Upper School Science
The Haverford School Science Department strives to produce graduates who can synthesize, analyze, and think critically about concepts within the realm of science and across disciplines.
Form III students examine objects from the Penn Museum in a collaboration between The Haverford School's history and science departments.
We want to develop men who understand that science is an active and ongoing process and emphasize their responsibilities as global citizens, including but not limited to the stewardship of their environment, ethical decision making, and possession of varied perspectives. We mold active learners who are capable of independent, cooperative, and collaborative work using the available technology and tools. We model and instill personal qualities that will sustain open-mindedness, creativity, imagination, and curiosity. We cultivate persevering, hard-working students who possess the confidence and resiliency to continue their study of science regardless of obstacles they may encounter. Through our courses we hope to nurture and help the boys to sustain the inherent awe, passion, and wonder that science can inspire.
What Science courses does The Haverford School offer?
Haverford students are required to complete three years of core laboratory science: physics, chemistry, and biology, in that order.
The core courses are sequential in that they are designed to build on another and to prepare students to choose from a rich array of science electives and provide a strong foundation for college study and future careers in science. Below you will find descriptions of the advanced (denoted by an *) and standard course offerings.
What is it like to study Physics at The Haverford School?
Physics is the fundamental science that allows students to understand the behaviors of matter, motion, and energy. The Haverford student begins his Upper School science journey with an exploration of basic physics, which provides him with the skills and knowledge for future courses in the Science Department. After students complete their core sequence of Physics-Chemistry-Biology, they are encouraged to return to the study of Physics for more focused and mathematically-in-depth examinations. All courses provide students with opportunities for intellectual investigation, tactile experiences, and the development of vital critical thinking and problem-solving skills.
Physics I
Form III
Physics I: is an opportunity for students to learn how to engage in the study of science and develop skills required for success throughout their upper school career and beyond. The course will examine fundamental principles of physics, including energy, motion, and forces. Students will engage in critical science and engineering practices through reading, writing, problemsolving, laboratory investigations, and creative projects, both individually and collaboratively.
PHYSICS II: APPLIED PHYSICS* (Fall & Spring)
Form VI, V
Prerequisite
Physics II: Applied Laboratory Physics is a one-semester course that provides further exploration of topics from Physics I while introducing a survey of additional topics common to a firstyear college physics curriculum, including but not limited to kinematics, dynamics (Newton’s Laws), gravitation, energy, momentum, oscillations, electricity, and/or magnetism. Materials will be presented at a fast pace with a strong focus on problem-solving. Students will develop their understanding of physics through both mathematical analysis and laboratory inquiry. Students should expect frequent and challenging assignments as well as intense collaborative project-based experiences.
PHYSICS II: ASTRONOMY (F)
Form VI, V
Prerequisite
The purpose of this course is to introduce the student to compelling a less familiar with, namely to those areas of our universe that extend beyond our local solar system. We will investigate such areas as cosmology, galactic morphology, stellar evolution, dark matter and energy, evidence for intelligent life beyond our solar system, and the ultimate fate of the universe itself. We will be utilizing one of the more definitive classroom texts about astronomy, Universe by Freedman and Kaufmann. Our discussion will begin with a look at the origin and development of the universe and some of the largestscale aspects of astronomy, effectively moving backwards through the book.
PHYSICS I: ELECTRONICS* (S)
Form VI, V
Prerequisite
This semester-long course provides an introduction to electricity and electronics with a f ocus on handson experience and practical applications. Electronics is one of the fastest expanding fields in research. From the invention of the transistor over seventy 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 tests, homework, and frequent lab reports addressing our various circuit projects.
