Appendix A-1

Worker and Environmentalist Green Chemistry Awareness

Training Curriculum

Appendix A

Instructors’ Guide

This manual was developed by the New England Consortium. Grant funded by The National Institute of Environmental Health Sciences Grant No. 3U45ES006172-18S2, titled: “Administrative Supplements to Promote

Partnerships for Environmental Public Health.”

The New England Consortium University of Massachusetts Lowell

Appendix A-2

This Page Intentionally Left Blank

Appendix A-3

Appendix A – Instructors’ Guide

How to Use This Manual

Introduction and Overview Below is some information to help set the stage for the training. You will want to briefly:

• State the goal of the training • Introduce a basic definition of green chemistry - but explain that we will

go into much more depth in the activities • Present the agenda and explain the training method (small groups, lots of

participation from their experiences) • Set some ground rules • Post a blank paper on the wall for: “jargon buster” (acronyms, terms we

all need to know) and/or “parking lot” (issues to be considered later) The overall goal of this green chemistry training is to provide workers and communities with the tools to advocate for green chemistry and implementation of safer alternatives in campaigns to reduce toxic contamination. In particular, the training seeks to help bring together workers and advocacy groups to: (1) understand some basic principles and concepts of green chemistry, how its application on a larger scale can help reduce and prevent the generation of hazardous wastes, as well as provide safer and healthier remediation of hazardous waste sites; and (2) engage in activities that will strengthen efforts to advance policy changes that promote greater support for making a transition to green chemistry.

The training has several parts to help participants understand the current problems of toxic substances, the basic principles of green chemistry and how green chemistry can be applied in practice. See agenda.

Learning Objectives:

Activity One: Understand the limitations of current approaches to toxic substances management and regulation.

Appendix A-4

Activity Two: Understand how the current way we design chemical products leads to toxic hazards and waste and how a different set of design principles can help avoid these problems in the first place.

Activity Three: Understand how the green chemistry principles can be applied in practice to a particular environmental, health and safety problem: plywood in building construction.

Activity Four: Understand how green chemistry principles can be integrated into existing campaigns and efforts to reduce toxic contamination.

What is Green Chemistry? Green chemistry is the design of chemical processes and products that are inherently safer and more sustainable. Chemists Paul Anastas and John Warner define green chemistry as “the utilization of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products.” The goal of green chemistry is to reduce hazards throughout a chemical’s life cycle by focusing on designing away hazards rather than controlling them or cleaning up problems after they occur. In this respect, green chemistry is consistent with the industrial hygiene hierarchy of controls which stresses substitution and prevention as the most important approach to protect workers, rather than relying on often ineffective controls that simply shift contaminants from one media to another. Green chemistry is also synonymous with the concept of inherent safety in process design and chemical accident prevention. Both concepts rely on reducing the intrinsic hazardousness of production systems and process, designing and assessing alternatives that achieve the particular function of a molecule in a cost-effective manner. As industrial engineer Trevor Kletz has stated, “Why use lions which need to be surrounded by cages and safety systems, when lambs will do the same job?” Green chemistry is an important approach to ensuring avoidance of hazardous waste problems in the future. Green chemistry will help reduce the hazardous waste stream through reclamation and recycling technologies and in ensuring remediation of existing hazardous waste sites does not create new toxic hazards. A challenge of green chemistry application is that better alternatives often do not currently exist, are cost prohibitive, do not achieve equal function to existing problematic substances, or present risk trade-offs, frequently to workers. As such,

Appendix A-5

there is a critical need for research and development, technical assistance, organizing, and networking efforts to apply green chemistry in practice. Green chemistry is about innovation and with that innovation comes business and job creation potential. We have a long way to go, but there is increasing recognition that toxic substances in everyday products, in our bodies, and in our environment present significant threats to human and ecological health. Consumers and many market leaders are demanding safer products. Governments are beginning to take action on chemicals of high concern. And workers and communities, who are on the front lines of chemical hazards, are realizing that there need not be a trade-off between safety and sustainability and jobs and economic growth. Humans created the problems of chemistry, which also means that humans can solve them.

