Science - Required Courses

Biology

This course surveys major topics in the field, including cell structure and functions, energy transformations, organisms, taxonomy, genetics, and evolution. Priority is given not only to understanding these major concepts, but also to how these concepts are interconnected. Students participate frequently in experimental laboratory work. The course will also be taught with an emphasis on developing an appreciation for the living world.

Biology Course Standards

1. Students can develop testable hypotheses, design an experiment, identify experimental variables and controls, and display experimental results using appropriate graphical skills.

2. Students can perform data analysis on laboratory data, including graphing, summarizing, graph interpretation, and communication of scientific concepts.

3. Students can develop a model to illustrate the cycling of matter and energy at the organismal and ecosystem levels that utilize an understanding of photosynthesis and cellular respiration.

4. Students can demonstrate an understanding and application of fundamental cellular processes, including cell membrane function in maintaining homeostasis.

5. Students can demonstrate an understanding of cell differentiation, inheritance, and phenotypic variation through modeling of mitosis/meiosis, Punnett squares, and connecting sources of heritable genetic variation with phenotypic variation among individuals within populations.

6. Students can illustrate and explain the flow of genetic information, from the replication and transcription of DNA to the translation of RNA into polypeptides/proteins.

7. Students can explain the role of current DNA technology (including PCR amplification of DNA, gel electrophoresis and genetic modification) and its application in real world scenarios.

8. Students can construct an explanation based on evidence that the process of evolution primarily results from four factors: 1) The potential for species to increase in number, 2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, 3) competition for limited resources, and 4) the proliferation of those 0rganisms that are better able to survive and reproduce in the environment, i.e. natural selection.

9. Students can classify organisms based on evolutionary classification using the Linnaean system, cladogram construction, and construction of dichotomous keys using evidence of common ancestry and modern DNA sequencing and biotechnology.

Biology Honors

In Biology Honors, we explore how life works through establishing connections across concepts from the cellular to the systemic levels. This course surveys the major areas of biology such as cell structure and function, DNA, genetics, organisms, evolution, and classification. Students analyze the role of DNA in living things and the impact of biotechnology on our world, and consider both the unity and diversity of organisms in the biosphere. Students perform a variety of handson activities, including laboratories, demonstrations, and projects, with emphasis placed on collaborative learning and science process skills such as formulating hypotheses, experimental design, and quantitative data collection and analysis. Above average performance in previous science and math courses is required.

Department consent is required for all Science Honors courses.

Biology Honors Course Standards

1. Students can develop testable hypotheses, design an experiment, identify experimental variables and controls, and display experimental results using appropriate graphical skills.

2. Students can perform data analysis on their own laboratory data, including graphing, summarizing, graph interpretation, and communication of scientific concepts.

3. Students can develop a model to illustrate the cycling of matter and energy at the organismal and ecosystem levels that utilize an understanding of photosynthesis and cellular respiration.

4. Students demonstrate an understanding and application of fundamental cellular processes, including cell membrane function in maintaining homeostasis, transmission of nerve impulses, and determination of human blood types.

5. Students can demonstrate an understanding of cell differentiation, inheritance and phenotypic variation through modeling of mitosis/meiosis, Punnett squares, and connecting sources of heritable genetic variation with phenotypic variation among individuals within populations.

6. Students can illustrate and explain the flow of genetic information, from the replication and transcription of DNA to the translation of RNA into polypeptides/ proteins.

7. Students can explain the role of current DNA technology (including PCR amplification of DNA, fragmentation with restriction enzymes, and separation with gel electrophoresis) in forensic applications, paternity cases, and criminal investigations.

8. Students can explain how an organism may be genetically modified (GMO) and the current applications of this technology, including industry, agriculture, environmental protection, medicine, and bioinformatics.

9. Students can construct an explanation based on evidence that the process of evolution primarily results from four factors: 1) the potential for species to increase in number, 2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, 3) competition for limited resources, and 4) the proliferation of those organisms that are better able to survive and reproduce in the environment, i.e. natural selection.

