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Little Learners, Big Ideas

PS PK K 1 2

M&M Rainbow Science Experiment

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Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors and creating new colors. This is also the perfect experiment to teach your students how sugar dissolves when mixed with warm water.

A white plate with m & ms in a circle with the color of the candies starting to run

Getting The M&M Rainbow Science Experiment Ready:

You Will Need:

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors and creating new colors. This is also the perfect experiment to teach your students how sugar dissolves when mixed with warm water.

This simple science experiment requires very little preparation. Simply, arrange the M&M’s in a circle near the edge or rim of a glass or plastic plate.

Don’t use a paper plate for this experiment. The water will soak through it and the colors will not blend correctly.

Then, fill a cup with warm water.

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors and creating new colors. This is also the perfect experiment to teach your students how sugar dissolves when mixed with warm water.

This activity is perfect for a classroom full of children because most of the supplies can already be found in most classrooms.

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors and creating new colors. This is also the perfect experiment to teach your students how sugar dissolves when mixed with warm water.

Doing The M&M Rainbow Science Experiment:

To begin this simple science experiment, have one child slowly pour warm water in the middle of the plate. As the water moved from the middle of the plate to the rim, it touched the M&M’s and begins to dissolve the sugar.

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors.

Within seconds, children can watch as the colors begin to move toward the center of the plate.

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors.

In my classroom, I like to set this science experiment up at each table. You have one student pour the water, one student with a stop watch to time how long it takes for the colors to blend, and one student to record the data. If you have Kindles or Ipads in your classroom, you can also have one student take pictures of the experiment.

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors.

The Science Behind The M&M Rainbow Science Experiment:

The chocolate inside of M&M’s are covered by a hard, crunchy shell that is made up of sugar and different colored dye. When the warm water mixes with the sugary shell, the sugar dissolves and the different colored dye begins to run and blend.

Are you looking for a simple science experiment to do in your classroom? This M&M Rainbow Science Experiment is a fun and easy way to teach children about mixing colors.

This M&M Rainbow Science Experiment is one of my students’ favorite activities all year long. They love to learn and watch how sugar dissolves and colors mix.

Need More Science Ideas? 

Salt Painting Experiment

Magic Milk Experiment 

Sink or Float Experiment

Want science planned for you ALL YEAR LONG?!

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To connect summer with science, we’ve created these four August Science Experiments so your students can conduct science experiments, make hypotheses, and ask and answer scientific questions.

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M&Ms are great but have you ever noticed that if your fingers are a little wet, the candy coating begins to dissolve and you see color on your fingers? If the coating dissolves in water, do you think it will dissolve in other liquids?

Let’s find out.

Water, Alcohol, Oil

1. Label your three cups water , alcohol , and oil .

2. Add 1 tablespoon of water, isopropyl alcohol, and oil to its labeled cup.

3. Take three M&Ms of the same color and put one in each cup.

Swirl each

4. Swirl each cup for about 20 seconds to see if one liquid is better than another at dissolving the candy coating.

What to expect

The coating on the M&M in the water will dissolve the most. You may even see the chocolate on the inside. There will be a little dissolving in the alcohol but not nearly as much as in the water. In the oil, you probably will not be able to see any dissolving.

kids experimenting

What's happening in there?

Why does the color come off differently in each liquid? The candy coating is made up of coloring and sugar. The coloring and the sugar molecules both have positive and negative charges on them.

m&m in water

The water molecule has positive and negative charges so it can attract and dissolve the color and sugar pretty well.

The alcohol molecules don’t have as many positive and negative areas as the water. The alcohol molecules can’t attract the coloring and sugar molecules as well as the water so the candy coating doesn’t dissolve well in alcohol.

m&m in alcohol

The oil molecules have no positive and negative areas. They don’t attract the coloring or sugar molecules so the candy coating doesn’t dissolve at all in oil.

m&m in oil

What else could you try?

You’ve seen that water is the best liquid for dissolving the candy coating from an M&M. But have you ever tried putting two or more M&Ms in water at the same time? You can get some pretty cool-looking patterns.

The coating comes off the M&M in a round shape surrounding the M&M. The dissolved coatings from different M&Ms drift toward each other and touch. The colors seem to form a line and don’t seem to mix right away.

Plate with water

1. Pour water in the plate until it covers the bottom and is about as deep as an M&M.

m&m

2. Place two or more M&Ms near each other in the center of the plate.

3. Do not stir the water or bump the plate.

watch for 12 minutes

4. Watch for about 1-2 minutes.

5. Try different arrangements of M&Ms.

What’s happening in there?

Whats happening in there?

Why don't the colors mix?

It may seem weird that the colors don’t mix right away. But if you think about it, we usually stir or shake things if we want them to mix. We usually don’t just let two liquids touch and expect them to mix right away. As the molecules from the dissolved coatings interact with each other, they will mix but it takes some time.

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M&M Science Experiment

Science and candy all in one perfectly simple science activity for kiddos to try this season. Our M&Ms Experiment is a fun twist on a classic science experiment . Taste and see this yummy rainbow! Quick results make it super fun for kids to observe and try over and over again.

m&m and water science experiment

Of course, you need to try out an M&Ms science experiment for easy candy experiments! Do you remember our original Skittles Experiment ? I thought it would be fun to give this a try with the candy that melts in your mouth and not in your hands!

TIP: You will want to set this experiment up where it won’t be bumped but where you can easily watch the process unfold! Kids will have so much fun creating their own arrangements and patterns with the candy. You should definitely have multiple plates handy! Make sure you have extra candy for snacking too!

  • M&Ms Candy in rainbow colors
  • White Plates or Baking Dishes (flat bottom is best)

Instructions:

STEP 1:  Set out a bowl of M&Ms and you can let the kids sort them out themselves into the colors you want!

Let your child have fun arranging them in a pattern around the edge of a plate alternating colors in any number they like- singles, doubles, triples, etc…

m&m and water science experiment

Before pouring in the water ask your child to form a hypothesis. What do you think will happen to the candy after it gets wet?

This is a great time to work in a little deeper learning, you can find more information to teach your child about the scientific method here .

m&m and water science experiment

STEP 2:  Carefully pour water into the center of the plate until it just covers the candy. Be careful not to shake or move the plate once you add the water or it will mess up the effect.

Watch as the colors stretch and bleed out away from the M&Ms, coloring the water. What happened? Did the M&M colors mix?

m&m and water science experiment

Note: After a while, the colors will begin to bleed together.

m&m and water science experiment

Why Don’t The Colors Mix?

When you place M&Ms in water, you might notice that the colors don’t mix immediately and instead create distinct, separate regions of color around each candy. This is because of a combination of factors involving the properties of the candy coating, the diffusion process, and the behavior of water molecules.

1. Solubility of the Coating

The candy coating of M&Ms is made from sugar and food coloring, both of which are water-soluble. When M&Ms are placed in water, the sugar and coloring start to dissolve.

2. Diffusion Process

Diffusion is the movement of molecules from an area of higher concentration to an area of lower concentration. Initially, the concentration of the dissolved color around each M&M is high, so the molecules will begin to spread out into the water.

However, diffusion is a gradual process. In the early stages, the food coloring hasn’t had enough time to spread far from the candy.

3. Water’s Surface Tension and Density Differences

Water molecules are cohesive, meaning they tend to stick together, which contributes to surface tension . The initial dissolving creates a high concentration of sugar and color immediately around the M&M, which can cause slight differences in the density of the water in that area.

These differences in density can create a barrier that slows down the mixing process. As a result, the colors remain separate for a short period until diffusion and convection currents eventually cause them to mix.

4. Temperature and Movement

If the water is still, the colors will take longer to mix because there is less movement to help distribute the color molecules. Warmer water and stirring can accelerate the mixing process by increasing molecular motion and breaking down any density barriers more quickly.

M&M Experiment Variations

You can easily turn this into an experiment by changing some variables and observing their effects on how the M&M colors dissolve and mix in water. Here are some potential variables you can change: Learn more about variables in science.

  • Temperature of the water: cold, room temperature, warm, and hot
  • Type of liquid: distilled water, tap water, saltwater, vinegar, and milk
  • Agitation: Compare still water to trials where the water is gently stirred or shaken.
  • Number of M&Ms
  • Color of M&Ms
  • Detergent: Add a few drops of dish soap or another detergent to the water.

