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org/jchemeduc Activity

Cleaning Our World through Green Chemistry: Introducing High

School Students to the Principles of Green Chemistry Using a Case-
Based Learning Module
Joy Ballard and Suazette Reid Mooring*
Cite This: J. Chem. Educ. 2021, 98, 1290−1295 Read Online

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ABSTRACT: The need for more sustainable practices is in high

demand. Green chemistry discusses practices that would lead to less
harmful chemical products ending up in the environment. Herein, we
describe an outreach activity that introduces minority high school
students to the topic of green chemistry. Three hands-on activities were
done to illustrate a few of the 12 principles of green chemistry. The
students picked suitable solvents, built ball-and-stick models of organic
molecules, and made “green” paint during an interactive case-based
green chemistry module. The students expressed their enjoyment of the
activity and showed gains in green chemistry knowledge and attitude
toward chemistry after participating in the module.

KEYWORDS: High School/Introductory Chemistry, Curriculum, Environmental Chemistry, Public Understanding/Outreach,

Green Chemistry, Hands-On Learning/Manipulatives, Safety/Hazards

■ INTRODUCTION
When discussing academic advancements, scientists have
topics, including waste prevention, atom economy, designing
safer chemicals, and using safer solvents. It provides real-world
emphasized the need for more green chemistry concepts in utility of scientific concepts to introduce high school students
the curriculum at the highest importance.1−3 The general to innovations that are needed to create a more sustainable
public has also expressed concerns regarding our environment world for all living things. As science educators, it is our duty to
and the state of our atmosphere.4 Gathering these pertinent prepare students for their future careers, and green chemistry
concepts are an excellent way to encourage sustainable
agendas, this interactive case-based module was created to
practices.7 Studying green chemistry in secondary school
engage and educate high school students about green
classrooms has been shown to increase students’ interest in
chemistry principles.5 Additionally, this module has been
chemistry.5 Students worldwide are extremely interested in the
designed to support students in under-resourced schools who
sustainability of their world.8 In an overview of science
may not have opportunities to explore advanced science topics
education standards, experts believed that everyone should
because of the lack of resources. This module, as a part of an
have experiences that create excitement and fulfillment that is
informal learning experience, has an overall goal to spark
associated with learning about the natural world.9 Green
students’ interest in STEM (science, technology, engineering,
chemistry has the capacity to provide these experiences. Green
and mathematics) careers and acts as a change agent for the
chemistry also embodies systems thinking by setting standards
future. An outreach program known as the Bio-Bus Program
that affect not only chemical reactions but also the environ-
provides free informal science learning through hands-on
ment and individuals with whom those chemicals come into
activities and demonstrations, also called modules, to K−12
contact.10 Green chemistry lab techniques offer a safer
students in metro Atlanta.6 The presentation of these learning
alternative to wet laboratories in teaching K−12 audiences.10
modules usually last 1−2 days. Although the modules are
limited in time, they are heavily requested by schools each year
because of their ability to elicit excitement and engagement Received: March 5, 2020
toward learning science topics. This green chemistry module Revised: January 13, 2021
was created as part of the Bio-Bus Program to help students Published: February 10, 2021
form an appreciation for sustainable chemistry, including
reduced hazardous waste and conservation of our natural
resources. Specifically, this module highlights green chemistry
© 2021 American Chemical Society and
Division of Chemical Education, Inc. https://dx.doi.org/10.1021/acs.jchemed.9b00312
1290 J. Chem. Educ. 2021, 98, 1290−1295
Journal of Chemical Education
Teaching green chemistry in the classroom will create citizens
who are knowledgeable about pollution-prevention concepts,
which gives them the ability to identify, develop, and
implement techniques that reduce pollution.
■
SETTING AND PARTICIPANTS
This study includes students (N = 153 students) studying at
under-resourced schools. The majority of these students were
of African American or Latinx backgrounds. They were
enrolled in chemistry and environmental science courses at
their respective high schools in 10th and 12th grade. The
participants had some background knowledge of chemistry.
They would have covered chemistry topics such as the
characteristics of atoms and elements, chemical and physical
properties of matter resulting from the ability of atoms to form
bonds, the law of conservation of matter, and factors that affect
a chemical reaction. However, they had no background
