“There is no doubt that science—and, therefore, science education—is central to the lives of all Americans. Never before has our world been so complex and science knowledge so critical to making sense of it all. When comprehending current events, choosing and using technology, or making informed decisions about one’s healthcare, science understanding is key. Science is also at the heart of the United States’ ability to continue to innovate, lead, and create the jobs of the future. All students—whether they become technicians in a hospital, workers in a high tech manufacturing facility, or Ph.D. researchers—must have a solid K–12 science education.” (Next Generation Science Standards, 2013)
The science curriculum in AUHSD is aligned to the State adopted Science Content and Performance Standards as detailed in the Next Generation Science Standards. The science curriculum is designed to provide the basic foundational knowledge and skills students will need to become scientifically literate adults, while at the same time providing rigorous coursework that will prepare students for both college and career. In their science classes students will receive instruction in the disciplinary content of science as well as develop the practices and dispositions that underlie science and engineering thought and application.
Use this course number for transcript evaluations only. For non A-G courses only.
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Use this course number for transcript evaluations only. For non A-G courses only.
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Use this course number for transcript evaluations only. For non A-G courses only.
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Use this course number for transcript evaluations only. For non A-G courses only.
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Students will have the opportunity to learn real world topics related to the scientific field of cell biology, biochemistry, genetics, ecology, physiology and evolution.
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Students will have the opportunity to learn real world topics related to the scientific field of cell biology, biochemistry, genetics, ecology, physiology and evolution.
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Students will identify common metal and nonmetal elements with typical uses for these elements. They will describe changes in matter within real-world situations, including physical changes (size, shape, state, or appearance) and chemical changes (transformation to a different kind of matter).
Students will describe the motion of an object and explore, identify and describe the variety of ways that energy impacts daily life.
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Students will identify common metal and nonmetal elements with typical uses for these elements. They will describe changes in matter within real-world situations, including physical changes (size, shape, state, or appearance) and chemical changes (transformation to a different kind of matter).
Students will describe the motion of an object and explore, identify and describe the variety of ways that energy impacts daily life.
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This lab-based NGSS course will explore standard biological and earth science concepts from a phenomena-based approach. Students will apply their knowledge of Disciplinary Core Ideas (DCIs) to various real-world phenomena such as seasonal greening and ecospheres, superbugs, and ocean acidification or local invasive species, contextualized into a "storyline." Using the guidance of the CA Science Framework’s High School 3-Course model, earth and space science concepts will be incorporated at logical points in the curriculum to enhance student learning. Throughout the course, students build an understanding of life and how life changes over time in response to a changing environment. Students will view these phenomena through the lenses of the crosscutting concepts (CCC’s), such as Energy and Matter (relationships in ecosystems, earth’s atmosphere) or structure and function (cells, mitosis and cancer, or evidence for evolution). Students will demonstrate their knowledge in use through their engagement in the Science and Engineering Practices (SEPs) during hands-on activities and labs in each instructional segment.
This course also uses a 5E instructional model in which teaching and learning proceeds through and between five different stages: engage, explore, explain, elaborate, evaluate. Using the 5E instructional model allows students the opportunity to ask questions and define problems about the natural and designed world, design hands-on investigations in which they collect and analyze trends and patterns in their data, develop models of physical phenomena and to communicate their findings from their investigations.
This course emphasizes the use of evidence based reasoning for scientific explanations and engineering solutions in order to communicate recommendations to address real world problems. Students discuss and evaluate a variety of scientific texts and data from different sources. Students analyze and interpret their own data sets and compare them with those used by the scientific community.
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This lab-based NGSS course will explore standard biological and earth science concepts from a phenomena-based approach. Students will apply their knowledge of Disciplinary Core Ideas (DCIs) to various real-world phenomena such as seasonal greening and ecospheres, superbugs, and ocean acidification or local invasive species, contextualized into a "storyline." Using the guidance of the CA Science Framework’s High School 3-Course model, earth and space science concepts will be incorporated at logical points in the curriculum to enhance student learning. Throughout the course, students build an understanding of life and how life changes over time in response to a changing environment. Students will view these phenomena through the lenses of the crosscutting concepts (CCC’s), such as Energy and Matter (relationships in ecosystems, earth’s atmosphere) or structure and function (cells, mitosis and cancer, or evidence for evolution). Students will demonstrate their knowledge in use through their engagement in the Science and Engineering Practices (SEPs) during hands-on activities and labs in each instructional segment. This course also uses a 5E instructional model in which teaching and learning proceeds through and between five different stages: engage, explore, explain, elaborate, evaluate. Using the 5E instructional model allows students the opportunity to ask questions and define problems about the natural and designed world, design hands-on investigations in which they collect and analyze trends and patterns in their data, develop models of physical phenomena and to communicate their findings from their investigations. This course emphasizes the use of evidence based reasoning for scientific explanations and engineering solutions in order to communicate recommendations to address real world problems. Students discuss and evaluate a variety of scientific texts and data from different sources. Students analyze and interpret their own data sets and compare them with those used by the scientific community.This lab-based NGSS course will explore standard biological and earth science concepts from a phenomena-based approach. Students will apply their knowledge of Disciplinary Core Ideas (DCIs) to various real-world phenomena such as seasonal greening and ecospheres, superbugs, and ocean acidification or local invasive species, contextualized into a "storyline." Using the guidance of the CA Science Framework’s High School 3-Course model, earth and space science concepts will be incorporated at logical points in the curriculum to enhance student learning. Throughout the course, students build an understanding of life and how life changes over time in response to a changing environment. Students will view these phenomena through the lenses of the crosscutting concepts (CCC’s), such as Energy and Matter (relationships in ecosystems, earth’s atmosphere) or structure and function (cells, mitosis and cancer, or evidence for evolution). Students will demonstrate their knowledge in use through their engagement in the Science and Engineering Practices (SEPs) during hands-on activities and labs in each instructional segment. This course also uses a 5E instructional model in which teaching and learning proceeds through and between five different stages: engage, explore, explain, elaborate, evaluate. Using the 5E instructional model allows students the opportunity to ask questions and define problems about the natural and designed world, design hands-on investigations in which they collect and analyze trends and patterns in their data, develop models of physical phenomena and to communicate their findings from their investigations. This course emphasizes the use of evidence based reasoning for scientific explanations and engineering solutions in order to communicate recommendations to address real world problems. Students discuss and evaluate a variety of scientific texts and data from different sources. Students analyze and interpret their own data sets and compare them with those used by the scientific community.