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m&m and water science experiment

More Fun Science Experiments To Try

  • Erupting Lemon
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m&m and water science experiment

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m&m and water science experiment

M&M's Science - Crazy Science (Rainbow)

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Introduction: M&M's Science - Crazy Science (Rainbow)

M&M's Science -  Crazy Science (Rainbow)

https://youtu.be/E8uEmZyy88M

Step 1: To Do a M&M's Science You Need!

To Do a M&M's Science You Need!

In today's instructables I show you crazy experiment everyone should know. This M&M's candy science experiment is a favorite because you only need two supplies ( m&m's and water) and the results are incredible, resembles a rainbow.

Step 2: I Love Doing Crazy Science Experiments.

I Love Doing Crazy Science Experiments.

This amazing phenomenon that I call rainbow floating.

Step 3: This Is a Fun Science Activity to Do With Kids of All Ages So Makes a Perfect After School Activity That the Whole Family Can Enjoy!

This Is a Fun Science Activity to Do With Kids of All Ages So Makes a Perfect After School Activity That the Whole Family Can Enjoy!

I hope you enjoyed this home science, let me know in the comments below if you like this kind of instructables!!!

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Gift of Curiosity

Sparking children's creativity and learning

M&M science rainbow {STEAM for kids}

Toddler , Preschool , Kindergarten , 1st Grade , 2nd Grade , 3rd Grade , 4th Grade , 5th Grade

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Looking for a science activity that will mesmerize kids (and grownups!) of all ages? Want to add a bit of STEAM (science, technology, engineering, art, and math) into your day? Then this M&M science rainbow is just the activity you need!

Our family has done this activity so many times, and it never fails to impress me. It’s always hard for me to take my eyes off of the growing rainbow that forms. I hope you and your children will enjoy this activity as much as we do!

Note: Find more awesome science demonstrations on my Science Activities for Kids page!

M&M science rainbow | Candy science for kids | M&M STEAM activity for kids | M&M STEM activity for kids | Preschool science activity | M&M rainbow science | Candy STEAM | Candy STEM || Gift of Curiosity

To make an M&M science rainbow, you will need the following materials:

I started by putting some M&Ms onto a plate.

M&M science rainbow | Candy science for kids | M&M STEAM activity for kids | M&M STEM activity for kids | Preschool science activity | M&M rainbow science | Candy STEAM | Candy STEM || Gift of Curiosity

My kids arranged the M&Ms in a large circle at the outside edge of the plate.

M&M science rainbow | Candy science for kids | M&M STEAM activity for kids | M&M STEM activity for kids | Preschool science activity | M&M rainbow science | Candy STEAM | Candy STEM || Gift of Curiosity

It’s a bit hard to see in the picture below, but the next step is to gently add enough water to the middle of the plate until the water is touching all of the M&Ms. Be careful not to add the water too roughly or it will cause some of the M&Ms to move out of the circle.

M&M science rainbow | Candy science for kids | M&M STEAM activity for kids | M&M STEM activity for kids | Preschool science activity | M&M rainbow science | Candy STEAM | Candy STEM || Gift of Curiosity

Then just watch. Over the next few minutes, a beautiful rainbow will form right before your eyes!

M&M science rainbow | Candy science for kids | M&M STEAM activity for kids | M&M STEM activity for kids | Preschool science activity | M&M rainbow science | Candy STEAM | Candy STEM || Gift of Curiosity

To really get a sense of how cool this M&M science rainbow is, you need to see the video below!

What’s the science behind the M&M science rainbow?

The hard shell of the M&Ms is made with water soluble colors. When the water touches the M&Ms, the colors begin to dissolve off of the M&Ms and run into the water. Because of the shape of the plate and the positioning of the M&Ms, the colors have no where to go except into the middle of the plate, forming a beautiful rainbow as they do.

More science activities for kids

More science activities from Gift of Curiosity:

  • Dancing raisins
  • Candy experiments
  • Jumping colors science activity
  • Make your own glycerin soap
  • Crystallized snowflakes
  • Dissecting an apple
  • What do ants like to eat?
  • Make your own telescope
  • The great baking soda and vinegar experiment
  • Magic inflating balloons

Find more great science activities on my  Science Activities for Kids  page and my  Science Activities Pinterest board. 

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Reader interactions, 16 comments.

July 4, 2017 at 3:34 pm

Great ideas, thanks for sharing. I’m so glad I discovered your site..

March 9, 2019 at 12:54 pm

Can paper plates be used?

March 9, 2019 at 5:56 pm

I suppose it would depend on the quality of the paper plate how long it could have water sitting on it before falling apart.

June 12, 2019 at 4:18 am

I liked it , simple and easy , i used it for my little cousins !

January 20, 2020 at 5:26 pm

Do you think Skittles could be used instead of M&Ms?

January 21, 2020 at 8:04 am

Most likely Skittles would work perfectly well for this activity. Give it a try!

January 30, 2020 at 1:58 pm

do I need hot water or room temperature water? thanks

January 30, 2020 at 2:28 pm

Room temperature water will work just fine.

March 5, 2020 at 7:32 am

Have you tried this with just the primary colors? It would be cool to see if the blended colors make the secondary colors as well.

March 5, 2020 at 8:20 am

I have not tried it that way but it sounds like a great idea!

April 14, 2020 at 12:55 pm

I just did this today with my daughter and she loved it! Thank you! We used the pastel colored M&Ms from Easter.

April 14, 2020 at 7:06 pm

So glad you guys enjoyed this activity together!

October 13, 2020 at 1:25 pm

It’s national M&M Day! I just shared this on my new blog with credit to you of course! Such a fun activity!

October 13, 2020 at 4:37 pm

November 15, 2020 at 1:27 pm

What size plate should be used? Is 5 inch okay?

November 15, 2020 at 3:35 pm

I think just about any size will work. Just use what you have on hand and enjoy!

Steve Spangler

Candy Science – Floating Letters

Delicious hands-on science that melts in your mouth, and dissolves in water.

Print this Experiment

m&m and water science experiment

M&Ms have the slogan of melting in your mouth, but not in your hands. You wanna know something cool? The special melting property is totally scientific. Certain parts of an M&M will dissolve in water, while others won’t. The results are an amazing phenomenon that we call Floating Letters.

Experiment Videos

Here's What You'll Need

M&m candies, clear glass or bowl.

  • Fill a clear glass or bowl half-full with water.
  • Drop a few M&M’s into the water.
  • Allow the M&M’s to soak in the water for 10-20 minutes.
  • As the M&Ms sit in the water, you will witness the colored dyes start to dissolve into the water. After a bit more time passes, you will see a translucent shell, along with the white “M” float to the surface of the water. Cool!

Want to try different colors? Try doing the experiment with Skittles candies!

How Does It Work?

Don’t worry, M&Ms are still the same delicious treat that you’ve always eaten. However, certain parts of the hard candy aren’t soluble in water and some are water-soluble. After a short time of soaking in the water, you begin to see the colored dyes from the M&Ms dissolve and mix together in the bowl. This lets you know that the dyes are, in fact, water soluble. However, the translucent shell and white “M” are not water soluble. That’s why, after 10-20 minutes, you witness this hardshell and “M” float in the water without break apart.

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Candy Science for Kids: M&M Experiment

Candy is everywhere this week so we wanted to use it for some after school learning!  We did another dissolving science experiment , but this time the goal was to dissolve the M off of an M&M .

Have you tried this one before? It is really cool!

Candy Science for Kids! How to dissolve the M off an M&M. Great for all that Halloween candy!

M&M Candy Experiment Supplies:

  • Bowl of water

That’s it!  Put a couple M&Ms in the water with the M side up and observe what happens.

Dissolve the M off and M&M candy experiment!

We talked about how the coating on the M&M was made of colored sugar that dissolves easily in water.  It was very interesting to see which colors started to dissolve and spread first.

Dissolving M&M Candy Science Experiment

The M from the orange candy was the first to float up!

Floating Ms! Dissolve the M off an M&M science experiment!

Isn’t it cool to see all the Ms floating around?  If you touch them they will stick to you finger perfectly intact.  The M is made out of more than just sugar so it doesn’t dissolve as quickly.  This is a fun science activity to do with kids of all ages so makes a perfect after school activity that the whole family can enjoy!

I shared this activity on the Spooky Candy Science Hangout with Inspiration Laboratories!  Check out the other fun ideas shared in her Creepy Crawlies & Candy Science post.  I also loved the Candy Activities for Kids series on Learn Play Imagine.

