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Eastern High Science
  1. Chemistry Topics: 1) Matter and Measurement, 2) Atoms, Molecules, and Ions, 3) Stoichiometry, 4) Aqueous Solutions, 5) Thermochemistry, 6) Periodic Properties, 7) Solids, Liquids, and Gases, 8) Chemical Bonding, 9) Molecular Geometry, 10) Properties of Solutions, 11) Chemical Kinetics, 12) Chemical Equilibrium, 13) Acid-Base Chemistry, 14) Thermodynamics, 15) Electrochemistry, 16) Nuclear Chemistry

 

 

The scientific standards at the high school level are directly aligned with Kentucky's Academic Expectations. Science standards
are organized around seven "Big Ideas" that are important to the discipline of science. These big ideas are: Structure and
Transformation of Matter, Motion and Forces, The Earth and the Universe, Unity and Diversity, Biological Change, Energy
Transformations and Interdependence.
 

Today’s classroom contains students from a variety of backgrounds with a variety of learning styles, challenges, and strengths. 

The goal of Kentucky Science is to inspire students to reach their educational potential. The objective is for the student to

understand that learning is like playing a game or sport. When the student practices the play or routine multiple times, then

the task will become part of long term memory and promote new product efficiencies. The content starts with chemical inquiry,

moves to element analysis, reaction types and rates, mole concepts, gases, and ends with the Chemistry of Life.

 

Big Idea: Energy Transformations

 

Energy transformations are inherent in almost every system in the universe- from tangible examples at the elementary

level, such as heat production in simple Earth and physical systems to more abstract ideas beginning at middle school,

such as those transformationsinvolved in growth, dying and decay of living systems. The use of models to illustrate

the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from

the macroscopic level of observation and evidence (primarily elementary school)to the microscopic interactions at the

atomic level (middle and high school levels). Students in high school expand their understanding of constancy through

the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect

ideas about matter with energy transformations within all living, physical and Earth systems.

 

 

  • Fact vs Faith Fact vs Faith There are many believers in science and religion, so the argument here is fact or faith. Fact vs Faith Faith believes in something that can’t be proven real. A miracle is claimed to happen but can’t be explained. Religion does not change because the events associated with the details of the religion involve life and death.
  • Experiments vs Belief Experiments vs Belief In science, you can’t say something is true unless it is proven. The goal of science is to prevent waste and make the best of the natural resources that we often use. Experiments vs Belief Experiments are based on problems where as beliefs are based on opinion. Science consists of facts and investigating the methods needed to efficiently make a product, while religion consists of beliefs based on life and death events. Religion is taught at a young age and changes as you mature, where science is continually changing.
  • Fact vs Imagination Fact vs Imagination Religion doesn’t deny all science, some religions believe in the Big Bang theory. Most if not all religions are based on fallible writings. In a finite universe there would be no accountability because everything is interchangeable. Fact vs Imagination Religious beliefs are things that people think are real but actually isn’t proven. Some cultures beliefs are bigger than facts. Christianity believes that God created everything and we don’t have the super natural powers to test it.
  • Science vs Religion Science vs Religion Science believes in evolution and religions believe in various origins from Adam and Eve. Science vs Religion The meaning of science is knowing attained through study or practice. All religions have common beliefs, moral values, deities, and sacred texts of books that they go by. Religion is a way of life that promotes accountability.
  • Miracles vs Theory If there is a murder, science can be used to test blood samples. Sometimes criminals get away with their crime, and this is where religion comes in, and says that an afterlife will result in judgment.
  • Fact vs Fiction Faith is sometimes associated with fiction. Faith is a belief. A Fiction belief can’t be proven.
     

Academic Expectations

  • Students understand scientific ways of thinking and working and use those methods to solve real life problems.
  • Students identify, analyze, and use patterns such as cycles and trends to understand past, present, and predict possible future events.
  • Students use the concepts of scale and scientific models to explain the organization of nonliving things.
  • Students understand that under certain conditions nature tends to remain the same or move toward balance.

