TECHNICALSCambridge

CAMBRIDGE TECHNICALS IN ENGINEERINGLEVEL 3 UNIT 22 – ENGINEERING AND THE ENVIRONMENT

DELIVERY GUIDEVersion 1

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CONTENTS

Introduction 3

Related Activities 4

Key Terms 5

Misconceptions 6

Suggested Activities:

Learning Outcome (LO1) 7

Learning Outcome (LO2) 10

Learning Outcome (LO3) 12

Learning Outcome (LO4) 14

Learning Outcome (LO5) 16

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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email resources.feedback@ocr.org.uk.

Unit aimEnvironmental issues and sustainability are crucial in modern engineering. From legislative, regulatory and ethical perspectives, minimising the impact of engineering on the environment is a high priority.

The aim of this unit is for learners to develop their understanding of how engineering impacts on the environment. By the end of the unit learners should be able to evaluate how environmental concerns both constrain and drive engineering activities, and how engineering has developed to keep up with these demands against the backdrop of globalisation and global manufacturing.

Unit 3 Principles of mechanical engineering

LO1 Understand sustainability in engineering

LO2 Understand the contribution and potential of renewable energy

LO3 Know how to evaluate UK performance against global, national and local environmental targets related to engineering

LO4 Understand environmental arguments for and against global manufacturing

LO5 Know how innovation is making a difference to the way engineering interacts with the environment

Opportunities for English and maths skills developmentWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.

English Maths

Please note

The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk.

The latest version of this Delivery Guide can be downloaded from the OCR website.

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This unit (Unit 22) Title of suggested activity Other units/LOs

LO1

Consequences of not being sustainable Unit 11 Materials science LO2 Understand properties, standard forms and failure modes of materials

Examples of sustainable resources that have replaced other resources

Unit 11 Materials science LO4 Know the applications and benefits of modern and smart materials.

Strategies for efficient use Unit 18 LO1 Understand lean manufacturing

Recycled versus virgin materials Unit 9 Mechanical design LO2 Be able to select appropriate engineering materials to achieve design solutions

LO2

Renewable energy technologies Unit 2 Science for engineering LO2 Understand fundamental scientific principles of mechanical engineering

Unit 2 Science for engineering LO3 Understand fundamental scientific principles of electrical and electronic engineering

Unit 4 Principles of electrical and electronic engineering

LO4 Understand power supplies and power system protection

On-going role of traditional energy generation Unit 1 Mathematics for engineering

LO6 Be able to apply statistics and probability in the context of engineering problems

Unit 4 Principles of electrical and electronic engineering

LO3 Understand electric motors and generators

LO4

Products using global manufacturing Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufactured

Global supply chain Unit 18 LO2 Understand approaches used to ensure quality in manufacturing

Debate in the Make or Buy decision Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufactured

LO5 New technologies – examples Unit 11 Materials science LO4 Know the applications and benefits of modern and smart materials.

New technologies – potential uses Unit 11 Materials science LO3 Understand material processing techniques

New engineering materials – examples Unit 2 Science for engineering LO4 Understand properties of materials

Unit 11 Materials science LO4 Know the applications and benefits of modern and smart materials.

New engineering materials – potential uses – part 2

Unit 2 Science for engineering LO4 Understand properties of materials

Unit 11 Materials science LO4 Know the applications and benefits of modern and smart materials.

The impact new engineering materials and technologies have on environment

Unit 2 Science for engineering LO4 Understand properties of materials

Unit 11 Materials science LO3 Understand material processing techniques

The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Engineering units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.

RELATED ACTIVITIES

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KEY TERMSUNIT 22 – ENGINEERING AND THE ENVIRONMENT

Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Climate Change Changes in environmental conditions that are beyond expected parameters. Climate Change includes the increase in extreme weather as well as global temperature rise. Whilst there are individuals and groups that deny Climate Change is caused by manmade activity, the UK Government accepts Climate Change, caused by human activity as a fact.

DEFRA The UK Government department responsible for the Environment, Farming and Rural Affairs.

Force field analysis A graphical way of presenting to opposing views.

Geothermal Energy produced from the Earth’s internal heat. Iceland uses geothermal energy to produce 100% of its electricity.

Global Supply Chain The organisations that support the production or delivery of products or services.

Green A general term used to represent any ideas, actions, products or behaviours that have a beneficial impact on the environment.

Hydroelectric Energy that is produced from water falling under gravity. This could be from a river or a dam. Pumped storage is where water is pumped into a reservoir using cheap electricity and is then released to produce hydroelectric energy at times of need.

