Connecting the periodic table to the planet with systems, life cycle and circularity thinking

Abstract

Reductionist methods of learning and teaching chemistry have indeed advanced the disciplinary knowledge. However, they have proven deficient in connecting the chemical reactions of elements in the periodic table with the significant impacts they have on planetary and societal systems. Therefore, a systems thinking approach is required that integrates an interdisciplinary and complementary understanding of chemical concepts. Systems Oriented Concept Map Extensions (SOCME)s are an effective tool to connect interdisciplinary subsystems to the larger planetary boundaries and the United Nations Sustainable Development Goals (UN SDGs). We present a course activity where undergraduate students of an introductory green chemistry and sustainable synthesis course selected an element from the periodic table and a simple chemical reaction involving that element, to develop a SOCME. Students applied green chemistry principles, life cycle thinking and circular economy concepts to the various subsystems in their SOCME. Students also recommended an alternative greener subsystem based on their integrated understanding and research from primary literature. They connected the impacts from the subsystems of the element/reaction and the alternative greener reaction to the earth, health, economy, and society to address global challenges represented by the UN SDGs. They effectively communicated the science in their SOCME poster through a video presentation in a virtual format. Student survey data indicated that the systems, life cycle and circularity thinking connected to the UN SDGs, improved their knowledge of the wider impacts of chemistry in the world. It also increased their awareness of the role of chemists in promoting environmental and social justice.