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A2Scheme of WorkEnvironmental TechnologyThis is an exemplar scheme of work whichsupports the teaching and learning of theEnvironmental Technology specification

A2 Environmental Technology

Contents Page

Unit A2 1: Building and Managing a Sustainable Future 5

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CCEA Exemplar Scheme of Work: A2 Environmental Technology

Introduction

CCEA has developed new GCE specifications for first teaching from September 2013. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. There are a number of web-based support materials to help you in the introduction of the new specification. These have been referred to throughout the scheme of work and are highlighted using the following symbol . When you see this symbol, the resource can be found on the CCEA GCE Environmental Technology microsite.

I hope you find this support useful in your teaching.

Best wishes Judith RyanEducation ManagerDesign and Technology

E-mail [email protected] 028 90 26 1200 (ext: 2133)

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http://www.ccea.org.uk/microsites


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CCEA Exemplar Scheme of Work:

A2 Environmental Technology

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Unit A2 1: Building and Managing a

Sustainable Future

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CCEA Exemplar Scheme of Work: GCE Environmental Technology

Specification: GCE Environmental Technology

Unit A2 1: Building and Managing a Sustainable FutureSpecification Content

Learning Outcomes Teaching and Learning Activities

Resources

Sustainability and Future Development

Students should be able to:

understand how the increasing world population affects demand for the Earth’s resources: fuel, water, food and shelter;

Students should refer to the Fact File and the links to review world population data and produce notes on the following topics such as:- What trends can be

observed?- What changes are

happening in different countries/regions?

Students produce notes on the impacts of these changes and trends and their impact on:- Fuel supply and

consumption;- Water supplies and

demands;- Food production; and- Shelter.

Students also produce observations on how demands change as people and societies become more affluent.

Fact File: World Population and Demand for Earth’s Resources.

http://www.globalissues.org/issue/198/human-population

http://www.actionbioscience.org/environment/hinrichsen_robey.html

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Specification Content


Resources

Sustainability and Future Development (cont.)


debate the role of technology in meeting global requirements in the context of the relationship I= PAT(I = impact, P = population, A = affluence, T = damage caused by technology) in comparing environmental impacts;

Students use the Fact File and the links to produce presentations on:- The meaning and

significance of the term I=PAT;

- Examples of products and services and identify how the environmental impact of those products can vary;

- The effect of an increasing number of people using the products identified;

- The impact of people being able to afford to spend more on a product;

- The likelihood of a better product having a greater or lesser impact on the environment;

- Does more technology cause more or less environmental impacts; and

- Do some products create positive environmental impacts?

Fact File: I=PAT

http://www.population-growth-migration.info/essays/IPAT.html

http://sustainablescale.org/ConceptualFramework/UnderstandingScale/MeasuringScale/TheIPATEquation.aspx

http://www.eoearth.org/view/article/153641/

define and explain the Students use the Fact File Fact File: Ecological

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concept and measurement of an ecological footprint for individuals and nations and the link between an ecological footprint and a carbon footprint;

and the links to define the concept of a ecological footprint for individuals and nations.

Students use the second link to calculate their own ecological footprint.

Footprint and One Planet Living

http://www.sustainability-ed.org.uk/pages/look3-2.htm

http://www.ecologicalfootprint.com/



Resources

Sustainability and Future Development (cont.)


define and explain the concept and measurement of an ecological footprint for individuals and nations and the link between an ecological footprint and a carbon footprint (cont.); and

Students produce summary notes on the factors which make up an individual’s ecological footprint.

Students use the ezine and cyberphysics links to explain the link between an ecological footprint and a carbon footprint.

Students calculate their own carbon footprint.

Students should also consider the following:- Why we need land?- Is the amount of land

needed to meet needs the same everywhere in the world?

- Do some people require

http://ezinearticles.com/?Carbon-Footprint-Versus-Ecological-Footprint&id=1501837

http://www.cyberphysics.co.uk/PowerPoints/CarbonFootprint.pps

http://carboncalculator.direct.gov.uk/index.html

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more land than others to meet their requirements? and

- Do some countries require more land than others?

understand the concept of One Planet Living (OPL).

Students use the links to make presentations on the concept of One Planet Living and the 10 abiding principles contained therein.

http://www.oneplanetliving.org/index.html

http://www.oneplanetliving.net/what-is-one-planet-living/

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Resources

Waste Management Students should be able to:

discuss Northern Ireland’s over reliance on landfill and the difficulties associated with locating and developing new landfill sites;

Students should refer to the Fact File and the identified links to produce a presentation on the issues connected with Northern Ireland’s over reliance on landfill. Issues to be considered include:- Transport to site;- Potential perceived smells;- Land taken out of

production;- Seepage of waste into

groundwater;- Potential for vermin;- Gas; and- Stability

Fact File: Landfill

http://www.doeni.gov.uk/index/protect_the_environment/waste/landfill.htmhttp://www.belfasthills.org/content/landfill

http://www.letsrecycle.com/news/latest-news/legislation/northern-ireland-councils-set-landfill-allowances-to-2020

list the major waste types and the priority waste streams identified in the Northern Ireland Waste Management Strategy;

Students refer to page 19 of the Northern Ireland Waste Management Strategy and list major waste types and priority waste streams.

http://www.doeni.gov.uk/niea/wms.17.pdf

describe how the key EU strategies and directives identified in the Northern Ireland Waste Management Strategy are driving

Students summarise the information on page 3 of the first link document to describe how EU strategies and directives are influencing

http://www.doeni.gov.uk/niea/niwms.pdf

http://rethinkwasteni.org/about-waste/eu-directives/

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http://www.belfasthills.org/content/landfill

http://www.belfasthills.org/content/landfill

http://www.doeni.gov.uk/index/protect_the_environment/waste/landfill.htm




improvements in waste management practice in Northern Ireland;

waste management practice in Northern Ireland. The second link can be used for more information.