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The Living Earth is the first course of a three-year Next Generation Science Standards (NGSS) course pathway (Living Earth, Chemistry in the Earth, Physic in the Universe). In the Living Earth, students will develop proficient understanding and explain more in-depth the phenomena of the four disciplinary core ideas in life sciences - From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions, Energy and Dynamics, Heredity: Inheritance and Variation of Traits, and Biological Evolution: Unity and Diversity. In the Living Earth, students will also develop proficient understanding of Earth Science disciplinary core ideas involving Earth’s systems and feedback (including the dynamics of tectonic plates and the Earth’s surface), coevolution of Earth systems and life, matter and energy cycling, and the relationships between natural resources, hazards, climate, biodiversity of populations and human activity.
In the Living Earth, students will deepen their understanding and application of NGSS cross-cutting concepts which includes patterns, cause and effect, scale/proportion/quantity, systems and system models, energy and matter, structure and function, and stability and change. Students will also continue growing proficiency in their use of the NGSS science and engineering practices which include 1) Asking Questions and Defining Problems, 2) Developing and Using Models, 3) Planning and Carrying Out Investigations, 4) Analyzing and Interpreting Data, 5) Using Mathematics and Computational Thinking, 6) Constructing Explanations and Designing Solutions and 7) Engaging in Argument from Evidence. Strengthening the science and engineering practices of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics to everyday life as well as strengthen their ability to read and write in technical subjects.
Honors Living Earth is designed to provide students with more rigorous content that covers the same standards as the equivalent college preparatory course. In honors, strong emphasis is placed on solving a variety of challenging problems and there is an emphasis on more in-depth analysis in the laboratory. Laboratory activities will include inquiry labs, which will ask students to independently address a challenge, solve a problem, test a hypothesis, explain a phenomenon, or answer a question in the same manner that a scientist approaches a research question. This course will provide an experience that is more independently rigorous and challenging than the college preparatory equivalent course and will prepare students for AP and college level lab science courses. Students that successfully complete the course will have gained a deeper knowledge of their place among all of the other species occupying the planet.The Living Earth is the first course of a three-year Next Generation Science Standards (NGSS) course pathway (Living Earth, Chemistry in the Earth, Physic in the Universe). In the Living Earth, students will develop proficient understanding and explain more in-depth the phenomena of the four disciplinary core ideas in life sciences - From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions, Energy and Dynamics, Heredity: Inheritance and Variation of Traits, and Biological Evolution: Unity and Diversity. In the Living Earth, students will also develop proficient understanding of Earth Science disciplinary core ideas involving Earth’s systems and feedback (including the dynamics of tectonic plates and the Earth’s surface), coevolution of Earth systems and life, matter and energy cycling, and the relationships between natural resources, hazards, climate, biodiversity of populations and human activity.
In the Living Earth, students will deepen their understanding and application of NGSS cross-cutting concepts which includes patterns, cause and effect, scale/proportion/quantity, systems and system models, energy and matter, structure and function, and stability and change. Students will also continue growing proficiency in their use of the NGSS science and engineering practices which include 1) Asking Questions and Defining Problems, 2) Developing and Using Models, 3) Planning and Carrying Out Investigations, 4) Analyzing and Interpreting Data, 5) Using Mathematics and Computational Thinking, 6) Constructing Explanations and Designing Solutions and 7) Engaging in Argument from Evidence. Strengthening the science and engineering practices of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics to everyday life as well as strengthen their ability to read and write in technical subjects.
Honors Living Earth is designed to provide students with more rigorous content that covers the same standards as the equivalent college preparatory course. In honors, strong emphasis is placed on solving a variety of challenging problems and there is an emphasis on more in-depth analysis in the laboratory. Laboratory activities will include inquiry labs, which will ask students to independently address a challenge, solve a problem, test a hypothesis, explain a phenomenon, or answer a question in the same manner that a scientist approaches a research question. This course will provide an experience that is more independently rigorous and challenging than the college preparatory equivalent course and will prepare students for AP and college level lab science courses. Students that successfully complete the course will have gained a deeper knowledge of their place among all of the other species occupying the planet.
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The Living Earth is the first course of a three-year Next Generation Science Standards (NGSS) course pathway (Living Earth, Chemistry in the Earth, Physic in the Universe). In the Living Earth, students will develop proficient understanding and explain more in-depth the phenomena of the four disciplinary core ideas in life sciences - From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions, Energy and Dynamics, Heredity: Inheritance and Variation of Traits, and Biological Evolution: Unity and Diversity. In the Living Earth, students will also develop proficient understanding of Earth Science disciplinary core ideas involving Earth’s systems and feedback (including the dynamics of tectonic plates and the Earth’s surface), coevolution of Earth systems and life, matter and energy cycling, and the relationships between natural resources, hazards, climate, biodiversity of populations and human activity.
In the Living Earth, students will deepen their understanding and application of NGSS cross-cutting concepts which includes patterns, cause and effect, scale/proportion/quantity, systems and system models, energy and matter, structure and function, and stability and change. Students will also continue growing proficiency in their use of the NGSS science and engineering practices which include 1) Asking Questions and Defining Problems, 2) Developing and Using Models, 3) Planning and Carrying Out Investigations, 4) Analyzing and Interpreting Data, 5) Using Mathematics and Computational Thinking, 6) Constructing Explanations and Designing Solutions and 7) Engaging in Argument from Evidence. Strengthening the science and engineering practices of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics to everyday life as well as strengthen their ability to read and write in technical subjects.
