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Development and Implementation of a Series of Laboratory Field Trips for Advanced High School Students To Connect Chemistry to Sustainability Katherine B. Aubrecht,*,†,‡,§ Linda Padwa,‡ Xiaoqi Shen,† and Gloria Bazargan† †

Department of Chemistry, ‡Center for Science and Mathematics Education, and §Sustainability Studies Program, Stony Brook University, Stony Brook, New York 11794, United States S Supporting Information *

ABSTRACT: We describe the content and organization of a series of daylong field trips to a university for high school students that connect chemistry content to issues of sustainability. The seven laboratory activities are in the areas of environmental degradation, energy production, and green chemistry. The laboratory procedures have been modified from published procedures so that the length and scope would be appropriate for our format and audience (AP and college preparatory chemistry and environmental science students). While students spend the majority of their time at the university in the laboratory, connections between the chemistry content and sustainability are highlighted in the previsit reading assignments, prelab discussion, and postlab small group discussion. Results of formative assessment are presented, as are considerations for other institutions that may be interested in developing and maintaining a similar program. KEYWORDS: High School/Introductory Chemistry, Environmental Chemistry, Interdisciplinary/Multidisciplinary, Collaborative/Cooperative Learning, Hands-On Learning/Manipulatives, Atmospheric Chemistry, Green Chemistry

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INTRODUCTION As a result of population growth, increasing per capita consumption of resources, and continued reliance on fossil fuels, humankind faces unprecedented environmental, social, and economic challenges. The challenges of living within Earth’s planetary boundaries1 are formidable, and educating students about the interdisciplinary challenges associated with sustainability is an important responsibility of educators.2 The challenge of engaging students in their chemistry coursework, while perhaps less daunting than that of global climate change, is still very real. Context-based approaches, that is, teaching chemistry content in a context that is compelling to students (medical, athletic, environmental, social, economic) have been developed and implemented in several countries.3−8 Studies on context-based approaches at the secondary level have found them to be more effective than traditional approaches in motivating students in their science courses and fostering a positive attitude toward science, and at least as effective as traditional approaches in developing student conceptual understanding.9,10 Several educators have developed learning materials using issues of sustainability, such as production and use of plastics,11 bioethanol,12 and biodiesel,13 as contexts to engage secondary students in learning chemistry concepts. Recent publications have addressed the important questions of (1) what is the role of chemistry in education for sustainability?14,15 and (2) to what extent and how should chemistry content relevant to issues of sustainability and the © XXXX American Chemical Society and Division of Chemical Education, Inc.

social and policy implications of those issues be incorporated into the chemistry curriculum?16 We report the development, implementation, and formative assessment of a series of seven laboratory experiences for high school students that link chemistry content with issues of sustainability, that is, environmental degradation, energy production, or green chemistry. These laboratory experiences are structured as day-long field trips to the university’s chemistry department. By adopting this format, students are able to complete a longer and more involved procedure using more sophisticated equipment than they would be able to do at their high schools. This model of a high school teacher bringing his or her whole class to the university for a day-long experience has been successfully used by the Center for Science and Mathematics Education (CESAME) at Stony Brook University for laboratory experiences in a number of STEM content areas.17 Other successful models of faculty at colleges and universities working with secondary teachers and school districts to enrich students’ educational experiences include ongoing problem-based learning projects,18 science “camps” offered to individual students,19 day-long workshops at the university featuring a series of short hands-on activities,20 bringing the lab to high schools on a tractor trailer,21 and teams of teachers developing learning materials in collaboration with each other and university faculty.22 In this paper, we present

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DOI: 10.1021/ed500630f J. Chem. Educ. XXXX, XXX, XXX−XXX

Journal of Chemical Education renewable feedstocks, biodegradability, design of materials “cradle to cradle”, green chemistry green chemistry: what chemists and engineers can do to lessen the impact of making pharmaceuticals and materials green chemistry: what chemists and engineers can do to lessen the impact of making pharmaceuticals and materials Reduction of ethyl acetoacetate

stoichiometry, polar and nonpolar molecules stoichiometry, polar and nonpolar molecules, redox reactions

