experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of scientific research on society and the environment Unit 3: Chemistry Concepts 10 Periods 5. The student analyzes the role of acids and bases in the food sciences. The student 450 Minutes is expected to: Explore the basic chemistry concepts that relate to (A) evaluate physical and chemical properties of acids and bases food science. Students will Recognize chemical symbols on the periodic table for common 7. The student examines the chemical properties of food. The student is expected to: elements and their role as the building blocks for (A) describe elements, compounds, mixtures, and formulas related to food compounds in food. Students will be able to science; define matter and compare and contrast (B) compare heterogeneous and homogeneous mixtures; substances (elements and compounds) and (C) use chemical symbols, formulas, and equations in food science; and mixtures (homogenous and heterogeneous). (D) analyze chemical and physical changes in food Students will explain and demonstrate how heat is 8. The student analyzes solutions, colloids, solids, gels, foams, and emulsions in transferred via conduction, convection food science. The student is expected to: and radiation. Students will compare the effect of (A) identify the solvent and solute in a given solution; various temperatures on rates of chemical and (B) compare unsaturated, saturated, and supersaturated solutions, including physical properties. Students will define acid, base boiling and freezing points; and salt, and describe the pH scale and how to (C) calculate the concentration of a solution using mass percent; measure pH. (D) describe the properties of colloidal dispersions 9. The student analyzes the functions of enzymes in food science. The student is expected to: (B) explain the relationship between an enzyme and a substrate
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of scientific research on society and the environment Unit 3: Chemistry Concepts Explore the basic chemistry concepts that relate to food science. Students will Recognize chemical symbols on the periodic table for common elements and their role as the building blocks for compounds in food. Students will be able to define matter and compare and contrast substances (elements and compounds) and mixtures (homogenous and heterogeneous). Students will explain and demonstrate how heat is transferred via conduction, convection and radiation. Students will compare the effect of various temperatures on rates of chemical and physical properties. Students will define acid, base and salt, and describe the pH scale and how to measure pH. 10 Periods 450 Minutes 5. The student analyzes the role of acids and bases in the food sciences. The student is expected to: (A) evaluate physical and chemical properties of acids and bases 7. The student examines the chemical properties of food. The student is expected to: (A) describe elements, compounds, mixtures, and formulas related to food science; (B) compare heterogeneous and homogeneous mixtures; (C) use chemical symbols, formulas, and equations in food science; and (D) analyze chemical and physical changes in food 8. The student analyzes solutions, colloids, solids, gels, foams, and emulsions in food science. The student is expected to: (A) identify the solvent and solute in a given solution; (B) compare unsaturated, saturated, and supersaturated solutions, including boiling and freezing points; (C) calculate the concentration of a solution using mass percent; (D) describe the properties of colloidal dispersions 9. The student analyzes the functions of enzymes in food science. The student is expected to: (B) explain the relationship between an enzyme and a substrate
HT%20Food%20Science%20Scope%20and%20Sequence%20June%202017_9_0%20%281%29.docx