This is a one-semester course designed to explore an integrated and comprehensive view of the human body and how it works. All physiological concepts will be tied at some level to body structure and organization. In addition to the basic understanding of the human systems, this course will strive to discuss clinical topics. These topics will include common dysfunctions of each organ system. In some cases, this course will focus on technology (cloning, stem cell technology, tissue substitutes, and other topics). Practical lab experience is an integral component of this course, which will be used to reinforce lecture concepts. This will allow complete understanding of the many dimensions of anatomy and physiology. This course will use the cat as the primary dissection animal along with other mammalian organ dissections. Models and charts will be available to aid in discovery of representative structures.
Content Objectives
- Introduction to human anatomy and physiology: organization of human body, composition of the body and body fluids.
- Chemical basis for life: structure of matter, chemical constituents of cells
- Cells: composite cell, cell membrane and transport, the cell cycle
- Tissues: epithelial tissue, supporting tissues/connective tissue, muscle, nerve, skin, and blood
- Cardiovascular system, structure of heart, heart actions, blood vessels, and blood pressure
- Skeletal system
- Muscular system
- Nervous system: neuron structures and types, membrane potential and impulse, types of nerves and pathways
- Brain and spinal cord
- Somatic and special senses: receptors and sensations, somatic senses, special senses (smell, taste, hearing, sight)
- Digestion and nutrition
- Respiratory system
- Urinary system
- Reproductive system
Skill Objectives
- To attain a working knowledge of the scientific process
- To understand the levels of organization of complex organisms
- To understand how the different organ systems function
- To provide a non-AP-level opportunity for students to continue to study science beyond the core course sequence (conceptual physics, chemistry, biology)
Material
Shier, D., Butler, T., and Lewis, R. Hole's Human Anatomy and Physiology, 11th ed. 2006
Methods of Evaluation
- Test/presentations 45%
- Lab/group projects 40%
- Daily homework and quizzes 15%
This course is a one-semester introduction to the content and methodology of astronomy. The focus of the course is on our contemporary understanding of the universe, but some of the course will be dedicated to a history of major developments in the subject. The course will emphasize direct observation, and will include frequent sessions outside of class time. Students will be expected to maintain a comprehensive observational journal.
Content Objectives
Beginning with our own observations, the course explores the current view of the universe and the paths that led to this view. The course begins with a comparison of geocentric and heliocentric cosmologies. It then examines contemporary physics essential to astronomy, including universal gravitation and optics. These physical concepts are then applied to an examination of the solar system, stars, and finally galaxies.
Skill Objectives
- To understand observable celestial motions
- To recognize planets, prominent stars, and selected constellations
- To understand how fundamental principles of physics apply to astronomy
- To know the content and structure of the solar system
- To understand the fundamentals of stellar formation and function
- To provide a non-AP-level opportunity for students to continue to study science beyond the core course sequence (conceptual physics, chemistry, biology)
Materials
Discovering the Universe by Comins and Kaufmann, W. H. Freeman and Company, seventh
edition, 2005. We will also utilize a variety of other resources, including relevant periodicals,
laboratory and observational exercises, and trips to local planetaria and dark sites.
Methods of Evaluation
- Tests two/quarter 100 points each/200
- Homework one/week 15/120
- Lab reports and projects 80
- Participation ongoing 100
The participation grade will be based on participation in class discussions, work on otherwise ungraded activities, and the observation journal. Written homework will be assigned and collected on a weekly basis.
This is a one-semester interdisciplinary course designed to explore how science and technology are used to investigate and establish facts in criminal and civil courts of law. Students will learn modern forensic methodologies and will utilize scientific methods to solve legal problems. This course will focus on collection and analysis of crime scene evidence (such as serology, toxicology, entomology, odontology, and trace evidence), and explore lab analysis techniques (such as chromatography, DNA analysis, fingerprinting, and hair and footprint analysis). Writing will be an integral part of the course and students will be expected to communicate laboratory results and conclusions accurately.
Course Content
- History of forensics
- Roles of different forensic scientists in crime scene investigation
- The use of fingerprints and other useful print in forensics
- Serology and blood typing
- Toxicology, drug analysis, and poisons
- Role of DNA in heredity and forensic science
- Trace evidence: collection and evaluation
- Hair and fibers analysis
- Glass and soil analysis
- Document analysis
- Death, decomposition, and autopsies
Skill Objectives
- To apply scientific laboratory processes and techniques to the solving of a crime
- To identify the principles, techniques, and skills of the natural and physical sciences required to analyze the many types of evidence that may be recovered during a criminal investigation
- To identify, compare, and classify common types of physical evidence such as blood, hair, fibers, glass, impressions, soils and minerals, tool marks, and fingerprints
- To search and map a crime scene using linear distance measurements, scale, relative direction, and rectangular coordinate measurement methods
- To investigate the limitations of forensic evidence by determining if the scientific technique or theory can be and has been tested
Material
James, S. & Norby J. Forensic Science, 2nd Edition. CRC Press, Boca Raton FL 2005
Methods of Evaluation
1. Test and quizzes
2. Laboratory reports
3. Group projects
This course will utilize previously learned science principals with practical engineering applications. The course is hands-on with emphasis on student projects. Topics may include robotics and programming, energy and fuels, engines and rockets, structural engineering, atmospheric science and climate change, optical instrumentation, solutions chemistry and fluid dynamics, batteries and fuel cells. Limited to 11th and 12th grade students. Prerequisite: Physics, and co-requisite: Precalculus.
