Life Cycle Assessment/Analysis (LCA):

 Definition of LCA: Method of analyzing the production, operation, and

end of life environmental costs for technology in terms of mass and
energy

 LCA is worthwhile when:

 The product or system will be produced in volume/big amounts

 A single unit or a few units can have an impact on the

environment (power plant)

 You are learning how to do this type of analysis

 LCA includes: mass and energy that goes into, results from, and
produces the technology, also the mass and energy that go into
operating it and results from operating it, it also includes the mass and
energy that goes into and results from, decommissioning,
disassembling, and disposing of the system when it’s life is over

 4 stages of LCA:

 Goal definition and scoping: engineer decides what process will

be included in the assessment and what are beyond the scope

 Inventory analysis: gathering data and information about each

process to inventory the mass and energy inputs and outputs
through the life cycle

 Impact analysis: assessing the environmental impact of every

process and the processes all together

 Improvement assessment: analysis of the key points of the life

cycle where improvements can be made to reduce
environmental impact

 Using LCA as a comparison tool makes it easier to use

 Goal Definition and scoping is the first step in an LCA

 Scoping is deciding which parts to include in analysis ⇒ it’s

impossible to include literally everything so focus on bigger
aspects

 Downstream process ⇒ Process to dispose or decommission

system
  Upstream process ⇒ getting materials needed for production

 Primary process ⇒ those that are necessary for the primary mass
and energy

 Secondary process ⇒ packaging around specific product and

design (mostly)

 Tertiary process ⇒ transportation, packaging for flavouring

 Capital equipment required is usually left out of LCA (buildings,

manufacturing the dump truck, etc)

 Fuel is included

 Foreground ⇒ uniqure to the life cycle being analyzed

 Background ⇒ common generic processes for which you will gather

average data

 When comparing two designs compare a functional unit (don’t

compare apples to oranges)

 ex) compare 500 ml to 500 ml

 Summary of goal definition and scoping steps:

 􀁲􀀁 Select a goal.

 􀁲􀀁 Identify all primary processes in the life cycle from materials

extraction through

 to dispose of. Make a list of these processes.

 􀁲􀀁 Decide on secondary processes to include. Use your stated goal,

and a brief sensitivity

 analysis to make your decisions. Make a list of these processes.

 􀁲􀀁 Recall that capital equipment is generally left out of the life cycle
assessment.

 􀁲􀀁 Draw out a clear life cycle diagram for your assessment.

 􀁲􀀁 Identify which processes are foreground and which are background,

and document

 these choices (i.e., write this down with an explanation).

 􀁲􀀁 Choose the functional unit, and document your choice.

 3 R analysis:

 Analyse each process using the three R’s ⇒ can you use older
recycled materials instead of fresh extracted raw ones?

 LCA Inventory Analysis: Gathering data which is the second step in the
LCA

 Quantify all of the energy and mass inputs and outputs for each
process, sometimes finding good quality data is easy and can be
done with research however it is sometimes necessary to
estimate

estimates used ⇒ important to use best estimates and credible

 The quality of the LCA depends on the quality of the data and

information

 Use a spreadsheet to keep everything organized and can help

keep data for correct functional unit you have chosen

 Start by grouping and listing processes in life cycle and include a

description

 ex) aluminum can production cost

 For each process add input and outputs (mass/energy, include

states)

 Mass outputs can be the intended output, co-product

(unintended product), and waste

 Waste and coproduct should be listed (residuals)

 Have a column for residuals (CO2 emission, waste, etc)

 And a note on whether it is hazardous or non with a

brief description of a hazard if it exists

 Production waste = waste made during production of technology

 Waste resulting from operation is called post consumer waste

 Water is a common input and output mass flow (can be treated

and reused)

 Because the water can be returned to its original state it

doesn’t need to be included in the inventory however the
treatment process must be included in the life cycle to
 accurately count the cost of remediating this important
resource

 If the water is “used up” it must be added

 Disposal of polluted water must be added

 Energy inputs should be categorized

 Fuel is mass and energy in LCA inventory

 Heating value = energy content of fuel

 Note the source of data in spreadsheet

 Also estimate or actual data

 Are emitted waste national (local) or international (such as CO2),

is it stored or just emitted into the environment?

