Applications of mathematics in food processing and distribution can be seen when considering food miles. In one of our lectures we touched on this topic and I decided to look into it further.

According to Van Passel (2013) food miles are defined as the measure of the distance that food travels from where it is grown or raised to where it is consumed (p.3). Food miles have been linked to climate change. Transportation of foods over larger distances results in emissions of greenhouse gases and other pollutants that can harm the environment (Natural Resources Defence Council, 2007, p.2). Van Passel (2013) argues that the higher the food miles, the larger the impact on the environment (p.3). The amount of emissions and impact on global warming also depend on the type of transportation. Transporting food by airplane results in a greater impact on the environment than transporting food by ship. This would suggest that growing food locally would be better for the environment, however this is not always the case.

Engelhaupt (2008) emphasises that it is the method of how food is produced that impacts global warming, not how far the food is transported (p.3482). For example, tomatoes produced in the UK are usually grown in heated greenhouses with extra carbon dioxide to boost photosynthesis (Williams, 2013). In Spain these tomatoes can be produced with little or no extra heat. Producing tomatoes in the UK emits more greenhouse gases than the transportation of tomatoes from Spain to the UK (Williams, 2013). This is emphasised by the graph on the left. Therefore, it appears that growing food locally is not always the best for the environment. Although food miles do contribute to the impact of global warming, growing locally is sometimes more harmful to the environment as shown by this example.

Future Practice

In future I will consider more carefully how food miles impact the environment and that locally grown produce is not always the least harmful to the environment. Applying this to my future practice, food miles could be used to teach various concepts. For example, students could compare the distances different food has travelled and create graphs from this. Linking this topic to pollution and recycling, students could create artwork using empty food packaging. There are endless possibilities for the classroom  when considering food miles. However, I do think it is important to give students a thorough insight into this topic and not to provide them with a superficial understanding of the topic. This includes conveying to them that high food miles does not always mean more harm to the environment.

References 

Engelhaupt, E. (2008) ‘Do Food Miles Matter?’, Environmental Science and Technology, vol. 42, pp. 3482.

Natural Resources Defense Council (2007) Food miles: How far your food travels has serious consequences for your health and the climate. Available at: https://food-hub.org/files/resources/Food%20Miles.pdf (Accessed: 3 December 2015).

Van Passel, S. (2013) ‘Food Miles to Assess Sustainability: A Revision’, Sustainable Development, vol. 21, pp. 1-17.