Appendix A-6

Training Method and Preparation This curriculum uses the Small Group Activity method which is based on Activities. Each activity and task is timed. Each activity has a common basic structure:

• Small Group Tasks • Report-Back • Summary

1. Small Group Tasks: The training has people working in groups at tables.

(Round tables are preferable.) Each activity has a task, or set of tasks, for the groups to work on. Often there is no one right answer. The tasks require that the group use their experience to tackle problems and make judgments on key issues. Part of the task often includes looking at fact sheets and reading short handouts.

2. Report-Back: For each task, the group selects a scribe whose job it is to take

notes on the small group discussion and report back to the workshop as a whole. During the report-back, the scribe informs the entire workshop on how his or her group tackled the particular problem. The trainer records these reports on large pads of paper in front of the workshop so that all can refer to it. After the scribe’s report, the workshop is thrown open to general discussion about the problem at hand.

3. Summary: Before the discussion drifts too far and wide, the trainer needs to

bring it all together during the summary. Here, the trainer highlights the key points, and brings up any problems and point that may have been overlooked in the report-back. Good summaries tend to be short and to the point.

The activities undertaken in this curriculum are based on the idea that every workshop is a place where learning is shared. Learning is not a one-way street which runs from trainer to participant. Learning is not something that takes place when a facilitator or trainer just imparts knowledge to participants. There are three routes of learning exchanges that should occur:

• within the training group • training group to trainer • trainer to training group

Appendix A-7

1. Within the training group: Most of us learn best from each other. This

curriculum was designed to make the participant-to-participant learning exchange a key feature of the training.

2. Training group to trainer: This curriculum is based on the belief that

trainers learn as much from the workshop as participants do. Report-backs serve an important purpose by allowing the trainer to listen and learn from the participants’ experiences, ideas and perspectives.

3. Trainer to training group: This is the learning style of traditional

schooling. After the small-group report-backs there will be an opportunity for the trainer to clear up any confusion and make any summary points. By waiting until the summary section, the trainer will know better what participants need reviewed.

Tips for the Training Set-up:

• Materials: Advanced preparation is needed for this training. There are a lot of written materials to copy, enlarged posters to prepare and items you will need to collect for the “recipe” activity.

• Room Set-up:

o Check ahead to find a large enough room to hold enough tables for small groups to work together; an area at the front to set up the “glue making” station (a table for the ingredients); space for the small group report-backs; and enough space to assemble at the wall for a large group discussion about the timeline (large poster).

o Have enough wall space to post flipcharts for ground rules, jargon buster/ parking lot, agenda, and report-back information from participants.

Appendix A-8

Appendix A - Instructors’ Guide

Activity One - Worksheet

Scope of the Problem Purpose To review the state of protections currently in place and how secure we feel about toxic exposures on our jobs, in our homes and in the environment. Learning Objectives:

Participants will learn: • How chemicals can affect health – from direct exposures, to hazardous

waste generation, to transportation, etc. • Examples of impacts of chemicals on the environment • Limitations of the current federal policies on toxic substances • Stories of participants’ experiences that illustrate toxic substance

exposures Additional background notes for trainer: The purpose of this activity is to introduce participants to the problems of toxic chemicals management that necessitate new approaches to chemical design that eliminate hazards in the first place. To understand the need for a solution – green chemistry – it is critical to understand a bit about the problem and how it impacts society. In this activity, participants review and discuss some of the chemical disasters that have resulted in workplace, community, and ecosystem damage as well as the limits of public policies that have allowed this damage to occur. This activity also serves as an opportunity for participants to introduce themselves and present their own experiences regarding toxic substances. This activity has three tasks. Task 1: Break into small groups

• Each group assigns a “scribe” for their group who will keep describe the tasks for the activity and take notes for the report-back.

