From Cradle to Grave: Product Lifecycles

Mar 20 2011

Ritratto di TeachEngineeringDigitalLibrary

Source: TeachEngineering Digital Library

Summary Information

Keywords:

life cycles, product, assessment, inventory, environmental impact, manufacture, materials, reengineering

Topic:

Earth Science

Biology

Computer Science

Target Grade (Ages):

Grade 7 (Ages 12-13)

Estimated Time Required:

less than 1 hour

Diversity Indicators:

This activity engages different types of learners. It may be difficult for students with limited fine motor skills to manipulate a screwdriver, etc. to disassemble products so be sure to group students with limited motor skills with students who can use a screwdriver.

Watch this Lesson in Practice

Introduction

Lesson

Reflection

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LESSON

Goals and Prerequisites

Goals:

To introduce the idea that products have life cycles that can be compared to the life cycles of living things
To encourage students to consider where products come from and how the life cycle of a product can impact the environment

Prerequisites:

Students should:

Be familiar with the scientific method and basic principles of engineering
Be familiar with the basic life cycle of an organism found in nature, such as a butterfly.

Instructional Objective(s)

At the end of the lesson, students should be able to:

Describe the steps in a product life cycle assessment
Suggest ways to reduce the environmental impacts of an engineered product
Explain how a life cycle assessment is a useful tool for engineers
Describe several basic steps in the life cycle assessment of a product
Compare and contrast the life cycle of an organism and an engineered product.

Instructional Resources

Background:

As an introduction to engineering, you may choose to watch the What is Engineering? video below.

What is Engineering

Engineers consider the environmental impacts to our air, water and natural resources when creating a new product. To do this, engineers consider the entire life cycle of a product — from materials acquisition, materials processing, manufacturing, packaging, transportation, use and disposal of the product. These represent all the life phases of a product, similar to the life cycle of an animal found in nature.

For example, butterflies pass through four stages during their life cycle: egg, caterpillar, chrysalis and butterfly. You can use the example of a butterly and ask students the following questions to help them compare and contrast product life cycles with the life cycles of living things.

What are some steps of the life cycle of a butterfly? (Answer: birth, caterpillar, chrysalis, butterfly, decompose.)
What are some steps in the life cycle of a product? (Answer: materials acquisition, materials processing, manufacturing, packaging, transportation, use and disposal.)
How is the life cycle of an organism similar to the life cycle of an engineered product? (Possible answers: Both life cycles follow the object from birth to death, or beginning to end. Both cycles involve the flow of energy through the lifetime of the object.)
How do the two cycles differ? (Answer: Often the life cycle of a product ends with disposal, where the life cycle of a natural organism is recycled into nutrients in the Earth. Looking at the life cycle of a product helps us understand the Earth's natural resources and energy and, particularly, how we produce waste.

An engineer uses a life cycle assessment to measure how much energy and impact a product has on the environment, from its creation to its final disposal. There are several general steps to determining the overall environmental impact of a manufactured product. The first step is called aninventory analysis. In this step, the product's energy and materials that are used during the life cycle are calculated. A number value is assigned for energy and physical materials for all the phases of the life cycle (materials acquisition, materials processing, manufacturing, packaging, transportation, use, and disposal of the product). The next step is an impact analysis, where the number values from step one are added together. This final number represents the total impact on the environment. The lower the number, the less negative impact the product has on the environment. Lastly, an improvement analysis is performed to determine if there is any way to reduce the product's impact on the environment. For example, conserving energy or water during any of the phases of the life cycle or exchanging materials for less hazardous waste producing ones would help reduce the impact. Engineers sometimes design products with durable parts that will have a long lifespan, and other times they design products that are designed to last a relatively short amount of time, but have easy to reuse or recycle parts. Then, the changes are inserted back into the inventory analysis to determine if the total environmental impact can be reduced.

There are several types of life cycle assessments for engineered products. Some of them include:

Cradle-to-Grave: The full life cycle of a product from raw materials (cradle) to the disposal phase (grave).
Cradle-to-Gate: A partial product life cycle assessment that investigates a product from raw materials (cradle) to the gate of the manufacturing facility before transportation to the consumer.
Cradle-to-Cradle: A product life cycle assessment, where the end phase includes recycling of the product into a new product. The recycled product can be identical or different to the original product.

