This conglomerate course which was specially designed by teachers at Heritage to prepare Heritage scholars for high school and college-level science classes. A strand of scientific inquiry through the OHEC model weaves throughout the course. Universal critical thinking and problem-solving strategies are also introduced and strengthened throughout the course. The Pre-Physics and Pre-Chemistry topics covered in this course are combined with Thermodynamics and Meteorology to form a foundation for better understanding of topics in Biology and Anatomy.
This course is designed to emphasize physics and chemistry principles that will help the students in future science classes or vocational programs. These principles will be taught through the context of astronomy, meteorology, geology and oceanography. This course is intended to enhance the students’ science foundation before taking on more intense lab courses such as Physics, Chemistry or Anatomy or vocational programs.
Prerequisite: Completion of Biology and by teacher invitation only.
Dual Enrollment option with Grand Canyon University
Scholars explore movement of energy through biological systems, population dynamics, cell structure and how nutrients are used by the cell for life, bimolecular structures including lipids, proteins, sugars and DNA/RNA, genetics and heredity, evolution, classification, plants and comparative anatomy (dissections). Daily activities reinforce learning including frequent group presentations to assess learning (modeling in biology) to report findings and reflect learning. This course includes topics of human reproduction and evolution. Prerequisite: Grade of “B” or better in Algebra I or Geometry
This course will qualify a student to sit for the College Board Advanced Placement test or Dual enroll through Grand Canyon University for Biology 181/181Lab credit. It is a vigorous course in introductory biology for majors. This course is a study of biological concepts emphasizing the interplay of structure and function, particularly at the molecular and cellular levels of organization. Cell components and their duties are investigated, as cell as the locations of cellular functions within the cell. The importance of the cell membrane is studied, particularly its roles in controlling movement of ions and molecules and in energy production. The effect of genetic information on the cell is followed through the pathway from DNA to RNA to protein.
Course content will also cover topic of evolution.
Prerequisite: Students must have complete a year of biology and a year of chemistry.
Energy changes affect matter through both physical (thermal and interaction energies) and chemical (breaking and reforming bonds). Scholars learn nomenclature, balancing chemical equations, mathematical processes including conversions, density, heat capacity, mole equations, stoichiometry, and gas equations. The process of scientific discovery is explored through the history of the atomic theory development and the men and women important to this process. Topics in acids, bases, reaction rates, nuclear chemistry, and basic organic chemistry are explored. Daily activities, labs and lab reports, as well as modeling techniques of drawing what the particles and energy are doing are used to obtain not only hands-on but minds-on understanding.
Scholars explore the form and function of the systems of the human body. This course begins with a review of the atom and biochemistry, the course progresses from biomolecules, to cells, tissues, organs, and organ systems. Emphasis is placed on learning the bones, muscles, and all of the major organs. Systems reviewed include the skeletal, muscular, nervous, digestive, circulatory, respiratory, endocrine, and reproductive. Scholars will also learn study techniques for success in college courses related to allied health and science. This course includes a unit on human reproduction and utilizes both artistic and real images of the human body. Dissection is a significant part of the learning process and several dissections are performed during the course.
This course is algebra-based Physics with a study of Kinematics, the reasons for, laws of and patterns in the motion of things. Common misconceptions are unraveled as scholars learn how to articulate a new and improved perspective of the physical world. New vocabulary as well as old vocabulary used in new ways helps scholars to communicate their findings in scientific inquiry activities. Forming and testing hypotheses by experimentation and analysis of the results are important parts of this process. Other components of Newton’s mechanical universe are studied, including Momentum, Energy, Vectors, and Optics. Once scholars master the concepts of rectilinear motion, they are introduced to curves, satellites and orbits. A capstone unit on harmonic motion, waves, sound and light finishes this course of study.
This is an introduction to programming. Work will include conceptual programming in addition to writing a LOT of code in the python programming language. The Python language allows one to focus on the work of breaking down problems and designing solutions. Python is used both as an interpreted language as well as a compiled system. Modern programming is done within the context of having access to documentation, tutorials, and access to social networks of computer programmers around the world so the Internet is heavily used. BASH programming will also be touched upon in order to see the basic concepts of flow control, logic, data types, etc. The JAVA programming language will also be considered, and compared with python. JAVA will force a stronger object orientation of program design and will allow an expanded view of our conceptual problem solving. It is expected the scholars will learn problem solving skills and be able to adapt a solution to utilize whatever language is available, thus making a good starting point for further study and practice of computer programming.
This course would have a prerequisite of Introduction to programming (830) and computer I (811). The course work would focus on building real world applications. Student would be required to build a completely working system as a project for the entire semester. The teacher/instructor would be available to guide the student, help select the scope of the student project, keep students on track and accountable, provide mentoring as needed. Applications would be development in current open source software stacks as approved by the teacher.
Prerequisite: 825 & 830 computer classes or teacher recommendation