The Tilton School science curriculum encourages students to get their hands dirty in learning about their world; through testing out conceptual models in Biology, Chemistry, and Physics, students develop their capacity for understanding the world around them. The curriculum emphasizes the sciences’ reach well beyond the lab—into mathematics, history, literature, art, government, and the social justice issues confronting our communities.
Physics is organized around major units of study including: Mechanics, Properties of Matter, Waves and Periodic Motion,, Sound & Light, Electricity & Magnetism, and Atomic & Nuclear Physics. Critical Thinking development is a major goal of the course, and students will be encouraged to look at observable phenomena with a scientist’s questioning viewpoint. Students will learn through a wide range of activities, with an emphasis on hands-on learning. Student progress will be assessed with quizzes, labs, unit exams, presentations and research projects.
An honors distinction is available for 9th and 10th grade students through the completion of additional in-depth work. Sections will be created to combine similar grade levels when possible.
There are no prerequisites for Physics.
In Biology, topics include ecology, cellular structure and function, molecular genetics, evolution, plants, invertebrates and vertebrates. The course involves classroom discussions, lectures, investigations and weekly lab activities. Students will be evaluated on their understanding of concepts through a variety of assessments including written expression, problem solving, laboratory reports, and oral presentations.
An honors distinction is available for students through the completion of additional in-depth work.
There are no prerequisites for Biology.
Students will develop a solid understanding of the composition of substances (chemicals), the changes they undergo (chemical reactions), reactions, atmosphere and gases, atomic bonding, solutions, acids and bases. The course will give each student an understanding and appreciation for the natural world around us and for the roles and effects of chemical substances in our lives and ecology. Critical thinking skills as well as scientific communication skills are emphasized.
There are no specific prerequisites for Chemistry, although Algebra skills at the Algebra II level are recommended.
Anatomy and Physiology is an upper-level yearlong science elective course designed to meet the needs and interests of students who may pursue careers in sports medicine, health, exercise physiology, athletic training, or other medical or veterinary-related fields. The course is open to students with prior science coursework in biology and chemistry. The goal of the course is for students to learn the fundamental concepts, principles and knowledge of mammalian physiology. Some comparative work with other phyla will be included. The objectives include mastery of concepts and knowledge as well as attaining skills in organismal, organ and tissue analysis through laboratory work. Animal dissection laboratories will be conducted on a regular basis and is required. Evaluation of student learning will take place through traditional means (quizzes, tests, lab reports) as well as through project presentations and authentic, practical skills assessments.
Science of Wellness is an upper-level elective that will focus on the health and well-being of the human species. Main units of the course include general health and wellness, sports medicine, human anatomy and physiology, nutritional science, psychology, the neurobiology of mental health, and mindfulness. Science of Wellness is a course that is relevant to each students’ personal life and growth as current topics will be uncovered and researched with applications to personal experience. Evaluation of student understanding, knowledge and application will be assessed through project-based assessments.
Trimester 1: Nutrition
Trimester 2: Neuroscience of Mental Health
Trimester 3: Sports Medicine
Engineering is an upper level science course for students who have completed the core science requirements. The course is intended for students who want to investigate beginner engineer principles, specifically the engineer design process, and apply these principle to a project with an outside partner. The students will begin the year by practicing these engineering design principles, before applying these principles outside of the classroom. Students will explore various disciplines within engineering and how they can improve our community with their knowledge. By collaborating with classes students are able to produce impactful creations that can be seen and used by the community. The final project consists of identifying a real-world problem and developing a solution using the creative design process by creating models, testing them, and revising them until they fit the standards of the problem. Evaluation of the students will be based on presentations, peer evaluations, self-reflections and frequent feedback given by the instructor.
Computer Science Principles is a full year course designed to introduce students to the fundamental concepts of computational thinking through the use of an industry-standard programming language. Specific learning goals include: the process of writing and debugging a program, developing reusable solutions to similar problems, formulating problems in computational language, representing data through models and simulations, automating solutions through algorithmic thinking, and seeking efficient and elegant solutions programming problems.
