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Hungry Hungry Hermetia Student Name: Resource By Brian Resource Soash by Brian Soash 1 Now Lets Set A Baseline Setting a baseline can give you a threshold to compare the success of your design. The following pages will help you set a baseline using the results from your class experiment. Youll be finding the On the following to help you come up with a way tonext create a page youll find successful final design: an example of 1) 2) 3) 4) Daily waste created per student in class Waste consumed per hour by the larvae Waste consumed per larvae per hour Waste consumed per cubic centimeter of space of a container

how to use a proportion to solve for an unknown 2 EXAMPLE #1 Baseline Classroom Daily Food Waste Calculation In one day our class created a total of: 64 grams of food waste per day by the whole class total students in our class 3 0 x 30 64 30

grams of food waste. Our classroom has a total of: number of grams of food 64 x waste in a day by a single student 30 1 student x 30 student s There are many ways to set up a proportion to solve for an unknown!

64 30 2.133. .. grams of food waste per student every day 3 EXAMPLE #2 Baseline Classroom Daily Food Waste Calculation In one day our class created a total of: 64 grams of food waste. 64 30 grams of food waste per day by the whole class number of grams of food

waste in a day by a singlex student 3 0 x 30 64 30 x student Our classroom has a total 30 s of: total students in our class There are many student ways to set up 1 a proportion to solve for an unknown! 64

30 2.133. .. grams of food waste per student every day 4 EXAMPLE #3 Baseline Classroom Daily Food Waste Calculation In one day our class created a total of: 64 number of grams of food waste in a x day by a single student grams of food 64 waste per day by the whole class 3

0 x 30 64 30 x grams of food waste. 1 Our classroom has a total 30 of: student s student 30 There are many ways to set up a proportion to solve for an unknown! total students in

our class 64 30 2.133. .. grams of food waste per student every day 5 EXAMPLE #4 Baseline Classroom Daily Food Waste Calculation In one day our class created a total of: 64 student total students in our class 3 0 x

30 64 30 grams of food waste. Our classroom has a total 30 number of grams of: 1 x 30 64 x of food waste in a day by a single student grams of food waste per day by the whole class student s

There are many ways to set up a proportion to solve for an unknown! 64 30 2.133. .. grams of food waste per student every day 6 EXAMPLE #5 Baseline Classroom Daily Food Waste Calculation In one day our class created a total of: 64 stude nt number of grams

of food waste in a day by a single student 3 0 x 30 64 30 1 grams of food waste. 30 x 64 x student Our classroom has a total 30 s of: total students in our class

There are many grams of food ways to set up a proportion to solve for an unknown! waste per day by the whole class 64 30 2.133. .. grams of food waste per student every day 7 EXAMPLE #6 Baseline Classroom Daily Food Waste Calculation In one day our class created a total of: 64

total students in our class stude nt 3 0 x 30 64 30 grams of food waste. 30 64 1 x x Our classroom has a total 30 of: grams of food waste per day by the whole class

number of grams student s There are many ways to set up a proportion to solve for an unknown! of food waste in a day by a single student 64 30 2.133. .. grams of food waste per student every day 8 Directions: Finding Your Baseline!

After seeing some example calculations on the previous pages, use the information from your whole class example to determine the baseline data for your class. Youll use this baseline as a benchmark to try and top when creating your own design to reduce cafeteria food waste. Youll notice that the variable is place in a different location on each page. Use your knowledge of proportion to solve for the unknown provided in each location to determine the specific rate for each page. Feel free to check back to the example on the previous pages if you want a refresher. Keep in mind, there is more than one way to correctly Place set upget these problems tograms solve page. your Lets started! How many of for foodthe weredesired rate on each consumed by the 100 black soldier fly larvae in a day when you tried this as a class? gram s finding

on page 9 Baseline Classroom Daily Food Waste Calculation In one day our class grams of food Our classroom has a total of: waste created a total of: student s x x 64 x Place your finding on page 15! grams of food waste per student every

day 10 Baseline Of How Many Grams Of Food Consumed By Fly Larvae Per Hour In one day the larvae consumed: grams Out of a total: grams x x x Place your finding on page 15! of grams consumed per hour by all of the larvae

11 Baseline Daily Rate Consumed Per Larva In one day the larvae consumed: grams Out of a total: 100 Larvae x x x Place your finding on page 15! of grams consumed per larvae per day

12 Baseline Number Of Larvae Needed To Consume All The Daily Waste Number of grams of For One Class grams In one day the waste created larvae consumed: per hour Larvae Out of a total: grams each day by the class x x

x Place your finding on page 15! of larvae needed to eliminate an entire classs daily food waste 13 Baseline Rate Per Cubic Centimeter Of Space In Container Volume of In one day the Length of larvae the consumed container grams cm Width of the container cm

