Bio students perform dialysis tubing lab

Erica Everett’s honors biology class study dialysis tubing with a selectively permeable membrane.  The objective of this lab was to understand the effects of semi-permeability.

Students open the dialysis tubing in order to be able to insert a starch and water mixture.  The dialysis tubing has a selectively-permeable membrane, which means it can control which molecules can enter through its specifically-sized pores.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students open the dialysis tubing in order to be able to insert a starch and water mixture. The dialysis tubing has a selectively-permeable membrane, which means it can control which molecules can enter through its specifically-sized pores. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Hannah Soucy pours a mixture of water and starch into the dialysis tubing.  Since starch molecules are relatively large, the molecules cannot fit through the small pores in the membrane of the tubing and the starch remains in the tubing.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Hannah Soucy pours a mixture of water and starch into the dialysis tubing. Since starch molecules are relatively large, the molecules cannot fit through the small pores in the membrane of the tubing and the starch remains in the tubing. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students wash off the exterior of the sealed dialysis tubing to get rid of excess starch.  To display the full effect of selective permeability, the starch must be contained within the tubing.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students wash off the exterior of the sealed dialysis tubing to get rid of excess starch. To display the full effect of selective permeability, the starch must be contained within the tubing. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students put a few drops of iodine in their beaker of water.  Iodine enters the tubing because its molecules are small enough to flow through the tubing’s membrane.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students put a few drops of iodine in their beaker of water. Iodine enters the tubing because its molecules are small enough to flow through the tubing’s membrane. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students place the sealed dialysis tubing in the water and iodine mixture.  The iodine slowly enters the tubing through the membrane to reach an equilibrium, which means that there will be the same concentration of iodine in the tubing and the water outside.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students place the sealed dialysis tubing in the water and iodine mixture. The iodine slowly enters the tubing through the membrane to reach an equilibrium, which means that there will be the same concentration of iodine in the tubing and the water outside. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
The next day, the iodine has entered the tubing, and has reacted with the starch to make it a dark blue coloring.  A molecule in starch called amylose is responsible for the change in color when iodine mixes with it.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
The next day, the iodine has entered the tubing, and has reacted with the starch to make it a dark blue coloring. A molecule in starch called amylose is responsible for the change in color when iodine mixes with it. Credit: Lillian Schrafft for Manchester Essex Multimedia Online

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Health students present information about dangers and effects of drugs

Eric Magers’ health class presents their powerpoints about their assigned drugs.  Students worked in partners or groups of three to answer assigned questions about two or more drugs in their presentations.

