comb proejct 1

School-Based Projects
Title : Improper waste disposal Habits and Their Environmental Effects at
Chikwingwizha Minor Seminary
Name : Simbini Akudzweishe/3020
School : Chikwingiwzha Minor Seminary/050084
Subject : combined science

Stage 1 : Problem Identification

1.1 Description of Problem
In my community improper waste disposal has become a significant issue ,
leading to environmental pollution and health hazards .Many students dispose of
waste inappropriately , contributing to littering and negative impacts on local
ecosystems

1.2 Statement of Intent

The purpose of this project is to examine waste disposal practices within my
community and assess their environmental consequences . I intend to analyze
how these practices affect pollution level and local wildlife as well as to raise
awareness

1.3 Project Specifications

●​ Conduct surveys to assess the waste disposal habits of people

●​ Analyze the environmental effects of disposal

●​ Create a report on my findings

STAGE 2 : Investigation of Related Ideas

2.1 Evidence of Related Ideas
In my research I found out that other schools have :

●​ Started student-led collection & repurposing of litter

●​ Created environment clubs

●​ Integrated agriculture projects

2.2 Merits/Strengths

●​ Student-led Collection & Repurposing of Litter encourages creativity and

innovation as students turn waste into useful products, building
problem-solving and practical skills.

●​ Environment Clubs builds long-term awareness and responsibility by

involving students in leadership and peer education.
 ●​ Agriculture Projects provides hands-on learning about recycling organic
waste while producing food or improving school greenery.

2,3 Demerits/weaknesses

●​ Student lead collection requires consistent supervision; without guidance,

projects may lose momentum or students may mishandle hazardous waste.

●​ Environmental club activities may be limited if students lose interest or if

there is little support from teachers and administration.

●​ Agriculture projects need space, time, and resources (tools, seeds, water);
projects may fail if not properly maintained.

Stage3 : Generation of Possible Solutions

3.1 Evidence of Possible Solution

●​ Establishment of an Environmental Club

●​ Waste Segregation and Recycling System

●​ Regular School Clean-Up Programs

3.2 Merits/Strengths of solutions

●​ Waste segregation and recycling systems reduce the amount of waste that
goes to landfills, while promoting recycling and environmental
responsibility among students.

●​ Environmental Club provides students with leadership opportunities and

encourages peer-to-peer learning, making waste management a shared
responsibility.

●​ Regular school clean up programs improves school cleanliness and creates

a sense of pride and teamwork among students, fostering a culture of
responsibility.

Stage 4 : Development / Refinement of Chosen Idea

4.1 Indication of Choice
I chose to focus on writing a detailed report on waste disposal habits

4.2 Justification of Choice

Report writing aloo for a comprehensive presentation of my findings , making it
easier to share valuable insights
4.3 Developments/Refinements
●​ I prepared a survey to assess the waste disposal practices of people

●​ I designed a data collection sheet to record responses and analyze the

impacts of disposal methods

●​ I ensured the report included clear documentation of the survey process

,results and conclusion

Stage 6 : Evaluation and recommendation

6.1 Relevance to Statement of Intent
THe project stayed fully aligned with its goal

6.2 Challenges Faced

I faced challenges in obtaining accurate responses from students and some were
reluctant to disclose poor disposal practices. Some students were initially
skeptical about the significance of waste disposal on the environment

6.3 Recommendations
●​ Conducting follow up surveys to monitor change in waste disposal

●​ Organize community workshops to educate residents about the

importance of proper waste management

●​ Encourage students to promote recycling and foster better waste disposal

habits
comb report 1
School-Based Project Report
Title: Improper Waste Disposal Habits and Their Environmental Effects at
Chikwingwizha Minor Seminary​
Name: Simbini Akudzweishe​
School: Chikwingwizha Minor Seminary​
Subject: Combined Science

Introduction
At Chikwingwizha Minor Seminary, I noticed that waste disposal is a growing
problem. Many of my schoolmates throw plastics, food wrappers, and bottles on
the ground instead of using the bins provided. Sometimes, waste is even dumped
behind the dormitories or near the dining hall. These habits make the school
environment look dirty and can also lead to bigger issues like pollution, the
spread of diseases, and harm to animals around us.

This project was meant to understand how students at my school dispose of

waste and to see how these habits are affecting our environment.

Methodology
To carry out this project, I used a few simple steps:

●​ Survey: I gave a short questionnaire to 10 students from different classes. I

asked them how they usually dispose of their waste – whether in bins, by
open dumping, or by littering.​

●​ Observation: I walked around the classrooms, dormitories, and dining hall

to see for myself where waste usually ends up.​

●​ Recording: I wrote down the types of waste I found, such as plastics, food
waste, paper, cans, and bottles, and noted how they were disposed of.​

●​ Analysis: Finally, I summarized the information to see the common disposal

habits and their impact on our environment.​
Findings
1. Waste Disposal Habits

From the survey and observations:

●​ About 30% of students said they usually use bins.​

●​ 45% admitted they sometimes throw waste on the ground, especially if bins
were far away.​

●​ 25% said they just dump waste in open areas.​

Most common waste types I saw:

●​ Plastics and food wrappers (the highest)​

●​ Food leftovers like bones​

●​ Pieces of paper and old exercise books​

2. Environmental Effects Observed

●​ Littering: Wrappers and plastics scattered in the school yard made the
surroundings look messy.​

●​ Soil and Water Pollution: I saw food waste and plastics near the drainage
channels, which could easily be washed into streams during rains.​

●​ Health Hazards: Flies and rats were common near piles of waste, which
could spread diseases like malaria, typhoid, or cholera.​

●​ Air Pollution: Some students burn waste behind the dormitories. The smoke
smells bad and pollutes the air we breathe.​

●​ Wildlife Effects: Dogs and goats were seen eating waste, which can be
dangerous for them if they swallow plastics or bones.​
Discussion
From what I saw and heard, the main reason for improper waste disposal is lack
of awareness and limited bins. Some students don’t think much about where they
throw their waste, while others burn or dump it because it feels easier. Even
though a small group of students dispose of their waste properly, most do not,
and this causes problems for the whole school.