More Candy Activities:

  • Exploring Candy from Gift of Curiosity (she did this science activity with her preschoolers but school age kids would like it too!)
  • Pop Rocks Candy Apples from B-Inspired Mama
  • Candy Corn Math from Mess for Less (this is a great one for Kindergarten, you could add the pumpkins together to extend the learning with school age kids)
  • Candy Activities Kids Love from Frog and Snails and Puppy Dog Tails (TONS of fun ideas!)
  • Candy Bone Snack from FSPDT
  • Gummy Bear Science Experiment from FSPDT

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About Megan Sheakoski

Megan is the creator of Coffee Cups and Crayons, a blog full of simple fun and learning. She believes that kids’ activities don’t have to be complicated to be fun and that learning is better with play.

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October 28, 2013 at 5:27 pm

We have to do this classic experiment one of these days, especially with having all the Halloween loot in the house… Thanks for sharing with Afterschool!

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October 28, 2013 at 7:45 pm

It’s better if you use skittles 🙂

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November 25, 2020 at 8:13 am

yeah i did that

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February 26, 2021 at 5:57 pm

omg its so cool me and my sister did it my sister was like whaoo

October 28, 2013 at 7:51 pm

We did that too! It is cool!

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October 31, 2013 at 9:58 pm

We just tried this and I don’t know what went wrong but it didn’t do what the picture showed..

November 1, 2013 at 9:34 pm

Oh no! What happened instead? Were the M&Ms M side up? Here’s a link to a video that shows it if that helps: http://www.youtube.com/watch?v=P2kIqlxI7K4&feature=share

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January 29, 2014 at 6:33 pm

About how long does it take for the letter to come off?

January 29, 2014 at 9:28 pm

You should start to see it change fairly quickly. Within minutes most of ours were floating!

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February 12, 2015 at 10:21 am

Are the M & M better in cold water or warm water?

February 13, 2015 at 7:45 am

Good question! Warmer water would dissolve more quickly and it’s pretty fast so I would say cold so you can really see the change. But testing out both would be fun too!

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October 24, 2019 at 11:29 am

Do you have a worksheet that goes along with this experiment?

November 4, 2019 at 6:32 pm

No, but I will put it on my list to do!

[…] Dissolve the Ms off of M&Ms. […]

[…] STEM skills to remove the letters from M&Ms in the Candy M&M Science […]

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Life With Darcy and Brian

M&M Rainbow Science Experiment for Kids

By: Author Darcy Zalewski

Posted on Last updated: February 18, 2020

Looking for a fun and easy science experiment for kids? Use candy to conduct science experiments with kids at home or in the classroom. They will have fun making patterns and watching the colors. This activity is perfect for preschool children!

This M&M Rainbow Candy Science Experiment is a simple science activity for kids to do at home.

You can use candy to conduct science experiments with kids at home or in the classroom.

They will have fun making patterns and watching the colors. This activity is perfect for preschool children!

Look no further than your kitchen for another fun and easy science experiment for kids! Find even more with our 30 Days of Science Activities for Kids Planner .

Popular pin for M&M Rainbow Science Experiment

This post contains affiliate links. We may earn a commission if you make a purchase.

How to Make an M&M Rainbow

If you have leftover candy from a previous holiday, don’t just throw it out, do candy science experiments instead!

Use old M&Ms to create a beautiful and colorful candy rainbow using science.

Kids will love doing this experiment over and over again. There is no end to how much fun you can have with this simple science activity.

M&M Candy Rainbow Science Preschool Learning Concepts

  • Before you start, ask your kids to identify the different colors of M&Ms. You can also have them practice fine motor skills by sorting them.
  • Work on patterns by starting a simple color sequence, such as red-green-red, and have them continue the pattern around the plate.
  • Practice counting how many candies fit on the plate.
  • Ask preschoolers what shape the candies make.
  • Ask them what they think will happen when the water is poured onto the plate?
  • Let them experiment with candy placement and water pouring. Do they get the same results each time?

We love simple science experiments for kids because they are easy to set up while offering plenty of learning opportunities.

Gather your supplies for the candy rainbow activity

M&M Candy Science Experiment Supplies:

  • M&Ms (we used mini ones )
  • White plate (ideally with a slope to the center)

M&M Candy Rainbow Science Experiment Directions:

Spread M&Ms out into a circle shape in the middle of the plate.

You can experiment with trying different shapes, multiple layers of candy, and placing the candy in different locations on the plate.

Candy rainbow science experiment tutorial

We went with a classic circle because you can’t beat how pretty the circle rainbow looks!

Get some warm water from the tap.

Carefully pour a thin layer of water under the M&Ms. Pour just enough water to cover the bottom of the plate.

Color from candy coating begins to spread during this science experiment for kids

Watch as the colors spread across the plate.

The most fascinating thing about this experiment is that if you don’t bump the plate or table, the colors will stay in their own lanes.

It makes a colorful rainbow but does not mix.

An easy science experiment for little kids using M&M candy.

This happens because the M&Ms dissolve quickly (as they are made to “melt in your mouth”) but they won’t mix unless you bump the plate.

Bumping the plate will quickly turn the pretty rainbow colors into a brown mess, so watch out!

Use candy to create a rainbow and get little kids excited about science.

If you have a whole bag of M&Ms, repeat this experiment several times and use color different patterns!

This M&M Rainbow Science Experiment is perfect for a preschool science unit or just for fun at home!

More preschool science experiments:

  • Melting Rainbow Preschool Science Experiment
  • Oil and Water Color Changing Lab
  • Balloon Air Pressure Experiments for Kids
  • Unicorn Density Tower
  • Fizzy Valentine Bath Bomb Experiment

M&Ms on a plate with colors melting.

Darcy is the founder of “Life With Darcy and Brian,” where she combines her love for education, board games, and crafting to create engaging learning experiences for kids. Her creative projects and writing have been featured in outlets like The Toy Insider, CafeMom, Mom.com, Parents.com, Country Living, and The Pioneer Woman.

Rainbow Science Experiments for Bright, Happy Learning

Tuesday 26th of February 2019

[…] M&M Candy Rainbow from Life with Darcy and Brian […]

Easy and Fun Science Experiments for Kids | Fearless Homeschool

Tuesday 12th of February 2019

[…] M & M Rainbow Science Experiment for Kids from Darcy and Brian […]

Thursday 12th of April 2018

This really is so cute and fun! My six year old will love this!

Darcy Zalewski

Thank you! This is really fun for kids to do. :D

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December Phenomenon: Mysterious M&Ms

December Puzzling Phenomenon: Mysterious M&Ms

Developed by Sarah Lamphier, December 2016

Properties/interactions of matter, specifically solubility and possibly density

Introduction & Phenomenon

I was snacking on some M&Ms and accidentally dropped a few into my cup of water.  Before I could fish them out and get a fresh cup of water, my mom called and I talked to her on the phone for about 25 minutes.  When I returned to my ruined water, I was perplexed by what I saw.  Instead of describing it, I think it would be more fun to show you what I found in my cup. 

View the following video, or do a demo of what you see in the video:  https://www.youtube.com/watch?v=z664hPVeBVA

Show with mute on, to avoid hearing the explanation; best to play from about 25 seconds to 1:30.  The video is less dramatic than watching it happen in real life, but it is quicker because of the time lapse. 

What you see essentially happens in two steps.  First, the color on the outside of the M&Ms gradually comes off the candies and flows into the water directly under and around them, mainly on the bottom of the cup.  (Some mesmerizing videos of this phase can be found here:  https://www.youtube.com/watch?v=031Xr1zqbJ0 )  Then if you wait long enough, you’ll see the white M (which remains, and doesn’t come off with the color) detach from the candy and float up to the surface of the water.

Explanation of Science Involved

The dye on the candy coating of M&Ms is soluble in water.  So as the M&Ms sit in the water, the polar water molecules gradually dissolve the polar dye molecules.  Here’s a helpful animation of this in action:  https://www.youtube.com/watch?v=umJmRaG6v80 (watch 1:26 to 1:50).  This dye is also more dense than water, so it stays on the bottom of the cup, rather than mixing freely around the cup or floating to the top.  In contrast, the M is actually made of an edible paper that is not water soluble, so it does not dissolve in water.  But once all the dye (which essentially acts like a glue for the M to stick to the candy) has dissolved, the M detaches from the candy and floats up to the surface of the water.  It floats because the edible paper is less dense than the water. 