Appendix A-9

• Each group gets a set of the 10 fact sheets. Fact sheets will be passed around so each person gets one or more to read. Each person will briefly note a couple of things they learned or that really struck them in the reading.

• Each person at the table introduces themselves to the group (name, union/organization) and tells the group what they learned from the fact sheet (in order of how they were assigned).

Task 2:

• In pairs, read and discuss the fact sheet - Summary – Scope of the Problem • Share one example of how these gaps affect you at work, in your

community, or in your family. Task 3:

• Introduce yourself to the large group and share your example in one sentence. If the group is too large for a large group introduction, have the scribe report back 1-2 examples from their group discussion.

Summary Points:

• While we have known for decades about the problems of chemical exposures from industrial facilities, we are only beginning to realize that in addition, there are many lower-level exposures from chemicals used in everyday products

• Toxic chemicals are building up in places where they should not be: in our air, water, homes, everyday products, and bodies

• There is increasing evidence that chemical exposure can lead to a wide range of chronic diseases in community members

• Workplace exposures can have impacts beyond our workplaces - to children at home and developing fetuses

• Our regulatory system has been designed with the assumption that there are only a few chemicals of concern and that only large exposures to chemicals cause harm

• Government agencies are directed to set “acceptable” levels of exposure to protect the public, below which there is an assumption that harm will be minimal

• Politically determined acceptable levels fail to consider the availability of alternatives that could reduce or eliminate the hazard in the first place

Appendix A-10

• The problems caused by chemicals represents a failure of design. The solution to a failure of design is to redesign the chemistries, the production systems, and the products. This is where green chemistry is crucial

Appendix A-11

Appendix A – Instructors’ Guide

Activity Two

Learn by doing! Making Glue

An Introduction to the Twelve Principles of Green Chemistry Purpose: To introduce the 12 Principles of Green Chemistry by experiencing the wasteful and non-environmentally friendly ways we have traditionally designed chemicals and products. Review the Hierarchies For Preventing Pollution and Workplace Illness, Injuries and Fatalities. Objectives:

• Think critically about a chemical process for making glue and and how it might be improved

• Understand what the process tells us about the underlying basic twelve green chemistry principles and safer alternatives

• Re-examine the familiar frameworks for environmental health and safety: Hierarchies for Preventing Pollution and Workplace Illness, Injuries and Fatalities

This activity has three tasks. Trainer Notes Set-up:

• This activity requires preparation. You should try the process yourself before the training to make sure you have all the items needed and the process works.

• Put the posters on the wall at the beginning of the activity. Task 1: Making Glue The participants are presented with a 9-step process of how to make glue. The steps are intentionally wasteful, inefficient, and sometimes silly.

• Turn to Worksheet 1 – Making Glue found in the manual. • Explain to the attendees that you found a great process for making glue,

similar to an actual industrial process. Explain that you’d like them to make some as a group today.

Appendix A-12

• Ask attendees to pair up in teams of two. Note how many groups you have (you may need to give groups two steps depending on the number of attendees).

• Explain that each group will get to perform one of the steps. Explain that this process relies on them following the steps exactly, so they need to pay special attention to the measurements and the directions.

• Begin following the steps on Worksheet 1 by having each group come to the front of the room and follow their numbered step. Attendees should begin to exclaim that it is really stupid and that it doesn’t make sense.

• Tell the class that you agree that some of the steps seem wasteful, dangerous, unhealthy, or unnecessary.

Materials Required for Task 1: Gather all materials and make a station for the experiment before the training begins. This will enable you to get right to the making of glue!

• ½ gallon of milk • 1 container of vinegar • 1 can of beets • Can opener • 1 small pan • 3 bowls • 1 plate • Pair of tongs • Measuring cup • Measuring spoons (1 tablespoon, 1 teaspoon) • 1 spoon • 1 cheesecloth or strainer • Bleach wipes • 1 hot plate • 1 container of baking soda • 1 knife (butter knife)

Task 2: Revising the Glue Making Process Once the participants have gone through the steps, they will be asked to rewrite them to be less wasteful, more efficient and less hazardous. In the rewrite process, the instructor will moderate the discussion in order to generate the twelve principles of green chemistry from the revised process. Further notes for the rewriting of the process are provided.