knowledge pertaining specifically to green chemistry.
■
LEARNING OBJECTIVES
The learning objectives were used to guide the presentation of
green chemistry to these students. With a limited time frame,
the objectives of this outreach module were achieved by the
presentation of a case-based lesson with supporting activities.
After presentation of this active learning module, students
should be able to describe the meaning of “hazardous wastes”,
summarize what is meant by “green chemistry”, describe the
difference between reduction and remediation, define the
meaning of “volatile organic compounds”, classify a solvent as
“green” or nongreen based on the given characteristics, identify
the role of a catalyst, describe the meaning of atom economy,
and compute atom economy. Below, you will find details of
how the learning objectives were achieved.
■ THE CASE STUDY METHOD
This module uses a case study format in the form of a news
article. In order to make connections between theory and
applied knowledge, the curriculum must support real-world
studies.11 According to Clyde Herreid, “Case studies are stories
with an educational message.”12 Specifically, case studies are
educational materials that include details of a scenario, with
questions to support and guide students through the topic. As
such, these case studies can be used to connect course content
to real-life scenarios. Case study teaching methods have been
shown to increase chemistry students’ motivation to learn the
important topics covered in the course13 and increase students’
emotional connection to chemistry.14 Paul Buckley and Eli
Fahrenkrug believe that the realistic, emotional, and human-
specific nature of their case study played a role in students’
engagement in an analytical chemistry lesson presented to the
students.14
Herein, we describe the module, Cleaning our World
through Green Chemistry, which works to contextualize the
relationships between the real world and chemistry. This study
introduces students to a systems thinking approach to studying
chemistry.15 A systems approach identifies interconnected
components of a system and anticipates the behavior that
results from the interactions between them.16 Blatti et al.
emphasizes that (ref 17, p 2853):
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“Framing science lessons in the context of systems thinking
inspires students, and it motivates them to use their
education to access relevant theory and develop skills to solve
current global issues, rather than simply achieve a grade.”
This green chemistry module focuses on the interactions
between chemicals, individuals, and the environment. Building
students’ capacity to integrate systems thinking into their
chemistry problem-solving toolkit can yield new insights and
create new opportunities for design and innovation.18
Also, the case study used in this module depicts characters
who are students from minority groups solving a scientific
problem. As such, students primarily targeted for this module
can see themselves in the fictional scenario. The lesson
includes a “role-play” element in which the participants play
the role of students in Puerto Rico who are attempting to
figure out what caused fatalities after Hurricane Maria. This
element allows the students to interact with the information
being taught by “teaching” it to their classmates through role
playing. Using role play in scientific settings encourages
students to be actively involved in their lessons, which allows
students to express themselves scientifically and develop
understandings of difficult concepts.7
With this informal STEM lesson, we give students the means
to gain knowledge using a green chemistry context and apply
what they learn to solve a real-world problem. In past studies,
students have appreciated the benefits of learning green
chemistry concepts.8 Song, Wang, and Jeng found that while
participating in a green chemistry activity, the students became
curious about the environmental cost of certain chemicals and
what was needed to mediate the problem.19 The insertion of
sustainability and green chemistry into the curriculum is
necessary to change our current destructive path.20 By
introducing this knowledge to students early on, we begin to
create a sustainable mindset for future generations.
■
MATERIALS
Making the chemical safety data sheet (SDS) board requires
these materials:
• Foam board
• Card stock
• Velcro squares
Creating the ball and stick models for the atom economy
activity requires these materials:
• Styrofoam balls
• Craft paint
• Wooden dowels
Creating the reusable atom economy equation worksheet
requires these materials:
• Card stock
• Laminate paper
• Dry erase markers
The following materials are necessary for the milk paint
activity. The Supporting Information includes a recipe for the
curd with instructions.
• Dry pigment
• 1% milk
• Vinegar
• Measuring cup
• Whisk
• Paint paper
• Paint brushes
https://dx.doi.org/10.1021/acs.jchemed.9b00312
J. Chem. Educ. 2021, 98, 1290−1295
Journal of Chemical Education pubs.acs.org/jchemeduc Activity

• Paint tray back of each card contains information about the solvent,
including the possible associated hazards (Figure 2).

