Presentation Rubric For Private Category 445335225115 Clearl

Presentation Rubricprivatecategory445335225115clearly Identifies Law

Presentation Rubric: PRIVATE CATEGORY Clearly Identifies Law Chosen and Defines it Students clearly identifies one of the laws and clearly defines it by theory and conceptual framework Students clearly identifies one of the laws but cannot clearly define its theory or/and conceptual framework Students clearly identifies one of the laws Students are not prepared, but brought a food dish Relevant Science Background Information Uses vocabulary appropriate for the chemistry law chosen. Student effectively communicated to the class the science necessary to understand the research project Uses few vocab relating to law --- Includes 1-2 words, but do not define them; but has appropriate background information on law Uses vocabulary appropriately but do not have appropriate background information on law Uses no vocab words or phrases that are not understood or defined to the class; nor is there relevant information on law chosen. Group Understanding of Project Concept Students demonstrate an understanding of experimental approach. Students effectively communicate materials/ingredients and procedure to Class/teacher by giving an overview Students demonstrate an understanding of experimental approach. But cannot effectively communicate materials/ingredients and procedure to Class/teacher by giving an overview Students cannot demonstrate an understanding of experimental approach. But can effectively communicate materials/ingredients and procedure to Class/teacher by giving an overview Students cannot demonstrate an understanding of experimental approach AND cannot effectively communicate materials/ingredients and procedure to Class/teacher by giving an overview Project Presentation and Written Description Project Presentation name and Written description is original, descriptive, and marketable. Written proposal provides a clear and detailed explanation of what the food dish and how it is unique; and how is it congruent with assigned theme. Project Presentation name and Written description is somewhat original, descriptive, and marketable . Written proposal provides NO clear or detailed explanation of what the food dish and how it is unique; and how is it congruent with assigned theme. NO Project Presentation name or Written description that is original, descriptive, and marketable. Has a Written proposal that somewhat provides a clear and detailed explanation of what the food dish and how it is unique; and how is it congruent with assigned theme. Has NO Project Presentation name and Written description is original, descriptive, and marketable; has no Written proposal provides a clear and detailed explanation of what the food dish and how it is unique; and how is it congruent with assigned theme. Provide Enough for Class consumption Group provides enough Food samples for class consumption Group provides somewhat enough for class consumption Group provides only enough for half of class for consumption Group provides only enough for 1/3 of the class to consume EXTRA CREDIT: Used Visual Aids Well The student uses the visual aid to enhance and improve the presentation. The student uses the visual aid to enhance the presentation. The student uses the visual aid but it does not add to the presentation. The student uses the visual aid but it distracts from the presentation. Originality Food dish/presentation reflects an exceptional degree of student creativity in their creation and/or display. Food dish/presentation reflects somewhat of an exceptional degree of student creativity in their creation and/or display. Food dish/presentation is well prepared, but are based on the designs or ideas of others. No originality made by the student are included. Project Requirements: Written Report (1 page; 2-3 paragraphs; Typed, no double-space): 1. Each team must prepare a Food Description that follows the outline below. a. Name of New Food Product b. Product Description c. Product Recipe and type of Chemical Law implemented i. List of Ingredients and Ingredient Chemical Law Functions ii. Instructions for Preparation You will develop an original food item, complete a written product description, and orally present your product and proposal to the class or teacher(s). You will work in groups of two to four members. All assignments must be typed in paragraph form. All activities and assignments will be completed according to the schedule below. Primary Learning Outcomes: Students will apply chemistry’s, Laws of Conservation Mass, Law of Definite Proportions, OR Law of Multiple Proportions concepts to develop a food dish. Students will develop an understanding of and appreciation for food science and the food industry. Students will acquire knowledge of food product development, food quality, food safety, food processing and preparation, packaging, product storage, and the marketing of new food products. Students will communicate clearly and effectively by oral and written means. Students will develop and demonstrate leadership, team working, and creative thinking skills. CHEMISTRY 1 A FOOD CHEM PROJECT based on Laws of Conservation Mass, Law of Definite Proportions, OR Law of Multiple Proportions In Relation to: Chapter 3: Building Blocks of Atoms

Paper For Above instruction

The integration of chemistry laws into food science presents an innovative approach to understanding both scientific principles and culinary creativity. The primary focus of this project revolves around applying the Laws of Conservation of Mass, the Law of Definite Proportions, and the Law of Multiple Proportions to create and describe a novel food product. Through this process, students develop a comprehensive understanding of how fundamental chemical concepts underpin food development, safety, and quality, fostering an interdisciplinary appreciation that bridges science and culinary arts.

In the initial phase, students are tasked with selecting one of the chemical laws—preferably the Law of Conservation of Mass, the Law of Definite Proportions, or the Law of Multiple Proportions—and clearly defining it within its theoretical and conceptual framework. This involves not only stating the law but also explaining its scientific underpinnings and relevance to food chemistry. For instance, the Law of Conservation of Mass emphasizes that during chemical reactions, mass remains constant, which is critical in food processing and packaging to ensure product stability and safety. Similarly, understanding the Law of Definite Proportions helps in formulating recipes with precise ingredient ratios, crucial for product consistency.

The project encourages students to develop an original food item, providing a detailed product description, recipe, and an explanation of the chemical law implemented through specific ingredients and preparation steps. Students must articulate how each ingredient functions chemically and contributes to the overall integrity of the product, such as how a particular ingredient adheres to the law. For example, the selection of specific ratios of components in a food product can demonstrate the Law of Definite Proportions by maintaining the same proportion of ingredients across batches.

A critical element of the project involves scientific communication. Students will orally present their research, showcasing their understanding of the chemical principles involved and explaining the science behind their food creation to the class. This promotes clear communication skills and reinforces their grasp of the fundamental concepts. Visual aids are encouraged to enhance understanding and presentation quality, and exceptional creativity in food presentation can earn extra credit. The project also necessitates a written report, limited to one page, succinctly describing the food product, recipe, and the chemical law applied, emphasizing clarity and precision.

Beyond the technical execution, the project emphasizes teamwork, leadership, and creative problem-solving. Students must work collaboratively to develop and present a unique food product, demonstrating their ability to apply scientific knowledge practically. Overall, this interdisciplinary project aims to deepen students’ appreciation for food science, enhance their scientific literacy, and develop their communication and teamwork skills, all grounded in core chemical principles related to Chapter 3: Building Blocks of Atoms.