Low Carbon Energy Energy from sources that are emit little or no carbon as part of the process. This includes all renewables PLUS: Nuclear – Carbon Capture and Storage – Energy from Waste.

Photovoltaic Electricity produced chemically from the suns energy. It is one form or solar power. Solar Thermal captures the heat energy from the sun to heat water and Solar Furnaces are an extreme form or Solar Thermal.

Renewable Energy Energy from sources that are not finite: Wind – Wave – Solar – Biomass – Anaerobic Digestion.

The Environment A broad term referring to the global eco-system.

Traditional Energy Energy from Coal – Gas – Nuclear sources.

Virgin Material Raw material that has not be used for a previous purpose.

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Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

Learners may confuse the term Low Carbon with renewable.Nuclear energy is Low Carbon but not renewable.

Exercises in classifying different forms or energy would help learners to understand the different forms of energy production.

The attached resource explores a range of sustainable energy sources and will help with the activity.

http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/introduction-sustainable-energy/content-section-0

“Climate change can be prevented” is a common misconception. The effects of previous action are yet to be seen and we are at the stage of mitigating the effects not preventing them.

Using the research, publications and documentaries on climate change the point can be made that mitigation and limiting the future level of climate change is the situation we are in.

The government website attached will be useful for this.

http://www.theccc.org.uk/tackling-climate-change/the-legal-landscape/global-action-on-climate-change/

“All countries are meeting their obligations and international targets” is a common thought. The truth is that no countries are actually delivering what they agreed to do.

Using the attached report on international performance and league tables on climate change performance, learners can get a real perspective on how different countries relate.

https://germanwatch.org/en/download/10407.pdf

“Renewable Energy makes a minimal contribution to UK energy needs” is a common point in the media and politics.

Using the live and archived energy data from the National Grid database (link attached) learners can get actual data on the energy sources that are used to meet the UK energy demand. The database gives live and archived data.

http://gridwatch.templar.co.uk/

MISCONCEPTIONS

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SUGGESTED ACTIVITIESLO No: 1

LO Title: Understand sustainability in engineering

Title of suggested activity Suggested activities Suggested timings Also related to

Designing for efficient use Learners could explore the reasons designs are created the way they are and how environmental concerns are impacting on designers. Teachers could point learners to resources such as: http://www.rmi.org/10xE

Where 10xE are delivering a presentation on ‘Life Cycle Thinking’ within the design process. The site contains a range of examples and case studies.

Teachers may find the Autodesk Self Study materials available at:http://sustainabilityworkshop.autodesk.com/products/energy-efficient-design

Useful with learners either in the classroom or as part of self-directed learning activities. The site contains examples of Energy Efficient Design, Improving Product Lifetime and Green Materials Selection amongst others.

In a classroom environment, learners could be given different aspects of design to work through with a plenary presentation at the end of the session.

2 hours

Consequences of not being sustainable

When exploring sustainable design, learners could explore some of the drivers of sustainability and the consequences of not acting sustainably. Learners could be asked to produce a collaborative risk assessment based on sustainable engineering practices not being adopted.

The output of this risk assessment could be presented in a number of creative ways:• A news broadcast warning of the future risks.

• A political statement.

• A news story form the point of view of the looking back on ‘where it all went wrong’.

2 hours Unit 11 LO2

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Title of suggested activity Suggested activities Suggested timings Also related to

Examples of sustainable resources that have replaced other resources

Teachers could ask learners to investigate where sustainable resources are currently being used in preference to non-sustainable resources.

The FAQ page for RWE, the energy company, looks at how biomass (wood pellets) are replacing coal at their power stations.http://www.rwe.com/web/cms/en/1717836/rwe-npower/about-us/our-businesses/power-generation/tilbury/tilbury-faqs/

Plastics are seen as the arch villains of sustainability, this resource from the ‘How Stuff Works’ series looks at real alternatives to plastics made from petroleum products.http://science.howstuffworks.com/environmental/green-tech/sustainable/5-plastic-substitutes.htm#page=0

Learners could work in groups to investigate the different alternatives. Learners may wish to consider any problems with the alternatives, some of which may not be included in the resource. Learners could then present a balanced case for the adoption of each alternative, culminating in a final, justified, recommendation.

2 hours Unit 11 LO4

Strategies for efficient use One approach to exploring the efficient use of materials in engineering is to explore the range of wastes produced and strategies to deal with them, The resource at:http://leanman.hubpages.com/hub/Seven-Wastes

Explores the seven wastes, commonly referred to as TIMWOOD. Learners could be given an engineering process to research and then apply the principles of waste reduction to the process using the information from the site. Learners could then generate a simple waste reduction strategy for the process researched.

