Journal
JOURNAL OF INDUSTRIAL ECOLOGY
Volume 26, Issue 5, Pages 1824-1836Publisher
WILEY
DOI: 10.1111/jiec.13323
Keywords
education and training; hybrid life cycle assessment; IO-based life cycle assessment; life cycle assessment; process-based life cycle assessment; process analysis
Categories
Funding
- Basic Research Program of the National Research Foundation of Korea (NRF) by the Ministry of Science and ICT [NRF-2020R1I1A2072313]
- NRF under a Korean Brainpool grant [2020H1D3A2A01093596]
- National Research Foundation of Korea [2020H1D3A2A01093596] Funding Source: Korea Institute of Science & Technology Information (KISTI), National Science & Technology Information Service (NTIS)
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Why are both A-1 and (I-A)-1 used in life cycle assessment (LCA) matrix computations? In this article, the authors aim to unify the computational structures of the two approaches to achieve greater clarity and consistency.
Why are both A-1${\mathbf{A}}<^>{-1}$ and (I-A)-1${(\mathbf{I}-\mathbf{A})}<^>{-1}$ used in life cycle assessment (LCA) matrix computations? This is a question that, in our experience of teaching LCA, students often wonder about and struggle with. A brief survey of the literature suggests that the question can also confuse experienced LCA practitioners. Here, we seek to unify the computational structures of the two LCA approaches to achieve greater clarity and consistency, especially to make them easier to teach. We first show how small but crucial differences in the set-up of the two approaches lead to the use of A$\mathbf{A}$ versus I-A$\mathbf{I}-\mathbf{A}$. Then, we discuss the options to unify the presentations in a coherent way. We do not prescribe one way or the other. A larger point we hope to stress is the importance of unification, which may have both pedagogical and methodological benefits.
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