making the world a better place contentsrapidproto/outreach/env.pdf · making the world a better...

Making the World a Better Place � 1

MAKING THE WORLD A BETTER PLACE

A level 4 Materials Strand unit of work focusing on:

� the environment and plastics; and

� the field of Environmental Engineering

Contents

Section 1: The Unit of Work ............................................................ 2

1a: Conserving your own energy (or some background information onthe environment, pollution and conservation) ............................... 2

1b: The design briefs ...................................................................... 91c: Design brief 1 .......................................................................... 9

1d: What happens in the four phases (Design brief 1)? ..................... 10

1e: Design brief 2 ........................................................................ 121f: What happens in the four phases (Design brief 2)?...................... 13

1g: Technical knowledge and skill content ....................................... 15

Section 2: The Engineers .............................................................. 23

2a: Liza ....................................................................................... 23

2b: Ken....................................................................................... 24

Section 3: Technical Resources ...................................................... 25

3a: Suggestions on how to solve the problem.................................. 253b: A case study � an environmental engineer at work ..................... 26

3c: Some simple tests for plastics .................................................. 27

Section 4: Assessment ................................................................. 29

Section 5: Further Options ............................................................ 38

5a: Integrating learning areas......................................................... 385b: Working with students of differing abilities ................................ 38

Section 6: Some Useful Information. .............................................. 41

6a: Question sheet � Liza.............................................................. 42

6b: Question sheet � Ken.............................................................. 436c: Letter for the students� parents ................................................ 44

6d: Introducing design brief 1 ........................................................ 45

6e: Introducing design brief 1 � another option................................ 466f: Paper-making .......................................................................... 47

6g: Some hints for solving the problem in Design brief 1 .................. 49


Section 1: THE UNIT OF WORK

Warning – Health Hazard(Read this before you continue.)

When you read this section don�t have a nervous breakdown. Put thatoff till later. The information provided is certainly more than you woulduse in one unit of work. The advice, which you could ignore withdisastrous results, is to select what you think you need. Choose care-fully what you want the students to learn and focus on that. Don�t tryto do everything. There will be other opportunities. When in doubtread the instructions, in this case the introduction.

1A: CONSERVING YOUR OWN ENERGY (OR SOME BACKGROUND IN-

FORMATION ON THE ENVIRONMENT, POLLUTION AND CONSERVATION)

Many of the things around us may affect the environment either through their production or their use.Today environmental engineers assess what impact a process (for example, one used to make amaterial or a product) may have on the air, water, soil and noise levels by studying its design, con-struction and operation, and developing solutions to reduce the environmental problems. For exam-ple, the work of a chemical manufacturing plant would be examined to see if it was polluting the air,soil and/or water around it. The engineering team would then devise solutions to lessen the impact ofthe plant and come up with better ways for it to operate. It is reassuring to know that someone islooking after our environment.Environmental engineers also work at solving problems created in the past. They design, test and usemethods to remove problems caused by earlier activities, such as cleaning con-taminated land so it can be used for housing. While dealing with the past andpresent they also look into the future, predicting the problems caused by acci-dents, such as oil spills, and assess what the long-term environmental impactmay be. The results of this predicting are used to develop processes that willlessen or prevent ecological damage.

THE ENVIRONMENT AND HISTORY

Problems with the environment caused by people are nothing new. Here arethree examples.

� In the early days of Melbourne the banks of the Yarra was the favoured site of industry. Thewater provided energy for steam engines used to power the machinery. It was also convenientto dump waste products in the river.

� Before the discovery of the internal combustion engine the horse was the popular means oftransport. Horse droppings polluted the streets of large cities such as London.

� In the 18th century in what is now known as Slovakia, the new steam engines were such asuccess that they were responsible for the destruction of most of the surrounding forests be-cause the wood was used as fuel. Such was the problem that laws were passed restricting theuse of the engines; they could not all be operated at the same time.

It is only in the last twenty or thirty years that we have really become aware of the need to look afterour environment. Prior to that people were interested in the solutions that technology provided with-out questioning the environmental costs. We chose large cars that not only used fuel inefficiently butalso polluted the air. Lead was added to petrol because the engines needed it to work properly. Chemicalssuch as pesticides and herbicides seemed to hold the solution to the problems of pests and crops, as

CAUTION

THIS COULD

EASILY BECOME

A HEALTH HAZARD


well as mosquitoes and disease. We built large cities that neededmassive amounts of energy to keep them functioning.

As scientists became aware of the damage we were doing to the en-vironment engineers were also beginning to look at the environmentalimpact of the solutions they were proposing. Society was realisingthat technology often came at a cost to the environment. We now havepeople responsible for the world we live in, and laws that protect usfrom exploitation to back them up.

There are two problems we need to consider: pollution of our surround-ing environment (i.e. air, soil and water) and the use of resources that are difficult, or impossible, toreplace.

POLLUTION

The three main areas of pollution in our environment are:� pollution of the air� pollution of the soil� pollution of the water

Air pollutionOne of the major causes of air pollution is the machine. In the 19th century the Industrial Revolutionintroduced the machine, and from that time it has continued to have an impact on the atmosphere. Inthe early days the pollution came from the furnaces that produced the iron and steel, and the ever-increasing number of steam engines that burnt solid fuel.Over the years the source of our energy has moved from steam to the internal combustion engine andelectricity. Both use fossil fuels that are burnt to produce the energy that is used to make our machineswork. Burning oil and coal are the sources of much of today�s air pollution.In Victoria we burn brown coal to produce electricity, and the gases produced are sulphur dioxide,nitrogen oxides, carbon dioxide and others. Each of these gases contributes to pollution.

� Sulphur dioxide and nitrogen oxides combine with rain and snow to form what is called �acidrain�. Acid rain is responsible for killing forests andfish in rivers, and attacking metal and stone-work on buildings. This form of pollution hasdamaged many of Melbourne�s old buildings.

� Carbon dioxide is a gas that plants con-vert to oxygen. The process is known asphotosynthesis. While this is a neces-sary natural process to maintain oursupply of oxygen, the amount of car-bon dioxide has increased to such anextent that it is now a major problem.Scientists now believe that the excess ofthis gas has caused what is called the �green-house effect� and this layer of carbon dioxide in the atmosphere allows heat from the sun toreach earth, but slows down the amount of heat escaping from earth back into the atmosphere.The end result is an increase in the earth�s temperature.

Another significant contributor to pollution is the motor vehicle. The exhausts of these vehicles pumpout nitrogen oxides, carbon monoxide, other oxides and organic compounds. In addition to contribut-ing to the greenhouse effect these emissionscause that phenomena we call�smog�, which is really a fogcombined with all of thenasties.One solution to the problemwould be to use no electricity and


walk everywhere. If you consider this to be too drastic there are more acceptable solutions that aredescribed later in this section.

Soil pollutionSoil can be contaminated or polluted in many ways. One example is the chemical contamination ofold industrial sites. Leaks from the tanks of service stations, lead contamination in old car batteryfactories and cyanide used in old gold mines are three examples. As we create and use more chemi-cals the possibility of soil pollution increases.In some areas the problem is an increased level of salt in the soil. Along the Murray River in NorthWestern Victoria and South Australia the trees have been removed to provide areas for agriculture.Trees take up large quantities of water and mineral salts and if they are removed the water rises to thesurface bringing with it the salts that stay on the surface and kill much of the vegetation.

Water pollutionWe are concerned about polluting the oceans, our inland waterways and groundwater. In the oceanthe effect of oil spills is well known. Along our rivers the causes of pollution include hard rubbishwashed into the stream from storm water outlets, industry running their chemical waste into the waterand dams that often restrict the flow of water. Groundwater is water found underground and it is usedfor many purposes such as stock watering and irrigation. Groundwater can be polluted as a result ofsoil pollution, for example an oil spill on land may find its way to groundwater.

CONSERVATION OF RESOURCES

Conservation is the term we apply to the sensible use of natural resources. We realise those resourcessuch as plants, animals, soil, water, oil and minerals need to be used wisely to ensure adequatesupplies for both present and future generations.In Australia today we are conserving resources in many ways. For example:

� We use timber from plantation forests to save our natural forests.� The amount of waste from processing materials is reduced as more of the raw materials are

used for other practical purposes.� Fuel efficient engines in cars conserve oil reserves.� More energy efficient appliances and machines reduce the amount of electricity used.� People are aware of the need to use water sensibly.� Recycling and reusing also conserve natural resources.� New agricultural practices reduce soil erosion and lessen soil degradation.� Regulations and guidelines for industry help save resources.

REDUCE, RECYCLE, REUSE AND REPAIR

One of the ways to reduce pollution and conserve natural resources is to use the 4Rs approach �reduce, recycle, reuse and repair.


ReduceWe can reduce pollution and conserve resources by reducing the amount of materials and energy weuse. For example:

� Reduce the amount of paper or plastic we use.� Turn lights and heaters off when we leave a room.� Use energy efficient globes and fluorescent tubes.� Don�t use cars for short trips.� Buy energy efficient appliances. Look for the star rating system.� Keep your car engine in good running condition. A properly tuned engine will use less fuel.� Lower the temperature control on air conditioners or central heating. Put on a nice woollen

jumper and support the woolgrowers of Australia.� Use insulation in the ceilings of your home and suitable coverings for the windows. Insulation

keeps homes cooler in summer and warmer in winter; it also reduces the size of the electricityor gas bill.

RecycleRecycling here means the processing of scrap or waste material to reproduce the same material.Metals, paper, glass and some plastics are examples of materials that can be recycled. Recycling isnow easier for most people because of the new approach taken by some local councils and industries.