Honors Living Earth is designed to provide students with more rigorous content that covers the same standards as the equivalent college preparatory course. In honors, strong emphasis is placed on solving a variety of challenging problems and there is an emphasis on more in-depth analysis in the laboratory. Laboratory activities will include inquiry labs, which will ask students to independently address a challenge, solve a problem, test a hypothesis, explain a phenomenon, or answer a question in the same manner that a scientist approaches a research question. This course will provide an experience that is more independently rigorous and challenging than the college preparatory equivalent course and will prepare students for AP and college level lab science courses. Students that successfully complete the course will have gained a deeper knowledge of their place among all of the other species occupying the planet.
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This course Living Earth Honors (Spanish) is taught entirely in Spanish.
The Living Earth is the first course of a three-year Next Generation Science Standards (NGSS) course pathway (Living Earth, Chemistry in the Earth, Physic in the Universe). In the Living Earth, students will develop proficient understanding and explain more in-depth the phenomena of the four disciplinary core ideas in life sciences - From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions, Energy and Dynamics, Heredity: Inheritance and Variation of Traits, and Biological Evolution: Unity and Diversity. In the Living Earth, students will also develop proficient understanding of Earth Science disciplinary core ideas involving Earth’s systems and feedback (including the dynamics of tectonic plates and the Earth’s surface), coevolution of Earth systems and life, matter and energy cycling, and the relationships between natural resources, hazards, climate, biodiversity of populations and human activity.
In the Living Earth, students will deepen their understanding and application of NGSS cross-cutting concepts which includes patterns, cause and effect, scale/proportion/quantity, systems and system models, energy and matter, structure and function, and stability and change. Students will also continue growing proficiency in their use of the NGSS science and engineering practices which include 1) Asking Questions and Defining Problems, 2) Developing and Using Models, 3) Planning and Carrying Out Investigations, 4) Analyzing and Interpreting Data, 5) Using Mathematics and Computational Thinking, 6) Constructing Explanations and Designing Solutions and 7) Engaging in Argument from Evidence. Strengthening the science and engineering practices of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics to everyday life as well as strengthen their ability to read and write in technical subjects.
Honors Living Earth is designed to provide students with more rigorous content that covers the same standards as the equivalent college preparatory course. In honors, strong emphasis is placed on solving a variety of challenging problems and there is an emphasis on more in-depth analysis in the laboratory. Laboratory activities will include inquiry labs, which will ask students to independently address a challenge, solve a problem, test a hypothesis, explain a phenomenon, or answer a question in the same manner that a scientist approaches a research question. This course will provide an experience that is more independently rigorous and challenging than the college preparatory equivalent course and will prepare students for AP and college level lab science courses. Students that successfully complete the course will have gained a deeper knowledge of their place among all of the other species occupying the planet.
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This course Living Earth Honors (Spanish) is taught entirely in Spanish.
The Living Earth is the first course of a three-year Next Generation Science Standards (NGSS) course pathway (Living Earth, Chemistry in the Earth, Physic in the Universe). In the Living Earth, students will develop proficient understanding and explain more in-depth the phenomena of the four disciplinary core ideas in life sciences - From Molecules to Organisms: Structures and Processes, Ecosystems: Interactions, Energy and Dynamics, Heredity: Inheritance and Variation of Traits, and Biological Evolution: Unity and Diversity. In the Living Earth, students will also develop proficient understanding of Earth Science disciplinary core ideas involving Earth’s systems and feedback (including the dynamics of tectonic plates and the Earth’s surface), coevolution of Earth systems and life, matter and energy cycling, and the relationships between natural resources, hazards, climate, biodiversity of populations and human activity.
In the Living Earth, students will deepen their understanding and application of NGSS cross-cutting concepts which includes patterns, cause and effect, scale/proportion/quantity, systems and system models, energy and matter, structure and function, and stability and change. Students will also continue growing proficiency in their use of the NGSS science and engineering practices which include 1) Asking Questions and Defining Problems, 2) Developing and Using Models, 3) Planning and Carrying Out Investigations, 4) Analyzing and Interpreting Data, 5) Using Mathematics and Computational Thinking, 6) Constructing Explanations and Designing Solutions and 7) Engaging in Argument from Evidence. Strengthening the science and engineering practices of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics to everyday life as well as strengthen their ability to read and write in technical subjects.
Honors Living Earth is designed to provide students with more rigorous content that covers the same standards as the equivalent college preparatory course. In honors, strong emphasis is placed on solving a variety of challenging problems and there is an emphasis on more in-depth analysis in the laboratory. Laboratory activities will include inquiry labs, which will ask students to independently address a challenge, solve a problem, test a hypothesis, explain a phenomenon, or answer a question in the same manner that a scientist approaches a research question. This course will provide an experience that is more independently rigorous and challenging than the college preparatory equivalent course and will prepare students for AP and college level lab science courses. Students that successfully complete the course will have gained a deeper knowledge of their place among all of the other species occupying the planet.
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This one-year course for 9th and/or 10th graders serves to introduce the principles of biology through a biotechnological perspective. A general high school biology class focuses on the study of life ranging from the atoms that build up the macromolecules that serve as the foundation of life to how different ecosystems interact within a biosphere. Biotechnology aims to help improve our lives and the health of our planet by harnessing cellular and biomolecular processes. Students will use an integrated approach to study the principles that govern life while constantly referring to how these applications of biotechnology are attempting to improve life on earth. For example, modern biotechnology provides ground breaking products and technologies to combat diseases, reduce our environmental footprint, feed the hungry, use less and cleaner energy, and have safer, cleaner, and more efficient industrial manufacturing. This course challenges students to honestly evaluate the current problems faced in the 21st century and apply their knowledge of foundational biology to propose possible solutions using biotechnological techniques. Upon completion of the course, students will identify a medical or environmental problem, research possible products of biotech companies that are attempting to address that problem, prepare an advertisement campaign to educate the public of the identified problem, and justify why their product is the answer. Upon successful completion of the course, students will have a better understanding of current biological concepts and biotechnological applications.