Height of the container (Link provided to help you find the container volume depending on the type of s hape of your container) cm cm^ 3 x x x Place your finding on page 15! of grams consumed per cubic centimeter of space per

hour 14 Baseline Data Vs. Your Design Baseline From Your Class Experiment Number Of Grams Consumed In 24 Hours Grams Per Hour Consumed By All Larvae Grams Consumed Per Day Per Larvae Number Of Larvae Used Grams Of Food Consumed Per cm^3 ________ grams ________ grams ________ grams ________ larvae ________ cm^3

*Remember, your aim should be able to handle the amount of food waste generated to handle the waste of one student per day. Its Ok to use more larvae than the control, but you want to aim to be as efficient in your use of space and larvae as possible. Results From Your Design Number Of Grams Consumed In 24 Hours Grams Per Hour Consumed By All Larvae Grams Consumed Per Day Per Larvae Number Of Larvae Used Grams Of Food Consumed Per cm^3 ________ grams ________ grams ________ grams ________ larvae

________ cm^3 Which Is Better? Number Of Grams Consumed In 24 Hours Grams Per Hour Consumed By All Larvae Grams Consumed Per Day Per Larvae Number Of Larvae Used Grams Of Food Consumed Per cm^3 Baseline/My Baseline/My Baseline/My Baseline/My Baseline/My 15

What I Think... Do you eat everything you pick up from the cafeteria or bring from school? I think I probably throw out about _______ grams of food each day (keep in mind 1 pound. is 453.592 grams). For a perspective of what 5 grams of food looks like check out the next page. What do you think would be the easiest way to reduce the amount of food waste from your school knowing not everyone will always eat all their food? 16 What Does A Gram Of Food Look Like? 5 grams of food is about a quarter of a slice of bread 5 grams of food is a small piece of watermelon

5 grams of food is a small pile of chips 5 grams of food is about 2 pieces of shredded wheat cereal 17 Pick a team of classmates to participate in this project with you! Team Name: Person Number #1 Person Number #2 Person Number #3 18 Driving Question Can the food waste produced by our school be eliminated using black soldier fly larvae instead of being sent to the dump? 19 Why is the driving question from the previous page so important to your group?

20 Information Needed To Solve The Problem What pieces of information do you need to solve this problem? Explain why you need this piece of information. 21 Science Friday Inspiration 22 Recording the Data. How many grams of food were thrown away by the entire class in the day you collected food waste from the cafeteria? How much food did each person in the class throw away today? Calculate the average amount of food waste per person from your class. To do this, divide the total weight of the food by the number of people in the class who contributed today. *Its ok that not everyone eats the same amount, the same thing, or the same way. This number is an average, and will be used is simply to create a baseline for your study.

How much food do you think that your class sends to a landfill in a month? In a school year? 23 Think about it... With your team, brainstorm some ideas for reducing the amount of food waste from your school. 24 Your Larvae Composting Design Sketch Your Design Electronically Or Upload A Photo Of Your Hand Drawn Sketch How Will It Work? How Many Larvae Will Be Used 25 Describe the process Explain in the section below how you and your group ultimately created your design. Be sure to provide specific details such as the order you did things, what pieces were connected where, and anything you made sure you did or didnt do to achieve your desired end result. 26

Insert Picture Of Your Finished Design Here 27 Prediction: Waste Consumed In 24 Hours In Number of grams predicted to Your Reasoning for prediction. Design be consumed by your larvae in 24 hours Was your prediction correct? If your prediction was incorrect, what was is your reasoning for why you over or underestimated? If your prediction was correct, how could you improve your design based on your observations? 28 How Many Grams Of Food Consumed By Fly Larvae Per Hour In one day the larvae consumed: grams grams

Out of a total: x x x Place your finding on page 15! of grams consumed per hour by all of the larvae 29 Daily Rate Consumed Per Larva In one day the larvae consumed: grams Out of a total:

100 Larvae x x x Place your finding on page 15! of grams consumed per larvae per day 30 In one day the larvae consumed: Number Of Larvae Needed To Consume All The Daily Waste For Number of grams of One Class grams

waste created per hour Larvae Out of a total: grams each day by the class x x x Place your finding on page 15! of larvae needed to eliminate an entire classs daily food waste 31

Rate Per Cubic Centimeter Of Space In Volume of In one day the Length of Container Width of Height of (Link provided to help you find the container larvae consumed the container grams cm the container cm the container volume depending on the type of s hape of your container) cm cm^

3 x x x Place your finding on page 15! of grams consumed per cubic centimeter of space per hour 32 Information For In Class Review How long would it take for the larvae in your design to consume the entire food waste from a single person? What rate did was your food consumed?

