Coke Wins Lawsuit over Pomegranate Juice Content

Jury Says .3% is Enough

Minute Maid stopped making its Pomegranate Blueberry juice in 2014.   (AP)

http://www.newser.com/story/222453/jury-cokes-3-pomegranate-juice-was-a-ok.html

1)  In what ways does this affect POM?  How does a jury know what is true in a case like this?      

2)  In what ways might a father feel differently about this than an executive at Coca Cola?  Why might an Indian feel differently about this than an American?

3)  To what degree could this be thought of as a math problem?  Health?

4)  How might this have been different if it was advertised as apple-pomegranate juice?  In what ways would this article have been different if it was about pears?

5)  What are the basic assumptions about health in this article?  To what degree does this affect you?  Your community?

Extension Activities:

1)  Students can research the marketing behind "super foods" over the past decade and use the same tactics to promote a new food of their choice to be in included in the list.

2)  Students can write a law for rules and ethics in advertising associated with the amount of the marketed or primary ingredient.

AoK:  Math, Human Science
WoK:  Reason, Language

That Moment When You Think You Won Powerball

NJ Workers Celebrate After Thinking They Won the Lottery


 (AP Photo/Alan Diaz)


http://abc7ny.com/news/video-nj-workers-ecstatic-after-thinking-they-won-the-powerball-(hint-they-didnt)/1156511/

1)  What evidence did the employees use to confirm their numbers?  In what ways might this experience strengthen their decision-making abilities for the future?  Weaken?

2)  Why might the manager's reaction be different than that of the dishwasher's or valet's?

3)  In what ways is this connected to the concept of celebrity?  To what degree is this connected to religion?

4)  How might this story be different if it was school employees?  Google employees?  In China?

5)  What are the underlying assumptions about money and work expressed in this article?  How important is money to you?  In what ways might a large lottery jackpot improve your life?  In what ways might it be a detriment?

Extension Activities:

1)  Student's can write a series of apology texts form the perspective of a person mentioned (or not) in the article (i.e. the sender of the wrong numbers, the valet)

2)  Students can calculate the odds of winning the Powerball Jackpot and compare it to other unlikely scenarios (i.e. Shark Attack, Vending machine serious injury, hole-in-one in golf)

AoK:  Math

WoK:  Reason

Restaurant Sued for "Throwed Rolls"

Lambert's Cafe Sued After Patron Injured

http://blogs.riverfronttimes.com/gutcheck/2015/08/thats_how_we_roll_lamberts_cafe_sued_for_throwed_roll_injury.php

Johnny Fugitt


1)  What evidence is used in this article to convince you of truth?  What is the role of evidence in the justice system?  What number would convince you that the defendant deserves the money?  That the restaurant deserves exoneration?

2)  In what ways might the injured woman's doctor feel differently about this report than a waiter at Lambert's?  The same?

3)  What connection is there between this story and attending an athletic event?  What is the connection to math/physics?

4)  What if the injury had been more serious?  What if you found out that this person has sued 10 other companies?  What if you found out Lambert's has paid in the past?  How might Miranda Lambert capitalize on this news story?      

5)  Why is this significant?  What are the long term consequences of this story?  Short term?

Extension Activities:

1)  Students can research the layout of the building and develop a "Code of Best Practices in Throwed Rolls" for future hires at Lambert's including recommended height and angles of throws.

2)  Students can research frivolous lawsuits from the past and identify the impact to business.  They can then identify potential threats to a local business and provide suggestions for mitigation.  

AoK:  Human Sciences, Mathematics

WoK:  Intuition

Using Data to Predict Short-Term Demise

Can a test tell you when you will die?


(Shuuterstock)

http://www.reuters.com/article/2015/06/03/us-health-death-prediction-idUSKBN0OJ31A20150603

1)  In what ways is data collected through survey unreliable?  Why might this be immoral to give to children?  How can statistics and probability be used to distort the truth?

2)  Why might a CEO of a company view this differently than a priest?  Why might a 15 year old view this differently than an 80 year old?  Why might a British citizen view this differently than an American?  

3)  In what ways is this connected to fortune telling?  In what ways is this connected to mathematics?  Philosophy?
  
4)  How might one be affected if the results of this test give a life expectancy of less than a year?  What if this test was mandatory for hiring?

5)  What is the significance of this test?  How can this affect the economy?  Health care?

Extension Activities

1)  Students can research what questions are illegal to ask during job interviews and try to find some of the tricks future employers use to get the wanted info?

2)  Students can research determinism, libertariaism, and other issues associated with free will to provide an understanding of this test's philosophical implications.

AOK-Math, Ethics
WOK-Reason, 

Worst Passwords

The List of Worst Passwords

(iStockPhoto)

http://www.npr.org/blogs/thetwo-way/2015/01/21/378852500/is-your-online-password-on-the-worst-password-list

1)  What evidence makes this story more funny than concerning?  What evidence would be most compelling in getting you to switch your passwords monthly?      

2)  Why might a Google executive view this differently than a member of the Tea Party?  Who would you want to have your phone's lock code the least?

3)  In what ways is this connected to math?  How might we connect this to psychology?

