Integrating the Molecular Basis of Sustainability into General Chemistry through Systems Thinking

Abstract

The flow of materials and energy through society is an integral but poorly visible element of global sustainability agendas such as the Planetary Boundaries Framework and the UN Sustainable Development Goals (UNSDG). Given that the primary activities of chemistry are to analyze, synthesize, and transform matter, the practice of chemistry has a great deal to contribute to sustainability science, which in turn should play an increasingly important role in reshaping the practice of chemistry. Success in integrating sustainability considerations into the practice of chemistry implies a substantial role for chemistry education to better equip students to address the sustainability of earth and societal systems. Building on the framework of the IUPAC Systems Thinking in Chemistry Education (STICE) project, we develop approaches to using systems thinking to educate students about the molecular basis of sustainability, to assist chemistry to contribute meaningfully and visibly toward the attainment of global sustainability agendas. A detailed exemplar shows how ubiquitous coverage in general chemistry courses of the Haber–Bosch process for the synthesis of ammonia could be extended using systems thinking to consider the complex interplay of this industrial process with scientific, societal, and environmental systems. Systems thinking tools such as systems thinking concept map extension (SOCME) visualizations assist in highlighting inputs, outputs, and societal consequences of this large-scale industrial process, including both intended and unintended alterations to the planetary cycle of nitrogenous compounds. Strategies for using systems thinking in chemistry education and addressing the challenges its use may bring to educators and students are discussed, and suggestions are offered for general chemistry instructors using systems thinking to educate about the molecular basis of sustainability.

Re‐imagining Priorities for Chemistry: A Central Science for “Freedom from Fear and Want”

“…[37] Human health is also impacted by economic,e nvironmental, political and social determinants and there is agrowing appreciation of interconnections between human, animal, Angewandte Chemie and environmental health. This has led to the "one health" movement, [38] which factors in interdisciplinarity and interactions between entire systems and sectors rather than focusing on af ew isolated components,ap erspective that resonates strongly with the "one-world chemistry" approach [22] embracing systems thinking. [39] Theintrinsic synergy among these health, environment and chemistry approaches is central to human security,a sd emonstrated by COVID-19 (as stressed in Section 1).…”

Student-Focussed Approaches that can Enhance Understanding and Appreciation of Research in the Chemical Sciences

“…The Special Issue brought forward many examples of how systems thinking has already been implemented around the world, particularly in the sustainability and environmental chemistry subdisciplines. [32][33][34][35][36][37][38][39][40][41] One Australian example we wish to highlight is a study completed by Schultz and coworkers, in which secondary chemistry students created system maps to represent industrial chemical processes and evaluate the broader impact of the processes in relation to the United Nations Global Goals for Development. [41] Through teacher reflections in an action research framework, the study evaluated whether system mapping 'allowed the teacher to situate the learning of sustainability within the learning of chemistry content.'…”

Using the chemistry of pharmaceuticals to introduce sustainable chemistry and systems thinking in general chemistry

“…For example in the United States, the Next Generation Science Standards (NGSS) include systems thinking and modeling as a cross-cutting concept (4,5). Recently, a special issue of the Journal of Chemical Education that focused on systems thinking in chemistry education has provided a number of examples for chemistry topics that can be meshed with traditional content of the general chemistry curriculum (6)(7)(8)(9)(10)(11)(12)(13). While these articles provided a number of practical examples of content in general chemistry connecting to larger systems, the role of chemistry in the discovery and production of pharmaceuticals was not featured as an example.…”