These habits are slowly damaging our environment, making it unhealthy and
unsafe. If nothing changes, the school will face more pollution, pests, and a poor
learning environment.

Conclusion
This project showed me that waste disposal at Chikwingwizha Minor Seminary
needs serious attention. The current habits are not good for the school, the
health of students, or the environment. If we start managing our waste properly,
we can have a cleaner, safer, and healthier school.

Recommendations
1.​ Place more bins around the school yard, near classrooms, and hostels.​

2.​ Start an Environmental Club where students can lead clean-up activities
and awareness campaigns.​

3.​ Compost biodegradable waste like food leftovers and use it in the school
gardens.​

4.​ Discourage burning waste and instead promote recycling of plastics,

bottles, and papers.​

5.​ Hold monthly clean-up campaigns so students work together to keep the
school tidy.​
comb project 2
School-Based Project
Title: Lack of Exercise at Chikwingwizha Minor Seminary and Its Effects on
Academic Performance

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Combined Science

Stage 1: Problem Identification

1.1 Description of Problem

In my community, many students do not engage in regular physical exercise due

to academic pressure, lack of facilities, or low awareness of its importance. This
has led to increased fatigue, poor concentration, and reduced academic
performance. Students often feel tired, stressed, and mentally drained, which
negatively affects their ability to learn and retain information.

1.2 Statement of Intent

The purpose of this project is to examine the exercise habits of students at

Chikwingwizha Minor Seminary and assess how physical inactivity affects their
academic performance. I intend to analyze the relationship between exercise and
learning ability, and raise awareness about the benefits of regular physical
activity.

1.3 Project Specifications

●​ Conduct surveys to assess students’ exercise habits and academic

performance
●​ Analyze the effects of physical inactivity on concentration and grades
●​ Create a detailed report on findings and propose solutions

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas

In my research, I discovered that other schools have:

●​ Introduced daily physical education sessions

 ●​ Created sports clubs and inter-house competitions
●​ Implemented wellness programs combining exercise and mental health
support

2.2 Merits/Strengths

●​ Daily Physical Education improves physical fitness and boosts mental

alertness, helping students stay focused in class.
●​ Sports Clubs foster teamwork, discipline, and motivation, which can
translate into better academic engagement.
●​ Wellness Programs address both physical and emotional health, reducing
stress and improving academic resilience.

2.3 Demerits/Weaknesses

●​ Daily PE sessions may reduce time for academic subjects if not well
balanced.
●​ Sports Clubs require resources, equipment, and committed staff to run
effectively.
●​ Wellness Programs may be difficult to implement without trained
professionals or proper funding.

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Establishment of a Physical Wellness Committee

●​ Introduction of short daily exercise routines (e.g., morning stretches)
●​ Organizing monthly sports tournaments

3.2 Merits/Strengths of Solutions

●​ The Physical Wellness Committee can monitor student health and promote
consistent exercise habits.
●​ Daily Exercise Routines are easy to implement and help energize students
before classes.
●​ Monthly Sports Tournaments build excitement and encourage
participation, improving school spirit and student engagement.

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice
I chose to focus on writing a detailed report on students’ exercise habits and their
academic effects.

4.2 Justification of Choice

Report writing allows for a structured and comprehensive presentation of

findings, making it easier to share insights with school authorities and propose
informed solutions.

4.3 Developments/Refinements

●​ I prepared a survey to assess how often students exercise and how they
perform academically.
●​ I designed a data collection sheet to record responses and identify
patterns.
●​ I ensured the report includes clear documentation of the survey process,
results, analysis, and conclusions with recommendations for improvement.

Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project stayed fully aligned with its goal of analyzing the link between
exercise and academic performance.

6.2 Challenges Faced

I faced challenges in collecting honest responses, as some students were

reluctant to admit they rarely exercise. Others did not see the connection
between physical activity and academic success, making it difficult to gather
meaningful data.

6.3 Recommendations

●​ Conduct follow-up surveys to monitor changes in exercise habits and

academic outcomes
●​ Organize awareness campaigns to educate students on the benefits of
physical activity
●​ Encourage teachers to integrate short physical breaks during lessons to
improve focus and energy
comb 2 report
Project Report
Title: Lack of Exercise at Chikwingwizha Minor Seminary and Its Effects on
Academic Performance

Name: Simbini Akudzweishe

School: Chikwingwizha Minor Seminary

Subject: Combined Science

Introduction

This report investigates the exercise habits of students at Chikwingwizha Minor

Seminary and how physical inactivity may be affecting their academic
performance. The study was motivated by observations of fatigue, low
concentration, and declining academic engagement among students. The aim
was to gather data, analyze trends, and propose solutions to improve both
physical health and academic outcomes.

Methodology

A structured survey was conducted among 10 Form Four students. The survey
included questions about frequency and duration of exercise, types of physical
activity, perceived focus in class, and self-assessed academic performance.
Responses were recorded and analyzed to identify patterns and correlations.

Findings

1. Exercise Frequency

●​ 3 students do not exercise at all

●​ 4 students exercise 1–2 times per week
●​ 3 students exercise 3 or more times per week

2. Exercise Duration

●​ 4 students exercise for less than 15 minutes

●​ 4 students exercise between 15–30 minutes
●​ 2 students exercise for more than 30 minutes

3. Types of Exercise

●​ Common activities included jogging, soccer, push-ups, sit-ups, and walking

●​ 3 students reported doing no physical activity at all
4. Focus in Class

●​ 7 students said they feel more focused after exercising

●​ 2 students said they do not feel a difference
●​ 1 student was unsure

5. Academic Performance

●​ 1 student rated their performance as Excellent

●​ 4 students rated themselves as Good
●​ 2 students rated themselves as Average
●​ 3 students rated themselves as Poor

6. Perceived Impact of Exercise

●​ 9 students believe lack of exercise affects academic performance

●​ 1 student was unsure

7. Student Recommendations

●​ 9 students want more physical activities included in the school timetable

●​ 1 student was unsure

Analysis

The data shows a clear link between regular physical activity and improved
academic focus. Students who exercise more frequently tend to rate their
academic performance higher and report better concentration in class. On the
other hand, those who do not exercise often struggle with fatigue and poor
academic outcomes.

