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ChemFORWARD Module Unit 1: Introduction to ChemFORWARD, and Use of ChemFORWARD to Find Safer Chemical Alternatives

ChemFORWARD Module Unit 1: Introduction to ChemFORWARD, and Use of ChemFORWARD to Find Safer Chemical Alternatives
Contributors
Professor of Chemistry | University of Toledo
Professor of Chemistry | Georgia Gwinnett College
Chemforward
Chemforward
Content Manager, Higher Education | Beyond Benign, Inc.
Image with title "ChemFORWARD module : Use of ChemFORWARD for Chemical Hazard Evaluation and Assessment in Academic Settings" and Beyond Benign and ChmeFORWARD logos
Summary
This unit provides details on the organization and use of the ChemFORWARD platform, the information that can be obtained using the platform, and how to use the platform to find safer chemical alternatives for chemicals of concern. Details are provided in the ChemFORWARD How-To Guide. Pertinent slides with screenshots are provided. Students can be directed to the diethyl phthalate example, starting on slide 12 of the unit 1 slide deck, to use as a general procedure for using the platform. The module developers recommend that students be provided time outside of the classroom to explore the platform independently.

This module unit was reviewed by Julian Silverman (Ph.D.) and Sarah Prescott (Ph.D.).

The inspiration of this work began with a Forsythia Foundation grant to Habitable (formerly Healthy Building Network) to support Beyond Benign and ChemFORWARD to develop a green chemistry curriculum that leverages from Habitable’s Pharos chemical hazards database combined with ChemFORWARD’s safer alternatives.

For Green Chemistry Commitment (GCC) signers interested in short-term pilot access to the ChemFORWARD platform for educational purposes, please contact educator@chemforward.org.

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Moderation state
Published
Object Type
Lecture or course slides/notes (e.g., PPT, Prezi, PDF)
Activities/Technology (e.g., in-class activities, online games, hands-on activities/manipulatives, outreach, virtual tools, etc.)
Lesson summaries
Exam questions and answers
Assessments
Audience
Introductory Undergraduate
Upper/Advanced Undergraduate
Graduate or Professional Training (e.g., Postdoctoral Fellows, Early-Career Professionals)
Published on
Green Chemistry Principles
Designing Safer Chemicals
Safer Solvents and Auxiliaries
Learning Goals/Student Objectives
Upon completion of this module unit, students will be able to:

1) Explain the criteria used to assess chemical hazards.

2) Identify hazards associated with an ingredient in cosmetics and health care products.

3) Identify data gaps for an ingredient, and identify data needed to completely evaluate the hazards and safety of that ingredient.

4) Choose a safer replacement to a hazardous ingredient for a specific function and application based on hazard and risk.
Common pedagogies covered
Collaborative/cooperative learning
Computer-based learning
Context-based learning
Hands-on learning
Multimedia-based learning
Problem-based learning
Technology-enhanced learning
Time required (if applicable)
The time required to cover the background material will depend on the extent of coverage of hazard, risk, and toxicology using the provided slides and additional materials from the Toxicology for Chemists Curriculum. This resource can be accessed from th

Submitted by

Safety Precautions, Hazards, and Risk Assessment
Not applicable as this module could be used to replace a wet lab.
Teacher Recommendations or Piloting Data (if available)
Some notes from initial piloting of the module:
1. Students in an Environmental Toxicology (18) and an Inorganic Chemistry (18) course were given brief background information and then asked to work on one of the three assignments as homework. The assignments were divided between the student teams to balance, as much as possible, feedback on each assignment. Overall feedback was positive.

2. Students in a General Chemistry II (18) course were presented with selected slides and asked to complete the assignment on deodorants. This assignment was modified to include only 5 ingredients with hazard bands ranging from C to ?. Students worked in teams to complete the assignment during an open lab period. It took the teams about 20 minutes to complete the exercise.
Digital Object Identifier (DOI)
https://doi.org/10.59877/KTBT1604
Other notes/information
Please refer to the instructor's notes before using the module unit.

Any opinions, findings, and/or interpretations of data contained herein are the responsibility of the author(s) and do not necessarily represent the opinions, interpretations, or policies of ChemFORWARD, Habitable, or Beyond Benign. All ChemFORWARD chemical hazard assessments (CHAs) are the property of the assessor group that authored the CHA and shall not be utilized, duplicated, or shared for any commercial purpose without prior written authorization.
Creative Commons License