Science & Technology Class Descriptions

Learn how to design and print in 3D! Students will learn to use CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 3D printer. Students will be given the challenge of designing a new city and deciding what features from our cities to include in their cities. When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend two weeks learning the software and five weeks developing their designs. Each design will be printed individually and feature all of their buildings and other designs that they included such as trees or roads. Designs will be printed offsite and presented during the 8th week. During the final class, students will also see demonstrations of the 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed.

Learn how to design and print in 3D! Students will learn to use a CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 3D scanner. Students will scan their favoite object or toy (no bigger than 5 in. X 5 in.) and load it into a CAD software to edit and reprint their objects. When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend three weeks learning the software and four weeks developing their designs. Designs will be printed offsite and presented during the 8th week. During the final class, students will also see demonstrations of the 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed.

Learn how to design and print in 3D! Students will learn to use CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 3D printer. Students will each design a futuristic building. Will it look like a charming old world shop from Harry Potter's Hogsmeade, an adobe shelter from Star Wars' dessert planet Jakku, a forest castle from Avatar's Pandora world, or something never before seen? Will the futuristic building include windows and doors, or how about turrets, spires, a moat, or a spacecraft docking port? When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend three weeks learning the software and three weeks developing their designs. Designs will be printed offsite and presented during the 7th week. During the final class, students will learn all about the workings of the 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed. Additional designs can be printed at a cost of $5.00/each. Future topics in this series include Out-of-this-World Space Designs with two filament 3D printer (2nd quarter), Designing from a 3D Scan (3rd quarter), and Drawing with 3D Pens (4th quarter).

Learn how to design and print in 3D! Students will learn to use a CAD (Computer Aided Design) and will then see their creations transform from their imaginations to a solid, hand-held object through the technology of a 2-filament 3D printer. Students will spend this class creating unique out-of-this-world space designs- in two colors! Will they take their inspiration from Star Trek or Star Wars? Will the design come from the latest sci fi book they have read? Will it be a planet, galaxy, space ship, other-worldly dwelling or space creature? When designing in CAD, students learn to imagine a structure from all sides and all angles and consider form and volume. In the design phase, students will learn how to address structural challenges and ensure that creations have the necessary support elements to hold up to printing, play, or display. Students should expect to spend three weeks learning the software and three weeks developing their designs. Designs will be printed offsite and presented during the 7th week. During the final class, students will also see demonstrations of the dual filament 3D printer. Students who learn the software more quickly may be able to complete more than one design. He/she will have to select which design to have printed.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.

In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.

Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.

To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.

Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.

The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.

Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

What to Bring:Students will need to bring a laptop to class for design work.

Workload: Students should expect to spend 0-1+ hours per week outside of class.

Assignments: Project criteria will be explained in class to students.

Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.

Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.

Enhance your understanding of geometry and 3D Design. In this class, we explore mathematics, design and creativity by creating our own 3D models. Students develop spatial-relations skills used by architects, engineers, artists and mathematicians and put it to the test by printing their design on our 3D printer. Students become familiar with the basic principles of 3D design and understand geometric concepts of tessellation, symmetry, and platonic solids. Learn 3D design techniques in the construction of 3D models and understand 3D printing technology and how it is used to make 3D objects. Students will design and take home a 3D printed item. The software/platform used will be Windows 7 and 8, and SketchUp.

Students will learn to create beautiful images, abstracts, or monograms by drawing structured, geometric patterns in pen and ink in an art form called Zentangle. The Zentangle Method (R) is a fun, easy-to-learn process of creating beautiful images by drawing small, repeating patterns. You don't need to be an artist to create Zentangle art! This class will be taught by Marisela Rumberg, a Certified Zentangle Teacher (CZT). Click here to see examples of Marisela's Zentangle abstracts and geometrics.

The Zentangle method is based on small geometric or organic elements called "tangles" replicated and arranged in patterns to create an overall design. Let your mind go and relax in the repetition of drawing intricate, abstract, black and white designs to add the zen to the tangles in this unique art form.

First quarter, students will learn design basics such as the five elemental strokes and how to combine them into patterns. Then, students will learn to integrate and blend the patterns into an overall composition. Practice designs and in-class exercises will initially be drawn on blank grid step-out templates that students will print at home. Students may wish to keep their completed and in-progress designs in a folder or cut them out to glue into a sketchbook, notebook, or journal. Finished designs will be inked on 3.5" X 3.5" white Zentangle paper tiles.

Note: This class will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. Recordings will be made for students with schedule conflicts.

Supply Fee: Students will order and pay for class supplies directly from the instructor with a credit card number or PayPal account. Kits will be shipped to enrolled students prior to class. Kits will include 2 pens, a pencil, a blender, and paper tiles in a canvas bag. Students may select from a kit for 1 quarter or 2 quarters of classes.

Topics in this Series: Design Basics (Quarter 1); Monograms (Quarter 2); Borders, Frames and Vignettes (Quarter 3); and Zendalas/Mosaics (Quarter 4).

Active Chemistry" is based on the curriculum from 'It's About Time.' This is an innovative, project-based chemistry curriculum developed in conjunction with the National Science Foundation. The full scope, high school chemistry content standards are presented along with other science and engineering skills to demonstrate real-world applications and a rationale for the study of chemistry topics. Each chapter presents a case study and challenge that students explore as they move through the curriculum. In this semester course (16 weeks), students will meet twice weekly to cover Chapters 5 and 6 of the "Active Chemistry" curriculum and perform labs and hands-on demonstrations. Students will delve into chemical reactions including types of reactions and characteristics of chemical change. Students will learn how to balance equations and demonstrate that mass is conserved in chemical reactions. They will observe and distinguish between exothermic and endothermic reactions, acid-base chemistry, and redox reactions. During the second half of the quarter, the focus will shift to chemical reactions that produce electricity and gases! Students will build electrochemical cells while exploring the metal activity series and key laws in chemistry. Students will develop two projects during the semester including creating a science show segment to perform for younger students and building a unique toy that uses chemical and/or gas principles. Students should anticipate approximately 3 hours of chemistry homework outside of class each week.

