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Workshops: The Green Square Game

An Exercise in Environmentally Sound Manufacturing Principles

INTRODUCTION

Chemical Engineers play an important role in society. With their knowledge, they can influence company policies and can develop methods of manufacturing which protect the environment. This exercise can heighten awareness of how waste is produced and how it can be reduced. At the same time, this exercise will provide participants with a sense of what it's like to work as a chemical engineer and to use group problem solving techniques. The instructions in this manual show the exercise facilitator in a step-by-step fashion how to take a group through the Green Square exercise. This exercise also explains how we expect participants will benefit from the exercise. We have also included a list of equipment and materials needed for this exercise.

PURPOSE

To help students understand principles of chemical engineering manufacturing and to understand how manufacturing is influenced by the need to consider waste minimization a mock industrial process. This mock process is intended to heighten the students' awareness of the importance of communication in waste minimization efforts in manufacturing processes. In addition, it is intended to help participants become more aware of sources of waste, options for waste minimization, and resistance to change.

OBJECTIVES

There are several objectives for this exercise. One is to help individuals not familiar with industrial processes to understand these processes. Another is to help students understand the challenges facing chemical engineers and frustrations of reducing waste in an industrial setting. A related objective is to show the participants that by taking part in this exercise, they may find their previous understanding of waste education and its implementation has little in common with the reality of waste reduction in an industrial setting. The final objective is to help participants become aware of the importance of communication in manufacturing for waste reduction, and to become aware of some of the many factors that make it difficult to actually implement waste minimization, such as labor relations, customer demands, and competition.

INSTRUCTIONS

  1. Assemble participants into teams of five and seat them around the "production floor" - brown paper work space.
  2. Ask the groups to invent their own company name, and writing the team names on a fli chart or blackboard.

FIRST ROUND

  1. The year is 1953.
  2. Each group is a "company" that manufactures "green squares".
  3. Tell participants that you are a potential client - Square Pegs Co.; you want to purchase green squares that look like model (show sample).
    • You will distribute "green squares" overseas.
    • You are looking for a new supplier for a $2 million contract next year.
    • Ask potential companies (groups) to compete today to win your business.
  4. The (only) criteria for the competition is that the companies "product" should match the model representing the customers desired color (in the least time?).
  5. Teams use the materials provided (blue an yellow tempura paints).
  6. Have 10 minutes to complete (possibly extended to 20 minutes). Tell the teams to begin the exercise and note the time.

FIRST ROUND EVALUATION

  1. At the 10-20 minute mark, tell the teams to stop.
  2. Begin inspection of each team's product and evaluate their efforts with the following criteria:
    1. color and size match with the customer model.
    2. color consistency
    3. time to produce product
    4. amount of raw materials used
  3. Rate companies products.

FIRST ROUND DISCUSSION

  1. Was it quiet when the exercise was going on; was it time consuming?
  2. Did you do a lot of planning?
  3. Did you work as a team?
  4. Was waste a concern?!?
  5. Bring in additional criteria.
    1. production floor cleanliness
    2. number of contaminated brushes
    3. number of contaminated cups
    4. number of contaminated spoons
    5. cleanliness of back of green square
    6. left over green paint
    7. contaminated hands, clothing etc.
  6. Rate the companies again - not so good with these criteria.

SECOND ROUND

  1. The year is 1995.
  2. Goal is again to manufacture "green squares" - both additional criteria.
  3. Explain that in additions to cost, product quality, and time, we must consider environmental impact.
  4. Explain that any surface or object which becomes contaminated with paint, whether blue, green or yellow, becomes "hazardous." This includes all materials, hands, clothing, table surface, and the floor. Explain that teams will be evaluated on their ability to paint the square the correct color while generating the least amount of this "hazardous waste."
  5. Teams are not to start until you tell them, and tell them they will have 10 minutes (possibly 20 minutes) to complete the exercise. You may wish to pause with your instructions until the teams are ready.
  6. Tell the teams to begin the exercise and note the time.

SECOND ROUND EVALUATION

  1. At the 10-20 minute mark, tell the teams to stop.
  2. Begin inspection of each team's product and evaluate their efforts with the following criteria:
    1. color and size match with the customer model.
    2. color consistency
    3. time to produce product
    4. amount of raw materials used
    5. production floor cleanliness
    6. number of contaminated brushes
    7. number of contaminated cups
    8. number of contaminated spoons
    9. cleanliness of back of green square
    10. left over green paint
    11. contaminated hands, clothing etc.

SECOND ROUND DISCUSSIONS

  1. Was it quiet when the exercise was going on; was it time consuming; more so when trying to reduce waste?
  2. Did you do a lot of planning this time? Did you work as a team?
  3. How did the focus change?
  4. Ask students to discuss techniques they used to minimize waste generation.
  5. What worked; What didn't work?
  6. How much waste minimization did you accomplish? How do you know?
  7. How was the product quality affected when pollution prevention is implemented?
  8. Solicit ideas on how to dispose of toxic ash and air pollution.
  9. If incineration is recommended, what would happen if these toxics were incinerated? Solicit ideas on how to dispose of toxic ash and air pollution.
  10. If placing ash in a landfill is recommended, ask how the rainwater might become contaminated and enter drinking water supplies.
  11. Solicit ideas on how to clean up the contaminated water and what should be done with the toxics we remove from the water.
  12. Is there a compromise between quality and environmental concerns?
  13. Students are encouraged to research industries in their own communities that generate air, water, and land pollution and where that waste is disposed.

Instruct teams to clean up.

MATERIALS

  • 1 container blue tempura paint
  • 1 container yellow tempura paint
  • 50 - 75 small paper cups to mix paint in
  • popsicle sticks or plastic spatulas to measure
  • watercolor brushes
  • white construction paper
  • scissors