The document outlines a route map for a 12 lesson course on food matters. It covers topics like the food chain, farming challenges, the nitrogen cycle, intensive farming, organic farming, food preservation, chemicals in food, diet and health. Each lesson includes objectives, activities, literacy and numeracy focus, and extension questions. It provides information on various concepts to be covered like nutrient cycling, soil fertility, and the roles of different actors in the food industry supply chain.
This document provides an overview of the lessons to be covered in a food matters course over 12 weeks. It includes the following topics: the food chain, farming challenges, the nitrogen cycle, intensive farming, organic farming, preserving and processing food, chemicals in a healthy diet, harmful chemicals in a healthy diet, diet and diabetes, type 2 diabetes, food and the consumer, and food hazards and risks. Each lesson will focus on understanding key concepts and include activities, questions, and a lesson summary.
This chapter discusses digestion and how the food we eat is broken down and used by the body. It explains that the hypothalamus controls hunger and satiety responses based on signals from the stomach and hormones. Food is broken down through digestion into molecules that are then absorbed and used to form cells, tissues, organs and body systems. The chapter outlines the stages of digestion from the mouth through the stomach and small intestine, where most absorption occurs, and finally the large intestine where waste is eliminated. It concludes by describing some common digestive disorders like ulcers, food allergies, and irritable bowel syndrome.
This document contains 20 multiple choice questions about nutrition from Chapter 1 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics like leading causes of death in the US, classes of nutrients, nutrients that supply energy, characteristics of proteins, fats, carbohydrates, and minerals, daily water needs, and calculating calorie content from gram amounts of different nutrients.
Topics Included
âĸ Multiple Choice Questions
âĸ Fill In The Blanks
âĸ Very Short Answer Type Questions
âĸ Short Answer Type Questions
âĸ Long Answer Type Questions
This document contains a chapter from a nutrition textbook that discusses key concepts like the Recommended Dietary Allowance (RDA), nutrient density, dietary balance and moderation. It also includes 20 multiple choice questions testing understanding of these concepts, such as what the RDA is designed for, when an individual may be deficient in a nutrient, and how to interpret nutrition information on food labels.
This document contains 20 multiple choice questions about water, minerals, and electrolytes from Chapter 9 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics like the percentage of body weight made up of water, what controls water levels in different body compartments, daily water needs for men and women, sodium content in typical American diets, roles of potassium and sodium, and effects of high salt consumption.
This document contains 20 multiple choice questions from Chapter 10 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics like the benefits of physical fitness, sources of cellular energy, aerobic vs anaerobic metabolism, protein and carbohydrate needs for athletes, weight management strategies, and carbohydrate loading for endurance events.
This document contains 20 multiple choice questions from Chapter 5 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics about fatty acid composition, cardiovascular disease risk factors, food sources of different fatty acids like saturated, monounsaturated, and polyunsaturated fats. Some questions ask about triglyceride composition, essential fatty acids, and the relationship between fish consumption and heart disease risk. An answer key is provided but no explanations for the answers.
This document provides an overview of the lessons to be covered in a food matters course over 12 weeks. It includes the following topics: the food chain, farming challenges, the nitrogen cycle, intensive farming, organic farming, preserving and processing food, chemicals in a healthy diet, harmful chemicals in a healthy diet, diet and diabetes, type 2 diabetes, food and the consumer, and food hazards and risks. Each lesson will focus on understanding key concepts and include activities, questions, and a lesson summary.
This chapter discusses digestion and how the food we eat is broken down and used by the body. It explains that the hypothalamus controls hunger and satiety responses based on signals from the stomach and hormones. Food is broken down through digestion into molecules that are then absorbed and used to form cells, tissues, organs and body systems. The chapter outlines the stages of digestion from the mouth through the stomach and small intestine, where most absorption occurs, and finally the large intestine where waste is eliminated. It concludes by describing some common digestive disorders like ulcers, food allergies, and irritable bowel syndrome.
This document contains 20 multiple choice questions about nutrition from Chapter 1 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics like leading causes of death in the US, classes of nutrients, nutrients that supply energy, characteristics of proteins, fats, carbohydrates, and minerals, daily water needs, and calculating calorie content from gram amounts of different nutrients.
Topics Included
âĸ Multiple Choice Questions
âĸ Fill In The Blanks
âĸ Very Short Answer Type Questions
âĸ Short Answer Type Questions
âĸ Long Answer Type Questions
This document contains a chapter from a nutrition textbook that discusses key concepts like the Recommended Dietary Allowance (RDA), nutrient density, dietary balance and moderation. It also includes 20 multiple choice questions testing understanding of these concepts, such as what the RDA is designed for, when an individual may be deficient in a nutrient, and how to interpret nutrition information on food labels.
This document contains 20 multiple choice questions about water, minerals, and electrolytes from Chapter 9 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics like the percentage of body weight made up of water, what controls water levels in different body compartments, daily water needs for men and women, sodium content in typical American diets, roles of potassium and sodium, and effects of high salt consumption.
This document contains 20 multiple choice questions from Chapter 10 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics like the benefits of physical fitness, sources of cellular energy, aerobic vs anaerobic metabolism, protein and carbohydrate needs for athletes, weight management strategies, and carbohydrate loading for endurance events.
This document contains 20 multiple choice questions from Chapter 5 of Wardlaw's Contemporary Nutrition textbook. The questions cover topics about fatty acid composition, cardiovascular disease risk factors, food sources of different fatty acids like saturated, monounsaturated, and polyunsaturated fats. Some questions ask about triglyceride composition, essential fatty acids, and the relationship between fish consumption and heart disease risk. An answer key is provided but no explanations for the answers.
The document discusses key aspects of nutrition including lipids, carbs, and proteins. It then summarizes the short-term effects of a 1 week diet by cutting most fats and some carbs while leaving other nutrients. A long-term diet is described as a healthy way to lose weight by reducing fats and carbs without cutting all nutrients. Finally, it notes that some diets are not appropriate and provides example menus for different diets.
The document discusses key aspects of nutrition including lipids, carbs, and proteins. It then summarizes the short-term effects of a 1 week diet by cutting most fats and some carbs while leaving other nutrients. A long-term diet is described as a healthy way to lose weight by reducing fats and carbs without cutting all nutrients. Finally, it notes that some diets are not appropriate and provides example menus for different diets.
The document provides information about food and nutrition for a Year 9 class. It begins with learning objectives about appreciating a balanced diet and introduces the reasons why humans need food, such as for energy storage, growth, and chemical reactions. It then discusses energy balance and input versus output. The document provides success criteria for students and links to additional online resources. It addresses topics like food groups, dietary intake, nutrition, digestion, and adaptations that aid the digestive system.
Proteins provide energy to the body and are used to build muscle. The heart and parts of red blood cells are made of protein. There are 22 amino acids that make up proteins, and the body can produce some but needs 9 essential amino acids from food. Complete proteins contain all 9 essential amino acids, while incomplete proteins do not. People need about half a gram of protein per pound of body weight each day.
NDD30503: NUTRITION FOR SPORTS AND EXERCISEwajihahwafa
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This document discusses minerals and their roles for athletes. It covers several key points:
1. Minerals are classified as macrominerals or microminerals based on the amount found in the body. Moderate to rigorous exercise can increase mineral loss through sweat and urine.
2. Both mineral deficiencies and excesses can negatively impact performance and health. Factors like diet, supplementation, and exercise can increase or decrease mineral absorption.
3. Minerals like calcium, phosphorus, and magnesium play important roles in bone formation and density. Achieving peak bone mineral density by age 30-35 is important for long-term health. Exercise and adequate intake of calcium, vitamin D, and protein can promote
This document provides information about animal nutrition and balanced diets. It defines what a balanced diet is and lists the seven major types of nutrients: carbohydrates, proteins, fats, vitamins, minerals, water, and fiber. It describes the sources and functions of these nutrients and explains that an unbalanced diet can lead to deficiency diseases. Specific nutrient deficiencies that are discussed include vitamin C (scurvy), vitamin D (rickets), vitamin A (night blindness), calcium, and iron (anemia). The document also covers malnutrition conditions like marasmus and kwashiorkor that can result from poor nutrition.
This document discusses lipids (fats) and includes the following key points:
1. It defines lipids as fats and oils and distinguishes between bad (saturated) and good (unsaturated) fats.
2. It outlines the main functions of lipids in the body, including insulation, energy provision, cushioning organs, and carrying vitamins A, D, E, and K.
3. It notes both the risks of too much fat, such as weight gain and diseases like heart disease, and the risks of too little fat, such as depression, anemia, and fatigue.
1) Autotrophs like plants can produce their own food, while heterotrophs like animals depend on other organisms for food.
2) A balanced diet consists of carbohydrates, proteins, fats, vitamins, and minerals in proper proportions.
