Synthesis of green nanocatalysts and industrially important green reactions

Abstract

There is a growing interest in applying green chemistry for nanocatalysis applications. On the basis of a Scifinder Scholar search, the field of applying green chemistry to catalysis with nanoparticles has undergone an explosive growth from year 2002 to present. It can be seen that green chemistry applied to nanocatalysis is a relatively hot area with much room for growth. I discuss several review articles written about the use of green nanocatalysts as well as green reactions. I discuss studies involving the synthesis of green nanocatalysts and application of metal nanocatalysts in green reactions. I have organized the discussion of green nanocatalysts by the type of nanoparticles that are synthesized and used as catalysts. I have organized discussions of green reactions by the type of green reaction that is being conducted. Overall, our review article discusses developments in new types of green nanocatalysts as well as developments in green catalytic reactions.     

Applying the principles of green chemistry in art: design of a cross-disciplinary course about ‘art in the Anthropocene: greener art through greener chemistry’

ABSTRACT

This cross-disciplinary course bridging the disciplines of art and chemistry provides an exceptional environment in which first-year students and beyond are engaged and challenged in new ways. This dual lab/studio-based course, titled “Art in the Anthropocene: Greener Art through Greener Chemistry,” enables students to use their imagination, creativity, and innovation to respond to environmental issues and concerns through art. Students are asked to reflect on the nature and implications of the actual physical materials that artists use and to achieve a renewed sense of social and ethical responsibility through the content of their artwork. The curriculum is designed so that teachers guide students on how chemical processes are used to make art materials in an environmentally friendly way. The overall goal is to apply green chemistry principles in the making of artworks that can be crafted with reclaimed, recycled, and naturally available materials, non-toxic solvents and paints, and using sustainable forms of energy while keeping ethical values in mind.     

Historical Roots of the "Mad Scientist": Chemists in Nineteenth-century Literature

Abstract

This paper traces the historical roots of the "mad scientist," a concept that has powerfully shaped the public image of science up to today, by investigating the representations of chemists in nineteenth-century Western literature. I argue that the creation of this literary figure was the strongest of four critical literary responses to the emergence of modern science in general and of chemistry in particular. The role of chemistry in this story is crucial because early nineteenth-century chemistry both exemplified modern experimental laboratory research and induced, due to its rapid growth, a ramification and fragmentation of knowledge that undermined former ideals of the unity of knowledge under the umbrella of metaphysics and religion. Because most writers considered contemporary chemistry an offspring of "wrong alchemy," all four responses drew on the medieval literary figure of the "mad alchemist" to portray chemists. Whereas early writers considered the quest for scientific knowledge to be altogether in vain, later writers pointed out the narrow-minded goals and views specifically of chemistry. A third response moved that criticism to a metaphysical and religious level, by relating chemistry to materialism, nihilism, atheism and hubris. The fourth response, the "mad scientist," elaborated on the hubris theme by attaching moral perversion to the "mad alchemist."     

Re-casting traditional organic experiments into green guided-inquiry based experiments: student perceptions

ABSTRACT

Green Chemistry principles can be used to re-cast traditional Organic chemistry experiments into more guided-inquiry based experiments. Inquiry questions related to green chemistry principles and metrics have been incorporated into our laboratory for the development of more guided-inquiry based experiments. Re-casting traditional experiments provides time for guided-inquiry by allowing students to evaluate reaction conditions and wastefulness of reactions. This includes evaluating solvent choices, heating methods, use of renewal materials, and contemplating reactants and products impacts on human health and environment. Students examine the changes as it pertains to green chemistry, the success of the reaction and the potential impacts on the mechanism. Involving students in these discoveries rooted in a guiding question made the Organic experiments guided-inquiry. Students were surveyed about their exposure to green chemistry and guided-inquiry based labs. Examples of some of the re-casted experiments, excerpts from student reports, and student impressions of the theme are presented.     