All learners in the group could research the same process or could work in groups on different processes. If all learners research the same process then there is potential for comparing different solutions, whereas researching different processes would allow for a broader range of processes to be considered.

2 hours Unit 18 LO1

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Title of suggested activity Suggested activities Suggested timings Also related to

Recycled versus virgin material

For the concept of recycling to be effective there needs to be a commercial outlet for recycled material, outside the novelty ‘recycled product’ market. Learners could be challenged to identify where recycled material is being used in everyday commercial products.

Teachers may wish to point learners to this web page:http://plasticsmakeitpossible.com/2014/10/use-of-recycled-plastics-in-cars-is-shifting-into-overdrive/

The common use of recycled plastics in the automotive industry is discussed using examples from major manufacturers.

Learners could be asked to discuss and draw conclusions from their research. The question they should answer is:Is the recycled material in the country being fully used in commercial products? If not, what needs to be done to improve this?

This web link shows how BMW design recycling into the design of their cars.http://www.bmw-welt.com/en/visitor_information/guided_tours/recycling_dismantling.html

2 hours Unit 9 LO2

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LO No: 2

LO Title: Understand the contribution and potential of renewable energy

Title of suggested activity Suggested activities Suggested timings Also related to

Renewable energy technologies

As an introduction to renewable energy technologies, teachers may wish to use the Open University ‘Open Learn’ resources with the learners. The resources can be found at:http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/introduction-sustainable-energy/content-section-0

Taken from a course in technology, the resources can be used in a classroom situation or in self-directed study time.

The whole resource is estimated to take three hours to use, teachers may wish to select part of the resource to reduce the time requirement.

2 hours Unit 2 LO2 Unit 2 LO3 Unit 4 LO4

Low carbon energy technologies

The terms Low Carbon and Sustainable are often used interchangeably, but they are not the same. Teachers could start the session by leading the learners in a discussion to explain the difference.

Learners could then be direct to http://news.bbc.co.uk/1/hi/technology/8338824.stm where the BBC have published a survey on ‘Tackling climate change with technology’.

Learners could use this as a starting point to explore the technologies listed and then a follow on discussion held to establish if views have changed.

The EDF Energy site: http://www.edfenergy.com/energyfuture/the-energy-gap-climate-change would be another useful site for learners to gain an understanding of the different energy production technologies and how they contribute to climate change.

2 hours

Comparison of low carbon and renewable technologies

As part of this technical debate, the Royal Academy of Engineering produced a report that summarised the key debates on:

Developing a sustainable energy strategy.http://www.raeng.org.uk/publications/reports/energy-seminars-reports

Teachers may find this a useful resource in preparing for a classroom debate on strategies or present the links to learners as a resource to be used in creating a ranking of energy sources based on their cost, reliability and environmental impact.

2 hours

SUGGESTED ACTIVITIES

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Title of suggested activity Suggested activities Suggested timings Also related to

On-going role of traditional energy generation

See Lesson Element Renewable Energy Contribution

The UK could not currently function if it were limited to only low carbon energy sources.

This live resource is based on data produced by the National Grid:Live energy usage and production from the National Gridhttp://gridwatch.templar.co.uk/

It details live usage and allows for historical data to be downloaded based on energy production usage and production. There are also links that allow the pan European purchase of electricity to be monitored.

Teachers could direct learners to consider energy supply and consumption as a European issue rather than just a UK issue with learners designing an infrastructure suitable to take advantage of energy production in the future.

1 hour Unit 1 LO6 Unit 4 LO3

Advantages of renewable energy technologies

To get a view on the advantages of renewable energy technologies, learners could be directed to the Scottish Renewables site. Scottish Renewables if the trade body for Renewable Energy in Scotland: http://www.scottishrenewables.com/ the information on the site could be used to gather information on the advantages of renewable energy. Learners could be asked to judge the level of impartiality on such a site.

The advantages identified could be used in the final debate activity.

2 hours

Challenges facing renewable technology

To balance the argument on renewable energy learners could research the challenges faced by the industry.The resource found at:http://www.resilience.org/stories/2010-08-12/nine-challenges-alternative-energy

The Post Carbon Institute present information and discussions on the difficulties of moving to low carbon energy production. Learners could research these challenges using this site as a starting point.

The information gained could then be used in the final debate.