� Glass, paper, aluminium, steel cans and some plastics are collected at the kerbside.� Some materials such as metals can be sold as scrap.

ReuseThere are many products that can be reused for the samepurpose, for example:

� Second hand clothing and furniture.� Old containers used as flowerpots.� Taking plastic carry bags back to the supermarket

and using them again.� Toys and children�s clothing handed down to

younger children.

The potential for reusing is extended if the unwanted product is used for another purpose, or modifiedin some way. Some simple examples are:

� Greeting cards that are kept and then sent backwards and forwards on suitable occasions.� Ice-cream containers used for a variety of purposes around the home.� Old wheelbarrows used as novel planter boxes.� Old items of clothing used for cleaning rags.� Pieces of old furniture modified and rejuvenated.� Cardboard boxes covered with gift-wrapping.

RepairProper maintenance and repair can extend the useful life of many products around the home. Somegood advice is provided below.

� Get your car serviced regularly.� Read the user manuals and follow the instructions carefully.� Follow the manufacturer�s cleaning advice on items of clothing.� Always consider repairing a product as an option before deciding to buy a new one.

Often regular maintenance is overlooked because the product seems to be working properly. Don�t befooled by appearances. Remember the old saying, �A stitch in time saves nine�. This could be restatedin today�s language as, �A dollar spent on maintenance saves nine spent on repair or replacement.�


THE WHEN AND WHY OF RECYCLING

The message seems to be that recycling is good thing. Perhapsthis view needs to be looked at more closely. There seems to betwo arguments for recycling: one is environmental and theother economic. Few would argue that recycling is one wayof looking after our environment, but is it always the bestanswer to the problem? Common materials that are recycledinclude plastic, paper, glass, aluminium, steel and oil. Moreabout the recycling of these materials later in this section.Recycling involves collecting, transporting, sorting and process-ing the materials. If the cost of all this means the recycled product ismore expensive than the original material then a difficult decision has tobe made. Plastic is one material that is cheap to produce and if the recycled plastic cannot competewe then have to decide if the environmental factor is more important then the economic one. In somecases it might mean people have to ask themselves, �Am I willing to pay to protect the environment?�It could be that the collecting, transporting, sorting and processing might not produce the results wedesire. For example, the energy required for recycling and the waste produced may present otherenvironmental problems. Once again informed decisions have to be made, and to help us we rely onthe work done by the environmental engineers.

THE ENVIRONMENT, TECHNOLOGY, ENGINEERS AND YOU

Engineers have used technology to give us many ways to reduce pollution and conserve naturalresources. Fuel efficient car engines, energy efficient light globes, effective recycling methods andnew processing and construction techniques that reduce the amount of waste are examples of goodenvironmental engineering.While the engineers have played their part in making the world a better place there is still a role forevery member of the community. We need to take the solutions provided by the engineers and put theminto practice. We need to apply the 4Rs in our everyday life. There is the old environmental adage:

Think globally and act locally.

SOME USEFUL INFORMATION

Many hazardous products have safer alternatives that contain non-toxic substances or involve other options. Thefollowing list is part of more comprehensive advice given by the American City of Davis to its citizens.

CleaningAll purpose cleaner Vinegar � salt mix; baking soda � water mixAir freshener Baking soda; natural cloves and herbsGlass or window cleaner Diluted white vinegar � water mixDrain declogging Pour boiling water down the drain and use a plunger

PolishingBrass polish Polish with Worcestershire sauceSilver polish Rub with toothpaste and cloth and then rinseMineral deposits on cookware Boil a vinegar � water solution in pot or kettle and let sit overnight

GardeningFertilizers Compost or manureKilling weeds Hand weeding, use mulch and use a weed matAphids Spray soapy water on plants or plant garlic, chives or petunias.

Indoor pestsMosquitoes Use citronella oil or candles; eliminate stagnant water or plant basil.Silverfish Molasses � vinegar traps, reduce moist conditions through less watering or a

dehumidifierAnts Apply red chilli pepper to their path or soak cotton balls in a thick syrup of sugar

� borax � water mix


SOME MORE USEFUL INFORMATION

This lot comes from a Canadian/USA recycling guide. Here are a few items from the guide.

Item Good Bad Comments

Glass Unbroken glass Ceramics, tableware, Only bottle glass is acceptable.containers Pyrex, windows, Ceramics contaminate glass. Mixed

light bulbs and mirrors coloured glass is near worthless,and broken glass is hard to sort.

Aluminium Cans, window frames Non-metal parts and metals Aluminium is not attracted to magnets.and pots that are attracted to magnets.

Steel Empty cans and lids. Full cans, spray cans, cans Metals such as steel can be recycledcontaining paint or other time and time again.hazardous substances

Plastic Items marked with the Plastic types 3, 4, 5, 6 or Even a small amount of the wrongrecycling symbol and with especially 7. Caps and tops are plastic can ruin the recycling process.either a number 1 or 2 inside usually a different type from Much of the plastic collected for

the bottle � toss if not marked. recycling ends up as landfill.

Newspapers Clean and dry newspapers Rubber bands, plastic bags, Package newspapers tightly and tie and newspaper inserts product samples, water, dirt, with natural twine. Protect from rain.

mould or other contamination

Mixed paper Junk mail, magazines, photo Stickers, napkins, tissues, When in doubt throw it out.copies, computer printouts waxed paper, milk cartons,cereal and shoe boxes, carbon paper, laminated papercorrugated cardboard (fast food wrapping, some food bags,and phone books. drink cartons), thermal fax paper

and any wet or food-stained paper.

PLASTICS

One of the materials that is causing environmental problems is plastic. The reasons for this are:� Plastic is cheap to make.� Plastic has many characteristics that make it suitable for a very wide range of uses.� Products made of plastic can be manufactured very cheaply.

Because of all these reasons plastic is becoming one of the most used materials, but the recycling ofit is nowhere near as popular. Why is this so?If you read the rest of this section you will find that there are many different types of plastic, but onlytwo are regularly collected for recycling. The clear PET soft drink bottle and the two litre milk bottleare the only ones accepted by local councils for kerbside collection. This still leaves lots of otherplastic products to be disposed of in some way.The plastic bottles collected for recycling are verylight but they take up a lot of space. Collecting themis a problem because you can fill a truck but stillhave very little plastic, and this increases the costsof recycling. You can flatten an aluminium can byjumping on it; try doing that with a plastic bottle.One cubic metre of HDPE plastic weighs between20 and 100 kilograms while the same volume of glassweighs about 1000 kilograms.The plastic that is not recycled usually ends up as landfill in one of the many rubbish tips aroundAustralia. The problem with disposing of waste as landfill is that sites such as quarries are increas-ingly difficult to find. One method of waste disposal is incineration but the process is expensive. Inthe future the cost could be acceptable as rubbish tip sites become scarcer and the heat from the

GlassHDPE

About 1,000kgAbout 20�100kg


incineration process could be used to generate power. Incineration of waste is used in a number ofoverseas countries.Unless the correct incineration process is used the burning of plastic is dangerous and must be avoided.Emissions from burning plastic contain toxic chemicals such as carbon dioxide, nitrogen oxides, hydro-carbons, hydrochloric acid, sulphur oxides and small amounts of heavy metals such as cadmium andlead. All of these can seriously damage our environment... more about plastics later in this section.

Some plastics triviaHere is a list of some common uses of plastics that we would probable see and use every day.

� Almost one third of the parts used to make a car are made of plastic.� Almost every kitchen now contains many plastic items, including laminated benches, �vinyl-

wrap� cupboard doors, food containers and utensils.� Other household consumable items are increasingly made from plastic, for example, hoses

and their fittings, containers for detergents and cleaning products and small brushes and shov-els,

� Guttering, drainage pipes, insulation around electrical wires, switches and power points, vinylwall-papers and insect screens are examples of plastics used in building homes.

� Leisure and entertainment in the home. Televisions, video and audio recorders and compactdisk players now have plastic cases as well as many plastic components inside. Tapes andcompact discs are also made of plastic.

� Plastics have made an impact on the sport we play and watch. Bicycle helmets, sport shoesand clothing are examples of plastics in sport.

� If you are unfortunate enough to be sick or injured then plastics will be used in your recovery.Pharmaceutical drugs are dispensed in plastic containers, organ and joint replacements arenow using plastic parts and plastic is replacing materials such as steel and glass for manymedical items.


1B: THE DESIGN BRIEFS

There are two design briefs provided with this unit.

Design brief 1This focuses on plastic as a material and also on the concept of modifying a product so that it can beused for another purpose. One feature of this unit is that it requires almost no special resources and itcan be completed in a short time. This is a unit where the producing could be done at home.

Design brief 2This unit focuses on the concept of recycling, in this case paper. It requires time and some specialresources to complete the task.Take your pick, one or the other, or both.

1C: DESIGN BRIEF 1

Primary school students are very interested in the environment because it is the world they will beliving in for many years. One way to help reduce the problem of plastic waste is to take two of theideas suggested by the Clean Up Australia Day and start a project in your school to get people tothink about how they use plastic.When you go to the supermarket there are lots of products packaged in plastic, and two popular itemsare ice cream and soft drinks. The plastic used to make ice-cream containers is different to the plasticin the drink bottles. The difference is in the chemicals used to make the plastic. There are really lotsof different types of plastic.One way of caring for our environment is to reduce the amount of items we throw away after usingthen once. Many of these items can be reused for other things.An ice-cream container is one item that could have many other uses if you use your imagination.

Your taskYou are required to design and make a new and different product out of an ice-cream container. It hasto be changed in some way and not just reused as a container.

Materials you may useIn addition to the ice-cream containers you may use any other material that would usually be thrownout as rubbish. Remember that it must be clean.