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This one-year course for 9th and/or 10th graders serves to introduce the principles of biology through a biotechnological perspective. A general high school biology class focuses on the study of life ranging from the atoms that build up the macromolecules that serve as the foundation of life to how different ecosystems interact within a biosphere. Biotechnology aims to help improve our lives and the health of our planet by harnessing cellular and biomolecular processes. Students will use an integrated approach to study the principles that govern life while constantly referring to how these applications of biotechnology are attempting to improve life on earth. For example, modern biotechnology provides ground breaking products and technologies to combat diseases, reduce our environmental footprint, feed the hungry, use less and cleaner energy, and have safer, cleaner, and more efficient industrial manufacturing. This course challenges students to honestly evaluate the current problems faced in the 21st century and apply their knowledge of foundational biology to propose possible solutions using biotechnological techniques. Upon completion of the course, students will identify a medical or environmental problem, research possible products of biotech companies that are attempting to address that problem, prepare an advertisement campaign to educate the public of the identified problem, and justify why their product is the answer. Upon successful completion of the course, students will have a better understanding of current biological concepts and biotechnological applications.
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Chemistry in the Earth System is a laboratory and inquiry based course emphasizing the students' ability to demonstrate their knowledge of chemistry within the context of the Science and Engineering Practices outlined in the Next Generation Science Standards. This course specifically examines the role of chemical properties and processes in driving the Earth system.
The sequence of this course is based on a specific storyline about climate change modeled in the CA State Science Framework. It begins with a tangible example of combustion and food calorimetry and goes on to explore the combustion of fossil fuels and the release of heat, carbon dioxide and water as a fundamental thread that ties together many of the sections of the course and ensures the chemistry concepts are able to be placed in the context of Earth’s systems. While many chemistry courses begin with the study of the atom, this course begins with macroscopic observations of a familiar phenomenon (combustion) and then moves to the microscopic, but begins with simple interactions between particles to explain thermal energy and how it is exchanged within systems. Students then apply their understanding of heat flow to see its role in driving plate tectonics within the Earth system. Once the students are firmly thinking about matter as particles, then they undertake the nature of the particles themselves by studying atoms and how their behaviors are categorized into the periodic table. Once students are equipped to model simple chemical reactions, they return to the combustion chemical reaction and consider the impact its product, carbon dioxide, has on the global climate system. Next, students consider more advanced chemical reactions and apply their understanding of chemical equilibrium to the very real problem of ocean acidification, which has been affected due to changes in carbon-dioxide concentrations in the atmosphere. In the end, students will have explored the fundamentals of chemistry and the role it plays in the Earth’s geosphere, its hydrosphere and its atmosphere.
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Chemistry in the Earth System is a laboratory and inquiry based course emphasizing the students' ability to demonstrate their knowledge of chemistry within the context of the Science and Engineering Practices outlined in the Next Generation Science Standards. This course specifically examines the role of chemical properties and processes in driving the Earth system.
The sequence of this course is based on a specific storyline about climate change modeled in the CA State Science Framework. It begins with a tangible example of combustion and food calorimetry and goes on to explore the combustion of fossil fuels and the release of heat, carbon dioxide and water as a fundamental thread that ties together many of the sections of the course and ensures the chemistry concepts are able to be placed in the context of Earth’s systems. While many chemistry courses begin with the study of the atom, this course begins with macroscopic observations of a familiar phenomenon (combustion) and then moves to the microscopic, but begins with simple interactions between particles to explain thermal energy and how it is exchanged within systems. Students then apply their understanding of heat flow to see its role in driving plate tectonics within the Earth system. Once the students are firmly thinking about matter as particles, then they undertake the nature of the particles themselves by studying atoms and how their behaviors are categorized into the periodic table. Once students are equipped to model simple chemical reactions, they return to the combustion chemical reaction and consider the impact its product, carbon dioxide, has on the global climate system. Next, students consider more advanced chemical reactions and apply their understanding of chemical equilibrium to the very real problem of ocean acidification, which has been affected due to changes in carbon-dioxide concentrations in the atmosphere. In the end, students will have explored the fundamentals of chemistry and the role it plays in the Earth’s geosphere, its hydrosphere and its atmosphere.
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The course, Honors Chemistry in the Earth's System, is designed to be an introductory course to college level Chemistry courses addressing greater depth and understanding to familiar concepts covered in chemistry and earth sciences. The course emphasizes students' ability to demonstrate their knowledge of chemistry within the context of the Science and Engineering Practices delineated in the Next Generation Science Standards. This course specifically examines the role of chemical properties and processes in driving the Earth system.
The sequence of this course is based on a specific storyline about climate change modeled in the CA State Science Framework. It begins with a tangible example of combustion and food calorimetry, and indeed the combustion of fossil fuels and release of heat, carbon dioxide, and water is a fundamental thread that ties together most of the sections of the course and ensures that chemistry concepts are able to be placed in the context of Earth’s systems. While many chemistry courses begin with the study of the atom, this course begins with macroscopic observations of a familiar phenomenon (combustion) and then zooms into the microscopic, but begins with simple interactions between particles to explain thermal energy and how it is exchanged within systems. Students then apply their understanding of heat flow to see its role in driving plate tectonics within the Earth system and only after students are firmly thinking about matter as particles do they zoom in and look at the nature of the particles themselves by studying atoms and how their behaviors are categorized into the periodic table. Once students are equipped to model simple chemical reactions, they return to the combustion chemical reaction and consider the impact its reaction product, carbon dioxide, has on the global climate system and students consider more advanced chemical reactions, then applying their understanding of chemical equilibrium to the very real problem of ocean acidification, which is also due to changes in carbon-dioxide concentrations in the atmosphere. In the end, students will have explored the fundamentals of chemistry and essential roles that these processes play in Earth’s solid geosphere, its liquid hydrosphere, and its gaseous atmosphere.
Additional inquiry based lessons will be incorporated throughout the course; these lessons will require students to take an in depth look at peer-reviewed research in various science fields. Each student's culminating research project will require the student to utilize their research skills in order to provide evidence when answering a student driven science based question.
Students will be involved in a number of different learning approaches, such as classroom work, close reading, laboratory sessions, collaborative group work and applications of mathematics and problem solving. Students will develop proficiency is developing and using models, planning and carrying out investigations, and using computational thinking. The assessments may include multiple choice questions, data-based questions, developing models, and short answer questions that will cover the full scope of the course units.