A great example of a product manufactured for cradle-to-cradle is a Nike sneaker. This is a product students will be familiar with, and designers at Nike have been working to create a product that will not add harmful waste to the environment and can be engineered with sustainable inputs. For more information visit: http://www.mcdonough.com/writings/inspiration_innovation.htm

Materials:

Pencils
Any manufactured product to analyze (i.e. VCRs, clock radios, etc.) with original packaging, if possible
Screwdrivers, scissors, etc. for disassembling product
Cub Life Cycles Lesson Activity Worksheet

Procedure:

This activity gives students an idea of how a life cycle assessment can be useful. The numbers on the worksheet are fictional and are only used to compare the environmental impacts of different objects to each other. In a real engineering life cycle analysis, the numbers of each step are determined using actual measurable inputs and outputs of energy, electricity, raw materials, water, waste and emissions.

Informational Videos

The following videos may help inform your teaching of this lesson:

Differentiated Instruction Video

Asking Good Questions Video

Before the Activity

Gather several metal and plastic products for the students to reengineer. Some example items might include a broken CD player (or old VCR player if you can find one!), a coffee pot, a stapler or a children's toy.
Provide a selection of screwdrivers, etc. to have the students take apart the products.

With the Students

As an introduction, have students listen to Life Cycle of a Cell Phone (audio)
Life Cycle of a Cell Phone
Divide the class into teams of two.
Give each student pair a product with which to complete a sample life cycle assessment.
Have students follow along with the Cub Life Cycles Lesson Activity Worksheet in determining a hypothetical number value for the impact of their product on the environment. (Remind students that the number is fictional, and for comparison purposes only.)
Cub Life Cycles Lesson Activity Worksheet
Give students time to complete the life cycle analysis of their product. (Note: more complex products will take longer to analyze than simple products, such as a hair brush. They are more interesting too! Choose your products wisely, noting that if one group has a hairbrush while another has a toaster, the groups may finish at different speeds.) During this time, students can take apart the product to get a better idea of the components and manufacturing process.
Ask students to share the total impact analysis score with the rest of the class. Create a class list of products and their scores on the board. Discuss the range of impacts the products have on the environment.
Have students think about modifications they could make to the life cycle of their product. Have them complete their improvement analysis on their worksheet and discuss any improvements with the class. Are there any recurring ideas for improvement in the class?

Safety Notes

Be sure to read any safety warnings that came with the products to be sure that disassembling them will not put students at risk of injury or in contact with harmful substances.

Make sure students are careful when taking apart their products. If you don’t want students to take apart the product, you can disassemble the product first, and then show students.

Extensions

Have students look up the life cycles of some common products. A cell phone is a good example of a product that has changed significantly over time, from amount of materials, to packaging and accessories. Cell phone parts include the case, display, wiring, keypad, microphone, speaker, antennae, and battery. Have students create a life cycle assessment for the various parts of a cell phone. The life of a cell phone averages about 18 months in the United States. Have students compare the life cycle assessment of a cell phone to conventional landline phones.

You may also want to share this podcast on the Lifecycle of a Cell Phone with your students to inform their work:

Life Cycle of a Cell Phone

Have students research more about the development, use and disposal of plastic in products from toy dolls to cars. In fact, plastics account for 25% of all waste in landfills when buried. There are several online web sites that report the amount of plastics in different products and discuss the options for recycling plastics. Have students create a brochure for their school community about the use of plastics and where to dispose of them properly.

Have students research electronic waste and again come up with a brochure or information campaign to inform their community about proper disposal. Some electronics contain hazardous materials and should not be thrown out with regular trash.

Older Students: Have older students look up the raw materials (oil, natural gas) that go into making plastics and different metals (ore). Have the students create a scoring system to distinguish different ores and raw materials by their difficulty of extraction from the Earth and limited availability.

Younger Students: Use easier products, such as a mechanical pencil or a tape dispenser. Less complicated products will help younger students understand the concepts behind the life cycle assessment.