 

High School Enduring Knowledge - Understandings - Students will understand that

  • the configuration of atoms in a molecule determines the molecule's properties. Shapes are particularly important in how molecules interact.
  • biological, chemical, physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.
  • when elements are listed in order by their number of protons, the same sequence of properties appears over and over again
  • the structure of the periodic table reflects this sequence of properties, which is caused by the repeating pattern of outermost electrons
  • not all atoms of an element are truly identical. Some vary in their number of neutrons (isotopes) or electrons (ions).
  • These variations result in properties which are different than the more common forms of the element.
  • Changes of state occur when enough energy is added or removed from the atoms/molecules.

  • Examining the Behavior of an Electron Examining the Behavior of an Electron
  • Hydrogen is explosive. Hydrogen is explosive.
  • Students love to make things explode. Students love to make things explode.
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  • Most solids expand as they are heated, and if sufficient energy is added the atoms / molecules lose their rigid structure.
  • In gases the energy of vibration is enough that individual atoms/molecules are free to move independently.
  • Elements are able to form an almost limitless variety of chemical compounds by the sharing or exchange of their electrons.
  • The rate at which these combinations occur is influenced by a number of variables.
  • The compounds produced may vary tremendously in their physical and chemical properties.
  • Chemical reactions have a variety of essential real-world applications, such as oxidation and various metabolic processes.
  • A system may stay the same because nothing is happening or because things are happening but exactly counterbalance one another.
  • Accurate record-keeping, openness and replication are essential for maintaining credibility with other scientists and society.

 

Big Idea: Structure and Transformation of Matter (High School Skills and Concepts) Students will:

  • Classify samples of matter from everyday life as being elements, compounds, or mixtures.
  • Investigate the kinetic molecular theory of matter
  • Construct and/or interpret diagrams that illustrate ionic and covalent bonding
  • predict compound formation and bond type as either ionic or covalent
  • Identify and test variables that affect reaction rates
  • Use evidence data from chemical reactions to predict the effects of changes in variables (concentration, temperature, or catalysts)
  • Explore the relationships among temperature, particle number, pressure, and volume in the Universal Gas Law.
  • Explain the organizational structure (design) and communicate the usefulness of the Periodic Table to determine potential combination of elements

  • Ununpentium by William Lile Ununpentium by William Lile What is Ununpentium?
  • Chemistry Element Project Chemistry Element Project
  • Boron by Madison Raque Boron by Madison Raque
  • Copper Sydney Cline Copper Sydney Cline
  • Chrome by Destiny Lane Chrome by Destiny Lane
  • Carbon by Carlton Warren Carbon by Carlton Warren Carbon my daily uses!
  • Helium by Alina Levitt Helium by Alina Levitt
  • Sulfur by Trey Moses Sulfur by Trey Moses
  • Lead by Juliet McKinney Lead by Juliet McKinney
  • Hydrogen by Morgan Zachary Hydrogen by Morgan Zachary
  • Magnesium by Michael Kaufling Magnesium by Michael Kaufling
  • Gold by Michael Grosse Gold by Michael Grosse
  • Krypton by Aidan Emory Krypton by Aidan Emory
     

  • investigate the role of intermolecular or intra molecular interactions on the physical properties of compounds.
  • relate the chemical behavior of an element, including boiling, to its location on the periodic table
  • relate the structure of water to its function as the universal solvent
  • design and conduct experiments to determine the conductivity of various materials
  • create and or interpret graphs and equations to depict and analyze patterns of change
  • explore real life applications of a variety of chemical reactions (acid base, oxidation, rusting, tarnishing)
  • communicate findings / present evidence in an authentic form (trans active writing, public speaking, multimedia presentations)
  • generate investigable questions and conduct experiments or non-experimental research to address them, using evidence to defend conclusions

 

 

Big Idea: Motion and Forces - Academic Expectations:

  • Students understand scientific ways of thinking and working and use those methods to solve real life problems.
  • Students identify, analyze and use patterns such as cycles and trends to understand past and present events and predict possible future events.
  • Students identify and analyze systems and the ways their components work together or affect each other.