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The course, Honors Chemistry in the Earth's System, is designed to be an introductory course to college level Chemistry courses addressing greater depth and understanding to familiar concepts covered in chemistry and earth sciences. The course emphasizes students' ability to demonstrate their knowledge of chemistry within the context of the Science and Engineering Practices delineated in the Next Generation Science Standards. This course specifically examines the role of chemical properties and processes in driving the Earth system.
The sequence of this course is based on a specific storyline about climate change modeled in the CA State Science Framework. It begins with a tangible example of combustion and food calorimetry, and indeed the combustion of fossil fuels and release of heat, carbon dioxide, and water is a fundamental thread that ties together most of the sections of the course and ensures that chemistry concepts are able to be placed in the context of Earth’s systems. While many chemistry courses begin with the study of the atom, this course begins with macroscopic observations of a familiar phenomenon (combustion) and then zooms into the microscopic, but begins with simple interactions between particles to explain thermal energy and how it is exchanged within systems. Students then apply their understanding of heat flow to see its role in driving plate tectonics within the Earth system and only after students are firmly thinking about matter as particles do they zoom in and look at the nature of the particles themselves by studying atoms and how their behaviors are categorized into the periodic table. Once students are equipped to model simple chemical reactions, they return to the combustion chemical reaction and consider the impact its reaction product, carbon dioxide, has on the global climate system and students consider more advanced chemical reactions, then applying their understanding of chemical equilibrium to the very real problem of ocean acidification, which is also due to changes in carbon-dioxide concentrations in the atmosphere. In the end, students will have explored the fundamentals of chemistry and essential roles that these processes play in Earth’s solid geosphere, its liquid hydrosphere, and its gaseous atmosphere.
Additional inquiry based lessons will be incorporated throughout the course; these lessons will require students to take an in depth look at peer-reviewed research in various science fields. Each student's culminating research project will require the student to utilize their research skills in order to provide evidence when answering a student driven science based question.
Students will be involved in a number of different learning approaches, such as classroom work, close reading, laboratory sessions, collaborative group work and applications of mathematics and problem solving. Students will develop proficiency is developing and using models, planning and carrying out investigations, and using computational thinking. The assessments may include multiple choice questions, data-based questions, developing models, and short answer questions that will cover the full scope of the course units.
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This course allows students to investigate and apply chemistry and biotechnology concepts and methods to understand and address issues related to five essential human needs—Water, Food, Health, Waste Management, and Energy—as Chemistry and Biotechnology complement each other in addressing these essential needs. Human diseases, for example, are treated by either small molecule drugs produced by chemistry or protein-based drugs produced by biotechnology, and environmental contaminants can be cleaned up either using chemistry or microbes. Whether a chemistry or biotechnology solution works best depends on the specific nature of the problem, and often both approaches to the problem are necessary for optimal resolution.
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This course allows students to investigate and apply chemistry and biotechnology concepts and methods to understand and address issues related to five essential human needs—Water, Food, Health, Waste Management, and Energy—as Chemistry and Biotechnology complement each other in addressing these essential needs. Human diseases, for example, are treated by either small molecule drugs produced by chemistry or protein-based drugs produced by biotechnology, and environmental contaminants can be cleaned up either using chemistry or microbes. Whether a chemistry or biotechnology solution works best depends on the specific nature of the problem, and often both approaches to the problem are necessary for optimal resolution.
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Physics of the Universe is a Next Generation Science Standards (NGSS) aligned course where students build an understanding of major Physics concepts through the lens of Earth and Space Science phenomena. In this NGSS aligned Physics course, students will participate in the process of science looking for patterns in data and asking testable questions to build conceptual and mathematical models from which predictions can be made and formal investigations designed to confirm relationships between variables. Units on seismic waves, sound, and light will build students’ understanding of wave characteristics and the key evidence scientists use to develop theories such as The Big Bang. Units on Newton’s laws of motion and the Conservation of Momentum will build student’s understanding of how bodies, small and large, move in response to forces and how understanding universal forces such as motion of tectonic plates and the planets can be used to engineer devices such as automobile and athletic safety, roller coasters, satellites, and rockets to Mars. Finally, units investigating force fields, electricity, magnetism, and energy will provide students with theories behind energy conversions devices and energy/environmental policy. The integration of Engineering principles will help students design, build, and improve upon current technologies, breaking down complex global problems into more manageable problems that can be solved through this lens. It introduces students to new concepts such as the inverse square law, linear relationships, and manipulation of multiple variable equations. Using mathematical and computational thinking, students engage in argument from evidence and develop scientific explanations in order to communicate recommendations to address real world problems. Students will discuss and evaluate a wide variety of scientific texts and data from different sources, which include the analysis and interpretation of data sets used by the scientific community. In each unit, the Disciplinary Core Ideas and Crosscutting Concepts are contextualized by a "storyline" and assessments are designed to measure competency in a variety of ways, meeting the needs of diverse learners. Formative assessments will be used to adjust instruction while students self-evaluate their learning, revise their thinking, create a deeper understanding of complex scientific principles, and connect to science in a meaningful way.
