HOLLOW BLOCKS FROM PLASTIC WASTES An Investigatory Project Presented to the Faculty and Staff of Malanday Elementary School during the Local Science Fair 20__ In Partial Fulfillment of the Requirements in Science & Health VI Submitted to: ___________________________ Science & Health VI teacher ___________________________ Math, ICT & Science Coordinator ____________________________ Coordinator for Student Activities 1
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
HOLLOW BLOCKS FROM PLASTIC
WASTES
An Investigatory Project Presented to the Faculty and Staff of
Malanday Elementary School
during the Local Science Fair 20__
In Partial Fulfillment of the Requirements in Science & Health VI
Submitted to:
___________________________Science & Health VI teacher
In the Declaration of Policies, it hereby declared the policy of the State to adopt a
systematic, comprehensive and ecological solid waste management program which shall:
(a) Ensure the protection of the public health and environment;
(b) Utilize environmentally-sound methods that maximize the utilization of valuable resources and encourage resource conservation and recovery;
(c) Set guidelines and targets for solid waste avoidance and volume reduction through source reduction and waste minimization measures, including composting, recycling, re-use, recovery, green charcoal process, and others, before collection, treatment and disposal in appropriate and environmentally sound solid waste management facilities in accordance with ecologically sustainable development principles;
(d) Ensure the proper segregation, collection, transport, storage, treatment and disposal of solid waste through the formulation and adoption of the best environmental practice in ecological waste management excluding incineration;
(e) Promote national research and development programs for improved solid waste management and resource conservation techniques, more effective institutional arrangement and indigenous and improved methods of waste reduction, collection, separation and recovery;
(f) Encourage greater private sector participation in solid waste management;
(g) Retain primary enforcement and responsibility of solid waste management with local government units while establishing a cooperative effort among the national government, other local government units, non- government organizations, and the private sector;
(h) Encourage cooperation and self-regulation among waste generators through the application of market-based instruments;
(i) Institutionalize public participation in the development and implementation of national and local integrated, comprehensive, and ecological waste management programs; and
(j) Strength the integration of ecological solid waste management and resource conservation and recovery topics into the academic curricula of formal and non-formal education in order to promote environmental awareness and action among the citizenry.(Retrieved from http://www.chanrobles.com/republicactno9003.htm)
11
Causes of climate change
The earth's climate is dynamic and always changing through a natural cycle. What
the world is more worried about is that the changes that are occurring today have been
speeded up because of man's activities. These changes are being studied by scientists all
over the world who are finding evidence from tree rings, pollen samples, ice cores, and
sea sediments. The causes of climate change can be divided into two categories - those
that are due to natural causes and those that are created by man.
Natural causes
There are a number of natural factors responsible for climate change. Some of the
more prominent ones are continental drift, volcanoes, ocean currents, the earth's tilt, and
comets and meteorites. Let's look at them in a little detail.
Continental drift
You may have noticed something peculiar about South America and Africa on a
map of the world - don't they seem to fit into each other like pieces in a jigsaw puzzle?
About 200 million years ago they were joined together! Scientists believe that
back then, the earth was not as we see it today, but the continents were all part of one
large landmass. Proof of this comes from the similarity between plant and animal fossils
and broad belts of rocks found on the eastern coastline of South America and western
coastline of Africa, which are now widely separated by the Atlantic Ocean. The
12
discovery of fossils of tropical plants (in the form of coal deposits) in Antarctica has led
to the conclusion that this frozen land at some time in the past, must have been situated
closer to the equator, where the climate was tropical, with swamps and plenty of lush
vegetation.
The continents that we are familiar with today were formed when the landmass
began gradually drifting apart, millions of years back. This drift also had an impact on the
climate because it changed the physical features of the landmass, their position and the
position of water bodies. The separation of the landmasses changed the flow of ocean
currents and winds, which affected the climate. This drift of the continents continues
even today; the Himalayan range is rising by about 1 mm (millimeter) every year because
the Indian land mass is moving towards the Asian land mass, slowly but steadily.
Volcanoes
When a volcano erupts it throws out large volumes of sulphur dioxide (SO2),
water vapour, dust, and ash into the atmosphere. Although the volcanic activity may last
only a few days, yet the large volumes of gases and ash can influence climatic patterns
for years. Millions of tonnes of sulphur dioxide gas can reach the upper levels of the
atmosphere (called the stratosphere) from a major eruption. The gases and dust particles
partially block the incoming rays of the sun, leading to cooling. Sulphur dioxide
combines with water to form tiny droplets of sulphuric acid. These droplets are so small
that many of them can stay aloft for several years. They are efficient reflectors of
sunlight, and screen the ground from some of the energy that it would ordinarily receive
from the sun. Winds in the upper levels of the atmopshere, called the stratosphere, carry
13
the aerosols rapidly around the globe in either an easterly or westerly direction.