How many larvae did you use? Unique aspects of your design? 33 Summary Of Feedback From Presentation Review the feedback you received from your classmates. In what areas did your group do well? In what areas did your classmates think you needed to focus more? 34 Results From Other Groups Collect information from each groups presentation to make calculations Team Number # 1 Things To Replicate From Their Work Lessons Learned From Their Work Rate Of Food Consumed

Per 24 Hours Number Of Larvae Used Grams per day Grams per day # 2 Grams per day 35 Results From Other Groups Team Number # 4 Things To Replicate From Their Work Lessons Learned From Their Work Rate Of Food Consumed Per 24 Hours Number Of

Larvae Used Grams per day Grams per day # 5 Grams per day 36 Results From Other Groups Team Number Things To Replicate From Their Work Lessons Learned From Their Work # 7 Rate Of Food Consumed Per 24 Hours Number Of Larvae Used Grams per day

Grams per day # 8 The group with the best rate was ____ with a rate of ____ grams. per day 37 Proportional Relationships Dr. Hu states in the video(2:07 mark) that the ratio of food consumed to number of larvae is not proportional. Based on the results from your class, work as a group to determine whether your data confirm or disprove his claim? Group 1 2 3 4 5

6 7 8 Number Of Larvae Used Grams Of Food Consum ed Within 24 Hours 38 Proportional Relationships Dr. Hu states in the video(2:07 mark) that the ratio of food consumed to number of larvae is not proportional. Based on the results from your class, does your data confirm or disprove his claim? Is the ratio of larvae used to grams consumed between group 1 and 2 proportional? Is the ratio of larvae used to

grams consumed between group 3 and 4 proportional? Is the ratio of larvae used to grams consumed between group 5 and 6 proportional? Is the ratio of larvae used to grams consumed between group 7 and 8 proportional? Work using proportio ns = = = = Answ er

= = = = Are the ratios proportional? Yes No Yes No Yes No Yes No 39 Proportional Relationships Graph your results from the previous page to discover whether or not the ratio of number of larvae to grams of food waste consumed form a proportional relationship!

40 Information For Design Fair Infographic How long would it take for the larvae in your design to consume the entire food waste from a single person? Unique aspects of your design? What rate did was your food consumed? How many larvae did you use? Describe how your design is an efficient use of space, larvae, and materials that may set it apart from other successful designs. 41 Information For Design Fair Infographic Part 2 Describe what about this method you thought would

be the most successful. What makes this solution something that could have been scaled? What improvements could be made based on your results? 42 Conclusion Question These questions should be answered individually Did the rates of grams of food consumed every 24 hours and the number of larvae use between groups form a proportional relationship? Use the graph and your calculations as evidence to support your claim. Based on the rates determined from your testing, how many larvae would it take to consume one day of food waste generated by your class in only 24

hours? 43 Conclusion Question Based on your testing results, how many cubic centimeters of space would be required to eliminate the food waste from your whole class? Ask your teachers for the number of classrooms in your school. How many larvae would be needed to eliminate all the food waste created at your school within 24 hours if you assumed every classroom produced the same amount of daily 44 Conclusion Questions Based on your testing results how many cubic centimeters of space would be required to eliminate the food waste from your whole school?

Companies like Flukers sell Black Soldier Fly Larvae as food for reptile and amphibian pets. Based on the current price charged by this company for 1,000 of their larvae, how much money could your school raise if you sold half of the larvae required in question #6 every two weeks? How much money could your school raise in a month? How much in a 10 month school year? 45 Reflection In your opinion what design features made a design successful? Are there features that didnt work as planned? How would you change them? In your opinion, is the problem of food waste at your school something that can be solved by any of the designs

generated by your class? 46 Reflection In your opinion, is using Black Soldier Fly larvae as a means of recycling food 47 Rubric For Each Reflection Question Criteria 3 2 1 Claim Claim is stated explicitly and is easily found as the first component of the students answer. Claim is stated using any

indirect manner at the start of a students answer. Claim is not clear and/or is not the first component of a students answer. Evidenc e Student uses evidence directly from the work or findings from the activity. The student explicitly states where the evidence can be found and where it came from. Student uses evidence directly from the work or findings from the activity. There is no citation provided to where that information can be found. Student uses no evidence or uses strictly anecdotal evidence not from the activity. Reasoni ng

Reasoning is provided that directly supports the claim and uses the evidence previously provided. Reasoning is provided after the evidence and is not simply the evidence provided. Reasoning provided is simply the statement of the evidence without further explanation or reasoning provided is flawed. Reasoning provided does not directly relate to the evidence supported or is inaccurate 48

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