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Teaching Green Analytical Chemistry on the Example of Bioindication and Biomonitoring (B & B) Technologies

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Green Analytical Chemistry

Part of the book series: Green Chemistry and Sustainable Technology ((GCST))

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Abstract

Teaching of Green Analytical Chemistry (GAC) requires a not inconsiderable willingness on the part of the lecturer to familiarize himself with a relatively new field in analytical chemistry. Although there is much that can be derived from Green and Sustainable Chemistry, the GAC’s forward-looking perspectives in particular are independent approaches that must not be neglected. In the first chapter of this article, approaches are pursued “how (teachers) learn to learn,” ultimately based on a consensus on ethics, which allows dealing with people, society and the environment to become an interdisciplinary unit. The end of all this is a smart method of conflict management which provides solutions of problems. Available tools include

  • Regions concerned with education (learn how to learn)

  • Think tanks (to define integrative solutions for problems) and

  • Turbodemogracy (to get faster results)

In the second part of the chapter, GAC and nature merge completely, in which mechanical sample collectors are replaced by mosses within the framework of bioindication and biomonitoring (B & B) technologies during atmospheric deposition measurement of chemical elements. Definitions of bioindicators and biomonitors, active and passive B & B technologies and interdisciplinary connections between bioindicative sampling and scientific interpretations of natural systems are given. Mosses are distinguished by a rather large resistance toward enhanced levels of various anthropogenic air pollutions permitting their use also in polluted areas.

This book chapter is dedicated to our colleagues Dr. Rebecca R. Sharitz and Dr. Jean-Paul Schwitzguébel who passed away in 2018. Rebecca Sharitz worked at the University of Georgia in Aiken, SC, USA, where she mainly researched highest successful on ecological processes in wetlands. For many years, Becky has been working very effectively in our International Association for Ecology (INTECOL). She was the very first woman to work with INTECOL over such a long period of time to put her scientific interests into practice together with her friends and colleagues, but fought fairly and serenely for equal rights for women in the environmental and natural sciences.

Jean-Paul Schwitzguébel worked successfully at the Swiss Federal Institute of Technology in Lausanne, Switzerland, especially in the context of his phytotechnological studies. Particularly, noteworthy is his extraordinary ability in the framework of different European Cooperations in Science and Technology (EU-COST) over many years to bring together scientifically and practically different European and global schools of thought. Jean-Paul had as a francophile Swiss a heart and a feeling for all kinds of “everyday” problems, which we as scientists, whether young or old, private or professional have to deal with. Many young scientists owe it personally to him that they have found their successful way into the future.

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Notes

  1. 1.

    In the German original: “soziale Demokratie”. This term does refer/allude to “soziale Marktwirtschaft,” the concept put forward by later Federal chancellor Ludwig Erhard (1897–1977), sometimes also dubbed “the Rhineland way of doing capitalism” rather than, for example, “Archiv der sozialen Demokratie” which is the central part of the party archives of the German Social Democratic Party (SPD). Anyway, in Germany the link between democracy/federal structuring of state and social norms is part of the constitution and even officially protected against any change (Grundgesetz articles 20, 79, 116).

  2. 2.

    In Germany, this really became a popular term: “bildungsferne Schichten” (people who live in utmost avoidance of education). The Programme for International Student Assessment (PISA) studies revealed Germany to be the one country in the developed world where educational and thereafter occupational chances depend mostly on the educational status (and income levels) of the parents, more so than even in many developing countries. So a vicious circle can be established (parental poverty precludes education of the children to a level now required even to obtain a reasonable apprenticeship position) which is avoided only by more active measures pointing to the corresponding milieus and urban neighbourhoods.

  3. 3.

    In original German: Volkshochschule. These are public institutions which have their part in advanced (not apprentice) professional education, besides universities and universities of applied sciences. There are also courses in computer skills or various modern languages. Some certification of courses at Volkshochschule can actually be used in a profession, unlike a university; an Abitur (school-leaving examination) is not required to attend.

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Acknowledgements

A lot of international colleagues have supported us during decades of years through the field of information transfer by communication, scientific support and promotion of ideas. We would like to mention only some as Martin Broadley (Nottingham, UK), Alan Covich (Athens, USA), John Grace (Edinburgh, UK), Gene Turner (Louisiana, USA), Charlotte Poschenrieder (Barcelona, Spain), Stefan Trapp (Kongens Lyngby, Denmark) for supporting this manuscript.

