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Determining the effectiveness of sunscreens

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Determining the effectiveness of sunscreens

James Tillman Kennon, Bryant Fong & Anne Grippo

To cite this article: James Tillman Kennon, Bryant Fong & Anne Grippo (2016) Determining the
effectiveness of sunscreens, Science Activities: Classroom Projects and Curriculum Ideas, 53:3,
112-128

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 SCIENCE ACTIVITIES
2016, VOL. 53, NO. 3, 112–128
http://dx.doi.org/10.1080/00368121.2016.1188053

Determining the effectiveness of sunscreens

James Tillman Kennon, Bryant Fong, and Anne Grippo
Arkansas State University, State University, AR

ABSTRACT KEYWORDS
Sunscreens have different levels of protection, measured most commonly with the sun protection Sunscreen; ultraviolet
factor (SPF). Students initially believed higher SPF factors mean greater sun protection and learned radiation; thin layer
through this activity that higher SPF does not mean greater protection. Students analyzed the chromatography
amount of ultraviolet radiation (UVR) protection and composition of different sunscreens, first by
UVR sensors in an outdoor activity and then by thin layer chromatography. These activities
demonstrated that even some sunscreens provide protection from harmful UVR, and that different
sunscreens, despite varying SPF factors and brand names, have similar composition. Students can
apply their knowledge outside the classroom on outdoor safety and solar protection.
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During pre-activity discussions, students expressed risks are overexposure to sunlight or artificial UVR
the belief that higher sun protection factors (SPFs) sources, such as tanning parlors, which produce up to
equated with greater sun protection, which is mis- 15 times more UVR than the midday sun (American
information. When one is outdoors, it is recom- Academy of Pediatrics 2011). Melanoma risks
mended to reapply sunscreen every two hours, increased in years, hours or sessions of indoor tanning
with a palm-full to cover a person’s arms, legs, sessions (Lazovich et al. 2010). Skin cancer is the most
neck, and face. Sunscreen can wash off with sweat commonly diagnosed cancer in the United States
and water, so may need reapplication more often (American Cancer Society 2015), especially in individ-
if engaging in vigorous exercise or water activities uals who had excessive sun exposure in childhood and
(American Cancer Society 2015). This activity adolescence. This high exposure increases the risk of
shows students the misleading information and skin cancer in later stages of life. Nearly 3.5 million
how much protection various types of sunscreens cases of skin cancer are reported in the United States
offer against ultraviolet A (UVA) and ultraviolet B each year, with melanoma accounting for more than
(UVB) radiation. Students initially assumed SPF 73,000 cases in 2015 (American Cancer Society 2015).
30 had double the protection of SPF 15 due to a UVR is divided into three regions: UVA, UVB, and
linear relationship, yet the difference is only 3%. UVC. The lower stratosphere absorbs most of the
No type of sunscreen studied here provided 100%, UVC light in ozone reactions, so it does not reach the
with greater SPF smaller increases in protection Earth’s surface. UVB light causes sunburns and mela-
measured as less ultraviolet radiation blocked were noma, while UVA penetrates deep into skin, causing
noted. tanning and wrinkles. Solar radiation that reaches the
Student understanding of the negative health effects earth’s surface is 95% UVA and 5% UVB rays (see
of ultraviolet radiation (UVR) is lacking. Autier et al. Figure 1).
showed that young white Europeans had longer recre- This article describes two activities for grades 10–12
ational sun exposure when using higher SPF sun- and undergraduate chemistry and environmental sci-
screen (Autier et al. 1999). Melanoma rates continue ence courses in which students determine the effec-
to rise and the use of sun protection products is incon- tiveness and composition of sunscreen. First they
sistent among American young adults. The greatest measure various sunscreens’ abilities to block UVR

CONTACT James Tillman Kennon [email protected] Arkansas State University, Chemistry & Physics, PO Box 419, State University, AR 72467-0419.
Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/vsca.
© 2016 Taylor & Francis Group, LLC
 SCIENCE ACTIVITIES 113