Further Ideas for Classroom Use

This puzzling phenomenon could be used during a physical science unit on matter and interactions (or properties of matter).  Some physical properties are highly accessible for students, such as color, state, texture and odor, and therefore provide a nice place to begin an interactions of matter unit.  But others, such as solubility, polarity and density, are less obvious and require some manipulations or careful measurements to “see.”  Watching the M&M dye dissolve in water, and then the white M float to the top could be a rich jumping off point for this more difficult tier of physical properties before moving onto chemical properties and changes.  After showing the video or allowing pairs or groups to place and carefully observe M&Ms in water themselves, some discussion questions might include:

  • How are the dye molecules interacting with the water molecules as the color moves off the candy and into the water? (Drawing could be a useful way to elicit thinking on this one.)
  • Why does the white M initially stay on the candies unlike the bright colors?  When it eventually comes off, why does is float to the top instead of sinking to the bottom?
  • How might the substance that makes up the dye be different from the substance that makes up the M?  How might these two substances be similar to or different from water?

A robust class discussion could elicit student thinking about what might explain the phenomena that we observed, and then the teacher can move toward sense-making by introducing the terms solubility, polarity and density as properties of matter that precisely name what has already been described during the discussion. 

To then push students further to apply these new concepts, the procedure could be repeated in different liquids, such as isopropyl alcohol (also polar, but less so than water) and oil (non-polar) to observe how the rate of dissolving changes.  A POE (predict-observe-explain) framework would be a nice way to approach this, pushing students to explain what they observe using one or more of the new physical properties.  To explore density, try it with hot water; you’ll observe a quicker dissolving process (which can be explained by the added thermal energy), and then when the M detaches, watch it fall to the bottom of the cup rather than float to the top (because the water is now less dense at a higher temperature, so the static density of the M is now greater than the water surrounding it).

Download this month's phenonemon as a Word Document here. 

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Great experiment dissolving M&M's in oil or water

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Characterizing physical habitat of the South Platte River in Denver, Colorado, prior to stream restoration projects

The U.S. Geological Survey (USGS) is monitoring the geomorphology (bathymetry and floodplain topography) in the South Platte River in Denver, Colorado, to characterize baseline conditions before planned stream restoration efforts are completed.

During the past century, the South Platte River has been affected by natural events and human-induced changes, such as urbanization, that have altered streamflow, sediment delivery, water quality, and in-stream and riparian habitats. To help restore habitat and ecological function, reduce flood risks, and improve access to recreation and education opportunities, the U.S. Army Corps of Engineers and the city and county of Denver are planning restoration projects in the South Platte River in Denver, Colorado. Currently (2024), there are no baseline geomorphology datasets within the study area. These pre-restoration data collected by the USGS could be critical for evaluating geomorphology characteristics before and after the restoration projects.   

Photograph of the Elitch Gardens reach on the South Platte River in Denver, Colorado.

The USGS is characterizing the physical geomorphology at two reaches, both of which are planned to be restored, and one reference reach, which will not undergo restoration. The first restoration reach, referred to as the Elitch Gardens reach, is from approximately N. Speer Boulevard to Interstate 25. The second restoration reach, referred to as the golf course reach, is from approximately W. Florida Avenue to W. Evans Avenue. The reference reach is from approximately W. Yale Avenue to W. Dartmouth Avenue. Data collection began in 2022 and focuses on the following:

  • Collecting high-resolution aerial imagery,
  • Mapping flood plain topography and surveying bathymetry,
  • Surveying cross-section topography and measuring reach longitudinal profiles.

USGS employees surveying on the South Platte near Overland Golf Course using RC boat and sonar

ADCP setup on the South Platte near Elitch Gardens

USGS employees setting up an ADCP survey on the South Platte River near Elitch Gardens in Denver, CO.

Streamflow duration hydrograph for the South Platte River at Englewood, CO

South Platte River at Englewood, CO - Hydrograph

Streamflow duration hydrograph for the South Platte River at Englewood, Co. Hydrographs and other information are available at the USGS WaterWatch website .

Photograph of the Elitch Gardens reach on the South Platte River in Denver, Colorado.

South Platte River - Elitch Gardens Reach

Photograph of the Elitch Gardens reach on the South Platte River in Denver, Colorado.

Photograph of the reference reach on the South Platte River in Denver, Colorado.

South Platte River in Denver, CO

Photograph of the reference reach on the South Platte River in Denver, Colorado.

Map showing study reaches and approximate extent of restoration efforts on the South Platte River in Denver, Colorado

Map of South Platte River, Denver, CO

Map showing study reaches and approximate extent of restoration efforts on the South Platte River in Denver, Colorado.

Aerial photograph of study reaches on the South Platte River in Denver, Colorado

Aerial Photo of the South Platte River in Denver, CO

Aerial photographs of study reaches on the South Platte River in Denver, Colorado. 

Aerial photograph of study reaches on the South Platte River in Denver, Colorado

Aerial photograph of study reaches on the South Platte River in Denver, Colorado.

Photograph of the South Platte River in Denver, Colorado

South Platte River in Colorado

Photograph of the South Platte River in Denver, Colorado, taken by USGS personnel.

City of Denver, Colorado

U.s. army corps of engineers - omaha district, u.s. forest service (usfs).

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The best humidifiers for plants in 2024, according to experts

By John Alexander

Posted on Aug 7, 2024 1:00 PM EDT

12 minute read

We may earn revenue from the products available on this page and participate in affiliate programs. Learn more ›

Indoor plants can reduce some volatile organic compounds (VOCs) and freshen your air naturally, and humidifiers for plants turn the very atmosphere of your home into something more habitable for both of you. For plants, the currency of life is very much water, and losing it happens easily. When they open up, plants allow important molecules from the air into their leaves, they are also letting vital water out . And while this greatly oversimplifies plant life (who really wants to visualize the Krebs Cycle after high school, anyways), you should get the key idea: Plants lose water while “breathing.” And a home with dry air will bleed them even drier, which is why getting one of the best humidifiers for plants—like our best overall, the Everlasting Comfort Cool Mist Humidifier —can greatly help your plants grow in a happy and healthy manner.

  • Best overall: Everlasting Comfort Cool Mist Humidifier
  • Best design: Chivalz 6L
  • Best for grow tents: AC Infinity Cloudforge T3
  • Best rated: Levoit OasisMist 450S Smart Humidifier
  • Best budget: GoveeLife Smart Humidifiers for Bedroom 3L

How we chose the best humidifiers for plants

The best humidifiers for plants were chosen for their ability to help in various circumstances. While nothing can save your plants if you aren’t following basic plant care tips , these humidifiers can certainly improve your situation.

Hey there! As mentioned in our investigation of the best microscopes for students , I have a background in the sciences, with a focus on plants. While this was by no means a Ph.D.-level education on plants, the research technician’s role is very hands-on with plants (and microscopes!), and the ability and desire to dig into the science has never left me. Plus, I think about air quality more than I’d like to admit.

The best humidifiers for plants: Reviews & Recommendations

From a dry home interior to the home greenhouse, these humidifiers will help your plants across a variety of situations. Picked for convenience, situational ability, safety, and price, there is sure to be a humidifier on this list that will service you and your plants well, whether you want a low-maintenance humidifier or just a small plant humidifier.

Everlasting Comfort

Why it made the cut: What’s best for people is also best for most houseplants.

  • Tank capacity: 6L
  • Size: 11 x 6.7 x 13 inches
  • Noise level: <40 dB
  • Great for dry homes
  • Up to 50 hours of operation
  • Adjustable mist output
  • Somewhat difficult to clean

When you’re noticing the signs of poor humidity levels in your plants (signs include damaged leaves and droopy leaves), you’re likely also noticing dry, chapped lips and other signs of low humidity on yourself. That’s because, for many ideal houseplants, there is an overlap between the humidities acceptable for home and plants. The ideal Peace Lily humidity, for example, starts at 50 percent, near the upper bound for homes. As a result, getting this humidifier, which is one of the best humidifiers for homes , will also make typical house plants happy.

The Everlasting Comfort Cool Mist Humidifier runs for 50 continuous hours on low settings, making it perfect for filling up every other day when you do your check-up on your plants. It runs quietly at under 40 decibels (the World Health Organization’s recommendation for nighttime noise is 40 decibels or less) for minimal disturbance in your everyday life.

Ultimately, the point is this: If you have pretty ordinary house plants and a pretty ordinary house, you’re likely to just need pretty ordinary solutions. As long as you’re choosing hardy indoor plants , normal levels of humidity that are desirable for you are also likely the desirable amount of mist for plants.

Why it made the cut: This humidifier offers dual mist streams and easy water tank access.

