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Use this document to check the definition every time you meet a new key word.

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There is many careers that involve plants. Follow this link to explore more and how what you learn this term links to other subjects.

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Horticulture is the art, technology, business, education and science of plants. It is the food we eat, the landscapes we live and play in, the environments we thrive in. It is the business of managing and using what we grow, while maintaining the health of our soil, air, and water, and the well-being of our children, our communities, and our world. In short - it's all about plants!

There are hundreds of career pathways. Here are some of them to get you started exploring. Click on your interest below to show a list of plant careers in that area. And, at the left is an alphabetical list of careers in horticulture.

Click on any one of them to learn more.

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Horticulture is the art, technology, business, education and science of plants. It is the food we eat, the landscapes we live and play in, the environments we thrive in. It is the business of managing and using what we grow, while maintaining the health of our soil, air, and water, and the well-being of our children, our communities, and our world.

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You might think all plants are boring and green, think again.
Read this article about the Australian Stinging Tree and how we might use it in the future.

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amino acids: Simple molecules that occur naturally in plant and animal tissues and that are the basic building blocks of proteins.

beetle: An order of insects known as Coleoptera, containing at least 350,000 different species. Adults tend to have hard and/or horn-like "forewings" which covers the wings used for flight.

biologist: A scientist involved in the study of living things.

cell: The smallest structural and functional unit of an organism. Typically too small to see with the unaided eye, it consists of a watery fluid surrounded by a membrane or wall. Depending on their size, animals are made of anywhere from thousands to trillions of cells.

chemical: A substance formed from two or more atoms that unite (bond) in a fixed proportion and structure. For example, water is a chemical made when two hydrogen atoms bond to one oxygen atom. Its chemical formula is H ₂ O. Chemical also can be an adjective to describe properties of materials that are the result of various reactions between different compounds.

chemistry: The field of science that deals with the composition, structure and properties of substances and how they interact. Scientists use this knowledge to study unfamiliar substances, to reproduce large quantities of useful substances or to design and create new and useful substances. (about compounds) Chemistry also is used as a term to refer to the recipe of a compound, the way it's produced or some of its properties. People who work in this field are known as chemists.

continent: (in geology) The huge land masses that sit upon tectonic plates. In modern times, there are six established geologic continents: North America, South America, Eurasia, Africa, Australia and Antarctica. In 2017, scientists also made the case for yet another: Zealandia.

convergent evolution: The process by which animals from totally unrelated lineages evolve similar features as a result of having to adapt to similar environments or ecological niches. One example is how some species of ancient marine reptiles called ichthyosaurs and modern-day dolphins evolved to have remarkably similar shapes.

defense: (in biology) A natural protective action taken or chemical response that occurs when a species confronts predators or agents that might harm it. (adj. defensive)

evolution: (v. to evolve) A process by which species undergo changes over time, usually through genetic variation and natural selection. These changes usually result in a new type of organism better suited for its environment than the earlier type. The newer type is not necessarily more "advanced," just better adapted to the particular conditions in which it developed.

evolutionary biologist: Someone who studies the adaptive processes that have led to the diversity of life on Earth. These scientists can study many different subjects, including the microbiology and genetics of living organisms, how species change to adapt, and the fossil record (to assess how various ancient species are related to each other and to modern-day relatives).

family: A taxonomic group consisting of at least one genus of organisms.

fruit: A seed-containing reproductive organ in a plant.

glass: A hard, brittle substance made from silica, a mineral found in sand. Glass usually is transparent and fairly inert (chemically nonreactive).

herbivore: A creature that either exclusively or primarily eats plants.

hypodermic needle: A hollow needle used either to deliver fluids (such as medicines) beneath the skin or to extract fluids (such as blood) from the body.

Indigenous: Native to some region. (in anthropology) An adjective used to describe people that have lived for eons in some region, developing a culture that reflects the resources, climate and ecosystems of that place.

membrane: A barrier which blocks the passage (or flow through) of some materials depending on their size or other features. Membranes are an integral part of filtration systems. Many serve that same function as the outer covering of cells or organs of a body.

nerve: A long, delicate fiber that transmits signals across the body of an animal. An animal's backbone contains many nerves, some of which control the movement of its legs or fins, and some of which convey sensations such as hot, cold or pain.

neuroscientist: Someone who studies the structure or function of the brain and other parts of the nervous system.

organism: Any living thing, from elephants and plants to bacteria and other types of single-celled life.

peptide: A short chain of amino acids (usually fewer than 100).

pore: A tiny hole in a surface. On the skin, substances such as oil, water and sweat pass through these openings.

protein: A compound made from one or more long chains of amino acids. Proteins are an essential part of all living organisms. They form the basis of living cells, muscle and tissues; they also do the work inside of cells. Among the better-known, stand-alone proteins are the hemoglobin (in blood) and the antibodies (also in blood) that attempt to fight infections. Medicines frequently work by latching onto proteins.

