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DT07-05 Design and Technology Watch

Ecological footprint and carbon footprint

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In this lesson

Ecological and carbon footprint for GCSE Design & Tech, with worked examples and the mistakes examiners report. AQA 8552, Edexcel 1DT0, Eduqas C600QS and OCR J310 GCSE. Sustainability 5 of 7. Full Sustainability playlist: https://www.youtube.com/playlist?list=PLAGkF09o9pC8 More at https://scholafly.com

By the end: Students can explain the ecological footprint of a product - the damage done to the natural world by deforestation, mining, drilling and farming for its materials, by the mileage it travels from raw material to final disposal, and by the carbon produced in making it - and can explain how deforestation and rising carbon dioxide lead to global warming, with examples across different materials, and can explain carbon offsetting and why it is a last step, not a first.

What it covers

  1. 0:00 Intro: ecological and carbon footprint
  2. 0:40 Ecological footprint
  3. 2:05 Four routes to raw materials
  4. 4:53 Product miles and carbon
  5. 8:16 Spiral-bound notebooks

Key words

About this video

Ecological footprint and carbon footprint | GCSE Design & Tech | DT07-05

Ecological and carbon footprint for GCSE Design & Tech, with worked examples and the mistakes examiners report.
AQA 8552, Edexcel 1DT0, Eduqas C600QS and OCR J310 GCSE. Sustainability 5 of 7.
Full Sustainability playlist: https://www.youtube.com/playlist?list=PLAGkF09o9pC8
More at https://scholafly.com

Video code: DT07-05 (search "ScholaFly DT07-05")

Videos in this chapter:
DT07-00 Sustainability and the environment - Intro
DT07-03 Recycling, reuse and disposal of materials: https://youtu.be/KlOk6b48hTI
DT07-04 Product lifetime: planned obsolescence and designing for repair: https://youtu.be/boiWGE8_0w4
DT07-05 Ecological footprint and carbon footprint
DT07-06 Life cycle assessment (LCA)
DT07-07 Judging a new technology's environmental impact

#GCSEDesignTech #Sustainability

For teachers
This GCSE Design & Tech lesson teaches ecological footprint and carbon footprint. By the end, students should be able to students can explain the ecological footprint of a product - the damage done to the natural world by deforestation, mining, drilling and farming for its materials, by the mileage it travels from raw material to final disposal, and by the carbon produced in making it - and can explain how deforestation and rising carbon dioxide lead to global warming, with examples across different materials, and can explain carbon offsetting and why it is a last step, not a first. It works through four worked examples and the mistakes examiners report.

Exam board specification references:
AQA 8552
- 3.2.3:Ecological issues in the design and manufacture of products
- 3.3.2
Edexcel 1DT0
- 1.14.2
- 1.2.4
- 2.2.7
- 3.2.8
- 4.2.6
- 4.2.7
- 5.2.8
- 6.2.9
- 6.2.9a
- 6.2.9b
- 6.2.9c
- 6.2.9d
- 6.2.9e
- 6.2.9f
- 6.2.9g
- 6.2.9h
- 7.2.8
Eduqas C600QS
- 2.1 core.2
- 2.1 in-depth a.1 [Ecological and social footprint]
- 2.1 in-depth b.1 [Ecological and social footprint]
- 2.1 in-depth c.1
- 2.1 in-depth c.2
- 2.1 in-depth d.1 [Ecological and social footprint]
- 2.1 in-depth d.2
- 2.1 in-depth e.1 [Ecological and social footprint]
- 2.1 in-depth f.1 [Ecological and social footprint]
OCR J310
- 5.3c

Read the transcript

Where did your skateboard come from? A skate shop is the obvious answer, and maybe a factory before that. But your board is also a maple forest, a bauxite mine and an oil well. The deck was a tree, the aluminium trucks were dug out of the ground, and the polyurethane wheels began as crude oil. You have never been to any of those places, but your board left a mark on all three. Forest, mine and oil well each paid a price for that one board.