Figure 2. Array of sunscreens and experiment setup. Sunscreen is

applied to top of box above pre-cut holes.
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Figure 1. UVA & UVB intensity through the atmosphere. Experiment and discussion
Students first label each hole with the SPF value, brand
using Vernier UVA and UVB radiation sensors. Sec- names, or compositions of the given sunscreens. We
ond, students compare the different compositions of suggest placing the control furthest to the left and
sunscreens using thin layer chromatography. These increasing SPF values moving right so that the right-
experiments work together to show that most most hole is labeled with the highest-SPF sunscreen.
sunscreens are equivalent in both solar protection and Students will cover the labeled holes with clear plastic
composition. wrap, being careful to not let the plastic wrap wrinkle
or stretch, and securing plastic wrap to the sides of the
UV absorbance of sunscreens box with tape. Students applied the corresponding sun-
screen to each labeled hole. The optimal application
Materials
method is for students to place the sunscreen onto the
All materials for both experiments are listed in plastic wrap and spread sunscreen thinly and evenly
Appendix A: Materials needed. This experiment with their fingers. If a mass of sunscreen covers the
uses Vernier ultraviolet radiation sensors. The hole, no UVR will penetrate, giving inaccurate readings.
UVA sensor (order code UVA-BTA) measures pre- After each application students should wipe their fin-
dominantly UVA radiation (320–390 nm). The gers with paper towels to avoid cross contamination of
UVB sensor responds primarily to UVB radiation, sunscreens. Students repeated the application and
approximately 290–320 nm (order code UVB- cleaning process for each sunscreen letting and let sam-
BTA). Various sunscreens of at least four different ples dry for at least 10 minutes or until the sunscreen
SPF factors can be purchased from any drug store; becomes clear.
at least one sunscreen should contain zinc oxide After the sunscreen is clear, students proceed out-
and another, homosalate. The different sunscreen side, preferably on a clear, sunny day, and measure
compositions are necessary to provide different UVR exposure by placing the sensors underneath the
thin layer chromatography developments in the holes covered by each sunscreen and plastic wrap
second experiment. (Figure 3). UVA rays were affected by cloud cover, so
A 20-pound paper box with holes and plastic wrap taking a mental average of sensor readings may be dif-
covering can hold all the materials, allowing for easy ficult; instead ask the students to write the first screen
mobility from a classroom to the outside. The holes in value seen after five seconds, making sure to get all
the box should be at least 2 cm in diameter for UVR measurements relatively close together and under con-
probes (Figure 2). stant conditions. This means that if a cloud passes
 114 J. T. KENNON ET AL.

For example, the classroom groups that measured UVR

in the shade of a tree or building found less UVB radia-
tion than groups measuring in the middle of a field or
parking lot with no shade.
This activity was extended throughout the school
day where different classes to compare the sun expo-
sure in morning, midday, and afternoon. The trends
were the same, but UV values were different. At mid-
day UVR exposure was higher than in the morning.
Students can graph their own results to make conclu-
sions about UVR protection verses SPF factor (Figure 4).
Other mathematical representations included calculat-
ing the UVR blocked and permitted (Figure 5 and
Appendix B). The investigators found it helpful to have
graphs prepared beforehand (Figure 4–5). Students
found that sunscreen protection follows an exponential
curve. The teacher may want to explain this relation-
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ship: initially some sunscreen blocks most UVR, with

higher SPF sunscreen providing incrementally smaller
increases in protection. UVC rays are not considered in
this study because UVC rays are filtered out by the
lower stratosphere.

Thin layer chromatography

In this second activity, students learn thin layer chro-
matography (TLC) techniques, namely how to prepare
a plate and compute Rf values. Many students did not
Figure 3. Student groups taking UV measurements and analyzing know what TLC stood for in science—guesses
data. included the Elvis quote of “tender love and care,”
The Learning Channel, or The Learning Center. This
second part of the experiment introduces students to
over and one sunscreen rating is significantly lower
an organic chemistry technique to determine the
than other data points, ask students to repeat that
structure of a mixture, in this case sunscreen. Sobank-
measurement after the cloud passes.
ska and Brzezi nska (2012) found the correct solvent
Groups of two are optimal, but groups up to three
mixture to separate sunscreen mixtures using TLC.
are functional: Student A measures the UV readings
Their work is published in an open source paper,
under each sunscreen sample and announces the value
which can be found online at the link provided in the
after waiting five seconds for the readings to stabilize
reference section.
on a clear, cloudless day. If cloudy, refer to previous
paragraph. Student B writes down the UV value. In a
Materials
group of three, Student C will read the measurements,
while Student B controls the UVR sensors. Higher All materials for both experiments are listed in
SPF factors were found to block more UVA radiation. Appendix A: Materials needed. TLC plates come in
However, higher-SPF sunscreens did not block more 20 cm £ 20 cm sheets. Each sheet can provide 40
UVB radiation. Both spray and high SPF sunscreen 2 cm £ 5 cm strips. First use a pencil to make stencil
blocked 85% of UVB rays. UVB rays are not affected by marks, then cut the sheet into strips with either a
cloud cover, so the error in measurements is much paper cutter or scissors.
smaller, <1% in sunscreen measurements and about 5% Each sunscreen sample must first be dissolved in
for the control. Measurements were affected by location. methanol: about 1 mL of sunscreen into 5 mL of
 SCIENCE ACTIVITIES 115
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Figure 4. Student-collected data and graphs.