Appendix A-13

• Hand out Worksheet 2 – Revised Glue Making Instructions. Give attendees ten minutes to rewrite their step on a large sticky note and let them know that they will be asked to explain why they changed their step and why it helps the process.

• Report back to the large group. • As each group is rewriting the steps, refer to the notes below. As they are

reporting their improvements, pick out key terms to list on the board for summary. These key terms should be similar to the 12 principles of green chemistry. You can refer to the “12 Green Chemistry Principles” poster where they are grouped into 4 categories. The key terms are pointed out below in the method revision notes. Additional notes point to principles that may not have been mentioned in the rewriting of the process.

Process:

1. Set hot plate on low and place on a flat surface close to the container of milk. Measure 1 cup of milk and pour it into the pan. Place the remaining milk in the pile to be discarded.

Trainer Notes:

• The hot plate is a waste of energy, and is not needed (Principle #6, Energy Efficiency).

• The hot plate can be dangerous to have around and could potentially cause accidents; if we remove it, then we can remove that hazard (Principle #12, Accident Prevention).

• The milk does not need to be discarded, and can be used for other processes (Principle #1, Waste Prevention, & Principle #2, Atom Economy).

• By rewriting this step we are preventing accidents, increasing efficiency, and preventing pollution.

2. Open the can of beets and pour them into a bowl. Select four beet slices and

place them in the milk. Place the remaining beets in the pile to be discarded.

Trainer Notes: • The beets are used to change the properties of the glue (turn it red);

this is not necessary (Principle #8, Reduce Derivatives). If we actually want red glue, then food coloring could be added so that there is no waste. The beets add an extra step and create waste.

Appendix A-14

• If you do use the beets, the remaining beets can be used for other processes (Principle #1, Waste Prevention & Principle #2, Atom Economy).

• By rewriting this step we have reduced derivatives and avoided wasteful modification.

3. Swirl the beets and milk mixture with a spoon while your partner pretends to

hula-hoop with the rhythm of swirling. Keep this up for 30 seconds.

Trainer Notes: • This is an extra step and a waste of energy (Principle #6, Design for

Efficiency). • By re-writing this step we have reduced energy use.

4. Remove the beets from the milk with the tongs and set them on the plate.

Cut the beets into ½ inch cubes. Place the plate of beets in the pile to be discarded.

Trainer Notes:

• Again, there are extra steps that are not needed, wasting energy and materials and making the process far too complicated; it could be made much simpler.

• The use of the beets requires separation of the beets from the glue mixture, which is not necessary. The best process would eliminate the need for this extra step (Principle #5, Safer Solvents and Auxiliaries).

• By rewriting this step we have avoided the need for separations and prevented pollution.

5. Measure 4 tablespoons of vinegar into the milk. Stir with a spoon for 1

minute while your partner says the alphabet backwards.

Trainer Notes: • Vinegar is used to curdle the milk (or “cross-link” it in chemical

terms); it essentially coagulates it and make the casein protein stick together. Vinegar is the catalyst in this step (Principle #9, Catalysis). This step is necessary; however, how do we know how long we should mix it for, and do we really need to say the alphabet? What if we had a way of knowing when our reaction was finished so that we could be as efficient as possible? This is the ideal situation, but it

Appendix A-15

often requires instrumentation and detection procedures (Principle #11, Real-time Analysis).

• By rewriting this step we are reducing energy, possibly increasing efficiency, and using catalysis. If we are able to figure out effectively how long to run this reaction, then we can use process monitoring to increase efficiency.

