STUDENT WORKSHEET – PART 1

Synthesis of Bioplastic from Banana Peel

TOPICS
bioplastics, starch, natural polymers

OBJECTIVES
According to the Slovenian Chemistry Curriculum for Primary School (Chemistry Curriculum for
Primary School, 2011).
 Students define polysaccharides as natural polymers.
 Students understand the importance and impact of organic oxygen compounds on everyday
life and the environment.
 Students are encouraged to develop experimental-research skills.
 Students understand the interdependence of the structure, properties, and uses of chemical
compounds.
 Students develop a responsible attitude towards use of chemical compounds and responsibility
for health and the environment (chemical safety).
 Students are encouraged to observe systematically and use observations as a source of data.

INTRODUCTION
Plastic materials (plastics) contain artificial polymers as their main component, which are
characterised by high molecular weights. Due to the ease of processing and the numerous possibilities
for manufacturing low-cost products that increase the standard of living, quality and comfort of life,
polymeric materials have successfully penetrated the world markets. Depending on their origin,
polymers can be divided into natural (e.g., proteins, polysaccharides, and DNA molecules) and
artificial or synthetic.
Petrochemistry is a field of chemistry that includes technical processes and chemical syntheses for the
industrial extraction of products from oil and natural gas. Currently, almost all polymeric materials are
produced by the petrochemical industry i.e., they are produced from fossil (non-renewable) sources.
Due to the mass consumption of disposable plastic products intended for very short-term use (e.g.,
plastic pots, plastic bags), the amount of plastic waste is increasing.
Some see bioplastics as an alternative option. The current definition refers to bioplastics as
biodegradable plastics and/or plastics made from renewable raw materials. According to this
definition, bioplastics also include plastics that are not biodegradable but are made from a renewable
resource (e.g., polyethylene from sugar cane).
Depending on the raw material, bioplastics are divided into:
1. bioplastics from renewable resources
2. bioplastics from fossil resources
3. bioplastics from a mixture of renewable and fossil resources

Polymers based on renewable resources can be divided into three categories:

This document (v. 14-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.
 1. polymers extracted/removed directly from biomass: polysaccharides, e.g., starch and
cellulose; proteins, e.g., casein and gluten
2. polymers produced by classical chemical syntheses using monomers from renewable raw
materials (e.g., polyethylene)
3. polymers obtained with the help of microorganisms or genetically modified bacteria
Due to its wide availability, low cost, renewability and biodegradability, starch is often used to
produce bioplastics. Many previous studies have been conducted using starch as a natural biopolymer.
Starch consists of a long chain of two glucose units linked together, namely branched polymerised
amylopectin and amylose, which give it a granular structure. Starch can behave like a thermoplastic in
the presence of plasticisers and with the application of heat and mechanical treatment.
If not disposed of properly the amount of food waste from various sources can be a burden on the
environment. Therefore, implementing a biorefinery platform for food waste is an ideal option (e.g.,
producing value-added products while reducing the amount of waste). It is expected that the
implementation of such a process will reduce the production costs of biodegradable plastics (e.g.,
compared to traditional production routes using overpriced pure substrates (e.g., glucose)).
One of the most common starchy wastes is banana peels. In some parts of the world, the disposal of
tonnes of banana peel is a problem, especially in industries that produce banana products such as
banana cakes, banana crisps, banana fritters, and more. These industries use the banana flesh as raw
material and dispose of the peels at the end of the process.
Banana peels contain a high percentage (about 18.5 %) of starch. As the banana peels ripen, the
glucose content increases. Therefore, banana peels that are not too ripe can be proposed as a suitable
resource to produce bioplastics.

LAB EQUIPMENT
 100 mL beaker
 dropper
 glass rod
 petri dish
 spatula
 electric hot plate
 hand blender

CHEMICALS
 3 banana peels
 60 mL water
 0.2 M solution of sodium metabisulphite (sodium pyrosulphate), Na2S2O5
 3 mL of 0.5 M solution of hydrochloric acid, HCl
 2 mL glycerol
 3 mL of 0.5 M solution of sodium hydroxide, NaOH

SAFETY INFORMATION
Mandatory personal protective equipment: goggles, lab coat, and gloves. Before starting, it is
necessary to carefully read the instructions for safe work. The waste must be handled properly /
according to the description in the risk assessment or teacher instructions.

