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Biology Students identify central biological concepts in a comprehensive framework, assess scientific methods and processes, and use higherorder thinking skills to relate the study of biology to everyday life. Students use computerbased laboratory experiences, handson activities, dissections, computer simulations, and the Internet as part of their research. Students integrate multicultural perspectives and contributions to science in order to place biological advances in a context and to further their exploration of

science careers.

Prerequisites: Physics and Chemistry 1 credit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Chemistry

Students analyze and apply concepts in matter and energy including reactions, atomic structure, the periodic table, chemical bonding, gas laws, kinetics, equilibrium, acids and bases, and electrochemistry. Students participate in handson activities featuring stateoftheart electronic data acquisition devices along with data analysis software. The nature of science as an inquirydriven discipline is stressed in this course. Students will be assessed on their factual and conceptual knowledge of chemistry concepts as

well as their development of laboratory skills throughout the year.

Prerequisites: Physics and Algebra (Math I) 1 credit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Engineering I

In this semester long course, students will learn the engineering process through handson activities. Students will integrate key concepts from their math and science classes to create practical applications. Possible projects and competitions include: building catapults, designing rollercoasters, racing solar powered vehicles and an introduction to building and programming robotic vehicles.

Prerequisites: C or better in Math and Science courses; Junior or Senior Status _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .5 credit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Engineering II

This course is designed for students who are considering engineering as a career and will be geared not only to provide students with projects to further their understanding of engineering processes but also to provide students with information regarding engineering as a major and as a career. Students can expect more complicated and involved projects than in Engineering I, centered

on the themes of energy and autonomous robotics.

Prerequisites: C or better in Math and Science courses, Engineering I or department approval .5 credit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Physics

Using a conceptually driven physics curriculum students will build the foundation of scientific literacy in content as well as methodology, developing models of the natural world and using these models to make predictions. The content will focus on mechanics with an emphasis on force and energy as those two concepts will serve as the foundation for understanding chemistry. Students will also further develop mathematical skills such as interpreting graphs, reasoning proportionately and solving equations.

1 credit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Prerequisites: None _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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