The class is designed to prepare students for the explorations of the various math concepts designed for this course. The work emphasizes employing multiple strategies and justifying answers through clear, written and verbal communication. The course includes very little repetition or extended practice on individual concepts and instead focuses on depth of understanding. Students’ problem-solving skills will be strengthened, as well as their ability to manipulate rational numbers and variable expressions. Additionally, students will explore real world applications to give relevance to the skills that students are developing. This course will mainly be project and problem-based with ample time dedicated to students for exploring a concept and problem-solving an existing problem/question/situation/scenario. (2 credits)

The class is a rigorous study of the fundamental structure of the real number system. Throughout, the course gives attention to algebraic properties and operations. Students learn to use mathematics effectively through a variety of problems, in questioning, and in open-ended problem-solving. Students see how mathematical ideas fit into a larger context and use experiments that include the use of higher-order thinking skills in daily assignments. Students use calculators, graphing calculators, and computers. This course thoroughly integrates and makes connections to other areas of mathematics, to other disciplines, and to the real world. (2 credits)

This class develops a student’s ability to reason correctly, to try new ideas and to 35 solve problems. This course emphasizes the application of geometric ideas to natural and physical phenomena. It develops skills in visualization and pictorial representation of concepts. Honors Geometry integrates coordinate and transformational views of geometry with the traditional synthetic approach. Such integration enables students to see the unity in mathematics while solidifying algebraic skills. (2 credits)

This class is a study of variables, equations, and graphs within the context of data analysis. To use linear and nonlinear algebraic equations, students analyze real-life data and then construct mathematical models that best fit the data. Students use computers and graphing calculators to create meaningful visual representations of algebraic concepts. To improve critical thinking, students explain, verify, justify, and interpret routine and non-routine problems individually or in groups. Students complete assignments promptly, neatly, and in a required format. (2 credits) 

This class uses a calculus-based approach to examine and apply the concepts of probability, descriptive statistics, and inferential statistics. The class focuses on student-collected data and the use of exploratory data analysis to examine the data. Students are prepared to take the AP Statistics Examination. (1 credit)

This class prepares students to take the Advanced Placement Calculus BC Examination, although the exam is not required. The course uses a “reform” approach. This approach gives meaning to the symbols and develops students’ insight while illuminating questions in the physical sciences, engineering, and the social and biological sciences. Each topic is covered numerically, graphically, and algebraically. (2 credits) 

This is a college-level semester-long mathematics course for students of engineering, science, and mathematics. This course is a study of linear systems of equations, vector spaces, and linear transformations. Solving systems of linear equations is a basic tool of many mathematical procedures used for solving problems in science and engineering. The class helps students develop abstract and critical reasoning by studying logical proofs and the axiomatic method. (1 credit)

This is a college-level, semester-long mathematics course that will introduce students to modeling the real world in terms of differential equations. The laws of nature are expressed as differential equations. Many properties of differential equations have been understood mathematically, and they have a history of being successfully applied to important problems in all areas of science and engineering. This course will introduce primarily linear, first-order, and second-order differential equations. Solution techniques for separable equations and homogeneous and inhomogeneous equations, as well as a range of modeling-based applications arising in the context of engineering, physics, and chemistry, will be presented. The application of Laplace transforms to differential equations, systems of linear differential equations, linearization of nonlinear systems, and phase plane methods will be covered. Fourier series, a useful tool in signal processing, will also be introduced. (1 credit)

This class is focused on life science. The curriculum developed by OpenSciEd will be utilized. OpenSciEd is an organization that produces high-quality instructional materials that promote deep understanding and active learning. You will have the opportunity to explore a variety of interesting phenomena as you lay a solid foundation for the science courses that you will take in the future. (2 credits)

This is a science course to enable students to develop a conceptual understanding of fundamental science concepts and to develop analytical skills, problem- solving skills, computational skills, and research/experimental skills. Students will participate in rigorous science units based on the NGSS-aligned standard for their grade levels & performance expectations for each standard. We are adopting a new curriculum called OpenSciEd. OpenSciEd’s world-class, Next Generation Science Standards-aligned instructional materials are designed for how students learn science best. The curriculum is designed to help students learn through an iterative process building on new understanding and knowledge; discover, investigate, and construct understanding with their peers; and develop their ability to solve problems, ask questions, interpret data, and argue from evidence. (2 credits)

This is designed as a pre-AP Biology course, which is a prerequisite for AP Biology.  The course will introduce the student to scientific inquiry through studying cellular processes, bioenergetics, genetics, ecology and biodiversity. This course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze those interrelationships, to evaluate the risks associated when problems arise, and to examine alternative solutions for resolving or preventing them. Students will be taught both the content and the skills that they need to succeed in science classes in the future. (2 credits)