 If you can’t find or estimate consult with instructor or reference a

library if nothing is available note it in your spreadsheet

the error in the data ⇒ document these omissions, you can not
 You can ignore input or output when the contribution is less than

omit waste flow if it is potentially hazardous even if in small

quantities

 LCA Impact and Improvement: Impact analysis is the third step,

discussing how it will affect the environment based off of the info you
complied

 Define the categories: human health, environmental health,

resource depletion

 Organize data into the categories

 First spreadsheet has inventory analysis of life cycle

diagram

 Second spreadsheet has duplicated inventory but it’s

sorted by impact

 Put data in all categories it can fit in (some hurt humans

and environment)
  If two ways of production produce different waste, equivocate the
2, if 1 lb of CO2 does the same damage of 4 lb of NCH4, then
compare 1 lb to 4 lb

 Midpoint impacts:

 Compare negative effects and chose the one that will

product the least harm (even if you don’t know the exact
harm)

 Improvement Assessment:

 Final stage of LCA ⇒ remind reader of goal, recall major

decisions, describe coverall data and its quality, note major
estimation, summarize results of impact analysis

 Compare advantages and disadvantages of each proposal and

those relative to each other

 Note limitations of LCa (quality of data and estimations)

 LCA doesn’t take into account sensitive habitat or important of

resources to people, animals, plants, etc

 Services, software, and other virtual systems and products:

 Virtual products have different life cycles to physical ones

 No need of steady flow of raw materials, no disposal mass

 Only way to analyse impact is on the offices and workers, and

work environment

 Environmental footprint of all the materials used

 Remodeling buildings instead of making new ones, grow

food locally, use natural light, easy to get to location are all
aspects to make your environmental footprint smaller

Sustainability:

 Sustainable design are designs that meet the needs of the present
without compromising the ability of future generations to meet their
own needs

 Industrial ecology is a variation of the life cycle assessment

 Uses conservation of mass/energy

  Mass stays in our system while energy cycles through it
(enters/leaves), neither are ever destroyed just altered

 Waste is only waste because we have no use for it, if we use this waste
for something it becomes co-product and has value, in nature, nothing
goes to waste

 ex) leaves fall off trees and become apart of the earth and
provide nutrients that the tree and other plants can use

 Use heat produced in the production of electricity to heat greenhouses

and grow food

 Industrial ecology does not discourage waste production it simple

suggests using the waste and turning it into co-product

 Preventative engineering emphasizes reduce more than reuse or

recycle

 Opportunity cost is leaving raw materials in natural state for future use

MiniTest #6 Readings

pg(475-497,550-569)

Design for Safety:

 Engineering mistakes can harm thousands at a time whereas medical

mistakes only harm 1, this is why safety is a priority, the most
important thing in engineering

 Good engineers design things that work as intended and do not cause
unintentional damage to property, health or the environment

 You don’t have to be perfect, just cautious competent and careful

 You need to follow all regulations and industry standards to prevent

harm and disaster act with at least the care and competence of
ordinary skill

 Hazard: situation where there is possibility of damage to health,

property, or environment

 The result of a hazard is the consequence, intentional exposure to

hazard is an accident
 Severity is how bad the result of a hazard is

 Risk = severity of cost and consequence x probability of occurrence

 R = SxP

 To promote safety:

 Eliminate hazard/risk, reduce the risk, guard against the risk,

warn against the risk

 Codes and Safety:

 Codes are written rules that are enforceable, they are often
results of previous failures

 Designs should perform the function, while satisfying the constraints,

optimize performance and keep safety paramount

 Identifying Hazards:

 A common hazard is sudden energy release (falling from a

ladder)

