Royal Society of Chemistry (RSC) and Institute Kimia Malaysia (IKM) have transformative journals where readers get to see cutting-edge research for the development of green chemistry in academia. Academic institutions can drive progress by training future scientists in sustainable practices, leading to a workforce skilled in creating eco-friendly solutions. This focus encourages interdisciplinary collaboration, enhancing the development of efficient, cost-effective, and sustainable technologies. Additionally, green chemistry initiatives in academia can attract funding and partnerships with industry (Trager, 2023), accelerating the transition to a more sustainable chemical industry and contributing to global environmental goals.

The Environment & Chemistry

Green Chemistry and climate science significantly contribute to the world by promoting sustainability and mitigating environmental change (Morales, et al., 2024). The focus on designing products that minimise the use and generation of hazardous substances, reducing pollution and resource depletion, and advancing green chemistry in our lives are already part of our education ecosystem. Meanwhile, the co-existence of climatic science which enhances our understanding of climate change, the guiding policies and the practices to curb greenhouse gas emissions are some of the many fields that can empower societies to make informed decisions, especially for our young learners of today, if only they are taught the correct mechanisms and applications into their education portfolios in schools. By weaving climate science into the pre-existing chemistry curriculum, educators not only bolster students’ science literacy but also empower them to contribute to addressing one of the most pressing issues of our time.

Contextualised Lessons

One of the most effective ways to integrate climate science into the A-level chemistry curriculum is through contextualising existing lessons. For example, when teaching about gases and the ideal gas law, educators can introduce the concept of greenhouse gases. This includes discussing the properties of carbon dioxide (CO2), methane (CH4), and water vapor, and their roles in the greenhouse effect. Teachers can explain how these gases absorb infrared radiation, leading to global warming. Similarly, in topics related to chemical equilibria, the acidification of oceans due to increased CO2 levels can be examined, illustrating the real-world implications of chemical principles.

Dedicated Climate Science Modules

Incorporating dedicated climate science modules provides a focused and comprehensive approach. These modules can cover various aspects of climate chemistry, such as the chemical composition of the atmosphere, the carbon cycle, and the impact of human activities on climate change. A module on atmospheric chemistry might include the study of photochemical smog, the formation of ozone in the stratosphere, and the chemistry of pollutants like nitrogen oxides (NOx) and sulfur dioxide (SO2). These topics not only align with the chemistry curriculum but also provide a direct link to environmental science. Cristol (2019) agreed that climate and hazardous substances are much more closely intertwined than most people think. If we start to raise awareness of the connections between climate change and sustainability, there will be greater support and appreciation of green chemistry as an integral part of addressing climate change today.

Interdisciplinary Projects

Interdisciplinary projects can also bridge the gap between chemistry and other sciences, fostering a holistic understanding of climate issues. Students can work on projects that require them to apply their chemistry knowledge to solve climate-related problems. For instance, they could investigate the efficiency of different materials in carbon capture and storage technologies or develop proposals for reducing the carbon footprint of their school. Such projects encourage critical thinking and collaboration, essential skills for tackling complex global challenges.

Hands-On Experiments

Laboratory experiments are a cornerstone of the A-level chemistry curriculum and offer an excellent opportunity to integrate climate science. Practical experiments can include measuring the rate of CO2 absorption in various solutions, simulating ocean acidification by bubbling CO2 through seawater samples, or analysing the thermal decomposition of carbonates. These experiments provide tangible experiences that link theoretical knowledge to real-world applications. Additionally, using data from climate models or local environmental monitoring can enhance these experiments, making them more relevant and impactful.

Utilising Technology and Resources

Leveraging up-to-date resources and technology can significantly enhance the integration of climate science into the chemistry curriculum. Climate modelling software, interactive simulations, and online databases can provide dynamic and engaging learning experiences. For instance, students can use climate models to predict the impact of different greenhouse gas emission scenarios or explore the effects of various mitigation strategies. These tools make abstract concepts more concrete and allow for a more interactive and participatory learning environment.

Conclusion 

Integrating climate science into the A-level chemistry curriculum not only enriches students’ understanding of chemistry but also equips them with the knowledge and skills to combat the world’s climate crisis. Through contextualised lessons, dedicated modules, interdisciplinary projects, hands-on experiments, and modern technology, educators can create a comprehensive and engaging educational experience for our curious learners (Karpudewan, 2020). This approach fosters scientific literacy, environmental awareness, and a sense of responsibility among students, preparing them to contribute meaningfully to a sustainable future.

References

Cristol, S. (2019). Why caring about climate change means caring chemicals of concern. Greenbiz [Accessed Sept 23, 2019]

Green Chemistry 2024: Theory & Practice. Royal Society of Chemistry RSC. Oxford University Press, Oxford.

Karpudewan, M. (2020). Malaysian Experiences of Incorporating Green Chemistry into Teaching and Learning of Chemistry across Secondary and Tertiary Education. ACS symposium 2020. Available at: https://doi.org/10.1021/bk-2020-1344.ch011

Morales, R. S., Lopez, P., and Perez, M. A. (2024). Green Chemistry and Its Impact on the Transition towards Sustainable Chemistry: A systematic Review. Sustainability 2024, 16(15). Available at: https://doi.org/10.3390/su16156526

Trager, R (2023). Partnership aims to integrate green chemistry into university courses around the world. Chemistry World 10(3)

Written by Raymond Hee Kok Keong