A product's ecological footprint is the damage it does to the natural world, meaning the land, water, air and wildlife, from getting its raw materials to its final disposal. An ecological point is about the natural world. A social point is about people instead: their pay, their jobs, their safety. Here are two points about a cotton T-shirt. In one, the cotton farms drain a nearby river. In the other, the cotton pickers are paid too little. Which of the two is an ecological point, and why? The drained river. It is damage to the natural world. Low pay is a real problem, but it is about people, so it belongs to a social question. One examiner's report says this: Some students discussed fair trade and employment issues which are not ecological issues required by the question and hence incorrect. The fix is to keep every point on the natural world: land, water, air and wildlife. Fair trade and wages belong to a different question.

Raw materials reach a product in four ways: deforestation, mining, drilling and farming. Each one leaves its own mark. Deforestation is cutting down forests faster than they regrow, for timber and paper, or to clear land for farms and mines. Habitats are lost, and fewer trees are left to absorb carbon dioxide. Mining digs out ores: bauxite for aluminium, iron ore for steel, copper for wiring. Land is stripped, waste rock is piled up, and nearby water can be polluted. Drilling pumps up crude oil and gas, the start of almost every polymer. It uses energy, risks spills on land and at sea, and uses up a finite resource. Farming grows cotton for fabric, and grazing land feeds the sheep and cattle behind wool and leather. Cotton needs huge amounts of water and usually pesticides, and land is cleared to grow it. Here is a bigger one, on a school backpack, and it finishes with a judgement about which part matters most. Canvas body, nylon straps, aluminium buckle, card tag: each part's route and harm? The canvas is farming: cotton needs lots of water and pesticides, which can drain rivers and poison wildlife. The nylon straps are drilling: nylon is made from crude oil, a finite resource, and drilling risks spills. The buckle is mining: bauxite comes from open-cast mines that strip land and destroy habitats, and turning it into aluminium takes a lot of electricity. The tag is deforestation, unless its card is recycled or from managed forests. The canvas is most of the bag, so farming is probably its biggest issue, though the buckle carries a high energy cost for its size. The designer does most good with lower-impact cotton and recycled aluminium, then card from managed forests. One examiner's report records this: Many candidates focused solely on timber and discussed its biodegradability and recyclability, or the impact deforestation has on the environment and wildlife. The fix is to go beyond timber, to metals, polymers and textiles, the way the backpack does, and to name the product every time.

A footprint also grows as a product travels. Product miles are every leg of its journey: from the raw material, to processing, to the factory, to the shop, to the user's home, and finally to disposal. A jumper never goes near a plane. Does it still have product miles, and why? Yes. Each journey by ship, lorry, train or van burns fuel and releases carbon dioxide. That is why it is product miles, not just air miles. Carbon is also produced during manufacture, because factories burn fossil fuels, directly or to make their electricity. Add it all up and you have a carbon footprint: the total carbon dioxide released by a product across its life, from getting its raw materials to its disposal. Carbon dioxide traps heat in the atmosphere, so a rising level can lead to global warming. Deforestation adds to it twice: felled trees that burn or rot release carbon dioxide, and fewer trees are left to absorb it. A pair of running shoes is made abroad and sold in the UK. Where across the shoes' life is carbon dioxide released? Walk every stage. Raw materials: crude oil is drilled for the synthetic rubber sole and the polyester upper. Processing: turning oil into rubber, foam and fibre takes a lot of energy. Manufacture: the factory's machines run on electricity, often from fossil fuels. Then the miles: to the factory, to a port, by ship to the UK, by lorry to a warehouse and a shop, then home. Every leg burns fuel. Use adds very little, since running shoes need no power. Disposal adds more, in landfill or by burning. Now the judgement: which stages could the designer most easily cut, and why? Making and moving them. That is where most of the carbon is, so fewer and recycled materials, and making the shoes nearer to where they are sold, cut the most. Read which stage a question names. One about producing a product wants making, not disposal; this one asked for every stage, so every stage was walked. The same examiner's report that warned about fair trade also records this: Many detailed responses were produced with an excellent analysis of the major issues and high-level personal evaluation. Common themes discussed were deforestation, mining, drilling, farming, product mile and greenhouse gas emissions. Those themes are this video's list, so the list works. The habit that goes with it is a named product for every theme, then your own judgement.

