Lab Report on "Green Chemistry"
Lab Report 4 pages (1160 words) Sources: 4
[EXCERPT] . . . .
Green Chemistry Lesson PlanGrade Level -- 8-10; some science background necessary in dealing with cellular respiration, acid, base, etc. (Note: can be extrapolated to higher grades)
"Biofuels" are transportation fuels like ethanol and biodiesel that are made from biomass materials. These fuels are usually blended with the petroleum fuels -- gasoline and diesel fuel, but they can also be used on their own. Using ethanol or biodiesel means we don't burn quite as much fossil fuel. Ethanol and biodiesel are usually more expensive than the fossil fuels that they replace, but they are also cleaner-burning fuels, producing fewer air pollutants. Unlike gasoline, pure ethanol is nontoxic and biodegradable; it quickly breaks down into harmless substances if spilled. However, chemical denaturants are added to fuel ethanol (in relatively small quantities) to make it undrinkable. Many of the denaturants that are used are toxic. Similar to gasoline, ethanol is a highly flammable liquid and must be transported carefully. Biodiesel is nontoxic and biodegradable. Compared to diesel fuel made from petroleum, biodiesel produces fewer air pollutants like particulates, carbon monoxide, sulfur dioxide, hydrocarbons, and air toxics. However, it does slightly increase emissions of nitrogen oxides. Biodiesel does not smell as bad as regular diesel fuel when it burns; sometimes biodiesel exhaust smells like French fries! Students will enjoy learning about environmentally safe energy, and gain a better understanding of the use of "green chemistry" in daily life (U.S. Energy Information Systems, 2009).
Who wrote this lesson -- name of all the people in your group?
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Teacher Background Information: Students should have used the scientific method in previous student-created experiments. In addition, they should know lab safety rules. Students need also be familiar with photosynthesis and using either the Vernier Labpro or TI CBL equipment with either a computer or TI calculator. Equivalent products are acceptable.
Safety information: Preview experiment before beginning, never eat or drink in lab, never use mouth suction to extract chemicals, do not touch face, wear glasses/goggles, pull back long hair, wear aprons and gloves when required, wipe surfaces when done. (See: (Gerber, 2010).
Educational Goal: To understand: The environmental and economic benefits of ethanol as a fuel and to synthesize prior knowledge to a) maintain an experiment using the scientific method, b) understand the complex reactions between chemicals, and c) understand that green chemistry is an important tool in global sustainability.
Student Objectives: Students will:
Identify ethanol as a product of sugar fermentation
Know that photosynthesis produces complex carbohydrates (polysaccharides)
Understand that hydrolysis is a technique used by chemists to break apart polysaccharides into saccharides that can be fermented
Demonstrate that starch can be hydrolyzed by salivary amylase
Demonstrate appropriate safe laboratory behavior and technique while mixing chemicals
Follow correct procedures for using a colorimeter
Document observations and data in an organized appropriate laboratory format
Analyze and interpret the results of the colorimetric data and observations
Communicate their results orally
Materials: (per lab group -3 students): Protective eye wear, vinyl gloves, lab apron, graduated cylinder, 250 ml beaker, stirring rod, distilled water, 4-8-15 ml test tubes and stoppers, labels for glassware, waterproof pen, notebook, mass balance, weighing paper, kiwi wipes, disposable pipettes, graphic calculator or computer, corn starch, iodine tincture. Outside products: Vernier LabPro and Cords (LABPRO, $220), Colorimeter and cuvettes (COL-BTA $110) or equivalent (Products for Science Experiements, 2011).
Time required: This is set up as a week-long unit, five, 45 minute class periods or equivalent; one each for: 1) background information and discussion, 2) sulfuric acid… READ MORE
Quoted Instructions for "Green Chemistry" Assignment:
“Choose a Green Chemistry technology and develop a lesson plan which you would use to teach this industry example to students. Please note this lesson should be geared to 8th and 9th graders. Using an industry example from any of the resources provided or any of your own, write a lesson plan that you would use to connect chemistry content you already have to teach to the use of green chemistry in industry. You may use the lesson plan template provided in the resources section or you may use one that is required by your school. Please make sure to include standards in your lesson plan.
Lesson Plan Format
 Name of the lesson
 Who wrote this lesson ***** name of all the people in your group
 Teacher Background Information: What lesson or lab does this activity replace?
 Safety information:
 Educational Goal: To understand *****¦
 Student Objectives: Students will *****¦
 Materials: (per lab group -3 students)
 Time required:
 National Standards Met: These standards are located in the front of your binder
 Green Chemistry Principles Addressed: The principles are listed in the front of your binder
 Teacher Prep:
 Procedure: Explain how the teacher will present the lesson here
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How to Reference "Green Chemistry" Lab Report in a Bibliography
“Green Chemistry.” A1-TermPaper.com, 2011, https://www.a1-termpaper.com/topics/essay/green-chemistry-lesson-plan-grade/40987. Accessed 6 Jul 2024.
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