Queensland: One of the states that makes up the northeast corner of the country of Australia.

rainforest: Dense forest rich in biodiversity found in tropical areas with consistent heavy rainfall.

silica: A mineral, also known as silicon dioxide, containing silicon and oxygen atoms. It is a basic building block of much of the rocky material on Earth and of some construction materials, including glass.

sodium: A soft, silvery metallic element that will interact explosively when added to water. It is also a basic building block of table salt (a molecule of which consists of one atom of sodium and one atom of chlorine: NaCl). It is also found in sea salt.

spider: A type of arthropod with four pairs of legs that usually spin threads of silk that they can use to create webs or other structures.

toxin: A poison produced by living organisms, such as germs, bees, spiders, poison ivy and snakes.

venom: A poisonous secretion of an animal, such as a snake, spider or scorpion, usually transmitted by a bite or sting.

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Please do not touch the Australian stinging tree

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amino acids: Simple molecules that occur naturally in plant and animal tissues and that are the basic building blocks of proteins. beetle: An order of insects known as Coleoptera, containing at least 350,000 different species. Adults tend to have hard and/or horn-like "forewings" which covers the wings used for flight.

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Complete this wider reading looking at the Lynx and reintroducing this to the UK. Be sure to answer the DART questions after which are attached below.

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Wider Reading Text - Relationships in Ecosystems

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Once you have read the article above answer these and hand them back to your teacher for an 'Aspiration' credit

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Wider Reading DART Task - Relationships in Ecosytems

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Use these resources to revise topics throughout the year 

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Use these resources to revise topics throughout the year 

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During this module you will display values of respect when dealing with the impacts all our actions have on food chains and ecosystems

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Use this document to check the definition every time you meet a new key word.

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Geology (the study of rocks) has many possible careers use this link to learn a bit more about just one.

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Geoscientist | Explore careers | National Careers Service

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Geoscientists study the Earth’s structure and formation, and analyse rocks to explore its natural mineral and energy resources.

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The rock cycle is one of the important parts of life, it may seem like 'only rocks' but read this article to see just how important it is.

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The rock cycle is the continuous succession of rock formation, erosion and reformation. Its forces have shaped Earth's surface for 4.5 billion years. Its life-giving properties are powered by great convection currents in the mantle causing crustal movements (plate tectonics) that form continents, mountain ranges and ocean basins. With time, the Earth's crust has been altered, reformed and eroded to form igneous, sedimentary and metamorphic rocks.

Earth's first rocks (igneous) cooled from a melt, forming two general rock types: basalt and granite. Basalt is a dense, iron-rich rock and forms the ocean floors. Granite is a less dense, silicate-rich rock comprising the continents. Their gradual erosion released nutrients into the biosphere.

Earth's surface is in a slow but continual state of recycling, which ultimately creates soil (the substance in which plants thrive). The dynamic earth allows for its formation, without which there would be no plants or any other life.

Movements of the Earth's crust release life-sustaining minerals such as sodium, iron, potassium and calcium into the biosphere. Sodium and potassium are crucial for the nervous system, while calcium is an essential component for the synthesis of bones.

The rock cycle is predictable and provides insight into the probable locations of energy sources. For example, fossil fuels are found in sedimentary environments while radioactive elements for nuclear energy (uranium) may be found in igneous or sedimentary environments.

Iron, limestone, marble, granite and basalt have been used for building materials for thousands of years. The structures of cities depend on them, their existence borne of the rock cycle.

Gold, diamonds, rubies and emeralds have been and continue to be used as currency, investments and adornments. Their discoveries were based on knowledge of the Earth's processes and have played a key role in smooth transactions of inter-societal trading.

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The rock cycle is the continuous succession of rock formation, erosion and reformation. Its forces have shaped Earth's surface for 4.5 billion years. Its life-giving properties are powered by great convection currents in the mantle causing crustal movements (plate tectonics) that form continents, mountain ranges and ocean basins.