Shrinking a footprint starts with cutting it. Take spiral-bound paper notebooks. Paper is made from wood pulp, so every notebook needs trees felled. Now try this: what two steps could the maker take to cut deforestation? Use recycled paper, so less new timber is cut, though de-inking it still takes energy and water. And buy new fibre only from managed forests, where replanting keeps the forest, certified for example by the Forest Stewardship Council. The steel spiral adds a less obvious link: forests are also cleared to open iron ore mines. Even so, recycled paper does most to cut deforestation, and managed-forest paper is the fall-back where new fibre is needed for quality. Across any product, the same moves shrink the footprint: recycled materials, sourcing and making closer to the user, renewable energy in the factory, and less material. Carbon offsetting comes last. It means balancing the carbon dioxide a product still releases by paying for projects that take the same amount back. Those projects plant and protect forests, or fund wind and solar power, so less is released elsewhere. Done properly, it has three steps: measure the footprint, cut what can be cut, then offset what is left. A company that makes flat-pack desks calls them carbon neutral, because it pays a tree-planting scheme to cover all the carbon dioxide from making and shipping them. Does that make the desks' ecological footprint zero? Say why or why not. No. The emissions from building and moving the desks still go into the air today, while the new trees need decades to soak them back up, and could be felled or burn. And offsetting does nothing for the rest of the footprint: the forest felled for the chipboard, and the ore mined for the steel legs. It still has a place. It acts on carbon that is hard to cut quickly, like shipping, and the new forest gives wildlife a home. So offsetting is a fair last step, once the company has cut what it can, such as recycled chipboard, renewable electricity and more desks per lorry.

Check what has stuck now, from the whole definition to the board under your feet. What is a product's carbon footprint? The total carbon dioxide released across its life, from getting its raw materials to its disposal. Now another: a copper saucepan. Which route got its metal, and what harm can it do? Mining. Land is stripped and waste rock piled up, and nearby water can be polluted. Here's a different one: a factory paying low wages. Is that an ecological issue? No. Pay is about people, so it is a social issue. Ecological means land, water, air and wildlife. Now the skateboard you started with: which route made its maple deck, and what harm? Deforestation, unless the maple comes from managed forests. Habitats are lost, and fewer trees are left to absorb carbon dioxide.

If the four routes, product miles and offsetting all hang together, you've got this down, and a thumbs up spares you a rewatch. If they don't yet, save it, because this sort of thing often settles after a night's sleep.

Next in the chapter is Life cycle assessment, LCA. Hopefully that's next in your feed, but if not, search for ScholaFly D T oh seven, oh six.

Every other video is on scholafly.com too, easy to search by video code or by keyword. Whatever you're revising, go there and have a look, or, watch the next video.