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Physics of the Universe is a Next Generation Science Standards (NGSS) aligned course where students build an understanding of major Physics concepts through the lens of Earth and Space Science phenomena. In this NGSS aligned Physics course, students will participate in the process of science looking for patterns in data and asking testable questions to build conceptual and mathematical models from which predictions can be made and formal investigations designed to confirm relationships between variables. Units on seismic waves, sound, and light will build students’ understanding of wave characteristics and the key evidence scientists use to develop theories such as The Big Bang. Units on Newton’s laws of motion and the Conservation of Momentum will build student’s understanding of how bodies, small and large, move in response to forces and how understanding universal forces such as motion of tectonic plates and the planets can be used to engineer devices such as automobile and athletic safety, roller coasters, satellites, and rockets to Mars. Finally, units investigating force fields, electricity, magnetism, and energy will provide students with theories behind energy conversions devices and energy/environmental policy. The integration of Engineering principles will help students design, build, and improve upon current technologies, breaking down complex global problems into more manageable problems that can be solved through this lens. It introduces students to new concepts such as the inverse square law, linear relationships, and manipulation of multiple variable equations. Using mathematical and computational thinking, students engage in argument from evidence and develop scientific explanations in order to communicate recommendations to address real world problems. Students will discuss and evaluate a wide variety of scientific texts and data from different sources, which include the analysis and interpretation of data sets used by the scientific community. In each unit, the Disciplinary Core Ideas and Crosscutting Concepts are contextualized by a "storyline" and assessments are designed to measure competency in a variety of ways, meeting the needs of diverse learners. Formative assessments will be used to adjust instruction while students self-evaluate their learning, revise their thinking, create a deeper understanding of complex scientific principles, and connect to science in a meaningful way.
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Honors Physics of the Universe is designed to provide students with more rigorous content that covers the same performance expectations as the equivalent college preparatory course. Students will study the underlying causes and effects of forces on Earth and in the Universe, including gravitational, contact, magnetic, nuclear, and electrostatic forces. Students will investigate the nature of energy and matter and their conservation. They will have the opportunity to study the formation of the geophysical features of Earth and cosmic evolution. They will examine the collection of evidence supporting physical models. Students will also examine the principles of waves and how we use waves in information technology, including information storage and transfer. This Honors course is an in depth version of Physics of Universe.
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Honors Physics of the Universe is designed to provide students with more rigorous content that covers the same performance expectations as the equivalent college preparatory course. Students will study the underlying causes and effects of forces on Earth and in the Universe, including gravitational, contact, magnetic, nuclear, and electrostatic forces. Students will investigate the nature of energy and matter and their conservation. They will have the opportunity to study the formation of the geophysical features of Earth and cosmic evolution. They will examine the collection of evidence supporting physical models. Students will also examine the principles of waves and how we use waves in information technology, including information storage and transfer. This Honors course is an in depth version of Physics of Universe.
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Modern biological and laboratory techniques have opened a wide range of topics and opportunities for secondary students to explore and experience. With the goal of building understanding and mastering essential laboratory techniques, students examine concepts and conduct relevant and authentic laboratory investigations. Students review and extend learning in cell biology, biomolecules and atomic structure, DNA, gene expression and genetic code, evolution, physiology, and energy and metabolism. Students apply this knowledge to the learning and practice of lab techniques used in academic, commercial, and medical laboratories, such as PCR, electrophoresis, transformation, and cell culturing and generate authentic and relevant products similar to those created and interpreted in any number of labs applying biotechnology. Additionally students explore ways to communicate scientific information and ultimately produce a report in the form of a scientific journal article. A key aspect of this course is the examination of where ethics and biotechnological approaches intersect, and in each unit, students confront an ethical question related to the unit content and techniques. Ultimately, this course aims to produce technically sound scientists who are able to evaluate information and make informed decisions, especially when larger ethical conflicts may be involved.
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Modern biological and laboratory techniques have opened a wide range of topics and opportunities for secondary students to explore and experience. With the goal of building understanding and mastering essential laboratory techniques, students examine concepts and conduct relevant and authentic laboratory investigations. Students review and extend learning in cell biology, biomolecules and atomic structure, DNA, gene expression and genetic code, evolution, physiology, and energy and metabolism. Students apply this knowledge to the learning and practice of lab techniques used in academic, commercial, and medical laboratories, such as PCR, electrophoresis, transformation, and cell culturing and generate authentic and relevant products similar to those created and interpreted in any number of labs applying biotechnology. Additionally students explore ways to communicate scientific information and ultimately produce a report in the form of a scientific journal article. A key aspect of this course is the examination of where ethics and biotechnological approaches intersect, and in each unit, students confront an ethical question related to the unit content and techniques. Ultimately, this course aims to produce technically sound scientists who are able to evaluate information and make informed decisions, especially when larger ethical conflicts may be involved.
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AP biology is designed to provide a rigorous laboratory based science experience for students who are interested in pursuing university studies or careers in science fields. Topics emphasized are the chemistry of life, cells and cellular energetics, heredity, molecular genetics, evolution, diversity of organisms, structure and function of plants/animals, and ecology. The College Board’s Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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AP biology is designed to provide a rigorous laboratory based science experience for students who are interested in pursuing university studies or careers in science fields. Topics emphasized are the chemistry of life, cells and cellular energetics, heredity, molecular genetics, evolution, diversity of organisms, structure and function of plants/animals, and ecology. The College Board’s Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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The approach in Advanced Placement Chemistry is similar to that of a college freshman chemistry course. Depth in chemical principles, theory, and supporting mathematics characterize the course. Specific topics covered are conservation of atoms and energy, periodicity, atomic structure, chemical bonding, molecular structure, chemical phases, phase equilibrium, chemical equilibrium, rates of reactions, thermodynamics, electrochemistry, solids, and descriptive chemistry. The College Board Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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The approach in Advanced Placement Chemistry is similar to that of a college freshman chemistry course. Depth in chemical principles, theory, and supporting mathematics characterize the course. Specific topics covered are conservation of atoms and energy, periodicity, atomic structure, chemical bonding, molecular structure, chemical phases, phase equilibrium, chemical equilibrium, rates of reactions, thermodynamics, electrochemistry, solids, and descriptive chemistry. The College Board Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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AP Physics 1 is equivalent to a first-semester college course in algebra-based physics, but it is designed to be taught over a full academic year to enable AP students to develop deep understanding of the content and to focus on applying their knowledge through inquiry labs. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; mechanical waves and sound. It also introduces electric circuits. The AP Program recommends that colleges grant one semester of credit for a score of 3 or higher on the AP Physics 1 exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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AP Physics 1 is equivalent to a first-semester college course in algebra-based physics, but it is designed to be taught over a full academic year to enable AP students to develop deep understanding of the content and to focus on applying their knowledge through inquiry labs. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; mechanical waves and sound. It also introduces electric circuits. The AP Program recommends that colleges grant one semester of credit for a score of 3 or higher on the AP Physics 1 exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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AP Physics 2 is a second-year physics course that builds upon knowledge acquired in the year one physics course and is designed to give AP students the time and necessary experiences to develop both deep understanding of the content and to focus on applying their knowledge through inquiry labs. The course explores topics in fluid statics and dynamics; thermodynamics; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. The AP Program recommends that colleges grant one semester of credit for a score of 3 or higher on the AP Physics 2 exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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AP Physics 2 is a second-year physics course that builds upon knowledge acquired in the year one physics course and is designed to give AP students the time and necessary experiences to develop both deep understanding of the content and to focus on applying their knowledge through inquiry labs. The course explores topics in fluid statics and dynamics; thermodynamics; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics. The AP Program recommends that colleges grant one semester of credit for a score of 3 or higher on the AP Physics 2 exam. Students receive a weighted grade for successfully completing the course with a grade of C or better. This course meets the approved "D" requirement for UC A-G.