 Kinetic Energy: Moving car, spinning blade

 Gravitational Energy (potential): falling from ladder, ice

falling

 Chemical Energy: flammable, explisive, corrosive material

 Strain energy: stretched cord

 Compressed Gas energy: pressure cooker, gas cylinder,

vacuum flask

 Electrical energy: battery

 Thermal energyL boiling water, hot light bulb

 Identifying chemical and biological hazards:

 Beryllium or carcinogenic compounds such as formaldehyde can

cause cancer or increase risk of cancer

 If material comes into contact with food, the compounds must be

safe (FDA approved)
  Stuff that babies come into contact with is the most regulated
because babies have lower body weight and shove everything in
their mouth and have immature internal organs which make
them more vulnerable

 Biologically active materials like drugs are heavily regulated

 Materials that have viruses and bacteria need especially

considerable and sterilizable surface (hospitals, food plants,
restaurants, etc)

 Material safety data sheets have info on toxicity information

 MSDS summarized hazards, toxicity, flammability, explosions,

protective measures needed, disposal information, etc. they
must be available for workers

 Children cause unexpected hazards with climbing and chewing

and touching

 Design for accessibility:

 Disabilities need to be taken into account (hearing loss,

blindness, wheelchair users)

 Virtual Hazards:

 Computer viruses, corrupt data, malfunctions, software errors,

malicious intervention

 Safety in the design process (hierarchy)

 Reduce or eliminate hazards, reduce probability of failures⇒ over

design, guard humans from hazards, warn and train against
hazards

 Reducing or eliminating hazards through design:

 Design for a safer alternative or eliminate the risk

 A vibrating saw instead of a spinning one to remove casts (cuts

bristles not skin)

 Benign chemicals not toxic ones

 Use fingerprint ID, but don’t store the print

 Reduce probability of failure:

  Put in backup systems, over strengthen (make it able to carry
100lbs instead of 50lbs), backup control systems in planes
(redundancy), independent software checker, underestimate the
service life, self warning system, design for maintenance and
inspection, failsafe design (have a valve leak before it explodes)

 Guarding:

 If a hazard is unavoidable put a barrier between it and

people/environment

 Guards on a blade, barrier, etc

 Ventilation for gases and chemicals

 Interlocks: equipment can’t be turned on unless guarding is in

place

 Proximity sensors (door stops closing if it senses something

nearby)

 Control placement (large stop buttons, 2 buttons must be

pressed to start)

 Redundant safety: have something as backup in case the first

guard fails

 Lockout: be able to lock something on/off (lights/machinery)

 Personal protection (gloves, steel toe boots, hard hat, earmuffs)

 Warning and Training:

 Some things can not be perfectly safe (people can get run over
by cars despite cameras and sensors) so people need training
and warning (children told not to play in road, look before
backing up, etc)

 Humans factor: despite training accidents happen because

people aren’t perfect, so things like seatbelts and airbags help
keep drivers safe

 Don’t use green to indicate stop (red is the universe danger

colour)

 Warning labs help alert people: images from the International

Standards Organization, labels describing hazard, etc
  Benchmarking: understanding the best existing solution to the problem
that has safety features built in (ex. Most pens have a hole incase a
child swallows it, not including it is negligent even though it is not
coded in law)

 Prototyping/testing: make a draft design to test things and discover

more hazards

 Test based design: common in software industry, but design as you test
and build, then rebuild and retry and test

 Recognize hazad, recognize circumstances of accidents, control the

risk through design, and warn/train against risk

Introduction to Failure and Risk

 Reliability is the expected lifetime uselessness based on statistics and

helps determining when things need to be replaced

 At first probability of failure is low but as time goes on failure

probability often goes up

 Failure can be due to war and tear, sabotage, or accidents

 Wear and tear = routine use causing deterioration

 Risk acceptability is also based on consent motorcycles are dangerous

but if the person riding is ok then the danger is fine

 Risk acceptability can also be based on number of people it affects

 Risk acceptability is also based on common activity (walking on

sidewalk is dangerous but common and needed

 Information (dangerous meds are acceptable if the person is informed)