This one-semester course will examine both lotic and lentic freshwater ecosystems. The physical, chemical, and biological parameters that affect the community structure and function of lakes, streams, rivers, and wetlands will be studied. Students will be provided with the ecological concepts and data collection methodologies required to understand the many interrelationships found in bodies of fresh water, identify problems associated with human use of freshwater resources, evaluate the relative risks associated with these problems, and examine alternative solutions for minimizing them. The course will stress critical analysis of current freshwater issues and include extensive laboratory and field investigation as well as independent student research. This course will incorporate group discussion and lecture into class time. A good deal of laboratory and field experiences will be used to enhance important topics as well as stress data collection techniques, analysis, and interpretation. Computer technology will be used for all data presentation and major assignments. Additionally, local, aquatic ecosystems will be examined and assessed utilizing regular monitoring. Students will also create independent research projects that compare two of the local ecosystems studied. Data collected and analyses performed will become part of the environmental science web page on the EHS intranet.
Due to the variety of museums and other applications of freshwater study available in the local area, the Washington program will supplement a number of course topics.
Content Objectives
- History of freshwater studies and scientific research
- Lakes, rivers, streams, wetlands, estuaries
- Structure and properties of water, water distribution
- Physical factors – light, temperature, and stratification
- Water movements
- Chemical factors – pH, oxygen, carbon dioxide, nitrogen, phosphorus
- Energy flow – trophic structure
- Freshwater organisms – phytoplankton, periphyton, zooplankton, zoobenthos, fish
- Population, community, and ecosystem measures
- Niche partitioning
- Formal research projects
Skill Objectives
- To develop an understanding of ecological principles that govern freshwater ecosystems
- To study the importance of water as a unique molecule and an Earth resource
- To identify major environmental problems associated with human use of Earth resources and examine the impact this use has on freshwater ecosystems
- To discuss alternative ways of use and possible solutions to our current impact on fresh water
- To gain field and laboratory experience in data collection, analysis, interpretation and presentation of the physical, chemical, and biological components of freshwater ecosystems
- To conduct regular, long-term monitoring of a local stream and Anderson Pond
- To perform independent research and present the information gained both orally and in written form
Materials
Kalff, J. 2002. Limnology, Prentice Hall, Inc. Upper Saddle River, NJ. Enger, E.D. &
Smith
class hand-outs
selected readings from current scientific literature
Methods of Evaluation
Organization in this course will go a long way toward overall success. Students are required to have a 3-ring binder so supplemental material can be incorporated into their notes. Each student will be provided with a monthly assignment sheet detailing individual assignments and their due dates to allow for planning ahead.
The course syllabus as well as the current month's assignments will be available on the EHS Blackboard.
- Tests
- Formal research project
- Laboratory reports
- Journal responses
This course will focus on terrestrial ecosystems and their ecology. The class will consider terrestrial invertebrate, vertebrate, and vascular plant ecology including environmental physiology, population dynamics, and community structure. Students will consider abiotic and biotic factors that influence the distribution and dynamics of populations. Focus will be placed on the interaction of populations and communities within them. The class will also address the application of biological science to the conservation of populations, communities, and ecosystems, including rare species management, exotic species invasions, management of natural disturbance, research strategies, and preserve design principles. Students will be expected to use field investigations as well as independent student research to further develop their appreciation for the application of ecological principles. This course will incorporate group discussion and lecture into class time. A good deal of laboratory and field experiences will be used to enhance important topics as well as stress data collection techniques, analysis, and interpretation. Computer technology will be used for all data presentation and major assignments. Additionally, local terrestrial ecosystems will be examined and assessed. Students will also be responsible for preparing and taking part in a classroom debate on a current land management issue. Due to the variety of museums and other applications of terrestrial study available in the local area, the Washington program will supplement a number of course topics.
Content Objectives
- Terrestrial ecosystem structure
- Earth climate
- Geology and soils
- Energy and primary production
- Decomposition
- Nutrient cycling
- Trophic dynamics
- Biodiversity
- Land use, disturbance, restoration
Skill Objectives
- To develop an understanding of ecological principles related to terrestrial ecology
- To understand the physical, chemical, and biological factors that affect terrestrial ecosystems
- To identify major environmental problems associated with human use of Earth resources and
- examine the impact this use has on terrestrial ecosystems
- To discuss alternative ways of use and possible solutions to our current impact on land
- To identify conservation issues related to terrestrial systems
- To develop an appreciation for the terrestrial diversity of the planet
- To perform research and field labs that further develop skills in data collection, analysis, and presentation
Materials
Chapin, F.S. III, Matson, P.A., & Mooney, H.A. 2002. Principles of Terrestrial Ecosystem
Ecology, Springer-Verlag, Inc., New York, NY.
class hand-outs
selected readings from current scientific literature
Methods of Evaluation
Organization in this course will go a long way toward overall success. Students are required to have a 3-ring binder so supplemental material can be incorporated into their notes. Each student will be provided with a monthly assignment sheet detailing individual assignments and their due dates to allow for planning ahead.
The course syllabus as well as the current month's assignments will be available on the EHS Blackboard.
- Tests
- Formal research project/debate
- Laboratory reports
- Journal responses
This course is designed to be the equivalent of a college, introductory-level class and will prepare students to take the College Board's Advanced Placement environmental science test. It is interdisciplinary in nature, studying topics from a wide range of disciplines including biology, ecology, geology, chemistry, and geography. Students will be provided with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, identify and analyze natural and human-made problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. The course will stress critical analysis of current environmental issues and include extensive laboratory and field investigation as well as independent student research. This course will incorporate group discussion and lecture into class time. Laboratory experiences will be used to enhance important topics as well as stress data collection techniques, analysis, and interpretation. Computer technology will be used for all data presentation and major assignments. Additionally, two local aquatic ecosystems will be examined and assessed utilizing long-term monitoring. Due to the variety of museums and other applications of environmental study available in the local area, the Washington program will supplement a number of course topics.
Content Objectives
- Conservation and environmentalism
- Food and soil resources
- Matter, energy, and life
- Pest control
- General ecology
- Biodiversity
- Earth, resources, economics
- Land use and management
- Environmental toxicity
- Energy resources
- Atmospheric dynamics and pollutants
- Municipal and toxic waste
- Water dynamics and pollutants
- Populations
Skill Objectives
- To develop a thorough understanding of basic ecological principles
- To examine the earth and its air, water, land, and biological resources
- To identify major environmental problems associated with human use of earth resources, and examine alternatives and debate pros and cons of possible solutions
- To gain field and laboratory experience in data collection, analysis, interpretation, and presentation during long-term monitoring of the various components of two aquatic ecosystems
- To prepare for the Advanced Placement environmental science exam
Materials
Cunningham, W.P. & Saigo, B.W. 2005. Environmental Science: A Global Concern, 8th ed.,
WCB/McGraw- Hill, New York, NY.
Carson, R. 1962. Silent Spring, Houghton Mifflin Co., New York, NY
Leopold, A. 1953. A Sand County Almanac with Essays on Conservation from Round River, Ballantine Books, New York, NY.
Methods of Evaluation
Organization in this course will go a long way toward overall success. Students are required to have a 3-ring binder so supplemental material can be incorporated into their notes. Additionally, students are required to have a bound composition book to take lab notes and collect lab data. Each student will be provided with a monthly assignment sheet detailing individual assignments and their due dates to allow for planning ahead.
- Tests
- Informal laboratory write-ups
- Debates
- Formal laboratory write-ups (optional)
- Journal responses
- Independent research and seminar
- Class presentations/environmental issues
- Chapter questions/interactive CD
Geology introduces students to the structure and composition of the Earth, including rocks and minerals, plate tectonics, volcanism, and the hydrologic cycle. The course will focus on the study of geological processes including formation of the Earth, glaciers, earthquakes, and mountain formation to develop a model of a dynamic and ever evolving Earth. Class sessions will be supplemented by laboratory exercises and by use of resources in the Washington DC area. This is a one-semester course that does not fulfill the school’s lab science requirement.
Content Objectives
- Rocks and minerals
- Rock types – igneous, metamorphic, and sedimentary
- Volcanoes
- Weathering
- Mass wasting
- Running water and groundwater
- Glaciers
- Deserts
- Shorelines
- Earth’s interior
- Plate tectonics
- Geologic time and Earth history
Skill Objectives
- Recognition and retention of basic facts including the recognition of rock types and certain specific rocks, the structure of the Earth, basic surface processes such as weathering and erosion, and internal processes including plate tectonics, earthquakes, and volcanism
- Application of the scientific method
- Pursuit of geology as an interdisciplinary science
- Use of geology for decision making
Material
Essentials of Geology (9th edition) by Lutgens and Tarbuck, Prentice Hall, 2006
Methods of Evaluation
|
Type
|
Frequency
|
Points Per Assignment
|
Percent of Quarter Grade
|
|
Homework
|
Collected weekly
|
10
|
20
|
|
Quizzes
|
Weekly (announced)
|
5
|
10
|
|
Lab Notebook
|
Two checks per quarter
|
20
|
10
|
|
Presentations
|
Two per quarter
|
20
|
10
|