C. Chemistry: The Nature of Matter · Atoms, Elements and CompoundsThe Life Cycle of Consumer Products
C1.1 A2.4 A2.3 A1.1About 70 minutes
Learning goals- I can describe the stages in the life cycle of a consumer product.
- I can identify the elements and compounds used to make a product and where they come from.
- I can assess the social, environmental and economic impacts of each stage.
- I can suggest ways to increase positive impacts and reduce negative impacts.
Words to know
life cycle
All the stages of a product's life, from getting the raw materials to what happens when it is thrown away or recycled.
life cycle assessment (LCA)
A study that measures the impacts of a product at every stage of its life cycle.
raw material
A natural resource, such as an ore, oil or wood, used to make a product.
ore
Rock that contains enough of a valuable element (usually a metal) to be worth mining.
circular economy
An economy designed to keep materials in use for as long as possible by reusing, repairing and recycling, instead of make-use-throw away.
e-waste
Discarded electronic devices such as phones, computers and TVs.
Where did your phone come from?
Your phone might have been designed in one country, assembled in another, with a battery containing cobalt mined in a third country and lithium from a fourth. Its glass, its chips and its tiny magnets each started as rocks or brine somewhere on Earth. And when you're done with it, it will go somewhere.
Every product has a life cycle. In this lesson you'll use what you know about elements and compounds to assess the impacts of a product's whole life, from the mine to the end, and to suggest improvements. This is how engineers, policy makers and responsible companies think.
The six stages of a life cycle
- Extract raw materials: mining ores, pumping oil or gas, logging, farming.
- Process and refine: separating and purifying elements and compounds (for example, getting aluminium out of its ore).
- Manufacture and package: shaping materials into parts and putting the product together.
- Transport and sell: moving the product by ship, train and truck to stores or your door.
- Use: the energy, water or other products needed while you use it.
- End of life: reuse, repair, recycling, burning for energy, or landfill.
A life cycle assessment looks at the impacts of every stage, not just the one you can see.
The life cycle of a product. Recycling sends materials back to processing, so less needs to be mined; reusing and repairing keep products in use longer.Three kinds of impact
When you assess a stage, look at three kinds of impact. Each can be positive or negative.
- Social: people's health and safety, working conditions, communities, culture, access to products.
- Environmental: habitat loss, air and water pollution, greenhouse gas emissions, energy and water use, waste.
- Economic: jobs, costs, profits, taxes, trade, and costs passed on to others (such as cleaning up pollution).
Case study: the aluminium can
Elements and compounds: a can is mostly aluminium (Al), mixed with small amounts of other metals (such as magnesium and manganese) to make it stronger, with a thin plastic coating inside.
- Extraction: aluminium is never found as a pure element in nature; it is too reactive. It is mined as bauxite ore, which contains aluminium oxide. Bauxite mines are open pits that remove forests and soil in countries such as Australia, Guinea and Brazil. Mining provides jobs, but can displace communities and pollute water.
- Processing: bauxite is refined into pure aluminium oxide (Al₂O₃, the ionic compound you named in this unit). Then electricity is used to split it into aluminium metal and oxygen. This takes a huge amount of electricity. Canada is one of the world's major aluminium producers, and most Canadian smelters, in Québec and British Columbia, run on hydroelectricity, which produces much less greenhouse gas than electricity from coal.
- Manufacture: aluminium is rolled into thin sheets (it is malleable) and shaped into cans.
- Transport: aluminium is light (density 2.70 g/cm³), so cans are cheaper to ship than glass bottles.
- Use: almost no impact.
- End of life: aluminium can be recycled again and again without losing quality, using about 5% of the energy needed to make it from bauxite. In Ontario, cans go in the recycling bin, and alcohol containers carry a deposit you get back when you return them.
Making a can from recycled aluminium takes only about one-twentieth of the energy needed to make it from ore.Worked exampleExample 1: Assess a stage
Assess the processing stage of the aluminium can: give one social, one environmental and one economic impact, and say whether each is positive or negative.
- Social (positive): smelters provide skilled jobs for operators, electricians and millwrights in communities such as Saguenay, Québec.