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AP Physics C: Mechanics is equivalent to a one-semester, calculus based, college level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newton's laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation.
The basic calculus content needed for the course can be taught within the AP Physics C: Mechanics course.
This course could be taken as a first or second physics course.
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AP Physics C: Mechanics is equivalent to a one-semester, calculus based, college level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newton's laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation.
The basic calculus content needed for the course can be taught within the AP Physics C: Mechanics course.
This course could be taken as a first or second physics course.
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AP Physics C: Electricity and Magnetism is a calculus-based, college-level physics course,
especially appropriate for students planning to specialize or major in physical science or
engineering. The course explores topics such as electrostatics; conductors, capacitors, and
dielectrics; electric circuits; magnetic fields; and electromagnetism. Introductory differential and integral calculus is used throughout the course. It is strongly recommended that Physics C: Electricity and Magnetism be taken as a second-year physics course.
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AP Physics C: Electricity and Magnetism is a calculus-based, college-level physics course,
especially appropriate for students planning to specialize or major in physical science or
engineering. The course explores topics such as electrostatics; conductors, capacitors, and
dielectrics; electric circuits; magnetic fields; and electromagnetism. Introductory differential and integral calculus is used throughout the course. It is strongly recommended that Physics C: Electricity and Magnetism be taken as a second-year physics course.
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AP Environmental Science is is an interdisciplinary course that provides life science credit for the AUHSD science graduation requirement. In AP Environmental Studies students study the relationships that exist in the natural world, the identification and analysis of environmental problems which can be both natural and man-made, the risks those problems pose, and the solutions to those problems that exist. The rigor of the course is equivalent to a college freshman course that stresses scientific principles and analysis and has a prominent lab component. The College Board Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better.
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AP Environmental Science is is an interdisciplinary course that provides life science credit for the AUHSD science graduation requirement. In AP Environmental Studies students study the relationships that exist in the natural world, the identification and analysis of environmental problems which can be both natural and man-made, the risks those problems pose, and the solutions to those problems that exist. The rigor of the course is equivalent to a college freshman course that stresses scientific principles and analysis and has a prominent lab component. The College Board Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better.
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In Human Anatomy and Physiology students are introduced to the structure and function of the human body. Topics covered include: levels of organization, protection, support, locomotion, response and control, energy requirements and nutrition, circulation and gas exchange, excretion, and reproduction and development. Within each topic, health-related careers are studied. Appropriate laboratory experiments are used to provide practical experience in the areas of Human Anatomy and Physiology.
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In Human Anatomy and Physiology students are introduced to the structure and function of the human body. Topics covered include: levels of organization, protection, support, locomotion, response and control, energy requirements and nutrition, circulation and gas exchange, excretion, and reproduction and development. Within each topic, health-related careers are studied. Appropriate laboratory experiments are used to provide practical experience in the areas of Human Anatomy and Physiology.
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This lab-based NGSS course will explore standard biological and earth science concepts from a phenomena-based approach. Students will apply their knowledge of Disciplinary Core Ideas (DCIs) to various real-world phenomena such as seasonal greening and ecospheres, superbugs, and ocean acidification or local invasive species, contextualized into a "storyline." Using the guidance of the CA Science Framework’s High School 3-Course model, earth and space science concepts will be incorporated at logical points in the curriculum to enhance student learning. Throughout the course, students build an understanding of life and how life changes over time in response to a changing environment. Students will view these phenomena through the lenses of the crosscutting concepts (CCC’s), such as Energy and Matter (relationships in ecosystems, earth’s atmosphere) or structure and function (cells, mitosis and cancer, or evidence for evolution). Students will demonstrate their knowledge in use through their engagement in the Science and Engineering Practices (SEPs) during hands-on activities and labs in each instructional segment.
This course also uses a 5E instructional model in which teaching and learning proceeds through and between five different stages: engage, explore, explain, elaborate, evaluate. Using the 5E instructional model allows students the opportunity to ask questions and define problems about the natural and designed world, design hands-on investigations in which they collect and analyze trends and patterns in their data, develop models of physical phenomena and to communicate their findings from their investigations.
This course emphasizes the use of evidence based reasoning for scientific explanations and engineering solutions in order to communicate recommendations to address real world problems. Students discuss and evaluate a variety of scientific texts and data from different sources. Students analyze and interpret their own data sets and compare them with those used by the scientific community.