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Resources

Waste Management (cont.)


explain the term ‘waste management hierarchy’ with reference to prevention, reduce, reuse, recycle, energy recovery and disposal;

Students refer to the links to provide an explanation and diagrammatic representation of the term “waste management hierarchy” and the various elements contained within.

http://www.planningni.gov.uk/index/policy/policy_publications/planning_statements/pps11/pps11_introduction/pps11_waste_management_strategy/pps11_the_waste_management_hierarchy.htm

http://rethinkwasteni.org/about-waste/waste-hierarchy/

outline the main processes associated with waste recycling at a Materials Recovery Facility (MRF) for common domestic waste items such as glass, aluminium, paper and plastics;

Students use information contained in the links to provide an outline of the main processes used in a Materials Recovery Facility. This could be done by producing an annotated schematic diagram of an MRF.

http://www.recycleforgreatermanchester.com/clientfiles/File/VL%20Factsheets%20x6%20A4%20August%202011_MRF.pdf

http://www.waste-technology.co.uk/MRF/mrf.html

explain the process by which waste in landfill breaks down over time and identify the

Students use the information contained in the links to produce annotated schematic

www.delph.org.uk/resources/Landfill 1+Report+from+Rob

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http://www.delph.org.uk/resources/Landfill1+Report+from+Rob+Knotts.doc














factors that influence the rate at which methane and leachate are produced;

diagrams illustrating the operation of a landfill site.

+Knotts.doc

http://science.howstuffworks.com/environmental/green-science/landfill6.htm

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Resources

Waste Management(cont.)


explain the process by which waste in landfill breaks down over time and identify the factors that influence the rate at which methane and leachate are produced (cont.);

Students should also consider:- Does each material

decompose?- How long does each take to

decompose?- Are other inputs needed to

cause decomposition e.g. water, oxygen, etc;

- What by-products are produced when materials decompose?

- What impacts do these have on the environment?

demonstrate how modern engineered landfill sites are designed to address the problems of methane and leachate production, using the terms ‘dry tomb’ and ‘bioreactor’; and

Students use information contained in the links to explain the difference between bio-reactor and dry tomb technologies and the principle features of each.

http://www.schulich.ucalgary.ca/Civil/csce_calgary/2006/Landfill-BiorectorLandfills.pdf

http://www.epa.gov/osw/nonhaz/municipal/landfill/bioreactors.htmhttp://www.ensoplastics.com/FAQ/FAQ-Landfills-Bioreactors.html#LBC2

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http://www.ensoplastics.com/FAQ/FAQ-Landfills-Bioreactors.html#LBC2



http://www.epa.gov/osw/nonhaz/municipal/landfill/bioreactors.htm









Resources

Waste Management(cont.)


explain how the landfill tax encourages a reduction in levels of landfill as well as supporting environmental initiatives.

Students use information contained in the links to provide an overview of landfill tax and its effect on levels of landfill and environmental initiatives.

http://customs.hmrc.gov.uk/channelsPortalWebApp/channelsPortalWebApp.portal?_nfpb=true&_pageLabel=pageExcise_ShowContent&id=HMCE_CL_001206&propertyType=document

http://www.letsrecycle.com/business/landfill-tax

Waste to Energy Technologies

describe the concept of embodied energy;

Students use the information contained in the Fact File and the links to explain the concept of embodied energy (EE) using the examples provided of some common building materials.

Students must develop an appreciation that embodied energy is not the chemical energy stored within the material itself.

Fact File: Waste to Energy Technologies

http://www.esru.strath.ac.uk/EandE/Web_sites/98-9/energy_management/embodied.htm

http://www.greenspec.co.uk/embodied-energy.php inc list of EE of common building materials

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http://www.greenspec.co.uk/embodied-energy.php

http://www.greenspec.co.uk/embodied-energy.php












Resources

Waste to Energy Technologies (cont.)


describe the concept of embodied energy (cont.);

Students should be able to differentiate between the three alternative boundaries within which the concept can be used:- Cradle to Grave – where

energy used from extraction of raw materials to the point where the product reaches the end of its useful life;

- Cradle to Gate – where energy used from extraction of raw materials to the point where the product reaches the factory gate; and

- Cradle to site – where energy used from extraction of raw materials to the point where the product reaches the point of use.

Students should develop awareness that building materials will have an embodied energy which must be taken into consideration when designing a zero carbon building.