Related terms

For: AQA GCSE 8552, Edexcel GCSE 1DT0, Eduqas GCSE C600QS, OCR GCSE J310

On the specification

BoardSpecStatement
AQA GCSE 85523.2.3:Ecological issues in the design and manufacture of products{'ref': None, 'text': 'Deforestation, mining, drilling and farming.'}; {'ref': None, 'text': 'Mileage of product from raw material source, manufacture, distribution, user location and final disposal.'}; {'ref': None, 'text': 'That carbon is produced during the manufacture of products.'}
AQA GCSE 85523.3.2{'ref': None, 'text': 'The environment, social and economic challenges that influence design and making.'}; {'ref': None, 'text': 'How the following might present opportunities and constraints that influence the processes of designing and making: • deforestation • possible increase in carbon dioxide levels leading to potential global warming • the need for fair trade.'}
Edexcel GCSE 1DT01.14.2Environmental, social and economic issues: fair trade, carbon offsetting, disassembly and disposal
Edexcel GCSE 1DT01.2.4{'ref': '1.2.4a', 'text': 'use of materials'}; {'ref': '1.2.4b', 'text': 'carbon footprint'}; {'ref': '1.2.4c', 'text': 'energy usage and consumption during manufacture and transportation'}; {'ref': '1.2.4d', 'text': 'life cycle analysis (LCA).'}
Edexcel GCSE 1DT02.2.7{'ref': '2.2.7a', 'text': 'sustainability'}; {'ref': '2.2.7b', 'text': 'extraction and erosion of the landscape'}; {'ref': '2.2.7c', 'text': 'processing'}; {'ref': '2.2.7d', 'text': 'transportation'}; {'ref': '2.2.7e', 'text': 'wastage'}; {'ref': '2.2.7f', 'text': 'pollution.'}
Edexcel GCSE 1DT03.2.8{'ref': '3.2.8a', 'text': 'sustainability'}; {'ref': '3.2.8b', 'text': 'harvesting and erosion of the landscape'}; {'ref': '3.2.8c', 'text': 'processing'}; {'ref': '3.2.8d', 'text': 'transportation'}; {'ref': '3.2.8e', 'text': 'wastage'}; {'ref': '3.2.8f', 'text': 'pollution.'}
Edexcel GCSE 1DT04.2.6{'ref': '4.2.6a', 'text': 'trend forecasting'}; {'ref': '4.2.6b', 'text': 'impact of extraction and material production on the environment'}; {'ref': '4.2.6c', 'text': 'impact of extraction and material production on wildlife'}; {'ref': '4.2.6d', 'text': 'ease and difficulty of recycling and disposal.'}
Edexcel GCSE 1DT04.2.7{'ref': '4.2.7a', 'text': 'sustainability'}; {'ref': '4.2.7b', 'text': 'oil exploration and extraction'}; {'ref': '4.2.7c', 'text': 'wildlife loss'}; {'ref': '4.2.7d', 'text': 'processing'}; {'ref': '4.2.7e', 'text': 'transportation'}; {'ref': '4.2.7f', 'text': 'wastage'}; {'ref': '4.2.7g', 'text': 'pollution.'}
Edexcel GCSE 1DT05.2.8{'ref': '5.2.8a', 'text': 'effects of material extraction and processing of elements'}; {'ref': '5.2.8b', 'text': 'effects of built-in obsolescence'}; {'ref': '5.2.8c', 'text': 'effects of use'}; {'ref': '5.2.8d', 'text': 'the effects of disposal of components and systems – toxicity of metals and polymers.'}
Edexcel GCSE 1DT06.2.9{'ref': '6.2.9a', 'text': 'sustainability'}; {'ref': '6.2.9b', 'text': 'processing'}; {'ref': '6.2.9c', 'text': 'transportation'}; {'ref': '6.2.9d', 'text': 'wastage'}; {'ref': '6.2.9e', 'text': 'pollution'}; {'ref': '6.2.9f', 'text': 'deforestation'}; {'ref': '6.2.9g', 'text': 'oil exploration and extraction'}; {'ref': '6.2.9h', 'text': 'wildlife loss.'}
Edexcel GCSE 1DT06.2.9astatement text missing
Edexcel GCSE 1DT06.2.9bstatement text missing
Edexcel GCSE 1DT06.2.9cstatement text missing
Edexcel GCSE 1DT06.2.9dstatement text missing
Edexcel GCSE 1DT06.2.9estatement text missing
Edexcel GCSE 1DT06.2.9fstatement text missing
Edexcel GCSE 1DT06.2.9gstatement text missing
Edexcel GCSE 1DT06.2.9hstatement text missing
Edexcel GCSE 1DT07.2.8{'ref': '7.2.8a', 'text': 'sustainability'}; {'ref': '7.2.8b', 'text': 'deforestation'}; {'ref': '7.2.8c', 'text': 'habitat destruction and loss'}; {'ref': '7.2.8d', 'text': 'processing'}; {'ref': '7.2.8e', 'text': 'transportation'}; {'ref': '7.2.8f', 'text': 'wastage'}; {'ref': '7.2.8g', 'text': 'pollution.'}
