Breathe, the British beer shortage is more about the carbon dioxide than the beer. But CO2 is used in more businesses than you may think. Continue reading
He was the king of food psychology, even influencing how American schools offer lunches to their students. So why has Dr. Brian Wansink fallen from grace? And what lessons can we learn about how scientific research should be conducted? And exactly who are “the data detectives”? Continue reading
The milk industry produces in excess of 840 million tons of products each year. Why do humans drink so much milk? And given that all mammals lactate, why do we favor certain types of milk over others? Continue reading
Students worked in assigned teams (heterogeneous groupings) to research and analyze the impacts of food production on ecosystems, to evaluate the sustainability of our food production and to suggest a direction for future food production both in terms of sustainability and having enough to feed the planet. Continue reading
Across the planet, humans eat on average between 1 and 2.7 kilograms of food a day, and every last scrap makes its way through the digestive system. Comprised of ten organs covering nine meters, this is one of the most complicated systems in the body. Emma Bryce explains how the different parts of the digestive system work to transform your food into the nutrients and energy that keep you alive. Continue reading
Food availability is limited in some regions of the world for many reasons, such as access to natural resources (sunlight, space, water, soil). Due to urbanization, access to fresh fruit and vegetables in urban areas is becoming more limited. How do we feed our communities and ensure food sustainably in an urban landscape?
In this inquiry-based activity, students will design and build a model of a greenhouse using mirrors and/or lenses that can be used to grow food all year. They will use their knowledge of optics to make their greenhouse more efficient (i.e., optimal temperature for plant growth).
*This activity can be used as a Course Culminating Activity as it allows students to demonstrate their proficiency in the following areas:
Cells and Tissues (plants and plant growth)
Chemical Reactions (pH of soil and acid-base reactions)
Light and Optics (reflection and refraction through mirrors and lenses)
Climate Change (influence of CO2 and temperature upon growth of plants)
How can we use optics to maximize food production?
Reflection, refraction, pH, CO2, temperature, mirrors, lenses, plant growth
Written by DIANA NAUMOVSKI
This activity is part of STAO’s Connex Inquiry Resource Series
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