GREEN CHEMISTRY

Guillem Martin
Guillem Martin - 31 of January of 2022

GREEN CHEMISTRY - GUILLEM MARTIN 1

 INDEX

1. Research the principles of green chemistry and discuss

how they can be used/ adapted to your everyday life.

2. Based on what Green Chemistry is about, choose 5

chemical compounds that may be used in two di erent
elds.

3. Various chemicals are o en confused due to their names,

appearance and or chemical structure. Research a
minimum of 5 chemical compounds that are o en
confused with the other compounds and state how the
IUPAC naming system helps to
ease the confusion.

4. Discuss the pros and cons of

the IUPAC system and how it
relates to you as you learn
how to name compounds.

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 Introduction

Green Chemistry in a easy way is the design of chemical products that are made

objectally to reduce the production of waste and to eliminate the use of hazardous

substances. Green chemistry is applied on the intire product; in his materials, his

design…, By the 20th century, some of the long-term negative effects of these

advancements could not be ignored. Pollution choked many of the world's waterways and

acid rain deteriorated forest health. There were measurable holes in the earth's ozone.

Some chemicals in common use were suspected of causing or directly linked to human

cancer and other adverse human and environmental health outcomes.

Now a days, climate change it’s starting to affect us on a relevant way so I think

green chemistry is a good way to try to solve some of the lots of problems that we have on

the world. On this way, green chemistry as I said before, is trying to on a way, solve the

measurables holes on the earth’s ozone.

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 Research the principles of green chemistry and discuss how they can be used/
adapted to your everyday life.

There are 12 main principles of green chemistry;

1. Waste Prevention

2. Atom Economy

3. Less Hazardous Chemical Syntheses

4. Designing Safer Chemicals

5. Safer Solvents and Auxiliaries

6. Design for Energy Ef ciency

7. Use of Renewable Feed Stocks

8. Reduce Derivatives

9. Catalysis

10.Design for Degradation

11. Real-time Analysis for Pollution Prevention

12.Inherently Safer Chemistry for Accident Prevention

❖ WASTE PREVENTION

Basically, green chemistry has the philosofy that is better to prevent that reduce when the

waste is done. I really agree with this, it’s smarter to try to nd a way in which we don’t

need to reduce, simply we need to prevent from reduce. That’s more easy than reducing

all the chemical waste. An often-used measure of waste is the E-factor, described by Roger

Sheldon, which relates the weight of waste coproduced to the weight of the desired

product. However, when companies apply green chemistry principles to the design of the

API process, dramatic reductions in waste are often achieved, sometimes as much as ten-

fold. So, it is important to extend the impressive results achieved by the ACS to all parts of

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the drug industry, especially the biopharma and

generic sectors, as well as to other sectors of the

chemical enterprise where synthetic chemistry

is used to produce their products.

❖ USE OF RENEWABLE FEED STOCKS

What green chemistry is trying to say with use of renewable feedstocks is that a raw

material or feedstock should be renewable rather than depleting whenever technically and

economically practical. The elimination of carbon resources as coal, oil and natural gas as

feedstocks for chemistry.

In my opinion, this could be applied on the

real life like if we do not use materials that

belong or have been made with carbon

resources, we are helping and we are

contribuating with the green chemistry. We

could replace the carbon resources with

biomass. Biomass is like plants, we could

replenish the materials obtained really quickly

because plants grow up faster than the carbon

resources. If we do this we are contribuating with the continuous supply for resources in

the future. We are helping ourselfs to be able to use the same recourses years later.

GREEN CHEMISTRY - GUILLEM MARTIN 5

 ❖ REAL TIME ANALYSIS FOR POLLUTION PREVENTION

Another gain, prevention is really important, if we are able to prevent from the

release of any potentially hazardous and polluting substances, we will not have to worry

to reduce that pollution that again is affecting

the big hole in the earth’s ozone.

The experiments we design have to be

designed so we can monitor them and controll

them. While that may sound complicated, we

actually use real-time monitoring in many

every day tasks. For example when you are

cooking, let’s say you want to make a pot of

chili, when you’re cooking chili, you are

continuosly monitor the heat, maybe you need

to stir the chili as well with a wooden spoon to

check the texture.

❖ REDUCE DERIVATES

This principal of the green chemistry states

that the use of unnecesary derivatization such as

blocking group should be avoided or prevented

with necessary because these steps require

additional reagents and can generate weight.

One common example of derivazation is the

use of protecting herbs and chemical synthesis. In

this eld chemists make useful coumpounds such

us catalyst, polymers or pharmaceuticals. Often

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cities, require multiple steps to return starting materials and nal products. Each step

generates waste, so fewer steps are almost always better. So decreasing the number steps

in the synthesis takes time, energy and waste. One factor that increases the steps in a

synthesis is the protecting groups.

❖ LESS HAZARDOUS CHEMICAL SYNTHESIS

There are many ways different ways of synthesizing a molecule, and of these

chemical reactions, some are safer than others. This principal specially remind us to

always consider the health and enviormental inpact of the starting materials and reagents

we use to synthesize molecules. Scientists can use predictive tools and notes from

experiences to help assess the risk associated with

all the chemical processes. As an example we could

use the experiment of the chloralkali reaction used

to produce chlorine. There is three methods for

implement the chloralkali reaction which are; the

mercury cell, the diaphram cell, and the membrane

cell. The mercury cells creates hazardous mercury

waste, the diaphram cell uses asbestos based

diaphrams. But, the membrane cell uses a cellulose

based membrane and is the least hazardous of all

the chemical processes.

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 5. Based on what Green Chemistry is about, choose 5 chemical compounds that may be used in two
di erent elds.

