IB ESSential Science

7.3 Solid waste

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Guiding question

  • How can societies sustainably manage waste?

You can find my student workbook for IB ESS topic 7.3 Solid waste here, including an answer key.

Here’s a set of IB ESS flashcards for topic 7.3 Solid waste. Note that there is no HL-only content in this topic.

SL and HL knowledge statements

7.3.1 Use of natural resources generates waste that can be classified by source or type.

You may have already seen this video – it’s been around for a long time. I’ve used it for years with my ESS classes. It shows how resource use leads to different types of waste.

7.3.2 Solid domestic waste (SDW) typically has diverse content.

William Rathje, the subject of this older video, pioneered the science of investigating patterns in solid waste and what they reveal about human societies.

7.3.3 The volume and composition of waste varies over time and between societies due to socioeconomic, political, environmental and technological factors.

7.3.4 The production, treatment and management of waste has environmental and social impacts, which may be experienced in a different location from where the waste was generated.

7.3.5 Ecosystems can absorb some waste, but pollution occurs when harmful substances are added to an environment at a rate faster than they are transformed into harmless substances.

7.3.6 Preventative strategies for waste management are more sustainable than restorative strategies.

7.3.7 Different waste disposal options have different advantages and disadvantages in terms of their impact on societies and ecosystems.

Jack Johnson has a few things to sing about the three R’s.
This video makes some of the arguments around solid waste strategies pretty clear.

7.3.8 Sustainable options for management of SDW can be promoted in societies.

7.3.9 The principles of a circular economy provide a holistic perspective on sustainable waste management.

William McDonough is, in my opinion, a brilliant designer and green architect whose work exemplifies the three pillars of sustainability and the principles of circular design. The above video is an old TED talk, but it shows how re-thinking the way we design, make, and dispose of things connects to every aspect of IB ESS.
This brief animated short introduces the principles of a circular economy in non-technical terms.
This feature-length video examines the principles, benefits, and challenges of creating a circular economy.

Practical activities

  1. Practical 7.3.2 – Categorize one day’s worth of solid domestic waste (SDW) from a household or classroom.
  2. Practical 7.3.5 – Measure the amount of solid waste in a local environment, such as along a road or in a stream.
Biology and Ecology Field Notebook cover

My pocket-sized guide to fieldwork techniques is the perfect companion for measuring how much solid waste is present in an ecosystem. It’s also helpful for your ESS Internal Assessment and other outdoor investigations. You can find it here at Amazon.

Possible engagement opportunities

  • Turn these into CAS activities connected to the UN SDGs.
  • Visit the local recycling centre and learn about how waste is handled locally. 
  • Find out what happens to waste in your society—how much is recycled, reused, remade, goes to  landfill or incineration, or is shipped to another country. 
  • Assess the waste management in the school, and promote ways of reducing or reusing waste. 
  • Raise awareness of circular economy options in the community. 
  • Become involved in a Repair Café or set up a Library of Things.

Happy learning!