Other suggestions to extend this activity can be found at TeachEngineering, including the original Product Development and the Environment activity and the Life Cycles activity.

Assessments and Rubrics

If you are interested in learning how to make your own rubric for this or other lessons, you may be interested in watching the How to Make a Rubric video below.

How to Make a Rubric

Or, you can choose to use or customize the one created for this lesson plan below.

Product Lifecycle Rubric (XLS)

Product Lifecycle Rubric (PDF)

Informational Video

The following video may help inform student assessment:

Asking Good Questions Video

Pre-Activity Assessment

Class Discussion: Solicit, integrate and summarize student responses.

Have the students think about the different parts and pieces that make up a product by holding up a common item, such as a stapler. Create a class list of all the parts of the stapler on the board.

Prediction: Have students predict the outcome of the activity before the activity is performed.

Show students several examples of products that they will be analyzing during this activity. Ask them to predict which products will prove to have the largest impact on the environment throughout their life cycle.

Activity Embedded Assessment

Worksheet: Have the students follow along with the activity on the worksheets. After students have finished their worksheet, have them compare answers with their peers.

Post-Activity Assessment

Considering Design Trade-Offs: Have students think about their suggested product improvements from the worksheet. Tell them that engineers must sometimes consider trade-offs in their designs. For example, will reducing the impact on the environment by reducing the amount of materials in the product actually reduce the durability and effectiveness of the product? Have the students decide if there are any similar or possible product trade-offs that should be considered in their suggested product improvements.

Diagramming: Have the students draw the life cycle of their product. On their drawing, have them detail the materials, processes, and energy involved in each phase of the life cycle. The phases they should include are: materials acquisition, materials processing, manufacturing, packaging, transportation, use and disposal of the product.

External Resources

Environment Protection Authority Victoria: Additional life cycle activities for students

PBSKids.org: Videos to get kids thinking about where things come from and what happens when things get thrown away

TeachEngineering Digital Library: Original Product Development and the Environment activity

United States Environmental Protection Agency: Life cycle assessment framework

United States Environmental Protection Agency: Life cycle of a cell phone

Credits

This material was adapted from the Life Cycles lesson, created through the Integrated Teaching and Learning Program at the College of Engineering and Applied Science at the University of Colorado at Boulder. The TeachEngineering Digital Library is a free, online collection of teacher-tested K-12 engineering activities, lessons and units aligned to educational STEM standards, funded primarily through the National Science Foundation.

RESOURCES

Original Resources

Asking Good Questions (FLV)

Cub Life Cycles Lesson Activity Worksheet (DOC)

Differentiated Instruction (FLV)

How to Make a Rubric (FLV)

Life Cycle of a Cell Phone (FLV)

Product Lifecycle Rubric (PDF)

Product Lifecycle Rubric (XLS)

What is Engineering (FLV)

Lessons In Practice

From Cradle to Grave: Product Lifecycles Introduction

Introduction

From Cradle to Grave: Product Lifecycles Lesson

Lesson

From Cradle to Grave: Product Lifecycles Reflection

Reflection

Contributed Resources

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STANDARDS

Click here to add Standards

Alabama: Product Lifecycle

Standard Type: State Alabama

7. Identify patterns and interrelationships among producers, consumers, scavengers, and decomposers in a marine ecosystem. (Grades 9 - 12) [2005]

6. Compare size, shape, structure, and basic needs of living things. Identifying similarities of offspring and their parents (Grade: K) [2005]

4. Describe survival traits of living things, including color, shape, size, texture, and covering. Classifying plants and animals according to physical traits Examples: animals—six legs on insects, plants—green leaves on evergreen trees Identifying developmental stages of plants and animals Examples: plants—seed developing into seedling, seedling developing into tree; animals—piglet developing into pig, kid developing into goat Describing a variety of habitats and natural homes of animals (Grade: 1) [2005]

10. Identify the impact of weather on agriculture, recreation, the economy, and society. Recognizing the importance of science and technology to weather predictions (Grade: 2) [2005]

2. Identify physical and chemical changes of matter. Examples: physical—chopping wood, chemical—burning wood (Grade: 3) [2005]

1. Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment. Identifying homeostasis as the process by which an organism responds to its internal or external environment Predicting how an organism's behavior impacts the environment Identifying unicellular organisms, including bacteria and protists, by their methods of locomotion, reproduction, ingestion, excretion, and effects on other organisms Identifying the structure of a virus (Grade: 7) [2005]

4. State the law of conservation of matter. Balancing chemical equations by adjusting coefficients (Grade: 8) [2005]

8. Relate the law of conservation of energy to transformations of potential energy, kinetic energy, and thermal energy. Identifying the relationship between thermal energy and the temperature of a sample of matter Describing the flow of thermal energy between two samples of matter Explaining how thermal energy is transferred by radiation, conduction, and convection Relating simple formulas to the calculation of potential energy, kinetic energy, and work (Grades 9 - 12) [2005]

9. Differentiate between the previous five-kingdom and current six-kingdom classification systems. Sequencing taxa from most inclusive to least inclusive in the classification of living things Identifying organisms using a dichotomous key Identifying ways in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial and harmful Examples: beneficial—decomposers, harmful—diseases Justifying the grouping of viruses in a category separate from living things Writing scientific names accurately by using binomial nomenclature (Grades 9 - 12) [2005]

1. Differentiate among pure substances, mixtures, elements, and compounds. Distinguishing between intensive and extensive properties of matter Contrasting properties of metals, nonmetals, and metalloids Distinguishing between homogeneous and heterogeneous forms of matter (Grades 9 - 12) [2005]

12. Describe the ecological and economic importance of plants. Examples: ecological—algae-producing oxygen, bioremediation, soil preservation; economic—food, medication, timber, fossil fuels, clothing Analyzing effects of human activity on the plant world (Grades 9 - 12) [2005]

3. Explain how weather patterns affect climate. Explaining characteristics of various weather systems, including high and low pressure areas or fronts Interpreting weather maps and symbols to predict changing weather conditions Identifying technologies used to obtain meteorological data (Grades 9 - 12) [2005]

12. Identify positive and negative effects of human activities on biodiversity. Identifying endangered and extinct species locally, regionally, and worldwide Identifying causes for species extinction locally, regionally, and worldwide (Grades 9 - 12) [2005]

9. Arrange various forms of marine life from most simple to most complex. Classifying marine organisms using binomial nomenclature Identifying characteristics of ocean-drifting organisms Examples: phytoplankton, zooplankton Identifying characteristics of marine invertebrates Examples: Protozoa, Porifera, Coelenterata, Arthropoda Identifying characteristics of marine vertebrates Examples: fishes, reptiles, birds, mammals Identifying characteristics of marine plants Examples: algae, seaweed Describing adaptations in the marine environment (Grades 9 - 12) [2005]

2. Describe factors that cause changes to EarthÌ¢€™s surface over time. Examples: earthquakes, volcanoes, weathering, erosion, glacial erosion or scouring, deposition, water flow, tornadoes, hurricanes, farming and conservation, mining and reclamation, deforestation and reforestation, waste disposal, global climate changes, greenhouse gases Comparing constructive and destructive natural processes and their effects on land formations Examples: constructive volcanic and mountain-building processes; destructiveÌ¢€”erosion by wind, water, and ice Distinguishing rock strata by geologic composition Examples: predicting relative age of strata by fossil depth, predicting occurrence of natural events by rock composition in a particular strata (Grade: 6) [2005]

3. Describe water and carbon biogeochemical cycles and their effects on Earth. (Grade: 6) [2005]

10. Describe components of the universe and their relationships to each other, including stars, planets and th

eir moons, solar systems, and galaxies. Identifying the impact of space exploration on innovations in technology Examples: MRI, microwave, satellite imagery, GPS Mapping seasonal changes in locations of constellations in the night sky Describing the life cycle of a star Example: H-R diagram (Grade: 6) [2005]

11. Explain the law of conservation of energy and its relationship to energy transformation, including chemical to electrical, chemical to heat, electrical to light, electrical to mechanical, and electrical to sound. (Grade: 8) [2005]

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