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Greening the chemistry curriculum. To embed the concepts of sustainability and environmental responsibility into the chemistry curriculum in order to equip graduates for future practises in the chemical sciences

Ridley, Amy N.
Publication Date
2012-01-24
End of Embargo
Supervisor
Lucas, Beverley J.
Munshi, Tasnim
Scowen, Ian J.
Keywords
Department of Chemical and Forensic Science, ; Sustainability, ; Chemistry curriculum metrics, ; Green chemistry, ; Environmental awareness, ; Environmental responsibility, ; University of Bradford, ; Best practice, ; Directed learning
Rights
Creative Commons License
The University of Bradford theses are licenced under a Creative Commons Licence.
Peer-Reviewed
Open Access status
Accepted for publication
Institution
University of Bradford
Department
Department of Chemical and Forensic Science
Awarded
2011
Embargo end date
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Theses
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A N RIDLEY - 2011 - MPHIL GREENING THE CHEMISTRY CURRICULUM.pdf
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Abstract
Sustainability and environmental responsibility is increasingly growing in importance. Solving the environmental problems of the planet will one day become the responsibility of future scientists. For this reason, and with the introduction of new chemical legislation (REACH) driving change it is essential that current students are given a broad introduction to sustainability and environmental responsibility in order to equip them as graduates for future practice in the chemical sciences. At the University of Bradford the aim is to teach sustainability and environmental responsibility by embedding it throughout the entire chemistry curriculum rather than teaching it in standalone lectures. Once this has been established within chemistry it is expected that this will potentially provide a template for other areas of laboratory science within the university. In order to achieve the aim of this project, students, staff and potential employers tookpart in surveys with a view to inform curriculum development. Examples of best practice were sought and used as guidance for the development of directed learning activities for use as post lab questions and utilisation of the twelve principles of green chemistry. Green chemistry metrics were applied to undergraduate experiments to test how well they would work in terms of ease of use, applicability and judging ¿greenness¿. It was found that these were not very effective for use within an undergraduate laboratory due to applicability and judging ¿greenness¿, however this work highlighted other areas for improvement. As a result of this work an environmental assessment metric system was developed for use within an undergraduate setting.
URI
http://hdl.handle.net/10454/5345
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Citation
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Link to Version of Record
Type
Thesis
Qualification name
MPhil
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