Lesson Plan
Cruisin' for a Bruisin' Food Packaging Specialist
Grade Level
Purpose
In this lesson students will learn that product packaging is a balance between function, food safety, and economics by designing a protective package for shipping perishable fruit. Each package will be presented to the class for evaluation, and the best design will be shipped to test the product's durability. Grades 6-8
Estimated Time
Materials Needed
For the teacher:
- Packaging Grading Rubric
- Examples of fruit packaging materials
- Packaging materials for students
- Samples of one type of fruit for students to measure and weigh
For each group:
- Packaging materials for fruit package design
- Internet access
- Scale
For each student:
- Packaging rubric
- Cruisin’ for a Bruisin’ lab worksheet
- Packaging materials
Vocabulary
biodegradable: capable of being broken down through the actions of living organisms and natural processes over time
climate: the prevailing weather conditions in a specific area over a long period of time
commodity: a primary agricultural product that can be bought and sold
specialty crop: fruits, tree nuts, vegetables, herbs, spices, nursery, floriculture, and horticulture crops that are not considered staple foods.
Background Agricultural Connections
This lesson is one out of four lessons designed for grades six through eight which promote the development of STEM abilities and critical thinking skills, while fostering an appreciation for the people involved in food production. The curriculum includes inquiry-based labs, real life challenges for students to investigate and opportunities to plan and construct products and shipping models. Other lessons in this series include:
- Mix It Up! Food Scientist
- Cruisin; for a Bruisin' Food Packaging Specialist
- Food Safety Sleuths: Food Safety Specialist
Many plant-based agricultural commodities require a specific type of climate for growth. For example, citrus fruits require a very warm climate so they are grown in California, Florida, and Arizona. After harvest the fruit is shipped all over the country so that everyone can enjoy these fruits.
Many considerations go into packaging a food product. The process involves science, technology, engineering, and math and requires a balance between function, food safety, and economics. Many universities have degree programs in food science and technology. Students studying food packaging develop skills in designing innovative packaging styles with exciting opportunities to work on “greener” packaging using biodegradable or recyclable materials.
When designing new food packaging, specialists must consider the mode of transportation, distance, methods for preventing spoilage, food safety regulations, consumer appeal, package durability, cost of packing materials, and much more. In depth information on food packaging materials, reducing waste and environmental impact may be found by searching these topics on the Institute of Food Technologists website.
Packaging is the third largest industry in the United States. Approximately ten percent of each dollar we spend on a product is related to the cost of packaging. Many job opportunities exist in packaging and potential job titles include packaging engineer, packaging scientist, packaging sales and structural designer.
Engage
- Ask students to identify some of their favorite fruits. Make a list on the board. Point out that these fruits can likely be purchased at your local grocery store. However, were they grown nearby? In some cases, perhaps they were. However, in many cases due to varying climates and growing seasons, we consume fruit (and other foods) that were produced in other areas of our country or even across the world.
- Fruit is perishable. Ask your students, "How does the fruit get from the farmer to the grocery store and eventually to you as the consumer?
- In this lesson, students will:
- identify the necessary materials and design packaging for a new food product;
- learn the characteristics of effective packaging; and
- learn that packaging a product involves science, engineering, technology, and math.
Explore and Explain
Day 1
- This lesson focuses on the science of food packaging and uses fruit as a specific example. Provide several examples of fruit packaging containers for students to examine. Examples include strawberry clam shells, cardboard trays with indentations for holding individual pears or apples, and sacks of oranges. If examples are not available, show the class online examples. Ask students why they think fruit packaging is important. Make a list of ideas on the board.
- Use the background information to help develop the list on the board of who is involved in food packaging, its importance, and possible careers. Effective food packaging is important to farmers because they want their product to look appealing and taste fresh when it gets to consumers. Farmers, however, also need to consider the cost of the packaging. Expensive packaging can reduce profits that farmers need to make from the sale of their products. Product packaging is important to consumers who want to purchase a piece of fruit that smells good, tastes good, is clean, is not bruised or damaged, and has been packaged using safe food handling practices and materials.