6. Place the cheesecloth over a clean bowl. Slowly pour the milk mixture into

the cheesecloth-covered bowl while your partner is holding the cheesecloth in place. Fold the cheesecloth up and gently squeeze the liquid out of the cheesecloth. Scrape the clump you have left into an empty bowl.

Trainer Notes:

• This is a separation process. The cheesecloth is the separation agent to separate the polymerized product; this is required for this process.

• We will be discarding the liquid “waste.” If we could find a use for

the liquid, then this would increase our efficiency and reduce waste in the process (Principle #1, Waste Prevention, and Principle #2, Atom Economy).

• By rewriting this step we have prevented pollution.

7. Open the container of baking soda. Add 4 pinches of baking soda and stir well. Place the remaining baking soda in the pile to be discarded.

Trainer Notes:

• The baking soda helps neutralize the acid and therefore we need this step as well. We can find a use for the remaining baking soda and therefore minimize this waste (Principle #1, Waste Prevention, and Principle #2, Atom Economy).

• By rewriting this step we have prevented pollution.

8. Clean up the area with a bleach wipe. Do two jumping jacks and one push-up.

Trainer Notes:

• Do we need to use a bleach wipe to clean up the area? This is not necessary with the materials that we used; a much milder cleaner

Appendix A-16

would be suitable (Principle #3, Less Hazardous Chemicals). By eliminating this, we have reduced hazards and reduced toxicity.

9. Use the glue to make a stick figure of your instructor. Remember to turn off

the hot plate.

Trainer Notes: • Hopefully we will have recommended not using the hot plate in the

first step and therefore we are preventing accidents.

Additional Trainer Notes: Point out some positive aspects of this process in comparison to traditional glues and adhesives. Add the key terms below to the list you have made on the board.

• This process uses mostly renewable resources. How does this compare to traditional glue-making processes? Therefore, a positive aspect of this process is the use of renewable resources.

• What are the end-of-life properties of this product? Would you expect that the product would biodegrade? How does this compare to traditional products? Therefore, another positive aspect of this process is the biodegradability.

• How does this process rate in terms of hazards when compared to a traditional process? This process uses fairly benign materials; therefore, that is another good aspect of this process, reduced hazard and toxicity.

Task 3: Poster: Hierarchies for Preventing Pollution and Workplace Illness, Injuries and Fatalities. Once the participants have generated the twelve principles of green chemistry, they will be asked to compare how the twelve principles fit into existing frameworks such as the Hierarchies for Preventing Pollution and Workplace Illness, Injuries and Fatalities frameworks. Ask participants to post their revisions under the green chemistry category that most fits.

• Give each attendee a copy of the 12 Principles of Green Chemistry. • Put up the poster which has grouped the 12 principles of green chemistry

into four categories: 1) Raw materials/feedstocks 2) Process

Appendix A-17

3) Product use 4) Pollution and end-of-life

• Have attendees post their revised steps under one of the four groupings of Green Chemistry Principles.

• Introduce the more familiar frameworks for addressing environmental safety and health (Hierarchies for Preventing Pollution and Workplace Illness, Injuries and Fatalities)

• Ask: 1) How do the Green Chemistry Principles fit in these frameworks? (If there is time, you can add sticky note to the posters with comments.) 2) In your day-to-day work, how does this apply?

Appendix A-18

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Appendix A-21

Below are the 12 principles with the process changes aligned to them so that you are able to connect the rewrite to the 12 principles of green chemistry: 1. Prevention (Waste) - It is better to prevent waste than to treat or clean up waste

after it is formed.

Trainer Notes: All the waste that is gathered in the discard pile is best to avoid so that we don’t have to worry about cleaning it up afterwards. Good thing this waste is fairly benign.

2. Atom Economy - Synthetic methods should be designed to maximize the incorporation of all materials used in the process into the final product.

Trainer Notes: There is extra milk being thrown away and extra liquid being thrown away. All starting materials should be incorporated into the final product. Anything that is not incorporated into the final product will be a by-product (if we can find a use for it) or it will be waste (if we can’t find a use for it).