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Resources


Students should be able to: discuss the advantages and

disadvantages of recovering energy from waste (incineration);

Students use the link to produce a table which shows the advantages and disadvantages of energy from waste.

http://www.waste-technology.co.uk/EfW/efw.php

outline key terms associated with anaerobic digestion:- low and high solids;- residence time; - single; and - multistage;

Students use the Fact File and the information contained in the links to produce summary notes and annotated sketches outlining the process of anaerobic digestion and the key terms:- low and high solids;- residence time;- single; and- multistage;and the subsequent use of this gas as a fuel for:- transport;- heating; and- electricity generation.- Combined Heat & Power

(CHP)

Fact File: Anaerobic Digestion

http://www.adbiogas.co.uk/

http://www.epa.gov/region2/webinars/pdfs/3-24-10_1.pdf

http://www.organics.com/DataSheets/ODSR02%20Anaerobic%20digestion.pdf

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http://www.adbiogas.co.uk/






Resources


Students should be able to: outline key terms associated

with anaerobic digestion:- low and high solids;- residence time; - single; and - multistage; (cont.)

Students should use the Fact File and the information contained in the links to develop an understanding of:- Low Solids Anaerobic

Digesters (LSAD);- High Solids Anaerobic

Digestion (HSAD) as those systems that typically treat waste that is around 15% solid and up to 55% solid respectively; and

- Single stage reactors produce burnable gas from the reactor vessel, whereas the multi stage type need more than one stage before useable biogas is available.

Students should refer to the adbiogas web site which has examples of each and practical case studies.

explain the stages associated with anaerobic digestion:- mechanical pretreatment;- hydrolysis;- acidogenesis;

Students should use the Fact File and the information contained in the links to make notes and schematic representations of the stages

http://www.wtert.eu/default.asp?Menue=13&ShowDok=12

http://www.rpi.edu/dept/

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http://www.rpi.edu/dept/chem-eng/Biotech-Environ/Environmental/Sludge/start.html





- acetogenesis; and- methanogenesis (chemical

equations not required);

associated with anaerobic digestion.

chem-eng/Biotech-Environ/Environmental/Sludge/start.html

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Resources


Students should be able to: outline how anaerobic

digestion can deliver both heat and power (CHP);

Students use the Fact File and information contained in the links to make notes and diagrams explaining how biogas produced by AD can be used in CHP units (also known as Cogeneration).

http://www.chpa.co.uk/what-is-chp_15.html

http://chp.decc.gov.uk/cms/anaerobic-digestion

http://www.afbini.gov.uk/frost-2005-anaerobic-digestion-chapter7.pdf

identify the types of waste that can be treated by composting; and

Pupils use the Fact File and information contained in the link to compile a list of the most suitable and widely available waste types that can be used in conversion to compost

Fact File: Composting

http://www.doeni.gov.uk/niea/05_composting_waste.pdf

explain why composting is unsuitable for treating any form of catering waste.

Students should also provide reasons as to why certain materials are unsuitable for composting e.g. catering waste

Risk Management of Land Contamination:Bioremediation

explain bioremediation as a method of using micro-organisms to treat contaminated land, for example, a brownfield site

Students should use the Fact File and information contained in the link to provide an overview of what bioremediation is and its key

Fact File: Bioremediation

http://microbewiki.kenyon.edu/index.php/Bioremediation

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with waste oil, heavy metals, chlorinated pesticides, polychlorinated biphenyls (PCB) and diesel oil;

benefits.

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Resources

Risk Management of Land Contamination:Bioremediation(cont.)

Students should be able to: explain bioremediation as a

method of using micro-organisms to treat contaminated land, for example a brownfield site with waste oil, heavy metals, chlorinated pesticides, polychlorinated biphenyls (PCB) and diesel oil (cont.);

Students could be divided into groups with each tasked with investigating how bioremediation is used to clean a contaminated site of:- Waste oil;- Heavy metals;- Chlorinated pesticides;- Polychlorinated biphenyls;- Diesel.

Each group should prepare a presentation of no more than four slides outlining a real example where their chosen contaminant has been treated.

identify a range of named micro-organisms and the pollutants they treat:- Pseudomonas putida to

treat organic solvents; - Pseudomonas aeruginosa

to treat oil; and - Dehalococcoides

ethenogenes to treat halogenated hydrocarbons;

Students should refer to the information in the links to prepare a one page ‘key facts’ style summary of each of the three bacteria mentioned and how they have been applied for the clean up of an industrial contaminated site or spillage.

http://microbewiki.kenyon.edu/index.php/Pseudomonas_putida

http://microbewiki.kenyon.edu/index.php/Pseudomonas_aeruginosa

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Resources


Students should be able to: identify of a range of named

micro-organisms and the pollutants they treat(cont.):- Pseudomonas putida to

treat organic solvents; - Pseudomonas aeruginosa

to treat oil; and - Dehalococcoides

ethenogenes to treat halogenated hydrocarbons;

http://microbewiki.kenyon.edu/index.php/Dehalococcoides_ethenogenes

http://water.usgs.gov/wid/html/bioremed.html

discuss the economic and environmental benefits of using bioremediation technology compared to traditional treatment methods;

Students should use the Fact File and the information contained in the links to compose a presentation outlining the benefits of using bioremediation compared to traditional treatment methods.