A summary of semester 2 topics covered includes: characteristics of chemical change, chemical equations, conservation of matter, reaction diagrams, conservation of energy, reaction rates/factors thereof, acid-base chemistry, colorful chemistry, oxidation and reduction, energy, entropy, and enthalpy, electrochemistry, intermolecular forces, Boyle's Law, Charles' Law, gas production, Ideal Gas Law, Graham's Law, and kinetic molecular theory.

PREREQUISITES: Active Chemistry, Part 1 (fall semester), or equivalent. Students must be familiar with covalent and ionic compounds in chemistry and graphing, basic algebra, and exponents in math. SUPPLIES: Students should purchase either the textbook or e-book that corresponds to the class for use in completing homework and projects. In addition, a scientific calculator is recommended. It will not be needed every week, but some classes assignments, such as working with atomic mass, will need it.

"Active Chemistry" is based on the curriculum from 'It's About Time.' This is an innovative, project-based chemistry curriculum developed in conjunction with the National Science Foundation. The full scope, high school chemistry content standards are presented along with other science and engineering skills to demonstrate real-world applications and a rationale for the study of chemistry topics. Each chapter presents a case study and challenge that students explore as they move through the curriculum.
In this semester course (14 weeks), students will meet twice weekly to cover Chapters 1 and 2 of the "Active Chemistry" curriculum and perform labs and hands-on demonstrations. Students begin with an examination of the fundamental properties of matter followed by exploration of elements and compounds. Students will then examine the states of matter and investigate phase transitions, relating their observations to molecular motion. Students will observe the Tyndall effect to differentiate between solutions, suspensions, and colloids. They will explore the properties of different compounds such as polymers, metals, and organic molecules. Next the class will study the periodic table and atomic structure including the chemical and physical properties of element families, atomic structure and atomic mass, discovering how the model of the atom has changed over time. Students learn about the octet rule, bonding and ionization, and noble gases.

A summary of semester 1 topics covered include: elements and compounds, states of matter and phase changes, physical properties of matter, solutions, suspensions, colloids, polymers, properties of metals, organic compounds, periodicity and trends, elements and their properties, atomic theory and atomic mass, parts of the atom, ionization energy and orbitals, noble gases, the octet rule, and bonding.

Students will develop two projects during the semester including a video clip of special effects based on chemical principles and a game related to Mendeleev s periodic table of the elements. In addition, students should anticipate approximately 3 hours of chemistry homework outside of class each week.

The second semester of "Active Chemistry" will be offered in 3rd and 4th quarter 2016. That course will cover chapters 5 and 6 of the text. Priority registration will be offered to those students who completed the first semester. The topic of thermochemistry will not be covered in this class series.

SUPPLIES: Students should purchase either the textbook or e-book that corresponds to the class for use in completing homework and projects. In addition, a scientific calculator is recommended.  It will not be needed every week, but some classes assignments, such as working with atomic mass, will need it.

Students explore the universe from planets, moons and stars to solar systems, galaxies and beyond! Students will learn about types of galaxies, quasars and the expansion of the universe before moving onto the life-cycle of stars, supernovae, black holes, and the use of spectroscopy. The class will learn more about the bodies within our solar system. Each class involves discussion and hands-on learning including labs, model creation and instrument building.

Students will continue to explore small bodies in our solar system such as dwarf planets, asteroids, comets, and moons. The class will examine the geology of planets and moons and photo-geologic mapping of these bodies. The group will contemplate astrobiology, building blocks of life, and the hunt for extraterrestrial life before examining the development of the science of astronomy through the ages. Each class will consist of a discussion, labs, the creation of models, and building instruments.

Students will continue to explore small bodies in our solar system such as dwarf planets, asteroids, comets, and moons. The class will examine the geology of planets and moons and photo-geologic mapping of these bodies. The group will contemplate astrobiology, building blocks of life, and the hunt for extraterrestrial life before examining the development of the science of astronomy through the ages. Each class will consist of a discussion, labs, the creation of models, and building instruments. This class was previously taught in Q2 2013.

Students explore the universe from planets, moons and stars to solar systems, galaxies and beyond! Students will learn about types of galaxies, quasars and the expansion of the universe before moving onto the life-cycle of stars, supernovae, black holes, and the use of spectroscopy. The class will learn more about the bodies within our solar system. Each class involves discussion and hands-on learning including labs, model creation and instrument building. This class was previously taught in Q1 2013.

Let your imagination run wild while building STEM-themed projects with tens of thousands of LEGO components! Apply real-world concepts in science, technology, engineering, and architecture through STEM-designed projects such as a tunnel boring machine, stilt house, and teacup rides. Design and build as never before, and explore your most creative inventions in a supportive environment with the guidance of an experienced Play-Well instructor. Each class session opens with 10-minutes of free build from tubs of LEGO components followed by a short discussion and demonstration of the day's projects and concepts. Students build individually or in groups. Instructors will provide individual assistance, facilitate challenges, performance testing, competitions, and modifications to projects. This hands-on class is suitable for LEGO novices or experienced "enthusiasts."