Conclusion

The findings confirm that lack of exercise is a contributing factor to reduced

academic performance at Chikwingwizha Minor Seminary. Promoting physical
activity among students could lead to better health, improved concentration, and
stronger academic results.

Recommendations

●​ Introduce short daily exercise routines such as morning stretches or

10-minute movement breaks
●​ Organize monthly sports events to encourage participation and build
school spirit
●​ Include physical education in the timetable at least twice a week
●​ Raise awareness through posters, assemblies, and peer-led campaigns
about the benefits of exercise
●​ Monitor progress through follow-up surveys and feedback sessions
biology project 1
School-Based Project
Title: Increased Junk Food Consumption at Chikwingwizha Minor Seminary and Its
Effects on Student Health

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Biology

Stage 1: Problem Identification

1.1 Description of Problem

In my community, many students consume junk food regularly due to

convenience, taste preference, and lack of nutritional awareness. Junk food
includes items high in sugar, salt, and unhealthy fats such as chips, fizzy drinks,
sweets, and processed snacks. This has led to increased cases of fatigue, poor
concentration, weight gain, and digestive issues among students. These health
problems negatively affect students’ ability to focus, participate actively in class,
and maintain overall well-being.

1.2 Statement of Intent

The purpose of this project is to examine the junk food consumption habits of
students at Chikwingwizha Minor Seminary and assess how these habits affect
their health. I intend to analyze the biological effects of poor nutrition and raise
awareness about the importance of healthy eating for physical and mental
development.

1.3 Project Specifications

●​ Conduct surveys to assess students’ junk food consumption and health

symptoms
●​ Analyze the biological effects of poor nutrition on student health and
concentration
●​ Create a detailed report on findings and propose practical solutions

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas

In my research, I discovered that other schools have:

 ●​ Replaced junk food in tuck shops with healthier options
●​ Introduced nutrition education programs
●​ Organized health awareness campaigns and wellness days

2.2 Merits/Strengths

●​ Healthy tuck shops promote better eating habits and reduce health risks
●​ Nutrition education empowers students to make informed food choices
●​ Wellness campaigns raise awareness and encourage community
involvement

2.3 Demerits/Weaknesses

●​ Healthy food options may be more expensive and less appealing to

students
●​ Nutrition programs require trained staff and consistent follow-up
●​ Wellness campaigns may have limited impact without strong student
participation

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Replace junk food with nutritious snacks in the school tuck shop
●​ Introduce weekly nutrition talks or assemblies
●​ Launch a “Healthy Eating Challenge” to motivate students

3.2 Merits/Strengths of Solutions

●​ Nutritious snacks improve student health and energy levels

●​ Nutrition talks increase awareness and promote long-term behavior
change
●​ Healthy Eating Challenges make learning fun and encourage peer support

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice

I chose to focus on writing a detailed report on students’ junk food consumption

and its effects on their health.

4.2 Justification of Choice

Report writing allows for a structured and comprehensive presentation of

findings, making it easier to share insights with school authorities and propose
informed solutions.
4.3 Developments/Refinements

●​ I prepared a survey to assess how often students consume junk food and
what symptoms they experience
●​ I designed a data collection sheet to record responses and identify
patterns
●​ I ensured the report includes clear documentation of the survey process,
results, biological analysis, and recommendations for improvement

Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project stayed fully aligned with its goal of analyzing the link between junk
food consumption and student health.

6.2 Challenges Faced

I faced challenges in collecting honest responses, as some students were

reluctant to admit their eating habits. Others did not understand the connection
between junk food and health problems, making it difficult to gather meaningful
data.

6.3 Recommendations

●​ Conduct follow-up surveys to monitor changes in eating habits and health

outcomes
●​ Organize nutrition awareness campaigns to educate students on healthy
eating
●​ Encourage teachers and staff to model healthy food choices and support
wellness initiatives
biology project 1 report
Project Report
Title: Increased Junk Food Consumption at Chikwingwizha Minor Seminary and Its
Effects on Student Health

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Biology

Introduction

This report presents the findings of a Biology project investigating the effects of
junk food consumption among students at Chikwingwizha Minor Seminary. Junk
food, defined as food high in sugar, salt, and unhealthy fats with low nutritional
value, has become increasingly popular among students. The aim of the study
was to assess how these eating habits affect student health, including physical
symptoms, concentration, and overall well-being.

Methodology

A survey was conducted among 15 students from different forms. The

questionnaire focused on:

●​ Frequency of junk food consumption

●​ Types of junk food consumed
●​ Health symptoms experienced
●​ Impact on academic concentration
●​ Awareness of health risks

Responses were collected anonymously and analyzed to identify patterns and

draw conclusions.

Findings

1. Frequency of Consumption

●​ 5 students consume junk food daily

●​ 7 students consume junk food 3–5 times per week
●​ 3 students consume junk food occasionally

2. Common Junk Foods

●​ Potato chips, fizzy drinks, chocolate bars, instant noodles, fried snacks
3. Health Effects Reported

●​ Fatigue (6 students)
●​ Stomach discomfort (4 students)
●​ Weight gain (3 students)
●​ Acne and skin problems (2 students)

4. Academic Impact

●​ 9 students reported poor concentration after eating junk food

●​ 4 students felt sleepy during lessons
●​ 2 students noticed no change

5. Awareness of Health Risks

●​ 12 students were aware that junk food is unhealthy

●​ 3 students were unsure or unaware

Analysis

The findings show a clear link between frequent junk food consumption and
negative health outcomes. Biologically, junk food contributes to:

●​ Rapid spikes and drops in blood sugar, leading to fatigue and poor focus
●​ Excess fat accumulation, increasing risk of obesity
●​ Nutrient deficiencies that weaken the immune system and slow brain
function

Students who consume junk food regularly are more likely to experience physical
discomfort and reduced academic performance.

Conclusion

The project confirms that increased junk food consumption at Chikwingwizha

Minor Seminary is negatively affecting student health. Despite awareness of the
risks, junk food remains popular due to taste and convenience. There is a need
for targeted interventions to promote healthier eating habits.