Movement of aerosols north and south is always much slower. This should give you
some idea of the ways by which cooling can be brought about for a few years after a
major volcanic eruption.
Mount Pinatubo, in the Philippine islands erupted in April 1991 emitting thousands of
tons of gases into the atmosphere. Volcanic eruptions of this magnitude can reduce the
amount of solar radiation reaching the Earth's surface, lowering temperatures in the lower
levels of the atmosphere (called the troposphere), and changing atmospheric circulation
patterns. The extent to which this occurs is an ongoing debate.
Another striking example was in the year 1816, often referred to as "the year
without a summer." Significant weather-related disruptions occurred in New England and
in Western Europe with killing summer frosts in the United States and Canada. These
strange phenomena were attributed to a major eruption of the Tambora volcano in
Indonesia, in 1815.
The earth's tilt
The earth makes one full orbit around the sun each year. It is tilted at an angle of
23.5° to the perpendicular plane of its orbital path. For one half of the year when it is
summer, the northern hemisphere tilts towards the sun. In the other half when it is winter,
the earth is tilted away from the sun. If there was no tilt we would not have experienced
seasons. Changes in the tilt of the earth can affect the severity of the seasons - more tilt
14
means warmer summers and colder winters; less tilt means cooler summers and milder
winters.
The Earth's orbit is somewhat elliptical, which means that the distance between
the earth and the Sun varies over the course of a year. We usually think of the earth's axis
as being fixed, after all, it always seems to point toward Polaris (also known as the Pole
Star and the North Star). Actually, it is not quite constant: the axis does move, at the rate
of a little more than a half-degree each century. So Polaris has not always been, and will
not always be, the star pointing to the North. When the pyramids were built, around 2500
BC, the pole was near the star Thuban (Alpha Draconis). This gradual change in the
direction of the earth's axis, called precession is responsible for changes in the climate.
Ocean currents
The oceans are a major component of the climate system. They cover about 71%
of the Earth and absorb about twice as much of the sun's radiation as the atmosphere or
the land surface. Ocean currents move vast amounts of heat across the planet - roughly
the same amount as the atmosphere does. But the oceans are surrounded by land masses,
so heat transport through the water is through channels.
Human causes
The Industrial Revolution in the 19th century saw the large-scale use of fossil
fuels for industrial activities. These industries created jobs and over the years, people
moved from rural areas to the cities. This trend continues even today. More and more
land that was covered with vegetation has been cleared to make way for houses. Natural
15
resources are being used extensively for construction, industries, transport, and
consumption. Consumerism (our increasing want for material things) has increased by
leaps and bounds, creating mountains of waste. Also, our population has increased to an
incredible extent.
All this has contributed to a rise in greenhouse gases in the atmosphere. Fossil fuels such
as oil, coal and natural gas supply most of the energy needed to run vehicles, generate
electricity for industries, households, etc. The energy sector is responsible for about ¾ of
the carbon dioxide emissions, 1/5 of the methane emissions and a large quantity of
nitrous oxide. It also produces nitrogen oxides (NOx) and carbon monoxide (CO) which
are not greenhouse gases but do have an influence on the chemical cycles in the
atmosphere that produce or destroy greenhouse gases.
Greenhouse gases and their sources
Carbon dioxide is undoubtedly, the most important greenhouse gas in the
atmosphere. Changes in land use pattern, deforestation, land clearing, agriculture, and
other activities have all led to a rise in the emission of carbon dioxide.
Methane is another important greenhouse gas in the atmosphere. About ¼ of all
methane emissions are said to come from domesticated animals such as dairy cows,
goats, pigs, buffaloes, camels, horses, and sheep. These animals produce methane during
the cud-chewing process. Methane is also released from rice or paddy fields that are
flooded during the sowing and maturing periods. When soil is covered with water it
becomes anaerobic or lacking in oxygen. Under such conditions, methane-producing
16
bacteria and other organisms decompose organic matter in the soil to form methane.
Nearly 90% of the paddy-growing area in the world is found in Asia, as rice is the staple
food there. China and India, between them, have 80-90% of the world's rice-growing
areas.
Methane is also emitted from landfills and other waste dumps. If the waste is put into an
incinerator or burnt in the open, carbon dioxide is emitted. Methane is also emitted during
the process of oil drilling, coal mining and also from leaking gas pipelines (due to
accidents and poor maintenance of sites).
A large amount of nitrous oxide emission has been attributed to fertilizer application.
