Course Catalog 2011-2012 by Springside Chestnut Hill Academy

UPPER SCHOOL CURRICULUM GUIDE 2011 – 2012 Course Offerings Graduation Requirements Course Descriptions

TABLE OF CONTENTS

Upper School Academic Graduation Requirements. .............................................................3 Explanation of Course Designations......................................................................................4 Course Selection Information Key.........................................................................................5 English ...................................................................................................................................6 Math .......................................................................................................................................10 Language................................................................................................................................16 Science ...................................................................................................................................22 History....................................................................................................................................30 Engineering and Computer Studies .......................................................................................36 Art ..........................................................................................................................................38 Music......................................................................................................................................41 Performing Arts .....................................................................................................................45 Video......................................................................................................................................47 Physical Education / Chestnut Hill Academy........................................................................48 Physical Education / Springside.............................................................................................49 Special Offerings: College Counseling..................................................................................50 2011-2012 Upper School Course Offerings Overview..........................................................51

Note: Courses listed for the 2011â&#x20AC;&#x201C; 2012 school year are offered subject to minimum enrollment and available staffing.

CHESTNUT HILL ACADEMY & SPRINGSIDE SCHOOL ACADEMIC GRADUATION REQUIREMENTS 20 Credits (one full-year course equals one credit; one-semester course equals one-half credit) 4 credits English 3 credits Math (earned in grades 9-11) 3 credits Language (completion of a level 3 in one language in the Upper School) 3 credits Science (1 credit each in biology, chemistry, and physics) 3 credits History CHA: U.S. History required in grades 9 and 10; Non U.S. History in grades 11 or 12 SS: World History in grade 9; U.S. History in grade 10 1 credit Art (Art Foundation required in grade 9) 1 credit Music 2 credit electives Health Ed. CHA: taken in grade 9 SS: Life Issues taken in grade 9

OF NOTE: •

A student earns one-half academic credit upon the successful completion of one semester of work and a full credit upon completion of each full-year course.

•

Students must earn a minimum of five credits a year and must carry five courses each semester.

•

Only one credit in art or music may be taken per year to fulfill the minimum requirement of five credits at each grade level.

Explanation of Course Designations All courses offered in the Upper Schools at Chestnut Hill Academy and Springside School are college preparatory courses. Because this is the standard, no special designation is placed next to the course title. In every department, a few courses are marked “Honors.” These courses require proven facility in the discipline as well as the student’s willingness to do more work at a more demanding level than in the usual college preparatory course. Many Honors courses lead to the Advanced Placement Program in the 11th and 12th grades. Students take Honors courses only with the permission of the department concerned. Advanced Placement (AP) courses are offered in English, history, language, math, and science. To take Honors and AP courses, students must meet published criteria as well as receive departmental approval. These are our most demanding courses, covering at least a semester of college-level work. Students must be independent learners with proven facility in the discipline and willing to undertake substantial academic responsibility. AP courses culminate in the College Board’s Advanced Placement testing program, and students who do well on these tests may earn the equivalent of a college credit. Admission to an AP course is dependent upon the permission of the department.

Course Selection Information Key 1.

Pre-Calculus

C = Coordinate Course CHA = Open to Chestnut Hill Academy students SS = Open to Springside School students

9 = Open to 9th grade 10 = Open to 10th grade 11 = Open to 11th grade 12 = Open to 12th grade 9-12 = Open to students grades 9-12 10-12 = Open to students grades 10-12 11-12 = Open to students grades 11-12

E = Elective R = Required

Course Title

H = Honors AP = Advanced Placement No designation = College Preparatory

F = Fall semester S = Spring semester Y = Full-year course F, S = Course offered in fall/spring semesters

1/2 credit = Course is offered during one semester or reduced meeting times spread throughout the year 1 credit = Course is a full-year, full-credit course 0 credit = Course gives no credit

ENGLISH General Information The general aim of all English courses is to help students to think clearly; to read and listen with discrimination; to write with strength and clarity; to speak precisely; to understand and respond to the forms, language, and subjects of literature; and to engage themselves with their own worlds. In 11th grade, CHA and Springside students enter the coordinate English program when they take English together for the first time. They can express a preference for an Honors or AP section but are placed in sections by the departments. In the fall of their senior year, students take either a semester-long AP English course or a college prep course, drawn from a pool taught jointly by the two English Departments. These courses provide considerable variety in authors, themes, time periods, and literary forms and styles. Spring senior elective courses are equally varied but do away with distinctions in level for the seniorsâ&#x20AC;&#x2122; final semester. Students who choose to take Honors or AP English are expected to be highly competent readers and writers who enjoy using the critical skills of analysis and who read widely on their own. As writers, they should be well on the road to independence, able to produce coherent and interesting prose. CHA/SS 9 R English 9 Y 1 In English 9, we explore how humans find and make their places in the world. Humans both adapt to and alter their natural environments; they make difficult decisions as they seek control and understanding of themselves and the communities they inhabit. This course asks students to explore the ways in which humans tackle these complex processes and navigate the social, moral, environmental, and technological questions that accompany them. English 9 also provides a strong grounding in essential skills. Students move towards an analytic view of literature and of their responses as readers. They develop critical reading, annotation, writing, communication, and thinking skills that will be crucial for their success in the 21st century. Through class discussions, project-based learning experiences, presentations, and writing portfolios, students learn that thinking and writing are a process requiring both vision and revision. Regular study of vocabulary, grammar, and paragraph and essay structures further encourages students to become more conscious of how language is used to communicate ideas in our modern world. Students will read a wide selection of texts (novels, plays, short stories, poetry, and nonfiction). Texts may include A Lesson Before Dying (Gaines); Lord of the Flies (Golding); The Bean Trees (Kingsolver); Night (Wiesel); Never Let Me Go (Ishiguro); and The Glass Castle (Walls). SS/CHA 10 R English 10 Y 1 Prerequisite: English 9 In English 10, we will explore the tension between individuals and their designated groups. These groups may be local or global and the individual may either embrace or reject them. We will probe questions of nationality, gender, race, economic class, and ethical standards. We will examine characters that confront changing, often hostile, societies and ask when, if ever, is it 6

appropriate to challenge the status quo or those who maintain it? Is it courageous or cowardly to do so? What constitutes courage? What threatens individuals in their quest for authenticity? How does perspective manipulate facts? Does it matter who tells a particular story? We continue to build the skills developed in English 9 with emphasis on close reading, critical thinking, and persuasive writing. Class discussions, project-based learning experiences, presentations, and writing portfolios help students effectively process, argue, and communicate their responses to literature and their evolving ideas about the themes we are considering. Time is spent developing vocabulary and understanding grammar so that students may enhance their writing and speaking skills. Texts are drawn from a range of genres (novels, plays, short stories, poetry, and nonfiction) and may include Antigone (Sophocles); Persepolis (Satrapi); Macbeth (Shakespeare); Things Fall Apart (Achebe); The Thing Around Your Neck (Adichie); One Flew Over the Cuckooâ&#x20AC;&#x2122;s Nest (Kesey); and The Visitor (a film by Thomas McCarthy) English 10 H (CHA ONLY) In English 10 H (CHA), an additional text is chosen by the instructor to push the students to greater depths of analysis and explication. C 11 R English 11 Y 1 Prerequisite: English 10 Students learn how to read literary works with greater accuracy and interpretive skill and how to write analytical and personal essays with more polish, persuasiveness, and coherence. The literature studied over the course of the year comprises novels, short stories, essays, poetry, and plays. There is a focus on the literary elements and structure of these works and on a thematic study of the relationship between the individual and society. Major literary works may include The Things They Carried, The Great Gatsby, Interpreter of Maladies, Their Eyes Were Watching God, and a Shakespeare play. Students continue formal study of vocabulary. C 11 English 11 H Y 1 Prerequisite: English 10 and departmental recommendation Students learn how to read literary works with greater accuracy and interpretive skill and how to write analytical and personal essays with more polish, persuasiveness, and coherence. The literature studied over the course of the year comprises novels, short stories, essays, poetry, and plays. There is a focus on the literary elements and structure of these works and on a thematic study of the relationship between the individual and society. Major literary works may include The Things They Carried, The Great Gatsby, Interpreter of Maladies, Their Eyes Were Watching God, and a Shakespeare play. An additional text is chosen by the instructor to push the students to greater depths of analysis and explication. Students continue formal study of vocabulary. C 12 R English 12 F, S 1/2 Listed below is a representative sample of senior English courses. Not every course is offered every year; new courses are offered each semester. The department works with each student to be sure that he or she encounters a variety of texts, teaching styles, and approaches to the reading and writing enterprise.

Contemporary Lit Looking through The New York Times bestseller list, you’ll see lots of authors who are popular and widely read, but will they stand the test of time? What makes a text last? We’ll examine this as we read contemporary authors and examine their work. Authors could include Dave Eggers, Jonathan Franzen, Laura Hillenbrand, and Kazuo Ishiguro, among others. Creative Writing Good stories don’t just fall from the sky or spring, fully formed, into their creator’s mind; they are the product of conscious choices. The writer makes choices about each detail of the world he or she creates, each aspect of the characters’ lives, and each event (big or small) that happens in a story. The writer decides what goes on the page; what stays; what gets erased, rewritten, erased again; and so on. In this class, we will focus on these conscious choices, studying the hows and whys of successful fiction. We will read contemporary short stories and investigate how each of the authors’ choices impact the finished story. We will spend time discussing detail, language, character, setting, and voice, among other fundamentals necessary for building the fictional world of a compelling story. Most importantly, we will write: short pieces, long pieces, exercises, polished drafts, and everything between, with the goal of stretching our imaginations and becoming better writers. Poison Pens—The Art of Satire According to Jonathan Swift, “Satire is a sort of glass, wherein beholders do generally discover everybody’s face but their own; which is the chief reason for that kind of reception in the world, and that so very few are offended with it.” We will explore the various traditions, modes, and tools of satire, including black humor, science fiction, parody, wit, and irony. Does a successful satire point to human and social flaws and folly in such a way that the objects of its scorn remain unaware of its accusing finger? How has satire changed through the ages? Does satire seek to change the world or simply mock it? In addition to a reading log, students will write analytical and creative responses to the readings and films. Family Matters “Happy families are all alike; every unhappy family is unhappy in its own way.” – Tolstoy, Anna Karenina What does it mean to be a “family”? How is family reflected in literature? We will examine family life in fiction, drama, film, and television. This theme of “family” really serves as a springboard to read and analyze some challenging novels and stories that will help prepare students for college materials. Texts: David Sedaris’s Dress Your Family in Corduroy and Denim (summer reading); Cunningham’s The Hours; McEwan’s Atonement; Agee’s A Death in the Family; and short stories by Cheever, O’Connor, and others. Assignments will include quizzes, analytical and creative papers, tests, and other challenges to help prepare students for college and beyond. Literature of the Holocaust The Holocaust is simultaneously one of the most terrifying and fascinating chapters in our history. The inevitable questions plague us: How could human beings of the 20th century have committed such an atrocity? How can we, individuals of the 21st century, learn important lessons? To tackle these questions, we will engage in conversations about stereotypes, social

hierarchies, and discrimination as well as exploring fiction, film, memoir, and poetry. Texts and films might include Wiesel’s Night, Spiegelman’s Maus, selections from Mein Kampf, Night and Fog, and Schindler’s List. The semester will conclude with a student-designed social justice project that will center around the lessons we have learned. Folklore and Fairy Tales: How Stories Shape our Lives From the dark forests of the Brothers Grimm to the faraway kingdoms of Charming Princes, traditional stories of folklore and fantasy have captured our imaginations. Full of allegory and cautionary tales, these stories are told for more than just entertainment. Why are fairy tales so enduring? What is their value and function in our lives? How have they changed in both form and meaning through the ages? In this course, students will read and critique original and adapted tales from various cultures and time periods. Focusing on style and meaning, we will explore the fairy tale as an art form and as a framework to talk about social and cultural issues. In addition to reading some of the classics, we will watch film clips spanning the past 70 years. We will also read novellas or graphic novels that use the fairy tale form in contemporary, unusual ways. Students will have the opportunity to interpret folklore from different critical perspectives and gain a greater understanding of how these stories continue to shape our lives. Texts may include works by Oscar Wilde, Angela Carter, Hans Christian Andersen, the Brothers Grimm, and del Toro’s full-length movie, Pan’s Labyrinth. Students will develop and explore their ideas through analytic papers, quizzes, creative writing, and a final project. Film History For more than one hundred years, world culture has been increasingly defined and influenced by the moving picture. As in literature, plot, theme, motif, and image are developed in film to provide an audience with an art form that gives insight into the human condition. In this course, we will explore significant cinematic achievement from the earliest Edison kinetoscopes to the critically acclaimed films of today. In addition, important technical strides, such as the transition to sound, will be discussed. Various genres utilizing complete films and clips, as well as documentaries, will be explored. Class assignments will include essays and critiques, and students will create a short film. Tests may be appropriate. Science Fiction What does the universe hold? What alien environments and life forms exist? Is our future destined to be bleak? Such answers are not easily forthcoming. The restrictions of time and space and the difficulty of prediction limit certainty, but not in science fiction. In both literature and film, science fiction allows us to ponder life on other worlds, artificial intelligence, dystopian futures, and alternate timelines with great clarity. Explore the classic short stories of Asimov, Bradbury, Brown, Heinlein, Sturgeon, and others as they introduce their themes of human futility and hope, god-like arrogance, and the nature of intelligence, both human and artificial. In works of greater scope, the H. G. Wells classic, War of the Worlds, depicts the collapse of humanity in the first tale of alien invasion. Before Avatar, there was Edgar Rice Burroughs’ A Princess of Mars. In 2001: A Space Odyssey, Stanley Kubrick shows us the destiny of humankind. Richard Matheson immerses us in a frightening apocalyptic future in I Am Legend. In addition to novels and short stories, classic and modern science fiction films will be shown and discussed. Class assignments will include essays and

