Personal Solid Waste InventoryName ______

Date ______

Purpose: The purpose of this project is for the students to inventory all solid waste items used in a seven-day period which would enter the waste-stream or be recycled.

Student Objectives: Students will become more aware of their overall resource use (number and type of materials) and more familiar with various approaches which may reduce the number of overall “throughput” they have in a given period of time. We all rely on many resources, materials, and products in our daily lives, many of which are used by the consumer for a relatively short time. The physical act of recording items used on the Solid Waste Inventory (S.W.I.) This tally sheet has the potential to serve as a distinct memory for those who thoroughly and honestly complete the assignment.

Background information: Review the sample list of “Solid Waste Items” to record on the required solid waste inventory and the items which are to be carried and those not to be carried, for those who choose to do “the carry” option.

Materials: Solid Waste Inventory Tally Sheet (all students) and brown paper grocery bags (or other bag type) and spring scales for “Carry” folks. Bag(s) should have an AP Envi. Science S.W.A.G. label listing student name and period.

Procedure: All students are to keep a running inventory of their solid wastes throughout the week, with a final tally of the number of items in each major material category (paper, paperboard/cardboard, plastic, aluminum, styrofoam, mixed materials, glass, etc. being tabulated at the end of this time. Students will save all of their solid waste for a total of 7 days. If the item might present a health concern, such as used hygiense items and food waste just take a picture of it and record it in your tally sheet.On the last day students will bring their bags to school to mass their waste materials by category, using spring scales, then calculate a total mass of all their annual solid waste production based on this seven day period. A total solid waste mass for the entire class, may then be determined.

For a 10%/1 grade bonus on this assignment – students may choose to carry all solid waste materials which they use. Students must carry all solid waste materials which they generate/use during the assigned seven day inventory period, except materials which may be a concern. Students must carry their solid waste bag(s) in a visible mannerwith them at all times during the school day. Students cannot simply store their solid waste bag in their locker, a class, car, or hide it in your back pack. You must educate 2 students per day on what you are doing and generate some awareness between them and their trash. The educated students will sign your bag. (Students participating in a sport or other extracarricular activity do not have to carry their solid waste bag(s) during this activity.) You will also need to educate your teachers (1 per day) on what you are doing and why, and have them sign your bag.

Evaluation: Students will be evaluated based on completion of the Solid Waste Inventory Tally sheet and responses to the project questions.

Important Terms:1. Ecoindustrial revolution2. Life-cycle analysis

3. Low-waste households/communities4. Municipul solid waste (MSW)

5. Sanitary landfill6. Service-flow economy

7. Solid Waste8. “Throughputs”

9. Various ways of dealing with solid waste: Burial in Landfill, Composing,

Incineration, Recycling, Redesign, Reduce, Reuse, Alternative products

Items that could not go in your S.W.A.G. Bag

Description of Item (napkins, food, etc.) / Approximate Mass (g/lbs)
Approximate Total Mass – Compare to what you Massed (g / lbs)

Solid Waste InventoryName______

Tally SheetDate ______Per/Box#______

Directions: Complete the Tally Sheet for your solid waste inventory; then complete the questions which follow; use additional paper if you need more space. After tallying, use spring scales to mass each category of solid waste materials and record values in appropriate spaces. Use the “Other” category for any materials which do not easily fit in those provide. After massing/recording, place items in the designated bins/boxes at the front of the classroom. ---Thank you.

Tally Sheet

1. Total Plastic =______(mass in grams or kilograms) =______in a year.

ItemNumber of PiecesItemNumber of Pieces

Beverage containers/Lids =______Straws=______

Food Wrappers=______Forks/spoons=______

Non-food wrappers?=______Other plastic=______

2. Total Paper =______(mass in g or kg) =______in a year.

ItemNumber of PiecesItemNumber of Pieces

School-related papers=______Store receipts=______

Pages of Newspaper=______Mail pieces=______=

Pages of Magazines=______Pages of Catalogs=______

Paper Bags=______Paper towels/napkins=______

Toilet Paper (Est. Sqs)=______Other paper=______

3. Total Paperboard/Cardboard =______(mass in g or kg) =______in a year.

Paperboard pieces = ______

4. Total Aluminum = ______(mass in g or kg) =______in a year.

ItemNumber of PiecesItemNumber of Pieces

Cans =______Foil=______

All other Al Containors =______

5. Total Glass = ______(mass in g or kg) =______in a year.

ItemNumber of PiecesItemNumber of Pieces

Bottles =______Jars=______

Other Glass=______

6. Total Mixed Metals = ______(mass in g or kg) =______in a year.

ItemNumber of Pieces

Assorted Tin and Other Metals = ______

7. Total Styrofoam = ______(mass in g) =______in a year.

ItemNumber of Pieces

Assorted Styrofoam pieces = ______

8. TotalOther = ______(mass in g) =______in a year.

Description of item:

Totals:

  1. Total Solid Waste Items for the 1 week inventory period = ______Items.
  2. Total Solid Waste Items for the 1 year= ______Items.
  3. Total Mass of Solid Waste Items for the 1 week period = ______kg = ______lbs.
  4. Total Mass of Solid Waste Items for 1 year= ______kg = ______lbs
  5. Total Mass of Solid Waste Items for the class for 1 year= ______kg = ______lbs

Questions:

  1. Based on your observations of the solid waste materials displayed on all of the desks in the room, what type or category of municipal solid waste seems to be the most abundant?
  1. Describe three significant and specific environmetal impacts which are associated with the “life cycle” of the material type which you identified in question 1 above.
  1. If your parents completed this same solid waste project, how do you think their inventories would differ, in terms of types and amounts of materials used in a week or in a year? In addition to your thoughts on this matter, please discuss this question with your parents/gardian and record their specific feedback regarding this point.
  1. Did you alter your choices about foods eaten and/or intems purchased /used during the last seven days, due to the type or amount packaging? Describe how your choices were modified during this assignment. If you did the bonus portion of the inventory, (the carry), was there ever a decision not to, for example, have a little orange juice, because it would mean needing to carry the large juice container around in your solid waste bag(s)?
  1. Discuss any aspects of this assignment that you found significant, meaningful, and/or worhtwhile. Describe any experiences you may have had realting to this inventory/carrying of your MSW around campus for seven days that you think are memorable.
  1. Describe 3 things you could do to reduce your solid waste generation.

APES Student______Per/Box#______

AP Environmental Science

SWAG BAG

Solid Waste

Awarenes Generation

“I Am the Sum of My Throughputs”

Teachers – Signatures / Students - Signatures

Modified from Ben Smith