Lavoisier's Achievement; More Than a Chemical Revolution

Abstract

The Chemical Revolution of the late eighteenth century consisted essentially of combustion being explained by the addition of oxygen rather than by the removal of phlogiston. This has been seen as the “paradigm shift” of a scientific revolution in the familiar Kuhnian sense. Yet Lavoisier helped to change chemistry in several other ways as well, particularly by the introduction of a new chemical language. This reorganisation of chemistry, at a time when it was being swamped with many new substances, has great similarity to the slightly earlier systematisation of botany by Linnaeus through the introduction of a binomial nomenclature. A further parallel in the late eighteenth century was the introduction of the metric system, which also introduced a new language. Yet, however one understands the Chemical Revolution, Lavoisier clearly made an enormous difference, not only to the internal science of chemistry, but also to its status. By the end of the 1700s, chemistry had become something of a model science.     

Medicines,Monopolies and Mortars: the Chemical Laboratory and Pharmaceutical Trade at the Society of Apothecaries in the Eighteenth Century

Abstract

In 1672, a laboratory was founded by the Society of Apothecaries at its premises in Blackfriars, London, to manufacture chemical medicines. By exploring the society's motivations for constructing a laboratory and its development during the eighteenth century, this paper examines the roles that chemistry played within the activities of the institution. While the chemistry's primary utility was in drug manufacturing for the society's pharmaceutical trade, through its laboratory, the society used chemistry to develop its corporate and educational aims, thus helping to secure its institutional authority in London's medical marketplace.     

From Candles to Cabinets: “Familiar Chemistry” in Early Victorian Britain

Abstract

“Familiar chemistry” flourished in early Victorian Britain. This set of texts an practices advocated drawing scientific lessons from the habitual activities of daily life, in which the hidden chemical contents of common objects and quotidian processes were revealed. Through sensory interactions in the family environment — enlightening conversation and hands-on explorations — a wide range of phenomena could be introduced to childish bodies and minds. A close reading of texts such as Albert J. Bernays' Household Chemistry (1852), alongside a consideration of everyday artefacts, as well as novel specialist objects such as Robert Best Ede's “Youth's Laboratory” (ca. 1837–1845), allows a discussion of this educational style, and an introduction of this new analytic category. In particular, I argue, familiar chemistry succeeded by reworking the popular literary genre of the familiar introduction with an emphasis on embodied interactions with emphatically real things, and gave a central role to the familial domestic context. From candles to cabinets, and beyond, in this article I will demonstrate that familiar chemistry provides a new perspective on scientific education and participation in the nineteenth century.     

Living Messages from Chemistry Icons: Legacies with Contemporary Relevance

Beyond individual scientific virtuosity and creativity that leading figures in chemistry have displayed, they have sometimes conveyed wider messages of significance beyond their own professional specialization. They include insights into broader aspects of science, society or the ways of the world. On the other hand, the words, attitudes and actions of eminent chemists from former times have not always presented good models for others to follow, whether judged by their own contemporary or our present standards. Both positive and negative lessons may convey to us something about humanity in general or the nature of our current predicaments and challenges. In an era when science is more necessary than ever to help meet oncoming global challenges, yet the principles and results of science are irrationally questioned, it is particularly relevant to re‐connect with the broad insights and messages that can be derived from examining the thoughts and deeds of chemistry icons from the past.     

Determination of antioxidant activities of berries and resveratrol

Abstract

There has been growing interest in the health benefits of fruits with the emphasis on antioxidants. Berries contain considerable amounts of chemicals referred to as phenolic compounds which have been identified as an important source of antioxidants. The determination of antioxidant capabilities of various berries and resveratrol by reducing 1,1-Diphenyl-2-picrylhydrazyl (DPPH) essay was designed as an experiment for general, analytical, and introductory biochemistry laboratories. The reduced DPPH radical is colorimetrically analyzed by UV-Vis spectrophotometry to determine the IC₅₀, which is the concentration of an antioxidant at which 50% inhibition of free radical activity is observed. This experiment acquaints students with free radicals and their scavengers, solution preparation, the extraction of a natural product, and UV-Vis spectroscopy. Unlike so many undergraduate laboratory experiments, the procedure does not utilize any toxic reagents. Students gain an understanding of the overlap among the different fields of chemistry and the concept of green chemistry.     

