The study of CAPE® Green Engineering will enable students to acquire the knowledge, skills, values and attitudes needed to sustain the natural environment. This course of study will enable students to apply Scientific, Technological, Engineering and Mathematical (STEM) principles to improve their environment at the local, regional and global levels. The study of Green Engineering will enhance quality of life for present and future generations, while providing wealth creation through new and innovative job opportunities and other economic possibilities including entrepreneurship. By pursuing this course, students will develop twenty-first century engineering skills and ethics required for sustainable development. The syllabus is designed to provide the knowledge, skills and competencies that are required for further studies, as well as for the world of work.

1. The study of CAPE® Green Engineering will enable students to acquire the knowledge, skills, values and
attitudes needed to sustain the natural environment. This course of study will enable students to apply
Scientific, Technological, Engineering and Mathematical (STEM) principles to improve their environment at
the local, regional and global levels.
The study of Green Engineering will enhance quality of life for present and future generations, while
providing wealth creation through new and innovative job opportunities and other economic possibilities
including entrepreneurship. By pursuing this course, students will develop twenty-first century engineering
skills and ethics required for sustainable development. The syllabus is designed to provide the knowledge,
skills and competencies that are required for further studies, as well as for the world of work.
THE CARIBBEAN EXAMINATIONS COUNCIL IS PLEASED TO INTRODUCE
THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION (CAPE®)
GREEN ENGINEERING SYLLABUS.
GREEN
ENGINEERING
AIMS
THE SYLLABUS AIMS TO:
1. enhance students’ awareness of the broad environmental, social and
economic impact of engineering;
2. create an understanding of how to incorporate the principles of
sustainability into engineering practices;
3. promote an understanding of the principles of Green Engineering
and Industrial Ecology;
4. develop an understanding of the interdisciplinary and multi-
disciplinary nature of environmental problems related to engineering;
5. promote awareness of the global challenges related to environment
and the impact of our decisions on present and future generations;
6. apply the principles of Green Engineering and Industrial Ecology to
manage and solve environmental problems related to engineering in
the Caribbean context;
7. apply Scientific, Technological, Engineering and Mathematical
(STEM) principles to improve the environment at the local, regional
and global levels;
8. design solutions to address environmental problems related to
engineering;
9. develop the capacity for critical thinking, creativity and innovation,
problem solving, contextual learning, collaboration, emotional
intelligence, entrepreneurial skills and technological competence
through authentic learning experiences; and,
10. integrate information, communication and technological (ICT) tools
and skills.
SYLLABUS STRUCTURE
The syllabus is organised in two (2) Units. A Unit comprises three (3)
modules each requiring fifty (50) hours. The total time for each Unit,
is therefore, expected to be one hundred and fifty (150) hours.
Each Unit can independently offer students a comprehensive
programme of study with appropriate balance between depth and
coverage to provide a basis for further study in this field.
UNIT 1
INTRODUCTION TO GREEN ENGINEERING
Module 1 – Concepts and Issues
Module 2 – Theoretical Framework of Green Engineering
Module 3 – Green Engineering in Practice
UNIT 2
APPLICATION OF GREEN ENGINEERING PRINCIPLES
Module 1 – Utilisation of Sustainable Materials and Energy
Module 2 – Sustainable Designs
Module 3 – Green Engineering Solutions

2. FOR FURTHER INFORMATION PLEASE CONTACT:
The Pro Registrar – Caribbean Examinations Council
Caenwood Centre, 37 Arnold Road, Kingston 5, Jamaica
t: +1 (876) 630-5200 f: +1 (876) 967-4972
e: cxcwzo@cxc.org w: www.cxc.org
ASSESSMENT
Each Unit will be assessed separately. The scheme of assessment
for each Unit will be the same. A candidate’s performance on
each Unit will be reported as an overall grade and a grade on
each Module of the Unit. Grades will be awarded independently
for each Unit. The assessment will comprise two components,
external and internal.
EXTERNAL ASSESSMENT
(70 per cent)
Paper 01
This paper comprises forty-five compulsory, multiple-choice items,
fifteen based on each Module.
Paper 02
This paper comprises six compulsory questions, two based on
each Module
SCHOOL-BASED ASSESSMENT (30 per cent)
Paper 03/1
The School-Based Assessment in respect of each Unit will contribute 30
per cent to the total assessment of a candidate’s performance on that Unit.
Students are encouraged to work in groups.
UNIT 1
The assessment for Unit 1 will be in the form of a report. The report should
be based on an industry or an engineering infrastructure such as buildings,
roads and bridges in the student’s territory. It should examine sustainability
issues such as conservation and efficiency and provide recommendations
for improvement. The report should reflect the specific objectives from each
of the three Modules in the Unit and incorporate the relevant writing skills.
UNIT 2
The design project requirements identified in Module 3 at Specific Objectives
5, 6, and 7 will form the basis for the SBA. The project will consist of a written
design report and a scaled model that is representative of the product. This
model should be made from readily available materials. The design project
should be based on a problem that has been identified. It should seek to
solve that problem by creating a product following the stages of the design
process. The design project should reflect the specific objective from each
of the three Modules in the Unit and incorporate the relevant writing and
psychomotor skills.
Paper 03/2
Private candidates are required to write an Alternative paper – Paper 03/2.