This course explores the composition, structure, and properties of substances and the transformations that they undergo. Students use factual knowledge as the basis for the 36 creative approaches to solving problems, using critical thinking, trial and error, intuition, and (above all) patience. The class is taught in a modified lecture style that allows for constant student-teacher and student-student interaction. Laboratory is an integral part of the course, and special emphasis is placed on both oral and written expression of scientific concepts. The course prepares students for the Advanced Placement (AP) Chemistry exam. Students receive training for outreach in chemistry related topics. (2 credits)

The course is designed to be the equivalent of a college introductory biology course, covering three general areas: Molecules and Cells, Heredity and Evolution, and Organisms and Populations. The course’s two main goals are for students to develop a conceptual framework for modern biology and gain an appreciation of science as a process. Primary emphasis is placed on developing an understanding of concepts rather than on memorizing terms and technical details, with attention to eight recurring themes: Science as a Process; Evolution; Energy Transfer; Continuity and Change; Relationship of Structure to Function; Regulation; Interdependence in Nature; Science, Technology, and Society. The course prepares students for the Advanced Placement (AP) Biology exam. (2 credits)

This is the equivalent of a college physics course usually taken by physics and engineering majors during their first or second year, providing an extensive introduction to fundamental concepts of physics in topics including Newtonian mechanics, thermodynamics, modern or “quantum” mechanics, optics, and electricity and magnetism. The course prepares students for the college physics sequence and the Advanced Placement (AP) Physics C exam (Mechanics or E&M), with an emphasis on concepts, problem-solving, and sound mathematical techniques. It also prepares students for any entry-level, calculus-based college physics course. (2 credits)

This is an introductory course in computer science and programming, suitable for students in middle school. In this course, students will discover how computers work and why computing technology works as it does. They will also learn game designing in block coding and introduction to web designing using basic HTML and CSS. (0.5 credit)

This is a course designed to introduce students to the fundamentals of programming using Python. Students will learn key programming concepts such as variables, data types, control flow, loops, functions, object-oriented programming, and more. By the end of the course, students will have a strong foundation in Python and will be able to develop simple programs and projects. (0.5 credit)

This course is designed to introduce students to the central ideas of computing and computer science, to instill ideas and practices of computational thinking, and to have students engage in activities that show how computing and computer science change the world. The course is challenging and rich in computational content, includes computational and critical thinking and skills, and engages students in the creative aspects of the field. Through both its content and pedagogy, this course aims to appeal to a broad audience. The key concepts and related content are organized around seven big ideas involving six computational thinking processes. In this course, each of the big ideas (Creativity, Abstraction, Data and Information, Algorithms, Programming, the Internet, Global Impact) is taught in conjunction with one or more of computational thinking practices (Connecting Computing, Creating Computational Artifacts, Abstracting, Analyzing Problems and Artifacts, Communicating, Collaborating).  Essential questions that students will explore are posed for each of the big ideas. These ideas connect students to a curriculum scope that includes programming but is not programming focused.  Additionally, students will have opportunities to build their writing skills through portfolios, journals, and technical writing. Weekly journal entries reflecting on learning and explaining the technical aspects of what has been learned are required for each student. Prerequisite: MS students – completion of Algebra I; non-MS students – completion of Algebra II. (1 credit)

The class is designed as an introduction to the fundamentals of scientific research. Students will explore, create, and model processes involved in conducting a scientific investigation. In addition, students will design and complete an independent research project for the International Science and Engineering Fair (ISEF) regional qualifier (CARSEF) as well as develop skills necessary to successfully complete the Senior Research graduation requirement. The course design emphasizes the fundamentals of scientific research where students will explore, create, and model the processes needed for conducting a scientific investigation.  Units of instruction will center on developing the main elements of a scientific report: Introduction, Methods, Results, Discussion, and Conclusion. (1 credit)

This is a course preparing students to successfully design and complete an independent research project for the senior research symposium culminating at the end of the senior year. This includes developing time management skills, oral and visual presentation skills, student-centered learning approaches, and critical thinking skills needed to review and constructively criticize the work of peers and professionals in the area of research. This course design emphasizes the fundamentals of scientific research, where students will explore, create, and model the processes needed for conducting a scientific investigation. Topics covered will include but are not limited to ethics in research, experimental design, methods of data collection, data analysis (use of statistics for evidence/reliability), literature review and critique of published work, writing a conclusion, citing and listing resources, and the peer review process. (1 credit)

The research experience usually begins during a student’s junior year. The student is required to develop a research question in an area of interest: mathematics, science, or computer science. There are three components to the research project:

• The practicum research experience in a laboratory
• The written research paper
• An oral presentation

The goal of this experience is to provide seniors with hands-on research experience and a comprehensive scientific project. (1 credit)