■ THE CASE STUDY

Throughout the case presentation, the students try to
determine what caused mass fatalities following Hurricane
Maria in Puerto Rico. In the given case study scenario, the
participating students play the roles of high school students
who are reading a news report about the causalities and want
to figure out what is causing them. Since the deaths were
seemingly caused by the water that remained after the storm,
the student characters in the case begin to research major
industries in their community that may have contaminated the
water. Throughout the presentation, the students in the case
scenario receive updates from the news that lead them closer
to the industry that may be responsible. Out of three
industries, they find that volatile organic compounds
(VOCs) were the cause of death of many Puerto Ricans.
This conclusion leads them to discover that paint waste
disrupted during the storm invaded the water systems in Figure 2. Example of water SDS card, front (left) and back.10
Puerto Rico. One solution to this problem was to create safer
paint without VOCs to reduce this occurrence in the future.
The participating students then formulate a milk paint Atom Economy (12 min)
alternative and use it to paint a picture. The next activity uses ball-and-stick models to illustrate the
Procedure (75 min) usefulness of atom economy. Atom economy is used to
calculate how many atoms are wasted during a chemical
The activities in this module were implemented with groups of transformation.21 This principle of green chemistry aims to use
five or six students. This module presents a case study using a most of the starting materials in the final product to avoid the
PowerPoint presentation. Students are first given a brief waste of excess atoms. This module focuses on reducing
introduction on hazardous wastes. They are then asked to list hazardous waste; therefore, introducing the principle of atom
some examples of hazardous wastes they have in their own economy here helped to give the students a green chemistry
environment. This discussion is followed by the case study solution to the problem of excess atoms that remain after a
presented as a news article. The news article gives the students reaction. The 3D ball-and-stick models helped the students get
details on the aftermath of Hurricane Maria. They are given hands-on and visualize the atoms in the reaction. The students
three possible industries that could have caused environmental build models of the combustion of methane, calculate the atom
problems in Puerto Rico, and throughout the presentation they economy, and analyze the answer to state whether the reaction
will discuss and investigate which industry is most likely the is favored or not (Figure 3). This module focuses on reducing
cause. The PowerPoint and activity information are included in hazardous waste, so atom economy helps to drive home that
the Supporting Information. The next section in the Power- idea by giving the students a solution to the problem of excess
Point introduces solvents. atoms that need to be stored following a reaction.
Chemical Safety Data Sheets Activity (8 min)
This discussion leads to the idea of using safety data sheets
(SDS) to choose solvents for use in chemical syntheses. The
students use mini-SDS sheets to categorize solvents (Figure 1).
The front of each card contains the solvent’s name, chemical
formula, and an image of a possible use of the solvent. The

Figure 1. How hazardous is it? Chemical SDS activity. Example cards

for low-risk and high-risk solvents. Figure 3. Students participating in the atom economy activity.

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Milk Paint Activity (25 min)
Since spilled paint was found to be the culprit in the case
study, students are prompted to think about the components
traditionally used to make paint and the hazards associated
with them. The students are then asked: How can they use
green chemistry principles to create a safer paint? In the
presentation of the module, students unanimously responded:
“We must remove the hazardous ingredients.” After this,
students engage in a brief conversation about pigments,
binders, and solvents, followed by the synthesis of “green”
paint to create a small painting of their own.
One-half gallon of 1% milk was curdled using 1 cup of
vinegar. The milk curd was then strained using cheese cloth,
nontoxic medium. Once the students completed the reaction,
they were provided paper and paint brushes to paint what
green chemistry means to them.
■ HAZARDS
Dry pigments may be hazardous if inhaled or ingested. All
pigments should be handled wearing gloves, a dust mask, and
safety goggles. No eating or drinking should be allowed near
the use of the dry pigments. Once the pigment is mixed, it is
safe to use as long as it is not ingested. Vinegar can irritate skin
or eyes upon contact. It should be used with caution and not
directly exposed to the skin or eyes. Students must be
reminded not to eat or drink during the lab.