Recommendations

●​ Replace junk food in the tuck shop with nutritious alternatives

●​ Introduce weekly nutrition education sessions
●​ Launch a “Healthy Eating Challenge” to motivate students
●​ Encourage teachers to model healthy eating and support wellness
programs
●​ Conduct follow-up surveys to monitor changes in student health and
habits
bio project 2
School-Based Project
Title: Soil Erosion and Its Impact on Plant Growth at Chikwingwizha Minor
Seminary

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Biology

Stage 1: Problem Identification

1.1 Description of Problem

At Chikwingwizha Minor Seminary, certain areas of the school grounds show

signs of soil erosion due to poor land management, lack of vegetation cover, and
frequent foot traffic. This erosion leads to the loss of topsoil, which is rich in
nutrients necessary for plant growth. As a result, plants in these areas struggle to
grow, and biodiversity is reduced. Soil erosion also affects water retention and
root stability, making it harder for vegetation to thrive.

1.2 Statement of Intent

The purpose of this project is to investigate how soil erosion affects plant growth
and biodiversity at Chikwingwizha Minor Seminary. I aim to identify erosion-prone
areas, assess the condition of plant life in those zones, and raise awareness
about soil conservation.

1.3 Project Specifications

●​ Observe and document areas affected by soil erosion

●​ Compare plant growth in eroded vs. stable soil areas
●​ Interview grounds staff and students about land use habits
●​ Create a report with findings and propose soil conservation strategies

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas

In my research, I discovered that other schools have:

●​ Planted grass and trees to reduce erosion

●​ Built terraces and drainage systems to control water flow
●​ Introduced environmental clubs to promote soil conservation
2.2 Merits/Strengths

●​ Vegetation cover protects soil and improves biodiversity

●​ Terraces and drainage systems reduce runoff and soil loss
●​ Environmental clubs encourage student involvement and long-term care

2.3 Demerits/Weaknesses

●​ Planting vegetation requires time and maintenance

●​ Terracing may be costly and labor-intensive
●​ Environmental clubs need consistent support to stay active

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Plant grass and shrubs in erosion-prone areas

●​ Create awareness posters about soil conservation
●​ Organize student-led tree planting campaigns

3.2 Merits/Strengths of Solutions

●​ Plants stabilize soil and improve water retention

●​ Posters educate the school community and promote action
●​ Tree planting builds teamwork and restores damaged areas

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice

I chose to focus on writing a detailed report on the impact of soil erosion on plant
growth at Chikwingwizha Minor Seminary.

4.2 Justification of Choice

Report writing allows for a structured and evidence-based presentation of

findings. It can be shared with school authorities to support environmental action
and land management improvements.

4.3 Developments/Refinements

●​ I observed and documented erosion-prone areas and plant conditions

●​ I designed a data sheet to compare plant growth in different soil zones
●​ I ensured the report includes clear documentation of the observation
process, results, biological analysis, and recommendations
Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project remained focused on assessing the impact of soil erosion on plant
growth and proposing practical solutions to improve soil health and biodiversity.

6.2 Challenges Faced

Some areas were difficult to access due to terrain, and it was challenging to
measure plant health without proper tools. Weather conditions also affected
observation days.

6.3 Recommendations

●​ Plant more vegetation in erosion-prone zones to stabilize soil

●​ Educate students on the importance of soil conservation
●​ Create a school-wide campaign to reduce foot traffic in vulnerable areas
●​ Collaborate with staff to implement basic land management practices
bio project2 report
Project Report
Title: Soil Erosion and Its Impact on Plant Growth at Chikwingwizha Minor
Seminary

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Biology

Introduction

This report presents the findings of a Biology project investigating the effects of
soil erosion on plant growth at Chikwingwizha Minor Seminary. Soil erosion is the
removal of the top layer of soil by wind, water, or human activity. This layer
contains essential nutrients and organic matter that support plant life. At the
seminary, erosion has been observed in areas with little vegetation and high foot
traffic. The aim of this study was to assess how erosion affects plant health,
biodiversity, and soil quality.

Methodology

Observations were conducted in different zones of the school grounds,

comparing areas with visible erosion to those with stable soil. A checklist was
used to record:

●​ Presence and condition of vegetation

●​ Soil texture and moisture
●​ Signs of erosion (e.g., exposed roots, gullies)
●​ Plant diversity and growth patterns

Interviews with grounds staff and students provided additional insights into land
use habits and awareness of soil conservation.

Findings

1. Erosion-Prone Areas

●​ Found near footpaths, open grounds, and slopes

●​ Soil appeared dry, compacted, and lacking organic matter
●​ Few plants were present, mostly stunted or unhealthy

2. Stable Soil Areas

 ●​ Found near gardens and shaded zones
●​ Soil was moist, loose, and rich in organic material
●​ Plant growth was healthy and diverse

3. Impact on Plant Growth

●​ Eroded areas had fewer species and lower plant density

●​ Plants showed signs of stress: yellowing leaves, weak stems
●​ Root systems were shallow due to poor soil structure

4. Student Awareness

●​ 10 out of 15 students were unaware of the link between soil erosion and
plant health
●​ Most students walked through erosion-prone areas without realizing the
impact

Biological Analysis

Soil erosion removes the nutrient-rich topsoil that plants depend on for growth.
Without this layer:

●​ Water retention decreases, leading to drought stress

●​ Roots struggle to anchor and absorb nutrients
●​ Microbial activity declines, reducing soil fertility
●​ Biodiversity drops as sensitive species fail to survive

Healthy soil supports photosynthesis, nutrient cycling, and plant reproduction.

Erosion disrupts these biological processes, leading to poor vegetation and
ecological imbalance.

Conclusion

The project confirms that soil erosion at Chikwingwizha Minor Seminary

negatively affects plant growth and biodiversity. Erosion-prone areas show poor
soil quality and reduced vegetation, while stable zones support healthy plant life.
There is a clear need for soil conservation efforts to protect the school’s natural
environment.