PHYSICS II: THEORETICAL PHYSICS* (F)
Form VI, V
Prerequisite
Physics II*: Theoretical Physics is a semester-long course that offers a mathematically rigorous exploration of topics from Physics I while introducing a survey of additional topics common to a first-year college physics curriculum, using a strictly mathematical approach that often relies on calculus. Therefore, students will need to be proficient in algebra, trigonometry, and basic calculus. Topics include relativity, linear and circular motion, fluid dynamics, temperature and heat transfer, quantum physics, health physics, and much more. Derivations of notable physics equations will also be frequent as the course is geared to make students comfortable with the language of mathematics as it applies to physics. The course will be conducted at an accelerated pace with a strong focus on problem-solving. Students should expect frequent and challenging class assignments including group collaborations as well as reading and interpreting actual academic papers.
What is it like to study Chemistry at The Haverford School?
Chemistry is the study of matter, its properties, and its interactions. It is the second component of the Upper School science sequence and is integral for a strong scientific foundation. Like Physics, it emphasizes problem-solving strategies, experimentation, teamwork, projects, and the fundamental principles of physical science. To that foundation it adds an understanding of modern theoretical concepts, relationships between structure and function, multi-step calculations, and qualitative and quantitative laboratory work. Chemistry provides students with an understanding of atomic and molecular structure, periodic properties of elements, reactions, stoichiometry, 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, basic error analysis, and lab report writing skills. Calculators and computers with related software are frequently used for problem solving and data analysis.
Chemistry I
Form IV
Prerequisite
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 focuses on building a solid and thorough foundation of fundamental chemical principles through a project-based curriculum. A high value is placed on students engaging in challenging laboratory and collaborative in class activities. Individual reflection on their experiences is an essential component in support of the acquisition of disciplinary knowledge and skills. In this context, real world phenomena are used to frame student experiences and serve as the basis for the curriculum. Students are assessed both formatively and summatively on classroom participation and content application and mastery with a focus on developing cooperative learning skills. The course touches on all five major branches in chemistry: inorganic, organic, analytical, physical, and biochemical.
CHEMISTRY I*
Form IV
Prerequisite
This fast moving and very challenging course covers the topics in Chemistry with an added emphasis on more complex and mathematically intense problem-solving techniques and detailed applications to contemporary science and technology. Students are expected to be confident independent learners and have strong organization and study skills. 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.
CHEMISTRY II: APPLIED CHEMISTRY* (F)
Form VI, V
Prerequisite
This course will introduce fundamental concepts of organic chemistry, inorganic chemistry, physical chemistry, analytical chemistry, and/or biochemistry. Students can expect to explore topics in more depth than they experienced in the core Chemistry course. Lab components of the course will introduce students to skills and techniques essential for experimentation in the field of chemistry. Emphasis will be placed on establishing connections to biology, pharmacology, art, and other relevant applications. Understanding will be assessed with quizzes, tests, projects, and/or lab reports.
CHEMISTRY II: MATERIALS SCIENCE (S)
Form VI, V
Prerequisite
This course will investigate the world of materials and their profound impact on technology and society. Through a blend of theoretical concepts and hands-on experiments, students will delve into the structure, properties, and applications of various materials, including metals, polymers, ceramics, and composites. Practical explorations of material characterization methods and engineering applications will provide students with a holistic understanding of materials science and its pivotal role in shaping the technological landscape. By the end of the course, students will emerge with a newfound appreciation for the versatility of materials and their transformative potential in diverse industries.
What is it like to study Biology at The Haverford School?
Biology is the study of living things and the mechanisms that shape their activities, growth, and evolution. It is the last of the science requirements for graduation and takes advantage of the experience students have acquired in their earlier physics and chemistry courses. Each student will gain a thorough knowledge of biological processes that apply to him and grow to have an appreciation for the richness of the natural world around him. Students will learn to think like a biologist by making careful, quantitative observations, asking good questions, forming testable hypotheses, designing and executing laboratory procedures, gathering, analyzing, and presenting cont. laboratory data, developing scientific arguments, and coming to reasonable conclusions.
Once students complete a Biology I course, myriad opportunities for further study in Biology II are available. All biology courses place emphasis on learning to make informed decisions about biological issues affecting the individual and the community.