- Environmental (negative): turning alumina into aluminium needs a great deal of electricity; where that electricity comes from fossil fuels, it releases lots of carbon dioxide. Hydroelectricity reduces this but floods land when dams are built, which can affect ecosystems and the communities, including First Nations, who live there.
- Economic (positive): aluminium is a major Canadian export that brings money into the economy.
Processing has positive social and economic impacts and a negative environmental impact, which can be reduced with low-carbon electricity and, most of all, with recycling.
Case study: the smartphone
A smartphone contains dozens of elements. Some are mined in only a few places in the world, and some are mined under unsafe conditions. Cobalt for batteries, for example, comes largely from the Democratic Republic of the Congo, where human rights groups have reported dangerous working conditions and child labour at some mines.
Studies by phone makers show that most of a phone's lifetime greenhouse gas emissions come from making it, not from charging it. So one of the best ways to reduce a phone's impact is simply to keep it longer: use a case, replace the battery, repair the screen. At end of life, phones are e-waste. Ontario has e-waste collection sites where the metals can be recovered; phones thrown in the garbage waste those materials and can leak harmful substances in landfills.
Some of the elements inside a smartphone and where they are used. Each one has its own mine, its own processing and its own impacts.Who decides?
Many minerals needed for batteries and electronics are found in northern Ontario, for example in the region often called the Ring of Fire, which has deposits of nickel, chromite and other metals. The region is within the traditional territories of several First Nations, whose communities hold a range of views about mining and roads there. Canadian law requires governments to consult First Nations about projects that may affect their rights. Assessing impacts means listening to the people who live where the resources are.
Worked exampleExample 2: Suggest improvements
Suggest one way to increase a positive impact and two ways to reduce negative impacts for the life cycle of a smartphone.
- Increase a positive impact: design phones so batteries and screens are easy to replace, which creates local repair jobs (social and economic benefit).
- Reduce a negative impact (extraction): use recycled metals recovered from old phones, so less ore needs to be mined.
- Reduce a negative impact (end of life): take-back programs where the maker or store collects old phones for recycling, so harmful substances stay out of landfills.
Good suggestions target a specific stage and a specific impact, and explain how they help.
Hands-on activityLife cycle audit of something in your home
You need: one product from home (for example, a shampoo bottle, a cereal box, a pair of running shoes or an old phone charger), paper and pencil, and internet access with a grown-up for research.
- List the materials: read the label and look for recycling symbols. (A plastic bottle might show a number in a triangle, such as 1 for PET or 2 for HDPE.) Name at least two elements or compounds in the product or its package.
- For each of the 6 life cycle stages, write one sentence describing what happens for this product.
- Make a table with 3 columns (social, environmental, economic) and fill in at least one impact for 3 different stages.
- Choose the stage with the biggest negative impact. Suggest two realistic changes (one a company could make and one your family could make).
- Check your municipality's waste guide: where should this product go at end of life?
What to look for: a strong audit names specific materials (for example, "the bottle is PET plastic made from petroleum; the cap is a different plastic"), gives impacts at more than one stage, and makes suggestions that match the problem (for example, buying a refill pouch to reduce packaging, or choosing a product made with recycled plastic).
Just for funIs it aluminium or aluminum? Both spellings are used in Canada (this course uses aluminium). The atoms don't mind either way: it's still symbol Al, atomic number 13.
Your turn
1List the six stages of a product's life cycle.
Extract raw materials; process and refine; manufacture and package; transport and sell; use; end of life.
2What are the three kinds of impacts you should assess?
Social, environmental and economic.
3Why is aluminium never found as a pure element in nature?
It is too reactive, so it is always combined with other elements, such as oxygen in bauxite ore.
4What compound is aluminium made from at the smelter, and what are its ions?
Aluminium oxide, Al₂O₃, made of Al³⁺ and O²⁻ ions.
5Why is recycling aluminium so valuable?
It uses only about 5% of the energy of making new aluminium from ore, reduces mining, and aluminium can be recycled again and again.
6Which stage produces most of a smartphone's lifetime greenhouse gas emissions?
Manufacturing (making it), not using it.