Green chemistry (benign synthetic methods)

Synthesis of a biodegradable polymer and chemical recycling of PETE Suzuki coupling in aqueous solution

electromagnetic spectrum; relationships between wavelength, frequency, and energy stoichiometry Preparation and use of dye-sensitized solar cells

polymers, repeat units, line-angle organic structures, functional groups, IR spectroscopy line-angle organic structures, functional groups, thin-layer chromatography, catalysis, recrystallization line-angle organic structures, functional groups, thin-layer chromatography, chirality and its importance, organic reductions

analysis of land and water usage and energy return on investment for different biofuels issues in broader adoption of solar energy, stabilization wedges approach to reducing greenhouse gas emissions stoichiometry, acids and bases, titration Synthesis of biodiesel Energy production

Photocatalytic water purification

Connections to Sustainability Laboratory Topic

Prerequisite Chemistry Concepts

Primary Chemistry Concepts B

Area

Table 1. Sustainable Chemistry Teaching Laboratories Content

Combustion processes can release both SOx and NOx into the atmosphere. One of the significant impacts of their release is acid rain. The magnitude of the pH change for a body of water impacted by acid rain depends on the presence of buffering minerals. We modified an experiment by Yoder23 that probes the effects of the presence of Al(OH)3 and CaCO3 (both frequently found in mineral form within soil) on acid rain. Students pass simulated acid rain (a dilute solution of H2SO4) through a gravity column containing Al(OH)3 or through a Buchner funnel (under vacuum) containing CaCO3. They measure the pH of the acid rain solution before and after the treatment with minerals and titrate the solution against 0.1 M NaOH. The concentration of Al3+ in the acid solution that was passed through Al(OH)3 is determined by adding an excess of 8-hydroxyquinoline to the solution and isolating the aluminum oxinate, Al(C9H6NO)3, precipitate. This gravimetric analysis is done by the instructor during the lab period using a class sample made by collecting 10 mL of Al(OH)3 column eluate from each team of students. Students experience a real-world application of acid−base titration, which many of them have done before. They are reminded of the difference between what is measured by a pH meter (dissociated H3O+) and what is measured by titration against NaOH (total acid concentration). Students consider how the presence of Al(OH)3 in minerals is both beneficial (acid is buffered) and harmful (potentially toxic Al3+ ions are introduced into the body of water). During the pre- and postlab discussion, emphasis is placed on the impacts of acid rain, sources of SOx and NOx, and successful strategies to reduce their emissions. Methods to purify contaminated water are considered in the experiment with photocatalytic water purification, modified from Nogueira and Jardim.24 Methylene blue is used as a readily measured model organic contaminant. In the presence of the semiconductor TiO2 and sunlight, methylene blue undergoes oxidative photodegradation.33 Students measure the kinetics of the photodegradation process by exposing vials containing aqueous solutions of methylene blue and suspended TiO2 nanoparticles to sunlight (or UV light if the day is cloudy) for varying amounts of time, removing the TiO2 nanoparticles by centrifugation, and then determining how much methylene blue remains in solution by measuring the absorbance at 664

titrations, neutralization reactions, metal ion solubility, comparison of total acid concentration and [H3O+] UV−visible spectroscopy, kinetics, determination of reaction order, semiconductors, photodegradation line-angle organic structures, functional groups, IR spectroscopy, hydrogen bonding and water solubility semiconductors, doping, how silicon and dye-sensitized photovoltaic cells work

Environmental Degradation

acids and bases, pH scale, strong and weak acids molarity, some kinetics

SUSTAINABLE CHEMISTRY TEACHING LABORATORIES CONTENT For this program, we sought laboratory content and activities that (1) have significant overlap with concepts learned in high school chemistry (college preparatory and advanced placement), (2) are doable by high school students in a 3−4 h time period, and (3) have connections to environmental degradation, energy production, or green chemistry. The starting points for the development of many of the lab activities were undergraduate lab activities published in this journal.23−32 We made significant modifications to the published procedures so that the content and time required would be appropriate for our sessions. An overview of the content of each session is provided in Table 1. The complete procedures can be found in the Supporting Information.