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Embrace your creativity by producing a detailed poster of the stages of the rock cycle. Use this video to help you.

https://www.youtube.com/watch?v=DOTwBLKZCBI

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RESPECT Values- Critical of information 

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RESPECT Values- Critical of information 

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Ms Phillips has said "Rocks are boring and not important". Using the information you have learnt during this module how can you persuade her that she is wrong.

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Search this website then take the Job Match!

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A genetics degree can lead to a career in health, scientific research or industry and also provides a range of skills that can be used in many other sectors

Job options

Jobs directly related to your degree include:

Jobs where your degree would be useful include:

Remember that many employers accept applications from graduates with any degree subject, so don't restrict your thinking to the jobs listed here.

Take a few minutes to answer the Job Match quiz and find out what careers would suit you

Work experience

Practical experience gained through work shadowing and placements in the laboratory or field may increase your chances of finding genetics-related work. It's also useful to build up knowledge of the range of techniques used in the area. Some courses provide the opportunity for a year out in industry or with a research institute, or some form of shorter work placement either in the UK or abroad.

It's a good idea to gain some experience within industry as well as academia so you can compare the two and decide which you prefer. Temporary work within a healthcare environment, for example in a hospital, may also prove useful in helping you explore career ideas.

You might decide to do some volunteering with organisations that specialise in researching genetic conditions or supporting people with inherited disorders.

Search for placements and find out more about work experience and internships.

Typical employers

Many careers relating to genetics are based in the health services, so employers tend to be hospitals, pharmaceutical companies and universities.

However, opportunities within food and drink companies, the health and beauty care industry, and research and consultancy companies are also available.

UK Research and Innovation (UKRI) is comprised of seven Research Councils, Innovate UK and Research England. The Research Councils have laboratories that recruit scientists, but you'll usually need a higher degree.

You may want to consider opportunities in industries related to biological sciences, such as biotechnology, biomedical research, agricultural and horticultural, conservation and environmental assessment. It's also possible to use your skills in fields like teaching, business, finance and retail.

Find information on employers in healthcare, science and pharmaceuticals, and other job sectors.

Skills for your CV

Studying genetics provides you with specialist subject knowledge, as well as skills in scientific protocol, biological research and laboratory practice, which is essential if you intend to pursue a career in a genetics-related job.

Employers are also interested in the broader skills you acquire, such as:

recording, analysis and interpretation of masses of scientific data

logical thinking, numeracy and computing skills

awareness of current issues and ethical debates

communication skills including report writing and making presentations

time management

problem solving

self-reliance and initiative

business awareness

teamwork and strong interpersonal skills.

MSc Precision Medicine: Genomics and Analytics

Transform healthcare through personalised genomic medicine

Further study

Many genetics-related employers value postgraduate study and the technical and research skills you develop to a higher level, as well as other transferable skills such as critical analysis and report writing. Postgraduate study at Masters and PhD level is particularly useful for jobs in research.

There are many options at postgraduate level to enhance the knowledge gained in your first degree. Some subjects are directly related, such as medical and molecular genetics, while others derive from genetics, like immunology and pharmacology.

For more information on further study and to find a course that interests you, see Masters degrees and search for postgraduate courses in genetics.

What do genetics graduates do?

The top five jobs held by genetics graduates include biochemists and biomedical scientists, laboratory technicians, secondary education teaching professionals and biological scientists.

Find out what other science graduates are doing 15 months after finishing their degrees in What do graduates do?

Graduate destinations data from the Higher Education Statistics Agency.

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What can I do with a genetics degree? | Prospects.ac.uk

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A genetics degree can lead to a career in health, scientific research or industry and also provides a range of skills that can be used in many other sectors Jobs directly related to your degree include: Jobs where your degree would be useful include: Remember that many employers accept applications from graduates with any degree subject, so don't restrict your thinking to the jobs listed here.

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Read about the difference you could make with a career in chemistry.

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Are Personality Traits Caused by Genes or Environment?

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How Personality Traits Are Developed and Change Over Time

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Personality traits are influenced by genetics, but the environment also plays an important role. Learn more about how much of personality is caused by genetics.

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Expand your knowledge on how chemistry and biology are linked in the farming industry, and the role chemistry can play in providing food for the future.