Tools and equipment you may useScissors, knife, stapler, masking and sticky tape, steel ruler, pens and pencils and any of the thingsthat are available in your classroom.

Points to consider� You have XXX weeks to complete the task.� The container cannot be used as it is. It must be modified in some way.� The item you make must be something that will be used over a long period of time. It cannot be

used once and then thrown away.� The appearance is important so you must think about the appearance.� Glues for joining plastic are usually dangerous to use unless you have special equipment that

reduces the risk to your health and safety. To avoid the risks you will have to find other waysof joining plastic parts.

What you need for this unitThis is a resource friendly unit of work. You need lots of ice-cream containers (provided by thestudents) plus a range of bits and pieces such as string, masking tape, pieces of wood, bottle tops andany other stuff you can collect.


1D: WHAT HAPPENS IN THE FOUR PHASES (DESIGN BRIEF 1)?

This is a list of possible activities for each of the four phases. Remem-ber that the key word is POSSIBLE. Don�t try and cover them all inany one unit. In Section 4 will see how the activities are linked tocurriculum focus and learning outcome for Level 4.

InvestigatingTo achieve this level a student should be able to:

� Trace the history of the packaging of a familiar food product, e.g. biscuits, cheese, butter ormeat.

� Identify a material used in food packaging and describe the processes used in its manufacture.� Identify design changes in food packaging and the reasons that influenced them, e.g. new

materials, new methods of food processing (instant coffee, cup of soup and frozen or take-away food items).

� Describe social implications associated with the use of materials, for example, the cost ofpackaging or the shelf life of the food.

� Describe environmental implications associated with the use of materials such as plastic, glassand paper. This would include the use of natural resources, waste disposal and recycling.

� Identify other uses for the materials used in packaging.

DesigningTo achieve this level a student should be able to:

� Produce a design proposal for modifying the ice-cream container that takes into account somesocial and environmental implications, for example, meeting some need of an individual orgroup and contributing to reducing pollution.

� Explore alternative design proposals for the ice-cream container� Identify alternative materials that could be used to make the product if the ice-cream container

was not available.� Explain why these materials were selected and others rejected.� Produce diagrams and drawings with annotations that highlight important features. The draw-

ings should describe the shape and size of the product, materials to be used, joining methodsand any other important information. Correct basic technical terms and symbols should beused.

� Give reasons why the preferred design option has been selected. The reasons should relate tothe information in the design brief.

� Describe ways to test the effectiveness of the product. This could be a performance test or aconsumer survey.

ProducingTo achieve this level a student should be able to:

� Use skills and techniques to work with materials safely.� Apply skills and techniques to produce the design option described in their drawings.� Use suitable methods to join materials (sewing, gluing, fastening, connecting, etc.).� Operate equipment correctly and safely (saws, scissors, punches, tape measures and stapler)� Maintain the equipment they use and explain how and why this is carried out.� Process the materials to achieve specified outcomes, for example, to cut to size and shape, to

join or to produce a particular finish such as painting.

CAUTION

PROCEED WITH

EXTREME CARE


� Modify techniques to improve quality and presentation of the product. This could includeways of doing things to achieve greater accuracy and better finish and performance.

� Continually monitor their progress and review their plans and techniques to minimise waste ofmaterials, time and resources.

EvaluatingTo achieve this level a student should be able to:

� Make judgements about their product that demonstrates an awareness of the concept of qual-ity. This would include comments on accuracy, finish and performance.

� Test their own product using the methods described in the design phase.� Report on their success in minimising time, waste and resources.� Assess, in a basic manner, the implications of their designs, products and production proc-

esses. For example, �What could be done next time to improve the product and the way it wasmade?�

� Express their ideas and outcomes in oral, written and graphical forms.

The Assessment section shows how these activities and expectations are linked tooutcomes for Level 4 in Materials.


1E: DESIGN BRIEF 2

There is an environmental problem. Too much paper is being used and a lot of it is thrown away afterone use. The thrown away paper creates an environmental problem. It has to be collected and thendumped in a tip where it takes up valuable space. Places to dump rubbish are getting scarce and weneed to use them sensibly. To replace the paper we have dumped in the tip we have to cut down moretrees and that means using a very precious natural resource. The sensible thing to do is to recycle allour waste paper.

Your taskYou are to design and make a greeting card using recycled paper that you have made.

Things to think about� Where to find out how to make recycled paper.� What equipment and materials will you need?� How long does it take to make the paper?� Where can you store it while it is being made?� What sort of card will you make?� How big will it be?� What will you write on the card?� What graphics will you put on the card?� If it is folded where will that be?� Will the surface of the paper need to be treated in some way?

Some other instructions� You will work in groups of XXX.� Each person in the group will make one card.� You will make an envelope out of paper supplied by the teacher.� You have XXX weeks to complete the task.

What you need for this unitYou need some scrap white, a blender, a frame covered with mesh (see Section 6 for details), towelsor absorbent fabric, an iron, plus things to cut with, to write with and stick things with. The details ofpaper-making are provided in Section 6.


1F: WHAT HAPPENS IN THE FOUR PHASES (DESIGN BRIEF 2)?

This is a list of possible activities for each of the four phases. Remem-ber that the key word is POSSIBLE. Don�t try and cover them all inany one unit. In Section 4 will see how the activities are linked tocurriculum focus and learning outcome for Level 4.

InvestigatingTo achieve this level a student should be able to:

� Investigate the part engineers play in protecting the environment.� Research the history of paper and paper-making� Identify the raw materials used to make paper and describe the processes used to convert them

into the finished material.� Identify associated design changes over the years in products where paper/cardboard has been

replaced by new materials such as plastic. Packaging is one example.� Explain why paper is still important in our everyday life.� Make a class list of all the uses we have for paper/cardboard.� Describe the environmental impact of the use of paper in Australia. This would include the

idea of recycling and a comparison with some other common material, e.g. aluminium orplastic.

� Describe products that are made from recycled paper and how we can identify them.

DesigningTo achieve this level a student should be able to:

� Produce a design proposal that takes into account some social and environmental implica-tions, for example, reasons why recycled paper rather than new paper is used, or how to let thereader know that this is recycled material.

� Develop at least two other design proposals that are discernibly different. Encourage imagina-tion and innovation and therefore expect some degree of impracticability.

� The use of materials other than paper for sending a greeting should be explored and therelative benefits and/or problems associated with the use of each material should be evalu-ated. This should involve some consideration of the characteristics/properties of the materialand its suitability for this purpose.

� Produce diagrams and drawings to describe their design ideas. The drawings should includeannotations pointing out important features and use appropriate basic technical terms andsymbols. The drawings should include descriptions of shape, size, material, text and graphicsrelated to the card.

� Give reasons why one design option was selected in preference to alternatives. The reasonsshould be related to the design brief.

� Describe ways to test the effectiveness of the finished product, for example, the quality of thecard itself, the text used for the message and the appropriateness of the graphics. A consumersurvey could be used.

ProducingTo achieve this level a student should be able to:

� Demonstrate that they have skills and techniques to work with the materials safely.� Use skills and techniques to produce the card described in the preferred design option.

CAUTION

PROCEED WITH

EXTREME CARE


� Use suitable methods to join materials, e.g. a photograph or other graphic to the front of thecard.

� Use suitable methods to operate equipment correctly and safely (saws, cameras, scissors,punches, tape measures)

� Demonstrate that they can maintain the equipment they use and explain how and why it isdone.

� Produce recycled paper that can be used to make a card.� Make decisions during the production that will improve the quality of the final product.� Continually monitor the work and make changes to their plan that will minimise waste of

materials, time and resources.

EvaluatingTo achieve this level a student should be able to:

� Make judgements about their product that demonstrates an awareness of the concept of qual-ity/accuracy.

� Evaluate the success of their own product as a solution to the problem outlined in the designbrief.

� Report on their success in minimising time, waste and resources.� Assess, in a basic manner, the implications of their designs, products and production proc-

esses.� Express their ideas and outcomes in oral, written and graphical forms.

The Assessment section shows how these activities and expectations are linked tooutcomes for Level 4 in Materials.


1G: TECHNICAL KNOWLEDGE AND SKILL CONTENT

KNOWLEDGE AND SKILL EXPLANATION

ENVIRONMENT

The word environment is used to describe our surroundings. It may range from one room in a house tothe entire earth and its atmosphere.

POLLUTION

We use the term pollution to describe damage or contamination of the environment that results fromhuman activity. The word degradation is often used to describe the effect of pollution.

CONSERVATION

Conservation is the word we use to describe our attempts to use our natural resources wisely toensure there will be enough for this and future generations.

THE GREENHOUSE EFFECT

This is named after the common garden greenhouse. The glass or plastic covering lets sunlight throughand heats up the inside. As the plants heat up they radiate their own heat into the air but it is adifferent wavelength from that of the sun and it cannot penetrate the glass or plastic. The heat istrapped inside the green house and the temperature increases.The greenhouse effect is caused by gases such as carbon dioxide that form a layer in the atmospherethat traps the heat just like the garden greenhouse.The major causes of carbon dioxide are burning fossil fuels such as coal, especially in power genera-tion, and oil-based fuels in internal combustion engines.

ACID RAIN

When gases such as sulphur dioxide and nitrogen oxidesmix with rain or snow it is known as �acid rain�. Thegases are created by burning fossil fuels in power gen-eration and in internal combustion engines.

Acid rain has killed forests in Europe and in Canadafish have been killed in rivers and waterways. The stoneexteriors of old buildings and metal are also attacked byacid rain.