and 1/4 cup of milk curd was distributed to each group. One
teaspoon of dry pigment was added to the milk curd and mixed
until smooth. Each group created one color (green, purple,
blue, orange, and red), and we distributed the colors among
the class for students to paint a picture (Figure 4). The dry
Figure 4. Student painting using “green” paint.
pigments are derived from simple chemical reactions, typically
oxidation of inorganic compounds to create the bright colors.
These powders were used because of time constraints during
the presentation of this module. Many natural colors can be
derived from fruit or other plant sources that would be a
greener alternative yet take a longer amount of time. The dry
pigments used in this activity pose no threat once mixed into a
■
RESULTS
Types of Paintings Produced
The milk paint activity was by far the most exciting and
noteworthy to the group of participants. Upon completion of
creating the new “green” paint, the students were asked to
create an image of what green chemistry means to them. They
painted many pictures of Earth, plants, trees, beakers,
scientists, and images that related to the environment and
love (hearts) after they were presented this module. The
paintings showed the connection students made between the
module, the environment, and their everyday lives.
Student Responses to the Activity
After the presentation, we asked the students two open-ended
questions to gain feedback on the module. When asked, “Are
there any improvements that should be made to the Cleaning
Our World through Green Chemistry module?”, most students
answered no. Some students went into further detail “No, it
was very informational...I learned new things and it was very
fun.” Another student answered, “No, there are no improve-
ments that should be made to “Cleaning Our World through
Green Chemistry. The PowerPoint was well displayed and
could be easily interpreted.” One student expressed “No, the
presentation was amazing. I learned lifelong adjustments that
will improve my way of life.”
When asked “What memory stands out the most from the
Cleaning Our World through Green Chemistry module?”,
students wrote about the milk paint activity, the ball-and-stick
model activity, limiting pollution, and chemicals that are
harmful to living things. Students liked making and using the
milk paint: “The memory that stands out from the module is
painting using the paint that was made to be more safe.”
Students remembered important topics: “The VOCs stand out,
having harmful products in the environment really makes you
realize they aren’t healthy.” Another student remembered an

Table 1. Comparison of Group Statistics for Each Subscale Used in the Pre-test and Post-test

subscale instrument reliability, Cronbach’s α N mean SD SEM

attitudes about chemists pre-test 0.61 147 41.25 6.37 0.53
post-test 0.79 147 47.27 9.16 0.76
attitudes toward the role of chemistry in society pre-test 0.81 148 21.22 4.47 0.37
post-test 0.86 148 24.26 4.29 0.35
career interest in chemistry pre-test 0.76 150 25.14 5.68 0.46
post-test 0.73 150 28.30 4.85 0.40
green chemistry questionnaire pre-test 0.28 153 31.44 23.48 1.90
post-test 0.61 153 65.31 23.33 1.89

