Green Chemistry Education. Changing the Course of Chemistry

220 Pages·2009·22.152 MB·English

by  Paul T. Anastas, Irvin J. Levy, and Kathryn E. Parent (Eds.)

ACS SYMPOSIUM SERIES 1011
Green Chemistry Education
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American Chemical Society, Washington, DC
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
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PRINTED IN THE UNITED STATES OF AMERICA
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
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9, 2009 | http://09-1011.fw001 To the educators who are
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In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
Foreword
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October 21/bk-2 oauthdeire nocreg. anizations when the topic is of keen interest to the chemistry
N on 10.10 Before agreeing to publish a book, the proposed table of con­
HEoi: tents is reviewed for appropriate and comprehensive coverage and for
NC9 | d interest to the audience. Some papers may be excluded to better focus the
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In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
Preface
Any book that strives to describe the current status of a dynamic
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or field does so at its peril. So it is with this book. The field of green
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ac chemistry is among the most dynamic in science, with a rate of growth
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ub and adoption that is not only remarkable but also necessary for our
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00 chemistry education, which provides an understanding of the scientific
01
9, 209- challenges faced by green chemistry, mastery of the techniques of green
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on 0.1 educational component, green chemistry cannot achieve its promise and
HEN doi: 1 potential.
NC9 | Practitioners of green chemistry education, including those
UE200 represented in the chapters in this book, are showing both the leadership
V M22, and the diversity of approaches needed to advance green chemistry.
UNIApril Many of the contributors to this volume have taken part in a series of
SCHE Date: Csyhmempoicsiaal oSno cgieretye n (AchCeSm)i sotrvye r edthuec atcioounr sceo nodfu csteevde rbayl AtheC SA nmaetiroicnaanl
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e contributors to this book and the broader chemical education community
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o pedagogical insights into new and effective ways to teach chemistry as
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well as by student interest—often in the form of passionate demand—for
exposure to green chemistry.
The only thing more impressive than the accomplishments in the
field of green chemistry education thus far is the field's seemingly
limitless future potential to accomplish the following:
xi
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
attracting students to the field of chemistry who otherwise may
never have seen themselves as potential chemists or even as
scientists
providing chemists with an essential skill set that will be
needed as the basis of a sustainable world
bringing a new generation of innovators to engage some of the
greatest challenges our society and our civilization face today.
This book has been published in the sincerest hope that it will
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or catalyze the efforts of future educators to build on the work that has
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on 0.1 Professor Irv Levy. In addition, we all thank each of the authors for their
HEN doi: 1 contributions that are the essence of this volume.
NC9 |
UE200
SCHE UNIV MDate: April 22, CPSceahnuoteolr l Tfoof.r FGAorrneeesantrs yCt ahanesdm Eisntrvyi raonndm Gerneteanl SEtnugdiiense ering Chemistry
NIon Chemical Engineering Department
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xii
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
Chapter 1
Changing the Course of Chemistry
Paul T. Anastas and Evan S. Beach
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cs. Center for Green Chemistry and Green Engineering, Chemistry, School
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bs. of Forestry and Environmental Studies, Chemical Engineering Department,
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9, 2009 | http://p09-1011.ch001 Yale University, New Haven, CT 06520
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on 0.1 innovations, discoveries, concepts, perspectives and tech­
ENCHEN 09 | doi: 1 nrdeiecqseuignents yooeff a trhcse h eifsmi eltidhc.ea lO dpnerevo edoluof cptthmse e amnnto dso tf p erGxoccrieetseisnneg s C dhethveaemtl oisrpetmrdyue cn- ets t hoiner
UNIV MUApril 22, 20 esGelriemekesinn atCote h petrmhoeiv sitdgryee niaennrt aoto itvohnee r cvohiefe wmt oiosxtfir cyt h cesuu rbarspitcpaurnlocuaemcsh. besyT hhtoiisg hblcuihgilahdptiitnnegrg
HE e: some of the outstanding work in the field.
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e Introduction
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o The path that the field of chemistry has taken over the course of the past 200
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years is one of creativity, innovation, and discovery. It is also a path that we as
chemists have followed without fully considering the consequences of either
what we have created or the methods and processes we have used to do so. This
is largely due to the fact that historically we have had little understanding of the
impact of chemicals on human health and the environment. In recent decades,
science has dramatically increased our knowledge of the various types of adverse
consequences of chemicals. More importantly, it has begun to provide us with a
molecular-level understanding of these consequences, thereby allowing us to
design our chemical products and transformation processes in order to minimize
© 2009 American Chemical Society 1
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
2
these adverse consequences. This is the basis of the green chemistry movement,
which has been bringing about a wide range of innovations throughout the
chemical enterprise.
It is generally accepted that if the still-nascent field of green chemistry is
going to have the impact required to allow chemists to play their central role in
designing a safer, healthier, and more sustainable world, we must teach the next
generation of scientists and educated citizens the fundamental framework of
green chemistry. This volume highlights some of the outstanding work from the
green chemistry education community that is dedicated to charting this new
