report - università ca

IUPAC International Union

far Pure and Applied Chemistry

INCA Interuniversity Consortium 'Chemistry far the Environment"

GREEN CHEMISTRY SER S N. 3

held in co-operation with the OECD 12-14 September 2001 - Venice, Italy Auditorium S. Margherita, Ca' Foscari University of Venice

REPORT Editor: P. Tundo Co-editor: T. Patti ISBN: 88 88214 00 5

GrGreen Chemistreen Chemistry Sery Series Nies N°° 33

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GGGGrrrreeeeeeeennnn CCCChhhheeeemmmmiiii ssss tttt rrrryyyy EEEEdddduuuuccccaaaatttt iiii oooonnnnheld in co-operation with the OECD

12-14 September 2001 - Venice, ItalyAuditorium S. Margherita, Ca’ Foscari University of Venice

REPORTEditing provided by:

Pietro Tundo and Tony Patti

In collaboration with:

Sergei Zinovyev, Monica Cici, Giuseppe Blasco

Final Edition December 2001

Finito di stampare nel mese di Febbraio 2002presso: Poligrafica Venezia

ISBN: 88 88214 00 5

Published in 2002 by:

INCA

Consorzio Interuniversitario Nazionalela Chimica per l’Ambiente

Viale della Libertà, 5/12 Mestre - Italy

http://helios.unive.it/inca

GREEN CHEMISTRY SERIES N° 3IUPAC Workshop

onGreen Chemistry Education

held in co-operation with the OECD

ISBN: 88 88214 00 5

All rights reserved. No part of this publicationmay be reproduced, stored in a retrieval system,or transmitted, in any form, or by any means,electronic, mechanical, photocopying, recordingor otherwise, without the permission, in writing,of the publisher.

In the cover: “Floating tree” by F. Tundo

5

INDEX

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

NATIONAL AND INTERNATIONAL ORGANISING COMMITTEES . . . . . . . . . . . . 9

PRESENTATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

INTERUNIVERSITY CONSORTIUM“CHEMISTRY FOR THE ENVIRONMENT” - INCA . . . . . . . . . . . . . . . . . . . . . . . . . 15

GREEN CHEMISTRY EDUCATION IN THE INTERNATIONAL CONTEXT . . . . . 17

IUPAC AND ITS GREEN CHEMISTRY INITIATIVE . . . . . . . . . . . . . . . . . . . . . . . . 23

OECD AND ITS SUSTAINABLE CHEMISTRY PROGRAM . . . . . . . . . . . . . . . . . . . 25

IUPAC AND OECD EVENTS RELATEDTO GREEN/SUSTAINBALE CHEMISTRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

NATIONAL AND INTERNATIONAL ORGANISATIONS . . . . . . . . . . . . . . . . . . . . . 33

SCOPE AND OBJECTIVES OF THE IUPAC WORKSHOPON GREEN CHEMISTRY EDUCATION – RECOMMENDATION . . . . . . . . . . . . . . 41

WORKING SESSION N. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43




ANNEX 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

ANNEX 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

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INTRODUCTION

The Subcommittee on Green Chemistry of the IUPAC (International Unionof Pure and Applied Chemistry), in collaboration with other IUPAC Bodies,and in co-operation with OECD (Organisation for Economic Co-operationand Development), has agreed to organise this Workshop on GreenChemistry Education.This event is the first one in the world since green chemistry, and green che-mistry education, are still the frontier fields in chemical sciences.

During the 13th IUPAC Conference on Physical Organic Chemistry (25-29August 1996, Inchon, Korea) IUPAC formed a Working Party ofCommission III.2 on “Synthetic Pathways and Processes in GreenChemistry”. In year 2000 IUPAC published a Special Issue on GreenChemistry, issued by the Journal of Pure and Applied Chemistry. IUPAC held the CHEMRAWN XIV World Conference “TowardEnvironmentally Benign Processes and Products” in Boulder, Colorado, 9-13 July 2001. IUPAC has established the Interdivisional Sub-Committee onGreen Chemistry during the WCC in Brisbane, Australia.

One of the pillars of OECD’s Sustainable Chemistry effort is the incorpora-tion of sustainable chemistry concepts into chemical education, and the pro-vision of support material to do so. At the last Joint Meeting, Italy, whichhas the lead for this work within the Sustainable Chemistry Issue Team, pro-posed a workshop on education in the context of sustainable chemistry (cal-led “green” chemistry by IUPAC). The Joint Meeting agreed on the valueof the workshop, provided IUPAC has the lead responsibility for the works-hop, but the workshop is held in co-operation with OECD.

The Workshop on Education in Green Chemistry is hosted by the Inter-uni-versity Consortium Chimica per l’Ambiente, INCA (Chemistry for theEnvironment).The scope of the Workshop was develop a Guide for Green ChemistryEducation. This Guide has the aim to constitute a reference for the pro-grammatic future educational initiatives in the context of Green Chemistry.

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12-14 September 2001Venice - Italy

Auditorium S. Margherita, Ca’ Foscari University of Venice

International Committee

Prof. P. Tundo (Chair)Interuniversity Consortium “Chemistry forthe Environment”, Venice, Italy

Dr. P. AnastasExecutive Office of the President,Washington, USA

Prof. D. BlackUniversity of New South Wales, Sydney,Australia

Prof. C. M. A. BrettUniversidade de Coimbra, Coimbra,Portugal

Prof. T. NorinRoyal Institute of Technology, Stockholm,Sweden

Prof. J. MiyamotoEvaluation and Research Institute, Tokyo,Japan

Prof. N. P. TarasovaD.I. Mendeleyev University of ChemicalTechnology, Moscow, Russia

Local Organising Committee

Dr. Giuseppe Blasco, INCA Consortium

Dr. Sergei Zinovyev, INCA Consortium

National Committee

Prof. C. BotteghiCa’ Foscari University of Venice

Prof. A. BenedettiCa’ Foscari University of Venice

Prof. M. LenardaCa’ Foscari University of Venice

Dr. G. BellussiEnitecnologie, Milan

Prof. S. FacchettiCollegio Nazionale dei Chimici

Prof. G. SavelliUniversity of Perugia

13

PRESENTATION

The Sub-committee on Green Chemistry of the Division III of IUPAC in col-laboration with other IUPAC Bodies and with OECD (Organisation forEconomic Co-operation and Development) has organised a Workshop onGreen Chemistry Education.

The Workshop, held at Auditorium S. Margherita (Venice, Italy) 12-14September 2001, was hosted by the Interuniversity Consortium “Chemistryfor the Environment”.

It was opened to representatives (governmental institutions, academia andindustry, national and international chemical societies, industrial organisa-tions, environmental institutions and associations, etc.) with a relevant back-ground on Green Chemistry educational themes. Persons coming from 23Countries attended the Workshop.

The Workshop was focused upon the educational aspects of GreenChemistry and dealt with:

1. Existing government and industry programs (R&D, awards, infor-mation, tools, etc.) useful for incorporating Green Chemistry into theeducation systems;

2. Existing Green Chemistry educational material, tools, initiatives andsources;

3. Educational areas which address Green Chemistry Education;

4. Elaboration and carrying out the Green Chemistry educational pro-grams/projects with new educational materials/tools;

5. Commitments and recommendations necessary to carry out GreenChemistry educational programs.

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INTERUNIVERSITY CONSORTIUM"CHEMISTRY FOR THE ENVIRONMENT" - INCA

The Interuniversity Consortium"Chemistry for the Environment"(INCA) was founded in October1993 with its administrative officessituated in Venice, Italy. The ItalianMinister of University and Scientificand Technological Research(MURST), with a decree emanatedon September 6th 1993, has recogni-zed Consortium as a legal persona-lity.

The Consortium gathers 30 ItalianUniversities in which operate che-mists having different backgrounds(environment-, physic-, organic-,inorganic-, analytical-, industrial-,agro-, bio-chemistry) and manyother researchers involved in envi-ronmental issues.

Environmental research has demanded that inter-disciplinary approachesbring chemists together in uniting their competencies in order to handle andmake headways on environmental matters for pollution prevention andremediation. These aims would represent an essential qualifying portion fordevelopment in the field of chemistry.

The Consortium aims to involve more strongly the participation of chemistsin the research for the environment through the adoption of the principles ofGreen Chemistry. Valorisation and finalisation of intellectual resources andtechnological know-how of the Consortium’s members are put into effect

I have to grateful acknowledge the contribution of Prof. Tony Patti, who ledthe Section N. 2, and provided the list of the education material on GreenChemistry already available.Particularly relevant for the Workshop was the Survey and its results, herepresented in Annex 1.This gives an overview of the needs and the expectations of the worldwideOrganisations present on Venice and operating in the field of GreenChemistry Education. The Participants decided to not consider, as not relevant, the Session n. 3 andto consider Sessions n. 2 and n. 4 togeth,r since n. 5 is a natural prosecutionof n. 2.

In the Annex No. 2 there are fully reported four experienced networkOrganisations already operating in Green Chemistry Education. That is, inAustralia, Italy, UK and USA.Annex n. 2 doesn’t intend to be exhaustive, but is open to contribution ofother Institutions (see the result of Session 2 + 4, pag. 30).

The Workshop took in high consideration and discussed theRecommendation n. 7 of OECD, reported here on pag. No. 9; that is:OECD should promote the incorporation of Sustainable Chemistry conceptsinto chemical education (within and outside academia) and provide supportmaterial to do so.

On behalf of the Organising Committee and the Members of the IUPACInterdivisional Committee on Green Chemistry, I hope that the documentsdiscussed during the Workshop will be useful for their purposes of theOECD and IUPAC.

PROF. PIETRO TUNDO Chairman of the International Committee Venice, October 31, 2001

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GREEN CHEMISTRY EDUCATION IN THEINTERNATIONAL CONTEXT

The terminology "Green Chemistry" or "Sustainable Chemistry" is the sub-ject of debate; each expression has its supporters and detractors, since"green" is vividly evocative but may assume an unintended political conno-tation, whereas "sustainable" can be paraphrased as "chemistry for a sustai-nable environment", and may be perceived as a less focused and less incisivedescription of the discipline. The terminology green has been adopted due toboth its clear definition and the positive image that is associated with it in thevast majority of countries. Moreover, countries with active political move-ments or parties associated with the "green" label, have expressed the con-cern that there may be inappropriate political associations with the science.In an OECD meeting in 1999, the representatives proposed the term“Sustainable Chemistry” and this was accepted.The IUPAC Working Party on Synthetic Pathways and Processes in GreenChemistry decided to adopt the term Green Chemistry and this term has beenretained by the IUPAC Interdivisional Subcommittee. Other terms have been proposed, such as "Chemistry for the Environment".And others may come on the future.The resulting confusion has been unfortunate. Some countries have needed toadopt dual terminologies of “green/sustainable” while others have suggestedgreen and sustainable.

It needs to be emphasized that the goals of green/sustainable chemistry are toachieve all three elements of sustainability (environmental, economic and social). In this Workshop all the definitions were accepted, as all they refer to thesame meanings and aims.

INTRODUCTION

To combine technological progress with the safeguard of the environment isone of the challenges of the new millennium. Chemists will play a key role

identifying the most recent and emergent scientific opportunities in GreenChemistry, a field in fast evolution. Particular attention is turned to the inte-raction with the industry, including the SMEs, so as to favour the transfer ofthe acquired acquaintances from the research.

Particular objectives of the Consortium are:1. Organization and administration of Advanced Research Laboratories

beyond that of its Research Units which operate within Universities andpublic and private enterprises;

2. Coordination and development of scientific collaborations between suchResearch Units and work groups of the public and private enterprises inthe field of Green Chemistry;

3. Sharing of instrumentation and laboratories necessary to support the acti-vity of PhDs and development of related programs;

4. The promotion, through grants and courses, of education and training ofexperts in Green Chemistry;

5. Performance of scientific consulting, as independent organism, regardingGreen Chemistry issues, including the applications of UE norms (ecola-belling, environmental risk assessment, etc).

The Consortium is an interlocutor of Italian governmental institutions(MIUR, Ministries of the Environment, of the Industry, etc.) and UE, ofpublic and private institutions (CNR, ENEA, etc.), and of public and priva-te enterprises. This is aimed to promote a development of the Country com-patible with the environmental requirements. The Consortium represents theconnection between theoretical acquaintances, technological applications,education and information. Among its objectives the Consortium wants tostrengthen the Italian position in the scientific programs of the EuropeanUnion.

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And in this virtuous circle, fundamental research will have a central role.What we call in fact Green Chemistry may embody some of the most advan-ced perspectives and opportunities in chemical sciences.As reported in the recent conference "The public intelligence of science"(Paris, 30.11.2000), promoted by the EU, citizens are becoming more andmore aware of the risks associated with scientific progress, and ask for anunderstandable science, not only for researchers, but for the general public.This is particularly true for environmental problems. There is the necessityfor science to provide solutions for worrying problems, approaching respon-sible research studying risk and precaution. But if the "zero risk" generallyrequested by the community does not exist, the problem becomes the diffu-sion of correct scientific information and the democratic choice of the pro-portion of risk we are prepared to accept.Scientific organizations such as IUPAC and OECD utilize their global per-spective to contribute toward the enhancement of education in the field ofGreen/Sustainable Chemistry and to advance the public understanding of thescientific method and new technologies for a sustainable development.Scientists everywhere recognize the critical role played by formal and infor-mal education at all levels, from kindergarten through graduate school, notonly for future scientists but also for the general public. The problems asso-ciated with such educational programs are enormous. Educational systems,administration, and curricula vary drastically by country, locality, and indi-vidual school and teacher.IUPAC has established the Working Party on "Synthetic Pathways andProcesses in Green Chemistry" and more recently the Interdivisional sub-Committee on Green Chemistry (WCC, Brisbane, 2001). The OECD is carr-ying out the Project on “Sustainable Chemistry”, aimed at facilitation of thedevelopment of awareness in Sustainable Chemistry in the member countries.

Other multi-national organizations including the United Nations are nowbeginning to assess the role that they can play in promoting the implemen-tation of Green Chemistry to meet environmental and economic goals simul-taneously. There are rapidly growing activities in government, industry andacademia in the United States, Italy, United Kingdom, the Netherlands,Spain, Germany, Japan, China, India, Australia and many other countries in

in the realization of the conditions for sustainable development, and GreenChemistry may be their winning strategy. In fact, the principles of GreenChemistry are a significant beginning for the chemical profession in dealingwith the novel ethical context in which humanity has been placed by theunprecedented power afforded to it in the twentieth century by science andtechnology.

Since its initial introduction in the early 1990s, Green Chemistry has spreadthroughout all aspects of the chemical enterprise internationally. There hasbeen general recognition that Green Chemistry affects all of the various sub-disciplines of chemistry and cuts across the interests and goals of industry,academia and government.Economic considerations and environmental evaluations pushed the chemi-cal industry to adopt new eco-friendly technologies to survive in a marketthat becomes more demanding every day. Green Chemistry will be one ofthe fields in which these sometimes-conflicting forces will contend.Many initiatives are currently carried out worldwide.A strategic basic action has been proposed for implementing the relations-hips between industry and academia, the so-called "triple bottom line" phi-losophy, meaning that an enterprise will be economically sustainable if boththe objectives of environmental protection, society benefits and marketadvantages are all satisfied. Triple bottom line is a strong idea for evaluatingthe success of the environmental technologies. It is clear in fact, that, alsothe best environmental-friendly technology or discovery will not imposeitself on the market if it is not economically advantageous; in the same way,the market that will ignore the environmental needs and the people involve-ment will not have a long way ahead.This is the challenge for the future of chemical industry, its developmentbeing mostly linked to how closely environmental and people needs will becoupled with new ideas in fundamental research.On the other hand, it should be easy to foresee that the success of environ-mentally friendly reactions, products and processes will improve the com-petitiveness among the chemical industry. If companies are able to meet theneeds of society, people will influence their own governments to foster thoseindustries attempting such environmental initiatives.