3. Less Hazardous Chemical Synthesis - Wherever practicable, synthetic methodologies should be designed to use and generate substances that possess little or no toxicity to human health and the environment.

Trainer Notes: Not using the bleach wipes is not using things that are toxic. The area can be cleaned with a much milder cleaner and still have the same effect.

4. Designing Safer Chemicals - Chemical products should be designed to preserve efficacy of function while reducing toxicity.

Trainer Notes: Will the glue still work as well with the new process? If we did our job correctly, it should be just as good, or better. Green chemistry solutions must work, or else they won’t be adopted.

5. Safer Solvents and Auxiliaries - The use of auxiliary substances (solvents, separation agents, etc.) should be made unnecessary whenever possible and, when used, innocuous.

Appendix A-22

Trainer Notes: Did we need the beets? What purpose did they serve?

6. Design for Energy Efficiency - Energy requirements should be recognized for their environmental and economic impacts and should be minimized. Synthetic methods should be conducted at ambient temperature and pressure.

Trainer Notes: Do we need to use the hot plate? Do we need the beets to be getting cold in the fridge? This process seems fine without heating or cooling (despite the milk requiring cooling).

7. Use of Renewable Feedstocks - A raw material feedstock should be renewable rather than depleting whenever technically and economically practical.

Trainer Notes: Where do the raw materials in this process come from?

8. Reduce Derivatives - Unnecessary derivatization (blocking group, protection/deprotection, temporary modification of physical/chemical processes) should be avoided whenever possible.

Trainer Notes: The beets modified the mixture by turning it a different color – is this necessary? Avoid extra steps if possible; keep the process simple.

9. Catalysis - Catalytic reagents (as selective as possible) are superior to stoichiometric reagents.

Trainer Notes: The vinegar is a catalyst to cause a reaction to occur in the milk.

10. Design for Degradation - Chemical products should be designed so that at the end of their function they do not persist in the environment and instead break down into innocuous degradation products.

Trainer Notes: Will this glue degrade? Where will the waste go? Will the waste degrade? Ask participants how they think this glue compares to most glues found in a store. Most products we use today are petroleum-based (90-95%).

Appendix A-23

11. Real-time Analysis for Pollution Prevention - Analytical methodologies need to be further developed to allow for real-time in-process monitoring and control prior to the formation of hazardous substances.

Trainer Notes: We cut out steps and looked for ways to make the formula simpler.

12. Inherently Safer Chemistry for Accident Prevention - Substance and the form of a substance used in a chemical process should be chosen so as to minimize the potential for chemical accidents, including releases, explosions, and fires.

Trainer Notes: We looked at safety the whole time. Not using a heat source will make the process safer.

Appendix A-24

Appendix A – Instructors’ Guide

Activity Three Green Chemistry Case Study

History of Manufacturing Plywood

Purpose: To further explore industrial design and how worker health and safety and environmental protection need to be an important consideration for product development. Learning Objectives

• Become familiar with the basics of a chemical process for a commonly used product

• Understand how green chemistry principles may apply to making a commonly used product

• Consider health, safety and environmental trade-offs between alternative products

• Discuss opportunities for taking action to apply green chemistry in our jobs and community

Additional background notes for trainer: This case study looks at how green chemistry can be applied in practice, using the history of producing plywood. It also shows us the trade-offs that might occur while moving toward safer alternatives in the production process. The discovery in this case study will likely note that there is no completely “safe” production process or product and that sometimes the substitutions or change in process present new hazards. Every chemical or product has a set of embedded hazards from its raw materials, manufacturing, use, and ultimate disposal. Therefore it is critical for those designing safer chemicals and implementing safer alternatives to study the possible trade-offs that might occur and consider how they can be mitigated.