Interaction of acid rain with minerals

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Environmental degradation

(briefly) the content of the laboratories (full details are reported in the Supporting Information), the format of the field trips, results of formative assessments, and considerations for developing and maintaining a similar program.

sources and impacts of acid rain, ocean acidification, mitigation efforts water pollution, methods of water purification

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depolymerizes the commodity polymer poly(ethylene terephthalate) (PETE).30 All students conduct a short procedure to highlight the difference between depolymerizing a polymer and dissolving it. They prepare an aqueous solution of glucose and an aqueous solution of a starch packing peanut. KI and I2 are added to both solutions, which produces a blue/black color for the solution of the starch and no color for the solution of the glucose. As a result of this short activity, students can deduce that when the starch peanut dissolves, it does not depolymerize to produce its constituent glucose monomers. Distinguishing between depolymerization and dissolving is important for understanding the chemistry of the PETE depolymerization activity. All students also record IR spectra for one of three polymer samples (low density polyethylene, polystyrene, or PETE) and see the different bands corresponding to different functional groups in these materials. The pre- and postlab discussions highlight the feedstocks for plastics (currently predominantly petroleum) and what is done with plastics after they are discarded. We do two experiments focused on environmentally benign synthetic methodology. The first is a Suzuki coupling of phenylboronic acid and iodophenol in aqueous solution.31 The green aspects of this reaction are that the formation of a carbon−carbon bond is mediated by a palladium catalyst and that the reaction is carried out in water rather than in an organic solvent. The second experiment is a comparison of reduction of ethyl acetoacetate by sodium borohydride and by baker’s yeast.32,38 The sodium borohydride reduction is faster but yields a racemic alcohol product, while the baker’s yeast reduction gives enantioenriched alcohol product. In both the Suzuki coupling and ethyl acetoacetate experiments, students monitor the progress of their reactions by thin-layer chromatography (TLC). The importance of polar and nonpolar molecules is stressed during the discussion of TLC. Students are introduced to the technique of TLC using solutions of food dyes so that they can readily see how much material they are spotting on the plate and easily observe how the different dyes travel up the plate at different rates. The concept of chirality is key for the ethyl acetoacetate reduction, and this is introduced by having students use model kits to build models of ethanol and its mirror image and 2-butanol and its mirror image. In the pre- and postlab discussions, the concepts of green chemistry and the Twelve Principles of Green Chemistry39 are highlighted.

nm. In the pre- and postlab discussion, the worldwide problem of access to safe drinking water, standard methods of drinking water treatment, and emerging technologies and areas of research in drinking water purification are highlighted. Energy