2 hours

Energy Debate To consolidate the learning on energy, learners could hold a debate on low carbon energy. Teachers could present two view points:

1. Fossil fuels are cheaper and more reliable than renewable energy and the UK Government should invest in efficiency improvements in power from fossil fuels to ensure energy security for the future.

2. Renewable energy is making a significant contribution to the UK energy mix but subsidies and investment from the UK Government is required to ensure energy from Renewable sources is available and affordable in the future.

Teachers may run a series of short debate rounds with the final resulting in the class voting for the best argument.

1 hour

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LO No: 3

LO Title: Know how to evaluate UK performance against global, national and local environmental targets related to engineering

Title of suggested activity Suggested activities Suggested timings Also related to

Climate change legislation – Renewable Energy Directive

Teachers could run a session on climate change over two sessions. Climate change legislation and the carbon targets are large issues.

The Government Committee on Climate Change has a web site at:http://www.theccc.org.uk/tackling-climate-change/the-legal-landscape/global-action-on-climate-change/

The web site contains links to the science behind climate change, the legal requirements, charts and data and latest news.

Learners could be given access to the web site and asked to produce an infographic explaining the Renewable Energy Directive. This activity would suit small groups best.

Sites such as: https://infogr.am/ have limited use applications free for educational use to produce infographics.

2 hours

Climate change legislation – Carbon Targets

As part of the previous activity learners could develop their understanding of climate change to carry out a simple gap analysis of where the UK is and where it needs to be.http://www.theccc.org.uk/tackling-climate-change/the-legal-landscape/global-action-on-climate-change/

This would be a suitable starting point for research. Learners could present their information in a suitable graphical form.

2 hours

The Environment Agency All environmental matters in the UK are the responsibility of the Environment Agency. Sponsored by DEFRA, the work of the Environment Agency impacts heavily on UK engineering and manufacturing.https://www.gov.uk/government/organisations/environment-agency

Learners could research the work of the Environment Agency, focusing on one or two specific prosecutions brought by the EA. http://www.360environmental.co.uk/prosecutionsarchive/ is an archive managed by 360Environmental that could be useful in this activity.

2 hours

SUGGESTED ACTIVITIES

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Title of suggested activity Suggested activities Suggested timings Also related to

Approaches used to improve environmental performance

Following on from the study of the work and the responsibilities of the Environment Agency, learners could be guided to the guidance resources on the site:https://www.gov.uk/government/collections/pollution-prevention-guidance-ppg

Learners could be asked to create an action plan to ensure that no environmental incidents occurred for given scenarios or processes.

Teachers can choose from a range of appropriate industries; energy production, chemical manufacture, water purification, food manufacture, aerospace industry or the automotive industry could all be used as a context for the activity. Learners could work in small groups on the plans with the opportunity to critique other groups being presented to high achieving learners.

2 hours

UK performance

See Lesson Element Climate change performance

To conclude the learning outcome, teachers could ask learners to form an opinion on how well the UK is performing, both against the targets and against other countries.

This report from the Climate Action Network:https://germanwatch.org/en/download/10407.pdf gives clear indications of performance by country and nation.

Learners could be asked to produce a 300 word conclusion of the UK performance on climate change issues. Teachers could ask high achieving learners to produce a set of recommendations to accompany the conclusions.

2 hours

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LO No: 4

LO Title: Understand environmental arguments for and against global manufacturing

Title of suggested activity Suggested activities Suggested timings Also related to

Products using global manufacturing

In this learning outcome, learners are expected to develop an understanding of the global nature of engineering in the 21st century.

Teachers could begin the session with a discussion on what ‘Made in Britain’ actually means. The emphasis being on the fact that component manufacture and assembly are different elements. Learners could then be directed to research a range of products to try to identify where the components are actually made.

The following two links from Apple and Boeing are useful starting pints to explore the meaning of the global sourcing of materials and components.https://www.apple.com/supplier-responsibility/our-suppliers/

http://www.boeingblogs.com/randy/archives/2013/02/supply_chain.html

Learners could be challenged to find a product that is entirely made in the UK with no components imported.

2 hours Unit 9 LO3

Global supply chain Following on from the discussion on the sourcing of materials and components, learners should then discuss the principle of the global supply chain.https://www.apple.com/supplier-responsibility/our-suppliers/

The link to the Apple site supports this activity and the report from KPMG looks at competitive advantages gained through supply chains:http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/global-manufacturing-outlook/Documents/competitive-advantage.pdf

Learners could be asked to draw a simplified supply chain for a product they have researched.

