Pure & Applied Science

Department Chair: Elizabeth Davis

In a world increasingly shaped by and comprehended in terms of science and technology, it is important that our students be prepared to understand, evaluate, and use the knowledge and methods of those disciplines. The science program seeks to teach basic scientific principles, skills, and habits of critical and analytical thinking through strong foundations of learning in the biological, physical, and environmental sciences. Students with high interest and ability have the opportunity to pursue these disciplines at advanced levels. We strive to instill in each student an awareness of her natural environment, including the principles and processes that govern it. We also hope to offer students the opportunity to explore problem solving through applications in forensics, engineering, robotics, computer programming and our Science Research Program.

Nine Upper School credits, including Biology, are required for graduation.

A student typically takes one science course at a time for each of her four years. If a student is particularly interested in this discipline and has received the approval from her teachers, Class Dean, and Upper School Director, then she may consider doubling up in science during her junior or senior year.

LOWER SCHOOL

Integrated Science 3, Grade level: 3

In Integrated Science, third graders are introduced to science as a way of knowing, as well as a process for gaining knowledge and understanding of the natural world. Third grade students are active learners, they “do” science. Throughout the year, they have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. Above all, Integrated Science in the third grade seeks to ignite and enhance the sparks of curiosity and creativity in our youngest students.

Integrated Science 4, Grade level: 4

In Integrated Science, fourth graders continue to develop and hone their skills in the use of scientific inquiry as they further develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. Fourth graders are also becoming more sophisticated in their ability to explain and describe scientific concepts. Speculation about their observations are encouraged, as is the ability to connect topics they are exploring to their own experiences. Ideally, Integrated Science inspires every fourth grader to love science as an area of study as it also promotes confidence in their ability to “do” science. The units taught serve as a launchpad for each student’s curiosity, turning them into investigators and problem-solvers. This course builds upon the knowledge, skills, and concepts from Third Grade Integrated Science which enables students to gain a deeper understanding of scientific concepts.

Integrated Science 5, Grade level: 5

Fifth-grade general science is designed to build upon Lower School experiences and covers topics in Life, Physical and Earth sciences. In the investigation of these topics, students develop critical thinking skills by observing, questioning, inferring, identifying patterns and relationships, developing and supporting conclusions, and employing models to illustrate abstract concepts. Students also learn a variety of laboratory skills such as working cooperatively with partners, working independently, following directions, time management, safety within the laboratory, and data collection. To help each student be successful and enjoy science, students are taught scientific concepts experientially through experimentation, simulation, and observation. We encourage students to ask questions and take risks, additionally, concepts of technology, engineering, and math are interwoven seamlessly into the curriculum to develop and strengthen scientific process skills to support student learning, a variety of teaching methods are incorporated into each class.

Integrated Science 6, Grade level: 6

Integrated Science 6 is designed to prepare students for the advanced science courses they will be taking in Middle and High School. Building on skills learned in previous years, students gain confidence in their science abilities and find topics that they are interested in. Students practice the process of scientific inquiry, critical thinking, questioning, experimental design, observation, data collection, using and creating models, precise measurement, identifying and analyzing patterns, drawing and supporting conclusions, and communicating scientific information in creative and concise ways. Through a variety of interactive, student-centered labs, they will practice valuable laboratory skills, organization, collaboration, problem-solving, and communication. To create a love of science and technology in all students, topics from across the 6th-grade curriculum are woven into the science classroom, showing students how science has real-world applications and encouraging students to find their place in the scientific community. Integrated Science 6 is an Earth Science-based course, covering topics a variety of topics including the metric system, waves, weather, climate change, and space.

MIDDLE SCHOOL

Science 7, Grade level: 7

Seventh grade science is an integrated science course which will investigate aspects of Chemistry, Life Science, and Earth Science. Students study things as small as atoms to concepts as large as global climate. Each one of these areas of study not only encompasses scientific content, but also includes related scientific skills and processes. The year starts with a unit on physical properties of matter and a focus on observation, measurement, and graphing. Second trimester focuses on environmental engineering, with an emphasis on water and how to ensure access to clean drinking water. We end the year with units on deep time, evolution, and biodiversity.