Use of biofuels such as biodiesel and bioethanol can lessen the demand for petroleum-derived liquid transportation fuels, but several factors such as energy return on investment (the ratio of the energy released from combustion of the biofuel to the amount of fossil fuel energy used in its production), land use and competition with food crops, and water usage must be considered to evaluate the environmental impact of replacing petroleum-derived fuels with biofuels.34,35 In one of the activities, students carry out several activities relevant to the preparation of biodiesel from plant oils. Students start the lab by performing a titration of a simulated waste oil sample, which is a sample of olive oil deliberately spiked with oleic acid, to determine its suitability for base-catalyzed transesterification to biodiesel. Waste cooking oil that contains fatty acids, formed via hydrolysis of the ester linkage of the triglycerides during extended heating in the presence of small amounts of water as the cooking oil is used, is not suitable for base-catalyzed transesterification.25 As in the acid rain activity, this demonstrates to students a real-world application of an acid− base titration. After determining the suitability of their “waste” oil sample, students carry out a base-catalyzed transesterification of pure (unspiked) olive oil to make methyl oleate.25 The product is analyzed by comparing the viscosity of olive oil and the isolated product of their reaction.26 Students record IR spectra of olive oil, their methyl oleate product, and coconut oil. Since both the reactant and product are esters, IR is not the best technique to assess conversion, but with an attenuated total reflectance (ATR) unit, the IR spectra are readily acquired, and students enjoy the use of the sophisticated instrumentation. By comparing the IR spectrum of coconut oil to that of olive oil, they can see the differences between a saturated and unsaturated oil.27 In the postlab discussion, analysis of reaction conversion is discussed, and 1H NMR spectra of olive oil and methyl oleate are shown. During the postlab literature discussion, considerations regarding the environmental impact of biofuels and whether they are a better choice than fossil fuels are discussed. Solar energy is a promising energy source that suffers from high upfront costs. While silicon photovoltaic cells are currently the dominant technology, many researchers are working on the development of potentially less expensive photovoltaic cells. Students make Grätzel dye-sensitized solar cells using blackberry juice as outlined in Grätzel’s publication in this journal28 (and also available as a kit from the Institute for Chemical Education).36 We extend the procedure outlined in these sources by having students measure a current−voltage curve for a small silicon photovoltaic cell and compare it to the current− voltage curve they measured for their dye-sensitized solar cell. The postlab discussion focuses on the feasibility of meeting a substantial amount of the world’s energy demand using nongreenhouse gas emitting sources including photovoltaic cells.37

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FORMAT OF FIELD TRIP Teachers of college preparatory chemistry, advanced placement chemistry, or advanced placement environmental science courses select a date and a lab activity that best provides content that is relevant for that point of the course or provides appropriate enrichment. Information about the possible lab activities is sent to school districts in the counties that neighbor the university and is posted on the CESAME Web site.40 Each lab activity in Table 1 requires several hours; consequently, the teacher selects a single lab activity for the field trip. Teachers are welcome to bring their class for more than one visit during the school year, but given school districts’ constraints of time and money, this has not yet occurred. The typical schedule for a visiting class (Table 2) might vary slightly depending on the class’ required arrival and departure times.

Green Chemistry

In the experiment on polymers, the students are divided into two groups. One group synthesizes the biorenewable and biodegradable polymer polylactide by carrying out a ringopening polymerization of lactide. 29 The other group C

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procedure. Students are randomly assigned one of four short articles to read during any downtime in lab or during lunch. These articles are discussed, jigsaw-style (see the Postlab Integration section for elaboration), during the postlab discussion. References for the articles selected for each experiment are included in the Supporting Information.

Table 2. Typical Schedule for Field Trip Time

Activity

8:30−8:35 a.m. 8:35−9:15 a.m. 9:15 a.m.−12:15 p.m. 12:15−1:00 p.m. 1:00−1:45 p.m. 1:45−2:00 p.m.

Arrival, greeting Interactive prelab discussion Laboratory activity Lunch Small group discussion Evaluation

Laboratory

Students conduct the lab activities in the undergraduate organic or general chemistry teaching laboratories on days when the laboratories are not being used for undergraduate courses, which are typically Fridays. The synthetic experiments are always done in the organic chemistry teaching laboratories so that all students can work in hoods. Students work in pairs, and the hoods or benches are set up in advance with all of the glassware and materials required. For each 24 students, instruction and supervision in the lab is provided by a university faculty member (the lead instructor), the students’ high school chemistry teacher, and 1−3 chemistry undergraduate students or chemistry preservice teachers.

