Science
Philosophy and Overview
The Haverford School Science Department strives to produce graduates who demonstrate a well-developed scientific intellect. Crucial to this goal is the development of critical thinking and the ability to synthesize and analyze available information. Possessing those tools, the boys can then apply their knowledge to the integration of concepts within the realm of science and across disciplines. We want the boys to understand that science is an active and ongoing process. We mold active learners who are capable of independent, cooperative, and collaborative work using the available technology and tools. We emphasize the students’ status as global citizens, including but not limited to the
stewardship of their environment, ethical decision making, and possessing comprehensive historical perspective. We
consistently model for and try to instill in the boys, personal qualities that will sustain open-mindedness, creativity,
imagination, and curiosity. By supporting informed risk-taking and encouraging the patient pursuit of goals, we
look to cultivate persevering, hard-working students who will possess the confidence and resiliency to continue their
study of science regardless of obstacles they may encounter. Through this process we hope to nurture and help the
boys sustain the inherent awe, passion, and wonder that science can inspire.
Physics
The Haverford student sets out on his Upper School science journey in this conceptual physics course,
which lays the foundation for Chemistry and Biology. The course attempts to instill in the student a love for science and a curiosity for the natural world. Structured around pillars of physics such as Newton's Laws, the Law of
Conservation of Energy, Optics, and electricity and magnetism, the course provides the student with the opportunity
for intellectual investigation and tactile experience. The students, through individual and group work, engage in
laboratory research, reading, writing, problem-solving, and creative projects. The course strives to help the student
develop his scientific literacy and a love for learning more about our physical world. This course is required of all
Third Form students.
We emphasize observing and taking direct measurement of the phenomena discussed in class, and making intelligent
analyses of data collected. Therefore, class time is often devoted as much to laboratory study as to the more
traditional lecture and recitation. The student learns to write formal laboratory reports in the format expected
throughout his Upper School Science experience. In his laboratory exercises, the student makes extensive use of
Vernier probes and interfaces in order to capture data directly into computers for analysis and effective presentation.
This Physics course is conceptually challenging without being mathematically intimidating. The work of Physics
provides the Third Form student with an excellent opportunity to make practical application of the algebra and
geometry skills he acquires in his math classes. Nevertheless, physics concepts are communicated in plain English,
with equations as 'guides to thinking' rather than recipes for blind algebraic problem solving.
Chemistry
The second of three required courses, Chemistry is an integral component of Haverford’s Upper School
science sequence. Like Physics, Chemistry emphasizes problem-solving strategies, experimentation, teamwork, and
the fundamental principles of physical science. To that foundation it adds an understanding of modern theoretical
concepts, multi-step calculations, and qualitative and quantitative laboratory work. All Chemistry courses provide
students with an understanding of basic chemical concepts: atomic and molecular structure, periodic properties of
elements, reactions, stoichiometric calculations, thermochemistry, solution chemistry, acids and bases, and
equilibrium. We expect students who have completed a course in Chemistry to have a firm grounding in experimental
procedures, calculations, and basic error analysis. Students should also be able to manage an appropriate schedule of
reading, problem solving, preparation, and participation. Graphing calculators and related software are frequently
used for data analysis. Chemistry is an important prerequisite for the Biology course which students customarily
complete in their Fifth Form year.
Topics in Chemistry
This is a broad introduction to, and overview of, the general principles and problem-solving
techniques in the study of the composition of substances and the changes they undergo. The course touches on all of
the five major branches in chemistry: inorganic, organic, analytical, physical, and biochemical. The pace of the
course is adjusted so as to support the further development of basic problem solving skills. Emphasis is placed on
theory and concepts while problem solving and mathematical requirements in this course are appropriate for students
concurrently enrolled in Algebra I or Geometry. Prerequisite: Recommendation of the Physics and Math
instructors, and permission of the Science Department Chair. Co-requisite: Algebra I or Geometry.
Chemistry
This is a broad introduction to, and overview of, the general principles and problem-solving techniques
in the study of the composition of substances and the changes these substances undergo. The course touches on all of
the five major branches in chemistry: inorganic, organic, analytical, physical, and biochemical. Problem solving and
mathematical requirements in this course are appropriate for students concurrently enrolled in Algebra II or higher.