Early American Chemistry Books For Children

A surprising number of early American chemistry books were written for children. While most were at an intermediate level, this paper reviews three that were written for the early grades. These books provide a quaint insight into the society as well as the science of the nineteenth century. Since they were small and cheaply made, only a few copies have survived. Figure 1 contains black and write reproductions of the title pages as well as a color photograph of the three books. To illustrate their style, several pages of each are available in the supporting files: la11.pdf (178 Kbytes), davy.pdf (974 Kbytes), and green.pdf (318 Kbytes).The early American spirit of inevitable progress was as wide as the new United States itself. The faith that society could lift itself by its bootstraps prompted an emphasis on applied science. Independence from Europe, conquering the west, and utilization of natural resources created a demand for technical education. Public lectures on science were eagerly attended by adults. Colleges replaced classical studies with practical subjects. Chemistry became a standard course in academies and high schools.     

Iodination of vanillin and subsequent Suzuki-Miyaura coupling: two-step synthetic sequence teaching green chemistry principles

ABSTRACT

A two-step synthetic sequence was developed for the undergraduate organic chemistry laboratory using vanillin as the starting material. The multi-step synthesis was designed to replace two traditional experiments teaching electrophilic aromatic substitution and carbon–carbon bond forming chemistries with greener transformations. Vanillin is iodinated using Oxone® and potassium iodide in refluxing water, and students are tasked with determining the position of aromatic substitution using ¹H NMR spectroscopy. The tan, shiny, pleasant-smelling iodovanillin is subsequently used in an aqueous Suzuki-Miyaura reaction with para-methylphenylboronic acid; strategically chosen to afford a second instructive ¹H NMR spectrum. Both conventional heating and microwave conditions can be employed for the palladium-catalyzed reaction. This synthetic sequence, successfully performed over multiple semesters by hundreds of students, models green chemistry principles through the use of a potentially renewable feedstock and safer reagents, the choice of water as a safer reaction solvent, and the employment of a catalytic reaction. Additionally, the sequence minimizes waste in teaching labs through use of an intermediate product.     

Integrating social and environmental justice into the chemistry classroom: a chemist’s toolbox

ABSTRACT

Although the chemical enterprise has provided numerous contributions to humanity, unintended consequences contribute to a disproportionate exposure of hazardous chemicals to certain populations based on race and socioeconomic status. Integrating concepts of social and environmental justice within chemistry curriculum provides an educational framework to help mitigate these impacts by training the next generation of chemists with justice-centered and green chemistry principles to guide their future work. Green and sustainable chemistry technologies can contribute to social equity and environmental justice. However, equity and social justice have only recently become a significant part of the green chemistry conversation. This article summarizes how the authors have explored issues of equity and environmental justice with the green and sustainable chemistry community. It offers a toolbox for college and university instructors containing foundational language, research, and idea-generation that can be used to strengthen the transition of a traditional chemistry curriculum toward a justice-centered one.     

Some Comments on the Contemporary Helmontian Renaissance

Abstract

This paper uses case studies of the cities of Nancy and Metz to demonstrate that chemistry was established as a thriving public science in the French provinces in the last decades of the old regime. It shows that physicians and apothecaries were key figures in this development. I argue that a detailed study of how such minor figures as Henry Michel du Tennetar and Pierre François Nicolas in Nancy constructed their public lives and careers can help us to a broader analysis, one that is not exclusively metropolitan, of the social, cultural, economic and political forces that shaped chemistry in France in the period of the Chemical and French Revolutions.     

Chemists around the World,Take Your Part in the Circular Economy!