Recommendations

●​ Plant grass and shrubs in erosion-prone zones to stabilize soil

●​ Create awareness posters about soil conservation
●​ Encourage students to use designated paths to reduce foot traffic damage
●​ Organize tree planting campaigns and involve the Environmental Club
●​ Monitor soil health regularly and maintain vegetation cover
chem project 1
School-Based Project
Title: Reducing Acidic Soil Conditions Using Natural Neutralizers at Chikwingwizha
Minor Seminary

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Chemistry

Stage 1: Problem Identification

1.1 Description of Problem

At Chikwingwizha Minor Seminary, some garden areas and patches of soil show
signs of poor plant growth. After basic soil testing, it was observed that the soil in
these areas is highly acidic. Acidic soil reduces nutrient availability, damages root
systems, and limits crop productivity. Commercial soil neutralizers like lime are
costly and not always available. Natural substances such as wood ash and
crushed eggshells may offer a low-cost, chemistry-based solution to neutralize
soil acidity and improve plant growth.

1.2 Statement of Intent

The purpose of this project is to investigate how natural substances like wood ash
and crushed eggshells can be used to reduce soil acidity. I aim to test their
neutralizing effects, understand the chemical reactions involved, and propose a
sustainable method for improving soil health at the seminary.

1.3 Project Specifications

●​ Collect soil samples from acidic areas around the school

●​ Apply natural neutralizers (wood ash, eggshells) and monitor changes in
pH
●​ Observe plant growth in treated vs. untreated soil
●​ Analyze the chemical reactions between acids and bases
●​ Create a report with findings and propose practical recommendations

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas

In my research, I discovered that other schools and communities have:

 ●​ Used wood ash to raise soil pH and improve crop yields
●​ Applied crushed eggshells as a calcium-rich neutralizer
●​ Promoted composting and natural soil treatments in agriculture clubs

2.2 Merits/Strengths

●​ Natural neutralizers are affordable and easy to source

●​ They improve soil structure and nutrient availability
●​ They promote sustainable chemistry and environmental awareness

2.3 Demerits/Weaknesses

●​ Effectiveness may vary depending on quantity and soil type

●​ Overuse can lead to overly alkaline conditions
●​ Results may take time to appear and require regular monitoring

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Apply wood ash to acidic soil and monitor pH changes

●​ Mix crushed eggshells into garden beds and observe plant response
●​ Educate students on soil chemistry and natural treatment methods

3.2 Merits/Strengths of Solutions

●​ Demonstrates acid-base reactions in real-life applications

●​ Improves soil health and supports plant growth
●​ Encourages hands-on learning and sustainable practices

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice

I chose to focus on testing wood ash and crushed eggshells as natural

neutralizers for acidic soil.

4.2 Justification of Choice

This method solves a real problem affecting plant growth at the seminary and
allows for practical chemistry experimentation. It also promotes eco-friendly
solutions that students can apply in their own communities.

4.3 Developments/Refinements

●​ I collected soil samples from affected areas and tested initial pH

 ●​ I applied wood ash and eggshells separately and monitored changes over 2
weeks
●​ I planted beans in treated and untreated soil to compare growth
●​ I documented the process and results in a detailed report

Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project remained focused on solving the problem of acidic soil using natural
chemistry-based solutions.

6.2 Challenges Faced

It was difficult to measure exact pH changes without advanced equipment.

Weather conditions affected plant growth, and results took time to appear.

6.3 Recommendations

●​ Promote the use of natural neutralizers like wood ash and eggshells in
school gardens
●​ Include soil chemistry in practical lessons to raise awareness
●​ Monitor soil pH regularly and adjust treatment as needed
●​ Encourage composting and organic matter use to improve soil structure
chem project report 1
Chemistry Project Report
Title: Reducing Acidic Soil Conditions Using Natural Neutralizers at Chikwingwizha
Minor Seminary

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Chemistry

Introduction

Soil acidity is a major issue affecting plant growth in certain garden areas at
Chikwingwizha Minor Seminary. Acidic soil limits nutrient absorption, weakens
root development, and reduces crop yields. This project investigates the use of
natural substances—wood ash and crushed eggshells—as low-cost neutralizers to
improve soil pH and promote healthier plant growth.

Aim

To test the effectiveness of wood ash and crushed eggshells in neutralizing acidic
soil and improving plant growth conditions.

Materials Used

●​ Soil samples from acidic areas

●​ Wood ash (from school kitchen fires)
●​ Crushed eggshells (collected from dining hall)
●​ pH indicator strips or vinegar test
●​ Bean seeds
●​ Planting containers
●​ Water
●​ Ruler (for measuring plant growth)

Methodology

1.​ Soil Collection:

○​ Collected soil from three garden areas showing poor plant growth.
○​ Tested initial pH using vinegar reaction and pH strips.
2.​ Treatment Setup:
○​ Divided soil into three groups:
■​ Group A: Untreated (control)
■​ Group B: Mixed with wood ash
■​ Group C: Mixed with crushed eggshells
 3.​ Planting and Monitoring:
○​ Planted bean seeds in each soil group.
○​ Watered equally and placed in similar sunlight conditions.
○​ Monitored plant height and leaf health over 14 days.
○​ Retested soil pH after treatment period.

Analyses
Treatment Initial Final Avg. Plant Observations
Group pH pH Height (cm)

A: Control ~5.0 ~5.0 4.2 Yellow leaves, weak stems

B: Wood Ash ~5.0 ~6.5 8.7 Healthy leaves, strong

growth

C: Eggshells ~5.0 ~6.2 7.9 Moderate growth,

improved leaf color

Results

●​ Wood ash and eggshells both raised soil pH, reducing acidity.
●​ Plants in treated soil grew taller and showed healthier leaves.
●​ Wood ash was slightly more effective, likely due to its potassium and
calcium content.
●​ The chemical reaction involved is a neutralization:
○​ Acidic soil (H⁺ ions) + Base (CaCO₃ or K₂CO₃) → Neutral
compounds + Water

Conclusion

Natural neutralizers like wood ash and crushed eggshells effectively reduce soil
acidity and improve plant growth. This method is affordable, sustainable, and
practical for school gardens.

Recommendations

●​ Apply wood ash regularly to acidic garden areas.

