![]() ![]() (Incorporate the Engineering the Perfect Gummy Candy Presentation into your introduction.) (See the Engineering the Perfect Gummy Candy Presentation for more on states of matter.) Student Team Response Sheet Teacher Notes (pdf) Visit [ to print or download.įor math, students should have skill and understanding of:įor chemistry, students should understand states of matter and solutions including knowledge of solvents, solutes, and solutions. Use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum and In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student Models of all kinds are important for testing solutions.Īlignment agreement: Thanks for your feedback! The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. Much of science deals with constructing explanations of how things change and how they remain stable.ĭevelop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.ĭevelop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.Īlignment agreement: Thanks for your feedback! In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.Īlignment agreement: Thanks for your feedback! Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. ![]() Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.Īlignment agreement: Thanks for your feedback! This activity focuses on the following Three Dimensional Learning aspects of NGSS: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.Ĭlick to view other curriculum aligned to this Performance Expectation Communicate and present solutions based on evidence.Understand what kind of parameters are important in preparing chemical solutions.Apply math to unit conversions to build hydrogel structures. ![]() ![]() Observe how chemical properties apply to changes in matter, particularly in food production.In this activity, students become food engineers to engineer the perfect gummy snack!Īfter this activity, students should be able to: Food manufacturing companies employ engineers for a variety of reasons. Chemical engineers may work on ways to enhance the taste of certain types of foods, so a product has a uniform taste off the production line. Industrial engineers may identify ways to preserve the shelf-life of packaged foods. Food engineers may help design new types of foods based on existing technologies to make the products we consume last longer. Copyright © Jodie Polan, Rice University RETįood, industrial, and chemical engineers may work with food products to help enhance production techniques. ![]()
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