- IF YOU SEE "SEMESTER COURSE" NEXT TO A COURSE'S NAME, IT IS A HALF-YEAR (SEMESTER-LONG) COURSE. IT WILL BE PAIRED WITH ANOTHER SEMESTER-LONG COURSE. ANY COURSE THAT DOES NOT HAVE THE "SEMESTER COURSE" VERBIAGE NEXT TO IT IS A "YEARLONG" COURSE.
Course Description: AP Biology Course – AP Central | College Board
Prerequisites: On track for 4th Year Science Course; 88 Average in Core Science Classes
Course Description: AP Chemistry Course – AP Central | College Board
Prerequisites: Chemistry, Algebra II; On track for 4th Year Science Course; 88 Average in Core Science Classes and Algebra II
Course Description: AP Computer Science A – AP Central | College Board
Prerequisites: Geometry and 88 average in Core Math classes
Course Description: AP Computer Science Principles Course – AP Central | College Board
Prerequisites: Geometry and 88 average in Core Math classes
Course Description: AP Environmental Science Course – AP Central | College Board
Prerequisites: On track for 4th Year Science Course; 88 Average in Core Science Classes
Course Description: AP Physics 1: Algebra-Based Course – AP Central | College Board
Prerequisites: 88 Average in Core Science Classes and Algebra II
Course Description: The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution. Students will investigate biological concepts through experience in laboratories and field work using the processes of inquiry. Biology students start by developing an understanding of the cellular structure and the role these structures play in living cells. The students develop a fundamental understanding of the role of bio-macromolecules, their structure and function as related to life processes. The students then analyze how genetic information is passed to their offspring and how these mechanisms lead to variability and hence diversity of species. They use cladograms and phylogenetic trees to determine relationships among major groups of organisms. Biology students are able to recognize the central role the theory of evolution plays in explaining how the diversity observed within species has led to the diversity of life across species through a process of descent with adaptive modification
Course Description: The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of atoms, structure and properties of matter, characterization of the properties that describe solutions and the nature of acids and bases, and the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work using the processes of inquiry.
Course Description: The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Instruction should focus on student data collection and analysis. Some concepts are global; in those cases, interpretation of global data sets from scientific sources is strongly recommended. It would be appropriate to utilize resources on the Internet for global data sets and interactive models. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course. Whenever possible, careers related to environmental science should be emphasized.
Course Description: In this course students will learn the scientific protocols for analyzing a crime scene, how to use chemical and physical separation methods to isolate and identify materials, how to analyze biological evidence and the criminal use of tools, including impressions from firearms, tool marks, arson, and explosive evidence.
Course Description: The human anatomy and physiology curriculum is designed to continue student investigations that began in grades K-8 and high school biology. This curriculum is extensively performance and laboratory based. It integrates the study of the structures and functions of the human body, however rather than focusing on distinct anatomical and physiological systems (respiratory, nervous, etc.) instruction should focus on the essential requirements for life. Areas of study include organization of the body. Whenever possible, careers related to medicine, research, healthcare and modern medical technology should be emphasized throughout the curriculum. Case studies concerning diseases, disorders and ailments (i.e. real-life applications) should be emphasized.
NOTE: Students who have a 9th/10th grade MATH/SCI average of 79 or lower (and all those who took Foundations of Algebra). If you are recommended for Physical Science and want to request Physics, you must have at least a 500 on the Math and a 500 on the Reading sections of the PSAT to be considered for placement in Physics.
Course Description: The Physical Science curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to have a richer knowledge base in physical science. This course is designed as a survey course of chemistry and physics. This curriculum includes the more abstract concepts such as the conceptualization of the structure of atoms, motion and forces, and the conservation of energy and matter, the action/reaction principle, and wave behavior. Students investigate physical science concepts through experience in laboratories and field work using the processes of inquiry.
Note: Students who have a 9th/10th grade MATH/SCI average of 80 or higher. Students who are recommended for Physics may request Physical Science instead. (Note: Some of you took Physical Science in 8th grade. It does give you credit for high school science, so you are not REQUIRED to take Physics. Be sure to have a conversation with your school counselor BEFORE your 11th grade year to determine if this is the best course for your academic trajectory.)
Course Description: The Physics curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in physics. This curriculum includes more abstract concepts such as interactions of matter and energy, velocity, acceleration, force, energy, momentum, and charge. This course introduces the students to the study of the correction to Newtonian physics given by quantum mechanics and relativity. Students investigate physics concepts through experience in laboratories and field work using the processes of inquiry.