Please note: Wooster’s educational philosophy is centered on teaching children not course material. Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

The information contained in these documents is the intellectual property of Wooster School

and intended solely for the use of current and prospective members of the Wooster community

to better understand and anticipate course content.

Reuse, resale, or reproduction of this material outside of Wooster School is prohibited.

Copyright Wooster School 2006

Science

Click to jump to:

General | LS | MS | US

K|1|2|3|4|5|6|7|8|9|10|11|12

Curriculum Home Page

General

The National Science Education Standards were established so that all students should achieve scientific literacy. These goals spell out a vision, point toward a destination, and provide a road map for how to get there. Wooster School follows these goals when developing and implementing its K-12 science curriculum.

Scientific literacy has become a necessity for everyone. It is required to understand issues and to be able to engage in discussion about these issues, to use scientific information to make informed choices and decisions, and to be able to understand science in order to engage more fully in the workplace. More and more jobs require that people be able to learn, reason, think creatively, make decisions, and solve problems.

Wooster’s program of study in science for all students is developmentally appropriate, interesting, and relevant to students' lives. It is designed to provide an education that prepares students to be critical thinkers, problem solvers, and lifelong learners. It emphasizes student understanding through inquiry and is connected with other school subjects.

The goals outlined below provide the vision for our program. They are challenging but attainable. We have outlined what we believe students need to know, understand, and be able to do at different grade levels. The goals also rest on the premise that science is an active process: that learning science is something which students do. Our program emphasizes hands-on as well as “minds-on" science. The emphasis, wherever possible, is for inquiry-based science. Finally, the curriculum and skills outline focuses on learning science in a supportive educational environment in which teachers nurture achievement.

The science program aims to educate students:

to experience the richness and excitement of knowing about and understanding the natural world;

to use appropriate scientific processes and principles in making independent conclusions about

authentic life situations;

to engage intellectually in public discourse and debate about matters of scientific and technological

concern: and

to meet the challenges of college level science courses.

The goals of the science curriculum are to educate students:

to be familiar with fundamental scientific concepts;

to understand how scientific processes operate and how those processes relate to one another;

to use mathematical reasoning for problem solving;

to design a testable scientific question, refine the question, and construct an experiment to find

solutions;

to write with clarity, cohesiveness, and meaning;

to act on their curiosity and take risks to understand the intricacies and mysteries of science;

to conduct and engage in long term scientific projects and experiments; and

to apply acquired knowledge and skills to new situations.

LAB INQUIRY

The concept of the scientific method is taught to the students starting in the kindergarten where the students begin by asking a simple question that might lead to a scientific inquiry. Inquiry-based learning continues as the primary method of teaching fundamental scientific concepts throughout the science curriculum. In each grade, students are expected to use observations and collected data to draw conclusions and solve problems. By the end of their science career, students are able to ask a question, form a working hypothesis, design a suitable experiment, collect and analyze data, and draw a valid conclusion.

Throughout the Lower School students are involved in hands-on activities that demonstrate the scientific concepts they are studying. The steps of the scientific method are emphasized as the students move through each grade, and the level of understanding and expectation rises accordingly. The experiments that are performed are done in a variety of formats. Once students are familiar with the proper usage of the lab equipment, they are left to complete the experiments in their groups.

In Middle School, students are formally introduced to the steps of the scientific method with the expectation that these steps will be followed when conducting and writing a formal lab report. Laboratory activities are geared towards understanding and applying the steps of the scientific method. Emphasis is placed on process. Students may be given simple problems for which an experimental design is required. Guided lessons enable the student to understand the process at each step. Emphasis is placed on development of each part including a supported conclusion.

In the Upper School, lab activities and experiments often have the clear purpose of emphasizing or reinforcing a topic currently being studied. Emphasis is placed on student discovery rather than following a cookbook lab. A procedure may not be given for an experiment; and, through discussion in the lab groups, the students design their own procedure for the lab. The process of determining the procedure is, therefore, more integral than the final product. Formal lab reports in grades 9-12 are expected to follow a standard format with strong emphasis placed on the critical analysis of data and a well supported conclusion, often including tables and graphs. In addition to the weekly experiments, mini-labs are used to illustrate a new concept or to collect data that can be discussed as a class and used to solve a problem.

TECHNOLOGY

Technology refers to the wide variety of equipment that is used throughout the K-12 curriculum. It also refers to the learned skills that are necessary in order to use the equipment. Different types of technology are used when completing experiments. The use of more sophisticated equipment increases as student understanding and application of such equipment grows.

In the Lower School, balances, thermometers, and other rudimentary laboratory tools are used. Students in first grade learn to identify different parts of the microscope. In second grade, the students use Kid Pix to draw and label the water cycle. In third grade, the students use simple instruments to observe and predict the weather. In fourth grade, they construct their own wet slides to compare and contrast plant and animal cells under the microscope. Balances are used to introduce the concept of mass. The Grow-Lab is used to support the investigation and study of plant growth. The fifth grade regularly uses Web Quests to learn more about topics such as energy and the solar system. Calculators are also used to study topics such as mass and gravity.

The Middle School curriculum incorporates technology through the use of the following equipment: the beam balance, graduated cylinders, calculators, Newton dyne spring scales, electronic hot plates, alcohol burners, microscopes, telescopes, hand lenses, erosion pans, thermometers, and other measuring equipment. The sixth grade uses technology in two ways: the Internet to do research on Sir Isaac Newton and his Laws of Motion, and they use Excel or Microsoft Word to create bar graphs and line graphs of data. The seventh grade has a technology unit with computers, researching on the Internet and making a Power Point presentation. The eighth graders use technology to track weather, research natural disasters, and create a Power Point presentation as their final project for the study of minerals.

In the Upper School, students use traditional lab equipment as well as more specialized apparatus. Students use electronic balances, hot plates, incubators, thermometers, pH probes, and stirring plates. Specialty equipment such as Calculator Based Labs, gel electrophoresis, the spectrophotometer, and signal generators are used less frequently. The CBL units are used with the appropriate probes for data collection and manipulation. These units enable the students to connect a data-collecting probe to their calculators. The data collected is more accurate and extensive than is possible with traditional collection methods. When the students use a temperature probe, for example, the probe will take data points more often than is possible by reading a thermometer (every 0.1s if desired). By eliminating much of the human error inherent in the data collection process, students are able to focus less on the actual data collection and more on the interpretation of the data as well as on what is actually happening during the experiment. This enables the students to investigate how the scientific process works and how processes relate to one another. The students can also interface their calculators with computers to generate and print data tables and graphs. The use of an ultrasonic motion detector in Physics class allows the students to see how different types of motion are created. It allows for a much greater accuracy in the calculation of the acceleration of gravity than would be possible with a simple stopwatch and meter-stick. With the wide variety of probes available, the data that the students collect better illustrates what they are learning. The more precise data will allow a student to more fully test and refine their hypotheses, and new experiments can then be constructed to find further solutions. In AP Biology the gel electrophoresis apparatus is used to measure relative lengths of DNA fragments. Students load wells, run the gel, and then measure the distances the DNA traveled in the gel bed. Students interpolate fragment sizes by comparing known fragment lengths to unknown lengths. This knowledge helps them to understand better the applications of gene splicing, bacterial transformation, and gene therapy. The spectrophotometer is used in AP Biology to measure the absorbance rate of various plant pigments in order to determine which pigments are most effective in absorbing solar energy.

RESEARCH PAPER

Our library program includes an education component which is available to all divisions and of which all disciplines take advantage.

In the Lower School, a pedagogical model for teaching is followed that is interdisciplinary. Teachers weave research skills into the teaching of every subject at every grade level, starting in kindergarten. In language arts, theme, and math, the students learn how to ask questions, form hypotheses, and utilize resources for discovering their answers. At the earliest grade levels, children are conducting close observations and recording their observations through pictures and words when appropriate. They research and discover how things grow in kindergarten. They learn how to use books, the Internet, and other sources to write a basic report about an animal in second grade and to write a more sophisticated report about an endangered animal in fourth grade. In third grade students learn skills to research the weather and then present their findings to the Lower School at the end of lunch. At all grade levels, emphasis is put on developing the ability to follow a line of inquiry through the process of research, discovery, and drawing conclusions.

Middle School research occurs at each grade level. A combination of books, newspaper, or magazine articles as well as the Internet is used to complete the research. Each sixth grade student is required to complete two research projects. The first one is an atom project. Each student is assigned an element for which they must complete a hands-on project that depicts the proper placement of protons, neutrons, and electrons. They must also create a brochure that gives a review of all of the characteristics of that atom. The second research project deals with Sir Isaac Newton. They must learn about his life and discuss his three laws of motion. Each seventh grade student is required to write a five-page report on an infectious disease of his/her choice. The research is done under the guidance of the classroom teacher and the school librarian. Emphasis is placed on learning how to conduct scientific research and place the information into a well-written research paper with facts that support the research. Each eighth grade student is required to complete three research assignments. The Mineral Gallery is research done on a specific mineral that is presented on at least ten factual Power Point slides. The second project is an individual poster that focuses on a significant natural disaster. The third research project is a group project on weather and climate. Each group completes the research and presents its findings to the class.

