to aid
our investigation and to add a visual aspect to the study.

1E
Besson 1:
2lanning the
5ctivity

1
3
?
4

1G

/
6

1H

E
1
3

30
Bessons 3 and ?:
Aesigning and
Conducting the
(nvestigation

?
4
1
3

31
Besson 4:
5nalysis of &esults

?
4
1
3

33
2resentation of our
(nvestigation

?
4
/
6

3?

E G
H
10

34

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13
1?
14

3/


36

1/
16
1E
1G

3E

1H
30
31
33

3G

Which Antacid Remedy Is The Most Effective

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