Sophomores Julia Przesiek and Emily Dahlen and freshman Jane Grady present about Adderall, Ritalin, and Concerta.  Adderall is used primarily to treat ADHD, and it should not be used without a prescription.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Julia Przesiek and Emily Dahlen and freshman Jane Grady present about Adderall, Ritalin, and Concerta. Adderall is used primarily to treat ADHD, and it should not be used without a prescription. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Madeleine Conway and Amber Paré inform the class about inhalants, whippets, adrenalin, and morphine.  While adrenalin is naturally in the body and morphine is used to treat severe pain, inhalants/whippets are used for a quick high with no medical benefits.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Madeleine Conway and Amber Paré inform the class about inhalants, whippets, adrenalin, and morphine. While adrenalin is naturally in the body and morphine is used to treat severe pain, inhalants/whippets are used for a quick high with no medical benefits. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshman Joseph Cirone explains steroids and GHB to the class.  Both drugs are often illegal when used to improve athletic performance.  For medical uses, GHB can be used as an anesthetic and steroids have a wide range of uses.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshman Joseph Cirone explains steroids and GHB to the class. Both drugs are often illegal when used to improve athletic performance. For medical uses, GHB can be used as an anesthetic and steroids have a wide range of uses. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Avery Shaw and Freshman Christian Hadaegh educate their peers about cough medication and Xanax.  Xanax is used as an antidepressant, and cough medicine is not only used for coughing, but it is also abused and can be addictive.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Avery Shaw and Freshman Christian Hadaegh educate their peers about cough medication and Xanax. Xanax is used as an antidepressant, and cough medicine is not only used for coughing, but it is also abused and can be addictive. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Junior Nathaniel Rautio and Sophomores Samuel Prudden and Louis Masella describe Psilocybin mushrooms and desomorphine, or Krokodil.  Krokodil is composed of codeine, alcohol, gasoline, red phosphorus, iodine, hydrochloric acid, and paint thinner; it is known as a flesh-eating drug due to its large amount of tissue damage/infection.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Junior Nathaniel Rautio and Sophomores Samuel Prudden and Louis Masella describe Psilocybin mushrooms and desomorphine, or Krokodil. Krokodil is composed of codeine, alcohol, gasoline, red phosphorus, iodine, hydrochloric acid, and paint thinner; it is known as a flesh-eating drug due to its large amount of tissue damage/infection. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Tomaz Tofuri and Anthony Brazzo tell the class about marijuana and synthetic marijuana.  Synthetic marijuana, or spice, is a mixture of dried plant material and dangerous chemical additives which cause psychoactive effects.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Tomaz Tofuri and Anthony Brazzo tell the class about marijuana and synthetic marijuana. Synthetic marijuana, or spice, is a mixture of dried plant material and dangerous chemical additives which cause psychoactive effects. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshmen Robert Sarmanian and Jared Zaval introduce information about cocaine, crack, and PCP.  Crack is a type of cocaine that must be smoked because of its rough, rocky texture, and PCP is also known Angel Dust, which can cause psychotic side effects.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshmen Robert Sarmanian and Jared Zaval introduce information about cocaine, crack, and PCP. Crack is a type of cocaine that must be smoked because of its rough, rocky texture, and PCP is also known Angel Dust, which can cause psychotic side effects. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshmen Samantha Booma and Randall Doane display their knowledge about crystal meth and bath salts.  Bath salts are not what their name suggests; they are actually synthetic chemicals that are similar to amphetamines.  Because of the resulting hallucinations and violent behavior, bath salts are known in media as the zombie drug.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshmen Samantha Booma and Randall Doane display their knowledge about crystal meth and bath salts. Bath salts are not what their name suggests; they are actually synthetic chemicals that are similar to amphetamines. Because of the resulting hallucinations and violent behavior, bath salts are known in media as the zombie drug. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Abigail Roundy and Frederick Spofford show their research on LSD and alcohol.   LSD produces anxiety, paranoia, and delusions.   Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Ethan Ketchum and Matthew Kenney give their presentation to the class about research chemicals. Although these chemicals are sometimes sold outside of medicine’s legislation to people as psychoactive drugs, they are meant for laboratory use only and are not intended for human use. Credit: Lillian Schrafft for Manchester Essex Multimedia Online

 

Sophomores Ethan Ketchum and Matthew Kenney give their presentation to the class about research chemicals.  Although these chemicals are sometimes sold outside of medicine’s legislation to people as psychoactive drugs, they are meant for laboratory use only and are not intended for human use.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Abigail Roundy and Frederick Spofford show their research on LSD and alcohol. LSD produces anxiety, paranoia, and delusions. Credit: Lillian Schrafft for Manchester Essex Multimedia Online

 

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Bio students study eukaryotic cells

Erica Everett’s honors biology class used compound microscopes to view onion cells, potato cells, and skin cells.  The students made their own slides from materials given to them, and they replicated what they saw through the microscope on paper, identifying certain parts of each cell.