Science 8, Grade level: 8

Eighth-grade science continues with a second year of integrated science topics. This exploratory course begins with a look at the internal organization of unicellular and multicellular organisms, with a focus on the human body. This leads to investigations of atomic structure, the periodic table, and compounds. Chemical reactions are studied using cellular processes including photosynthesis and cellular respiration. We then transfer this chemistry background into a unit on the chemistry of life, including a study of DNA. We continue our life science unit by studying mitosis, meiosis, Mendelian genetics, and heredity. We later apply the chemistry knowledge gained early in the year to earth science, applying the ideas of physical and chemical properties and reactions to the processes that have formed the earth, as well as to current issues such as deforestation and global temperature changes. Throughout the year, there is a focus on the development of lab skills, experimental design, and scientific writing, ultimately enabling students to complete independent laboratory experiments and write full lab reports.

UPPER SCHOOL

Physics, Grade level: 9, Credits: 3

This is an introductory course that explores major topics in physics including fundamentals of waves, mechanics, and thermodynamics. Students will apply algebra skills to problem solving throughout this course and laboratory investigations and hands-on explorations of the concepts will be an integral component of the student learning experience. The course focuses on application of skills and concepts rather than memorization.

Physics Honors, Grade level: 9, requires permission of the department, Credits: 3

This is a demanding introductory course that explores major topics in physics including fundamentals of waves, mechanics, matter, and thermodynamics. Students will apply advanced algebra skills in addition to the skills being learned concurrently in Geometry to problem solving throughout this course. Laboratory investigations and hands-on explorations of the concepts will be integral components of the student learning experience. Students must exhibit a willingness to take risks, learn from mistakes, and manage the uncertainty that comes from learning concepts through experimentation. The course focuses on application of skills and concepts rather than memorization. Units on matter and thermodynamics will help to prepare students for Chemistry or Chemistry Honors.

Chemistry Foundations, Grade level: 10, Credits: 3

Chemistry Foundations emphasizes the descriptive perspectives and applications of Chemistry. It takes the approach of integrating theories with laboratory experience and projects. The students are exposed to central themes and enduring principles: the arrangement of atoms, ions and molecules and their consequential physical and chemicals properties, the change in matter involving the rearrangements of atom and transfer of electrons, chemical quantities, and energy involving the chemical processes explaining and predicting the direction of change in matter. The course offers students insights into Chemistry and a deeper appreciation of its strong relevance to daily life without many of the quantitative aspects deeply embedded in the other Chemistry sections.

Chemistry, Grade level: 10, Credits: 3

Chemistry is a quantitative laboratory science in which students investigate the composition of matter and the physical and chemical changes it undergoes. The fundamental structure of atoms is used to understand interactions between matter and energy. Topics include: scientific measurement and problem solving, compound naming and formula writing, chemical reactions, stoichiometry, limiting reagent, electron configurations, periodicity, chemical bonding, phases of matter, intermolecular forces, gas theory, solution properties and concentration, thermochemistry, chemical kinetics, reaction rate, chemical equilibrium, acids and bases, redox reactions, and nuclear chemistry. Students explore many of these chemistry concepts through laboratory investigations and in-class demonstrations.

Chemistry Honors, Grade level: 10; permission of department required, Credits: 3

Honors Chemistry starts with nomenclature and steadily builds up students’ knowledge and insights into various chemical processes, interactions and reactions. Designed for students with high motivation and a strong mathematical skill, the course takes a rigorous and thematic approach addressing central topics in general inorganic and basic organic chemistry with deliberate integrations of quantitative analysis and weekly experimental experience. The students are prepared for participating in the regional annual chemistry team competition (the Chemathon http://blog.umd.edu/chemathon/) and for taking the Advanced and Analytical Chemistry in their senior year.

Biology, Grade level: 11, Prerequisite: Chemistry- any level, Credits: 3

A comprehensive view of the living environment, Biology will emphasize the interactions of living organisms with a focus on cell processes, genetics, biodiversity, evolution, and ecology. Major themes will include inquiry, science investigation, relationships amongst organisms, and homeostasis.

Biology Honors, Grade level: 11, Prerequisite: Chemistry, permission of department, Credits: 3

A comprehensive view of the living environment, Biology will emphasize the interactions of living organisms with a focus on bioenergetics, genetics and molecular biology, evolution, and ecology. Major themes will include inquiry, science investigation, data analysis, relationships amongst organisms, and homeostasis.