2 hours Unit 18 LO2

Drivers and Environmental impact of global manufacturing

Having understood the concept of the global supply chain, learners could then explore the benefits and drawbacks of having and maintaining a global supply chain.http://www.buzzle.com/articles/bad-effects-of-globalization.html gives another view of global manufacturing.

2 hours

SUGGESTED ACTIVITIES

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Title of suggested activity Suggested activities Suggested timings Also related to

Debate in the Make or Buy decision

To conclude the learning outcome teachers could lead learners to a debate on whether to make or buy a particular item.

Teachers could give learners a choice of products or components to research and focus on.

The two positions in the debate would be:1. The product should be manufactured in house because……2. The product should be purchased from a supplier because……

Learners should cover any issues and caveats in their debate.

Several rounds could be held with the final debate resulting in a class vote for the winning argument.

2 hours Unit 9 LO3

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LO No: 5

LO Title: Know how innovation is making a difference to the way engineering interacts with the environment

Title of suggested activity Suggested activities Suggested timings Also related to

New technologies – examples

To begin this learning outcome teachers could ask learners to research new technologies, those that are in use today that were not available 20 years ago.

The youtube video on the Toyota Prius could be appropriate here:https://youtu.be/0wzeLrqc34w

Additive manufacture is becoming more and more accessible and commercially viable. Learners could be prompted to consider this as a viable manufacturing process in the near future. Chris Tuck’s presentation on the sustainability of additive manufacturing would be useful in researching this new technology:http://www.raeng.org.uk/publications/other/chris-tuck

2 hours Unit 11 LO4

New technologies – potential uses

Once the learners have identified a range of new technologies they could be asked to explore potential uses of the technology.http://www.raeng.org.uk/publications/reports/nov-13-innovation-in-medical-technologies

This report from the Royal Academy of Engineering looks at how new technology is revolutionising medical procedures.

Learners could be prompted to use creative problem solving techniques to come up with different uses for new technologies.http://www.mindtools.com/pages/main/newMN_CT.htm is a link with a range of creative problem solving technique suggestions.

2 hours Unit 11 LO3

SUGGESTED ACTIVITIES

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SUGGESTED ACTIVITIESTitle of suggested activity Suggested activities Suggested timings Also related to

New engineering materials – examples

See Lesson Element Impact of engineering innovation

As well as new technologies there are new materials being created. Learners could be asked to research a range of new materials. Graphene is a new material currently looking for commercial use, the link at:http://www.graphene-xt.com/ would be a good starting point for research.

The Royal Academy of Engineering report on innovative materials is another resource to start the learner research.http://www.raeng.org.uk/publications/reports/innovation-in-materials

High achieving learners may be asked to suggest a new material that does not currently exist but could be beneficial. Learners could be challenged to complete the sentence:

“Wouldn’t it be great if we had a material/technology that………”.

Teachers could reward ideas based on:• Creativity.• Realism.• Fun.• Practicality.

2 hours Unit 2 LO4 Unit 11 LO4

New engineering materials – potential uses – part 2

Linking to the previous activity, teachers could develop the idea of new materials with research into the uses being made of the new materials.

The Royal Academy of Engineering report on nano-technology would be a good starting point for research.http://www.raeng.org.uk/publications/reports/nanoscience-and-nanotechnologies-opportunities

Learners could be presented with a current engineering problem or issue and be asked to come up with a way of using new materials to solve it.

An example might be the BP oil spill in the Gulf of Mexico. Learners should be rewarded for innovative thinking as well as practical consideration.

2 hours Unit 2 LO4 Unit 11 LO4

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Title of suggested activity Suggested activities Suggested timings Also related to

The impact new engineering materials and technologies have on environment

To conclude the learning outcome learners could be encouraged to consider the environmental impact of new technologies and materials on the environment.

Learners should consider the fact that new technologies might lead to greater consumer demand or to the consideration of items as being disposable.

Working as a whole group or in small groups, learners could create a chart of positive and negative impacts of new materials and technologies.

This could be presented as a large annotated wall chart in the style of a Force Field Analysis.http://www.mindtools.com/pages/article/newTED_06.htm The Mind Tools web site has an explanation of how to apply force field analysis.

Learners could then be asked to draw their own conclusion based on the analysis.

They should write a short conclusion starting either:1. On balance I feel new engineering materials and technologies have a positive impact on the

environment…………..Or2. On balance I feel new engineering materials and technologies have a negative impact on the

environment…………..

2 hours Unit 2 LO4 Unit 11 LO3

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OCR Resources: the small printOCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board, and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources.

© OCR 2015 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.

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