  • Size: 9.4 x 12.7 x 7.4 inches
  • Noise level: <26 dB
  • Large, open tank
  • Dual mister spouts for better coverage
  • Uses filters, cleaning brush included
  • Produces ultrafine mist
  • No single nozzle option

The Chivalz has a great design on two fronts: its mist output and its ability to be cleaned easily. If you put the Chivalz in the middle of your plants, you’re going to have a good time with it. Its dual-spray mechanism will direct the ultrafine mist out and about the generalized area of your plant grouping better than the typical, single-spout humidifier. Still, not everyone likes this design, especially those who do not appreciate having a humidifier in their plant display and would rather “aim” mist towards the plants.

Not only does the Chivalz have a large, wide-open tank for easy water pouring, but that tank can also be easily accessed by the user. Plus, it comes with a cleaning brush and uses filters to aid the machine in pushing out clean, safe moisture into your air. In other words, both your plants and people will feel better with this humidifier around. 

AC Infinity

Why it made the cut: This is perfect for more advanced growing outfits.

  • Tank capacity: 4.5L
  • Size: 6.8 x 6.8 x 14 inches
  • Noise level: Not rated
  • Complex, fine-tuned controls
  • UIS connectivity
  • 10 levels of control
  • Need a grow tent setup

Whether you have a dedicated setup for hard-to-handle tropical plants or want to try your hand at sustainably growing “other” plants at home, if you’re using a grow tent, you probably want a dedicated humidifier. Shoving the average humidifier inside won’t feel too great at the end of the day. For this, you’ll likely enjoy this humidifier from AC Infinity. It connects with other products in AC Infinity’s UIS platform for a smart growing system that can take away at least some of the guesswork from you. This also makes the complex controls, which include 10 levels of humidity control, more approachable. If you’re curious about the system, you can also connect with other users for questions and advice on the surprisingly active AC Infinity subreddit .

Why it made the cut: People love this smart humidifier.

  • Size: 12 x 6 x 10.8 inches
  • Noise level: <26dB Sleep Mode
  • Smart Bluetooth controls with humidity targets
  • Beautiful appearance
  • Possible to create schedules
  • Works with smart home voice assistants
  • Surprisingly powerful
  • Somewhat expensive

One of the best-liked humidifiers, this Levoit humidifier looks beautiful with a wood-style top and a clean, white exterior. When combined with customizable lighting colors, it can easily add to the ambiance of your plant display. While clearly still a tool, it will likely appeal more to your sense of style than other humidifiers on the list.

Another advantage of this humidifier is its ability to sync up with (at least somewhat) your smart-home devices , as it connects to your Wi-Fi router and has voice-activated controls, making it your best splurge. Furthermore, you can set humidity targets and schedules via the VeSync companion app to give you a complete sense of control over how your home is being humidified.

Finally, despite its appearance, the Levoit OasisMist is quite powerful, sending mist up to nearly four feet into the air. It is capable of running up to 45 continuous hours and works for rooms between 215 and 430 square feet. The only downside for this power and the smart features above is that this humidifier is slightly more expensive than the average one. Still, humidifiers typically aren’t too expensive anyhow, so if you like the convenience and the loo, it’s worth it.

Why it made the cut: This small humidifier provides incredible value in a small body.

  • Tank capacity: 3L
  • Size: 7 x 14.8 x 8.5 inches
  • Noise level: 24dB
  • Pairs with a hygrometer for precision control
  • Over 24-hour tank size
  • Has scheduling enabled
  • Won’t keep you awake at night
  • Best for small rooms

When it comes to a budget humidifier, you don’t have to look for worse quality at all. This humidifier from GoveeLife is intelligent, connects with smart systems, allows scheduling, and even includes voice control features, making it the best value. Plus, you can connect it with select hygrometers (an instrument to measure the amount of humidity or moisture in the air) to get a finer level of control over your humidifier’s performance.

Then what is the catch? The GoveeLife Smart Humidifiers for Bedroom 3L is on the smaller side, at least in output and tank capacity. You’ll want to nestle it amongst your plants as best you can for maximal effect. But at this low price, combined with its hi-tech features, you should be highly satisfied with its performance.

What to consider before buying humidifiers for plants

When it comes to humidifiers for plants, they’re actually more like humans than you might think. And by that, we mean that they don’t really care too much (don’t use a plant mister or outdoor misting fans on your indoor plants, though) about the way they receive humidity, so long as they do receive it. Nonetheless, here’s what you should consider.

Your plants

Do your plants need a humidifier? While some plants, like tropical plants, are obviously going to do much better with a source of humidity, not all plants are going to be that way. Take desert-dwelling plants like cacti, for example, and you’ll realize that you may end up needing to choose between humidifiers and dehumidifiers for your plants. At the end of the day, your succulent (despite its thick, juicy leaves) will benefit much more from the deployment of one of the best dehumidifiers than any of the above-mentioned humidifiers for plants.

Size and output

Let’s think strategically for a moment about your plants, the humidity they need, and their placement. This may drastically affect the size and output requirements you have for your humidifier.

Remember, humidity-needing plants aren’t needing humidity because they’re sucking up the air’s water. In fact, they need humidity because they lose water to the air. When their stomata open, water comes out . And dry air pulls that water out, in a diffusion effect, quite quickly.

Grouping your plants together will create a higher local humidity, reducing this pulling effect. If you have a lot of plants grouped together in jungle fashion, the need for a large humidifier with high output is greatly reduced, and you may wish for a smaller humidifier that can be hidden behind others. Consider grabbing some pest-deterrent plants to add to this grouping to make it even healthier.

Tank capacity

This one is more about you than your plants. Having a larger tank of three liters or more will aid you greatly in your routine if you want to provide consistent humidity to your plants. Humidifiers of this size will provide around a day or more of humidity and, as such, will be rather convenient for you. You’ll be able to “water your humidifier” around the same time as you do your daily plant watering check.

Timers and controls

At its most basic level, a humidifier will just run until there is no water left. If you have tropical plants or want a lot of humidity, that’s a pretty good deal. But if you want to stretch out the water level, fear getting your house too humid, or want to mimic the high early morning humidity of nature, then you might want more robust controls.

Some humidifiers come with a built-in timer that gives you more precise control over when the humidifier runs. Though you can always use a smart plug for a similar effect, this gives you great control over your humidifier without extra hassle. This is also great for reducing noise.

Other humidifiers may have built-in hygrometers or the option to pair with a hygrometer for activation and deactivation based on local humidity. This ability is especially pertinent if you’re worried about over-humidifying your house.

A humidifier for your plants should cost somewhere between $30 and a little over $100. Generally speaking, the best humidifiers for plants are not exceptional when compared to general humidifiers, as the use cases overlap greatly, and the differences that set a humidifier for plants apart are minimal.

Some plants will grow better, or at least have a better chance of thriving, with a humidifier. Plants that thrive in high-humidity circumstances will do best with them. Remember that plants that are advertised as ‘for the home’ are less likely to need humidity support until the winter, when homes dry out. Note that succulents and cactuses are actually harmed by increased humidity.

It is likely best not to use your humidifier’s essential oil feature for your plants. While research on the effects of essential oils on plants shows that these oils can prime plants to fight pests and fungal outgrowth, it also shows they can cause phytotoxicity, or the restriction of plant growth and healthy development. As a result, it is best to keep your plants’ humidity control and pest control separate, at least for the present.

Final thoughts on the best humidifiers for plants

Getting one of the best humidifiers for plants doesn’t have to be difficult, and your plants can thrive with little extra effort after you get one. Remember, the most important thing for your indoor plants is getting the right amount—not too much and not too little—in your plants’ soil. (That is unless you’re going for a home hydroponic garden , of course.) Humidity will always come second to that, so don’t stress too much about it.

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Our writers and editors have combined decades of experience covering and reviewing consumer electronics. We each have our own obsessive specialties—from high-end audio to video games to cameras and beyond—but when we’re reviewing devices outside of our immediate wheelhouses, we do our best to seek out trustworthy voices and opinions to help guide people to the very best recommendations. We know we don’t know everything, but we’re excited to live through the analysis paralysis that internet shopping can spur so readers don’t have to.

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Water, energy and food nexus: a project evaluation model.

m&m and water science experiment

1. Introduction

2. methodology, 3. results: nem—process of development, demonstration, and evaluation, 3.1. identification and motivation of the problem, 3.2. defining the objectives for a solution, 3.3. model design and development, 3.4. demonstration of the model, 3.4.1. wefn and sustainability evaluation, 3.4.2. wefn and industry 4.0 evaluation, 3.4.3. wefn and sdg evaluation, 3.5. evaluation of nem.