1) Aluminium (Al2O3)

The European Union established 2025 as the

year from which 50% of aluminum containers

should be recycled. Already in 2020 Spain

exceeded this goal when, according to Arpal

data, a recycling rate of these 52% containers

was achieved. Speci cally, said year 64 287

tons of aluminum containers were recycled.

2) Lead

The most important source of lead scrap is the electric battery used in

vehicles to start the engine, supply current at punctual moments and

stabilize the loading system. Lead-acid batteries also nd them in

photovoltaic installations. This it’s relatievly easy to recycle if we

contribuate a little bit.

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 3) Litium

Now a days, there is no industrial process in which the primary lithium is recycled

exclusively. It is designed to be

recycled together with another

type of lithium batteries, so it is

dif cult to quantify the elements

recovered from this type of

batteries.

4) Bronze

The bronze is recycled as well as almost all metals, it melts

and from there, the pure bronze of its attachments is

separated and then reused. In the oven, which can be gas

or electrical ovens, the piece is melted and the degree

obtained by spectrometry is analyzed.

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5) Brass

Brass is an alloy of copper with zinc proportions based on the demands of the application.

In the case of industrial brass, the percentage is always less than 20%. It has excellent

energy and environmental behavior, such as copper itself and its other alloys. It also

provides its same basic properties, although it is more economical and has greater

machinability and resistance. To all this, it is necessary to add that the brass is a 100%

recyclable material. While

recycling centers are usually

focused on high-consumption

metals, such as steel and

aluminum, there are waste

m a n a g e r s a n d j u n k y a rd s

dedicated to brass collection

and treatment. On the other

hand, in the industry, the

excess material of brass machining can be returned to the production cycle, since it does

not lose any of its properties.

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 6. Various chemicals are often confused due to their names, appearance and or chemical
structure. Research a minimum of 5 chemical compounds that are often confused with the
other compounds and state how the IUPAC naming system helps to ease the confusion.

There are 14 mainly rules to follow on the nomenclature IUPAC system but I’m only

showing 3 of them.

The 1st rule is the: Identi cation of principal functional group.

First step in writing chemical name for a structure by IUPAC is to identify the functional

group, it can be directly considered as the principal functional group.

For example, the Butanoic acid.

In many cases, coumpounds have more more than 1 functional group. The functional
group is determined by the priority order.

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 As we can see, this two conduct to confusion becouse they have the exactly the same

functional group.

If we analyse the ethanol family,

As we can see, alcohols are named by changing the ending of the parent alkane name to

-ol. Alcohols are classi ed according to the number of carbon atoms attached to the carbon

atom that is attached to the OH group. This makes nomenclature really dif cult and

confusing. The fact that only

changes a little thing and the

names are complete different,

that dif cults a lot the process

of nomenclature with the

IUPAC system.

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 7. Discuss the pros and cons of the IUPAC system and how it relates to you as you learn how to name
compounds.

In my opinion, I think the IUPAC system is like balanced in pros and cons. As I said

before, it’s on a certain way confusing because it changes little things for a complete

different element but as I said that, I can also say that the process of nomenclature is really

detailed and explained in all the websites that you can look at, and that balance the fact

that is confusing.

In addition to establishing the rules by which the correct nomenclature of chemical

compounds should be registered, the IUPAC complies, in some way, arbitration functions

in "con icts" that may arise within the scienti c community dedicated to the study of the

chemistry. Another good thing is that pherhaps is confusing, it talks at a universal

language, the chemical language. And if you are able to have the steps to do nomenclature

with the IUPAC system, you can really arrive to understand really good the universal

language.

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BIBLIOGRAPHY

❖ https://ca.wikipedia.org/wiki/Nomenclatura_IUPAC
❖ https://tecnologiadelosplasticos-blogspot-com.translate.goog/2011/07/reciclado-quimico-de-
pet.html?_x_tr_sl=es&_x_tr_tl=ca&_x_tr_hl=ca&_x_tr_pto=op,sc
❖ https://www.beyondbenign.org/about-green-chemistry/
❖ https://www.acs.org/content/acs/en/greenchemistry/principles/12-principles-of-green-
chemistry.html
❖ https://studyabroadnations.com/12-principles-of-green-chemistry-with-examples/
❖ https://youtu.be/rLt_FYW3fnA

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 Criterion D: Re ecting on the impacts of science
At the end of year 5, students should be able to:
i. explain the ways in which science is applied and used to address a speci c problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a speci c problem
or issue
iii. apply scienti c language effectively
iv. document the work of others and sources of information used.

Achievement Level descriptor

level
0 The student does not reach a standard identi ed by any of the descriptors below.
1–2 The student is able to:
i. outline the ways in which science is used to address a speci c problem or issue
ii. outline the implications of using science to solve a speci c problem or issue,
interacting with a factor
iii. apply scienti c language to communicate understanding but does so with
limited success
iv. document sources, with limited success.

3–4 The student is able to:

i. summarize the ways in which science is applied and used to address a speci c
problem or issue
ii. describe the implications of using science and its application to solve a speci c
problem or issue, interacting with a factor
iii. sometimes apply scienti c language to communicate understanding
iv. sometimes document sources correctly.

5–6 The student is able to:

i. describe the ways in which science is applied and used to address a speci c
problem or issue
ii. discuss the implications of using science and its application to solve a speci c
problem or issue, interacting with a factor
iii. usually apply scienti c language to communicate understanding clearly and
precisely
iv. usually document sources correctly.

7–8 The student is able to:

i. explain the ways in which science is applied and used to address a speci c
problem or issue
ii. discuss and evaluate the implications of using science and its application to
solve a speci c problem or issue, interacting with a factor
iii. consistently apply scienti c language to communicate understanding
clearly and precisely
iv. document sources completely.

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