Eduqas GCSE C600QS2.1 core.2{'ref': None, 'text': 'How the critical evaluation of new and emerging technologies informs design decisions; considering contemporary and potential future scenarios from different perspectives, such as ethics and the environment', 'role': 'content_statement', 'lines': [161, 171]}; {'ref': None, 'text': 'The focus of this content is how the critical evaluation of new and emerging technologies informs design decisions.', 'role': 'lead_in', 'lines': [172, 173]}
Eduqas GCSE C600QS2.1 in-depth a.1 [Ecological and social footprint]{'ref': None, 'text': 'Changing society’s view on waste, encourage recycling.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}; {'ref': None, 'text': 'Sustainable design, e.g. with reference to rapidly updated products such as mobile phones.'}
Eduqas GCSE C600QS2.1 in-depth b.1 [Ecological and social footprint]{'ref': None, 'text': 'The impact on the environment.'}; {'ref': None, 'text': 'Greenhouse gases.'}; {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling of all materials.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Packaging – is it always needed?'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}; {'ref': None, 'text': 'Sustainable design.'}
Eduqas GCSE C600QS2.1 in-depth c.1Physical and working properties of hardwoods, softwoods and man-made boards
Eduqas GCSE C600QS2.1 in-depth c.2{'ref': None, 'text': 'The way in which the selection of materials or components is influenced by a range of factors, such as functional, aesthetic, environmental, availability, cost, social, cultural and ethical', 'role': 'content_statement', 'lines': [30, 40]}; {'ref': None, 'text': 'Functional properties of natural and manufactured timbers.'}
Eduqas GCSE C600QS2.1 in-depth d.1 [Ecological and social footprint]{'ref': None, 'text': 'The impact on our environment of mining for ores.'}; {'ref': None, 'text': 'Greenhouse gases during the production of metals.'}; {'ref': None, 'text': 'Changing society’s view on waste, encouraging recycling of metals.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}
Eduqas GCSE C600QS2.1 in-depth d.2Aesthetic and functional properties of named metals
Eduqas GCSE C600QS2.1 in-depth e.1 [Ecological and social footprint]{'ref': None, 'text': 'The impact on our environment of oil exploration and extraction.'}; {'ref': None, 'text': 'Greenhouse gases during the extraction and production of polymer plastics.'}; {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling of all plastics.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}
Eduqas GCSE C600QS2.1 in-depth f.1 [Ecological and social footprint]{'ref': None, 'text': 'The impact on our environment e.g. pollution from the processing of textiles, in parts of the world.'}; {'ref': None, 'text': 'Changing society’s view on waste, encourage recycling.'}; {'ref': None, 'text': 'Living in a greener world.'}; {'ref': None, 'text': 'Life-cycle analysis of a material or product.'}
OCR GCSE J3105.3cEcological, social and ethical issues of processing materials into workable forms
For teachers

This GCSE Design & Tech lesson teaches ecological footprint and carbon footprint. By the end, students should be able to students can explain the ecological footprint of a product - the damage done to the natural world by deforestation, mining, drilling and farming for its materials, by the mileage it travels from raw material to final disposal, and by the carbon produced in making it - and can explain how deforestation and rising carbon dioxide lead to global warming, with examples across different materials, and can explain carbon offsetting and why it is a last step, not a first. It works through four worked examples and the mistakes examiners report.