Research project

Grade 11 Research project:
Waste generation and management in your home
NAME : Due date: _____________
TOTAL: 100
Dealing with the huge amount of waste we produce is one of the biggest problems facing people of planet Earth. In urban areas, waste is collected and taken to landfill sites and this causes many problems. There are better ways to deal with waste other than dumping it at landfill sites. We live in a ‘throw- away society’. Without thinking about it, we continuously add to the huge amounts of waste that people on Earth throw away each year.

(From Life Sciences Explained Grade 11)

You are required to write a report on the generation and management of waste in your home.
AIMS: A. To compare the amount of waste produced in different categories in a middle to high income area (the households of Danville pupils) and a low income area.

B. To compare the amount of waste generated that can be recycled or re-used in a middle to high income area (the households of Danville pupils) and a low income area.

1. 
   report:
   

1. 
   Formulate TWO hypotheses, one for each of the aims above. (4)
   

2. 
   Draw up a detailed written plan as to how you are going to monitor and measure the amount of each type of waste (in selected categories) collected in your household over the period of a week. Your waste must be weighed and expressed in Kg. The categories of waste that you must use are outlined below. (8)
   

• 
  Plastic and polystyrene,
  
• 
  Paper (includes cardboard, magazines, paper packaging),
  
• 
  Glass,
  
• 
  Cans and metal,
  
• 
  Organic waste (fruit and vegetable waste only),
  
• 
  Other waste (anything that does not fit into the other categories) that can be recycled and re-used,
  
• 
  Other waste that cannot be recycled or re-used.
  

ALL your waste must be accounted for.

3. 
   All the data collected in point 2 must be presented in a table (table 1) (not provided).
   

(9)

4. 
   A. Make a list of all the items that you put into each of the two ‘other’ waste categories above.
   

(2)

2. 
   List the categories of waste that can be re-used or recycled.
   

(2)

5. 
   Bring the data tabulated in point 3 to school. This must be done by the end of the July holidays.
   

6. 
   Teachers to do:
   

Collect the results from all the Grade 11 Life Sciences classes and calculate the average amount of waste produced in each category per household for a year. You will be given this data.

7. 
   You will be given data from a low income area to compare with your data.
   

8. 
   Record the average amount of each type of waste collected per year AND the average amount of each type of waste that can be recycled or re-used per household per year in a middle to high income area and a low income area in the table provided (table 2)
   

(8)

9. 
   Record the average amount of waste (in kg) in each category collected per household over a year for a middle to high income area and a low income area in a bar graph. (see rubric)
   

(11)

10. 
    Calculate the percentage of total waste collected that can be recycled or re-used in a middle to high income area and a low income area. Show your calculations.
    

(4)

11. 
    Provide evidence of your investigation by taking photographs of your waste collection bins/ waste collected in the different categories. Include your name badge in your photos. (5)
    
12. 
    Write a suitable conclusion for each hypothesis of your investigation. (4)
    

2. 
   ANALYSIS:
   

Record or research your answers to the following:

1. 
   Draw up a detailed plan that your family could use to reduce the amount of waste they generate. (10)
   

2. 
   Discuss five of the problems caused by landfill sites. (10)
   

3. 
   Evaluate your study using the data collected and provided. Discuss whether you think Danville households (on average a middle to high income group) are an accurate reflection of the average waste generated by ALL South African families. (4)
   

4. 
   Suggest at least three ways to improve on your research project. Explain each one fully.
   

(3)

Bibliography: You will be expected to refer to at least three references for your report. These must be correctly cited. (Ask your teacher if you need help) (4)
Presentation: You will be given marks for presentation (see rubric). (12)

• 
  You will be marked according to the rubrics. Make sure that you hand these in with your project.
  

C.MARK RECORD SHEETS AND Rubrics

Waste management of my family Name: _________________________________

Report:	MARK ALLOCATION	LEARNERS MARK
Two hypotheses (point 1)	4
Your detailed plan (point 2)	8
Results – Table 1 (point 3) (see rubric)	9
Results – List of items put into the two ‘other’ categories of waste (point 4A)	2
Results – List of categories of waste that can be recycled or re-used (point 4B)	2
Results – Table 2 (point 9) (see rubric)	8
Results – Graph (point 10) (see rubric)	11
Results – Calculation (point 11)	4
Evidence – Photos (point 12)	5
Two Conclusions (point 13)	4
Analysis:
1. Plan to reduce amount of waste - (5 well explained ways to reduce the amount of waste produced)	10
2. Problems caused by landfill sites (5 well explained)	10
3. Evaluation of study	4
4. Improvement of research project	3
Bibliography	4
Presentation (See rubric)	12
TOTAL	100