  • Taylor Horton blows up her pumpkin Taylor Horton blows up her pumpkin
     

Enduring Knowledge - Understandings - Students will understand that:

  • The strength of the gravitational force between objects is proportional to the masses
  • This force weakens rapidly with increasing distance between them
  • Electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between the atoms.
  • At the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together producing chemical reactions
  • On a larger scale, these forces hold solid and liquid materials together and act between objects when they are in contact
  • The forces that hold the nucleus of an atom together are much stronger than the electromagnetic force.
  • This is the reason great amounts of energy are released from the nuclear reactions in the sun and other stars.

Water to wine demo, can you determine what is different about the set of reactions in the picture on the right

compared to the picture on the left? Ammonia is very volatile and will escape into the atmosphere easily.

  • Nitrogen by Spencer Foreman Nitrogen by Spencer Foreman
  • Technetium by Bradley Luttrell Technetium by Bradley Luttrell
  • Chlorine by Nina Carroll Chlorine by Nina Carroll
  • Iron by Victoria Jarrett Iron by Victoria Jarrett Fire up that grill. Yum!
  • Caesium by Elizma Lee Caesium by Elizma Lee
  • Domesticated Oxygen by Lauren Falk Domesticated Oxygen by Lauren Falk
  •  Potassium by Molly Rector Potassium by Molly Rector
  • Neon by Natalie Cox Neon by Natalie Cox
  • Xenon by Austin Hegstad Xenon by Austin Hegstad
  • Platinum by Aundreya Chandler Platinum by Aundreya Chandler
  • Sodium by William Gray Sodium by William Gray
  • Zinc by Corey Young Zinc by Corey Young
  • Barium by Kaylee Joyner Barium by Kaylee Joyner
     

Big Idea: The Earth and the Universe

The Earth system is in a constant state of change. These changes affect life on Earth in many ways. At the high school level,

most of the emphasis is on why these changes occur. An understanding of systems and their interacting components will

enable students to evaluate supporting theories of Earth changes. The use of models and observance of patterns to explain common

phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. Patterns play an

important role as students seek to develop a conceptual understanding of gravity in their world and in the universe. High school is

the time to bring all of the ideas together to look at the universe as a whole. Students will use evidence to evaluate and analyze theories

related to the origin of the universe and all components of the universe.

 

In the first photo, Cameron

and Taylor donate pumpkins for demolition. Lauren Burch finds one in a million. Sergeant England of the Marine Corps talks about how he is

privileged to serve our great Nation. Jamall Hayes demonstrates the Tesla coil. Crue shows how when metals are mixed and form

alloys they become magnetic. Magnets led JJ Thompson to the discovery of the electron in the structure of the atom.

Cameron Clark gets excited about happy 12/12/12 12:12:12 day. Dayton's data burning Mg to prove the formula MgO.

  • Thomas Edison Biography by Cameron Hall Thomas Edison Biography by Cameron Hall by Cameron Hall
  • Stanley Eddington Biography by Nina Carroll Stanley Eddington Biography by Nina Carroll
  • Invention of Christmas Lights by Jackie Hartnett Invention of Christmas Lights by Jackie Hartnett
  • Invention of X-rays by Morgan Zachary Invention of X-rays by Morgan Zachary
  • Invention of The Car by O'Sha Rogers Invention of The Car by O'Sha Rogers
  • Thomas Edison by Elizma Lee Thomas Edison by Elizma Lee
  • Frankenstein by Anna Richardson Frankenstein by Anna Richardson
  • Galileo by Sydney Ferrara Galileo by Sydney Ferrara
  • Mustang 2014.5 by Ramona Rowan Mustang 2014.5 by Ramona Rowan
     

High School Enduring knowledge - Understandings - Students will understand that:

Cassandra Manzo, Shea Otoole, and Olivia Soto demonstrate the first engine invented by Hero of Alexandria. Everybody needs a hero.

Students pictured below are demonstrating how to separate a mixture and learning the indicators of a chemical change.