●​ Encourage collection and use of eggshells from the dining hall.
●​ Include soil testing in agriculture and science lessons.
●​ Monitor soil pH monthly to maintain healthy growing conditions.
chem project 2
School-Based Project
Title: Rotting of Food at Chikwingwizha Minor Seminary: Preserving Food Using
Salt

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Chemistry

Stage 1: Problem Identification

1.1 Description of Problem

At Chikwingwizha Minor Seminary, food spoilage is a frequent issue, especially

with perishable items such as meat and vegetables. Due to limited refrigeration
and occasional power outages, food often rots before it can be consumed,
leading to waste and hygiene concerns. Salt, a common and affordable
substance, may offer a chemical solution to slow down food spoilage through
preservation.

1.2 Statement of Intent

This project aims to investigate how salt can be used to preserve food and reduce
rotting. The study will explore the chemical principles behind salt preservation,
test its effectiveness on different food types, and recommend practical methods
for reducing food waste at the seminary.

1.3 Project Specifications

●​ Identify common foods that rot quickly at the seminary

●​ Apply salt preservation techniques and monitor changes
●​ Analyze the chemical effects of salt on microbial activity
●​ Compare preserved and unpreserved samples over time
●​ Present findings and recommendations in a structured report

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas Other schools and communities have:

●​ Used salt to preserve meat and vegetables without refrigeration

●​ Created simple drying and salting stations for food storage
●​ Taught students about osmosis and microbial inhibition in chemistry
lessons
2.2 Merits/Strengths

●​ Salt is cheap, accessible, and easy to apply

●​ It slows microbial growth by drawing out moisture
●​ It supports hygiene and food safety in low-resource settings

2.3 Demerits/Weaknesses

●​ Over-salting can affect taste and nutrition

●​ Not all foods respond well to salt preservation
●​ Requires proper handling to avoid contamination

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Preserve meat by rubbing with salt and storing in a cool place

●​ Soak vegetables in saltwater brine to extend shelf life
●​ Educate kitchen staff and students on simple preservation methods

3.2 Merits/Strengths of Solutions

●​ Reduces food waste and improves hygiene

●​ Demonstrates chemistry concepts like osmosis and microbial inhibition
●​ Encourages practical science and community problem-solving

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice

I chose to test salt preservation on meat and vegetables commonly used at the
seminary.

4.2 Justification of Choice

These foods rot quickly and are often wasted. Salt preservation is simple,
affordable, and chemically effective. It allows me to demonstrate real-world
chemistry while solving a school problem.

4.3 Developments/Refinements

●​ Collected fresh meat and vegetables from the school kitchen

●​ Applied salt directly to meat and soaked vegetables in brine
●​ Stored samples in covered containers and monitored changes over 7 days
●​ Compared appearance, smell, and texture with untreated samples
●​ Recorded results and prepared a report with findings
Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project successfully investigated salt preservation and showed how it can
reduce food rotting at the seminary.

6.2 Challenges Faced

●​ Measuring exact microbial activity was difficult without lab equipment

●​ Some vegetables became too salty and lost flavor
●​ Weather conditions affected storage outcomes

6.3 Recommendations

●​ Use salt preservation for meat during power outages or bulk purchases
●​ Apply brine to vegetables in small batches to balance taste and shelf life
●​ Train kitchen staff on safe and effective salt preservation methods
●​ Include food chemistry in science lessons to raise awareness
chem project 2 report
Chemistry Project Report
Title: Rotting of Food at Chikwingwizha Minor Seminary: Preserving Food Using
Salt

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Chemistry

Introduction

Food spoilage is a common issue at Chikwingwizha Minor Seminary, especially

with perishable items such as meat and vegetables. Due to limited refrigeration
and frequent power outages, food often rots before it can be consumed or
reused. This leads to waste, unpleasant odors, and health risks. Salt, a widely
available and affordable substance, has long been used as a preservative. This
project investigates how salt can be used to slow down food rotting and improve
food storage conditions at the seminary.

Aim

To test the effectiveness of salt in preserving meat and vegetables and to

understand the chemical principles behind its action in preventing food spoilage.

Materials Used

●​ Fresh meat (beef)

●​ Fresh vegetables (tomatoes and leafy greens)
●​ Table salt
●​ Water
●​ Containers with lids
●​ Knife and cutting board
●​ Labels and markers
●​ Observation sheet

Methodology

1.​ Sample Preparation

○​ Collected fresh meat and vegetables from the school kitchen.
○​ Divided each food type into two groups: one for treatment with salt
and one as a control (untreated).
2.​ Salt Preservation
 ○​ Meat: Rubbed salt evenly over the surface and placed in a sealed
container.
○​ Vegetables: Soaked in saltwater brine (1 tablespoon salt per cup of
water) for 30 minutes, then stored.
3.​ Storage and Observation
○​ Stored all samples in a cool, shaded area.
○​ Observed daily for 7 days, recording changes in smell, color, texture,
and signs of rotting.

Results
Sample Treatment Day 1 Day 4 Day 7 Observations
Type

Meat Salted Fresh Slightly Still No foul smell, firm

dry usable texture

Meat Untreated Fresh Softening Rotten Strong odor, slimy

texture

Vegetables Salted Crisp Slightly Usable Mild smell, no mold

wilted

Vegetables Untreated Fresh Softening Rotten Sour smell, visible

mold

Analysis

Salt preserved both meat and vegetables more effectively than no treatment. The
salted samples showed slower spoilage and retained usability after 7 days.
Chemically, salt works by drawing out moisture through osmosis, creating an
environment that inhibits microbial growth. This reduces the activity of bacteria
and fungi responsible for food rotting.

Conclusion

Salt is an effective and affordable method for preserving food at Chikwingwizha

Minor Seminary. It significantly slows down spoilage in meat and vegetables,
making it a practical solution in situations where refrigeration is limited.