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Just as we have essential needs for our growth, plants also have essential needs for their survival. These include:

As long as plants have water, carbon dioxide and sunlight, they are able to photosynthesise. This means that a chemical reaction takes place within plant leaves to produce glucose (food) and oxygen. The glucose is broken down by enzymes in the plant to provide the energy that causes it to grow. But plants also need nutrients (chemical elements) from the soil to help them grow. These nutrients are often added to the soil in the form of fertilisers.

What are fertilisers?

Fertilisers are chemicals that are added to soil to supply nutrients to make it more fertile. The chemicals in fertilisers contain essential elements required for plant growth.

Essential elements that plants need

Plants need many different elements for their growth. Carbon, hydrogen and oxygen are available from air and water. Nitrogen, phosphorous, potassium, sulfur, calcium, magnesium and sodium are also needed for plant growth. In addition, plants need very small amounts (trace elements) of boron, copperiron, cobalt, manganese, molybdenum, chlorine, iodine, selenium and zinc for healthy growth. Some elements may not be needed for plant growth but may be important for the nutrition of grazing animals.

Nitrogen, phosphorus and potassium are the most important elements because they are:

building blocks for cells in the plants

needed in the greatest quantities

often depleted in New Zealand soils.

Fertilisers replace essential elements

Fertilisers supply plants with the elements that may be missing or in short supply in a form that can be used by the plants for faster growth. Most fertilisers supply nitrogen, phosphorus and potassium. The other elements needed by plants are required in much lower quantities (trace elements) and are generally available in most soils. In nature, nitrogen, phosphorus and potassium often come from the decay of plants that have died.

The early fertiliser industry

Forests were burnt to clear the land. The ash provided a source of nutrients, but once these were depleted, pastures and crops began to fail. Early farmers added chemical elements to the soil by adding compost, animal manure, dried and ground animal blood and bone or ground nutrient-rich rocks mixed with chemicals that allowed the plants to absorb the nutrients.

Superphosphate

Superphosphate is an artificial fertiliser and is the most important fertiliser used in New Zealand. Farmers often shorten its name to 'super'.

Superphosphate was developed to address the shortage of phosphorus in soil. It is made by reacting finely ground phosphate rock with sulfuric acid. In this form, phosphate is rapidly released into the soil, where it can be used by plants. Superphosphate manufacture began in New Zealand in 1882, and over 3 million tonnes are produced annually. The main nutrients in superphosphate fertiliser are calcium, sulfur and phosphorus.

Potash (potassium chloride) is often combined with superphosphate to provide potassium. The nutrients in superphosphate promote the growth of clover. The clover then converts nitrogen gas in the atmosphere to the essential plant-available nitrogen.

Adding nitrogen

Farming has become increasingly more intensive (more is produced from the same size piece of land) due to the cost and availability of land and demand for produce. Compared to clover, manufactured nitrogen fertiliser was found to be more productive (because it could be applied at just the right time to increase production). Urea CO(NH ₂ ₂) became the main nitrogen fertiliser, particularly on dairy farms. Diammonium phosphate (NH ₄ ₂HPO ₄), more commonly known as DAP (invented in the 1960s),contains both nitrogen and phosphorus and is now in common use.

Fertilisers now

Fertiliser companies now often blend superphosphate with potash and add forms of nitrogen such as ammonium sulfate (if needed). Other elements may be added in. Different nutrient combinations are made depending on the needs of the soil and plants.

Effects on the environment

Water quality is a concern and focus of research. Run-off from farms can carry nutrients from fertilisers (and animal effluent) into waterways. The nutrients stimulate plant growth in streams, rivers and lakes, which can upset the balance of natural flora and fauna and affect water quality.

Farmers try to balance their fertiliser use to manage production while minimising nutrient loss through leaching to surface and groundwater.

Nature of science

Useful links

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Just as we have essential needs for our growth, plants also have essential needs for their survival. These include: As long as plants have water, carbon dioxide and sunlight, they are able to photosynthesise. This means that a chemical reaction takes place within plant leaves to produce glucose (food) and oxygen.

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What genetic conditions did you have prior knowledge of? How could you raise awareness in the Valley Park community?

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Sign up for a Jeans for Genes Day fundraising pack

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Get your school or workplace involved - sign up for a fundraising pack today!

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Create a poster or leaflet to explain to people how neutralisation can affect their everyday life. You could include information about toothpaste, indigestion remedies, farming and treating bee and wasp stings.

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How could you (and Valley Park) get involved?

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Sign up for a Jeans for Genes Day fundraising pack

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Get your school or workplace involved - sign up for a fundraising pack today!

