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Worldwide, populations face issues related to water and energy consumption. Water scarcity has intensified globally, particularly in arid and semiarid regions. Projections indicate that by 2030, global water demand will rise by 50%, leading to critical shortages, further intensified by the impacts of climate change. Moreover, wastewater treatment needs further development, given the presence of persistent organic pollutants, such as dyes and pharmaceuticals. In addition, the continuous increase in energy demand and rising prices directly impact households and businesses, highlighting the importance of energy savings through effective building insulation. In this regard, tannin-furanic foams are recognized as promising sustainable foams due to their fire resistance, low thermal conductivity, and high water and chemical stability. In this study, tannin and lignin rigid foams were explored not only for their traditional applications but also as versatile materials suitable for wastewater treatment. Furthermore, a systematic approach demonstrates the complete replacement of the tannin-furan foam phenol source with two lignins that mainly differ in molecular weight and pH, as well as how these parameters affect the rigid foam structure and methylene blue (MB) removal capacity. Alkali-lignin-based foams exhibited notable MB adsorption capacity (220 mg g−1), with kinetic and equilibrium data analysis suggesting a multilayer adsorption process. The prepared foams demonstrated the ability to be recycled for at least five adsorption-desorption cycles and exhibited effective flame retardant properties. When exposed to a butane flame for 5 min, the foams did not release smoke or ignite, nor did they contribute to flame propagation, with the red glow dissipating only 20 s after flame exposure. [ABSTRACT FROM AUTHOR]

"Escape ClassRoom "CSI 1.0"" is an educational escape room proposed as an interactive analytical chemistry exercise for the evaluation of undergraduate students at the end of the subject. This approach is a new form of live action learning activity in which the students have to solve an analytical problem, namely, "an alleged crime". From this initial hypothesis, they have to investigate the crime by playing the role of trainee forensic chemists. As in any escape room, "Escape ClassRoom "CSI 1.0"" is a logical game in which the main objective is to discover several clues, to find hidden objects, and to solve a mystery in order to escape a "locked" room in an established time. The students play the role of forensic scientists and solve the alleged crime by following the scientific method in order to escape. To do so, they have to apply the whole analytical process from beginning to end, i.e., from a correct sampling at the crime scene, through the analysis of sample and data treatment until the interpretation of the results to validate the initial hypothesis: a murder has been committed. If it has, then who did it? The students' knowledge in analytical chemistry and the teamwork are the only tools that they have to solve all of the riddles and uncover hidden messages to "win" while time is running out. This first experience showed the potential of an escape room to be used as an innovative educational tool easily applicable to other subjects.