critiques, and students will write a short science fiction story. Quizzes and tests may be appropriate. Rhetoric SCH Students, Lend Me Your Ears! Want to win friends and influence people? Or at least dominate dinner table conversation so you don’t have to talk about how your day went? Or maybe you want to understand why Congress claps so much during State of the Union speeches? Then this is the class for you! In this class we will examine the ways authors use the word to persuade and affect an audience. Students will be introduced to the art of rhetoric and will learn to read for the what and how of an argument—identifying theses, claims, and evidence as well as strategies and devices of persuasion. Texts will include historical and contemporary speeches, visual media such as advertising and political cartoons, and newspaper articles. Writing assignments will require that students analyze and model rhetoric, articulate reasonable positions, and form counter-arguments. Literary Monsters This is the stuff of nightmares, myths, and other legendary tales of horror: Dr. Jekyll and Mr. Hyde, Frankenstein, vampires, the Titans, androids and humanoids. Our exploration of monsters and monstrosity will lead, inevitably, to investigations of ourselves and our own humanity—our deepest fears, aggressions, and anxieties. What is it that makes us human? What makes us monstrous? In addition to reading short stories and longer novels, students will view and critique some movies and complete a special-interests project or two. Although some of these texts are contemporary to our age, others were written a long time ago, so be prepared to read a variety of writing styles. The ideas in all of them, however, are fascinating and fresh. Probable texts and/or movies: Oryx and Crake; Frankenstein; Blade Runner; Dr. Jekyll and Mr. Hyde; I am Legend and other vampire tales; The Elephant Man; and Maus. C 12 E AP English AP Y 1 Prerequisite: English 11 and departmental recommendation This yearlong course focuses on works from the three genres highlighted on the Advanced Placement Literature Examination: poetry, drama, and narrative. Students read and respond to a wide range of texts written in varied styles and chosen from different centuries. Writing includes opportunities to master the short, penetrating literary essay as well as in-depth practice in crafting comprehensive, polished interpretive essays. Several review sessions are held in May to make sure students are ready to take the AP exam.

MATHEMATICS General Information The Mathematics Departments at Chestnut Hill Academy and Springside School provide rigorous and challenging courses for all levels of students during each year of study in the Upper School. Nearly all students take four years of mathematics and some elect to take an additional course—AP Statistics. Since Algebra I is taught in 8th grade, the four years of mathematics begin with Geometry and extend through Pre-Calculus or Calculus, with the majority of the students taking Calculus. Courses in 9th and 10th grade are sectioned into Honors and College

Prep while in 11th grade the classes are sectioned into Pre-AP, Honors, and College Prep, allowing for each student to be challenged at an appropriate level. AP Statistics and AP Calculus are taught to the specific AP curriculum and will prepare students for the AP examination. The College Prep and Honors courses will provide students with a solid, fundamental understanding of and preparation for college-level mathematics. Logical and critical thinking and the interdependence of ideas are stressed as much as the accumulation of factual information. The mathematics curriculum strives to respond to the prior experience, current knowledge, aspirations, and learning style of each student, through the teaching of the fundamental skills and concepts. Evaluation of studentsâ&#x20AC;&#x2122; progress is based on their performance and participation in the classroom, their homework, quizzes, and tests, and other assigned projects, presentations, and papers. Calculator Policy At Chestnut Hill Academy and Springside School, calculators and laptops are tools to facilitate learning. In math classes, the use of calculators and laptops will vary depending on the nature of the topic and level of the course. Because calculators and laptops can be used like note cards, inappropriate use of calculators and laptops is a question of academic honesty. Only information/programs explicitly specified by a studentâ&#x20AC;&#x2122;s current math teacher are permitted. In courses that require a graphing calculator, the Math Department recommends TI-83/84 family or TI-Nspire. CHA 9 Algebra I Y 1 Algebra is the branch of mathematics concerning the study of the rules of operations and relations. It is the foundation of all other high school mathematics courses and therefore it is important that students have a strong background in algebra. This course will begin with algebraic expressions and equations and continue through systems of equations and quadratic equations. Graphing linear and quadratic equations will be studied in detail, as will many features of polynomials and polynomial functions. CHA/SS 9 R Geometry Y 1 This yearlong study of geometry will include such fundamental concepts as points, lines, planes, angles, polygons, and perpendicular and parallel lines. The properties of triangles and triangle inequalities will be studied in depth. Right triangles, congruent and similar polygons, properties of quadrilaterals, coordinate geometry, right triangle trigonometry, circles, and angles within the circles will also be studied extensively. Students use inductive reasoning to explore and discover geometric ideas via computer software and hands-on experiences. Students will use deductive reasoning, including formal proofs, to solve various kinds of problems. As students move through the curriculum, they see concepts and problems that are related to questions on the SAT. Students will end the year with a short unit on geometric probability.

CHA/SS 9 Geometry H Y 1 Prerequisite: Departmental recommendation The main topics in this geometry course are points, lines, planes, angles, polygons, perpendicular and parallel lines, and the fundamental axioms of geometry. In addition, topics include right triangles, congruent and similar polygons, properties of quadrilaterals, coordinate geometry, special right triangles, circles, and triangle trigonometry. Students use geometric ideas to solve problems, to find relationships in complex drawings, and to construct formal proofs. The ultimate goal is for students to think deductively. To be successful in the course, students must gain a mastery of the facts, see the connections among concepts, and synthesize interrelated ideas to present cogent arguments for their solutions to problems. As students move through the curriculum, they see concepts and problems that are related to questions on the SAT. Students will end the year with a short unit on geometric probability. C 10 R Advanced Algebra I Y 1 Prerequisite: Departmental recommendation This course will provide a thorough review of Algebra I and introduce important topics from Algebra II, including elements of functional analysis with an emphasis on quadratic functions, as well as an introduction to matrices. The numeric, graphing, and programming features of the graphing calculator will be used to explore and extend the skills and concepts covered. Students are required to have a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) CHA/SS 10 R Algebra II Y 1 Prerequisites: Competence on the Algebra I screening test and departmental recommendation This course begins with a review and extension of topics presented in Algebra I. Topics include linear, quadratic, and other polynomial functions, with an introduction to exponential and logarithmic functions. Students will investigate the complex number system as well as an introduction to matrices. Rational functions will be included as time permits. The numeric, graphing, and other features of the graphing calculator are used to explore and extend the skills and concepts covered. Students are required to have a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 10 Algebra II/Trig H Y 1 Prerequisite: Departmental recommendation This course covers linear, quadratic, polynomial, rational, exponential, logarithmic, and trigonometric functions. In addition, students study complex numbers, radicals, as well as an introduction to matrices. To be successful, students must be able to analyze functions numerically, symbolically, and graphically. The numeric, graphing, and programming features of the graphing calculator are used to explore and extend the skills and concepts covered. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 10 Acc. Algebra II/Trig H Y 1 Prerequisite: Departmental recommendation This course covers the same curriculum as the Algebra II Trig Honors above; however, students will be expected to analyze concepts at an abstract level and move through the material at a

faster pace. Students will analyze functions numerically, symbolically, and graphically. The numeric, graphing, and programming features of the graphing calculator are used to explore and extend the skills and concepts covered. Students are required to own a graphing calculator. (TI83/84 family or TI-Nspire is strongly recommended.) C 11 R Algebra II Y 1 Prerequisite: Advanced Algebra I This course is a continuation of Advanced Algebra I. Topics include linear, quadratic, and rational functions as well as exponential and logarithmic functions. Students will investigate the complex number system. Trigonometric concepts will be investigated as time permits. The numeric and graphing features of the graphing calculator are used to explore and extend the skills and concepts covered. Students are required to own a graphing calculator. TI-83/84 family or TI-Nspire is strongly recommended. C 11 R Pre-Calculus Y 1 Prerequisites: Algebra II and Geometry Pre-Calculus CP is an introduction to the language and concepts of Calculus. Student understanding of functional analysis will be extended within the study of polynomial, rational, exponential, logarithmic, and trigonometric functions. Students will be looking at these functions from a numeric, algebraic, and graphic standpoint. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 11 Pre-Calculus H Y 1 Prerequisite: Semester and exam grades of C or better in Algebra II/Trig Honors or an A in both semesters and both exams in Algebra II CP and departmental recommendation Pre-Calculus Honors is a thorough preparation for Calculus Honors. Topics include polynomial, rational, exponential, logarithmic, and trigonometric functions, polar coordinates, and conic sections. The numeric, graphing, and other features of the graphing calculator are used to explore and extend the skills and concepts covered. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 11 Pre AB Calculus H Y 1 Prerequisite: Semester and exam grades of B or better in Algebra II/Trig Honors and departmental recommendation This course is a rigorous preparation for AP Calculus AB. In this course, functional analysis will be stressed. Topics include polynomial, exponential, logarithmic, and trigonometric functions, polar coordinates, and conic sections. There will be an introduction to limits and continuity. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 11 Pre BC Calculus H Y 1 Prerequisite: Departmental recommendation Pre BC Calculus is a yearlong class in functions and limits that develops the theoretical underpinnings of calculus. The first semester explores the algebraic and transcendental functions students learned in Algebra II/Trigonometry in greater detail and depth. The second semester rigorously develops formal notions of limits of sequences and functions, as well as the theory of

continuous functions (functional analysis). Differential calculus for single-valued functions of real variables rounds out the second semester. Participation in this class requires an excellent mastery of Algebra II and Trigonometry, a passion for solving problems, and the recommendation of the Math Department. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 11, 12 E AP Statistics Y 1 Prerequisites: Algebra II and departmental recommendation AP Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1) exploring data: describing patterns and departures from patterns; 2) sampling and experimentation: planning and conducting a study; 3) anticipating patterns: exploring random phenomena using probability and simulation; and 4) statistical inference: estimating population parameters and testing hypotheses. Students interested in AP Statistics should possess a strong work ethic, as substantial new vocabulary and calculator procedures will be introduced; the ability to work collaboratively as well as independently and a desire to master the AP curriculum to succeed on the AP examination in May. (TI-83/84 family or TI-Nspire is strongly recommended.) C 12 R Pre-Calculus Y 1 Prerequisites: Algebra II and departmental recommendation Pre-Calculus CP is an introduction to the language and concepts of calculus. Functional analysis will be introduced within the study of polynomial, rational, exponential, logarithmic, and trigonometric functions. Students will be looking at these functions from a numeric, algebraic, and graphic standpoint. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 12 R Differential Calculus Y 1 Prerequisite: Pre-Calculus This class begins with a review of functions, followed by the calculus topics of limits, derivatives, transcendental functions, applications of the derivative. A variety of real-life applications taken from fields such as business, life sciences, economics, and physics are used throughout this course. Students are required to have a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 12 R Calculus H Y 1 Prerequisite: Semester and exam grades of C or better in Pre-Calculus Honors In Calculus Honors, the theory of elementary functions and real-world applications of mathematics will be studied. Differential and integral calculus plus their applications will be explored. Students are required to have a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.)

C 12 E AP Calculus (AB) Y 1 Prerequisites: Semester and exam grades of B- or better in Pre-AP Calculus and departmental recommendation AP Calculus AB includes both the theory of elementary functions and real-world applications. Differential and integral calculus plus their applications will be studied in preparation for the Calculus AB exam. Students who take this class are required to take the AB level of the AP Exam at year’s end. Students are required to own a graphing calculator. (TI-83/84 family or TINspire is strongly recommended.) C 12 E AP Calculus (BC) Y 1 Prerequisites: Departmental recommendation and successful completion of Pre AP-Calculus BC or similar. BC Calculus picks up where Pre-BC Calculus left off. It is a yearlong class that rigorously develops differential and integral calculus for all piecewise-smooth functions of a single real variable, including Cauchy limits, the derivative and its applications, and the Riemann integral and its applications. In addition, several topics in real analysis, including the completeness of the real line, are introduced as time allows. Participation in this class requires an excellent mastery of algebraic and transcendental functions and a formal notion of limits, continuity, and derivatives of algebraic functions. Students without this preparation will require extensive independent summer work and the special permission of the department. Students who take this class are required to take the BC level of the AP Exam at year’s end. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C 12 E Vector Calculus H S 1 Prerequisites: Departmental recommendation as well as a grade of A- or higher in the first semester of BC Calculus, as well as successful completion of a full-year physics course. This class MAY be taken concurrently with BC Calculus. Students may be exempted from the physics requirement by special permission of the instructor. Vector Calculus is a spring semester course in differential and integral calculus for vector-valued functions of several real variables. Courses on these topics are sometimes also called “Calc 3” or “Multi-Variable Calculus.” Topics include three-dimensional vector fields, partial and directional derivatives and their applications, multiple integrals, and Fubini’s Theorem. Line and surface integrals (including Green and Stoke’s Theorems) are introduced as time allows. Throughout the course, special attention is paid to applications to electro-magnetics, including Maxwell’s equations. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.) C

Seminar in Theoretical H F 1 Mathematics Prerequisites: Either successful completion of Pre-BC Calculus OR successful completion of Algebra II/Trig Honors AND permission of the instructor. This class MAY be taken concurrently with Pre-BC Calculus or AB or BC Calculus. Because topics vary from year to year, the class may be taken for credit more than once. Seminar in Theoretical Mathematics is a fall semester survey class in modern mathematics. Topics covered vary from year to year but include history and philosophy of mathematics, formal logic, set theory, abstract algebra, field theory, differential equations, topology, complex

variables, non-euclidean geometry, special functions, quantum mechanics, chaos theory, and many others. Topics are driven by student inquiry and passion, both individually and as a group. Each student will complete an independent research project by the end of the course. In each topic, attention is paid to geometric and intuitive notions that are the underpinnings of the formal structure. Students are required to own a graphing calculator. (TI-83/84 family or TI-Nspire is strongly recommended.)