Comment ____________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________
Signature:_______________________________________ Date:_______________________

TAble of results (Table 1):

CRITERIA.	MARK ALLOCATION.	LEARNER’S MARK.
Informative title.	2
Column headings.	1
Row headings.	2
Units	1
Design of table	1
Amounts of each type of waste collected per week	2
TOTAL:	9

TAble of results (Table 2):

CRITERIA.	MARK ALLOCATION.	LEARNER’S MARK.
Informative title.	2
Amounts of each type of waste collected per year (expressed as amount and percentage)	4
Total amount of waste produced	2
TOTAL:	8

GRAPH – DESIGN SKILLS:

CRITERIA	Mark allocation	Learner’s mark
Informative title	2
X axis and X axis label	2
Y axis and Y axis label	2
Points correct	2
Correct type of graph	2
Key	1
TOTAL	11

PRESENTATION

CATEGORY	EXCELLENT	VERY GOOD	ACCEPTABLE	NEEDS IMPROVEMENT	Learner’s mark
Max marks:	4	3	2	1
Contents Page	Very interesting, correctly presented, numbering technique correct.	Interesting, correctly presented, numbering technique correct.	Fairly interesting, mostly correctly presented, relatively correct numbering technique.	Not interestingly presented with some/ no, correct numbering technique.
Colour	Colours used form a consistent, pleasing palette.	Colours do not detract and are consistent.	Colours do not detract but are not consistent.	Colours are actually distracting and disjointed/ not used.
Pictures	8 or more, high quality, relevant pictures with suitable captions enhance our understanding.	At least 6 good quality, relevant pictures with suitable captions enhance our understanding.	At least 4 good quality, relevant pictures with suitable captions enhance our understanding.	Pictures, if present, are poor choices and don’t help our understanding.
TOTAL				12

MODEL ANSWER:

1. 
   Report:
   

1. 
   Hypothesis:
   

E.g. More waste will be generated in Danville households (middle to high income households)  than in low income households

AND

More waste produced in low income areas can be recycled  than the waste produced in Danville households (middle to high income households).  (or any other suitable for either)

(4)

2. Detailed plan:
Must include the following:

• 
  The 7categories of waste that waste was sorted into - plastic and polystyrene, paper, glass, cans and metal, organic waste, other – recyclable, other – non-recyclable, where will it be sorted into (e.g. separate collecting bins) 
  
• 
  How will you measure the waste(scale)  What units will you use (express as kg) 
  

Will you weigh per day, or at the end of a week 

• 
  Instructions to members of your household (Brief here) (8)
  

3. 
   A. List of items in two other categories of waste:
   

• 
  Other – recyclable – batteries, globes, tetra-pak cooldrink packaging, ink cartridges, e-waste…….
  
• 
  Other – non-recyclable – cooked food leftovers (although it could be reused to feed the dog), used tissues, wet or very dirty paper or cardboard (food wrappings, paper plates, cups), disposable nappies, chip packets…..  (if they have nothing in a category, they must say so)
  

(2)

B. List of categories of waste that can be recycled:

• 
  Plastic and polystyrene, paper, glass, cans and metal, organic waste, (other – recyclable).  (Pupils must not try and sort out which types of e.g. glass can and can’t be recycled – e.g. laboratory glass , drinking glasses, sheet glass cannot – see list at end for interest. Must just assume that all plastic, glass etc can be recycled )
  

(2)

3. 
   Table1: (see rubric)
   

Table showing the amount of waste produced in each category  in my household for a week

Categories of waste	Plastic and polystyrene	Paper	Glass 	Cans and metal	Organic waste	Other - recyclable	Other – non-recyclable
Waste collected for 1 week  (kg) 			

Design of table  (any suitable design) (9)

5. Table 2: (see rubric)
Table comparing the average amount of waste in each category collected in a middle to high income area and a low income area (per household) for a year.

Categories of waste Location	Plastic and poly-styrene		Paper		Glass		Cans and metal		Organic waste		Other – recyc-lable		Other – non-recyclable		Tot-al
	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg
Middle to high income area	82	17,2	138	28,9	54	11.3	30	6,3	101	21,1	28	5,9	45	9,4	478
Low income area	75	18,2	122	29,6	35	8,5	10	2,4	130	31,6	15	3,6	25	6,1	412

(8)

6. 
   Graph: (see rubric)
   

Bar graph showing the average amount of waste produced in different categories in a middle to high income area and a low income area per household for a year. 

