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SCIENCE
No human endeavor has been as successful as the scientific method. The spirit of innovation may be a natural consequence of the complexity originating in the nervous system, but the substantial progress in every field of modern science is rooted in a sturdy, globally accepted design. Our courses are structured to grant each student access to the foundational principles of the scientific process. Our excellent facilities, infused with natural light, provide optimum conditions for inquiry and the development of an evidence-based perspective of modern science.
>>MIDDLE SCHOOL
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Upper Prep Science
This course focuses on the organization of the human body from cells to organ systems. The students will learn how these systems work together to allow the body to function. All areas are studied through a combination of scientific inquiry and project based learning. The essential question that drives this course is: What makes up our body and how does it work? The course culminates with the students creating an exhibit of a body system and teaching an audience about that system.
Form I Expedition of English, History, and Science Course: What is the Power of Water?
This expedition-based interdisciplinary course will be team-taught by science, history and English teachers. This course will occur during the fall semester of 2021.
Overview
In this expedition course, students in Form 1 will explore the Connecticut River watershed as we pursue the question, “What is the Power of Water?” From the icy mountain tributaries in the Berkshires to the saltwater estuaries near the Long Island Sound, students will conduct hands-on experiments along the riverbanks and interview various stakeholders who live and work next to rivers like the Farmington and Connecticut. As an interdisciplinary course and through the lenses of science, history, and literature, students will examine and explore both the literal and figurative power of water.
Content
Students will explore the history of settlement, conflict, and industrialization in Connecticut and along the river. As readers and writers, they will examine the inspiration that rivers have furnished for myth and literature. As scientists, they will conduct hands-on experiments and collect data across the Connecticut River watershed. Ultimately, students will synthesize their experience to tell their own stories of the river through the lens of a podcast, app, or literary magazine. Then in a culminating showcase, students will share their findings with the community.
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Experience
In this course, students will use the Connecticut River as a classroom. While learning about subject material on campus, they will also have regular opportunities for place-based learning along the river and its watershed. By taking part in trash pickups, river and stream restoration, field tests, and dam removals, students will play their part in improving the life of the river. By studying artifacts and historical documents, they will understand how the river influenced the lives of past residents. And by writing about their own experiences, students will find their own lifelong connections to the river. Students will keep personal expedition journals, recording flora and fauna, along with writing their own narratives, poems, and creative responses. The second half of the year explores the dynamic nature of the earth and the interactions between its systems and cycles. Using this foundation, students will examine the series of positive and negative feedback loops that are created from these interactions. Form 1 Science focuses on the theme of questioning by exploring three central questions of Earth Science: • How do the Sun, Earth, and Moon interact to form a working system? • How do the different atmospheric conditions influence the shaping of the earth’s surface and the existence of life on the planet? • How has our planet changed over geological time, and more importantly, what does the future hold?
Form 2 Science
The first half of the year will be chemistry-based with a focus on the development of scientific reasoning and lab skills as the students dive into the details and true application of the scientific method. We then apply this knowledge to chemistry based labs centered around mixtures and separating them utilizing characteristic properties. The final assessment asks the students to separate and identify the components of a complex mixture using minimal materials. The second half of the year will be physics-based with a focus on motion and the use of simple machines through open and guided inquiry. As a culminating project, the students are challenged to answer the question: what simple machine would be the most efficient to move a mass to a certain height?
>>UPPER SCHOOL
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This course employs an emphasis on the influence of anthropogenic activities on Earth, ecosystems and populations. It is characterized by dynamic instructional and experimental methods to guide students toward learning about ecological principles, interactions and trends. Basic biological, physical and chemical concepts are employed to support environmental topics throughout the year. Students are initially engaged with the study of food, nutrient cycles and energy flow. Practical application of introductory concepts, along with experimental evidence, promotes an ongoing local investigation of the Trout Brook ecosystem as well as the KO campus. Additional experimentation and exposure to new concepts allow students to consider how ecological principles are revealed in our immediate environment and how KO might improve its environmental impact through modification of its existing food and energy related practices and programs. Building upon this foundation, students are encouraged to broaden the scope of their investigations to further analyze global cycles and environmental trends in the context of the distant past and compare them with recent, or current conditions. In the spring, students revisit the Trout Brook microenvironment, applying their newfound perspectives to evaluate the overall health of this important local, freshwater ecosystem. The course includes a 2-week extension project through the Global Online Academy course, Changing the Course of Climate Change, in which students have the chance to share with and learn from others around the world who are interested in the environment and their role in it. Open to students in Form 3.
