Science

* Students in Grade 10 who fulfill the AP Physics I prerequisite may enroll in the course alongside Integrated Science: Life on a Changing Earth.

Semester I electives
Topics in Biology: Anatomy & Physiology I (fall 2025)
Topics in Biology: Biotechnology and Microbiology
Topics in Biology: The Science of Food: Cooking, Composition and Sustainability
Topics in Chemistry: Modern Materials
Topics in Physics: Astrophysics
Topics in Physics: The Engineered Environment

Semester II electives
Topics in Biology: Anatomy & Physiology II (spring 2026)
Topics in Biology: Biotechnology and Microbiology
Topics in Biology: The Science of Food: Cooking, Composition and Sustainability
Topics in Chemistry: Synthesizing Our World
Topics in Physics: Earth, Planets and
Space Exploration

Use the chart above in conjunction with specific course descriptions and prerequisites, and note that typical pathways are shown, but not every possible scenario for student progression through the curriculum. All students in AP science courses are expected to complete a summer assignment prior to the course and take the AP exam in May.

ASL science students develop an understanding of the essential concepts of science as well as the scientific skills of questioning, analysis, reasoning, and oral and written communication. Through collaborative, inquiry-based class experiences, students demonstrate critical thinking and problem-solving skills, including the ability to evaluate evidence and sources of information. They reflect upon results and propose alternate approaches and solutions. All students are challenged by a science education that appeals to and nurtures a sense of curiosity, mental flexibility, skepticism and inquiry. Students investigate real-world issues and public policy. Scientific literacy enables them to critically evaluate issues as informed and active citizens. ASL science students understand the core ideas that form the foundation of science and engage in inquiry and the scientific process. They exhibit scientific habits of mind, understand the connection between science and global issues, and are prepared to participate as informed, active citizens in society.

Science and engineering practices

The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world, and the processes that engineers use as they design and create models and systems.

At ASL, students are consistently practicing and developing these behaviors at every stage of their learning. Over the course of a unit, students experience each of the science practices in the context of what they are studying. Learning these practices is as central to the study of science as the knowledge that science has obtained.

Practices for K-12 science classrooms

Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating and communicating information

Crosscutting concepts

There are concepts that are broadly useful as tools of analysis in science, across all disciplines. Every scientist in every field uses them all the time. They are crucial aspects of the reasoning required to make sense of natural phenomena. Every natural phenomenon can be thought about, investigated, analyzed or evaluated in terms of these concepts. They are essential tools with which science students develop proficiency.

At ASL, students are asked to use these concepts in multiple ways. Sometimes, a student may be asked to use a particular tool when considering a phenomenon (such as “Use energy and matter to think about the flows into and out of a plant cell during photosynthesis”), or to evaluate which concepts are useful as analytical tools (such as “Which Crosscutting Concept is most helpful in analyzing the forces on an object and its resulting motion.”)

Crosscutting Concepts for K-12 science classrooms

Patterns
Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them
Cause and effect
Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.
Scale, proportion and quantity
In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.
Systems and system models
A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems
Energy and matter
Tracking energy and matter flows, into, out of, and within systems helps students understand their system’s behavior.
Structure and function
The way an object is shaped or structured determines many of its properties and functions.
Stability and change
For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.

matrix of crosscutting concepts in ngss

NGSS at ASL

ASL has adopted the Next Generation Science Standards (NGSS) as the framework for our K-12 science curriculum. In the High School, we have two introductory courses, Science 9 and Science 10, designed around these standards. In Grades 11 and 12, students can choose between AP and non-AP electives guided by the same philosophy as the NGSS.

The standards that guide our curriculum:

The NGSS standards exist in three strands:

Science and engineering practices
Crosscutting concepts
Disciplinary core ideas

Everything that a student does in science class—from regular classroom participation, to practice and sensemaking activities, to assessments—involves elements from all three strands.

Please see the NGSS guide to understanding the standards (PDF) and frequently asked questions (PDF) for more information.

