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Science
The Rivers Science Department enhances students ’ passion for innovative thinking, while training them to seek unbiased evidence, ask questions about the natural world, and apply scientific problem-solving skills to diverse challenges. We equip every Rivers graduate with a core base of scientific knowledge that can inform their decisions on personal, social, and political issues while preparing them for future academic endeavors. Students use technology and analytical tools to work through challenging problems, collaborate in an open-minded manner, and design their own laboratory investigations. As our students relate what they learn to current events, they move beyond the confines of the science classroom and into local laboratories, hospitals, businesses, and the natural world. By learning to think critically about what is presented to them, students graduate better prepared to confront our world’ s most pressing issues in technology, the environment, medicine, and society as a whole.
MIDDLE SCHOOL COURSES
Earth Science, Grade 6
The sixth-grade program focuses on water throughout the disciplines. As students work through each science unit, connections are made and played out in the other disciplines. A hands-on experiential approach has students working in and out of the classroom as they explore oceans, ponds, rivers, wetlands, and aquifers. Rivers ’ location next to wetlands and Nonesuch Pond provides an immediate outdoor classroom. Among other topics, students investigate waves and currents, weathering and geology, and groundwater and water distribution systems. They learn and apply the scientific method as they gather and analyze data. The Earth Science course is also integrated at times throughout the year with the Pre-Algebra, Grade 6 course.
Life Science and Sustainability, Grade 7
Seventh-grade students are introduced to the study of ecology, the environment, and the human body. The year involves investigation of the complex interactions between all types of organisms and their environments. Students learn that ecosystems consist of communities of plants, animals, and microorganisms that are dependent on each other and on the non-living parts of the environment. Emphasis is placed on experiments, both in and out of the classroom. Projects with hands-on involvement, independent thinking, and innovative solutions are important components of the course. Topics covered include ecological, life, and nutrient cycles; introduction to viruses, bacteria, protists, plants, and animals; human influence on the environment, renewable and non-renewable energy, and sustainable living; and human anatomy and physiology.
Introductory Physical Science, Grade 8
This course focuses on the scientific method as it applies to chemistry. The course takes students through experiments that allow them to gather data suggesting the existence of the atom. Discovery is an essential part of this laboratory-based course, and students gain extensive experience working with lab equipment. The course also places great emphasis on analytical and independent thinking skills, requiring Catalog of Courses • THE RIVERS SCHOOL 58
students to come up with explanations and solutions to problems not previously considered. At the completion of the course, students have a solid background in physical science, allowing them to continue in biology, chemistry, and physics.
UPPER SCHOOL COURSES
Integrated Biology and Chemistry Program
With the rapid advancement of molecular and biochemical techniques, the synergy of biology and chemistry has become ever more important. At the introductory level, today ’ s students need to be proficient with chemical principles in order to explore biological phenomena. Because of this connection between biology and chemistry, we teach biology and chemistry together over two years through Biology & Chemistry I and II.
Biology & Chemistry I
1 credit Biology & Chemistry I is the first of a two-year integrated biology and chemistry curriculum. Students begin by examining the scientific method: the logical, step-wise process that pervades all science. Students then learn about the major themes in biology before zooming into the structure of the atom and deciphering the principles packed into the periodic table. The class learns how to arrange atoms into molecules, with a focus on macromolecules that are essential to nutrition. From here, students build an understanding of the structure of the cell and its functions, with a focus on DNA and how it determines traits. Students study how organisms grow, reproduce, and pass on traits through cellular replication, sexual reproduction, and heredity. The year culminates with a study of natural selection and evolution. Weekly hands-on activities and experiments enable students to expand and develop classroom concepts. As an entry to science at Rivers, Biology & Chemistry I emphasizes successful study strategies and organizational approaches that students can use to address the unique challenges posed by scientific courses.
Honors Biology & Chemistry I
1 credit Prerequisite: Recommendation of the department This rigorous course is intended for students who combine strong math and science abilities with a deep passion for scientific inquiry. The entire content of Biology & Chemistry I is presented in greater depth. Additionally, the course includes topics such as the electromagnetic spectrum, radioactivity, the quantum mechanical model of electron configurations, chemical reactions, and a greater breadth and depth of knowledge on core biology concepts. Approval of the department is required, and the successful honors student will be self-motivated and independent. Laboratory reports, homework assignments, and tests all require a higher level of engagement and commitment on the part of the student.