3) Carbohydrates provide energy, proteins help repair the body, and fats maintain body temperature and provide backup energy. Common food sources of each are also listed.
The document provides information about the digestive system and nutrition. It begins with an introduction to the digestive system and explains the four main stages of nutrition: ingestion, digestion, absorption, and excretion. It then discusses the process of digestion in more detail, explaining that digestion breaks down food into smaller particles that can be absorbed and passed through cell membranes. Various digestive organs like the mouth, stomach, and small intestine are involved in digestion. Tests are also described to identify different food types like starch, sugar, protein, and fat. Maintaining a balanced diet with a variety of food groups is emphasized as important for health.
Nutrition involves understanding how diet impacts health and disease. It is the process by which the body takes in and uses nutrients from food, including macronutrients like proteins, carbohydrates, and fats, and micronutrients like vitamins and minerals. These nutrients support growth, energy, immune function and more. A balanced diet containing a variety of whole foods is important for meeting nutritional needs, especially during periods of growth like adolescence. While vitamins and minerals are essential in small amounts, consuming supplements in large concentrated doses can be harmful.
1) Nutrition includes macromolecules like proteins, carbohydrates, and fats, as well as vitamins, minerals, fiber, and water.
2) Macromolecules are broken down by enzymes, which are proteins that break down other molecules. Enzymes are named based on their targets, such as proteases for proteins.
3) Carbohydrates are the body's main source of energy and can be stored as glycogen or fat if consumed in excess. Fats provide energy and there are saturated and unsaturated types.
NDD30503: NUTRITION FOR SPORTS AND EXERCISEwajihahwafa
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This document discusses water and electrolyte balance during exercise. It covers the distribution and roles of body water, processes of water movement, and definitions of hydration states like hypohydration and dehydration. Exercise increases fluid loss through sweating and impacts fluid balance, temperature regulation and performance. Maintaining fluid balance requires strategies for fluid intake before, during and after exercise. Large sweat losses can also result in electrolyte imbalances, especially of sodium.
This document discusses the six major classes of nutrients needed for human nutrition: proteins, carbohydrates, fats, vitamins, minerals, and water. It describes the functions and sources of each nutrient class. Proteins, carbohydrates, and fats provide calories and energy, while vitamins and minerals regulate body functions. Water is essential for survival and helps carry nutrients through the body. A balanced variety of foods from the major food groups is needed to obtain all of the required nutrients.
The document discusses nutrition in animals. It describes how animals obtain nutrition through different modes including autotrophic and heterotrophic nutrition. Autotrophs like plants can produce their own food while heterotrophs require food from other sources. The document outlines the digestive systems of various animal groups and how digestion breaks down food. It also explains the importance of balanced nutrition and different dietary categories of animals. In conclusion, the document states that animal nutrition requirements vary between species.
This document discusses nutrients and a healthy diet. It explains that the body needs carbohydrates, fats, proteins, vitamins, minerals, water, and fiber to stay healthy. It provides examples of each nutrient group and describes how the body uses each one. For instance, carbohydrates are used as fuel, fats form cell membranes and insulate the body, and proteins are used for tissue repair. The document stresses the importance of a balanced diet with all nutrient groups and warns that too few or too many nutrients can cause malnutrition.
The document proposes genetically modifying fast foods to make them more nutritious. It suggests engineering potatoes to contain vitamins and modifying buns and lettuce to contain iron, fiber, and other nutrients. This could help address nutrient deficiencies among many Americans who frequently eat fast food. Potential issues include high costs and unknown environmental and health impacts. Further research is needed but genetically modifying fast foods could help supplement diets in a convenient and cost effective way.
The document proposes genetically modifying fast foods to make them more nutritious. It suggests engineering potatoes to contain vitamins and modifying buns and lettuce to contain iron, fiber, and other nutrients. This could help address nutrient deficiencies among many Americans who frequently eat fast food. Potential issues include high costs and unknown environmental and health impacts. Further research is needed but genetically modifying fast foods could help supplement diets in a cost effective way.
This document discusses nutrients and their importance for human health. It begins by explaining how food provides energy and building blocks for the body through macromolecules like carbohydrates, lipids, proteins, and nucleic acids. It then goes on to describe each of these macromolecules in more detail, including their components, structures, and roles in the body. The document also discusses vitamins, minerals, water and what can happen if essential nutrients are not obtained, like conditions such as kwashiorkor and scurvy. Overall, the document provides a comprehensive overview of different nutrients and their significance for proper bodily function.
The document discusses food and digestion. It defines food, the different food groups, and why living things need food for growth, energy, and health. It also discusses balanced diets, chemical tests for different nutrients, daily energy requirements, the four main types of enzymes and their functions, the process of nutrient absorption, and the functions of the human gut and digestive system.
The document discusses the six major nutrients that the human body needs. The six nutrients are water, carbohydrates, fiber, proteins, fats, and vitamins and minerals. Carbohydrates provide quick energy while proteins are used for building and repairing cells. Fats help build cells, protect organs, store energy, and keep the body warm. Vitamins are compounds made by living things and minerals are elements from rocks that plants absorb from soil.
This document summarizes the results of the 2014 survey of ESC-US affiliates. 12 affiliates participated in the survey, providing financial and operational data. The summary shows trends over several years in areas such as revenue, expenses, number of projects and clients, and volunteer hours. Affiliates were grouped as large, medium, and small. The survey found that affiliates continue to provide a high return on investment to their communities through volunteer services. Suggestions are made to improve consistency in measuring the value of volunteer hours and to achieve full participation in next year's survey.
The document discusses key aspects of nutrition including lipids, carbs, and proteins. It then summarizes the short-term effects of a 1 week diet by cutting most fats and some carbs while leaving other nutrients. A long-term diet is described as a healthy way to lose weight by reducing fats and carbs without cutting all nutrients. Finally, it notes that some diets are not appropriate and provides example menus for different diets.
The document discusses key aspects of nutrition including lipids, carbs, and proteins. It then summarizes the short-term effects of a 1 week diet by cutting most fats and some carbs while leaving other nutrients. A long-term diet is described as a healthy way to lose weight by reducing fats and carbs without cutting all nutrients. Finally, it notes that some diets are not appropriate and provides example menus for different diets.
The document provides information about food and nutrition for a Year 9 class. It begins with learning objectives about appreciating a balanced diet and introduces the reasons why humans need food, such as for energy storage, growth, and chemical reactions. It then discusses energy balance and input versus output. The document provides success criteria for students and links to additional online resources. It addresses topics like food groups, dietary intake, nutrition, digestion, and adaptations that aid the digestive system.
Proteins provide energy to the body and are used to build muscle. The heart and parts of red blood cells are made of protein. There are 22 amino acids that make up proteins, and the body can produce some but needs 9 essential amino acids from food. Complete proteins contain all 9 essential amino acids, while incomplete proteins do not. People need about half a gram of protein per pound of body weight each day.
NDD30503: NUTRITION FOR SPORTS AND EXERCISEwajihahwafa
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This document discusses minerals and their roles for athletes. It covers several key points:
1. Minerals are classified as macrominerals or microminerals based on the amount found in the body. Moderate to rigorous exercise can increase mineral loss through sweat and urine.
2. Both mineral deficiencies and excesses can negatively impact performance and health. Factors like diet, supplementation, and exercise can increase or decrease mineral absorption.
3. Minerals like calcium, phosphorus, and magnesium play important roles in bone formation and density. Achieving peak bone mineral density by age 30-35 is important for long-term health. Exercise and adequate intake of calcium, vitamin D, and protein can promote
This document provides information about animal nutrition and balanced diets. It defines what a balanced diet is and lists the seven major types of nutrients: carbohydrates, proteins, fats, vitamins, minerals, water, and fiber. It describes the sources and functions of these nutrients and explains that an unbalanced diet can lead to deficiency diseases. Specific nutrient deficiencies that are discussed include vitamin C (scurvy), vitamin D (rickets), vitamin A (night blindness), calcium, and iron (anemia). The document also covers malnutrition conditions like marasmus and kwashiorkor that can result from poor nutrition.
This document discusses lipids (fats) and includes the following key points:
1. It defines lipids as fats and oils and distinguishes between bad (saturated) and good (unsaturated) fats.
2. It outlines the main functions of lipids in the body, including insulation, energy provision, cushioning organs, and carrying vitamins A, D, E, and K.
3. It notes both the risks of too much fat, such as weight gain and diseases like heart disease, and the risks of too little fat, such as depression, anemia, and fatigue.
1) Autotrophs like plants can produce their own food, while heterotrophs like animals depend on other organisms for food.
2) A balanced diet consists of carbohydrates, proteins, fats, vitamins, and minerals in proper proportions.
3) Carbohydrates provide energy, proteins help repair the body, and fats maintain body temperature and provide backup energy. Common food sources of each are also listed.