“Here, too, the results of the assessment are consistent with expectations, since the direct impacts involve energy generation and production of animal protein for human food purposes. With regard to water, it must be considered that the full operation of the system, once installed, has the consequence of not discharging effluents into streams, preserving and even recovering environments that were previously contaminated.” (E1)
“As for Project 2 and sustainability, I agree with the water and energy indexes, but as for food, I believe that with all the technologies used in the house, it would be very possible to create hydroponic gardens and even raise animal protein, especially insects, in an urban environment.” (E1)
“The result of the proposed project is aligned with what is expected empirically, since food development is not part of the scope, being, at most, a side effect. For the Water and Energy items, the result is representative of what has been put in place and built.” (E2)
“The result is within the expected limits, since the Efficient House, from its conception to the present moment, did not take into account aspects related to Industry 4.0.” (E2)
“Compared to the scores in the scope of Sustainability and SDGs, here again the result was below the midpoint of evaluation because it is yet another project that was not conceived, planned and developed considering the aspects of Industry 4.0.” (E2)
“The Itapiranga project, as we discussed previously, is very useful, profitable, has a timely marketing appeal, and is part of the model of socio-environmental improvement of Brazil’s energy matrix. However, I think it could be more disruptive, advancing not only with current technologies, but also allowing us to anticipate the probability of new technologies.” (E3)
“As for the digital factor, I can’t see a relationship between water and food and the digital factor.” (E1)
“Due to the fact that the elements analyzed were directly anticipated in the SDGs, the result of the project was of high value in its aspects.” And also, regarding Project 3: “The result shows the adherence of the project to the SDGs, quite close to a condition of perfect equilibrium in high scores. As expected empirically when pre-analyzing the project.” (E2)
“The project, as we had previously discussed, is very useful and innovative, as it involves in the same project, the interactions of water, energy and food, water and energy as vectors for the food result, which clearly refers to the SDGs”. (E3)

4. Discussion

“… the result of the project was of high value in its aspects. Taking this result by itself, the project presents itself as having high potential for execution, with a great expected return in the analyzed scope”. (E2)

5. Conclusions

Author contributions, data availability statement, acknowledgments, conflicts of interest, appendix a. questions applied in the proposed assessment model, appendix a.1. evaluation model—nexus and sustainability.

Question X01How does the project classify, in terms of resources, in terms of the dimension of in relation to rainwater harvesting?
Question X02How does the project classify, in terms of resources, in terms of the dimension of in relation to the water reuse system?
Question X03How does the project classify itself, regarding the resource, in terms of the dimension of in relation to the presence of water consumption control mechanisms?
Question X04How does the project classify, in terms of resources, in terms of the dimension of in relation to waste treatment?
Question X05How does the project classify, in terms of resources, in terms of the dimension of in relation to its water self-sufficiency?
Question X11How does the project classify, in terms of resources, in terms of the dimension of in relation to rainwater harvesting?
Question X12How does the project classify, in terms of resources, in terms of the dimension of in relation to the treatment of water for reuse?
Question X13How does the project classify, with regard to the resource, in terms of the dimension of in relation to the presence of water consumption control mechanisms?
Question X14How does the project classify, in terms of water resources, in terms of the dimension of in relation to waste treatment?
Question X15How does the project classify, in terms of resources, in terms of the dimension of in relation to its water self-sufficiency?
Question X21How does the project classify, in terms of resources, in terms of the dimension of in relation to rainwater harvesting?
Question X22How does the project classify, in terms of resources, in terms of the dimension of in relation to the treatment of water for reuse?
Question X23How does the project classify, in relation to the resource, in terms of the dimension of in relation to the presence of water consumption control mechanisms?
Question X24How does the project classify, in terms of resources, in terms of the dimension of in relation to waste treatment?
Question X25How does the project classify, in terms of resources, in terms of the dimension of in relation to its water self-sufficiency?
Question Y01How does the project classify, in terms of resources, in terms of the dimension of in relation to the generation of energy considered clean?
Question Y02How does the project classify, in terms of resources, in terms of the dimension of in relation to the generation of energy considered renewable?
Question Y03How does the project classify, in terms of resources, in terms of the dimension of in relation to its self-sufficiency in energy generation?
Question Y04How does the project classify, in terms of resources, in terms of the dimension of in relation to distributed energy generation?
Question Y05How does the project classify, in terms of resources, the dimension of in relation to the use of national technology?
Question Y11How does the project classify, in terms of resources, in terms of the dimension of in relation to the generation of energy considered clean?
Question Y12How does the project classify, in terms of resources, in terms of the dimension of in relation to the generation of energy considered renewable?
Question Y13How does the project classify, in terms of resources, in terms of the dimension of in relation to its self-sufficiency in energy generation?
Question Y14How does the project classify, in terms of resources, in terms of the dimension of in relation to distributed energy generation?
Question Y15How does the project classify, in terms of resources, in terms of the dimension of in relation to the use of national technology?
Question Y21How does the project classify, in terms of resources, in terms of the dimension of in relation to the generation of energy considered clean?
Question Y22How does the project classify, in terms of resources, in terms of the dimension of in relation to the generation of energy considered renewable?
Question Y23How does the project classify, in terms of resources, in terms of the dimension of in relation to its self-sufficiency in energy generation?
Question Y24How does the project classify, in terms of resources, in terms of the dimension of in relation to distributed energy generation?
Question Y25How does the project classify, in terms of resources, the dimension of in relation to the use of national technology?
Question Z01How does the project rank in terms of resource and the dimension of in relation to food production in general?
Question Z02How does the project classify, in terms of , in terms of the dimension of in relation to the production of food that is of animal origin?
Question Z03How does the project rank in terms of resource and the dimension of in relation to local food security?
Question Z04How does the project classify, in terms of , in terms of the dimension of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Z05How does the project classify, in terms of resources, the dimension of in relation to the use of national technology?
Question Z11How does the project rank in terms of resource in terms of the dimension of in relation to food production in general?
Question Z12How does the project classify, in terms of resource, in terms of the dimension of in relation to the production of food that is of animal origin?
Question Z13How does the project rank in terms of resources in terms of the dimension of in relation to local food security?
Question Z14How does the project classify, in terms of resources, in terms of the dimension of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Z15How does the project classify, in terms of resources, in terms of the dimension of in relation to the use of national technology?
Question Z21How does the project classify, in terms of resources, in terms of the dimension of in relation to food production in general?
Question Z22How does the project classify, in terms of resources, in terms of the dimension of in relation to the production of food that is of animal origin?
Question Z23How does the project rank in terms of resources and the dimension of in relation to local food security?
Question Z24How does the project classify, in terms of resources, in terms of the dimension of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Z25How does the project classify, in terms of resources, in terms of the dimension of in relation to the use of national technology?