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RESPECT Values - Critical of Information

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RESPECT Values - Critical of Information

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What are the key points from this article?

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With hundreds of lambs born this season, Philip Acheson is a busy farmer.

"There's a lot of mouths to feed, so the more grass we can grow, the less meal we have to feed."

How well that grass grows depends on the soil, and the Achesons have been using this soil for a century on their family farm near Banbridge.

The farm was included in a pilot for a new soil nutrient health scheme, now being rolled out by the Department of Agriculture, Environment and Rural Affairs (DAERA).

"In 2016, they came round and soil-sampled our whole farm," said Mr Acheson.

"You get different maps, and each field is broken down into the pH levels, the phosphate levels and the potash levels."

The pH balance of a soil shows how acidic or alkaline it is. Phosphorus and potash, or potassium, are ingredients in fertiliser.

"So then you can basically target these fields and apply exactly what those fields actually need," said Mr Acheson.

The Soil Nutrient Health Scheme will see all 700,000 (approximately) fields across Northern Ireland assessed over the course of four years.

No excess fertiliser

A contractor will use a device to lift "plugs" of soil from across each field, which are collected in a bag and sent to a lab to be analysed for things like phosphorus, potassium, magnesium and sulphur.

The results are sent to the farmer and training is offered through the College of Agriculture, Food and Rural Enterprise (CAFRE) in how to tailor fertiliser and nutrient application to each field's requirements.

"If you've got slurry, you can target those fields with slurry, so that means you're not buying expensive fertiliser," said Mr Acheson.

"What we learnt was, we are now getting the maximum out of our soil. And it's helping us to put just what is required.

"We're not putting excess fertiliser on here now, which could leach into the waterways and cause pollution."

Water quality was tested by the scientists involved in the pilot programme. And the affect of targeting fertiliser more strategically was clear.

"Farmers have changed practice, improved nutrient management and we are seeing decreases in the amount of phosphorus in our rivers in those catchments, which is huge in terms of the potential that this scheme could have when we roll it out across Northern Ireland," said Rachel Cassidy, the scientific lead for the scheme at the Agri-Food and Bio-Sciences Institute (AFBI).

Along with environmental improvements, the information will help make farms more efficient.

"There was a lime requirement on the majority of fields that were tested, and those fields aren't optimising the nutrients that are available," said Ms Cassidy.

Lime is used to reduce the acidity of soils, to help create a soil environment where nutrients are readily available to crops.

"Next was the levels of phosphorus in soil. There are fields that have been habitually applied to with slurries and manures for years, and a lot of those have very high P (phosphorus) indices. And that's waste, that could be redistributed elsewhere."

The plugs will also be used to measure the amount of carbon stored, or sequestered, in the soil and how long it has been there.

"Healthy soil is really the foundation for ensuring future food production and productivity around it, but also setting that scene in terms of leading practices in terms of environmental conscience farming practices, while also looking at environmental challenges and the future in terms of climate change," said Pieter-Jan Schön, Director of Environment and Marine Sciences at AFBI.

The scientists said Northern Ireland could become a world leader in maximising soil health for environmental benefit.

He described it as an "ambitious and transformative scheme" for Northern Ireland.

"Testing soil and providing nutrient baseline information as well as soil carbon and above-ground carbon, helping farmers to optimise those nutrient applications but also addressing environmental challenges like water quality, air quality and in particular in relation to carbon."

Northern Ireland will be divided into four zones, with sampling mainly carried out during winter months when fertiliser and nutrients are not being applied to fields.

As well as soil sampling, there will be a LiDAR (Light Detection and Ranging) survey, where an aircraft will use a laser to create a map showing water run-off areas, and the extent of hedgerows and trees on a farm.

'Not an overnight fix'

The first zone to be sampled will be the South East, followed by the South West, the North West, and finally the North East.

The Acheson farm is part of the first area to be sampled.

"It's not an overnight fix," said Mr Acheson.

"There's huge amount of information, invaluable information. It's going to take time for you to get your soil back up to where it wants to be.

"But in our current situation, with the current prices of fertiliser, it is a winner."

The scheme will roll out from May 2022, with farmers in each zone contacted directly when sampling contractors are in their area.

More details are available on the DAERA website.

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Soil sampling scheme aims to improve farm yields

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With hundreds of lambs born this season, Philip Acheson is a busy farmer. "There's a lot of mouths to feed, so the more grass we can grow, the less meal we have to feed." How well that grass grows depends on the soil, and the Achesons have been using this soil for a century on their family farm near Banbridge.