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Framework Programmes and will also be in the 6th one.- In July 2001, IUPAC approved the formation of the Interdivisional

SubCommittee on Green Chemistry.

Currently, around the world there are conferences, research funding pro-grams, national awards, and recognition and educational programs devoted toGreen Chemistry. Institutions such as INCA, the Green Chemistry Institute(which has Chapters in over a dozen countries), the Green ChemistryNetwork located in the UK, and the Japanese Chemical Innovation Instituteare working to coordinate and disseminate Green Chemistry informationaround the globe. In recent years, a number of research institutes and centershave been established in the US, Italy, China, Japan, Australia, Sweden, UK,Germany, Spain, Taiwan, and other nations as well.The chemical literature on Green Chemistry has been expanding throughbooks, journals, and direct Internet publishing. The primary literature aswell as reviews and analyses continue to grow, as the understanding of theapplicability of Green Chemistry to industrial interests and to traditionalscientific challenges is being reached.

AREAS OF GREEN CHEMISTRY

Sustainable Chemistry products or processes fall within three broad catego-ries (from OECD Workshop on R&D Sustainable Chemistry, Tokyo,October 11-12 2000):

I Use of renewable or recycled feedstocks.II Increased energy efficiency, or using less energy for the same or greater

output.III Avoidance of persistent, bioaccumulative, and toxic substances.

Areas of Sustainable Chemistry R&D generally include:

- Pursuing product and process designs that take into consideration the

Europe, Africa and Asia: Green Chemistry is attaining around the world therole of a central science.NGOs, which are currently involved in Programs in Green/SustainableChemistry at the national or international level, are for example:

- Interuniversity Consortium “Chimica per l'Ambiente” (Chemistry for theEnvironment, INCA), which groups about 30 Italian Universities intere-sted in environmentally benign chemistry, and funds their research groups;

- The Green Chemistry Institute which formed an alliance with theAmerican Chemical Society;

- UK Royal Society of Chemistry, which promotes the concept of GreenChemistry through the "UK Green Chemistry Network" and the scientificjournal "Green Chemistry";

- Monash University, with its recently opened Centre for Green Chemistry.

Just a few examples may illustrate its historical growth:- In the United States, Green Chemistry was an official focus area of the

EPA in the beginning of 1990s and there was a great deal of activity inresearch, symposia, and education. In 1995, the United States launchedthe Presidential Green Chemistry Challenge Awards, which sought to pro-vide visibility and recognition to those companies and academic resear-chers with outstanding achievements in Green Chemistry.

- In Italy, the Interuniversity Consortium Chemistry for the Environment(INCA) was established in 1993, with the aim to join together the acade-mic groups dealing with chemistry and the environment; one of its focusareas is pollution prevention through research for cleaner reactions, pro-ducts and processes. INCA organized its first meeting in Venice "ProcessiChimici Innovativi e Tutela dell'Ambiente", in February 1993.

- In August 1996, IUPAC approved the formation of the Working Party onGreen Chemistry under the Commission III.2, which provided the begin-ning of this work. The First International Green Chemistry Conference inVenice was held in September 1997, under the IUPAC sponsorship. Thesame year, the Green Chemistry Institute was founded.

- The European Commission has sustainability in its main research area,and the aims of Green Chemistry are present in the 4th and 5th

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IUPAC AND ITS GREEN CHEMISTRY INITIATIVE

The International Union for Pure and Applied Chemistry (IUPAC) serves toadvance the worldwide aspects of the chemical sciences and to contribute tothe application of chemistry in the service of Mankind. As a scientific, inter-national, non-governmental and objective body, IUPAC addresses many glo-bal issues involving the chemical sciences.

It has come to be recognized in recent years, that the science of chemistry iscentral to addressing the problems faced by the environment. Through theutilization of various sub-disciplines of chemistry and molecular sciences,there is an increasing appreciation that the emerging area of GreenChemistry is needed for the design and attainment of sustainable develop-ment. A central driving force in this increasing awareness is that GreenChemistry accomplishes both economic and environmental goals simulta-neously through the use of sound, fundamental scientific principles. Forthese reasons, the International Union for Pure and Applied Chemistry(IUPAC) has a central role to play in advancing and promoting the conti-nuing emergence and impact of Green Chemistry.

For this aim IUPAC has established the Working Party on "SyntheticPathways and Processes on Green Chemistry".

The term "Green Chemistry", as adopted by this IUPAC Working Party, isdefined as:

the invention, design and application of chemical products and proces-ses to reduce or to eliminate the use and generation of hazardous sub-stances.

Through the vehicle of Green Chemistry, IUPAC is engaging the internatio-nal community in issues of global importance to the environment and toindustry, through education of young and established scientists, provision oftechnical tools, governmental engagement, communication to the public and

impacts on human health and the environment by reducing the use andgeneration of hazardous materials.

- Developing processes that contribute to the minimisation of the releasesof pollutants and the formation of by-products, residues, and wastes.

- Pursuing process designs that are practical and widely applicable in avariety of manufacturing processes.

- Developing technological or operational systems that reduce energy andresource consumption and promote the cyclic utilisation of materials andchemicals.

- Developing innovative technologies that reduce the dependency on non-renewable feedstocks by promoting utilisation of renewable feedstocks.

- Developing innovative products that enable materials to be recycled intochemical resources, thus preserving environmental resources.

- Developing concepts and procedures for anticipating the consequences ofchemical products and processes on human health and the environment.

Examples of chemical process technology development include:

- Using alternative feedstocks that are more innocuous and renewable.- Developing alternative synthetic pathways, such as the use of catalysis

and biocatalysis, photochemistry, and biomimetic synthesis.- Designing simpler reaction processes that reduce energy consumption and

minimise the use and release of hazardous chemicals.- Developing alternative reaction conditions for increased selectivity and

waste reduction.

Examples of the chemical product technology development include:

- Designing chemical products to minimise impacts on human health andthe environment.

- Designing chemical products that have inherently fewer hazardous properties.- Designing chemical products that have reduced toxicity, flammability,

and explosion potential.

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OECD AND ITS SUSTAINABLE CHEMISTRY PROGRAM

In the framework of the "Risk management Programme" within theOrganisation for Economic Co-operation and Development (OECD), a newactivity called "Sustainable Chemistry" was endorsed by the member coun-tries (Paris, February 1998), with an aim to encourage the development ofchemical products and processes (and to recommend the related actions)which are at the same time environmentally friendly and economically via-ble.

The activity started with a survey of the Steering Group [USA, Italy, Japan,Germany, Belgium, Canada, Mexico, Sweden, UK, and Business andIndustry Advisor Committee to the OECD (BIAC)] on programs and initia-tives on Green/Sustainable Chemistry launched worldwide by governments,industries and academies.In consideration of the results of the survey, the policy and programmaticaspects of the Sustainable Chemistry activity were discussed at the VeniceWorkshop (October 1998) in the presence of representatives from govern-ments, industries and academies from 22 countries and approved at theOECD meeting in Paris (6 June, 1999).This Workshop was hosted by the Interuniversity Consortium “Chemistryfor the Environment” (Italy) and co-sponsored by the governments ofGermany, Italy, Japan, and the United States, in co-operation with theInternational Union for Pure and Applied Chemistry (IUPAC) and BIAC.The workshop focused on the policy/programmatic aspects of SustainableChemistry initiatives, with a mandate to:

• identify the types of Sustainable Chemistry activities already under way,supported in part by the results of an OECD-wide survey;

• identify effective techniques and approaches in the field of SustainableChemistry (including educational approaches), considering problems andhighlighting solutions;

• identify activities that could further the development and use ofSustainable Chemistry.

scientific communities, and the pursuit of sustainable development. By vir-tue of its status as a leading and internationally representative scientificbody, IUPAC is collaborating closely in furthering individual nationalefforts as well as those of multinational entities.In this context, educational opportunities to train chemists in the scientificprinciples and technical methodologies of Green Chemistry are of course ofprimary importance.

To establish and carry out the Green Chemistry educational programs, thereshould be a partnership among government entities, industry, and academicinstitutions. This partnership should focus on the importance of developmentand dissemination of new science and technology that form the basis ofGreen Chemistry and on the related education and training.These target audiences need curriculum materials to be developed and a sui-table educational infrastructure in Green Chemistry to be made available toteachers, instructors and professors.

More recently the Subcommittee on Green Chemistry within the Organicand Biomolecular Chemistry Division (III) was founded during the GeneralAssembly in Brisbane, Australia in July 2001. The aim of the Subcommitteeon Green Chemistry is to develop actions devoted to the cause of GreenChemistry for its wider benefit to the future of chemistry and society as awhole.

The Physical and Biophysical Chemistry Division of IUPAC has also beeninvolved in the promotion of Green Chemistry.IUPAC Committee on Teaching of Chemistry (CTC) is interested in develo-ping curricula and initiatives on Green Chemistry.

2726

Recommendations 1 and 2 were approved at the Fourth Meeting of theWorking Party on Risk Management and require no further planning or dis-cussion. The Task Descriptions section included a prioritisation of recom-mendations 3-7 and the brief descriptions of the tasks needed to implementeach recommendation.

The detailed description of recommendation 7, which specifically regardseducation, is presented below. It should again be noted that many recom-mendations were considered at the October 1998 Workshop and that recom-mendations 3-7 were considered of the highest priority. Recommendations3, 4, and 7 were considered programmatic activities, whereas recommenda-tions 5 and 6 were considered organisational and communication activitiesthat would support and sustain the programmatic activities.The Steering Group estimated that the tasks identified can be completedwithin a time period of 48 months.The US and Italy co-lead this initiative, and several Member countries on theSteering Group have led specific tasks.

The Recommendation 7 relates specifically to Education, and Italy waschosen to lead this task.

According to the decision made by OECD:

RECOMMENDATION 7 (Sustainable Chemistry Education):

OECD should promote the incorporation of Sustainable Chemistry con-cepts into chemical education (within and outside academia) and providesupport material to do so.

a) Priority of recommendation: Medium priority activity

b) Outcome:I to have background information available to engage appropriate commu-

nities involved in undertaking Sustainable Chemistry education activi-ties;

During the Workshop the United States Environmental Protection Agencypresented a report summarising survey responses and identifying trendsacross Member countries.It was evident from the response to the survey and from the lectures andinterventions made during the workshop that considerable interest andenthusiasm exist among governments, industry, NGOs and academia bothfor Sustainable Chemistry's basic concepts and for practical develop-ments.Further, many stated that it was imperative to integrate SustainableChemistry thinking into the fields of chemistry and environmental scien-ces, and throughout the vast array of industrial sectors that they affect.

Seven Recommendations, suggested at the Venice Workshop, were endorsedby the following OECD Joint Meeting, held in Paris in September 1999:

1. The existing OECD Steering Group that was formed to organize theworkshop should remain intact and take on the new responsibility ofoverseeing the implementation of these recommendations;

2. OECD should publish the proceedings for this workshop;3. OECD should encourage Member countries to undertake Sustainable

Chemistry research and facilitate the development of effective researchactivities in institutions and other organizations;

4. OECD should begin an activity that establishes an international pro-gramme for rewarding and recognizing work in the area of SustainableChemistry and provides guidance to countries interested in establishingnational programmes;

5. OECD should establish an information exchange activity on SustainableChemistry to promote the development and functioning of the internationalSustainable Chemistry community;

6. OECD should assist in the development of guidance on SustainableChemistry activities and tools to improve awareness and support ofSustainable Chemistry activities in Member and non-member countries;

7. OECD should promote the incorporation of Sustainable Chemistry con-cepts into chemical education and provide support material to do so.

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The results of this survey were used as a basis for discussion at the secondWorkshop on Sustainable Chemistry held in Tokyo (11-12 October 2000),hosted by the Japanese Ministry of International Trade and Industry and co-sponsored by the governments of Japan and the US in co-operation with theJapan Chemical Innovation Institute. One of the main objectives of theWorkshop was to develop a guidance that could assist Member countries andothers to develop the effective R&D programmes.

With regard to the Education, at the end of the Workshop on R&D held inTokyo the initiative to organise a specific Workshop related to education wasencouraged.

The OECD Joint Meeting of the Chemical Committee held in Paris October7-10, 2000, expressed appreciation for the proposal a Workshop on GreenChemistry Education and suggested that, as IUPAC has a specific interest ineducational matters and works on education, it should take the lead in thismeeting, in collaboration and consultation with the Secretariat and IssueTeam. Accordingly, Italy gave its availability to organise in Venice that aWorkshop.

II to have information on specific resources available to facilitate the imple-mentation of these activities.

c) Description of the tasks needed to implement recommendation:I identify and begin engaging education communities as well as industrial

and governmental interests on the mechanisms that are available or thatneed to be created to effectively incorporate Sustainable Chemistry intothe education system.

II develop a background document that explains the need for and benefitsof Sustainable Chemistry education.

III develop a resource guide of existing Sustainable Chemistry educationalmaterials/tools

IV identify and develop new educational materials/tools.

d) Schedule: Begin: Mid 1999. Anticipated completion: Mid 2003

On February 29 - March 1, 2000 an in informal Meeting was held in Romebetween USA - Italy - Japan in order to propose future actions according tothe lines endorsed by OECD.It was suggest to organise a Workshop on R&D sustainable chemistry inTokyo on October 2000 and to organise a second survey specifically devotedto R&D. In such a Meeting also a few aspects on education were consideredand discussed. According to this decision, the second survey was sent to the Membergovernments, industry, and academia to collect information on the on-goingresearch and to identify the organisations willing to be actively engaged inthe Sustainable Chemistry activities. In total, 70 responses were receivedfrom 13 countries and one international organisation. The survey indicatedthat a number of organisations had undertaken work (or were in the processof doing so) on R&D in the context of Sustainable Chemistry, many wereinterested in the co-operative research at the fundamental or pre-competitivelevel, and many anticipated value in the establishment of an informationexchange network to promote more co-operation.

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IUPAC AND OECD EVENTS RELATED TOGREEN/SUSTAINABLE CHEMISTRY

1. Foundation of the IUPAC Working Party on Synthetic Pathways andProcesses in Green Chemistry, Seoul, Korea, August 1996;

2. International Conference on "Challenging Perspectives on GreenChemistry", Venice, Italy, September 1997 (sponsored by IUPAC);

3. IUPAC-UNESCO project on small-scale chemical experiments (1998 tonow)

4. OECD Workshop on Sustainable Chemistry, Venice, Italy, October 1998;5. Meeting of the IUPAC Working Party on Synthetic Pathways and

Processes in Green Chemistry, Venice, Italy, October 1998;6. OECD International Meeting on Sustainable Chemistry R&D and

Education, Rome, Italy, March 2000;7. IUPAC ICOS 13 (Mini Symposium on Green Organic Synthesis),

Warsaw, Poland, July 1-5 2000;8. Special Topic Issue and Symposium-in-Print on Green Chemistry

(Journal of Pure and Applied Chemistry, 72, vol. 7, 2000), July 2000;9. OECD Workshop on Research and Development in the Context of

Sustainable Chemistry, Tokyo, Japan, October 2000;10. IUPAC co-sponsored International Conference on “Chemical Education

and Sustainable Development”, October 11-14, 2000 Moscow, Russia;11. Institution of the Subcommittee on Green Chemistry within the

Commission III.2 of IUPAC Division III, December 2000;12. IUPAC International Symposium on Green Chemistry, Delhi, India,

January 10-13 2001;13. IUPAC/ICSU Workshop on Electrochemistry and Interfacial Chemistry

in Environmental Clean-Up and Green Chemical Processes, Coimbra,Portugal, April 6-7 2001.