home.eng.iastate.edu/~tge/ce421-521/jera.pdf

http://ezinearticles.com/?What-is-Bioremediation?&id=3252542

http://www.ecenvironmental.ca/Bioremediation/tabid/1237/Default.aspx

outline the role of, and the issues arising from, using genetic engineering to modify micro-organisms used in bioremediation to further

Students should use the Fact File and information contained in the links to produce a summary of notes on the use of genetically modified micro-

http://www.intechopen.com/books/progress-in-molecular-and-environmental-bioengineering-from-analysis-and-modeling-to-technology-

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http://www.intechopen.com/books/progress-in-molecular-and-environmental-bioengineering-from-analysis-and-modeling-to-technology-applications/engineering-bacteria-for-bioremediation








http://home.eng.iastate.edu/~tge/ce421-521/jera.pdf

http://home.eng.iastate.edu/~tge/ce421-521/jera.pdf







enhance the scope of the technology;

organisms for bioremediation and the issues arising from their use.

applications/engineering-bacteria-for-bioremediation

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Resources


Students should be able to: outline the role of, and the

issues arising from, using genetic engineering to modify micro-organisms used in bioremediation to further enhance the scope of the technology (cont.); and

http://www.slideshare.net/Damien512/genetic-engineering-3964885

explain the use of in situ bioreactor systems to treat small to medium scale amounts of contaminated soil.

Students should use the Fact File and information contained in the links to produce a summary of the use of in situ bioreactor systems.

http://www.geoe.com/Special%20Projects/In-Situ%20Bioreactor.htm

http://www.cpeo.org/techtree/ttdescript/biorec.htm

Risk Management of Land Contamination:Phytoremediation

describe how plants can be used to decontaminate industrial pollution of soil and remove:- copper;- cadmium;- strontium;- rubidium;- arsenic; and- antimony;

Students use the Fact File and information contained in the links to prepare a summary of how plants can be used to decontaminate soil of heavy metals.

Students then produce a list of the plants, which can be used to extract the materials, named in the specification.

Fact File: Phytoremediation

http://www.ars.usda.gov/is/ar/archive/jun00/soil0600.htm

http://www.sfggardens.com/phytoremediation-plant-list-how-to-clean-up-damaged-land-clean-industrially-damaged-or-chemically-expired-land-with-phytoremediation-plant-list/

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Resources

Risk Management of Land Contamination:Phytoremediation (cont.)

Students should be able to: describe how plants can be

used to decontaminate industrial pollution of soil and remove(cont.):- copper;- cadmium;- strontium;- rubidium;- arsenic; and- antimony;

Students should also produce summaries of case study usage of phytoremediation from the links.

"http://rydberg.biology.colostate.edu/phytoremediation/2010/Phyto%20Project%20Rashad%20R.%20and%20Kenong%20Z..pptx"

"http://www.epa.gov/superfund/accomp/news/phyto.htm"

discuss the advantages and limitations of using alpine pennygrass and Indian mustard in the commercial decontamination of soil contaminated with the following metal ions:- cadmium;- zinc;- copper;- lead;- gold; and - uranium;

Students use the Fact File to produce a summary of the advantages and limitations of using the two named plants for phytoremediation.

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http://rydberg.biology.colostate.edu/phytoremediation/2010/Phyto%20Project%20Rashad%20R.%20and%20Kenong%20Z..pptx






Resources

Risk Management of Land Contamination:Phytoextraction

Students should be able to: describe how plant species

can be used as an alternative method to extract metal from metal ore mine tailings by the process of phytoextraction, for example using white mustard to extract copper or sunflower to extract gold; and

Students should use the Fact File and information contained in the links to extend their work on phytoremediation to show how copper or gold can be reclaimed from the two plants listed that have been grown on ground contaminated with these metals.

Fact File: Phytoextraction

http://www.hawaii.edu/abrp/Technologies/phyextr.html

"http://www.itrcweb.org/miningwaste-guidance/to_phytotech.htm"

http://www.sciencedirect.com/science/article/pii/S0892687511002779

demonstrate the use of Indian mustard in decontaminating metal contaminated soil.

Risk Management of Land Contamination:Biohydrometallurgy(biorefining)

define biohydrometallurgy as using bacteria to extract metals from low grade ore;

Pupils should use the Fact File and information contained in the link to prepare a summary of biohydrometallurgy.

Fact File: Biohydrometallurgy

http://wiki.biomine.skelleftea.se/wiki/index.php/Biohydrometallurgy

http://www.epa.gov/ttnchie1/ap42/ch12/final/c12s03.pdf

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http://www.itrcweb.org/miningwaste-guidance/to_phytotech.htm








Resources

Risk Management of Land Contamination:Biohydrometallurgy(biorefining) (cont.)

