Science 7: Principles of Life Science and Earth Science
(Required; 4 periods/week, full year)
Understanding and working with scientific exploration is central to the study of
all sciences. Thus students in both the Life Science semester and the Earth Science
semester participate in a mixture of observational, directed, and inquiry-based
laboratory activities and experiments. Students generate testable questions, work
with and design controlled experiments, take measurements, organize data, draw
conclusions, and present results in written and oral formats. The development of
science and study skills such as outlining, note taking, keeping a class notebook,
data graphing, and analyzing graphs are given particular attention throughout the
year. Life Science includes topics on features of living things, cell structure and
function, evolution and classification, and the animal kingdom while the Earth
Science semester studies earth structure, rocks and minerals, and plate tectonics.
Science 8: Principles of Chemistry and Physics
(Required; 4 periods/week, full year)
Chemistry and Physics are each studied for one semester. Chemistry includes
topics on classification of matter, the model of the atom, chemical reactions, and
an introduction to acids and bases. Particle models of the states of matter and
simple chemical reactions are utilized. Physics studies the motion of bodies,
forces and interactions, and the energy involved with physical systems.
Laboratory report-writing, data gathering, graphing, observational skills,
organizational skills, concept mapping, and study skills are emphasized
throughout the semesters. Oral presentations and long term projects emphasize
planning ahead and cooperation with peers.
(Grades 9-10; 6 periods/week, full year; 1 credit)
This course provides a comprehensive overview of the central concepts of
biology: cell structure and processes, genetics, human physiology, evolution,
ecology and the diversity of life. Each week three periods are spent in the
laboratory, carrying out experiments and investigations to enhance understanding
and application of biological concepts. The remaining three are devoted to
lectures and activities that include: computer labs, presentations, data analysis,
cooperative learning, simulations, modeling, and discussions. Students are also
required to participate in team projects and group explorations that involve using
scientific method skills and writing formal lab reports. The course culminates in
the spring with a four day trip to Drey Land for a field ecology study.
(Grades 9-10; 7 periods/week, full year; 1 credit)
This course covers the similar general topics as Biology but examines each area
at a greater level of depth and detail, and proceeds at a faster pace. It provides a
comprehensive overview of the central concepts of biology including cell
structure and function, DNA and genetics, human and plant physiology,
evolution, ecology and the diversity of life. Each week four periods are spent in
the laboratory, carrying out experiments and investigations using the scientific
method, while the remaining three are devoted to the exploration and discussion
of new material. The ecology unit culminates in the spring with a four-day trip to
Drey Land for a field ecology study. Biology Achievement is the appropriate
course for students with strong math and reading abilities who already have well
developed study habits and organizational skills. At the end of the course, students
will actively prepare for the Biology SAT Subject test in biology.
(Grades 10-11; Prerequisite Biology; 6 periods/week, full year; 1 credit)
This course introduces students to the study of our physical world at the atomic
level through an active experimental approach. The classic essential topics of
atomic structure, reactions and equations, chemical calculations and the mole, gas
laws, periodicity, and acid-base chemistry are covered as well as recent topics
related to chemistry’s role in protecting and sustaining the environment. Problem
solving is a major component of chemistry as well as laboratory investigations,
lectures, demonstrations and reading assignments. Students make use of
technology as a tool for analyzing data through graphing programs and take
advantage of multiple web-based learning activities. Students are expected to have
experience with both word processing and computer graphing programs. This
course meets the needs of any student desiring a general background in chemistry.
(Grades 10-11; Prerequisite: Biology and approval of Dept. Chair; 7
periods/week, full year; 1 credit)
This course is appropriate for students with strong study skills, for future science
majors and for those considering taking the Chemistry SAT subject test. The work
for the year is organized around key concepts and principles, which are
preparatory for future science courses. These fundamental principles are often
developed on the basis of experimental data and quantitative reasoning in the
laboratory. Some experiments utilize computer based data collection technology
while others use more traditional methods for collection. Lectures,
demonstrations, reading assignments, and problem sessions emphasize the
chemical bond, quantum model of the atom, periodicity of the elements,
thermodynamics, nuclear chemistry, acids-bases, gas laws, oxidation-reduction
reactions, stoichiometrics, and the mole concept. Animations, tutorials and
simulations serve to enrich and clarify ideas. This course examines more topics,
requires a deeper understanding of chemical concepts, relies heavily on
mathematical explanations, and proceeds at a faster pace than Chemistry.