Progressions within NGSS

Disciplinary core ideas

The National Research Council that developed the NGSS, identified the aspects of science that are most important to include in a comprehensive science education. Their criteria for determining those core ideas were:

Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;
Provide a key tool for understanding or investigating more complex ideas and solving problems;
Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

Disciplinary core ideas for K-12 science classrooms

Physical sciences

PS1: Matter and its interactions
PS2: Motion and stability: forces and interactions
PS3: Energy
PS4: Waves and their applications in technologies for information transfer

Life sciences

LS1: From molecules to organisms: structures and processes
LS2: Ecosystems: interactions, energy and dynamics
LS3: Heredity: inheritance and variation of traits
LS4: Biological evolution: unity and diversity

Earth and space sciences

ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity

Engineering, technology and applications of science

ETS1: Engineering design
ETS2: Links among engineering, technology, science and society

AP Biology

1 credit; full year
Prerequisite: Algebra II, successful completion of Integrated Science in Grades 9 and 10, and departmental recommendation

Discover the complexities of life in AP Biology, a university-level course that builds on the concepts introduced in Integrated Science in Grades 9 and 10. Students explore biochemistry, molecular biology, genetics, biotechnology, evolution and ecology while developing their scientific skills through laboratory investigations, statistical analysis of data, problem solving and projects. This course challenges students to be curious and think deeply about biological concepts, moving beyond memorization of information to analysis of data and application of knowledge. Independent study and practice outside of class are essential for preparation for the AP exam.

*reading intensive

AP Chemistry

1 credit; full year
Prerequisite: Algebra II, successful completion of Integrated Science in Grades 9 and 10, and departmental recommendation

This university-level course delves more deeply into topics studied in Integrated Science in Grades 9 and 10 and emphasizes theoretical aspects of chemistry such as the structure of matter, kinetic theory of matter, chemical equilibria, chemical kinetics and basic concepts of thermodynamics. Students utilize advanced problem-solving skills to apply concepts to the interpretation of complex chemical phenomena. Proper record keeping of quantitative and qualitative lab work is emphasized. Independent study of multiple units and practice outside of class are essential for preparation for the AP exam.

AP Environmental Science

1 credit; full year

Prerequisite: Concurrent enrollment in Algebra II or higher, successful completion of Integrated Science in Grades 9 and 10, and departmental recommendation

AP Environmental Science is a university-level course that explores Planet Earth, our reliance and impact on it, and solutions to today’s biggest environmental challenges. Students study diverse topics such as ecosystem dynamics, plate tectonics, human population trends, agriculture, energy consumption, pollution, biodiversity loss, ozone depletion, and climate change by engaging in discussion, activities, projects, laboratory investigations and field trips. With an emphasis on scientific practices, students not only learn about environmental challenges but also acquire the tools to address them. Independent study and practice outside of class are essential for preparation for the AP exam

*reading intensive

AP Physics 1

1 credit; full year
Prerequisite: Concurrent enrollment in Algebra II/Trig or Precalculus with Analysis or higher

AP Physics 1 is an introductory physics course offered at the university level, and is the first year of the AP physics program. The course is a comprehensive introduction to mechanics, including kinematics, dynamics, rotational motion, gravitation and oscillation, and fluid mechanics. Students are encouraged to develop analytical skills through laboratory investigation, problem solving and conceptual explanations, and in the interpretation of various physical phenomena. After completion of AP Physics 1, students have the option to continue on to AP Physics 2 or AP Physics C.

AP Physics 2

1 credit; full year
Prerequisite: AP Physics 1, concurrent enrollment in Precalculus with Analysis or higher. It is recommended that a Grade 3 or higher is achieved on the AP Physics 1 exam before taking AP Physics 2

AP Physics 2 is an option for a second year of AP physics. The course builds on the basic topics covered in AP Physics 1, and adds additional topics in classical physics such as thermodynamics, optics and electromagnetism, and is an introduction to modern and nuclear physics. Students continue to develop their quantitative problem-solving and conceptual analytical skills, and practice more sophisticated laboratory and data analysis techniques.