In the Upper School, the library education program is utilized to guide students in their search for information. While there is less emphasis placed on the teaching of research practices, some courses do expect students to write research papers. Length, depth, and emphasis of research papers vary throughout the individual courses. In the year-long courses there is little research expected and papers are only occasionally assigned. Given the breadth of material to cover, there is limited time in the curriculum to schedule research. One-semester electives include a research component. Students are encouraged to research information that is beyond the scope of the curriculum and to research in areas of student interest. In addition to traditional research using the library and internet resources, students are encouraged to seek contact with community professionals when writing a primary source paper.

Lower School

In the Lower School, science is seen as an integral part of the overall elementary school curriculum. Students are exposed to a balance of natural, physical, and life sciences. Science is taught with hands-on experiences whereby students are free to ask questions, observe, compare, experiment, and discover relationships. Science is viewed as a way of looking at the world. Using the scientific method, the children question, hypothesize, and conduct experiments in order to better understand their world. Inquiry and exploration are valued parts of the learning process.

THEMATIC UNITS

Thematic units offer students the opportunity to engage in meaningful explorations of related concepts. Students are provided with ample time to live with an idea and to observe, compare, experiment, and discover relationships. In kindergarten, there are two major thematic units interwoven into the curriculum. These topics are integrated throughout the day and explored and expanded upon across the entire year. In each of the grades one through five, the faculty has selected four major topics of inquiry. Taken together, these units constitute the broad outline of the social studies and science curriculum. Some of these topics begin as explorations in science; others center on history, geography, or the study of other cultures. Most of these topics, however, involve several disciplines and include music, computers, and art.

SCIENCE

Science is more than a body of knowledge: it is a way of looking at the world. Using the scientific method, students investigate, observe, question, hypothesize, keep notebooks, and conduct experiments in order to better understand their world. Inquiry and hands-on activities bring about greater student investment in their study of the physical world and life in its many forms. Thus, they serve the goal of the science program, which is to capitalize on the innate curiosity of students eager to discover how their world works and to tap into the wonder and awe that the existence of the universe engenders, while exposing them to the scientific method and its application.

The Lower School science program has been developed with an awareness of and appreciation for the National Science Education Standards. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills.

THEMATIC SCIENCE UNITS FOR GRADES 1 – 5

Grade 1 Geology & Human Body

Grade 2 Water & Animals

Grade 3 Forest Habitats & Earth's Atmosphere

Grade 4 Endangered Species & Simple Machines

Grade 5 Space Exploration & Energy

SKILL PROGRESSION

K 1 2 3 4 5

Science as Inquiry

Ask a question about objects, organisms, and events in the environment X X X X X X

Plan and conduct a simple investigation X X X X X X

Employ simple equipment and tools to gather data and extend the senses X X X X X X

Use data to construct a reasonable explanation X X X X X

Communicate investigations and explanations X X X X X

Understand about scientific inquiry X X X X X

Physical Science

Properties of objects and materials X X X X

Position and motion of objects

X

Light, heat, electricity, and magnetism X X X

Life Science

Characteristics of organisms X X X

Life cycles of organisms X X X

Organisms and environments X X X X

Earth and Space Science

Properties of earth materials X X X X X

Objects in the sky X X X X

Changes in earth and sky X X X X X

Science and Technology

Abilities of technological design X X

Understanding about science and technology X X X

X

Identify a simple problem X X X X X X

Propose a solution X X X X X X

Implement proposed solutions X X X X X X

Evaluate a product or design X X X

Communicate a problem, design, and solution X X X

Abilities to distinguish between natural and man-made objects X X X X

Science in Personal and Social Perspectives

Personal health X X X X X X

Characteristics and changes in populations X X X

Types of resources X X X X

Changes in environments X X X X X

Science and technology in local challenges X X X X

History and Nature of Science

Science as a human endeavor X X X X X X

Kindergarten

The kindergarten science curriculum centers on growth and change. This life science inquiry encourages the students to look at the changes in themselves over the course of the year as well as to learn about how living things grow from seed to plant. The outdoor "kinder-garden" provides a perfect setting for hands-on discovery and exploration.

In addition, students observe and care for classroom pets. Daily experiences with the classrooms pets allows students to learn about the pets' habitats and life cycles. The fall study of Monarch butterflies provides a daily opportunity to witness the miracle of growth and change.

In keeping with the developmental stage of the students, much inquiry is child-directed. This encourages the students’ curiosity about the world around them and allows for their questions to become the basis for scientific inquiry.

OBJECTIVES

Students will:

ask questions about objects, organisms, and events in the environment;

recognize that all plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying;

understand that all organisms have basic needs, such as air, water, and food;

observe the steps in the growth process from seed to plant; and

perform the process of composting and understand how we can turn our garbage into rich soil.

1^st Grade

GEOLOGY

This physical science unit focuses on the structure of Earth. Students practice being scientists: observing, describing, comparing, measuring, and classifying. Learning about the physical properties of the Earth supports the first graders’ introduction to geography in which they begin to consider how people and cultures interact with their environments.

OBJECTIVES

Students will:

identify the layers of the earth;

classify rocks into the three categories: igneous, sedimentary, and metamorphic;

understand the process of erosion;

identify the reasons for erosion;

analyze ways in which people can stop erosion;

explain the importance of soil as the top layer of Earth's surface;

identify the physical characteristics of soil;

identify ways in which rocks and minerals are used in daily life;

understand that minerals are ingredients in rocks;

utilize Moh's scale of hardness;

observe the growth of crystals in a solution under various temperature and light conditions;

recognize that Earth has different land forms;

recognize that rocks come in many sizes and shapes and may have interesting textures, colors, and patterns;

identify preserved traces of organisms such as footprints, shells, or the imprint of leaves;

explain that soil is made partly from weathered rock, partly from plant and animal remains, and also contains living organisms;

classify rocks according to color, texture, layering, and size;

describe how waves, wind, water, and ice shape and reshape Earth's surface;

describe how land forms change as a result of geological activity such as volcanoes, earthquakes, and floods;

list ways that people use Earth's resources; and

examine soil samples and classify them by their physical characteristics.

HUMAN BODY

First graders are relatively egocentric. Their own bodies are important to them and are an ideal vehicle for developing an understanding of living things and their environments. This life science unit provides the foundation for the study of organisms, their habitats, and energy. This unit provides many opportunities for hands-on and collaborative work utilizing the scientific process as students recognize that all organisms in the biosphere are linked to each other and their physical environments.

OBJECTIVES

Students will:

describe the function of the skeleton;

describe the function of muscles;

learn about the number and type of muscles in the human body;

identify the major organs and learn their functions;

identify the groups of organs that work together to form a system;

describe how food moves through the digestive system;

describe the respiratory system and the role oxygen plays;

describe the circulatory system and the role of blood;

identify healthy and unhealthy habits;

count the number of bones in the human body;

explain that living things are composed of cells that are the fundamental units of life;

differentiate between unicellular and multicellular organisms;

describe basic life functions (respiration, responding to stimuli, taking in food, reproduction, movement, and elimination);

identify and describe basic cell structure;

recognize that all living things from simple cells to humans share basic characteristic and requirements;

trace the movement of air in and out of the lungs and explain how this occurs;

describe how we are dependent on our environment;

compare and contrast the similarities and differences among living, nonliving, and things no longer living;

use magnifying lens to observe living and nonliving things;

describe the basic needs of organisms (food, water, air, shelter, sunlight); and

explain why some source of energy is needed for all organisms to stay alive and grow.

2^nd Grade

WATER

This unit is a scientific study of water and aquatic environments. It is introduced by looking at world geography with an emphasis on the locations of marine and freshwater habitats. Hands-on experiments and classification activities lead students to a better understanding of aquatic habitats and their characteristics, and how they are impacted by humans and industry. Students are expected to use the scientific process as a tool for further inquiry.

OBJECTIVES

Students will:

identify the seven continents and the five oceans;

differentiate between marine and freshwater habitats;

understand some of the effects of pollution on aquatic habitats;

explore how changes in temperature affect aquatic habitats;

recognize that water on Earth exists in three different forms: liquid, gas, and solid;

identify the freezing and boiling points of water;

perform various sink-and-float experiments and be able to articulate the scientific principles involved;

become familiar with the chemical make-up of water;

Demonstrate cargo capacity and buoyancy as a way of understanding water displacement;

experiment with substances that dissolve in water;

recognize that 3/4 of Earth's surface is covered with water;

identify major sources of water: oceans, glaciers, rivers, ground water, and atmosphere;

explore surface tension;

explain the water cycle;

recognize that plants and animals need water to live; and

recognize the importance and use of water in their daily lives.