Forensics: Analysis of Trace Evidence (Fall Trimester), Grade level: 11, 12, Co-requisite: Biology, Credits: 1

Using reference materials such as Saferstein’s Criminalistics, Deslich’s and Funkhauser’s Forensic Science and Henry Lee’s Cracking Cases, students will explore introductory forensic science through a variety of class discussions, laboratory experiments/simulations and case analyses. Topics will include crime scenes, physical evidence, toxicology, fingerprints, and forensic serology. Students are assessed through tests, written critical analyses, and lab activities.

Microbiology (Winter Trimester), Grade Level: 11, 12, Credit: 1

Using Zimmermans’ Killer Germs and Bergey’s Determinative Guide, students will explore basic microbiology and infectious disease. The course will examine the common features of prokaryotes and other unicellular life including a survey of microbiology, virology, and parasitology. Students will keep regular lab journals chronicling their experiences with sterile technique, culturing methods, bacterial metabolism, classification and staining techniques. Research into global infectious disease is the culminating project of the course. (This course is required for students pursuing a science research internship in biological studies, but open to all eligible students)

Astronomy (Fall Trimester), Grades: 11, 12, Credit: 1

How did our solar system form? What is our place in the universe? Is Earth the only planet capable of sustaining life? What is the eventual fate of the Milky Way? In this trimester course, students will explore these answerable and unanswerable questions. They will get an overview of universal structures large and small, ranging from the pieces of our own solar system to stars and galaxies, and will learn how each component in the universe has formed and is evolving. Students will have the opportunity to work both individually and collaboratively to explore each part of the universe, even taking part in citizen science along the way. Our exploration of the planets in particular will segue nicely into the second trimester Earth Structure & Phenomena course.

Earth Structure and Phenomena (Winter Trimester), Grades 11,12 Credit:1

What processes have shaped the Earth over time? This course will focus on major discoveries and theories in Earth Science. We will discuss deep time and the history of Earth. Students will learn about fossils, rocks, and minerals and how to observe and identify them. We will discuss the relatively new Theory of Plate Tectonics and how plate movement has changed the earth over time. Students will do case studies of specific earthquakes and volcanoes and learn how certain geologic events have changed how we study them. We wrap up the trimester with a study of climate and weather. Understanding the processes that have shaped the Earth will lead students into discussions about human impact on our changing Earth in the Seminar in Scientific Perspectives and Policy course.

Seminar in Scientific Practice and Policy (Spring Trimester) Grades: 11, 12, Credit: 1

When has scientific inquiry led people to challenge and question the status quo? Why has policy often lagged behind scientific findings related to the environment and public health? In this seminar-style course, students will study scientific theory and practice by learning to read and critique scientific literature. We will also explore diverse perspectives in STEM through an anti-racist lens, and examine key case studies at the intersection of science and policy. Together, we will discuss how these case studies are relevant today, and what challenges still exist for future scientific innovation. The course will end with a research or outreach project focusing on science communication that will serve Holton’s community, or the needs of an environmental organization or existing initiative in our local area.

Molecular Biology (Spring trimester), Grades: 11, 12, Credit: 1

Molecular Biology will introduce students to the applied science of recombinant DNA, biotechnology, and how knowledge of DNA is informing the use of science in social, medical, legal, and environmental issues. Topics will include an analysis of DNA technologies including restriction enzymes digests, recombinant DNA technologies, Polymerase Chain Reaction, gel electrophoresis, and bacterial transformation. The bulk of the course focuses on laboratory techniques and hands-on activities. (This course is required for students pursuing a science research internship in biological studies, but open to all eligible students)

Introduction to Engineering, Grade level: 10 (with departmental permission), 11, 12, Credits: 3

Introduction to Engineering is a project-based course where students learn about different types of engineering. Students work to solve problems faced by biomedical, civil, and architectural engineers. Basic concepts of the engineering design process, creativity, and teamwork are central to each activity. Students are engaged in hands-on experiences and learn through doing. The course relies on modeling, problem-solving, and documenting the progress of each project through write-ups and video. The course also discusses the ethical choices of engineering and how technology can make an impact on society. Introduction to Engineering is designed to encourage problem solving and communication.

