Study Guide

Objectives (course unit)

After completing this course students will be able to perform a life-cycle assessment using a computer software, measure the environmental impacts of a product over it’s life cycle and define environmental hot-spots within a life cycle. The course also introduces different kind of tools available for life cycle thinking.

Content (course unit)

Practical application of LCA modelling by using a professional LCA software, life cycle thinking, cradle-to-cradle philosophy.

Assessment criteria, satisfactory (1-2) (course unit)

Student is able to recognize and define the basic concepts in life cycle thinking.

Student manages the assigned tasks under supervision and is able to do routine operations. Student knows courses of action but cannot necessarily justify his/her choices.

Student can give and receive feedback and can work in a group. Student is able to consider and assess the topics from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe the economic and wellbeing related effects of his/her own work related to life cycle thinking.

Assessment criteria, good (3-4) (course unit)

Student is able to apply, explain and compare the basic concepts in life cycle thinking. Student is also able to structure things in relation to one another.

Student can select the most appropriate course of action from different options and justify his/her choices. In practice, this means that the student is able apply his/her skills and make plans accordingly. Student is able to limit tasks and solve problems during the course.

Student can give and receive feedback actively and contructively. Student is able to consider and assess the topics both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Can describe and assess the economic and wellbeing related effects of his/her own work in relation to life cycle thinking.

Assessment criteria, excellent (5) (course unit)

Student understands extensive entities and relations between them, and is able to generalize, analyze and relate life cycle thinking to the professional context.

Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student is also able to assess diverse solution alternatives, combine solution alternatives creatively or creates new ones.

Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group’s interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work in relation to life cycle thinking.

Assessment scale

0-5

Objectives (course unit)

After completing this course students will be able to perform a life-cycle assessment using a computer software, measure the environmental impacts of a product over it’s life cycle and define environmental hot-spots within a life cycle. The course also introduces different kind of tools available for life cycle thinking.

Content (course unit)

Practical application of LCA modelling by using a professional LCA software, life cycle thinking, cradle-to-cradle philosophy.

Assessment criteria, satisfactory (1-2) (course unit)

Student is able to recognize and define the basic concepts in life cycle thinking.

Student manages the assigned tasks under supervision and is able to do routine operations. Student knows courses of action but cannot necessarily justify his/her choices.

Student can give and receive feedback and can work in a group. Student is able to consider and assess the topics from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe the economic and wellbeing related effects of his/her own work related to life cycle thinking.

Assessment criteria, good (3-4) (course unit)

Student is able to apply, explain and compare the basic concepts in life cycle thinking. Student is also able to structure things in relation to one another.

Student can select the most appropriate course of action from different options and justify his/her choices. In practice, this means that the student is able apply his/her skills and make plans accordingly. Student is able to limit tasks and solve problems during the course.

Student can give and receive feedback actively and contructively. Student is able to consider and assess the topics both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Can describe and assess the economic and wellbeing related effects of his/her own work in relation to life cycle thinking.

Assessment criteria, excellent (5) (course unit)

Student understands extensive entities and relations between them, and is able to generalize, analyze and relate life cycle thinking to the professional context.

Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student is also able to assess diverse solution alternatives, combine solution alternatives creatively or creates new ones.

Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group’s interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work in relation to life cycle thinking.

Assessment methods and criteria

Course grading through three course assignments.

Assessment scale

0-5

Teaching methods

Lectures and self-study.

Learning materials

Material distributed through lectures and course pages. OpenLCA-software available as freeware.

Student workload

81h. Lectures, self-study and assignments.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Assignments not completed.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Assignments completed. Deficiencies in understanding and software skills.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Assignments completed with good competence and understanding.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Assignments completed with extraordinary skill and understanding.