Recommendations

●​ Use salt preservation for meat during power outages or when storing food
for extended periods.
●​ Apply brine to vegetables in small batches to balance taste and shelf life.
●​ Train kitchen staff and students on safe and effective salt preservation
methods.
●​ Include food preservation techniques in science lessons to promote
practical chemistry knowledge.
physics project 1
School-Based Project
Title: The Effect of Shoe Sole Material on Slipping and Safety

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Physics

Stage 1: Problem Identification

1.1 Description of Problem

At Chikwingwizha Minor Seminary, students often walk on tiled, concrete, or wet

surfaces. During rainy days or in polished corridors, some students slip and fall,
especially those wearing shoes with smooth or worn-out soles. This raises a safety
concern and suggests that the material and texture of shoe soles may affect grip
and friction. Understanding the physics behind this can help reduce accidents
and guide students in choosing safer footwear.

1.2 Statement of Intent

This project aims to investigate how different shoe sole materials affect friction
and slipping. By testing various sole types on common school surfaces, I will
analyze which materials offer better grip and recommend safer footwear options
for students.

1.3 Project Specifications

●​ Collect shoes with different sole materials (rubber, plastic, leather, foam)
●​ Test each on dry and wet surfaces (tiles, concrete)
●​ Measure the force needed to start slipping using a spring scale
●​ Analyze friction and safety levels
●​ Present findings and recommendations in a structured report

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas Other schools and safety studies have:

●​ Compared shoe grip using friction tests

●​ Recommended rubber soles for wet environments
●​ Linked sole texture and material to accident rates

2.2 Merits/Strengths
 ●​ Directly addresses student safety
●​ Uses simple physics tools and concepts
●​ Results can be applied immediately in daily life

2.3 Demerits/Weaknesses

●​ Measuring friction accurately requires careful setup

●​ Shoe wear and sole condition may affect results
●​ Surface texture may vary across school areas

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Use a spring scale to measure the force needed to slide each shoe
●​ Test on dry and wet tiles and concrete
●​ Compare results and identify safest sole materials

3.2 Merits/Strengths of Solutions

●​ Hands-on experiment with real school surfaces

●​ Encourages awareness of physics in everyday choices
●​ Promotes safety through informed decisions

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice

I chose to test four types of shoe soles—rubber, plastic, leather, and foam—on dry
and wet tiled surfaces using a spring scale.

4.2 Justification of Choice

These materials are commonly found in student footwear. Testing them on school
surfaces provides realistic and useful results that can improve safety.

4.3 Developments/Refinements

●​ Collected shoes with different sole types

●​ Used a spring scale to pull each shoe across a 1-meter surface
●​ Recorded the force needed to start movement (static friction)
●​ Repeated tests on dry and wet tiles
●​ Analyzed results and prepared recommendations

Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project remained focused on analyzing how shoe sole material affects
slipping and safety, using physics principles.

6.2 Challenges Faced

●​ Wet surface tests were affected by uneven water distribution

●​ Some shoes had worn soles, affecting consistency
●​ Measuring force accurately required multiple trials

6.3 Recommendations

●​ Encourage students to wear shoes with rubber soles, especially during

rainy seasons
●​ Avoid smooth plastic or leather soles on tiled surfaces
●​ Include friction and safety awareness in science and health lessons
●​ Conduct regular safety checks on school walkways and footwear
physics project 1 report
Physics Project Report
Title: The Effect of Shoe Sole Material on Slipping and Safety

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Physics

Introduction

Slipping accidents are common at Chikwingwizha Minor Seminary, especially

during rainy days or in areas with tiled floors. Many students wear shoes with
different sole materials, and some soles—particularly smooth or worn-out
ones—offer poor grip on wet surfaces. This project investigates how the material
of a shoe sole affects friction and safety. By applying physics principles, the aim is
to identify which sole materials provide better grip and reduce the risk of
slipping.

Aim

To determine how different shoe sole materials affect friction on dry and wet
surfaces, and to recommend safer footwear based on physics-based findings.

Materials Used

●​ Shoes with different sole materials: rubber, plastic, leather, and foam
●​ Spring scale (force meter)
●​ Measuring tape
●​ Tiled surface (dry and wet)
●​ Concrete surface (dry and wet)
●​ Water (for wet surface tests)
●​ Observation sheet and pen

Methodology

1.​ Preparation
○​ Selected four shoes with different sole materials commonly worn by
students.
○​ Choose two surface types: tiled and concrete, both tested dry and
wet.
2.​ Testing Procedure
○​ Place each shoe on the surface.
 ○​ Attached a spring scale to the shoe and pulled horizontally until it
started to move.
○​ Recorded the force required to initiate movement (static friction).
○​ Repeated each test three times for accuracy.
○​ Calculated average force for each sole material on each surface
condition.

Results
Sole Surface Avg. Force to Slip Observations
Material Condition (N)

Rubber Dry Tile 12.5 Strong grip, no slipping

Rubber Wet Tile 10.8 Good grip, slight

resistance loss

Plastic Dry Tile 7.2 Moderate grip

Plastic Wet Tile 4.9 Slippery, unsafe

Leather Dry Tile 6.5 Weak grip

Leather Wet Tile 3.8 Very slippery

Foam Dry Tile 9.0 Fair grip

Foam Wet Tile 6.7 Acceptable grip

Analysis

Rubber soles consistently showed the highest friction values, both on dry and wet
surfaces. This indicates strong grip and reduced risk of slipping. Plastic and
leather soles performed poorly, especially on wet tiles, making them unsafe in
rainy conditions. Foam soles offered moderate safety but were less reliable than
rubber. The physics principle involved is static friction, which depends on the
nature of the surfaces in contact and the normal force. Materials with higher
surface roughness and flexibility (like rubber) increase friction and improve safety.

Conclusion

Shoe sole material significantly affects friction and safety. Rubber soles provide
the best grip and are safest for walking on both dry and wet surfaces. Plastic and
leather soles pose a higher risk of slipping, especially in wet conditions.
Recommendations

●​ Students should wear shoes with rubber soles, especially during rainy
seasons.
●​ Avoid smooth plastic or leather soles in areas with tiled or polished floors.
●​ School authorities should raise awareness about safe footwear choices.
●​ Include friction and safety topics in physics and health education lessons.
physics project 2
School-Based Project
Title: Investigating Classroom Temperature: The Effect of Roof Material on Heat
Absorption

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Physics

Stage 1: Problem Identification

1.1 Description of Problem

During hot afternoons, some classrooms at Chikwingwizha Minor Seminary

become extremely warm, making it difficult for students to concentrate. The
discomfort seems worse in rooms with metal roofing compared to those with
asbestos or tile. This suggests that the type of roof material affects how much
heat is absorbed and transferred into the room. Understanding this can help
improve classroom comfort and energy efficiency.