Advance Preparation

At least 2 weeks in advance of their visit, teachers of participating classes are sent the full laboratory procedure, reading assignments for students, relevant additional teacher resources, and a questionnaire to clarify what topics have been and are currently being addressed in their class. They are also asked if the field trip would serve to review or introduce any course topics. Students are asked to read the laboratory procedure closely before they come to campus. The extent of advance preparation is left to the teachers’ discretion, but many teachers highlight new techniques or concepts with their classes in advance of their visit. Regardless of the laboratory session, one of the advance reading assignments is Eric Zencey’s Theses on Sustainability.41 This short article, consisting of 18 theses, introduces students to the widely used Brundltand Report definition of sustainability, “meet[ing] the needs of the present without compromising the ability of future generations to meet their own needs.”42 Zencey’s article goes further by highlighting the two statements that immediately follow the oft-quoted definition of sustainability in the Brundtland report: the distinction between needs and wants, and how the current state of technology and of social organization limits the environment’s ability to meet present and future needs. Zencey’s theses include a statement that what is meant by “sustainability” must be defined because, “the term has become so widely used that it is in danger of meaning nothing”.41 The theses also include statements that might surprise students, such as “nature will decide what is sustainable; it always has and always will.”41 The intent of asking students to read this article is to get them thinking about the role of science and engineering in addressing the challenges of sustainability as well as the importance of social, economic, and cultural factors.

Postlab Integration

After lunch, students return to a classroom and work in groups of four to discuss the articles that were distributed earlier in the day. In these jigsaw groups, each member of the group has read a different article. The groups are tasked with the following: (1) each person in the group should briefly summarize his or her article for the others in the group; (2) as a group, discuss what the four articles have to do with each other, with the lab activity that was just completed, and with sustainability; and (3) as a group, discuss and record their consensus answers to a short list of questions that seek to reiterate ideas from the assigned articles and the lab activity. References for articles and discussion questions for all sessions are included in the Supporting Information. Involvement of Preservice Teachers

The majority of the university students who serve as assistants for these teaching laboratories are Master of Arts in Teaching (MAT) Chemistry candidates or undergraduate chemistry majors enrolled in the university’s teacher preparation program. A requirement for both of these programs is that teacher candidates devote many hours each semester to clinically rich observation and informal teaching experiences, and working in this program provides excellent opportunities for preservice teacher candidates to interact with high school students and their teachers. The teacher candidates assist the high school students with new techniques, engage them in discussion, and help as lab techs as needed during the hands-on component of the session. They also help facilitate the small group postlab discussion.

Prelab Discussion

The day’s program begins with the university faculty giving an approximately 30−45 min interactive introductory Powerpoint presentation in a classroom. Questions are posed by the presenter to the group, and students are given ample time to answer questions, make comments, and ask questions. The discussion starts with the Bruntland Report definition of sustainability and then explores how the day’s laboratory activity relates to issues of sustainability. The laboratory activities addressing energy and environmental degradation generally garner many student comments and questions; the activities addressing green chemistry generally garner fewer. This may be because issues of energy and environmental degradation are more immediate to students than the processes by which molecules and materials are made, though we have not yet formally queried students about what issues are most relevant to them. An overview is provided of key chemical concepts, points in the procedure that warrant special attention, and safety precautions and disposal issues associated with the

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HAZARDS Safety is a foremost concern since high school students are working in an unfamiliar lab with complex procedures using (in many cases) equipment that is new to them. In the prelab presentation, the safety expectations of a university setting are emphasized, and particular safety concerns for the given procedure are highlighted. Students bring safety goggles with them (extras are always available, should they be needed), and nitrile gloves in a variety of sizes are provided. In advance of the visit, teachers remind students about proper attire and footwear for laboratory. In modifying the published undergraduate procedures (as previously cited), careful attention was paid to D