10. Students can classify organisms based on evolutionary classification using the Linnaean Six-Kingdom System, cladogram construction, and construction of dichotomous keys using evidence of common ancestry and modern DNA sequencing and biotechnology.

Chemistry

This course covers fundamental principles and laws of chemistry, while emphasizing problem solving and relating the scientific concepts to practical examples of how chemistry impacts our everyday lives. Basic chemical concepts covered include: physical and chemical properties, solutions and solubility, nomenclature, formula and equation writing, atomic structure, chemical bonding, periodicity, mole concept, pH, nuclear chemistry, and thermodynamics. Students will perform a variety of hands-on activities, laboratory experiments, and complete projects.

Chemistry Course Standards

1. Students gain laboratory skills needed to utilize laboratory equipment to design, safely conduct experiments, analyze and interpret meaningful data and draw sound conclusions.

2. Students understand the importance of the periodic table and can utilize it for identifying physical and chemical properties of matter, chemical bonding, periodic trends, and naming of compounds.

3. Students develop the ability to effectively communicate scientific information and results through generating and interpreting graphs, oral presentations, and in a written form (lab reports, quizzes, and tests).

4. Students can apply reasoning and appropriate mathematical skills (arithmetic, algebraic and/or geometric) to a physical situation or problem.

5. Students can represent chemical reactions with formulas, writing and balancing equations, and perform stoichiometric analysis of chemical reactions.

6. Students can apply gas laws to real life situations to make predictions and solve problems.

7. Students can use mathematical principles such as dimensional analysis to solve chemical problems.

8. Students can use thermodynamic principles to determine what drives chemical reactions.

Chemistry Honors

Chemistry Honors explores the search for microscopic explanations of macroscopic behavior. The dual viewpoints of global and local focus are constantly employed during class and lab. Basic chemical concepts covered include: physical and chemical properties, solutions and solubility, nomenclature, formula and equation writing, atomic structure, chemical bonding, polarity, periodicity, mole concept, pH, organic chemistry, thermochemistry, the basics of nuclear chemistry, and electrochemistry. Laboratory work is closely aligned with classroom presentations. Above average performance in previous science and math courses is required.

Enrollment in Algebra II or higher is required. Department consent is required for all Science Honors courses.

RECOMMENDATION REQUIREMENTS FOR HONORS, AP, AND ELECTIVE COURSES

Department consent is required for all Advanced Placement (AP) and Science Honors courses. Advanced Placement students are expected to take the AP exam. A first quarter grade of C- or below will result in student removal from an Honors or AP course.

Recommendation Course

• Biology Honors Recommendation from eighth grade teacher

• Chemistry Honors Recommendation from Biology teacher

• Physics Honors Chemistry and enrolled in Algebra II or higher

• AP Biology Honors Chemistry and Honors Biology or with teacher recommendation

• AP Chemistry Honors Chemistry and co-enrollment in Precalculus, with teacher recommendation

• AP Physics C: Mechanics Co-enrollment in or completion of Precalculus Honors

• AP Physics C: Electricity & Magnetism

Completion of AP Physics C: Mechanics Co-enrollment in or completion of Calculus

• AP Psychology Recommendation from department

• Anatomy & Physiology Honors Biology and Chemistry recommendation from Biology and Chemistry teachers

• Anatomy & Physiology Biology and Chemistry

• Materials Science Courses Biology and Chemistry

• Forensic Science Courses Biology and Chemistry

• Applied Molecular Biology AP Biology or Research Methods

• Invention & Innovation: Principles of Engineering Honors Recommendation from department

• Quantum Computing Honors Geometry

• Robotics Engineering Honors Recommendation from department

Chemistry Honors Course Standards

1. Students can effectively use scientific equipment and perform hands-on laboratory techniques to generate real-time data.

2. Students can perform data analysis on their own laboratory data, including graphing, summarizing, graph interpretation, and communication of scientific concepts.

