Last month, AACT—American Association of Chemistry Teachers, the ACS National Historic Chemical Landmarks, and ChemClubs asked teachers for their safety tips and reminders for students while in the labs. See what tips we received, or download the PDF copy.

#MyChemSafetyTip - pg. 1#MyChemSafetyTip - pg. 2

X-Beauty: Green Chemistry Campaign

Korea International School, Jeju ChemClub

Greetings from ChemClub at Korea International School in Jeju, South Korea! Our ChemClub was created more than a year ago, but this is the first time sharing our news.

X-Beauty: Green Chemistry was the focus of an event on November 19, 2014. Our Club invited a certified cosmetician to speak to the group about “Jeju Green Tea: Healing & Beauty Ingredients.” After learning about Jeju green tea as an ingredient, students made their own green tea hand cream with eco-friendly ingredients.

Why green tea?

Components of green tea include polyphenols, which are well-known antioxidants. Most of these polyphenols are classified as catechins. They are thought to help retard skin’s aging and protect skin from sun exposure. Green tea has been used as an ingredient in anti-aging products as well as sunscreen skin products.

Make your own!

The ingredients and directions we used for the hand cream are below.

Ingredient Amount (makes 80 g)
Green tea oil 6 g
Olive oil (organic) 15 g
Vitamin E 1 g
Cetearyl olivate (or sorbitan olivate) 2.3 g
Cetyl alcohol 0.5 g
Water 30 g
Jeju green tea hydrosol 20 g
Glycerin 2 g
Ceramide 2 g
Rose geranium essential oil 5 drops
Naturotics 2 g


  1. Clean and sterilize instruments and containers.
  2. Measure green tea oil, olive oil, vitamin E, cetearyl olivate, and cetyl alcohol into beaker A.
  3. Measure water and Jeju green tea hydrosol into beaker B.
  4. Heat beaker B on a hot plate to 70–75 degrees C.
  5. Heat beaker A on a hot plate to 70–75 degrees C.
  6. When both beakers A and B reach 70–75 degrees, pour contents of beaker B into beaker A to emulsify.
  7. When the temperature of mixture decreases to 50 degrees C, add glycerin, ceramide, rose geranium essential oil, Naturotics and stir well.
  8. Pour contents into sterilized containers.


When stirring ingredients, it is suggested to stir with consistent motion in one direction.

Protected: Chemistry Colors Our World

This content is password protected. To view it please enter your password below:

Protected: Climate Science

This content is password protected. To view it please enter your password below:

That One Student


The first group of kids just left the building, and I wait patiently for the next group of second and third graders to enter. It’s a chance to think, a chance to reflect on what I’ve attempted to teach and how the kids reacted. I oftentimes wonder if anything that I say is transferred, if any of the students understand.

Maybe I could have worded that better.

This thought always races through my head, as I’m constantly looking for a better way to teach to reach more kids. I change my wording this time. Better?

I still see blank stares during the discussion of the actual science, but I always see their excitement when I do a demonstration. Perhaps I need to be more hands on, to have more instructive visual aids.

I grab different materials, try a different order, and ask new questions. Nothing seems to convey the science well enough. I still see wandering eyes and fumbling hands, but I keep going.

As I await the third group, some feelings of inadequacy take over. Am I a good teacher? Maybe I don’t know the concepts as well as I thought. Before I have a chance to mull it over, the gym doors open.

This round something changes. It’s not my wording or the demonstration. A single third grade girl changes my perspective. As she walks to my booth, her eyes scan the items. She seems very excited like the rest, but something about her is different.

As I begin my demonstration, I start to see the differences. Her eyes are attentive, and she’s excited—even during my explanations. She tries to answer every question, but only after giving it some thought rather than just blurting out something. And at the end of the five minutes as the air horn sounds, she stays to ask a question, a question that indicates her attentiveness. She obviously learned something, and she is inquisitive enough to allow that to impact her.

The Carnival closes. As I walk outside, I wonder if what I did was worth it. Did it truly impact any of the kids? I think of that girl. Maybe this is what being a teacher is all about—that one student with the drive to learn that inspires you to keep going, to teach to reach more.