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level of interest in science and science-related careers is fairly high before the field trip. Students’ perceived gains in content knowledge regarding energy and green chemistry are shown in Table 4. Students and teachers are also asked open-ended questions about the strengths and weaknesses of the field trip. Some of the responses for weaknesses when the program began, such as bottle-necks in the distribution of materials and students noting time pressure to complete the experiment, were addressed by improving the setup in the laboratories and scaling back some procedures. A frequently noted strength is being in a university environment doing a more complex experiment than could be done in the high school setting. Many students also commented favorably on the knowledge and helpfulness of the laboratory instructors, both faculty and preservice teachers. Now that the series of field trips has been developed and modified in response to formative assessments, we are in a position to study participants’ understanding of chemistry concepts relevant to issues of sustainability, their views on issues of sustainability, and any effect that participation in the field trip has on their knowledge and views.43−45

the chemicals used and their NPFA health ratings. For the Suzuki coupling experiment, students do not work with solid 4iodophenol. They are given an aqueous solution of its potassium salt to use for synthesis and a dilute ethyl acetate solution to use for a TLC reference. The CAS numbers and NPFA health ratings for all chemicals used are included in the Supporting Information. The modified laboratory procedures were developed in consultation with the university’s chemical hygiene officer.

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ASSESSMENT OF EXPERIENCE The last 15 min of the field trip are set aside for assessment. While we were developing this series of workshops, our focus was on formative assessment. Did teachers and students find the field trip worthwhile? Did the experience impact their knowledge of and interest in the day’s topic? What did they find to be the strengths and weaknesses of the experience? Students and teachers are given short surveys (see Supporting Information) consisting of Likert-type queries of their interest in the topic, confidence in their ability to perform college-level experiments, interest in science, interest in pursuing a sciencerelated career, and self-perceived gains in content knowledge. Though they are given the surveys after the experiment and postlab discussion, they are asked to comment on their views before the field trip and after completing the field trip. Students reported significant increases in their interest in the topic and in their confidence, as shown by the t- and p-values from paired t-tests (Table 3). Their reported interests in

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CONSIDERATIONS FOR DEVELOPMENT AND CONTINUATION OF PROGRAM We would like to highlight a few administrative and financial considerations in implementing this series of field trips. Though the regulations, resources, and constraints may vary at different institutions, these are factors to keep in mind. The series of laboratory activities was developed with grant support, which allowed us to the pay student assistants who helped modify the published lab procedures so that the content, time required, and safety concerns would be suitable for high school students. The grant allowed us to purchase some equipment and consumables so that in the first year the field trips were offered, school districts were not charged a fee to participate. In the pilot year, there was great interest from school districts, but we have sustained the program beyond the end of the funding period. We have hosted an average of 2−3 field trips per semester over the past four years. After the funding period ended, school districts (with the exception of high-needs districts) have been charged a fee of $24 per student. This fee is used to purchase consumable supplies and cover the costs of maintenance of equipment and any damage to equipment. Faculty time and use of laboratory space is not compensated. School districts are also responsible for paying for transportation (buses) to the university. We require at least one teacher to accompany each group of 24 students so that a laboratory with a capacity of 24 is staffed by one university faculty, one high school teacher, and one (or

Table 3. Student-Reported Views before and after the Field Tripa Question Interest in topic (N = 325) Confidence (N = 323) Interest in science (N = 324) Interest in sciencerelated career (N = 323)

Before M SE M SE M SE M SE

= = = = = = = =

After

3.05, 0.058 3.50 0.057 4.19 0.054 3.88 0.073

M SE M SE M SE M SE

= = = = = = = =

3.60 0.055 3.93 0.045 4.17 0.055 3.91 0.073

t-Value, Significant −8.97, yes −7.77, yes 0.401, no −1.04, no

a

Student responses scored as not at all = 1, neutral = 3, extremely = 5. Values reported are mean (M) and standard error of the mean (SE). Significance reported as “yes” if p < 0.05 in paired t-test.

science and in pursuing a science-related career were virtually unchanged by the field trip. The students who participated in these field trips were in advanced placement chemistry or environmental science classes, so it is not surprising that the

Table 4. Student-Reported Gains in Content Knowledge by Laboratory Topica Laboratory Topic Synthesis of biodiesel Preparation and use of dye-sensitized solar cells Suzuki coupling in aqueous solution Reduction of ethyl acetoacetate a

Student Response

Question Asked Has your knowledge about environmental issues associated with energy and potential solutions increased as a result of performing this lab? Has your knowledge about environmental issues associated with energy and potential solutions increased as a result of performing this lab? Has your knowledge about environmental issues associated with the production of chemicals changed as a result of performing this lab? Has your knowledge about environmental issues associated with the production of chemicals changed as a result of performing this lab?