BIOLOGY I
Form V
Prerequisite
Biology focuses on building a solid and thorough foundation of fundamental biological principles such as cell biology, biochemistry, classical and modern genetics, molecular biology, evolution, and ecology through student-centered experiences. A high value is placed on engagement in challenging activities, collaboration with peers, and reflection on experiences, all of which support the acquisition of disciplinary knowledge. In this context, more opportunities for scaffolding the student experience and differentiated learning are possible. Students are assessed both formatively and summatively on classroom participation and content application and mastery.
BIOLOGY I*
Form V
Prerequisite
Biology I* is a challenging and fast-paced course that covers the same biological principles as Biology I, but with considerably more depth of information. Students must be able to engage independently with the material and should be comfortable using their textbook and other sources for the acquisition of knowledge. Students must execute laboratory exercises or projects confidently and independently and are expected to incorporate these experiences into their overall understanding without prompting. Students are frequently assessed in a summative way, covering multiple textbook chapters at once, and focusing on content application and mastery.
BIOLOGY II: ANATOMY & PHYSIOLOGY (F)
Form VI
Prerequisite
This course examines topics related to the normal functions and components of humans and other living organisms such as body systems, locomotion, internal transportation of materials and/or reproduction. Classroom learning takes advantage of laboratory exercises and dissections to provide opportunities to engage with the topics more deeply. Students should be comfortable using multiple sources of information for the acquisition of knowledge. Student understanding is assessed by tests, laboratories, and projects.
BIOLOGY II: BIOLOGY OF SEX (S)
Form VI
Prerequisite
This course allows students to extend their study of biology by focusing on a key aspect of life: sex. Students will study reproductive anatomy, the physiology of pregnancy, the genetics of development, cellular mechanisms of contraception, and the epidemiology of sexually transmitted infections (STIs). The course will also examine the cultural, economic, and environmental factors influencing our understanding of reproductive biology. Through lectures, discussions, case studies, and practical labs, students will gain insights into the complexities of human reproduction and reproductive health.
BIOLOGY II: CELLULAR PHYSIOLOGY* (F)
Form VI
Prerequisite
This course examines topics related to cellular functions of the human body focusing on defenses against disease, transmission of information, regulation of body functions, and/or reproduction. Classroom learning takes advantage of laboratory exercises and dissections to provide opportunities to engage with the topics more deeply. Students must be able to engage independently with the material and should be comfortable using multiple sources of information for the acquisition of knowledge. Student understanding is assessed by tests, laboratories, projects, and a research paper.
BIOLOGY II: MOLECULAR BIOTECHNOLOGY* (S)
Form VI
Prerequisite
This course is a synthesis of several disciplines: biochemistry, genetics, cell biology, and microbiology. Biologists have the means to analyze the Human Genome. The dissection of the molecular pathway through which hereditary information flows between DNA, RNA, and protein molecules adds to our understanding of human development and disease. Technological developments have provided powerful methods to isolate, analyze, and manipulate DNA, RNA and protein molecules. These developments have transformed biological and medical research. Time will be mostly spent in the lab, learning and using molecular and cell biology research techniques to sequence a gene. Biotechnology will be provided to students, so they can learn theory, practice, and applications with hands-on experimental work. The curriculum may include applications of biotechnology such as genetic engineering, gene therapy, forensic science, and bioinformatics.
ENGINEERING: APPLICATIONS (F & S)
Form VI, V
Prerequisite
In this course, students will learn what engineering is and the types of projects engineers work on. They will explore the practical process philosophies that a good engineer must use. Through a series of realworld applications, they will investigate the complexities of the decisions faced by engineers and develop the thought processes that guide engineers through these problems. The students will complete team- based projects where they must deliver a product against a series of specifications, on-time, and to-cost. Projects, which may vary year by year, will be based around a definable goal. The projects are rooted in the real world and through them the students will benefit from not only the handson engineering experience but also the development of life skills that are the hallmarks of good engineers.