Materials:

• Case study sheets • Material safety data sheets for each type of product • Worksheet 1

Appendix A-25

Trainer Notes: Task One:

• Create small groups. • Each group will read the case study and handouts (MSDS: Material Safety

Data Sheets). o Each member of the group gets the handouts, but you can break the

reading up (sheet 1,2,3 and the 3 MSDS). o Participants should share what they learned from their assigned

reading. Task Two:

• Hand out Worksheet 1 to each group. • Have each group work together to address the questions in Worksheet 1. • Have group assign a “scribe” to take notes and fill out the activity sheet.

Task Three:

• Have each group assign someone in that group to report back to the large group on their discussion.

Summary Points: • This activity allows participants to explore worker, community, and

ecosystem implications of a particular product option for plywood • While a particular product may be safer for consumers, the process of

making it may be quite toxic • As we consider the potential hazards for a chemical or product’s life cycle

and ways to reduce those hazards, we also see that there may be trade-offs between various options to meet a particular functional need

• It’s important to understand the benefits of redesigning chemicals and products to design out hazards rather than just controlling the hazards

• By considering worker, community and ecosystem hazards throughout a product’s life cycle of manufacture, use, and disposal, it is easier to avoid problems rather than trying to clean them up afterwards

Appendix A-26

Trainer Notes for Worksheet 1: Answers will vary and will be based on their individual experiences and expertise areas. Guidelines are listed below for the worksheet questions. 1. What are the job or community hazards in the different parts of the case study? Case Study 1: the first method

• Poor air quality • Hazardous working conditions (high heat) • Lack of equipment (most likely difficult to use and could pose a threat to

workers) Case Study 2: modernized process – UF/PF plywood

• Potential exposure to formaldehyde, a known carcinogen • Worker exposure hazard • Community exposure hazard through off-gassing of plywood • High heat, high pressure process • Worker hazard

Case Study 3: safer alternative – soy-based plywood

• Still uses some phenolic resin, which has some hazards associated with it • Worker exposure hazard • Processes still uses high heat, high pressure process • Worker hazard

2. What green chemistry principles apply in this case study? Case Study 1: Apply:

• Renewable, biobased resource (animal glue) (Renewable Feedstocks, Principle #7)

• Aqueous (water) based process (Safer Solvents, Principle #5) • Mild conditions (Less Hazardous Chemical Synthesis, Principle #3)

Appendix A-27

Case Study 2: Apply:

• More energy-efficient process due to capital equipment and “improved” process (Energy Efficiency, Principle #6)

Case Study 3: Apply:

• From a biobased, renewable resource (Renewable Feedstocks, Principle #7) and will be more likely to break down in the environment (Design for Degradation, Principle #10)

• Water-based process (Safer Solvents, Principle #5) • Safer product for consumers due to elimination of formaldehyde hazard

(Designing Safer Chemicals, Principle #4) 3. What would you change to improve the process or product (that promotes the use of the green chemistry principles)? Case Study 1:

• Better equipment, more streamlined process that uses less energy and time (Energy Efficiency, Principle #6)

Case Study 2:

• Less hazardous chemical for adhesive resin (replace formaldehyde) (Less Hazardous Chemical Synthesis, Principle #3, and Designing Safer Chemicals, Principle #4)

• Find a bio-based, renewable feedstock that can be used as an adhesive (Use of Renewable Feedstocks, Principle #7)

Case Study 3:

• Improve efficacy of the product – ensure it works just as good or better than the alternative products (Designing Safer Chemicals, Principle #4). There might be questions about the sustainability of soy from an agricultural perspective; is there another source for the adhesive that has more sustainable processes related to it?