Students should be able to: understand that traditional

metal smelting technologies are energy intensive and highly polluting;

Students should use the Fact File and information contained in the link to prepare a presentation on traditional metal smelting technology identifying the associated energy and pollution issues.

identify Thiobacillus ferrooxidans as bacteria capable of refining copper, zinc, lead and uranium;

Students use the Fact File and information contained in the links to produce a summary of the use of thiobacillus ferrooxidans for biorefining purposes.

http://www.britannica.com/EBchecked/topic/48203/bacteria/272369/Bacteria-in-industry#ref955497

http://m.biotecharticles.com/Applications-Article/Bioleaching-Application-of-Biotechnology-in-Mining-Industry-850.html

describe how suitable sites are identified and prepared for biorefining; and

Students use the Fact File to summarise the key points regarding site preparation for biohydrometallurgy.

discuss advantages and disadvantages of biorefining in relation to traditional metal extraction methods.

Students summarise information contained in the links to produce a presentation contrasting biorefining with

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traditional metal extraction methods.

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Resources

Hydrogen Fuel Cell Opportunities

Students should be able to: explore the key points of

hydrogen chemistry with particular emphasis on those properties that relate to its extraction and use as a fuel, including reactivity and density;

Students should use the Fact File and information contained in the links to produce summary notes on the key points of hydrogen chemistry emphasising:- extraction and use as a fuel;- reactivity; and- density.

Fact File: Hydrogen Fuel Cell Opportunities

http://www.rsc.org/periodic-table/element/1/hydrogen

http://www.fueleconomy.gov/feg/hydrogen.shtml


http://www.fchea.org/index.php?id=41

outline the bulk production of hydrogen by the following methods:- steam reforming of fossil

gases;- electrolysis of water; and- photocatalytic water

splitting;(to include simple equations only);

Students refer to the Fact File and information contained in the links to construct flow diagrams for each of the three hydrogen generation methods.

http://classof1.com/homework_answers/chemical_engineering/fossil_fuel_reforming/

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/electrol.html

http://www.rsc.org/Publishing/ChemTech/Volume/2007/12/water_splitting.asp

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Resources

Hydrogen Fuel Cell Opportunities (cont.)


describe the process of energy conversion that occurs in the most common forms of hydrogen fuel cells:- Polymer Electrolyte

Membrane (PEM);- alkaline;- phosphoric acid;- molten carbonate; and- solid oxide; (to include

redox reactions involved);-

Students refer to the Fact File and information contained in the links to construct annotated flow diagrams for each of the five fuel cell types listed describing the energy conversion process in each.

http://www1.eere.energy.gov/hydrogenandfuelcells/fuelcells/fc_types.html


demonstrate the operation of a fuel cell, using a scale model;

Demonstration using proprietary equipment.

Proprietary equipment in laboratory conditions.

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Resources

Hydrogen Fuel Cell Opportunities (cont.)


demonstrate an understanding of a range of applications of hydrogen fuel cells to include:- stationary generation as

back up or in remote locations;

- stand-alone power supplies for telecommunications installations; and

- transport, including cars, buses, trains, boats, or portable power generators;

Students work in groups to produce a presentation on one of the three applications listed. The presentations should include:- fuel cell type used in that

application;- current power sources used

in the application which they will replace;

- benefits of using hydrogen cell technology in that application; and

- limitations to their widespread use in that application.

Presentations can then be shared between the teaching group.

http://electric-power-plant.blogspot.co.uk/2011/04/fuel-cell-applications.html


discuss the challenges presented by using hydrogen as an energy source, for example production costs, transport issues and safe storage; and

Students can refer to the Fact File and the information contained in the link to produce summary notes on the challenges presented by using hydrogen as a fuel source. These can be grouped under the headings provided in the

http://www.fueleconomy.gov/feg/fcv_challenges.shtml

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specification content.

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Resources

Transport System Challenges


outline the four key challenges of developing a way to transport people and goods in the future:- economic viability;- environmental impacts;- dependence on fossil

fuels; and - user safety;

Students refer to the Fact File and the information contained in the links to produce summary notes on the challenges of developing transport in the future under the sub headings identified in the specification content.

Fact File: Transport System Challenges

http://www.official-documents.gov.uk/document/cm72/7226/7226.pdf - executive summary

http://www.thepep.org/ClearingHouse/docfiles/The.Future.of.Transport.pdf - executive summary

understand the role of new vehicle (public and private) technologies including: - hydrogen-fuelled vehicles;- biofuelled vehicles; and - electric and hybrid

vehicles;

Students refer to the Fact File and the information contained in the link to produce summary notes on the range of new vehicle technologies identified in the specification content to include details of physical infrastructures required for each to function effectively.

http://www2.warwick.ac.uk/knowledge/engineering/futureoftransport

describe the physical infrastructures required for each of the technologies described to function effectively;

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http://www.thepep.org/ClearingHouse/docfiles/The.Future.of.Transport.pdf



http://www.official-documents.gov.uk/document/cm72/7226/7226.pdf




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Resources

Transport System Challenges (cont.)


demonstrate an understanding of the basic steps in the industrial production of bioethanol from biomass, including chemical equations for fermentation and esterification;

Students refer to the Fact File and information contained in the links to produce an annotated schematic diagram showing the steps in the production of bioethanol.