SMOG

Smog is really fog polluted with chemicals and it occurs in all large cities. Motor vehicles are themain contributors to smog and the table below shows the situation in Melbourne. It reveals the typeof pollutant and the percentage contributed by motor vehicles.

Carbon dioxide 80%

Nitrogen oxides 70%

Hydrocarbons 40%

Lead 95%

Smog has been reduced in Australia by cleaning up the exhaust from car engines. Unleaded petroland �catalytic converters� remove much of the harmful gases. Certain weather conditions also in-crease the risk of smog, and when these conditions are predicted you will hear requests on radio andtelevision to limit the use of your car.



WATER POLLUTION

For thousands of years people have used rivers, lakes and oceans to dispose of waste materials.Industrial waste, stormwater outlets, farming wastes and oil spills are major causes of water pollu-tion.In Victoria the Environmental Protection Authority is responsible for monitoring the pollution levelsin our rivers and waterways.

SOIL POLLUTION

Chemicals used in manufacturing or agricultural processes can contaminate soil. Environmental en-gineers now help us to reclaim contaminated sites (Refer to the case study in Section 3).

SOLID WASTE DISPOSAL

One of the problems associated with people living together in communities is the way we dispose ofthe solid waste. You can think of solid waste in categories such as:

� Household waste� Industrial waste� Sewage� Clean filling (concrete, soil)� Mining waste� Plants and crop waste

Households contribute a large part of the waste that has to be disposed of in some way. Ten years agoour household waste looked like this :

Today a significant amount of the plastic, glass, aluminium and paper is recycled.

The methods commonly used for coping with this problem are:Landfill: Large holes in the ground are use for dumping waste.Incineration: In some cases waste is burnt but this results in undesirable by-products such as gasesthat contribute to air pollution.Composting: Organic waste can be composted and used as fertilisers.Storage: Nuclear and some chemical waste must be stored, as there is no other satisfactory way ofdealing with it.

REDUCING

Reducing the amount of materials and energy we use reduces the pollution and conserves resources.For example, write on both sides of a piece of paper, and turn lights off when you leave the room.

9%Miscellaneous(wood and textiles)

13% Ash minerals

28% Organic waste

7%Plastics8% Metal

8% Glass

27% Paper & cardboard



RECYCLING

A material is recycled when scrap or pieces that have been used in a product are collected and putthrough a process that reproduces the original material.

Paper and cardboardAustralia has a good record of recycling paper. We recycle 46% ofthe paper we use and this compares favourably with the best coun-tries such as Germany and Japan where the figure is between 60and 65%.Paper can only be recycled 5 to 8 times because each time it isrecycled the fibres become shorter and eventually they are no longersuitable for paper-making.

GlassGlass is a material that easy to recycle. About 30% of all new glass is recycled brokenglass known as cullet. One major problem with recycling glass is the cost of transportingwaste from remote areas. Glass is a very dense material and the weight makes it costly tohandle and transport.

AluminiumAluminium cans are a very popular product for packaging drinks of all

types. Nearly 3000 million cans are produced each year and just over half are recov-ered for recycling.

SteelMany food products come in steel cans. The cans are made from thin sheets of steel covered with avery thin coating of tin, which is another metal. Steel is a metal that rusts so the tin protects thesurface and prevents this happening. Because steel is a very cheap metal the recycling is not aspopular as it is for aluminium.

OilNot many people think of oil as a material to be recycled. We use vast quantities of oil, for exampleabout half a million litres of lubricating oil is sold each year. Approximately half of this oil is burnt orlost in use and the remainder could be recycled. However only about 25% of the oil sold is recycled.

REUSING

Some materials and products can be reused. Sometimes they need to be modified in some way so theycan be used for a different purpose, for example, unwanted plants can be converted into compost, andrailway sleepers used as garden edging.

PAPER



REPAIRING

Keeping products in good condition means they last longer and you don�t have to replace them asoften. If it is a machine such as a car it will run better and reduce the amount of pollution. Serviceyour car regularly and it will be more fuel-efficient and produce less exhaust pollution.

PLASTIC

One of the major environmental problems is the use of new materials that do not decompose whendumped in soil or water. Plastic is one such material.The word plastic comes from the Greek word �plastikos� that means able to be moulded into differentshapes. Plastics as we know them today are manufactured from chemicals, and the different combi-nations of chemicals will determine the type of plastic produced. Later in this section we will dealwith the types of plastic we come across every day.Plastics are manufactured by a process that creates chemical reactions in familiar substances and theresult is a complex substance called a monomer. Monomers then combine with each other to frompolymers. The basic materials for making plastics are extracted from oil, coal, natural gas and salt.The chemicals used in making plastics are carbon, silicon, hydrogen, nitrogen, oxygen and chloride.Don�t worry if you find this chemical bit hard to understand. The important point is that plastics aremanufactured materials.

TYPES OF PLASTICS

There are two basic types of plastics, and they are know as:1. Thermo-plastics2. Thermosetting plastics

Thermo-plasticsThermo-plastics have this interesting characteristic in that they become soft when heated and canthen be moulded into a new shape that is retained when it cools down. Thermo-plastics can be heatedand remoulded many times provided that the temperature does not exceed the materials maximummoulding temperature. If this occurs the chemical bonds are damaged and it cannot be remoulded.Plastic spoons are usually made from thermo-plastics and this explains the distortion you may seewhen they are used in very hot liquids.

Thermosetting plasticsThe second group known as thermosetting plastics behaves in a quite different way. The first time itis heated and moulded it will cool down and �set�. If it is reheated it will not soften; therefore it cannotbe remoulded.

NAMES OF PLASTICS

Because they are made from chemicals the different plastics have some long but interesting names.Chemists love such names, but fortunately there are some simple abbreviations that we can use.

Formal name Abbreviation

Polyethylene Terephthalate PET

High Density Polyethylene HDPE

Polyvinyl Chloride PVCPolypropylene PP

Polystyrene PSExpanded polystyrene EPSSome of the names and abbreviations may sound familiar because we may come across them fre-quently. For example, electrical conduit and plumbing pipes are often referred to as PVC conduit orpipes. Those foamy type drinking cups are usually referred to as polystyrene cups.



CHARACTERISTICS AND USES OF THE DIFFERENT PLASTICS

Polyethylene Terephthalate (PET)A clear, tough, solvent resistant plastic used for soft drink bottles, and pillow and sleeping bag fillings.

High Density Polyethylene (HDPE)A hard to semi-flexible plastic that is opaque and the surface feels slippery. It is used for milk con-tainers, freezer bags and buckets.

Polyvinyl Chloride (PVC)This is a strong plastic that resists abrasion and chemicals and has low moisture absorption. It is usedto make shoe soles, rigid pipes, textiles and garden hoses.

Polypropylene (PP)A hard plastic but has some flexibility, it is very light and offers good chemical resistance. It is usedfor potato crisp bags, microwave ware, garden furniture and plumbing fittings.

Polystyrene (PS)This is a clear to opaque plastic that is also hard, rigid, brittle and is affected by chemicals. Its usesinclude plastic cutlery and imitation �glassware�.

Expanded polystyrene (EPS)This is the foamy plastic that is very light weight and has good heat insulating characteristics. It isused to make drinking cups, meat trays and low-cost Eskies.

OtherThere are other plastics such as nylon that is a hard plastic that resist wear and is used in lots ofengineering applications where they replace more traditional metals.

COMPARISON OF PLASTICS WITH OTHER MATERIALS

To compare materials we need to look at the characteristics. The general characteristics are listedbelow. Plastic:

� is not as strong as steel� is not as stiff as metals� has a tendency to increase its length when stretched� is not as hard as metals� is lighter than many metals (it is less dense)� it is brittle at very low temperatures and soft when heated� some plastics will burn� is unlike metals in that it is a good heat and electrical insulator� breaks down in sunlight (ultra violet light)� usually resists chemicals

Special plastics can overcome some of the deficiencies described above. Teflon is one example be-cause it can be used in cooking vessels at high temperatures.

DENSITY OF PLASTICS

Scientists and engineers describe density as the �mass of unit volume of a substance�. A simpler wayto make sense of this is to imagine there are three cubes all the same size and each one is made froma different material. All the cubes are painted the same colour, but one is made of foam plastic,another of aluminium and the third of lead. How would you tell which was which? Easy you say. Liftthem and the weight will tell you the answer.What you have discovered is that each material has a different density. It can be thought of as theweight of a cubic metre of the material. Imagine a cube with all the sides one metre in length. Thevolume is one cubic metre



DENSITY OF PLASTICS (CONT.)

The list below shows the density of some common materials (the weight per cubic metre).

Lead 11300 kg

Steel 7600 kg

Aluminium 2700 kg

Glass 2600 kg

Paper 780 kg

Pine (timber) 480 kg

PVC plastic 138 kg

Polyethylene plastic 90 kg

If you like visual comparisons try the one below.

Lead

Steel

Aluminium Glass

Paper Pine PVC Polyethylene

MAKING PLASTIC PRODUCTS

There are four common ways of making plastic products and they are moulding, extruding, calanderingand forming.

MouldingMoulding is basically the same as making chocolates in a mould. The raw plastic material is either apowder or small granules and when it is heated it becomes molten and it is forced under high pressureinto a mould. When the plastic is cool it is then taken from the mould. This is the method used to makeshapes that range from simple to very complex. Plastic bottles are made with this process.An additional process that adds air to the molten plastic results in the plastic foam products such ascups and the packing of many products for transporting.

