Holistic Metrics for Assessment of the Greenness of Chemical Reactions in the Context of Chemical Education

Ribeiro, M. Gabriela T. C.; Machado, Adélio A. S. C.

doi:10.1021/ed300232w

Cited by 37 publications

(28 citation statements)

References 22 publications

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“…Green chemistry metrics are useful to see the differencesb etween old-fashioned, conventional chemical processesa nd their green alternatives. [41] The first, crucial step in the application of anyk ind of metric is balancing chemical equations. Simple parameters applicable to chemical reactions are atom economy;r eaction mass efficiency;p rocess mass intensity;a nd the Ef actor,w hichi sas toichiometric factor that allows the most basic information on reaction [14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33] ChemSusChem 2018, 11,2845 -2858 www.chemsuschem.org 2018 Wiley-VCH Verlag GmbH &Co. KGaA, Weinheim greenness to be obtained.…”

Section: Green Chemistrym Etrics Educationmentioning

confidence: 99%

“…[40] Semiquantitative tools based directly on the 12 principles of green chemistry are the green circle andgreen matrix. [41] The first, crucial step in the application of anyk ind of metric is balancing chemical equations. Materialu tilizatione fficiency is the simplest metric tool, so it should be taught before introducing energy efficiency or environmental impact of hazards metrics.…”

Section: Green Chemistrym Etrics Educationmentioning

confidence: 99%

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Green Chemistry in Higher Education: State of the Art, Challenges, and Future Trends

et al. 2018

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Nowadays, there is increasing interest in global sustainability, and thus, university students would like to know how human actions affect the health status of our planet. This is mainly due to their basic knowledge of problems such as global warming and greenhouse gases. Students would like to gain knowledge on how to safeguard the earth for future generations. This must involve changes in education programs at interested institutions and universities. To ensure that future generations of chemists are equipped with proper knowledge, significant efforts are needed. Thus, this article aims to present the history of green chemistry, its milestones, and ideas on how to teach this subject. A discussion of awareness in the field of green chemistry and of existing teaching materials is presented. In addition, green chemistry metrics, which should be known and used by professors and students, are described. Teaching methods for green chemistry are also given, with special attention paid to organic and analytical chemistry education.

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Section: Green Chemistrym Etrics Educationmentioning

confidence: 99%

Section: Green Chemistrym Etrics Educationmentioning

confidence: 99%

Green Chemistry in Higher Education: State of the Art, Challenges, and Future Trends

et al. 2018

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“…However, the TLV or OEL is established with consideration of technical, socioeconomic, and political issues [30,31], and it was decided that the herein method utilizes qualitative classification that only considers the hazards. Hazardous substances can be classified by the risk phrases of the European Union [27,32,33] or the health effect codes that are based on the OSHA guidelines that are presented in the field operation manual [26]. In this model, the GHS hazard classification and labeling of chemicals, which was converted from the risk phrase study that was presented by Hassim [27], was used.…”

Section: Discussionmentioning

confidence: 99%

Development and Verification of a Risk Index for Evaluating the Chemical Accident Risk of Korean Chemical Enterprises

Shin

Byeon

Sohn

et al. 2019

IJERPH

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The scale of the damage due to chemical accidents in Korea is significant, and appropriate preparation and response are required. Currently, Korean enterprises are managed on the basis of the presence of certain substances. However, chemicals other than these also cause chemical accidents. It is necessary to develop a relative ranking risk index that can be calculated through use of the chemical enterprise information on chemical enterprises that is available. The Korean chemical accident risk index (KCARI), which consists of the flammability, reactivity, explosiveness, corrosiveness, toxicity, and inventory sub-indices, was developed and verified by determining the for difference in KCARI was performed by accident, and accident severity category, calculating the correlation between the KCARI values, the factors, and some sub-indices, determining how an increase in the KCARI would impact how the incident rate changed as KCARI increased and how well the KCARI can predict the chemical accident risk of chemical handling enterprises, and confirming the consistency of the proposed index and the current system. These results indicated that the frequency and severity of chemical accidents, and the presence of accidental substances, showed significant differences in the KCARI values. However, there were limitations in the ability of the fitted model to precisely predict the accident. Thus, this model can be used as a tool for the early screening and management of enterprises with a high risk of chemical accident.

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“…In higher education, a relatively large amount of attention goes to ESD, and some well-documented examples are available (Galgano et al, 2012;Ribeiro and MacHado, 2013;Mälkki and Alanne, 2017). The examples show the intention to incorporate sustainability, with relevant scientific knowledge and skills, into curricula.…”

Section: Introductionmentioning

confidence: 99%

Pre-university students’ perceptions about the life cycle of bioplastics and fossil-based plastics

Waard

Prins

Joolingen

2020

Chem. Educ. Res. Pract.

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Sustainability has become a prominent theme in society and can be considered as an integral part of scientific citizenship. This study investigates to what extent the production, use and re-use of (bio)plastics initiates students’ reasoning and to identify the kind of content knowledge students put forward. The structure of students’ arguments was mapped according to Toulmin's model of argumentation, i.e., claim, data, warrant & backing and qualifier & rebuttals. Students (N = 27, grade 10 & 11) participated in groups of three. The students were introduced to the topic of the production, use and re-use of plastics by watching a video, answering questions, reading articles and having interviews and group discussions. Students were prompted to argue on the sustainability of bioplastics and fossil-based plastics. The results show that students frequently used arguments related to preventing pollution, designing to recycle and designing to degrade. However, themes such as avoiding waste, origin of energy and materials, energy efficiency and costs were rarely used or even absent in students’ reasoning. Overall, the students’ reasoning contained all of Toulmin's categories, and especially the increase in the number of qualifier & rebuttals is interpreted as an indication of awareness of the complexity of the issue at hand. This study underlines that students are able to bring in relevant scientific knowledge when confronted with a suitable sustainability issue, but also more societally oriented arguments enriched their perspective. Implications for the design of interventions aiming to engage students in life cycle analysis (on plastics) are discussed.

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Holistic Metrics for Assessment of the Greenness of Chemical Reactions in the Context of Chemical Education

Cited by 37 publications

References 22 publications

Green Chemistry in Higher Education: State of the Art, Challenges, and Future Trends

Green Chemistry in Higher Education: State of the Art, Challenges, and Future Trends

Development and Verification of a Risk Index for Evaluating the Chemical Accident Risk of Korean Chemical Enterprises

Pre-university students’ perceptions about the life cycle of bioplastics and fossil-based plastics

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