Green chemistry metrics and life-cycle
analysis (LCA) were used
to assess inefficiencies in two current organic chemistry experiments
conducted in third-year organic chemistry to synthesize (E)-stilbene from benzaldehyde. An alternative Wittig-based, greener,
one-pot experiment using the same starting material was selected as
a vehicle to introduce the concepts of green chemistry to students.
The original learning objectives for the experiment were maintained
with additional learning objectives in green chemistry introduced.
The theoretical and experimental calculations of all experiments were
compared using the standard univariate and multivariate metrics for
LCA analysis, to assess the impact of chemical waste generated on
the environment. The LCA metrics showed that the Wittig-based experiment
addressed eight principles of green chemistry and possessed fewer
environmental hazards, produced less waste (E-factor), and had better
isomeric purity, mass, and process efficiency including factors such
as global warming potential than the current lab methods. Results
from a survey of students who conducted all three experiments indicated
an enhanced knowledge of green chemistry and an improved sense of
chemical and environmental impact. The research provided a platform
to introduce sustainable chemistry practices to organic chemistry
students at the undergraduate level.
Chemistry students are passionate about using their learning to contribute toward a sustainable future, yet they feel unprepared to make green and sustainable practical decisions informed by industry-relevant tools. Most green chemistry metrics are mass-based, which do not estimate environmental impact or help address global socioeconomic challenges. We present the introduction of two complementary quantitative tools used in industry to compare greenness and environmental impacts of chemical reactions: (i) DOZN 2.0, a free online software inspired by the 12 principles of Green Chemistry and (ii) Life Cycle Assessment (LCA) metrics integrated with systems thinking to connect the chemical reactions to the UN SDGs. Students worked collaboratively on projects comparing two organic synthetic processes with the free, online software DOZN2.0 developed by MilliporeSigma to calculate aggregate scores and choose the greener synthesis. The chemical evaluation was complemented with quantified univariate green chemistry metrics and multivariate life-cycle impacts using nine LCA impact category indicators. The quantified results were considered with a systems thinking lens and connected to the UN SDGs. Students developed critical scientific communication skills by presenting their evaluation in a virtual presentation and in an industry-focused report. Responses to survey questions indicated that the use of the complementary tools empowered students to make more informed and insightful decisions that could not be supported by using a single tool. They felt more prepared to make sustainable decisions for careers in industry and academia and became more conscious of the role of chemists in environmental and social responsibility and justice.
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