 Managing risks:

 Identify, assess, manage

 Identify: recognize the problems

 Assess: look at the consequences of the risk (money, time,

health, safety)

 Manage: take action to address and prevent risk

  Rely on statistics to determine risk and failure

Handling Risk

 Total risk is cost x probability (cost = failure)

 Prototypes run accelerated lifetime to test and find failure modes and
probabilities

 System Failure and Fault Trees

 Fault tree analysis links various events or problems to

consequences and is often used to analyze analysis

 HAZOP analysis: A hazard and operability analysis is a qualitative

method used in the chemical process industries to predict the
outcome of deviations from intended operation parameters.

 FMEA: A failure modes and effects analysis is a formal method of

tracking the higher level consequences of low level failures. The
effect of the failure of each individual component is tracked
upwards to determine the global result.

 Mitigating or eliminating the risk is the last step

 Specific risks can sometimes be eliminated via product design or

alternative design

 Reduce the risk

 Risk can be passed along

 Risk can be shared (insurance)

 If the potential failure is the project will run over cost or time
then increase the estimate of cost or time

 Cost of Projects

 Projects are bid on

 MM is most likely cost

 OO is best case scenario cost

 PP is worst case scenario cost

 Formula used in industry is: (PP + OO + 4 x MM)/6

 Reducing Risk

 Alter design plan to avoid risk

 Use better parts for construction

 Introduce detection mechanisms to detect for failure and prevent

 Design for testing and maintenance to reduce risk via detection

 Introduce redundancy into the design (increase number of events

needed for failure)

 Factors of safety (regulations, codes, standards)

 Working with Risk

 Codes help you determine acceptable risk

 Why things fail

 Failure = no longer being able to meet needs of user

(material/breakage, can’t meet new needs, beyond scope of
design)

 Bathtub curve represents failure (U shaped curve of Probability of

Failure v Time)

probability as soon as it boots up ⇒ caused by assembling and

 Infant mortality is the name of technologies high failure

manufacturing problems, design flaws, bugs and other

fabrication processes

 Manufacturers will often burn in their products to bypass this

stage and sort out failing units

 Failure can also be caused by shipping and installation mistakes

 Accidents are caused by unordinary sequence of things

occurring

 Human Error: People do things they are not suppose to, make the
design safe so no one gets hurt (make switches various colours
to avoid confusion)

 Material Failure: the material/fabric failing/breaking

 Fatigue, corrosion, creep, and wear

  Fatigue is growth of cracks under a load that overtime
causes failure

 Corrosion: material loss overtime in metals caused by a

reaction

 Creep: slow deformation of material over time (stress,

tension, compression), bookshelf sagging overtime in
middle

 Wear: loss of material when two solid surfaces slide over

each other (friction), worn out pedal/shoe sole (erosion is
solid loss due to flowing fluid)

 Failure Outside of Design:

 Infrequent environment can cause problems beyond design

limits

 Try to design for the 95 or 99 percent environment

 Sometimes designs don’t perform as intended even if they meet

regulations, pass verifications and are tested

 Sometimes event sequences are not predicted like the Tacoma

Narrows Bridge Failure

Conflict Resolution for Student Group Work

 RWLE: prohibits descrimination, human rights bases harassment and

personal harassment

 Sexual violence: prohiits all forms of sexual violence (harassment and

assault), provides support for survivors

 Disclosure and complaint procedure: defines prohibited conduct,

outlines process for assessing allegation and conduction investigations

 Conflict shows up because of: deadlines, workload/assignment,

communication, credit for work done

 Online environments makes group work/slacking off harder

 Challenges in online learning:

  Can’t hear sarcasm, lack of non-verbal communication⇒ can be
misinterpreted, depersonalized interactions, changes our
perception of privacy, creates an unwanted digital footprint, easy
to communicate and don’t always think through what we are
saying

 Boundaries are good, end contact, seek help if needed

 Issues can be caused without intention:

 Think before you post

 Respect boundaries

 You shouldn’t always say something just because you can

 Apologize if you have hurt someone

 Causes of conflict:

 Social and cultural structures

 Organizational structures

 Personality differences

 Disagreement

 Misunderstandings

 Personal issues

 YOU’VE BEEN PINCHED:

 Name the action without evaluation

 Ask the person’s intent and listen to the reply

 If appropriate, describe the effect on you

 Work cooperatively to problem solve

 THEY’VE BEEN PINCHED:

 Name the action

 Ask about the effect on the person and listen

 Acknowledge and apologize for the effects

 Describe your intent

  Work cooperatively to problem solve

 Use “I” statements, paraphrase back what they’ve said, change

judgement to curiosity, seek help if needed, have an exit strategy

Human Factors in Design

 Diversity is a strength

 There are things you don’t know, look for knowledge outside

 When you design for a diverse population it is better engineering

 Currently engineering in Canada is not diverse

 Good engineering supports diversity

 Women, Native people, and disabled people (physical differences) are

all underrepresented

 Went to the moon, but missed the year 2000

 Humans have behaviour tendencies

 People have various physical and cognitive abilities

 Perception and reality are different

 Anthropometry - helps us profile the consumer

 Engineers need to recognize there are things they don’t know

 Medical model - Disability is a problem that needs to be fixed or

corrected, normal is desired different is bad

 “Normal” applies to caucasion males, 19-35 at university in upstate

New York

 Engineers protect the diverse public not the norm

 Some people without arms use their legs instead

 A company whose drug caused upper limbs to not work had to pay for
prosthetics to kids

 Those kids preferred using their feet but were forced to cover
them in school

 Cosmetic hands were offered for amputee farmer

  Segregated special ed classrooms

 Social model - people are born different but it’s society that disables
them, not how they’re born

 Old Engineering building → no women’s bathroom, no elevators, no

parking within 500m

 New building → Has none of these problems

 A woman in a wheelchair would be disabled in the old building, but not

the new

 Universal design is design that includes:

 Equitable use

 Flexible use

 Simple and intuitive use

 Perceptible information

 Tolerance for error

 Low physical effort

 Size and space for approach and use

 Human rights legislation ensures Canadians can not be discriminate

against because of physical, mental, or emotional disability

 Manitoba Accessibility for Manitobans Act - all business must offer

accommodations to consumers

 National building code provides a model code for accessibility in public

buildings

 National Building Code: mainly concerned with mobility impairments,

visual, and hearing impairments

 50% of entries must be accessible ⇒ this follows the law, but it still
isn’t accessible

Review:

 Final is closed book, cameras are off

  Wednesday December 15, at 6:00pm, UMLearn under Quizzes

 Lectures, Textbook, Minitests, Homework

 Part 2: Requirements, Idea Generation, Decision making

 Read textbook chapter on Human factors of engineering

 Know Dr Koen’s Engineering Method is

 Between Codes, standards, good practise, and handbooks

 Canada’s Model codes and why they are allied that

 Definitions of engineering design

 Communication, six hats

 Idea generation, different approaches, affinity diagram, four phases od

design

 Closed and open ended problems

 Sequential vs concurrent design

 Vertical and lateral thinking, occam’s razor

 Prof picks questions based on variety and quality of question

 Not 8, not 21, not 11/2?, not 131-134, not questions with incorrect
answers

What to know review:

 Design Process

 Requirements:

 from from the functional statement, they are what the

design must do, the absolute minimum, the complete
documentation of the design problem and is regularly
updated

 Idea Generation: Coming up with solutions

 Brainstorming, Creativity, Charts, Diagrams etc

 3 steps: Assess, Compare, Reflect

  Brainstorming: come up with maximum number of ideas
with no inhibition

 Postpone judgement,encourage wild and

exaggerated ideas, quantity over quality, build on
other’s ideas, every idea and person is equal worth