14. IUPAC CHEMRAWN XIV, World Conference on Green Chemistry,Boulder, Colorado, June 9-13 2001;

15. IUPAC 38th Congress (Environmental Chemistry and the Greening ofIndustry), Brisbane, Australia, July 1-6 2001;

16. IUPAC Committee on Teaching of Chemistry; Satellite Conference,

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NATIONAL AND INTERNATIONAL ORGANISATIONS

AUSTRALIA – CENTER FOR GREEN CHEMISTRY

The Centre for Green Chemistry is a special research centre of theAustralian Research Council (ARC). In addition to the research activitiesthe Centre has a commitment to education in Sustainable Chemistry withcourses in Green Chemistry already included in the curriculum and fur-ther courses and educational activities planned.A new laboratory experiment is carried out in which students extract andanalyse several metallic contaminants in environmental samples. Theexperimental procedure employs extraction of the target analytes by usingan environmentally benign pre-concentrating technique prior to theiridentification, which is carried out with the atomic absorption spectrome-ter, operating in the flame mode. The overall process involves the prepa-ration of standard solutions and the construction of calibration curves, theanalysis of real samples and the evaluation of matrix effects through theanalysis of several spiked samples. As a part of the evaluation protocol, areference sample is also analysed. Thus, students become familiar withthe basic principles of Analytical, Environmental, and Green Chemistryby a "real world" application of flame atomic absorption spectrometry tothe analysis of environmental samples. The overall experiment can be ful-filled within a 3 hours laboratory period inexperienced students, depen-ding on the number of determined analytes and the number of samplesanalyzed.

(See also Annex 2. pag. 56)

CZECH REPUBLIC

Green Chemistry activities are going on in the Czech Republic. The CzechChemical Society has established a Green Chemistry website.

Brisbane, Australia, July 1st 2001;17. Foundation of the IUPAC Interdivisional Subcommittee on Green

Chemistry, Brisbane, Australia, July 2001;18. IUPAC Workshop on Green Chemistry Education, Venice, September

12-14 2001.

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Management. At present, there are about 60 around Italy.About 25% of INCA’s budget is dedicated to such a purpose and a half ofthat to Green Chemistry activities.

INCA manages many postgraduate Schools: a few of them, related to GreenChemistry, are:

• Corso di Specializzazione su "Trattamenti Innovativi delle Acque"(Palermo, Italy)

• Corso di Perfezionamento Annuale in tecnologie Chimiche a basso impat-to ambientale (Bologna, Italy).

• International School on Marine Chemistry (Ustica, Italy).

INCA has its own training program devoted to SME. It is called“Programma Nazionale di Formazione Professionale “Chimica perl’Ambiente”. Within this program, in particular, INCA is managing andcarrying out, financed by the Veneto Region, a training course on “NuoviProdotti e Processi ecocompatibili per lo sviluppo industriale”.

Italy is among the pioneers in Green/Sustainable Chemistry in Europe.The Inter-University Consortium “Chemistry for the Environment”(INCA) established in 1993 is a not-for-profit organisation for research inenvironmental chemistry. INCA consists of some 30 Italian universities,and its director is Professor Pietro Tundo, Università Ca' Foscari diVenezia. Green Chemistry or “Chemistry for the Environment”, as it iscalled, plays an important part in the activities of INCA. The Italian(INCA’s) definition of "Green Chemistry" is (translated into English):"Green Chemistry/Chemistry for the Environment is the use of chemistryfor pollutant source reduction”; the definition encompasses therefore in allaspects and chemical processes that reduce impact on human health and onthe environment. Its goal is to improve the quality of life and the compe-titiveness of industry, by developing alternative syntheses for importantindustrial chemicals. To this end, significant challenges are available forchemists to design new syntheses that are less polluting, and to gain detai-led understanding of the scientific facts and of the technical base neededto support sustainable development and environmental protection.

GERMANY – GERMAN CHEMICAL SOCIETY

In Germany, Gesellschaft Deutsche Chemiker (GDCh) decided in 1997 tointroduce a new annual award in Sustainable Chemistry called Wohler-Preis"Ressourcenschonende Prozesse".GDCh has established a Task Force on Sustainable Chemistry("Nachhaltigkeit in der Chemie") with all the important scientific, industrial,and governmental partners from the field of chemistry and chemical tech-nology.

ITALY – INTERUNIVERSITY CONSORTIUM CHEMISTRY FOR THE

ENVIRONMENT (INCA)

Research (basic and applied) toward cleaner, safer and more eco-friendlychemical processes is the common denominator of all research units ofINCA. Each unit benefits from the opportunity of gathering funds, of usingcommon laboratories and equipment, and of collaborating through theINCA network.One of the principal educational initiatives of INCA is the Summer Schoolon Green Chemistry.The European Summer School on Green Chemistry is a graduate - and post-graduate - level training school achieving its fourth edition in September2001. It was established by INCA in 1998, and is held yearly in Venice. It isthe first of its kind and was born to educate young scientists in the princi-ples of Green Chemistry. Funding is awarded by the European Commissionand by the Italian Foreign Affairs Ministry. The Summer School is managedthrough the web: www.unive.it/inca.

In August 2001, INCA has published the first edition of the “Collection ofLectures of the Summer School on Green Chemistry”. Other editions areforeseen in the next years within its Green Chemistry Series (see Annex 2).

INCA finances many grants to students both for research, participation inCongresses and

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tion and communication to enhance reliability of chemistry among thesociety, education and enlightenment on GSC to students, school children,teachers, and experts in academia and industry.Since the launching of GSCN, interests toward Green Chemistry haveincreased among chemists: Symposia on Green Chemistry organized byGSCN and the Chemical Society of Japan attracted many participants.Several monographs on Green Chemistry have been published. However,there are few teaching materials on Green Chemistry at any stages of theJapanese school system. The Education Group of GSCN is planning to develop various teachingmaterials. The first activity is to publish an introductory college textbookGreen Chemistry for the Environment. In the textbook the importance ofchemistry in understanding environmental issues is emphasized, as well asthe need for Green Chemistry.

The Japan Chemical Innovation Institute in Tokyo is involved in researchand development of "green and Sustainable Chemistry" (the term used inJapan). Their definition is "science and technology aiming to reduce adver-se effects and/or increase positive contributions to human health and theenvironment by chemicals in every stage of the life cycle of the raw mate-rials, production, utilisation etc". An Alliance for Green and SustainableJapan was formed in the spring 2000. The motto is "Green Chemistry willmake our dreams come true in the 21st century".The Green Chemistry Network in Japan is formed already: the new"Sunshine" programme involving 12 organisations (academia, industry,institutes, and government) and 67 individuals was established. It evaluatesGreen and Sustainable Chemistry methods, promote research, informationexchange, and education.

RUSSIA

In Russia, since 1970’s more than 50 departments of Industrial Ecologycountrywide train engineers in accordance with the principles ofGreen/Sustainable Chemistry at the university level.

INCA has organised an international scientific conference "GreenChemistry: Challenging Perspectives" in October 1997 in Venice and theOECD workshop on Sustainable Chemistry in Venice, 15-17 October1998.

Postgraduate Summer Schools in Green Chemistry have been organised byINCA in Venice 29 August - 6 September 1998, 6-12 September 1999, 2-9 September 2000, and 9-15 September 2001. In the first course, 45 graduate students and 16 teachers attended from 13countries. The European Commission, DG Research, funds the summerschools within the "Training and Mobility of Researchers" (formerly) pro-gramme and through the “Improving” programme (presently).

INCA is developing collaborations in the field of Education on GreenChemistry at different levels:- Academic courses and Training to SME- International Collaboration- IUPAC and OECD co-operation- Publishing exchanges (Green Chemistry Series)- Incentives and collaboration with Developing Countries- Collaboration with established chemical industry and its associations

(See also Annex 2, pag. 66)

JAPAN

The Green & Sustainable Chemistry Network (GSCN), consisting of 10Japanese organizations from academia, industry, and national institutionswas launched in March 2000. Green & Sustainable Chemistry is defined as "Chemical technologies to rea-lize the human and environmental health, minimization of energy andresource consumption through innovations and improvements in productand process design, selection of feedstocks, and resource recycling".Activities of GSCN include promotion of information exchange, dissemina-

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(See also Annex 2, pag. 70)

USA – GREEN CHEMISTRY INSTITUTE

The goal of the Environmental Protection Agency’s (EPA) Green Chemistryand Engineering Programs is to foster research, development, and imple-mentation of innovative chemical and engineering technologies that accom-plish pollution prevention in both scientifically sound and cost-effectivemanner. One factor that can greatly speed up the incorporation of pollutionprevention into industrial and academic chemical and engineering activitiesis to address pollution prevention issues in the traditional science curricula.To accomplish this goal, EPA's Green Chemistry and Engineering Programssupport a variety of educational efforts that include the development ofmaterials and courses to assist in the training of professional scientists inindustry and education of students in academia.(See also Annex 2, pag. 78)

ALLCHEME

The Alliance for Chemical Sciences and Technologies in Europe(AllChemE) was formed in 1995 and promotes chemistry and chemicaltechnologies in Europe; it co-ordinates activities of mutual interest to thepartners. The member organisations are FECS, EFCE (European Federationof Chemical Engineering), CEFIC, COST, CERC3 (Chairmen of EuropeanResearch Councils Chemistry Committees). AllChemE employs the conceptof Green/Sustainable Chemistry to improve an image of chemistry, in parti-cular, for young people. AllChemE has delegated the work on the EuropeanAward to FECS.

EUROPEAN CHEMICAL INDUSTRY COUNCIL

The European Chemical Industry Council (CEFIC) in Brussels is a member

The first department of recuperation of secondary materials in industry wasorganized in 1976 in D. Mendeleyev Moscow Institute of ChemicalTechnology (presently D. Mendeleyev University of Chemical Technologyof Russia). Some years later the first Department of Industrial Ecology wasorganized, after hard discussions among the educators. D. MendeleyevUniversity of Chemical Technology of Russia was also the first in Russia toorganize the Department for the Problems of Sustainable Development(1995) and the Institute for the Problem of Sustainable Development (2000),which includes also the College for the Energy and Resource Conservation,the Department of Sociology, and other departments.

Higher school in Russia is in the state of transition to the new educationalparadigm-training the specialists with holistic mode of thinking. The engi-neers, trained in such a mode, could give momentum to the practical imple-mentation of the concept of sustainable development. The leading universi-ties of Russia are successfully moving forward in this direction.

UK. - GREEN CHEMISTRY NETWORK

The Royal Society of Chemistry has launched a national “UK GreenChemistry Network” (GCN) located at York University. The Director isProfessor James Clark and the Network manager is Mike Lancaster. TheGCN began its work in May 1998. A Technical Advisory Panel consisting oftrade associations, professional organisations, government departments, andfunding bodies has been established.

An overview of the experience in the UK, in particular, in York is conside-red. The University of York has just introduced the first Master of Researchcourse in Clean Chemical Technology. In the last few months Government funding has been obtained through theFaraday Partnership to bring together industry, academia, and professionalorganisations to work on Green Chemistry research and to provide post-gra-duate training in a concerted manner. The aims of this partnership anddetails of the training programmes will be presented.

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SCOPE AND OBJECTIVES OF THE IUPAC WORKSHOPON GREEN CHEMISTRY EDUCATION

The Workshop focused on the educational aspects of Green Chemistryand had 5 proposed topics, which were intended to serve as a base fordiscussion and preparation of the documents:

1. Existing government and industry programs (R&D, awards, informa-tion, tools, etc.) useful for incorporating Green Chemistry into theeducation systems

2. Existing Green Chemistry educational material, tools, initiatives andsources

3. Educational areas which address Green Chemistry Education – NOTDISCUSSED.

4. Elaboration and carrying out the Green Chemistry educational pro-grams/projects with new educational materials/tools

5. Commitments and recommendations necessary to carry out GreenChemistry educational programs

A set of the draft documents according to these five topics was prepa-red by gathering information and recommendations obtained fromvarious national and international organizations, in particular, based onthe results of the IUPAC survey, conducted prior to the Workshop andsummarized in Annex 1.The IUPAC survey concentrated on the educational programmes con-nected with Green/Sustainable Chemistry and was intended to obtaininformation on current and planned activities in the area of GreenChemistry education, and to identify opportunities for informationexchange, or cooperative programmes between international communi-ties. The results of the education survey identified the objectives ofGreen/Sustainable Chemistry education programmes and the problemsencountered and provided essential background information and inputfor the recommendations derived during the Workshop.The draft documents are also based on the documentation provided by

of AllChemE and of the Planning Group for the European Green andSustainable Chemistry Award. CEFIC supports the concept of sustainabledevelopment and has the annual Science Education Award for schools, andthe scope of the award includes Sustainable Chemistry.In 1994 CEFIC established the collaborative research and development pro-gramme in sustainable technology for the process industry called"SUSTECH". CEFIC provides a forum for Green/Sustainable Chemistryunder the SUSTECH umbrella in which all interested partners can formula-te joint actions aimed at developing and implementing new synthetic che-mistry.

EUROPEAN CHEMISTRY THEMATIC NETWORK

The European Chemistry Thematic Network (ECTN) consists of about 90universities from 24 countries. The network has existed since 1996 and isfunded by the European Commission’s Socrates/Erasmus Programme.Green Chemistry plays a part in the work and reports of the Working Groupon Chemistry and the Environment and of the Working Group on the Imageof Chemistry.

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WORKING SESSION N. 1

Existing government and industry programs (R&D, awards, information,tools, etc.) useful for incorporating Green Chemistry into the educationsystems

OVERVIEW OF CURRENT SITUATION

✓ The American Chemical Society and the US Environmental ProtectionAgency entered into a cooperative agreement in 1998 to support GreenChemistry outreach activities and the development of Green Chemistryeducational materials. The primary focus of the cooperative agreementhas been on the development and dissemination of Green Chemistryeducational materials targeted to the undergraduate audience. A collec-tion of case studies based on nominations to the Presidential GreenChemistry Challenge program has been developed by Michael Cann andMarc Connelly at the University of Scranton. An annotated biblio-graphy of Green Chemistry references, designed by John Warner and hisstudents at the University of Massachusetts, Boston, is available throughthe American Chemical Society web site at www.acs.org/education/green-chem. A 15-minute video, “Green Chemistry: Innovations for a CleanerWorld”, highlights three of the Presidential Green Chemistry Challengeaward-winning technologies. The American Chemical Society’s textsfor high school students and non-science major undergraduates,Chemistry in the Community and Chemistry in Context, introduce theconcept of Green Chemistry and feature Green Chemistry examples.Green Chemistry has featured prominently in undergraduate program-ming at recent American Chemical Society national meetings.

There are a number of tools and models which are available to assist inthe design of more environmentally benign chemicals and in the tea-ching of Sustainable Chemistry. The OECD will shortly be posting onits web-site a compendium of 70 such models that can be incorporatedinto educational materials.

contributors (summarized in Annex 2), such as ACS, RSC, EPA, INCA,OECD, and other national and international bodies involved in theGreen/Sustainable Chemistry education. These information resourcesoverview the existing activities and provide useful recommendations toidentify the goals for future development in the area of GreenChemistry.Another valuable input to the Workshop was based on a number of realcase studies, presented at the Workshop, giving an intrinsic understan-ding of what have been done in Green Chemistry education until now.