  • Chemical Change - Production of a new substance Conservation of Mass observing a chemical change Donnivien Bertram and Isaac Marshall place the alka-seltzer tablet in the gatorade bottle as fast as possible to get the best results. Chemical Change - Production of a new substance Isaac Marshall and Donnivien Bertram demonstrate a chemical change.
  • Physical Change - cutting, boiling, no new substance formed Student prepares mixture to be seperated. Sajan Patel accurately measures 5.00g of NaCl with a precise balance. Physical Change - cutting, boiling, no new substance formed Sajan Patel perpares a mixture for a seperation by physical means.
  • Filtration a method to seperate a mixture Students prepare the salt water mixture to be heated for final seperation of substances. Kurtis Wolf and Cameron Hall pour the mixture into filter paper to prepare the salt water for distillation. Filtration a method to seperate a mixture Kurtis Wolf and Cameron Hall seperate a mixture using filtration to remove the sand.
  • Preparing a chemical change with water and alka seltzer Conservation of Mass with focus on chemical change Ricky White and Shawn Stafford place water in a gatorade bottle with alka-seltzer, then measure mass before and after reaction and conclude that mass is conserved. Preparing a chemical change with water and alka seltzer Shawn Stafford and Ricky White measure the materials on a balance for the reaction.
  • Seperating a mixture Students separate the sand from the water and salt. Victoria Jarrett and Malcolm Wells seperate the sand from salt water with filter paper. Seperating a mixture Victoria Jarrett and Malcolm Wells work to prepare the solution to be boiled to seperate the salt from the water.
  • Preparing a Heterogeneous Mixture Students prepare a mixture for seperation by physical change. Preparing a Heterogeneous Mixture Isaiah Holley and Victoria Jarrett measure out substances to be mixed.
  • Paper Chromatography Paper Chromatography seperation of a mixture Drey Terell and Carlton Warren cut filter paper and mark it with a pencil. Next they place a small drop of green food color. Green food coloring is an example of a homogeneous mixture. Paper Chromatography Drey Terrell and Carlton Warren work to Seperate a mixture of green food coloring.
  • Evidence that Homogeneous mixtures can be seperated by physical means Yellow and Blue make green Samantha Whitehead and Jalen Glover present the seperation of green food color into yellow and blue. They discuss how the yellow is a larger molecule, since it is closer to the sample line. Evidence that Homogeneous mixtures can be seperated by physical means Samantha Whitehead and Jalen Glover show their final product. The solvent moved the smaller blue dye further up the paper seperating it from the yellow dye.
  • Paper Chromotography in action Paper Chromatography in action Devin Watkins demonstrates the movement of the pigments to the solvent front. Devin states that the smaller molecules travel farther up the paper. Blue is a smaller dye than yellow and it is a charged molecule. Paper Chromotography in action Devin Watkins demonstrates the movement of dyes and the eventual seperation of the mixture of green food coloring.
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Big Idea: Energy Transformations

Energy transformations are inherent in almost every system in the universe - from tangible examples at the elementary level, such as heat production in simple Earth and physical systems to more abstract ideas involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence to the microscopic interactions at the atomic level. Students will expand their understanding of constancy through the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect ideas about matter with energy transformations within all living, physical and Earth systems.

 

Big Idea: Energy Transformations: High School Enduring Knowledge - Understandings and Academic Expectations

  • Exothermic Reaction compared to Endothermic Reaction Exothermic Reaction compared to Endothermic Reaction
  • Molly Gilkison observes an Endothermic Reaction Molly Gilkison observes an Endothermic Reaction
  • Amanda Frank and Jamaal Hayes observe an Exothermic Reaction Amanda Frank and Jamaal Hayes observe an Exothermic Reaction
  • Amanda Frank and Jamaal Hayes observe an Endothermic Reaction Amanda Frank and Jamaal Hayes observe an Endothermic Reaction
  • Eric Dryden and Savannah Ramirez observe a detailed Exothermic Reaction Eric Dryden and Savannah Ramirez observe a detailed Exothermic Reaction
  • O'Sha Rogers and Morgan Zachary observe an Exothermic Reaction O'Sha Rogers and Morgan Zachary observe an Exothermic Reaction
  • O'Sha Rogers presents an Endothermic Reaction (energy is absorbed and the reaction gets cold) O'Sha Rogers presents an Endothermic Reaction (energy is absorbed and the reaction gets cold)
  • Trenton Abell demonstrates an Exothermic Reaction (energy is released and the reaction gets hot) Trenton Abell demonstrates an Exothermic Reaction (energy is released and the reaction gets hot)
  • Kaitlyn Hill and Aidan Emory present an Endothermic reaction that is below the freezing point Kaitlyn Hill and Aidan Emory present an Endothermic reaction that is below the freezing point
     

Big Idea: Energy Transformations - high school enduring knowledge - understandings

 

Faith Jackson burns steel wool producing iron oxide a new product, thus a chemical change occurs. Dela Fox and Trey Moses

heat glass and bend it to a 90 degree angle demonstrating a physical change.