3.63 (N = 70) 3.88 (N = 42) 3.74 (N = 43) 3.68 (N = 56)

Student responses scored as not at all = 1, neutral = 3, extremely = 5. Mean values are reported. E

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(5) Schwartz, A. T. Contextualized Chemistry Education: The American Experience. Int. J. Sci. Ed. 2006, 28, 977−998. (6) Hofstein, A.; Kesner, M. Industrial Chemistry and School Chemistry: Making Chemistry Studies More Relevant. Int. J. Sci. Ed. 2006, 28, 1017−1039. (7) Bennett, J.; Lubben, F. Context-Based Chemistry: The Salters’ Approach. Int. J. Sci. Ed. 2006, 28, 999−1015. (8) Nentwig, P. M.; Demuth, R.; Parchmann, I.; Gräsel, C.; Ralle, B. Chemie im Kontext: Situating Learning in Relevant Contexts While Systematically Developing Basic Concepts. J. Chem. Educ. 2007, 84, 1439−1444. (9) Bennett, J.; Lubben, F.; Hogarth, S. Bringing Science to Life: A Synthesis on the Research Evidence on the Effects of Context-Based and STS Approaches to Science Teaching. Sci. Educ. 2007, 91, 347− 370. (10) Ü ltay, N.; Ç alik, M. A Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula. J. Sci. Educ. Technol. 2012, 21, 686−701. (11) Burmeister, M.; Eilks, I. An Example of Learning about Plastics and Their Evaluation as a Contribution to Education for Sustainable Development in Secondary School Chemistry Teaching. Chem. Educ. Res. Pract. 2012, 13, 93−102. (12) Feierabend, T.; Eilks, I. Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol Usage. J. Chem. Educ. 2011, 88, 1250−1256. (13) Karpudewan, M.; Ismail, Z.; Roth, W.-M. Ensuring Sustainability of Tomorrow through Green Chemistry Integrated with Sustainable Development Concepts (SDCs). Chem. Educ. Res. Pract. 2012, 13, 120−127. (14) Zoller, U. Science Education for Global Sustainability: What Is Necessary for Teaching, Learning, and Assessment Strategies? J. Chem. Educ. 2012, 89, 297−300. (15) Burmeister, M.; Rauch, F.; Eilks, I. Education for Sustainable Development (ESD) and Chemistry Education. Chem. Educ. Res. Pract. 2012, 13, 59−68. (16) Sustainability in the Chemistry Curriculum, ACS Symposium Series 1087; Middlecamp, C. H., Jorgensen, A. D., Eds.; American Chemical Society: Washington, DC, 2011. (17) Stony Brook University Center for Science and Mathematics Education Science Teaching Centers; Stony Brook University: Stony Brook, NY, 2014. http://www.stonybrook.edu/cesame/students/ ScienceTeachingCenter/scienceteachingcenter.shtml (accessed July 2014). (18) Marra, N.; Vanek, D.; Hester, C.; Holian, A.; Ward, T.; Adams, E.; Knuth, R. Evolution of the Air Toxics Under the Big Sky Program. J. Chem. Educ. 2011, 88, 397−401. (19) Ahrenkiel, L.; Worm-Leonhard, M. Offering a Forensic Science Camp To Introduce and Engage High School Students in Interdisciplinary Science Topics. J. Chem. Educ. 2014, 91, 340−344. (20) Kubátová, A.; Pedersen, D. E. Developing and Implementing an Interdisciplinary Air Pollution Workshop To Reach and Engage Rural High School Students in Science. J. Chem. Educ. 2013, 90, 417−422. (21) Long, G. L.; Bailey, C. A.; Bunn, B. B.; Slebodnick, C.; Johnson, M. R.; Derozier, S.; Dana, S. M.; Grady, J. R. Chemistry Outreach Project to High Schools Using a Mobile Chemistry Laboratory, ChemKits, and Teacher Workshops. J. Chem. Educ. 2012, 89, 1249− 1258. (22) Schwartz-Bloom, R. D.; Halpin, M.; Reiter, J. P. Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn. J. Chem. Educ. 2011, 88, 744−750. (23) Schilling, A. L.; Hess, K. R.; Leber, P. A.; Yoder, C. H. A Simulation of the Interaction of Acid Rain with Soil Minerals. J. Chem. Educ. 2004, 81, 246−247. (24) Nogueira, R. F. P; Jardim, W. F. Photodegradation of Methylene Blue Using Solar Light and Semiconductor (TiO2). J. Chem. Educ. 1993, 70, 861−862. (25) Bucholtz, E. C. Biodiesel Synthesis and Evaluation: An Organic Chemistry Experiment. J. Chem. Educ. 2007, 84, 296−298.