 Affinity diagram is a diagram of all the ideas grouped

together by common theme

 Bionics: looking for solutions in nature and emulating them

 Ex. cockleburs ⇒ velcro

 Inversion: turn question around ⇒ instead of seaking how

to minimize heat loss outline how to maximize it and work
from there

 Ask Someone:

 Decision Making: Make the final call by comparing all solutions

and picking the best one

 Have all members involved and participate, all ideas

evaluate, alternatives understood by all involved,
reconsider ideas when new information arise

 Implementing a project

 Critical Thinking - is important for engineers (bis, objectivity,

evaluating sources of info, being skeptical, frame of reference)

 Working in Teams - is common for engineers

 Communication - is important for engineers

 Design for X

 Durability - won’t break down fast or easily

 Environment - can withstand its environmental local conditions

 Human Factors - a design that works for people (people make

mistakes and have bias/assumptions), since people aren’t perfect
we have to have features (ex. Seatbelts in cars)

 Safety - features to help prevent accidents and guard accidents

accidents being worse (warning labels, airbags, gloves)
 Failure and Risk

 Failure: a design no longer being able to meet its functional

requirements

 FMEA = Failure Modes and Effects Analysis

 Identify, evaluate, define and prioritice, track

corrective action, document decision process

 Risk: Risk = severity of cost and consequence x probability of

occurrence

 R = SxP

 RPN = Risk Priority Number ranges from 1 to 1000 (1 =

good,1000 = bad)

 SOD = Severity Occurrence Detection

 Functional Requirements and Design Parameters

 Routine design = standard solution

 Innovative design = a modification to existing solution

 Creative design = brand new design

 Functional Requirements: what a design has to do (it’s function)

 Move, lift, carry, support

 Design objectives and the goals

 Design Parameter: how we go about making the design meet the

requirement

 Design parameters are the features and characteristics of a

design that enable it to meet its functional
[Link] our customers/clients define them

 Example:

 Functional Requirement: Less CO2 emissions from cars

 Parameters: use electricity, use solar, use hydrogen, etc

 Dr Koen’s Engineering Method

  Engineering design provides: the best change in poorly
understood and uncertain situations with available resources