This document (v. 14-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.
Preliminary Activity
PROCEDURE

Preparation of banana peels

1. Cut the banana peels into small pieces and place them in 0.2 M solution of sodium
metabisulphite for 45 minutes. This will increase the biodegradation period of plastic, as
sodium metabisulphite is an antioxidant and preservative.
2. Transfer the banana peels into boiling distilled water, and boil for about 30 minutes.
3. Drain the water and place the banana peels on filter paper and allow to air-dry for about 30
minutes.
4. Puree the dried peels into a smooth paste using a hand blender.

Preparation of bioplastics from banana peels

1. Weigh 25 g of banana paste into a beaker.
2. Add 3 mL of 0.5 M hydrochloric acid and 2 mL of glycerol to the beaker and stir.
3. Add 3 mL of 0.5 M sodium hydroxide and stir.
4. Spread a thin layer of the mixture onto petri dish and allow it to air-dry at room temperature
for at least 24 hours.
5. When the mixture is dry, remove it from the petri dish.

Questions for discussion

1. What is bioplastic?
2. List other plant resources that could be used in synthesis of bioplastic.
3. What is the role of glycerol in the synthesis of bioplastic?
4. List at least three factors that could affect the properties (e.g., biodegradation, strength,
elasticity) of synthesized bioplastic.

Guided inquiry
GENERATING RESEARCHABLE QUESTIONS
In your inquiry focus on one of the researchable questions listed below:
1RQ: How does the volume of added glycerol in the synthesis of a bioplastic from banana peels affect
its properties, e.g., elasticity?

2RQ: How does the degree of ripeness of banana peels affect the efficiency of the synthesis of
bioplastic from banana peels?

This document (v. 14-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.
3RQ: How does the biodegradability of bioplastic from banana peels and artificial plastic (e.g., PET)
differ?

PLANNING

Formulating a hypothesis

Postulate the controlled, independent, and dependent variables

Controlled variables:
Independent variable:
Dependent variable:

Planning of the experimental procedure

Planning of collecting the data

CARRYING OUT THE PLAN

Carry out the experiment and collect data.

LIFE CYCLE ANALYSIS

Use a life cycle analysis (LCA) – an evaluation of the environmental impact of a product over its
entire lifecycle to assess the overall sustainability of a product to determine which plastic – bioplastic
from renewable resource (e.g., banana peels) or plastic from fossil resources (e.g., PEF) is more
favourable from a sustainable point of view.

Bioplastics from renewable Plastics from fossil resources

resources (e.g., waste (e.g., PET)
banana peels)

MATERIALS
What was used to make the
product? (e.g., plastics, metals)

PRODUCTION
How and where was it produced?
(e.g., in your country or overseas)

DISTRIBUTION
How was it transported at each
stage of the lifecycle? (e.g., ship,
lorry, train)

USE
What impact do the products
have during the use stage? (e.g.,
environmental impact,
This document (v. 14-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.
 efficiency)

DISPOSAL
How can it be disposed of? (e.g.,
recycled, landfill)

OTHER NOTES/
REMARKS

You might also be interested in examining the greenness of the production of bioplastic from banana
peels. For instructions see Student Worksheet – Part 2.

RESULTS AND DISCUSSION

In relation to research question, organize, interpret, and communicate your experimental results using
tables, graphs and/or charts. Also consider the life cycle analysis. If you evaluated the experiment with
green chemistry metrics (see Student Worksheet – Part 2) discuss the findings and implications.

CONCLUSION
Summarize and evaluate your findings presented in the Results and Discussion phase.

This document (v. 14-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.
STUDENT WORKSHEET – PART 2
Evaluation of experimental work with green chemistry metrics
Evaluate the experiment Synthesis of bioplastic from banana peel using green chemistry metrics. In
this activity you will
1. determine the hazards of the substances used in the experiment, thereby you will learn how to
obtain and use safety data sheets and develop a practical understanding of hazard (H) and
precautionary (P) statements
2. determine the value of perceived greenness of the experiment, thereby you will be introduced
to the 12 principles of green chemistry
3. construct the green star of the experiment, thereby you will present the data obtained using
graphical means to get a better overview of greenness of the experiment.
Follow the instructions below and use appendix 2–4 to help with the activity.

