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Recycle Right
Middle Years
Science
Ultimate paper chase
Context
Paper is a very commonly used material that creates significant amounts of waste. Litter statistics in 2013 (Litter
Strategy Monitoring Wave 60 – February 2013) found that paper and cardboard was the third most-commonly
littered material making up 21% of the litter stream. Also it needs to read 6.3% of materials recycled in South
Australia in 2011-12 was paper and cardboard.
In schools paper products can make up twice this proportion of the waste stream. What could you do to reduce
paper use in your school?
7% of all materials recycled in South Australia in 2009–10 was paper and cardboard, including:
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cardboard and waxed cardboard
liquid paperboard (such as milk, juice and other liquid holding cartons)
magazines
newsprint
phone books
printing and writing paper
Recycling paper has the potential to save valuable resources such as trees, water and energy. What could you do
to improve paper recycling at your school?
Student Outcomes
At the end of this unit students will be able to:
• make recycled paper from used paper
• devise ways to test paper properties
• compare the properties of different papers
• critically evaluate, plan and generate ideas and solutions for recycling paper in their school
Resources required
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gloves and aprons
buckets
blender or stick mixer
different types of paper (e.g. newspaper, office paper, paper towel)
extra newspapers or chux
water
square or rectangular tubs
paper making kits with mould and deckle sets (frames and shaping tiles), rollers, chamois and thin mesh or
netting cut to the same size as each deckle
• heavy books (e.g. phone books)
Paper making kits can be hired from KESAB environmental solutions.
Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au | 35
Activity 1
Ultimate paper chase
Science
Teaching background
Qualitative data can be collected without tools, just using your five senses. Describe the paper using the criteria of
colour, size or texture, roughness of the edges, feel to the touch.
Quantitative data is measured using tools and always produces a number. Measure the number of times fine
sandpaper can be rubbed on the paper before it tears.
Students should also consider how to ensure testing is ‘fair’. Generally only one independent variable changes
while controlled variables stay the same.
All scientific investigations involve variables. The independent variable is the variable you purposely manipulate
(change). The dependent variable is the variable that is being observed, which changes in response to changes in
the independent variable. The variables that are not changed are called controlled variables.
When planning an investigation, to make it a fair test, we need to identify:
• one variable to change (independent variable)
• another variable to measure (dependent variable)
• variables to keep the same (controlled variables)
Brainstorm test factors that may need to be controlled to ensure a fair test, such as:
1.The original paper used to make the recycled paper
2.The amount of pulp placed in the tub (by weight or height)
3.The amount of water used in the tub
4.The amount of paper used in the pulp mix
5.The amount of water used in the pulp mix
6.The books used as weights
7.The time given for drying
8.The time given to soak the paper
9.Drying conditions such as temperature, amount of wind
What to do
Students consider paper use in their school in terms of the statistics provided:
• 20% of the litter stream is paper products
• 7% of all materials recycled in SA is paper and cardboard
• Which paper and cardboard materials have a process for recycling or reuse at the school? Which don’t and why
not?
• What could be done to reduce paper use in the school?
• What could be done to improve paper recycling at the school?
Students consider the qualities required for paper to be usable and devise ways of testing them.
Criteria could include:
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strength
smoothness
ability to be written on
appearance
Once one criterion is decided upon (e.g. durability), students consider how to evaluate the quality. For example,
paper could be tested for durability by rubbing it with sandpaper.
36 | Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au
Activity 1
Ultimate paper chase
Science
Use the investigation plan
ner
Students use the ‘in
vestigation planner
’ to help identify wh
observe, measure
at they will change
and keep the same
,
in their investigation
consider all variable
and ensure they
s and principles for
fair testing.
Student example:
Investigation Planner
What do we wish to investigate?
What do we predict will happen? (Hypothesis)
The types of paper that make the strongest recycled
paper
We think paper from the photocopier will make the
strongest paper and crepe paper will make the weakest.
What will we change (the independent variable)?
The types of paper:
For paper 1: photocopier paper
For paper 2: newspaper
For paper 3: crepe paper
What are we observing (the dependent variable)?
We will observe which one tears first when rubbed with fine sandpaper.
What will we keep the same (the controlled variables) to ensure the test is fair?
1.
2.
3.
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5.
6.
7.
8.
9.
10.
The amount of paper used to make the pulp for each paper
The amount of water used to make the pulp for each paper
The tub size
The type and size mesh
The amount of pulp placed in the tub (by weight or height)
The amount of water used in the tub
The books used as weights
The time given for drying
The time given to soak the paper
Drying conditions such as temperature, amount of wind
Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au | 37
Activity 1
Ultimate paper chase
Science
Conducting the investigation
1.Students form teams and allocate roles.