Documents have been developed in 5 sections corresponding to the 5listed topics and titled after they gave been discussed during theWorkshop and further improved in detail taking into account opinionsand recommendations of all representatives at the Workshop.The present Workshop outcome documents are listed in 3 sections (WSn.1, WS n.2-4 and WS n.5) corresponding to 4 of the 5 topics (topic 3was not discussed as there were no submissions).A background document “Guide for Green Chemistry Education” willbe developed. This document will explain the needs, benefits and pro-blems associated with Green Chemistry Education and the consequentrecommendations for submission to OECD and IUPAC. Furthermore, itwill illustrate the scientific and social potential of Green ChemistryEducation and will report the recommendations elaborated in the wor-king session no. 5, taking into account the outcomes of the other wor-king session.

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- to operate as a consultant or assessor in programmes concerning educa-tion and training;

- to provide certification of achievement when assessments have been car-ried out under appropriate conditions;

- to cooperate with established professional or other associations in the fur-therance of their objectives;

- to extend the reach of all aspects of education in science and engineeringbeyond national borders.

For such tasks ECTN has six working groups: Green/SustainableChemistry, Food Chemistry, Teaching and Assessment for the Future,Multimedia in Chemistry Learning, Image of Chemistry, Core Chemistry.The recommendations of Changes in Teaching Practice Reflecting Greenand Sustainable Principles are prepared and distributed among the mem-bers of ECTN.

The group of Green and Sustainable Chemistry under leadership of Prof.George Francis from the University of Bergen ([email protected])is examining the current situation of theoretical and practical teaching ofgreen and Sustainable Chemistry in Europe identifying the teachingresource and examples of good practice. Because there are huge differen-ces in practice within countries and within their institutions the prioritiesare set for making changes in student teaching practice in laboratories anddiscussing theoretical backgrounds of Green and Sustainable Chemistryprinciples.

✓ Since 1991 the Association of the Austrian Chemistry Teachers has orga-nized competitions for school projects for pupils from 12 to 15 every twoyears. Up to now the following topics have been tackled: Chemistry andWater; Chemistry and Nutrition; Chemistry and Energy; Chemistry andWashing; Chemistry and Macromolecules – Plastics, Paper and Textiles;and, Chemistry and Health.

The main purpose of the competitions is to motivate children to engage inactivities in the field of science. The children themselves and not the tea-

Many of the workshop presentations emphasized the need for a more holi-stic approach to sustainability and an integrated product approach. TheUnited States has recently published a textbook for green engineering thatcan be found through Prentice Hall Publishers and it is referenced atwww.epa.gov/greenengineering. Also, in order to promote SustainableChemistry an economic business case needs to be made to justify invest-ments in Sustainable Chemistry. There are a number of full cost accoun-ting tools available that enable companies to understand the economiccosts of dealing with pollution and therefore the economic benefits ofpreventing pollution through the use of Sustainable Chemistry.

✓ The contemporary higher education in Russia includes research as a com-pulsory component. So, a number of research universities have been orga-nized lately in collaboration with research institutes of the RussianAcademy of Sciences. There is now an effort to replace the technocraticapproach, in which the end justifies the means or a result is sought at anyprice, with a more holistic approach to the training of engineers and che-mists to take into account environmental and social impacts of designdecisions. Secondary Schools and Universities and Institutes in Russia arein a state of transition to the new educational paradigm of educating thespecialists with a more holistic mode of thinking. The chemists and engi-neers, trained in such a mode, could give momentum to the practicalimplementation of the concept of sustainable development. The leadinguniversities of Russia are successfully moving forward in this direction.The educational community of Russia is quite optimistic that life-longeducation for sustainable development will be widely adopted throughoutRussia.

✓ The European Chemistry Thematic Network ECTN is a new internationalnon-profit association whose objectives are:

- to implement, consult or supervise programmes for the assessment ofskills and knowledge in science and engineering, with an emphasis onchemistry;

- to undertake programmes concerning education and training, especiallythose concerning innovative approaches;

4746

Compatible Chemical Processes), is financed by the Ministry of Research,directed by the Consortium and carried out by seven of its Research Units.The second one, “Prodotti e Processi Chimici Puliti” (Clean ChemicalProcesses and Products), is financed by its own funds and is carried outby six Research Units. Both are on a long-term basis.

✓ In Japan, the Green & Sustainable Chemistry Network Japan (GSCN) wasestablished in March 2000, to promote R & D of chemical technologyregarding the environment and human health and society, and to promoteinformation exchange, dissemination, communication and education. InJune 2001, GSCN inaugurated the Green and Sustainable ChemistryAwards. The Awards are dedicated to the innovative chemical technolo-gies and the fundamental scientific research that contribute to Green &Sustainable Chemistry and their dissemination, education, and enlighten-ment.

✓ In the UK, the Government is sponsoring an industry/academia Faradaypartnership on a Greener Chemical Industry. As well as sponsoring colla-borative research the focus is on training of postgraduates in generalGreen Chemistry awareness, specific green technologies and the socio-economic benefits. The UK Government also sponsors awards forindustry and academic research, these awards run by the Green ChemistryNetwork are aimed at the promotion of best practice. Many UK universi-ties now have Green Chemistry elements in their undergraduate coursesand the University of Nottingham is developing a new degree course onGreen Chemistry and process engineering. The University of York runs a1-year Master of Research course on clean chemical technology. TheRoyal Society of Chemistry has published several books containing GreenChemistry educational materials.

✓ In Germany, Gesellschaft Deutscher Chemiker (GDCh) decided in 1997to introduce a new annual award in Sustainable Chemistry calledWoehler-Preis “Ressourcenschonende Prozesse”. The division of“Environmental Chemistry and Ecotoxicology” has suggested a generalschedule for new curricula for environmental chemistry including

chers have to look for information in books or in the internet, to qualify theinformation and to do the experiments by themselves. Therefore, the chil-dren’s learning is not only done by brain but also by hand and heart and itis a learning by doing. According to our experience this is the only way thatlearning can influence the behaviour of young people. Only by doing andespecially by making experiments will the children have an emotionalcommitment to addressing the environmental challenges that can be met bySustainable Chemistry and other approaches. This emotional approach isnecessary for young people to accept the influence of substances on theenvironment and to handle them carefully or to avoid them if they are dan-gerous. The consumption of cigarettes by young people even by childrenis a good example that the information only like “consumption of cigaret-tes produces cancer“ has no influence on the behaviour of young people.In all our competitions, the influence of substances on the environment,recycling problems, and aspects of Sustainable Chemistry have been themain points and will be reported by special examples.

✓ Consortium INCA (www.unive.it/inca) was the first in Europe to institu-te the Award for Green Processes and Products, its first Ceremony held inFebruary 22nd 1999.

The Consortium gives its Awards following generic criteria:- Scientific innovation- Reduced impact on the environment- Socio-economic benefits

The participants have to demonstrate that in their research activities theyhave new processes and/or new products that are ecologically sound.Products and processes eligible for the nomination may touch upon anyaspect of chemistry and chemical engineering, including synthesis, reac-tor design, catalysis, reaction conditions and separation processes, provi-ded that they are new or have been significantly improved. Three Awardsare conferred every year since 1999. INCA is carrying out two researchand training programs related to Green Chemistry. The first program,“Processi Chimici ambientalmente compatibili” (Environmentally

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environmental chemistry have been established.- Special training has been organised for chemistry teachers.- In 1993 Drukasiai Environmental study centre was established by DESC.- A complex programme was established on the basis of DESC experience.- In 1995 the Public Ecological Eucation School was established in

Druksiai.- Public lectures were delivered to the society of Zinza.- About 10 NGOs are active in the application of chemicals and chemical

procedures.- Numerous books for children have been published in order to increase

environmental awareness.- The Valdas Adamkus Award to stimulate environmental programs and

research is established .- Several international conferences on Green Chemistry have been held in

Lithuania

✓ In Spain, the IUTC, a research and training institute, has developed aGreen Chemistry course as a part of a Master degree in chemistry and theenvironment. The 45 hour course is divided into several modules cove-ring all aspects of Green Chemistry, including the industrial application.This course has been developed with support from the Ministry of theEnvironment and the autonomous government of Catalonia as well as theSpanish Association of Fine Chemicals Manufacturers.

Sustainable Chemistry at German universities. Within this division thereis a working party “RUSP” (ressourcen- und umweltschonende Synthesenund Prozesse), which was founded in 1997 with the goals of SustainableChemistry. This working party organizes annual national conferences onSustainable Chemistry together with the organic chemistry division.

GDCh will write a brochure on Sustainable Chemistry together with ACSand RSC.

✓ DECHEMA has established a Task Force on Sustainable Chemistry(“Nachhaltigkeit in der Chemie”) as a joint platform of all academic, indu-strial and governmental partners from the field of chemistry and chemicaltechnology. In addition there exists a working group on sustainable metrics.

✓ VCI (Verband der Chemischen Industrie) has edited an educational bro-chure on activities in Sustainable Chemistry in industry.

✓ DBU (Deutsche Bundesstiftung Umwelt) supports the writing of a newtext book, called “Sustainable Chemistry in Education, Research, andProduction: an Organic Teaching Lab Course for the New Millenium”.

✓ In Estonian universities at Tallin and Tartu there are courses related togreen and Sustainable Chemistry. In Tallin university there are 2 courses:one for chemists (sustainable laboratory practice), and one for chemicalengineers (sustainable technology). The university is also trying to imple-ment a teacher-training course. At Tartu there is an environmental che-mistry course. A major international conference covering GreenChemistry will be held in September 2001.

✓ In Lithuania many attempts have been made to implement a new attitudeto environmental impacts of chemical industry and chemical products.Students studying various disciplines are informed about the basic princi-ples of Environmental Good Practice.

- In the universities of Vilnius, Kabunas, and Klaipeda the departments of

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Existing Green Chemistry educational material, tools, initiatives and sources

and


Elaboration and carrying out the Green Chemistry educational pro-grams/projects with new educational materials/tools

INTRODUCTION

Participants in this workshop decided that a list of Green and SustainableChemistry Resources should be compiled to be made available via theIUPAC and INCA Website. It is intended that this resource should be regu-larly updated and that the Website could include a feedback mechanism forcontributors to submit their material for listing.

The discussion in this workshop also recognised and acknowledged futureneeds:

- in the development of more teaching resources, particularly labora-tory experiments and resource materials for schools (both secondaryand elementary schools) ;

- for promoting the greening of present textbooks, courses and otherresource materials;

- Creating greater awareness of interdisciplinary activities which invol-ve Green and Sustainable Chemistry;

- Encouraging greater industry involvement in the provision and fun-ding of educational resources.

RECOMMENDATIONS

1. In order to prevent duplication and minimize wasted effort there is needfor international coordination on the development of Green Chemistryeducation material. IUPAC should coordinate this activity with inputfrom other organizations such as OECD, UNIDO, EU, WHO, FAO,FECS, and UNESCO.

2. Because educational requirements vary from country to country, natio-nal organisations and Governments need to modify, adapt, and transla-te the basic information generated at the international level.

3. It is vital to encourage participation of the developing countries inGreen/Sustainable Chemistry education. Educational materials shouldbe adapted to suit the needs of these countries by the organisationsnamed above, other NGOs and individual Governments and be madeavailable through an international clearinghouse.

4. The socio-economic benefits of Green/Sustainable Chemistry need to bequantified and publicised. We recommend that the IUPAC and OECDform a working group to develop information on the socio-economic bene-fits of Sustainable Chemistry using case studies, such as those from thenominations for the US Presidential Green Chemistry Challenge Awards,from INCA Awards in Italy and Green Chemistry Network in UK.

5. To develop a guidance document to assist member and non-membercountries in implementing their own Green Chemistry education pro-grammes.

6. To generate a resource catalogue of Green Chemistry education mate-rials already developed by individual countries or through cooperativeefforts.

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THE TABLES THAT FOLLOW HAVE DIVIDED THE EDUCATIONAL RESOURCES

INTO CATEGORIES AS FOLLOWS:

- LITERATURE inc. Journal Articles specific to Green ChemistryEducation

- LECTURE COURSES NOT DEGREE COURSES- WEB BASED MATERIALS- SOFTWARE BASED TOOLS- PROCEEDINGS FROM WORKSHOPS AND COURSES- INTERACTIVE TEACHING MODULES - PUBLIC AWARENESS MATERIALS- FORMAL EDUCATION PROGRAMS- LABORATORY EXPERIMENTS- EXCHANGE PROGRAMS- NETWORKING INFORMATION AND RESOURCES - contacts etc.- GENERIC FUNDING RESOURCES- INDUSTRIAL RESOURCES - NATIONAL AND INTERNATIONAL COMPETITIONS THAT

PROMOTE GREEN CHEMISTRY

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Commitments and recommendations necessary to carry out GreenChemistry educational programs

INTRODUCTION

As part of its Strategic Goals, IUPAC will "utilize its global perspective tocontribute toward the enhancement of education in chemistry and to advan-ce the public understanding of chemistry and the scientific method". Therecent OECD report on the Environmental Outlook for the ChemicalsIndustry (http://www.oecd.org/ehs/) predicts future trends for production,consumption, trade and environmental impacts, and also suggests newpolicy options to address these impacts. Among these there is a call for amore holistic chemical safety approach which would include improving theknowledge base for the design of safe chemicals and chemical processes bybuilding on current Sustainable Chemistry efforts.

Green and Sustainable Chemistry is not generally regarded as a separatediscipline but rather represents a particular approach to the practice of che-mistry, a philosophical concept that advocates doing chemistry in an envi-ronmentally responsible manner. Green Chemistry is chemistry that iscreative, innovative, and economically profitable. The success of GreenChemistry will be realized when all chemical products and processes areenvironmentally benign and the label "Green Chemistry" is no longernecessary.

The need for implementation of Green Chemistry technologies is urgent.Environmental problems will not be solved if we continue to focus on reme-diation rather than prevention. Pollution prevention needs to become theenvironmental ethic for all human activities.

Central to the adoption and implementation of Green Chemistry practices iseducation and training for all, including not only chemistry students and

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RECOMMENDATIONS:

1. Become more active in promoting public awareness of chemistry as awhole, with an emphasis on the benefits of Green Chemistry (IUPAC).

2. Encourage training and educational activities in Green Chemistry(IUPAC/OECD).

3. Promote the development of Green Chemistry materials that focus onthe integration of Green Chemistry into the curriculum. These mate-rials should emphasize problem solving and critical thinking skillsrather than the simple transfer of knowledge (IUPAC/OECD).

4. Facilitate interactions between chemists and other parties that have astake in Green Chemistry, such as economists, engineers, and biologists(IUPAC/OECD).

5. Disseminate Green Chemistry educational materials and techniques toboth developed and developing nations (IUPAC/OECD).

6. Coordinate development of Green Chemistry educational materials withinput from other organizations such as UNIDO, EU, WHO, FAO,FECS, and UNESCO (IUPAC).

7. Encourage national organizations and governments to modify, adapt,and translate the basic information coordinated at the internationallevel (IUPAC/NGOs).

8. Assess mechanisms for and encourage uptake of Green Chemistry inprimary and secondary education (IUPAC/OECD).

9. Incorporate Green Chemistry principles into the syllabus of theChemistry Olympiad competition (International Chemistry OlympiadSteering Committee/National Chemistry Olympiad Committees).

practicing chemists, but all primary and secondary school students and thegeneral public. An appreciation of the all-pervasive role of chemistry in life,from the life processes themselves to pharmaceuticals and the totality ofconsumer products, is essential among the general public. This appreciationwill convey the potential for science to solve many of the pressing problemsfacing our world.

The present relative lack of materials encompassing green and sustainableprinciples for use at all levels hinders implementation of these principles.The working group is making recommendations to accelerate changestowards green and sustainable practice in the laboratory and in discussingthe advantages of green and Sustainable Chemistry in theoretical courses.