Interested in re-usable, high altitude space planes? This simulation class will focus on building planes that can go into space and return to earth. Students will learn about aeronautical concepts such as lift, drag, and thrust-to-weight and aerospace principles of design form and fuel as they design and test high altitude space planes- on screen. The class will use Kerbal Space Program to create a realistic simulation environment to complete a series of ever-challenging missions. In the Kerbal program environment, students design and build different space vehicles and then attempt to use them to collect scientific data. The class will use KerbalEDU simulation software on laptops to immerse themselves in a realistic, simulated environment to complete a series of challenging missions. In the KerbalEDU environment, students can design and build different space vehicles, launch them, and use mission data to improve their space planes. Topics in this year s simulation class series include: Space Missions (first quarter), Aircraft Challenge (second quarter), Space Station Design (third quarter); and Marine Engineering Simulation: Ships & Submarines (fourth quarter)

Interested in re-usable, high altitude space planes? This simulation class will focus on building planes that can go into space and return to earth. Students will learn about aeronautical concepts such as lift, drag, and thrust-to-weight and aerospace principles of design form and fuel as they design and test high altitude space planes- on screen. The class will use KerbalEDU to create a realistic simulation environment to complete a series of ever-challenging missions. In the KerbalEDU environment, students design and build different space vehicles and then attempt to use them to collect scientific data. Platforms used: Windows 10, KerbalEDU software.

Discover the engineering challenges required for a successful space mission! Students will study various aspects of a lunar mission and contemplate the engineering challenges encountered. Each week students will complete various challenges to learn the engineering process of Design, Test, Build, and Modify. Hands-on projects will model engineering challenges in rocket design, water recycling, lunar lander, moon rover, oxygen supply, rock retrieval, robotics, return to earth and more!

SpaceX, Blue Origins, NASA’s new Space Launch System! There is a new space race going on, and Aerospace Engineering is a more exciting, dynamic field in 2022 that is has been in 50 years. This class will examine the history of space exploration beginning with WWII rocketry and Operation Paperclip. Next, the group will journey to the 1960 with the manned Mercury and Gemini programs and the Soviet Vostok initiative. Next, the group will look at the Apollo program which took Americans to the moon followed by the Space Shuttle program of the 1980s-2000s. The class will learn about ongoing space research and microgravity experiments that are conducted on the 25-year-old International Space Station, an orbiting lab that is a collaboration among the 15 nations. Students will review the space exploration of other nations such as Russia, China, India, Japan, Israel, and Europe in addition to the US. Discover other space efforts such as long-distance fly-by missions, orbiters, probes, landers, and rovers that have observed or explored every planet in the solar system, asteroids, Kuiper belt, and the moons of other planets. Once our engineers understand past explorations, they will look at the present and future missions such as private efforts and public initiatives like the upcoming return to the moon (Artemis), Dragonfly mission to Saturn’s moon Titan, and future travel to Mars.

Apprentice aerospace engineers will learn about the principles of rocket design, staging, launch systems, and fuels by building and testing model rockets. Hands-on activities will be integrated into weekly discussions with projects such as building a model of the International Space Station, viewing images of the Hubble Space Telescope, and planning a virtual trip to Mars. Guest speakers from NASA, the Smithsonian Air and Space Museum, and/or the aerospace industry will be invited to present to the class, and students will each prepare a space-related project of their choice.

Students are presented with a variety of engineering challenges that are required for a successful space mission. Through study of the various aspects of a lunar mission and completion of various engineering challenges, students are able to learn and reinforce the engineering process: Design, Test, Build and Modify. Students will tackle aerospace challenges such as rocket design, landers, rovers, water and air supply, and return to earth.

Students are presented with a variety of engineering challenges that are required for a successful space mission. Through study of the various aspects of a lunar mission and completion of various engineering challenges, students are able to learn and reinforce the engineering process: Design, Test, Build and Modify. Students will tackle aerospace challenges such as rocket design, landers, rovers, water and air supply, and return to earth. This class was previously taught in Q3 2014.

Students are presented with a variety of engineering challenges that are required for a successful space mission. Through study of the various aspects of a lunar mission and completion of various engineering challenges, students are able to learn and reinforce the engineering process: Design, Test, Build and Modify. Students will tackle aerospace challenges such as rocket design, landers, rovers, water and air supply, and return to earth.

Interested in rocket design and engines? Join a simulation class focused on missions to build rockets that can deliver satellites to planetary orbit in space. Learn about rocket design and how to create and launch multi-stage rockets to complete orbital missions. Each week students will learn about aerospace history, the physics of space flight, and basic aerospace concepts and technologies. The class will use KerbalEDU simulation software on laptops to immerse themselves in a realistic, simulated environment to complete a series of challenging missions. In the KerbalEDU environment, students can design and build different space vehicles, launch them, and use mission data to improve rocket designs and mission results. Topics in this year s simulation class series include: Space Missions (first quarter), Aircraft Challenge (second quarter), Space Station Design (third quarter); and Marine Engineering Simulation: Ships & Submarines (fourth quarter)

Interested in rocket design and engines? Join a simulation class focused on missions to build rockets that can deliver satellites to space into planetary orbit. Learn about rocket staging and how to create and launch multi-stage rockets to complete orbital missions. Each week we?ll learn about aerospace history, the physics of space flight, or aerospace technology. Then, we'll use KerbalEDU to immerse ourselves in a realistic simulation environment to complete a series of ever-challenging missions. In the KerbalEDU environment, students design and build different space vehicles and then attempt to use them to collect scientific data. Platforms used: Windows 10, KerbalEDU software. This class is first in a 2-class series which is followed by Aircraft Challenge (2nd quarter)

Space stations, such as the ISS, are ambitious projects, but will be necessary staging sites for humans to travel to Mars- or beyond. Students will learn about the science of long-term space habitation and the engineering that makes it all possible. The class will use KerbalEDU simulation software on laptops to immerse themselves in a realistic, simulated environment to complete a series of challenging missions. In the KerbalEDU environment, students will design, launch, construct, and re-supply a multi-player space station of their own. Students will design and build simulated modules for command, housing, scientific research, storage, and support for long-term space exploration. Then they will tackle the challenge of launching the modules and assembling them in virtual space. Topics in this year's simulation class series include: Space Missions (first quarter), Aircraft Challenge (second quarter), Space Station Design (third quarter); and Marine Engineering Simulation: Ships & Submarines (fourth quarter).

