BUS-183 Sustainable Design: Understanding & Developing Green - PDF document

BUS-183 Sustainable Design: Understanding & Developing Green Products Stanford Continuing Studies Winter 2010 Class 1 Instructor: Dr Mark Martin Instructor: Dr. Mark Martin http://design4x.com/misc/bus183/ Agenda  Introductions & overview  What is sustainable design?  Break  Life Cycle Analysis  Syllabus input & Q&A

Course Goals  Introduce you to processes, resources, and tools to help you understand the issues of designing a green product  Be more aware of what “green” really means, and how g y , to interpret events in the news.  Have fun! Class Description  The course is useful for anyone who wants to understand better the issues around sustainability.  We will cover technical issues that have an impact on sustainability — such as energy use, natural resource depletion, air and water quality, and p , q y, others.  We will consider parts of the supply chain (manufacturing, distribution, use, reuse, recycling, disposal) that help determine how sustainable a product is.

BUS-183 Preview What does it mean to have a “sustainable” design? What about “green” design?

Mark’s Background Mechanical Engineering   Industry TI & Marlow Industries (full-time) ,Kodak & Raychem internships – Medical, space, & military projects –  Back to academia Masters, Management & Mechanical Engineering (MIT ‘94) – Ph D Ph.D., Mechanical Engineering (Stanford 99) Mechanical Engineering (Stanford ‘99) – – Design processes – Stanford Assistant Professor - 1 year assignment –  Industry Aqueduct Medical (Engineering Manager) – design4X (Design & manufacturing education) – K-12 Outreach for mfg/technology education – Stanford BUS-183 Class Syllabus (tentative) - Winter 2010 Date Class Topic Jan 13 1 Introduction to Sustainable Design Jan 20 2 Life Cycle Analysis (LCA) Jan 27 3 Alternative energies / Transportation Feb 3 4 Design for Disassembly / Recycling Feb 10 Feb 10 5 5 Guest speaker – Green Toy Design (?) Guest speaker Green Toy Design (?) Feb 17 6 Regulations / Externalities Feb 24 7 Tour Mar 3 8 Greenwashing Mar 10 9 Sustainable Architecture (LEED) 8

Logistics  Class times Wednesdays, 7:00 pm – 9:00 pm – 9 classes –  Assignments (planning on 4)  Classroom items Notes will be posted online after class (I’ll email when they’re posted) – E ti Eating in class (I don’t mind, make sure those next to you are OK with it :-) i l (I d ’t i d k th t t OK ith it ) – Encourage lots of discussion & questions – In-class breakout sessions – Grading  NGR - no grade requested (default) – Nothing to turn in (but remember, they’ll be helpful in understanding the material if you do the assignments)  Letter grade – Turn in all assignments. Attend 7 of 9 classes (make-up assignments available if you need to miss more)  Credit/No Credit  Credit/No Credit – Turn in half of the assignments. Attend 7 of 9 classes (make- up assignments available).

Book  Cradle to Cradle William McDonough & Michael Braungart – Available online, should be at Stanford bookstore –  Other resources / websites will be pointed out as we go through the class http://www.mcdonough.com/cradle_to_cradle.htm Neighbor Intro  Turn to your neighbor,introduce yourself  Take 3 minutes to find out: – NAME – where they’re originally FROM – their main daily ACTIVITY (work, homemaker, student, etc.) – what interested them in this CLASS – A green PRODUCT they like – interesting TIDBIT (e.g., hobby, favorite superhero, etc.)  1 minute intros

Class Topics  Life cycle analysis  Design for Disassembly  Alternative fuels  Alternative energies  Recycling  Guest speaker Green toy design Green toy design – Green architecture (LEED)  Regulations  Green manufacturing  Design thinking  Others????  EXERCISE: Paper or Plastic?  Break out into groups of 2-3  Discuss which is better from an environmental standpoint – paper coffee cup or styrofoam cup – and why cup and why.

EXERCISE: Paper or Plastic? What makes a product green?  Reduced amount of materials  Recyclable? – Example: aluminum cans  “Natural” materials?  Natural materials? – Example: Paper bag  Long-lasting (Re-use)? – Example: classic furniture, KitchenAid mixer

The Product Life Cycle Environmental Environmental Environmental Environmental Environmental Impact Impact Impact Impact Impact Natural Raw Product Use End of Resource Materials Manufacturing / Servicing Life Extraction Production Inputs Outputs Materials / Products Materials Life Solid Waste Cycle Emissions to AIR Stage Energy Emissions to WATER Environmental Impact Emissions to Water Solid Waste (Emissions to Emissions to Land) Air

Airborne Pollutants (partial list) Pollutant Source(s) Impact(s) Volatile Organic Gasoline, industrial Photochemical Smog solvents, paints, fuel Global Warming Compounds (VOCs) emissions Ozone Depletion Nitrous Oxides (NO x ) Combustion of fossil Photochemical Smog fuels Acidification Nutrification Sulfur Oxides (SO x ) Combustion of sulfur- Acidification containing fuels (coal, Global Warming diesel, wood) diesel wood) Combustion or decay of Global Warming Carbon Dioxide (CO 2 ) fossil fuels and other organic matter Combustion of organic Global Warming Carbon Monoxide (CO) matter Photochemical Smog Particulate Matter (PM x ) Combustion of fossil fuels, Global Warming waste incineration Respiratory Disease Water Pollutants (partial list) Pollutant Source(s) Impact(s) Nitrogen Agricultural runoff Nutrification (fertilizers) and household waste (ammonia) Herbicides and Agricultural runoff Ecotoxicity Pesticides Human Toxicity Industrial Chemicals Industrial discharge to Ecotoxicity (many) waterways, landfill Human Toxicity leakage Siltation Soil erosion from Nutrification agriculture, improper Ecotoxicity forestry management, etc. Human Toxicity Heavy Metals (Lead, Landfill leakage, settling Ecotoxicity Cadmium, Mercury, from air emissions Human Toxicity etc.)

Solid Waste Solid Waste Landfill Impacts Landfill Impacts Land Use Impacts Land Use Impacts • Leakage of hazardous • Loss of habitat substances to groundwater and • Loss of arable land soil • Aesthetic pollution • Odor • Infrastructure and operations impacts (lining, machinery, fuel consumption, etc.) Case Study - Cups  What is the best cup to use for coffee / tea?  Paper?  Styrofoam?

Energy Impact of Different Cups Energy Impact of Different Cups

P[ul [7po[[g Next Week  Cradle to Cradle – Read Ch. 1, “A Question of Design”