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23 November 2021 | Story Leonie Bolleurs | Photo Tania Allen
Dr Jana Vermaas and Ketshepileone Matlhoko are working on research that leaves your washing clean and fresh without the use of any detergents, which is also beneficial to the environment.

Cold water or hot water? Omo or Skip? Laundry blues is a reality in most households and when you add stains to the equation, then what was supposed to be part of your weekly household routine, becomes frustrating and time consuming. 

Researchers at the University of the Free State (UFS) are conducting research that is putting a whole new environmentally friendly spin on laundry day.

Sustainability and environmental conservation

Dr Jana Vermaas, Lecturer in the Department of Sustainable Food Systems and Development at the UFS, is passionate about textiles and sustainability – almost a decade ago, she conducted a study on the efficacy of anolyte as a disinfectant for textiles.

She describes the process: “During electrochemical activation, a dilute solution of natrium chloride/salt passes through a cylindrical electrolytic cell where the anodic and cathodic chambers are separated. Two separate streams of electrochemically activated water are produced. Anolyte as water was produced at the positive electrode and has a low pH, high oxidation-reduction potential and contains dissolved chloride, oxygen, and hydroxyl radical. It also has an antimicrobial effect.”

The benefits of this process are in line with her enthusiasm for environmental conservation. 

According to Dr Vermaas, the amount of water and chemicals used to clean textile articles is massive. “Chemicals used to disinfect, for example, hospital laundry, are hazardous. Not all laundries in the industry have a closed loop system or try to remove the chemicals before the wastewater is discarded.”

“Different amounts of detergents have various effects on our fauna and flora. Due to their low biodegradability, toxicity, and high absorbance of particles, detergents can reduce the natural water quality, cause pH changes in soil and water, lead to eutrophication (too many nutrients), reduce light transmission, and increase salinity in water sources.”

“But with the catholyte and anolyte process, water returns to its original status, which means that the water solution becomes inactive again after production where it existed in a metastable state while containing many free radicals and a variety of molecules for 48 hours. Thus, no chemicals are left in the wastewater. The water can therefore be recycled, not as potable water but, for example, to flush toilets or to water plants.

“We should do what we can to save water,” she says. 

Should you, like Dr Vermaas, also feel strongly about protecting the environment and want to obtain one of these machines that leaves your washing clean and fresh without the use of any detergents, you will be able to find such an appliance in South Arica. However, it does not come cheap. “It is a bit costly for residential use, but might be more accessible in the future,” states Dr Vermaas, who is of the opinion that it is a more sustainable option for commercial laundries.

Detergency properties and colourfastness 

Recently, more research has been conducted on this topic, but with a focus on the detergency properties of the catholyte to clean different textile fibres (natural and synthetic). Catholyte, she explains, is water produced at the negative electrode with a high pH, low oxidation-reduction potential, containing alkaline minerals. It also has surface active agents that increase the wetting properties, and it is an antioxidant. 

“A master’s student in the department, Ketshepileone Matlhoko, will be submitting her dissertation at the end of November on the possibility of using the catholyte as a scouring agent to clean raw wool,” says Dr Vermaas. 

The department is also conducting studies to investigate the influence of both catholyte and anolyte on colourfastness.

*Graphic: Production of electrolysed water (Nakae and Indaba, 2000). Diagram: Supplied



News Archive

UFS enhances Geography in schools
2015-05-11

The Green Box

The Department of Geography at the University of the Free State (UFS), in association with the Society of South African Geographers (SSAG), is doing their part in providing curriculum support to schools. Dr Ruth Massey and Anneri Pretorius are the project managers of Green Box, an initiative to advance Geography in schools.

The Green Box supports the intermediate phase of schooling (Grades 4, 5, 6). According to Dr Massey, the worksheets and activities provided in the Green Box are aligned with the Curriculum and Assessment Policy Statements (CAPS) and the new curriculum. “These worksheets are divided into three themes: map work, physical Geography, and human Geography.

“Map work includes symbols and keys, grid references, and compass work whilst physical Geography focuses on water and waste, biodiversity and conservation, and weather and climate issues. The human Geography theme has a focus on population, rural and urban development, migration, food and farming, and transport and trade,” she said.

Each worksheet has a fact sheet section which teaches theory on the specific topic (linked to the curriculum), an activity section (all resources needed for these activities are provided in the box), and a ‘take it home’ section for further learning and practice at home.

The Green Box is a recycled plastic crate that comprises worksheets, training materials, visual aids, and resources for teaching, learning, and active engagement in Geography classes.

Also included in the box are a felt story board and characters (that link with the worksheet activities), the ‘Climate Change memory game’ (which enhances learner’s memory capabilities and teaches various climate change facts) and the ‘Sustainable Development puzzle game’ (which teaches about the social, biophysical, economic, and political elements of Sustainable Development, and how they overlap).

“All items in the box are locally sourced, robust, and without copyright,” said Dr Massey.

The project is focusing on 10 under-resourced schools in the Bloemfontein area. Each school has received three boxes (one for each grade of the Intermediate Phase).

Dr Massey said: “This box is to be shared among the teachers. The Green Boxes were distributed at a training and information workshop held at three central schools in the various districts. These workshops introduced the teachers to the contents of their box, and provided basic training on the worksheets and the activities provided.”

“The schools will be joined up with ‘Box Buddies’ at more resourced schools in Bloemfontein. These buddy schools will assist in support and in replenishing the box’s stationery, etc. when needed.”

“Monitoring and evaluation will take place for six months after the boxes have been distributed. This will ensure support to, and the sustainability of, the project.” The Green Box project was made possible through a grant from the Society of South African Geographers (SSAG).

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