more) preservice teacher(s). Though the high school students are generally quite well-behaved, it is helpful to have their teacher there with them to maintain focus and appropriate behavior in lab. Since it is a full-day field trip, the teacher is missing other classes so the school district must cover the cost for substitute teachers for the teacher’s other classes. Liability is a concern, and policies will vary between institutions. These field trips are class trips, and students’ parents sign permission slips. Consultation with University Counsel established that liability in case of accident lies with the school district. As we have emphasized, safety is a foremost concern, and we have been fortunate that there have not been any incidents.

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CONCLUSION We have described a model of university-based enrichment for high school chemistry and environmental science classes that links chemistry content to broader issues of sustainability. These context-based hands-on activities give students the opportunity to complete a university-like lab in a university setting. The previsit reading assignment, prelab presentation, and postlab small group discussion emphasize the role of chemistry in addressing the interdisciplinary challenges of sustainability.

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ASSOCIATED CONTENT

S Supporting Information *

Materials for each of the laboratories including prelaboratory reading assignments, student procedures, jigsaw reading assignments, and postlab small group discussion questions. This material is available via the Internet at http://pubs.acs.org.

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AUTHOR INFORMATION

Corresponding Author

*E-mail: [email protected]. Notes

The authors declare no competing financial interest.

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ACKNOWLEDGMENTS Financial support from the Camille and Henry Dreyfus Special Grant Program in the Chemical Sciences is gratefully acknowledged. We thank Brittany Bothwell and Victoria Telisma for their assistance in the development and implementation of these workshops. We thank the many MAT students who have served as teaching assistants. We thank the CESAME administrative staff for coordinating the scheduling of the field trips.

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REFERENCES

(1) Rockström, J.; et al. A Safe Operating Space for Humanity. Nature 2009, 461, 472−475. (2) Education for Sustainable Development; UNESCO: Paris, 2014. http://www.unesco.org/new/en/education/themes/leading-theinternational-agenda/education-for-sustainable-development/. (accessed June 2014). (3) Campbell, B.; Lazonby, J.; Millar, R.; Nicolson, P.; Ramsden, J.; Waddington, D. Science: The Salters’ ApproachA Case Study of the Process of Large Scale Curriculum Development. Sci. Educ. 1994, 78, 415−447. (4) Nakhleh, M. B.; Bunce, D. M.; Schwartz, A. T. Chemistry in Context: Student Opinions of a New Curriculum. J. Coll. Sci. Teach. 1995, 25, 174−180. F

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Journal of Chemical Education

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DOI: 10.1021/ed500630f J. Chem. Educ. XXXX, XXX, XXX−XXX