Explore Our Curriculum

Science

DEPARTMENT PHILOSOPHY

Episcopal believes that a comprehensive under­standing of the scientific process provides a basis for decision-making and more responsible citizenship in an increasingly complex and technical world. All students, regardless of background, are capable of learning and doing science. EHS believes a compre­hensive understanding of science is best achieved by introducing students to the fundamentals of physics in the ninth grade, followed by chemistry in the 10th grade and biology in the 11th grade. Additionally, teachers incorporate skills, concepts, and problems that span a variety of scientific disciplines in their teaching. Episcopal students are expected to draw upon the skills, concepts, and content learned in prior science courses to further their understanding in sub­sequent courses. The laboratory component of each course is designed not as a supplement, but as an in­tegral part of the program.

The department offers a wide variety of courses designed to meet the needs of all students. The core sequence of courses (physics, chemistry, and biology) serves the typical student. Advanced and Honors courses challenge our most able students. Finally, electives are designed to be accessible to all juniors and seniors. Episcopal is committed to maintaining a program that provides all students with a working knowledge of the scientific process, while at the same time preparing interested students for further pursuit of science or a related field in college.

REQUIREMENTS

Students are required to earn two credits in laboratory science, the last of which must be earned at EHS. Episcopal encourages students to take more than two credits, as many colleges prefer students to have three or four science credits.

  • Advanced Biology

    This course is the equivalent of an introductory college-level biology course. Core material includes fundamental principles of biochemistry, genetics, molecular biology, cell biology, and organismal biology. These topics will address the structure and regulation of proteins, how such molecules are integrated into cells, the role of genes, the internal regulation of body systems, and the interactions of organisms. Special topics may include cancer biology, infectious diseases, and neurobiology. Students will be challenged to apply their understanding in search of the “why”. Laboratory work will support the major themes of the curriculum, including modern genetic techniques and biotechnology. Other integral aspects to the course are attention to current scientific literature, project-based learning, hands-on activities, and student-led seminars. Prerequisite: Chemistry. Department permission required. (One Credit)

  • Advanced Chemistry

    his course is the equivalent of an introductory college-level chemistry course. Students who successfully complete this course should be well prepared to take the AP chemistry exam in May. In this class we reinforce the chemical principles learned in introductory Honors-level chemistry courses including periodic properties of elements, chemical formulas and equations, states of matter, stoichiometry, and chemical bonding. Students in this course will also include new quantitative topics such as chemical kinetics, chemical equilibrium, and thermodynamics. The goal is for students to attain an in-depth understanding of fundamental concepts and to develop competence in dealing with general chemistry problems. Prerequisite: 90 or above in the full year of Honors Chemistry or by department permission. Corequisite: Honors Algebra 2 Trigonometry or higher math course. Department permission required. One Credit)

  • Advanced Engineering

    This course utilizes previously learned science and higher-level mathematics to investigate several facets of problem-solving aspects in engineering. In addition to the hands-on emphasis of the course, it exposes students to software that is specific to engineering areas such as analog and digital input, structural design modeling, control systems, and programming. Other topics may include material properties, fluid dynamics, fuel cells, work design and ergonomics, operations models and production planning. 
    Prerequisite: Physics, and corequisite: Advanced Calculus. Department permission required. (One-half credit)

  • Advanced Environmental Science

    This course delves into the intricacies of the natural world and its complex interrelationships, with a focus on evaluating human impact on the environment. Utilizing both regional and global ecosystems as examples, students will be introduced to the scientific concepts and principles necessary to comprehend the relationships between abiotic and biotic components. Students will combine hands-on fieldwork and ArcGIS software to create and analyze maps to illustrate the impact of abiotic components on the living world. This program emphasizes the use of data for projecting the effects of environmental changes, and involves the collection and interpretation of longitudinal data from a pond and watershed. Assessments include tests, quizzes, projects, presentations, map production, participation in class discussions, lab reports, and lab tests. Prerequisite: Chemistry and Biology. Department permission required. (One Credit)

  • Advanced Physics 1

    This course serves as a physics survey and as a proper introduction for those who may go on to further technical studies in college. The course covers many of the same areas as an introductory physics course focusing on mechanics, however the approach is more analytical and makes free use of algebra and trigonometry. Frequent laboratory experiments are an important component of the class. Prerequisite: Completion of Honors Algebra 2 Trig or Precalculus or higher math course or co-enrolled in Honors Precalculus or higher. Expectations in this course include a grade of 95 in their previous regular science course or evidence of success in Honors- or Advanced-level science courses. Department permission required. (One Credit)

