A COMPARATIVE STUDY ON CHALK MADE FROM EGGSHELLS, OYSTER

SHELLS, AND FISHBONES TO MOST STORE-BOUGHT CHALKS

A Research Proposal
presented to the Junior High School Department
SAINT LOUIS SCHOOL, INC.
Solano, Nueva Vizcaya

in partial fulfillment of the requirements in

SCIENTIFIC INVESTIGATORY PROJECT

Navarrete, Marienne Izobelle D.

Afable, Xcube Gray C.
Corpuz, Brandon Phyl A.
Daulayan, Josh Wilbel D.
Foronda, Kerby R.
Panganiban, Elvin

Grade 10 – Saint Francis of Assisi

Ms. Sinamar D. Balanay, LPT

Research Adviser

10 March 2023
Abstract………………………………………………………………………………. i
Acknowledgment………………………………………………...…………………... ii
Chapter 1: Background of the Study
Rationale……………….………………………………………………… 1
Statement of the Problem…………………………………………………3
Statement of the Null Hypothesis(es)……………………………………. 3
Significance of the Study…………………………………………………4
Scope and Delimitation…………………………………………………...5
Definition of Terms……………………………………………………… 5
Chapter 2: Review of Related Literature
Related Literature………………………………………………………... 7
Related Studies…………………………………………………………... 8-11
Chapter 3: Materials and Methods
Materials and Equipment………………………………………………… 12
Treatments and Variables………………………………………………... 12
Research Environment………………………………………..…………..13
General Procedure……………………………………………………….. 13
Laboratory Process……….……………………………………………… 13

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 Chapter 1
BACKGROUND OF THE STUDY

Rationale

In the classroom, we use many types of writing instruments such as pens and

pencils. One of the most used writing instruments in the Philippines is Chalk. In every

school in the Philippines, almost every classroom has a box of chalk that teachers and

students use. It is used for presentations on the blackboard, art on illustration boards, and

sometimes on the wall or floor to make a temporary piece of art. We have noticed that the

everyday chalk we use in classrooms is of low quality, they are easy to break, leaves faint

marks, feels rough on the hand, and get dust everywhere. The chalk that classrooms buy

is cheap but at the cost of quality. The chalk that we use always snaps into two pieces and

doesn't last very long making us buy even more of those cheap quality chalk, it is a

repeating cycle that doesn't end.

Chalk sticks are still very relevant in today's places of education. Chalks became

standard in schools in the 19th century because of the increase in class sizes creating a

need for the teachers to display information to all of them at once. Instructors already had

massive blackboards and students had individual chalkboards with chalk sticks and

sponges or cloth to use as an eraser. Many still prefer the humble chalk stick over

whiteboard markers because it is cheaper and easier to erase, as well as because there are

more blackboards in classrooms compared to the more expensive whiteboards. Chalk is

also biodegradable and smells better than whiteboard markers, and some believe that

using chalk slows down the pace, allowing students to follow the lesson and easily take

more notes.

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 Most chalks are made from Calcium Carbonate (CaCO3) or sometimes Calcium

Sulfate (CaSO4) mineral. They extract calcium carbonate from Calcite shells and

limestones, and they take Calcium Sulfate from Gypsum which is also called as "Plaster

of Paris". Once they acquire these materials, they pulverize them into a fine powder, then

mixed with a binder such as clay, they also add in water and a pigment to form a putty,

after those steps, they form them into cylinders by either mold or funneling them into a

single long piece and cutting them to create smaller individual pieces. They then bake

them to boil off the moisture. Once you finish all those steps, you now have produced

standard, everyday chalk.

Chalk may not hurt you as it is only minimally toxic and not poisonous in small

quantities, however, it is not a good idea to consume chalk, especially if it occurs often as

it can disrupt your digestive system and cause damage to internal organs. Eating chalk in

small amounts is okay but not advisable, however, inhaling chalk dust can lead to

problems. If chalk dust travels to your respiratory system, it will cause some damage. It

can also worsen the symptoms of those with asthma.

