Learn about sustainability, life cycle thinking and life cycle assessment as a tool to evaluate potential impacts along the life-cycle of a product for ecodesign purpose.
The Module "Life Cycle Assessment and Ecodesign" covers key elements of Life cycle assessment (LCA), a tool for evaluating the environmental impacts of a product or process over a defined life cycle, and ecodesign, systematically incorporating environmental considerations into the design process..
On successful completion of this study, through lessons attendance and training activities such as oral lessons and exercises, the student should be able to:
The course foreseen oral lessons, exercises, educational field trips, use of simulation software.
Novel tools will be used for the active learning of students. The goal is to increase students' skills via interactive, experience-based, learning methodologies (e-learning, teamwork, etc.) for enhanced student participation, using an advanced level of communication that makes the student more aware and indipendent.
Students with SLD, disability or other special educational needs certification are advised to contact the teacher at the beginning of the course to agree on teaching methods that, in compliance with the teaching objectives, take into account the modalities learning opportunities and provide suitable compensatory tools.
Teaching material and exercises will be available on Aulaweb platform.
The following book and standards could be useful a follow-up.
Ricevimento: By appointment
ADRIANA DEL BORGHI (President)
MICHELA GALLO
CHIARA PAOLI
PAOLO POVERO
LUCA MORESCHI (President Substitute)
PAOLO VASSALLO (President Substitute)
https://corsi.unige.it/10720/p/studenti-orario
The exam consists of a project ecodesign presentation and of an oral examination. In particular, the project ecodesign consists of the realization and the presentation of the outcome of a Life Cycle Assessment study of an industrial process chosen by the student based on the teacher suggestions. The project will be presented during the oral exam and will be discussed together with the topics covered during the course.
Three exam sessions will be foreseen during the winter session (January, February and during the Easter didactic stop of the Polytechnic School) and four exam sessions will be foreseen during the summer session (June, July, September and during the fall stop of the Polytechnic School). No extraordinary further exam sessions will be issued outside the regular Polytechnic School periods, with the exceptions of students without didactic activities in their current academic year curriculum.
The learning outcomes are assessed through the presentation of a project ecodesign and an oral exam.
The project design consists of the following steps:
1. Choose a process/plant/supply chain within the following: traditional processes (steel mills, refineries, glass and cements production plants, waste treatment), “innovative” processes (photovoltaic, fuel cell, bioplastic, biofuels, circular economy)
2. Analyze the process through a Life Cycle Assessment study, retrieving data by scientific literature, publications, public reports using spreadsheets and modeling software.
3. Identify one or more aspects (substances, materials, emissions, waste) significant from an environmental point of view
4. Propose one of more plant/process/supply chain alternatives and study the obtained improvements
5. Draw up a sustainability report showing: case study, methodology and results
The ecodesign project will be presented during the oral examination.
The exam aims to evaluate skills to apply the learning to specific case studies and to critically analyze processes from a comprehensive and holistic point of view. Quality of the presentation, correct terminology, and critical thinking skills will also be evaluated.
Working students and students with SLD, disability or other special educational needs certification are advised to contact the teacher at the beginning of the course to agree on teaching and examination methods that, in compliance with the teaching objectives, take into account individual learning modalities.