3. Students can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

4. Students can construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

5. Students can use the periodic table as a tool for understanding atomic, chemical, and mechanical properties of elements, bonding, and naming compounds.

6. Students can represent chemical reactions with formulas, writing, and balancing equations.

7. Students can utilize mathematical models to solve problems using dimensional analysis, chemical laws, and thermodynamics.

Science ElectivesFull-Year Courses

Anatomy And Physiology

This course is designed to provide an opportunity to investigate the human body, its structure, function, and how the human body reacts to external stimuli throughout everyday life. Students will study the structure and function of the various cells, tissues, and integrated systems of the body. Laboratory experiences and collaborative activities will provide student learning in the following topics; the major body systems; how the body systems work together to maintain homeostasis; body functions in both healthy and diseased states; muscle action; nerve functioning; as well as medical advancements and the ethical issues surrounding these advancements. This course is designed for those students who have taken biology and who wish to further their study of biology. Students completing human anatomy and physiology will be prepared to take on post-secondary introductory classes involving health related fields of study.

Anatomy and Physiology Course Standards

1. Students can investigate the major organ systems and describe their basic functional importance in the human body and to other systems.

2. Students can identify anatomical terms (including body direction, regions, planes) on a diagram, model, or through dissection.

3. Students can identify and locate major and accessory organs of the major body systems and investigate their physiological functions.

4. Students can compare and contrast the structural and functional similarities and differences between the components of the major body systems.

5. Students can investigate the injuries, diseases, and causes associated with the major body systems and evaluate the resulting consequences.

Anatomy And Physiology Honors

This course is designed to provide an opportunity to investigate the human body, its structure, function, and how the human body reacts to external stimuli throughout everyday life. Students will study the structure and function of the various cells, tissues, and integrated systems of the body. Laboratory experiences and collaborative activities will provide student learning in the following topics: the major body systems, how the body systems work together to maintain homeostasis, body functions in both healthy and diseased states, muscle action, and nerve functioning, as well as medical advancements and the ethical issues surrounding these advancements. This course is designed for those students who have taken Biology and who wish to further their study of biology. Students completing Anatomy and Physiology will be prepared to take on post-secondary introductory classes involving healthrelated fields of study.

Department consent is required for all Science Honors courses

Anatomy and Physiology Honors Course Standards

1. Students can identify major organs, their functions and importance in the “required” systems.

2. Students can discuss with confidence the following systems: skeletal, muscular, nervous, cardiovascular, digestive, and reproductive.

3. Students can discuss ways to keep each of the systems healthy.

4. Students can discuss ways that the systems might have problems.

5. Students can analyze data collected in lab and relate it to the system being studied.

6. Students can discuss how systems are interrelated and dependent on each other.

7. Students can write a report on their one-day shadow visit spent with a professional in the medical field.

Physics Course Standards

1. Students can make accurate measurements and use these measurements appropriately to explore and evaluate a variety of scientific topics.

2. Students can graph data and use their graphs to analyze their results and draw conclusions.

3. Students understand the basic laws of physics such as Newton’s Laws, Law of Universal Gravitation, and conservation laws.

4. Students can describe how and why an object moves in both one- and two-dimensional space.

5. Students understand how different variables are connected and related to each other, such as work, power, energy, force, and acceleration.

6. Students understand the energy conversions that are happening in the world around them.

7. Students understand the relationship between electricity and magnetism and use this relationship to explain many of the tech devices they use in their lives.

8. Students understand interference, refraction, diffraction, and reflection and can describe examples of these light interactions in the world around them.

Physics Honors

Physics

This course for juniors and seniors serves as an introduction to the most fundamental branch of the sciences. Physics is a lab and activity-based class that is designed so that students may be able to describe the workings of the universe around them both qualitatively and quantitatively. Topics covered include forces, velocity and acceleration, energy, momentum, gravity, wave properties, light, sound, optics, electricity, and magnetism.