Heading – 2

X axis and X axis labels – 2

Y axis and Y axis labels – 2

Points correct – 2 (2 for each set of data)

Key - 1

Correct type of graph – 2 (1 mark for bar graph – spaces between bars; 1 mark for 2 bars being compared kept together with no gap) (11)

6. 
   Calculation:
   

Calculate the percentage of total waste collected that can be recycled or re-used for Danville households (middle to high income household/area) and a low income household/area.

Middle to high income area:
(ADD ALL CATEGORIES TOGETHER EXCEPT FOR OTHER NON-RECYCLABLE)
Sum of paper + plastic + glass + cans + org + other recy 433 kg X 100 

Total waste produced (kg) 478 kg

= 90.6 (91%)%
Low income area:

Sum of glass + plastic + glass + cans + org + other recy 387 kg X 100 

Total waste produced (kg) 412 kg

= 93,9 (94)%

(4)

8. Evidence:

Photographic evidence must be included. (Excellent evidence – 5

Fair evidence – 3

No evidence – 0)

(5)

9. Conclusion:
Must relate to hypothesis:

E.g.:

Since 412 kg of waste was produced in the low income area and 478 kg in the middle to high income area, it can be concluded that the middle/ high income area produces more waste

AND

Since 91% of waste produced in the middle to high income area and 94% of waste produced in the low income area can be recycled it can be concluded that most of the waste produced in all households (low and middle to high income areas) can be recycled.  / slightly more waste in the low income area can be recycled.

(4)

2. 
   Analysis:
   

1. Plan to reduce the amount of waste: (any 5 x 2 = 10) (if not well explained 1 mark each only)

Where possible, use re-usable/ returnable packaging.  Consider returnable packaging as it may be more economical (e.g. coke bottles). Use liquid concentrates or refills where the original bottle can be used over and over. 

Don’t buy products that need to be replaced regularly;  this reduces the energy necessary for manufacturing. Cloth nappies, razors with replaceable blades and glassware, for example, are durable products. Avoid disposable and convenience products, where possible. Maintain and repair whatever you can, to extend its lifespan. 
Buy products such as washing powder, toilet paper and cereals in bulk, to save on packaging, petrol and money. If you live alone, consider splitting bulk purchases with friends and neighbours. 
Avoid buying over-packaged goods.  Consumers, have the power to influence the type and amount of packaging that manufacturers use. If you complain, marketers will adapt to what you, the consumer, demands. Buy loose fruit and veg to avoid all the packaging here.
Buy recycled or recyclable goods made from recycled materials e.g. toilet paper. If we demand more of these, their prices will decrease. Wherever possible, buy goods in containers that can be recycled e.g. glass, cans, paper. 

Buy only what you need e.g. food items to avoid having to throw food away if it goes off before you can eat it. Reduce unnecessary waste by avoiding those pointless purchases. Items that rarely get used can be borrowed or shared with others. 

Buy all-purpose household cleaner instead of buying many different ones for each cleaning role. 
Repair goods (e.g. appliances) and do not buy new ones just because they have gone out of fashion (cell phones!!) 
Use durable, reusable, cloth shopping bags; buying fewer bags from the tills and refusing unnecessary layers of wrapping. Reuse and thus refuse any more plastic carrier bags. Even opt for a basket, perhaps. 

Sell or give away unwanted items.  Reduce waste by donating unwanted items to family, friends or neighbours. You could even sell your possessions in a car-boot sale and earn some extra cash. 

Reduce paper waste by cancelling unwanted mail  You can unsubscribe to many national mailing lists by contacting the Direct Marketing Association. 

By re-using and recycling we are reducing the amount of waste produced. 

(any other suitable)

(10)

2. 
   Problems caused by landfill sites: (any 5 X 2 = 10)
   

• 
  High cost to set up and maintain 
  
• 
  Unhealthy conditions – to human health – people living in close proximity 
  
• 
  Water pollution – poisons leach into water table and/ or wash into rivers thereby contaminating our ground water 
  
• 
  Release methane which is highly flammable – leads to fire risk 
  
• 
  Methane also a greenhouse gas leading to climate change/ deplete ozone layer 
  
• 
  We are running out of suitable space for landfill sites. which could rather be used for housing, food etc. 
  