ExtrudingExtruding is a process you probably do every day. When you squeeze a tube of toothpaste the pasteis extruded through the opening at the top. Next time you clean your teeth examine the shape of theextruded toothpaste and the opening at the top of the tube. You will find they are the same.The plastic powder or granules are heated and then pushed through an opening of the required shape.The extruding process is very much like that of an old hand operated meat-mincer. The soft plastic isforced through the holes by a screw just like the one in the mincer.

CalendaringThis has nothing to do with dates. It is a process that produces thin PVC sheeting that is then used asa plastic coating on products such as school bags, rain coats and upholstery.

FormingForming is a process that takes a sheet of plastic that is heated until it softens and under pressure is formedto the shape of a mould. This is the process used to make large items such as baths and boat hulls.



RECYCLING PLASTICS

Not all plastics are currently being recycled. Soft drink bottles and milk bottles are some of the fewplastic products collected for recycling.Because there are many different types of plastic and theycannot be mixed for recycling the manufacturers of plasticproducts have agreed to use a code to help us sort the plasticsinto their different types. Look for these symbols on the bot-tom of items such as bottles, containers and plastic bags. Youwill find soft drink bottles are made from PET (No1) andmilk bottles from HDPE (No2).

Most of the current recycling is done with PET and HDPE plastic.



HEALTH AND SAFETY WHEN WORKING WITH PLASTICS

There are two important safety rules to be followed when working with plastics in a school.

Never burn plasticsWhen plastics burn they give off toxic fumes so unless you have all the right equipment and safetygear don�t try it.

Plastic gluesMany of the adhesives made for use with plastics contain harmful substances. Avoid their use unlessyou have all the recommended equipment and safety gear and follow the manufacturer�s instructions.In other words don�t use them in the classroom. The manufacturers of adhesives must supply infor-mation about their products in what is called a Materials Safety Data Sheet usually abbreviated toMSDS. Collect the appropriate MSDSs and follow the safety guidelines. These sheets contain infor-mation about the ingredients, their toxicity and what to do if anyone is injured.


Section 2: THE ENGINEERS

2A: LIZA

Liza is a Chemical Engineer. As a young girl Liza was interested in how things worked and whythings happened, and because of this she decided to study engineering. In 1994 she graduated fromMelbourne university as a Bachelor of Chemical Engineering. Liza�s interest in engineering wasrewarded when she was given an award as theYoung Engineer of the Year in 1995.Liza now works as an engineer and it is her job tolook after the environment. She has worked onmany projects like the ones below.

� Testing and cleaning up land used by oldfactories that has been contaminated bychemicals. This land could then be usedfor things like housing.

� Investigating air pollution and its effectson people and the environment. As part ofthis work Liza would decide if the air pol-lution would make people sick.

� Giving advice to factories on how theycould handle dangerous waste such aschemicals and materials so they do notcause damage to the environment.

What does Liza do as an environmental engineer?An environmental engineer�s work is a bit different to most other engineers who solve problems bydesigning and then making something. Environmental engineers work as part of a team and there aretwo ways they help to solve problems.

� They give advice on how to fix up environmental damage that has been done in the past. Thishas to be done before any work can be started.

� They help other engineers solve new problems without damaging the environment.Liza works with other engineers, solicitors, people who buy and sell property, scientists, and thosewho work outside, such as truck drivers, grader and bulldozer drivers, and workers who operatemachines and equipment in the factories.One important part of Liza�s work is discussing things with the team and the clients. She has to beable to talk and listen to lots of people because some of the problems she is asked to solve are newand have not been solved before. The best solutions will use good technology, cost a reasonableamount of money and not damage the environment.

The things Liza likes about being an engineerLiza really likes being an engineer because she gets to work in a team with lots of very interestingpeople. She likes being busy working on a number of very different projects, and solving new anddifficult problems is very rewarding. One of the important things for Liza is that she is making ourworld a better place to live in, for the children of today and in the future.


2B: KEN

Ken works as a Manufacturing Engineer. He was born in Queensland, went to school there, andcompleted a Degree in Mechanical Engineering at the Queensland University of Technology. Ken�sinterest in engineering started when he visited his father at work. He was impressed by the way hisfather, who was a chemist, and the engineers, worked together to make things happenAfter finishing his degree Ken worked as a designer solving problems. After a while he also becameresponsible for making sure that what he had designed was made properly. This is known as lookingafter the quality of the product. An important part of an engineer�s job is talk to clients to see if theyare happy with the solution to their problem.Ken has been part of the team that designed high voltage electricity transformers for power stations.A transformer increases the voltage to thousands of volts so that the electricity can be sent longdistances across the country. He has also been involved in designing water supply equipment for theLatrobe Valley in Victoria, and fibre optic cables for China. Fibre optic cables are now used to sendtelephone and TV signals from one place to another.

What does Ken do as a manufacturing engineer?Most of Ken�s work is making decisions about what is needed to solve the client�s problem. He has tomake sure that the designing, making, installing and testing will really solve the problem. All thiswork means that Ken must talk to lots of people. He discusses things with other engineers, clients,sales people and people who will operate the machines he has designed.Working as a team means that Ken has to be able to listen to other people as well as being able tovoice his opinion. To be a good team member he must know what they have to do and be prepared towork with other people. A lot of Ken�s work is to find solutions to new problems and this means theteam must always check what they are doing to make sure the client will be happy with the result.Because manufacturing engineers are interested in how things are made they must also be very care-ful that what they design does not harm our environment. It is part of their job to reduce the amount ofwaste material, to use as little energy as possible, and to reduce the cost of making things.

The things Ken likes about being an engineerThere are many things Ken likes about his work as an engineer, and he describes them below.

�The most enjoyable part of engineering is working withother people as part of a team.�Getting involved with new projects. You might be pro-ducing cables to protect buildings against lighting strikesor involved in making some �state of the art� equipmentfor the defence forces.�It is very rewarding to see your design idea become some-thing real that will help the community. It is always a bigthrill to work as a team and to help designers turn greatides into great products.�Working with people has helped me to understand lotsof things I use every day. I have learned that all engineersmust be aware of the environment as they go about find-ing solutions to problems. Reducing the amount of wastematerials and using less energy is very important.�Because of my work as an engineer I now have the con-fidence and ability to investigate and discover how tomake things possible, and to ask others if I don�t know.


Section 3: TECHNICAL RESOURCES

3A: SUGGESTIONS ON HOW TO SOLVE THE PROBLEM

Here is one engineer�s approach to solving the problem in Design Brief 1 (see Section 1). The solutions suggestedwould not be suitable for the classroom but the purpose of this contribution is to show how the problem solvingprocess can be applied. Hints for solving the problem in your classroom are provided in Section 6.

Step 1Define the task! �Make a new product from an old ice cream container�.

Step 2Look for (and find) a problem that needs to be fixed. For example, leaking taps � the washers arenever good enough.

Step 3Use the ice cream container lid to supply the raw material for a new type of washer. The plastic isflexible and lubricated. Develop specifications and design a product based on the materials avail-able.

Step 4Look for an unsatisfied need in the community. Washing and ironing clothes are chores that mostpeople would like to avoid.Devise a new material from the ice cream container that is:

� waterproof

� does not need washing and ironing; and

� can be moulded into a new age shirt or blouse.

Step 5Test the market need for the solutions in steps 3 and 4. Undertake a feasibility study.

Step 6Test the various options as prototype products.

Step 7Market and sell the products.


3B: A CASE STUDY � AN ENVIRONMENTAL ENGINEER AT WORK

Old service stations are often pulled down so that they can be replaced with new buildings such ashouses, shops or offices. The owner of the service station is usually the one who has the responsibilityfor cleaning up the site. The owner would ask an environmental engineer to inspect the site. Liza is anenvironmental engineer and she describes how this inspection would be done.

The client (usually the person wanting to sell the site) would want to know if the land is contaminatedby any chemicals. The fuel that has been stored there over many years could contaminate servicestation land. If there was a problem with the land the person wanting to buy the land may no longer beinterested.An environmental engineer is engaged to do a preliminary inspection of the site. The task of thisperson is to decide whether there is likely to be any contamination. The exact amount and type of thecontamination is not determined at this time.The environmental engineer is then asked to carry out an environmental assessment of the site andthen prepare a plan called a �work plan�. Before making a work plan the environmental engineerwould study the history of the site. Aerial photographs are studied to see what things could havecaused the contamination in the past, and investigations are carried out to discover the type of soiland underground water that exists on and around the site.The work plan is completed and it could include the following.

� Locating areas where contamination could have occurred, such as under and near the fuelstorage tanks.

� Locating areas where there appears to be no contamination, such as lawns and gardens.� Suggesting where soil and water samples should be taken from the site. The samples are kept

cold using ice in an Esky and taken to a laboratory where they are tested to find out whatchemicals have contaminated the soil.

The laboratory writes a report and sends it to the environmental engineer. After studying the reportthe engineer then writes another report for the client. This report describes the areas that are contami-nated, and offers suggestions for more tests to get a better understanding of the problem. The reportcould also offer recommendations on how to clean up the site if this was necessary.The client then decides whether to carry out more tests or to clean up the site. If more testing isneeded then other samples are taken and sent away to be examined. This new testing will give a betterpicture of the contamination at the site, such as how deep and how wide is the contaminated area. Allthis new testing becomes quite expensive.The engineers use what is known as acceptable levels of chemical contamination to help them makea decision. An acceptable level depends on what the client wants to do with the site. There areStandards and Guidelines to help the engineer make decisions about the suitability of the site for theproposed use.If the levels of contamination are too high the site is cleaned up. This could involve getting an exca-vator to remove the contaminated soil and then using trucks to take it to a safe disposal area. New soilmay have to be brought in to replace the contaminated soil that has been removed.Before the new soil is dumped on the site more tests are taken to make sure that all the contaminatedsoil has been removed.