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There is a rising job market for 'green jobs'

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Around the world, governments are trying to make their countries reach ‘net zero’ carbon emissions by 2050. There are some exciting job opportunities for young people in the energy sector and beyond! Find out more.

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5 ways we can all reduce the energy uses in our homes.
Can you think of any others to add to list? Maybe things you do already in your home

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Top 5 Steps to Reduce Your Energy Consumption

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Take these steps to help reduce your energy consumption.

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Can you make a poster or leaflet to tell people how they can reduce energy use in their own homes.

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The amount of energy in our food varies between the types of food we eat. Read the article, which food has the most calories per portion?

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Energy throughout the day

As part of a healthy, balanced diet, women need on average 8,400kJ a day (2,000kcal), while men need on average 10,500kJ a day (2,500kcal).

A rough guide to how your energy requirement can be spread throughout the day is as follows:

breakfast: 20% (a fifth of your energy intake)

lunch: 30% (about a third of your energy intake)

evening meal: 30% (about a third of your energy intake)

drinks and snacks: 20% (a fifth of your energy intake)

As you can see, any drinks or snacks you have count towards your daily energy total.

If you eat more for your breakfast, lunch or evening meal, you may need to drop a snack later in the day to stay on track.

Comparing energy values: a visual guide

This guide shows energy values for 10 different foods. This will help you visualise what 100kcal (420kJ) looks like and manage the number of calories you consume.

This amount, 100kcal, represents just 5% of a woman's daily reference intake (4% for men), but this quickly adds up when adding ingredients during cooking or when we reach for a snack.

High-fat foods have more energy because fat contains more than double the calories per gram compared with protein and carbohydrates.

Foods containing mainly water, such as vegetables, have even less.

This guide shows how quickly calories can add up in certain foods.

Some of the photos have household objects, such as a pack of cards, to help illustrate the size.

Calories in oil, mayonnaise and butter

All types of fat are high in energy. A gram of fat provides 9kcal, compared with 4kcal for carbohydrate and protein.

Oil and butter are almost pure fat, which is why 420kJ/100kcal is:

just a little over 1 tablespoon of olive oil

1 level tablespoon of mayonnaise

just under 1 tablespoon of butter (a thick spread of butter on your bread)

Calories in cheese

Most cheese is high in fat, so 420kJ/100kcal is just under a 30g matchbox-sized piece of cheddar cheese.

Calories in sugar

Calories in sugar can add up if not used sparingly, especially for people who drink tea or coffee with sugar throughout the day. Four heaped teaspoons of sugar is 420kJ/100kcal.

Find out how sugar affects your health
Calories in biscuits

A lot of biscuits are high in fat and sugar and low in nutrients, so 2 ginger nut biscuits add up to 420kJ/100kcal.

Other biscuits may be higher in energy, such as those covered in or filled with chocolate.

Calories in crisps

Crisps, which are often high in fat and salt, can quickly add up to 420kJ/100kcal.

For example, the 190g tube of crisps featured in this picture contains nearly 1,000 calories, so just 10% of a tube (9 crisps) equals 420kJ/100kcal.

Calories in meat and fish

The kind of meat you eat could make a big difference to the amount of energy you consume.

For example, this is what 100kcal of steak looks like:

On the other hand, turkey and fish are both low in fat and lower in energy, so 420kJ/100kcal is about 3 slices of turkey or a few spoonfuls of plain large prawns.

Calories in dried fruit

For 420kJ/100kcal, you'll get just over a 30g portion of raisins.

A 30g serving of dried fruit counts as 1 of your 5 A Day, whereas an 80g serving of fresh fruit, such as grapes or cherries, counts as 1 of your 5 A Day.

Calories in fresh fruit

For 420kJ/100kcal, you can tuck into any of the following:

a large apple

a banana

1.5 grapefruit

These all count towards your 5 A Day, which should include a variety of fruit and vegetables.

Calories in vegetables

Vegetables are generally low in calories, while bringing the added benefits of fibre, vitamins and minerals.

To illustrate this, 420kJ/100kcal is equal to:

3 whole cucumbers

2 heads of lettuce

3 carrots weighing around 120g each

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Calories are a well-known measure of the amount of energy in food. Knowing how many calories are in our food can help us to balance the energy we put into our bodies with the energy we use. This article is a visual guide to what 100 calories looks like.