methanol—enough so that the solution is a milky follow school district guidelines. Safety guidelines are
color. Be sure to shake up the solution thoroughly or described in detail in Appendix C: Class timelines.
students are just spotting methanol onto their TLC
plates. These solutions can be prepared directly in
Experiment and discussion
20 mL scintillation vials or other small jars. Spray
sunscreens do not have to be dissolved in methanol This activity should be done in a fume hood or a well-
and can instead be directly sprayed into a vial. A ventilated area, as the solvents used have low volatility.
development solution of 15 mL cyclohexane, 1 mL Students will first make a line in pencil 0.5 cm from
diethyl ether, and 2 mL acetone must be prepared by the bottom of the TLC plate. Students vigorously
the teacher. Students will only have 5 mL of solvent shake sunscreen and methanol solution for at least
per group. Proper disposal of all organic waste must 15 seconds and spot the mixture onto the TLC plate.
 116 J. T. KENNON ET AL.

about 5–10 minutes to develop (Figure 6). While the

plates are developing, use this time to discuss basic
chromatography theory (chromatography works with
a stationary and mobile phase separating compounds
based on size or charge), TLC analysis, and calculating
the Rf value (retention factor). Groups of two are opti-
mal for this TLC activity.
Examples of student-made TLC plates that exhibit
different situations students may encounter are shown
in Figure 7: (a) Three different sunscreens have the
same composition, as all dots are in the same location.
(b) The sunscreen on the left of the TLC plate is a dif-
ferent sunscreen than the two on the right, which dem-
onstrates that two brands of sunscreen have different
composition. (c) Too much sample was spotted onto
the TLC plate, so the TLC plate developed with one
large spot. If not enough sample was spotted onto the
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TLC plate, no spots would show.

This activity requires using at least two different
types of sunscreen, preferably one of avobenzone and
one of zinc oxide. TLC plates with different Rf factors
should be employed, otherwise students believe that all
sunscreens are created with the same ingredients. Zinc
Figure 5. Other examples of student-collected data with mathe- oxide sunscreens should be specifically marketed as
matical extrapolation of UVR blocked and permitted.
having zinc oxide. By analyzing the Rf values, students
find that most sunscreens have similar compositions.
If warranted, a demonstration of spotting a TLC Avobenzone sunscreen will yield one spot, Rf value 0.9,
plate will be done by the teacher. Spotting a TLC while zinc oxide will give two spots with Rf values at
plate is performed by first dipping the capillary 0.6 and 0.8. This activity supplements the first activity
tube into the solution, so that some of the solution
moves into the tube via capillary action. When the
tube is placed onto the TLC plate, the liquid is
drawn out of the tube on to the plate because the
liquid has a greater affinity for silica plate than
tube. Students may wave plate in the air to speed
up the drying process. Do not have students blow
on the plates to dry, as saliva may contaminate the
TLC plate. The spots cannot be too large or the
solution will not fully separate; however, if the
amount is too small, then no separation or spots
will be observed. Have the students practice spot-
ting on one plate or have several spots on one
practice plate.
The TLC plates were developed by placing them
vertically, with the pencil line at the bottom, in a
50 mL beaker with about 2–5 mL of development
solution. The TLC plate should lean against the side of
the beaker. Cover the beaker with plastic wrap to min-
imize evaporation and smell. The plates will take Figure 6. Developing a TLC plate.
 SCIENCE ACTIVITIES 117
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Figure 7. TLC plate examples: (a), (b) are ideal samples, but (c) is not ideal because there is too much sample spotted.