Environmental Science Honors: A Changing Earth
Students in the Honors Environmental Science class will focus on the same basic curricular foundation outlined in the description for the regular level of Environmental Science (see description above). As an introductory lab course all topics will encompass a greater depth of investigation and project-based applications. Honors students will be expected to exercise a greater level of independence with assignments, using multiple resources to supplement information from a textbook. Compared to the regular Environmental Science section, this course requires a greater emphasis on writing in the context of research for lab reports, papers and other assessments. For the duration of the course, students will explore the process of science in terms of the methods scientists use to make observations, propose questions, and design tests to collect data for analysis and conclusion. During the first semester these skills are employed in order to extensively understand the chemical, geological, and geographical characteristics of the Earth typically included within the core curriculum, as well as those influenced by anthropogenic activities. Students will practice the process of science while making observations, proposing questions and designing investigations. Other topics include the chemical and physical properties of water that allow for the existence of life on Earth, the study of biomolecules within complex nutrient cycles and energy flow through ecosystems. When applicable, students will be prepared to link unit themes to the concept of climate science and, applying the principles of the scientific method, make predictions about the biotic and abiotic factors affecting the quality of life for all species on Earth. At the close of the first semester each student will further engage with the link between food and energy, including the study of soil chemistry, relationships between composting and offsets of greenhouse gas emissions, sustainable farming, and awareness of ecological footprints in populations. Students will research and build various composters and contribute to the growing sustainability initiatives on campus. Topics covered in the second semester initially focus on the formation of the Earth, followed by the manner in which geological forces have shaped and continue to shape the planet today. Subsequently, factors such as the effects of
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solar radiation and the tilt of Earth on a rotating axis will be used to introduce formation of climate patterns and biomes. In the spring, students will continue to study Trout Brook in order to assess the water quality of this ecosystem. Data collection and analysis of the results of this project inform students about the impact of human activities in West Hartford and, by extension, pertinent global issues Open to students in Form 3 with departmental approval.
Biology
This general biology course is designed to provide students with an understanding of the basic concepts of cell biology, genetics, evolution and current topics in molecular biology and genetic engineering. This course includes a lab component as well as multiple student-centered demonstrations that promote investigative skills. Laboratory work mirrors the course work and promotes careful observation, analysis and synthesis of data, and the ability to develop and discuss sensible conclusions. A focus on writing for science oriented practices accompanies these goals. The course highlighted by an extensive final project linked to genetic disorders. Students will then consult with a genetic counselor from a local medical facility near the conclusion of the activity. Open to students in Form 4.
Biology Honors
Much of this course employs an expansion of the contextual framework used to introduce the basic biological processes listed in the description of the foundational Biology course (see above). Students in the Biology Honors course should expect to cover topics in greater depth and/or a faster pace, with a greater emphasis on conceptual application and analysis, through writing, laboratory projects and tests. Formal lab reports are modeled after the style associated with scientific journals. In the Honors sequence a more detailed exploration of biochemistry is utilized to highlight cell physiology and molecular biology, including the important relationship between cellular respiration and photosynthesis. This objective reflects the current trends in modern scientific research, especially within the realm of genetics and gene expression. All chemical, biological and physical properties are viewed within the framework of evolution, adaptation and natural selection throughout the school year. Open to students in form 4 with departmental approval.
Chemistry
This general chemistry course is designed to provide students with an understanding of the basic concepts of atomic structure, bonding and molecular properties based on current atomic models. The course also explains qualitative and quantitative relationships in chemical reactions, states of matter, changes in energy, chemical equilibrium, and acid-base relationships. This course includes lab activities. Laboratory exercises are designed to promote careful observation, analysis, collection of data, and formulation of conclusions based on evidence. Periodic demonstrations are used to provide visualization of chemical concepts. Open to students in Forms 5-6. Prerequisite: Algebra 1.