Living in space is the dream of every Kerbal being, and a space station is fundamental to achieving this goal. With travel to other planets also in their sights, a station would provide a great staging site for Kerbals to further space exploration missions. A space station is an ambitious project, but Kerbals are determined to duplicate what they ve heard Earthlings have successfully accomplished. Working in teams to help the Kerbals, students will learn about the science of long-term space habitation and the engineering that makes it all possible while using KerbalEDU space simulation program to create, launch, construct, and re-supply a space station of their own. Students will design and build simulated modules for command, housing, scientific research, storage, and support for long-term space exploration. Then they will tackle the challenge of launching the modules and assembling them in virtual space.

Humans have been obsessed with Mars since long before Galileo Galilei first saw it with a telescope in 1610. Ancient humans recognized the orangish planet as one of the brightest objects in the night sky, and long before the ancient Romans named the planet after their god of war, ancient Egyptian and Chinese astronomers recorded the motion of the planet. More than 350 years after Galileo, America’s Mariner 4 completed the first successful fly-by of Mars on 15 July 1965. Although half of all attempted missions to Mars have failed, the US has successfully gotten several orbiters, landers, probes, rovers, and even a small helicopter to the red planet.

This semester, students will learn about scientists’ ambitious plans to reach the red planet in their lifetime! The class will review the planned US missions and overview the known challenges of a journey to Mars. While considering the exploration of the planet, the class will undertake a semester-long project to build a replica rover. Working in teams, students will hack a Power Wheels ride-on vehicle and reconfigure it into a model Mars rover chassis. They will rebuild and rewire the vehicles to be remote-controlled and add an equipment mounting platform. The class will learn about and install components like mini solar panels, LED lighting, drone launch pad, robotic arm, and camera mounts. During this project, students will learn to use a variety of small hand tools and perform simple electrical wiring and circuitry work.

During the semester, the class will host a number of virtual and in-person guest speakers on the topic of Mars exploration. The group will also hold one session off-site at the Udvar-Hazy Air and Space Museum education complex where a Smithsonian educator will lead the students through a Mars Mission workshop. In that workshop, student teams will design a mock mission to Mars using constraints such as budget, payload, fuel, power consumption, and scientific value of their planned Martian activities. Will they “return” from Mars, and what will they bring back?

This a 14-week semester class that meets 1.5 hours per week. There is a supply fee of $75.00 due payable to the instructor on/before the first week of class.

In July 2020, NASA launched the Perseverance Rover to search for fossilized evidence of ancient microbial life in a crater on Mars. In September 2020, scientists announced that traces of phosphine gas, whose source is microbes, had been detected in the noxious clouds of Venus. And in October 2020, NASA announced that water molecules have been discovered across surface of the moon. This class will explore the big questions of, "Are we alone in the universe?"; "Is there other life"; and "Where?"

In this class students will examine the evidence from recent studies and past findings to debate these questions. They will discuss exoplanets and what conditions are needed for a "Goldilocks Planet", the "just-right" conditions for life to thrive. The class will learn about aspects of astrobiology and biomarkers for possible life, and will debate, "How will we know if life is found?" This class will use some NASA projects for educators in their investigation. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Exoplanets (Quarter 3); and Stars (Quarter 4).

Every single week there are gripping headlines heralding new developments and discoveries in the fields of astronomy, astrophysics, and space exploration: NASA's Artemis II announced its crew. Space X Starship self-destructed. Europe's JUICE will go to Jupiter. James Webb Space Telescope finds oldest proto-galaxies. China, Russia, India, and South Korea are in a new space race to reach the moon. A total solar eclipse will be viewed in 2024. These are exciting fields to follow, and this is a thrilling time to learn about space science in Compass's "All About Astronomy" series.

First quarter, students will learn about classical and modern land-based star-gazing. What could the ancients detect with their sundials? What did the Egyptians and Greeks observe with their astrolabes, and how did Galileo Galilei's use of the telescope change our understanding of astronomy? Fast-forward to today's land-based observatories. What will the new, Giant Magellan Telescope tell us from a mountaintop facility in Chile when it is completed in 2025? In this class, students will look at the oldest and newest technologies for ground-based observation of the skies. They will discover what limitations exist with even the most modern equipment and how astronomers compensate for those. Students will enhance their understanding of astronomical observation with in-class projects such as building a telescope, a sundial, and an astrolabe.

There is a $15.00 supply fee due payable to the instructor on the first day. Topics in this series include: Classical & Current Star-Gazing (Quarter 1); Mission to the Moon (Quarter 2); Modern & Space-Based Searches (Quarter 3); and Mission to Mars (Quarter 4)

In July 2020, NASA launched the Perseverance Rover to search for fossilized evidence of ancient microbial life in a crater on Mars. In September 2020, scientists announced that traces of phosphine gas, whose source is microbes, had been detected in the noxious clouds of Venus. And in October 2020, NASA announced that water molecules have been discovered across surface of the moon. This class will explore the big questions of, "Are we alone in the universe?"; "Is there other life"; and "Where?"

In this class students will examine the evidence from recent studies and past findings to debate these questions. They will discuss exoplanets and what conditions are needed for a "Goldilocks Planet", the "just-right" conditions for life to thrive. The class will learn about aspects of astrobiology and biomarkers for possible life, and will debate, "How will we know if life is found?" This class will use some NASA projects for educators in their investigation. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

Which planet rotates backwards? How many moons does the red planet have? Why do the north and south poles of our Sun change every 11 years? Find out the answers to these mysteries and other great discoveries about our Inner Solar System comprised of the four terrestrial (rock) planets- Mercury, Venus, Earth and Mars-, their moons, the Sun, and the asteroid belt. Astronomy enthusiasts will enjoy exploring details about the inner workings of outer space with an amateur astronomer and engineer.

Each class will explore concepts relevant to our corner of the universe- the inner solar system- with supporting activities such as modeling to understand relative distance and sizes. The class will demonstrate the rotation and orbits of planets and moons and their effects on days, seasons, and the measure of years! The young astronomers will uncover the difference between asteroids, meteors, meteorites, while making a dry ice comet. The class will also examine lunar and solar eclipses, phases of the moon, and tides while also considering our Sun! Finally, the class will discuss the exploration of our inner solar system from satellites, telescopes, probes, landers, rovers, moon landings, and the future, manned expedition to Mars. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Exoplanets (Quarter 3); and Stars (Quarter 4).

Which planet rotates backwards? How many moons does the red planet have? Why do the north and south poles of our Sun change every 11 years? Find out the answers to these mysteries and other great discoveries about our Inner Solar System comprised of the four terrestrial (rock) planets- Mercury, Venus, Earth and Mars-, their moons, the Sun, and the asteroid belt. Astronomy enthusiasts will enjoy exploring details about the inner workings of outer space with an amateur astronomer and engineer.

Each class will explore concepts relevant to our corner of the universe- the inner solar system- with supporting activities such as modeling to understand relative distance and sizes. The class will demonstrate the rotation and orbits of planets and moons and their effects on days, seasons, and the measure of years! The young astronomers will uncover the difference between asteroids, meteors, meteorites, while making a dry ice comet. The class will also examine lunar and solar eclipses, phases of the moon, and tides while also considering our Sun! Finally, the class will discuss the exploration of our inner solar system from satellites, telescopes, probes, landers, rovers, moon landings, and the future, manned expedition to Mars. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

Which planet rotates backwards? How many moons does the red planet have? Why do the north and south poles of our Sun change every 11 years? Find out the answers to these mysteries and other great discoveries about our Inner Solar System comprised of the four terrestrial (rock) planets- Mercury, Venus, Earth and Mars-, their moons, the Sun, and the asteroid belt. Astronomy enthusiasts will enjoy exploring details about the inner workings of outer space with an amateur astronomer and engineer.

Each class will explore concepts relevant to our corner of the universe- the inner solar system- with supporting activities such as modeling to understand relative distance and sizes. The class will demonstrate the rotation and orbits of planets and moons and their effects on days, seasons, and the measure of years! The young astronomers will uncover the difference between asteroids, meteors, meteorites, while making a dry ice comet. The class will also examine lunar and solar eclipses, phases of the moon, and tides while also considering our Sun! Finally, the class will discuss the exploration of our inner solar system from satellites, telescopes, probes, landers, rovers, moon landings, and the future, manned expedition to Mars. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

Every single week there are gripping headlines heralding new developments and discoveries in the fields of astronomy, astrophysics, and space exploration: NASA's Artemis II announced its crew. Space X Starship self-destructed. Europe's JUICE will go to Jupiter. James Webb Space Telescope finds oldest proto-galaxies. China, Russia, India, and South Korea are in a new space race to reach the moon. A total solar eclipse will be viewed in 2024. These are exciting fields to follow, and this is a thrilling time to learn about space science in Compass's "All About Astronomy" series.

Fourth quarter, students will mimic NASA in planning a mission to and habitat on Mars. The class will begin by looking at past Mars explorations. They will evaluate what is known about the red planet from fly-bys, orbiters, landers, and rovers. They will review what are the known challenges of a journey to Mars and anticipated conditions on the surface. The class will divide up and work in teams to design a mission to Mars and temporary Martian base camp. Students will brainstorm about what is needed to sustain and shelter the astronauts, power their space craft, what key scientific studies should be made, and how to return the crew and their findings to Earth. They will look at the technologies available to select their rocket (or design an all-new one), crew cabin, scientific equipment, lander, Mars vehicle, shelter, and spacesuits. Teams will be given constraints such as budget, payload, fuel, power consumption, and scientific value of their planned Martian activities. They will have to consider all of the challenges of returning to Earth. What will they be able to bring back from Mars?

Topics in this series include: Classical & Current Star-Gazing (Quarter 1); Mission to the Moon (Quarter 2); Modern & Space-Based Searches (Quarter 3); and Mission to Mars (Quarter 4)

Every single week there are gripping headlines heralding new developments and discoveries in the fields of astronomy, astrophysics, and space exploration: NASA's Artemis II announced its crew. Space X Starship self-destructed. Europe's JUICE will go to Jupiter. James Webb Space Telescope finds oldest proto-galaxies. China, Russia, India, and South Korea are in a new space race to reach the moon. A total solar eclipse will be viewed in 2024. These are exciting fields to follow, and this is a thrilling time to learn about space science in Compass's "All About Astronomy" series.

Second quarter, students will mimic NASA in planning a mission to the moon. The class will begin by looking at past moon explorations. They will evaluate the mid-century Apollo moon landings to understand how long the journey took, how long crews went for, what supplies and provisions were sent, and what the rockets, crew cabins, and space suits were capable of. Then, the class will divide up and work in teams to design a new mission to the moon. They will look at the technologies available to select their rocket (or design an all-new one), crew cabin, scientific equipment, lander, lunar vehicle, and spacesuits. Teams will be given constraints such as budget, payload, fuel, power consumption, and scientific value of their planned lunar activities. They will have to consider all of the challenges of returning to Earth. Will they be able to bring loads of moon rocks back?

Dates: Please note that this is a 6-week class that begins on November 2 instead of October 26

Topics in this series include: Classical & Current Star-Gazing (Quarter 1); Mission to the Moon (Quarter 2); Modern & Space-Based Searches (Quarter 3); and Mission to Mars (Quarter 4)

Every single week there are gripping headlines heralding new developments and discoveries in the fields of astronomy, astrophysics, and space exploration: NASA's Artemis II announced its crew. Space X Starship self-destructed. Europe's JUICE will go to Jupiter. James Webb Space Telescope finds oldest proto-galaxies. China, Russia, India, and South Korea are in a new space race to reach the moon. A total solar eclipse will be viewed in 2024. These are exciting fields to follow, and this is a thrilling time to learn about space science in Compass's "All About Astronomy" series.

