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A First-year Introduction to Life Cycle Analysis

A First-year Introduction to Life Cycle Analysis. Stephanie Farrell Rowan University Eduardo Cavanagh Glassboro, NJ USA Mariano Savelski. Life Cycle Analysis. A tool used to evaluate the full range of environmental impacts a product’s life from cradle to grave

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A First-year Introduction to Life Cycle Analysis

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  1. A First-year Introduction to Life Cycle Analysis Stephanie Farrell Rowan University Eduardo Cavanagh Glassboro, NJ USA Mariano Savelski

  2. Life Cycle Analysis A tool used to evaluate the full range of environmental impacts a product’s life from cradle to grave • Energy and raw material consumption • Emissions • Other important considerations Used to improve processes, support policy and provide a sound basis for informed decisions

  3. Life Cycle Analysis • Valuable tool to engineers • Must be able to integrate LCA concepts with traditional science and mathematics skills • Increasing interest in introducing LCA into the engineering curriculum

  4. LCA in the First Year • Developed an introduction to LCA for a first-year engineering course (Engineering Clinic) • Hands-on, project based course • Multidisciplinary – students from 4 Engineering majors • 1 hr lecture plus 3 hr lab each week • 24 students per section

  5. Theme Biodiesel vs. Fossil Diesel • Interest in Biodiesel • Reduce dependence on fossil fuels • Develop more environmentally friendly fuels from renewable energy sources • Increase industrial uses of agricultural products http://www.freewebs.com

  6. Learning Objectives: Introduce the 4 Steps of LCA Step 1: Goal Definition & Scope (ISO 14040) Step 2: Inventory Analysis (ISO 14041) Step 3: Impact Assessment (ISO 14042) Step 4: Improvement Assessment / Interpretation (ISO 14043)

  7. Learning Objectives • Source quantitative data and make best estimates when no information is given • Make logical assumptions that simplify the calculations yet maintain integrity of analysis • Develop a flow sheet to describe the process graphically Evans et al. Education for Chemical Engineers, 3(2008), e57-e65

  8. Step 1: Defining the goal and scope (ISO 14040) • The goal: What do you hope to achieve? • The scope: What are the boundaries of your system?

  9. Step 1: Defining the Goal What is the purpose of the study? • To compare the overall environmental impacts of biodiesel and diesel • What is its application? • To change a process to reduce environmental impact

  10. Step 1: Defining the Scope • The scope is defined by: • The boundaries chosen for the process • The basis of comparison, e.g. amount produced • Is the production of useful byproducts considered? • What environmental impacts are considered and how they are calculated? • What data are needed?

  11. Step 1: Scope • Boundaries -Cradle to Gate • Raw materials • Transportation • Processing • Manufacturing http://www.extension.org/pages/26614/life-cycle-analysis-for-biofuels • Consider glycerin a useful byproduct • Credited to the process

  12. Step 2: Inventory analysis(ISO 14041) • Summary of all the inputs and outputs associated with the product or energy used (within boundaries) • Diesel (production) is in the Simapro® database • Biodiesel inventory based on student data for biodiesel production (from NVO and WVO) • Next slides show experiments

  13. Step 2: Inventory Analysis(Production: Pre-treatment & Reaction) Biodiesel from New and Waste Vegetable Oil • Pretreatment • Transesterification reaction VWO + MeOH Biodiesel + Glycerin Alkalai catalyst (NaOH) Biodiesel Glycerin

  14. Step 2: Inventory Analysis(Production: Purification) • Purification removes impurities that cause engine damage • 3 water washes • 1:2 volume ratio water: biodiesel Washing Finished Product

  15. Step 2: Inventory Assessment(Biodiesel from WVO)

  16. Step3: Impact Assessment(Production) Simapro 7 – IMPACT 2002+ Scalar Impact per kg

  17. Step 4: Interpretation and Improvement Assessment • How to improve process? • Target large impacts • NVO – reduce land use (algae) • WVO – reduce non-renewable energy and CO2 emissions • Which process/product is better? • Biodiesel outperforms fossil diesel and NVO BD

  18. Learning Outcomes Gain in knowledge for ten concepts n=24

  19. Learning Outcomes > 60% overall gain in knowledgebetween pre-test and post-test n = 24 p < 1e-7

  20. Summary/Conclusions • Hands-on, project-based Introduction to LCA for first-year students • Significant gain in knowledge related to LCA concepts • (Not shown) significant gain in knowledge of science and engineering (mass balances, reaction yield, phase equilibrium, etc.)

  21. Acknowledgement • United States Department of Energy, EE0003113 • Al-Farabi National Kazakh University (KazNU) students • BalzhanAshim • SaltanatKozbakarova • AlbinaBelgibayeva

  22. Production LCA Simapro 7 Impact 2002+ Scalar impact per kg

  23. Step 2: Inventory Analysis(Use) Mass emission Factor (kg emissions/kg fuel consumed) Comparing apples to oranges!

  24. Step 2: Inventory Analysis(Use) Energy emission Factor (kg emissions/MJ produced) Comparing apples to apples!

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