  • Advanced Physics C

    This is a college-level course for those who are considering majoring in science or engineering. The class focuses on classical mechanics and prepares students to take the AP Physics C Mechanics exam. Calculus is used in problem-solving. Frequent laboratory experiments are an important component of the class. Corequisite: Calculus or higher math course. Expectations in this course include a grade of 95 in their previous regular science course or evidence of success in Honors- or Advanced-level science courses. Department permission required. (One Credit)

  • Anatomy and Physiology

    Topics covered include the basic organization of the body, diagnostic techniques and procedures, cellular and biochemical composition, organization of tissues, and several major body systems along with the impact of diseases on those systems. Students engage in topics and competencies related to truly understanding the structure and function of the human body. The students will use case studies, hands-on activities, and lab work to explore the concepts and engage with the material successfully. The course ends with an inquiry-based project that connects the various systems that we have studied. The goal is to see how the various systems can be integrated functionally and how they react under different physiological situations and stresses. Prerequisites: Biology. By department permission. (One-half credit/senior elective)

  • Biology

    Biology introduces students to the basic fundamentals of the study of life. It encompasses essential concepts needed to explain our natural world and their interdependence with the environment. The course covers, but is not limited to: cells, biochemistry, genetics, biotechnology, evolution, ecology and human biology. Students focus on the study of biological processes, structures and functions at multiple levels of organization. They explore patterns, processes, and systems in order to understand the fundamental principles of living organisms. The course strengthens the development of analytical science skills, critical thinking, problem solving and the practical application of technology and use of scientific tools. Students are active learners. They collect, analyze and interpret data working both independently and collaboratively in the classroom and laboratory. The ultimate goal is for students to have a deeper understanding of the world they live in through an examination of the underlying processes and mechanisms of life. Prerequisite: Chemistry. (One Credit)

  • Botany

    This course focuses on hands on project work in the field and lab, to introduce students to visual plant identification. Students learn to use leaf shapes, branching patterns and the parts of flowers to identify plants. Students learn botanical terms through lab work and fieldwork in the EHS Greenhouse, the campus gardens, Laird Acres and beyond. (One-half Credit)

  • Chemistry Fundamentals

    This course provides students with a solid foundation in the fundamentals of chemistry. Many exciting demonstrations and challenging investigative labs highlight this course. These experiences help students make connections between chemistry in the classroom and everyday life. The laboratory component of this course takes full advantage of modern computer technology to collect and manipulate data. Note: This course does not fulfill the prerequisite for Advanced Chemistry. (One credit)

  • Conceptual Physics

    This introductory course is designed for students enrolled in Algebra 1. The course takes a conceptual approach to the understanding of physics and places emphasis on fundamental concepts and their applications to daily life. The first semester begins with a discussion of waves, sound, and light. Then the course continues with the study of mechanics. Mathematical problem solving is introduced at an appropriate level. Frequent hands-on activities and group work including both qualitative and quantitative laboratory experiments, demonstrations and problem solving characterize class time. The goal is to connect principles with everyday experiences. Only students concurrently enrolled in Algebra 1 are eligible to take Conceptual Physics. (One Credit)

  • Engineering

    This course utilizes previously learned science principles with practical engineering applications. The course is hands-on with emphasis on student projects that incorporate data collection and processing, design drawings and modeling, and spreadsheet analysis. Topics may include roller coasters, robotics and programming, structural engineering, material properties, batteries and fuel cells, and optical instrumentation. Prerequisite: Physics, and corequisite: Precalculus. By department permission. (One-half credit)

  • Epidemiology

    In this course, students will develop a basic understanding of infectious diseases and the biological, social, and environmental factors that contribute to widespread transmission and epidemics. Students will learn about transmission, vectors, host defenses, treatments and prevention, including vaccination, as they study a wide range of infectious diseases including influenza, HIV/AIDS, cholera and the bubonic plague. Does not meet the science lab requirement. Prerequisite: Biology. By department permission. (One-Half Credit)

  • Forensics

    Forensic Science is a laboratory based course designed around authentic performance assessments with students working in teams to solve crimes using scientific knowledge and reasoning. It involves all areas of science including biology, chemistry, anatomy, and physics with an emphasis in complex reasoning and critical thinking. The course is based on scientific investigation using microscopy, chromatography, comparative analysis techniques, and qualitative analysis examinations. Writing is an integral part of the course with students being expected to present their results in laboratory reports and case study analysis. Prerequisites: Chemistry and Biology. By department permission. (One-Half Credit)

  • Honors Chemistry

    Honors Chemistry is an advanced comprehensive high school chemistry course. The Honors class requires significant independent effort and moves more quickly through foundations of chemistry to allow more time for advanced topics and labs. This course places emphasis on fundamental concepts, such as principles of chemical reactions & chemical bonding, as well as the application of these principles to descriptive chemistry. Experiments play an integral part in the course and help students discover basic principles for themselves. Topics include atomic theory, the periodic table, bonding, formulas, reactions, solutions, acids, bases, stoichiometry, and an introduction to equilibrium. Students are required to have strong math skills & a solid foundation in the physical sciences. Prerequisite: 95 or above in the full year of the previous science course, active participation in class, and demonstrated ability to work with others in a variety of classroom situations. Corequisite: Algebra 2 or higher math course, with a preference for Honors Algebra 2 Trig or higher. By department permission. (One Credit)

  • Intermediate Physics

    This course is a survey of many topics that comprise the study of basic science and Physics: measurement, experimental design, data collection and analysis, mechanics, energy, sound, electricity, magnetism, light. The presentation is complemented by a mathematical component at an appropriate level supported by demonstrations and hands-on lab, study and projects. The goal is to connect principles with everyday experiences. (One Credit)

  • Physics

    This introductory course takes a conceptual approach to the understanding of physics and places emphasis on fundamental concepts and their applications to daily life. The focus of the first semester is on mechanics. Second semester topics include electricity, waves, sound, and light. Frequent hands-on activities and group work including both qualitative and quantitative laboratory experiments, demonstrations and problem solving characterize class time. (One Credit)

  • Psychology

    This course provides an introduction to the scientific study of behavior and mental processes. The course surveys several of the major subdisciplines of the field, including units on neuroscience, methodology and ethics of psychological research, learning and memory, sleep, stress, and psychopathology. Lessons, activities, and readings emphasize the scientific underpinnings of the prevailing theories and their applications and encourage an understanding of the student’s world and experiences through this scientific lens. By department permission. (One-Half Credit)

  • GOA: Abnormal Psychology

    This course provides students with a general introduction to the field of abnormal psychology from a western perspective while exploring the cultural assumptions within the field. Students examine the biopsychosocial aspects of what society considers abnormal while developing an understanding of the stigma often associated with psychological disorders. Through book study, videos, article reviews, and discussions, students consider how our increasingly global world influences mental health in diverse settings. In learning about the different areas of western abnormal psychology, students study the symptoms, diagnoses, and responses to several specific disorders such as anxiety, depression, eating disorders, or schizophrenia. Students develop an understanding of how challenging it can be to define “normal” as they begin to empathize with those struggling with mental distress. Throughout the course, students are encouraged to attend to their own mental well-being. The course culminates in an independent project where students showcase their learning with the goal of making an impact in their local communities.

  • GOA: Bioethics

    Ethics is the study of what one should do as an individual and as a member of society. Bioethics refers to the subset of this field that focuses on medicine, public health, and the life sciences. In this course, students explore contemporary, pressing issues in bioethics, including the “right to die,” policies around vaccination and organ transplantation, competence to consent to care, human experimentation and animal research, and genetic technologies. Through reading, writing, research, and discussion, students will explore the fundamental concepts and questions in bioethics, deepen their understanding of biological concepts, strengthen their critical reasoning skills, and learn to engage in respectful dialogue with people whose views may differ from their own. The course culminates with a student-driven exploration into a particular bioethical issue, recognizing the unique role that bioethics plays within the field of ethics. (One-half credit)

  • GOA: Developmental Psychology

    Over a few short years, most human beings grow from infants who are not even able to hold up their heads to become walking, talking, thinking people who are able to communicate using language, to understand complexities, to solve problems, and to engage in moral reasoning. This course is an introduction to the fascinating study of human growth and development focusing on the significant changes that occur physically, emotionally, cognitively and socially from birth through adolescence. Students consider the big questions of heredity versus environment, stability versus change, and continuity versus discrete stages of change as they investigate language acquisition, sensorimotor development, thinking and learning, and personality and emotions. Through readings, observations, case studies, and application activities, students examine development from the perspectives of major theorists in the field from both Western and non-Western traditions.  (One-half credit)

  • GOA: Global Health

    What makes people sick? What social and political factors lead to the health disparities we see both within our own community and on a global scale? What are the biggest challenges in global health and how might they be met? Using an interdisciplinary approach to address these two questions, this course improves students’ health literacy through an examination of the most significant public-health challenges facing today’s global population. Topics include the biology of infectious disease, the statistics and quantitative measures associated with health issues, the social determinants of health, and the role of organizations (public and private) in shaping the landscape of global health policy. Students use illness as a lens through which to examine social issues like poverty, gender, and race. Student work includes analytical writing, research, research, readings and discussions exploring a variety of sources, and online presentations, created both on their own and with peers. (One-half credit)

  • GOA: Medical Problem Solving 1

    In this course students collaboratively solve medical mystery cases, similar to the approach used in many medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and identify appropriate treatment for patients. Students use problem-solving techniques in order to understand and appreciate relevant medical/biological facts as they confront the principles and practices of medicine. Students explore anatomy and physiology pertaining to medical scenarios and gain an understanding of the disease process, demographics of disease, and pharmacology. Additional learning experiences include studying current issues in health and medicine, interviewing a patient, and creating a new mystery case. (One-Half Credit)

  • GOA: Medical Problem Solving 2

    This course is an extension of the problem-based approach in Medical Problem Solving I. While collaborative examination of medical case studies remain at the center of the course, MPS II approaches medical cases through the perspectives of global medicine, medical ethics, and social justice. The course examines cases not only from around the world but also in students’ local communities. Additionally, the course addresses the challenges patients face because of a lack of access to health care, often a result of systemic discrimination and inequity along with more general variability of health care resources in different parts of the world. All students in MPS II participate in the Catalyst Conference, a GOA-wide conference near the end of the semester where students from many GOA courses create and publish presentations on course-specific topics. For their projects, students use all of the lenses from the earlier parts of the course to choose and research a local topic of high interest. Further, their topics enable identifying a local medical problem, using local sources, and generating ideas for promoting change. Prerequisite: Medical Problem Solving I.  (One-half credit)

  • GOA: Positive Psychology

    What is a meaningful, happy, and fulfilling life? The focus of psychology has long been the study of human suffering, diagnosis, and pathology, but in recent years, positive psychologists have explored what’s missing from the mental health equation, taking up research on topics such as love, creativity, humor, and mindfulness. We dive into what research tells us about the formula for a meaningful life, the ingredients of fulfilling relationships, and changes that occur in the brain when inspired by music, visual art, physical activity, and more. We will also seek out and lean on knowledge from positive psychology experts, such as Martin Seligman’s well being theory, Mihaly Csikszentmihalyi’s idea of flow, and Angela Lee Duckworth’s concept of grit. Students will imagine and create real-world measurements using themselves and willing peers and family members as research subjects. As part of the learning studio format of the course, students will imagine, research, and create projects that they will share with a larger community. Throughout the development of these projects, students will collaborate with each other and seek ways to make their work experiential and hands-on. (One-half credit)

  • GOA: Social Psychology

    Are you thinking and acting freely of your own accord or is what you think, feel, and do a result of influences by the people around you? Social psychology is the scientific study of how and why the actual, imagined, or implied presence of others influences our thoughts, feelings, and behavior. The principles of social psychology help explain everything from why we stop at stop signs when there is no one around to why we buy certain products, why in some situations we help others and in some we don’t, and what leads to more dramatic (and catastrophic) events such as mass suicides or extreme prejudice and discrimination. As we take up these topics and questions, students will build and engage in a community of inquiry, aimed primarily at learning how to analyze human behavior through the lens of a social psychologist. Social Psychology invites students to explore, plan, investigate, experiment, and apply concepts of prejudice, persuasion, conformity, altruism, relationships and groups, and the self that bring the “social” to psychology. The course culminates in a public exhibition of a student-designed investigation of a topic of their choice. This course uses a competency-based learning approach in which students build GOA core competencies that transcend the discipline and learn how to think like a social psychologist. Much of the course is self-paced; throughout the semester, students are assessed primarily in relation to outcomes tied to the competencies. (One-half credit)

Department Faculty

  • Photo of Kimberly Olsen
    Kimberly Olsen
    Chair - Science
    4185
    Rhodes College - Bachelors
    Indiana University - Doctorate
  • Photo of Javier Bastos
    Javier Bastos
    Teacher - Science
    4127
    Rutgers University - Bachelors
    Harvard University - Masters
    Bloomfield High School
    Rutgers University, Harvard University
  • Photo of Kathleen Caslow
    Kathleen Caslow
    Teacher - Science
    4071
    Bio
  • Photo of Stephen Castle
    Stephen Castle
    Teacher - Science; Sustainability Coordinator; Head Wrestling Coach
    4159
  • Photo of David Collins
    David Collins
    Teacher - Mathematics & Computer Science, Science; STEM Coordinator; Director of Rowing
    4155
  • Photo of Natalie Davies
    Natalie Davies
    Teacher - Mathematics & Computer Science, Science; Yearbook
    5100
  • Photo of Margaret Dewing
    Margaret Dewing
    Teacher - Science
    4093
    Washington and Lee University
    University of Virginia
  • Photo of Nat Duffield
    Nat Duffield
    Teacher - Arts, Science
    5109
  • Photo of Charles Moore
    Charles Moore
    Teacher - Science
  • Photo of Luke Peterson
    Luke Peterson
    Teacher - Biology
  • Photo of Tyler Salmon
    Tyler Salmon
    Teacher - Science
    4039
  • Photo of Ashley Taylor
    Ashley Taylor
    Dean of Students; Teacher - Science
    4013
1200 North Quaker Lane
Alexandria, Virginia 22302
703-933-3000