Appendix A.2. Evaluation Model—Nexus and Industry 4.0

Question X01How does the project classify, with regard to the resource, regarding the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or for water reuse?
Question X02How the project is classified, with regard to the resource, regarding the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled manner, as programmable mechanisms for controlling water consumption and waste treatment?
Question X03How does the project classify, in terms of resources, the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question X04How does the project classify, in terms of resources, in terms of the factor of in relation to system integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question X05How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question X11How does the project classify, with regard to the resource, regarding the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or for water reuse?
Question X12How does the project classify, with regard to resource, regarding the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled way, as programmable mechanisms for controlling water consumption and waste treatment?
Question X13How does the project classify, in terms of the resource, in terms of the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question X14How does the project classify, in terms of resources, in terms of the factor of in relation to systems integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question X15How does the project classify, in terms of resources, in terms of the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question X21How does the project classify, with regard to the resource, regarding the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or for water reuse?
Question X22How does the project classify, with regard to the resource, regarding the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled manner, as programmable mechanisms for controlling water consumption and waste treatment?
Question X23How does the project classify, in terms of resources, the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question X24How does the project classify, in terms of resources, in terms of the factor of in relation to the integration of systems, enabling harmony between all the systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question X25How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Y01How does the project classify, in terms of the resource, the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or water reuse?
Question Y02How does the project classify, in terms of the resource, in terms of the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled manner, as programmable mechanisms for controlling water consumption and waste treatment?
Question Y03How does the project classify, in terms of the resource, in terms of the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question Y04How does the project classify, in terms of the resource, in terms of the factor of in relation to the integration of systems, enabling harmony between all the systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question Y05How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Y11How does the project classify, in terms of resource, in terms of the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or water reuse?
Question Y12How does the project classify itself, in terms of resource, in terms of the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled way, as programmable mechanisms for controlling water consumption and waste treatment?
Question Y13How does the project classify, in terms of resources, the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question Y14How does the project classify, in terms of resources, in terms of the factor of in relation to systems integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question Y15How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Y21How does the project classify, in terms of the resource, the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or water reuse?
Question Y22How does the project classify itself, in terms of the resource, in terms of the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled manner, as programmable mechanisms for controlling water consumption and waste treatment?
Question Y23How does the project classify, in terms of the resource, in terms of the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question Y24How is the project classified, in terms of resources, in terms of the factor of in relation to system integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question Y25How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Z01How does the project classify, with regard to the resource, regarding the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or for water reuse?
Question Z02How does the project classify, with regard to the resource, regarding the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled manner, as programmable mechanisms for controlling water consumption and waste treatment?
Question Z03How does the project classify, in terms of resources, the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question Z04How does the project classify itself, in terms of resources, in terms of the factor of in relation to system integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question Z05How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Z11How does the project classify, with regard to resource, regarding the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or water reuse?
Question Z12How does the project classify, with regard to resource, regarding the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled way, as programmable mechanisms for controlling water consumption and waste treatment?
Question Z13How does the project classify, in terms of resources, the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question Z14How does the project classify, in terms of , in terms of the factor of in relation to systems integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question Z15How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?
Question Z21How does the project classify, with regard to resource, regarding the factor of in relation to the use of computer simulation for real-time data analysis, whether for rainwater harvesting or for water reuse?
Question Z22How does the project classify, with regard to the resource, regarding the factor of in relation to the use of the Internet of Things (IoT), connecting physical objects, machines, vehicles and machines through embedded electronic devices, and thus allowing the collection and exchange of information in a fast and controlled way, as programmable mechanisms for controlling water consumption and waste treatment?
Question Z23How does the project classify, in terms of the resource, in terms of the factor of in relation to the use of robotics, through robots/monitoring and evaluation systems, as well as additive manufacturing, also known as 3D printing?
Question Z24How does the project classify, in terms of resources, in terms of the factor of in relation to system integration, enabling harmony between all systems involved in the project, cybersecurity, and in relation to the concept of cloud computing?
Question Z25How does the project classify, in terms of resources, the factor of in relation to the reduction in the use of pesticides and/or antibiotics?

Appendix A.3. Evaluation Model—Nexus and SDG

Question X01How does the project rank in terms of resources in terms of meeting on the eradication of poverty in all forms and in all places?
Question X02How does the project rank, in terms of resources, in terms of meeting regarding zero hunger and sustainable agriculture, eradicating hunger, achieving food security, improving nutrition and promoting sustainable agriculture?
Question X03How does the project rank, in terms of resources, in terms of meeting regarding health and well-being, ensuring access to quality health and promoting well-being for all at all ages?
Question X04How does the project rank, in terms of resources, in terms of meeting regarding quality education, ensuring access to inclusive, quality and equitable education, and promoting lifelong learning opportunities for all?
Question X05How does the project rank, in terms of resources, in terms of meeting regarding gender equality, achieving gender equality and empowering all women and girls?
Question X06How does the project rank, in terms of resources, in terms of meeting regarding drinking water and sanitation, ensuring the availability and sustainable management of drinking water and sanitation for all?
Question X07How does the project rank, in terms of resources, in terms of meeting regarding clean and affordable energy, ensuring access to reliable, sustainable and modern energy sources for all?
Question X08How does the project rank, in terms of resources, in terms of meeting regarding decent work and economic growth, promoting inclusive and sustainable economic growth, full and productive employment and decent work for all?
Question X09How does the project rank, in terms of resources, in terms of meeting regarding industry, innovation and infrastructure, building resilient infrastructure, promoting inclusive and sustainable industrialization and fostering innovation?
Question X10How does the project rank, in terms of resources, in terms of meeting regarding the reduction of inequalities within and between countries?
Question X11How does the project rank, in terms of resources, in terms of meeting regarding sustainable cities and communities, making cities and communities more inclusive, safe, resilient and sustainable?
Question X12How does the project rank, in terms of resources, in terms of meeting regarding responsible consumption and production, ensuring sustainable consumption and production patterns?
Question X13How does the project rank, in terms of resources, in terms of meeting regarding action against global climate change, adoption of urgent measures to combat climate change and its impacts?
Question X14How does the project rank, in terms of resources, in terms of meeting regarding life below water, conservation and sustainable use of the oceans, seas and marine resources for sustainable development?
Question X15How does the project rank, in terms of resources, in terms of meeting regarding life on land, protection, restoration and promotion of the sustainable use of terrestrial ecosystems, sustainable management of forests, combating desertification, halting and reversing soil degradation and halting biodiversity loss?
Question X16How does the project rank in terms of resources, meeting on peace, justice and strong institutions, promoting peaceful and inclusive societies for sustainable development, providing access to justice for all, and building effective, accountable and inclusive institutions at all levels?
Question X17How does the project rank, in terms of resources, in terms of meeting regarding partnerships and means of implementation, strengthening the means of implementation and revitalizing the global partnership for sustainable development?
Question Y01How does the project rank, in terms of resources, in terms of meeting regarding the eradication of poverty in all forms and in all places?
Question Y02How does the project rank in terms of resources, in terms of meeting regarding zero hunger and sustainable agriculture, eradicating hunger, achieving food security, improving nutrition and promoting sustainable agriculture?
Question Y03How does the project rank, in terms of resources, in terms of meeting regarding health and well-being, ensuring access to quality health and promoting well-being for all at all ages?
Question Y04How does the project rank, in terms of resources, in terms of meeting regarding quality education, ensuring access to inclusive, quality and equitable education, and promoting lifelong learning opportunities for all?
Question Y05How does the project rank, in terms of resources, in terms of meeting regarding gender equality, achieving gender equality and empowering all women and girls?
Question Y06How does the project rank, in terms of resources, in terms of meeting regarding safe drinking water and sanitation, ensuring the availability and sustainable management of drinking water and sanitation for all?
Question Y07How does the project rank, in terms of resources, in terms of meeting regarding clean and affordable energy, ensuring access to reliable, sustainable and modern energy sources for all?
Question Y08How does the project rank, in terms of resources, in terms of meeting regarding decent work and economic growth, promoting inclusive and sustainable economic growth, full and productive employment, and decent work for all?
Question Y09How does the project rank, in terms of resources, in terms of meeting regarding industry, innovation and infrastructure, building resilient infrastructure, promoting inclusive and sustainable industrialization and fostering innovation?
Question Y10How does the project rank, in terms of resources, in terms of meeting regarding the reduction of inequalities within and between countries?
Question Y11How does the project rank, in terms of resources, in terms of meeting regarding sustainable cities and communities, making cities and communities more inclusive, safe, resilient and sustainable?
Question Y12How does the project rank, in terms of resources, in terms of meeting regarding responsible consumption and production, ensuring sustainable consumption and production patterns?
Question Y13How does the project rank, in terms of resources, in terms of meeting regarding action against global climate change, adoption of urgent measures to combat climate change and its impacts?
Question Y14How does the project rank, in terms of resources, in terms of meeting regarding life below water, conservation and sustainable use of the oceans, seas and marine resources for sustainable development?
Question Y15How does the project rank, in terms of resources, in terms of meeting regarding life on land, protection, restoration and promotion of the sustainable use of terrestrial ecosystems, sustainable management of forests, combating desertification, halting and reversing land degradation and halting the loss of biodiversity?
Question Y16How does the project rank, in terms of resources, in terms of meeting regarding peace, justice and strong institutions, promoting peaceful and inclusive societies for sustainable development, providing access to justice for all, and building effective, accountable and inclusive institutions at all levels?
Question Y17How does the project rank, in terms of resources, in terms of meeting regarding partnerships and means of implementation, strengthening the means of implementation and revitalizing the global partnership for sustainable development?
Question Z01How does the project rank, in terms of resources, in terms of meeting regarding the eradication of poverty in all forms and in all places?
Question Z02How does the project rank, in terms of resources, in terms of meeting regarding zero hunger and sustainable agriculture, eradicating hunger, achieving food security, improving nutrition and promoting sustainable agriculture?
Question Z03How does the project rank, in terms of resources, in terms of meeting regarding health and well-being, ensuring access to quality health and promoting well-being for all at all ages?
Question Z04How does the project rank, in terms of resources, in terms of meeting regarding quality education, ensuring access to inclusive, quality and equitable education, and promoting lifelong learning opportunities for all?
Question Z05How does the project rank, in terms of resources, in terms of meeting regarding gender equality, achieving gender equality and empowering all women and girls?
Question Z06How does the project rank, in terms of resources, in terms of meeting regarding safe drinking water and sanitation, ensuring the availability and sustainable management of drinking water and sanitation for all?
Question Z07How does the project rank, in terms of resources, in terms of meeting regarding clean and affordable energy, ensuring access to reliable, sustainable and modern energy sources for all?
Question Z08How does the project rank, in terms of resources, in terms of meeting regarding decent work and economic growth, promoting inclusive and sustainable economic growth, full and productive employment, and decent work for all?
Question Z09How does the project rank, in terms of resources, in terms of meeting regarding industry, innovation and infrastructure, building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation?
Question Z10How does the project rank, in terms of resources, in terms of meeting regarding the reduction of inequalities within and between countries?
Question Z11How does the project rank, in terms of resources, in terms of meeting regarding sustainable cities and communities, making cities and communities more inclusive, safe, resilient and sustainable?
Question Z12How does the project rank, in terms of resources, in terms of meeting regarding responsible consumption and production, ensuring sustainable consumption and production patterns?
Question Z13How does the project rank, in terms of resources, in terms of meeting regarding action against global climate change, adoption of urgent measures to combat climate change and its impacts?
Question Z14How does the project rank, in terms of resources, in terms of meeting regarding life in water, conservation and sustainable use of the oceans, seas and marine resources for sustainable development?
Question Z15How does the project rank, in terms of resources, in terms of meeting regarding life on land, protection, restoration and promotion of the sustainable use of terrestrial ecosystems, sustainable management of forests, combating desertification, halting and reversing land degradation and halting biodiversity loss?
Question Z16How does the project rank, in terms of resources, in terms of meeting regarding peace, justice and strong institutions, promoting peaceful and inclusive societies for sustainable development, providing access to justice for all, and building effective, accountable and inclusive institutions at all levels?
Question Z17How does the project rank, with regard to resources, in terms of meeting regarding partnerships and means of implementation, strengthening the means of implementation and revitalizing the global partnership for sustainable development?
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Click here to enlarge figure