Third quarter, students will learn about modern space exploration and space-based observations. They will discover the differences among satellites, telescopes, probes, orbiters, landers, rovers, fly-bys, and crewed spacecraft and what each can tell us about space. The class will look at some missions that are underway such as: Mars Perseverance Rover (operational), Mars Ingenuity Helicopter (operational), Lucy asteroid fly-by (en route- 2023); Parker Solar Probe (en route- 2025); Mercury Planetary Orbiter (en route- 2025); ESA Solar Orbiter (en route- 2026); Dragonfly fly-by to Venus and Titan (planned for 2027); JUICE Jupiter Fly-by (en route- 2028) and the more than 40-year-old Voyager 1, 2, and New Horizons which have left solar system and are still transmitting. Students will examine images sent back to Earth from a variety of research craft to understand the value and limitations of each type. The class will learn about modern types of telescopes: reflecting, refracting, multi-mirrored and radio, and how spectroscopy is used to measure astronomical phenomena. Students will enhance their understanding of modern observations with in-class projects such as building a spectroscope and evaluating space images for a citizen-scientist initiative.

Topics in this series include: Classical & Current Star-Gazing (Quarter 1); Mission to the Moon (Quarter 2); Modern & Space-Based Searches (Quarter 3); and Mission to Mars (Quarter 4)

Did you know that our Sun is a yellow dwarf star residing in a spiral galaxy, the Milky Way? Our nearest neighbor, Proxima Centauri, a red dwarf star, is a mere 25 trillion miles away...but in our same galaxy! Kids who love astronomy and other sciences are invited to learn about stars, galaxies, and the cosmos in this beginning astronomy class.

Join us as we examine the lifecycle of stars and discuss what stars are made of. The class will learn how we observe the universe (telescopes, particle detectors, etc) and make these "astronomical" measurements of time and distance. And finally, the class will examine the phenomenon of black holes. This class will use some NASA projects for educators in their investigation. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Exoplanets (Quarter 3); and Stars, Galaxies & Exoplanets. (Quarter 4).

Did you know that our Sun is a yellow dwarf star residing in a spiral galaxy, the Milky Way? Our nearest neighbor, Proxima Centauri, a red dwarf star, is a mere 25 trillion miles away...but in our same galaxy! Kids who love astronomy and other sciences are invited to learn about stars, galaxies, and the cosmos in this beginning astronomy class.

Join us as we examine the lifecycle of stars and discuss what stars are made of. The class will learn how we observe the universe (telescopes, particle detectors, etc) and make these "astronomical" measurements of time and distance. And finally, the class will examine the phenomenon of black holes. This class will use some NASA projects for educators in their investigation. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

Did you know that our Sun is a yellow dwarf star residing in a spiral galaxy, the Milky Way? Our nearest neighbor, Proxima Centauri, a red dwarf star, is a mere 25 trillion miles away...but in our same galaxy! Kids who love astronomy and other sciences are invited to learn about stars, galaxies, and the cosmos in this beginning astronomy class.

Join us as we examine the lifecycle of stars and discuss what stars are made of. The class will learn how we observe the universe (telescopes, particle detectors, etc) and make these "astronomical" measurements of time and distance. And finally, the class will examine the phenomenon of black holes. This class will use some NASA projects for educators in their investigation. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

What is the Great Red Spot? Which moons of Jupiter and Saturn could harbor life? Why is Pluto no longer a planet? Could there be a large ninth planet at the edge of our Solar System? Find out the answers to these mysteries and other great discoveries about our Outer Solar System comprised of the four gaseous planets- Jupiter, Saturn, Uranus, and Neptune-, their rings and moons, dwarf planets, Kuiper Belt, and more. Astronomy enthusiasts will enjoy exploring details about the outrageous workings of outer space with an amateur astronomer and engineer.

Each class will explore concepts relevant to our corner of the universe- the outer solar system- with supporting activities such as modeling to understand relative distance and sizes. Other activities will examine ring formation, atmospheres, magnetic fields, and comets. The class will debate the possible existence of Planet 9. Finally, students will discuss the exploration of our outer solar system through probe fly-bys, orbiters, landers, and telescopes. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Exoplanets (Quarter 3); and Stars (Quarter 4).

What is the Great Red Spot? Which moons of Jupiter and Saturn could harbor life? Why is Pluto no longer a planet? Could there be a large ninth planet at the edge of our Solar System? Find out the answers to these mysteries and other great discoveries about our Outer Solar System comprised of the four gaseous planets- Jupiter, Saturn, Uranus, and Neptune-, their rings and moons, dwarf planets, Kuiper Belt, and more. Astronomy enthusiasts will enjoy exploring details about the outrageous workings of outer space with an amateur astronomer and engineer.

Each class will explore concepts relevant to our corner of the universe- the outer solar system- with supporting activities such as modeling to understand relative distance and sizes. Other activities will examine ring formation, atmospheres, magnetic fields, and comets. The class will debate the possible existence of Planet 9. Finally, students will discuss the exploration of our outer solar system through probe fly-bys, orbiters, landers, and telescopes. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

What is the Great Red Spot? Which moons of Jupiter and Saturn could harbor life? Why is Pluto no longer a planet? Could there be a large ninth planet at the edge of our Solar System? Find out the answers to these mysteries and other great discoveries about our Outer Solar System comprised of the four gaseous planets- Jupiter, Saturn, Uranus, and Neptune-, their rings and moons, dwarf planets, Kuiper Belt, and more. Astronomy enthusiasts will enjoy exploring details about the outrageous workings of outer space with an amateur astronomer and engineer.