to show students that most sunscreens are the same research should include UV exposure in tanning par-
composition and that the labels of active ingredients on lors and the devastation that can be caused by engag-
the back of the bottle are indeed correct. ing in this activity. Activity sheets and sample student
answers are found in the Appendix E: Activity sheets
and answer sheets.
Extension
An extension of the activity into social sciences and Final remarks
mathematics can be made: students can calculate the
ratio of protection versus cost per ounce of sunscreen These activities integrate Next Generation Science
in a cost/benefit analysis. Students making the calcula- Standards as well as Common Core (National Gover-
tions appreciated the explicit math/science connection nors Association 2010) mathematics and science
from division and unit costs. Another extension may literacy standards see Appendix D: Key standards
look into how the study can simulate outdoor activi- addressed. The concepts of UV radiation and ioniza-
ties, e.g., tanning (rub plastic wrap with towel after tion are presented in an experiment rather than from
applying sunscreen) or swimming (add water after a purely theoretical perspective.
applying sunscreen). Students enjoyed this activity. One student com-
Students can also test the difference between spray mented, “The best part is the fact that we went outside
sunscreen and cream. Is there any difference? Does and did the experiment, unlike most experiments we
spray or cream offer more protection? The authors/ do at school.” Many others noted that they had
students found that 30 SPF sunscreen spray and cream learned that “higher SPF doesn’t mean better protec-
offer the same amount of protection within the error tion.” The easy integration of technology gets students
of the sensors. Spray sunscreen allows 22% more outside the classroom. Students knew that excessive
UVA than cream, which is within the 25% margin of sun exposure leads to skin cancer, but did not know
error between measurements. This shows that spray about UV radiation and how sunscreen protects your
sunscreen and cream sunscreen offer the same skin against UVA and UVB radiation.
amount of sun protection.
Finally, students can be asked to research the con- Acknowledgments
nection between UVA and UVB rays and skin cancer. This project was funded by the National Science Foundation
The biology of cancer can also be discussed. This Noyce Program (grant no. 0934904) The authors thank Karen
 118 J. T. KENNON ET AL.

Ladd, Lindsay Baltz, Chastity Collins, Joseph Conaster, Adam Activity 2: Thin Layer Chromatography (TLC) of
Goins, Wes Klasky, Markita Wade, and Necura White. sunscreens
 TLC plates (Flinn Scientific, AP9095), two TLC
plates per student
References  Open-ended 100 mm capillary tubes (Flinn Sci-
entific, GP7046), five per student
American Academy of Pediatrics. 2011. Policy Statement: Ultra-
violet Radiation: A Hazard to Children and Adolescents.  Cyclohexane, diethyl ether, acetone 15:1:2 (v/v/v)
Council on Environmental Health and Section on Dermatol- for development solution, 5 mL per student
ogy Pediatrics 127(3): 588–597. http://pediatrics.aappublica  Various sunscreens from SPF 15–100, at least
tions.org/content/127/3/588 (accessed August 2014). one of Avobenzone (>10%), and another of zinc
American Cancer Society. 2015. Skin cancer. http://www.can oxide (>12 %)
cer.org/cancer/skincancer/index(accessed December 2015).
 Methanol to dissolve sunscreens
Autier, P., J.-F. Dore, S. Negrier, D. Lienard, R. Panizzon, F. J.
Lejeune, D. Guggisberg, and A. M. M. Eggermont. 1999.  Pencils
Sunscreen use and duration of sun exposure: A Double-  UV lamp
Blind, Randomized Trial. Journal of National Cancer Insti-  Ruler
tute 91(15): 1304–1309. http://jnci.oxfordjournals.org/con  Calculator
tent/91/15/1304.long (accessed August 2014).  Beakers (100 mL), 1 per group
Downloaded by [J Tillman Kennon] at 13:41 11 July 2016

Lazovich, D., R. I. Vogel, M. Berwick, M. A. Weinstock, K. E.