Will be offered if numbers allow:

Advanced Global Applications in Environmental Science, Grade level: 12, Prerequisites: Biology and Chemistry or Chemistry Honors; permission of department, Credits: 3

In this advanced level applied science course, concepts from biology, chemistry, earth science, politics, economics, and global education are all incorporated into the curriculum. Instead of a traditional textbook, students read current events articles and primary sources such as United Nations reports, to learn the scientific concepts in the context of the real world. Students will examine the Sustainable Development Goals and the Index and Dashboard Reports from various countries to determine underlying challenges associated with developing solutions to current environmental dilemmas. Inquiry laboratory investigations are integrated throughout the course, including a year-long study of the water quality of Booze Creek. Students will complete authentic assessments throughout the course, including a TED Talk on an endangered species, a scientific research paper on water quality, and infographics or podcasts on current event topics including migration and environmental justice case studies. In the projects, students have the opportunity to demonstrate mastery of the concepts and express their own thoughts about how we should address the needs of both the planet and the people. Students have the option of taking the AP Environmental Science exam at the end of this course and will be advised of any topics they need to cover on their own.

Advanced Topics in Biology, Grade level: 12, Prerequisites: Chemistry, Chemistry Honors, Biology or Biology Honors; permission of department, Credits: 3

The Advanced Topics in Biology course is designed to be the equivalent of one introductory course usually taken by biology majors during their first year of college. Building on concepts learned in the first year of Biology, the course examines complex cell energetics, molecular biology, gene expression, evolutionary relationships, and biodiversity. Students will learn to synthesize and connect information through inquiry-based laboratory investigations, discussion-based case analyses and traditional assessments.

Advanced Analytical Chemistry, Grade level: 11, 12, Prerequisites: Chemistry Honors or Chemistry (summer work required) and permission of the department, Credits: 3

Advanced Analytical Chemistry is designed for students with high motivation and mathematical proficiency. The course will take a rigorous approach to thematically and empirically tackle central topics in general inorganic and basic organic chemistry with aggressive integration of quantitative analysis and frequent inquiring-driven lab investigations. Topics include states of matter, physical and chemical interactions, stoichiometry, equilibrium, electrochemistry, kinetics, thermodynamics, and organic chemistry. Projects relating to the Science Front and applications are embedded through pertinent topics. Students enrolled in this course will have opportunities to participate in the annual regional chemistry team competition – the Chemathon http://blog.umd.edu/chemathon/ and US National Chemistry Olympiad (USNCO) https://www.acs.org/content/acs/en/education/students/highschool/olympiad.html.

Advanced Analytical Physics, Grade level: 12, Credits: 3

In this year-long advanced applied science course, students will build on what they learned in 9th grade Physics and delve deeply into material through hands-on experiments and application problems. Students will engage in real-world scenarios to solve problems ranging from one- and two-dimensional mechanics to waves to electrostatics. In-depth research, application, and practice in problem-solving will be central facets of the course. Major projects, labs, and assessments will allow students the chance to work individually and collaboratively to synthesize their knowledge and demonstrate mastery of each concept.

Science Research Program, Grade level: 11, Prerequisite: Permission of department; limited to up to 12 students, to be selected through an application, interview and permissions process. Credit: 1/3 (Pass/Fail)

The Science Research Program prepares students for a summer internship in a field of scientific study. Course registration initiates an application-based process including an interview with the science department, teacher and dean recommendations, and demonstration of student interest. Academic aptitude, social maturity, and emotional intelligence are considered for participation in the program. Students wishing to pursue a science research internship in a biomedical related field are required to take Molecular Biology and Microbiology (two separate trimester electives); students wishing to pursue an internship in an engineering or physical science lab are required to take Computer Programming and Robotics and either Astronomy, Earth Structure & Phenomena, or Seminar in Scientific Practice & Policy (two separate trimester electives). The coursework will help prepare the student for work in a professional research lab. Students will be placed under the supervision of an on-site supervisor, with whom she will collaborate to construct a plan for summer study. The time commitment for the internship is eight consecutive weeks to be decided upon by both student and mentor. The student must understand that seeking a science research internship is a priority, and thus it may not be possible to pursue other lengthy summer commitments in addition to the science research internship. At the end of the summer, the student will present her research at a poster session for the Upper School community.