Biology & Chemistry II
1 credit Prerequisite: Biology & Chemistry I and recommendation of the department Biology & Chemistry II is the second year of the two-year integrated biology and chemistry curriculum. Students begin the year with a laboratory investigation to review the concepts of the periodic table, cell structures, macromolecules, and the chemical makeup of compounds. This is followed by a study of the chemistry of biological systems. Students explore the various systems of the human body and their underlying chemical reactions and relationships. Gas laws and the respiratory system are followed by enzymes and how they affect reaction rates. Students then focus on chemical equilibrium as it relates to hormones and explore acids and bases in the context of blood and buffers. In addition, students learn the fundamentals of thermochemistry and nuclear chemistry. Students use basic algebraic and problem-solving skills as they apply chemistry to these biological systems. The culmination of the course is a fetal pig dissection that reviews the human system and the chemical reactions that help it function.
Advanced Biology & Chemistry II
1 credit Prerequisite: Biology & Chemistry I and recommendation of department Advanced Biology & Chemistry II covers the same subject matter as Biology & Chemistry II, the second year of the two-year integrated biology and chemistry curriculum. The Advanced Biology & Chemistry II course places a greater emphasis on using algebraic skills and creative problem-solving to address complex problems, while also probing the subject matter in greater depth and with less review.
Honors Biology & Chemistry II
1 credit Prerequisite: Recommendation of the department Students enrolled in Honors Biology & Chemistry II explore the same topics as in Advanced Biology & Chemistry II, but in greater depth and detail and at an accelerated pace. Approval of the department is necessary, and the successful honors student will possess strong algebraic skills to successfully balance chemical equations and solve stoichiometric problems. Honors students should also be self-motivated and independent. Laboratory reports, homework assignments, and tests all require a higher level of engagement and commitment on the part of the student.
Physics
1 credit Prerequisite: Algebra II or recommendation of the department This course is designed to give students a conceptual understanding of the major ideas of physics, including mechanics, heat, sound, and electricity. Although the emphasis is on concepts, the course requires students to practice and develop the quantitative skills they have learned in algebra and geometry through laboratories and work with elementary physics equations. Significant stress is placed on students ’ growth as analytical thinkers. The ability to tackle new problems using understanding gained from prior concepts is a daily requirement. This course will emphasize developing students ’ abilities to provide clear, concise explanations of physical phenomena using fundamental principles and concepts. Simultaneously, students will tie these concepts Catalog of Courses • THE RIVERS SCHOOL 60
to skills and concepts studied in their mathematics classes to develop both a conceptual and quantitative understanding of the foundations of physics.
Advanced Physics
1 credit Prerequisite: Advanced or Honors Algebra II or recommendation of the department Advanced Physics is designed to give students a broad conceptual and quantitative understanding of the central concepts of physics, including acceleration, forces, circular motion, energy, momentum, heat, pressure and buoyancy, sound, electricity, and magnetism. Significant analytical thinking is required of students as they are asked to apply the physics they are learning to answer new and unfamiliar questions. Tackling new challenges using understanding gained from prior concepts is a daily requirement. The labs give students hands-on experience with the physics they are learning and reinforce the detailed expectations of how to properly write up a lab report. Students are expected to explain physical phenomena with clear written explanations, and to calculate numerical answers using the equations of physics. The course requires a strong foundation of algebra skills.
AP Physics C: Mechanics
1 credit Prerequisites: Advanced or Honors Algebra II and recommendation of the department This is a calculus-based, college-level physics class that covers the fundamentals of mechanics, including linear motion, forces, energy, momentum, statics, rotational motion, and waves. The pace of the course is brisk and the demands are considerable; independence and motivation are vital. The emphasis is on problem solving and analytical thinking. Students are presented with new, unfamiliar physics and math daily, requiring them to persevere and search thoughtfully for means of tackling the challenges presented. A calculus course is not a prerequisite, but students must be adept at mathematics and have a solid background in algebra and trigonometry in order to learn the fundamentals and applications of calculus taught in this course. All students take the first half of the AP Physics C exam, Mechanics, in May.
AP Biology
1 credit Prerequisite: Recommendation of the department AP Biology is designed to be a college-level introductory biology course, both in the classroom and in the laboratory. The topics covered previously in the integrated biology and chemistry curriculum are covered here in more depth, with greater emphasis on biotechnology, plants, and classification. The required 12 AP Biology Labs are designed to illustrate key concepts as well as relevant laboratory procedures, the analysis of which is detailed in a formal lab report. This fast-paced course requires at least one hour of study per night, and students are required to take the AP Biology exam in May.