3C: SOME SIMPLE TESTS FOR PLASTICS

Here are a few simple tests that might help students understand that all plastics are not the same eventhough many may look alike. You can decide whether to let the students do the tests them selves or todo them yourself. Remember to try these test before you attempt them in the classroom becauseMurphy�s Law, �If anything can go wrong it will�, is always in action in every classroom.

TEST 1: A SIMPLE EXAMINATION

This is just a simple examination of different type of plastic.

What you need� A number of different types of plastic. Get as many as you can, for example:

� HDPE � 2 litre milk bottles or other items identified by the number 2 (Refer to section 1for the description of the symbols that identify different plastic types).

� PET � clear soft drink bottles or items identified with the number 1.� PVC � insulation on electrical cables, electrical conduit or plumbing pipes.� LDPE - garbage bags (the thick ones).� PP � margarine containers with the number 5 in the symbol.� EPS � polystyrene cups or packaging.

� A good sharp pair of scissors.� A magnifying glass.

What to do� Examine each type of plastic:

� Look at it� Feel it� Bend it� Scratch it with the pointed end of a nail� Push the pointed end into the plastic

� Cut pieces from each sample (approximately 15 mm wide by 30 mm long).� Examine the cut edge of the pieces.� Record your observations

What you should findThe appearance of many of the plastic types is similar. The foamed polystyrene used in cups and forpackaging does look different. The colour of a plastic can be altered by adding pigments during themanufacturing process. The bending test should be carried out on test pieces of similar thickness.

TEST 2: THE DENSITY TEST

The density of a material is its weight per unit volume. Refer back to Section 1 for an explanation ofdensity.

What you need� The pieces of plastic you cut out in Test 1� Large glass or bowl� Dishwashing liquid� Table salt� Spoon

What to do� Fill the glass with water and add a couple of drops of dishwashing liquid.� Drop the test pieces into the water, making sure that there are no air bubbles on the surface of

the plastic.


� Observe if any of the test pieces float.� Add a small amount of salt and stir.� Observe if any test pieces now float to the surface.� Keep repeating the previous two steps.� Record the order in which the test pieces float to the surface.

What you should seeDifferent types of plastic have different densities. If a plastic has a density less than plain water it willfloat. As you add salt the density of the water increases and when it exceeds that of a particularplastic that piece will float to the surface. The order in which the plastic types rise to the surface helpsyou identify the relative densities.

TEST 3: THE HEAT CONDUCTIVITY TEST

A material that allows heat to easily pass through it is said to be a good conductor of heat. Materialsthat resist the passage of heat are called insulators.

What you need� Polystyrene cup� Cup or drinking vessel made of some other type of plastic� Metal drinking vessel or used steel food can (eg. baked beans)� Electric kettle� Thermometer� Watch with second hand

What to do� Heat the water to about 70o C.� Fill all of the vessels with an equal amount of heated water.� Wait two minutes and measure the temperature of the water.� Feel the side of the vessel with the back of your hand.� Repeat the two previous steps at two-minute intervals.� Record your observations.

What you should see and feelSteel is a good conductor of heat therefore heat from the water passes easily to the metal and heats itup. To do this the water loses heat and the temperature drops. Polystyrene is a good insulator and theheat cannot pass into the cup therefore the water retains the heat and the temperature remains high.Other plastics are not as good as insulators therefore the results should be somewhere in between themetal and polystyrene.


Section 4: ASSESSMENT

THE CLASSROOM CONTEXT

Design brief 1 is one for individual students and Design brief 2 is really more suitable for smallgroups.

InvestigatingTo cover the areas for this phase you could consider allocating specific topics to individual students.The information gathered could then be shared with the group or the whole class. Collaboration issomething we need to encourage.

DesigningIf the individual approach is taken then each student should be expected to come up with at last twodiscernibly different design options. A small group should be expected to develop at least four differ-ent options. With the group approach you somehow have to be able to identify the contribution of theindividual members of the group for assessment purposes.

ProducingThere are no problems with the individual approach. However, if you choose to use small groups youstill need to monitor the efforts of individual students for assessment purposes.

EvaluatingYou could ask for individual evaluations irrespective of whether it was essentially an individual orsmall group approach.

LINKING THE STUDENT ACTIVITIES IN EACH PHASE TO THE LEARNING OUTCOME

The following diagrams show the link between the activities, the curriculum focus and the learningoutcome. It is essential that the work the students do provides you with the information you require tomake a judgement about their level of achievement. Get this part right and assessment becomes mucheasier.The first (top) box contains the activities described in section 1. The middle box is the curriculumfocus for that particular outcome and the last box is the actual outcome. The arrows indicate that theactivities cover the points in the curriculum focus and that in turn is related to the learning outcome.


To achieve this level a student should be able to:� Trace the history of the packaging of a familiar food product, e.g. biscuits,

cheese, butter or meat.� Identify a material used in food packaging and describe the processes used in

its manufacture.� Identify design changes in food packaging and the reasons that influenced them.

e.g. new materials, new methods of food processing (instant coffee, cup of soupand frozen or take away-food items).

� Describe social implications associated with the use of materials, for example,the cost of packaging or the shelf life of the food.

� Describe environmental implications associated with the use of materials suchas plastic, glass and paper. This would include the use of natural resources,waste disposal and recycling.

� Identify other uses for the materials used in packaging.ð

LEVEL 4 MATERIALS STRAND - INVESTIGATING PHASE (DESIGN BRIEF 1: THE ICE-CREAM CONTAINER)

The student should provide evidence thatshe/he is able to:� trace the origins of familiar products� identify the materials and processes

used in the manufacture of familiarproducts

� identify associated design changes.describe social and environmentalimplications associated with the useof materials

� identify different uses for traditionalmaterials

� describe how to recycle materials andcontrol waste

Curriculum focus (ref. CSF)

ðð

ð

Explain how the characteristics of ma-terials influence product design

Learning outcome

Activities in this phase


To achieve this level a student should be able to:� Produce a design proposal for modifying the ice-cream container that takes

into account some social and environmental implications, for example, meetingsome need of an individual or group and contributing to reducing pollution.

� Explore alternative design proposals for the ice-cream container.� Identify alternative materials that could be used to make the product if the ice-

cream container was not available.� Explain why these materials were selected and others rejected.� Produce diagrams and drawings with annotations that highlight important

features. The drawings should describe the shape and size of the product,materials to be used, joining methods and any other important information.Correct basic technical terms and symbols should be used.

� Give reasons why the preferred design option has been selected. The reasonsshould relate to the information in the design brief.

� Describe ways to test the effectiveness of the product. This could be a performancetest or a consumer survey.

ð

LEVEL 4 MATERIALS STRAND - DESIGNING PHASE (DESIGN BRIEF 1: THE ICE-CREAM CONTAINER)

The student should provide evidence that she/he is able to:� generate design proposals that take into

account some social and environmentalimplications

� explore alternative design proposals selectmaterials according to their intended use

� give reasons for selecting some materialsand rejecting others

� produce diagrams, drawings and modelsusing basic technical terms and symbols

� justify the preferred design solutionoutline methods to test the effectiveness ofthe product


ðð

ð

Prepare designs and justify selection ofthe preferred option

Learning outcome



To achieve this level a student should be able to:� Use skills and techniques to work with materialss safely.� Apply skills and techniques to produce the design option described in their

drawings.� Use suitable methods to join materials (sewing, gluing, fastening, connecting,

etc).� Operate equipment correctly and safely (saws, scissors, punches, tape measures,

stapler)� Maintain the equipment they use and explain how and why this is carried out.� Process the materials to achieve specified outcomes, for example, to cut to size

and shape, to join, or to produce a particular finish such as painting.� Modify techniques to improve quality and presentation of the product. This

could include ways of doing things to achieve greater accuracy, better finishand performance.

� Continually monitor their progress and review their plans and techniques tominimise waste of materials, time and resources. ð

LEVEL 4 MATERIALS STRAND - PRODUCING PHASE (DESIGN BRIEF 1: THE ICE-CREAM CONTAINER)

The student should provide evidence that she/he is able to:� apply skills and techniques to work materials safely� apply skills and techniques to achieve design requirements� use suitable methods to join materials (sewing, gluing,

fastening, connecting, mixing)use suitable methods to operate equipment correctly andsafely (saws, cameras, scissors, punches, tape measures)

� use suitable methods to maintain the equipment they use� process the materials to achieve specified outcomes� modify techniques to improve quality and presentation� review their plans and techniques� make modifications which minimise waste of materials,

time and resources


ðð

ð

Organise and apply a range of techniquesfor safely working materials to meet therequirements of the preferred design

Learning outcome



To achieve this level a student should be able to:� Make judgements about their product that demonstrates an awareness of the

concept of quality. This would include comments on accuracy, finish andperformance.

� Test their own product using the methods described in the design phase.� Report on their success in minimising time, waste and resources.� Assess, in a basic manner, the implications of their designs, products and

production processes. For example, �What could be done next time to improvethe product and the way it was made?�

� Express their ideas and outcomes in oral, written and graphical forms.ð

LEVEL 4 MATERIALS STRAND - EVALUATING PHASE (DESIGN BRIEF 1: THE ICE-CREAM CONTAINER)

The student should provide evidence thatshe/he is able to:� judge their own product with

increasing discrimination� test their own product as a solution

to the problem� report on their success in minimising

time, waste and resources� assess, in a basic manner, the

implications of their designs,products and production processes

� express their ideas and outcomes inoral, written and graphical forms

Curriculum focus (ref. CSF)ðð

ð

Test the effectiveness of his or her ownproducts and assess the efficiency of theprocesses used

Learning outcome



To achieve this level a student should be able to:� Investigate the part engineers play in protecting the environment.� Research the history of paper and paper-making� Identify the raw materials used to make paper and describe the processes used

to convert them into the finished material.� Identify associated design changes over the years in products where paper/

cardboard has been replaced by new materials such as plastic. Packaging is oneexample.