Students slice potatoes to place on slides, and shortly afterwards they place onto the potato slices drops of iodine which turns starch blue-black.  The pieces had to be extremely thin so that light could pass through and individual cells could be visible.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students slice potatoes to place on slides, and shortly afterwards they place onto the potato slices drops of iodine which turns starch blue-black. The pieces had to be extremely thin so that light could pass through and individual cells could be visible. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students add a drop of methylene blue stain to skin cells to be able to distinguish individual cells and their organelles.  To obtain these cells, students softly scraped the inside of their cheeks with toothpicks and rubbed the toothpick on empty slides.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students add a drop of methylene blue stain to skin cells to be able to distinguish individual cells and their organelles. To obtain these cells, students softly scraped the inside of their cheeks with toothpicks and rubbed the toothpick on empty slides. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Wolf Hahn slices an onion to obtain an extremely thin slice to put on an empty slide.  The slice had to be from the epidermis of the onion because of epidermal cells’ simple structure and transparency.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Wolf Hahn slices an onion to obtain an extremely thin slice to put on an empty slide. The slice had to be from the epidermis of the onion because of epidermal cells’ simple structure and transparency. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Courtney Holley and Bridgett Kiernan adjust the focus on their microscopes to identify the small organelles in each cell.  The students drew the cells on paper according to what they saw through the microscope and   labeled certain organelles.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Courtney Holley and Bridgett Kiernan adjust the focus on their microscopes to identify the small organelles in each cell. The students drew the cells on paper according to what they saw through the microscope and labeled certain organelles. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshman Connor Kapp studies a potato cell under his microscope.  The students learned about leucoplasts in potato cells which store the cell’s starch.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshman Connor Kapp studies a potato cell under his microscope. The students learned about leucoplasts in potato cells which store the cell’s starch. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Santana Tosi and Hannah Soucy attach their slides on the stage of the microcope and study the intricate details.  The students were in groups of two, starting off with one partner observing potato cells and the other partner observing skin cells.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Santana Tosi and Hannah Soucy attach their slides on the stage of the microcope and study the intricate details. The students were in groups of two, starting off with one partner observing potato cells and the other partner observing skin cells. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Hannah Soucy examines her cheek skin cell.  The students were instructed to start studying the cell with a low power magnification to locate the cells on their slides, and then to increase the magnification to be able to see the cells and some of their individual parts.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Hannah Soucy examines her cheek skin cell. The students were instructed to start studying the cell with a low power magnification to locate the cells on their slides, and then to increase the magnification to be able to see the cells and some of their individual parts. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Soucy draws a picture of the cells she can see through her microscope.  The students were told to identify the magnification that they used; low power is 10x, medium power is 100x, and high power is 400x with the specific microscopes that were used.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Soucy draws a picture of the cells she can see through her microscope. The students were told to identify the magnification that they used; low power is 10x, medium power is 100x, and high power is 400x with the specific microscopes that were used. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
An epidermal onion cell is magnified through a microscope.  The faint lines around each cell are the cell walls, which protect the cells and add structural support.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
An epidermal onion cell is magnified through a microscope. The faint lines around each cell are the cell walls, which protect the cells and add structural support. Credit: Lillian Schrafft for Manchester Essex Multimedia Online

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Chemistry Students Alter Color of Pennies

On Thursday November 13, chemistry teacher Keith Gray’s class completed a penny lab. The process of the lab ended in changing the pennies from a copper color to a gold color.

 At the start of the experiment, junior Sarah Reed lit the Bunsen burner with a flint igniter by squeezing it and rubbing the metal together similar to a match. The students needed to light the Bunsen burner in order to heat up the substance to react with the zinc in the penny and to create the zinc plated penny and therefore the silver color.  Credit: Gillian Guerin for Manchester Essex Multimedia Online
At the start of the experiment, junior Sarah Reed lit the Bunsen burner with a flint igniter by squeezing it and rubbing the metal together similar to a match. The students needed to light the Bunsen burner in order to heat up the substance to react with the zinc in the penny and to create the zinc plated penny and therefore the silver color. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Junior Isabella Hickey picked up the beaker with the beaker tongs after the pennies had a few minutes to react in the substance. After taking the pennies out of the beaker, they had to be thoroughly cleaned off in order to make sure there was no more zinc powder on them. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Junior Isabella Hickey picked up the beaker with the beaker tongs after the pennies had a few minutes to react in the substance. After taking the pennies out of the beaker, they had to be thoroughly cleaned off in order to make sure there was no more zinc powder on them. Credit: Gillian Guerin for Manchester Essex Multimedia Online
After the penny was turned silver, the students put it into the flame of the Bunsen burner for a few seconds, which allowed the penny to turn to a gold color. The pennies are brass alloys, which is a substance, composed of two or more metals, in this case copper and zinc. Credit: Gillian Guerin for Manchester Essex Multimedia Online
After the penny was turned silver, the students put it into the flame of the Bunsen burner for a few seconds, which allowed the penny to turn to a gold color. The pennies are brass alloys, which is a substance, composed of two or more metals, in this case copper and zinc. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Chemistry teacher Keith Gray helped one group of students in the process of their lab. Earlier in the lab, this same group of students had some trouble and the substance in their beaker overflowed, but they did as Gray had told them and took the flame away before there was any large amount of damage. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Chemistry teacher Keith Gray helped one group of students in the process of their lab. Earlier in the lab, this same group of students had some trouble and the substance in their beaker overflowed, but they did as Gray had told them and took the flame away before there was any large amount of damage. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The color of the pennies changed from their original copper color at the beginning of the experiment to a gold color at the end of the experiment. The pennies did not actually turn silver or gold; they just looked those colors because of the reactions that they went through in the substance that consisted of sodium hydroxide and zinc powder. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The color of the pennies changed from their original copper color at the beginning of the experiment to a gold color at the end of the experiment. The pennies did not actually turn silver or gold; they just looked those colors because of the reactions that they went through in the substance that consisted of sodium hydroxide and zinc powder. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The students weighed the mass of the pennies before and after the experiment took place. The pennies did not change in mass from when they were a copper color to when they were a gold color. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The students weighed the mass of the pennies before and after the experiment took place. The pennies did not change in mass from when they were a copper color to when they were a gold color. Credit: Gillian Guerin for Manchester Essex Multimedia Online
After the lab was completed, Reed began to complete the packet that went along with the experiment. This standard packet consisted of a page to write down all of the experimental measurements found throughout the lab and also a page of reflection questions about what the students learned in this particular lab. Credit: Gillian Guerin for Manchester Essex Multimedia Online
After the lab was completed, Reed began to complete the packet that went along with the experiment. This standard packet consisted of a page to write down all of the experimental measurements found throughout the lab and also a page of reflection questions about what the students learned in this particular lab. Credit: Gillian Guerin for Manchester Essex Multimedia Online

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Bio students study microscopes

Erica Everett’s honors biology students receive two different types of microscopes and learn the parts and functions of them.

Biology teacher Erica Everett describes the main differences between the dissecting microscope and the compound microscope.  While dissecting microscopes can be used with relatively thick specimen, the compound microscope has to be used with thin slides so that light can pass through.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Biology teacher Erica Everett describes the main differences between the dissecting microscope and the compound microscope. While dissecting microscopes can be used with relatively thick specimen, the compound microscope has to be used with thin slides so that light can pass through. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Everett displays a dissecting microscope to the class.  Everett stresses the importance of carrying microscopes while supporting the base with one hand in case the base is not properly attached.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Everett displays a dissecting microscope to the class. Everett stresses the importance of carrying microscopes while supporting the base with one hand in case the base is not properly attached. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Everett displays a compound microscope, also known as a light microscope because of its reliance on visible light.  With the light microscope, one can view living things and their processes.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Everett displays a compound microscope, also known as a light microscope because of its reliance on visible light. With the light microscope, one can view living things and their processes. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Santana Tosi and Hannah Soucy become familiar with a dissecting microscope.  The students were told to research the parts of the microscope while they observed them to gain a further understanding.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Santana Tosi and Hannah Soucy become familiar with a dissecting microscope. The students were told to research the parts of the microscope while they observed them to gain a further understanding. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshman Connor Kapp observes the functions of a light microscope.  Light microscopes have three objectives, which are high magnification, medium magnification, and low magnification, and they rotate so the observer can use the level of magnification necessary to view the specimen.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Freshman Connor Kapp observes the functions of a light microscope. Light microscopes have three objectives, which are high magnification, medium magnification, and low magnification, and they rotate so the observer can use the level of magnification necessary to view the specimen. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Julia Prziek researches the light microscope.  The light microscope has a light source below the platform to put specimen on-commonly known as a stage-and this light goes through a hole in the platform called a diaphragm.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Julia Prziek researches the light microscope. The light microscope has a light source below the platform to put specimen on-commonly known as a stage-and this light goes through a hole in the platform called a diaphragm. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Jake Brugger and Spencer Feuerbach study the focusing controls on their compound microscope.  There are two knobs: the coarse focus, which moves the lenses closer and further from the specimen, and the fine focus, which makes more intricate focus adjustments.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Jake Brugger and Spencer Feuerbach study the focusing controls on their compound microscope. There are two knobs: the coarse focus, which moves the lenses closer and further from the specimen, and the fine focus, which makes more intricate focus adjustments. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Hannah Soucy draws a diagram of the parts of a dissecting microscope.  Dissecting microscopes have one main focus knob which brings the objectives closer to the stage.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomore Hannah Soucy draws a diagram of the parts of a dissecting microscope. Dissecting microscopes have one main focus knob which brings the objectives closer to the stage. Credit: Lillian Schrafft for Manchester Essex Multimedia Online

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Anatomy Students Dissect Chicken Wings

On November 5th, the honors anatomy class looked to further their learning of the different joints that are found in the human body. The class was put into groups and each given a chicken wing to dissect. By breaking down the chicken wing the students examine the different joints within the wing.

Each student was given a lab manual that had the instructions for each activity the students performed. The lab manual also gives an overview of the information the students read about previously in the textbook. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Each student was given a lab manual that had the instructions for each activity the students performed. The lab manual also gives an overview of the information the students read about previously in the textbook. Credit: Phebe Biggar for Manchester Essex Multimedia Online
The class was put into groups of two or three and each were given a large chicken wing to take a closer look at the different. The students were given a set of tools to help them cut into the chicken wing, such as a scapula, a pair of scissors and some tweezers. Credit: Phebe Biggar for Manchester Essex Multimedia Online
The class was put into groups of two or three and each were given a large chicken wing to take a closer look at the different. The students were given a set of tools to help them cut into the chicken wing, such as a scapula, a pair of scissors and some tweezers. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Students begin to dissect the chicken wing by first removing the skin, which eliminate a barrier, making it easier to get to the joints they will be identifying.  All of the labs the students have done have been very hands on, which has allowed the students to further understand the topic they are learning about. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Students begin to dissect the chicken wing by first removing the skin, which eliminate a barrier, making it easier to get to the joints they will be identifying. All of the labs the students have done have been very hands on, which has allowed the students to further understand the topic they are learning about. Credit: Phebe Biggar for Manchester Essex Multimedia Online
In one of the chicken wings, the students were able to find and identify a tendon, the white portion, attached to a muscle, the beige portion. Tendons in the human body connect muscles to bones while ligaments connect bone to bones at joints. Credit: Phebe Biggar for Manchester Essex Multimedia Online
In one of the chicken wings, the students were able to find and identify a tendon, the white portion, attached to a muscle, the beige portion. Tendons in the human body connect muscles to bones while ligaments connect bone to bones at joints. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Senior Louisa Beneke listens as anatomy teacher Maria Burgess shows the group where the elbow joint is located on the chicken wing. The elbow is a hinge joint, which is a type of synovial joint, where two bones come together and are separated by a joint cavity. A hinge joint acts like a one way door in which the elbow, knee and ankle joints only move along one axis, either flexing or extending. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Senior Louisa Beneke listens as anatomy teacher Maria Burgess shows the group where the elbow joint is located on the chicken wing. The elbow is a hinge joint, which is a type of synovial joint, where two bones come together and are separated by a joint cavity. A hinge joint acts like a one way door in which the elbow, knee and ankle joints only move along one axis, either flexing or extending. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Anatomy teacher Maria Burgess holds up and moves the shoulder joint so students can examine the movement of a ball and socket joint. The ball and socket joint is a joint where the rounded spherical head of one bone fits into the socket of another bone. The shoulder and hip joints are the only ball and socket joints in the human body. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Anatomy teacher Maria Burgess holds up and moves the shoulder joint so students can examine the movement of a ball and socket joint. The ball and socket joint is a joint where the rounded spherical head of one bone fits into the socket of another bone. The shoulder and hip joints are the only ball and socket joints in the human body. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Students cut the bone in the chicken wing to examine the marrow in the marrow (medullary) cavity. In the human body, adult’s marrow cavities contain essential fat whereas in children, blood is found in the marrow cavities. Credit: Phebe Biggar for Manchester Essex Multimedia Online
Students cut the bone in the chicken wing to examine the marrow in the marrow (medullary) cavity. In the human body, adult’s marrow cavities contain essential fat whereas in children, blood is found in the marrow cavities. Credit: Phebe Biggar for Manchester Essex Multimedia Online