The document provides information about the digestive system and nutrition. It begins with an introduction to the digestive system and explains the four main stages of nutrition: ingestion, digestion, absorption, and excretion. It then discusses the process of digestion in more detail, explaining that digestion breaks down food into smaller particles that can be absorbed and passed through cell membranes. Various digestive organs like the mouth, stomach, and small intestine are involved in digestion. Tests are also described to identify different food types like starch, sugar, protein, and fat. Maintaining a balanced diet with a variety of food groups is emphasized as important for health.
Nutrition involves understanding how diet impacts health and disease. It is the process by which the body takes in and uses nutrients from food, including macronutrients like proteins, carbohydrates, and fats, and micronutrients like vitamins and minerals. These nutrients support growth, energy, immune function and more. A balanced diet containing a variety of whole foods is important for meeting nutritional needs, especially during periods of growth like adolescence. While vitamins and minerals are essential in small amounts, consuming supplements in large concentrated doses can be harmful.
1) Nutrition includes macromolecules like proteins, carbohydrates, and fats, as well as vitamins, minerals, fiber, and water.
2) Macromolecules are broken down by enzymes, which are proteins that break down other molecules. Enzymes are named based on their targets, such as proteases for proteins.
3) Carbohydrates are the body's main source of energy and can be stored as glycogen or fat if consumed in excess. Fats provide energy and there are saturated and unsaturated types.
NDD30503: NUTRITION FOR SPORTS AND EXERCISEwajihahwafa
Â
This document discusses water and electrolyte balance during exercise. It covers the distribution and roles of body water, processes of water movement, and definitions of hydration states like hypohydration and dehydration. Exercise increases fluid loss through sweating and impacts fluid balance, temperature regulation and performance. Maintaining fluid balance requires strategies for fluid intake before, during and after exercise. Large sweat losses can also result in electrolyte imbalances, especially of sodium.
This document discusses the six major classes of nutrients needed for human nutrition: proteins, carbohydrates, fats, vitamins, minerals, and water. It describes the functions and sources of each nutrient class. Proteins, carbohydrates, and fats provide calories and energy, while vitamins and minerals regulate body functions. Water is essential for survival and helps carry nutrients through the body. A balanced variety of foods from the major food groups is needed to obtain all of the required nutrients.
The document discusses nutrition in animals. It describes how animals obtain nutrition through different modes including autotrophic and heterotrophic nutrition. Autotrophs like plants can produce their own food while heterotrophs require food from other sources. The document outlines the digestive systems of various animal groups and how digestion breaks down food. It also explains the importance of balanced nutrition and different dietary categories of animals. In conclusion, the document states that animal nutrition requirements vary between species.
This document discusses nutrients and a healthy diet. It explains that the body needs carbohydrates, fats, proteins, vitamins, minerals, water, and fiber to stay healthy. It provides examples of each nutrient group and describes how the body uses each one. For instance, carbohydrates are used as fuel, fats form cell membranes and insulate the body, and proteins are used for tissue repair. The document stresses the importance of a balanced diet with all nutrient groups and warns that too few or too many nutrients can cause malnutrition.
The document proposes genetically modifying fast foods to make them more nutritious. It suggests engineering potatoes to contain vitamins and modifying buns and lettuce to contain iron, fiber, and other nutrients. This could help address nutrient deficiencies among many Americans who frequently eat fast food. Potential issues include high costs and unknown environmental and health impacts. Further research is needed but genetically modifying fast foods could help supplement diets in a convenient and cost effective way.
The document proposes genetically modifying fast foods to make them more nutritious. It suggests engineering potatoes to contain vitamins and modifying buns and lettuce to contain iron, fiber, and other nutrients. This could help address nutrient deficiencies among many Americans who frequently eat fast food. Potential issues include high costs and unknown environmental and health impacts. Further research is needed but genetically modifying fast foods could help supplement diets in a cost effective way.
This document discusses nutrients and their importance for human health. It begins by explaining how food provides energy and building blocks for the body through macromolecules like carbohydrates, lipids, proteins, and nucleic acids. It then goes on to describe each of these macromolecules in more detail, including their components, structures, and roles in the body. The document also discusses vitamins, minerals, water and what can happen if essential nutrients are not obtained, like conditions such as kwashiorkor and scurvy. Overall, the document provides a comprehensive overview of different nutrients and their significance for proper bodily function.
The document discusses food and digestion. It defines food, the different food groups, and why living things need food for growth, energy, and health. It also discusses balanced diets, chemical tests for different nutrients, daily energy requirements, the four main types of enzymes and their functions, the process of nutrient absorption, and the functions of the human gut and digestive system.
The document discusses the six major nutrients that the human body needs. The six nutrients are water, carbohydrates, fiber, proteins, fats, and vitamins and minerals. Carbohydrates provide quick energy while proteins are used for building and repairing cells. Fats help build cells, protect organs, store energy, and keep the body warm. Vitamins are compounds made by living things and minerals are elements from rocks that plants absorb from soil.
This document summarizes the results of the 2014 survey of ESC-US affiliates. 12 affiliates participated in the survey, providing financial and operational data. The summary shows trends over several years in areas such as revenue, expenses, number of projects and clients, and volunteer hours. Affiliates were grouped as large, medium, and small. The survey found that affiliates continue to provide a high return on investment to their communities through volunteer services. Suggestions are made to improve consistency in measuring the value of volunteer hours and to achieve full participation in next year's survey.
The document discusses the development of smart headphones called AIVVY Q Headset. The key points are:
1) The headphones only connect to the cloud database when connected to Wi-Fi to access internet radio without using a mobile data plan.
2) The MP3 files quality is 320 kbps, higher than Spotify and Pandora.
3) Future plans include expanding the product line into speakers for home sound systems, car stereos, and a computer app for the music service.
Early finishers in classroom always give you a headache by saying "Ms. Am done!.... Ms. I have finished my work!..... Ms. Am the first!, etc...."
So, instead of responding to them, you just stick this list on the wall and they will be able to choose 1 of these things to do.
You are free to add more things to the list or to edit the photos and phrases, according to the class and level you have!
The document outlines a 12-lesson course on radioactive materials and energy. Lesson 7 focuses on nuclear power, including how unstable atoms like uranium-235 can undergo fission to release huge amounts of energy. This energy can be harnessed at nuclear power stations to generate electricity through heating water into steam. Control rods are used to regulate the fission rate. While nuclear power is a carbon-neutral source of electricity, nuclear waste disposal and safety concerns remain issues.
The hottest paint colors for 2014 include Sensuous Gray by Sherwin Williams, Emerald 17-5641 by Pantone, Sea Haze and Wythe Blue by Benjamin Moore, Indigo Night GLV 21 by Glidden, and Black Satin 2131-10 by Benjamin Moore. These six shades were predicted to be popular interior and exterior paint colors based on color trend reports from major paint companies.
The teacher plans to use academic banners designed by students to motivate students and reward them for achieving evaluation goals. There will be banners for accomplishments like having a good notebook, scoring points on exams through questions, participating in class exercises, and completing projects. The banners correspond to scoring 1, 2, or more points in different assessment areas like the notebook, exams, participation, and projects. Students will work toward collecting all the banners, with the most valuable banner going to the student who collects all the other banners first.
This document provides information on magnet wire produced by Zhengzhou LP Industry Co., LTD. It discusses the different types of magnet wire available in terms of shape, conductor material, applications, standards, general properties, quality control characteristics, dimensional properties, mechanical properties, thermal properties, chemical properties, dielectric properties, potential coating problems, and test results for rain tests on copper and aluminum wire.
La Colegiata de Santa MarÃa la Mayor en Toro, EspaÃąa data del siglo XII y sigue el estilo romÃĄnico de transiciÃŗn, con influencia de la Catedral de Zamora. Cuenta con un impresionante cimborrio de 18 lados y portadas decoradas, asà como ventanales y rosetones que proveen iluminaciÃŗn. La construcciÃŗn ocurriÃŗ en dos fases y el interior presenta bÃŗvedas de caÃąÃŗn, nervadas y de horno, con detalles escultÃŗricos decorativos.
This document outlines a physics lesson plan on telescopes over 24 lessons. It will cover the different types of telescopes like refracting, reflecting, and radio telescopes. It will discuss how telescopes produce images using electromagnetic radiation of different frequencies. Key topics include lenses, star distances, galaxies, and the composition of stars. Lessons will include activities, literacy and numeracy focus, and questions for extension.
La Colegiata de Santa MarÃa la Mayor en Toro, EspaÃąa data del siglo XII y sigue el estilo romÃĄnico de transiciÃŗn, con influencia de la Catedral de Zamora. Cuenta con un impresionante cimborrio de 18 lados y portadas decoradas, asà como ventanales y rosetones que proveen iluminaciÃŗn. La construcciÃŗn ocurriÃŗ en dos fases y el interior presenta bÃŗvedas de caÃąÃŗn, nervadas y de horno, con detalles escultÃŗricos decorativos.