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71

ANNEX 1

RESULTS OF THE SURVEY ON GREEN/SUSTAINABLE CHEMISTRY

INTRODUCTION

The first OECD survey of Sustainable Chemistry activities in 1998 soughtinformation on research, education, government programmes and informa-tion exchange related to Sustainable Chemistry in OECD Member coun-tries. The report of the survey was published in the Proceedings of theOECD Workshop on Sustainable Chemistry held in Venice in October 1998.The second survey in 2000 concentrated on research and development andsome educational activities related to Sustainable Chemistry, and was desi-gned to obtain information on current and planned activities in order toidentify opportunities for information exchange or co-operative program-mes between OECD Member countries.

The third survey carried out by IUPAC Subcommittee on Green Chemistryin 2001 is now concentrated on educational activities. The blank question-naire used for the survey is given below (page 33).

This report compiles and summarises the responses to the questionnaire inthe areas of Green/Sustainable Chemistry Education. It identifies key fin-dings, in particular those relating to the role of individuals and organisa-tions in Green/Sustainable Chemistry education and the current scope,objectives, and perspectives in this field. The report is based on responses tothe questionnaire and is not a comprehensive survey of all Educational acti-vities on Green/Sustainable Chemistry.

The final section of the report makes some proposals for topics for furtherdiscussion by the IUPAC-Workshop on Education in the Context ofGreen/Sustainable Chemistry to be held in Venice in September 2001, con-cerning the possibility of co-operative activities in the field of

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Table 1. Respondents

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Green/Sustainable Chemistry Education. The sections of the report list keytopics and areas of the educational activity identified by the survey asimportant elements of a mid/long term plan for IUPACD and OECDGreen/Sustainable Chemistry activities to be developed by the Workshop.

Part 1. Organizations responding to the questionnaire

A total of 44 responses (see tables 2 and 3) was received from 20 countriesand one international organization (UNIDO). Other responding organiza-tions were the National Chemical Societies RSC (UK), ACS (USA), GDC(Germany), SCI (Italy) and the EPA (USA), national and international net-works and the professional associations FECS, GCN, GSCN, INCA. Theresponses are listed according to the names at persons responding in table 1,to the country and type of organization in Table 2, and to the main activity inTable 3.

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Table 2. Responding organizations according to type

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Table 3. Main activity/s or role/s of organisation Green/Sustainable Chemistry concepts and main interest inGreen/Sustainable Chemistry. The majority of the organizations responding (more than 95%) claimed to befamiliar with the concepts of Green/Sustainable Chemistry, confirming theresults of the second Survey (2000). The main sources of information quotedwere scientific and technical publications, national Green/SustainableChemistry networks, trade and professional associations, conferences, websites, data bases, and professional/research contacts.

Some responses were made on behalf of national networks of the organiza-tions interested in Green/Sustainable Chemistry Education and the numberof responses from each country did not represent the overall level of interestin each country. The responses from national networks did not includedetails of the research programmes or educational activities of the indivi-dual organizations in those countries.The main interest of the respondents was in the educational aspect, but alsobasic research, product development, improvement of the chemistry imageand information dissemination were considered important by several orga-nisations.

Part 4. Current scope and objectives of Green/Sustainable ChemistryEducation

In Part 4 the questions were about the current scope and objectives ofGreen/Sustainable Chemistry education. The first Section was about thealready existing and available government and industry programmes usefulfor incorporating Green/Sustainable Chemistry into educational systems. All the respondents indicate that collaboration in Green/SustainableChemistry should be improved at the international level. Nevertheless, only7 (15%) answered that the level of national collaboration was sufficient.National Awards dedicated to Green/Sustainable Chemistry are present inseveral countries (Australia, India, USA, Japan, Italy, UK and Germany).Some are educational and some industrial, but the distinction does not comeout clearly from the answers. Funding is both governmental and non-governmental. Surprisingly, respondents from the same country gave diffe-

Part 2. Role in Green/Sustainable Chemistry Education

In Part 2 of the questionnaire the questions addressed the role of the organi-zations in Green/Sustainable Chemistry education and the level of education.The majority of the organizations responding (more than 80%) claimed tobe actively engaged in Green/Sustainable Chemistry education and the restwas wishing to start souch a program.The University level (both first and second degree or PhD) was indicated bythe majority (65%) as the present level of their activity or suggested for thefuture development of education programs, but the pre-university level andprofessional/industrial training were also considered important by severalrespondents. A governmental organization (EPA) indicated a generaloutreach to the public.

Part 3. Interest of the organization in Green/Sustainable Chemistry

In Part 3 two questions were about the organization familiarity with

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the more important tools available, nevertheless a general need for more ordifferent material comes out from almost all the answers.

The third section addressed the relationship between Green/SustainableChemistry education and the community. Figure 2 shows the relative impor-tance of types at Institutions/Organizations that should be involved inGreen/Sustainable Chemistry educational programmes.

Figure 2

Types of Institutions/Organizations that should be mostlyinvolved in Green/Sustainable Chemistry education programs

Professional Societies, Trade Unions and Educational Institutions were jud-ged very important by some respondents.

The fourth Section of Part 4 of the questionnaire deals with the elaborationand execution of Green/Sustainable Chemistry educationalprogrammes/projects with new tools.University courses and teacher training were indicated as the most impor-tant means to address Green/Sustainable Chemistry education.

In Figure 3 the relative importance of various programmes/projects is illu-strated.

rent answers, showing that not all the subjects involved inGreen/Sustainable Chemistry research or education were well informedabout this aspect. The majority of the organisations (65%) declared to have been involved incollaborations /programmes in Green/Sustainable Chemistry. The Programswere prevailingly educational and funding was provided by a variety ofsources. The majority was funded by governmental organisations but alsonon-governmental funds played an important role. Some programs wereorganized by IUPAC and OECD and funded by the international organiza-tions, such as EEC, UNIDO, and IUPAC. The SOROS foundation financeda program in Russia.In the second Section the questions were about educational materials, tools,initiatives and sources.The relative importance, indicated by the respondents, of the main sourcesfor incorporation of Green/Sustainable Chemistry into educational systemsis graphically represented in Fig 1.

Figure 1

Main sources for incorporation of Green/SustainableChemistry into the educational system

The majority of the respondents (64%) declared that suitable tools andmaterials for teaching Green/Sustainable Chemistry are available in theirorganizations. The national Chemical Societies and the international orga-nizations play a major role in making available tools for educational needs.Books, brochures, videos, and an e-course in preparation are mentioned as

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INCA) were also judged very important.Some information concerning Green/Sustainable Chemistry education isconfidential, but this was judged not to prevent the exchange of information,instead it was considered a good indication of the scientific and commercialvalues of Green/Sustainable Chemistry Research.The majority of the respondents did not encounter any problems in adoptingGreen/Sustainable Chemistry principles for educational purposes. Somementioned indifference of the Institution or hostility of colleagues.

It was asked to give some preliminary suggestions for future initiatives andprogrammes on Green/Sustainable Chemistry education, specifying tasksand tools to implement them. Not all answered the question, but there was a wide convergence of therespondents in underlining that teacher training (both distance or in dedi-cated schools and seminars) and incorporation of Green/SustainableChemistry in existing books or other educational media were the mostimportant. Some respondents supported the provision of additional educa-tional material in various formats, including textbooks, CD-ROM, brochu-res, lab-books and lecture notes in particular on concrete cases of succes-sful Green/Sustainable Chemistry projects and industrial processes.Implementation of existing Green/Sustainable Chemistry networks and spe-cific funding for Green/Sustainable Chemistry educational projects werealso judged to play an important role.The same things were thought to be important to introduce aGreen/Sustainable Chemistry way of thinking in developing countries, toge-ther with funding of joint research programs under supervision of the inter-national organizations (UNIDO).

Part 5. Topics for discussion at the Workshop on Education in the Contextof Green/Sustainable Chemistry

The results of the survey have suggested a number of topics concerningGreen/Sustainable Chemistry Education which could be discussed at theWorkshop in Venice in September 2001.

Figure 3

Most important programs/projects to addressthe Green/Sustainable Chemistry education

Books, online resources and e-tools such as CD-ROMs were indicated as themost important tools for teaching Green/Sustainable Chemistry. In Figure 4the relative importance of the various tools is illustrated.

Figure 4

Importance of the tools and materialsfor teaching Green/Sustainable Chemistry

IUPAC and OECD Web sites were considered the most useful ways to diffu-se and exchange educational information. The existing networks (GCN,

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BLANK QUESTIONNAIRE

PART 1. DETAILS OF ORGANISATION

1.1.

Name of Organisation:

Name of person responding:

Address:

Phone/Fax:

E-mail:

1.2. Main activity/ies or role/s of organisation

Chemical manufactureIndustrial R&DFundamental ResearchChemical analysisTeaching or trainingGovernment department or agencyEnvironmental/consumer protectionWorker protectionIndustrial associationProfessional associationConsultancyOther (please specify)…………………

PART 2. ROLE IN GREEN/SUSTAINABLE CHEMISTRY EDUCATION

2.1. Is your organisation actively engaged in Green/SustainableChemistry education?

YesNo

If no, does it wish to start such a programme? YesNo

The Workshop may wish to discuss:• how the teacher training should be organized both at national and at

international level.• the role that existing national and international networks, Research

Institutions, Learned Societies can play in the information, availabilityand dissemination of educational tools.

• how Green/Sustainable Chemistry concepts and educational tools can beintroduced in the usual chemistry curricula.

• The role of international associations such as IUPAC in the disseminationand promotion of information, initiatives/programmes.

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4.1.1. Do you think that collaboration in Green/Sustainable Chemistryeducation should be improved at international level?

YesNo

Is the level of national collaboration in Green/Sustainable Chemistryeducation sufficient in your country?

YesNo

4.1.2. Are there any national awards dedicated to Green/SustainableChemistry education in your country?

YesNo

If yes, please specify the types of awards:

Educational GovernmentalIndustrial Non-governmentalOther (please specify)……………………….

4.1.3. Has your organisation been involved in national/internationalcollaborations/programmes in Green/Sustainable Chemistryeducation?

YesNo

2.2. What level of education:

Pre-universityUniversity (first degree)University (second degree)Professional trainingIndustrial trainingOther (please specify)………………

PART 3. YOUR INTEREST IN GREEN/SUSTAINABLE CHEMISTRY

3.1. Is the organisation familiar with the concepts of Green/Sustainable Chemistry?

YesNo

If yes, what are the main sources of information used?……………………..

3.2. Main interests in Green/Sustainable Chemistry.

Basic researchProduct developmentEducationOther (please specify)………………

PART 4. CURRENT SCOPES AND OBJECTIVES OF GREEN/SUSTAINABLE CHEMISTRY

EDUCATION

4.1. Available government and industry programmes useful for incor-porating Green/Sustainable Chemistry into the educational systems.

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4.3. Community vs. Green/Sustainable Chemistry education.

4.3.1. What types of Institutions/Organisations should be mostlyinvolved in Green/Sustainable Chemistry educationprogrammes?Please, estimate the importance of such involvement.

very important important fairly important not important

ScientificIndustrialGeneral publicBusinessGovernmentOther (please specify)………………………………..

4.4. Elaboration and carrying out the Green/Sustainable Chemistryeducational programmes/projects with new educational materials/tools.

4.4.1. Which are the most important programmes/projects to addressthe Green/Sustainable Chemistry education?


University coursesLaboratory coursesTeacher trainingDedicated coursesTargeted fundingConferences/workshopsOther (please specify)……………………………

If yes, please specify the type and support of collaboration/programme:

Educational GovernmentalIndustrial Non-governmentalIUPACOECDOther (please specify)…………………………..

Please, give other details of programme/collaboration if appropriate.…………………………..

4.2. Existing Green/Sustainable Chemistry educational material, tools,initiatives, and sources.

4.2.1. What are the main sources for incorporation ofGreen/Sustainable Chemistry into the educational system?Please, estimate the importance.


University programsScientific societiesGovernment programsIndustrial programsSchoolsOther (please specify)

………………………………Please, specify the sources available in your country/organisation, if any.

………………………………

4.2.2. Are there suitable tools and materials available in yourorganisation for teaching Green/Sustainable Chemistry?

YesNo

If yes, please specify which.……………………..

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5.2. Is some of the information concerning Green/Sustainable Chemistry Education, held by organisation, confidential orcommercially valuable?

YesNo

If yes, will this prevent exchange of information?…………………………………

5.3. Have you encountered any problems in adoptingGreen/Sustainable Chemistry principles to educational purposes?

Yes. No

If yes, please give examples.…………………………………

5.4. How can Green/Sustainable Chemistry education be introduced indeveloping countries?…………………………………

5.5. Do you have other suggestions for how IUPAC could help topromote the objectives of Green/Sustainable Chemistry education? Should it be improved and how?……………………….……………………….

4.4.2. Please, suggest and specify the importance of the tools andmaterials for teaching Green/Sustainable Chemistry with emphasis on the new types of educational courses, such ase-technologies, etc.


BooksCD-ROMsOnline resourcesGroupware applicationsOther (please specify)………………………………..

4.5. Commitments and recommendations necessary to carry outGreen/Sustainable Chemistry educational programmes.

Please give preliminary (before the workshop) suggestions/recommen-dations for future initiatives and programmes on Green/SustainableChemistry education, shortly specifying mechanisms, tasks and tools toimplement them.

…………………………………………………..

PART 5. GENERAL QUESTIONS

5.1.What type of information exchange activity would be most usefulfor Green/Sustainable Chemistry education?

IUPAC Web siteOECD Web siteExisting networks (please specify) ……………….Other (please specify)………………………………..

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ANNEX 2

CONTRIBUTIONS FROM ORGANIZATIONS

MONASH UNIVERSITY, AUSTRALIA

SUBMISSION FROM THE CENTRE FOR GREEN CHEMISTRY

1. Existing Government and Industry Programmes useful for incorpo-rating GC into the education systems.

The Green Chemistry Challenge Awards (Australia) are conferred by theRoyal Australian Chemical Institute (RACI) to “recognize and promote fun-damental and innovative chemical methods that accomplish pollution pre-vention through source reduction and that have a broad applicability inindustry, and to recognize contributions to education in Green Chemistry”.(See appendix 1 for full text and conditions.)

Awards are made in any (but not necessarily all) of the following categories:• Projects from any of the small business sector in any of the scope focus

areas.• An academic or government institution for a

project in any of the scope focus areas.• Green Chemistry education.

2. Existing GC educational material, tools,initiatives and sources.

2.1. University level courses and topics.

2.1.1. Undergraduate educationA number of Green Chemistry educational pro-grams are in existence at University level in

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Australia. In many cases Green Chemistry is included as a topic withinother courses whilst in others complete modules or courses in GreenChemistry (or Sustainable Chemistry) are offered. Some of these are detai-led in the table on the following page, although it should be noted that thisis not an exhaustive list.

Both the Monash Univerity and Central Queensland University coursesare delivered at year 3 level. In the Australian tertiary education systemthis is the last year of the Bachelors degree (Figure 1), although manystudents will continue to the B.Sc. (Honours) degree. Students studyingchemistry have developed a reasonable body of knowledge by this leveland the courses are thus not designed to teach basic chemical conceptsbut are focused on specific Green Chemistry technologies and recentdevelopments in the field and are designed to complement rather thanreplace other chemistry courses.These courses use as reference material the books by Anastas, Warner andWilliamson1, case studies2, web resources3 and recent research papers fromthe primary scientific literature including the journals Green Chem., Chem.Commun., J. Am. Chem. Soc. (communications) and Angew. Chem. (letters).Thus, additional material development has been restricted to lecture material,tutorial questions and laboratory exercises. Where appropriate these mate-rials will be made available by publication in Journals such as J. Chem. Ed.