AP Physics C

1 credit; full year
Prerequisite: AP Physics 1 and concurrent enrollment in AP Calculus AB or AP Calculus BC, and departmental recommendation

This university-level course is a calculus-based intensive study of two of the most basic themes useful for describing the classical world: mechanics, and electricity and magnetism. Calculus gives students the tools to extend their study of physics to describe complex systems from first principles, investigate complex and continuously changing systems, and provide more comprehensive analysis of experimental data. This class is useful for students interested in studying physics, engineering or related majors in college. Students take both AP Physics C exams: mechanics, and electricity and magnetism.
*Note: The College Board is increasing the length of the AP Physics C exams to 3 hours per exam in the 2024-25 school year

Ecology Expeditions

1 credit; full year
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10, and approval of the instructor

Throughout this course, we study and seek solutions to the environmental problems confronting human existence on this planet. We do this in the classroom and in the wilderness. This course is designed for students interested in understanding our relationship with nature and our role as stewards, and developing their relationship with nature. In the classroom, we study the environments to be visited, and examine humanity's ancestral relationship with the Earth and how this has changed over time. We investigate environmental issues through current events, nature journals and projects. Outside of the classroom, our focus is a two-week hiking and camping expedition to a remote wilderness area. Students experience nature the way humans have for all but the last 10,000 years of our evolutionary history. During the expedition, students live simply in nature, let go of city and school life, work closely with a small group to overcome challenges, and take on increasing levels of responsibility for themselves and their trail group. The course-required expedition takes place at the same time as Music Tour and Alternatives during the two weeks prior to Spring Break. There is an additional charge for the expedition and financial aid is available.

Integrated Science: Life on a Changing Earth

1 credit; full year
Prerequisite: completion of Integrated Science: The Universe from Atoms to Life, or commensurate experience
This course is typically taken in Grade 10

This is the second year of a two-year integrated science program. The first semester of this course investigates living organisms from the molecular level to the population level and includes cells, inheritance and evolution. In the second semester, students widen their knowledge of ecosystems and chemical reactions, and explore reducing the impacts of human activities on the environment.

Student work focuses on science practices: asking questions, defining problems, conducting investigations, making models, engaging in argument from evidence, constructing explanations, designing solutions and communicating findings—the core work of doing science.

The curriculum encompasses all three dimensions of the Next Generation Science Standards (NGSS); students meet the performance expectations with an emphasis on science and engineering practices, and the cross-cutting concepts common to all scientific disciplines. Completion of this two-year course sequence exposes students to the perspectives by which each scientific discipline views the field of science, allowing them to choose advanced courses with informed intent.

This course was previously called Science 10.

Integrated Science: The Universe from Atoms to Life

1 credit; full year
This course is typically taken in Grade 9

The most interesting scientific questions are the simplest, and require all disciplines of science to address. What is the universe made of? How did life begin on Earth? How will we engineer solutions to the challenges of the present and future? The first year of a two-year integrated science program, this course investigates the origin of the universe and the Earth, the basic chemical and physical processes that make life possible, and the interaction between the living world and its environment. Student work focuses on asking questions, defining problems, conducting investigations, gathering evidence, making models, engaging in argument from evidence, constructing explanations, designing solutions, reasoning, and communicating findings—the core work of doing science.

The curriculum encompasses all three dimensions of the Next Generation Science Standards (NGSS); students meet the performance expectations with an emphasis on science and engineering practices and the cross-cutting concepts common to all scientific disciplines. Completion of this two-year course sequence exposes students to the perspectives by which each scientific discipline views the field of science, allowing them to choose advanced courses with informed intent.

This course was previously called Science 9.

Topics in Biology: Biotechnology and Microbiology

½ credit; semester I and II, Grade 11 or 12
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10 (This course will alternate yearly with Anatomy and Physiology and will not run in the 2025-26 academic year.)

In this course, students learn about the fascinating worlds of microscopic life and biotechnological advancements. Students dive into topics such as microorganisms in industry, biotechnology in agriculture, environmental protection, medicine and bioinformatics. This course utilizes diverse instructional methods, combining engaging lectures, group and individual research presentations, debates, modeling and practical laboratory experiments—all to learn the latest in biotechnological breakthroughs, innovative technologies, and the transformative power of microorganisms. Biotechnology and Microbiology is for innovators, explorers, and problem solvers who want to become part of the next generation of scientists, equipped with the skills and knowledge to shape a brighter future.

Topics in Biology: The Science of Food - Cooking, Composition and Sustainability

½ credit; semester I and II, Grade 11 or 12
Prerequisite: Successful completion of Integrated Science in Grade 9 and 10 (This course will alternate yearly with Anatomy and Physiology and will not run in the 2025-26 academic year.)

In this lab and project-based course, students learn about the science that underpins food composition, cooking techniques and food preparation, and the relationship between the food we eat, how we produce it, and the global delivery systems that bring food to our tables each day. We examine innovative ideas and scientific advancements that can make our food systems work better for us and the planet. This course broadens student understanding of how biology, chemistry and physics concepts apply to the real world, while engaging in scientific practices such as inquiry, data analysis, and communication. Each unit includes hands-on activities, group discussions, and an opportunity for students to pursue their own interests through experimentation, research and projects that may take them beyond the classroom walls and into the kitchen and locations around London. Students interested in cooking, nutrition, medicine, gardening, sustainability or innovative thinking should consider this course.

Topics in Chemistry: Modern Materials

½ credit; semester I
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10

Have you ever wondered how different scents are produced or how medicines are synthesized? Perhaps you are more interested in food science? This course allows students to explore the design, engineering and application of chemical systems, building on the chemical fundamentals taught in Grades 9 and 10, such as reaction types, with a focus on practical organic chemistry. The course provides an opportunity to have hands-on experience in the chemical synthesis of compounds, such as polymers, flavors and drugs. Use of practical analytical techniques enhances student understanding of the multistep processes required to create everyday materials. Student choice dictates the final unit of study.

Topics in Chemistry: Synthesizing Our World

½ credit; semester II
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10

Does chemistry get a bad press? The words chemical or synthetic are often viewed as unnatural, toxic or dangerous, but chemistry touches every part of our lives. This course starts with the foundations of the chemical industry born from the need for explosives in the First World War. Students are introduced to the Haber process as a model of a chemical case study, and learn about stoichiometry, acid and base chemistry, equilibrium and molecular structure, while considering economic, environmental and engineering implications. Further units follow where students use this study model to investigate, for example, the production of dyes. This course focuses on, and develops, student understanding of atomic processes and mathematical principles of chemical reactions. This course can be taken as a stand-alone course or as further preparation for AP Chemistry; however, it may not be taken concurrently or after AP Chemistry.

Topics in Physics: Astrophysics

½ credit; semester I
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10

For millennia, humans have contemplated their place in the cosmos using only the visible light in the night sky. But over the last century, we have entered the age of multi messenger astronomy, where new technologies have allowed us to probe space using the full electromagnetic spectrum, cosmic particle detection, and gravitational waves. This course explores our cutting-edge understanding of the universe at the very smallest and largest scales. Among the topics investigated to explore the universe are particle physics, introductory quantum mechanics, stars and their life cycles, special and general relativity, and the origin, evolution and fate of the universe.

Topics in Physics: Earth, Planets and Space Exploration

½ credit; semester II
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10

In 1990, planetary scientist Carl Sagan took measurements of Earth from the Galileo spacecraft sent to investigate Jupiter and its moons. The measurements are the first experiments in the remote detection of life on a distant planet (Earth). Over the last several decades, our ability to explore the surfaces of nearby planets, orbit distant planets and their moons, and detect and discover thousands of planets around nearby stars has taught us about whether life on Earth could be detectable, the relationship between living things and our home planet, and what criteria we might look for to detect life elsewhere in the universe. The class explores the search for life in an attempt to learn more about ourselves, our home, and our future, through investigating planets, how they interact with life, and how likely we are to find life elsewhere in the universe.

Topics in Physics: The Engineered Environment

½ credit; semester II
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10

From the toast popping up in the morning to the water swirling down the drain, the home is full of invisible systems working silently behind the scenes. In this course, students become home detectives, uncovering the complex physics and engineering that is often taken for granted. We explore the energy transformations that heat houses, the electricity and circuits in appliances, and the mechanics that make them work. We also examine wireless technologies such as wifi and Bluetooth, the essentials of gravity and water systems, and the wonders of London’s infrastructure that help make it all happen. Students conduct experiments, build models, and take apart appliances in the classroom and in the MILL to better understand the physics behind these everyday wonders. This course is for students who want to learn physics and engineering in an active, hands-on, practical way.

Not offered in 2024-25

Topics in Biology: Anatomy and Physiology I

½ credit; semester I, Grade 11 or 12
Prerequisite: Successful completion of Integrated Science in Grade 9 and 10 (This course will alternate yearly with Topics in Biology: Genetics and will not run in the 2024-25 academic year.)

Human beings shed more than 30,000 dead skin cells a minute. The heart is the only muscle that doesn’t get tired. How is street art connected to anatomy? This introductory course is designed for students who are interested in the human body or medical school, or who just think science is pretty cool. Anatomy and Physiology I is the study of the structure and function of the human body including cells, tissues and organs of the following systems: integumentary, skeletal, muscular and nervous. Emphasis is on interrelationships among systems and the regulation of physiological functions involved in maintaining homeostasis. Laboratory work in this course includes dissection of preserved specimens, microscopic study, physiologic experiments, computer simulations, peer teaching, collaboration with the art department and multimedia presentations.

Topics in Biology: Anatomy and Physiology II

½ credit; semester II, Grade 11 or 12
Prerequisite: Completion of Anatomy and Physiology I (This course will alternate yearly with Topics in Biology: Evolution and will not run in the 2024-25 academic year.)
Biologically, where does “fight, flight or freeze” come from? What are the first signs of an immune response? What causes hiccups? Students learn the answers to these questions and much more in this second semester course that builds on the fundamentals studied in Anatomy and Physiology I, by exploring the normal functions of hormones, circulation, respiration, digestion, metabolism, immune response and excretion. Emphasis continues to be on interrelationships among the systems and regulation of functions. We focus on how the human body responds to stimuli and hormones all in the name of maintaining homeostasis. Laboratory work includes dissection of preserved specimens, microscopic study, physiologic experiments, computer simulations, peer teaching and multimedia presentations. The course ends with a “Medical Symposium” that will include role playing, current medical research, and diagnosis using case studies and skills and knowledge gained throughout the entire course.

Topics in Biology: Evolution

½ credit; semester II
Prerequisite: Successful completion of Integrated Science in Grades 9 and 10

The theory of evolution first proposed by Charles Darwin in the 1800s, although simple at first glance, has numerous mechanisms that allow us to determine how we reached our current level of biodiversity. In this course, we explore these mechanisms through the lenses of population genetics, natural selection, sexual selection, and speciation. Students not only learn the basis of these mechanisms through examination of primary and secondary data, but also debate the intricacies and controversies surrounding the theory itself. This course culminates with students observing microevolution in our everyday lives. This course can be taken as a stand-alone course or as further preparation for AP Biology.

Topics in Biology: Genetics

½ credit; semester I
Prerequisite: Successful completion of two years of Integrated Science in Grades 9 and 10

The double helix model of DNA was published 70 years ago, opening a new horizon for humanity to investigate. This course explores the knowledge and techniques that have been developed since the discovery of DNA’s double helix. Students extract their own DNA, cut DNA with restriction enzymes, create a genetic map of a bacterial plasmid, separate chromosome fragments using electrophoresis, and sequence a section of their own mitochondrial DNA. Students review current articles from the media to examine advances in DNA science and bioethical issues, and evaluate the overall impact on our society. Students also explore the genetics topics they find most interesting and use current research in developing individual and group projects. This course can be taken as a stand-alone course or as further preparation for AP Biology; however, it may not be taken concurrently or after AP Biology.