Este documento resume la evoluciÃŗn de los cantares de gesta a los romances en la Edad Media, las caracterÃsticas del Romancero Viejo como su transmisiÃŗn oral, temÃĄtica Êpica y lÃrica, y predominio de la narraciÃŗn. TambiÊn clasifica los diferentes tipos de romances y presenta informaciÃŗn biogrÃĄfica bÃĄsica sobre JosÊ de Espronceda, poeta romÃĄntico espaÃąol, incluyendo un extracto de su poema "A la Noche".
Este documento establece el procedimiento para evaluar los riesgos en el lugar de trabajo de una empresa. Detalla los objetivos, alcance, responsabilidades, metodologÃa y periodicidad de la evaluaciÃŗn de riesgos. AdemÃĄs, explica cÃŗmo calcular la prioridad de las medidas preventivas basadas en el nivel de deficiencia, exposiciÃŗn y consecuencias.
Este documento es un certificado que confirma la presentaciÃŗn de un niÃąo al SeÃąor en una iglesia. El certificado incluye el nombre del niÃąo, los nombres de sus padres, la ciudad y fecha de la presentaciÃŗn, y las firmas del pastor y secretario que oficiaron el acto.
This document outlines Tibor Astrab's investigation of simple harmonic motion. The experiment involves attaching different masses to a spring and measuring how the spring's oscillations change. Key points covered include:
1) The background physics of simple harmonic motion, including the exchange of potential and kinetic energy during oscillations and relevant equations.
2) The preliminary apparatus, method, and risk assessment, which will use similar equipment to the full experiment but with less precision.
3) Plans to measure the spring's stiffness constant and the effect of mass on the oscillation period.
4) Preliminary expectations for results graphs and evaluations of measurements.
5) An outline of the main apparatus, method, and risk assessment
The document outlines notes on environmental science related to food and agriculture. It covers topics like world population growth, malnutrition, major global food sources, meat and dairy production, seafood, differences in food consumption between countries, industrialized agriculture practices, and issues around soil degradation, irrigation, use of fertilizers and pesticides, and genetically modified organisms.
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This document provides an overview of a seminar on organic food. It includes exercises for students to complete in pairs or small groups involving matching photos to farming methods, discussing what organic food is and their views on eating it. The main reading passage discusses both sides of the organic food debate. It suggests that while organic food production is less efficient than conventional methods, consumers are attracted to organic options because they sound more natural. However, studies show there is little evidence organic foods are significantly more nutritious or safer than conventional options. The passage concludes that organic farming is an expensive luxury in developed nations but not practical in developing areas with low crop yields.
The key aspects of the Green Revolution were the development of new, high-yielding varieties of crops (through selective breeding and later genetic engineering) combined with greater use of mechanization, irrigation, synthetic fertilizers and pesticides - which allowed significantly higher crop yields from the same area of land. The development of new crop strains with higher yields was a fundamental part of increasing food production during the Green Revolution. Therefore, the correct answer is D.
Farmers using quality seeds, adopting irrigation, using fertilizers, and crop protection measures will see the greatest benefits in terms of increased crop production. Preventive measures and biological controls are preferred over chemicals for protecting crops as chemicals can harm plants, animals, and the environment. Cattle farming improves cattle breeds by crossbreeding varieties to produce new varieties with desired traits like increased milk production or disease resistance.
The document outlines a biology lesson plan covering photosynthesis and respiration over 12 lessons. Lesson 2 focuses on how plants trap light energy during photosynthesis. It discusses how chloroplasts in plant cells contain chlorophyll which absorbs light and uses it to split water and combine it with carbon dioxide to produce glucose and oxygen. Glucose acts as a stored form of chemical energy.
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1) Organic food has become increasingly popular in Europe, growing by 25% per year over the past decade. Some see organic food as "more natural" and a way to feel connected to nature.
2) However, organic farming is inefficient and produces lower crop yields than conventional farming. While it avoids pesticides, the environmental benefits are small compared to transportation emissions from shipping organic food long distances.
3) Studies have found no significant nutritional or safety difference between organic and conventional crops. Factors like freshness, variety, and cooking method have a greater impact on food quality than farming practices.
1) Organic food has become increasingly popular in Europe, growing by 25% per year over the past decade. Some see organic food as "more natural" and a way to feel connected to nature.
2) However, organic farming is inefficient and produces lower crop yields than conventional farming. While it avoids pesticides, the environmental benefits are small compared to transportation emissions from shipping organic food long distances.
3) Studies have found no significant nutritional or safety difference between organic and conventional crops. Factors like freshness, variety, and cooking method have a greater impact on food quality than farming practices.
1. The document discusses solutions to meeting the rising global demand for food by 2050, including innovation, increasing choice, and facilitating global trade.
2. It notes that 70% of additional food needed by 2050 must come from efficiency-improving technology and that trade can help provide sustainable, affordable food to countries that cannot produce enough.
3. Consumer research findings are presented showing that while some are concerned with technology in food, most prioritize choice and cost, and attitudes can change when technologies offer benefits like safe, affordable food.
Agriculture has greatly benefited from biotech crops, yet these technologies have a poor public perception. Farmers are among the most trusted professionals in society, and they benefit from these innovations, yet they are less likely to engage a curious, concerned and sometimes critical public. This slide show was presented at InfoAg 2015 with the goal of encouraging farmers and other producers to join the conversation, and providing the tools and philosophy to discuss science in public space.
Organic Agriculture Will Terminate World HungerP6P
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The document discusses whether organic agriculture can feed the world. It provides several examples from around the world where organic and sustainable farming techniques have increased yields for small-scale farmers compared to conventional methods. However, the global food system favors large-scale industrial agriculture over smaller family farms. The document argues that organic agriculture, if more widely adopted, could sustainably and equitably feed the world.
NCERT Solutions | Class IX | Science (Biology) | Chapter 15 | Improvement in ...Biswarup Majumder
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NCERT Solutions for Class 9 Biology is available in PDF format which you can download easily. Here is the most accurate and detailed Biology NCERT solutions for Class 9th CBSE textbook for free of cost.
I hope this document is helpful to you. Please share the document with your friends if you think this will benefit them. Get ready for the next solution. Thanks.
Breaking the food-system divide with Smart Food - good for you, the planet an...ICRISAT
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The document discusses the "food-system divide" that has led to most investments going to just three major crops - rice, wheat, and maize - despite the need for greater dietary diversity. It proposes focusing on "Smart Food" - foods that are nutritious, environmentally sustainable, and support farmers - such as millets and sorghum. The initiative aims to increase demand for and production of Smart Foods through scientific research, consumer awareness campaigns, supporting farmers, and filling knowledge gaps to help address issues like malnutrition, poverty, and climate change. The speaker seeks partners to help mainstream Smart Foods as staples globally.
The document discusses the role of agricultural biodiversity in improving nutrition and diets in developing countries. It notes that loss of biodiversity has contributed to poor nutrition outcomes and outlines several traditional agroecosystems that optimize both yields and nutrient outputs through the use of diverse crop combinations and intercropping practices. These systems provide dietary diversity and complementarities that help address micronutrient deficiencies. The document also raises important open questions about how to scale agricultural biodiversity approaches to improve nutrition security.
[1] Paul Collier argues that the debate over genetically modified crops has been contaminated by prejudices against big corporations and science. He says genetic modification could help increase crop yields and adaptation to climate change in Africa.
[2] Vandana Shiva argues against genetically modified crops, saying they have not increased yields and biodiversity is needed for ecological security. She cites research showing GM crops have failed to increase yields and says small, sustainable farms produce more food. She also argues industrial agriculture contributes to greenhouse gas emissions and climate change.
[3] The document presents opposing views on whether genetically modified crops can help address issues
Overview of Horticultural Programs at the MU Bradford Research CenterReinbottt
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The document describes research and activities at BREC (Breeding, Physiology, and Plant Protection Research) including growing various crops like corn, shrimp, and prawns in different systems. It discusses the importance of cover crops and soil organic matter for soil health and reducing tillage. Various outreach events are mentioned like field days, a tomato festival, and educational activities with schools. The document proposes a plan to compost food waste from the university's dining halls and animal manure to grow vegetables to sell back to campus dining, completing a zero-waste cycle while providing educational opportunities.
International population growth is increasing demand for food while arable land suitable for agriculture is limited. Developing countries face hunger issues due to low food supply from limited land available for cultivation per person. Vegetables are important sources of nutrients including vitamins, minerals, proteins and carbohydrates that are essential for human health and development. The document discusses worldwide vegetable production data and the nutrient composition of various vegetables to demonstrate their nutritional value and importance as a food source.