 Most decisions do not have a correct answer and have ups/downs

 Engineering decision must be made based on evaluation from

information and on time

 Codes,Standards,Good Practise,Handbooks, Model codes

 Codes: legally binding limitations

 Government origin

 Objective is health safety and accessibility

 Ex. national building and national fire code of canada

 Standards

 Accepted minimums or procedures

 More common approach outside the construction industry

 Often technical society or industry addition based

 Often referenced from codes

 Good practise: accepted practice within a specific area

 Usually nor formal documents

 Part of the folk lore of the profession, what you ought to

know/should know

 Technical understanding is the knowledge of the

profession, rules of thumb, technical course content

 Handbooks

 Detail documents aid to technical understanding

 Model Codes

 Have no legal standing unless adopted by the provinces as

regulation is a provincial responsibility not national

 Model codes exist for fire, plumbing, farm, energy, etc

 Engineering Design
 Six Hats

 White = information/neutral

 Green = creativity

 Yellow = benefits/optimistic

 Black = caution/pessimistic

 Red = feeling/intuitive

 Blue = managing the thinking/managerial

 Affinity Diagram

 Four Phases of Design process

 Define the problem, Form the solution, develop models and

prototypes, present and implement the solution

 Closed and Open ended problems

 Sequential and Concurrent Design

 Sequential: design process occurs in step by step manner with

poor communication, over the wall engineering, departmental
boundaries

Engineering design ⇒ manufacturing ⇒ sales and market

⇒ product delivery


provides room for all perspectives during the design process ⇒

 Concurrent: all professionals work together from beginning,

better communication

 Increases safety and reliability before completion of design

 Good communication and professional behaviour

 Listen, restate problem to demonstrate understanding, express

ideas clearly and concisely, solicit feedback, accept criticism

 Professional voice, appropriate conversations, no figurative

language, good body language, good reports and presentations

 Drawings and Sketches

 Sketch = rough draft of drawing, quick, lighter usually

  Drawing = more detailed, finished art

 Constraints

 Constraints are what technology must be, they set absolute

limits, if a solution violates a constraint it must be thrown out

 Limitations of the design

 Caused by: politics, physical, legal, technical, ethical,

financial, etc

 Code minimum is not always good enough

 What the design must do

 Ex. take photos from 100 m, fit in a 0.2m^3 bag

 Constraints limit all the solutions/possibilities of solving the

problem

 Bias and Assumptions

 Bias is your personal and sometimes unreasoned judgements

 Caused by education, culture, experience, personal beliefs

 Innovation and Origination

 Vertical and Lateral Thinking

 Lateral thinking

 Solving problem with illogical means, looking at problem in

a different way

 Recognize assumptions and seek different views

 Relax thinking patterns, use chance to encourage new

ideas

 Vertical thinking

 Logical, sequential, evaluate new vs old ideas, will lead to a

workable design

 Discourages innovation on its own

 Occam’s Razor

 Analysis and Engineering Design

  Assessment of the performance of a design based on
mathematical models (usually)

 Select design based on how well it meats constraints, rank ideas

make judgement call

 Decision methods

 Multi-voting

 Graphic decision chart

 Pugh method

 Risk-based models

 Weighted decision matrix

 Evaluating Alternatives

 Safety Principles

 Hazard analysis: identify hazards, prioritize hazards, identify

conditions, determine which to eliminate through design,
determine best approach for reducing remaining hazards

 Guidelines:

 Perform analysis, comply with standards, use technology,

include safety features, take into account user misuse,
consider hidden dangers that may surprise user

 Product Reliability: failure of parts causes injury

 Fail Safe Designs: ensure that a product failure will not result in
damage to people or product itself or environment

 Fail passive design: reduces product to lowest energy level so

product can not operate until corrective action is taken

 Fail active design: product remains working, but in safe mode

until corrective action is taken

 Fail operational design: product continues to operate with

reasonable safety until corrective action is possible (oil light)

 Safety hierarchy:

 Eliminate hazard or reduce risk

  Apple safeguarding technology

 Use warning signs

 Train and instruct

 Prescribe personal protection

 Emergency shut off: allows immediate stop of machine once

something goes wrong

 Defeatibility resistance: misuse of product is considered

 Redundancy: use of backup systems

 Passive protection: provide protection from hazards irrespective

of behaviour of individuals being protected

 Project Management - Five classic functions

 Initiating: starting project, scope, risks, assumptions, schedule,

budget, team, project charter

 Planning: cost baseline, resource requirements, communication

management plan, risk management plan, acceptance criteria

 Executing: communication, performing work, managing

stakeholders expectations

 Monitoring and Controlling: what is happening on the project,

identifying corrective/preventive action, integrate change
control, scope creep, controlling schedule/cost/scope, quality
control, monitor risks

 Closing process group: ensure project is complete, what went

well/not well, what would do differently (lessons learned report)

 Work Breakdown Structure

 Meeting Documents

 Organizational charts

 Notices of meetings

 A document sent out before meeting outlining day/time

who will do and say what, sent out to all who should attend
meeting
  Agendas

 Short summary of what needs to be done/accomplished,

this helps keep a meeting or design project on track

 Supporting documents (agenda package)

 Other documents in agenda package

 Journals

 Records of individual work

 Minutes

 Recordings of a meeting, who said what, start/end time

 CRAAP ⇒ how to test information

 Currency: timeliness of information

 Relevance: importance of the information to your needs

 Authority: source of information

 Accuracy: reliability and correctness of the content

 Purpose: reason the information exists

 Academic integrity: honesty, trust, fairness, respect, responsibility,

courage

 Important because: foundation of university, gives credibility,

shows respect, reflects good practices, avoids allegations of
misconduct, broad implications

 Forms of misconduct: plagiarism, cheating, inappropriate

collaboration, duplicate submission, personation, academic fraud