- Explain that students will take on the role of food packaging specialists in a challenge to design the best package to ship one piece of fruit. Not only should the package protect the fruit, but it should also be cost efficient and environmentally friendly. For example, a group could place a piece of fruit inside a very large box that is packed with layers and layers of bubble wrap. While this box might prevent the fruit from being damaged, its large size and use of extra materials would be costly to assemble and ship, and would generate a lot of waste.
- Distribute the Cruisin’ for a Bruisin’ lab worksheet and packaging rubric. Explain the lesson process and evaluation using the rubric.
- Organize students into groups. Explain that each individual in the group will design and test their own package prototype. The best package in the group will be selected based on rubric scores on package design and durability. The group will then have the opportunity to work together to fine tune the best designed package from their group, which will be presented to the class. The class will then vote on one package to be shipped in the mail with a piece of fruit.
Day 2
- Instruct groups to begin their design process by researching materials and designs for their fruit package. Packages should be designed to hold one piece of fruit, such as an apple, pear, or orange. As a class decide which type of fruit the packages will be designed for. This will keep package material cost and shipping cost uniform.
- The packaging should be suitable for shipping the piece of fruit through the U.S. Postal Service.
- Example of website with packaging materials: Monte Packaging Company
- Explain to the students that they are not to purchase items from the websites, but they should use the websites to gather ideas for types of materials that could be used to package fruit.
- After researching materials, students should assess the feasibility of several materials and designs that might work for their fruit packages. Each student should sketch their own design ideas on their lab sheet along with a list of materials and dimensions.
- Each group should brainstorm ideas for their company name and design a decorative label that will go on the fruit. This should be recorded on the lab sheet.
- As homework, each student will gather their necessary packaging materials. Suggest that students look in their recycling bins at home or at school. You may supply some basic materials, such as tape or cardboard if needed. Examples of packing materials include cardboard, wood shavings, corn packing peanuts, newspaper, tissue paper, cellophane, poster board, foam board, lint, and wool.
Day 3
- Students will meet in their groups and each student will design and build their own prototype package. Students may use the sample pieces of fruit to establish necessary dimensions for package design, however, package evaluation and testing will be done without fruit inside the package.
Day 4
- Each student will present their prototype package to the group and the group will evaluate the prototype for craftsmanship, aesthetics, and use of materials using the packaging rubric.
- Each student will then subject their package prototype to a durability test for tearing and crushing. Following the test, students will report back to their groups to use the rubric to rate the durability of their packaging.
- The package design with the highest score from the rubric will be chosen for further development.
Day 5
- The group will develop one final package for their fruit based on improving the design of the package that received the highest score from the rubric. The group must keep track of materials cost, package dimensions, shipping cost, and logistics.
Day 6
- Groups will present their package design, cost of materials, and cost of shipping to the class.
- Ask students to think like a farmer who has grown the fruit. This farmer wants to choose a design that is durable enough to deliver their fruit to customers without any damage. The farmer also wants to choose a cost effective package.
- Instruct the class to vote on the best package for shipping a piece of fruit.
- The chosen package should be dropped off at the post office and shipped to the class address. When the package arrives at school, the class will evaluate the condition of the package and the fruit and will come up with ideas for package improvements.
- Use the Packaging Grading Rubric for grading.
Variations
- Have each group mail their own package of fruit.
- Have groups compare rates of different shipping companies.
ELL Adaptations
- This lesson incorporates hands-on activities. Kinesthetic learning events provide an excellent learning environment for English language learners.
- Demonstrate all lab procedures to the class before beginning the lab.
- Add new vocabulary to a word wall and match photos to the new words.
Elaborate
-
Show students the Red Blossom California Strawberries website www.rbtrace.com and watch the strawberry packing video clip. Go through the trace back example to see how customers can enter the code on the bottom of their Red Blossom clamshell container to see what farm grew their strawberries, the variety, and date the strawberries were picked.
-
Tour a fruit packaging operation or take a virtual tour of a fruit packaging operation with YouTube.
Evaluate
After conducting these activities, review and summarize the following key concepts:
- Food packaging specialists play a role in safely transporting food from the farm to the consumer.
- Our diets consist of a wider variety of foods because they can be shipped long distances.