Casey Allen and Madison Raque compare the mass

of a 2007 penny to a 1964 penny. Isotopes are

elements that have the same visual appearance,

but different mass. Casey tests students to see if

they can feel a difference in the mass of the two

pennies by asking them to close their eyes and

placing a penny in each hand. More than half could

not tell the difference in mass. Madison explained

how elements change into new elements and die

because of the neutron.

 

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Is Chemilluminescence a chemical reaction? A survey was taken and data collected.

 

Chemiluminescence is the generation of electromagnetic radiation as light by the release of energy from a chemical reaction. While

the light can, in principle, be emitted in the ultraviolet, visible or infrared region, those emitting visible light are the most common.

Since radiation is being emitted one would think that the reaction would be nuclear. However, nuclear reactions emit radiation

continuously and this is the primary reason radioactive elements are dangerous. The chemiluminescence reaction lasted only a

couple of minutes, so it is a chemical reaction that emits light. Students learned that we are not certain as to how the photons

are stored in the elements producing the luminescence. When the class was polled about whether the reaction was nuclear it

responded 76 yes and 54 no.

Making ionic compounds using the criss cross method of charge balance, and introduction to naming compounds.

Mike Sanford and Charles Grosse make nice to the pumpkins. It is not just guys that like to blow things up. Kaitlyn Baker prepares

to explode the green balloon symbolic to defeating Western High in the homecoming football game. We blew them out by 20 points.

  • Synthesis of water by reacting hydrogen with oxygen in balanced amount. Synthesis of water by reacting hydrogen with oxygen in balanced amount.
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The first balloon is filled with oxygen, as seen the balloon does not show much of a reaction. This is due to the

lack of a carbon source necessary for combustion. The majority of the oxygen mixes with the atmosphere. The second

balloon contains a mixture of hydrogen and oxygen and upon ignition produces a loud explosion. When the oxygen

is limiting, then the hydrogen spreads out and the flame covers a larger volume decreasing the atmospheres

ability to contain the reaction and produce a larger sonic boom.

  • This reaction shows oxygen limiting and excess hydrogen with the flame covering a larger volume.  This reaction shows oxygen limiting and excess hydrogen with the flame covering a larger volume. The purpose is to show students that future cars that run on hydrogen will not be as explosive as what is seen when the space shuttle launched. The space shuttle carried both hydrogen and oxygen and thus had more power to carry the load to outer space.
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Big Idea Energy Transformations (unifying concepts) students will understand that:

  • Balancing Equations Balancing Equations Class
  • Balancing Equations Balancing Equations Casey Allen
  • Balancing Equations Balancing Equations Shala Mudd
  • Balancing Equations Balancing Equations Kenton Stark
  • Balancing Equations Balancing Equations Victoria Jarrett
  • Balancing Equations Balancing Equations Samantha Whitehead
  • Balancing Equations Balancing Equations Conner Goodman
  • Balancing Equations Balancing Equations Jamaal Hayes
  • Balancing Equations Balancing Equations Benjamin Bilbro
  • Balancing Equations Balancing Equations Brad Luttrell
  • Balancing Equations Balancing Equations Deja Dickerson
  • Balancing Equations Balancing Equations Sarah Carney
  • Balancing Equations Balancing Equations Lauren Falk
  • Balancing Equations Balancing Equations Brittney Acton
  • Balancing Equations Balancing Equations O'Sha Rogers
  • Balancing Equations Balancing Equations Shala Mudd

Big Idea: Energy Transformations continued

In the above reaction, zinc dissolves in the hot concentrated sodium hydroxide to form sodium zincate. When the copper penny

is added to the solution, an electrochemical couple formed by the copper-zinc contact causes the zincate ion to migrate

to the copper surface where it is decomposed and reduced to metallic zinc by hydrogen which forms a coating on the penny.