1. DETERMINE THE HAZARDS OF THE SUBSTANCES USED IN EXPERIMENTAL

WORK
1. In table 1, insert the names of the chemical compounds included in the experiment in the first
column.
2. For each chemical used, consult the safety data sheets you can obtain via the QR code in the
risk assessment and write the hazard codes of each chemical in the second column.
3. Use "Criteria to classify the hazards of substances” (appendix 2) to obtain scores* (1–3)
attributed to health, environment, and physical hazards for each chemical used in the
experiment. Insert the obtained scores in the appropriate (third/fourth/fifth) column. If no
hazard code is assigned for a chemical, assign a score of 1.

Table 1: Hazards of the substances used in experimental work, according to the protocol
described in the preliminary activity.
Scores (S) attributed to hazards*
Hazard code
Health Environment Physical
Stoichiometric reagents

Solvents and Auxiliary Substances

Product

Waste

* Scores (S) attributed to hazards on a scale from 1 (low hazard) to 3 (high hazard)

2. DETERMINE THE VALUE OF PERCEIVED GREENNESS

 1. To fill table 2, see the appendix 2 “Green chemistry principles and assessment criteria for the
value of perceived greenness (V)”.
2. Decide the number of principles (e.g., 6 or 10 principles) that provides the most meaningful
evaluation of perceived greenness of the experiment.
3. The value (V) of perceived greenness can be derived from appendix 2. V ranges from 1
(minimum) to 3 (maximum). Write NA when non applicable.

Table 2: Green chemistry principles and the value of perceived greenness to construct the green
star of the experimental work according to the protocol described in the preliminary activity
Value of
perceived
Green Chemistry Principle Explanation (optional)
greenness
(V)
P1 – prevention
P2 – atom economy*
P3 – less hazardous chemical synthesis*
P4 – designing safer chemicals**
P5 – safer solvents and auxiliary
substances
P6 – increase energy efficiency
P7 – use renewable feedstocks
P8 – reduce derivatives*
P9 – catalysts*
P10 – design for degradation
P11 – real-time analysis for pollution
prevention**
P12 – safer chemistry for accident
prevention
* Applicable when using 10 or 12 Principles. ** Applicable only when using all 12 Principles

3. CONSTRUCTION OF THE GREEN STAR

With a construction of green star present the results of the greenness assessment of experimental
protocol described in the preliminary activity.
1. If you are constructing the green star on paper, colour the radar chart shown in figure 1.
Colour the area corresponding to a specific principle (e.g., P1, P2, etc.) based on the
determined value V in table 2.
2. If you have a computer, you can construct the green star in Excel and insert a copy of the
green star in your worksheet.
o Open appendix 1 (Excel file) and select “Green star (10 principles)”.
o Use your results from table 2 to fill in the data in the green cells.
o Copy the image of your green stars and replace the images below.

This document (v. 03-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.
Figure 1: Greenness assessment of the experimental work.

4. CONSIDER FURTHER POSSIBILITIES TO OPTIMIZE THE EXPERIMENTAL

PROTOCOL

REFERENCES
Ribeiro, M. G. T., Costa, D. A., & Machado, A. A. (2010). “Green Star”: a holistic Green Chemistry
metric for evaluation of teaching laboratory experiments. Green Chemistry Letters and Reviews,
3(2), 149-159. https://doi.org/10.1080/17518251003623376
Ribeiro, M. G. T., & Machado, A. A. (2014). Green star construction.
http://educa.fc.up.pt/documentosQV/EV/Construction%20of%20Green
%20Star_6_points_GSAI.xlsx

This document (v. 03-02-2023), and the methodology behind, originates from the project ORCheSSE, co-funded by the ERASMUS+
Programme of the European Union. The original template is available at www.chesse.org. Neither the European Commission nor the project
can be held responsible for any use of the information contained therein.