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Thirst for a Solution: Alginate Biopolymer Experiments for the Middle and High School Classroom

Thirst for a Solution: Alginate Biopolymer Experiments for the Middle and High School Classroom
Contributors
Cassandra Lydon
White Bear Lake High School
Jane Wissinger
Professor Emerita Organic Chemistry and Laboratory Director
Mollie Enright
Beyond Benign, Inc.
Graphical abstract
Summary
Middle and and high school curricula is described based on the synthesis of biodegradable calcium alginate capsules prepared from food-safe chemicals. Green chemistry principles are shared through the use of renewable and degradable materials and the application to new innovations in the design of environmentally friendly alternatives to plastic water bottles.


Emma R. Corcoran, Cassandra Lydon, Mollie C. Enright, Jeffrey Paz Buenaflor, Kate Anderson, and Jane E. Wissinger
Journal of Chemical Education 2022 99 (2), 1021-1025
DOI: 10.1021/acs.jchemed.1c00905
Keywords
Outreach
Bioplastics
Renewable Feedstocks
Design for Degradation
Middle School
Introductory/High School Chemistry

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Moderation state
Published
Object Type
Laboratory experiment
Activities/Technology (e.g., in-class activities, online games, hands-on activities/manipulatives, outreach, virtual tools, etc.)
Lesson summaries
Videos (e.g., tutorials, presentations)
Journal articles
Audience
Middle School
High School (Secondary School)
Introductory Undergraduate
Published on
Green Chemistry Principles
Waste Prevention
Designing Safer Chemicals
Design for Energy Efficiency
Use of Renewable Feedstocks
Design for Degradation
U.N. Sustainable Development Goals (SDGs)
Good Health and Well-Being
Clean Water and Sanitation
Sustainable Cities and Communities
Responsible Consumption and Production
Life Below Water
NGSS Standards, if applicable
MS-PS1-1: Develop models to describe the atomic
composition of simple molecules and extended structures.
• MS-PS1-2: Analyze and interpret data on the properties
of substances before and after the substances interact to
determine if a chemical reaction has occurred.
• MS-PS1-3: Gather and make sense of information to
describe that synthetic materials come from natural
resources and impact society.
• MS-ETS1-1: Define the criteria and constraints of a
design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific
principles and potential impacts on people and the
natural environment that may limit possible solutions.
• MS-ETS1-2: Evaluate competing design solutions using
a systematic process to determine how well they meet
the criteria and constraints of the problem.
• MS-ETS1-3: Analyze data from tests to determine
similarities and differences among several design
solutions to identify the best characteristics of each
that can be combined into a new solution to better meet
the criteria for success.

HS-PS1-2: Construct and revise an explanation for the
outcome of a simple chemical reaction based on the
outermost electron states of atoms, trends in periodic
table, and knowledge of the patterns of chemical
properties.
• HS-PS2-6: Communicate scientific and technical information
about why the molecular-level structure is
important in the functioning of designed materials.
• HS-LS2-7: Design, evaluate, and refine a solution for
reducing the impacts of human activities on the
environment and biodiversity.
• HS-ESS3-4: Evaluate or refine a technological solution
that reduces impacts of human activities on natural
systems.
• HS-ETS1-1: Analyze a major global challenge to specify
qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
• HS-ETS1-2: Design a solution to a complex real-world
problem by breaking it down into smaller, more manageable problems that can be solved through
engineering.
• HS-ETS1-3: Evaluate a solution to a complex real-world
problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social,
cultural, and environmental impacts.
Learning Goals/Student Objectives
see referenced J. Chem. Educ. publication
Common pedagogies covered
Collaborative/cooperative learning
Context-based learning
Hands-on learning
Problem-based learning
Time required (if applicable)
1-2 hours

Submitted by

Jane Wissinger
Safety Precautions, Hazards, and Risk Assessment
Extremely safe activity, especially if using food same reagents.
Teacher Recommendations or Piloting Data (if available)
It's VERY important that the water used to make the sodium alginate solution is not "hard" - in other words, calcium and metal free. Distilled water is best.

Related publication with variations:
Student explorations of calcium alginate bead formation by varying pH and concentration of acidic beverage juices,
https://www.degruyter.com/document/doi/10.1515/cti-2021-0027/html
Link to external
Link to JChemEd Article