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Post your comments anywhere on the page.

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There is a lot of content specific to each individual cooking process that groups may need to research independently.

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Making candy w/ sugar is not necessarily a chemical reaction (ex. Making rock candy).  Caramelization could be coupled with this idea instead of being separate. 

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Making candy w/ sugar is not necessarily a chemical reaction (ex. Making rock candy).  Caramelization could be coupled with this idea instead of being separate. 

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In order to complete Task 1 the students need some knowledge of the reactions unit. Does Task 1 have to be completed right at the beginning of the unit?

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In order to complete Task 1 the students need some knowledge of the reactions unit. Does Task 1 have to be completed right at the beginning of the unit?

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The scaling up is really just factor label.  There's no emphasis on actual
stoichiometry in the RFP.

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I will want to learn more about presentation tools other than PowerPoint

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I will want to learn more about presentation tools other than PowerPoint

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Where do the tasks fit in with the lessons?

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What periodic trends are we looking at? Reactivity? Activity series?

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What is the correlation between the tasks and the pacing or number of days?  How

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What is the correlation between the tasks and the pacing or number of days?  How

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Is this the only time to teach HS-PS1-2, or is this incorporated in other units?

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are there rubrics for these Tasks? Grading for group presentation?

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are there rubrics for these Tasks? Grading for group presentation?

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How are these graded and what is the rubric for this?

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What would be considered a "complex" chemical reaction?

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What about ceviche? That gets into denaturing proteins. p.15 of the RFP packet shows a model of denaturation of proteins.

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Edit for task two to clarify conversion of lunches to batches

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Edit for task two to clarify conversion of lunches to batches

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For Day 2 of Endo/Exo lab, use a saturated KI solution instead of MnO2 to eliminate the need for a waste container.

For Heating of NaHCO3, DO NOT STIR - students are likely to break the crucible. - make the language consistent "Measure the mass and record."

On cheeseburger activity, what do they mean by draw a "diagram"; there isn't enough space to draw pictures of all the reactants.

For Omelette, "using all the cheese in the fridge" and make the mass of eggs and cheese more realistic. The last question for writing a equation refers to the cheeseburger activity instead of the relevant omelette activity.