ENGINEERING: COMPUTER AIDED DESIGN & MODELING (S)
Form VI, V
Prerequisite
This course introduces a variety of computer models used in scientific and engineering industries. Foundational measuring and modeling skills will be taught and used to create blueprints, technical drawings, and 3D printed objects that are appropriately scaled. Models will be used under a variety of different conditions to analyze the physical, structural, thermal, electromechanical, and aerodynamic properties. Knowledge attained in this course will culminate in an independent final project where students examine real-world problems that requires students to create and/or analyze a complex computer model.
ENVIRONMENTAL SCIENCE: POLICY AND ETHICS (S)
Form VI
Prerequisite
It is of paramount importance that Haverford students understand some of the most pressing environmental challenges that confront their generation in the new millennium. Essential global issues such as water scarcity, peak oil, climate change, and much more will be explored. Local issues in the state of Pennsylvania involving hydraulic fracking and environmental justice will also be discussed. We will take a holistic approach to confronting environmental challenges by not only discussing the scientific factors at play, but the social, moral, political, and economic factors as well. The course will be conducted as a discussion-driven seminar where different points of view are encouraged. Students will be expected to read and interpret policy assessment reports and academic papers, constructively debate their peers, reach out to experts in the field, and collectively seek meaningful solutions.
ENVIRONMENTAL SCIENCE: SYSTEMS THINKING (F)
Form VI
Prerequisite
This course explores the fundamental principles of environmental science via a focus on systems thinking. Students will examine core concepts such as sustainability, ecosystem dynamics, and the interconnectedness of environmental processes while considering them through economic, environmental, and social lenses. Through interactive discussions, case studies, and projects, students will develop a holistic understanding of complex environmental issues and the systems-level approaches required for effective solutions.
What are the highlights of the science curriculum at The Haverford School?
Haverford School students have the opportunity to pursue undergraduate-level research through the School's Advanced Research Cooperative program.
Boys will explore several scientific fields through reading and discussing 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 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. 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 at our annual symposium.
Students complete research in collaboration with various laboratories, colleges, and universities, including Thomas Jefferson University, The University of Pennsylvania, Drexel University, The Children's Hospital of Philadelphia (CHOP), and more.
The School's laboratories and classrooms include top equipment to prepare students for continuing education, research, and professional pursuits.
Beyond having a Benchtop Scanning Electron Microscope and other top equipment for study and research, The Haverford School recently upgraded its STEM spaces to present the School's leading science curriculum in ways that boys learn best. Our STEM spaces provide flexibility in lesson planning, with the same room evolving from a traditional lecture setup with seats in rows, to small group work, to circular discussions, depending on each day's content.
Students engage with top scientists every year during the annual William Edward Gwinn '86 Memorial Science Lecture
The William Edward Gwinn '86 Memorial Science Lecture was established by Byrd and Molly Gwinn in memory of their son, Will Gwinn ’86, who achieved the highest academic honors at The Haverford School and died of leukemia in his junior year. The Gwinns established a prize and lectureship in his memory to bring a distinguished scientist each year to address Upper School students.
Scientists have visited the School to show career possibilities with NASA, National Geographic, top laboratories, hospitals, and educational institutions locally and abroad.
William Edward Gwinn '86 Memorial Lecture
Who teaches Science at The Haverford School?
The Science department faculty at The Haverford School includes teachers with advanced degrees in their field, published writing, professional experience, and internationally-recognized teaching. Our faculty regularly attend and present at conferences advancing boys' school education, such as those offered by the International Boys' Schools Coalition (IBSC).
Where do I go to learn more about the Science department at The Haverford School?
To learn more about the Science department at The Haverford School, read the Science department's philosophy here.
To learn more about The Haverford School, reach out to our admissions team at admissions@haverford.org or submit an inquiry form to begin the admissions process.
To explore other aspects of our curriculum, browse our offerings here.