BIO 1100, Non-Majors Biology 1 Course Learning Outcom.docxaryan532920
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BIO 1100, Non-Majors Biology 1
Course Learning Outcomes for Unit VIII
1. Evaluate concepts of basic biological sciences.
1.1 Identify various aspects of photosynthesis.
1.2 Categorize plants.
7. Evaluate relationships between living organisms and nonliving factors in ecosystems.
7.1 Compare and contrast sustainable and unsustainable farming practices.
7.2 Evaluate the effects of excess carbon dioxide and the effect on greenhouse gases.
8. Apply lab simulations and activities for further scientific understanding.
8.1 Interpret and record data.
8.2 Examine various effects of transpiration on plants.
Reading Assignment
Chapter 5:
Life in the Greenhouse: Photosynthesis and Global Warming
Chapter 23:
Feeding the World: Plant Structure and Growth
Chapter 24:
Growing a Green Thumb: Plant Physiology
Unit Lesson
This unit includes information from Chapters 5, 23, and 24. The materials in these chapters will help you
understand the important relationship between plants and the survival of the human race. You will learn what
plants need in order to grow and about agricultural practices that provide food to humans. In addition, you will
learn about the various plant structures and their functions. You will also learn about the future of agriculture.
We know that past and present agricultural practices have caused damage to the environment. How can we
reduce this damage, or can we?
At least three times a day, we sit down and eat. Do you ever really think about what you eatânot just whether
it is good for you, or if it is a vegetable, but what it is made of? In early chapters, we learned that there are two
types of cells: prokaryotes and eukaryotes. We learned that eukaryotes are fungi, protists, plants, and
animals. We eat a lot of eukaryotic organisms. What do you think makes up most of what you eat? If you are
eating a healthy diet, the majority of your food comes from plants. Even if you ate no plants at all, whatever
you are eating ate a plant or another organism, which probably ate a plant. What is the point? The point is
that plants are important. We have to have food. Is that all we get from plants? Do plants just look nice and
provide us with food?
In Chapter 5, you will learn about the delicate relationship between plants (through photosynthesis) and
humans (through cellular respiration). Plants provide us with the sugars and oxygen that we need in order to
synthesize ATP, or energy. Plants are required for our survival. Recently, you have probably heard a lot in the
news about the greenhouse effect and global warming. There has been, and currently still is, a debate among
scientists, politicians, and other groups of whether or not global warming exists. As productive members of
society, you need to develop an understanding of these concepts. In this unit, you will learn about the
greenhouse effect and the gases that play an important role in the environment.
UNIT VIII STUD ...
Transforming Agri-food Systems to Achieve Healthy Diets for AllCGIAR
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Challenges: Why Agri-Food Systems Need to Be Transformed
Opportunities: What Science Can Offer to Address these Challenges
The CGIAR partnership: Our Contribution to achieving the UNâs Sustainable Development Targets
How sustainable agriculture can address environmental problems by Leo H. and ...Shane Noel
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Thank you for the thoughtful questions. I don't have personal views, but can discuss perspectives presented in the document. The factory fram model aims to maximize efficiency and profits through scale, specialization and mechanization, which can come at environmental and social costs if not managed sustainably. Changes to agriculture certainly influence diets. The energy comparisons help illustrate resource intensity and potential inefficiencies of different systems. Factory farming relies heavily on fossil fuels, so transitioning to renewable energy and practices like rotational grazing could help lower demands. Sustainable reforms are possible if stakeholders collaborate on balanced solutions that maintain productivity while protecting ecosystems and communities over the long run.
Plant Breeding Full PPT (secA)This is course material for plant breeding..pdftadilodessie614
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This document provides an overview of plant breeding, including its history, goals, and basic steps. It discusses what plant breeding is, why it is done, and its aims to improve traits like yield, disease resistance, and nutrition. The document outlines the conventional and unconventional approaches to plant breeding, and the typical steps of setting objectives, collecting genetic resources, selecting desirable plants, and evaluating them. The history and ongoing development of plant breeding techniques are also reviewed.
The document provides an overview of lessons covering physics topics related to astronomy. It outlines 24 lessons that will cover telescopes, lenses, different types of telescopes, stars, the sun, moon and earth, eclipses, star distances, galaxies, and more. Each lesson includes objectives, literacy and numeracy focuses, and extension questions.
The document outlines a physics lesson plan covering topics related to telescopes, stars, galaxies, and the structure and composition of stars over 24 lessons. Key topics included refracting and reflecting telescopes, star distances and brightness, galaxies, stellar composition and nuclear fusion, and how a star's color relates to its surface temperature.
The document outlines a physics course covering topics related to astronomy and the structure of atoms and stars over 24 lessons. It provides learning objectives and activities for each lesson, including lessons on telescopes, the sun and planets, star distances and temperatures, galaxies, and the structure and behavior of atoms and gases.
This document provides an overview of the lessons that will be covered in a module about radiation and waves. It focuses on lesson P6.7, which discusses electromagnetic waves with frequencies higher than visible light, including ultraviolet (UV) rays, X-rays, and gamma rays. The lesson objectives are to understand that these waves are ionizing radiation that can alter or damage living cells. Examples of sources, detectors, and uses of each type of wave are provided. Key concepts explained are that frequency increases and wavelength decreases as you move from radio waves to gamma rays in the electromagnetic spectrum.
This document provides an overview of 12 lessons on the wave model of radiation. It will cover topics such as what waves are, describing wave properties, how waves behave at barriers and boundaries, bending light beams, electromagnetic waves, radio waves, and radiation from space. The first lesson defines key terms like amplitude, wavelength, and frequency and explains the two main types of waves - transverse and longitudinal waves. Subsequent lessons will focus on reflection, refraction, diffraction, and interference of waves.
The document outlines a route map for a 12 lesson course on electric circuits. It will cover topics like static electricity, electric charge, circuits, current, resistance, resistors, voltage, power, and electricity generation and distribution. It provides learning objectives and a sample activity for the first lesson which involves drawing a series circuit with batteries, a switch, light bulb, resistor and variable resistor and adding a voltmeter and ammeter.
This document provides an overview of the topics that will be covered in 12 lessons on electric circuits. The lessons will cover static electricity, electric charge, circuit symbols, simple circuits, controlling and measuring current, resistance, resistor combinations, measuring voltage, electrical power, domestic appliances, generating electricity, and distributing electricity. Each lesson will have objectives, activities, extension questions, and a summary.
This document provides an overview of the key concepts and lessons covered in a physics module on forces and motion. Over 12 lessons, students will learn about forces in different directions, how objects start and stop moving, friction, reaction forces, speed, modeling motion, force interactions, momentum, changes in momentum, car safety, laws of motion, work and energy, and kinetic and gravitational potential energy. Example questions and activities are provided to help students understand concepts like momentum, changes in momentum due to forces, and how safety features in cars like seatbelts reduce impact forces during collisions.
The document outlines a 12 lesson plan on the topic of forces and motion. It will cover key concepts such as forces in different directions, how objects start to move, friction, reaction of surfaces, speed, modeling motion, force interactions, changes in momentum, car safety, and laws of motion. Each lesson will include objectives, activities, literacy and numeracy focuses, and questions to help students understand the key topics being covered.
1. The document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, and energy changes over 24 lessons.
2. Lesson C7.9 focuses on rates of reaction and how factors like temperature, concentration, and particle size can influence the rate. Collision theory and activation energy are also discussed.
3. Examples of reversible reactions are given where the direction can change based on conditions like temperature and pressure. Equilibrium is reached when the rates of the forward and reverse reactions are equal and concentrations no longer change.
This document outlines a chemistry lesson plan covering titrations. The lesson will teach students how titration is used as a quantitative technique to measure the concentrations of acids and bases by determining the volume needed of a standard solution to reach the endpoint of a neutralization reaction. Key concepts include using an indicator to identify the endpoint, repeating titrations to obtain an accurate average volume, and how titrations can be used to find the concentration of an unknown solution based on the reaction stoichiometry. The lesson will also discuss using data loggers and pH probes for higher precision measurements.
The document outlines a chemistry route map for studying various topics over 24 lessons, including alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, titrations, reaction rates, equilibrium, the chemical industry, and green chemistry. It provides lesson objectives, activities, and questions for lessons on alkanes, alcohols, and carboxylic acids, covering topics like their structures, properties, reactions, uses, and how they are produced.
This document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, gas chromatography, titrations, rates of reaction, equilibrium, the chemical industry, green chemistry, industrial chemistry, theories on acidity, sampling, and making ethanoic acid. The module will focus on improving yield in industrial chemistry and reducing waste and pollution.
This document provides an overview of a 12-lesson chemistry module that will cover various topics related to chemical synthesis, including the chemical industry, acids and alkalis, rates of reactions, and factors that affect rates. It focuses specifically on lesson 6.11, which discusses the different stages involved in chemical synthesis, and lesson 6.12, which is about measuring the yield of chemical reactions.