LANGUAGEA General Information The goal of the Upper School modern language program is to help students become good speakers, listeners, readers, and writers of French, Spanish, and Chinese. Students are expected to speak in the target languages every day and to learn by listening to others. We place emphasis on the formal grammatical structures and the vocabulary of each language. We examine the culture and history of some regions in which these languages are spoken today. The goal of our Upper School Latin program is to help students become competent readers and translators of Latin. This involves a close study of the grammatical structures of Latin and of English. The students amass a large Latin vocabulary and learn the roots of many words in English and in the Romance languages. Original Latin texts and secondary readings provide an understanding of the historical and cultural world of the Romans. In the modern languages, we evaluate studentsâ&#x20AC;&#x2122; oral and aural proficiency, as well as their ability to read and write, through class participation, tests and quizzes, daily homework, and projects and presentations. In Latin, we evaluate the studentsâ&#x20AC;&#x2122; mastery of grammatical concepts and vocabulary, and their ability to read through tests, quizzes, and in-class translations. LEVELS 1-3 (Mandatory courses) Throughout these levels, students work on developing the speaking, listening, reading, and writing skills that will provide a solid foundation for more advanced work. In any language, in order to continue from level one to level two, and from level two to level three, a student must attain a minimum grade of C for the year. A student who does not earn this minimum grade will be required to complete a summer course of study and to pass an examination, both of which must be approved by the department, or may elect to retake the course and pass it with a C or above. LEVELS 4-5 (Elective courses) Having elected to continue beyond the third level, a student will be expected to demonstrate a genuine interest and aptitude in language study. In order to successfully complete level four and level five courses, a student must have built a satisfactory foundation and have demonstrated a willingness to exert serious effort. In any language, in order to continue from level three to level four, and from level four to level five, a student must attain a minimum grade of C+ and have the approval of his/her current teacher and of the chair of the Language Department.

HONORS COURSES In Honors courses, students are expected to speak, listen, read, and write at an advanced level, as well as to master more content. As appropriate for each Honors course, students will demonstrate their command of the language through formal presentations and informal conversation, research and reports, and reading of authentic texts. At this level, students are expected to use the target language competently and confidently at all times. In order to be recommended for an Honors course, students must have demonstrated the willingness and ability to do the above and their grades must be solidly in the A range. Once placed in the Honors course, students must attain a minimum grade of B- for the year in order to move on to the next Honors course. Enrollment in an Advanced Placement course or a mixed Honors/Advanced Placement course also requires departmental approval. C 9 Chinese I Y 1 This is the first course in the sequence of Upper School Chinese courses. We will present the pronunciation, tones, vocabulary, and grammatical structures of Mandarin, with the goal of rapidly developing communicative skills. We will study the writing and reading of Chinese characters and also examine diverse aspects of Chinese culture and history. C 10 Chinese II Y 1 Prerequisite: Chinese I We will continue the work begun in Chinese I, practicing pronunciation and tones, learning new vocabulary, and studying the sentence patterns of Mandarin. We will continue to learn to write and read new characters, writing longer sentences and short pieces of connected prose. Greater emphasis will be placed on developing listening skills by listening to native speakers. As we begin to read short stories, we will examine diverse aspects of Chinese culture and history. C 11 Chinese III Y 1 Prerequisite: Chinese II In Chinese III students continue to learn new vocabulary and characters and study increasingly complex sentence patterns. They improve their reading skills by reading longer pieces of prose, written in characters. They do more writing, practicing newly acquired characters and sentence patterns. As before, they improve their oral skills by speaking in class and their aural skills by listening to native speakers and each other, both in the classroom and at home. C 11 E Chinese IV Y 1 Prerequisite: Chinese III Students continue to improve and refine the skills they have developed in the previous years of Chinese instruction. Their ability to speak in more complex sentences, write longer pieces of prose, and better understand spoken Chinese is furthered by a continuing study of characters, vocabulary, and sentence patterns. It is expected that students studying Chinese at this level have a solid foundation of characters, vocabulary, and grammar, and have demonstrated an eagerness to speak Chinese, listen to Chinese, and explore Chinese culture.

C 9 French I Y 1 This course will be offered when there is sufficient enrollment. This course is a beginning French course intended for students entering CHA and Springside at the 9th grade level who either have had no French before or whose background in French is not sufficient to qualify them to enter the established program already in progress. It is also open to students who did not have French in our Middle Schools. The course will lay the foundation for all four language skills: aural comprehension, speaking, reading, and writing. Constant practice in pronunciation and intonation will be accompanied by written exercises to promote a gradual acquisition of basic skills in reading and writing. The study of grammar will be emphasized to provide a solid foundation for the student throughout his/her French studies. We will study the geography and culture of France and of Francophone countries. This class is conducted primarily in French. C 9, 10 French II H Available Y 1 Prerequisite: French I The course is designed to review and build upon the basics of grammar, vocabulary, and structures studied in French I. A careful attempt is made to help students correct weaknesses, solidify strengths, and improve their speaking and listening skills. The texts are intended to stress useful vocabulary while promoting ease and effectiveness in spoken and written French. Students gain further cultural awareness of the French-speaking world through short readings, discussions, and guided paragraphs. Grades are based on an evaluation of all four skills. With rare exceptions, this class is conducted in French and students are expected to communicate in French. C 10, 11 French III H Available Y 1 Prerequisite: French II and, for Honors, departmental approval The course will provide a thorough study of French grammatical structures and verb tenses, including the subjunctive mood and usage. Special attention will be given to vocabulary and idioms used in conversational French. Appropriate readings will be included. Students will study aspects of French life and history. This course is taught almost exclusively in French, and students are expected to communicate in French. In the Honors section, in addition to the above, students will read a novel in the last quarter of the year. C 11, 12 E French IV H Available Y 1 Prerequisites: French III and, for Honors, departmental approval This course will concentrate on improving the studentsâ&#x20AC;&#x2122; command of spoken and written French as well as developing reading skills. Students will study a variety of Francophone writers in various genres, including short stories, newspaper articles, and poetry. Students will gain insight into French culture and history through readings, films, and discussions. This course is taught exclusively in French, and students are expected to communicate in French. The Honors section of French IV further develops students' skills in reading, writing, listening, and speaking. In addition to learning advanced vocabulary and grammatical structures, students will read, analyze, and discuss a variety of literary and historical texts. Assessments, in addition to tests and quizzes, will include online and in-class presentations and projects. In order to gain departmental approval for enrollment in this course, students must previously have demonstrated

satisfactory development of all four language skills, as well as the ability to work both independently and in groups. C 12 E French V Y 1 Prerequisites: French IV and departmental approval This course continues the balanced approach to the study of French language, literature, and culture. It is designed to provide students with a thorough review of grammar and a comprehensive treatment of the readings, films, or plays studied. Students are expected to work actively at refining the four language skills of speaking, listening, reading, and writing. This course is conducted exclusively in French. C 12 E French V AP Y 1 Prerequisites: French IV and departmental approval This course will allow students the opportunity to develop communicative and cultural competence in preparation for advanced study of French at the college level. French and Francophone literature of various genres and from various periods will be studied in historical and cultural context. Students will use a variety of authentic periodical and literary texts as well as audio and video selections as the basis for writing and speaking on an array of topics, to improve their comprehension of both spoken and written French in various contexts, and to review the more challenging aspects of French grammar. Students enrolled in the Advanced Placement (AP) course will be required to take the AP exam in the spring. Teachers and students use French exclusively in this course. C 9 Latin I Y 1 This course will be offered when there is sufficient enrollment. This beginning Latin course is intended for students entering Springside or CHA at the 9th grade level who have had little or no previous Latin instruction. It is also open to other 9th graders who may wish to begin their study of Latin at this point. In this course we will lay a foundation of vocabulary and forms and begin to learn to analyze Latin and English syntax. We will work toward reading increasingly complex Latin sentences and, eventually, short passages of prose. In addition, we will discuss linguistic features common to many languages and the derivation of English words from Latin roots. We will also discuss topics in the areas of Roman history and culture. C 9, 10 Latin II H Available Y 1 Prerequisites: Latin I We will thoroughly review the grammar of Latin I. New grammar will be introduced, including participles, ablative absolute, indirect statement, and subjunctives. A major objective of the course will be the improvement of reading skills through readings that focus on mythology and history. The study of vocabulary (both Latin and English) and word derivations continues. C 10, 11 Latin III H Y 1 Prerequisite: Latin II and departmental approval The formal study of grammar will be completed. We will concentrate on the mastery of complex grammatical constructions as we encounter them in authentic Latin texts. Readings will be taken from a variety of Roman authors such as Livy, Sallust, Cicero, Caesar, Pliny, Petronius, and

Catullus. Through these readings we will endeavor to improve translation skills and develop an ability to read with insight and precision. C 10, 11 Latin III Y 1 Prerequisite: Latin II The curriculum of this course will be similar to Latin III H. The readings, however, will be less extensive, and greater attention will be paid to basic grammatical constructions. C 11, 12 E Latin IV-V H Y 1 Prerequisite: Latin III or IV and departmental approval. Latin Poetry course offered in 2011-2012. In Latin IV/V Honors, we will read the poetry of Catullus, Horace, and Ovid, three of Rome’s greatest poets. We will discuss the literary, cultural, and historical milieus in which they wrote and find evidence of it in their poetry. With the goal of becoming ever better readers, we will study advanced points of grammar, meter, figures of speech, and vocabulary. All throughout the year we will work on refining the skills necessary for close and careful reading of texts. C 11, 12 E Latin IV-V Vergil H Y 1 Course offered in 2012-2013. Parts of Books 1, 2, 4, 6, 10, and 12 of Vergil’s Aeneid will be read in Latin. The goals of the Honors course will be the refinement of translation skills and reading ability and the development of an appreciation of Vergil’s artistry and the cultural and historical context in which he wrote. We will study meter, advanced points of grammar, figures of speech, and vocabulary. We will place emphasis on learning to read a text closely and accurately. C 11, 12 E Latin IV-V Y 1 Prerequisite: Latin III or IV and departmental approval In this class, we will read some of the same authors being studied in the course during that particular year. We will move at a pace, however, that will allow the students more time to review difficult grammar points and vocabulary, and we will read a greater variety of authors. We will place emphasis on close and accurate reading of original texts. C 9 Spanish I Y 1 This course is a beginning Spanish course intended for students entering CHA and Springside at the 9th grade level who either have had no Spanish or whose background in Spanish is not sufficient to qualify them for a more advanced course. It is also open to students who did not study Spanish in our Middle Schools. This course will introduce students to pronunciation, spelling, verb systems, and basic vocabulary. We will lay the foundation for all four language skills: aural comprehension, speaking, reading, and writing. Constant practice in pronunciation and intonation will be accompanied by written exercises to promote a gradual acquisition of basic skills in reading and writing Spanish. We will place emphasis on speaking and on developing a solid foundation of grammar and vocabulary to support it. Cultural and geographic highlights of Spanish-speaking countries are introduced throughout the year. This class is conducted primarily in Spanish.

C 9, 10 Spanish II H Available Y 1 Prerequisite: Spanish I This course is designed to review and build upon the basic grammar, vocabulary, and structures studied in Spanish I. We place emphasis on both oral and written production and on developing a solid foundation of grammar and vocabulary to support it. We read short stories and study the history and culture of Spanish-speaking countries in order to develop an appreciation and understanding of Latino and Spanish cultures. With rare exceptions, this class is conducted in Spanish and students are expected to communicate in Spanish. C 10, 11 Spanish III H Available Y 1 Prerequisite: Spanish II and, for Honors, departmental approval In this course, students continue to develop cultural and communicative competencies through vocabulary building, conversational practice, and grammatical review. Students will enhance reading, speaking, listening, and writing proficiencies by constructing essays and communicating in the target language. This course is taught almost exclusively in Spanish, and students are expected to communicate in Spanish. C 11, 12 E Spanish IV H Available Y 1 Prerequisites: Spanish III and, for Honors, departmental approval In this course, students continue to develop their communicative competence by interacting orally and in writing with other Spanish speakers, understanding oral and written messages in Spanish, and making oral and written presentations in Spanish. At this level, greater emphasis is placed on structural accuracy as well as a greater ease in understanding spoken Spanish. Students will exchange and support opinions on a variety of topics related to contemporary and historical events, comprehend spoken and written Spanish texts from a variety of authentic sources, as well as produce compositions containing well-developed ideas on various topics. This course is taught exclusively in Spanish, and students are expected to communicate in Spanish. C 12 E Spanish V Y 1 Prerequisites: Spanish IV and departmental approval Students will improve their ability to use and understand Spanish in a variety of spoken and written contexts. They will refine their mastery of all the verb tenses and essential language structures while broadening vocabulary. They will read works of literature and periodicals, listen to native speakers, write, and practice speaking in varied formal and informal formats. This course is taught exclusively in Spanish. C 12 E Spanish V AP Y 1 Prerequisites: Spanish IV and departmental approval In this course, students are expected to engage in increasingly complex and spontaneous oral interaction in which they demonstrate their understanding of the Spanish language. Learning about strategies necessary to sustain and extend communication and training in the organization and writing of compositions are integral components of this course. Students will also explore contemporary and traditional works in a variety of genres. Emphasis will be placed on refining studentsâ&#x20AC;&#x2122; mastery of sophisticated language structures and verb tenses. Teachers and students use Spanish exclusively in this course. Any student enrolled in the Advanced Placement (AP) course will be required to take the AP exam in the spring.