ANIMALS

Taxonomists categorize animals into two well-defined classifications: vertebrates and invertebrates. Students will become familiar with this and more detailed classification of animal life and animal habitats. Through this exploration of animals the students will focus on habitat and survival needs for all animals. Students understand the relationship between their own lives and other animals.

OBJECTIVES

Students will:

identify and understand the various classifications of animals;

research individually selected animals using nonfiction material;

demonstrate an understanding of an animal's habitat and survival techniques in relation to food, child rearing, protection, shelter, locomotion;

understand the unique habits of nocturnal animals;

observe the life of crickets and identify their body parts;

observe the life cycle of pill bugs;

classify various types of animals according to their characteristics;

identify anatomical and behavioral adaptations that allow organisms to survive in specific environments;

explain that features of living things can be good indicators of roles and positions within an ecosystem;

compare carnivores, herbivores, and omnivores;

define and give examples of habitats;

recognize that living things contain systems (digestive, respiratory) that enable them to carry out basic life processes;

identify predators and prey and describe their relationship; and

construct a food chain including producers and consumers.

3^rd Grade

FOREST HABITATS

This unit builds on earlier studies of plant life. Students strive to understand that all organisms in the biosphere are linked to one another and to their physical environments by the transfer and transformation of matter and energy. Plants and forest habitats serve as examples to illustrate this study.

OBJECTIVES

Students will:

identify the parts of a tree, plant, and flower;

describe how a variety of organisms such as producers, consumers, and decomposers obtain their basic needs;

identify different types of forests: deciduous, coniferous, and tropical;

identify the layers of a forest and the different types of life forms found in each layer;

categorize leaves according to shape and vein patterns;

identify trees based on leaf type;

understand the diversity of species in an ecosystem and the importance of the relationships between the species;

explain how organisms interact with other organisms in different environments (mutualism, parasitism, and competition);

understand how plants utilize soil nutrients; nitrogen, phosphorous, and potassium;

explain the need for sunlight and other abiotic factors (water and air) in an ecosystem;

understand that the number and variety of organisms and populations are dependent on the resources and physical factors of their environment;

explain how both organisms and an ecosystem can change if the physical conditions of an ecosystem change;

explain metabolic processes such as photosynthesis and cellular respiration as the use of energy by organisms, and that they occur at the cellular level;

describe the major distinctions among the kingdoms of living things (prokaryotic, eukaryotic, nucleated/enucleated, heterotrophic, autotrophic);

describe the ways in which internal and external structures, organ systems, and body plans contribute to the organisms ability to carry out life functions or processes (reproduction, response); and

compare and contrast plant cells and animal cells.

THE EARTH'S ATMOSPHERE

In this unit students explore the composition and structure of the atmosphere, including energy transfers, the nature of weather and climate, and the effect of the atmosphere on human activity. Students are introduced to the concept of energy as light and the importance of it in their daily lives.

OBJECTIVES

Students will:

learn and understand the term refraction and reflection;

understand how convex and concave lenses affect the way light travels;

know that air contains water, clouds are made of water and ice, and precipitation comes from clouds;

learn that color is not a property of an object but of the light wavelengths that are reflected or absorbed;

learn that light particles travel in different wavelengths, which determine the various colors of the spectrum;

learn that white light can be separated into the colors of the rainbow by shining light through a prism;

use and create simple weather instruments to measure temperature, air pressure, and humidity;

know that Earth is covered by an atmosphere that is divided into two layers;

recognize that air is a mixture of gases, including water vapor and can be compressed;

recognize that air exerts pressure and expands and contracts in relation to temperature;

explain wind as a function of the unequal heating of Earth's surface;

know that water changes form as a function of energy transfer;

identify sources of thunderstorms, tornadoes, hurricanes, and winter storms, and describe their impact on human activity;

infer that our atmosphere is dynamic and has patterns of weather systems;

recognize that high-pressure areas are usually associated with clear, dry weather, and low-pressure areas are often associated with precipitation;

understand that the sun affects weather on earth;

recognize forms of energy (light, heat, and sound) are used every day; and

demonstrate that light can be absorbed, reflected, transmitted, and bent using mirrors and lenses.

4^th Grade

ENDANGERED SPECIES

This life science unit focuses on the relationship between disappearing habitats and threatened, endangered, and extinct species. Studies include in-depth individual research of a habitat or animal in danger. Students study the local habitat of the wetland to identify and protect native species, both plant and animal. Emphasis is given to interdependence and biodiversity as well as giving the student an understanding of the protective and research services available. Field study plays an important role in this unit.

OBJECTIVES

Students will:

recognize that many organisms once living have disappeared;

conduct hands-on experiments to study the impact of human beings/civilization on habitats

understand that organisms that are alive on Earth are both similar to and different from organisms that have disappeared;

recognize and identify habitats and biomes and their characteristics;

incorporate knowledge of longitude and latitude in understanding habitats and biomes;

conduct ongoing research on plant and animal life in the local wetlands;

understand the basic structure of the plant and animal kingdoms;

understand the philosophy of binomial nomenclature (Linnaeus and Latin names) for plants and animals;

study a particular endangered species and give a short presentation;

study the national parks through primary and secondary sources,

contrast conservation and the needs and desires of civilization;

understand that the extinction of a species occurs when the environment changes and the species is not able to adapt;

understand that each organism carries a set of instructions (genes) for specifying the components and functions of the organism; and

understand that the basic idea of biological evolution is Earth's present day species developed from earlier species.

MACHINES

This unit focuses on the physical properties of simple machines and describes compound and complex machines. Through hands-on experimentation, students learn that interactions between matter and energy can produce changes in a system, although the total quantity of matter and energy remains unchanged. Students are encouraged to apply critical and creative thinking and problem-solving skills through the activity of creating an invention. They learn about the lives of some well known, and lesser known, inventors. These people serve as models of the creative-thinking process and examples of individuals who sought alternatives and creative solutions to a problem or perceived societal need.

OBJECTIVES

Students will:

identify the contributions of science and technology to individuals and society;

understand that people create tools (shovel, pencil, lens) to help do things better and do things that would otherwise not be done;

demonstrate that position or motion of objects can be changed by pushing or pulling;

explore some of the basic principles governing motion;

identify and name five simple machines;

design and construct a working simple machine;

design and construct a working compound machine;

explore the effects of gravity;

understand the definition of work as force times distance;

collect and graph data;

recognize that simple machines can be used to help people do work;

understand that technology enables scientists and others to observe the world;

understand that scientists and engineers who engage in design and technology use scientific knowledge and the scientific method to solve practical problems;

explore the transmission of energy using gears; and

explore the effect of different angles of inclined planes on speed and distance.

5^th Grade

SPACE EXPLORATION

The mystery associated with the exploration of any unknown invites hypotheses and research. Our universe, our solar system, other universes, and other solar systems engender wonderings and testing of ideas. Space exploration may provide information vital to Earth's inhabitants. As learners and residents, we have an obligation to make ourselves knowledgeable about the universe in which we live.

OBJECTIVES

Students will:

become familiar with the various explanations of the origin of earth, the solar system, and the universe (religious, cultural, mythological, scientific);

develop a lifelong, informed, invested interest in the need for space exploration;

understand earth and its relationship to the plants, the universe, and other universes;

gain perspective of size, relativity, and magnitude of planets and distances within our solar system;

appreciate the necessity of mathematics for scientists (radius, diameter, scientific notation, scale, temperature, measurement, Richter scale);

understand the role of the sun and the moon within our solar system;

make a timeline of the history of space exploration;

identify the major constellations;

compare the scientific theories for the origin of the solar system: nebular hypothesis, planetesimal theory, and other contemporary theories;

consider extra solar planetary systems; and

apply understanding of revolution and rotation of the earth.

ENERGY

The essential nature of energy makes it a topic of great importance for experimentation, observation, study, and understanding. This unit provides the means for students to study the scientific principles related to energy, the history of energy, and the social issues associated with the topic. The students bring first-hand knowledge and experience to a subject that is a vital component of their lives and are then able to extend that knowledge for a clearer understanding. This unit addresses the history of energy from early man to the new technologies being developed for more efficient use of energy today.

OBJECTIVES

Students will:

observe through demonstration and experimentation the difference between potential and kinetic energy;

recognize that energy can neither be created nor destroyed;

demonstrate that convection, conduction, and radiation can transfer heat;

discuss solar energy and its role in our lives;

understand that a complete circuit is necessary in order for electric current to flow;

recognize that energy exists in many forms (light, heat, chemical, electrical and mechanical) and that energy can be transformed from one form to another;

use a stopwatch for timed trials and produce a graph of the results;

understand that all physical changes require energy;

recognize that the sun produces energy in a range of wavelengths within the electromagnetic spectrum;

understand the difference between conductors, nonconductors, and insulators;

use a stopwatch for times trials and produce a graph of the results;

identify that waves can transfer energy between two points;

demonstrate that objects have inertia and momentum;

recognize that the motion of one object can be described by measuring its position, direction, and speed in relation to another object;

illustrate that changes in the speed and direction of an object are due to forces that have magnitude and direction;

investigate static electricity; and

investigate several stored energy toys and observe how energy can be stored as elastic potential energy.

Middle School

In the Middle School, students cover a wide range of topics. Grade 6 studies Physical Science, grade 7 studies Life Science, and grade 8 studies Earth Science. The Middle School program focuses on process as a means to understanding the product while teaching the content necessary to understand it. By the end of Middle School, students are expected to be able to read and comprehend science texts, write a lab report with a strong conclusion, follow step-by-step procedures for lab activities, solve problems, and apply appropriate scientific language and objectivity to written ideas.

SKILL PROGRESSION

6 7 8

Science as Inquiry

Identify questions that can be answered through scientific investigations X X X

Design and conduct a scientific investigation X X X

Use appropriate tools and techniques to gather, analyze, and interpret data X X X

Develop descriptions, explanations, predictions, and models using evidence X X X

Think critically and logically

to make the relationships between evidence and explanations X X X

Recognize and analyze alternative explanations and predictions X X X

Communicate scientific procedures and explanations X X X

Use mathematics in all aspects of scientific inquiry X X X

Understand about scientific inquiry X X X

Physical Science

Properties and changes of properties in matter X X

Motions and forces X X

Transfer of energy X X

Life Science

Structure and function in living systems X X

Reproduction and heredity X

Regulation and behavior X

Populations and ecosystems X

Diversity and adaptations of organisms X X

Earth and Space Science

Structure of the earth system X

Earth's history X

Earth in the solar system X

Science and Technology

Abilities of technological design X X

Understandings about science and technology X X X

Science in Personal and Social Perspectives

Personal Health X

Populations, resources, and environments X X

Natural hazards X

Risks and benefits X X

Science and technology in society X X X

History and Nature of Science

Science as a human endeavor X X X

Nature of science X X

History of science X X X

Transition to the Upper School and, in particular, into the Ninth Grade Conceptual Physics Program require the following skills. These skills are covered in the Middle School science and math curriculum:

Math

Basic algebra skills such as solving linear equations

Graphing

Use of a protractor

Science

SI system of measurement, including conversions between common units within SI, for example, kg to g, mm to cm, m to m, etc.

Measuring skills including the proper reading of graduated cylinders, rulers, and other common instruments.

Problem-solving skills involving both mathematical and non-mathematical solutions.

6^th Grade

PHYSICAL SCIENCE

The sixth grade curriculum focuses on physical science. The first half of this course teaches scientific method, terminology, measurements, and lab techniques. The second half of this course introduces the structure of matter and its physical and chemical properties. Motion, forces, energy, electricity and magnetism are explored through hands-on lab work.

OBJECTIVES

Students will:

develop specific processes and practices of methodic inquiry;

develop basic processing skills of observation, classification, interpretation, comparing and contrasting;

be able to recognize cause and effect, infer, and make predictions;

understand the foundations of matter, forces, motion, electricity, and magnetism; and

develop personal and interpersonal communication skills.

TOPICS

Scientific Method

What is Physical Science?

Scientific Method

Metric Measurement

Matter

Phases of Matter, Solids, Liquids, Gases, Plasma

Properties of Matter

Physical Properties, Chemical Properties

Classes of Matter

Elements and the Periodic Table, Compounds, Mixtures

Solutions and Solubility

Unsaturated, Saturated, Supersaturated

Acids and Bases

Atoms

The Structure of an Atom, Atomic Theory

Motion

Speed and Velocity, Acceleration, Distance

Forces

Newton's Laws, Universal Forces

Pressure

Fluid Pressure, Buoyancy

Electricity and Magnetism

Magnetism and Electromagnetism, Electric Charges and Current, Electricity and Magnetism at Work, Electronics

7^th Grade

LIFE SCIENCE

This course is an introduction to the nature of life. The focus is placed on the study of the cell and the cell theory. The curriculum also focuses on the interaction among the kingdoms of living organisms. Special emphasis is placed on hands-on activities. Throughout the course there is an attempt to relate topics in life science to students’ lives and experiences.

TOPICS

Exploring Life

Features of life and basic needs of living things

Life's origin

The nature of science: solving problems, theories and laws, measuring with scientific units

Microscopes

The Structure of Viruses and Cells

Viruses: characteristics, reproduction, diseases, helpful viruses, AIDS

Cells: the cell theory, overview of cells, animal, plant and bacteria cells, organizing cells

Cell Reproduction

Cell growth and division: purpose of cell division, the cell cycle, mitosis, asexual reproduction

Sexual reproduction and meiosis

DNA: purpose, replication, genes, mutations

Techniques in cloning

Heredity

Genetics: inheritance, Gregor Mendel and his experiments, Punnett squares

Genetics since Mendel: incomplete dominance, multiple alleles, multiple genes

Human genetics: genes and health, sex determination, sex-linked disorders

Classifying living things

Early history of classification, scientific naming

Modern Classification

Diminishing diversity

Identifying organisms: common names and scientific names, making and using dichotomous keys

Bacteria

Eubacteria and Archaebacteria

Beneficial bacteria, harmful bacteria, infectious diseases

Protists and Fungi

Kingdom Protista

Kingdom Fungi

Monitoring Red Tides

Introduction to Plants

Characteristics of plants

Origin and evolution of plants

Adaptations to land

Classification of plants

Parts of complex plants

Reproduction

Medical benefits

Photosynthesis and respiration

Plant Responses

Transgenic Crops

Introduction to Animals

Characteristics of animals

Origin and evolution of animals

Classification and characteristics of invertebrates

Classification and characteristics of vertebrates

Animal Behavior

Ecology

Populations and Communities

Ecosystems and Biomes

energy flow in the ecosystem, biogeography, Earth's biomes, succession

Living Resources

8^th Grade

EARTH SCIENCE

The course is designed as an experiential journey through the physical spaces of our world and our universe. We begin by reviewing the basic scope and processes of science. From here we get a background in small things (atoms and phases), and then our journey actually begins as we get shot out to the edge of the universe and explore our way back. Passing through space we study deep space, stars and galaxies, move our way into the solar system, plunge through the atmosphere of Earth, head all the way to the core, and finally pop out into Connecticut as a mineral joined in a metamorphic rock.

TOPICS

Scientific Method, Measuring, and Experimenting

Scientific Method:

describe different problem-solving strategies;

understand the ordered steps of the scientific method; and

distinguish differences between hypotheses, theories, and laws.

Measuring:

understand the usefulness of using the metric system of measurement;

differentiate between mass and weight, and area and volume; and

understand density and its relationship between mass and volume.

Experimenting:

determine the importance and differences of a control and a variable;

design an experiment and perform an experiment in a controlled environment; and understand the importance and processes of writing a formal lab report.

Atoms, Molecules, and Matter

Atoms:

identify and define matter and determine how it differs from energy;

describe the internal structure of an atom;

understand the scientific discoveries behind the origins of the atomic theory; and

deconstruct the organization of the periodic table.

Molecules:

describe several ways atoms combine to form compounds; and

compare and contrast compounds and mixtures.

Matter:

distinguish between chemical and physical properties;

compare and contrast the four states of matter; and

determine cause and effect of phase change.

The Universe, Stars, and the Solar System

The Universe:

compare and contrast radio and optical telescopes;

define the electromagnetic spectrum;

describe the Doppler effect and its relationship to the Hubble constant; and

explain the Big Bang theory and an open or closed universe.

Stars:

describe basic characteristics of stars in terms of size, composition, luminosity, and surface temperature;

interpret the Hertzsprung-Russel diagram;

explain nuclear fusion and the foundations of Einstein's E=mc² theory;

diagram how stars are classified; and

outline the evolution of a star through all stages of development.

The Solar System:

compare and contrast the sun-centered and Earth-centered models of the solar system; describe current models of the formation of the solar system;

recognize that sunspots, prominences, and solar flares are related;

determine how our sun differs from stars in binary systems;

identify important characteristics of the planets in our solar system;

explain where a comet comes from;

describe how a comet develops as it approaches the sun; and

differentiate among comets, meteoroids, and asteroids.