The document provides an overview of a 12-lesson course on chemical synthesis that covers topics such as the chemical industry, acids and alkalis, reactions of acids, salts, purity of chemicals, rates of reactions, catalysts, chemical quantities, stages of chemical synthesis, and measuring yield. The first lesson focuses on understanding the role and importance of the chemical industry and the difference between bulk and fine chemicals.
This document outlines a lesson plan on metals from the lithosphere. It will teach students how reactive metals are extracted from ores using methods like carbon displacement and electrolysis. Key concepts include metal ores, extraction methods, reactivity series, and calculating formula masses of compounds. Activities include matching metals to their ores, naming metals, and explaining extraction techniques and material uses based on reactivity.
This document provides an overview of the lessons that will be covered in a course on chemicals in the natural environment. The 12 lessons will cover chemicals found in the atmosphere, hydrosphere, lithosphere and biosphere. It outlines the key concepts, objectives and activities for the first lesson which will introduce the four spheres and focus on the chemicals found in each.
1. Ionic compounds form when a metal reacts with a non-metal, resulting in positively charged metal ions and negatively charged non-metal ions that bond together in a crystalline lattice structure.
2. When ionic compounds dissolve in water or melt, the ions become free to move and conduct electricity. During electrolysis, positively charged metal ions move to the cathode and negatively charged non-metal ions move to the anode.
3. Common ionic compounds include sodium chloride, formed from sodium and chlorine ions, and copper chloride, used in electrolysis to extract copper metal from its ionic form.
The document provides an overview of a 12-lesson chemistry course covering topics like the periodic table, alkaline metals, chemical equations, halogens, helium, atomic structure, electrons, salts, and ionic theory. It includes lesson objectives, activities, extension questions, and summaries for the first two lessons which focus on the periodic table and alkaline metals. Key points covered are the periodic table's arrangement of elements, properties of group 1 alkaline metals like their reactions with water and acids, and their similarities and reactivity trends.
This document outlines a biology curriculum covering various topics over 12 lessons. It will cover photosynthesis, respiration, feeding relationships, genetics, blood, circulation, energy, symbiosis, parasites, disease, biotechnology, exercise, joints, genetic modification, and more. Key concepts include how plants and organisms obtain and use energy, genetic inheritance and testing, the structure and function of body systems, and applications of biotechnology.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Associationâs Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. C3 Food Matters Route map Over the next 12 lessons you will study : Friday 21 October 2011 C3.1 The food chain C3.2 Farming challenges C3.3 The nitrogen cycle C3.4 Intensive farming End of module test C3.5 Organic farming C3.6 Preserving and processing food C3.7 Chemicals in a healthy diet C3.8 Harmful chemicals in a healthy diet C3.9 Diet and diabetes C3.10 Type 2 diabetes C3.11 Food and the consumer C3.12 Food hazards and risks C3.1 The food chain C3.1 The food chain
2.
3. C3.1 The food chain Decide whether the following statements are true or false: Introduction: A food chain or food web shows how different organisms feed on each other. It can also show the flow of energy or biomass form producer to top consumer In the food industry a food chain refers to the path of how the food has got from the farm or field to your plate. Take a beef burger, which has three main parts, the beef, the salad and the bread role. Getting each part to the consumer requires its production, transport, processing storage and distribution Extension questions: 1: Think of a loaf of bread, explain using a flow chart how from wheat in a field it arrives on your plate as a slice of bread ? 2: Explain why animals like cattle that are used to produce both milk products and beef are so useful to humans ? 3: Explain why eating mange tout grown and shipped form Kenya is not particularly environmentally friendly ? 4: Why is transport of food an important part of the food chain ? 5: What choices do people make when buying and eating food ? Know this: a: Know that the term âfood chainâ has different meanings in Biology and in the food industry. b: Know that some people want us to eat more food that is grown locally and in season. Friday 21 October 2011
4. C3.1 a Look at the photograph and information and answer all the questions: Currently around 60% of land in the UK is used by farmers meaning that it is used to grow crops that go directly into the human food chain or indirectly as animal feed used by framers to provide high quality animal protein. In this country, we only make enough food to feed this country for about 80 days of any year. The rest is flown or shipped in from other countries. Explain the journey from farm to plate for a) corn b) pasta and c) lamb meat ? Give one advantage ad one disadvantage of using modern farming techniques like those pictured above left ? Give the role of a) farmers b) food manufactures and c) the supermarket in the human food chain Key concepts
5. C3.1 b Look at the photograph and information and answer all the questions: Food chains shows us how energy in food molecules move through from producers to top predators. The food chain opposite shows how cows can convert the nutrients in grass into high quality protein. Using an pyramid of energy also shows us how much energy is lost between each feeding level. Energy is lost because of respiration, body heat and waste. Explain why cattle are used to turn indigestible plant crops like grass into high quality animal protein ? Less than 1600 kJ of the 40,000 kJ of energy contained in grass enters the human food chain as beef. Explain why this value is so low ? Explain how micronutrients move from plants into herbivores and beyond into the human food chain ? energy energy 200,000 kJ 40,000 kJ 3200 kJ 1600 kJ respiration waste respiration waste body heat energy waste indigestible Flow of energy (kJ) Key concepts Sun Grass Cow Beef (human)
6. C3.1 c Look at the photograph and information and answer all the questions: Wheat is an ideal crop because it is a rich source of carbohydrates. The glucose made during the growing season is converted into starch and stored in the wheat kernels. These are ground into flour and then widely used to make bread, pastries, pasta and cakes. Wheat is also used as an animal feed during the production of meat. Name the three elements that carbohydrates are made from ? Name three other crops that are important for supplying carbohydrates to the human food chain ? We use proteins for growth and repair, fats for long term energy and insulation...what does the body use carbohydrates for ? Key concepts
7. C3.1 Plenary Lesson summary: chain plate events links Friday 21 October 2011 Buying food in season form local sources is becoming increasingly poplar as the UK population are beginning to realise that flying and shipping in fruit, meat and vegetables form the four corners of the plant is environmentally unacceptable How Science Works: Research nutrient recycling in soils used to grow crops like wheat and corn and the control of pest and other factors which can reduce crop yield Preparing for the next lesson: Bread, cakes, biscuits and pasta are at the end of a long trail of ______ that start on the farm. This is called the food _______ in industry. This chain ______ farms to your ______ of food. Decide whether the following statements are true or false : False True 3: In industry the term âfood chainâ tells us what eats what ? False True 2: A fertile soil doesnât contain all the nutrients for healthy plant growth ? False True 1: Flour is made by grinding flowers ?
8.
9. C3.2 Friday 21 October 2011 Extension questions: 1: Where does the carbon in plant carbohydrates come from and write out the word equation for photosynthesis ? 2: Explain what will happen if farmers continually use the same field to grow their crops 3: What main elements do proteins contain ? 4: Why do farmers use fertilizer on their soils ? 5: Explain why it is important for the farmer to control pests on their farms ? Know this: a: Know that fertile soil produce healthy high yield crops. b: Know that essential minerals and elements are recycled over time c: Know that plants make carbohydrates and proteins from glucose Introduction: Farmers must ensure that their crops are healthy and their yields are high, otherwise they will not be able to profit when their crops are sold. They need to make sure the soil is fertile and that their crops are not short of water. They must also protect their crops from pests such as weeds, insects and diseases using pesticides. Some pesticides are natural chemicals, whilst others are manufactured. Plants convert glucose (from photosynthesis) into carbohydrates and they make proteins using nitrogen from the soil. Other essential minerals such as phosphorous and potassium are also gained from the soil. These help plants to grow healthier roots and make flowers, fruits and seeds respectively. Farming challenges
10. C3.2 a Look at the photograph and information and answer all the questions: Cycling of many plant nutrients, especially nitrates, potassium and phosphates follows the cycling of decaying organic matter form the bodies of dead animals and plants. This organic matter becomes food for decomposers. As organic matter is broken down to simpler compounds, plant nutrients are released in available forms for root uptake and the cycle begins again. Give three types of microbes that can acts a decomposers ? Explain why farmers usually only use a field for 2 years on one year off when growing crops like corn, wheat and potatoes ? Explain why animal waste or manure is spread back onto field just prior to planting in the spring ? Recycling of micronutrients dead organic matter soil nutrients Potassium Phosphates Nitrates decomposers Soil nutrients Plant growth Plant or animal biomass Plant or animal death Magnesium Key concepts
11. C3.2 b Look at the photograph and information and answer all the questions: Soil in most parts of the World is only around one to two metres thick above bedrock and yet this layer supplies the minerals and water plant life requires to grow. Soil contains weathered rock particles, dead plant material, water and even some living material. The quality of soil can decrease over time if crops are continually grown on it List three things soil provides all growing plants ? Compare the typical soil of this country to the soil found in an dry region like North Africa ? You suspect that your soil has low levels of nitrates and this is affecting your crop yield. How could you improve the quality of your soil ? Crop Humus Fine sediments Course sediments Bedrock Structure of soil Key concepts
12. Key concepts Look at the photograph and information and answer all the questions: Explain why over use of insecticide may affect the quality of your soil for the next crop ? C3.2 c Cycles of soil nutrients Soil fertility refers to the amount of nutrients in the soil, which is sufficient to support plant life. To be fertile, soil needs macronutrients, which include nitrogen, potassium and phosphorous; micronutrients, which include sullphur, chlorine, copper, manganese, molybdenum, boron, iron, cobalt, magnesium, zinc and chlorine. It must contain organic matter and a relatively low pH value. The soil must be well drained Explain why crops grow less well if there have to compete with weeds for their micronutrients ? soil nutrients decomposers Potassium Phosphates Nitrates
13. C3.2 Plenary Lesson summary: fungus nutrient infection potassium Friday 21 October 2011 Easter island was first colonised in 300 AD, but by the time Cook discovered it in 1776, he found a few inhabitants near to starvation. What had gone wrong was simple. The island was originally covered with trees and a rich top soil. To grow more food they cleared the trees which worked for a while. Strong winds, rain and over use reduced the quality of soil to a point where no food was grown. How Science Works: Research the nitrogen cycle and the importance of soil nitrates for healthy plant growth. Preparing for the next lesson: Each crop has its own ________ needs. Fertilizer may contain one or more of the elements nitrogen (N), phosphorous (P) and _________ (K). _________ by a fungus can do a great deal of damage to a wheat crop. The ______ quickly spreads once the plant is infected. Decide whether the following statements are true or false : False True 3: The yield of a crop tells us how much was harvested ? False True 2: Pesticides called herbicides kill insects ? False True 1: Nitrogen compounds are taken in by the leaves of a plant ?
14.
15. C3.3 Extension questions: 1: Explain why crop yields will fall if essential minerals like nitrates are not replaced by using animal manure or fertilisers ? 2: If an animal dies explain how the nitrogen that is contained in its body is recycled into the soil ? 3: What elements do proteins contain and how are they different from carbohydrates ? 4: If plants canât use nitrogen in the form of N 2 , how do they get their nitrogen ? 5: List four ways in which nitrogen is added to the soil naturally. Know this: a: Know that natural and human activities contribute to the nitrogen cycle in the environment. b: Know that plants cannot use nitrogen in the form of N 2 , but can use nitrogen in nitrate compounds and ammonium compounds. Friday 21 October 2011 Introduction: Nitrogen, along with carbon, hydrogen and oxygen is vital for life. This is because there are important nitrogen compounds in living things. The genetic code is written in DNA molecules, which contain nitrogen. Enzymes that control all living processes and other proteins are made using nitrogen. Plants take in nitrogen in the form of nitrates and other minerals form the soil use the nitrogen to make protein. Animals obtain their essential nitrogen by eating plant or animal matter. The nitrogen cycle
16. Key concepts Look at the photograph and information and answer all the questions: C3.3 a Explain how a) nitrogen moves form soil to plants b) from plants to animals c) from animals back to the soil and d) from the air to the soil ? Although nitrogen is found proportion of the air, it is often a limiting factor for plant growth. This is because plants can absorb nitrogen only in the form of nitrate (NO 3 - ) Because of this, nitrogen - in the form of nitrate - makes up a large proportion of most commercial fertilisers. Unfortunately, excessive amounts of nitrate in agricultural run-off can have harmful effects Plants Nitrates NO 3 - Ammonium NH 4 + Atmospheric N 2 Nitrifying bacteria denitrifying bacteria Nitrifying bacteria Nitrifying soil bacteria Nitrifying fixing root nodules Decomposers Plant assimilation
17. Look at the photograph and information and answer all the questions: Thereâs an old wives tale that states that cemetery soil is very nutrient rich...could this be true and why ? How are nutrients recycled in marine environments (oceans and seas) ? C3.3 b Recycling by invertebrates Decomposers Many small insects, arthropods and microbes are important first and second stage shredders and decomposers of plant and animal remains. In soils where such decomposers are excluded by intensive cultivation or excess chemicals, the natural recycling of organic matter is slowed down. This can lead to decreased soil fertility and plant growth; farmers or gardeners are then forced to add fertilizers. Explain what happens to the organs and tissue of a dead animal in the days following its death and how are minerals locked in its body important for soil quality? Key concepts
18. Key concepts Look at the photograph and information and answer all the questions: C3.3 c Soil minerals and healthy plant growth Normal growth No phosphates No nitrogen No potassium Intensive farming year after year, reduces the quality of the soil, stripping all the essential plant minerals like nitrates, phosphates and potassium. Farmers add fertilisers at the beginning of every growing season to replace these lost minerals. Crop yield in intensive farming depends on the amount of fertilisers added to the soil. A farmer suspects that his fields have poor soil after several years of very low crop yields.... What should he do to restore his crop yields ? Other than fertiliser, what else could the farmer add to his soil to improve the levels of minerals in the soil ? Normal growth: Corn is an rich source of carbohydrates in the human diet. Lack of Phosphates: Poor growth rates, poor root growth and purple younger leaves. Lack of Nitrogen: Stunted growth, low protein content and yellow older leaves. Lack of Potassium: Poor growth rates, yellow leaves with dead spots.
19. C3.3 Plenary Lesson summary: microbes continual decompose nitrogen Friday 21 October 2011 Organic farming does not allow farmers to use fertiliser to improve the quality of their soils over time. Organic farmers must use animal manures as a natural alternative. These animals must also be organic and free form chemicals including antibiotics. How Science Works: Research into intensive farming and how these methods have a) improve food supply to humans as consumers and b) reduced the cost of food in real terms over the last 100 years Preparing for the next lesson: There is a ________ cycling of nitrogen on Earth. Plants take in nitrogen from the roots and animals through feeding. _________ is returned to the environment when animals excrete or when animals and plants die and _________. The process of decay is carried out by _________. Decide whether the following statements are true or false : False True 3: The formula of ammonia is NH 4 ? False True 2: Ammonia is produced from nitrates ? False True 1: Plants take in nitrogen from the air through their leaves ?
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21. C3.4 Intensive farming Extension questions: 1: Explain why intensive farming is essential if farmers are to successful produce sufficient food for 6 billion people ? 2: Explain why intensive farming wouldn't be possible without a) crude oil b) pesticides or herbicides and c) farm machinery ? 3: Explain what damage can be done to organisms living in rivers and lakes due to the over use of fertilizers on nearby farmland. 4: How do intensive farming methods keep the cost of food down ? 5: Why do we import a lot of our fruits and vegetables into the UK? Know this: a: Know that intensive farmers aim for as large a yield as possible. b: Know that farmers can use intensive methods while still being committed to the environment, for example by controlling their use of fertilizer. Friday 21 October 2011 Introduction: Milk, animal meat, eggs and most fruit and vegetables are produced using intensive farming methods. Intensive farmers aim for as large a yield as possible at the lowest possible cost. The quality of products coming form intensive farming is not their main concern, yield and profit are. Their fields are so large they need machinery to work on them. Intensive farming gives rise to cheaper and more abundant foods and in a consumer driven society such as ours, some believe this to be a benefit. However, environmental effects also need to be considered, for example the over use of synthesised fertilizers.