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Global Perspectives H Y 3 Studies Global Perspectives Studies is a new and unique interdisciplinary program elective open to all 11th and 12th grade students. This project-based course will be team taught by three teachers from different disciplines over three course blocks. Students in this course will learn content in each field and will work together to integrate their growing knowledge into creative solutions to real-world challenges. In this inaugural year, the course will focus on French, Applied Environmental Physics, and World History and will include an approximately two-week trip to Senegal, a French-speaking country in West Africa, during the school year. This is an honors course, but due to the unique structure and challenges of the course, recommendation to the course will be subject to an application process rather than the traditional departmental recommendations. In addition to receiving credit for three electives in science, history, and language, students who complete the program will have their transcripts indicate that these electives were part of an integrated interdisciplinary GPS program. Please note: Prior language study in French is not a requirement.

SCIENCE General Information The Science Departments at Chestnut Hill Academy and Springside School provide rigorous, challenging courses for all levels of students during each year in the Upper School. Students are required to take the three core courses—physics, chemistry, and biology—during their first three years in Upper School. Our courses provide students with the opportunities for using the most up-to-date equipment and technologies as they design experiments, explore, and solve problems. Students utilize a variety of sources, such as textbooks, primary sources, computer probes, and Internet resources, which allow them to access the same information as “real scientists” in critically analyzing and explaining scientific principles and phenomena. Many of the course materials and activities are designed and/or assembled by the CHA and Springside Science Departments. Teachers are guided by the National Science Education Standards, PA Science Standards, the National Science Teachers’ Association, and local curricular materials. Evaluation of students’ progress will be based upon their performance and participation in the classroom and laboratory, on quizzes and tests, and on other assigned work including homework, lab reports, projects, and presentations. Our science courses are not geared to any specific standardized tests. The basic courses in biology, chemistry, and physics provide an excellent general background in the discipline along with other valuable experiences. Students wishing to take the SAT Subject tests in any discipline are encouraged to do additional, specific preparation for that test. AP courses are taught to the specific AP curriculum and will prepare the students for the AP examinations.

Electives in the 11th and 12th grades that are offered on a semester basis may be selected separately. CHA Required Courses Grades 9-11 CHA 9 R Biology Y 1 Biology is a survey of those principles that govern the organization of matter into the condition known as life. The major areas of study include the use of scientific methods for understanding natural phenomena, biochemistry, cell structure and function, ecosystem dynamics, energy transfers, genetics and evolution, and comparative anatomy and physiology. The laboratory exercises benefit students by allowing them to use the tools of modern biologists to learn firsthand about the structures and functions of living organisms. Special attention is given to areas of current research that foster the development of scientific literacy and the understanding that science is a human endeavor with social consequences. Students are asked to read material other than their textbooks. CHA 9 Honors Biology H Y 1 Prerequisite: Departmental recommendation Honors Biology is a rigorous approach to the discipline for students with very strong analytical thinking skills. The course is a survey of the principles that govern the organization of matter into the condition known as life. The major areas of study include the use of scientific methods for understanding natural phenomena, evolution, biochemistry, cell structure and function, ecosystem dynamics, energy transfers, genetics, and comparative plant and animal anatomy and physiology. The laboratory exercises benefit students by allowing them to use the tools of modern biologists to learn firsthand about the structure and functions of living organisms. Special attention is given to areas of current research and the understanding that science is a human endeavor with social consequences. Students are required to do some reading outside of their textbook. Students are selected into the Honors Biology section by the Science Department based upon their achievement in both 8th grade math and science courses, along with successfully meeting criteria outlined in Criteria for Placement in Honors Science in Upper School. CHA 10 R Chemistry Y 1 This course emphasizes a more conceptual approach to the understanding of chemistry and focuses less on mathematical and analytical analysis than Honors Chemistry. It provides an introduction to the experimental study of chemistry and the theoretical concepts of structure, bonding, energy, and reactions in a more traditional format. Topics include atomic theory, chemical reactions, solutions, kinetics, thermodynamics, equilibrium, and electrochemistry. Laboratory skills are stressed. These include observing, looking for regularities, collecting data, developing conclusions, and using standard laboratory equipment. CHA 10 Honors Chemistry H Y 1 Prerequisite: Departmental recommendation This Honors course is geared to students with strong mathematical and analytical skills. The course provides an introduction to the experimental study of chemistry and the theoretical concepts of structure, bonding, energy, and reactions in a more traditional format. Topics

include atomic theory, chemical reactions, solutions, kinetics, thermodynamics, equilibrium, and electrochemistry. Laboratory skills are stressed. These include observing, looking for regularities, collecting data, developing conclusions, and using standard laboratory equipment. Students are selected into the Honors Chemistry section by the Science Department based upon their achievement in 9th grade science, along with successfully meeting criteria outlined in Criteria for Placement in Honors Science in Upper School. CHA 11 R Physics Y 1 Physics combines a qualitative, analytical, and laboratory approach to the understanding of matter and energy and the laws that govern their interactions. Problem solving is an important part of the course, but it is less emphasized than in Honors Physics and will require less mathematical sophistication. The course is also designed to develop an appreciation for physics as it applies to everyday life. The course is modeled after the Workshop Physics program, with students exploring and learning physical concepts and ideas through experimentation and observation, often with the aid of Microcomputer-based Lab interface equipment. Internet and electronic resources are used extensively. Emphasis will be placed on an understanding of kinematics and mechanics, wave motion and sound, optics, electromagnetic theory, and modern physics with an introduction to quantum theory. As time permits, coverage of some of the following topics may be included: nuclear physics, special and general relativity, and cosmology. Quantitative skills and mathematical proficiency through Algebra II are important prerequisites, but the mathematics required is reviewed as necessary. CHA 11 Honors Physics H Y 1 Prerequisite: Departmental recommendation Honors Physics combines a rigorous analytical and laboratory approach to the understanding of matter and energy and the laws that govern their interactions. Problem solving and analysis are emphasized, but the course is also designed to develop an appreciation for physics as it applies to everyday life. The course is modeled after the Workshop Physics program, with students exploring and learning physical concepts and ideas through experimentation and observation, often with the aid of Microcomputer-based Lab interface equipment. Internet and electronic resources are used extensively. Emphasis will be placed on an understanding of kinematics and mechanics, wave motion and sound, optics, electromagnetic theory, and modern physics with an introduction to quantum theory. As time permits coverage of some of the following topics may be included: nuclear physics, special and general relativity, and cosmology. Quantitative skills and mathematical proficiency through Algebra II are essential. Students are selected into the Honors Physics section by the Science Department based upon their achievement in 10th grade science, along with successfully meeting criteria outlined in Criteria for Placement in Honors Science in Upper School. Springside Required Courses Grades 9-11 SS

Physics

Physics provides students with a solid overview of the major concepts that describe our physical world. Through extensive laboratory investigations and computer simulations, students investigate motion, force, Newtonâ&#x20AC;&#x2122;s Laws, energy, projectiles, electricity, wave motion, and

optics. Importantly, students apply their developing math skills to solve algebraic equations related to each of these principles. Students explore and learn physical concepts and ideas through experimentation and observation, often with the aid of computer-based lab interface equipment. Students learn to ask their own questions about a topic and how to go about solving that problem. Students frequently work in teams applying engineering design principles and problem solving skills to design, build, and experiment with bridges, roller coasters, electric circuits, and LEGO robots. Many units culminate in a design based, real-world challenge project. SS 9 Honors Physics H Y 1 Prerequisite: Departmental recommendation Honors Physics provides students with a solid overview of the major concepts that describe our physical world. The course combines a rigorous analytical and laboratory approach to the understanding of matter and energy and the laws that govern their interactions. Problem solving and analysis are emphasized, but the course is also designed to develop an appreciation for physics as it applies to everyday life. Through extensive laboratory investigations and computer simulations, students investigate kinematics, Newtonâ&#x20AC;&#x2122;s Laws, energy, projectiles, electricity, wave motion, and optics. Importantly, students describe our physical world not only conceptually, but also mathematically. Students explore and learn physical concepts and ideas through experimentation and observation, often with the aid of computer-based lab interface equipment, and learn to ask their own questions about a topic. Students frequently work in teams applying engineering design principles to design, build, and test bridges, roller coasters, and electric circuits. Many units culminate in a design based, real-world challenge project. All students design and complete an independent research project, which they will enter in the PJAS (Pennsylvania Junior Academy of Science) competition. Students are selected into the Honors Physics section by the Science Department based upon their achievement in both 8th grade math and science courses, along with successfully meeting criteria outlined in Criteria for Placement in Honors Science in Upper School. SS 10 R Chemistry Y 1 This course provides a background in basic chemical concepts while enabling students to use their chemical knowledge to solve some of todayâ&#x20AC;&#x2122;s relevant problems and make informed decisions about personal and societal issues. It places less emphasis on the mathematical and analytical aspects of abstract problem solving than chemistry. It covers a wide sampling of the range of modern chemistry, including inorganic, organic, environmental, industrial, and biochemistry. It will provide an introduction to the experimental study of chemistry and the theoretical concepts of structure, bonding, energy, and reactions. The course stresses laboratory skills including observing, looking for regularities, collecting data, developing conclusions, and using standard laboratory equipment. SS 10 Honors Chemistry H Y 1 Prerequisite: Departmental recommendation This Honors course is geared to students with strong mathematical and analytical skills. The course provides an introduction to the experimental study of chemistry and the theoretical concepts of structure, bonding, energy, and reactions in a more traditional format. Topics include atomic theory, chemical reactions, solutions, kinetics, thermodynamics, equilibrium, and

electrochemistry. Laboratory skills are stressed. These include observing, looking for regularities, collecting data, developing conclusions, and using standard laboratory equipment. Students are selected into the Honors Chemistry section by the Science Department based upon their achievement in 9th grade science, along with successfully meeting criteria outlined in Criteria for Placement in Honors Science in Upper School. SS 11 R Biology Y 1 This course introduces students to the fundamental topics in biology as well as those on the cutting edge of science, providing a solid background, the most current information, and personal relevance to the student. This course builds upon the major concepts introduced in physics and chemistry. Students learn to gather and critically analyze information from many resources, including web-based bioinformatics, scientific journals, and their own peers. Topics covered include environmental science; biochemistry; cell biology; energy flow; animal and plant reproduction and development; molecular, classical, and human genetics; biotechnology, including genetic engineering and gene therapy; evolution and taxonomy; plant and animal anatomy, physiology, and behavior; and immunology and microbiology. Students design, investigate, and analyze many of their own experiments. The surrounding Wissahickon natural area is used extensively in many units throughout the year, providing local, tangible examples to enhance and clarify concepts that are often abstract or global in their nature. SS 11 Honors Biology H Y 1 Prerequisite: Departmental recommendation This Honors course introduces students to the fundamental topics in biology as well as those on the cutting edge of science, providing a solid background, the most current information, and personal relevance to the student. This course builds upon the major concepts introduced in physics and chemistry. Students learn to gather and critically analyze information from many resources, including web-based bioinformatics, scientific journals, and their own peers. Topics covered include environmental science; biochemistry; cell biology; energy flow; animal and plant reproduction and development; molecular, classical, and human genetics; biotechnology, including genetic engineering and PCR; evolution and taxonomy; plant and animal anatomy, physiology, and behavior; and immunology and microbiology. Students design, investigate, and analyze many of their own experiments. The surrounding Wissahickon natural area is used extensively in many units throughout the year, providing local, tangible examples to enhance and clarify concepts that are often abstract or global in their nature. Students in Honors Biology cover topics in more depth, move at a faster rate, and research and design a long-term, independent, experimental research project, which is entered in the local George Washington Carver Science Fair and the regional Delaware Valley Science Fair. Students are selected into the Honors Biology section by the Science Department based upon their achievement in 10th grade science, along with successfully meeting criteria outlined in Criteria for Placement in Honors Science in Upper School.