A chalk company from 1947 called "Hagoromo Bungu" created a chalk called

"Hagoromo Fulltouch chalk" which is considered the best in the world, it is known for

leaving consistent and very visible lines that have sharply defined edges, and it is also

durable, leaves little dust, and has a silky and slick feeling, gliding smoothly across the

blackboard. Many mathematicians, educators, and scholars are in love with this chalk,

after using it once they felt like they should only use that from now on. Considering the

fact that chalk is used nearly every day in a student's life and a teacher's career, we should

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be using one of good quality, especially one that leaves visible marks for the students and

teachers to see.

Statement of the Problem

This qualitative study aims to produce homemade chalk that is significantly better

than storebought chalk in terms of expenses, visibility, durability, and the amount of dust

it leaves. Moreover, this study shall seek answers to the following questions:

1. Which one of these materials is best to use for the production of

homemade chalk:

a. Eggshells;

b. oyster shells; and

c. fish bones?

2. Do the following ways of production affect the quality of the chalk:

a. Dried;

b. baked; and

c. frozen?

Statement of the Null Hypothesis(es)

The following null hypotheses were tested at a 0.05 level of significance:

1. There is no significant difference between store-bought and homemade chalk in

terms of quality.

2. There are no significant effects on the quality of the chalk whether it is dried,

baked, or frozen.

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Significance of the Study

This study will be able to contribute valuable information and knowledge on the

production of good-quality chalk. More specifically, this study shall be beneficial to the

following:

Chalk Factories. Factories can use this study to gain knowledge about producing

chalk that is made easier, less expensive, and more effective. Furthermore, this study can

also help produce safer chalk, especially for people with respiratory problems, because of

its dustless feature.

The Community. This study aims to produce chalk by reusing our food remains

such as eggshells and fishbones so that they will not go to waste. For example, every time

we cook food that uses eggs, we just throw away the eggshells after obtaining their yolks

and whites. Instead of throwing them away and contributing to worsening trash piles, we

can reuse them resulting in a cleaner community and environment.

Teachers. One of the reasons why we’ve conducted this study is because of our

teachers. We believe that teachers all around the world deserve to use chalk that is better

than the average storebought chalk schools provide.

Future researchers. This study shall be able to be used as a basis and guide for

future researchers conducting research relevant to this area of study.

Scope and Delimitation

The general intent of this research is to produce better-quality homemade chalk

but less expensive than most chalk brands. To determine which ingredient is best to use

for our chalk, this study shall cover and conduct experiments on these specific materials:

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a.) eggshells; b.) oyster shells; and c.) fish bones. This study shall also conduct

experiments to discern whether these factors will affect the quality of the chalk: a.)

thickness; b.) length c.) concentration. Moreover, this study shall also verify which

process will be the most efficient: a.) dried; b.) baked; and c.) frozen. Lastly, the

researchers shall conduct experiments in the Saint Louis School Laboratory and we shall

use the available tools and equipment with permission from the Laboratory Technician.

However, the researchers shall also conduct experiments in their homes for certain tests

that require different home appliances like ovens and freezers for they cannot be brought

to the laboratory.

This study will not cover mass production as it requires a large number of

materials and a budget which we currently do not have. Furthermore, this study does not

have the intention to compete with any market, for we are only attempting to make a

better quality where it can be beneficial for us students and teachers.

Definition of Terms

The following terms shall be used in the study technically:

1. Calcium – a chemical element with the symbol Ca and an atomic number of 20. It

is a mineral most often associated with healthy bones and teeth.

2. Calcium Carbonate – a chemical compound with the chemical formula CaCO 3. It

is a common substance found in rocks as the materials calcite and aragonite.

3. Chalk - a thin and dusty stick, often colored, used for writing and drawing on a

blackboard.

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4. Dust - fine, dry powder consisting of tiny particles of earth or waste matter lying

on the ground or on surfaces or carried in the air.

5. Gypsum – a soft sulfate mineral composed of calcium sulfate dihydrate used for

many forms of plaster, blackboard or sidewalk chalk, and drywall.

6. In vitro – studies performed with microorganisms, cells, or biological molecules

outside their normal biological context.

7. Plaster of Paris - a soft mixture of lime with sand or cement and water for

spreading on walls, ceilings, or other structures to form a smooth hard surface

when dried.