Chemistry Honors
This lab course begins with the same spectrum of topics as the general chemistry course but at a greater depth and
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faster pace. Students in this course are expected to be comfortable with frequent use of algebra to allow a mathematical methodology for study of chemical concepts. Reaction kinetics, equilibrium and acid-base chemistry are also covered. Students complete homework reading, homework problems, and practice worksheets independently. The laboratory requirement is more expansive and quantitatively oriented compared to the lab activities in the general chemistry program. Open to students in Forms 5-6. Prerequisites: Algebra 2 (can be concurrent) and department approval.
Physics
This introduction to physics is a year-long course involving both theoretical and hands-on approaches to the study of physical phenomena. The class focuses on motion, forces, momentum, and energy. Lab investigations and projects are an integral part of the program, providing insight into the relationship between experimentation and theory. Through continuous mathematical and conceptual problem-solving, students practice and hone their developing physics skills. This course is open to students in Forms 5-6. Prerequisites: Algebra 2 either completed or taken concurrently.
Physics Honors
This lab course covers the same range of topics as the general physics course--such as Newtonian mechanics, waves and momentum--but at a greater depth and faster pace to allow for additional material. Emphasis is placed on developing quantitative reasoning skills and an understanding of everyday phenomena from a scientific and mathematical viewpoint. This understanding as well as the related quantitative skills are tested in laboratory experiments, which call for more independence and creativity. Open to students in Forms 5-6. Prerequisites: Precalculus either completed or taken concurrently and department approval.
AP® Biology
The AP® Biology program follows a sequence that is similar to a first-year college biology curriculum with special attention to the four Big Ideas identified by the College Board, including the premise that evolution is the central theme that anchors the study of biology. A list of these ideas can be found on the College Board website. The sequence includes coverage of eight major content units, designed to cultivate an understanding of cellular processes, energy and communication, genetics and heredity, information transfer, ecology and species interactions. Substantial time is allotted to the study of heredity and gene expression, which mirrors the current expansion of biological information and published research in our time. Some quantitative ability is required, as activities based upon inquiry will utilize formulas and mathematical calculations. Considerable abstract and conceptual reasoning along with extra time for substantial independent study of unit topics is a precondition for enrollment in AP® Biology. Lab exercises are chosen from a collection of investigations approved by the College Board. These are designed to promote the development of skills with data collection, graph analysis, and formation of hypotheses. Students enrolled in this course must take the Advanced Placement® Biology Examination in May. Open to students in Forms 4-6. Prerequisites: Biology and Chemistry and/or department approval.
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This lab course follows the first-year college curriculum in inorganic chemistry. While intended to be a second chemistry course, it may be taken, with permission, by students with no chemistry background. Designed to prepare students for the Advanced Placement® Examination, this rigorous course covers the same spectrum of topics as the introductory course at a considerably more sophisticated level. Students engage in substantially more independent laboratory work and apply increasingly complex quantitative reasoning skills. They also develop a systematic approach toward study that allows them to organize data or facts within a conceptual framework. Students enrolled in this course must take the Advanced Placement® Chemistry Examination in May. Open to students in Forms 5-6. Prerequisites: Pre-calculus (can be taken concurrently), chemistry and/or department approval.
AP® Environmental Science
The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. By its nature environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. Topics will include energy flow in the environment, geochemical cycles, population ecology, and biodiversity. This is a lab science that will require some outdoor landscape investigations and field studies. Students enrolled in this course must take the Advanced Placement® Environmental Science Examination in May. Open to students in Forms 5-6. Prerequisite: Earth and Environmental Science or department approval.
AP® Physics C: Mechanics
AP® Physics C: Mechanics is a college-level, calculus-based course that explores kinematics, dynamics, momentum, energy, oscillations, and gravitation. Through inquiry-based explorations, students develop their own experimental procedures, collect data, and analyze results by applying their developing course skills. Less time is spent using traditional formula-based learning in order to direct more time and effort toward the development of critical thinking and reasoning skills. Students enrolled in this course must take the AP® Physics C: Mechanics exam in May. Prerequisite: AP Calculus either completed or taken concurrently and department approval.