CHA and Springside Coordinate Courses Grades 11-12 C 11, 12 E Human Physiology Y 1 Prerequisite: Biology This course investigates the function and structure of the human body, in both health and disease. Students are exposed to the intricacies of their bodies at the molecular, cellular, and systems levels. In addition, the study of sports medicine, exercise physiology, and mind-body connections highlights the interdependence and adaptability of all body systems. Laboratory experiments designed and investigated by students provide them with a solid understanding of how their body functions and responds to its environment. Extensive use of computer-based probes helps students explore their own muscle grip strength and fatigue rate, EKG’s, heart rate, and respiratory rate. Students are able to visualize and measure the inner workings of the human body using National Institutes of Health image-processing software. Current issues related to health and medicine, such as organ donation, drug addiction, performance enhancing drugs, and health care, are researched and discussed. C 11, 12 E Environmental Science F 1/2 This one-semester course focuses on human ecology (humans and ecosystems); the human population and ultimate global problems; pollution, with special emphasis on local environmental concerns; and the politics, economics, and ethics surrounding society and the environment. Lab activities will include extensive fieldwork in the Wissahickon natural areas around the school. Students monitor lichen at long-term test sites as a bioassay for air quality and study local soil samples for possible antibiotic resistant bacteria. Other activities will emphasize how lifestyle choices that we make can have a tremendous impact on our environment. For example, we will prepare vegetarian sushi to emphasize the need for reduction in packaging and the high environmental costs of a predominantly meat-based diet. Students will also analyze and design more effective means to package materials. They will become naturalists while conducting original illustrated environmental research projects to submit to the American Museum of Natural History: Young Naturalist Awards Competition (www.amn.org/nationalcenter/youngnaturalistawards/). The class will have visits from scientists and engineers with course-related expertise in areas such as beekeeping, food safety, the EPA and legislation, and “green building” engineering. C 11, 12 E Oceanography F, S 1/2 Oceanography is an interdisciplinary science course that will cover both the physical and societal aspects of the ocean and hydrosphere. In general, the chemistry, biology, and geology will be covered as well as the interaction between these facets of the science and relevant historical research. Topics may include but are not limited to interactions between the biosphere, atmosphere, and lithosphere and the world’s oceans; marine geology and sediments; salinity, thermoclines and their effects on ocean water density and ocean water circulation; coastal processes; cause and effects of tides; marine biology, biodiversity, and sustainability; ecology of oceans; and the impact of humans. Appropriate field trips will be an integral part of the course and may include trips to The Wetlands Institute in Stone Harbor, New Jersey’s Bayside Center, Cape May Bird Observatory, and the Marine Mammal Stranding Center in Brigantine.

C 11, 12 E Forensic Science S 1/2 This interdisciplinary course deals with the application of the scientific principles of biology, chemistry, and physics in evaluating the physical evidence found at crime scenes. Topics will include drug testing; blood, fingerprint, and document analysis; arson and explosives; firearm identification; DNA profiling; forensic anthropology and autopsies; forensic technology and encryption; and forensic engineering. Students will explore how investigators use instrumentation such as spectrophotometers, gel electrophoresis, acoustical fingerprinting, and image processing to solve crimes. The course will make extensive use of “wet” labs as well as interactive software from Duke University’s “Clues in Crime” in order to gain firsthand experience doing database searches and analyzing simulated samples of physical evidence. Extensive connections are made to real-life case studies, including historical cases like the analysis and identification of the remains of Czarina Anastasia Romanov. Contemporary case studies are highlighted by the forensic experts who visit the course. These have included an anthropologist, an arson investigation specialist from the Philadelphia Police Department, and an FBI special agent. The class will take a trip to the New Jersey State Museum to learn about its crime labs and archival collection of the evidence from the Lindbergh kidnapping. C 11, 12 E Pharmacology F 1/2 In this semester-long course students develop an understanding of drugs as preventive, diagnostic, and therapeutic agents. Topics include the mechanism of action, side effects, drug interactions, and contraindications of a wide spectrum of drugs used in primary care practice. Other topics include an introduction to neuroscience emphasizing the molecular organization, chemistry, and physiology of the neuron, how neurons are organized into functional circuits, and how these functional circuits process information and control both normal and abnormal behavior. Students will also explore the biochemical and genetic basis of drug addiction and brain disorders, such as autism, depression, schizophrenia, and Parkinson’s disease. Field trips include a visit to the Pennsylvania Hospital to see the first operating room in America, and to learn about the practice of medicine in the 18th and 19th century. Students also visit the Mutter Museum to learn how reference collections of different diseases and injuries continue to help physicians today. C

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Physics II – F 1/2 Explorations in Physics This semester-long course explores topics not typically covered in a first course in physics. It emphasizes hands-on learning through laboratory investigations, computer simulations, and design projects. The students explore fluid mechanics and pressure, light and fiber optics, cell phone technology, digital electronics, and cosmology. Each unit ends in a design-based culminating challenge problem. Problem solving and analysis are emphasized, but the course is also designed to develop an appreciation for physics as it applies to everyday life. C

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Physics II – Applied S 1/2 Physics and Design This semester-long course covers applications of physics through an extensive service-based design project. Students learn applications of Newtonian mechanics, electrical circuits, and materials science by directly using the physical principles for the design project. They experience the entire engineering cycle from specifications to fabrication to redesign iterations.

The course is centered around service learning; the second half of the semester is spent designing adaptive devices for clients with disabilities at United Cerebral Palsy. In addition to providing a much-needed service, students learn each stage of the design process as they empathize with clients, define and ideate their design solution, and prototype and test the finished product. C 11, 12 E Chemistry II H Y 1 Prerequisites: Honors Chemistry or Chemistry and departmental approval This yearlong course will focus on the study of organic chemistry and biochemistry. Nomenclature and basic types of reactions are learned and applied to modern-day processes. Among the topics to be explored in class are the effects of ethanol and drugs in the body and the study of fats, oils, steroids, and carbohydrates. Students will perform the lab tests used to differentiate between the major types of organic molecules. There is also extensive discussion of the role of these molecules in the body. Laboratory investigations explore the use of instrumentation in chemistry. Students use a visible light spectrophotometer and a gas chromatograph to collect data. Students will also use vertical electrophoresis to explore protein structure. During the spring semester, Chemistry II students have the opportunity to become teachers during a collaborative chemistry-based ecology project with the Springside Middle School. This project involves the development of multi-media lesson presentations by the students. Classes in Chemistry II are highly discussion-based, and the laboratory portion will introduce techniques used in college-level courses. C 11, 12 E AP Biology AP Y 1 Prerequisites: Biology, Chemistry, and departmental approval The Advanced Placement Biology course is the equivalent of a first-year college biology course and is geared toward students with a particular interest in biology. The goals of the course include helping students gain a conceptual framework for modern biology, helping students gain an appreciation of science as a process, and helping prepare students for the rigors of a collegelevel science course. These are accomplished through extensive reading, computer searches and simulations, field studies, and laboratory investigations utilizing the most up-to-date techniques and technologies. Students are expected to study beyond what they would for a typical course each night and will take several extended-length tests during the year. The content of the course reflects the College Board AP syllabus and is divided into three major areas of study: molecules and cells, genetics and evolution, and organisms and populations. Students will be required to take and satisfactorily complete a cumulative examination at the end of the course, which simulates the AP examination. Students are also strongly encouraged to take the national Advanced Placement examination in AP Biology. C 12 E AP Physics AP Y 1 Prerequisites: Physics and Calculus taken concurrently; departmental approval This course is designed to prepare the student for the AP Physics C-level Advanced Placement examination in mechanics. It will cover thoroughly one half of the C-level syllabus, omitting the electricity and magnetism portion. The C-level program forms the first part of the college sequence that serves as the foundation in physics for students majoring in the physical sciences or engineering. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. Topics covered in mechanics are kinematics; Newtonâ&#x20AC;&#x2122;s laws of motion (including friction and centripetal force); work, energy,

and power; linear and angular momentum; and gravitation and oscillations. Laboratory work will be done to assist in understanding the concepts of mechanics being studied. Students will be required to take and satisfactorily complete a cumulative examination at the end of the course that simulates the AP examination. Students are also strongly encouraged to take the national Advanced Placement examination in AP Physics, C-level. C

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Independent Research for Science Competitions

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Prerequisite: Departmental permission This rigorous, independent study allows students to refine and enhance their scientific research abilities, while developing a project to be submitted to local and/or national science competitions. These include the George Washington Carver Science Fair, the PJAS (PA Junior Academy of Sciences) science competition, the International Science and Engineering Fair, and the Westinghouse Science Talent Search. Students will become proficient in the use of complex laboratory equipment, statistical analysis, and proper research techniques. Students are expected to meet the challenge of formal guidelines and deadlines, perform in-depth research, and design and implement sophisticated laboratory procedures. Students may be required to complete some of their work in research facilities outside of school. Projects must be individually designed and proposed by the student and approved by the Science Department.

HISTORY General Information The History Departments at Chestnut Hill Academy and Springside School wish to provide opportunities for students to learn and to understand the factors behind historical developments. We provide opportunities for students to investigate primary and secondary source materials and to become familiar with the techniques of writing historical essays and papers. Placement in

Honors sections is determined by the department. Summer reading is required for most courses. Many 11th- and 12th-grade history electives require summer reading. Students who change their history course selection after reading materials have been distributed must contact the History Department to be sure they do the appropriate summer assignment. If the course change occurs late in the summer or early in the fall, time accommodations can be arranged at the discretion of the teacher of the course. CHA 9 R U. S. History I H Available Y 1 Prerequisite: Departmental approval for Honors This course is the first of a two-year sequence that follows a chronological and thematic survey format from colonial times until the end of the 19th century, examining American history through the concepts of politics, science, sociology, economics, the arts, and other disciplines. Besides reading a text, students will use primary and secondary source materials to enhance their understanding of key events and eras in U.S. history. Students will complete focused research assignments aimed at teaching the student proper research techniques and the fundamentals of developing historical analyses. SS 9 R World History H Available Y 1 Prerequisite: Departmental approval for Honors This course examines the nature and interaction of cultures and societies throughout the world from the early river valley civilizations through the Islamic Empire. The focus is on how societies develop in their own settings and in their interaction with one another. Learning to research, read primary and secondary works, take notes in class and from reading, and write an essay is central to the course, as is working to acquire skills with which to understand cultures different from oneâ&#x20AC;&#x2122;s own. CHA 10 R U. S. History II H Available Y 1 Prerequisite: United States History I and, for honors, departmental approval This course is the second of the two-year sequence which follows a chronological and thematic survey format from the end of the 19th century to the present, examining American history through the concepts of politics, science, sociology, economics, the arts, and other disciplines. Besides reading a text, students will use primary and secondary source materials to enhance their understanding of key events and eras in U.S. history. Students will write an in-depth research paper as the culmination of the development of their historical research techniques and understandings. SS 10 R U. S. History H Available Y 1 Prerequisite: Departmental approval for Honors This course covers the history of the United States from colonial times to the present, focusing on political, economic, and social issues. The sources, both primary and secondary, and the themes explore the roles of class, race, gender, and ethnicity in shaping the United States society. The course emphasizes the skills of research, expository writing, and critical thinking. C 11 E AP European History AP Y 1 Prerequisite: Departmental approval This course examines the development of Western societies in Europe from the Renaissance to the end of the Cold War. The focus of study will be the evolution of political, social, economic,

and cultural ideas that shape Western institutions and inform our society today. Critical thinking and writing are integral elements of the course. Students will interpret documents and master the strategies for constructing document-based essays. Students will prepare to take the AP exam in May. C 11 E African Studies Y 1 This course will provide an introductory overview of various aspects of African culture. Topics to be explored include the following: the impact of geography on the development of African societies; the emergence of early man; the interaction between Africans, Europeans, and Arabs; the arts in Africa; and the development of African social, political, economic, and religious systems. Reading materials used in the course will include primary sources, secondary sources, and fiction. C

Comparative European F 1/2 Revolutions This course will examine the foundations and consequences of revolutions in European history. Students will explore philosophies, group politics, and material causes that led to revolutionary activities and the long-term impact of revolutions upon their societies. A main emphasis of the course will be on engaging students in comparative analyses of revolutions across time and place on the European continent. C

Europe in the Cold War S 1/2 and Beyond European states after World War II have experienced major changes and shifts in their internal developments and in their relations with one another and with the rest of the world. This course will study these changes, identify their causes, and scrutinize their impacts on the European continent and on world events in general. The course will include a non-traditional structure, and great emphasis will be placed on the pursuit of individual research in preparation for that first â&#x20AC;&#x153;college paper.â&#x20AC;? C 11 E Latin American History Y 1 Latin America is a culturally rich and diverse region shaped by the meeting of Amerindian, African, and European peoples. Students will explore the Native American cultures of PreColumbian South and Central America and the Caribbean, the impact of European conquest, movements of independence, and the growth of nation states during the 19th and 20th centuries. Special attention will be placed on the investigation of colonial influences on existing cultural and political structures, which include the church, the role of revolution, and the place of this region in the modern world. Students will be expected to read critically, to participate in class discussion, and to research various topics independently. Reading materials used in this course will include primary sources, secondary sources, and fiction. C 11 E World History H available Y 1 Prerequisite: Departmental approval for Honors World History emphasizes the interactions among peoples and the various types of exchanges that transform societies. In this course, students use primary and secondary sources to

investigate a variety of global themes. The course begins with the Afro-Eurasian trade system of the post-classical era and continues through to transnational societies of the 21st century. C 12 E East Asian History F 1/2 This first semester course focuses on the development of China, its relationship with Japan and Korea, and its interaction with Western societies. Students will study the traditional cultural and social values of China as well as the historical development of its political and economic institutions and policies. Students will then explore encounters between China and the West to examine Chinese responses to these encounters and how these responses informed Chinese history through the 20th century C 12 E 1960s H Available S 1/2 Prerequisite: Departmental approval for Honors This one semester course will focus on the decade of the 1960s in America. To understand this decade of change, students will review the 1950s and examine the impact of the 1960s on future years. They will learn the course material both chronologically and topically. Students enrolled in the honors section of this course will complete additional requirements, including a substantial independent research project. In addition, the honors section will focus more heavily on the complexities and contradictions in the history of the 1960s. C 12 E AP World History AP Y 1 Prerequisite: Departmental approval This course examines the impact of interaction among major societies of the world over the past 1,000 years. A global perspective will be emphasized as students comparatively analyze the issues of migration, trade, disease transmission, diplomacy, war, technology, religious beliefs, intellectual developments, art, gender, race, and the development of the nation-state. This course will prepare students for the AP exam given in May by including the reading, thinking, and writing essential for tackling that type of test. C

American Environmental H F 1/2 History Prerequisite: Departmental approval for Honors In this senior semester Honors course we will use a thematic approach to answer a few key questions. How do humans interact with their environment? How are these interactions subject to historical processes? We will explore human-nature interactions in five areas: land, water, energy, food, and animals. Using secondary sources, primary documents, documentary films, scientific evidence, and other non-traditional sources, students will explore a variety of topics including the Columbian exchange, industrialization, suburbanization, and the energy crisis. C

Constructing Race Y 1 and Gender Prerequisites: Departmental approval and written statement of purpose answering the following questions: Why do you want to study race and gender constructions? What interests you about a Blended Learning course?

