Science
SCIENCE SEQUENCING |
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Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
General Science |
Physical Science or, |
(1 or 2 of these) |
Physics or, |
Anatomy & Physiology/ Microbiology or, |
IB or AP Life Science Recommend 1 Physical Science course in plan |
Physical Science or, (not at DHS) |
(1 or 2 of these) |
IB Path |
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Biology Honors |
Chemistry Honors |
Physics and/or, |
AP Biology and/or, |
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AP Biology |
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IB or AP Physical Science |
Biology or, |
Chemistry |
IB Path |
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Conceptual (not at DHS) |
Biology |
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Conceptual (not at DHS) |
Biology Honors |
Physics and/or, |
AP Physics and/or, |
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Biology Honors |
Chemistry Honors |
AP Chemistry |
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Physical Science
This course developed for grade nine students will provide an introduction to working in a high school laboratory, and a solid base to help students succeed in later high school science courses. The use of varied equipment, opportunities to explore and discover concepts of science, and the study of required safety procedures are an integral part of the course. Introductory topics from physics and chemistry will be covered and algebra will be used to describe observations of nature, mathematically. Concepts include measurement, force, energy, and the structure and interaction of matter. |
Text: Physical Science (Glencoe) |
Biology
This full-year course focuses on the following topics in biology: cell biology, photosynthesis, cell respiration, genetics, molecular biology, evolution, ecology and the diversity of life. Students will learn basic laboratory skills based upon the stages of scientific investigation. |
Text: Biology (Holt) |
Biology Honors
This full-year course is designed as a vertical step for a student interested in taking the Advanced Placement Biology course. Topics covered in great depth are: basic chemistry, cell biology, macromolecules, cell membrane, genetics, DNA and molecular biology, domains of life, photosynthesis, cell respiration, evolution, ecology, diversity of life, and body systems. There is an emphasis on strong laboratory skills and scientific investigation. |
Text: Biology (Holt) |
Chemistry
This course includes concepts that form a basis for high school chemistry, namely atomic theory, bonding, reactions, stoichiometry, energy, gas laws, solutions and acid-base chemistry. Emphasis is placed on the development of strong problem-solving skills. Integrated laboratory experiments are designed to develop a wide range of lab skill, and to reinforce chemical concepts. |
Text: Basic Chemistry (Timberlake) |
Chemistry Honors
This honors level course is available for students that will study the same content during the first semester, and second semester will include all regular content plus the basics of kinetics and equilibrium. The honors level will include greater depth and detail than the regular level course. |
Text: Chemistry: Matter and Change (Glencoe) |
Physics
The physics program is designed to produce competence in experimental skills, observation, and understanding of physical phenomena and the ability to put observation and analysis into mathematical terms. This course will provide an introduction to the physical laws fundamental to all sciences, namely motion, force, gravity, momentum, work, energy, wave motion, sound, light, electricity, and magnetism.Basic trigonometry is introduced and applied. |
Text: Physics Principals and Problems |
Advanced Placement Biology
The AP Biology course is designed to be the equivalent of a college introductory biology course and is, therefore, quite demanding. The topics reflect those covered in college biology courses - Cells and Sub cellular Processes, Genetics, Biochemistry, Human Biology, Ecology and Evolution, and a Survey of Living Organisms. Freshman college level laboratory work supplements the material being learned. The AP exam is external and takes place in May. Boilogy Lab is required as concurrent enrollment. |
Text: Biology, 7th Edition, (Campbell and Reece) |
Advanced Placement Chemistry
Advanced Placement Chemistry is designed to prepare students for the AP Chemistry exam. Topics are similar to chemistry, but each is examined in more depth and breadth. Emphasis is placed on equilibrium and structure and bonding. The course is equivalent to a general college chemistry class. Strong problem solving skills using Algebra II are required. Laboratory skills are emphasized. Chemistry Lab is required as concurrent enrollment. |
Text: Chemistry and Chemical Reactivity (Kotz, Treichel and Weaver) |
Advanced Placement Physics
This is a college-level physics class designed to produce competence in experimental skills, observation, and understanding of physical phenomena and the ability to put observation and analysis into mathematical terms. The student will be able to recognize and distinguish situations occurring in gravitational, electrical, magnetic, and nuclear fields, express matter either as a wave or a particle, express observations, analysis, and conclusions in an acceptable laboratory report format, appreciate how the principles of physics touches daily life. The successful student will be able to pass the B-level Advanced Placement physics examination. |
Text: Physics (Serway and Faughn) |
Anatomy and Physiology
This semester long course provides in-depth study of the human body systems. Anatomy and physiology is geared toward science-oriented students with an interest in biological science and medicine. Students who have taken AP Biology would already have covered much of the material in this course. |
Text: Essential of Human Anatomy and Physiology (Elaine N. Marieb) |
Microbiology
Microbiology is a semester long course designed to illustrate the connection between microbiology and infectious disease. The course begins by examining various diseases caused by microorganisms (bacteria, viruses, parasites, fungi, etc.) and then explores their impact on individuals, families and societies. As the semester progresses students will do a number of lab activities that will involve the collection, cultivation, examination, identification, and control of various microbes. In addition, students will participate in class projects including teaching sterile technique to middle school students, developing a brochure on an epidemic and designing a lab experiment to test for fungus. |
Text: Invisible Enemies: Stories of Infectious Diseases (Jeanette Farrell), The Hot Zone (Richard Preston) |