7Give one social impact of mining cobalt for batteries.
For example: unsafe working conditions or child labour reported at some mines (negative); or jobs and income for miners and communities (positive).
More practice: warm-up
1What is the ore of aluminium called?
Discarded electronic devices such as phones and computers.
3Name one element found in a phone battery.
4Is "creates jobs" an example of a social, environmental or economic impact?
Economic (and social, since it affects people's lives).
5What does "circular economy" mean?
Keeping materials in use as long as possible by reusing, repairing and recycling.
More practice: on your own
1Explain why Canadian aluminium made with hydroelectricity has a lower carbon footprint than aluminium made with electricity from coal.
Smelting needs huge amounts of electricity. Burning coal for electricity releases a lot of CO₂; hydroelectricity releases very little while running, so each tonne of aluminium is responsible for far less greenhouse gas.
2Give one negative environmental impact of hydroelectric dams, so the hydro choice isn't seen as perfect.
Dams flood land, destroying habitat and changing rivers; this can also affect the people, including First Nations communities, who live and harvest there.
3Why does keeping your phone for 4 years instead of 2 reduce its impact?
Most of the impact comes from manufacturing. Using one phone for twice as long means half as many phones need to be made (and mined, refined and shipped) over the same time.
4A shampoo company switches to bottles made from 100% recycled plastic. Which stages does this affect, and how?
It reduces extraction (less oil or gas needed for new plastic) and processing, and it gives a use to plastic at the end of life stage, keeping it out of landfills.
5Why must governments consult First Nations about mining in places like the Ring of Fire?
The land is within First Nations' traditional territories, and mining and roads may affect their rights, communities, water and wildlife; Canadian law requires consultation.
Challenge
1Glass bottles can be washed and refilled many times; aluminium cans are recycled by melting. Compare their life cycles at two stages and argue which might be better for a local drink company.
Transport: glass is heavier, so shipping uses more fuel; aluminium is light. End of life: a refillable glass bottle is reused many times with only washing, while cans need melting (less energy than new metal, but still some). For a local company with short delivery distances and a return system, refillable glass can be better; for long distances, light cans may be better. A good answer weighs both stages.
2A company says its new phone is "green" because it uses less electricity when charging. Using life cycle thinking, explain why this claim may be misleading.
Charging is only the use stage, which is a small part of a phone's total impact. Most of the impact comes from extraction, processing and manufacturing. A truly lower-impact phone would also use recycled materials, last longer, be easy to repair and be taken back for recycling.
3Design a simple scoring system (for example, 1 to 5 for each impact) to compare two products' life cycles. Explain one weakness of your system.
Example: score each of the 6 stages from 1 (low impact) to 5 (high impact) for social, environmental and economic impacts, and add the scores; the lower total wins. Weakness: it treats all impacts as equally important (a child-labour concern and a small transport cost each count as one point), and the scores depend on judgment. Real LCAs measure quantities such as energy use and emissions.
Check your understandingQuiz
1. Which is the first stage of a product's life cycle?
2. About how much of the energy is saved by making aluminium cans from recycled cans instead of bauxite?
3. Which is an environmental impact?
4. For a smartphone, which stage usually causes the most greenhouse gas emissions?
5. Which action best fits a circular economy?
6. Aluminium oxide, used to make aluminium, has the formula...
For parents and teachersBig idea: C1.1 asks students to assess the social, environmental and economic impacts of processes in the life cycle of consumer products, considering the elements and compounds used, and to suggest ways to enhance positive impacts and/or minimize negative ones. Good answers are specific: they name a stage, a material and an impact.
Common difficulties:
- Only thinking about the end of life ("just recycle it"). Extraction and manufacturing often matter more.
- Listing only negative impacts. Jobs, income and useful products are real positive impacts.
- Vague suggestions ("be greener"). Ask, "Which stage? What exactly changes?"
How to help: the audit activity works well as a family conversation. Check your municipality's waste sorting guide together, and look for an e-waste drop-off in your area. Questions about mining and Indigenous rights can be complex; encourage your teen to look for information from First Nations organizations as well as from governments and companies.