Life Cycle Management - Report Writing - Management Assignment Help

Assignment Task:

Unit Learning Outcomes 
All graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and capabilities which employers would value in a professional setting. Each unit in your course addresses the Graduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes. 
Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Capabilities through the assurance of learning processes in each unit.

Detailed information on assessment tasks 
1. Select a factory or a refinery or a chemical processing plant producing a certain product. Once you have 
selected this case study, then perform the following tasks: 
Mass balance 

•  Draw a detailed process flow chart showing how the main feedstock is converted to a product through a number of chemical processes. The flow chart will show a schematic diagram consisting of all components in symbolic forms (e.g. reactor, separator, generator, heat exchanger, distiller, precipitator etc.) which are required for the production of a product. 
•  Estimate the amount of chemicals, energy and water associated with the production of a certain amount of product. This certain amount of product is known as functional unit, which is required for conducting the mass balance. For example, one million dollar equivalent amount of iron ore transported to China is a functional unit. Accordingly you need to work out the amount of inputs in the form of chemicals, energy and water associated with the production of one million dollar equivalent of iron ore transported China. 
•  In addition to inputs, estimate the amount of outputs in the form of waste and emissions generated in different processes due to conversion of feedstock into a product. 
•  You will be provoided a similar type of flowchart in the module session to help you undersanding. Please provide units for all inputs and outputs correctly. 
• Identification of environmental improvement opportunities
•  Once the flow diagram showing detailed inputs and outputs has been drawn, then find out the processes causing the significant amount of wastes and emissions, known as hotspot(s). Select top two hotspots from the flow chart. 
•  Generate cleaner production options for reducing waste and emissions for each of these two selected hotspots. The cleaner production (CP) options are product modification, input substitution, technology modification, good housekeeping and on-site recycling. 
• Assessment Extensions Considered?* 
•  Once these options have been generated, then estimate the amount of waste and emissions that can be mitigated due to use of these options. You need to develop a table consisting of five columns with one column for processes causing the most waste or emission, one column for writing down the name of the relevant cleaner production option, one column for technical characteristics/details of the option, one column for justification for choosing these CP options and the final column for estimating the mitigation potential (e.g. 10 tonne of residue avoided per tonne of alumina production). 
•  Estimate the costs, including capital and operation, for mitigating wastes/emissions by cleaner production options and also estimate the operational cost saving (e.g. energy, chemicals and water), if any, associated with the application of cleaner production options. Consider $50/tonne for any type of solid waste disposed to landfill and $25 per tonne for any type of gaseous emissions. Use a discounted cash flow analysis to carry out an economic analysis, where the capital cost of CP option, operational costs (maintenance), replacement costs (if any) and benefits (savings in operational cost and environmental cost) have been utilized. 
•  Conduct a benefit-cost analysis to find out economically feasible CP options. 
•  Calculate the number of wastes and emissions that can be mitigated due to the use of CP options cost-effectively.

2. PART A OF ASSIGNMENT 2 
The following articles are based on the life cycle assessment of wheat production in Western Australia. Based on the results of the first article published in 2008, the Grain Research & Development Corporation (GRDC) funded another project. The results of this second project were published in 2014 (i.e. 2nd article). 

•  Biswas, W. K., L. Barton, and D. Carter. 2008. "Global warming potential of wheat production in Western Australia: a life cycle assessment." Water and Environment Journal 22: 206-216. 
•  Barton, L., T. Thamo, D. Engelbrecht, and W. K. Biswas. 2014. "Does growing grain legumes or applying lime cost effectively lower greenhouse gas emissions from wheat production in a semi-arid climate?." The Journal of Cleaner Production 83: 194-203. 
• LCA is a journey not a destination. Review both articles from the perspective of the role and value of the data/analysis provided by the LCA and discuss 
•  the role of LCA as a decision making tool in these two papers, and 
•  the value of the LCA assessment in applying the environmental impacts of the agricultural system examined. 

Mark breakdown 

• Analysing and synthesizing the results of two articles 
• Appropriate use of data 
• Logical arguments

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