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AP Bio gives pillbugs a choice

Science teacher Erica Everett’s E block AP Biology class is investigating kinesis behavior in pillbugs. Students designed experiments to see whether pillbugs preferred moist or dry environments, using petri dishes that are connected with a passageway “choice chambers”.
 
Students decided that the ‘ultimate’ cause for this behavior is natural selection favoring those pillbugs that move towards moist environments. They are land dwelling crustaceans, and depend on their gills to be moist in order to function properly.
 
Ap Bio combines their lunch with class on day 6 so that they can have longer times for lab, and these become “Lunch Labs.”
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Bio students study molecular structures

The students in Erica Everett’s honors biology class work in teams to further their understanding of molecules and assemble structural models of carbohydrate molecules.

Students received a worksheet/guide to help them examine molecules and construct their own structural formulas.  A molecular formula shows the amount and types of atoms, and a structural formula does the same while also shows the layout of the atoms in a given molecule.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Students received a worksheet/guide to help them examine molecules and construct their own structural formulas. A molecular formula shows the amount and types of atoms, and a structural formula does the same while also shows the layout of the atoms in a given molecule. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Jake Brugger and Spencer Feurbach assemble two models of monosaccharides, or single sugars.  Molecules of different monosaccharides have the same amount of carbon, hydrogen, and oxygen atoms, but they differ in their structural formulas. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Jake Brugger and Spencer Feurbach assemble two models of monosaccharides, or single sugars. Molecules of different monosaccharides have the same amount of carbon, hydrogen, and oxygen atoms, but they differ in their structural formulas. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
After constructing their molecules, sophomores Tracy Blagden and Julia Prziek answer guiding questions on their worksheets.  The students studied the formulas of glucose, galactose, and fructose, which are all simple sugars found in various foods.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
After constructing their molecules, sophomores Tracy Blagden and Julia Prziek answer guiding questions on their worksheets. The students studied the formulas of glucose, galactose, and fructose, which are all simple sugars found in various foods. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Santana Tosi and Hannah Soucy build models of disaccharides, or double sugars.   A disaccharide is formed when two monosaccharide molecules chemically join together.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
Sophomores Santana Tosi and Hannah Soucy build models of disaccharides, or double sugars. A disaccharide is formed when two monosaccharide molecules chemically join together. Credit: Lillian Schrafft for Manchester Essex Multimedia Online
The students’  finished models are placed on display in the back of the classroom.  After assembling double sugars, the students constructed complex sugars, which are formed when many single sugars are joined together chemically.  Credit: Lillian Schrafft for Manchester Essex Multimedia Online
The students’ finished models are placed on display in the back of the classroom. After assembling double sugars, the students constructed complex sugars, which are formed when many single sugars are joined together chemically. Credit: Lillian Schrafft for Manchester Essex Multimedia Online

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8th Grade Studies for Chapter Test

8th Grade science teacher Kia Petrie prepares her students for their upcoming test. The students gather worksheets, old quizzes, and old lab worksheets to help them study.

