Beyond Benign and the New York State Pollution Prevention Institute (NYSP2I) have collaborated to create a new educational resource exploring the chemistry and toxicology of hazardous chemicals, specifically focusing on PFAS as a fume suppressant. Using the metal plating industry as a case study, the module, titled “Exploring Sustainable Practices in Metal Plating: The Drive for Greener Innovations,” highlights how NYSP2I helped a metal plating company in New York utilize a greener alternative to a PFAS-based fume suppressant.
“This case study module highlights the need for constant innovation in materials and for training molecular designers to anticipate the toxicological impacts of chemicals produced and used as side products within production practices,” says Monica Soma Hensley, Higher Education Content Manager at Beyond Benign. “It spotlights the need for a greener viewpoint to the materials of the world.”
This resource, available in the Green Chemistry Teaching and Learning Community, is ideal for use in introductory-level college chemistry courses. To celebrate the module’s release, Beyond Benign caught up with three community members who collaborated to bring it to life. The team included two professors from Green Chemistry Commitment-signing institutions in New York: Jihyun Kim, Associate Professor of Chemistry at Stella and Charles Guttman Community College, and Hun Bok Jung, Assistant Professor of Chemistry at Kingsborough Community College. Additionally, Sarah Briggs, a research scientist and Program Manager of Emerging Contaminants and Green Chemistry at NYSP2I, provided information on the metal plating industry and outlined how NYSP2I worked with the local plating company featured in the case study to implement green chemistry technology.
Continue reading to learn more about the creation of this educational tool, which highlights the interplay of chemical, environmental health, regulatory, and business considerations in chemical processes and product design.
First, please tell us about yourselves and your connection to green chemistry.
Jihyun Kim: My experience with green chemistry began during the COVID-19 pandemic when we started planning to offer organic chemistry courses at Stella and Charles Guttman Community College. Unfortunately, limited funding and lab space prevented us from offering the organic chemistry lab. This challenge led me to explore how green chemistry principles could be incorporated into organic chemistry instruction. I focused on using non-toxic and eco-friendly chemicals, ensuring students could safely perform lab activities without compromising the environment or their health.
Hun Bok Jung: My background is in Environmental Geochemistry, and my research has focused on various environmental topics, including the pollution of surface water, groundwater, and soil by heavy metals, radionuclides, and nutrients, as well as geologic carbon sequestration and enhanced geothermal systems. Currently, I am an Assistant Professor at Kingsborough Community College, where I teach general chemistry courses. I have also taught various courses in environmental science and sustainability at my previous institution, New Jersey City University. I am interested in integrating green chemistry education into my general chemistry courses and have implemented some hands-on activities on green chemistry in my classes in recent semesters.
Sarah Briggs: I am the manager of the Green Chemistry and Emerging Contaminants program at the New York State Pollution Prevention Institute (NYSP2I). Our program partners with Beyond Benign to support the development of a green chemistry educational community throughout New York State. Prior to working at NYSP2I, I worked in both K-12 education and academia, and I can speak to the importance of teaching green chemistry firsthand. Additionally, my work at NYSP2I has also exposed me to industry and policy perspectives as we work with the NYS Department of Environmental Conservation and local businesses to reduce pollution and implement the principles of green chemistry as widely as possible.
What was your experience like developing the case study? Why is this resource study valuable?
Jihyun Kim: My current research focuses on understanding the cause-and-effect relationship between PFAS exposure and mental health, so I am quite familiar with the broader issues surrounding PFAS. However, I had limited knowledge about its use in the metal plating industry. When Beyond Benign approached me to develop a case study on PFAS, I was excited about the opportunity to deepen my understanding of the topic and to share this knowledge with other educators. This project allowed me to expand my expertise and contribute to the growing conversation on PFAS and its environmental impact.
Hun Bok Jung: It was somewhat challenging but rewarding in the end. Although it took considerable time and effort to find and collect the references for this case study, I have learned a lot about the PFAS issues in the metal plating industry and greener alternatives while preparing the case study. I sincerely appreciate all the contributions from each of our team members, and it was a wonderful experience of collaboration. I believe that this case study will be a valuable educational resource for educators teaching general chemistry, organic chemistry, or environmental science courses because it illustrates how green chemistry principles can be integrated into industrial operations and help to develop and implement greener alternatives to harmful and hazardous processes and products, and thus contribute to a more sustainable industry. In general, there is a gap between classroom knowledge and real-world applications, but case studies like this one can fill the gap and help students be better prepared for their future careers.