Prerequisite: Recommendation of the Physics and Math instructors, and permission of the Science Department
Chair. Co-requisite: Algebra II or higher or permission of the Science Chair.
Chemistry*
This very rigorous course includes all the requirements of Chemistry with an added emphasis on more
complex problem-solving techniques, independent learning, and detailed application to contemporary science and
technology. Topics will be explored in more depth and at a faster pace than in Chemistry and students may explore
additional topics in Thermodynamics, Electrochemistry, and/or Reaction Kinetics. Students should expect frequent
and challenging out of class assignments for its entirety. Prerequisite: An established record of dedication to
fulfilling course requirements and a conscientious commitment to excel. Completion of Physics with a grade of
A- or better and support of the Physics and Math instructors, with approval of the Science Department Chair.
Co-requisite: enrollment in Algebra II or higher or permission of the Science Chair.
Biology
Fifth Form Biology is the last of the science requirements for graduation from The Haverford School. The
course takes advantage of the experience students have acquired in their earlier physics and chemistry courses. As the
science of biology takes an increasingly molecular approach to pursuing answers to questions about life processes, and as technological advances provide tools of studying phenomena with more and more precision, a student must
demonstrate competency in the physical sciences in order to achieve the greatest understanding of modern biology.
Principle topics may include cell biology, biochemistry, classical and modern genetics,
molecular biology, and history of life, animal and plant physiology, with a year-long focus on ecological implications.
Besides acquiring new knowledge, students refine their laboratory skills: making careful, quantitative observations,
asking good questions, forming testable hypotheses, designing laboratory procedures, effectively and safely
manipulating laboratory apparatus, gathering, analyzing, and presenting laboratory data, and coming to reasonable
conclusions.
Each student should gain a thorough knowledge of biological processes that apply to him and to the natural world
around him. He should, therefore, be able to make intelligent decisions about biological issues affecting him and his
community, as they will certainly arise in his future. What is more, we want students to grow to have an appreciation
for the richness of the natural world, a curiosity about the many mysteries that remain, and the confidence to continue
to study biology at the higher levels of college and graduate school. Prerequisite: Third Form Physics and
Chemistry or permission of the Science Chair.
Biology*
Similar in content to Standard Biology, general topics may include evolution, cell biology, biochemistry,
classical and modern genetics, molecular biology, history of life, animal and plant physiology, and ecology. This
course examines these phenomena in greater breadth and depth at the level of an introductory college course.
Understandably, daily workload is heavier in this course, and some laboratories are more challenging, than in standard
Biology. Throughout the year we will exercise our freedom to pursue subjects that catch our particular interest.
Prerequisite: An established record of dedication to fulfilling course requirements and a conscientious
commitment to excel. Third Form Physics and a grade of A- or better in Chemistry or B or better in Honors
Chemistry with the support of the Chemistry instructor and permission of the Science Chair.
Advanced Physics*
Advanced physics is a year-long course designed for those Sixth Formers who are seriously
considering the physical, medical, or engineering sciences as a future college major or career path. The course will
cover some familiar and several new topics with an emphasis on related mathematical theory and rigorous problem
solving. Students will explore linear, periodic, rotational, and circular motion, as well as statics, waves, optics,
electricity, magnetism, fluids, thermodynamics, and relativity as time permits. The course will be conducted at an
accelerated pace and students should expect frequent and challenging out of class assignments for its entirety.
Prerequisite: An established record of dedication to fulfilling course requirements and a conscientious
commitment to excel. Completion of algebra II with a grade of A- or better. Successful completion of Honors
Chemistry and Honors Biology with support of the science faculty and permission of the Science Chair. Corequisite:
Enrollment in or completion of Pre-Calculus or a more advanced course in mathematics.
Physiology
Fall Semester
This course provides a survey of ways in which human structure is related to
its functions, and examines the mechanisms behind selected infectious, degenerative, and traumatic illnesses. Major
topics of study are the dynamic means by which humans satisfy the basic requirements for life, and to what degree the
human body can tolerate deviations from normal environmental conditions. Topics may include digestion, respiration,
transport of materials, the disposal of excess and poisonous substances, acquisition and transmission of information,
regulation and integration of body functions, and defenses against disease. Prerequisite: Support of the Biology
instructor and permission of the Science Chair.
