An official website of the United States government
Abstract Plastics have become an integral component in agricultural production as mulch films, nets, storage bins and in many other applications, but their widespread use has led to the accumulation of large quantities in soils. Rational use and reduction, collection, reuse, and innovative recycling are key measures to curb plastic pollution from agriculture. Plastics that cannot be collected after use must be biodegradable in an environmentally benign manner. Harmful plastic additives must be replaced with safer alternatives to reduce toxicity burdens and included in the ongoing negotiations surrounding the United Nations Plastics Treaty. Although full substitution of plastics is currently not possible without increasing the overall environmental footprint and jeopardizing food security, alternatives with smaller environmental impacts should be used and endorsed within a clear socio-economic framework. Better monitoring and reporting, technical innovation, education and training, and social and economic incentives are imperative to promote more sustainable use of plastics in agriculture.
more »
« less
Sustainable Polymers: New 4-H STEM Curricula
There are many environmental issues surrounding the global production and use of plastics. Three science curricula (Grades K-2, 3-5, and 6-8) were developed to introduce youth to the past, present, and future of plastics. Designed using research-based methods and grounded in effective science pedagogy, the curricula provide young people opportunities to explore viable alternatives to plastics and develop knowledge and skills necessary to help mitigate environmental impacts associated with the production, use and disposal of plastics. Evaluation results demonstrated that youth improved their understanding of polymers and intention to help reduce impacts of plastics on the environment.
more »
« less
- Award ID(s):
- 1901635
- PAR ID:
- 10324555
- Date Published:
- Journal Name:
- Journal of Extension
- Volume:
- 60
- Issue:
- 1
- ISSN:
- 0022-0140
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Community and citizen science on climate change-influenced topics offers a way for participants to actively engage in understanding the changes and documenting the impacts. As in broader climate change education, a focus on the negative impacts can often leave participants feeling a sense of powerlessness. In large scale projects where participation is primarily limited to data collection, it is often difficult for volunteers to see how the data can inform decision making that can help create a positive future. In this paper, we propose and test a method of linking community and citizen science engagement to thinking about and planning for the future through scenarios story development using the data collected by the volunteers. We used a youth focused wild berry monitoring program that spanned urban and rural Alaska to test this method across diverse age levels and learning settings. Using qualitative analysis of educator interviews and youth work samples, we found that using a scenario stories development mini-workshop allowed the youth to use their own data and the data from other sites to imagine the future and possible actions to sustain berry resources for their communities. This process allowed youth to exercise key cognitive skills for sustainability, including systems thinking, futures thinking, and strategic thinking. The analysis suggested that youth would benefit from further practicing the skill of envisioning oneself as an agent of change in the environment. Educators valued working with lead scientists on the project and the experience for youth to participate in the interdisciplinary program. They also identified the combination of the berry data collection, analysis and scenarios stories activities as a teaching practice that allowed the youth to situate their citizen science participation in a personal, local and cultural context. The majority of the youth groups pursued some level of stewardship action following the activity. The most common actions included collecting additional years of berry data, communicating results to a broader community, and joining other community and citizen science projects. A few groups actually pursued solutions illustrated in the scenario stories. The pairing of community and citizen science with scenario stories development provides a promising method to connect data to action for a sustainable and resilient future.more » « less
-
Here, we show production pathways for greenhouse gas (GHG)-negative bio-based plastics from 2nd and 3rd generation feedstocks. We focus on bio-based plastics that are technically capable of replacing 80% of the global plastic market. By presenting life cycle inventories and discussing GHG-emissions hotspots, this work will inform stakeholders along the plastic supply chain of the necessary steps to achieving net-zero emissions by 2050, and potentially, how to drive net-uptake. This work is of critical importance given the overwhelming mass of plastic produced annually and the resulting CO2 emissions. To conduct this assessment, we derive life cycle inventories for nine different bio-based plastics and address the impact of methodological choices, such as allocation method, on the resulting 100a global warming potential (GWP). Our findings show that resources used and processing methods implemented have significant effects on the potential for us to derive carbon-negative plastics. Furthermore, we find that environmental impact quantification methods greatly influence the perceived GWP of such processes. For example, economic and mass allocation methods resulted in an apparent increase in GWP of up to 39% and 166%, respectively, compared to no allocation for bio-based plastics made from 2nd generation crops, whereas mass allocation resulted in the lowest GWP for bio-based plastics made from 1st generation crops. In considering environmental impact hotspots, our findings show that decarbonization of thermal energy and electricity, reduced use of ammonia-based fertilizer, renewable hydrogen production, use of bio-based alternatives for petrochemicals and plasticizers, enzyme production pathways from 2nd generation crops, and more efficient biomass conversion processes to reduce feedstock inputs may be critical steps in creating GHG negative bio-based plastics in the future.more » « less
-
Abstract Biodegradable plastics, perceived as ‘environmentally friendly’ materials, may end up in natural environments. This impact is often overlooked in the literature due to a lack of assessment methods. This study develops an integrated life cycle impact assessment methodology to assess the climate-change and aquatic-ecotoxicity impacts of biodegradable microplastics in freshwater ecosystems. Our results reveal that highly biodegradable microplastics have lower aquatic ecotoxicity but higher greenhouse gas (GHG) emissions. The extent of burden shifting depends on microplastic size and density. Plastic biodegradation in natural environments can result in higher GHG emissions than biodegradation in engineered end of life (for example, anaerobic digestion), contributing substantially to the life cycle GHG emissions of biodegradable plastics (excluding the use phase). A sensitivity analysis identified critical biodegradation rates for different plastic sizes that result in maximum GHG emissions. This work advances understanding of the environmental impacts of biodegradable plastics, providing an approach for the assessment and design of future plastics.more » « less
-
Senay Purzer (Ed.)Socially engaged engineering provides for student learning of the design, analysis, and practices of engineering as well as the ways that engineering is situated in sociocultural contexts. This paper provides a conceptual framework regarding socially engaged engineering for K-8 educators, researchers, and curriculum designers. The framework identifies ways to support youth learning of engineering and considerations of technical, social, environmental, and ethical dimensions of engineering. As engineering enters K-8 educational settings, it is important to introduce the discipline in equity-oriented ways. We draw from the field of engineering for social justice to build this framework for examining engineering at the macro-, meso-, and microscales. Situating engineering in sociocultural contexts can be motivating to learners and provide perspectives on the nature of engineering. Our framework was concurrently designed with Youth Engineering Solutions (YES; https://YouthEngineeringSolutions.org) curricular units. To test the applicability of our principles, we applied them to K-8 YES curricula for school and out-of-school environments. Through the coevolution of principles and curricular materials, we developed age-appropriate learning objectives for three levels—lower elementary, upper elementary, and middle school. This paper shares the principles and progression, showing worked examples from curricula to demonstrate how the principles translate into curricular resources. We discuss constraints to the implementation of socially engaged engineering curricula, including those imposed in educational settings and the ideological assumptions about science, engineering, and STEM disciplines.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript
- Journal Article:
- https://doi.org/10.34068/joe.60.01.01