Author information

Authors and Affiliations

  1. Environmental Institute of Scientific Networks, Fliederweg 17, 49733, Haren-Erika, Germany

    Bernd Markert & Simone Wünschmann

  2. Department of Forestry Environment and Systems, College of Forest Science, Kookmin University, Seoul, South Korea

    Eun-Shik Kim

  3. Department of Biological and Environmental Sciences, University of Dresden, Zittau, Germany

    Stefan Fränzle

  4. Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing, China

    Meie Wang

  5. Faculty of Chemistry, University of Sofia, Sofia, Bulgaria

    Rumy Djingova

  6. Institute of Physics Belgrade, University of Belgrade, Belgrade, Serbia

    Mira Aničić Urošević

  7. Department of Forest Ecology and Hydrology, Chinese Academy of Forestry, Beijing, People’s Republic of China

    Shirong Liu

  8. James Hutton Institute, Invergowrie, UK

    John Hillman

  9. Department of Agricultural Chemistry and Environmental Biogeochemistry, Poznan University of Life Sciences, Poznań, Poland

    Jean-Bernard Diatta

  10. Department of Chemical Sciences Division, Saha Institute of Nuclear Physics, Kolkata, India

    Susanta Lahiri

  11. Silva Tarouca Research Institute for Landscape and Ornamental Gardening, Průhonice, Czech Republic

    Ivan Suchara

  12. Department of Food Sciences, Medical University of Gdansk, Gdansk, Poland

    Piotr Szefer

  13. Faculty of Biology, University of Latvia, Riga, Latvia

    Guntis Tabors

  14. Department of Soil- and Groundwater-Management, University of Wuppertal, Wuppertal, Germany

    Jörg Rinklebe

  15. Department of Life Sciences, University of Siena, Siena, Italy

    Stefano Loppi

  16. Centre for Ecology and Hydrology, Environment Centre Wales, Bangor, UK

    Harry Harmens

  17. School of Geography, Geology and the Environment, Kingston University London, London, UK

    Peter Hooda

  18. Department of Biotechnology and Molecular Biology, Opole University, Opole, Poland

    Maria Wacławek

  19. Department of Applied Analytical and Physical Chemistry, Ghent University, Ghent, Belgium

    Filipe Tack

  20. Department of Biology, Natural Science Institute, Tula State University, Tula, Russia

    Svetlana Gorelova

  21. Department of Environmental Science and Biotechnology, Savannah River National Laboratory, Aiken, USA

    Anna Knox

  22. Department of Energy and Fuels, AGH University of Science and Technology, Krakow, Poland

    Józef Pacyna

  23. Department of Biology, American University of Beirut, Beirut, Lebanon

    Elias Baydoun

  24. Department of Neutron Activation Analysis, Joint Institute for Nuclear Research, Dubna, Russia

    Marina Frontasyeva

  25. Arab Academy of Sciences, Beirut, Lebanon

    Adnan Badran

  26. Department of Plant Physiology, Comenius University Bratislava, Bratislava, Slovakia

    Alexander Lux

  27. Department for Biology, Faculty of Exact and Natural Sciences, Universidad Nacional de Mar del Plata, Mar del Plata, Argentina

    Silvia De Marco

  28. Department of Green Chemistry and Technology, University of Ghent, Ghent, Belgium

    Erik Meers

  29. Chair of Biotechnology and Molecular Biology, Opole University, Opole, Poland

    Andrzej Kłos

  30. School of Public Health, Center for Human Growth and Development, University of Michigan, Ann Arbor, MI, USA

    Jerome Nriagu

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  1. Bernd Markert
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  28. Silvia De Marco
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  30. Andrzej Kłos
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  31. Jerome Nriagu
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Corresponding author

Correspondence to Bernd Markert .

Editor information

Editors and Affiliations

  1. Department of Analytical Chemistry, Gdańsk University of Technology, Gdańsk, Poland

    Justyna Płotka-Wasylka

  2. Department of Analytical Chemistry, Gdańsk University of Technology, Gdańsk, Poland

    Jacek Namieśnik

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Markert, B. et al. (2019). Teaching Green Analytical Chemistry on the Example of Bioindication and Biomonitoring (B & B) Technologies. In: Płotka-Wasylka, J., Namieśnik, J. (eds) Green Analytical Chemistry. Green Chemistry and Sustainable Technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-9105-7_2

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