Electronics*
Fall or Spring Semester
This course provides an introduction to electricity and electronics with a
focus on hands-on experience and practical applications. Electronics is one of the fastest expanding fields in research.
From the invention of the transistor almost sixty years ago to our current reliance on the “Information Superhighway”,
electronics has been a vital part of our modern technological society. The semester will begin with a look at the
evolution of electronics over the last century. This will be followed by a thorough examination of the basic
principles: voltage, current, resistance, Ohm's Law, Kirchoff's Law, etc. After a significant amount of time is spent on
identifying and understanding how various electronic components work, students will design their own circuits. Using
a solder gun and solderless breadboards, students will learn how to build analog circuits that accomplish particular
tasks. Later in the semester, students will also have an opportunity to work with integrated circuits. Teamwork,
critical thinking, and problem solving will be important attributes. Assessment will be based on weekly lab projects,
quizzes, homework, and a long-term circuit project. Prerequisite: An established record of dedication to fulfilling
course requirements and a conscientious commitment to excel. Completion of pre-Calculus with a grade of A24
or better and a grade of B or better in Honors Chemistry or A- or better in Chemistry and permission of the
Science Chair. Co-requisite: Enrollment in a Calculus course or higher.
Astronomy
For thousands of years people have looked up at the sky and found themselves inspired to contemplate
the nature of the Universe. How was it all created? Where did the Earth, Moon, and Sun come from? What are the
planets and stars made of? What are comets? Meteorites? Galaxies? Neutron stars? Black Holes? Does life exist
elsewhere in the Universe? How can we ever find out? How will we react to the news? What is our place and role in
the cosmic scope of space and time? Astronomers are addressing and answering such questions faster and more
accurately now than ever before.
Astronomy I
Fall Semester
Students will explore optics, observational astronomy, planetary geography and
geology, solar system structure, mechanics and history, Kepler’s Laws, nuclear fusion, stellar physics and evolution.
Students are expected to make frequent night observations of binocular objects. We use the Starry Night planetarium
software extensively, and perform Virtual Astronomy Laboratories online.
Astronomy II
Spring Semester
Students will seek understanding of phenomena on the larger interstellar and
galactic scale. We explore the study of stellar evolution, more particularly the death of stars. We will investigate
galaxy formation and architecture, cosmology, radioastronomy, nebulae, neutron stars, and black holes.
Engineering: People and Processes
Fall Semester
Engineering is the discipline that makes the modern world tick.
Students will learn exactly what Engineering is and who are engineers. They will explore the practical process
philosophies that a good engineer must use. Through a series of real world applications they will investigate the
complexities of the decisions faced by engineers and develop the thought processes that guide engineers through these
mazes. Included in these are the trade offs to find optimum solutions, the design process and the importance of
failure. The students will conclude this
semester with a team based project, where in a real business environment, they must deliver a product against a series
of specifications, on-time and to cost. Prerequisite: Support of the Science Department and permission of the
Science Chair.
Engineering: Design, Build, and Test
Spring Semester
The class provides students with the
opportunity to design, build and test projects in teams of two or three. The projects, which will vary year
by year, will be based around a definable goal. In this environment the students will practice real world
engineering in that they will be responsible for not only achievement of the end goals, but also for
creating the detailed discrete steps that need to be taken to achieve those goals. The projects will always
challenge the student to work in a collaborative environment where a drive to consensus is vital. Previous
projects have included: producing bio-diesel from used cooking oil and utilizing it to fuel a re-engineered
go-kart, designing and manufacturing Trebuchets to meet specific ballistic goals, and designing,
programming, and assembling Sumo Wrestling Robots. The projects are rooted in the real world and
through them the students will benefit from not only the hands-on engineering experience but also the
development of life skills that are the hallmarks of good engineers. Prerequisite: Support of the
Science Department and permission of the Science Chair.
