The week four course learning material is based around sustainable practice. In relation to our design challenge, this concept refers to the short and long term impacts of your own designed solution on livability, economic prosperity and environmental sustainability. A few of these positive solutions were provided in the week four Moodle readings and have been summarized below.Life Cycle Thinking
In the video, This is your life, dialogue is provided that explains how Life Cycle Assessment (LCA) contributes to the developing sustainable features of a product. As stated in the video, "this process of scientific investigation explores the environmental impacts of a product" (Eco-Innovators, 2012). Additionally, "Life cycle analysis (LCA) can be used to identify the inputs to and outputs from a product or process, including all the steps in its production, transport, use and disposal; and then to calculate the overall environmental impact. Inputs may include, for example, the extraction, growth and processing of raw materials and consumption of energy, water and fuel. Outputs could be the consumer products, waste to landfill, heat and energy loss and particulate emissions" (Manufacturing Skills Australia, 2015, p. 1).
Eco design Strategies
- Designed for dis-assembly
- Design for longevity (durable)
- Design for de-materialization (using less materials without losing quality)
Cradle to Grave
- Products are disposed of after their use has expired
- Includes transport of materials and energy used during production, and resources during use
- Calculates energy used and emissions after disposal
Cradle to Cradle
- Products are reused in other products or processes instead of being disposed of
- This includes: reuse, recycling, recovery and re-manufacturing
- More sustainable features than 'Cradle to Grave' (MSA, 2015)
Sustainability
Sustainability usually makes us think about carbon footprints, greenhouse gases and ecosystems. This is the environmental aspect of sustainability. Two additional aspects are generally recognised as contributing to sustainability: economic factors and social factors. (MSA, 2015)
Environmental sustainability focuses on the impact of resource usage, hazardous substances, waste and emissions on the physical environment. These activities may have a direct benefit for a business by reducing costs.
Economic sustainability focuses on business efficiency, productivity and profit.
Social sustainability focuses on maintaining mutually beneficial relationships with employees, customers and the community. These activities often have benefits in terms of positive profile and customer and community support.
Curriculum Links
Sustainability is an essential focus in the Australian curriculum; having an impact on all learning areas as a cross-curriculum priority. As stated in this section of the document, "The curriculum focuses on the knowledge, understanding and skills necessary to design for effective sustainability action" (ACARA, 2015). In our projects a crucial area of the criteria is how effectively our product encourages students and other members of the community to take action in creating more sustainable patterns of living. As the Australian Curriculum states, "Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavors shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment".
Sustainability usually makes us think about carbon footprints, greenhouse gases and ecosystems. This is the environmental aspect of sustainability. Two additional aspects are generally recognised as contributing to sustainability: economic factors and social factors. (MSA, 2015)
Environmental sustainability focuses on the impact of resource usage, hazardous substances, waste and emissions on the physical environment. These activities may have a direct benefit for a business by reducing costs.
Economic sustainability focuses on business efficiency, productivity and profit.
Social sustainability focuses on maintaining mutually beneficial relationships with employees, customers and the community. These activities often have benefits in terms of positive profile and customer and community support.
Curriculum Links
Sustainability is an essential focus in the Australian curriculum; having an impact on all learning areas as a cross-curriculum priority. As stated in this section of the document, "The curriculum focuses on the knowledge, understanding and skills necessary to design for effective sustainability action" (ACARA, 2015). In our projects a crucial area of the criteria is how effectively our product encourages students and other members of the community to take action in creating more sustainable patterns of living. As the Australian Curriculum states, "Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavors shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment".
Design Cycle Phase: PRODUCTION
This week focuses on the 'Production' stage of the design cycle. In relation to the development of my project, this stage incorporates the creating, developing, managing and making of the solar oven products. This links to the Australian Curriculum (2015), which states, "through undertaking technologies processes students develop systems, design and computational thinking; and organisational and project management skills" (ACARA, 2015). Project Management
This skill is encouraged in the solar oven project, as students are actively involved in the management of people, constraints and opportunities. As stated in earlier posts, students are placed in pairs to research and brainstorm ideas to discover the most advantageous design specifications. This collaborative work will encourage students to develop skills and become aware of the rules relating to safe practices when working technologically. In addition to this, although resources for this product are provided by the school, students will be responsible for the materials and designs utilized in their pairs. In the development of this product, students are also required to manage the restrictions raised in this project. These may include the time, budget and dimension requirements associated to the challenge criteria. Lastly, students will be given access to a variety of resources of which they must research the opportunities this design challenge has to enhance the global community. This may include the development of sustainable components of the design.
