Reinventing the Science Program at HTS

By Tara Irani, Science Department Head, HTS and Matthew Iu, Senior School Science Teacher, HTS

Science educators often aim to make our classes relevant, placing what we teach in context so that students are convinced of its importance. According to this criteria of excellence, one could argue that the COVID-19 pandemic has been the greatest science teacher of them all. It has proven that science is not just a curious body of knowledge but a vital humanitarian tool.

instilling in students a sense of wonder as well as impressing upon them the obligation of scientists to work in the service of others. Our students are entering an era of big data, artificial intelligence and a host of other innovations that will enable impactful discoveries for years to come. We, in the science department, are thrilled to prepare them for this exciting new world!

concepts so central to science. However, one of the most frequent pieces of feedback we receive from students is the desire to have more hands-on labs. We are therefore excited to share that such an opportunity is at hand: Biochemistry Laboratory (IDC4U) is set to launch in 2022–23 as our first, entirely labbased course in the Senior School. Students will augment their enthusiasm for science by seeing it in action on a regular basis. By performing labs such as PCR (polymerase chain reaction), students can appreciate why PCR is the gold standard for COVID-19 testing and narrow the divide between the classroom and the real world. This course will also empower students to undertake their own independent lab research. By doing so, students will foster an appreciation of the scientific method and cultivate scientifically literate minds, which is so desperately needed to counter the misinformation that abounds during the pandemic.

Teaching students how genes are decoded, for instance, has become more urgent, given it forms the basis for mRNA vaccines, which have been and continue to be so instrumental for lessening the impact of the pandemic. Here at HTS, we believe that science education is not just preparation for future studies at university. Rather, it involves

An ongoing priority for us has been to offer a range of diverse courses that enable students to examine the entire scope and beauty of science. We currently provide comprehensive studies ranging from biology, chemistry and physics to earth and space, and environmental science. Such courses deliver a robust foundation in the theories and

Science carries an unfortunate reputation of being an esoteric subject, one that is studied by those who are seemingly disconnected from humanity. Yet nothing could be further from the truth. No discipline exists in a vacuum. At HTS, we believe that science is at its best when working alongside other fields. To that end, the science department has intentionally sought to establish greater interdisciplinary connections to enrich the educational experience for our students both internally, within the school, and externally, with partners in the broader community.

This school year, we were delighted to form several collaborations across the school. Andrew Johnson’s Grade 12 physics class and Matthew Iu’s Grade 12 biology class partnered with Cameron Eby’s Grade 12 kinesiology class to show our students how theoretical principles in science can be directly used in the context of exercise. What is the optimal angle to throw a ball? Why does intense exercise rapidly lead to muscle pain? These questions and more were addressed with greater clarity and relevance than ever before because of the interdisciplinary approach. Grade 9 science teachers

Cheryl Savage and Amanda O’Neill collaborated with Elissa Gelleny in the Innovation Lab to allow students to demonstrate their learning about outer space in novel ways. They invited students to push themselves beyond their comfort zone to learn a new skill and to present what they learned in ways that matched their interest and talents; in response, students created a giant game of “Black Holes and Rockets” using floor stickers; window clings to show the life cycle of a star; and an interactive museum display using QR codes, just to name a few.

Interdisciplinary opportunities external to HTS were also taken up. One notable example was our recent collaboration with the Canadian Synthetic Biology Education Research Group (CSBERG), a group of educators and scientists based out of the University of Toronto. The CSBERG team hosted a lecture series for our Grade 12 biology students, presenting on an eclectic range of fascinating topics; each week featured a different speaker with a particular scientific expertise. These external connections were a fantastic vehicle for interdisciplinary studies. Several of the talks underscored the importance of mathematical modelling in biology. Others discussed the ethical, political and economic factors involved in the pharmaceutical-drug approval process. Yet another unveiled how DNA could be converted into an electrical circuit with engineering applications. One session even demonstrated how music might be encrypted using genetic code! Experiences like these cannot be found in textbooks or even using online resources and they reveal to our students how science intersects with so many human endeavours.

Some believe that science teachers can and should possess all knowledge about their subject. Such a view not only sets an unattainable bar for teachers but actually does a disservice to students. Science is so thrilling precisely because there is still so much to be discovered and explored. In parallel with our pursuit of teaching excellence, the HTS science department is committed to nurturing our own continued passion for science. We are all inspired to learn alongside our students, whether it be by collaborating with scientists or volunteering in research laboratories. We are hopeful that our passion for science emanates to our students and motivates them to embark upon this great adventure into the unknown.