MHS Science Curriculum
At MHS, a wide variety of courses are offered, however every Freshman will enroll in a Biology course. All freshmen will also take the Biology MCAS Exam in late spring. Options for content and levels are available to students after their freshmen Biology course, and a visual diagram of our pathway is in progress. Courses we currently offer at MHS are:
- Biology CP, H, AP
- Chemistry CP, H, AP
- Physics CP, H, AP 1, AP C
- Environmental Science CP, H, AP
- Antatomy and Physiology CP, H
- Bioethical Issues H
- Marine Science CP
- Astronomy H
Overview of Science and Engineering Practices
The practices in grades 9–12 build on pre-K–8 experiences and progress to more technical and sophisticated applications to the natural and designed world we live in. The integration of science and engineering practices in high school science courses gives students dynamic and relevant opportunities to refine and communicate science understandings to be well prepared for civic life, post-secondary education, and career success. Essential competencies for students by the end of grade 12 include reading and comprehending relevant issues in science to be informed decision-makers. Accurately using mathematics and computation as it applies to daily life and engaging in the practice of modeling to solve real-world problems enables all students to understand and analyze key scientific and technical issues they will be asked to address throughout their lives. Communicating explanations coherently, with evidence from credible sources, is critical to engaging in public discourse.
Inclusion of science and engineering practices in standards only speak to the types of performances students should be able to demonstrate at the end of instruction of a particular course; the standards do not limit what educators and students should or can be engaged in through a well-rounded curriculum.
By the end of high school, students should have an understanding of and ability to apply each science and engineering practice to understand the world around them. Students should have had many opportunities to immerse themselves in the practices and to explore why they are central to the applications of science and engineering. Some examples of these science and engineering practices include:
1. Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.
2. Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
3. Plan and conduct an investigation, including deciding on the types, amount, and accuracy of data needed to produce reliable measurements, and consider limitations on the precision of the data.
4. Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific questions and engineering problems, using digital tools when feasible.
5. Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world.
6. Apply scientific reasoning, theory, and/or models to link evidence to the claims and assess the extent to which the reasoning and data support the explanation or conclusion.
7. Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, and determining what additional information is required to solve contradictions.
8. Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media, verifying the data when possible.
While presented as distinct skill sets, the eight practices intentionally overlap and interconnect.