Acknowledgements
This lesson was funded by the United States Department of Agriculture’s National Institute of Food and Agriculture, Secondary Agriculture Education Challenge Grants Program.
Executive Director: Judy Culbertson
Illustrator: Toni Smith
Layout and Design: Nina Danner and Renee Thompson
Copy Editor: Leah Rosasco
Recommended Companion Resources
- An Agricultural Interview
- Antimicrobial Wash for Fresh Produce
- Better Paper, Plastics with Starch
- Career Trek Game
- Field to Film Career Snapshots
- Fight Bac! Food Safety Education
- Food Safety from Farm to Fork: How Fast Will They Grow?
- Food Safety from Farm to Fork: Mighty Microbes
- Food Safety from Farm to Fork: Operation Kitchen Impossible
- Food Safety from Farm to Fork: Playing it Safe
- How Safe is Your Salad?
- Imported Food Safety
- Mandarin Oranges: Protecting the Flavor of This Popular Fruit
- Virtual Food Safety Labs
Author
Organization
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State Standards for Texas
Principles of Agriculture, Food, and Natural Resources: 130.2.c.1
The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B - apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.4
The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.B - analyze the scope of agriculture, food, and natural resources and its effect upon society.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.F - compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environment, and animal welfare issues.
- Principles, of Agriculture, Food, and Natural Resources: 130.2.c.4.D - identify potential future scenarios for agriculture, food, and natural resources systems, including global impacts.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.6
The student demonstrates appropriate personal and communication skills. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A - demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B - demonstrate effective listening skills appropriate for formal and informal situations.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.7
The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B - use a variety of resources for research and development.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.C - describe scientific methods of research.
- Principles of Agricultures, Food, and Natural Resources: 130.2.c.7.A - discuss major research and developments in the fields of agriculture, food, and natural resources.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.13
The student describes the principles of food products and processing systems. The student is expected to:
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.A - evaluate food products and processing systems.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.B - determine trends in world food production.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.C - discuss current issues in food production.
- Principles of Agriculture, Food, and Natural Resources: 130.2.c.13.D - use tools, equipment, and personal protective equipment common to food products and processing systems.
ELA: 8.110.24.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.
- ELA: 8.110.24.b.1.D - participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues
Science: 6.112.26.b.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Science: 6.112.26.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations
- Science: 6.112.26.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems
Science: 6.112.26.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 6.112.26.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
- Science: 6.112.26.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Science: 6.112.26.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Science: 6.112.26.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
Science: 6.112.26.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 6.112.26.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
Science: 6.112.26.b.13
Organisms and environments. The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to:
- Science: 6.112.26.b.13.A - describe the historical development of cell theory and explain how organisms are composed of one or more cells, which come from pre-existing cells and are the basic unit of structure and function;
- Science: 6.112.26.b.13.B - identify and compare the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, and autotrophic and heterotrophic; and
- Science: 6.112.26.b.13.C - describe how variations within a population can be an advantage or disadvantage to the survival of a population as environments change
Science: 7.112.27.b.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Science: 7.112.27.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
- Science: 7.112.27.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
Science: 7.112.27.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 7.112.27.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
- Science: 7.112.27.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Science: 7.112.27.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
- Science: 7.112.27.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers
Science: 7.112.27.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 7.112.27.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
Science: 7.112.27.b.12
Organisms and environments. The student understands that ecosystems are dependent upon the cycling of matter and the flow of energy. The student is expected to:
- Science: 7.112.27.b.12.B - describe how ecosystems are sustained by the continuous flow of energy and the recycling of matter and nutrients within the biosphere.
Science: 7.112.27.b.14
Organisms and environments. The student knows how the taxonomic system is used to describe relationships between organisms. The student is expected to:
- Science: 7.112.27.b.14.B - describe the characteristics of the recognized kingdoms and their importance in ecosystems such as bacteria aiding digestion or fungi decomposing organic matter.