Fact File: Biofuels

http://www.makebiofuel.co.uk/bioethanol-production

http://www.biomassenergy.gr/en/articles/technology/bioethanol/477-paragwgh-bioaithanolhs-biomaza-m1-ethanol-production-biomass-p1http://www.esru.strath.ac.uk/EandE/Web_sites/02-03/biofuels/what_bioethanol.htm

produce bioethanol in a school laboratory;

Practical activity in laboratory conditions.

describe the main stages in the manufacture of biodiesel from vegetable oils using methanol and sodium hydroxide;

Students refer to the Fact File and the information contained in the link to produce an annotated schematic diagram showing the steps in the production of biodiesel.

http://www.esru.strath.ac.uk/EandE/Web_sites/02-03/biofuels/what_biodiesel.htm

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http://www.esru.strath.ac.uk/EandE/Web_sites/02-03/biofuels/what_bioethanol.htm



http://www.biomassenergy.gr/en/articles/technology/bioethanol/477-paragwgh-bioaithanolhs-biomaza-m1-ethanol-production-biomass-p1







measure the heat energy of ethanol;

Practical activity in laboratory conditions.

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Resources



explain the advantages and disadvantages of using biodiesel as a substitute fuel;

Students refer to the information contained in the link to produce a table which illustrates the advantages and disadvantages of using biodiesel as a substitute fuel.

http://www.fueleconomy.gov/feg/biodiesel.shtml

understand why the increasing global production of biofuels is contentious, taking into account the following issues: - environmental impact of

farming energy crops intensively, for example palm oil;

- designation of land away from food production into cash energy crops, particularly in the developing world;

- destruction of natural habitats; and

Students refer to the Fact File and the information contained in the link to hold a debate-style forum discussing the ethical issues associated with increasing global production of biofuels.

http://www.nuffieldbioethics.org/biofuels-0

assess the effectiveness of different strategies to reduce transport demand, including public transport, sustainable modes of transport (walking

Students research different strategies, using information contained in the links, to reduce transport demand and produce a PowerPoint

http://www.seattle.gov/transportation/docs/ump/07%20SEATTLE%20Best%20Practices%20in%20Transportation

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http://www.seattle.gov/transportation/docs/ump/07%20SEATTLE%20Best%20Practices%20in%20Transportation%20Demand%20Management.pdf








or cycling), fuel and vehicle taxation, congestion charging, air travel levies and use of technology, for example videoconferencing or apps to reduce congestion;

presentation on each. %20Demand%20Management.pdf

http://www.theecologist.org/how_to_make_a_difference/transport/1166498/campaign_for_better_transport_how_to_reduce_the_need_to_travel.html

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Resources



assess the effectiveness of different strategies to reduce transport demand, including public transport, sustainable modes of transport (walking or cycling), fuel and vehicle taxation, congestion charging, air travel levies and use of technology, for example videoconferencing or apps to reduce congestion (cont.).

Students share presentations. http://ec.europa.eu/clima/policies/transport/index_en.htm

Energy Building Performance

explain the economic and environmental benefits of energy conservation in the home and indicate the role of residents’ behaviour in minimising energy consumption;

Students should use the links to provide a list of economic and environmental benefits to be gained from energy conservation in the home.

http://www.energysavingtrust.org.uk/

http://www.greenspec.co.uk/refurb-airtightness.php

describe how the following factors influence the energy efficiency of a building: - insulation; - air tightness; and - glazing;

Students should research the opportunities provided to the householder by reducing energy loss and consumption.

Students should outline the factors which influence energy conservation to include

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http://ec.europa.eu/clima/policies/transport/index_en.htm




insulation, air tightness and glazing.

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Resources

Energy Building Performance (cont.) (cont.)


describe how the following factors influence the energy efficiency of a building (cont.): - insulation; - air tightness; and - glazing;

The above points could be summarised in a diagram of a typical domestic dwelling showing energy loss points and opportunities to reduce loss and consumption.

define what is meant by ‘U value’ and understand that different construction materials have different U values;

Students should use the fact file on U values as a starting point in this section.

Fact File: U Values

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/buildingsrev1.shtml

recall, understand and use the equation: rate of heat flow = U value × area × temperature difference;

Students should use the links to investigate and define the concept of a U value – overall heat transfer coefficient with SI units Wm-2 K-1

Students should produce a table showing U values for cavity walls (filled & unfilled), lofts (with & without insulation), single/double glazed windows and other appropriate examples and be able to draw appropriate

http://www.architecture.com/SustainabilityHub/Designstrategies/Earth/1-1-1-10-Uvalues(INCOMPLETE).aspx

http://www.uvalue.co.uk/

http://www.architecture.com/SustainabilityHub/Designstrategies/Earth/1-1-1-

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http://www.uvalue.co.uk/








comparisons between the values.

10-Uvalues(INCOMPLETE).aspx

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Resources

Energy Building Performance (cont.)


recall, understand and use the equation: rate of heat flow = U value x area x temperature difference (cont.);

Students should be given practice in using the equation rate of heat flow=U value x area x temperature difference.

explain the concept of zero carbon homes hierarchy and demonstrate how it can be applied to new buildings;

Students should draw a schematic of the zero carbon homes hierarchy and provide a written explanation of the elements of the hierarchy.