Each class will explore concepts relevant to our corner of the universe- the outer solar system- with supporting activities such as modeling to understand relative distance and sizes. Other activities will examine ring formation, atmospheres, magnetic fields, and comets. The class will debate the possible existence of Planet 9. Finally, students will discuss the exploration of our outer solar system through probe fly-bys, orbiters, landers, and telescopes. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Stars, Galaxies, and the Cosmos (Quarter 3); and Exoplanets and the Search for Extraterrestrial Life (Quarter 4).

This class has an in-person lecture on Tuesdays (12:00 pm - 12:55 pm) and in-person lab and activities on Fridays (12:00 pm - 12:55 pm). Registration for the Lab section will automatically enroll the student in the Lecture section.

Did you know?. . . The brain is only 2% of the mass of a body, but demands 20% of our oxygen and blood supply. Babies are born with 300 bones, but have only 206 by adulthood, and every second, your body produces 25 million new cells. The anatomy and physiology of the human body is a fascinating field filled with astonishing facts about how we function. Students interested in going into any health or wellness careers in the future should consider taking anatomy and physiology: medicine (doctor), nursing, sports or rehabilitative medicine, medical assistant, medical technician, radiology/imaging, physical therapy, veterinarian, or personal trainer, as examples.

In this full-credit high school lab science course, the class will move through systems of the body starting with a holistic look at the cells and tissues as the building blocks and homeostasis as the regulating process (unit 1). The class will study support and movement with an examination of the musculoskeletal system (unit 2), and "communication, control, and integration" (unit 3) through the central, peripheral, and autonomic nervous systems, endocrine system, and senses. The class will also cover "transportation and defense" (unit 4) which encompasses the circulatory system, lymphatic system, and immune responses. Finally, the class will examine respiration, nutrition and excretion (unit 5) encompassing respiratory and urinary system, upper and lower digestive tracts, and nutrition, metabolism, and more. The course will conclude with a look at reproduction and human development (unit 6) include the male and female systems, growth, and genetics/heredity.

Weekly, hands-on labs and dissections will correspond to lecture content to reinforce concepts. A partial list of labs includes: blood typing, muscle biophysics, enzymes/digestion, urinalysis, kidneys and blood filtration, and bone construction. Comparative vertebrate anatomy will be examined through four dissections: owl pellet (for vole and shrew skeletal remains), frog, dogfish, and fetal pig. A venipuncture lab unit will teach the basic principles and techniques of phlebotomy.

Classwork will come from assigned readings in the text. Students will also be assigned four scientific and non-fiction books on anatomy and physiology (The Body: A Guide for Occupants; The Icepick Surgeon; Stiff, The Curious Lives of Human Cadavers; and Women in White Coats) to read and discuss. Students will be required to write one formal lab report per semester and practice technical writing skills.

Prerequisites: High school Algebra I

Levels: This course provides a substantive, full-credit experience on either an on-level or honors track. All class members complete the same core material and participate in the same labs. Students taking the course at the honors level have additional weekly assignments. Students must identify their level prior to the start of class. At any point in the year, a student may transition from honors to on-level if the workload exceeds the students' expectations.

Workload: Students should expect to spend 3-4 hours per week outside of class, with and additional 1-2 hours weekly for honors students. Outside work must be completed to support the "flipped classroom" approach to this course in which the student pre-reads and prepares much of the lecture content at home, allowing in-person class time to be spent on highlights, class discussion, homework review, and labs. In addition, students should plan for additional meeting and coordination time some weeks with their lab partners in-person, by phone, using shared documents, and/or via virtual meeting.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message the instructor and classmates. Students will have a mandatory pre-lab assignment that must be completed prior to lab and will serve as the student's "ticket" into the lab session each week.

Assessments: Students will earn points for completed lab write-ups, chapter homework, and book reviews. Parents can calculate a letter grade using the student's points earned divided by points available. Parents may view all scoring and comments at any time through the Canvas site.

Textbook/Materials: Students should purchase or rent two books: Understanding Anatomy & Physiology: A Visual, Auditory, Interactive Approach, 3rd Edition, by Gale Sloan (ISBN 978-08036-7645-9) and Essentials of Anatomy and Physiology (workbook) by Valerie Scanlon (ISBN #978-0-8036-6938-3).

Lab/Supply Fee: A class fee of $125 is due payable to the instructor on the first day of class for a composition notebook, graph paper, lab equipment and supplies, and safety supplies.

What to Bring: Students should bring a paper or a notebook, pen or pencil, and a set of colored pencils to class each week.

What to Wear: Students should not wear any loose, drapey clothing to lab. They should also come to class with long hair tied back and should wear closed toe shoes.

Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.

Did you know?- The brain is only 2% of the mass of a body, but demands 20% of our oxygen and blood supply. Babies are born with 300 bones, but have only 206 by adulthood, and every second, your body produces 25 million new cells. The anatomy and physiology of the human body is a fascinating field filled with astonishing facts about how we function. Students interested in going into any health or wellness careers in the future should consider taking anatomy and physiology: medicine (doctor), nursing, sports or rehabilitative medicine, medical assistant, medical technician, radiology/imaging, physical therapy, veterinarian, or personal trainer, as examples.

In this semester-long high school lab science course, the class will move through systems of the body starting with the central, peripheral, and autonomic nervous systems, endocrine system, and senses (unit 3); the circulatory system, lymphatic system, and immune responses (unit 4); the respiratory and urinary system, upper and lower digestive tracts, and nutrition, metabolism (unit 5); and reproduction and human development (unit 6) including the male and female systems, growth, and genetics/heredity.

Weekly, hands-on labs and dissections will correspond to lecture content to reinforce concepts. A partial list of labs includes: blood typing, muscle biophysics, enzymes/digestion, urinalysis, kidneys and blood filtration, and bone construction. Comparative vertebrate anatomy will be examined through four dissections: owl pellet (for vole and shrew skeletal remains), frog, dogfish, and fetal pig. A venipuncture lab unit will teach the basic principles and techniques of phlebotomy.

