2.10 Demonstrate understanding of sustainability in design

1. 2.10 Demonstrate understanding of sustainability in design External 4 credits Lesley Pearce National Facilitator 2011

2. Curriculum • Learning Objective: Knowledge of Design • focuses on understanding the way informed, creative and critical development of new ideas is achieved and how these are realised into feasible outcomes • Level 7 - concepts relating to sustainable design and innovation as currently understood

3. At level 7 students can… • explain the relationship between lifecycle design, innovation and sustainability • explain how lifecycle analysis is undertaken and how this determines the focus for design intervention • discuss the competing priorities and compromises made as a result of lifecycle analysis when developing a sustainable technology

4. Why teach it? • Future generations will be called to solve some of the most challenging problems ever created and faced by man • Our children must envision multiple methods for addressing complex challenges e.g.: renewable energy, world hunger, climate change, and ultimately, the design of a better world. • They must also possess the compassion to recognize the rising human population and create a world that is inclusive, rather than exclusive.

5. Why teach it? • Climate change, energy security, water scarcity, food crises and materials shortages continue to pose challenges that companies will need to recognise and adapt to, if they are to survive and prosper in the future. • The need to design and implement new systems to bring low carbon, resource efficient technologies, products and services to the mainstream market.

6. Teaching and learning • Provide - when the teacher takes full responsibility for introducing and explicitly teaching new knowledge/skill or practices. • Guide - when the teacher assumes students will have some level of understanding/competency to draw from but continues to take the majority of the responsibility for developing these understandings further. • Support - when the balance shifts towards the student taking more responsibility for their learning, drawing from their past learning to consolidate and extend their understandings. In this case the teacher plays a more supportive role through questioning and challenging students to support them in their learning.

7. Technological literacy Sustainability Innovation Lifecycle considerations Design interventions Cradle to grave Environment Social Economic

8. Sustainability • Refers to a technology that meets the needs of today without compromising existing or future resource availability through the use of innovation • Sustainability is concerned with the well-being of the future • The responsible management of resource use

9. Why is sustainability important?

10. To be sustainable product innovation must meet: • A number of challenges linked to people, planet and profit • Social expectations and an equitable distribution • Value along the global value chain • The innovation must work within the carrying capacity of the supporting ecosystems.

11. During the development of a new product, or the redesign of an existing one, the product development team are confronted with a variety of design criteria like quality, ergonomics, safety, aesthetics etc. With the D4S approach, environmental and social criteria are integrated into the product development process as well, minimizing the impacts of the product throughout its life cycle.

12. Low energy light bulb British designer Samuel Wilkinson

13. Dyson • Uninterested in new technology and wedded to vacuum bags (worth £250 million every year), major manufacturers turned James and his invention away.

14. What is the simplest area of sustainability? “The idea that we should be making the world a better place for future generations is pretty simple” Dr. Thomas P. Seager

15. Innovations May include but not limited to: • novel use of an existing technology, technique or process • an original idea that shifts thinking and understanding that results in an innovative outcome • Innovation often allows issues identified from lifecycle analysis to be addressed • “Product innovation is concerned with creating new products and services that generate value only if they fit in this future”

16. Tom Kelly IDEO The Art of Innovation

17. Innovations • May include but are not limited to : novel use of an existing technology, techniques or process and/or an original idea that shifts thinking and understanding and/or results in an innovative outcome. Innovation often allows issues identified from lifecycle analysis to be addressed

18. Lifecycle considerations • Material selection • Energy consumption • Waste • Social and environmental factors • Judgements about the quality of the design of the technology

19. Without a life cycle perspective, assumptions about environmental impacts and benefits can result in the generation of un-sustainable products and risk accidental greenwashing.

20. Lifecycle - mobile phone called Eric • “Sustainability with a smile” an animated film addresses issues of sustainability in design with humour in its heart • http://thesecretlifeofthings.wordpress.com/ • http://www.youtube.com/watch?v=TJP18eKelws

21. the life cycle of a mobile phone • http://www.youtube.com/watch?v=A-y0Q9uE0MM&feature=related

22. Life cycle of a shirt Shirts are often a combination of natural and synthetic fibers. To produce natural fibers (e.g. cotton), energy, fertilizers, water and pesticides are needed. For the synthetic fibers, fossil fuels are needed. In the next step, fibers are combined into cloth or textile. During this process, water, energy and chemicals are used to give cloth its colour and other characteristics. From the cloth, shirts are being produced that are then packaged and distributed to retail shops. After the consumer has purchased the shirt, he or she will discard the packaging and will use the shirt. During the use phase, the shirt might be used about 100 times and washed, dried and maybe even ironed. Each of these steps has environmental impacts resulting from detergent, water and energy use. Finally, perhaps when some parts of the shirt have worn out, it will be disposed. It is not possible to compost it because of the synthetic parts, and it may not be easy to recycle because of the mixed materials. During its life time, components of the shirt may have traveled thousands of kilometers, since cloth production could have been in Asia, the production in North Africa and the retail in Europe

23. Integrating sustainability into the design of consumer goods • “If manufacturers were to adopt simple eco-design principles and re-evaluate the production process of just five staple consumer products (kettle, television, mobile phone, fridge, laptop), the UK would save over 8 million tonnes of C02 each year – the equivalent of eliminating over 19.9 billion road miles.”

24. Paper or plastic – which has the bigger environmental impact?

25. Lets take the kettle… • How could this be designed to be more sustainable? • Consider how it will be used and what features could be designed in that will prevent wastage

26. Designers responsibility • It’s been said over and over again that up to 80% of a product’s environmental impacts are decided upon by the designer at the design stage. But how on earth is the designer supposed to know what these impacts are and how to reduce them?

27. Automatic humane possum trapBest Design Gold Award 2011

28. Kiwi Packaging

33. External specifications • Yet to be released

34. Explain - discuss Explain may include but is not limited to: • give details • describe in detail • justify or give reasons for. Discuss may include but is not limited to: • explain in depth • examine closely • compare and contrast.

35. Sentence starters • Discuss

36. Stand alone report… Is this product sustainable? How is it sustainable? What materials were used? What are the environmental impacts of using the materials – ease of use, disposability? What are the lifecycle potential of these materials? (material selection, energy consumption, waste, social and environmental factors, quality of design) What is the relationship between lifecycle analysis, design innovation and sustainable technology in this product?

37. Football boots

38. Putting it into practice • Develop a technological product that meets the needs of today without compromising existing or future resource availability through the use of innovation • This covers sustainability, lifecycle analysis and innovation

39. Research Lifecycle of plywood

40. Designing with plywood-sustainably

41. Joining to finishing - all sustainable

42. Sustainable and environmentally friendly seating/table natural finish of bees wax and dove and finger joins instead of glues or bolts to fix it together

45. Bamboo

46. Sustainable fashion • a product is created and produced with consideration to the environmental and social impact it may have throughout its total life span

47. “How would you define sustainable fashion?” • Quality –stand test of time • Locally sourced materials that don’t pollute • Eco-fashion • Organic • Ethically sourced • Timeless fashion • Low carbon footprint

49. Sustainable fabrics are produced with an emphasis on reusing and recycling manufactured products. Often, companies incorporate sustainable practices in general--environmentally friendly packaging, efficient energy use, and reduced waste and pollution.

50. Bags that take design and sustainability seriously