Skip to main content

Investigating Chemistry’s Potential Roles in the Life Cycle of Plastics – An Outreach Laboratory Activity for High School Students

Investigating Chemistry’s Potential Roles in the Life Cycle of Plastics – An Outreach Laboratory Activity for High School Students
Contributors
kylie.luska
Assistant Professor, Teaching Stream | University of Toronto, St. George Campus
Learning Objets
Summary
An outreach event for secondary school students has been designed and implemented to demonstrate the potential roles chemistry can play within the life cycle of plastics. This event entailed a short prelab lecture to introduce students to plastics and sustainable chemistry, followed by students performing three different laboratory activities on rotation. In Activity 1, students investigate the chemical basis behind the density float and infrared (IR) spectroscopic techniques employed in the sorting of traditional plastics for mechanical recycling. For Activity 2, students synthesize a polymer using delta-valerolactone, a renewable monomer that can be made from lignocellulosic biomass. In Activity 3, students examine the reaction conditions required to degrade poly(lactic acid) (PLA) back into the lactic acid monomer. Through these activities, students gain a holistic view of the plastics problem by engaging with various parts of the life cycle, and students should appreciate the various end-of-life options that can be exploited by chemists to help reduce the impact of plastics. Student feedback was collected using a survey to assess students’ affect before and after the event, which showed a marked positive increase in attitude toward chemistry. Student feedback was also collected via a questionnaire, in which students expressed their agreement that sustainability is of great personal concern and that chemistry can play a role in reaching sustainability goals.

Full citation: Grewal, M.; Greenberg, S.; Luska, K. L. Investigating Chemistry’s Potential Roles in the Life Cycle of Plastics – An Outreach Laboratory Activity for High School Students. J. Chem. Educ. 2026. https://doi.org/10.1021/acs.jchemed.5c01275.
Keyword Tags
Secondary School/High School
Life Cycle
Plastics
Public Understanding/Outreach
Link to external
Link to published article
Learning Goals/Student Objectives
Activity 1: students identify unknown pieces of traditional plastics using two different techniques − density float experiments and infrared (IR) spectroscopy.

Activity 2: students make a polymer using a monomer obtained from renewable resources and make qualitative observations of the polymer’s properties.

Activity 3: students investigate the reaction conditions required to degrade poly(lactic acid) (PLA) via a hydrolysis reaction.

Overall: students gain a holistic view of the plastics problem by engaging with various parts of the life cycle, and students should appreciate the various end-of-life options that can be exploited by chemists to help reduce the impact of plastics.
Object Type
Laboratory experiment
Journal articles
Audience
Middle School
High School (Secondary School)
Introductory Undergraduate
Green Chemistry Principles
Use of Renewable Feedstocks
Design for Degradation
Safety Precautions, Hazards, and Risk Assessment
The use of standard personal protective equipment for work in a chemistry lab (lab coat, goggles and gloves) is strongly recommended. Activity 1 can be conducted on a benchtop. It is recommended to perform Activities 2 and 3 in a fumehood or ventilated space due to the use of high temperatures and volatile organic solvents. Ethanol is highly flammable and may cause serious eye irritation. Delta-valerolactone can cause serious eye damage. 1,4-benzenedimethanol can cause irritation of the skin, eyes or respiratory system. Diphenyl phosphate is currently not considered hazardous. Sodium hydroxide solution (4M) is corrosive, harmful if swallowed and can cause chemical burns upon contact with skin and eyes.
Teacher Recommendations or Piloting Data (if available)
Prior to the start of the event, a lab technician should assemble the necessary materials and equipment (as detailed below in the Materials and Hazards section), and arrange the lab space into three areas, one for each activity. Hotplates should be pre-heated to the desired temperature for Activities 2 and 3 before students enter the lab. Students should be supported in the lab by faculty members and undergraduate or graduate teaching assistants (TAs) but are largely conducting these experiments within their own groups. In general, TAs should be present to provide guidance and answer any technical questions, to instruct students on any unfamiliar techniques or equipment, and to ensure that students manage their time effectively through each activity. We suggest having each TA assist one activity, with a ratio of one TA per ~10 students (4-5 groups). In Activity 1, TAs should provide an initial demonstration of the density float technique (Part A) and the ATR-IR spectrometer (Part B), which then allows students to acquire density results and IR spectra on their own. For Activities 2 and 3, TAs should show students how to operate an analytical balance for the measurement of liquids and solids (including the proper use of a Pasteur pipette), which then permits students to setup these reactions on their own. TAs should also engage with students throughout each activity and aid them through the content questions found in the student handout. High school teachers also play an important role in the event. For example, they are responsible for informing students about the proper dress code for the lab prior to arriving on campus and ensuring proper conduct throughout the event.

Share This

Submitted by

kylie.luska
Published on
Moderation state
Published