NOTE: The Science Department recommends the following for
students who are considering Chemistry (Achievement): Students
should have completed Geometry 9 with at least B’s for both
semesters. An Algebra I(9) student should have at least A-’s for
(Grades 11 - 12; Prerequisite: Chemistry and Algebra II (or concurrent
registration); 7 periods/week, full year; 1 credit)
This course in physics includes the study of motion, forces, energy, momentum,
waves, sound, light, and electricity. Students use a wide variety of graphical and
pictorial tools, in addition to mathematics, to describe, to interpret, and to make
predictions about physical phenomena. The curriculum is built upon a small
number of essential physics concepts which are developed in depth and with
conceptual coherency. Special projects give students opportunities to analyze
complex situations and develop critical thinking skills.
(Grades 11 - 12; Prerequisites: Algebra II, Chemistry, and approval of Dept.
Chair; 7 periods/week, full year; 1 credit, Honors credit)
This first year course in physics covers motion, forces, energy, momentum,
waves, sound, and electricity. This course employs a rigorous text and has a
stronger emphasis on mathematical analysis than the regular Physics course,
including a greater degree of difficulty in the problems and a greater use of
trigonometry. Students enrolled in the course are expected to achieve at a level
sufficient to earn college credit, and thus are required to take the Advanced
Placement examination in May (see p. 9, section 8 NOTE).
NOTE: The Science Department recommends the following for
students who are considering Physics-AP: Students should have
completed Algebra II with at least B’s in both semesters. A
Chemistry (Achievement) student should have at least B’s in both
semesters and a Chemistry student should have at least B+’s in both
(Grades 11-12; Prerequisites: approval by the teacher, department head, and
principal; minimum of 2 periods/week; 1/3 credit)
Independent study on a scientific topic of interest to the student may be explored
under direct supervision of a teacher in the department. A general idea or area of
interest must be discussed with the supervising teacher before approval can be
granted, and the student must be self-disciplined and committed to working on the
project. The student must complete the Independent Study Contract during the
first week of the semester in which the work begins. Independent study focuses
on areas of science not taught in other available science courses.
How to C#: Cleanup Images
By setting the BinarizeThreshold property whose value range is 0 to 255, it will permanently modify the image to 1bpp grayscale image of the Detect Blank Pages. rotate pdf page by page; rotate pdf page few degrees
Upper School Courses
None of the courses designated "Advanced" is intended as preparation for the
Advanced Placement examinations.
*NOTE: Preference is given to students who have taken biology,
chemistry and physics prior to selecting these “Advanced” courses.
*Advanced Physics: Engineering Explorations
(Grade 12; Prerequisites: Biology, Chemistry, Physics; 5 periods/week; full year;
This course aims to introduce students to engineering, where the principles of
math, physics, and science are applied to design solutions to human and societal
problems. The first semester focuses on introducing students to the many
disciplines of engineering such as biomedical, chemical, civil, computer,
electrical, and mechanical. Hands-on, group labs will allow students to apply
engineering concepts and design to solve real world problems, such as building a
dome, creating circuits, and testing materials. Second semester will focus on the
engineering design and redesign process, where students will choose a real
problem and design a project to solve that problem, documenting along the
way. Student progress is evaluated with problem sets, lab reports, exams and
presentations, as well as design, construction, and teamwork.
How to C#: Color and Lightness Effects
Geometry: Rotate. Image Bit Depth. Color and Contrast. Cleanup Images. Effect VB.NET How-to, VB.NET PDF, VB.NET Word range is 0 to 255, it will permanently modify rotate pdf page and save; pdf reverse page order preview
*Advanced Biology: Behavioral Neuroscience
(Grade 12; Prerequisites: Biology and Chemistry; 5 periods per week; full year;
This course examines the relationship between both human and animal behavior
and the nervous system. The course begins by exploring evolutionary processes,
the basic physiology of the neuron, the brain, and the endocrine system. This
introduction is followed by investigations of human and non-human behavior
from both an evolutionary and a nervous system perspective. Topics include
sensation and perception, the biological mechanisms of drug action, learning and
memory, evolutionary adaptations of behavior, sexual behavior, motivation and
emotion, social behavior, and behavior disorders. Students spend one double
period per week in the laboratory performing neurophysiology experiments,
exploring neuroanatomy, performing experiments in animal behavior (such as
conditioning rats and evaluating habitat preferences in select animals); and
observing animal behavior at the zoo. During the second semester, students must
devote portions of two or more free periods per week to rat training.
