Urban Environmental Quality and Human Health: Conceiving a Sustainable Future

CONTENTS OF CURRICULUM UNIT 08.07.10

  1. Unit Guide
  1. Objectives
  2. Strategies
  3. Classroom Activities
  4. Appendix A - Implementing District Standards
  5. Appendix B - Glossary of Acronyms
  6. Appendix C - Useful Conversion Factors
  7. Appendix D - Graphic Organizer for Sources of Human Exposure
  8. Appendix E - Pesticides Problem Set
  9. Appendix F - Interpreting Tables and Graphs, 1 18
  10. Appendix G - Interpreting Tables and Graphs, 2 19
  11. Appendix H - Interpreting Tables and Graphs, 3
  12. Resources for teachers
  13. Governmental Sources for Pesticide Data
  14. Endnotes

Environmental Health Issues Meet Algebra

Nancy Rudolph

Published September 2008

Tools for this Unit:

Appendix F - Interpreting Tables and Graphs, 1 18

image 08.07.10.03

1. In general, which type of food contains more pesticide residue, fresh or processed? What information did you use to answer this question?

2. In general, what happens to the minimum pesticide value detected in grapes and plums when they are dried?

3. In general, what happens to the maximum pesticide value detected in fresh versus processed fruit?

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