Green Chemistry Lesson Plan Grade Lab Report

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New Vocabulary Terms to review: ethanol, corn stover, hydrolysis, cellulose, hemicellulose, carbohydrates, polysaccharide, starch, saccharide, glucose, enzyme, salivary amylase, cellulose, colorimeter, cuvette, concentration, absorbance, wavelength, nanometer, fermentation, renewable resource, non-renewable resource

National Standards Met:

Science Content Standards: 8-12

CONTENT STANDARD A: Science as Inquiry As a result of activities in grades 8-12, all students should develop: 1) Abilities necessary to do scientific inquiry, 2) Understandings about scientific inquiry

CONTENT STANDARD B: Physical Science As a result of their activities in grades 8-12, all students should develop an understanding of: 1) Structure of atoms, 2) Structures and of properties in matter, 3) Chemical reactions

CONTENT STANDARD C: Life Science- 1) understanding of the cell

CONTENT STANDARD E: Science and Technology -As a result of their activities in grades 8-12, all students should develop: 1) Abilities of technological design, 2) Understandings about science and technology

CONTENT STANDARD F: Science in Personal and Social Perspectives As a result of activities in grades 8-12, all students should develop understanding of: 1) Natural resources,

2) Environmental quality, 3) Science and technology in local, national, and global challenges

CONTENT STANDARD G: History and Nature of Science As a result of their activities in grades 8-12, all students should develop understanding of: 1) Science as a human endeavor,

2) Nature of scientific knowledge

Green Chemistry Principles Addressed:

Prevention - It is better to prevent waste than to treat or clean up waste after it has been created.

Atom Economy - Synthetic methods should be designed to maximize the incorporation of all materials used in the process into the final product.

Less Hazardous Chemical Syntheses- Wherever practicable, synthetic methods should be designed to use and generate substances that possess little or no toxicity to human health and the environment.

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Designing Safer Chemicals= Chemical products should be designed to affect their desired function while minimizing their toxicity.

Design for Energy Efficiency - Energy requirements of chemical processes should be recognized for their environmental and economic impacts and should be minimized. If possible, synthetic methods should be conducted at ambient temperature and pressure.

Use of Renewable Feedstocks - A raw material or feedstock should be renewable rather than depleting whenever technically and economically practicable.

Design for Degradation - Chemical products should be designed so that at the end of their function they break down into innocuous degradation products and do not persist in the environment.

Real-time analysis for Pollution Prevention - Analytical methodologies need to be further developed to allow for real-time, in-process monitoring and control prior to the formation of hazardous substances (The Twelve Principles of Green Chemistry, 2010).

Teacher Prep: This module focuses on the production of sugar (glucose and maltose) from cornstarch. The lesson is inquiry based, and is well set for inclusion into the curriculum for chemistry, biology (ecology), or basic physical science. The first lesson from this module relates glucose production from cornstarch to ethanol fuel production from corn stover. Another lesson uses a calculator-based colorimeter interface from the Vernier Company to quantify the hydrolysis of starch to sugar by salivary amylase. In this lesson saliva is added to a starch solution containing a couple of drops of iodine. Light initially doesn't pass through this solution. If the absorption decreases after the addition of the saliva, this means more light is passing through and the starch is being hydrolyzed (broken down into maltose and glucose). The third lesson again uses colorimetry but.....

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