Appendix A-28

4. What opportunities for taking action to improve health and the environment did this case study raise for your group?

Appendix A-29

Appendix A – Instructors’ Guide

Activity Four: Working Toward Solutions

Purpose: Using a multi-layered timeline, participants will share experiences and a historical perspective to identify policy opportunities or current campaigns for utilizing green chemistry principles and actions needed to improve environmental safety and health in our workplaces, in our communities, and in the marketplace. Additional background notes for trainer: There are many ways to advance green chemistry in practice. In this activity, participants explore historical events and tools that have been applied in previous campaigns and actions to determine how green chemistry can be advanced in the future. As trainers you may or may not be familiar with many of the historical moments on the timeline. This activity is designed to hear and share participants’ experiences – historical and personal. Discussion in this activity should allow participants to think about leverage points, collaborations, education, incentives and policy initiatives that would advance application of green chemistry in practice. In particular we want participants to re-think the three policy gaps - data, safety, and technology – into policy goals. We expect that the group will leave the training with some concrete ideas about what is needed to bridge those gaps and move society towards safer chemicals and products. Materials: Timeline Poster Sticky notes/ markers Activity Four Worksheet Fact sheet: Three Chemicals Policy Goals Task 1: Put yourself on the Map The large group gathers at the timeline and spends a few minutes reviewing the content.

Appendix A-30

Working in pairs: Look at the history the timeline displays for chemical use, its consequences and the social movements that developed over time.

• Share a milestone or significant experience from work, home or

community that impacted you, and the outcome. • Write a few words about that experience on a sticky note and post it on

the map. Large group discussion: Report back the participant experiences. If you have a large group you will could ask for a smaller number of volunteers to report on their experience and then ask the group if there are a couple they want to know more about.

Ask: What else do you see on the timeline that tells us how we have managed toxic chemicals over the years?

Task 2: Taking Action – what needs to be added to the timeline? A. Small group table discussion and report out • Hand out worksheet. Make sure each group chooses a scribe to record the

main points of the discussion. • In order to address our concerns as citizens for safe and healthy workplaces

and communities and for the marketplace, what campaigns or policy actions are you involved with or what opportunities are there to use some of the Green Chemistry Principles to advance safer chemicals and products?

• Participants are asked to identify one campaign, policy action or other

opportunity on each sticky note which will be added to the map during the report back.

• If there is a current campaign or policy action in the community/state in which this training is conducted and the training was organized to have participants more involved, this is the time to briefly introduce the campaign/ policy action. Examples: The Coalition for a Safe and Healthy Connecticut won a legislative victory to phase out BPA in food and baby products; MA Alliance for a Healthy Tomorrow has a legislative campaign for safer alternatives to toxic chemicals; MA Green Justice Coalition examines health and safety hazards of weatherization materials; the SEIU 1199 eastern region hazmat training program

Appendix A-31

presents connection between sustainability and worker health for healthcare workers.

• Appendix B & C provide additional activities that are tailored to specific groups.

B) Earlier in the training we discussed three gaps in addressing chemical policy

in our workplaces, communities and in the marketplace. Review the Three Chemicals Policy Goals fact sheet.

• How will your campaign, policy action or other opportunity

address these policy goals? Whether or not you focus on a specific campaign/ policy action or let the participants come up with their own, this will give participants time to think more critically about how the campaign or policy action could address these goals.

• Who are you working with now? Who else do you need to be working with? Again, we want to encourage participants to think strategically to increase those who could be involved and to move the campaign/policy action ahead.

Large group report-out: participants add sticky note to the timeline and trainer records any campaigns, policy actions or other opportunities on the flipchart. If you have a large group you may have to limit the report back. You may hear similar campaigns/opportunities and/or ask the group to choose 1-2 campaigns/actions to focus on for the report-back so there is some time for clarifying questions/advice.

Summary Points:

• We looked at our own experiences and history to think about obstacles, opportunities, resource needs and who will need to be engaged to advance green chemistry.

• We discussed some current campaigns and some strategies for actions and

policy development to advance green chemistry and safer alternatives using the 3 policy goals: closing the data, safety and technology gaps.

Appendix A-32

• While green chemistry is an exciting and solutions-oriented concept, workers and communities still struggle to gain traction to advance policy reforms for safer chemicals and products.

Appendix A-33

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