• 
  High transport costs to landfill sites as they are on outskirts of town
  
• 
  By not recycling, and dumping  we are using up valuable non-renewable resources (tin…)
  
• 
  Unpleasant smells  for people living in area (any 5 well explained)
  
• 
  Landfill sites take up a lot of space that could be used for other purposes/ this is destroying natural habitats
  
• 
  Incineration of waste at some landfill sites can release poisonous gases/ CO₂ into the atmosphere (any other suitable)
  

(10)

2. 
   Evaluation of study: (4)
   

Answer should be no:

Most Danville pupils come from a middle/ high income family and we probably buy more goods and especially highly packaged goods that a lower income family. We would therefore produce more waste  than a lower income family. My estimate will therefore not be a good estimate of the waste generated by such families which are in the majority in S.A. 

OR

There are a lot more low income families in South Africa than medium and high income families and if the number of low income families was taken into account,  the average amount of waste generated in SA would be a lot lower.  This is because low income families generate a lot less waste that med to high income families. 

(any suitable answer)

(4)

2. 
   Three ways to improve on research project: (fully explained)
   

• 
  Do the study over a longer period of time– at least a month (not just one week) to give a more accurate account of how much waste is generated. 
  
• 
  Different households have different numbers of people living in them. Work out the amount of waste produced per person rather than per household.
  
• 
  Weighing can give a skewed idea of how much waste is produced as certain items (glass) weigh a lot more than plastic, so rather determine volume of waste. This may be a way of getting an accurate amount of waste produced.  (any other suitable)
  

(3)

Bibliography: (7)
Three references correctly cited. One mark for each reference and another mark if each and one mark for all in alphabetical order.

(4)

Presentation:

(see rubric)

(12)

TOTAL: 100

Data to be used for low income group:
(Taken from a study done in Limpopo on low, middle and high income groups)

	Plastic	Paper	Glass	Cans	Organic	Other - recyclable	Other – non-recyclable	Total
Amount of waste (kg per household per year)	120	90	51	62	77	5	10	415
Amount of waste (% per household per year)	29	22	12	15	19	1	2	100

Recycling > What can and What cannot be recycled

WHAT CAN BE RECYCLED

WHAT CAN NOT BE RECYCLED

Newspapers  Magazines  Boxes  Plain Paper  Food and drinks cans  Paint tins  Light Bulbs, fluorescent tubes and long life, (Pikitup Garden Sites)  Oil cans  Aerosol cans  All glass bottles and jars  Expanded Styrene  Garden and Vegetable waste can be made into compost and used in the garden  Some bottles (eg brandy bottles) can be returned to the vendor for a refund deposit  Check with your local petrol station or waste disposal site to see if they collect used motor oil

*Sheet glass  *Light bulbs  *Drinking glasses  *Ceramic dishware  Self adhesive "Post-It" Notes  Carbon paper  Chemically treated fax or photographic paper  Dog food bags  Potato bags  Wax- coated boxes  Food wrappings  Paper towels  Tissues  Plastic or wax- coated paper  Lever arch files  Insulated cups  Meat and vegetable trays  Take-away containers  Toiletry containers * In essence all glass bottles and jars are recyclable through the glass packaging furnaces. Plate/Flat glass is recyclable through other companies. Materials that are not recyclable through Consol are:  Ceramic cups, plates and pottery  Clay garden pots  Laboratory glass  Crystal and opaque drinking glasses  Mirrors, windshields and window glass  Heat-resistant ovenware (for example, Pyrex or Vision ware)

Table 2:

Cate-gories of waste Location	Plastic and poly-styrene		Paper		Glass		Cans and metal		Organic waste		Other – recyc-lables		Other – non-recyc-lables		Total
	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg
Middle to high income area	68		112		88		29		99		20		66
Low income area	120		90		51		62		77		5		10

Table 2:

Cate-gories of waste Location	Plastic and poly-styrene		Paper		Glass		Cans and metal		Organic waste		Other – recyc-lables		Other – non-recyc-lables		Total
	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg
Middle to high income area	68		112		88		29		99		20		66
Low income area	120		90		51		62		77		5		10

Table 2:

Cate-gories of waste Location	Plastic and poly-styrene		Paper		Glass		Cans and metal		Organic waste		Other – recyc-lables		Other – non-recyc-lables		Total
	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg	%	kg
Middle to high income area	68		112		88		29		99		20		66
Low income area	120		90		51		62		77		5		10