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 Chapter 2
REVIEW OF RELATED LITERATURE

Related Literature

According to research, eggshells have components that are almost entirely made

of calcium, carbon, and oxygen combined which makes a compound called calcium

carbonate (CaCO3) crystals. Chalk is a soft, white, porous sedimentary rock made of the

mineral calcite; Calcium carbonate (CaCO3). The steady buildup of tiny calcite plates

(coccoliths) excreted by a type of microorganism called coccolithophores, causes it to

form under moderately deep-sea conditions. Chalk frequently contains nodules of chert or

flint. Magnesium silicate and calcium sulfate are two more substances that can be

referred to as chalk. Due to the fact that chalk is more resistant to weathering and

slumping than the clays with which it is typically associated, where chalk ridges meet the

sea, tall, steep cliffs are formed. Chalk bands that reach the surface at an angle to create a

scarp slope are where chalk hills, often referred to as chalk downland, typically occur.

Because chalk is porous, it can contain a large amount of groundwater, acting as a natural

reservoir with a delayed water release during dry seasons (“Eggshells as Chalk,” 2022).

Just like eggshells, oyster shells are composed of 95% CaCO 3 which makes it

possible for them to be also used for producing chalk (Hamester, M., et al., 2013).

Fishbones also consist of rich amounts of CaCO3 which makes them also eligible for the

production of chalk.

Using these materials can make our environment cleaner because by reusing these

wastes to produce a product, we are reducing the number of wastes there are that

could’ve been just thrown away. Calcium carbonate can derive from marine wastes, like

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crustaceans and bivalve shells, take oyster shells as an example. CaCO3 is one of the most

used raw materials in a variety of industries, such as construction materials, food

supplements, plastic production, and more. Because of this, the worldwide demand for

new sources of food has increased exponentially. Mariculture, especially the oyster

culture, has been increasingly resorting to farming techniques. In 2016, 438 billion tons

of oysters were produced. The majority of the shells were just discarded and wasted. It

also presented public health problems (Silva, T., et al., 2019).

Related Studies

Health Risks with Chalk

In a study conducted by Larramendi, C., et al. (2013), they aimed to study the

allergenicity of casein-containing chalk and its effects on milk-allergic children. In order

to study the relationship of dust-free chalk containing casein with asthma and

rhinoconjunctivitis, 13 milk-allergic patients were studied; 3 school-aged children, 8

preschool infants, and 2 children with outgrown milk allergy. All of the milk-allergic

children were exposed to chalk and showed symptoms attributed to chalk exposure. In

conclusion, inhalation of chalk dust containing casein can induce asthma symptoms in

milk-allergic patients.

In an article made by Zhang, Y., et al., (2014), in China, classroom teaching with

boards and chalk still dominates many schools in the countryside. During teaching with

chalks, large amounts of chalk PM2.5 (particulate matter with aerodynamic diameters

lower than 2.5 μm) is produced. Because ambient PM2.5 can penetrate deeply into the

human respiratory system and reach the lung alveoli (Boublil et al., 2013), they have the

potential for bioaccumulation in tissues/organs and oxidative damage on the respiratory

8
system (Gualtieri et al., 2012, Geng et al., 2013, Yamazaki et al., 2013, Basu et al., 2014).

The study provides useful insight into the toxicity of fine chalk particles on AMs, which

is expected to understand the respiratory effects associated with exposure to chalk.

In a similar study conducted by Lin, C., et al. (2015), they aimed to explore

human exposure to harmful dust when anti-dust chalk is used for teaching, as well as dust

particle size distribution and how chalk dust affects indoor air quality. A classroom with

5 ventilation modes was selected for the study. A dust analyzer and a scanning mobility

sizer were deployed around the classroom in order to measure the mass concentration and

particle size distribution of chalk based on the frequency of chalk usage during class. The

results of the dust analyzer and the scanning mobility sizer indicated that antidust chalk

can generate considerable quantities of chalk dust particles. Approximately 15% of

observed chalk dust particles were respirable and the amount of chalk dust has

deteriorated the air quality. In conclusion, despite antidust chalks being called “antidust”

chalks, they still generate dust particles, even worse than normal chalk, and they can ruin

the air quality in classrooms.