1 a) P. T. Anastas and J. C. Warner, ‘Green Chemistry: Theory and Practice’, Oxford Science Publications, 1998;b) P. T. Anastas and T. C. Williamson, ‘Green Chemistry: Frontiers in Benign Chemical Synthesis andProcesses’, Oxford Science Publications, 1998

2 M.C. Cann and M.E. Connelly, ‘Real world cases in Green Chemistry’, American Chemical Society, 20003 Including: a) http://www.epa.gov/opptintr/greenchemistry/ and links therein, b) http://www.epa.gov/opptintr/

and docs therein, c) http://www.acs.org/education/greenchem/resources.html and links therein, d) http://chem-soc.org/networks/gcn/ and links therein

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other institutions nationwide.

Masters: A model of Masters degrees by coursework is currently underdevelopment in the Faculty of Science at Monash university. This is in linewith developments in other faculties and other universities nationwide. Thisrepresents a significant opportunity and modules in Green Chemistry arecurrently under development for trial delivery in 2002. Green Chemistrymay be very effectively linked with other courses relating to sustainabilityand management and discussions are underway relating to courses offeredas ‘elective’ options in degrees such as the Masters in Business (MBA).There are a number of related postgraduate courses such as ‘CleanProcessing’, which is part of the new ‘Master of Engineering Science inProcess Integration’. The objectives of this course are: Course Objectives - To facilitate the global technology transfer of specialist knowledge

recently developed that has immediate practical and beneficial applicationin the Process Industries.

- To extend knowledge of the principles and methodologies of ProcessIntegration technology and its application.

- To extend the range of application of Process Integration to include notonly enhanced energy and raw material efficiencies, but to become a majormethodology for achieving Cleaner Production technologies.

- To deliver a high quality teaching program using innovative teachingmethodologies and materials to provide flexible student learning opportu-nities.

- To address industry needs for the provision of ongoing education in anewly emerging field, and in so doing address both Federal and Stategovernment strategic objectives for implementation of Cleaner Productiontechnologies.

2.2. Secondary school initiatives.

There is a disturbing trend nationally in Australia of a reduction in the num-ber of students choosing to study chemistry at a University level. Muchanecdotal evidence exists indicating that this is, at least in part, a conse-quence of the poor ‘image’ of the chemical industry which is often identi-

Excerpts from the University handbooks containing descriptions of the cour-se contents and prerequisites are contained in the boxes below.

CHEM13033 Green Chemistry

Green chemistry looks at the challenges facing the chemi-cal industry to encompass sustainable development, byincorporating an environmentally “benign by design”approach to all aspects of the chemical industry. The cour-se will examine the possibilities of renewable feedstocks,recycling, green oxidants, biocatalysts, solvent choice, andother approaches to reducing the impact of chemicalmanufacture on the environment, includingwaste toxicity reduction, and the ideal of zero waste pro-duction. Internet-based information resources will be incor-porated.Distance education students will be required toattend a residential school for this course.

Central Queensland University Handbook

This handbook was correct as at: 07-June-2001

Details of course structures and content is contained in Appendix 2.

2.1.2. Postgraduate educationPh.D.: The primary mode of postgraduate science education in Australianuniversities is that of a Ph.D. degree by research and dissertation. There area growing number of students registered for doctorates with specific GreenChemistry research projects. This is particularly true for students directlyassociated with the Australian Research Council (ARS) Special ResearchCentre for Green Chemistry at Monash University (currently 23 Ph.D. stu-dents enrolled with specifically Green Chemistry focused research projects).There are also significant numbers of postgraduate students enrolled underthe supervision of faculty with particular interests in Green Chemistry at

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secondary school students. Students in year 11 (the penultimate year inAustralian secondary schools) who are studying chemistry are teamed withactive researchers within universities where they carry out (under close super-vision) a minimum of 20 hours of research. The results of their work, and theirperceptions of the university and research laboratory environment are transmit-ted back to their class via a joint presentation by the student and research scien-tist and all students prepare a report and poster for presentation at a sponsoredfunction where prizes are awarded for the best report submitted.

2.3. Other.

Other initiatives include:Public Lectures: the Hartung Lectures and the Tasmanian Youth Lectureseries organized under the auspices of the RACI will, in 2001 and 2002respectively, be on the topic of Green Chemistry.

Appendix 1:

RACI Green Chemistry Challenge Awards:(http://www.raci.org.au/RACI/awards.html#green)

The Green Chemistry Challenge Awards are to recognise and promotefundamental and innovative chemical methods that accomplish pollu-tion prevention through source reduction and that have broad applica-bility in industry, and to recognize contributions to education in GreenChemistry. Green chemistry is relevant to all Divisions of the Instituteand the Awards are non-Divisional based.

Green Chemistry involves a reduction in or elimination of the use or genera-tion of hazardous materials, including feedstock, reagents, solvents, products,and byproducts, from a chemical process. Green chemistry encompasses allaspects and types of chemical processes, including synthesis, catalysis,analysis, monitoring, separations and reaction conditions, that reduce impactson human health and the environment relative to the current state of the art.

fied with pollution and hazard. Introduction of Green Chemistry conceptsat school level is thus seen as a priority and a number of initiatives are desi-gned to achieve this end. Large-scale changes in school curricula are diffi-cult to achieve and thus, these initiatives all have, as their core, voluntaryinvolvement by both scholars and teachers.

2.2.1. Development of a Green Chemistry Laboratory Manual for use inSchoolsA recent survey of secondary school students studying chemistry reveals aneed for ‘more, relevant practical excercises’4 and joint proposal for fundingfor ‘Green Chemistry as Stimulant for Increasing the Interest of YoungPeople in Science” prepared by the ARC, SRC the Centre for GreenChemistry, Monash University and the Chemistry Education association, iscurrently before state government for consideration.

2.2.2. Demonstration lectures for delivery to secondary schoolsThe Centre for Green Chemistry at Monash University is currently develo-ping an exciting demonstration lecture which will form the basis of a ‘tra-velling roadshow’ aimed at secondary school students in year 10 (the year inwhich students choose whether or not they will study chemistry for theirfinal school examinations). A part-time staff member with expertise in che-mistry and the development of presentation materials will also be responsi-ble for delivery of these lectures which, it is hoped, will aid in counteringthe highly negative perception of many students who often describe che-mistry as ‘boring’ or ‘irrelevant’. Pilot lectures associated with the CSIROstudent research scheme have proven very popular.

2.2.3. CSIRO student research schemeThe CSIRO student research scheme5, while not designed with GreenChemistry education in mind, provides a vehicle for interacting with groups of

4 A.F. Patti and J.L. Scott, “Teaching Green Chemistry Across the Spectrum” a presentation at the SatelliteConference of the World Chemical Congress 2001 organised by the Committee on Teaching of Chemistry (CTC)of IUPAC, 2001

5 More details are available from: http://www.csiro.au/melbcsirosec/srs/

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2. The nominated chemistry technology should offer human healthand/or environmental benefits. The technology might, for example:

- Reduce toxicity (acute or chronic), illness or injury, flammability, explo-sion potential, emissions or other releases, transport of hazardous sub-stances, or use of hazardous substances in reaction processes.

- Improve usage of natural resources, such as renewable feedstocks.- Enhance biodiversity.

3. The nominated chemistry technology should be generally applicableto a large and broad-based segment of chemical manufacturers,users, or society at large. The nominated technology should offer atleast the following:

- A realistic approach to green chemistry.- A remedy to a real environmental management problem.

Features that can be transferred readily to other facilities, locations, andindustry sectors.

4. The nominated chemistry technology should be innovative and ofscientific merit. The technology should be, for example:

- Original (i.e. never employed before).- Scientifically valid. That is, can the nominated technology or strategy

stand up to scientific scrutiny through peer review? Has the mecha-nism of action been thoroughly elucidated through sound scientificresearch?

The judging panel will look for as much detail (nonproprietary) as possibleabout the nominated technology. Specifics of the chemistry, including com-parisons to an existing technology, toxicity data, quantities of hazardoussubstances being reduced or eliminated, degree of implementation in com-merce, and other technical, human health, environmental, and economicbenefits, will both assist the judging panel in evaluating a nomination andenhance the prospects of a nomination . An award on the basis of contribu-tion to green chemistry education will be evaluated on the basis of innova-tion, impact, community involvement, etc.

The evaluation of the new technology's impact will include considerationsof the health and environmental effects throughout the technology's lifecy-cle with recognition of the necessity for incremental improvements.

The Green Chemistry Challenge Awards are open to all individuals, groupsand organisations, both nonprofit and for profit, including academia, govern-ment, and industry. The nominated green chemistry technology must havereached a significant milestone within the past 5 years in Australia (e.g. beenresearched, demonstrated, implemented, applied, patented, etc.).

SCOPE FOCUS AREAS

Nominated green chemistry technologies should be an example of one ormore of the following three focus areas:

1. The use of alternative synthetic pathways for green chemistry, such as:- Catalysis/biocatalysis.- Natural processes, such as photochemical and biomimetic processes.- Alternative feedstocks that are more innocuous and renewable (e.g. bio-mass).

2. The use of alternative reaction conditions for green chemistry, such as:- Use of solvents that have a reduced impact on human health and the envi-ronment.- Increased selectivity and reduced wastes and emissions.

3. The design of alternative chemicals that are for example,- Less toxic than current alternatives.- Inherently safer with regard to accident potential.

SELECTION CRITERIA

Judgement of Green Chemistry technologies nominated for an award will bebased on whether they meet the following criteria (where applicable):

1. The nominated chemistry technology must fall within the scope of theprogram and at least one of the focus areas.

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Content

What is Green Chemistry?, atom economy, green chemistry tools, princi-ples of green chemistry, the effects of chemistry on resources and envi-romnment, feedstocks and starting materials, reaction types, methods todesign safer chemicals, examples of green chemistry (with particularemphasis on "Real World Cases in Green Chemistry"), biotechnology, sol-vent free and solvent replacement possibilities, green chemistry internetresources.

Web page for resources:http://www.ahs.cqu.edu.au/cbs/83330/resources.htm

MONASH UNIVERSITY, GREEN CHEMISTRY COURSE:

Structure

The course is one half of a full 3rd year course entitled “SustainableChemistry” and as such is composed as follows:12 hours of formal lectures6 hours of tutorialca 15 hours of practical laboratory work (dependant on total number ofpoints of chemistry undertaken)

ContentDefinition of Green Chemistry; Green Chemistry in context historicallyand in relation to the modern chemical industry; principles of Green che-mistry; tools of Green Chemistry; Life Cycle Assessment as applicable tothe chemical industry; specific topics detailing cutting edge GreenChemistry technologies and current research such as use of alternativereaction conditions including scCO2, ionic liquids, solvent-free metho-dologies, solvent replacement and the tools available for evaluating sol-vents, catalysis as a means of achieving the goals of Green Chemistry(including biocatalysis).

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AWARD CATEGORIES

Several awards will be made. Awards may be made in the following:- Projects from any of the small business sector in any of the scope focus

areas.*

- An academic or government institution for a project in any of the scopefocus areas.

- Green Chemistry education.

Appendix 2:

CENTRAL QUEENSLAND UNIVERSITY, GREEN CHEMISTRY COURSE:

Structure

24 hours of workshops/student presentations12 hours of lectures/tutorials30 hours of practicals and invited industry speakers/panel discussions.

The course emphasises the importance of active participation by the studentin the presentations and workshop activities and panel discussions. Prior toa presentation, groups will be issued with the details including an abstractoutlining the topic to be delivered and the references used by the presentinggroup. It is expected that students will acquaint themselves with the refe-rences and pre-read any sections from the texts in order to have an under-standing of the green chemistry issues involved. Owing to this presentationand the active listening taking place during the presentation it is expectedthat students will ask in-depth questions to the presenting group regardingthe issues they have raised.

* A small business is defined here as one with annual sales of less than $10 million including all domestic and foreign sales by the company, its subsidiaries, and its parent company.

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INTERUNIVERSITY CONSORTIUM “CHEMISTRY FOR ENVIRONMENT”(INCA), ITALY

COLLECTION OF LECTURES OF THE SUMMER SCHOOLS ONGREEN CHEMISTRY

Venice 1998, 1999, 2000Editor: P. Tundo

Co-Editors: L. Clemenza - A. Perosa

1st Edition, August 2001

PresentationThis Collection of Lectures holdduring the three Summer Schools onGreen Chemistry sponsored by theEuropean Commission, TMRProgram and carried out by theConsorzio Interuniversitario LaChimica per l’Ambiente (Venice,September 1998, 1999 and 2000),highlights aspects of relevant funda-mental chemistry, so as to raise theawareness of the field and stimulateincreased activity by a wide range ofchemists. Topics covered are inclu-ded in the following sections: Greenreagents and atom economy;Safeguarding the atmosphere;Industrial green catalysis; Alternative reaction conditions Biocatalysis andgreen chemistry Authors of the articles are teachers of the Summer Schoolswhose major research interests are in the development of environmentallyfriendly chemistry, and also leading synthetic organic chemists whose funda-mental research provides the means by which such developments could bemade. The principles of Green Chemistry are a significant beginning for the

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WEB-SITES FOR BACKGROUND INFORMATION:

GREEN CHEMISTRY

http://web.chem.monash.edu.au/GreenChem/http://academic.scranton.edu/faculty/CANNM1/dreyfusmodules.htmlhttp://www.rsc.org/is/journals/current/green/greenpub.htm

CHEMISTRY EDUCATION ASSOCIATION

http://www.cea.asn.au

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The SSGC became a reality in 1998 with a grant from the EuropeanCommissionÅfs IV Framework Programme (FP) Training and Mobility ofResearchers (TMR) programme. Currently, within the V FP, the SummerSchools on Green Chemistry are part of the ÅgImproving the HumanResearch Potential and the Socio-economic BaseÅh programme. Recently,additional funds to cover participation of students from the RussianFederation have been provided by the Italian Ministry for Foreign Affairs.Admitted students benefit from complete scholarships. This innovativeapproach to the design of clean chemical reactions and processes, provedattractive to young scientists, as was immediately obvious from the growingnumber of applicants at the SSGC year after year. In the 2000 edition thenumber of students reached nearly 70, from 23 dif-ferent nations.Participants, whose ages ranged form 25 to 35, represented academia andindustry. The three editions of the school, contained in the present volume,were a valuable occasion for a large number of scientists to interact in a veryconstructive manner. The exchange of information allowed a valuable trans-fer of information, and gave rise to a network of students which are still incontact on the subject of Green Chemistry, and it encouraged awareness forthe need to disseminate the concepts of Green Chemistry throughout thechemical community. As far as teaching is concerned, the schools consistedof a total of 10 lectures (two daily), plus ample discussion time, a poster ses-sion, awards for posters, and some practical problem solving. The atmo-sphere was kept as informal as possible, thanks also to the help of social din-ners, a very coope-rative group of teachers, a boat trip around Venice,mixers, etc., effectively making the school pleasu-rable as well as profitable.Beautiful Venice certainly contributed to attract participants and to maketheir stay pleasant. The auspice is that in the future the Summer School onGreen Chemistry will become a step-ping stone in the career of many youngresearchers, wishing to combine state-of-the-art research in chemistry withenvironmental awareness.

chemical profession in dealing with the novel ethical context in which huma-nity has been placed by the unprecedented power afforded to it in the twentiethcentury by science and technology. The chemical literature on green chemistryhas been expanding through books, journals and direct internet publishing. Theprimary literature as well as reviews and analysis continue to grow, as an under-standing of the applicability of green chemistry to industrial interests and tra-ditional scientific challenges becomes known. This Collection addresses all ofthe important aspects of this subject and brings together in one volume contri-butions from leading experts. Combining technological progress with the safe-guarding of the environment is one of the challenges of the new millennium.Green Chemistry is the special contribution of chemists to the conditions forsustainable development. On the other hand, it should be easy to foresee thatthe success of environmentally friendly reactions, products, and processes willimprove competitiveness within the chemical industry. If companies are able tomeet the needs of society, people will influence their own governments to fosterthose industries attempting such environmental initiatives. Of course, funda-mental research will play a central role in achieving these worthy objectives.What we call green chemistry may in fact embody some of the most advancedperspectives and opportunities in chemical sciences. In synthesis: the aim ofthis Collection is to stimulate and promote the wide-ranging aspects of thisimportant and newly-developing field. At the end of the book, the abstracts ofthe acknowledgements to Italian chemical companies for their green processes– and given by INCA during the last three years - are presented. Abstracts ofthe posters awarded during the Summer Schools are also shown. I want tothank the financial contribution of Ministero per gli Affari Esteri which madethis publication possible.