1.2 Statement of Intent

This project aims to investigate how different roof materials affect classroom
temperature by studying heat absorption and transfer. The goal is to identify
which materials retain more heat and recommend ways to reduce indoor
temperatures using physics principles.

1.3 Project Specifications

●​ Identify classrooms with different roof types

●​ Measure temperature at regular intervals during the day
●​ Compare heat absorption and retention
●​ Analyze results using concepts of conduction, radiation, and specific heat
capacity
●​ Present findings and suggest improvements

Stage 2: Investigation of Related Ideas

2.1 Evidence of Related Ideas Other schools and studies have:

●​ Used reflective paint to reduce roof heat absorption

●​ Installed ceiling insulation to block heat transfer
●​ Compared metal and tile roofs in terms of thermal conductivity
2.2 Merits/Strengths

●​ Directly improves student comfort and learning conditions

●​ Uses simple tools and physics concepts
●​ Encourages awareness of energy and design

2.3 Demerits/Weaknesses

●​ Weather changes may affect temperature readings

●​ Access to roof materials may be limited
●​ Requires consistent timing for accurate data

Stage 3: Generation of Possible Solutions

3.1 Evidence of Possible Solutions

●​ Use thermometers to measure classroom temperatures under different

roofs
●​ Record data at morning, midday, and afternoon
●​ Compare results and analyze heat transfer patterns

3.2 Merits/Strengths of Solutions

●​ Easy to conduct with basic tools

●​ Connects physics to real-life school design
●​ Results can guide future building improvements

Stage 4: Development / Refinement of Chosen Idea

4.1 Indication of Choice

I chose to measure and compare temperatures in classrooms with metal and

asbestos roofs over three days.

4.2 Justification of Choice

These roof types are common at the seminary. Comparing them helps identify
which material contributes more to heat discomfort and allows for practical
recommendations.

4.3 Developments/Refinements

●​ Selected two classrooms with different roof materials

●​ Used a thermometer to record temperatures at 9am, 12pm, and 3pm
●​ Recorded weather conditions to ensure consistency
●​ Analyzed temperature differences and linked them to physics concepts
Stage 6: Evaluation and Recommendation

6.1 Relevance to Statement of Intent

The project remained focused on investigating how roof material affects

classroom temperature and student comfort.

6.2 Challenges Faced

●​ Weather changes affected consistency

●​ Some classrooms had fans or open windows, influencing results
●​ Limited access to roof surfaces for direct testing

6.3 Recommendations

●​ Use reflective or insulated roofing materials to reduce heat absorption

●​ Install ceiling boards or insulation in metal-roofed classrooms
●​ Educate students and staff on heat transfer and energy-saving designs
●​ Include thermal comfort in future school building plans
physics project 2 report
Physics Project Report
Title: Investigating Classroom Temperature: The Effect of Roof Material on Heat
Absorption

Name: Simbini Akudzweishe /3020

School: Chikwingwizha Minor Seminary /050084

Subject: Physics

Introduction

At Chikwingwizha Minor Seminary, students often experience discomfort in

classrooms during hot afternoons. Some rooms become excessively warm,
especially those with metal roofing. This affects concentration, learning efficiency,
and overall well-being. The difference in temperature between classrooms
suggests that roof material plays a role in heat absorption and retention. This
project investigates how different roofing materials affect classroom temperature
using physics concepts such as conduction, radiation, and specific heat capacity.

Aim

To determine how roof material affects classroom temperature and to

recommend ways to reduce heat absorption for improved comfort and learning
conditions.

Materials Used

●​ Thermometer (digital or analog)

●​ Stopwatch or clock
●​ Notebook and pen for recording data
●​ Two classrooms with different roof materials (metal and asbestos)
●​ Weather log (sunny/cloudy conditions)

Methodology

1.​ Selection of Classrooms

○​ Chose two classrooms: one with a metal roof and one with an
asbestos roof.
○​ Ensured both rooms had similar size, window placement, and student
activity levels.
2.​ Temperature Measurement
 ○​ Measured indoor temperature at three intervals: 9:00 AM, 12:00 PM,
and 3:00 PM.
○​ Recorded outdoor weather conditions to ensure consistent
comparison.
○​ Repeated measurements over three consecutive sunny days.
3.​ Data Recording and Analysis
○​ Recorded temperature readings in a table.
○​ Compared temperature trends between the two classrooms.
○​ Analyzed results using physics concepts of heat transfer and
material properties.

Results
Time Metal Roof Room (°C) Asbestos Roof Room (°C) Weather Condition

9:00 AM 24.5 23.8 Sunny

12:00 PM 31.2 28.4 Sunny

3:00 PM 33.6 29.1 Sunny

Analysis

The classroom with the metal roof consistently recorded higher temperatures
throughout the day. Metal has high thermal conductivity, meaning it absorbs and
transfers heat quickly into the room. Asbestos, on the other hand, has lower
thermal conductivity and better insulation properties, resulting in cooler indoor
temperatures. The difference in temperature becomes more noticeable during
peak sunlight hours, demonstrating the impact of roof material on heat
absorption.

Conclusion

Roof material significantly affects classroom temperature. Metal roofs absorb

and transfer more heat, leading to warmer indoor conditions. Asbestos roofs
provide better insulation and help maintain cooler temperatures. Understanding
these differences can guide decisions in school infrastructure and improve
student comfort.

Recommendations
●​ Apply reflective paint or insulation to metal roofs to reduce heat
absorption.
●​ Consider using roofing materials with lower thermal conductivity in future
construction.
●​ Install ceiling boards or ventilation systems to reduce indoor heat buildup.
●​ Educate students and staff on the physics of heat transfer and
energy-efficient design.