Constructing Race and Gender is a course designed to explore race and gender as social constructs. The class will examine definitions of these constructs and will study a wide variety of societies to understand how they used race and gender to understand the world around them, construct power relations, and impose social order. Throughout the year, students will investigate how ideas of race and gender have shifted throughout the course of history, across time and place. This course will be conducted as a Blended Learning course. This means the majority of the time will be spent in a seminar-style class, which will focus on the history of race and gender constructions. The rest of the class time will be spent in a parallel online track of the course that will focus on race and gender constructions in our world today. The amount of time spent online versus in class will vary depending on the content we are covering. C 12 E International Relations S 1/2 This semester-long course will introduce various concepts, processes, and issues associated with the interactions between states in today’s world. Topics to be explored include sources of the power and influence of both states and non-state actors, the process of making foreign policy, the roles of intergovernmental organizations, war, terrorism, international law, and international economics. Current and historical events that illustrate relevant patterns and practices will be examined. C 12 E Nonviolence H S 1/2 Prerequisite: Departmental approval This semester-long course will explore the history of nonviolence and its philosophical foundations. Students will be required to think critically about the historical and current applications of nonviolence. The course will delve into such multi-layered issues as the effectiveness of nonviolence as a means of protest and the value of nonviolence as a way of life. Reading materials used in the course will include secondary sources but will consist mainly of primary sources. C

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History of Art Y 1 and Visual Culture This project-based course will provide a foundation for looking at art, design, and visual culture. The course presents a chronological timeline for an historical outlook and framework, simultaneously weaving together overarching ideas for students to make connections bridging different visual cultures. Selections highlight artistic achievement from the earliest found objects and art (25,000 BC through 21st century) and provide an opportunity for more in-depth investigation into art and its multiple meanings for civilizations. Students will gain knowledge of art and its significance historically and culturally, and they will build a creative confidence, a sense of artistic purpose, and deeper appreciation of art. C 9-12 E First Nights F, S 1/2 “First Nights” is an Upper School non-performance music survey course that provides students with an innovative means to explore a multifaceted investigation of music within the context of the culture that created it. One topic of study will include the theme, “Can Music Still Shock?” A collaborative project within this unit involves music of Stravinsky and the controversial

premiere of The Rite of Spring. Throughout the course, students will be challenged to create connections between the music under study with the music of their world in light of its broader social impact. Students will explore contemporary issues of philanthropy and patronage in the arts. One collaborative project will include creating an investment proposal for a wealthy donor looking to support a contemporary ensemble. C

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The Supreme Court and F 1/2 The Constitution This semester-long course will examine the role of the Supreme Court and the impact that its decisions have had on American government and society. In addition to secondary source material, students will read the Constitution and several Supreme Court decisions. Examining the nature of the Constitution itself, along with the reasoning and circumstances behind the Courtâ&#x20AC;&#x2122;s rulings, will provide students with the opportunity to study U.S. constitutional history in depth. C 12 E United States Government AP Y 1 Prerequisite: Departmental approval This yearlong course will provide a conceptual framework and an understanding of American government and politics that will enable the student to think critically about the political processes that are at work in our society. In particular, it will enable the student to determine the degree to which various aspects of American politics are truly democratic. In addition, this

course will help to prepare students for the Advanced Placement exam in U.S. Government. Topics to be explored include the U.S. Constitution (the conditions surrounding its creation, its conceptual foundation, and the characteristics of the government that it established); the nature of federalism in the U.S.; the balance of powers within the U.S. government; the rights and liberties that are guaranteed to American citizens; the structural characteristics of U.S. society and their impact on politics; and the political roles played by public opinion, the media, private interest groups, corporations, political parties, and social movements. C

History Independent Study

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To be arranged.

ENGINEERING AND COMPUTER STUDIES General Information As an ever-evolving field, computers and technology continue to reshape education and approaches to teaching and learning. To prepare our students as lifelong learners in the 21st century, CHA and Springside embrace a path that integrates education and technology, while striving to be national leaders in educational technology. Our emphasis is on teaching and learning through technology within each discipline. CHA and Springside support the goal of overall integration by equipping classrooms with SMART Boards and ceiling-mounted projectors, which are connected to computers with Internet access. We offer wireless campuses with a balance of available laptops, computer labs, and a wealth of online resources. Teamed with our hardware and software, both schools are committed to leading-edge technology personnel who enable teachers to learn new fluencies, in addition to embracing technology as a part of culture—both inside and outside the classroom. C

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Intro to “C” and S 1/2 LabVIEW Programming This course offers students an introduction to computers, computer sciences, programming, and microprocessor control systems. For this course, we will be using the “C” and LabVIEW programming languages. Students will begin by exploring the history of computers and programming. Starting with the “C” programming environment, we will focus on the software development method, algorithms, data and control structures, and structured programming techniques. We will follow that with work in the LabVIEW graphical programming environment. We will spend a significant amount of time working on the special challenges of programming robots. Working with a variety of sensors and control systems, students will develop algorithms that would direct a robot to solve a maze of unknown structure or drive in a predetermined path. Students will explore the unique challenges of programming for the “real world” where systems have momentum, friction counts, and gravity is a law, not just a good idea. Much of the work will be project- and team-based and will require access to a PC or Mac-based computer system. We will provide access at school, but the student will need access to a moderate system at home as well.

C 11, 12 E Engineering and Robotics F 1/2 This course will introduce students to the engineering and scientific aspects of problem solving. The course will ask and solve questions that interest engineers, such as: How do you design complex objects in a limited time with limited resources? How do you formulate questions about complex technical issues in a structured fashion so that you are able to solve them? Lab exercises include the West Point bridge-building simulator, design and programming of a NXT robot to compete in a SumoBot competition, and three-dimensional drawing using CAD software. Some limited programming will be included as students learn how equipment is controlled with logical instructions. This course culminates in a major independent research project or paper on an engineering problem of the student’s choice. Recent papers have ranged from Nuclear Weapons Reliability to Chocolate Manufacturing and Interferometers-based Deep Space Telescopes to Robotic Prosthetics. C

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Mechanical Engineering, S 1/2 CAD and CAM This one-semester spring course is a follow-up to the fall Introduction to Engineering Design and Robotics course and complements the C Programming for Robotics for those students more interested in the mechanics, CAD (computer aided design), and CAM (computer aided manufacturing). This course will explore the use of AutoDesk Inventor for the design of complex three-dimensional objects and their manufacture though the use of the Tormach CNC (computer numerically controlled) Milling machine and various manual tools. Each student will be challenged to design and manufacture a specific mechanical device such as a gearbox, drive train, or other mechanical system to meet specific design criteria for our FRC Robotics platform or a specific design project for the school community or others. In addition to the core mechanical and design curriculum, students will be challenged to work with real-life constraints of time, cost, weight, and size as well as working in groups and presenting their projects to competitive review. Associated Robotics Activity During the spring semester, students are encouraged to join the CHA-Springside Robotics Activity and participate in the annual FIRST Robotics Competition. FIRST is a national robotics competition in which teams of high school students compete by building a large-scale robot (2’ x 3’ x 5’ and 150 lbs.) that accomplishes a particular task. Students will work on a specific part of this problem as part of the team. The Robotics Activity runs through the winter and spring sports seasons and is most intense during the design and building phase (January and February). Students completing the fall semester Engineering and Robotics course will be granted preference in joining the Robotics Activity based on their performance in the course. Other students may apply to join based on prior experience and permission of the activity advisors. Space will be limited. Important: Participation in the FIRST Robotics Competitions may include travel to regional and national competitions. Each competition consists of three full days (Thursday–Saturday) of competitions plus travel time. In the past, these competitions have run from mid-March to late April and have included destinations in Annapolis, MD; Atlanta, GA; and Houston, TX, in addition to Philadelphia and/or Trenton, NJ. The Philadelphia competition has historically occurred over Spring Break. While attendance at these competitions is optional, students

participating in the Robotics Activity are encouraged to plan on attending at least one. If the student chooses to attend a particular competition and is not able to raise sufficient funds through various student fundraising activities, the travel costs associated with attending the competition (food, lodging, and travel) will be charged to the studentâ&#x20AC;&#x2122;s account. In the past, these costs have been as follows: Local $0; Regional $350; National $800.

ART General Information It is our intention, as a coordinate Art Department, to create a stimulating environment in which visual literacy may develop and grow. The program is progressive, yet builds respectively on many traditional modes of working. Critical thinking is fostered and students are exposed to diverse aesthetic sensibilities. A balance of solid foundation skills and expressive freedom enables our students to find a personal means of self-expression. The 9th grade Foundations class is required of all incoming freshmen. Students who have completed the Foundations class will move forward into the next level in their arts elective of choice. All students are required to successfully complete a minimum of one full credit in art. We encourage students to develop a portfolio of their art for the college admissions process. Each student will receive individual faculty support within his or her arts elective for this work. Listed below are the art courses offered for the 2011-2012 school year. Not every course is offered every year and new courses are added from time to time. C 9 R Art Foundation 9 F, S 1/2 This course is required for all 9th graders and is a prerequisite for all other art courses, beginning with the Class of 2013. Each student will rotate through four of five units offered (Painting & Drawing, Sculpture/Woodworking, Ceramics, Photography/Video, and Digital Art). Students will explore a common theme in each unit and become familiar with a basic vocabulary of art terms as well as those pertinent to each discipline. Students compare and contrast diverse processes, discover visual relationships, and develop an understanding of an art/design language enabling them to verbalize and develop their ideas in a hands-on working environment. C

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The History of Art Y 1 and Visual Culture This project-based course will provide a foundation for looking at art, design, and visual culture. The course presents a chronological timeline for an historical outlook and framework, simultaneously weaving together overarching ideas for students to make connections bridging different visual cultures. Selections highlight artistic achievement from the earliest found objects and art (25,000 BC through 21st century) and provide an opportunity for more in-depth investigation into art and its multiple meanings for civilizations. Students will gain knowledge of art and its significance historically and culturally, and they will build a creative confidence, a sense of artistic purpose, and deeper appreciation of art.

C 9-12 E Introduction to Ceramics F, S 1/2 Students will learn about the various expressive capabilities of clay. We will explore and discuss ceramics from primitive time through to contemporary applications. Both hand building and throwing on the potterâ&#x20AC;&#x2122;s wheel will be utilized to seek out individual solutions to broad projects. Projects will deal with problems including, but not limited to, negative vs. positive space relationships and form vs. function. Electric kiln glazing, gas reduction firing, and some cold finishing will be discussed to enable all students to present a professional appearance to their work. C 10-12 E Advanced Ceramics F, S 1/2 Prerequisite: Introduction to Ceramics or permission of the instructor This course is designed to enable the individual student to explore areas of specific interests. Advanced hand building and complex or multi-part functional pottery will be encouraged. Simple and complex mold making will also be covered. In-depth study and discussion of relevant contemporary ceramic artists will encourage students to find their own vocabulary and voice in clay. Specialized firing techniques such as Raku will be added to the palette of finishing methods. C 9-12 E Computer Animation F, S 1/2 This class is focused on learning the Flash program order to create 2D animations. Students need no previous experience with animation and will be introduced to many ways of creating characters to animate. Final animations will have complex backgrounds, many moving parts and will have sounds and or music, by the end of the course. C 9-12 E Drawing, Design, Painting F, S 1/2 This course will build upon the basic skills learned in the Art Foundationâ&#x20AC;&#x2122;s Drawing, Design, and Painting unit. Students will draw from observation in order to learn the visual language that includes scale, proportion, perspective, composition, modeling and spatial representation. Experimentation with a range of arts media including pencil, charcoal, pen, brush and ink, scratchboard, pastels and paint will be encouraged. Students will discover the connections between the arts and design and specifically how design shapes our world. Two-dimensional design projects introduce students to basic color theory and painting. Instruction is geared towards encouraging students to develop creative ways to solve two-dimensional visual problems and explore concepts to inspire imaginative and symbolic art making. They will engage in integrating design principles with a focus on art evaluation and an increasing discovery of artists and their work. C 11, 12 E Drawing, Design, Painting II Y 1 Prerequisite: Design, Drawing, Painting, or approval of instructor This course offers motivated students an opportunity to demonstrate an advanced level of understanding and skill through the creation of an extensive body of work. Students continue to enhance their observational skills in drawing and painting as well as develop personal solutions to artistic problems by applying their knowledge of design elements and principles. Specific design units presented at this level include architecture, fashion, textile and urban planning. Although the studio component of this course is essential, this class strives to foster a heightened degree of aesthetic awareness through art critiques and referencing artists and their work. This