Biology-AP** (see note on p. 49)
(Grades 11-12; Prerequisites: Biology, Chemistry; 7 periods/week, full year; 1
unit, Honors credit)
This course is designed to be the equivalent of a college introductory biology
course usually taken by biology majors during their freshman year. The two main
goals are to develop a conceptual framework for modern biology and to gain
experience and practice of biology through experimentation and inquiry. The
content explores and weaves together the four big ideas of biology: (1) Evolution
drives the diversity and unity of life; (2) Organisms utilize energy and molecular
building blocks; (3) Organisms retrieve, transmit and respond to information; and
(4) Biological systems interact and these interactions create complex properties.
By questioning, hypothesizing, observing, performing experiments, graphing and
statistically analyzing data, and drawing logical conclusions during two double-
period laboratories per week, students will develop and refine testable
explanations and predictions of natural phenomena. Students enrolled in the
course are expected to achieve at a level sufficient to earn college credit. Students
are required to write the Advanced Placement examination in May (see p. 9,
section 8 NOTE).
Chemistry-AP** (see note on p. 49)
(Grade 12; Prerequisites: Chemistry-AP teacher approval, Chemistry (preferably
Achievement), Physics, Precalculus); 7 periods/week, full year; 1 unit, Honors
This course meets the objectives of a freshman chemistry course on the college
level. The emphasis is on the mathematical and theoretical aspects of inorganic
and organic chemistry and on training in fundamentals needed for future work in
chemistry or in related fields. This course differs from the usual secondary school
course in the kind of textbook used, the amount and kind of laboratory work, the
emphasis on mathematical formulation of principles, and in the special
consideration given to the arithmetical solutions of problems. Laboratory work
includes college first-year experiments in inorganic chemistry plus extended
independent studies in qualitative analysis and complex synthesis. This course
follows the recommended program for chemistry published by the College Board.
Students enrolled in the course are expected to achieve at a level sufficient to earn
college credit, and thus are required to take the Advanced Placement examination
in May (see p. 9, section 8 NOTE).
Environmental Science -AP** (see note on p. 49)
(Grade 12; Prerequisites: Biology, Chemistry, Physics; 5 periods/week; full
year; 1 credit; Honors credit)
AP Environmental Science is a college level integrated study of ecology and
environmental science. The course provides students with the scientific principles,
concepts, and methodologies required to understand the fundamental concepts of
ecology; to identify, analyze, and evaluate environmental concerns both natural
and human-made; and to examine possible solutions for resolving these
environmental issues. Environmental science is an interdisciplinary study that
draws from biological, physical, chemical, and earth sciences as well as social
sciences including economics, politics, and sociology. One double period per
week is devoted to laboratory and/or field investigations. The goal of these
investigations is to complement the classroom portion of the course by allowing
students to learn about the environment through firsthand observations and
experiments. Examples of investigations include: collecting and analyzing Deer
Creek water and JBS prairie soil samples, conducting long term studies on local
ecosystems, constructing and analyzing model windmills, and visiting local sites
of environmental interest. Students enrolled in the course are required to take the
Advanced Placement exam and are expected to achieve at a level sufficient to earn
college credit. (see p. 9, section 8 NOTE).
** (see note on p. 49)
(Grade 12; Prerequisites: Precalculus, Biology, Chemistry, Physics, and
approval of Dept. Chair; 6 periods/week, full year; 1 credit, Honors credit)
This second year course is the continuation of the AP Physics sequence that covers
the topics of fluids, thermodynamics, electricity, magnetism, optics, and modern
physics, completing the overview of material required in a typical undergraduate
introductory physics class. This course employs a rigorous text and a strong
emphasis on mathematical analysis of physical phenomena. Students enrolled in
the course are expected to achieve at a level sufficient to earn college credit, and
thus are required to take the Advanced Placement examination in May (see p. 9,
section 8 NOTE).