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Forensic Science (Fall)
The role of scientists in the judicial system has become increasingly relevant. Many previously unsolved crimes have been resolved with the help of science and modern technology. “Science” is a key witness in our court system. This course is designed to provide students with opportunities to put science and problem-solving skills to work. It introduces a series of methods used by real forensic science specialists (or police officers) associated with the preservation, identification, collection and analysis of evidence found at a crime scene. Students compare and contrast what a forensic scientist actually experiences as opposed to the images or storylines students view on television shows like “CSI: Crime Scene Investigation.” Subjects covered in this course include the collection of physical evidence, trace evidence, blood typing, spatter analysis, toxicology, forensic anthropology, DNA evidence, and fingerprint analysis. Case studies (real and fictional) supplement the content covered during the semester. Open to students in Forms 4-6.
Human Anatomy and Physiology (Fall, Spring)
This semester course encompases an introductory framework to the exploration of organ systems vital for life in the human body. Students begin with a microscopic study of major tissue categories, followed by the anatomical design and processes of the muscular, nervous, circulatory, respiratory, and digestive systems. Emphasis will be placed on levels of organization, structure and function, homeostatic processes and the integration of systems. Laboratory work will include computer simulated and traditional dissections in addition to data and research-based investigations. Students will be asked to relate what they have learned through the analysis and application of course material to case studies and research projects. This course will be offered in both the fall and spring semesters. The study of human anatomy and physiology will continue with an optional second course (offered in the 2022-2023 school year) to students interested in learning more advanced physiology topics. Open to all students in Form 5 and 6.
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Ever wonder how the brain works? Or why you remember some things and not others? Or why certain behaviors persist? The Brain and Behavior is an introduction to the scientific study of human behavior. Topics include the biological basis of behavior, memory, sensation, and perception. Students learn how a psychological perspective provides insight into human behaviors. They read various theoretical perspectives, learning to employ research methods that allow them to become knowledgeable readers of psychological research and findings. In this course, students will cultivate the ability to think critically about topics in psychology. Open to students in Forms 4-6.
Introduction to Engineering (Spring)
This course challenges students to build a bridge -- and get over it. Students will be introduced to the engineering design method and focus on analyzing a problem, solving the problem, and prototype testing. Historical examples in bridge design, construction and failures will be explored. Throughout this one semester course, students will be challenged in ways that require consideration of materials available, functionality, and cost. After completing this class, students will know what it would be like to study Engineering after high school. This course is open to students in Forms 4-6 and students in Form 3 with department approval.
Ever wonder about why we express certain emotions the way we do? Or what influences our personality? Or how groups can affect an individual’s behavior? This course serves as an introduction to mental processes. Topics include motivation, emotions, personality and abnormal and social psychology. Students will be taught how a psychological perspective provides insight into cognition, emotions and personality. Additionally, they become knowledgeable readers of psychological research and findings. The goal is to teach students how to think critically about topics in psychology. Open to students in Forms 4-6. MATHEMATICS
Mathematics is a discipline with broad applicability throughout the natural and social sciences: Whether we are modeling climate change, forecasting financial markets, or securing Internet sites, we are using math. Yet there is also a more subtle beauty in mathematics: an elegance arising from its interconnectedness and simplicity. We strive to develop logical, creative-thinking students who can apply technology and hands-on techniques to real-world and abstract problems. Our learning environment fosters active participation, self-discipline, and perseverance. Our program begins in the Middle School, where math is presented as an active and exciting subject. Working in groups, in pairs or alone, students explore a problem-centered curriculum; how to observe relationships and patterns in complex sets of data; and learn that asking "why" and "how" leads to deep understanding of the material. In the Upper School, students continue to strengthen their reasoning skills and their ability to manipulate and apply mathematical concepts. After completing geometry and two years of algebra, students will take courses from a rigorous curriculum that includes Precalculus, Calculus, Statistics, and Computer Science, with AP options in Calculus, Statistics, and Computer Science.
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