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AP Chemistry Tue-Thu TBA
with STEM Instructor (M.S. or PhD)
AP Chemistry is an introductory college-level chemistry course. Students cultivate their understanding of chemistry through inquiry-based lab investigations as they explore the four Big Ideas: scale, proportion, and quantity; structure and properties of substances; transformations; and energy.
BIG IDEA 1: SCALE, PROPORTION, AND QUANTITY (SPQ) Quantities in chemistry are expressed at both the macroscopic and atomic scale. Explanations, predictions, and other forms of argumentation in chemistry require understanding the meaning of these quantities, and the relationship between quantities at the same scale and across scales.
BIG IDEA 2: STRUCTURE AND PROPERTIES (SAP) Properties of substances observable at the macroscopic scale emerge from the structures of atoms and molecules and the interactions between them. Chemical reasoning moves in both directions across these scales. Properties are predicted from known aspects of the structures and interactions at the atomic scale. Observed properties are used to infer aspects of the structures and interactions.
BIG IDEA 3: TRANSFORMATIONS (TRA) At its heart, chemistry is about the rearrangement of matter. Understanding the details of these transformations requires reasoning at many levels as one must quantify what is occurring both macroscopically and at the atomic level during the process. This reasoning can be as simple as monitoring amounts of products made or as complex as visualizing the intermolecular forces among the species in a mixture. The rate of a transformation is also of interest, as particles must move and collide to initiate reaction events.
BIG IDEA 4: ENERGY (ENE) Energy has two important roles in characterizing and controlling chemical systems. The first is accounting for the distribution of energy among the components of a system and the ways that heat exchanges, chemical reactions, and phase transitions redistribute this energy. The second is in considering the enthalpic and entropic driving forces for a chemical process. These are closely related to the dynamic equilibrium present in many chemical systems and the ways in which changes in experimental conditions alter the positions of these equilibria.
AP Physics 1 (Algebra-based) Tue-Thu TBA
with Mark Kover, M.S.
AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, and waves.
BIG IDEA 1: SYSTEMS (SYS) Objects and systems have properties such as mass and charge. Systems may have internal structure.
BIG IDEA 2: FIELDS (FLD) Fields existing in space can be used to explain interactions.
BIG IDEA 3: FORCE INTERACTIONS (INT) The interactions of an object with other objects can be described by forces.
BIG IDEA 4: CHANGE (CHA) Interactions between systems can result in changes in those systems.
BIG IDEA 5: CONSERVATION (CON) Changes that occur as a result of interactions are constrained by conservation laws
Prerequisites: Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.
AP Physics 2 (Algebra-based) Tue-Thu TBA
with Mark Kover, M.S.
AP Physics 2 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, waves, and probability.\
The course content is organized into seven commonly taught units, which have been arranged in the following suggested, logical sequence: ■ Unit 1: Fluids ■ Unit 2: Thermodynamics ■ Unit 3: Electric Force, Field, and Potential ■ Unit 4: Electric Circuits ■ Unit 5: Magnetism and Electromagnetic Induction ■ Unit 6: Geometric and Physical Optics ■ Unit 7: Quantum, Atomic, and Nuclear Physics Each unit is broken down into teachable segments called topics.
In addition, the following BIG IDEAS serve as the foundation of the course, enabling students to create meaningful connections among concepts and develop deeper conceptual understanding:
■ Systems: Objects and systems have properties such as mass and charge. ■ Fields: Fields existing in space can be used to explain interactions. ■ Force Interactions: The interactions of an object with other objects can be described by forces. ■ Change: Interactions between systems can result in changes in those systems. ■ Conservation: Changes that occur as a result of interactions are constrained by conservation laws. ■ Waves: Waves can transfer energy and momentum from one location to another without the permanent transfer of mass. ■ Probability: The mathematics of probability can be used to describe the behavior of complex systems.
College Course Equivalent AP Physics 2 is a full-year course that is the equivalent of a second-semester introductory college course in algebra-based physics.
Prerequisites Students should have completed AP Physics 1 or a comparable introductory physics course and should have taken or be concurrently taking pre-calculus or an equivalent course.
AP Biology Sat TBA
with STEM Instructor (M.S. or PhD)
In AP Biology, students will be providedwith a foundation for developing anunderstanding for biological conceptsthrough scientific inquiry, investigations,interactive experiences, higher-orderthinking, real-world applications, writinganalytical essays, statistical analysis,interpreting and collecting data. Thekey big ideas of the AP Biology course are evolution, energetics, information storage & transmission, and system interactions.
BIG IDEA 1: "EVOLUTION" (EVO) As Christians committed to the authority of God's Word, as well as professional science educators serving our brilliant & loving Creator, we fully understand the strategic importance of high-schoolers being well-trained in discerning truth on this topic. Here are the components of this subject that are based in observational science: Inheritable variations occur in individuals in a population. Due to competition for limited resources, individuals with more favorable genetic variations are more likely to survive and produce more offspring, thus passing traits to future generations. A diverse gene pool is vital for the survival of species because environmental conditions change. This process explains the diversity of life, but fails to explain the origin of life. In addition to the process of natural selection, naturally occurring catastrophic and human-induced events as well as random environmental changes can result in alteration in the gene pools of populations.
BIG IDEA 2: ENERGETICS (ENE) Biological systems use energy and molecular building blocks to grow, reproduce, and maintain dynamic homeostasis. Cells and organisms must exchange matter with the environment. Organisms respond to changes in their environment at the molecular, cellular, physiological, and behavioral levels. Living systems require energy and matter to maintain order, grow, and reproduce. Organisms employ various strategies to capture, use, and store energy and other vital resources. Energy deficiencies are not only detrimental to individual organisms but they can cause disruptions at the population and ecosystem levels. Homeostatic mechanisms that are conserved or divergent across related organisms reflect either continuity due to common ancestry or evolutionary change in response to distinct selective pressures.
BIG IDEA 3: INFORMATION STORAGE AND TRANSMISSION (IST) Living systems store, retrieve, transmit, and respond to information essential to life processes. Genetic information provides for continuity of life, and, in most cases, this information is passed from parent to offspring via DNA. Nonheritable information transmission influences behavior within and between cells, organisms, and populations. These behaviors are directed by underlying genetic information, and responses to information are vital to natural selection and evolution. Genetic information is a repository of instructions necessary for the survival, growth, and reproduction of the organism. Genetic variation can be advantageous for the long-term survival and evolution of a species.
BIG IDEA 4: SYSTEMS INTERACTIONS (SYI) Biological systems interact, and these systems and their interactions exhibit complex properties. All biological systems comprise parts that interact with one another. These interactions result in characteristics and emergent properties not found in the individual parts alone. All biological systems from the molecular level to the ecosystem level exhibit properties of biocomplexity and diversity. These two properties provide robustness to biological systems, enabling greater resiliency and flexibility to tolerate and respond to changes in the environment.
Honors Integrated Science (Chem/Phys/Earth) Sat TBA
with STEM Instructor (M.S. or PhD)
Honors Integrated Science
Suitable for middle school and lower high school students. This course presents all the sciences—from physics to chemistry to biology, Earth science, and astronomy plus areas where these disciplines overlap. It’s the wide story of science told in terms of its Unifying Concepts—major ideas from gravity to atoms and ecosystems—that cut across the science disciplines. This most richly illustrates the glory & genius of our Creator God, and is full of humorous cartoons and savvy tips on science learning. Honors Integrated Science explores concepts first before computation, invites students to engage in critical thinking, and emphasizes the big ideas that provide helpful paradigms for understanding the technical details.