Open to Sixth, Fifth, and Fourth Formers. Prerequisite: students who have completed a year of physical science. Students in Advanced Ecology study the relationships within ecosystems and explore various models to explain the current structure of different natural communities. The course begins with an intense study of several vegetative community types which occur within the Town of Groton, with students learning the dominant plant species and sampling small mammal, reptile, and amphibian populations. Working in both upland and wetland systems, students are exposed to different experimental designs, sampling procedures, and methods of data analysis. Incorporating Global Positioning System (GPS) technology into a Geographic Information System (GIS), students will analyze the data collected in the field for spatial patterns and will use statistical analysis to explore the relationships between patterns of distribution and their underlying habitat variables. Mathematical models of these patterns will be developed and used as the basis for the prediction of the occurrence and abundance of different species. In the winter, we will study Conservation Biology, beginning with the study of Population Dynamics and moving into Population Viability Analysis and the design of nature preserves. We will discuss the rationale for the preservation of biodiversity and mechanisms of sustainable development of natural resources. In the spring, students return to the field to look at the effects of climate change on our local ecosystems and to study the vulnerability of different groups to changing patterns. Advanced Ecology is a technologically intensive course, relying on data analysis and the development of computer models for all topics. Enrollment is limited to 14 students.

 

This course will follow the AP syllabus as closely as possible and will cover both class and laboratory components. The lab work includes the completion of the required labs (2 per “big idea”)  and allows the investigation of classic and current lab techniques. Major topics covered will include biochemistry, cell anatomy, membrane transport, cellular energetics, cell cycle and cell communication, heredity and genetics, gene expression and regulation, natural selection and evolution, and ecology. Students will complete one presentation that requires them to become conversant with current scientific literature and recent advances/discoveries. Scientific journal readings and discussions will also be utilized to expose students to techniques and protocols prevalent in recent research.

Open to Sixth, Fifth, and Fourth Formers. Prerequisites: Introductory Chemistry or equivalent and a strong math background with at least concurrent enrollment in Honors Algebra II. This course will prepare the student for the AP Chemistry Examination which is taken by all who are enrolled in the course and is designed to be the equivalent of the university-level General Chemistry. 

The course uses a spiraling curriculum allowing the students to continually expand their understanding of the topics studied. There is a robust laboratory component to the course. The laboratory and class lecture topics are intentionally designed to complement each other. The lab curriculum allows the students to expand their experience with evidence-based conclusions.

 

(may not be offered in 2024-25)
Open without prerequisite to Sixth and Fifth Formers. At the turn of the 20th century, most scientists believed that the Milky Way was alone in the universe. Then, in 1923, Edwin Hubble proved that the bright smudge in the sky known as Andromeda is a complete spiral galaxy of its own, drastically changing the scale of our known universe. Six years later, Hubble demonstrated that the universe is expanding, that it has a past and a future very different from its present. Since then, cosmologists have uncovered billions of other galaxies that are part of our 14,000,000,000-year-old universe. Discoveries in the past century have helped us better understand how the universe has evolved to a state that allows for our existence. 

We will begin with an overview of the night sky and a brief historical survey of humankind’s quest to understand our universe. We will focus more closely on the 20th century discoveries that have led to major revisions in our models and raised new questions that are at the center of 21st century cosmological research. Class will include some evening lab sessions, as long as pandemic restrictions will allow. These evenings will be chilly in March, but well worth it! Through a small telescope, we’ll be observing objects we discuss in class such as star clusters, nebulae, and other galaxies.

Open to Third Formers. This course begins with the study of ecosystem dynamics and energetics, looking at species interactions and the flow of energy through ecosystems. Field studies of the goldenrod and campus pond communities will provide the basis for exploring these ideas through the development of models and the analysis of the patterns seen in the field. In the winter we will turn our attention to the study of evolution focused on the two billion-year history of humans and their ancestors. At the end of the winter, we will discuss more recent human evolution and the dramatic effects that our species has caused on the planet. During the spring we will explore sustainability and the issues associated with providing food and water for a human population that will likely exceed 10 billion people and the effects that this will have on the Earth’s climate and natural ecosystems. The course is highly quantitative and computers are used to develop models and to collect and analyze data for all topics.

 

Open to Sixth, Fifth, and Fourth Formers. Environmental Science will explore the relationship between the human population, the physical environment, and its resources. The fall term will be devoted to the study of our natural environment, including the biogeochemical cycles that support ecosystems and ocean-atmosphere interactions. In the winter term, students focus on energy resources and consumption, including fossil fuels, nuclear, and renewables. In the spring terms, we will discuss human activities that cause damage to the environment at both local and global scales, such as urbanization, overpopulation, pollution, and climate change, and how we can start to mitigate the deleterious effects of such activities. Throughout the year, students will be engaged in laboratory work; in the spring, students will carry out ongoing fieldwork and data analysis around the campus to shed light on anthropogenic impacts on our local ecosystem. Enrollment is limited to 16 students, and preference will be given to students who have completed a year of physical science.

Open to Sixth and Fifth Formers. Prerequisites: Biochemistry and/or Molecular Biology. Experimental biochemistry is a lab intensive course. Students will act as independent researchers focusing on a specific research topic for the duration of the term. Topics will range from synthetic biology (constructing novel proteins and/or genetic logic circuits) to biochemistry (cloning, purifying and characterizing the biological activity of transcription factors in vitro). The laboratory research workflow techniques employed in this course will follow laboratory research performed in colleges and universities. Students will learn the research standard for maintaining a laboratory notebook. Biweekly lab meeting presentations and an end of term project presentation will serve as the major assessments.

Open to Sixth and Fifth Formers who have taken a full-year laboratory science course. This course will use the kitchen as the laboratory as students investigate the chemical principles behind common cooking and baking techniques. Topics will include leavening agents in baking, protein behavior from breads to cheeses, and phase transitions in cooking, among others. This course will include a significant laboratory component. (Course will be capped at 8 students.)