This in turn depends on the type of fertilizer that is used, how and when it is used and the
methods of tilling that are followed. Contributions are also made by leguminous plants,
such as beans and pulses that add nitrogen to the soil.
(Retrieved from http://edugreen.teri.res.in/explore/climate/causes.htm)
Related Studies on Hollow Blocks
The following were borrowed from the research of Rosario (2010):
Hollow Blocks out of Wood Waste and Agricultural Waste
A new type of hollow blocks can be fabricated out of wood waste, agricultural waste and soil
mixed with minimum amount of cement. As far as strength and durability are concerned, results
of test showed that this type of blocks is comparable to some of the commercial or traditional
concrete hollow blocks. Although considered strictly non-load bearing, it is very satisfactory for
low cost housing. Its compressive strength ranges from 197 to 386 pounds per square inch (psi).
The Control Mixture (1 part cement, 3 parts sand and 0 part plastic waste strip)
1. Mix the materials well with the aid of shovel.
2. Mix well to attain desired consistency.
3. Put in a “hollow block” shaped mold the mixture of cement and sand
4. Lay mold on its side on top of a level platform. Fill the mold completely and
scrape excess.
5. Place flat wood on top of the mold and invert it. Compress it like the first one and
scrape the top. If necessary add more mixture of cement and sand.
6. Remove the three sets of blocks from the mold. Remove the lock and push
carefully the molded block.
23
7. Let the block dry under the shades for a few hours to one day after removing from
the mold. In drying let it lie on longer sides so it will slide on the longer side.
8. Let it age for 7 days outside. Sprinkle water from time to time to prevent cracks.
9. Gather the compressive strengths of the specimens on the 7th, 14th and 21st day.
The Treatment Mixtures
Follow steps 1 – 8 above by taking into consideration the parts of sand and plastic
waste strips as specified below.
Mixture 1 (1 part cement, 1.5 parts sand and 1.5 parts plastic waste strips)
Mixture 2 (1 part cement, 2.0 parts sand and 1 part plastic waste strips)
Mixture 3 (1 part cement, 2.5 parts sand and 0.5 part plastic waste strips)
Research Environment
This study took place in different environments. The making of hollow blocks
was done in Salvacion, Bayombong, Nueva Vizcaya. Then, the determination of their
compressive strengths and unit weights were done in an Engineering Laboratory of
Saint Mary’s University.
Experimental Designs
Experimental Design1
IV: Mixture TypesDV: Compressive Strengths after 7days, 14 days and 21 days
Specimens Control(25-75-0)
Mixture1(25-62.5-12.5)
Mixture2(25-50-25)
Mixture3(25-37.5-37.5)
24
CHB1
CHB2
CHB3
Experimental Design2
IV: Mixture TypesDV: Weights after 7 days, 14 days and 21 days
Control(25-75-0)
Mixture1(25-62.5-12.5)
Mixture2(25-50-25)
Mixture3(25-37.5-37.5)
CHB1
CHB2
CHB3
Experimental Design3
IV: Mixture TypesDV: Cost per Hollow Block
Control(25-75-0)
Mixture1(25-62.5-12.5)
Mixture2(25-50-25)
Mixture3(25-37.5-37.5)
Data Gathering Instruments and Procedure
On the 7th day, subject the blocks to a laboratory test making use of the Compression
Testing Machine
25
Do the same after 14 days and 21 days.
Data Analysis Procedure
The following statistics were used:
The means and standard deviations for the compressive strengths and unit weights of the
hollow blocks were computer. The compressive strengths were also compared against
the standards using t-test. Furthermore, these properties were further compared
considering the curing periods of the hollow blocks.
The Compressive Strength Standards
According to the American Society of Testing and Materials (ASTM), the
compressive strength requirement for non-load bearing blocks is 2.4 Mpa or 348.13 Psi to
4.83 Mpa or 700.61 Psi. On the other hand, the Forest Product Research and Industries
Development Commission (FPRIDC) in a product research entitled Hollow Blocks from
farm Wastes, has approved the blocks with a compressive strength of 197 Psi or 1.36
Mpa to 386 Psi or 2.66 Mpa, for non-load bearing purposes especially for low cost
housing as cited in the study of Rosario (2010).
26
Bibliography
Felipe, J. M. , et. al (2010). Use of Recycled Polysterene Pellet for the Production of Lightweight Non-load Bearing Concrete Hollow Blocks. Unpublished Research, School of Engineering and Architecture, SMU Bayombong, Nueva Vizcaya
Rosario, Wilnice Pica D (2010). Potential Use of Chicken Feather Materials (CFM) as a Component for Building Blocks. Unpublished Research, Grade School, SMU Bayombong, Nueva Vizcaya
Soliven, Samuel R (2006). Science Research and Statistics. SMU Publishing House