Advanced Placement Biology is a laboratory course designed for 11th- and 12th-graders that have sufficient background preparation in biology and chemistry. Entrance to the class is by permission of the science department faculty and the Division Head. Our studies focus on the four big ideas that are set by the Advanced Placement Biology curriculum. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes, energy and communication, genetic information transfer, ecology, and interactions. Consequently, this course is both reading and writing intensive. There is limited time during the school year to cover the extensive material of the AP curriculum. Students who wish to prepare for the AP exam must make a commitment to independent work, including the prior summer and extended vacations. Students are assessed on daily class preparation, essay tests, papers of varying length, and special projects.
The AP Chemistry course is a rigorous and challenging one, equivalent to a general chemistry course taken by college freshmen. The course content covers the major concepts of inorganic chemistry in both breadth and depth. Through consistent work and self-directed effort, students are expected to gain a fairly sophisticated level of understanding of concepts through experience in solving chemical problems and engaging in laboratory experiments. The course is designed for students who have done well in an introductory high school chemistry course. Students should have also completed a high school physics course or its equivalent before taking this one. A high level of mathematical sophistication is also required, and entrance to the course will also be determined by students’ proficiency in advanced algebra. Enrollment in the course is by permission of the science department faculty and the Division Head.
The course has limited time to cover the amount of necessary material. Therefore, it will also be expected that students make a commitment to independent work, including the prior summer and extended holidays
AP Physics 1 is a full year course that follows the latest revision of the College Board curriculum. It is both algebra and inquiry based while focusing on the “Big Ideas” of introductory college Physics. Enrollment in the course is by permission of the Science Dept. faculty and the Division Head. The typical topics of a first semester introductory college level physics course are covered; kinematics, Newton’s Laws, rotational motion, periodic motion, momentum, energy and work. Additional topics covered include pressure and fluid dynamics. We use a college level text and a College Board guidebook. Students are expected to take initiative in their work, independently solving problems and using available resources. Students are expected to commit to some independent work including during the prior summer and on extended vacations. Students will be assessed on tests, problem sets, and lab work.
Students must have successfully completed Pre-calculus mathematics prior to taking this course.
AP Physics C: Mechanics is a full year course that follows the latest revision of the College Board curriculum. It is both calculus and inquiry based while focusing on the “Big Ideas” of introductory college Physics. This course serves as the foundation in physics for students hoping to major in the physical sciences or engineering and the subject matter is classical mechanics. Topics include kinematics; Newton’s laws of motion, work, energy and power; systems of particles and linear momentum; circular motion and rotation; oscillations; and gravitation. Calculus is used freely in formulating principles and in solving problems. Enrollment in the course is by permission of the Science Dept. faculty and the Division Head. We use a college level text and a College Board guidebook. Students are expected to take initiative in their work, independently solving problems and to use available resources. A commitment to some independent work, including during the prior summer and on extended vacations, is expected of students in the AP curriculum. Inquiry based laboratory work is an important aspect of the course. Students will be discovering the important underlying concepts and mathematical relationships through this work.
Prerequisite: Students must have successfully completed or be currently enrolled in calculus mathematics or be current prior to taking this course.
Computer Science Principles is a full year course designed to introduce students to the fundamental concepts of computational thinking through the use of an industry-standard programming language. Specific learning goals include: the process of writing and debugging a program, developing reusable solutions to similar problems, formulating problems in computational language, representing data through models and simulations, automating solutions through algorithmic thinking, and seeking efficient and elegant solutions programming problems.
At Tilton, student scientists learn by doing—designing and executing lab, working through problem solving investigations, debating environmental and economic policy implications, and doing hands-on project work in the field and in the lab.
Whether through a chemistry experiment, an investigation of an ecological dilemma, a design challenge in Engineering, an internship with the Athletic Training staff, or a bridge-building project in Conceptual Physics, students create hypotheses, gather and analyze data, check assumptions, consider alternate points of view, generate reliable conclusions, and present their work.