� Explain why paper is still important in our everyday life.� Make a class list of all the uses we have for paper/cardboard.� Describe the environmental impact of the use of paper in Australia. This would

include the idea of recycling and a comparison with some other commonmaterial, e.g. aluminium or plastic.

� Describe products that are made from recycled paper and how we can identifythem. ð

LEVEL 4 MATERIALS STRAND - INVESTIGATING PHASE (DESIGN BRIEF 2: PAPER MAKING)

The student should provide evidence thatshe/he is able to:� trace the origins of familiar products� identify the materials and processes

used in the manufacture of familiarproducts

� identify associated design changes� describe social and environmental

implications associated with the useof materials

� identify different uses for traditionalmaterials

� describe how to recycle materials andcontrol waste


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Learning outcome



To achieve this level a student should be able to:� Produce a design proposal that takes into account some social and environmental

implications, for example, reasons why recycled paper rather than new paper isused, or how to let the reader know that this is recycled material.

� Develop at least two other design proposals that are discernibly different.Encourage imagination and innovation and therefore expect some degree ofimpracticability.

� The use of materials other than paper for sending a greeting should be exploredand the relative benefits and/or problems associated with the use of each materialshould be evaluated. This should involve some consideration of thecharacteristics/properties of the material and their suitability for this purpose.

� Produce diagrams and drawings to describe their design ideas. The drawingsshould include annotations pointing out important features and use appropriatebasic technical terms and symbols. The drawings should include descriptionsof shape, size, material, text and graphics related to the card.

� Give reasons why one design option was selected in preference to alternatives.The reasons should be related to the design brief.

� Describe ways to test the effectiveness of the finished product, for example, thequality of the card itself, the text used for the message and the appropriatenessof the graphics. A consumer survey could be used. ð

LEVEL 4 MATERIALS STRAND - DESIGNING PHASE (DESIGN BRIEF 2: PAPER MAKING)

The student should provide evidence that she/he is ableto:� generate design proposals that take into account

some social and environmental implications� explore alternative design proposals

select materials according to their intended use� give reasons for selecting some materials and

rejecting others� produce diagrams, drawings and models using basic

technical terms and symbols� justify the preferred design solution� outline methods to test the effectiveness of the

product


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Learning outcome



To achieve this level a student should be able to:� Demonstrate that they have skills and techniques to work with the materials

safely.� Use skills and techniques to produce the card described in the preferred design

option.� Use suitable methods to join materials, e.g. a photograph or other graphic to

the front of the card.� Use suitable methods to operate equipment correctly and safely (saws, cameras,

scissors, punches, tape measures)� Demonstrate that they can maintain the equipment they use and explain how

and why it is done.� Produce recycled paper that can be used to make a card.� Make decisions during the production that will improve the quality of the final

product.� Continually monitor the work and make changes to their plan that will minimise

waste of materials, time and resources. ð

LEVEL 4 MATERIALS STRAND - PRODUCING PHASE (DESIGN BRIEF 2: PAPER MAKING)

The student should provide evidence that she/he is able to:� apply skills and techniques to work with materials safely� apply skills and techniques to achieve design requirements� use suitable methods to join materials (sewing, gluing, fastening,

connecting, mixing)� use suitable methods to operate equipment correctly and safely

(saws, cameras, scissors, punches, tape measures)� use suitable methods to maintain the equipment they use� process the materials to achieve specified outcomes� modify techniques to improve quality and presentation� review their plans and techniques� make modifications which minimise waste of materials, time and

resources


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Organise and apply a range of techniquesfor safely working with materials to meetthe requirements of the preferred design

Learning outcome



To achieve this level a student should be able to:� Make judgements about their product that demonstrates an awareness of the

concept of quality/accuracy.� Evaluate the success of their own product as a solution to the problem outlined

in the design brief.� Report on their success in minimising time, waste and resources.� Assess, in a basic manner, the implications of their designs, products and

production processes.� Express their ideas and outcomes in oral, written and graphical forms.ð

LEVEL 4 MATERIALS STRAND - EVALUATING PHASE (DESIGN BRIEF 2: PAPER MAKING)

The student should provide evidence that she/he is able to:� judge their own product with increasing

discrimination� test their own product as a solution to the

problem� report on their success in minimising time,

waste and resources� assess, in a basic manner, the implications

of their designs, products and productionprocesses

� express their ideas and outcomes in oral,written and graphical forms


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Test the effectiveness of his or her ownproducts and assess the efficiency of theprocesses used

Learning outcome



Section 5: FURTHER OPTIONS

5A: INTEGRATING LEARNING AREAS

Integrating areas of learning is the way to go and Technology lends itself to this approach. A quickbrainstorming session produced the concept map below. Use this as a starting point to think of waysto integrate �the environment� with other topics.

5B: WORKING WITH STUDENTS OF DIFFERING ABILITIES

The tables on the following pages show the differences in each of the four phases at Levels 3, 4 and5. Having students working at different levels within one class is not a new experience for primaryteachers. What it all means is that students working towards achieving Level 3 will need to learndifferent things from the student who is striving to reach Level 4. Those working towards Level 5 willneed something different again. The tables are based on the curriculum focus for each learning out-come at each level. It is the curriculum focus that tells you what it is the students should know and beable to do.

ENVIRONMENT

Egineers

Pollution

Water

Rivers

Preventing damage

Repairing damage

Science

Better understanding

Conservation

EnergyEfficient use

New Processes

Raw materials

New Materials

Waste Disposal

Recycling

Concern for environment

MaterialsPeopleGovernment

Laws Policing Health

Throw away attitude

New Sources

Groundwater

Oceans

Soil

Air

Smog

Greenhouse effect

Warmer climate

New knowledge


Level 3

To achieve this level a student will have to be able to:� classify a range of materials into three basic groups� select from a range of materials the most suitable one

for a given situation� discuss and give reasons for the selection� describe methods used to alter the characteristics of

at least two common materials� identify at least one material that is in limited supply� describe how two common materials can be recycled

Level 4

To achieve this level a student will have to be able to:� trace the origins of familiar products� identify the materials and processes used in the

manufacture of familiar products� identify associated design changes� describe social and environmental implications

associated with the use of materials� identify different uses for traditional materials� describe how to recycle materials and control waste

Level 5

To achieve this level a student will have to be able to:� make judgements about appropriateness of products

and processes for different needs within households,communities and environments

� identify positive and/or negative consequences of usingexisting materials

� identify the potential use of new materials� show how individual needs and values and

environmental attitudes affect the design of products� describe the historical development of familiar

products� describe how the availability of resources affects the

design of a product

Level 3

To achieve this level a student will have to be able to:� generate designs after examining the problem that

show sufficient detail to indicate the materials to beused

� generate designs that show how the product is to beconstructed

� select materials based on characteristics that matchthe intended use

� consider the techniques and equipment needed for thecompletion of their task

� suggest methods for testing the suitability of theirproducts

Level 4

To achieve this level a student will have to be able to:� generate design proposals that take into account some

social and environmental implications� explore alternative design proposals� select materials according to their intended use� give reasons for selecting some materials and rejecting

others� produce diagrams, drawings and models using basic

technical terms and symbols� justify the preferred design solution� outline methods to test the effectiveness of the product

Level 5

To achieve this level a student will have to be able to:� prepare detailed design proposals from a range of ideas� test a wide range of materials to determine suitability

for desired results and effects� test a wide range of equipment to determine suitability

for desired results and effects� organise production processes to achieve desired

outcomes� decide the means to determine the suitability of the

product

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MATERIALS STRAND - INVESTIGATING PHASE

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MATERIALS STRAND - DESIGNING PHASE

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Level 3

To achieve this level a student will have to be able to:� use different methods of joining materials (gluing,

fastening, stitching)� manipulate materials in different ways to suit the

problem� review their plans and techniques when required,

altering their product as a result� add these alterations to the design (often after they

have been made to the product)

Level 4

� apply skills and techniques to work with materialssafely

� apply skills and techniques to achieve designrequirements

� use suitable methods to join materials (sewing, gluing,fastening, connecting, mixing)

� use suitable methods to operate equipment correctlyand safely (saws, cameras, scissors, punches, tapemeasures)

� use suitable methods to maintain the equipment theyuse

� process the materials to achieve specified outcomes� modify techniques to improve quality and presentation� review their plans and techniques and make

modifications which minimise waste of materials, timeand resources

Level 5

To achieve this level a student will have to be able to:� produce their products following their designs,

justifying any modifications� develop and apply skills in the manipulation and

processing of materials to an increased level ofprecision

� use more sophisticated equipment at times� identify some faults in tools and equipment� continue to demonstrate safe and responsible work

practices

Level 3

To achieve this level a student will have to be able to:� compare their products with original intentions and

assess how they meet design requirements� test the product according to suggested criteria where

necessary� prepare reports (oral/written) which suggest

modifications to their own and/or the products ofothers

� review their material selection and whether wastagecould be reduced

� incorporate modifications on some occasions

Level 4

To achieve this level a student will have to be able to:� judge their own product with increasing

discrimination� test their own product as a solution to the problem� report on their success in minimising time, waste and

resources� assess, in a basic manner, the implications of their

designs, products and production processes� express their ideas and outcomes in oral, written and

graphical forms

Level 5

To achieve this level a student will have to be able to:� assess their products and the techniques used

according to design proposals� record any changes to their design proposals� comment on the suitability of the product in a final

report, based on their findings and comparisonswith similar products

�make recommendations for future changes

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MATERIALS STRAND - PRODUCING PHASE

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MATERIALS STRAND - EVALUATING PHASE

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Section 6: SOME USEFUL INFORMATION.