PhaseDefinitionParticipants
(1) Identification and motivation of the problemDefinition of the specific research problem and justification for the search for a solution.Researchers
(2) Definition of the objectives for a solutionDefinition of the goals of a solution based on the problem.Researchers
(3) NEM design and developmentDetermination of the functionality, architecture, and creation of the NEM.Researcher and Experts
(4) NEM demonstrationDemonstration of the use of the NEM on one or more WEFN case studies.Researcher and Experts
(5) NEM AssessmentEvaluation of the effectiveness of the NEM Researcher and Experts
(6) Communication of the researchCommunication to researchers and other relevant audiences.Researchers
X-Axis Composition (Water)Y-Axis Composition (Energy)Z-Axis Composition (Food)
SustainabilitySustainabilitySustainability
EnvironmentalEconomicalSocialEnvironmentalEconomicalSocialEnvironmentalEconomicalSocial
Question X 01Question X 11Question X 21Question Y 01Question Y 11Question Y 21Question Z 01Question Z 11Question Z 21
Question X 02Question X 12Question X 22Question Y 02Question Y 12Question Y 22Question Z 02Question Z 12Question Z 22
Question X 03Question X 13Question X 23Question Y 03Question Y 13Question Y 23Question Z 03Question Z 13Question Z 23
Question X 04Question X 14Question X 24Question Y 04Question Y 14Question Y 24Question Z 04Question Z 14Question Z 24
Question X 05Question X 15Question X 25Question Y 05Question Y 15Question Y 25Question Z 05Question Z 15Question Z 25
Resultant X with color to be composed from the combination of the percentage of the three colors aboveResultant Y with color to be composed from the combination of the percentage of the above three colorsResultant Z with color to be composed from the combination of the percentage of the above three colors
Resulting in a color to be composited from the combination of the three axes
X-Axis Composition (Water)Y-Axis Composition (Energy)Z-Axis Composition (Food)
Industry 4.0Industry 4.0Industry 4.0
BiologicalDigitalPhysicalBiologicalDigitalPhysicalBiologicalDigitalPhysical
Question X 01Question X 11Question X 21Question Y 01Question Y 11Question Y 21Question Z 01Question Z 11Question Z 21
Question X 02Question X 12Question X 22Question Y 02Question Y 12Question Y 22Question Z 02Question Z 12Question Z 22
Question X 03Question X 13Question X 23Question Y 03Question Y 13Question Y 23Question Z 03Question Z 13Question Z 23
Question X 04Question X 14Question X 24Question Y 04Question Y 14Question Y 24Question Z 04Question Z 14Question Z 24
Question X 05Question X 15Question X 25Question Y 05Question Y 15Question Y 25Question Z 05Question Z 15Question Z 25
Resultant X with color to be composed from the combination of the percentage of the three colors aboveResultant Y with color to be composed from the combination of the percentage of the above three colorsResultant Z with color to be composed from the combination of the percentage of the above three colors
Resulting in a color to be composited from the combination of the three axes
Composition of the X-Axis of the SDG (Water)Composition of the Y-Axis of the SDG (Energy)Composition of the Z-Axis of the SDG (Food)
Question X 01Question Y 01Question Z 01
Question X 02Question Y 02Question Z 02
Question X 03Question Y 03Question Z 03
Question X 04Question Y 04Question Z 04
Question X 05Question Y 05Question Z 05
Question X 06Question Y 06Question Z 06
Question X 07Question Y 07Question Z 07
Question X 08Question Y 08Question Z 08
Question X 09Question Y 09Question Z 09
Question X 10Question Y 10Question Z 10
Question X 11Question Y 11Question Z 11
Question X 12Question Y 12Question Z 12
Question X 13Question Y 13Question Z 13
Question X 14Question Y 14Question Z 14
Question X 15Question Y 15Question Z 15
Question X 16Question Y 16Question Z 16
Question X 17Question Y 17Question Z 17
Resulting in a color to be composited from the combination of the three axes
Question to Be ElaboratedField to Be Filled in
ChoiceExcellentGoodAverage/RegularWeakNonexistent/Null
(⋯)(⋯)(⋯)(⋯)(⋯)
Note10.07.55.02.50.0
Justify your answer:
ProjectsWEFNRED
(Dim. Environmental)
GREEN
(Dim. Economic)
BLUE
(Dim. Social)
Project 1Water140128140
Energy255223242
Food255255255
Resultant (Total)217202212
Project 2Water230230242
Energy230217229
Food262638
Resultant (Total)162158170
Project 3Water898989
Energy255255255
Food230230230
Resultant (Total)191191191
ProjectsWEFNRED
(Biological Factor)
GREEN
(Digital Factor)
BLUE
(Physical Factor)
Project 1Water77153153
Energy77141141
Food128128128
Resultant (Total)94141141
Project 2Water133226
Energy02626
Food131313
Resultant (Total)92422
Project 3Water649064
Energy779090
Food516451
Resultant (Total)648168
ProjectsWEFNRED
(Water)
GREEN
(Energy)
BLUE
(Food)
Resultant
(Total)
Project 1Water2551111244
Energy02550255
Food00255255
Project 2Water2554141214
Energy6025560195
Food22522525530
Project 3Water2553434221
Energy3425534221
Food4545255210
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Share and Cite

Neto, R.d.C.S.; Bohner, J.P.; Birch, R.S.; Junges, I.; Mussi, C.C.; Soares, S.V.; Dutra, A.R.d.A.; Salgueirinho Osório de Andrade Guerra, J.B. Water, Energy and Food Nexus: A Project Evaluation Model. Water 2024 , 16 , 2235. https://doi.org/10.3390/w16162235

Neto RdCS, Bohner JP, Birch RS, Junges I, Mussi CC, Soares SV, Dutra ARdA, Salgueirinho Osório de Andrade Guerra JB. Water, Energy and Food Nexus: A Project Evaluation Model. Water . 2024; 16(16):2235. https://doi.org/10.3390/w16162235

Neto, Ruy de Castro Sobrosa, João Paulo Bohner, Robert Samuel Birch, Ivone Junges, Clarissa Carneiro Mussi, Sandro Vieira Soares, Ana Regina de Aguiar Dutra, and José Baltazar Salgueirinho Osório de Andrade Guerra. 2024. "Water, Energy and Food Nexus: A Project Evaluation Model" Water 16, no. 16: 2235. https://doi.org/10.3390/w16162235

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