process strives to foster each studentâ&#x20AC;&#x2122;s creative confidence and artistic purpose, bringing a visual consciousness to all their studies. Portfolios will be prepared for those students interested in submitting work with their college applications. C 9-12 E Digital Art F, S 1/2 This course builds upon the basic skills learned in the digital unit of the 9th grade Art Foundations course and introduces the Adobe Photoshop program to those who are new to the school. The course provides a means for students to advance their knowledge of digital image manipulation and learn to implement the digital tools in more sophisticated ways. The pace of the course is dependent upon studentâ&#x20AC;&#x2122;s previous knowledge of Photoshop and ambition of the individual student. C 9-12 E Photography I F, S 1/2 Building upon the various procedures and ideas previously introduced in Foundations class, students learn basic photo theory and printing techniques using their own 35mm SLR film camera and a digital SLR camera (provided by the school). Students will also learn to produce traditional gelatin silver prints in the darkroom and digital laser prints adjusted in Adobe Darkroom. The class is limited to nine students. C 10-12 E Photography II F, S 1/2 Advanced students are given the opportunity to refine their exposing, developing and printing skills in the darkroom. Digital imaging is also explored in depth, with a greater emphasis placed upon individual artistic expression and acute visual awareness. Students compare and contrast traditional 35mm materials with a digital SLR camera (provided by the school) and learn to use Adobe Darkroom to make the necessary adjustments towards producing a finished print. Several projects, including landscapes and portraits, are designed with the purpose of encouraging crossdivisional collaboration and to help the student more fully experience the creative process, from initial concept to finish. This class is limited to nine students. C 9-12 E Photoshop F, S 1/2 This class will introduce students to the fundamentals of manipulating images in Photoshop. Students will learn to mix digital camera images, pictures downloaded from Google, and drawn and/or painted images scanned into the computer. Students will gain an understanding of the many design applications intrinsic to this program. C 9-12 E Printmaking F, S 1/2 This is a one-semester course exploring the art of printmaking. Students will learn to develop their own ideas for printmaking, including monotype, relief, etching, and various combinations of these. The course will cover the history of printmaking and look closely at the works of pivotal figures in its development. The class will begin with several drawing projects emphasizing both drawing fundamentals and conceptual thinking. We will also engage in an interdisciplinary project examining the relationship of art with creative writing/poetry.

C 9-12 E Woodworking F, S 1/2 Prerequisite: Grade 9 Art Foundation (open for grades 10, 11, 12) This class will build on the skills and knowledge learned in the Art Foundation 9 course and explores the woodworking medium with greater depth. Students will become more familiar with all the power tools in the shop as well as joinery techniques, design options, and various methods of applying finish. Historically important styles and craftsmen will be discussed as they relate to the studentsâ&#x20AC;&#x2122; projects. Each student will build a project of his or her own design (a dovetailed box or table). Students will also learn to distinguish different species of wood by their color and grain and identify a variety of trees by their leaves. C 11, 12 E Independent Study Program F, S 1/2 This course is offered to the highly motivated junior or senior who has his or her known objectives in mind and has achieved sufficient maturity to follow through without benefit of regularly scheduled meetings. A student applying for this course must have a sponsor to whom he or she is immediately responsible and have the approval of the chair of the Art Department and Head of Upper School.

MUSIC General Information Coordinate music course offerings are designed to further develop the singing, instrumental, writing, listening, and critical analysis skills implemented throughout the Lower and Middle School music programs at both Chestnut Hill Academy and Springside School. Central to all courses is the understanding that the process of rigorous intellectual and creative growth is equally as important as the musical product developed, and both schools offer non-performance and applied performance-based music courses to nurture that growth. CHA students are required to successfully complete a minimum of one full credit in music. Springside students are required to complete a minimum of one full credit in performing arts, half of which must be in music. All students may choose from a varied selection of performance and non-performance courses to best match individual skill levels and interests. C 10-12 E Chamber Singers H Y 1 Prerequisite: Vocal/musical audition required for entry* Chamber Singers is a select choir (SATB and Divisi) for the highly able and motivated music student committed to a rich and demanding choral experience. Students receive instruction in choral and vocal technique and learn to build choral discipline while preparing repertoire for three curricular concerts. As a Divisi ensemble, Chamber Singers embraces an ensemble for men (Hilltones) and an ensemble for women (Laurelei). Repertoire covers the following criteria: â&#x20AC;˘ Material representing no less than four periods of music history (sacred and secular). â&#x20AC;˘ Material represented by madrigals, part songs, motets/cantatas, mass/oratorio music in English, Latin (Italian pronunciation), German, French, and Italian. Music in Hebrew is often included in transliteration. Repertoire is included from musical theatre, popular music, barbershop, and folk material.

Texts of material, both sacred and secular, represent the “authentic voice” of a people, place, or time. • As members of an Honors course, students are expected to display facility in attaining an advanced repertoire through already developed aural/notational skills, while seeking to continually improve these skills through class work. Students must pass a vocal audition before being permitted to select this course. Attendance at one off-campus choral concert with a written review is required. * Students in grades 10 and 11 who achieve a cumulative average of A (92.5% or higher) by the end of the 3rd quarter will not need to re-audition for Chamber Singers. Students who fall below that grade will need to re-audition on an equal plane with all other candidates. •

C 9-12 E Concert Choir Y 1 Concert Choir is an entry-level mixed (SATB) chorus open to students in all grades who pass a musical and vocal audition in order to approach standard mixed chorus material as female sopranos and altos and male tenors and basses. Students receive instruction in ear training, choral technique, score reading and marking, and learn to build choral discipline while preparing repertoire for the three concerts required for this course. Attendance at one choral concert off campus with a written review is required. Repertoire includes standard literature in four-part harmony, occasionally also in two- and three-part harmony. In addition, harmonic independence skills are developed with beginning a cappella material for boys as well as for girls. The boys’ and girls’ sections of Concert Choir will also perform in a concert. Literature covers no less than three periods of music history with no less than three languages. Pop literature, folksong arrangements, and musical theatre material may also be represented. The choral literature studied is broad in scope with respect to eras of music history and musical cultures and is rich in content. Texts represented are both sacred and secular and represent the “authentic voice” of a people, place, or time. C 9-12 E First Nights F, S 1/2 “First Nights” is an Upper School non-performance music survey course that provides students with an innovative means to explore a multifaceted investigation of music within the context of the culture that created it. One topic of study will include the theme, “Can Music Still Shock?” A collaborative project within this unit involves music of Stravinsky and the controversial premiere of The Rite of Spring. Throughout the course, students will be challenged to create connections between the music under study with the music of their world in light of its broader social impact. Students will explore contemporary issues of philanthropy and patronage in the arts. One collaborative project will include creating an investment proposal for a wealthy donor looking to support a contemporary ensemble. C 9-12 E Handbell Choir F, S 1/2 Handbell Choir affords a music-making experience for students, integrating notation, melody, and rhythm skills with an expanding knowledge of ensemble awareness. Rhythm skill is build through dictation and applied exercises that lead students toward greater independence as rhythm readers, processors and performers. The material of the course often includes original compositions for handbells as well as transcriptions of popular, folk, Broadway and Classical music. Handbell Choir includes periodic homework assignments and tests as well as participation in two performances.

C 9-12 E Orchestra Y 1 Prerequisites: Private study or by special permission of the Music Department chairperson. Audition may be required for seating. An elective instrumental group, Orchestra performs a variety of symphonic repertoire. Orchestra offers the challenge of performance while developing individual disciplines in sight-reading, technique, interpretation, and musical independence. Various graded written and performance exercises will be required. C 10-12 E Honors Orchestra H Y 1 Prerequisite: Current member of CP Orchestra in good standing Honors Orchestra is not a separate ensemble from Orchestra (CP). Honors work in orchestral music is standard in our discipline. By offering an honors option within Orchestra, we acknowledge superior musical leadership and independence and create a course title that clearly marks this achievement on transcripts. Sophomores, juniors, and seniors who are members in good standing of Upper School Orchestra may be invited to apply and audition for Honors credit, earned for completing additional responsibilities within the existing CP orchestra. After an evaluation by means of a performance jury, students recommended for Honors credit status must complete three of the six types of additional work listed below during the course of the year: • Additional solo work • Chamber music assignments • Placement on the annual Performing Arts Master Recital held at Springside • Leadership of sectional rehearsals • Composing/arranging scores for the ensemble • Play an advanced part in orchestral arrangements in lieu of moderate or moderately difficult high school orchestral parts Students in grades 10 and 11 who achieve a cumulative average of A (92.5% or higher) by the end of the audition date and will not need to re-audition for Honors Orchestra. Students who fall below that grade will need to re-audition on an equal plane with all other candidates. C 9-12 E Jazz Ensemble Y 1 Prerequisites: Audition required each year; participation in Orchestra is recommended Jazz Ensemble will provide opportunities for motivated and musically competent instrumentalists to explore and perform different styles of jazz or jazz-influenced music. Improvisation techniques will be emphasized in addition to chord progression and appropriate performance practice. As a complement to the more traditional orchestra, Jazz Ensemble offers a more contemporary ensemble experience. C 10-12 E Honors Jazz Ensemble H Y 1 Prerequisites: Current member of Jazz Ensemble CP in good standing Like Honors Orchestra, Honors Jazz exists as a course within a course; students earn Honors transcript credit for completing additional work and for achieving at a higher skill level while participating in the Jazz Ensemble. Acceptance into Honors Jazz Ensemble for students in grades 10 through 12 is dependent upon: • One year of successful CP level Jazz Ensemble experience • A proven record of dedication to developing both ensemble and personal instrumental skills 43

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The submissions of research- and project-based written assignments A juried assessment of skills that will include a variety of scales, a notated solo, and an improvised solo

Students in grades 10 and 11 who achieve a cumulative average of A (92.5% or higher) by the re-audition date will not need to re-audition for Honors Jazz for the following year. Students who fall below that grade will need to re-audition on an equal plane with all other candidates. C 9-12 E Music of Many Cultures F, S 1/2 Music of Many Cultures is a survey of the musical systems and cultural traditions in music from various countries. Listening skills and strategies for understanding unfamiliar music will be emphasized. After building initial listening skills, students will study the music from specific countries. They will study the instruments, musical systems, and oral traditions of each country and will learn how the different cultures use, perform, compose, and think about music. Units of study will permit in-class performance of African drumming and possibly instrument making. C

9-12

Songwriting and Music F, S 1/2 Production I Songwriting and Music Production I takes the student through the complete songwriting process, from constructing a song using music language fundamentals, to producing a CD version of the song. Regular listening assignments will connect the student to the historical placement of song in Western instrumental and vocal music from a variety of historical periods through present-day genres. Students will become familiar with song form and lyric schemes, and become more thoughtful and appreciative listeners. In addition, class assignments will enhance knowledge of simple scales, chords, and rhythms, which will further inform composition work. This course meets in the ViDCAST Studio to utilize the latest in music software and recording equipment. The class is primarily project-based, although periodic tests and quizzes on musical elements will be given. The final composition project will serve as the final examination for the course. This class is capped at sixteen participants. C

9-12

Songwriting and Music F, S 1/2 Production II Prerequisite: Completion of Songwriting and Music Production I Songwriting and Music Production II follows the same general course guidelines as Songwriting and Music Production I, but enhances the basic composition elements covered there with more advanced techniques, such as harmony and countermelody, which can include a wider palette of sounds, including orchestral instruments. As in the previous class, listening assignments are required, and periodic tests and quizzes will be given on musical elements and concepts covered. The final composition project will serve as the examination for this class, and the class is capped at sixteen students. Those interested in enrolling in this class must have successfully completed Songwriting and Music Production I, but not necessarily in the same school year. CHA 9-12 E Private Instrumental Lessons Y 0 CHA offers private instrumental instruction in all instrumental media and voice with superb performing artists and educators. At the Upper School level, private instruction is coordinated through Mr. Daugherty and the instrumental teachers who offer instruction after school and, in

certain cases, during school hours. Instrumental teachers are most willing to investigate all possibilities for student inclusion in private study. Teachers cooperate in presenting one or two recitals of student work per year. Private study is not a curricular aspect of our program and is not applicable for credit or graduation requirement. Please speak with Mr. Daugherty at CHA about private lessons. . SS 9-12 E Private Instrumental Lessons Y 0 Private instrumental instruction in all instrumental media and voice is also offered during afterschool hours at Springside. Although not a curricular aspect of the program, private instruction is crucial to the development of ensemble technique and is required for any Upper School student participating in an instrumental performance class. This service is offered for an additional fee above the cost of tuition and is not applicable for credit or graduation requirement. Lesson times are coordinated through the Performing Arts Office with Mrs. Lower; students are welcome, however, to enroll in any area private lesson program that works for them.

PERFORMING ARTS C 9-12 E Theatre 101 F 1/2 Theatre Production â&#x20AC;&#x201C; Acting Students will explore and develop the essentials of acting, including basic script analysis, character development, stage presence, and voice and movement techniques. This course provides students with fundamental tools for effective communication, enabling them to speak out and share the ideas, the values, the messages, and the stories that are of interest and importance to them. This course is part of four Theatre courses meeting simultaneously in the same block. Students taking this course will work with students taking Theatre 102, Theatre 103, and Theatre 104, collaborating as part of a theatrical production team in the creation of a final performance. This course fulfills the 1/2 credit Performing Arts requirement at Springside; CHA students will receive credit as an independent course. C 9-12 E Theatre 102 F 1/2 Theatre Production â&#x20AC;&#x201C; Technical Design Students will explore and develop aspects of technical design and construction, utilizing basic script analysis in the creation of scenic, property, costume, lighting, and sound design. This course will provide students with audio and visual tools for effective communication, offering a unique approach for sharing the ideas, the values, the messages, and the stories that are of interest and importance to them. This course is part of four Theatre courses meeting simultaneously in the same block. Students taking this course will work with students taking Theatre 101, Theatre 103, and Theatre 104, collaborating as part of a theatrical production team in the creation of a final performance. This course fulfills the 1/2 credit Performing Arts requirement at Springside; CHA students will receive credit as an independent course.