*Bioethics (ONLY ONE SECTION OFFERED)
(Grade 12; 4 periods/week; full year; 1 credit)
This seminar explores the political and ethical decisions behind some recent and
some historical scientific issues. Led by both a science and a history teacher,
students explore the science behind the issues before confronting the political and
ethical ramifications of them. Students are evaluated (written and orally) on their
knowledge of the science and its political and ethical implications and are
expected to be active participants in both segments of the class - the scientific
component as well as the discussion component, which are weighted equally.
Contemporary issues covered may include: gene therapy, cloning, medical
marijuana, the genetics of race, HIV and AIDS, and the ethics of human and
animal experimentation. Historical issues addressed may include: the use of
research by Nazi scientists, the Tuskegee experiments, and the human radiation
experiments. Students will choose their own topic for a group presentation in the
spring. A sample approach follows: if the topic was stem cells, students would
learn what various types of stem cells are, and what applications they might have,
before considering ethical implications of such research, and whether or not the
government should fund research into stem cells.
JBS Graduation Requirement (grades 9-12): Four courses in the Arts: 3 in the
Fine Arts (Visual or Performing), and 1 in the Practical Arts.
In order to earn the basic required credit, in a course that meets two periods a
week, a student must enroll for a full year. After the requirement is met, a student
may enroll for a minimum of one semester.
I. PERFORMING ARTS
The belief that a student’s music education is equally vital and no less demanding
than other academic subjects guide the Music Department’s philosophy. The
study of music gives us the ability to communicate the ideas and emotions of the
human spirit. At the same time, a growing body of research indicates that music
education provides significant cognitive benefits and bolsters academic
achievement. Students in the music program learn to work cooperatively, pose
and solve problems, and forge the vital link between group effort and quality of
result. These skills and attitudes, not incidentally, are vital for success in the 21st
7th and 8th grade students may select Band, Chorus, or Orchestra. Students in high
school may choose from a variety of ensembles, which reflect their interest and
ability level. Complete descriptions of each follow. Some ensembles require
instructor approval and/or an audition. Students in band are required to furnish
their own instruments.
Full Year Participation
Since the year’s program must be planned well in advance of execution and is
done with the understanding that performers are available for the work when it is
scheduled, this can only be done successfully if performers are in the organization
for the complete school year.
Seriousness of Purpose
A musical organization develops technically and artistically only as individual
members apply themselves seriously to the task of learning and perfecting skills
and music literature. This implies diligent and systematic practice both at school
and home. Private music instruction is of great value to the performer.
A student must be present at rehearsals with the equipment needed. For
instrumentalists, this means having the instrument in hand; for vocalists, bringing
their music at all times.
All the members of performing organizations have the responsibility to fulfill their
parts in performance. The ensemble is based on co‑operation of the highest order.
Absences affect the total membership and its performance in any piece. Deficient
renditions result if key performers fail to produce their parts. Excuses are not
granted except for extreme emergencies and unusual situations. The directors
MUST be notified in advance of a given performance when a student is excused.
If a student performer agrees to the above statements, genuine artistic growth
occurs and the integrity of the group is assured.
(7th grade, no audition required, 3 periods/week; full year)
Students develop their vocal skills and learn basic note reading and sight-singing
through group singing performance. The chorus performs different styles of
choral music in two and three part voicing. Students perform at least once per
(8th grade, no audition required, 3 periods/week; full year)
This choral group is open to all 8th grade students, regardless of whether they
have previously taken Chorus 7. Students continue to develop vocal and sight-
singing skills and perform choral music of various styles, languages, and cultures.
Students perform at least once per semester.
(Grades 9 - 12; no audition required, but by instructor approval; 3 periods/week;
full year; 1/2 credit)
The Chorale focuses on developing both individual vocal technique and group
choral singing skills. The Chorale prepares one concert each semester. Optional
activities include performance in the traditional Holiday program, participation in
an adjudicated choir festival in the spring or choir performance tour out of town.
NOTE: Membership in this ensemble may lead, by audition, to JBS
Voices the following year.
Documents you may be interested
Documents you may be interested