org course.
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on 0.1 generated, feedstock use, or other impacts of the chemistry beyond the effects on
HEN doi: 1 yield and purity of the target product. Chemists have been taught to accept the
NC9 | fact that handling of explosive, toxic, carcinogenic, or otherwise risky materials
UE200 is simply part of the nature of the profession. Nonchemists who attend
V M22, introductory chemistry lectures and labs are unlikely to see any challenge to the
UNIApril gpeoniseoranls .p erRceedptuicoinn go fr icshke, mwishtircyh asis thdee frienaeldm aosf afi rfeusn, cetxiopnlo soifo nbso, tph olhlauztaiordn , aanndd
CHE ate: exposure, is almost always achieved by minimizing exposure. In teaching
CHNISation D hlaoboodrsa,t odrieepse,n dtheinsc etr aonnsl apteerss oton alr elpiraontceec tiovne ceaqpuiitpaml-e annt,d sutrpickte espa-fientyte ntsriavien infgu mtoe
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e a mystery, and likewise, little thought is given to what happens to the materials
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impacts of their design choices and experiments. Curricula based on the 12
Principles of Green Chemistry (/) cast the field of chemistry in an entirely different
light. Hazard and waste become recognized as design flaws or, more positively, as
opportunities for innovation (2). Experiments can be performed in laboratories that
are more comfortable and inviting as well as more economical to maintain.
Routine handling of inherently safe chemicals reinforces the beneficial impacts and
problem-solving potential of the chemical enterprise. Students gain an appreciation
for product lifecycles (3) and environmental ethics and are empowered to follow
their moral inclinations as scientists and engineers (4).
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
3
Introduction of Green Chemistry as a Field
The idea of green chemistry was initially developed as a response to the
Pollution Prevention Act of 1990, which declared that U.S. national policy
should eliminate pollution by improved design (including cost-effective changes
in products, processes, use of raw materials, and recycling) instead of treatment
and disposal. Although the U.S. Environmental Protection Agency (EPA) is
known as a regulatory agency, it moved away from the "command and control"
or "end of pipe" approach in implementing what would eventually be called its
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or "green chemistry" program. By 1991, the EPA Office of Pollution Prevention
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ac and Toxics had launched a research grant program encouraging redesign of
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10 chemistry success stories. The Awards program and the technologies it
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on 0.1 devoted to green chemistry, such as the Gordon Research Conferences on Green
HEN doi: 1 Chemistry, and green chemistry networks developed in the United States, the
NC9 | United Kingdom, Spain, and Italy. The 12 Principles of Green Chemistry were
UE200 published in 1998, providing the new field with a clear set of guidelines for
V M22, further development (/). In 1999, the Royal Society of Chemistry launched its
CHE UNIate: April jjpooruuorrlnnifaaellr sa,t Geadrne,d e sngp reecCeinha elc mihsiessmutreiyss. t rdye vcIonot necdthe ept ots lgahrsaetv een1 c0co hnyetmeinairusset,rd y nthoaa tgivoaeni naa lpt rpaneceattriweodno .r kinsA mchalaejvoaerr
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TEblic great step forward for green chemistry" (5).
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The increasing acceptance of green chemistry in the last decade has been
paralleled by the rapid development of green chemistry educational programs
around the world, mostly at the undergraduate and graduate levels. Classes are
offered by many institutions, ranging from small four-year colleges to major
research universities. The first college-level course in green chemistry was
taught by Professor Terry Collins at Carnegie Mellon University (CMU) (d).
Since 1992, the course has been offered to graduate students and advanced
undergraduates. In 2008, the course objectives were as follows:
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.
4
To understand sustainability ethics as they apply to chemistry and establish
the arguments for recognizing "green" criteria.
To reflect on motives and forces that have entrenched technologies that are
obviously or potentially harmful to the environment (7).
To define "green chemistry", place its development in a historical context,
introduce the 12 Principles, and study successful examples of green
technologies.
To identify the key challenges facing green chemistry and consider what
will be required to solve them (8).
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on 0.1 energy is taught in the context of ozone depletion, flame retardants, and
HEN doi: 1 bleaching technologies; substitution and elimination reactions are discussed in
NC9 | terms of their role in the persistence of organochlorine pollutants in the
UE200 environment. This link between molecular structure and hazard is discussed in
V M22, depth in Chapter 8. Sustainability ethics is also a significant component of the
HE UNIe: April ceoxuprasned. thTehire dmesaitgenr iacla phaabs ilbiteieens idne ovredloerp etdo eton sushreo wth atht en enwe ecdh efmori ccahle mpriosdtsu cttos
Cat and processes will better consider and incorporate the interests of future
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TEblic cellular processes at environmental concentrations and represent a major design
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de reactions to chemistry as well as tensions among industry, the environmental
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o at CMU moves well into its second decade, it is evolving to take advantage of
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web technology. Lecture materials will soon be available freely to the global
green chemistry community. Furthermore, the course web site is envisioned to
become a venue where students, teachers, and experts can interact in problem-
solving activities and discussions of state-of-the-art green chemistry research.
At the cutting edge of green chemistry curricula for chemists is the
emergence of new molecular design principles (Chapter 8). As green chemistry
continues to mature and incorporate learning from a variety of disciplines,
courses in the field will provide students with better tools for understanding the
molecular bases of acute and chronic toxicity, endocrine-disrupting properties,
In Green Chemistry Education; Anastas, P., el al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2009.