This class is designed to prepare students for competition on the Algebra I team. Students are taught math problem-solving techniques and critical thinking skills with activities designed to supplement and enhance the regular curriculum. (0.5 credit/semester)

This is designed to prepare students for competition on the Geometry team. Students are taught math problem-solving techniques and critical thinking skills with activities designed to supplement and enhance the regular curriculum. (0.5 credit/semester)

This is designed for students who are seriously interested in developing their math problem-solving techniques and critical thinking skills. Prerequisite: Passion for doing math and finding joy in challenges; permission of the instructor required. (0.5 credit each)

This is for the math student who would like to continue the exploration of college-level math topics and the development of their math problem-solving/critical thinking skills. (0.5 credit/semester)

This course is an interdisciplinary course that encompasses natural sciences, 38 applied environmental science, and social science. APES offers students a chance to understand both basic ecology and modern environmental issues. APES stresses rigorous scientific principles, inquiry-based labs, quantitative analysis, and articulation of student understanding through writing. This year-long course lasts for 45 minutes each day, and 3 hours of homework per week is expected. Prerequisite: completion of Biology, Chemistry, and Algebra II, unless approved by instructor. (1 credit)

The course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. (1 credit)

This upper-level science course is designed to provide students with a thorough understanding of how the organ systems within the human body work together to maintain homeostasis and how a failure in homeostasis results in a disease or health issue. The course is designed with a hands-on focus and includes creative assessments that cultivate students’ critical thinking, research, and communication skills – both orally in class discussions as well as in written forms. Each unit includes laboratory work in the form of traditional labs and/or simulation activities, the study of specimens, and research-based projects. Students should be prepared to conduct research, work in small groups as well as independently, write scientifically, and communicate their understanding in a variety of methods. Day-to-day instruction methods include teacher-lead instruction, group work, individual student work, project-based learning, and lab exercises. Students can expect to start each day with a bell ringer/warmup assignment followed by learning activities and lectures. Students will sometimes work independently from the teacher to achieve the level of student autonomy expected of upperclassmen students. Classes are structured to utilize every minute for learning and assessing the students’ understanding. Real-world application is a daily objective. Higher-level thinking will be incorporated into each lesson as well as the use of technology, when applicable, to increase student achievement. Students are expected to participate in all activities and actively engage and ask questions during teacher-led lectures. Students are also expected to review and study the content covered in class outside of school daily. (0.5 credit)

This is a year-long course intended as a college-prep course for students planning to study computer science or other technical fields.  However, this course is suitable for all students with an interest in computer programming.  Even some non-technical fields require students to be familiar with basic computer programming. Since programming is the main component of computer science, a large portion of this course will be devoted to the design and implementation of computer programs to solve a given problem. In addition to understanding computer programming in general, and the Java language in particular, students will gain a clear understanding of the process of analyzing problems, proposing and evaluating solutions, and implementing those solutions that are appropriate to program.  Students will leave this class with the ability to solve new problems and adapt to new programming languages and methodologies that they will encounter in future school and job-related assignments. This course emphasizes programming methodology, procedural abstraction, and the in-depth study of standard algorithms and data structures. Students will also study the history of computing and the basic hardware and software components of computer systems, as well as the ethical and responsible use of these systems. Prerequisites: AP Computer Science Principles and permission of instructor. (1 credit)

This one semester long course will help students learn various topics related to Cybersecurity. The topics covered include Ethics and security, classic and modern cryptography, malicious software, and physical and web security. This is an elective course for math and science students, and prior knowledge of coding is required. Prerequisite: AP Computer Science Principles. (0.5 credit)

In this one-semester course, students will be introduced to the breadth of the artificial intelligence field through the development of projects employing varied AI approaches and machine learning algorithms. We will also be discussing societal and ethical issues involving AI. The course expects students to understand the fundamentals of programming. Prerequisite: AP Computer Science Principles. (0.5 credit)

This is an elective course for any student who is interested in learning the creative side of Computer Science. The goal is to introduce them to the creative application of computer science by keeping the topics fun and engaging. This will be a project-based course where students will be working with partners or in groups. (0.5 credit)

This is a high school level one-semester course designed for students who are interested in engineering. The main focus of this course is to provide exposure to various fields of engineering (mechanical, civil, aerospace, and electrical) as well as design process, teamwork, communication, and technical documentation through project-based learning. In addition, students will use both 3D modeling and circuit design software to help them design solutions to proposed problems. (0.5 credit)

This is a high school level one-semester course in which students work in teams to develop a unique solution to a real-world problem. Students will apply the skills accumulated in Introduction to Engineering I as well as potentially all of their previous courses. Student teams will submit frequently written documentation of their project progress and will give formal presentations of their work at both the midterm and end of the semester. (0.5 credit)