C 11-12 E Theatre 103 H F 1/2 Theatre Production – Directing Prerequisite: Theatre 101 and Theatre 102 This course offers the highly motivated Theatre student the opportunity to explore and develop aspects of theatrical directing, including higher-level script analysis, effective blocking, use of tempo, dynamic, and articulation choices, and the successful coordination of actors and technicians. This course will also provide students with the essential tools for effective communication, enabling them to demonstrate strong leadership as they share the ideas, the values, the messages, and the stories that are of interest and importance to them. This course is part of four Theatre courses meeting simultaneously in the same block. Students taking this course will work with students taking Theatre 101, Theatre 102, and Theatre 104, collaborating as part of a theatrical production team in the creation of a final performance. C 11-12 E Theatre 104 H F 1/2 Theatre Production – Playwriting Prerequisite: Theatre 101 and Theatre 102 This course offers the highly motivated Theatre student the opportunity to explore and develop aspects of playwriting, focusing on the utilization of the standard playscript format to create original dialogue and stage directions that allow for effective script analysis, character creation, and design concept development. Students will also examine production choices of their work in order to edit and revise their playscripts to more effectively communicate the ideas, the values, the messages, and the stories that are of interest and importance to them. This course is part of four Theatre courses meeting simultaneously in the same block. Students taking this course will work with students taking Theatre 101, Theatre 102, and Theatre 103, collaborating as part of a theatrical production team in the creation of a final performance. C 9-12 E Theatre 105 S 1/2 Theatre in History and Culture This non-performance course offers academically motivated students the opportunity to utilize and hone research and presentation skills, and it is a dramaturgical approach to reading, studying, and performing plays. Students taking this course will read and analyze a variety of plays, examining them within their historical and cultural context as well as within the context of production for today’s audiences. Students taking this course will act as dramaturges, creating and developing effective means for connecting audiences to the main themes of a play. Possible dramaturgical methods include but are not limited to researching past productions, presenting critical articles and biographical information, creating glossaries and programs notes, and constructing audio and visual collages. C 9-12 Dance F, S 1/2 Dance may be taken by sports season, with PE credit awarded for each completed season, and Performing Arts credit (1/2) awarded for the successful completion of two sports seasons for Springside girls. All dance classes are open to boys; CHA students will receive credit as an independent course. It is important to understand that Dance classes meet during four of the seven SAS periods and extend beyond the end of the school day until 4:00 PM.

Dance classes at Springside are grouped by level: Beginner/Intermediate and Advanced. All classes cover thorough warm-up technique, as well as elements of dance anatomy, Pilates, injury prevention, conditioning, and nutrition. Students enrolled in the Beginner/Intermediate group receive training in elements of Ballet, Modern, Contemporary, Jazz, and Hip-Hop, and participate in group choreography projects. Advanced class members center their training around solo choreography projects, and can work with the instructor to expand upon projects associated with their ensemble work outside of Springside.

VIDEO C

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Video Production and Y 1 Broadcasting I Students in the Video Production class will explore the video-making process. Students will learn how to plan their work and operate video cameras, lighting instruments, and microphones. They will learn how to edit their work in Final Cut Pro and how to author to DVD or the Internet. In the second semester, students will form production teams and work on producing content for a bi-weekly broadcast. The content can range from documentation of school events to the showcase of creative work. The course will fulfill one-half visual arts credit and one-half performing arts credit. C

10-12 E

Video Production and Y 1 Broadcasting II Prerequisite: Video Production and Broadcasting I Video Production and Broadcasting II is offered to students who wish to further their skills in all aspects of video production. Students will learn how to operate a High Definition video camera and will learn to edit and how to author in HD. In addition, new skills will be introduced such as shooting with multiple cameras, shooting action shots and using the program Color in order to enhance the look of their footage in post-production. Students will also build on their knowledge of Final Cut Pro, Motion and Soundtrack Pro. This is a project-based class and students are expected to work independently and contribute content to the bi-weekly broadcast. This content can range from documentation of school events to the showcase of creative work. This course will fulfill one-half visual arts credit and one-half performing arts credit. C 11-12 E Video Production-Portfolio Y 1 Prerequisite: Video Production and Broadcasting I and II Video Productionâ&#x20AC;&#x201C;Portfolio is offered to the highly motivated Video student who wishes to expand their knowledge in all aspects of video production by producing large-scale video works. Students are expected to work independently and gather the necessary crew needed for extensive shots. The student and the instructor will meet before each new project to define new skills to develop and will work together to create a timeline for student work. Students can shape their projects in a variety of ways, but a completed portfolio will be expected by the end of the school year. The student will present their work to the Video Production class when each project is complete and each video will be showcased on the ViDCAST YouTube site.

PHYSICAL EDUCATION Chestnut Hill Academy General Information CHA 9 R Health F, S 0 Topics in health classes include effective decision making, peer relationships, issues of body image, drugs, and sex education. Health is required in 9th grade. CHA 9-12 R Interscholastic Sports All CHA students in grades 9-11 are required to participate in sports. 9th grade – 2 required sports 10th grade – 2 required sports 11th grade – 1 required sport 12th grade – 0 required sport

F, W, S 0

Fall Mid-August – 1st week of November (approximately) *Cross Country: 9-12, two teams: JV and V *Football: 9-12, JV and V practice together. *Soccer: 2 teams: JV, V Winter Mid-November – end of February (approximately) *Basketball: 3 teams: 9, JV/V Ice Hockey: 1 team Indoor Track: 1 team. Practices daily, track meets on weekends. *Squash: 2 teams: JV/V *Wrestling: 2 teams: JV/V Spring Early March – end of May (approximately) *Baseball: 2 teams: JV/V Crew: 2 teams of approximately 30 rowers: JV/V. Practices are at University Barge Club. Races on Sundays. *Golf: 2 teams: JV/V. Practices at Sunnybrook Country Club (V), and PCC-St. Martin’s Course (JV) Lacrosse: 2 teams: JV/V *Tennis: 1 team: V *Track: 1 team *Inter-Academic League Sport

Springside School General Information The Upper School physical education program is set up on an elective basis. A student must participate in any combination of two sports or PE classes per year. SS 9 R Life Issues Y 0 Ninth grade Life Issues is a yearlong course that covers current topics relevant to an adolescent. Units include, but are not limited to Upper School transition, online safety and responsibility, decision-making, self-awareness, self-esteem, human anatomy, reproduction, sexuality, sexually transmitted infections, abstinence, birth control, womenâ&#x20AC;&#x2122;s health, drug, alcohol and tobacco awareness, wellness for life, and American Red Cross CPR and First Aid certification. C 9-12 Dance F, S 1/2 Dance may be taken by semester, with PE credit awarded for each completed semester, and Performing Arts credit (1/2) awarded for the successful completion of one semester for Springside girls. It is important to understand that Dance classes meet during four of the seven SAS periods, and extend beyond the end of the school day until 4:00 PM. Dance classes at Springside are grouped by level: Beginner/Intermediate and Advanced. All classes cover thorough warm-up technique, as well as elements of dance anatomy, Pilates, injury prevention, conditioning, and nutrition. Students enrolled in the Beginner/Intermediate group receive training in elements of Ballet, Modern, Contemporary, Jazz, and Hip-Hop, and participate in group choreography projects. Advanced class members center their training around solo choreography projects and can work with the instructor to expand upon projects associated with their ensemble work outside of Springside. SS 9-12 In-School PE F, S 1/2 Physical education courses will be designed around student interest and numbers. These are some examples of courses that may be offered: fitness/conditioning, walking, badminton, squash, tennis, team sports, individual sports, and cooperative activities. Interscholastic Sports Students considering interscholastic sports should seriously consider the commitment they are making to their sport. All players at all levels are expected to meet the time-and-effort demands and to become proficient in the skills and strategies of their sport. Pre-season and vacation practices are MANDATORY for anyone hoping to make teams. Players are required to stay for the game following or preceding their game (V, JV). Students must attend all practices. In order to receive credit for participation on a sports team, an individual must be present at practices and games 80% of the time. Failure to meet this requirement will result in a failing grade, no credit for the season, and ineligibility for letters or awards. A varsity athlete who leaves her team at any point for any reason becomes ineligible for PE credit and end of season awards.

Fall Field Hockey Cross Country Soccer Tennis Volleyball

Winter* Basketball Squash Swimming Indoor Track

Spring Crew Golf Lacrosse Softball Track

*Students planning to play a WINTER sport only must take their PE class in the FALL TERM. Independent Athletic Activities • Students can only get credit for an independent activity for 1 season per year. • Students must participate in the activity for a minimum of 8 hours per week. • Students must be participating in a sport not offered at Springside. • Students must be training for competition in that sport. • Only students in good academic standing will be considered. The chair of the PE Department and Head of Upper School will meet to discuss Independent requests and either approve or decline the request.

SPECIAL OFFERINGS CHA/SS 11 R College Counseling F, S 0 Juniors will become acquainted with the college search/application process, research various colleges and programs, draft college application essays, research scholarship opportunities, and complete supplemental materials. Additionally, students will complete a practice interview, visit college campuses, and communicate with college representatives. CHA/SS 12 R College Counseling F 0 Seniors will use class time to apply to schools electronically. Classes will center on application details and supplements. Additionally, students will have the opportunity to research college scholarship opportunities.

2011 – 2012 UPPER SCHOOL COURSE OFFERINGS U Spanish I, II, III, IV, V Spanish II, III, IV Honors Spanish V AP Global Perspectives Studies

English English 9 English 10 English 10 Honors (CHA)* English 11 and English Honors 11* English 12 (F) English 12 (S) English 12 AP Contemporary Lit Creative Writing Poison Pens—The Art of Satire Family Matters Literature of the Holocaust Folklore and Fairy Tales Film History Science Fiction Rhetoric Literary Monsters

Science Biology 9 & Honors Biology* (CHA) Chemistry & Honors Chemistry* (CHA) Physics & Honors Physics* (CHA) Physics & Honors Physics* (SS) Chemistry & Honors Chemistry* (SS) Biology & Honors Biology* (SS) Human Physiology Environmental Science (F) Oceanography (F, S) Forensic Science (S) Pharmacology (F) Physics II – Explorations in Physics (F) Physics II – Applied Physics & Design (S) Chemistry II Honors* AP Biology* AP Physics* Global Perspectives Studies Independent Research for Science Competitions (F)

Mathematics Algebra I Geometry and Honors Geometry* Advanced Algebra I Algebra II – Grade 10 Algebra II/Trigonometry* Acc. Algebra II/Trigonometry Algebra II – Grade 11 Pre-Calculus & Pre-Calculus Honors*Grade 11 Pre AB Calculus Honors* Pre BC Calculus Honors* AP Statistics* Pre-Calculus – Grade 12 Differential Calculus Calculus and Calculus Honors * AP Calculus AB* AP Calculus BC* Vector Calculus Honors Seminar in Theoretical Mathematics

History U.S. History I & U.S. History I Honors * (CHA) World History & Honors World History (SS) U.S. History II & Honors U.S. History II* (CHA) U.S. History & Honors U.S. History* (SS) AP European History* African Studies Comparative European Revolutions (F) Europe in the Cold War and Beyond (S) Latin American History World History & Honors World History* East Asian History (F) 1960s and 1960s Honors* (S) AP World History* American Environmental History Honors* (F) Constructing Race and Gender International Relations (S) Nonviolence Honors* (S) History of Art and Visual Culture First Nights (F, S) Global Perspectives Studies Political Uses of Violence Honors* (F)

Language Chinese I, II, III, IV French I, II, III, IV, V French II, III, IV Honors* French V Honors/AP Latin, I, II, III, IV-V Latin II, III, IV-V Honors Latin IV-V Vergil Honors

The Supreme Court & The Constitution (F) U.S. Government AP*

Songwriting and Music Production I and II (F, S) Private Instrumental Lessons

Engineering & Computer Studies Intro to “C” and LabVIEW Programming (S) Engineering and Robotics (F) Mechanical Engineering, CAD & CAM (S)

Performing Arts Theatre 101 (F) Theatre 102 (S) Theatre 103 Honors (F) Theatre 104 Honors (F) Theatre 105 (S) Dance

Art Art Foundation (F, S) The History of Art and Visual Culture Introduction to Ceramics (F, S) Advanced Ceramics (F, S) Computer Animation (F, S) Drawing, Design, Painting I (F, S) Drawing, Design, Painting II Digital Art (F, S) Photography I and II (F, S) Photoshop (F, S) Printmaking (F, S) Woodworking (F, S)

Video Video Production & Broadcasting I & II Video Production – Portfolio Physical Education PE/Health (CHA) (F,S) Interscholastic Sports (CHA) Life Issues (SS) Dance (F, S) In-School PE (SS) (F, S) Interscholastic Sports (SS) Independent Athletic Activities (SS)

Music Chamber Singers* Concert Choir First Nights (F, S) Handbell Choir Orchestra and Honors Orchestra Jazz Ensemble and Honors Jazz Ensemble* Music of Many Cultures (F, S)

Special Offerings College Counseling Grade 11 (F, S) College Counseling Grade 12 (F)

(F) Fall (S) Spring *Departmental Approval