4)  How would internet use be different if there were no more passwords?  What if thumbprints were the only acceptable form of identification?  

5)  Is this more relevant to to the banking industry or social media companies?  What are the legal ramifications of hacked passwords?

Extension Activities:

1)  Students calculate the chances of discovering PINs and Passwrods accidentally depending on the numbers of variables.
2)  Students study the Enigma Project and connect its success to the Allied Victory of WWII.

Elon Musk Explains the Hyperloop

Read Revealed: Elon Musk Explains the Hyperloop, the Solar-Powered High-Speed Future of Inter-City Transportation 

5 Habits Collaboration between Kyle Templeton and Seth Jaeger

Photograph by Brendan Hoffman/Bloomberg

http://www.businessweek.com/articles/2013-08-12/revealed-elon-musk-explains-the-hyperloop

By: Ashlee Vance

5 Habits Collaboration between Kyle Templeton and Seth Jaeger
1. What makes you believe the hyperloop is a workable design? Why is Elon Musk a reliable source for determining the cost of building the hyperloop? Which teacher’s opinion of the hyperloop is most valuable to help you make a decision?

2. Who would be most likely to support the construction of the hyperloop? Who would be most likely to oppose it? How might this affect a person living in New York City? In Ozark? From 40 years in the future? What would Franklin Roosevelt have thought of this project? Ronald Reagan?

3. How is this connected to the topic of government? Which past inventor is Elon Musk most like? What might the economic impact be of constructing the hyperloop? What part of this deals with math? Physics? How is this like a bank teller drive through?

4. How would $8 per gallon gasoline change the feasibility of this project? What would happen if Springfield had a hyperloop that connected to Kansas City and/or St. Louis?

5. 5) To what extent would the hyperloop impact the environment? Would the hyperloop promote or discourage urban sprawl? Why? Would this project be a good use of tax dollars?

Extension Activities:

1)  Students can compare/contrast major engineering projects (skyscrapers, canals) to the hyperloop and assess the impact of each.

2)  Students can compare Elon Musk to Tony Stark and rewrite a scene from Iron Man.

3)  Students can outline the math necessary to make the travel time feasible between various cities in the U.S. and beyond.  

Facts About Billionaires

The “Typical” Billionaire Has $3.1 Billion and Other Fun Facts About the World’s Wealthy Elite

Photo by Bill Pugliano/Getty Images

http://www.slate.com/blogs/moneybox/2014/09/24/facts_about_billionaires_data_from_the_2014_wealth_x_and_ubs_billionaire.html

By:  Alison Griswold

1)  How do we know how many billionaires there are?  What evidence would help us determine why the average age of a billionaire has gone up?  How have historical trends of wealth changed in America?  How do you know?

2)  Who might have a more favorable opinion of billionaires:  a student in southwest Missouri or a student in New Delhi, India?  Who might have a less favorable opinion of billionaires:  An employee of Warren Buffet or your father?

3)  In what ways is being a billionaire like getting an A on a test? How is different?  How is wealth connected to philanthropy?  Is it only for the wealthy?  

4)  What would a list from 10 years ago look like?  1000? What would happen if there were no barriers to wealth accumulation (if there exist any at all)?  What would happen if wealth was capped at $999,999,999?

5)  How is this relevant to you?  How is it relevant to a stockholder in Berkshire Hathaway?

Extension Activities:

1)  Students can research the ways in which the richest person from each decade of the 20th century made their money and find commonalities and differences.

2)  Students can explore gender/racial/ethnic/generational issues of wealth accumulation and predict the next woman/African/Chinese/millenial billionaire.

3)  Students can create a list of ways to spend a billion dollars in a fixed amount of time effect the most change.

A $1.5B Problem: 5M Wild Pigs

Can Wild Pigs Ravaging the U.S. Be Stopped? 

(Clint Turnage of the U.S. Department of Agriculture)

http://www.scientificamerican.com/article/can-wild-pigs-ravaging-the-u-s-be-stopped/
By Amy Nordrum

1)  How might scientists know how many pigs there are?  Can estimation be used?  What are its limits?  What information is most relevant for a governor making a decision on this issue?  A butcher?  A hunter?  Which method do you need most convincing on to determine if it would be an effective solution?      

2)  How might a pig farmer and a vegetarian have similar views on this issue?  Why might teenage girl in Saudi Arabia have a different perspective on this issue than a teenager from Mexico City?

3)  When has something like this happened in the US?  Elsewhere? How can an understanding of exponential growth (math, economics) help us solve this issue?  At what point could this change the expression "multiply like rabbits"?

4)  Would we be as alarmed if the animals were dogs?  Snakes?  Lions?  What if early colonists were of a different religion?  What solutions can you propose?  

5)  How can this issue affect you personally?  Someone you know?  What might be the impact on the defense of the United States?

Extension Activities:

1)  Students can research the effects of introducing non-native organisms through case-studies (i.e. goats on Galapagos islands).
2)  Students can predict what might happen if various organisms are introduced to their hometown after watching a clip of The Simpsons travelling to Australia.
3)  Students can create a plan for introducing earth animals and plants to future colonies on the Moon or Mars.