In a study conducted by Azodo, A., et al. (2020), they investigated how exposure

to chalk dust particles can affect a student’s respiratory function and the potential impact

on the respiratory system. In the study, they investigated whether or not increased dust

exposure can lead to a greater risk of developing a respiratory problem than students with

less dust exposure. The study was conducted by assessing a student’s respiratory function

after dust exposure for a long period of time. The chosen students were tasked to be

seated in front of the room as they will have the highest level of chalk dust exposure from

the chalkboard while the control students were to be seated in the back as they will have

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the least amount of dust exposure. As a result of the study, both of the exposed and

control students showed no signs of developing lung diseases but chalkboard usage also

posed to be a health risk factor as the statistical T-test samples used to compare the lung

functions of both the exposure and control students showed that there was a statistical

difference in all students. This study then concluded that chalk dust exposure can affect a

student's respiratory function specifically lung function.

In conclusion, chalk can cause different kinds of diseases, specifically respiratory-

related problems, when it is accidentally breathed in. It also deteriorates the air quality in

areas where it is used in.

Extraction of Calcium

In a study conducted by Szeleszczuk, Ł., et al. (2015), they aimed to analyze the

in vitro dissolution of calcium carbonate from the eggshell samples collected before and

after the incubation period. The dissolution procedure was done by placing the samples in

vessels containing 900 mL of dissolution medium prepared from 2 N TitriPUR

Hydrochloric acid, MERCK, and deionized water at 37°C. It was then stirred constantly

at 75 rpm for 90 minutes. 50 mL of aliquots were withdrawn from each vessel after 10,

30, 60, and 90 minutes The samples of chicken eggshells were characterized by good

dissolution, better than that of precipitated CaCO3. The dissolution of the eggshell before

incubation was found to be faster than that after incubation.

Ramakrishna, C., et al. (2018) conducted a study on the extraction of precipitated

calcium carbonate from oyster shell waste stating that one of the growing economic

activities worldwide is shellfish cultivation representing more than 40% of all marine

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aquaculture production in 2008 and exceeded 20 million tons since 2006. China accounts

for about 54% remaining making them by far the largest shellfish producer in the world.

In China, during the decade 2001-2010, shellfish production stabilized at over 10 million

tons and marine shellfish production accounts for around 95% of this amount. All this

activity has led to a large number of oyster shells becoming a general waste for fishermen

that they should take care of but it is seemingly difficult to handle effectively due to

problems regarding the securing of landfill sites and the collection/transporting of oyster

shells. The waste then usually piles up in coastal areas and may cause environmental

problems including pollution of coastal fisheries, management problems of public water

surface, damage to the natural landscape, and health/sanitation.

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 Chapter 3
MATERIALS AND METHODS

Materials

In order to produce chalk, we must have the following materials:

a. Water

b. Eggshells

c. Fish bones

d. Oyster shells

e. Plaster of Paris

f. Wax Coating

Equipment

a. Chalk Mold

b. Pestle and Mortar

c. Beaker

d. Bowl

e. Freezer

f. Oven

g. Baking Sheet

Treatments and Variables

T0 = 5g of pulverized eggshells mixed with 15g of Plaster of Paris and 10 mL of water

T1 = 5g of pulverized fishbones mixed with 15g of Plaster of Paris and 10 mL of water

T2 = 5g of crushed oyster shells mixed with 15g of Plaster of Paris and 10 mL of water

Research Environment

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 The researchers will mostly be using the laboratory in the school and the kitchen

to conduct the experiment since the process of producing chalk includes mixing different

kinds of materials and drying, freezing, and baking the substance. As for the drying

process, an outside location will suffice as long as the sun is present. The laboratory will

be the main area for us to dissect our findings and examine which of the results has the

best quality to present as our homemade.

General Procedure

Before starting the experiment, we must have all of our tools and equipment ready

and prepared in order to conduct the experiment and create the product as easily,

perfectly, and precisely as possible.

We shall also make sure that our working place has proper cleanliness. This will

ensure that our product is safe and clean.