AP Chemistry
1 credit Prerequisites: Honors Biology & Chemistry II and recommendation of the department This course is designed to provide the student with a college-level introduction to general chemistry course, both in the classroom and in the laboratory. The topics covered previously in Honors Biology and Chemistry II are explored here in more Catalog of Courses • THE RIVERS SCHOOL 61
depth both mathematically and conceptually, with an emphasis on chemical calculations and the mathematical formulation of principles. In addition to classroom work, extensive time is spent in the laboratory. The students further develop their skills and knowledge to conduct a well thought-out chemistry experiment and are able to present their results in a traditional formal laboratory report. Students leave the course with the ability to critically analyze scientific issues. Students should expect at least one hour of homework each night and are required to take the AP Chemistry exam in May.
AP Computer Science
1 credit Prerequisite: Recommendation of the department Steve Jobs once said, “I think everybody in this country should learn how to program a computer, because it teaches you how to think. ” In this course, students learn problem-solving skills through object-oriented programming, which includes designing and implementing reusable components and classes. Students also develop data algorithms and structures, as well as perform operations such as searching and sorting on those structures. All programming is done in Java. This course is the equivalent of a first-semester college course in computer science, although no prior programming experience is required or expected. Students will take the AP Computer Science A Exam in May.
AP Environmental Science
1 credit Prerequisite: Recommendation of the department This course combines natural science, social science, and political science to train students in the root causes of environmental problems, and to provide students with the tools they can use to fix those problems. The course begins with the surprisingly difficult question of “ what is the environment?” , then proceeds to introduce foundational concepts in biology, chemistry, and physics that are necessary to understand our most pressing environmental problems. Students learn about how atoms move through the biosphere, the rules governing how organisms interact with each other, and the factors influencing the heat budget of the earth. Students apply this knowledge to specific environmental challenges: population growth, feeding a growing population, air and water pollution, and, ever more pressingly, climate change. Students consider these problems, and their solutions, in the context of environmental ethics, economics, and politics. Nightly reading, class discussions and lectures, laboratory experiments, and field study on and off campus are all used to help develop students ’ understanding of the environment. Students are required to take the AP Environmental Science exam in May.
Post-AP Topics in Computer Science: Machine Learning
1 credit Prerequisite: AP Computer Science Machine learning is the science of getting computers to make decisions without specific instructions. In the past decade, machine learning has given us Google ’ s web search, Siri, Alexa, the beginnings of self-driving cars, and is now being applied in many other fields, such as understanding the human genome. Students begin the course by learning a new programming language, Python, which has recently been crowned the world’ s most popular programming language. Aer learning Python, Catalog of Courses • THE RIVERS SCHOOL 62
students learn the fundamental principles, algorithms, and techniques of machine learning and apply what they learned to more challenging labs and projects. Projects include having the computer learn the fastest way to solve a maze and the best way to play/win in games, and analyzing human handwriting. In addition to learning python, students learn to program in Swi, the language of Apple ’ s operating system of iPhones and iPads. As a final project, students are challenged to program an app that uses machine learning.
First Semester Electives
Engineering I
0.5 credits Prerequisite: Recommendation of the department This course introduces students to the engineering process through 3D modeling and digital fabrication. Students will learn to use professional grade CAD soware to create digital models which they will then prototype using 3D printers and laser cutters in the school’ s digital fabrication facility. Students will be introduced to and explore concepts relating to structural, mechanical, and industrial design through exploratory labs and design challenges. Students will engage heavily with the iterative design process, repeatedly designing, prototyping, and testing various components and designs. Students will be expected to do a fair amount of independent work on their projects outside of class as the semester progresses and they become more familiar with these technology platforms. Students should expect that their designs will need multiple iterations in order to function properly, oen requiring them to scrap hours of work and start from scratch once a significant issue or obstacle has been discovered. This engagement with the iterative design process is key to understanding the modern method of engineering design and will be a significant theme throughout this course.
Human Anatomy and Physiology
0.5 credits Prerequisite: Biology & Chemistry I Our understanding of the human body has been increasing at an explosive rate. To understand how and why the body works, students must integrate the study of anatomy, physiology, and pathology. In this course, students learn about several of the human organ systems: their microscopic and macroscopic structures, their normal function, and the result of disruption to homeostasis of this system. For a number of weeks during the course, classroom learning is interspersed with hands-on learning at the Harvard Medical School. For one class period plus one lunch block per week, students don scrubs and a stethoscope to take part in the MEDscience program. There, students play the role of doctors diagnosing medical cases with a simulated patient, develop clinical skills such as suturing and intubating, and learn from professionals in a variety of healthcare fields.