When the penny is heated the zinc diffuses into the copper to form a layer of the alloy brass.

Based on the balanced equation 84 grams of sodium bicarbonate (baking soda) will produce 58 grams of sodium chloride

(table salt). This info can be used to predict how much sodium chloride can be produced with 0.4 grams baking soda.

Leaders: Casey Allen and Donnivien Bertram

Based on the balanced equation 106 grams of sodium carbonate will react with 72 grams hydrochloric acid to produce 116 grams

sodium chloride. The first mole ratio reaction used 0.4 grams of sodium bicarbonate to produce 0.27 grams of sodium chloride.

The second mole ratio reaction used 0.4 grams of sodium carbonate to produce 0.43 grams of sodium chloride. Students observed

that there is more than one way to produce a product and research must be done to find the best way to produce the

desired product.

  • Determination of Chemical Formulas Determination of Chemical Formulas
  • Anna Hall and Destiny Lane Anna Hall and Destiny Lane
  • Taylor Kaelin Taylor Kaelin
  • Marissa Thompson and Victoria Jarrett Marissa Thompson and Victoria Jarrett
  • Bradly Luttrell and Michael Sanford Bradly Luttrell and Michael Sanford
     

Big Idea: Energy Transformations - high school skills and concepts

Big Idea: Energy Transformations continued

  • describe how science and technology interact. Research and investigate the impact of technology on society and how technological advances have driven scientific research.

  • Ashley Wysocki has got her eye on stoichiometry. Ashley Wysocki has got her eye on stoichiometry. Ashley Wysocki has got her eye on stoichiometry.
  • 0.55 grams Sodium Sulfite is reacted with excess 3M HCl to yield a theoretical of 0.50 grams NaCl or table salt. 0.55 grams Sodium Sulfite is reacted with excess 3M HCl to yield a theoretical of 0.50 grams NaCl or table salt. 2nd period 0% yield, 3rd period 86% yield, 4th period 108% yield, 5th period 21% yield, 6th period 66% yield, 7th period 156% yield Forth period had the overall best yield or least amout of error. This could be a result of a combined proper math use and good lab technique.
  • Kameron Doleman and Cictoria Jarrett making stoichiometry happen.  2nd period 0% Kameron Doleman and Cictoria Jarrett making stoichiometry happen. 2nd period 0%
  • Cody Wilson measuring acid for a stoichiometry reaction. 3rd period 86% yield, 4th period 108% yield Cody Wilson measuring acid for a stoichiometry reaction. 3rd period 86% yield, 4th period 108% yield
  • Taylor Kaelin and Nina Carrol. 5th period 21% yield, 6th period 66% yield, 7th period 156% yield Taylor Kaelin and Nina Carrol. 5th period 21% yield, 6th period 66% yield, 7th period 156% yield
  • Ross Oniel and Austin Hegstad mix the 0.5grams of sodium sulfite with the excess HCl.  Producing the overall best results. Ross Oniel and Austin Hegstad mix the 0.5grams of sodium sulfite with the excess HCl. Producing the overall best results.

Big Idea: Interdependence - unifying concepts

It is not difficult for students to grasp the general notion that species depend on one another and the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions with one another and their physical surroundings, and the complexity of such systems. At the high school level, the concept of an ecosystem should bring coherence to the complex array of relationships among organisms and environments that students have encountered. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number, and kinds of species, productivity and the effect of human interaction.