 Plastic wrap
Anderson, and E. M. Warshaw. 2010. Indoor tanning and risk
of melanoma: A case-control study in a highly exposed popu-
lation. Cancer Epidemiol. Biomarkers Prev. 19(6): 1557–1568. Other useful materials
National Governors Association Center for Best Practices, These materials my prove helpful, but are not neces-
Council of Chief State School Officers. 2010. Common Core sary to perform this experiment
State Standards (Mathematics). Washington, DC: National  UV absorbance of sunscreen activity
Governors Association Center for Best Practices, Council of Mercury vapor lamp, or fluorescent lights
Chief State School Officers.
Sobankska, A. W., and E. Brzezi nska. 2012. Strategies of sun- for– in case of cloud cover or rain events
screen separation by thin layer chromatography. Acta Polo-  TLC of sunscreens
niae Pharmaceutica – Drug Research 69(5): 791–797. Open Scintillation vials, or any small jars to store

access: http://www.ptfarm.pl/pub/File/Acta_Poloniae/2012/ sunscreen and methanol solutions

5/791.pdf (accessed September 2014).
Vernier. 2014. UV light and sunscreen. http://www.vernier.com/
experiments/stem/17/uv_light_and_sunscreens/ (accessed Appendix B: Calculations and math connections
August 2014).
Vernier. 2014. Comparing sunscreens. http://www.vernier. Average
com/experiments/esv/21/comparing_sunscreens/ (accessed
Questions to answer:
August 2014).
 What factors cause the results to vary between
the tests?
Appendix A: Materials needed Calculation
 Determine the average by taking the sum of all
Activity 1: UV absorbance of sunscreens
trials divided by the number of trials. In the
 Paper boxes with several 2 cm holes on one side
equation below, x is trials and n is number of
 Various types of sunscreen from SPF 15–100
trials
 Plastic wrap
 Vernier LabQuest, 1 per group x1 C x2 C


C xn
 At least one sensor per group, preferably one set D Average
n
of sensors per group
Vernier UVA sensor (UVA-BTA)

Vernier UVB sensor (UVB-BTA) Percent UVR blocked/ percent UVR permitted
 Paper towels Questions to answer:
 Masking tape/clear tape  How can you mathematically tell how much
 Calculators UVR is blocked by each sunscreen?
 SCIENCE ACTIVITIES 119

 How can you mathematically tell how much  10 minutes: Discussions

UVR is permitted through the sunscreen?  5 minutes: Postexam
 How would you derive a formula to calculate the
above two values? Prompts for students
 Which value is more effective in describing prop-  Measuring the protection of sunscreen: First put
erties of sunblock? sunscreen onto boxes. Distribute procedures.
 Is a percentage or a ratio more effective in com- While handing out, describe that SPF stands for
municating the effectiveness of various sunscreen protection factor.
sunscreens?  After students finish putting on sunscreen, hand
out pre-exam.
Calculations  After students finish pre-exam, go outside and mea-
 The percent blocked is the difference between sure the UV protection. Share that it may be difficult
control and sunscreen divided by control multi- to measure UVA and UVB intensity due to weather.
plied by 100.  Record the number that either first appears or
appears after five seconds.
xcontrol ¡ xsunscreen  Time permitting, students can calculate the aver-
£100 D % UVR blocked
xcontrol age of each sunscreen, or calculate the percentage
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of UV rays permitted or percentage UV blocked

for each sunscreen by dividing the difference
 The percent permitted is average sunscreen/ between the control and sunscreen divided by
average control multiplied by 100. average of control multiplied by 100.
xsunscreen  Discussion to follow
£100 D % UVR permitted
xcontrol
Questions to lead discussion
What did you notice about UVA protection compared
Graphing to UVB protection? Was one type of radiation depen-
 Why is graphing important? dent on cloud cover?
Graphing is a convenient way to visualize UVA is dependent on cloud cover. UVB is not depen-
data, to facilitate easier viewing and under- dent on cloud cover.
standing of the data Here is a graph on UV protection of sunscreen over
 What kinds of graphs would work well for dis- time. You had measured ten minutes after application;
playing our sunscreen results? we measured for three hours. What can you conclude
A bar graph is an effective way to visualize from this graph?
the percentage blocked. That sunscreen protection factor is dependent on time.
Graphs may be made by Excel or by hand. The higher the SPF, the longer you can stay out in the sun.
How could you improve this experiment to better
Appendix C: Class timelines replicate actual sun activity?
Put sunscreen on a towel, or spray water on top of
Activity 1 Timeline: Sunscreen protection sunscreen.
Timeline for a typical 45- to 50-minute class period What is one large difference between our experi-
 2 minutes: Introduction to activity ment using sunscreen on plastic wrap verses sunscreen
 5–8 minutes: Students put sunscreen onto boxes on our skin?
 5 minutes: Pre-activity exam Humans sweat.
 10–15 minutes: Go outside and measure the UV So what recommendation on sunscreen can you
protection of sunscreen make to your friends after today?
 120 J. T. KENNON ET AL.

