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

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. The last month of the year is spent studying world health issues and how they impact various populations. The essential questions that drive these units are : • What makes up our body and how does it work? • What are some world health issues and how do they impact thepopulation in various countries? All areas are studied through scientific inquiry, which involves hypothesizing, conducting labs/activities, making observations, collecting data, analyzing information and drawing conclusions.

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 2020. 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 courseand 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 throughthe lens of a podcast, app, or literary magazine. Then in a culminating showcase, students will share their findings with the community.

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 This lab-centric course incorporates the form 2 theme of ownership. The first half of the year will be chemistry-based with a focus on the development of scientific reasoning and lab skills as they study 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

Environmental Science: A Changing Earth With periodic attention to the influence of anthropogenic activities on Earth, ecosystems and populations, this course utilizes dynamic instructional and experimental methods to guide students in 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 involves 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 KOmight 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 culminates in 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). All topics will encompass a greater depth of investigation and project-based application, including laboratory activities. 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 a core curriculum, as well as those influenced by anthropogenic activities. 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 change and, applying the principles of the scientific method, make predictions about the biotic and abiotic factors facing all species on Earth. At the close of the first semester, each student will further engage with the link between food and energy, withextensions to food waste monitoring, relationships between composting and offsets of greenhouse gas emissions 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 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 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. 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. Laboratory work mirrors the course work and promotes careful observation, analysis and synthesis of data, and the ability to develop and discuss sensible conclusions. 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 (seeabove). Students in the Biology Honors course should expect to cover topics in greater depth and/or a fasterpace, 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 ofbiochemistry 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 acidbase relationships. This course includes lab activities; laboratories promote careful observation, analysis, and synthesis of data, and drawing conclusions based on evidence. Demonstrations provide visualization of 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 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 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 Ideasidentified 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, geneticsand 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 enrolledin 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.

AP® Chemistry 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. This course combines the fundamental principles and guiding theories covered in general physics and encourages students to imagine the study of physics as interconnected pieces of a universal puzzle. 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.

Marine Biology (Year) This year long lab course is designed for students with a particular interest in marine biology and oceanography. The course provides an excellent background for students who are interested in a detailed study of the oceans,the organisms that inhabit them, and our dependence on them for food, climate regulation, and oxygen. Major concepts developed in this course include the examination of interrelationships between marine and terrestrial environments, geology of the oceans,the ecology of coral reefs, and the threats posed by human activities within each of these categories. Laboratory activities, including the examination of marine specimens, and frequent discussions of current events (as they apply to real world applications) are utilized throughout this course in order to develop increasing levels of student knowledge. Students use the classroom tank ecosystems to examine habitats and discuss the possible reasons why specific organisms occupy them. A fall semester project on ecosystems and a spring project on the theoretical design of a dream tank are highlights of the year. Students should emerge from the course with a better understanding of the conditions that currently impact our oceans as well as their role in preserving this natural resource in relation to the choices they make in their daily lives. Open to students in Forms 5 and 6. Prerequisite: Biology.

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.

Psychology: The Brain and Behavior (Fall) Ever wonder how the brain works? Or how you learn? Or why certain behaviors persist while others don’t? 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, and learning. 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 researchand 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.

Psychology: Thoughts, Emotions and Personality (Spring) 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.