The Summer School on Green ChemistryThe Summer School on Green Chemistry (SSGC) was devised by INCA asa high level training school for young European chemists. Its purpose is toteach the design of intrinsically clean chemical processes which can solvepollution concerns at the source. The innovative approach lies in teachingfuture generations of researchers how chemistry can be used to prevent pol-lution, particularly as an alternative to the cleanup of wastes, which is costlyboth economically, and in terms of health, safety, and of the environment.

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Fine and Intermediate ChemicalsWolfgang F. Hölderich - RWTH Aachen - Germany

An Alternative, Clean Synthesis of Methacrylic acid by Gas-PhaseOxidation of IsobutaneF. Cavani, R. Mezzogori, A. Pigamo, Ferruccio Trifirò - Dip. di ChimicaIndustriale e dei Materiali - Bologna Italy E. Etienne - Atofina - Saint-Avold Cedex, France

Acid and Superacid Solids as Non-Contaminant Alternative Catalyst J. M. López Nieto - Intituto Tecnología Química - UPV-CSIC- Valencia -Spain

Towards the Elimination of PCBs in Azo Pigment Industrial Synthesis Nati Bayarri, Lourdes Berdiè, Toni Ruìz, Josep Castells, Carles Estèvez -Institut Universitari de Ciencia i Tecnologia (IUCT) ñ Barcelona-SpainPart 4: Alternative Reaction Conditions

Phase-Transfer Catalysis: a General Green Methodology in OrganicSynthesis M. Makosza - Polish Academy of Sciences - Warszawa - Poland

Ionic Liquids as Alternative Reaction Media K. R. Seddon, D. F. Wassell - The Queen’s University of Belfast - Belfast -Northern Ireland

Part 5: Biocatalysis and Green Chemistry

Biocatalysis for Industrial Green Chemistry Bernard Witholt, Andrew Schmid, Renata Mathys, Sven Panke and MartinHeld - Federal Institute of Technology (ETH) - Switzerland

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Topics and Contributors

Part 1: Green Reagents and atom economy

A Search for Atom EconomyBarry M. Trost - Stanford University - Stanford - USA

Dimethyl Carbonate as a Green ReagentPietro Tundo - Dipartimento di Scienze Ambientali, Università Ca’ Foscari -Venezia, Italy

Photoinitiated Synthesis: a useful perspective in Green ChemistryAngelo Albini - University of Pavia - Pavia - Italy

Part 2: Safeguarding the atmosphere: Alternative Solvents

Reactions in Supercritical Carbon Dioxide (ScCO2)Walter Leitner - Max-Planck-Institut für Kohlenforschung - Mülheim an derRuhr - Germany

Organic Chemistry in Water: spontaneous and Lewis - Acid catalized Diels-Alder ReactionsJan B.F.N. Engberts - University of Gröningen-Gröningen - TheNetherlands

Water and Soap as a Synthetic ToolGiorgio Cerichelli - Università dell'Aquila - Italy

Part 3: Industrial Green Catalysis

Organic Synthesis Zeolite Catalysts. Contribution to EnvironmentalProtectionM. Guisnet and P. Magnoux - University of Poitiers- France

Heterogeneous Catalysts for the Environmentally Benign Production of the

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By the time many students reach secondary education, they will alreadyhave formed an image about science and the chemical industry. For manythat the image is not a good one. For some students the chemical industrywill only be seen as a major polluter and producer of toxic waste. Thisperception and the portrayal of the industry in the media may have contri-buted to the decline in the percentage of undergraduates taking chemistrydegrees over the past decade. Green chemistry promotes an opportunity toreaddress some of those images. It offers an education for sustainabledevelopment, which now has a place in the school curriculum. For che-mistry to be an attractive subject in the 21st century we should give abalanced view by discussing the following issues at school and with thepublic in general:

- Chemistry plays an integral part of our lives. Chemistry is all around usin the clothes we wear, the food we eat and buildings we live in etc.

- Chemistry is here to stay, whether we like it or not.

- We need well-qualified and creative chemists to maintain and develop ourquality of life.

- In the future non-renewable hydrocarbon feedstocks will be depleted, sochemists need to find new renewable feedstocks, such has plants.Chemists are working to find new and cleaner methods of making manyproducts such as plastics and pharmaceuticals.

- In the past, chemistry has caused many environmental problems.

- The chemical industry is now trying to address some of these issues byapplying The Twelve Principles of Green Chemistry.

- The consumer market place often drives the chemical industry by buyingcertain products. If a product doesn’t sell then it is discontinued; if it sellswell then more is produced.

ROYAL SOCIETY OF CHEMISTRY, UK

TEACHING ABOUT GREEN CHEMISTRY IN SCHOOLS AND COL-LEGES DR COLIN OSBORNE, ROYAL SOCIETY OF CHEMISTRY, UK

This paper describes three complementary projects to include the teachingof green chemistry principles, processes, and case studies in the 11 – 16 and16 – 19 curricula in the UK. One of the projects described also indicateshow national organisations can co-operate internationally and customizegeneric material for their own use.

The three projects are:

1. ‘Green Chemistry’ – a printed and web-based resource produced by TheRoyal Society of Chemistry under their Schoolteacher Fellowship scheme.

2. ‘Case Studies in Green Chemistry’ – a tripartite collaborative project bet-ween the Royal Society of Chemistry, the American Chemical Societyand the Gesellschaft Deutscher Chemie.

3. ‘A Greener Industry’ – a project between the Royal Society of Chemistry,the Chemical Industry Education Centre at the University of York, theSalters’ Institute of Industrial Chemistry and Rhodia plc.

Examples of both areas of content and materials for students use are descri-bed as are curriculum links to the materials.

1. GREEN CHEMISTRY

The Royal Society of Chemistry is the learned society and professional bodyfor chemical scientists in the United Kingdom. Annually the Societyseconds a teacher to work on a project with the Society’s staff. The TeacherFellow for 1999 – 2000, Dr Dorothy Warren, produced a volume on GreenChemistry as part of her project. This material is suitable for 14 – 16 yearold students.

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GREEN CHEMISTRY

Teachers’ NotesBackground informationThe Twelve Principles of Green ChemistryTeaching Green Chemistry in schools and collegesGreen Chemistry in the curriculumAluminiumMetal extraction processesIronIndustries that burn coal and desulfurisationPreventing acid rainReducing nitrogen oxides in power stationsProduction of ammonia using the Haber processManufacture of chlorinePolymerisationPoly(ethene)Waste managementArticles by Mike Lancaster and David BradleySources of informationClassroom resourcesTeaching topicsAluminium extractionInvestigating the life-cycle of poly(ethene)Student worksheets – photocopiable mastersExtracting aluminiumThe Twelve Principles of Green ChemistryStudent Safety InformationBritish chemists at ICI accidentally discover poly(ethene)Investigating the life cycle of poly(ethene)GREEN ENERGY – USING WASTE AS A SOURCE OF ENERGY

Teachers’ notesTeaching topicsAnswersStudent worksheets - photocopiable mastersTHE AIR WE BREATHE

- As consumers we have a choice as to which products to buy. This in turnwill have an influence on the chemical industry. Often people complain,for example, that ‘environmentally friendly detergents’ are expensive. Ifmore people bought the product then production would go up and the pricewould go down.

- The success or failure of the Green Chemistry industry will be decided byindustry and so it is important to teach people about the principles.Legislation of international agreements have their part to play as well, ashas social pressure. It should be pointed out that Green Chemistry is apo-litical.

At first it may appear that there is not much room in the curriculum forGreen Chemistry, mainly because the phrase is not mentioned. However, oncloser examination there are many opportunities to introduce the principles.Listed below are some suggested examples as to how some of the principlescould be introduced:

- Metal extraction processes – aluminium, iron- Industries that burn coal- Preventing acid rain- Production of ammonia- Manufacture of chlorine- Polymerisation- Waste management

The resource contains Teachers notes and background information and pho-tocopiable worksheets for students.These are available at http://www.chemsoc.org/Learnnet/green-chem.htm inWord and pdf format. This allows teachers to modify the worksheets fortheir own students needs.

The resource includes the following:

Green Chemistry and sustainable development – introduction

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complete combustion of the fuel takes place. 30% less nitrogen oxides are produced

during combustion.

(b) Selective catalytic reduction

Catalysts can also be used to remove NOx from flue gases, but the catalysts are very

expensive and are easily poisoned, producing more waste. The catalysts must be

replaced every 2 – 3 years. Ammonia is injected into the flue gas in the presence of

a catalyst, which is usually vanadium or tungsten oxide. The reaction takes place at

temperatures between 300 – 400 °C. 90% of the NOx is converted to N2.

NOx + NH3� N2 + H2O

(c) Selective on-catalytic reduction

Ammonia gas is sprayed into the flue gas and converts about 50% of the NOx into

N2. Some of the unreacted ammonia will be discharged to the atmosphere, but there

is no waste catalyst to dispose of. However, operational temperatures are much

higher, 930 – 1030 °C, to ensure the reduction reaction occurs. Maintaining these

temperatures can cause difficulties.

(d) Activated carbon process

The activated carbon (coke or charcoal) process reduces NO2 produced during com-

bustion to NO via a reaction with carbon at about 80 °C. Ammonia can the be added

to reduce NO to N2 and water. This achieves NOx reduction of between 40 and 60%.

(e) Gas reburn

Natural gas (a mixture of methane and ethane) is injected into the boiler just above

the flame.

CH4 + 4NO � 2N2 + CO2 + 2H2O

Any excess hydrocarbon or carbon monoxide produced in the reaction undergoes

oxidation to carbon dioxide and water.

Teachers’ notesBackground informationUnderstanding pollutants and their effectsInvestigating the air quality in your areaFuels for the future

AnswersStudent worksheets - photocopiable mastersReferencesBibliography

The kind of background information provided updates the teachers kno-wledge allowing them to give their students a more balanced view of thechemical industry than would otherwise be the case. This work is alsoextended to activities in power stations that reduce the amount of sulfur andnitrogen oxides. For example

REDUCING NITROGEN OXIDES IN POWER STATIONS

Coal contains some nitrogen because it was formed from living things. When coal

burns some nitrogen oxides are formed, which are called Fuel NOx. In a very hot

combustion chamber nitrogen oxides are produced as a result of nitrogen reacting

with oxygen in the combusting air. These are termed Thermal NOx. Some of the

measures taken to reduce NOx are listed below. Switching the fuel from coal to gas

is not effective as it only reduces Fuel NOx and not Thermal NOx.

(a) Low NOx burners

Many large combustion plants now use low Ox burners (LNBs), which are based on

the principle that lowering the temperature of the flame will reduce the amount of

nitrogen oxides produced. In practice, this is quite hard to achieve whilst still main-

taining the same level of energy efficiency. The combustion takes place in two sta-

ges: initially a fuel rich environment is maintained reducing any NOx to N2. After the

initial combustion has occurred, air is added to the combustion chamber to ensure

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processes can be used to illustrate or enrich the presentation of standard topics.The goal of this series of green chemistry modules is to provide teachers with:

- supplemental course materials to expose students to green chemistry concepts;- activities and information to relate green chemistry to standard general che-

mistry topics that are already in the curriculum; and- references and resource materials for teachers and students to explore green

chemistry in more detail.

The academic level of the students taught will determine the depth and comple-xity of information used from this series.

The case studies covered are:

1. Liquid carbon dioxide for safer dry clearing2. Biodegradable plastics3. Atom economy4. The synthesis of ibuprofen

Liquid Carbon Dioxide for Safer Dry Cleaning

The standard dry cleaning process uses an organic solvent, that is not healthy forhumans and other animals and pollutes the environment when it escapes. Onealternative to this process that has recently been developed uses a detergent andliquid carbon dioxide as a solvent. The advantages of the new method is that ituses a solvent that is inexpensive and easily recycled and requires less energyoverall. This unit is designed to lead to an understanding of how the new pro-cess works by beginning with the more familiar process of wet cleaning withwater and a soap or detergent. A series of activities and questions explore con-cepts that include solubility, polarity of molecules, surfactants, phase changes,and properties of carbon dioxide.

Biodegradable Plastics

Still under development.

Once again, several of the principles of Green Chemistry are applied here suchas prevention, use of catalysis, use of chemicals that are less harmful, but, asbefore, each method needs to be assessed in terms of local position, resourcesand economics. Each method has advantages and disadvantages: most of themcan be applied to existing combustion plants.

The teacher is provided with information as to where the material would fit, ingeneral terms, into a teaching scheme, and with the answers to the worksheetquestions.

The resource also contains details of the serendipitous nature of some sciencesuch as the accidental discovery of poly(ethene).

The resource concludes with sections on Green Energy – using waste as a sour-ce of energy and some data on pollution, much of it web-based.

2. CASE STUDIES IN GREEN CHEMISTRY

The Chemical Societies of Germany, the United States of America and theUnited Kingdom are working on a series of case studies based on material thatwas first published by the American Chemical Society to record some of theawards made under the Presidential Green Chemistry Challenge Awards pro-gramme. This new material is suitable for 16 – 19 year olds. It is designed tofulfil the objectives in the next paragraph.

It is important that chemistry students at all levels, whether they intend to pur-sue careers in science or not, be introduced to green chemistry and recognize theimpact it can have on human health and the environment. The fresh approachand intriguing concepts presented by green chemistry are likely to appeal to stu-dents and enhance their interest in chemistry. Also, among current chemistrystudents are future chemists for whom early exposure to green chemistry canprovide a frame of reference that will enable them to contribute to the greeningof chemical processes in the future.

The curriculum includes many topics for which examples of green chemistry

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The green synthesis

The ibuprofen patent ran out in the mid- 1980s. Prior to that, only Bootshad the right to make and sell the drug. The patent system protects theinterests of companies that develop drugs, and allows them to sell paten-ted drugs exclusively, normally for 20 years (although by the time thedrug gets to the market, there is usually only about ten years left to run).This allows them to recoup the money spent o a drug’s development andalso make a profit, some of which will go on investment in new drugs.After the patent ran out, any company could make and sell the drug. Anew company, called BHC, was formed to develop a new ‘green’ synthe-sis of ibuprofen and to sell the pain-killer. This consortium developed analternative synthesis of ibuprofen from the same starting material in justthree steps. This is shown in the resource as is the calculation of the ove-rall atom economy, 77% - almost double that of the Boots’ synthesis. Other advantages of the green synthesis are described.

3. A GREEN INDUSTRY

This project is to be jointly published by the Chemical IndustryEducation Centre at the University of York, UK, and the Royal Societyof Chemistry and is sponsored jointly by the RSC, the Salters’ Instituteof Industrial Chemistry and Rhodia Plc.

In spite of much discussion in Europe and the US, there are little in theway of resources for teachers, students, syllabus writers, textbookauthors which put across the changes made by chemists and chemicalengineers over the last 20 years to mitigate deleterious effects on theenvironment.

There will be several sections including:

(a) An overview of recent changes in chemistry in industry and the labo-ratory, related to the environment.

Atom Economy

This section gives students practice in calculating yields and atom econo-mies and then relates the latter to general classes of reactions.