Physics Honors provides students with an introductory study of the theories and laws governing the interaction of matter, energy, and the forces of nature. It challenges students to incorporate critical thinking and problemsolving skills. The topics include, but are not limited to, kinematics, dynamics, energy, work, power, wave properties, light, sound, optics, electricity, and magnetism. Hands-on laboratory experiments allow students to “think scientifically” and carry out their own investigations in a focused, collaborative, and meaningful manner. Strong algebra skills are highly recommended. Upon successful completion of this course students may choose to continue with physics in AP Physics C the following year.

Department consent is required for all Science Honors courses. Students who have completed Honors Physics may enroll in AP Physics C: Mechanics with appropriate math coursework and recommendation from the department.

Physics Honors Course Standards

1. Students can make accurate measurements and use these measurements appropriately to explore and evaluate a variety of scientific topics.

2. Students can graph data and use their graphs to analyze their results and draw conclusions.

3. Students understand and can apply to the world around them the basic laws of physics such as Newton’s Laws, Law of Universal Gravitation, and conservation laws.

4. Students can describe how and why an object moves in both one- and two-dimensional space.

5. Students understand and explore how different variables are connected and related to each other, such as work, power, energy, force, and acceleration.

6. Students understand the energy conversions that are happening in the world around them.

7. Students can explain the relationship between electricity and magnetism and use this relationship to explain many of the tech devices they use in their lives.

8. Students understand interference, refraction, diffraction, and reflection and can use these interactions of light to explain everyday phenomena.

AP PHYSICS C: MECHANICS

AP Physics C: Mechanics is a conceptually and mathematically rigorous first-year exploration of physics covering material found in a typical first semester university physics course. The course is laboratorycentered and exposes students to methods of scientific inquiry and elementary error analysis. There is a strong emphasis on developing science practices and competence in scientific writing. Students develop a background in both the conceptual basis of physics as well as critical thinking and analytical problem-solving skills. The course introduces central physics concepts such as kinematics, dynamics, conservation laws (mass, energy, and momentum), mechanical waves, and harmonic oscillators. Students will learn and apply some mathematical basic techniques from differential, integral, and multivariable calculus in their study of physics. Upon successful completion of this course, students will be prepared to take the AP Physics C: Mechanics exam in

May. With department approval, students will also be able to take the AP Physics 1 exam in May. Completion of the two-year AP Physics sequence is encouraged for students considering undergraduate degrees in the physical sciences or engineering.

Co-enrollment in or prior completion of Honors

Precalculus is required.

AP Physics C: Mechanics Course Standards

1. Students understand the general relationships among position, velocity, and acceleration for the motion of a particle along a straight line or a particle rotating in a circle.

2. Students can express 2- and 3-dimensional motion using unit vector notation from a stationary reference frame or from a frame of reference moving at a constant non-zero velocity.

3. Students can express Newton’s Laws and apply to problem-solving in cases of constant force or forces that vary with position, velocity, time, or other kinematics quantities.

4. Students understand and apply Newton’s 3rd Law to interactions between components of a system, and they can express how conservation laws are derived from system interactions.

5. Students can describe how changes in systems occur as a result of interactions constrained by conservation laws, and communicate about the result of interactions using words, equations, and graphs.

6. Students can identify the center of mass of uniform or non-uniform (1-D only) objects and relate center of mass velocity to linear momentum of systems. Students can describe properties such as mass and energy, and identify components and internal structure of multi-part systems.

7. Students can demonstrate their understanding of simple harmonic motion by identifying phenomena that can be described using the waves mathematical model of motion, sketching graphs, writing mathematical expressions for displacement and velocity, discussing systems energy, and describing the motion with a second order differential equation.

8. Students can examine the orbits of planets moving under the influence of gravity and apply conservation laws to analyze the motion of an object launched from or orbiting a planet.

9. Students can design an experiment to investigate a select physical phenomenon, including describing the purpose, identifying necessary equipment, diagramming experimental setup, and documenting procedure and control measurements.