Don’t waste your money on high SPF sunscreen as it  What is the Rf value?
provides the same protection as lower SPF.  Students can usually do two or sometimes three
TLC analyses in 20 minutes.
Activity 2 Timeline: TLC of sunscreen
Notes
 This lab requires students to wear gloves, safety
glasses, and appropriate laboratory attire. Appendix D: Key standards addressed
 Teacher will prepare organic solvent and give
students 2–4 mL of solvent. All organic waste is Next Generation Science Standards (NGSS)
to be disposed into appropriate waste containers,
not in sink. HS-PS4-4: Evaluate the validity and reliability of
 Glassware to be cleaned with hot soapy water, claims in published materials of the effects that differ-
rinsed, and dried. ent frequencies of electromagnetic radiation have
when absorbed by matter.
Timeline for a 45- to 55-minute class period
 5 minutes: Prelab discussion Common core mathematics and literacy
 10 minutes: Students prepare their own TLC plate HSA-SSE.A.1: Interpret expressions that represent
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 5–10 minutes: Calculating Rf value a quantity in terms of its context.

 20–30 minutes: Students prepare and analyze RST.9-10.8: Assess the extent to which the reason-
their own TLC plate ing and evidence in a text support the authors’ claim
 5 minutes: Postexam or a recommendation for solving a scientific or techni-
Prelab discussion points and questions cal problem.
 What does TLC mean? RST.11-12.8: Evaluate the hypothesis, data, analy-
 Proper TLC lab technique: This can be done as sis and conclusions in a science or technical text, veri-
one-on-one instruction in smaller classes. fying the data when possible and corroborating or
Student’s analysis challenging conclusions with other sources of
 How large are the spots on your TLC plate? information.
 SCIENCE ACTIVITIES 121

Appendix E: Activity sheets and answer sheets

Pre-Activity Questions
Names: ______________________________________
Date: ____________________

1. What does SPF value on sunscreen mean? Does higher SPF provide more sun protection?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Against what types of electromagnetic radiation does sunscreen protect your skin?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. How often do you need to put on sunscreen during outdoor activities? Does it matter how long
you are in the sun and the time of day? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Can you get sunburned if you have water on your skin? Explain why or why not.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. What kind of negative health effects may arise from too much sun exposure?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 122 J. T. KENNON ET AL.

Group Names: ____________________________________________ Date:______________

Sunscreen SPF Testing

1. Secure plastic wrap over seven holes on a cardboard box. Make sure the plastic wrap is smooth and has no
wrinkles.
2. Apply each SPF sunscreen with corresponding label, making sure to spread the sunscreen evenly with a fin-
ger. Be sure to wipe your fingers after applying each type of sunscreen.
3. Let the sunscreen dry for 10 minutes, or until the sunscreen turns clear.
4. One group member will use the UVA and UVB sensors to measure the UV penetration.
5. Another group member will record the UV readings under each sample.

UVA Readings
Trial # Control 15 SPF 30 SPF 30 SPF Spray 50 SPF 100 SPF

Trail 1

Trial 2
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Trial 3

UVB Readings
Trial # Control 15 SPF 30 SPF 30 SPF Spray 50 SPF 100 SPF

Trail 1

Trial 2

Trial 3
 SCIENCE ACTIVITIES 123

Postactivity Questions
Names: ______________________________________
Date: ____________________

1. What does SPF value on sunscreen mean? Does higher SPF provide more sun protection?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Againts what types of electromagnetic radiation does sunscreen protect your skin?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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3. How often do you need to put on sunscreen during outdoor activities? Does it matter how long
you are in the sun and the time of day? Explain.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. Can you get sunburned if you have water on your skin? Explain why or why not.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. What kind of negative health effects may arise from too much sun exposure?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

6. What did you learn from this activity? What was the best part of the lesson? Do you have any
suggestions to improve the lesson?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 124 J. T. KENNON ET AL.