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Physics of the Universe is a Next Generation Science Standards (NGSS) aligned course where students build an understanding of major Physics concepts through the lens of Earth and Space Science phenomena. In this NGSS aligned Physics course, students will participate in the process of science looking for patterns in data and asking testable questions to build conceptual and mathematical models from which predictions can be made and formal investigations designed to confirm relationships between variables. Units on seismic waves, sound, and light will build students’ understanding of wave characteristics and the key evidence scientists use to develop theories such as The Big Bang. Units on Newton’s laws of motion and the Conservation of Momentum will build student’s understanding of how bodies, small and large, move in response to forces and how understanding universal forces such as motion of tectonic plates and the planets can be used to engineer devices such as automobile and athletic safety, roller coasters, satellites, and rockets to Mars. Finally, units investigating force fields, electricity, magnetism, and energy will provide students with theories behind energy conversions devices and energy/environmental policy. The integration of Engineering principles will help students design, build, and improve upon current technologies, breaking down complex global problems into more manageable problems that can be solved through this lens. It introduces students to new concepts such as the inverse square law, linear relationships, and manipulation of multiple variable equations. Using mathematical and computational thinking, students engage in argument from evidence and develop scientific explanations in order to communicate recommendations to address real world problems. Students will discuss and evaluate a wide variety of scientific texts and data from different sources, which include the analysis and interpretation of data sets used by the scientific community. In each unit, the Disciplinary Core Ideas and Crosscutting Concepts are contextualized by a "storyline" and assessments are designed to measure competency in a variety of ways, meeting the needs of diverse learners. Formative assessments will be used to adjust instruction while students self-evaluate their learning, revise their thinking, create a deeper understanding of complex scientific principles, and connect to science in a meaningful way.
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Physics of the Universe is a Next Generation Science Standards (NGSS) aligned course where students build an understanding of major Physics concepts through the lens of Earth and Space Science phenomena. In this NGSS aligned Physics course, students will participate in the process of science looking for patterns in data and asking testable questions to build conceptual and mathematical models from which predictions can be made and formal investigations designed to confirm relationships between variables. Units on seismic waves, sound, and light will build students’ understanding of wave characteristics and the key evidence scientists use to develop theories such as The Big Bang. Units on Newton’s laws of motion and the Conservation of Momentum will build student’s understanding of how bodies, small and large, move in response to forces and how understanding universal forces such as motion of tectonic plates and the planets can be used to engineer devices such as automobile and athletic safety, roller coasters, satellites, and rockets to Mars. Finally, units investigating force fields, electricity, magnetism, and energy will provide students with theories behind energy conversions devices and energy/environmental policy. The integration of Engineering principles will help students design, build, and improve upon current technologies, breaking down complex global problems into more manageable problems that can be solved through this lens. It introduces students to new concepts such as the inverse square law, linear relationships, and manipulation of multiple variable equations. Using mathematical and computational thinking, students engage in argument from evidence and develop scientific explanations in order to communicate recommendations to address real world problems. Students will discuss and evaluate a wide variety of scientific texts and data from different sources, which include the analysis and interpretation of data sets used by the scientific community. In each unit, the Disciplinary Core Ideas and Crosscutting Concepts are contextualized by a "storyline" and assessments are designed to measure competency in a variety of ways, meeting the needs of diverse learners. Formative assessments will be used to adjust instruction while students self-evaluate their learning, revise their thinking, create a deeper understanding of complex scientific principles, and connect to science in a meaningful way.
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Physics of the Universe is a Next Generation Science Standards (NGSS) aligned course where students build an understanding of major Physics concepts through the lens of Earth and Space Science phenomena. In this NGSS aligned Physics course, students will participate in the process of science looking for patterns in data and asking testable questions to build conceptual and mathematical models from which predictions can be made and formal investigations designed to confirm relationships between variables. Units on seismic waves, sound, and light will build students’ understanding of wave characteristics and the key evidence scientists use to develop theories such as The Big Bang. Units on Newton’s laws of motion and the Conservation of Momentum will build student’s understanding of how bodies, small and large, move in response to forces and how understanding universal forces such as motion of tectonic plates and the planets can be used to engineer devices such as automobile and athletic safety, roller coasters, satellites, and rockets to Mars. Finally, units investigating force fields, electricity, magnetism, and energy will provide students with theories behind energy conversions devices and energy/environmental policy. The integration of Engineering principles will help students design, build, and improve upon current technologies, breaking down complex global problems into more manageable problems that can be solved through this lens. It introduces students to new concepts such as the inverse square law, linear relationships, and manipulation of multiple variable equations. Using mathematical and computational thinking, students engage in argument from evidence and develop scientific explanations in order to communicate recommendations to address real world problems. Students will discuss and evaluate a wide variety of scientific texts and data from different sources, which include the analysis and interpretation of data sets used by the scientific community. In each unit, the Disciplinary Core Ideas and Crosscutting Concepts are contextualized by a "storyline" and assessments are designed to measure competency in a variety of ways, meeting the needs of diverse learners. Formative assessments will be used to adjust instruction while students self-evaluate their learning, revise their thinking, create a deeper understanding of complex scientific principles, and connect to science in a meaningful way.
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eLearning: In Human Anatomy and Physiology students are introduced to the structure and function of the human body. Topics covered include: levels of organization, protection, support, locomotion, response and control, energy requirements and nutrition, circulation and gas exchange, excretion, and reproduction and development. Within each topic, health-related careers are studied. Appropriate laboratory experiments are used to provide practical experience in the areas of Human Anatomy and Physiology.
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In Human Anatomy and Physiology students are introduced to the structure and function of the human body. Topics covered include: levels of organization, protection, support, locomotion, response and control, energy requirements and nutrition, circulation and gas exchange, excretion, and reproduction and development. Within each topic, health-related careers are studied. Appropriate laboratory experiments are used to provide practical experience in the areas of Human Anatomy and Physiology.
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eLearning: In Human Anatomy and Physiology students are introduced to the structure and function of the human body. Topics covered include: levels of organization, protection, support, locomotion, response and control, energy requirements and nutrition, circulation and gas exchange, excretion, and reproduction and development. Within each topic, health-related careers are studied. Appropriate laboratory experiments are used to provide practical experience in the areas of Human Anatomy and Physiology.
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AP Environmental Science is is an interdisciplinary course that provides life science credit for the AUHSD science graduation requirement. In AP Environmental Studies students study the relationships that exist in the natural world, the identification and analysis of environmental problems which can be both natural and man-made, the risks those problems pose, and the solutions to those problems that exist. The rigor of the course is equivalent to a college freshman course that stresses scientific principles and analysis and has a prominent lab component. The College Board Advanced Placement Program recommends that universities grant one semester of credit for a score of 3 or higher on the AP exam. Students receive a weighted grade for successfully completing the course with a grade of C or better.
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