Environmental and ethical considerations in product design

Product Analysis & Evaluation – Environmental & Ethical Considerations (IGCSE Design & Technology 0445)

1. Why consider the environment and ethics?

• Reduces waste, pollution and depletion of finite resources.
• Meets legal requirements and corporate‑social‑responsibility (CSR) policies.
• Improves marketability – consumers increasingly prefer sustainable products.
• Ensures fairness to workers, communities and future generations.

2. How this fits into the IGCSE Design & Technology syllabus

All assessment objectives (AO) must be demonstrated:

• AO1 – Knowledge and understanding: material properties, processes, symbols, sustainability concepts, health & safety, ethical standards.
• AO2 – Application of knowledge: generate ideas, develop designs, select processes, use CAD/CAM, consider control systems (where relevant).
• AO3 – Analysis and evaluation: evaluate environmental and ethical impact against the design brief and specification.

2.1 Mapping the common‑content sub‑topics to the evaluation process

3. Product life‑cycle model

The life‑cycle model shows where environmental and ethical impacts arise. Use the diagram as a visual anchor in your report.

4. Environmental impact categories (required by the syllabus)

5. Key sustainability concepts (AO1)

• Finite vs. renewable resources – e.g., petroleum‑based plastics (finite) vs. bamboo or recycled aluminium (renewable/recyclable).
• Embodied energy – total energy used to obtain, process and transport a material before the product is used.
• Product lifetime & durability – longer life reduces replacement frequency and overall resource use.
• Design for disassembly – enables easy separation of components for recycling or repair.
• Recycling symbols & codes – recognise PET 1, HDPE 2, PP 5, etc., and explain their significance.

6. Ethical considerations (AO1)

• Labour standards – fair wages, safe working conditions, no child or forced labour.
• Health & safety – product must not pose hazards to users, installers or maintainers; identify risks for each life‑cycle stage.
• Social impact – does the product support community development or cause displacement?
• Transparency & labelling – clear information on material origins, environmental claims and safe‑use instructions.

7. Integrating AO1, AO2 & AO3 across the design process

7.1 Design brief & specification (AO1 + AO2)

• Read the brief carefully; underline every environmental or ethical constraint.
• Translate constraints into measurable specification items (e.g., “≤ 0.15 kg CO₂e per unit”, “use ≥ 30 % recycled material”).

7.2 Generation & selection of ideas (AO2)

• Use sustainable‑focused techniques: brain‑storming with “green” prompts, mind‑maps, SCAMPER, or the “5 Rs” (Reduce, Reuse, Recycle, Recover, Redesign).
• Develop at least two viable concepts and record a brief justification for each (materials, processes, ethical implications).

7.3 Implementation & realisation – making (AO2)

• Choose materials and processes that align with the sustainability targets identified in the brief.
• Explain how CAD/CAM, CNC machining, 3‑D printing or other technologies reduce waste and improve precision.
• Document health‑&‑safety precautions for each operation (e.g., PPE for cutting metal, ventilation for resin curing).

7.4 Health & safety throughout the life‑cycle (AO1 + AO3)

• Concept stage – risk of sketching with sharp tools.
• Manufacture – hazards from machinery, chemicals, noise.
• Distribution – manual handling, packaging safety.
• Use – ergonomic risks, electrical safety, food‑contact safety.
• End‑of‑life – safe dismantling, disposal of batteries or hazardous components.

7.5 Use of technology (CAD/CAM) (AO2)

• Show how 3‑D modelling helps optimise material layout, reducing off‑cuts.
• Explain how CNC routing can lower energy consumption compared with manual machining.
• Link the technology choice back to the environmental criteria (energy, waste, precision).

7.6 Control systems (Systems & Control specialist option) (AO2)

• Consider power‑rating of motors, standby power, and regenerative braking where applicable.
• Discuss end‑of‑life of electronic components (e‑waste recycling, battery disposal).
• Include an energy‑efficiency rating in the specification (e.g., “≤ 5 W idle power”).

7.7 Specialist‑option snapshot (AO1)

8. Expanded Evaluation Checklist (AO3)

1. List every life‑cycle stage of the product (concept, design, manufacture, distribution, use, end‑of‑life).
2. Collect data for each impact category (raw materials, energy, water, emissions, waste, end‑of‑life).
3. Record health‑&‑safety hazards for each stage and suggest mitigation (e.g., PPE, ventilation, safe‑use warnings).
4. Link each impact rating to the relevant design‑brief constraint (cost, function, ergonomics, safety, sustainability).
5. Apply a weighting system (1–5) justified by the brief – higher weight for criteria that the brief prioritises.
6. Calculate an overall sustainability score (weighted sum) or give a qualitative rating (Excellent, Good, Satisfactory, Poor) with clear justification.
7. Compare at least two design concepts using the same weighted criteria.
8. Document data sources (manufacturer data sheets, LCA databases, government statistics) and any assumptions.
9. Summarise findings in a concise report, constantly referring back to the brief, specification and ethical requirements.

9. Worked example – Evaluating a Plastic Water Bottle

The table demonstrates a simplified AO3 analysis for a standard PET bottle versus an improved, more sustainable version.

10. Using the evaluation in the exam (Component 2 – Project)

1. Read the brief thoroughly; underline every environmental or ethical requirement.
2. Select a set of impact categories that directly address those requirements.
3. Gather quantitative data (manufacturer data sheets, LCA databases, government reports). If exact data are unavailable, state a realistic assumption and cite the source.
4. Construct a weighting table – show the weight for each criterion and explain why it matches the brief’s priorities.
5. Present the results in a clear table (as in the bottle example) and comment on the most significant strengths and weaknesses.
6. Compare at least one alternative concept using the same table; highlight why the chosen concept scores higher on the brief’s priorities.
7. Conclude with a balanced judgement, acknowledging any trade‑offs (e.g., higher cost for lower carbon).
8. Include a bibliography of all data sources and any assumptions – this is part of the AO3 marking.

11. Quick reference checklist (exam‑ready)

• Link every evaluation point to the design brief/specification.
• Use quantitative indicators where possible; otherwise give a justified qualitative rating.
• Show a weighting table and explain the rationale (brief priority, cost, ergonomics, safety).
• Identify health & safety hazards for each life‑cycle stage and suggest mitigation.
• Address ethical issues: labour standards, social impact, transparency.
• Include sustainability concepts: renewable resources, embodied energy, product lifetime, design for disassembly.
• Compare at least two design ideas using the same criteria.
• Document data sources and assumptions.

12. Summary

Environmental and ethical considerations are woven through every stage of the IGCSE Design & Technology process. By:

• Extracting relevant constraints from the design brief,
• Generating and selecting ideas with sustainability in mind,
• Choosing materials, processes and technology that reduce energy, waste and risk,
• Evaluating each life‑cycle stage against clear, weighted criteria, and
• Documenting sources, assumptions and ethical implications,

candidates demonstrate the analytical rigour required for AO3 while also showing the factual knowledge (AO1) and practical application (AO2) demanded by the Cambridge 0445 syllabus. The structured approach above provides a ready‑made template for both classroom projects and the exam.