The Atmosphere

The Earth's Atmosphere:

describe the structure and layered-content of the gases in the atmosphere;

understand the development and change of our atmosphere over time;

explain what causes air pressure, contrast radiation, conduction, and convection;

explain why different latitudes receive different amounts of solar radiation;

explain the Coriolis affect and the origins and effects of local winds;

locate and determine the effects of the global winds;

understand why exposure to UV radiation can harm plants and animals; and

describe how chlorofluorocarbons destroy ozone molecules.

Weather

What is Weather:

understand the role of water vapor in the atmosphere and determine how it affects weather; describe how clouds form and how they are classified; and

compare the development of rain, hail, sleet, and snow.

Weather Patterns:

describe weather associated with fronts and high- and low- pressure areas;

explain how pressure systems develop, move, change, and dissipate; and

understand the development and formation of hurricanes, tornadoes, and thunderstorms.

Plate Tectonics

Continental Drift and Seafloor Spreading:

explain the theory of continental drift;

discuss four pieces of evidence for the theory of continental drift;

describe seafloor spreading; and

relate how age and magnetic clues confirm seafloor spreading

Plate Tectonics:

compare and contrast divergent, convergent, and transform plate boundaries;

describe how convection current might be the cause of plate tectonics;

describe the effects of plate tectonics found at each type of boundary;

examine evidence in support of the separation of the North American Plate from the Antarctic Plate; and

track the NA Plate after separation from the Antarctic Plate and before the formation of Pangea.

Rocks and Minerals

Minerals:

list five characteristics all minerals share;

examine two ways that minerals form;

list the physical properties used to identify minerals;

describe how physical properties such as hardness and streak are used to identify minerals; discuss characteristics of gems that make them different from and more valuable than other minerals;

determine the conditions necessary for a mineral to be classified as an ore;

examine the properties of titanium that make it so useful in biomedicine, sporting equipment, and other applications; and

identify minerals that are mined for titanium

Rocks:

differentiate between a rock and a mineral;

describe the rock cycle and the changes that a rock may undergo;

recognize magma and lava as the materials that cool to form igneous rocks;

contrast the formation of intrusive and extrusive igneous rocks;

contrast granitic and basaltic igneous rocks;

describe the conditions that cause metamorphic rocks to form;

classify metamorphic rocks as foliated or non-foliated;

explain how sedimentary rocks form from sediments;

classify sedimentary rocks as detrital, chemical, or organic in origin;

examine how new technologies are enabling companies of today to solve problems caused by mining operations of the past; and

describe the process of cogeneration, and show how it is beneficial.

Oceanography:

understand how oceanography is integrated with Earth's atmosphere and weather;

understanding the origins of the oceans;

explain the chemical composition, waves, and tides of the ocean;

understand ocean currents and their influence on the weather;

describe how oceanography is integrated with plate tectonics;

understand sea floor spread; and

understand shore line forces.

Upper School

In the Upper School, students take a minimum of three years of science, which includes grade 9 Conceptual Physics, grade 10 Biology, and grade 11 Chemistry. There are several electives available each year for seniors and accelerated juniors, including Advanced Placement Biology, Advanced Physics, and Advanced Placement Chemistry. The curriculum is designed to provide a college preparatory program. The Upper School program uses content to understand scientific process, to emphasize critical thinking, and to promote problem solving. Students are expected to be able to write critical lab reports with strong, valid conclusions, solve problems in a wide variety of situations, critically read science texts, and write in a scientific manner.

SKILL PROGRESSION

9 10 11 12

Science as Inquiry

Abilities necessary to do scientific study X X X

Identify questions and concepts that guide scientific investigation X X X

Design and conduct scientific investigation X X X

Use technology and math to improve investigations and X X X

communications

Formulate and revise explanations and models using logic X X X X

and evidence

Recognize and analyze alternative explanations and models X X X X

Communicate and defend a scientific argument X X X X

Understandings about scientific inquiry X X X X

Physical Science

Structure of atoms X X X

Structure and properties of matter X X X

Chemical reactions X X X

Motions and forces X X

Conservation of energy and increase in disorder X X

Interactions of energy and matter X X

Life Science

The cell X X

Molecular basis of heredity X X

Biological evolution X X

Interdependence of organisms X X

Matter, energy, and organization in living systems X X

Behavior of organisms X

Earth and Space Science

Energy in the earth system

Geochemical cycles X

Origin and evolution of the earth system X

Origin and evolution of the universe

Science and Technology

Identify a problem or design an opportunity X X X

Propose designs and choose between alternative solutions X X

Implement a proposed solution X X

Evaluate the solution and its consequences X X

Communicate the problem, process, and solution X X X X

Understandings about science and technology X X X

Science in Personal and Social Perspectives

Personal and community health X

Population growth X

Natural resources X

Environmental quality X

Natural and human-induced hazards X

Science and technology in local, national, and global challenges X X X

History and Nature of Science

Science as Human Endeavor X X X

Nature of Scientific Knowledge X

Historical Perspectives X X

9^th Grade

CONCEPTUAL PHYSICS

Conceptual Physics is an introductory physics course offered at the grade 9 level. The course adheres to the American Association of Physics Teachers (AAPT) Guidelines for high school physics programs. In particular, two of the components that the AAPT identifies as being essential for a quality physics program form the cornerstones of this course:

A broad appealing course in physics, which is not totally dependent on advanced mathematics, should be offered for the average students.

Laboratory activities, in which each student gets hands-on experience, are necessary to enhance higher understanding of physics concepts.

Grade 9 Conceptual Physics is also offered at the honors level. While both courses deal with the same topics, the honors course goes to greater depth and is more demanding in terms of problem-solving, both mathematical and conceptual.

TOPICS

Linear Motion

Vectors and scalars, distance and displacement, uniform motion, speed and velocity, graphing motion. Acceleration. Velocity-time graphs. Equations for motion at constant acceleration. Vector diagrams. Vector addition.

Falling Bodies and Newton's Laws of Motion

Free fall. Force of gravity. Variations in Gravitational field strength. Law of Universal Gravitation. Frictional forces. Newton's first, second, and third laws of motion.

Work, Energy, and Power

Work, gravitational potential energy, kinetic energy, conservation of energy. Machines. The lever. Power.

Thermal Energy

Heat transfer, conduction, convection, and radiation. Heat and temperature. Temperature scales. Specific heat capacity. Heat exchange in mixtures. Change of state and latent heats.

Fluids

Density. Specific gravity. Pressure. Pressure in fluids. Pascal's Law. Buoyancy and Archimedes' Principle. Bernoulli's Principle.

Waves

Vibrations. The simple pendulum. Definition of a wave, types of waves, transmission of waves. Interference. The Superposition Principle.

Sound

Nature of sound, speed of sound, transmission of sound, reflection of sound, characteristics of sound - pitch, intensity, quality. Decibel scale. The human ear. Interference of sound waves. Standing waves. Beats. Vibrating strings. Resonance in closed and open air columns.

Optics

Transmission of light, pinhole camera, laws of reflection, images in a plane mirror. Reflection and images in curved spherical mirrors. Ray diagrams. Curved mirror equation. Speed of light. Refraction of light, Index of refraction, Snell's law, critical angle and total internal reflection. Lenses. Images formed by converging and diverging lenses, the thin lens equation, the human eye, defects in vision and their correction.

Additional skills:

using tables and graphs

making accurate drawings

10^th Grade

BIOLOGY

This introductory course uses observation and experimentation to investigate the structure, function, and behavior of living organisms. Grade 10 Biology is also offered at the honors level. While both courses deal with the same topics, the honors course goes to greater depth and is more demanding in terms of problem-solving, developing critical thinking skills, and laboratory activities.

TOPICS

The Science of Biology

Scientific method, application to scientific inquiry, and steps followed by the scientific community

Microscopes

Characteristics of Life

The Chemical Basis of Life

Composition of Matter: elements, atomic structure, chemical bonding, solutions and mixtures

Properties of Water: polarity, hydrogen bonding, cohesion, adhesion, capillary action, high specific heat

Acids and Bases, buffers, acid precipitation

The Molecules of Cells

Properties of carbon

Dehydration Synthesis and Hydrolysis: polymers and monomers

Organic Molecules: carbohydrates, lipids, proteins, enzymes, roles in nutrition

Ecology

Biosphere: biogeochemical cycles and energy flow

Ecosystems and Communities: climate, abiotic and biotic factors, symbiotic relationships, biomes

Population Dynamics: population growth, logistic growth, exponential growth, limits to growth

Humans in the Biosphere: renewable and nonrenewable resources, sustainable use, biodiversity

A Tour of the Cell

Cell Size and Types: measuring cells, prokaryotic and eukaryotic cells

Cell Theory

Cell Structure and Function: cell membrane, nucleus, cytoplasm, organelles in plant and animal cells.