Environmental Ethics
Fall Semester
The objective of this course is to help students understand the
dynamic relationships among natural organisms and the physical environment of the Earth’s various land
and water ecosystems they inhabit. We learn what actions we can take on local, regional and global
levels to help preserve and protect our environment. Critical thinking is encouraged through discussion
and evaluation of environmental issues and their possible solutions. Material covered in this course may
include principles of ecology, issues surrounding ecosystem destruction and species extinction, and water
use and conservation.
Environmental Policy
Spring Semester
The objectives of this course include learning about our
environment and the effects our actions have upon it. We learn what actions we can take on local,
regional and global levels to help preserve and protect our environment. Critical thinking is encouraged
through discussion and evaluation of environmental issues and their possible solutions. Material covered
in this course may include issues of global warming/climate change, air pollution, energy and waste
disposal.
Literature, the Environment, and Society
Spring Semester
This class will use as its template the
"Literary Representations of Nature and Society" course currently being offered by Penn's graduate
program in Environmental Studies. We will be surveying classic Western and non-Western texts in order for students to understand the evolution of our current attitudes towards the environment. It will become
clear as to how literary, cultural, and religious forces at work in both ancient and modern texts have
helped inform and drive the global policies of today. Starting with selections from the Bible then
extending through early Utopian literature and ending with two non-Western works by Native-American
and Chinese writers, each week we will trace an arc from the sentiments expressed in the literature to
examples of its current manifestation in world environmental policy. These examples will all be
appropriately supported by the scientific and technical details underpinning them. Students will be
expected to not only synthesize challenging scientific, literary, and social concepts all in the same course,
but learn to draw connections between these concepts in the name of 21st Century problem solving.
Research Design
Fall Semester
More and more, students at the collegiate level are indicating that the
ability to design and execute legitimate research is critical for success in both higher education and life
beyond. The real world is alive with questions that have never been answered; research is a vital and
dynamic process that provides us with the tools to answer those questions. By learning to analyze
problems systematically through a legitimate process of research design, researchers discover things that
have never been discovered before. The objective of this course is to familiarize students with the
concepts and strategies of basic research methodology. Research methods vary from subject to subject,
but in this course, students will learn a basic approach that transcends the boundaries of specific academic
areas. This course will guide students through the entire research process, from selecting a problem of
their own choosing (relevant to any academic discipline), to designing a research process specific to their
question, to ultimately completing a research report.
Advanced Laboratory Research Cooperative I*
Spring Semester/Fifth Form
Boys will explore
several scientific fields via exploration as well as reading and discussion of selected current scientific
research. Once they have identified a particular area of interest, the boys will begin investigating
opportunities for placement in a cooperating local University or Private laboratory. Boys who complete
this independent study portion of the course may be asked, based on their performance, to commit to
enrolling in ALRC II*. Following that invitation and commitment the boys will be enrolled in a six to
eight week summer research experience in which they will work closely with investigators and/or
graduate students at area university, or private laboratories on research projects they have selected. Upon
successful completion of the summer research portion of the course, boys will receive retroactive credit
for ALRC I*. Prerequisite: Students will apply and be selected for this course by the science
department during the fall semester of the Fifth Form year. Academic achievement, discipline
record, attendance record, and input from past and current instructors will be considered during
the application process. Formal invitations to enroll will be extended by the Science Chair. Corequisite:
Students who receive credit for ALRC I* must enroll in ALRC II* in the Sixth Form.Advanced Laboratory Research Cooperative II*
Fall Semester/Sixth Form
This is a one semester
course for Sixth Form students who have completed ALRC I*. If necessary, students continue to gather
and analyze experimental data based on their summer research work. Time is then devoted to the
organization, analysis, evaluation, and interpretation of their data. Concurrently the boys will discuss
each other’s data in a presentation/seminar format. The boys will then formally write up their research for
possible submission to competitions or publications and begin preparations for presentation of their
research experience to the Haverford School Community. If time permits, students will explore possible
research extension questions based on their original work. During the spring semester they will
occasionally be asked to advise and interact with Fifth Formers currently enrolled in ALRC I*. Students
will meet with the research advisor at least one double period each cycle. They will be expected to work
independently between meetings. This course will be scheduled in addition to the students’ regular five
class load.
Prerequisite: Successful completion of ALRC I* and permission of the ALRC I*
instructor and the Science Chair.