When conducting the experiment in the laboratory, we must have proper handling

of the equipment and tools located in the facility. We must also be careful of the

surroundings to ensure that we will not accidentally damage the property.

Laboratory Process

A. Extraction of Calcium Carbonate

Chalks are initially made out of calcium carbonate (CaCO 3), and for that fact; it

will serve as our main ingredient for the process. To gather CaCO 3, we'll be using

different materials such as oyster shells, egg shells, and fish bones and pulverizing them.

For each material, there will be different samples.

B. Chalk Solution Making

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 Each sample will have the same procedure. This sample shall be prepared

accordingly. For every 5g of pulverized material, add 15g of Plaster of Paris and 10 mL

of water in a bowl. After that, take the thick mixture and compress it into a mold of

approximately 62 centimeters in length and diameter of 9 millimeters and into another

mold of 68 centimeters in length and diameter of 12 millimeters. Tap and mold and

gently shake it to remove air, then use a cloth to compress it and absorb the excess water.

We shall let it rest for 11 hours from the mold to let it air dry.

C. Turning the Solution into Solid Chalk

To find out the best method to do to solidify the chalk solution, we shall test three

different kinds of methods. After executing each method, we will be applying a small

amount of wax to each sample in order to make it dustless.

1.) Baking Method

Bake each sample in an oven for over 120 degrees and let it cure for 90 minutes.

After that, let it rest for a minimum of 5 hours, but for the best result; we shall let it sit

out for 24 hours. Once it has been cured, we’ll apply a small amount of wax for

coating, and then let it dry off for another 4 hours. And to finish the product, cut the

samples into 80 millimeters in length.

2.) Freeze Method

Put each sample in a commercial freezer for 7 hours and once it has been frozen;

apply a small amount of wax for coating and cut the samples into 80 millimeters in

length.

3.) Dry Method

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 Each sample will be left out to dry in a hot area for around 15 hours, and once it’s

dried; apply a small amount of wax for coating and then cut the samples into 80

millimeters in length.

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 References

 Science, G. (2015, November 27). Effects of Chalk Use on Dust Exposure and

Classroom Air Quality. Aerosol and Air Quality Research.

https://aaqr.org/articles/aaqr-15-04-oa-0216

 In Vitro Dissolution of Calcium Carbonate from the Chicken Eggshell: A Study of

Calcium Bioavailability. (n.d.). Taylor & Francis.

https://www.tandfonline.com/doi/full/10.1080/10942912.2015.1004587?

scroll=top

 Zhang, Y., Yang, Z., Li, R., Geng, H., & Dong, C. (2015). Investigation of fine

chalk dust particles’ chemical compositions and toxicities on alveolar

macrophages in vitro. Chemosphere, 120, 500–506.

https://doi.org/10.1016/j.chemosphere.2014.09.009

 Goel, S., Patidar, R., Baxi, K., & Thakur, R. S. (2017). Investigation of particulate

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Indoor and Built Environment. https://doi.org/10.1177/1420326x15607951

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Characterization of Chalk Dust and Their Associated Health Risk Assessment.

Biological Trace Element Research. https://doi.org/10.1007/s12011-016-0769-1

 Sekar, A., Varghese, G., & Varma, R. (2021). Occupational exposure to

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 Larramendi, C. S. V., Marco, F. J. G., Llombart, M., De La Vega, A. V., Chiner,

E., García-Abujeta, J. L., & Sempere, J. M. (2013). Allergenicity of casein

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 Taylor & Francis. (n.d.). In Vitro Dissolution of Calcium Carbonate from the

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https://www.tandfonline.com/doi/full/10.1080/10942912.2015.1004587

 Roberts, F., & Namachivayam, A. (2022). A preliminary study on the effect of

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Biosciences, 7(5), 7–11. https://doi.org/10.55126/ijzab.2022.v07.i05.002

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 Studocu. (n.d.). Manuscript Rosarito,R - PRODUCTION OF CHALK FROM

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 Silva, T. L. D. N., Mesquita-Guimarães, J., Henriques, B., Silva, F. S., & Fredel,

M. C. (2019). The Potential Use of Oyster Shell Waste in New Value-Added By-

Product. Resources, 8(1), 13. https://doi.org/10.3390/resources8010013