Cell Transport: passive transport, active transport

Harvesting Chemical Energy

Photosynthesis: light reactions and dark reactions

Respiration: glycolysis, fermentation, Krebs cycle and electron transport chain

Cell Growth and Division

Cell Growth: surface area to volume ratio

Cell Division: cell cycle, interphase, mitosis, cytokinesis

Regulating the Cell Cycle: limits to cell growth

Stem Cell Research

Introduction to Genetics

Gregor Mendel's Work: principles of genetics, segregation, independent assortment

Probability and Punnett Squares

Monohybrid and dihybrid Crosses

Exploring Mendelian Genetics

Meiosis: cell cycle, homologous chromosomes, genetic variation

Molecular Biology - DNA and RNA

James Watson and Francis Crick

DNA and replication

RNA

Protein Synthesis: transcription and translation

Biotechnology, human genome

Human Heredity

Genes and gene mutations

Autosomal vs. sex linked

Dominant vs. recessive

Pedigrees

Human Chromosomes

Chromosomal mutations and disorders

Nondisjunction

Karyotypes

Human Molecular Genetics

Human Genome Project

Gene Therapy

Evolution

Charles Darwin's Theory of Evolution

Evidence of Evolution

Genes and Variation

Factors contributing to evolution

Hardy-Weinberg Equilibrium

Microevolution v macroevolution

Speciation including reproductive barriers, geographical isolation

Genetic Diversity in Bacteria

Introduction to Anatomy and Physiology

Cell Hierarchy: tissue types, organ systems

Structure and function of each of the following systems:

Skeletal System: bones and joints

Muscular System: antagonistic muscle pairs

Integumentary System

Reproductive System: birth control, fertilization and development

Digestive System: food and nutrition, process of digestion, anorexia and bulemia

Circulatory System: heart, blood, lymphatic system

Respiratory System: smoking and disease

11^th Grade

CHEMISTRY

This course in open to juniors and seniors and is useful for students who are not planning to major in science but have an interest in learning more about the natural world.

TOPICS

Scientific Measurements

Uncertainty in measurements

Significant digits: rounding off non-significant digits. Adding and subtracting measurements.

Multiplying and dividing measurements

Exponential numbers: scientific notation

Unit equations and unit factors: unit analysis problem solving

Percent Error

The Metric System

Basic units and symbols

Metric conversion factors: metric to metric conversions.

Volume determination: by calculation, displacement, and measurement

Density

Temperature

Matter and Energy

Physical states of matter

Elements, compounds, and mixtures

Names and symbols for elements

Metals, nonmetals, and metalloids

Compounds and chemical formulas

Physical and chemical properties

Physical and chemical changes

Models of the Atom

Dalton's atomic model

Thomson's atomic model: cathode ray tube experiments

Rutherford's atomic model: gold foil experiment

Atomic notation: atomic mass, atomic number, numbers of electrons, protons, and neutrons and isotopes

The Periodic Table

Classification of the elements

Periodic Law: repetition of properties

Families and Groups

Periodic Trends: ionization energy, atomic radius, ionic radius, metallic properties

Ionic charges

Valence electrons

Language of Chemistry

Monatomic ions

Polyatomic ions

Writing chemical formulas

Naming compounds

Acids

Chemical Reactions

Evidence for chemical reactions: gas, precipitate, color change

Writing chemical equations

Balancing chemical equations

Classifying chemical reactions: single replacement - activity series. Synthesis. Decomposition. Double replacement - Solubility rules. Combustion. Neutralization.

The Mole

Avogadro's number

Molar Mass

Molar volume of a gas (at STP)

Percent composition

Empirical formula - From percent composition

Molecular formula - From percent composition and actual mass

Stoichiometry

Interpreting a chemical equation: by volume of gases. Conservation of mass.

Mole-mole relationships

Mass-mass relationships

Mass-volume relationships

Volume-volume relationships

Percent yield

Gases

Properties of gases

Atmospheric pressure: variables affecting gas pressure

Boyle's Law

Charles' Law

Gay-Lussac's Law

Combined Gas Law

Dalton's Law

Ideal Gas Law

Solutions

Gases in solution. Liquids in solution. Solids in solution.

Dissolving: polarity of water, ion dissociation, solubility of substances

Rate of dissolving

Solubility and temperature

Saturated, unsaturated, supersaturated

Solution concentration: molarity, mass percent, molality, dilution of a solution

Solution stoichiometry

Acids and Bases

Properties of acids and bases: Arrhenius acids and bases, Brønsted-Lowry acids and bases

Indicators, pH, electrolytes

Organic Chemistry

Hydrocarbons: alkanes, alkenes, alkynes

Functional groups: amines, alcohols, ethers, aldehydes, ketones, carboxylic acids

HONORS CHEMISTRY

Chemistry is the study of the behavior of matter and the principles which govern that behavior. This course places strong emphasis on the demonstration of the principles of chemistry through the extensive performance of laboratory exercises and the mathematical manipulations involved in the experiments.

TOPICS

Scientific Method

Laboratory techniques

Pipetting

Measuring mass, volume

Filtration techniques

Bunsen burner operation

Forming and testing hypotheses

Data Analysis

SI units: Unit conversions - dimensional analysis. Within SI system/between SI and English systems.

Representing Data: creating and interpreting graphs, calculation of percent error and percent yield.

Scientific Notation

Significant Figures

Accuracy and precision

Relevant and irrelevant data

Matter - Properties and Changes

Properties of Matter: identify the characteristics of a substance, physical and chemical properties, differentiate between the physical states of matter

Changes in Matter: physical and chemical changes, applications of the law of conservation of mass to chemical reactions

Mixtures of Matter: contrast mixtures and substances, classify mixtures as homogeneous or heterogeneous, techniques for separating mixtures (distillation, chromatography, etc.)

Elements and Compounds: distinction between atoms and molecules, distinction between elements and compounds, diatomic gases, law of definite proportions, law of multiple proportions

The Structure of the Atom

Early theories of matter

Democritus

Aristotle's ideas of the atom

Dalton's atomic theory

J.J. Thomson - Cathode ray tube experiments, discovery of the electron

Rutherford: gold foil experiment, radiation, discovery of the proton, and the nucleus

Rutherford and Chadwick: discovery of the neutron, charge-to-mass ratio of the atom, relative mass of each subatomic particle

How atoms differ

Atomic mass, atomic number and relationship with numbers of each subatomic particle

Isotopes

Definition and calculation of atomic mass

Radioactive decay: a, ß particles, waves

Electrons in Atoms

Light and quantized energy: continuous electromagnetic spectra, atomic emission spectra, wave and particle models of light

Quantum Theory and the Atom: Bohr and quantum mechanical models of the atom, de Broglie's wave-particle duality, Heisenberg's uncertainty principle

Electron Configuration

Orbitals and energy levels

Pauli exclusion principle

Aufbau principle

Hund's rule

Orbital diagrams and electron configuration notation

Valence and core electrons

Octet rule

Electron dot diagrams

The Periodic Table and Periodic Law

Development of the modern periodic table: Laviosier and Mendeleev

Classification of the elements: families and periods

Allotropes

Organization of the table

Blocks of the periodic table and electron configuration

Periodic Trends: atomic radius, metallic characteristics, ionic radius, ionization energy, electronegativity

Ionic Compounds

Forming chemical bonds: relationship between chemical bonds and electron configuration

Formation of anions and cations

Formation and nature of ionic bonds: formation of ionic bonds, account for the physical properties of ionic compounds (crystal lattice, ionic size and melting/boiling point), energy involved in formation of ionic bonds

Names and formulas for ionic compounds: polyatomic ions, oxyanions, name and description

Metallic bonds and properties of metals: description of metallic bonds, physical properties that depend on metallic bonds, description of alloys, polarity of water

Chemical Reactions

Reactions and equations: recognize evidence of a chemical change

Represent chemical reactions with equations. solid, liquid, gas, and aqueous phases

Classifying chemical reactions: single replacement, double replacement, synthesis, decomposition, combustion, neutralization

Reactions in aqueous solutions: complete and net ionic equations

Solubility of compounds

Prediction of whether reactions in aqueous solutions will produce a precipitate, water, or a gas

The Mole

Measuring matter

Description of the mole in chemistry

Conversion from moles to number of particles (or atoms), volume of a gas at STP, mass of a substance

Moles of compounds

Recognize the mole relationships given by a chemical formula

Calculate the molar mass of a compound

Determine the number of atoms or ions in a mass of a compound

Empirical and molecular formulas

Percent composition of a compound

Determine the empirical and molecular formulas for a compound from mass percent and actual mass data

Formula for a hydrate: define hydrate. Determine the formula for a hydrate from data given. Correlation between hydrated compounds and empirical formula