Neuroscience
0.5 credits This elective will introduce students to the world of neuroscience. It will cover cellular and molecular neuroscience, neurophysiology, and neuroanatomy. The focus will range in scale from single nerve cells to the complex behavior of entire organisms. The class will include an exploration of several neurological conditions and Catalog of Courses • THE RIVERS SCHOOL 63
syndromes observed in humans. The lab component of this course will involve microscope work, brain dissections, and potentially live cell cultures. The goal of the course is to explore the fundamental question of how living organisms make sense of the world and execute goal-directed behavior.
Robotics I: Introduction to Robotics
0.5 credits Prerequisite: Recommendation of the department Students will be introduced to the fundamentals of building functional robots, learning about the structural, mechanical, electrical, and soware systems necessary to proper function. No prior experience is required. The semester begins with a focus on learning to program using pre-built robots. Students will learn to write code that takes in data from sensors, processes that data, makes decisions, and then executes a desired behavior. This is accomplished through a series of programming challenges that become more and more complex as students learn more sophisticated programming structures and techniques. The course then shis to building physical robots. Students will use existing components in our inventory and will also learn to design their own custom components using professional CAD modeling soware. These parts will be prototyped on the school laser cutters and 3D printers, enabling students to create more sophisticated solutions to the challenges set to them in this course. Students will also learn the importance of proper circuitry and wiring, distinguish between power and signal wiring, and will be challenged to identify and correct faults introduced into their robots.
Second Semester Electives
Engineering II: Systems Engineering
0.5 credits Prerequisite: Engineering I or recommendation of the department This course builds off of what students learned in Engineering I and shis the focus to systems engineering. The bulk of the semester will revolve around a semester-long group project that will require the design and construction of mechanical, structural, electrical, and soware subsystems which must interact with each other to achieve a specific goal. Students will be placed in small groups where they must cooperate as a small design team in an effort to “divide and conquer ” the challenge set before them. Through this process, students will apply the skills they learned in Engineering I to more complex, open-ended problems. Students will also be introduced to the fundamentals of electrical circuitry and programming, collecting and processing data from physical sensors through the use of small-system embedded microcontrollers. Students will be expected to work independently on their portions of the project while communicating effectively with their teammates. Groups will be expected to clearly define individual responsibilities, and students will be assessed primarily on their performance on the tasks for which they are responsible.
Molecular Genetics and Biotechnology
0.5 credits Prerequisites: Biology & Chemistry I This course will begin with a review of nucleic acid and chromosomal structure, the central dogma, and human heredity. It will then continue with a more in-depth look Catalog of Courses • THE RIVERS SCHOOL 64
at crossing over and linkage mapping, pedigree and haplotype analysis, and gene regulation. Students will also learn about or use various biotechnology tools and techniques such as micropipetting, gel electrophoresis, gene cloning and bacterial transformation, PCR, restriction enzymes, DNA fingerprinting, and CRISPR and gene editing. The bioethics surrounding the use of biotechnology will also be discussed.
Psychology
0.5 credits. Cross-listed with Interdisciplinary Studies This IDS course will explore the study of the mind. Students will simultaneously embody their inner scientist, artist, and storyteller as they explore several core branches of psychology: perception, learning and memory, social psychology, and psychological disorders. The class will examine each of these topics while focusing on the selective pressures that drove the evolution of the brain. Throughout the course, students will design and take part in mini psychology experiments to practice the methodology of research design and witness the importance of experimental controls. Students will learn to disseminate their scientific knowledge by filming and editing videos that incorporate themes from both English and Art disciplines. This interdisciplinary approach will merge scientific rigor with clear, captivating storytelling in the pursuit of creating aesthetically appealing productions. At the conclusion of the semester, students will design, run, and analyze their own experiment before showcasing their data via a capstone video presentation.
Robotics II: Applications in Robotics
0.5 credits Prerequisite: Robotics I: Introduction to Robotics or recommendation of the department. In this course, students will build off of the skills developed in Robotics I. Challenges and projects will become more open ended, less guided, and span longer periods of time. Students will be expected to manage their time and work independently to meet deadlines. Students will also begin the process of learning to develop and design in small groups for some challenges, as robots become increasingly complex and sophisticated. Mechanical systems will become notably more complex, and students will need to research existing solutions as they design their robots. Robots are expected to be more autonomous in nature and less dependent on real-time user input. The collection and processing of data from sensors becomes increasingly important in this second semester of robotics. Students should expect to work through multiple iterations of potential solutions to particular challenges, oen having to return to the drawing board when designing their robot systems.