Science: 8.112.28.b.1
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- Science: 8.112.28.b.1.A - ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
- Science: 8.112.28.b.1.B - use scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
Science: 8.112.28.b.3
Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
- Science: 8.112.28.b.3.A - develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
- Science: 8.112.28.b.3.B - communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Science: 8.112.28.b.4
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to
- Science: 8.112.28.b.4.C - research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
Science: 8.112.28.b.5
Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
- Science: 8.112.28.b.5.A - identify and apply patterns to understand and connect scientific phenomena or to design solutions;
Science: 8.112.28.b.11
Earth and space. The student knows that natural events and human activity can impact global climate. The student is expected to:
- Science: 8.112.28.b.11.C - describe the carbon cycle.
ELA: 6.110.22.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
- ELA: 6.110.22.b.1.C - give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively
- ELA: 6.110.22.b.1.D - participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
ELA: 6.110.22.b.12
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- ELA: 6.110.22.b.12.A - generate student-selected and teacher-guided questions for formal and informal inquiry
- ELA: 6.110.22.b.12.B - develop and revise a plan
- ELA: 6.110.22.b.12.D - identify and gather relevant information from a variety of sources
- ELA: 6.110.22.b.12.F - synthesize information from a variety of sources
- ELA: 6.110.22.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
ELA: 7.110.23.b.1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
- ELA: 7.110.23.b.1.D - engage in meaningful discourse and provide and accept constructive feedback from others
ELA: 7.110.23.b.12
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- ELA: 7.110.23.b.12.A - generate student-selected and teacher-guided questions for formal and informal inquiry
- ELA: 7.110.23.b.12.B - develop and revise a plan
- ELA: 7.110.23.b.12.D - identify and gather relevant information from a variety of sources
- ELA: 7.110.23.b.12.F - synthesize information from a variety of sources
- ELA: 7.110.23.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
ELA: 8.110.24.b.12
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
- ELA: 8.110.24.b.12.A - generate student-selected and teacher-guided questions for formal and informal inquiry
- ELA: 8.110.24.b.12.B - develop and revise a plan
- ELA: 8.110.24.b.12.D - identify and gather relevant information from a variety of sources
- ELA: 8.110.24.b.12.F - synthesize information from a variety of sources
- ELA: 8.110.24.b.12.J - use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
Math: 6.111.26.b.1
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
- Math: 6.111.26.b.1.A - apply mathematics to problems arising in everyday life, society, and the workplace
- Math: 6.111.26.b.1.C - select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math: 6.111.26.b.3
Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to:
- Math: 6.111.26.b.3.D - add, subtract, multiply, and divide integers fluently
- Math: 6.111.26.b.3.E - multiply and divide positive rational numbers fluently
Math: 6.111.26.b.4
Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:
- Math: 6.111.26.b.4.H - convert units within a measurement system, including the use of proportions and unit rates
Math: 6.111.26.b.8
Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to:
- Math: 6.111.26.b.8.D - determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers
Math: 7.111.27.b.1
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
- Math: 7.111.27.b.1.A - apply mathematics to problems arising in everyday life, society, and the workplace
- Math: 7.111.27.b.1.C - select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math: 7.111.27.b.3
Number and operations. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to:
- Math: 7.111.27.b.3.A - add, subtract, multiply, and divide rational numbers fluently
- Math: 7.111.27.b.3.B - apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers
Math: 7.111.27.b.4
Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to:
- Math: 7.111.27.b.4.E - convert between measurement systems, including the use of proportions and the use of unit rates
Math: 7.111.27.b.5
Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to:
- Math: 7.111.27.b.5.B - describe π as the ratio of the circumference of a circle to its diameter
Math: 7.111.27.b.9
Expressions, equations, and relationships. The student applies mathematical process standards to solve geometric problems. The student is expected to:
- Math: 7.111.27.b.9.A - solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids
Math: 8.111.28.b.1
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
- Math: 8.111.28.b.1.A - apply mathematics to problems arising in everyday life, society, and the workplace
- Math: 8.111.28.b.1.C - select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math: 8.111.28.b.7
Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems. The student is expected to:
- Math: 8.111.28.b.7.A - solve problems involving the volume of cylinders, cones, and spheres
Technology Applications: 126.17.c.1
Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:
- Technology Applications: 126.17.c.1.D - design a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution