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Relative contribution of different life cycle phases (%) Relative contribution of different life cycle phases (%) Congrès International sur l’Analyse du Cycle de Vie Lille, Novembre 2011 100% EoL of PEX pipe system (after 50 years of service life time of apartment) 80% Transport of PEX pipe system to EoL (after 50 years of service life time apartment) Maintenance of PEX pipe system 60% Operational use of PEX pipe system Installation of PEX pipe system in apartment 40% 20% Transport of complete PEX pipe system to building site (apartment) Production of brass fittings Production of PPSU fittings 0% Extrusion PEX (pipes) -20% Environmental impact categories Transport of raw materials for PEX pipe to converter Production raw materials for PEX pipes Figure 1 Environmental profile of the PEX pipe system for hot and cold water supply 100% EoL treatment PVC pipe system (after 100 years of service life time) 80% Transport of PVC pipe system to EoL (after 100 years of service life time) Maintenance of PVC pipe system Operational use of PVC pipe system 60% Installation of PVC pipe system Transport of complete PVC pipe system to trench 40% Production of PP manholes Production of SBR sealing rings 20% Injection moulding PVC (fittings) Transport of raw materials for PVC fittings to converter 0% Production raw materials for PVC fittings Extrusion PVC (pipes) -20% Transport of raw materials for PVC pipe to converter Figure 2 Environmental profile of the PVC-U solid wall sewer pipe system The study overall has provided a comprehensive “cradle-to-grave” LCA for a typical plumbing system and a typical sewer system. A large amount of data has been used as input to the study and extensive calculations of environmental impacts have been generated. References Environmental impact categories Production raw materials for PVC pipes CEN TC 350 draft framework documents, 2008 – 2009. prEN 15804: Sustainability of construction works – Environmental product declarations – core rules for the product category of construction products (draft, 2008); prEN 15942: Sustainability of construction works – Environmental product declarations – Communication format – Business to Business (draft, April 2009). ISO, 2006. ISO 14040, Environmental management – Life cycle assessment – Principles and framework; ISO 14044, Environmental management – Life cycle assessment – Requirements and guidelines. - 106 -
Congrès International sur l’Analyse du Cycle de Vie Lille, Novembre 2011 Integrating LCA into Product Design Finding creative ways of engaging designers with life cycle thinking and eco-design Leyla Acaroglu*, Tim Grant** and Monique Ladds*** *RMIT University and Eco Innovators, Suite 12, Level 11, 125 Swanston Street Melbourne, 3000, Australia **Life Cycle Strategies, Suite 12, Level 11, 125 Swanston Street Melbourne, 3000, Australia ***Monique Ladds, RMIT University, Building 251 Level 2 Room 53, Plenty Rd Bundoora East Campus VIC 3083 Leyla@ecoinnovators.com.au, tim@lifecycles.com.au, Monique.ladds@rmit.edu.au Key words: eco-design, life cycle thinking, new media education, LCA education, teaching methods 1. Introduction LCA is a powerful and effective tool for assessing the whole of life environmental impacts of a product, system or service, however there is still progress to be made in the application and uptake of LCA within the design and product development communities (Sherwin, 2004; Telenko, Seepersad & Webber 2008). Whilst LCA has advanced in the technical area substantially over the past 20 years, communicating LCA results, principals and learning’s to people involved in product design and development has been substantially lacking (Acaroglu, Ladds & Grant 2011; Boks 2006; Fargnoli & Kimura 2006). Barriers to the uptake of LCA include the time consuming nature and level of technical complexity required to conduct an assessment as discussed by Eisenhard (2000) and Telenko (2008). A key opportunity for increasing awareness and capacity is within higher education in design. To address this the ‘Secret Life of Things’ (SLOT) project was developed by Eco Innovators to create an innovative multimedia based approach to educating designers and the public about the concepts and practice of life cycle thinking and eco-design in product development. This paper will present the SLOT LCA animation project, learning objectives and the outcomes of the research evaluating the effectiveness of new media as a form of engagement with design students in increasing their understanding of key LCA and eco-design concepts from an Australian context. 2. The Secret Life of Things Animation Project The Secret Life of Things project is a series of freely available online e-learning resources used for inspiring and engaging students with life cycle thinking, eco-design and sustainability in production and consumption. The project is focused around a series of short animation videos (one has been developed to date) that address different issues in product design, development and consumption. The animations are targeted at Generation Y viewers and use humour and pro-active approaches to engage the viewer with environmental issues and impacts of everyday objects. In combination with the animation there are fifteen e-resources including games, case studies, fact sheets and class exercises, covering topics such as eco-design strategies, life cycle thinking, and product stewardship. The animation and e-resources can be accessed for free from the website www.thesecretlifeofthings.com which has been developed as a resources hub for teachers and students. The main objective of the project is to assist with infusing sustainable design into the curriculum of higher education settings so that sustainability becomes an inherent part, not an ‘add on’ to the design process for future designers. The first SLOT animation, ‘Life Pscycle-ology’, is about exploring the life cycle based environmental impacts associated with everyday consumer products, and in this case a mobile phone. The animation was designed to leave the viewer with an interest and knowledge of the life cycle stages that a product goes through and result in an increased awareness of eco-design solutions – in this case design for disassembly and design for longevity. This is presented in a humours story, whereby the environmental information is wrapped up in a narrative. In this short animation we meet Eric who is an unhappy mobile phone, he seeks therapy after his owner abandons him in favour of a new model. The five minute animation goes through the life cycle stages of Eric’s past (in the form of past life regression therapy) and provides some of the solutions that could be engaged with from a design and consumer perspective to reduce and alleviate theses impacts. 2.2 Project Evaluation Industrial design programs in six universities across Australia participated in a trial of the SLOT project. 257 students participated in the research, completing an initial survey at the start of the semester questioning their opinions and activities towards environmental issues, design responsibility and their level of understanding of key eco-design terms. A follow up survey was conducted at the end of semester with 100 of the students after they had been exposed to the animation and resources throughout the semester. The quantitative data was statically analysed in SPOS to indentify if there was any relevant changes or increases in knowledge in the sample group. The initial survey results demonstrated that most students believe that it is ‘mostly’ or ‘very’ true that designers and consumers can influence the environmental impacts of their products from their design and purchasing decisions. Further to this the majority of surveyed students beloved that companies have a responsibility to create environmentally friendly products and that the design industry has an important role - 107 -
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