Using examples drawn from the Profiles Gallery on the link provided students should produce PowerPoint displays showing how the zero carbon hierarchy has been applied to new buildings. Each student in the group could be encouraged to provide a presentation on a different example in the profiles gallery.

http://www.zerocarbonhub.org/definition.aspx?page=4

http://www.zerocarbonhub.org/examples.aspx?page=2

show an understanding of the principal environmental building performance measurement system for zero carbon buildings: BREEAM

Using the link provided students can provide an overview of BREEAM illustrating its use in a variety of contexts.

http://www.breeam.org/

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http://www.breeam.org/








(Building Research Establishment Environmental Assessment Method);

The FAQ section on the link can provide specific detail.

Case Studies provided on the link can be used to illustrate the use of BREEAM in a variety of building types.

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Resources



demonstrate an understanding of the Code for Sustainable Homes (CSH);

Students can refer to the Fact File as a starting point.

The “Guidance” tab in the Planning Portal link provides a link to a comprehensive document on the code itself.

Using the links provided students should produce an overview of the Code for Sustainable homes explaining the nine design categories used in the code and how they are used.

Students should then use the case studies provided to illustrate the code in use.

As an exercise students could attempt to apply the code to their school/institution building by investigating specific design categories from the list of nine.

Fact File: Code for Sustainable Homes

http://www.planningportal.gov.uk/buildingregulations/greenerbuildings/sustainablehomes/

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/7787/1161997.pdf

discuss the challenge of the UK government’s policy to improve the environmental performance of existing housing stock through the CSH;

By investigating the Retrofit tab in the Energy Saving Trust www link and the Stock Take document in the Sustainable Development Commission www link students can provide a

http://www.energysavingtrust.org.uk/Organisations/Innovation/Free-resources-for-housing-professionals/New-build/The-Code-for-Sustainable-Homes

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summary of the challenges provided by improving the environmental performance of existing housing stock.

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discuss the challenge of the UK government’s policy to improve the environmental performance of existing housing stock through the CSH (cont.);

http://www.sd-commission.org.uk/data/files/publications/Sustainable%20Buildings%20R3.pdf

Emerging Technologies:Wave and tidal

discuss why producing energy from waves and tides is a priority concern for Northern Ireland;

Students should refer to the Fact File as a starting point.

Fact File: Emerging Technologies – Wave and Tidal Power

Students should use the executive summary from the InvestNI document to identify why wave and tidal energy are of particular importance to Northern Ireland. The overview on page 4 of the DEFRA document is useful for this.

http://www.investni.com/ocean_energy_development_ireland_economic_study_sd_july-2010.pdf

identify the constraints on developing wave and tidal technology, for example limited availability of suitable sites and high cost of development;

Students should use pages 10 to 13 of the DEFRA document to produce a summary of the constraints on developing wave and tidal technology with particular reference to sites around Northern Ireland.

http://jncc.defra.gov.uk/PDF/0955_Explanatory_Summary.pdf

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Resources

Emerging technologies:Wave and tidal (cont.)


compare and contrast the two major generating methods for tidal power:- tidal stream generators,

for example, SeaGen, Strangford Lough; and

- tidal barrage, for example, Rance Estuary, France;

Using the two links students should produce annotated diagrams depicting tidal stream generator and tidal barrage methods of generating energy using tidal power.

http://www.brightknowledge.org/knowledge-bank/geography-and-environment/features-and-resources/tidal-stream-generatorsThe link above covers SEAGen

http://www.wyretidalenergy.com/tidal-barrage/how-a-barrage-worksThe link above covers La Rance

outline the operational processes in two main types of wave energy converters: point absorber and attenuator, for example, Pelamis; and

Students should use the links to produce annotated diagrams which show the main features of point absorber and attenuator wave energy technologies and how this is put into practice with the Pelamis converter.

http://www.emec.org.uk/marine-energy/wave-devices/The link above explains point and attenuator; below is specific to Pelamishttp://www.pelamiswave.com

describe the environmental impact of tidal and wave energy devices, with reference to marine life and

Students should use pages 14 to 17 of the DEFRA document to produce a summary of the environmental impact of tidal


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http://www.pelamiswave.com/

http://www.emec.org.uk/marine-energy/wave-devices/

http://www.emec.org.uk/marine-energy/wave-devices/

http://www.wyretidalenergy.com/tidal-barrage/how-a-barrage-works



http://www.brightknowledge.org/knowledge-bank/geography-and-environment/features-and-resources/tidal-stream-generators




habitat, toxic pollution, visual and noise impact and conflict with other sea users.

and wave energy devices. The hydroearth link provides an overview of the issues while the DEFRA document provides detailed information.

http://hydroearth.blogspot.co.uk/2012/11/wave-and-tidal-energy-environmental.html

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Resources

Emerging technologies:Smart materials


define what is meant by a smart material;

Students should use the BBC link to explain what is meant by the term smart material and the Fact File to provide a range of examples of smart materials and their uses. Students should use the dreamglass link to provide an explanation of the use and benefits of using smart glass.

