Authors: Cooper Bell-Hunley, Ming Yu, Emily Heider
Mentors: Emily Heider
Insitution: Utah Valley University
Green chemistry involves the redesign of chemical processes and products to reduce hazards to the environment and human health. Reconsidering the teaching curriculum with a view to embrace green chemistry can reduce costs in waste disposal and has the potential to improve accessibility. This research involves the redesign of qualitative analysis general chemistry experiment to eliminate the use of teratogenic mercury (Hg) and neurotoxic lead (Pb). Making this change creates a more inclusive laboratory since expectant mothers should not be exposed to mercury and therefore some students did not feel safe completing the previous version of the experiment. With any change in curriculum, it is important to consider the impact on learning outcomes that students can achieve. This research details the assessment of learning outcomes with a quasi-experimental design. Instructors in multiple general chemistry labs selected the qualitative analysis experiment (with or without Hg and Pb) and learning outcomes achieved were assessed following the experiment.