2.Students use the investigation planner to decide upon their investigable question and therefore what their
team will change, observe and keep the same.
3.Teams use a template from pages 41 or 42 to create 3 designs with variations from independent variable.
4.Teams make their designs and record quantitative and qualitative data for each design.
Students can make many alterations to the following recipe in the pursuit for making the ultimate paper; however,
the process for making the paper will remain relatively the same.
1.Tear used paper into thin strips and put into a bucket of water to soak overnight.
2.Once the paper is soft, pulp using a blender or mixer.
3.Pour water into the tub to a depth of about 2cm and lay the mesh in the deckle (bottom frame) and cover with
the shaping tile.
4.Take a cupful of mushy paper from the bucket and spread evenly over the mesh.
5.Carefully lift the mesh out of the tray (without spilling any pulp!) and place onto some newspaper to drain.
6.Place a sheet of newspaper on top of the pulp and carefully turn the whole thing over so that the layers are in
this order - bottom: newspaper, second layer: pulp, third layer: mesh and top: newspaper.
7.Place a heavy book on top and push it down to squeeze out excess water.
8.Remove the book, top layer of newspaper and mesh. Leave paper in a dry place for 24 hours.
Analysing the results
Once the paper is made, students test the properties of each paper type according to their criteria and record
results.
Students decide how their data could be depicted (e.g. bar graph, line graph or pictograph) and then create a
large scale poster with their analysis for their presentation.
Students use their observations and graphs to draw a conclusion about the different paper performances and
compare their hypothesis with their conclusion.
Create a list of the pros and cons of different designs.
Consider questions you have come across during your investigations that you would like to explore.
For example, if crepe paper makes smooth paper and newspaper durable paper, would a combination make
smooth, durable paper?
Note: Use ‘normal’ paper similar to the paper used to create the recycled paper as a control variable.
Create the ULTIMATE recycled paper
Using the data you have collected, can you create the ultimate recycled paper?
Students create a list of materials needed to create their design, create a list of criteria that the paper needs to
meet to be considered ‘ultimate’ (e.g. smoothness, durability).
Students then make their paper and test it to see if they have created the ultimate recycled paper.
1.What do you like best about your paper product? What are its best features?
2.What changes could you make to your paper to improve it even further?
38 | Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au
Activity 1
Ultimate paper chase
Science
Evaluation
Students create one or more of the following:
• a scientific report of the exercise including aim, materials, method, results and summary
• a manual/recipe for making one or more of the following qualities – the strongest/most durable paper,
smoothest paper, best paper to write on, prettiest paper
• a mock newspaper headline and article about a new paper-making process for creating paper with the chosen
qualities
• an advertisement, advertorial or infomercial for their paper including some explanation of why their paper has
those qualities.
Extension activities
Students can set up their own enterprise to make and sell note
paper made from paper used in the school.
Campaigns can be created with advertisements at school
assemblies and in the newsletter.
Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au | 39
Activity 1
Ultimate paper chase
Science
Investigation planner
What do you wish to investigate?
What do you predict will happen? (hypothesis)
What will you change (independent variable)?
What are you observing (dependent variable)?
What will you keep the same (controlled variables) to ensure the test is fair?
40 | Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au
Activity 1
Ultimate paper chase
Science
Exploration data table
Team Members:
Use this table to draw and describe the paper you will make, &
record your measurements and general observations.
Paper design drawings
Qualitative data for
paper design
(describe the paper used
for the pulp including type,
colour, texture)
Quantitative data for
paper design
(measure characteristics
including weight, amount
used in pulp)
Test for (circle one)
Durability
Smoothness
Ease for writing
Appearance
Paper design 1
General observations for Paper design 1
Paper design 2
General observations for Paper design 2
Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au | 41
Activity 1
Ultimate paper chase
Science
Exploration data table
Paper design drawings
Qualitative data for
paper design
Quantitative data for
paper design
(describe the paper used
for the pulp including type,
colour, texture)
(measure characteristics
including weight, amount
used in pulp)
Test for (circle one)
Durability
Smoothness
Ease for writing
Appearance
Paper design 1
General observations for Paper design 1
Paper design 2
General observations for Paper design 2
Thoughts & questions from team members throughout investigations.
42 | Recycle Right is a program delivered by Zero Waste SA www.zerowaste.sa.gov.au