Webquest+Storyboard+and+Learning+Outcomes

What is the Composition of a Marshmallow?


 * **Learning Outcomes** ||
 * **// Established Goal(s): //** ||  ||   || NJ Core Curriculum Content Standards ||
 * ||  ||   || ** 5.2 Physical Science ** All students will understand that physical science principles, including fundamentals ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living and Earth systems science. ||
 * ||  ||   || **// Subject/ Grade/ Domain : //**// High School //
 * By the end of Grade 12 ** ||
 * ||  ||   || ** B. Changes in Matter: ** Substances can undergo physical or chemical changes to form new substances. Each change involves energy. ||
 * ||  ||   || ** Content: ** (An atom’s electron configuration, particularly of the outermost electrons, determines how the atom interacts with other atoms. Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositely charged ions. A large number of important..) Reactions involve the transfer of either electrons or hydrogen ions between reacting ions, molecules or atoms. In other chemical reactions, atoms interact with one another by sharing electrons to create a bond.
 * **5.12.B.2 Describe** (oxidation and reduction) reactions, and give examples of (oxidation and reduction) reactions (that have an impact on the environment), such as corrosion and //the burning of fuel//.
 * The conservation of atoms in chemical reactions leads to the ability to //calculate the mass of products and reactants// using the mole concept.
 * **5.12.B.3** Balance chemical equations by applying the law of conservation of mass. ||
 * **5.12.B.3** Balance chemical equations by applying the law of conservation of mass. ||

What should they eventually be able to do as a result of such knowledge and skill?
 * **Understanding(s):**
 * Reactions involve the transfer of either electrons or hydrogen ions between reacting ions, molecules or atoms. In other chemical reactions, atoms interact with one another by sharing electrons to create a bond.
 * The conservation of atoms in chemical reactions leads to the ability to calculate the mass of products and reactants using the mole concept.
 * || **Essential Question(s):**
 * What is a marshmallow?
 * Is sugar (C12H22O11), the main component of a marshmallow, a molecular or ionic compound?
 * How do you calculate percent mass of carbon in marshmallow?
 * How can you help S’mores company determine whether or not their marshmallow factory is performing optimally? (Calculate percent error.)
 * Do you agree or disagree? ||
 * **Students will know...**
 * The Law of Conservation of Mass involves balancing atoms in a chemical equation/reaction.
 * The difference between a molecular compound and ionic compound and how to differentiate between them.
 * Percent error can be determined after calculating percent mass of an element (theoretical yield) by subtracting it from experimental value or actual yield.
 * Molar mass of a compound or substance is the || **Students will be able to...**
 * Percent error can be determined after calculating percent mass of an element (theoretical yield) by subtracting it from experimental value or actual yield.
 * Molar mass of a compound or substance is the || **Students will be able to...**
 * Balance chemical equations.
 * Calculate molar mass of a marshmallow (C12H22O11).
 * Calculate percent mass of an element (Carbon, in this case).
 * Calculate percent error.
 * Summarize laboratory results.
 * Make generalizations about the process of burning a marshmallow and extrapolate to assess whether or not the procedure would be a valid one for the S’mores Company to practice. Critique the procedure.
 * Discuss and predict what chemical classification the reaction is based on the products of the reaction (Burning a marshmallow).
 * Orally present data and conclusions. ||
 * **Outcomes:**
 * Given a multimedia presentation, the student will complete a cumulative project reflecting information regarding: What a marshmallow is; chemical equations; and balancing equations with at least 80% accuracy.
 * Given information regarding balancing equations, chemical reactions, and percent mass and percent error, the student will burn a marshmallow in lab, calculate percent mass of carbon in a marshmallow, and determine whether or not S’mores company is performing optimally (based on percent error, desirability <10%).
 * Given the formula for a marshmallow (C12H22O11), calculate molar mass and balance the equation for combustion of a marshmallow. Given the products of the reaction, identify what type of reaction it is.
 * Compare and contrast laboratory results to other groups and classes. Determine which is the best or optimal “factory” and which is the worst.
 * Relationship of group’s laboratory results to best and worst factory summarized in presentation or on discussion board.
 * Given a URL to types of reactions, the student will predict the products of reaction as evidenced by one Wikispace post or other approved multiple intelligence activity reflecting rationale and critique with a minimum of two details or observations. ||
 * **Assessment Evidence** ||
 * **Performance Task(s):**
 * Completion of a Google document results survey. (Judged for completeness and accuracy, plus understanding of calculations and laboratory experiment.)
 * Completion of individual portions of group project / portfolio. (Judged by group participation (in the blog) and presentation along with the associated rubric.) || **Other Evidence:**
 * Students will reflect upon their learning through discussion post/s (or blogs), intrapersonal journals or other student selected activities based on multiple-intelligences, and group presentation.
 * Individual assignment asks student to identify what a flame is, based on Alan Alda’s flame challenge. ||