How is the design Eco friendly?
The purpose of this design change was to manufacture a product that encouraged primary students and the broader community to us sustainable practices in everyday living. Through this design project, students are creating a solar oven to investigate a more environmentally friendly source of energy. This method of cooking will also protect the environment from dangerous carcinogenic emissions and in doing so will promote sustainability in the classroom.
Sustainability Product Features
This design product is environmentally sustainable due to the materials used. They are all recyclable and very accessible as they are fairly common household items. In addition to this, the product is design for dematerialisation, meaning it doesn't use many materials but is still a quality product. Finally the design is powered by a completely Eco-friendly and renewable energy source, the sun.
Manufacturing Constraints
In this design project, there are a few limitations. Firstly, to keep manufacturing costs to a minimum, sacrifices have been made to the quality of materials used. For instance, the ovens are constructed using cardboard pizza boxes. Due to this fact, the experiment will not work as efficiently and effectively had the experiment been conducted using quality pots made of stone or steel, for example. Additionally, the experiment would also be improved if reflector panels had been used as opposed to aluminium foil. Unfortunately these resources have only been excluded from the investigation so we don't exceed our budget. On the plus side, because the ovens are constructed from pizza boxes, no external heat will be released that could potentially harm students. This means the only safety limitations evident in this project are in the designing stages. For example students will be required to use scissors to construct their ovens.
Sustainability Product Features
This design product is environmentally sustainable due to the materials used. They are all recyclable and very accessible as they are fairly common household items. In addition to this, the product is design for dematerialisation, meaning it doesn't use many materials but is still a quality product. Finally the design is powered by a completely Eco-friendly and renewable energy source, the sun.
Manufacturing Constraints
In this design project, there are a few limitations. Firstly, to keep manufacturing costs to a minimum, sacrifices have been made to the quality of materials used. For instance, the ovens are constructed using cardboard pizza boxes. Due to this fact, the experiment will not work as efficiently and effectively had the experiment been conducted using quality pots made of stone or steel, for example. Additionally, the experiment would also be improved if reflector panels had been used as opposed to aluminium foil. Unfortunately these resources have only been excluded from the investigation so we don't exceed our budget. On the plus side, because the ovens are constructed from pizza boxes, no external heat will be released that could potentially harm students. This means the only safety limitations evident in this project are in the designing stages. For example students will be required to use scissors to construct their ovens.
Production The tools need to complete this project will include: pizza boxes, duct tape, glue, aluminium foil, scissors, black paint, paint brushes, cling wrap, thermometer, baking tray, wire. The following construction steps are provided as a guide for students to follow when they are creating their solar ovens.
1. On the lid of a pizza box, draw a square that is 5 cm from the sides of the box.
2. Use scissors to cut along the three sides of the square you just made.
3. Cut a piece of aluminium foil to line the bottom of the pizza box and glue it in place.
4. Cut another large piece of foil and glue it to the bottom of the lid flap.
5. Cut a piece of black construction paper and tape it to the bottom of the pizza box.
6. Cut a large piece of cling wrap; taping it on the inside of the box lid.
7. Poke two small holes on the lid between the flap and the side of the lid and wedge skewers in the holes to keep the flap open.
8. Tape the thermometer at the bottom of the box, so i can just be seen through the plastic window.
9. Place the marshmallows in the base of the box, set the flap up and leave it in the sun for the food to start cooking.
References
Department of
Education and Training. (2015). Product improvement and life cycle.
Retrieved from Manufacturing Skills Australia:
http://sustainabilityskills.net.au/what-is-sustainability/sustainability-practice/design-and-technology/product-life-cycle/
Eco Invovators free
e-learning resources (2012, June 17). 'This is Your Life Cycle' fun life cycle
assessment & design animation. Retrieved from
https://www.youtube.com/watch?t=259&v=01tF21O2iso
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