22. Look at the photograph and information and answer all the questions: Food chains shows us what eats what in a particular habitat. They show the flow of nutrients or food energy from producers through primary and secondary consumers. As humans we are all part of a very complex food web. The food chain opposite shows how the cow can convert the nutrients in grass into very high quality protein and fat. Explain why livestock like cows, sheep, pigs and chicken are very important to humans and the human food chain ? Less than 15% of the energy contained in grass enters the human food chain as beef. Explain why this value is so low ? List three other crops that are used to feed livestock like cows, pigs and chicken ? Grass Cow Human (Beef) C3.4 a Key concepts
23. C3.4 b Look at the photograph and information and answer all the questions: What is the real cost of all the food we produce and sell but do we know the real cost ? To grow crops to feed us or livestock like cows we need land that is cleared. Both fertiliser and pesticides are used to help the crops grow. We use large amounts of crude oil to make fertilisers and transport the food. We also use lots of water to wash the produce and before it is sold. Describe the differences between the living conditions of battery chicken to a free range chicken ? Battery reared chicken meat now costs about ÂŖ8.00 per kg. If we all went âfree rangeâ that price would rise to about ÂŖ13.00 per kg...explain why some people do not want to pay the additional cost ? Recently sales of expensive organic chicken free from fertilisers and antibiotics have fallen during the recession...explain why? Land Pesticides Water Transport Waste Fertilisers Herbicides Packaging Storage Cost of food Key concepts
24. C3.4 c Look at the photograph and information and answer all the questions: We eat lots of animal protein like chicken. Chicken are fed corn. Animals are very inefficient at taking plant biomass and turning it into protein that we can eat. Think of a chicken, it consumes over its 9 month life 80 times its own mass of corn. Most of the food energy in the corn is used for respiration and body heat. Also, only a small fraction of the carcass is edible flesh. Explain why livestock like cows, sheep, pigs and chicken are very important to humans and the human food chain ? Look at the diagram left, explain why we would consume less food resources if we all gave up meat and ate only plant material like soya, rice, wheat, potatoes and corn ? Explain why it takes a lot more arable land to feed meat eaters when compared to vegetarians ? Sun Corn Chicken Sun Corn Human (meat eaters) Human (vegetarians) Key concepts
25. C3.4 Plenary Lesson summary: yield ethical practices welfare Friday 21 October 2011 Over half the energy (supplied largely form fossil fuels) used in agriculture is used to make fertilisers. Intensive farming which uses high amounts of fertiliser and large machines relies on cheap crude oil. When these fossil fuels run out in the next 50 to 80 years, we may face a food shortage here in the UK and across the planet. How Science Works: Research the differences between intensive and organic farming. Preparing for the next lesson: Intensive farming has its advantages and disadvantages. Many animal ________ groups petition against intensive farming because they believe _________ are not ________. The whole point of intensive farming is as large a _____ as possible. Decide whether the following statements are true or false : False True 3: Manure leaking into streams is good for the water and habitats of fish ? False True 2: Traces of pesticides may remain in food products when sold ? False True 1: Weeds compete with crops for space, light, water and nutrients ?
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27. C3.5 Extension questions: 1: Explain why organic farmers are not allowed to use a) fertilisers and b) pesticides or herbicides ? 2: Explain why organic farming methods yields less produce therefore raising the prices of organic foods at the supermarket ? 3: Explain the term crop rotation and what is the purpose of the Soil Association ? 4: What is the purpose of the a) The Soil Association ? 5: Explain why organic farming doesnât cut down on the distance that food travels from the farm to your plate. Know this: a: Know that organic farming methods avoid using fertilisers, pesticides and other toxic chemicals. b: Know that organic farms use animal manures and crop rotation to keep the soil fertile. Friday 21 October 2011 Introduction: Many organic farmers keep animals and grow crops. They use manures instead of fertilizers and rotate their crops, and use natural predators to control pests, eg. ladybirds that feed on greenfly. The Food Standards Agency says there is not sufficient evidence that organic food is healthier than intensively farmed food, although consumers do say it tastes better. Organic farming is sustainable in that nutrients are recycled and less waste produced. However the distance travelled from farm to our plates can still be vast. Organic farming
28. Key concepts Look at the photograph and information and answer all the questions: Explain why the use of chemical fertilisers or pesticides is banned when farmers what to describe their crops as being âorganicâ C3.5 a Organic farming Organic farming is the form of agriculture that relies on techniques such as crop rotation, green manure, compost and biological pest control to maintain soil productivity and control pests on a farm. Organic farming excludes or strictly limits the use of manufactured fertilizers and pesticides, livestock antibiotics, food additives, and genetically modified organisms. Explain why planting crops like peas in the UK and peanuts in the USA increase the yield of crops grown on the same soil the following year ? Organic wheat Three years of grass Two years of cereal crop Natural predators Animal manure
29. C3.5 b Look at the photograph and information and answer all the questions: We all enjoy good quality food at affordable prices here in England. Intensive farming methods, modern breeds of livestock and varieties of crops help keep the cost of food produced to a minimum. Ethically sourced and produced food is more expensive, however âorganicâ or âfair-tradeâ products are becoming more popular and now account for 8%of the total food market. Fair trade products aim to give the grower a âfair priceâ for their crops as well as help invest in the local community...explain why this is a more ethical way of farming ? Describe the differences between the growing conditions for intensively farmed crops when compared to crops grown using organic methods ? Intensively farmed crops are grown using pesticides and herbicides. These chemicals bio-accumulate and can affect our health...should we continue to use them ? Key concepts
30. C3.5 c Look at the photograph and information and answer all the questions: Organic farmers will use manual weeding instead of herbicides and natural predators instead of chemicals. Ladybirds trap, kill and feed on their prey the aphid. Aphids can feed of crops causing damage to the stem and reducing crop yield. This will reduce the profit for the farmer and increase the cost of our food at the supermarket. Explain why organic farmers cannot use chemicals like herbicides and pesticides ? Look at the graph above left, explain why cold winters reduce a) the number of aphids and b) the number of ladybirds ? Think of other pests and how they could be controlled using natural predators ? Key concepts
31. C3.5 Plenary Lesson summary: control rotation expensive natural Friday 21 October 2011 How Science Works: Research the ways in which the food industry use to make our food more appealing? Preparing for the next lesson: Organic farmers use crop _______ and manures to keep their soil fertile. They also use natural predators to control pests. This is called biological _______ of pests. Some people believe organic farming is better for the environment because it keeps _____ habitats in tact. Organic food is more ________ than intensively farmed food. Organic foods are free form pesticides and herbicides are claimed to be better for your health. Farmers who work and use these toxic chemicals would show high rates of cancer or a lower than average life expectancy, not so farmers actually live slightly longer than average Decide whether the following statements are true or false : False True 3: Organic farming is 100% sustainable ? False True 2: The Soil Association is one agency that sets standards for organic producers ? False True 1: Using natural predators to control pests is an example of biological control ?
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33. C3.6 Extension questions: 1: Explain why the following food additives are used a) antioxidants b) food dyes c) food flavouring and d) food stabilisers ? 2: Why do food manufacturers want to make products more appealing particularly those marketed at children ? 3: In the olden days how did people preserve their food ? 4: Explain why food additives have to been shown as an ingredient on a products food label ? 5: E300 is vitamin C, is this a natural or artificial food additive ? Know this: a: Know that preservatives are added to food to keep them from going off. b: Know that additives are added to food to make them more appealing to the eye and our taste buds. Friday 21 October 2011 Introduction: Food can go off. This is caused by chemical changes and changes caused by micro-organisms. To prevent this antioxidants are added to food. Food manufacturers use food additives to create products that we will want to buy and eat. Colour and flavour is enhanced to make food more appealing. Emulsifiers and stabilizers are added to give food a nice texture and to stop ingredients from separating. An E-number tells us that a food additive has passed safety tests and is allowed to be used in the European Union. Preserving and processing food
34. C3.6 a Look at the photograph and information and answer all the questions: Processed foods like hot dogs contains lots of different food additives including preservatives, dyes, stabilisers, flavourings. Some of these additives have been shown to cause health effects in other animals including cancer. The average hotdog has around 7 different artificial additives. Over 7 billion hot dogs are sold in the USA every year ! Hotdogs contain mechanically recovered meat. This âmeatâ is obtained by smashing the bones of an animal against a metal grid. Do you think it should be still called meat ? Hotdogs are rich in vitamin C. Is this a good source of an essential vitamin in your diet ? soy protein wheat gluten sorbital sodium lactate sodium diacetate sodium phosphate sodium erythorbate sodium nitrite sodium nitrate ascorbic acid flavour enhancer flavour enhancer artificial sweetener preservative flavour preservative preservative preservative preservative preservative, vitamin c Food additives in the humble hotdog Hotdogs once buried take a long time to decompose. Explain one reason why ? Additive Role Key concepts
35. Key concepts Look at the photograph and information and answer all the questions: C3.6 b Using anti oxidants Apples and other produce when cut can go brown as oxygen reacts with chemicals inside the apple flesh. The browning and spoiling of the fruit can be slowed or prevented by inactivating the enzyme with heat (cooking), reducing the pH on the surface of the fruit (by adding lemon juice), reducing the amount of available oxygen (by putting cut fruit under water or vacuum packing it), or by adding certain preservative chemicals (like sulfur dioxide). Give three ways in which you can stop freshly cut fruit like an apple from browning in air containing oxygen ? Give an example of a food that is preserves using a) vacuum packing b0 canning and c) freeze drying ?
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37. C3.6 Plenary Lesson summary: illegal consumers law processing Friday 21 October 2011 Without food additives processed food would have a shorter shelf life and cost the consumer far more. Highly processed foods would also look and taste less appealing. Although food additives support the journey from farm to plate there are some that are known to have certain health risks including causing cancer and hyperactivity in children How Science Works: Research into the chemicals needed for a healthy diet in humans Preparing for the next lesson: Food labels are used to tell _________ what has been added to our food during __________. Most companies obey this _____ but sometimes labels do not show everything that has been added. Very occasionally _______ ingredients are found in food. Decide whether the following statements are true or false : False True 3: Food labels are used to ensure we know what we are eating? False True 2: Flavourings have E-numbers ? False True 1: Food goes off because it reacts with nitrogen in air ?