Sarah Briggs: Ji and Hun Bok were absolutely amazing collaborators for this case study. They immediately jumped into the project and offered valuable perspectives on how best to present the information to students. This case study would not exist without their efforts. What makes this case study valuable is the way in which Ji and Hun Bok were able to translate a very niche topic, PFAS use in chrome metal plating, and make it accessible to students so they can learn about a real-life application of green chemistry.
Can you tell us about the key content and organization of this case study? How has your experience shaped its design?
Jihyun Kim: My primary focus in PFAS research has been on the health impacts of PFAS exposure. In addition to studying these effects, I am dedicated to incorporating green chemistry principles to develop safer, more sustainable alternatives to PFAS. This approach not only addresses health concerns but also promotes environmentally friendly solutions in place of harmful chemicals.
Hun Bok Jung: This case study consists of two main modules. While the first module covers the chemical properties and industrial applications of PFAS in the metal plating industry and their chemical, environmental, and health impacts, as well as various PFAS alternatives, the second module focuses on considerations for designing greener alternatives to PFAS-fume suppressants for the metal plating industry, integration of green chemistry principles in developing greener alternatives, and the implementation of a PFAS-free alternative by a New York State local metal plating company. While teaching science courses for more than a decade in higher education institutions, I realized that classroom learning is often disconnected from real-world applications. I hope that students can learn not only how to understand the problems and issues (e.g., harmful impacts of PFAS) but also how to design and implement practical and sustainable solutions (e.g., PFAS-free fume suppressants) through real-world examples in this case study.
Sarah Briggs: My main contributions to the case study were focused on the details of the direct assistance project between NYSP2I and the local plating company that switched from using a PFAS-based fume suppressant to a non-PFAS product. I also helped reach out to the manufacturer of the fume suppressants, Atotech, to get their perspective on the development of the non-PFAS product. Our work at NYSP2I is focused on helping to increase the sustainability of industries and municipalities across New York State, and bringing that perspective to the case study will hopefully motivate students to want to make contributions to sustainability in whatever field they choose to pursue.
How do you envision your fellow educators adapting and implementing this resource in their classrooms? What impact do you hope it will have on their teaching?
Jihyun Kim: I envision my fellow educators using this resource to deepen their understanding of PFAS and its impact on both human health and the environment, particularly within the context of green chemistry. By incorporating this case study into their classrooms, educators can engage students with real-world challenges and inspire critical thinking about sustainable practices in science. The resource provides an opportunity for teachers to integrate green chemistry principles into their curriculum, encouraging students to consider safer, eco-friendly alternatives to harmful chemicals like PFAS.
Hun Bok Jung: This case study can be implemented in various science courses, including general chemistry, organic chemistry, and environmental science courses. These case study modules are designed to take approximately three hours to complete, but instructors can adjust the length depending on their teaching schedule. I think this case study will increase students’ interest in green chemistry-related careers and provide an important opportunity to learn about the real-world applications of green chemistry principles. I hope this case study provides chemistry and science instructors with effective learning resources that can bridge the gap between classroom learning and real-world applications.
What prompted the collaboration between NYSP2I and Beyond Benign to develop this case study? Why is this partnership important?
Sarah Briggs: We pursued this case study to highlight the interplay between companies, policy, and non-governmental organizations (like NYSP2I) in implementing green chemistry solutions. While green chemistry itself is a science, transitioning existing technologies to new, green technologies is a truly multidisciplinary effort that requires companies, regulators, and researchers to work together, and we felt this case study was a perfect example of that. Just like the partnerships we highlighted in the case study itself, the partnership between NYSP2I and Beyond Benign was invaluable because we created a sum greater than its parts by working together. NYSP2I may have been able to share its experience working with the company, but our organization does not have the educational expertise and resources to translate that work into a meaningful pedagogical tool for the green chemistry community. With the help of Beyond Benign and their partner educators, we were able to combine their teaching expertise and our practical experience to create a product that will convey the realities of implementing green technologies to students in a real, tangible way.
Get Involved
- To access this case study module and other educational resources, including The Olin Chemical Superfund Site Case Study and the ChemFORWARD Module, join the Green Chemistry Teaching and Learning Community
- Learn how to adapt and implement this module in your courses! Attend a workshop on January 16th, 2025.
- Subscribe to Beyond Benign’s newsletter to receive green chemistry news, opportunities, and resources directly to your inbox.
- Are you a K-12 teacher in New York? Check out our resource GREEN CHEMISTRY AND SUSTAINABLE SCIENCE: A Green Approach to Sustainable STEM in K-12, which is aligned with New York State Standards and has lessons for all levels, from elementary to high school.