10. Students can analyze data through graphing, curve fits, data linearization, extrapolation, and interpolation. They are able to identify and interpret errors in experimental data.

AP PHYSICS C: ELECTRICITY AND MAGNETISM

AP Physics C: Electricity and Magnetism is a conceptually and mathematically rigorous second-year physics course that will cover material found in a typical second semester college or university physics course. Students study a mathematically substantial formulation of electricity and magnetism, including vector and calculus-based treatment of the kinematics and dynamics of charged particles, Gauss’ Law and electric fields, circuit analysis and time-varying circuit systems, magnetic fields and forces, relationships between current and magnetic fields, energy storage and conversion within circuits, and Maxwell’s Equations. Students will also investigate thermodynamics, fluid mechanics, physical and geometric optics, and selected topics in modern physics.

Mathematical techniques from differential, integral, and multivariable calculus are essential to our study of physics. Each unit includes supporting laboratory investigations comprising at least 25 percent of our classroom time. Many of these investigations are student designed. Upon successful completion of the course, students are prepared to take both the AP Physics 2 and the AP Physics C: Electricity and Magnetism exams in May. Completion of the two-year AP Physics sequence is encouraged for students considering undergraduate degrees in physical sciences or engineering.

Prerequisites: AP Physics C: Mechanics is suggested as a prerequisite. Seniors may apply to take this course concurrently with AP Physics C: Mechanics

Co-enrollment in AP Calculus (AB or BC) is required.

AP Physics C: Electricity and Magnetism Course Standards

1. Students can describe charge, interaction between charged particles, and the principle of superposition.

2. Students can use the field model to describe the interaction between point charges, linear charge distributions, and planar charge distributions using the vocabulary of kinematics, forces, and energy.

3. Students can utilize the concept of flux to derive and apply Gauss’ Law for Electricity in high-symmetry scenarios or apply it qualitatively in integral form for general cases involving a specified surface.

4. Students can relate the visible properties of materials determined by parts that can’t be seen, such as within static fluids, dynamic fluids, the atomic nucleus, refractive or reflective materials, and the thermal properties of gases.

5. Students can describe the behavior of both simple circuits and time varying circuits (including capacitors, resistors, and inductors) using Ohm’s Law, Kirchoff’s Rules, and first-order differential equations.

6. Students can recognize and apply conservation principles in the context of electric, magnetic, thermal, and atomic and elementary particle systems.

7. Students can utilize path integrals to deduce the magnetic field contributions from segments of current in high-symmetry or low-symmetry systems in three dimensions.

8. Students can apply the mathematics of probability to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems.

9. Students recognize Maxwell’s equations, can associate each equation with its physical implications, and can use these equations to explore and model the behavior of light.

10. Students can use the scale of the problem to determine at what regimes a particle or wave model is more appropriate, making predictions about and solving problems in both regimes.

Ap Biology

AP Biology is a college-level course designed to provide high school students with a foundational knowledge in biology. The course follows a rigorous exploration of topics in ecology, biochemistry, cell biology, Mendelian and molecular genetics, regulation of gene expression, evolution, human physiology, and plant biotechnology. Emphasis is placed on inquiry-based laboratory investigations, quantitative skills, and deep understanding of biological concepts, while reducing emphasis on rote memorization of enzymatic names and chemical structures. Students will gain experience with several techniques of molecular biology, including bacterial transformation, PCR amplification, and gel electrophoresis/analysis of amplified DNA products from their own genome. The course is taught in light of recent curricular changes set forth by the College Board with the goal of best preparing students for success on the AP Biology exam.

Department consent is required for all AP courses. AP students are expected to take the AP exam.

AP Biology Course Standards

1. The student can use representations and models to communicate scientific phenomena and solve scientific problems.

2. The student can routinely use mathematics appropriately to solve problems, analyze experimental data, describe natural phenomena, make predictions, and describe processes symbolically.