Fact File: Emerging Technologies – Smart Materials and Systems

http://www.bbc.co.uk/schools/gcsebitesize/design/electronics/materialsrev5.shtml

http://www.dreamglassgroup.co.uk/products/privacy-glass?gclid=CM6_lqOwsbUCFXHLtAodxm0AiA#overview

explain how smart materials can be used to support environmental management, for example smart glass;

explain what is meant by a smart system;

Students should produce an overview of the range of applications for smart systems. This could be done in the form of a PowerPoint presentation.

http://www.eti.co.uk/technology_programmes

describe the range of applications offered by a smart system with reference to engineering, transportation and waste management;

discuss the potential environmental and economic benefits offered by the use of smart systems;

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Resources

Emerging technologies:Carbon capture and storage (CSS)


explain what is meant by carbon capture and its potential for reducing carbon dioxide emissions from fossil fuel power plants;

Students should use the Fact File and the information contained in the links to explain the nature of carbon capture and the three phases, trapping and separating, transport and storage. The energy groove link can be used to provide information on underground and underwater storage.

Fact File: Carbon capture and storage – Geo-engineering and Bio-photovoltaics

http://www.sourcewatch.org/index.php/Carbon_Capture_and_Storage

http://www.energygroove.net/carboncapture.php

discuss the three phases identified in the carbon capture process: trapping and separating, transport, and storage (underground and underwater);

Emerging technologies:Geo-engineering

debate the advantages and risks associated with geo-engineering as the deliberate modification of the Earth’s atmosphere to offset the effects of climate change; and

Students should use the Fact File and the information contained in the links to provide an overview of geoengineering, examples of its use and the advantages and risks associated with using it. A debate could be held in the class/group to discuss the advantages and risks associated with geoengineering.

http://www.geoengineering.ox.ac.uk/

http://royalsociety.org/policy/publications/2009/geoengineering-climate/

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Resources

Emerging technologies:Bio-photovoltaics


describe the use of green algae to generate electricity in biological solar cells.

Students should use the Fact File and the information contained in the three links to provide an explanation of bio-photovoltaics with examples of how the technology can be used to generate electricity. This could be done in the form of a PowerPoint presentation.

http://www.cheng.cam.ac.uk/research/groups/electrochem/research/BPV.html

http://biophotovoltaics.wordpress.com/

http://inhabitat.com/tag/biophotovoltaics/

The Development of Urban and Rural Sustainable Communities

discuss, using appropriate examples, the main characteristics of an urban development that links sustainability, zero carbon concepts and the role of technology, including:- reduced energy use for

both heating and cooling;- microgeneration in urban

areas and the use of smart grid technology;

- lower cost and more comfortable and versatile buildings;

- integrated and flexible

Students should use the first link to provide an overview of the issues relating to sustainable urban development.

The second link can be used to provide general detail on examples of sustainable urban development.

The third and fourth links can be used to provide specific detail relating to sustainable urban development.

http://www.makingthemodernworld.org.uk/learning_modules/geography/04.TU.01/

http://www.designcouncil.org.uk/Documents/Documents/Publications/CABE/hallmarks-of-a-sustainable-city.pdf

http://www.zedfactory.com/projects_mixeduse_bedzed.html

http://

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http://www.hockertonhousingproject.org.uk/



















transport facilities;- planned waste

management systems that deal with waste source;

www.hockertonhousingproject.org.uk/

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Resources

The Development of Urban and Rural Sustainable Communities


discuss, using appropriate examples, the main characteristics of an urban development that links sustainability, zero carbon concepts and the role of technology, including (cont.):- the reuse of brownfield

sites;- systems to deal with water

shortage;- sustainable urban

drainage schemes;- using green spaces to

moderate the urban heat island;

- using green spaces that work for people and wildlife, for example food production in urban areas; and

Students could choose one or more of the points from the specification content and research these in detail. Each student could produce a presentation on their findings and these could be shared with the class/group so providing all with details on each section of the content.

Students should be encouraged to draw upon the content of AS1 to assist in this exercise.

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Resources

The Development of Urban and Rural Sustainable Communities (cont.)


discuss the issues that underpin the development of sustainable rural communities:- cost and environmental

impacts of linking isolated dwellings to water, waste water, energy supply, communication and transport networks;

- application of independent energy solutions using indigenous energy sources, for example biomass, agricultural waste treatment, wind power and small-scale district heating solutions;

- potential for use of local water sources;

- use of small-scale waste water treatment solutions (provision and operation of septic tanks);

- benefits of local food production and consumption from environmental, economic

Students should use the first link to produce an overview of the concept of rural sustainability and the issues which underpin it.

The link to the DARD www provides a Northern Ireland perspective on the issues relating to rural development.

The link to the Rural Development Trust provides an insight into real life examples of rural development.

Students should use the links to provide information relating to each aspect of the named specification content.

This could be done by making a table which lists each item of content and then as research is carried out students could link their findings with the relevant content until a complete picture is drawn up of the various issues and their impacts.

These could then be summarised in presentations

http://crc.staging.headshift.com/files/Sustainable%20Communities%20Thinkpieces.pdf

http://www.dardni.gov.uk/rural_white_paper_action_plan.pdf

http://www.ruraldevtrust.co.uk/

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and social perspectives; and

made by the students with the best being made available for the class/group.

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Resources

The Development of Urban and Rural Sustainable Communities (cont.)


discuss the issues that underpin the development of sustainable rural communities (cont.):- impact of communication

technologies to enhance accessibility to rural areas without generating new travel demands.

Students should be encouraged to draw on the content of AS1 to assist in this exercise.

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