Based on recent examples and initiatives reported in the literature, this concept article discusses how chemistry can contribute to the circular economy approach in order to improve our current and future economical, societal, and environmental system. Through five proposed levels of contribution, chemists can take a significant part in this global approach via the consideration of green chemistry principles, the simplification of syntheses, the limitation of complex products preparation, the efficient utilization of resources but also the novel ways of waste valorization. A more systematic and generalized environmental and economic assessment from the lab-scale is also recommended. At last, chemists have to work even more collaboratively and in a multidisciplinary way, within chemistry and beyond.     

A view about the short histories of the mole and Avogadro’s number

The mole and Avogadro’s number are two important concepts of science that provide a link between the properties of individual atoms or molecules and the properties of bulk matter. It is clear that an early theorist of the idea of these two concepts was Avogadro. However, the research literature shows that there is a controversy about the subjects of when and by whom the mole concept was first introduced into science and when and by whom Avogadro’s number was first calculated. Based on this point, the following five matters are taken into consideration in this paper. First, in order to base the subject matter on a strong ground, the historical development of understanding the particulate nature of matter is presented. Second, in 1811, Amedeo Avogadro built the theoretical foundations of the mole concept and the number 6.022 × 10²³ mol^?1. Third, in 1865, Johann Josef Loschmidt first estimated the number of molecules in a cubic centimetre of a gas under normal conditions as 1.83 × 10¹⁸. Fourth, in 1881, August Horstmann first introduced the concept of gram-molecular weight in the sense of today’s mole concept into chemistry and, in 1900, Wilhelm Ostwald first used the term mole instead of the term ‘gram-molecular weight’. Lastly, in 1889, Károly Than first determined the gram-molecular volume of gases under normal conditions as 22,330 cm³. Accordingly, the first value for Avogadro’s number in science history should be 4.09 × 10²² molecules/gram-molecular weight, which is calculated by multiplying Loschmidt’s 1.83 × 10¹⁸ molecules/cm³ by Than’s 22,330 cm³/gram-molecular weight. Hence, Avogadro is the originator of the ideas of the mole and the number 6.022 × 10²³ mol^?1, Horstmann first introduced the mole concept into science/chemistry, and Loschmidt and Than are the scientists who first calculated Avogadro’s number. However, in the science research literature, it is widely expressed that the mole concept was first introduced into chemistry by Ostwald in 1900 and that Avogadro’s number was first calculated by Jean Baptiste Perrin in 1908. As a result, in this study, it is particularly emphasised that Horstmann first introduced the mole concept into science/chemistry and the first value of Avogadro’s number in the history of science was 4.09 × 10²² molecules/gram-molecular weight and Loschmidt and Than together first calculated this number.     

Anselme Payen (1795–1871), Learned Manufacturer of Chemical Products

Abstract

Between 1835 and 1871, Anselme Payen (1795-1871) taught industrial chemistry at both the Ecole centrale des arts et manufactures and the Conservatoire des arts et métiers. In addition, he held several administrative functions in such institutions as the Société d'encouragement pour l'industrie nationale and the Société centrale d'agriculture. Prior to 1835, however, he owned a chemical manufactory situated in the plain of Grenelle. This paper is about Payen's career as a chemical manufacturer (1815–1835) and his various innovation strategies. The themes discussed are the lead chamber process of sulfuric acid production, artificial borax as a substitute for refined Tibetan tincal, the decolourising power of boneblack, and the “export” of the knacker's trade to the countryside. Different forms of applied science can be seen at work here: analytical chemistry for chemical bookkeeping, laboratory-scale analysis of various manufacturing conditions, theoretical explanation, and the reconstruction of traditional practices. These various ways of applying science to manufacturing problems make Payen stand out as what Chaptal had called a fabricant éclairé.     

播种化学梦铸造科学魂——西北大学化学科普实验室的实践与反思

Under the background of college entrance examination reform, it becomes imperative to improve the students' interest in chemistry. During the effort to investigate how to present the chemistry knowledge, to cultivate and promote students' interest and professional attitude towards chemistry, we developed the public science education laboratory of College of Chemistry and Materials Science, Northwest University. In the current paper, we introduced the background of setting-up, the missions and targets of the laboratory, as well discussed the construction, evaluation systems and prospection of the laboratory.