One of the key ideas of green chemistry is that of atom economy. Thisconsiders how much of the reactants in a chemical reaction end up in thefinal useful product or products. Ideally all the atoms of the reactantswould end up incorporated into useful products – such a reaction wouldproduce no waste at all – but this is rarely possible. The atom economy(also called atom utilisation) of a reaction is a measure of the percentageof the starting materials that actually ends up in the useful products.

The idea of yield is a useful one but, from the point of view of green che-mistry, it does not tell the whole story. This is because it concentratesonly on one reactant (the limiting reactant) and one product (the productthat we want). One of all the key principles of green chemistry is thatprocesses should be designed to incorporate the maximum amount of theraw materials into the final product, thus reducing waste products. Areaction with a high percentage yield does not necessarily fulfil this prin-ciple.

These ideas of yield and atom economy are then developed through selec-tivity. Examples are given of chemoselectivity, regioselectivity and enan-tioselectivity. The resource is necessarily mathematical but also providesa qualitative measure of atom economy by using a waste box – i.e. whereatoms not used are consigned.

The synthesis of ibuprofen

This case study starts with the 6 stage Boots synthesis from oil derivati-ves and demonstrates that the atom economy is 40%.

The resource then concentrates on the green synthesis.

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(b) Specific examples of changes in the manufacture of chemicals, rela-ted to

(i) post-16 syllabuses

(ii) those which are accessible for these students

Overall, the examples will illustrate sustainable development and how che-mists have to consider, for example, use of energy, alternative feedstocks,atom utilisation, catalysts.

Each chemical on the list will be examined under the following headings:

1. World/UK production2. Plant sites UK and World3. Production process, or preferably, processes (potted history if relevant)4. Major uses5. Linking standard “Chemical Ideas” such as catalysis, yields, equilibrium

etc and “Green chemistry” principles e.g. Green Chemistry catalysis6. Green Chemistry snippets…. news and frontier information where appro-

priate 7. Questions/problems/issues at more than one level8. References/reading list9. Glossary of terms

It is envisaged that the material will be web-based to allow ease of updatingas new processes are developed.

AMERICAN CHEMICAL SOCIETY, U.S.A.

THE ACS/EPA COOPERATIVE AGREEMENT: A PARTNERSHIP FORTHE DEVELOPMENT OF GREEN CHEMISTRY MATERIALS

Introduction

Research, development, and implementation of green chemical technolo-gies in academia, industry, and government can be greatly facilitated bythe incorporation of green chemistry concepts at all levels of education.Recognizing the link between education and implementation, theAmerican Chemical Society (ACS) and the U.S. Environmental ProtectionAgency (EPA) entered into a cooperative agreement in 1998 to supportgreen chemistry outreach activities and the development of green che-mistry education materials.

The primary objective of the cooperative agreement is the developmentand dissemination of new green chemistry educational materials, particu-larly for graduate and undergraduate chemistry audiences. Additionalobjectives include the development and dissemination of new educationalmaterials for K-12 audiences, and updating existing ACS educationalmaterials to include green chemistry concepts. Objectives to be metthrough green chemistry educational materials development and outreachactivities include

- connecting academic, government, and industry educators;- establishing communication networks and partnerships;- identifying education priorities, gaps in educational materials available,

and target audiences;- presenting the concept and principles of green chemistry to the target

audiences;- presenting the current research, development, and implementation of

green chemical technologies; and,- measuring progress in outreach and educational activities.

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Status of Materials Development

Information on the products developed through the ACS/EPA cooperativeagreement may be found on the ACS web site at http://www.acs.org/educa-tion/greenchem/.

Brochure An informational brochure defining green chemistry and outliningthe 12 principles of green chemistry (1) has been widely distributed. Thishas been revised to a single card that provides information on the materialsavailable through the ACS/EPA cooperative agreement along with the 12principles of green chemistry.

Annotated Bibliography John Warner and his students at the University ofMassachusetts, Boston, have designed a searchable database with referencesfrom the primary literature and the Presidential Green Chemistry ChallengeAwards program. Accessible through the ACS web site athttp://www.acs.org/education/greenchem/, this database provides a quickand easy mechanism for highlighting examples of green chemistry thatcould be introduced into specific courses, or identifying research relatedtechnologies.

Case Studies Nominations to the Presidential Green Chemistry Challengeawards program serve as the basis for a series of ten case studies developedby Professor Michael Cann at the University of Scranton, in collaborationwith Mark Connelly (2). The cases focus on a range of green chemistrytechnologies:

- The Concept of Atom Economy- Design and Application of Surfactants for Carbon Dioxide- The BHC Company Synthesis of Ibuprofen- DuPont Petretec Polyester Regeneration Technology- Use of Microbes as Environmentally Benign Synthetic Catalysts- Designing an Environmentally Safe Marine Antifoulant- The Invention and Commercialization of a New Chemical Family of

Insecticides Exemplified by CONFIRM Selective Caterpillar Control

Undergraduate and graduate students were selected as the initial audiencefor this project because of their broad understanding of chemistry and theuse of chemistry in their professional careers. This focus led to furtherquestions: How can green chemistry be introduced into an already over-crowded curriculum? Should materials development focus on supple-ments for existing courses or development of stand-alone modules or cour-ses? What role should green chemistry play in non-majors courses?

Background

In order to identify priorities for the cooperative agreement, leaders ingreen chemistry and education convened in 1998 to develop a coherentprogram to meet the needs of EPA and build upon the strengths of existingACS programs. Several high priority projects were identified for deve-lopment:

- green chemistry brochure- annotated bibliography- case studies- laboratory modules- existing texts- video- short course- symposia and workshops

The U.S. chemical industry is discovering that when their chemists under-stand pollution prevention and green chemistry concepts, they are moreeffective in identifying, developing, and implementing technologies thatpromote enhanced industrial competitiveness and environmental improve-ment, leading to sustainable development. The availability of green che-mistry educational materials will promote the inclusion of green chemistryconcepts and examples in the undergraduate and graduate curriculum, pre-paring chemists to enter industry and academia equipped with the tools todesign more environmentally benign products and processes.

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Jim Hutchison and Ken Doxsee at the University of Oregon have made theentire organic laboratory curriculum greener by developing experimentssuch as

- Palladium-Catalyzed Alkyne Coupling/Intramolecular Alkyne Addition- Applications of Organic Chemistry - Patterning Surfaces with Molecular

Films- Rapid Synthesis of Tetraarylporphyrins on Silica under Microwave

Irradiation- Electrophilic Aromatic Iodination of 4'-Hydroxyacetophenone

Some of the greener labs are similar to those currently found in the curri-culum at many institutions. The important difference is that the revisedlabs emphasize the greener aspects of the experiments when presentingthem to the students such that students recognize the benefits of the impro-ved protocol and begin to critically examine the procedures used in lab.

Existing Texts ACS publishes two widely-used chemistry texts for highschool students and undergraduate non-science majors, Chemistry in theCommunity (ChemCom) (3) and Chemistry in Context (4), respectively. Therecently released fourth edition of ChemCom introduces the basic principlesof green chemistry and compares these concepts with the AmericanChemistry Council’s Responsible Care® program. The third edition ofChemistry in Context uses the green chemistry logo to identify vignetteswithin the text that describe technologies developed by winners of thePresidential Green Chemistry Challenge award. These stories highlight thesuccessful application of green chemistry technologies, but do not detail thebasic concepts and principles of green chemistry. Other ACS publicationsaimed at high school and undergraduate students are two magazines,ChemMatters (high school) and inChemistry (undergraduates), which featu-re green chemistry articles on a regular basis.

Video Presidential Green Chemistry Challenge award winners are highligh-ted in a 15-minute video, “Green Chemistry: Innovations for a CleanerWorld”, which premiered at the 2000 Presidential Green Chemistry

Agent and the Related Selective Insect Control Agents MACH 2 andINTREPID

- The Development and Commercial Implementation of 100% CarbonDioxide as an Environmentally Friendly Blowing Agent for thePolystyrene Foam Sheet Packaging Market

- TAML Oxidant Activators: General Activation of Hydrogen Peroxide forGreen Oxidation Processes

- Production and Use of Thermal Polyaspartate Polymers

Each case study features an overview of the case, a background section out-lining the practices that have led to specific environmental or health pro-blems, the chemistry behind the problems, a description of the new techno-logy or approach developed to address the problems, and an explanation asto how this technology is being implemented in industry. The cases areapplicable to a variety of courses. For example, “The Concept of AtomEconomy” is suitable for a discussion on mass balance in general chemistryand the introduction of reaction types (addition, elimination, substitution,and rearrangement) in organic chemistry. “Production and Use of ThermalPolyaspartate Polymers” provides an excellent example of waste-free manu-facturing in a polymer course.

Laboratory Modules Faculty members at several colleges and universitiesare actively engaged in the development of greener laboratory modules. Atthe University of Massachusetts, Boston, John Warner has designed experi-ments that illustrate many of the principles of green chemistry:

- Benzoin Condensation Using Thiamine as a Catalyst Instead of Cyanide- Water Soluble Catalysis: Aqueous Analog of the Grignard Reaction- Construction of Photovoltaic Devices with Natural Dyes- Aqueous Photoresists- Microwave Assisted Diels-Alder Reaction of Anthracene and Maleic

Anhydride- Synthesis of 7-Hydroxy-4-Methylcoumarin by a Solid Catalyzed

Pechmann Reaction- Enzyme Synthesis: Biosynthesis of Ethanol

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Green Chemistry for the Reduction of Greenhouse Gases• 218th National ACS Meeting, New Orleans, LA

Green Chemistry: Environmentally Benign SynthesesGreen Chemistry

• 217th National ACS Meeting, Anaheim, CAGreen Chemistry in Academia, Industry, and GovernmentGreen Chemistry Education

• 16th Biennial Conference on Chemical Education (BCCE), Ann Arbor,MIGreening the Chemistry CurriculumGreen Chemistry Laboratory Modules

• 35th Midwest Regional Meeting, St. Louis, MOGreen Chemistry and the Second Green Revolution

• 36th Western Regional Meeting, San Francisco, CAGreen Chemistry

• Northeast Regional Meeting 2000Green Chemistry

The cooperative agreement has provided financial support for speakerparticipation in these symposia. Green chemistry programming at natio-nal, regional, and local meetings provides a valuable vehicle for infor-mation dissemination. Green chemistry symposia are scheduled for the223rd National ACS Meeting in Orlando, FL (“Catalysis in GreenChemistry”, “Applications of Green Chemistry in the PharmaceuticalIndustry”, “Agricultural Applications of Green Chemistry, and “JoeBreen Student Poster Session in Green Chemistry”), the 224th ACSNational Meeting in Boston, MA (“Green Chemistry in Biotechnology”and “Green Chemistry Education”, cosponsored with the Division ofChemical Education), and the 17th BCCE in Bellingham, WA.

In July 2001, the ACS/EPA cooperative cosponsored the first “GreenChemistry in Education” workshop at the University of Oregon, organizedby Professor Jim Hutchison and Scott Reed. The four-day workshop featu-red presentations and exercises on green chemistry principles, examples,and educational activities combined with hands-on laboratory experiments.

Challenge awards ceremony. This video provides an excellent introductionto the concepts and benefits of green chemistry in a format that is readilyunderstandable by most audiences. A segment on Rohm and Haas featuresthe environmental benefits of Sea-Nine marine antifoulant, an alternative tothe commonly used toxic compound tributyltin oxide. The bioinspirationfor thermal polyaspartic acid, a biodegradable polymer, is recounted byLarry Koskan, President of Donlar Corporation. Professor Terry Collinsdescribes catalysts that activate hydrogen peroxide in wood-pulp bleaching,an environmentally preferable option to chlorine-based technologies. Giventhat many of today’s students are visual learners, this video is an excellentmedium for conveying the green chemistry message.

Short Course A one-day short course on green chemistry was successfullypiloted at the 220th ACS meeting in August 2000. In addition to outliningthe basic principles of green chemistry, presentations provided specificexamples in a number of industrial sectors, such as pharmaceuticals, poly-mers, and agriculture. This course served as the basis for a three-day works-hop for international students at Chemrawn XIV (June 6-9, 2001, Boulder,Colorado) and a two-day educational workshop at the University of Oregon(July 21-22, 2001).

Symposia and Workshops ACS national and regional meetings have featu-red numerous green chemistry symposia:

• 221st National ACS Meeting, San Diego, CAGreen (or Greener) Applications of Ionic LiquidsGreen Chemistry: On the Responsibility of Chemists to PromoteSustainabilityJoe Breen Undergraduate Poster Session in Green Chemistry

• Pacifichem 2000, Honolulu, HIEnvironmentally Benign Chemistry, Including Microscale and Small-Scale Laboratory

• 220th National ACS Meeting, Washington, DCGreen Chemistry: Applications in Academia and Industry

• 219th National ACS Meeting, San Francisco, CA

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in the local community, or organizing an interdisciplinary green chemistryworkshop on campus. Engaging students at the beginning of their profes-sional careers in green chemistry should encourage them to design moreenvironmentally benign products and processes as they enter academia,industry, or government service.

ConclusionGreen chemistry is a concept that is highly appealing to most students, giventhe concern for the environment demonstrated by many students. Greenchemistry has the potential to attract new students to the field and retain cur-rent students because of its emphasis on the ethical practice of chemistry.Through development of educational materials and outreach activities, theACS/EPA cooperative agreement acts as a catalyst in promoting the incor-poration of green chemistry into the curriculum. The challenges to full inte-gration of green chemistry into the curriculum are many, but cooperationbetween professional societies, government agencies, academia, andindustry will accelerate the process by providing the tools needed to effectthis transformation.

References1. Anastas, P.T.; Warner, J.C. Green Chemistry: Theory and Practice;

Oxford University Press: New York, 1998; p. 30. 2. Cann, M.C.; Connelly, M.E. Real-World Cases in Green Chemistry;

American Chemical Society: Washington, 2000.3. American Chemical Society. Chemistry in the Community, 4th Edition;

W.H. Freeman and Company: New York, 2000.4. Stanitski, C.L.; Eubanks, L.P.; Middlecamp, C.H.; Stratton, W.H.

Chemistry in Context, 3rd Edition; McGraw-Hill: Dubuque, 2000.

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The workshop provides an excellent model for training faculty to return totheir home institutions with the skills necessary to train their colleagues andstudents in green chemistry practices.

Current and Future Activities

Several projects are currently in the development stage. A series of greenerlaboratory demonstrations is being drafted. A “Green Chemistry Reader”,comprised of both technical and non-technical articles on green chemistry,is being compiled. This reader will contain both non-technical articles sui-table for non-science majors, high school students, and the general public,and technical articles matched to the undergraduate curriculum.

High school materials are being developed through a partnership among theRoyal Society of Chemistry, the Gesellschaft Deutscher Chemiker, and theACS. Powerpoint and viewgraph presentations will introduce green che-mistry and will be accompanied by activities that illustrate six key greenchemistry concepts:

- Get off to a safe start - identify reactions that use nontoxic starting mate-rials to make a desired product.

- Use renewable resources - find ways to use renewable starting materials.- Find safer solvents - eliminate the use of toxic solvents to dissolve the

reacting materials.- Economize on atoms - design reactions in which all or most of the reac-

tant atoms end up in the desired product.- Lower energy input - use methods that minimize energy requirements.- Return safe substances to the environment - produce benign or easily

degradable materials.

Special programming for ACS student affiliate chapters (SAC) was launchedat the 222nd ACS meeting in Chicago in August 2001. SACs may be iden-tified as “green” chapters by participating in activities that center aroundgreen chemistry. Such events could include hosting a green chemistry spea-ker, sponsoring a green chemistry poster session, promoting green chemistry