  • Combustion Demonstration of Ethyl Alcohol Combustion Demonstration of Ethyl Alcohol
     

 

  • It's a rocket (Alka-Seltzer) and water.  Change in pressure causes the pop. :) It's a rocket (Alka-Seltzer) and water. Change in pressure causes the pop. :)

Big Idea: Interdependence - high school enduring knowledge - understandings

  • http://www.whas11.com/younews/202010621.html http://www.whas11.com/younews/202010621.html
     

Big Idea: Interdependence - high school skills and concepts

  • Dreon Ballard and Spencer Foreman model a fire extinguisher filmed by Jason Curran. Dreon Ballard and Spencer Foreman model a fire extinguisher filmed by Jason Curran. Carbon dioxide is a gas produced in a fire extinguisher when an acid is mixed with a base. The carbon dioxide is heavier than the air and falls to the ground. The wind prevents us from all sufficating from the carbon dioxide produced from daily buring of fossil fuels.
 
 
 
 

  • Derick Fenwick points to the Boyles Law Apparatus Derick Fenwick points to the Boyles Law Apparatus
  • Issaac Marshall and Conner Goodman explain how pressure affects volume of a gas (boyle's law) Issaac Marshall and Conner Goodman explain how pressure affects volume of a gas (boyle's law)
  • Anna Hall and Issaac Marshall record data from the apparatus Anna Hall and Issaac Marshall record data from the apparatus
  • Anna and Issacc record more data Anna and Issacc record more data
  • Taylor Kaelin records data from the volume change. Taylor Kaelin records data from the volume change.
  • Curtis Wolf and Ashley Wysocki observe the volume of water the is pushed into the inner tube. Curtis Wolf and Ashley Wysocki observe the volume of water the is pushed into the inner tube.
  • Victoria Jarrett makes an accurate measurement of a volume change. Victoria Jarrett makes an accurate measurement of a volume change.
  • Victoria Jarrett uses boyles law to mathematically calculate the pressure change. Victoria Jarrett uses boyles law to mathematically calculate the pressure change.
  • Juliet McKinney observes the movement of the inner tube which increases the pressure of the gas inside the tube. Juliet McKinney observes the movement of the inner tube which increases the pressure of the gas inside the tube.
  • Jamaal Hayes takes a reading of the volume of water in the inner tube or measures volume #2. Jamaal Hayes takes a reading of the volume of water in the inner tube or measures volume #2.
  • Mike makes a meaurement of the volume change. Mike makes a meaurement of the volume change.

  • Charles Law Materials Charles Law Materials
  • Charles Law Students in Action Charles Law Students in Action

  • William Lile demonstrates Charles Law with the fire syringe. William Lile demonstrates Charles Law with the fire syringe.
     

  • Donnivien Bertram and Isaac Marshall demonstrate an Oscillating Reaction Donnivien Bertram and Isaac Marshall demonstrate an Oscillating Reaction Are chemical reactions reversible?

     

  • Derek Fenwick, Bradley Luttrell, Peter Tsueda, Jordan Coughenour Derek Fenwick, Bradley Luttrell, Peter Tsueda, Jordan Coughenour
  • Jamaal Hayes, Derek Fenwick, Taylor Kaelin, Kurtis Wolf Jamaal Hayes, Derek Fenwick, Taylor Kaelin, Kurtis Wolf

  • Casey Allen, Mike Kaufling, Justin Gill, Aundreya Chandler, &Cameron Hall Casey Allen, Mike Kaufling, Justin Gill, Aundreya Chandler, &Cameron Hall
  • Mariana Lane, Molly Rector, Donnivien Bertram "Bones", Bryan Blanton - Milk of Magnesia uses Magnesium Hydroxide to neutralize acid. Mariana Lane, Molly Rector, Donnivien Bertram "Bones", Bryan Blanton - Milk of Magnesia uses Magnesium Hydroxide to neutralize acid.
     

  • Molly Gilkison, Shawn Stafford, and Marissa Thompson prepare the buffer demonstration. Molly Gilkison, Shawn Stafford, and Marissa Thompson prepare the buffer demonstration.
  • Isaac Marshall, Ross Oneil, Jalen Glover, Spencer Foreman, Lauren Williamson, and Destiny Lane prepare the buffer demo. Isaac Marshall, Ross Oneil, Jalen Glover, Spencer Foreman, Lauren Williamson, and Destiny Lane prepare the buffer demo.
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  • Eastern High Chemistry Students performing experiments. Eastern High Chemistry Students performing experiments. Students perform experiments in the Lab. Leavo is a powerpoint conversion program
     

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