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I don't have my packets here in front of me, but I've been thinking about this since yesterday and have a few comments:

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I don't have my packets here in front of me, but I've been thinking about this since yesterday and have a few comments:

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1. The precipitation reaction with lead chromate in it has to go. Whoever came up with that apparently is unaware that MCPS has banned lead from classrooms and even if that weren't true, chromate is not something we should be exposing students or teachers to and lead chromate shouldn't be given the opportunity to get into the environment, and if you have solutions of lead chromate in classrooms you can be sure it will. Clearly there are alternatives to use that aren't dangerous to human health and to the environment.
2. Making hamburgers - I'm sorry, this is trivializing what we do, I mean really. I haven't digested enough of what else that's there but this irked me tremendously. We can't use examples with atoms? Hydrogen and oxygen to make water maybe? We have to go to making paper hamburgers. The textbook makes the point about how making bicycles is a stoichiometric exercise, this is more of the same. In my mind it trivializes one of the more important aspects of what we're trying to teach which is that there are these invisible things out there that you'll likely never see but which otherwise create everything around you, so you have to sort of take it on faith that those things exist and are out there, but when we start talking about them and doing an exercise about them we use an exercise where we make paper hamburgers - puhleeeeeze. Are we that afraid that students won't get it that we have to dumb this down that far?

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cheeseburger challenge looks good.  Part one in particular is good, but Conservation of mass is deceptive towards cooking.  Part 2 is good, but Part 3 is  misleading.  Should form an equation using symbols which then produce BBnChT2L2O.

This then is a big leap to page 10

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This is not appropriate for on-level due to the amount of stochi needed.

further more this lab is very dependent on higher level stochiometery, which is  not supported with the lesson materials.

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Possible reactions that relate to cooking:
1. rusting of of iron wok or cleaver
Fe + O2 --> Fe2O3

2. burning propane in your stove
C3H8 + O2 --> CO2 + H2O

3. Burning sugar by accident when making candy
C6H12O6 --> C + H2O

4. Using baking powder (baking soda + citric or tartaric acid)
NaHCO3 + HA --> H2O + CO2 + NaA

5 single replacement cleaning silver tarnish with aluminum foil
Al + AgO --> Ag + Al2O3

(last one courtesy of MB)

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How can we teach about Endo vs, Exo if we never define and then discus systems....

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Exo/Endo lab :  hard to tie to the RFP.  do you want to choose a cooking example here?  Cold pack reaction is a good extension in particular

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Exo/Endo lab :  hard to tie to the RFP.  do you want to choose a cooking example here?  Cold pack reaction is a good extension in particular

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I would suggest replacing the common task "Decomposition of Baking soda" with "Types of Reactions capture sheet" as the common task.  The Baking Soda task is better suited to a different unit. The "Types of reactions capture sheet" is better suited to the reactions unit.

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I would suggest replacing the common task "Decomposition of Baking soda" with "Types of Reactions capture sheet" as the common task.  The Baking Soda task is better suited to a different unit. The "Types of reactions capture sheet" is better suited to the reactions unit.

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Better examples should be chosen especially if there will only be one of each type. Ex, Number 1 could become Al + O2 -> Al2O3 instead of the synthesis of ozone. Number 4 burning a simple hydrocarbon like propane (that could be related back to cooking)
Ideally, ALL the reactions could be related to cooking. (Ex. baking soda decomposing)

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Resource for Chemical equations to balance

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Resource for Chemical equations to balance

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Balancing Chemical equations worksheets" Chris McMullen, Ph. D, 2016

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/common task... energy diagram with bond lengths is a problem

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/common task... energy diagram with bond lengths is a problem

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For the BCR writing prompt include the equations.  Start the writing prompt with an engagement that culturally aware.  

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For the BCR writing prompt include the equations.  Start the writing prompt with an engagement that culturally aware.  

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Building blocks are missing... Lewis dot structures, nuclear distances, negative potential energy, etc

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Building blocks are missing... Lewis dot structures, nuclear distances, negative potential energy, etc

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Too big of a jump from endo/exo to nuclear distances.

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For the BCR prompt are they providing the equations on t

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For the BCR prompt are they providing the equations on t

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synthesis NH3 + HCl --NH4Cl
combustion Al + O2 -->  Al2O3
organic combustion ok
double replacement
Ca(NO3)2 + NaOH --> NaNO3 + Ca(OH)2

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on page one is mentions that all materials must be original, but then on page three the instructions mention that materials may come from online sources?

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Can a list of "possible" reactions be generated?

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Can a list of "possible" reactions be generated?

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How can we identify cooking processes that have discernible chemical reactions that can be identified at the molecular level? Some processes clearly have this, but many don't

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Is each Task assessed separately? Is only Task 5 assessed? Are these county or school-based decisions?

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Is each Task assessed separately? Is only Task 5 assessed? Are these county or school-based decisions?

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What are the specific criteria for assessment of each task? Are teachers expected to design rubrics or assessment criteria or are there "universal" rubrics for each task?

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What are the specific criteria for assessment of each task? Are teachers expected to design rubrics or assessment criteria or are there "universal" rubrics for each task?

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It may be helpful for teachers and students to see an exemplar for each task.

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It may be helpful for teachers and students to see an exemplar for each task.

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Page 13 - It may be helpful to students if there was a prompt following the link list instructing them to write information from the research sites in the space below.

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Page 13 - It may be helpful to students if there was a prompt following the link list instructing them to write information from the research sites in the space below.

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why are tasks 3 and 4 separate tasks? Shouldn't the change in energy affect the change at the molecular level?

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I'm very concerned about the use/lack of units. Why are we letting them use tablespoons and cups? Will our students not need to understand SI units?

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Task 2 do they only need to understand molar ratios? At this point they do not understand chemical reactions

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Can I narrow the reactions down to an amount like 4 and leave option if the student wants to do more.

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Can I narrow the reactions down to an amount like 4 and leave option if the student wants to do more.