Stoichiometry

Chemical reactions

Identify the quantitative relationships in a balanced chemical equation

Determine the mole ratios from a balanced reaction

Stoichiometric calculations

Balance reactions and determine how much product is formed, or how much reactant was used when given data

Limiting reactants

Identify the limiting reactant

Identify the excess reactant and calculate the amount remaining

Calculate the mass of a product produced

Percent yield

Calculate the theoretical yield of a chemical reaction from data

Determine the actual yield of a chemical reaction from data

Calculate the percent yield and percent error

States of Matter

Gases

Kinetic Molecular Theory

Diffusion and effusion of gases - Graham's Law

Measurement of gas and atmospheric pressure

Dalton's Law of Partial Pressures

Forces of Attraction: intermolecular and intramolecular forces

Liquids and Solids: application of Kinetic Molecular Theory to the behavior of liquids and solids. Viscosity, surface tension, and capillary action and relationship to intermolecular forces. Structures and properties of different types of solids

Phase Changes

Interpretation of a phase diagram

Addition and subtraction of energy and phase changes

Triple Point

Critical Point

Gases

The gas laws

Boyle's Law

Charles' Law

Gay-Lussac's Law

Combined gas law and Avogadro's Principle

Relationship between volume, temperature, and pressure

Relationship between numbers of particles and volumes

Ideal Gas Law

Amount of gas present relative to its pressure, temperature, and volume

Compare properties of real and ideal gases

Gas stoichiometry

Determine volume ratios for gaseous reactants and products using stoichiometry

Calculate amounts of gaseous reactants and products in a chemical reaction using the gas laws.

Solutions

Characteristics of solutions: characteristics and types of solutions. Intermolecular forces in solutions. Solubility and the factors that affect it

Solution concentration: molarity, molality, percent by mass, percent by volume, Mole fraction

Colligative properties: electrolytic solutions. Boiling point elevation and freezing point depression calculations

Heterogeneous mixtures: suspensions and colloids

Energy and Chemical Change

Energy: potential and kinetic energies. Chemical potential energy and heat lost or gained in a chemical reaction. Calculate the amount of heat absorbed or released by a substance as its temperature changes.

Heat in chemical reactions and processes: calorimetry and measuring energy absorbed or released. Enthalpy and entropy changes in chemical reactions and processes.

Thermochemical equations: writing thermo-chemical equations for chemical reactions and other processes. Describe energy loss or gain during a change of state. Calculate heat absorbed or released in a chemical reaction.

Calculation of enthalpy change: Hess's Law of summation of enthalpies of reaction. Calculate Hrxn using thermo-chemical equations. Determine the enthalpy change using standard enthalpies of formation data.

Acids and Bases

Identify the physical and chemical properties of acids and bases. pH and acidic, basic, or neutral solutions. Arrhenius and Brønsted-Lowry definition of acids and bases.

Neutralization: Chemical equations for neutralization reactions

Titration

Buffers, and characteristics of buffered and unbuffered solutions

Hydrocarbons

Alkanes: structure, name - by structure and formula, draw molecules

Alkenes and alkynes: structure, name - by structure and formula, draw molecules

Branched -anes, -enes, and -ynes, nomenclature and drawing molecules

Basic functional groups: amine, alcohol, carboxylic acid, ether, aldehyde, ester, ketone, and halocarbon

12^th Grade

ADVANCED PHYSICS

This is a college-level course requiring well-developed problem-solving skills. This course will be useful to students planning to major in science, engineering, or medical fields.

TOPICS

Measurement

SI units: unit conversions.

Measurement and uncertainty: accuracy and precision

Kinematics in One Dimension

Reference frames and displacement

Velocity and speed: vectors and scalars. Average and instantaneous velocity

Falling objects: gravity

Graphical analysis of motion

Kinematics in Two Dimensions

Addition and subtraction of vectors

Addition of vectors by components

SOHCAHTOA

Projectile motion - parabolic motion

Relative velocity

Motion and Force

Newton's laws of motion

Weight

Free-body diagrams

Friction, inclined planes

Circular motion and gravitation

Kinematics of uniform circular motion

Dynamics of uniform circular motion

Centrifugation

Universal gravitation

Work and Energy

Work done by a constant force

Kinetic Energy and the Work-Energy Principle

Potential Energy

Mechanical Energy and its conservation

Law of Conservation of Energy

Linear Momentum

Momentum and its relation to force

Conservation of momentum

Collisions and impulse

Conservation of energy and momentum in collisions

Elastic collisions in one dimension

Inelastic collisions in one dimension

Collisions in two dimensions

Rotational Motion

Kinematic equations for uniformly accelerated rotational motion

Rolling motion

Torque

Torque and rotational dynamics

Angular momentum and its conservation

Bodies in Equilibrium; Elasticity and Fracture

Statics - Conditions for equilibrium.

Stability and Balance

Elasticity - Stress and strain.

Fracture

Center of mass

Sound

Simple harmonic motion

Wave motion

Characteristics of sound

Intensity of sound: decibels

Amplitude related to intensity

Sources of sound

Vibrating strings

Vibrating air columns (Interference of sound waves; beats, Doppler effect)

Temperature and Kinetic Theory

Atomic theory of matter

Thermal equilibrium and the zeroth law of thermodynamics.

Thermal expansion - anomalous behavior of water below 4oC

Thermal stresses

The gas laws and absolute temperature

Kinetic theory and the molecular interpretation of temperature

Heat

Heat as energy transfer

Distinction between temperature, heat, and internal energy

Internal energy of an ideal gas

Specific heat

Calorimetry

Latent heat

Heat transfer: conduction, convection, radiation

The Laws of Thermodynamics

The first law of thermodynamics: applications of the first law to simple systems.

The second law of thermodynamics: heat engines.

Entropy and the second law of thermodynamics

Order to disorder

Electric Charge and Electric Field

Static electricity; electric charge and its conservation.

Electric charge in the atom

Insulators and conductors

Induced charge; the electroscope

Coulomb's Law

The electric field: field lines, electric fields and conductors

Electric Potential and Electric Energy; Capacitance

Electric potential and potential difference: electric potential due to point charges.

Relation between electric potential and electric field

Equipotential lines

Capacitance: dielectrics, storage of electric energy

Electric Currents

The electric battery

Electric current

Ohm's law: resistance and resistors, resistivity

Electric power: power in household circuits, alternating current

ADVANCED PLACEMENT BIOLOGY

The Advanced Placement Biology course is designed as the equivalent of a college introductory biology course. The two main goals of this course are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. Primary emphasis is on developing an understanding of concepts rather than memorization of terms, recognition of unifying themes in biology, and an application of biological knowledge and critical thinking to environmental and social concerns.

TOPICS

Chemistry of Life

Water

Organic Molecules in Organisms

Cell synthesis and break down of macromolecules

Structures of biologically important molecules (carbohydrates, lipids, proteins, nucleic acids) and their function

Free Energy Changes

Enzyme

Enzyme specificity

Regulation of enzyme activity

Cells

Prokaryotic and Eukaryotic cells

Evolutionary relationships.

Membranes: model of the molecular structure of membranes

Mechanisms by which substances cross membranes

Subcellular organization

Structures of the various subcellular organelles

Factors that limit cell size

Cell cycle and its regulation

Mitosis

Mechanism of cytokinesis

Regulation of the cell cycle

Aberrations in the cell cycle

Cellular Energetics

Coupled reactions

The function of chemiosmosis in bioenergetics

Fermentation and cellular respiration

The role of oxygen in energy-yielding pathways

Photosynthesis

Photosynthetic adaptations that have evolved in response to different environmental conditions

Interactions that exist between photosynthesis and cellular respiration

Heredity

Meiosis and gametogenesis

The importance of meiosis in heredity

The relationship of meiosis to gametogenesis

Similarities and differences between gametogenesis in animals and gametogenesis in plants

Eukaryotic chromosomes

Inheritance patterns

Molecular Genetics

DNA and RNA structure and function

Similarities and differences between prokaryotic and eukaryotic genomes

Gene regulation: mechanisms by which gene expression is regulated in prokaryotes and eukaryotes.

Mutation: ways that genetic information can be altered. Effects of these alterations materials between cells.

Nucleic acid technology and applications: current recombinant technologies. Practical applications of nucleic acid technology.

Legal and ethical problems that may arise from these applications.

Evolutionary Biology

Early evolution of life: current biological models for the origins of biological macromolecules.

Current models for the origins of prokaryotic and eukaryotic cells.

Evidence for evolution

Mechanisms of evolution: role of natural selection in the process of evolution. Mechanisms that account for speciation and macroevolution.

Diversity of Organisms

Evolutionary patterns: major body plans of plants and animals.