Petrie’s class starts off the class by talking about what will be on the quiz next week. Students were handed a study guide and looked over what they knew and didn’t know. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Petrie’s class starts off the class by talking about what will be on the quiz next week. Students were handed a study guide and looked over what they knew and didn’t know. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Petrie handed out a handout that her class had to do within their desk groups. The handout was a fill-in the blank about reptiles and the students had to fill it in. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Petrie handed out a handout that her class had to do within their desk groups. The handout was a fill-in the blank about reptiles and the students had to fill it in. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Petrie help a group of student with a question on the handout. The students found out the answer and moved on to the next question. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Petrie help a group of student with a question on the handout. The students found out the answer and moved on to the next question. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Student’s would raise their hands if they knew the answer to the question on the study guide. The class discussed and looked over the study guide for the first ten minutes of class. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Student’s would raise their hands if they knew the answer to the question on the study guide. The class discussed and looked over the study guide for the first ten minutes of class. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
A group of student worked together to fill in the handout. The students talked about reptiles eggs and reptile bones. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
A group of student worked together to fill in the handout. The students talked about reptiles eggs and reptile bones. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Lily Pulver, asked Petrie a question about what will be on the upcoming test. The 8th grade studied for their upcoming test later on this week. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online
Lily Pulver, asked Petrie a question about what will be on the upcoming test. The 8th grade studied for their upcoming test later on this week. Credit: Laura Fitzgerald for Manchester Essex Multimedia Online

 

 

 

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Chemistry Class Completes Soda Lab

On Friday October 24, 2014, a sophomore and junior chemistry class performed a lab on the sugar content in different types of sodas. Chemistry teacher Keith Gray gave the total sugar amounts in 8 ounces of each soda and the students had to figure out the correct amount of sugar in 10-mL of the sodas.

The chemistry class accomplished a lab that determined the sugar content in four sodas. These sodas were cola, ginger ale, orange soda, and grape soda. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The chemistry class accomplished a lab that determined the sugar content in four sodas. These sodas were cola, ginger ale, orange soda, and grape soda. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Chemistry teacher Keith Gray explained the sugar content lab to junior Caisi Calandra. The students in the class had to find the density and the percent of sugar in 10-mL of each soda type. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Chemistry teacher Keith Gray explained the sugar content lab to junior Caisi Calandra. The students in the class had to find the density and the percent of sugar in 10-mL of each soda type. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Juniors Kara Hersey and Sarah Reed filled up their 10-mL graduated cylinder with the purple soda. For safety precautions, students must always wear their safety glasses during lab procedures. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Juniors Kara Hersey and Sarah Reed filled up their 10-mL graduated cylinder with the purple soda. For safety precautions, students must always wear their safety glasses during lab procedures. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The students weighed their graduated cylinders that contained the soda in order to figure out the mass and the density of the sodas. They then used these measurements to calculate the percent of the sugar in 10-mL of the soda. Credit: Gillian Guerin for Manchester Essex Multimedia Online
The students weighed their graduated cylinders that contained the soda in order to figure out the mass and the density of the sodas. They then used these measurements to calculate the percent of the sugar in 10-mL of the soda. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Calandra measured 10-mL of cola in her graduated cylinder during the experiment. It is important to always have accurate measurements in order to correctly complete the lab with a low percent error. Credit: Gillian Guerin for Manchester Essex Multimedia Online
Calandra measured 10-mL of cola in her graduated cylinder during the experiment. It is important to always have accurate measurements in order to correctly complete the lab with a low percent error. Credit: Gillian Guerin for Manchester Essex Multimedia Online

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