Pretest
Names:_________________________________
Date: __________________________

1. What does TLC stand for?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What can you conclude if two substances run on the same TLC plate have the same Rf value, i.e.,
the two substances are the same or different compounds?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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3. We prepare a TLC plate by drawing a line at the bottom to indicate where we spot our samples.
Do you use a pen or pencil to draw the line? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. Calculate the Rf value of compound B in the following TLC plate.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

TLC Worksheet

1. Draw your TLC plate onto the sheet below.

distance traveled by solute

Rf D
distance traveled by solvent
 SCIENCE ACTIVITIES 125

Post-test
Names:_________________________________
Date: __________________________

1. What does TLC stand for?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What can you conclude if two substances run on the same TLC plate have the same Rf value, i.e.,
the two substances are the same or different compounds?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Downloaded by [J Tillman Kennon] at 13:41 11 July 2016

3. We prepare a TLC plate by drawing a line at the bottom to indicate where we spot our samples.
Do you use a pen or pencil to draw the line? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. Calculate the Rf value of compound B in the following TLC plate.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. What did you learn from the activity? What was the best part of the lesson? Do you have any
suggestions to improve the lesson?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 126 J. T. KENNON ET AL.

Sample answer activity sheets

Group Names: SAMPLE Date:______________

Sunscreen SPF Testing

1. Secure plastic wrap over seven holes on a cardboard box. Make sure the plastic wrap is smooth and has no
wrinkles.
2. Apply each SPF sunscreen with corresponding label, making sure to spread the sunscreen evenly with a
finger. Be sure to wipe your fingers after applying each type of sunscreen.
3. Let the sunscreen dry for 10 minutes, or until the sunscreen turns clear
4. One group member will use the UVA and UVB sensors to measure the UV penetration.
5. Another group member will record the UV readings under each sample.

UVA Readings
Trial # Control 15 SPF 30 SPF 30 SPF Spray 50 SPF 100 SPF

Trail 1 7254 343 320 172 138 329

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Trial 2 6252 658 280 185 131 299

Trial 3 6236 1039 285 148 117 281

UVB Readings
Trial # Control 15 SPF 30 SPF 30 SPF Spray 50 SPF 100 SPF

Trail 1 386.3 14.0 13.9 13.8 13.7 13.8

Trial 2 333.3 14.9 13.9 13.9 13.6 13.6

Trial 3 345 14.5 13.8 13.5 13.7 13.6

 SCIENCE ACTIVITIES 127

Postactivity Questions

Names: SAMPLE

Date: ____________________

1. What does SPF value on sunscreen mean? Does higher SPF provide more sun protection?
SPF stands for sun protection factor. Higher SPF does not provide noticeably more sun protection.

2. Against what types of electromagnetic radiation does sunscreen protect your skin?
Sunscreen protects against UVA and UVB radiation.

3. How often do you need to put on sunscreen during outdoor activities? Does it matter how long you are in
the sun and the time of day? Explain.
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Sunscreen must be reapplied every two hours while in sun. Yes, it matters how long you are in the sun; the longer
you are in sun, the more exposure you will receive. The time of day matters as the sun is more intense from noon to
two than in morning or evening.

4. Can you get sunburned if you have water on your skin? Explain why or why not.
Yes, you can get sunburned if you have water on your skin. Water is not a sunscreen material.

5. What kind of negative health effects may arise from too much sun exposure?
Sunburns, skin cancer, and premature skin aging.

6. What did you learn from this activity? What was the best part of the lesson? Do you have any suggestions
to improve the lesson?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 128 J. T. KENNON ET AL.

Post-Test

Names: SAMPLE

Date: __________________________

1. What does TLC stand for?

Thin layer chromatography

2. What can you conclude if two substances run on the same TLC plate have the same Rf value, i.e. the two
substances are the same or different compounds?
The two substances are likely the same compound. When the entirety of organic compounds is considered, various
compounds will have the same Rf value in a particular TLC system. Only using Rf values as a means of compound
identification can only offer suggestions. Rf values only tentatively identify differences in composition.
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3. We prepare a TLC plate by drawing a line at the bottom to indicate where we spot our samples. Do you use
a pen or pencil to draw the line? Why?
We always use a pencil to mark a TLC plate because pigments in the pen ink will move up the plate as the plate is
developed. Pencil lines are not as affected.

4. Calculate the Rf value of compound B in the following TLC plate.

distance traveled by solute

Rf D
distance traveled by solvent
3
D D 0:75
4

5. What did you learn from the activity? What was the best part of the lesson? Do you have any suggestions to
improve the lesson?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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