From the 2015 AP Chemistry test free response 2d and 2e, a tutorial on Lewis electron-dot diagram and bond angles for ethanol. [6:20]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

Calculating the necessary energy to recycle aluminum from aluminum oxide which was a question on the 2015 AP Chemistry exam. [6:16]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

Students will use critical thinking, creativity, collaboration and communication skills to create 3D models of bubble wands using Tinkercad CAD software. The Tinkercad software used in this activity is a tool to help students develop a STEM mindset. It is important to allow students to work through the process as independently as possible with the facilitator acting only as a guide.

Estimated time required: 1 class period.

Technology required for this lesson: 3D Modeling Software, Laptop/Desktop, Tinkercad CAD software.

This choice board, created from Google Slides, includes 25 different eBooks about the characteristics and landforms on Earth. These eBooks will help build background knowledge on Ohio's Learning Standards for 4th Grade Science. Share this choice board directly with students and allow them to choose the eBooks they would like to read to learn more about the topic.

Explore the characteristics of inclined planes while observing how drops of colored water flow down a ramp and on different surfaces.

Why do we sometimes see different things when looking at the same object? How does a one-way mirror work? Though most everyone knows that one-way mirrors exist, having students model how they work turns out to be a very effective way to develop their thinking about how visible light travels and how we see images. Initial student models in this 6th grade light and matter science unit reveal a wide variety of ideas and explanations that motivate the unit investigations that help students figure out what is going on and lead them to a deeper understanding of the world around them.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How can containers keep stuff from warming up or cooling down? What keeps different cups or containers from warming up or cooling down? Students begin this 6th grade science unit by experimenting whether a new plastic cup sold by a store keeps a drink colder for longer than the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

Why does a lot of hail, rain, or snow fall at some times and not others? This 6th grade science unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

What causes Earth's surface to change? Mountains move! And there are ocean fossils on top of Mt. Everest! In this plate tectonics and rock cycling unit, students come to see that the Earth is much more active and alive than they have thought before. The unit launches with documentation of a 2015 Himalayan earthquake that shifted Mt. Everest suddenly to the southwest direction. Students also discover that Mt. Everest is steadily moving to the northeast every year and getting taller as well. Students wonder what could cause an entire mountain to move during an earthquake.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How can we make something new that was not there before? Seventh grade chemistry students' conceptual understanding of chemical reactions for middle school science is foundational to much science learning. Understanding atomic level reactions is crucial for learning physical, life, earth, and space science. Even more importantly, they open up new windows of curiosity for students to see the world around them. By seventh grade, students are ready to take on the abstract nature of the interactions of atoms and molecules far too small to see.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How can we use chemical reactions to design a solution to a problem? In this 21-day unit, students are introduced to the anchoring phenomenon—a flameless heater in a Meal, Ready-to-Eat (MRE) that provides hot food to people by just adding water. In the first lesson set, students explore the inside of an MRE flameless heater, then do investigations to collect evidence to support the idea that this heater and another type of flameless heater (a single-use hand warmer) are undergoing chemical reactions as they get warm. Students have an opportunity to reflect on the engineering design process, defining stakeholders, and refining the criteria and constraints for the design solution.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How do things inside our bodies work together to make us feel the way we do? This unit on metabolic reactions in the human body starts out with students exploring a real case study of a middle-school girl named M’Kenna, who reported some alarming symptoms to her doctor. Her symptoms included an inability to concentrate, headaches, stomach issues when she eats, and a lack of energy for everyday activities and sports that she used to play regularly. She also reported noticeable weight loss over the past few months, in spite of consuming what appeared to be a healthy diet. Her case sparks questions and ideas for investigations around trying to figure out which pathways and processes in M’Kenna’s body might be functioning differently than a healthy system and why.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

Where does food come from and where does it go next? This unit on the cycling of matter and photosynthesis begins with 7th grade students reflecting on what they ate for breakfast. Students are prompted to consider where their food comes from and consider which breakfast items might be from plants. Then students taste a common breakfast food, maple syrup, and see that according to the label, it is 100% from a tree.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How does changing an ecosystem affect what lives there? This unit on ecosystem dynamics and biodiversity begins with students reading headlines that claim that the future of orangutans is in peril and that the purchasing of chocolate may be the cause. Students then examine the ingredients in popular chocolate candies and learn that one of these ingredients--palm oil--is grown on farms near the rainforest where orangutans live. This prompts students to develop initial models to explain how buying candy could impact orangutans.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How do changes in the Earth's system impact our communities and what can we do about it? This unit on Earth’s resources and human impact begins with students observing news stories and headlines of drought and flood events across the United States. Students figure out that these drought and flood events are not normal and that both kinds of events seem to be related to rising temperatures. This prompts them to develop an initial model to explain how rising temperatures could cause both droughts and floods and leads students to wonder what could cause rising temperatures, too. This initial work sets students up to ask questions related to the query: How do changes in Earth’s system impact our communities and what can we do about it?

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

Why do things sometimes get damaged when they hit each other? Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How can a sound make something move? In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.