Survey of the diversity of life: representative organisms from the Moneran, Fungi and Protista Kingdoms. Representative members of the major animal phyla and plant divisions

Viral structure and replication

Major steps in viral reproduction

Ways that viruses transfer genetic

Phylogenetic classification: distinguishing characteristics of each group (kingdom and the major phyla and divisions of animals and plants)

Evolutionary relationships: ways that scientists study evolutionary relationships among organisms. Ways that this information is used to classify organisms.

Structure and Function of Plants and Animals

Reproduction, growth and development

Adaptive significance of alternation of generation in the major groups in plants

Structural, physiological and behavioral adaptations: organization of cells, tissues, and organs determine structure and function in plant and animal systems. Adaptive features that have contributed to the success of various plants and animals on land.

Response to the Environment

Ecology

Population dynamics: models that are useful in describing the growth of a population

Communities and ecosystems: energy flow through an ecosystem is related to trophic structure

Elements cycle through ecosystems (ie. carbon, nitrogen, phosphorus, oxygen, sulfur)

Global issues: ways in which humans are affecting biogeochemical cycles

ADVANCED PLACEMENT CHEMISTRY

The AP Chemistry course is designed as the equivalent of a general chemistry course usually taken in the first year of college. The course emphasizes depth of understanding of fundamental concepts and principles and their utilization in solving general chemistry problems.

TOPICS

Structure of Matter

Atomic theory and atomic structure

Chemical bonding

Molecular Models

Nuclear Chemistry

States of Matter

Gases

Gas Laws

Kinetic Molecular Theory

Liquids and Solids

Phase diagrams

Solutions

Colligative properties

Reactions

Acid-Base reactions

Redox reactions

Electrochemistry

Stoichiometry

Equilibrium

Kinetics

Thermodynamics.

Descriptive Chemistry

Chemical reactivity of common elements

Organic Chemistry

Laboratory

Various activities that foster development of laboratory skills.

PSYCHOLOGY: AN HISTORICAL OVERVIEW

This non-clinical course provides an introduction to human behavior, studied through cognitive, behavioral, psychoanalytic, and neurological theories. The wide range of topics covered includes theorists' contributions, abnormal psychology, treatment approaches, and cultural influences. Through lecture, homework, tests, class discussions, and presentations, students will have the opportunity to learn about how psychology is practiced today, how it has evolved, and the cultural impact it has had. Students will be required to do a research paper on an illness.

INTRODUCTION TO ENGINEERING

This is an elective course that introduces the principles of engineering.

TOPICS

Drawing - Civil Engineering

Measurement

Unit conversions

Scale drawings

Building from drawings

Drawing from a built structure

Forces, Statics and Materials - Mechanical Engineering

Vectors and scalars

Addition and subtraction of vectors

Addition of vectors by components

SOHCAHTOA

Forces

Hooke's Law

Elasticity of materials

Thermodynamics - Chemical Engineering

Laws of thermodynamics

Heat and heat transfer

Circuits - Electrical Engineering

Circuit components

Wiring and building circuits

Engineering Economics

Corporate fiscal analysis

ACTIVITIES

Build a structure out of legos. Do top, front, side view drawings.

Take a set of drawings and build the structure.

Draw top-view scale drawing of one of the science labs.

Design a water piping lay-out for the Chemistry Lab

Perform addition of force vectors lab.

Perform Hooke's Law lab.

Build a chair out of corrugated cardboard and masking tape - lightest chair that can hold a 220lb person.

Conduct Calorimeter lab.

Q = mc T lab - hot metal in cool water to determine the c of the metal

Assemble electronic project kits.

PHYSICS OF SPORTS

This is an elective course that introduces the principles of physics as it relates to motion in sports.

TOPICS

Vectors

Speed and velocity

Measurement

Unit conversions

Vectors and scalars

Addition and subtraction of vectors

Addition of vectors by components

SOHCAHTOA

LAB - Calculate your acceleration

LAB - Acceleration down the hill on various sleds

Newton's Laws of Motion

Equal and opposite forces

Force vectors

Force = mass * acceleration

Gravity

Friction

Projectile motion

LAB - Force on a skater

Momentum and Collisions

Calculation of momentum

Collisions

Elastic

Inelastic

Transfer of momentum

LAB - qualitative transfer of momentum in collisions

ELECTRICITY

This is an elective course that introduces the principles of electricity and electromagnetism. The emphases are:

Understanding the concepts and principles;

Relating the concepts and principles to our everyday lives; and

Experimental work.

TOPICS

Static Electricity

Electrical structure of matter, law of electric charges, conductors, insulators, transfer of electric charge, electrostatic series, electroscopes, charging by contact and induction, grounding, charge distribution on a conductor, lightning, electrostatic generators, electric fields, charge on an electron, photocopiers, electrostatic precipitators

Current Electricity

Electric current and electric potential, electric circuits, series and parallel circuits, Kirchoff's laws, Ohm's law, resistance, resistivity, power, cost of electricity, house wiring, effect of electricity on the human body

Magnetism and Electromagnetism

Early history of magnetism, law of magnetic poles, magnetic fields, Earth's magnetism, domain theory of magnetism, electromagnetism, field around a straight conductor and a coil, motor principle, applications of electromagnetism and the motor principle, electromagnetic induction, Lenz's law, electrical generators, AC and DC, transformers, electrical generation and distribution

SKILLS

Measuring, calculating, analyzing data, problem solving, general lab skills, lab reporting, metric system use

CHEMISTRY AND SOCIETY

This is an elective course that attempts to relate the effect of chemistry on our everyday lives. The emphases are

Understanding the concepts and principles

Relating the concepts and principles to our everyday lives

Scientific literacy so that reasoned judgments on societal issues can be made

.

TOPICS

Basic Chemistry Review

Elements, compounds, electrolyte, non-electrolyte, atoms, ions, molecules

Sub-atomic particles: proton, electron, neutron

Electron configuration, atomic number, mass number, isotopes

Nuclear Chemistry

Radioactivity, types of radiation, nuclear equations, nuclear fission and fission, the Manhattan project, energy in nuclear reactions, mass defect, binding energy, nuclear energy: the promises and the problems.

Oxygen and Hydrogen

Occurrence, discovery, preparation, physical and chemical properties

Oxidation, combustion, uses

Hydrocarbons

Alkanes, alkenes and alkynes

Properties, reactions, structures

Nomenclature

Uses

Petroleum

Chemicals, Pollution and the Environment

Air Pollution, ozone, CFCs

Water pollution, acid rain

SKILLS

Measuring, calculating, analyzing data, problem solving, general lab skills, lab reporting, metric system use

MARINE BIOLOGY

This is a half-year senior elective is intended for students who wish to gain an introductory understanding of the marine environment. Students will begin with a study of the chemical and physical ocean followed by an overview of the biological processes that govern life in the oceans. This will be followed by a study of the characteristics of various marine biomes.

In lieu of a final exam students will be expected to write a comprehensive term paper on a topic of their choice. It is expected that students taking this course will participate in the two scheduled field trips. While there isn’t a scheduled lab period, students will perform a series of labs designed to enhance their study of marine biology.

TOPICS

Scientific Method

Oceanography

The 4 oceans

Ridges

Trenches

Plate movements

Continental drift

Ocean Floor

Continental margin

Deep ocean basins

Mid-ocean ridges;

Water

Salinity

Density

Pressure

Temperature

Transparency

Motion:

Coriolis effect

Wind patterns

Tides

Waves;

Currents

Surface

Gyres

Vertical Motion

Seasonal Overturn

Upwelling

Taxonomy and Classification:

Five kingdoms of life

Respiration

Photosynthesis

Monerans

Protists

Plants

Animals:

Porifera

Ctenophore

Cnidarians

Mollusks

Arthropods

Echinoderms

Mammals;

Ecology:

Ecology

Habitats

Populations

Communities

Species Interaction

Energy Flow;

Marine Biomes:

For Each Of The Biomes Listed Below, The Following Information Will Be Discussed: Characteristics Of The Biome, Plant And Animal Adaptations, Biotic And Abiotic Factors, Greatest Threats To The Biome;

Estuaries

Rocky Intertidal Zone

Deep Oceans

Coral Reefs

Continental Shelf

Epipelagic

Resources from the sea.

ECOLOGY

Ecology involves the study of how the components of the natural world interact. These components include climate, moisture, soil, plants, and animals. This course concentrates on populations, competition, and how environmental conditions affect speciation and species interaction. Field studies involve techniques used by ecologists to examine terrestrial and aquatic ecosystems. This course requires field trips, a final paper, and presentation of the paper.

Top

Please note: Wooster’s educational philosophy is centered on teaching children not course material. Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

The information contained in these documents is the intellectual property of Wooster School

and intended solely for the use of current and prospective members of the Wooster community

to better understand and anticipate course content.

Reuse, resale, or reproduction of this material outside of Wooster School is prohibited.

Copyright Wooster School 2005