In this section you will find information that would be useful in planning and delivering the unit inyour classroom.

a and b: Student worksheets for use with the investigation of engineersHere are some questions that you could use to produce a worksheet for the investigation of theengineers. The students could be given photocopies of the pages in Section 2: The Engineers as aprimary reference. However, they should be encouraged to use other resources such as dictionaries,encyclopedias and relatives and friends. If you have access to a multi-media computer you might liketo explore the Internet and find other useful bits of information that your students could use.

Some teachers have found it useful to:� allow students to choose which of the two engineers they want to investigate; and� refer to the engineers by their names and encourage the students to do the same.

c: A letter to be sent homeIf you want to get the students to do some work at home you might like to think about sending homea letter explaining what this unit is all about. Not only does it keep parents and caregivers informed,it might also encourage those at home to help in some way.

d and e: Introducing Design brief 1Two suggestions for introducing Design brief 1

f: Paper-making by handA description of the process for making paper by hand.

g: Some hints for solving the problem in Design brief 1This should help you guide the students to a suitable solution of Design brief 1.


6A: QUESTION SHEET � LIZA

Liza is a Chemical Engineer. Her interest in engineering was rewarded when she was given an awardas the Young Engineer of the Year in 1995.

1. Liza graduated as a Bachelor of Chemical Engineering. What does the word �Bachelor� meanwhen it used to describe someone like Liza?

2. Liza works as an environmental engineer and she must look after the environment. Explain howshe does this.

3. What does the word �contamination� mean?

4. How would air pollution make people sick?

5. Liza�s work as an environmental engineer is different to the work done by other engineers. Howis it different?

6. Liza works with a lot of different people. What are the occupations of these people?

7. What does Liza find rewarding about her job as an engineer?

8. There is one important reason why Liza likes her job. What is this reason?


6B: QUESTION SHEET � KEN

Ken is an engineer. He was born in Queensland, went to school there and attended the QueenslandUniversity of Technology.

1. What was the name of the degree Ken completed at university?

2. How did Ken become interested in engineering?

3. What was Ken�s first job after finishing his engineering degree?

4. Ken worked on designing high voltage transformers for power stations. Find out why transformersare important in the transmission of electricity across the country.

5. Ken now works as a Manufacturing Engineer. What sot of work does he do in this job?

6. Engineers like Ken work as a team. What does he have to do to be a good team member?

7. How do manufacturing engineers make sure the environment is not damaged?

8. List three things Ken likes about being an engineer.


6C: LETTER FOR THE STUDENTS� PARENTS

Dear ��.,

Your son or daughter has been asked to find out something about the environment. They might belooking for photographs or information about pollution and conservation. All this is part of a Tech-nology unit of work that is looking at how engineers look after the environment.

Environmental engineers give advice on how to fix up environmental damage done in the past, andthey help other engineers solve new problems without damaging the environment.

If you know something about pollution and conservation then you can share that with your child. Ifyou know very little or nothing, now is the time to learn with them.

The teacher


6D: INTRODUCING DESIGN BRIEF 1

You could use the following facts to introduce this unit of work.

The plastic factsPlastic is a really useful material. It is cheap to make, it is lightweight and strong, and it comes in lotsof colours. Plastic is also a really difficult material to throw away; it stays around for a long, longtime.Plastic waste is an environmental problem and the facts are frightening. The information below waspublished in the Herald Sun on 6th February 1997, and it came from Clean Up Australia Day

� Australians use 4 billion plastic bags every year. That�s 4,000,000,000,000 bags and theywould make a plastic mountain if they were all dumped in the same place.

� 230,000 plastic supermarket bags are buried in rubbish tips every hour.� Australian households generate 877 tonnes of plastic every day.� Plastics are not biodegradable. They will not rot away in the ground, and they last for 10 to 20

years in the environment.� Plastic is the most common type of rubbish picked up on Clean Up Australia Day.� The plastics industry is growing at a rate of 5% each year. This means that for every 20 bags

we used last year we are now using 21 this year.

What can we doThe Clean Up Australia Day Committee suggest that we could help to make Australia a better placeif we thought about the things below.

� Think twice before you accept a plastic bag.� Carry a string bag.� Reuse plastic bags.� Choose cardboard boxes instead of plastic bags.� Use plastic recycling services.


6E: INTRODUCING DESIGN BRIEF 1 � ANOTHER OPTION

Another option you have for introducing this unit is to use the case study in Section 3 � �An environ-mental engineer at work�. Every student would know what a service station is, and most, if not all,would know of a service station that had been pulled down and the site used for some other purpose.One suggestion is to have a brief discussion about the words environment and pollution followed bythe 3Rs � reduce, recycle and reuse. The concept of recycle and reuse can be extended to land such asold service stations.The classroom discussion can then be followed by an assignment based on �An environmental engi-neer at work�. Some possible questions are listed below.

1. The environmental engineer woks for a client. Who is the client?

2. Why would the client want to know if the site was contaminated?

3. Why would a person interested in buying the site want to know about contamination?

4. How could the site become contaminated?

5. The environmental engineer is asked to carry out an environmental assessment. What does theword assessment mean?

6. Before the engineer does this assessment they prepare a work plan. What would the engineer putin this work plan?

7. The engineer has to do something before the work plan. What do they do?

8. Samples of the soil are sent to a laboratory for testing. What is a laboratory?

9. After testing the soil samples the laboratory sends a report to the engineer. The engineer thenwrites a report for the client. What does the client have to do with the engineer�s report?

10.When environmental engineers have to make a decision about whether the site is contaminatedthey use �acceptable levels of chemical contamination� to help them. What do you think acceptablelevels mean?

11. If there is too much contamination on the site what can the client do to make it safe?


6F: PAPER-MAKING

Paper-making is an activity that children of all ages (from 6 to 60) enjoy. The basic method of paper-making has not changed over the centuries even though technology has given us the capability toproduce different types of paper in large quantities and of consistent quality.

What you need� White Kleenex type tissues� Blender� Measuring jug� Large tray� Piece of nylon netting or flywire� Wooden frame� Iron� Quantity of moisture absorbing cloths or pieces of blotting paper

WHAT TO DO

Make a mould� This is the most important item of equipment. You

could buy one from a craft shop but you could alsomake your own.

� Make a screen by stretching some nylon netting orfibreglass fly wire over a wooden frame. If you can�tmake the frame get some friendly handy-person to doit for you.

To make one sheet of paper� Take three tissues and tear them into 2 centimetre squares.� Place the pieces in a blender and add 750 millilitres of warm water (250 mlfor each tissue).� Blend until a nice soupy mixture is formed.

� Pour the pulp onto the screen to get a nice even spread.� Move the screen backwards and forwards and from

side to side to help the pulp spread evenly and also tolet excess water drain off.

� Place the screen on a cloth and cover the screen andpulp with another cloth.


� Turn it all over carefully and lift the screenand top cloth clear.

� Replace the cloth over the paper and use a warm iron until thepaper starts to dry.

� Carefully remove the paper from the clothsand place it on a flat surface in a dry warmspot to dry.

Some other options� To get coloured paper you could add food dyes, instant coffee or very strong tea. For softer

natural shades you can experiment with small pieces of plants such as leaves or petals.� Use other types of paper such as copying paper, coloured napkins, brown paper and coloured

tissue paper.� You could try making paper from newspaper. The result should be a grey-coloured paper.

A WORD OF WARNING

The process of making paper by hand has the potential to be very messy and take some time, but theresults are well worth the effort. Some things to consider:

� You will need access to lots of water.� A blender is needed and make sure everyone knows to keep the top on while it is blending.� Access to an iron and a flat surface is necessary.� Space is required to store the sheets while they dry.� Dispose of waste pulp in a rubbish bin and not into the sewerage of storm water systems.

ADDITIONAL INFORMATION

Look in your school or local library for more information about paper-making. It is a popular craftactivity so there should be lots of advice.


6G: SOME HINTS FOR SOLVING THE PROBLEM IN DESIGN BRIEF 1

The list below provides a few hints that could prove useful in solving the problem posed in DesignBrief 1.

� One approach is to specify a particular sort of container such as the two-litre type that is easyfor students to obtain.

� There are two parts to the container � the container itself and the lid. The students could selecteither part to use in solving the problem or they could use both.

� If the new product is to be a container the students could consider:� What sort of things can be kept in a container?� If you can�t see the contents how do you know what is inside?� How do you know the level of the contents? Some opaque containers have a small trans-

parent window.� Some containers have lids; others have handles or handles and lids. Some containers might

have to be hung from a hook.

� The ice cream container can be used in different positions such as upside down and on its side.

� Think of the properties (characteristics) of the plastic used in ice cream containers. For exam-ple, the plastic is light in weight, it is smooth and flexible, it comes in different colours and itwon�t rust if it gets wet. A light plastic would not be good for a dog�s feed bowl because itwould blow away in a light wind therefore the weight of the product has to be increased.

� Remember to look at the symbol on the bottom of the container and the underside of the lid. Ifthe students know the type of plastic used to make the container they could investigate otherproducts made from the same plastic.

� The new product could be a different shape therefore the container and lid would be the rawmaterial.

� A brain-storming session with a small group of teachers came up with ideas such as a hangingbasket, dog�s food bowl, nesting box or a spreader for seed or fertilizer.

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