3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

4. The student can plan and implement data collection strategies appropriate to a particular scientific question.

5. The student can perform data analysis and evaluation of evidence.

6. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

7. The student can explain how the process of evolution drives the diversity and unity of life.

8. The student can explain how biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

9. The student can illustrate how living systems store, retrieve, transmit, and respond to information essential to life processes.

10. The student demonstrates an understanding of how biological systems interact, and the these systems and their interactions possess complex properties.

Ap Chemistry

AP Chemistry is a rigorous and academically challenging course that is designed to be the equivalent of the general chemistry course usually taken during the first year of college. The course centers around the big ideas around which chemistry is focused in order to promote a deeper understanding of the foundational content of chemistry. The course is laboratory-based, with experiments designed to combine content with inquiry and reasoning skills, and to emphasize science practices. The curriculum of AP Chemistry includes discussion of reaction types, stoichiometry, kinetic theory of gases, quantum mechanics of atoms and molecules, study of condensed states, solution theory, chemical kinetics, equilibrium, acid-base theories, thermodynamics, and electrochemistry.

Students must be enrolled in or have completed Precalculus to enroll in this course. Department consent is required for all AP courses. AP students are expected to take the AP exam.

AP Chemistry Course Standards

1. Students understand that the chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms.

2. Students can use the structure and the arrangement of atoms, ions, or molecules and the forces between them to explain the chemical and physical properties of materials.

3. Students understand that changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.

4. Students can use the details of molecular collisions to determine the rates of chemical reactions.

5. Students can describe the essential role of energy and explain and predict the direction of changes in matter using the laws of thermodynamics.

6. Students understand that any bond or intermolecular attraction that can be formed can also be broken and that these two processes are in a dynamic competition that can be shifted by initial conditions or external disturbances.

7. Students can use the periodic table as a tool for understanding atomic, chemical, and mechanical properties of elements, bonding, and naming compounds.

8. Students can use representations and models to communicate scientific phenomena and solve scientific problems.

RESEARCH FELLOWS: RESEARCH METHODS

Research Methods is a course designed to provide students with an introduction to research methodology, writing, and communication. The primary objective of the course will be to emphasize the process of independent research with the goal of guiding students through the development and proposal of their own research projects. Another major component of the course will involve the critical reading and review of published academic research articles.

Eligibility and Application Process

• Rising juniors who are registered for six or fewer classes

• Sound academic record in science

Credit

Completion of Research Methods course will be equivalent to one AP semester course. Students will receive a letter grade.

Team Teaching Approach

The Research Methods course will be team taught in a seminar style, and will include the librarian and the Writing Center Director.

Timeline

Rising juniors will register for the Research Methods course and await faculty approval. At the time of registration, students need to submit teacher recommendation.

RESEARCH FELLOWS: RESEARCH SCHOLARS

Following completion of the first semester course Research Methods, juniors may continue with approval as a Research Scholar. During the second semester, students will begin to complete their research and write a scholarly manuscript for submission to an academic journal. This process may require work throughout the summer. In the fall of their senior year, students will prepare a poster and a Keynote-style presentation to be delivered to an audience of students, Webb faculty mentors, and invited university professors. The expected time commitment for this course will be equivalent to an AP course load.

Eligibility and Application Process

Available only to those who successfully completed Research Methods as juniors and whose proposals were evaluated and approved by the faculty mentor.

Credit

Completion of the Research Scholars course will be equivalent to one AP semester course. Students will receive a letter grade after successful presentation of research.

Faculty Mentor Involvement and Scheduling

• Students will work with the faculty mentor/teacher of the course and may consult mentors outside of Webb School

• Research Scholars and their parents will sign a contract agreeing to the timeline and work required for research

Timeline

Research will take place during the spring semester and summer following the successful completion of the Research Methods course. Students will present their research early in the fall of their senior year.

NOTE: Students who complete both the Research Methods course and the Research Scholars course will be designated as Research Fellows.