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J. Chem. Educ. 2021, 98, 1290−1295
Journal of Chemical Education
image of hazardous waste containers: “The barrels full of
hazardous waste.” Overall, the module was well received.
The students also participated in a pre- and post-test survey
that was intended to measure chemistry attitudes using three
subscales from the Chemistry Attitudes and Experiences
Questionnaire.22 This questionnaire included a Likert scale
with seven blank spaces between each choice. The pre/post-
test also included six green chemistry multiple-choice content
questions. The questions addressed the definition and concepts
of green chemistry, including using safer solvents, atom
economy, and the use of catalysts.
Reliability was tested for each subscale to determine the
degree to which the results obtained from it can be depended
on to be accurate. These results (Table 1) indicate that the
instrument can be considered reliable to measure what it is
intended to measure. Students answering positively on an item
will most likely answer positively on all the items intended to
measure the same thing and vice versa. Several dependent-
sample t-tests were conducted on the data to compare the pre-
test and post-test results of these subscales: Attitudes about
chemists; Attitudes toward the role of chemistry in society; Career
interest in chemistry; and a Green chemistry questionnaire. There
was a significant difference in students’ scores on the pre-test
and post-test. These results suggest that the presentation of the
module, Cleaning Our World through Green Chemistry, does
have an immediate effect on students’ attitude toward
chemistry and their knowledge of green chemistry concepts.
■ DISCUSSION AND CONCLUSION
Overall, the students met the objectives set out for this learning
module. Most of the objectives were reached by the Socratic
method in which a question was asked to the class and it was
answered in breakout sessions with the group discussions
facilitated by a college-level student.23 Several activities were
completed during the allotted time frame that also boosted
student knowledge and successful completion of the objectives.
Students also demonstrated that they met the objectives of the
module based on the significant improvement in their
performance on the post-test green chemistry questionnaire.
Although this activity was brief, it contained important
information that can be used in existing middle and high
school environmental science and chemistry courses. Environ-
mental science courses often discuss the ecological effects that
human activities have on the environment and sustainable
practices, and this module addresses both of these aspects.
Also, many elements that complement important chemistry
standards were used throughout the module, so it can be easily
integrated into the current chemistry curriculum to increase
student interest in chemistry. Catalysis, atom bonding, and
typical lab safety are important topics discussed in this module
that overlap with common K−12 chemistry standards. This
module also aligns with the Next Generation Science Standards
that are centered around Earth and Space sciences and focused
on human sustainability.24
This module was designed as a one-day informal STEM
activity, but it can be spread over a few days, and each element
can be discussed in further detail to make it a more thought-
provoking, advanced-level science activity. Students can be
instructed to research each item that was discussed with the
college students and write about them to make the activity
more meaningful. This module can be adapted to be even
more hands-on, and additional information on various aspects
of the module can be included. For example, students can go
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pubs.acs.org/jchemeduc Activity
further into what is happening chemically when the vinegar is
added to the milk. Also, the students could analyze and
compare how the substitution of various solvents for VOCs in
the paint making process meet green chemistry standards.
Although this module has been aimed toward under-resourced
schools, any group of high school students would be engaged
by this new topic. The synthesis of green paint has been used
to captivate students’ interest in previous studies.25−27 During
this module, we employed the use of natural powered pigments
to create the paint colors, and paint colors can also be derived
from natural food sources such as spinach or raspberries for a
more “green” creation.26 This module is distinctive because it
includes several principals of green chemistry and a multimodal
approach to learning. It connects science, drama, and art in
efforts to increase student interest in chemistry. This particular
module has been used in high school environmental science
and chemistry classrooms at under-resourced, primarily
minority-serving schools to introduce high school students to
green chemistry. After participation in this interactive
chemistry module, the students showed attitudinal changes
and green chemistry knowledge gains. The students enjoyed
participating in this interactive green chemistry module. They
also took away essential points from the presentation that may
change their way of life or how they think of chemistry. In light
of the success of the green chemistry learning activities
presented herein to high school students, more green
chemistry topics and activities should be permanently added
into the classroom to educate our future adults on sustainable
practices.
■
*
ASSOCIATED CONTENT
sı Supporting Information
The Supporting Information is available at https://pubs.ac-
s.org/doi/10.1021/acs.jchemed.9b00312.
Full slide presentation of the module with adoption
suggestions (PDF)
SDS cards for low-risk solvents (PDF)
SDS cards for high-risk solvents (PDF)
Milk paint activity procedure metric (PDF)
Milk paint activity procedure (PDF)
Atom economy worksheets, atom economy equation;
atom economy reaction; atom economy reaction 2
(PDF)
Pre- and post-test surveys (PDF)
■ AUTHOR INFORMATION
Corresponding Author
Suazette Reid Mooring − Department of Chemistry, Georgia
State University, Atlanta, Georgia 30303, United States;
orcid.org/0000-0001-8133-8617; Email: smooring@
gsu.edu
Author
Joy Ballard − Department of Chemistry, Georgia State
University, Atlanta, Georgia 30303, United States;
orcid.org/0000-0002-6355-8242
Complete contact information is available at:
https://pubs.acs.org/10.1021/acs.jchemed.9b00312
Notes
The authors declare no competing financial interest.
https://dx.doi.org/10.1021/acs.jchemed.9b00312
J. Chem. Educ. 2021, 98, 1290−1295
Journal of Chemical Education

■
pubs.acs.org/jchemeduc Activity

ACKNOWLEDGMENTS
We would like to thank Dr. Barbara Baumstark and the Bio-
Bus program at Georgia State University for their support and
assistance. Joy Ballard acknowledges support from the United
States Department of Education, GAANN Grant No.
P200A150308.
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Synthesis: Homogeneous Catalysis Leads the Way. Angew. Chem., Int.

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