Classwork will come from assigned readings in the text along with online EdX lectures, viewed at home, from the University of Michigan. Students will also be assigned scientific and non-fiction books on anatomy and physiology (The Body: A Guide for Occupants; The Icepick Surgeon; Human Anatomy, a Visual History; Stiff, The Curious Lives of Human Cadavers; and Anatomies: A Cultural History of the Human Body) to read and discuss. Students will be required to write one formal lab report per semester and practice technical writing skills.

Note:This course has two class meetings: In-person Lecture from 2:00 pm- 2:55 pm on Thursdays and in-person Lab from 1:00 pm- 2:30 pm on Mondays. Students must enroll in both sections.

Prerequisites: High school Algebra I

Levels:

Students may opt to take this course at the honors level. All class members complete the same core material and participate in the same labs. Students taking the course at the honors level have additional assignments and alternative scoring. Honors students will be required to write a research paper on a physiology topic, using a minimum of five sources each. Honors students will also be expected to memorize anatomical structures observed during dissections and take a test identifying structures on labeled photographs. Finally, Honors students will be expected to memorize the majority of the human skeleton including the Latin names of bones and major muscles. Students must identify their level prior to the start of class. At any point in the year, a student may transition from honors to on-level if the workload exceeds the students' expectations.

Workload: Students should expect to spend 5-6 hours per week outside of class. Outside work must be completed to support the "flipped classroom" approach to this course in which the student pre-reads and prepares much of the lecture content at home, allowing in-person class time to be spent on highlights, clarification of challenging topics, class discussion, homework review, demonstrations, labs, and activities. In addition, students should plan for additional meeting and coordination time some weeks with their lab partners in-person, by phone, using shared documents, and/or via virtual meeting.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message the instructor and classmates. Students will have a mandatory pre-lab assignment that must be completed prior to lab and will serve as the student's "ticket" into the lab session each week.

Assessments: Students will earn points for completed lab packets, chapter tests, and semester exams. Parents can calculate a letter grade using the student's points earned divided by points available. Parents may view all scoring and comments at any time through the Canvas site. Students have the option of paying for a verified certificate demonstrating successful completion of the online EdX Anatomy series which is used as a supplement to this course.

Textbook/Materials: Students should purchase or rent Anatomy & Physiology, 10th ed. by Patton (ISBN #978-0323528900). Students should purchase Netter's Anatomy Coloring (ISBN-13: 978-0323545037) and The Physiology Coloring Book (ISBN-13: 978-0321036636). Students should also set up access to EdX's online lecture series "Anatomy" by the University of Michigan.

Lab/Supply Fee: A class fee of $65 is due payable to the instructor on the first day of class for a composition notebook, graph paper, lab equipment and supplies, and safety supplies.

What to Bring: Students should bring a paper or a notebook, pen or pencil, and a set of colored pencils to class each week.

What to Wear: Students should not wear any loose, drapey clothing to lab. They should also come to class with long hair tied back and should wear closed toe shoes.

Credit: Homeschool families may wish to count this course as a partial credit in Lab Science for purposes of a high school transcript.

Did you know? ...The brain is only 2% of the mass of a body, but demands 20% of our oxygen and blood supply. Babies are born with 300 bones, but have only 206 by adulthood, and every second, your body produces 25 million new cells. The anatomy and physiology of the human body is a fascinating field filled with astonishing facts about how we function. Students interested in going into any health or wellness careers in the future should consider taking anatomy and physiology: medicine (doctor), nursing, sports or rehabilitative medicine, medical assistant, medical technician, radiology/imaging, physical therapy, veterinarian, or personal trainer, as examples.

In this full-credit high school lab science course, the class will move through systems of the body starting with a holistic look at the cells and tissues as the building blocks and homeostasis as the regulating process (unit 1). The class will study support and movement with an examination of the musculoskeletal system (unit 2), and "communication, control, and integration" (unit 3) through the central, peripheral, and autonomic nervous systems, endocrine system, and senses. The class will also cover "transportation and defense" (unit 4) which encompasses the circulatory system, lymphatic system, and immune responses. Finally, the class will examine respiration, nutrition and excretion (unit 5) encompassing respiratory and urinary system, upper and lower digestive tracts, and nutrition, metabolism, and more. The course will conclude with a look at reproduction and human development (unit 6) include the male and female systems, growth, and genetics/heredity.

Weekly, hands-on labs and dissections will correspond to lecture content to reinforce concepts. A partial list of labs includes: blood typing, muscle biophysics, enzymes/digestion, urinalysis, kidneys and blood filtration, and bone construction. Comparative vertebrate anatomy will be examined through four dissections: owl pellet (for vole and shrew skeletal remains), frog, dogfish, and fetal pig. A venipuncture lab unit will teach the basic principles and techniques of phlebotomy.

Classwork will come from assigned readings in the text along with online EdX lectures, viewed at home, from the University of Michigan. Students will also be assigned scientific and non-fiction books on anatomy and physiology (The Body: A Guide for Occupants; The Icepick Surgeon; Human Anatomy, a Visual History; Stiff, The Curious Lives of Human Cadavers; and Anatomies: A Cultural History of the Human Body) to read and discuss. Students will be required to write one formal lab report per semester and practice technical writing skills.

Note:This course has two class meetings: In-person Lecture from 2:00 pm- 2:55 pm on Thursdays and in-person Lab from 1:00 pm- 2:30 pm on Mondays. Students must enroll in both sections.

Prerequisites: High school Algebra I

Levels:

This course provides a substantive, full-credit experience on either an on-level or honors track. All class members complete the same core material and participate in the same labs. Students taking the course at the honors level have additional assignments and alternative scoring. Honors students will be required to write two research papers during the year--an anatomy topic in the fall and a physiology topic in the spring, using a minimum of five sources each. Honors students will also be expected to memorize anatomical structures observed during dissections and take a test identifying structures on labeled photographs. Finally, Honors students will be expected to memorize the majority of the human skeleton including the Latin names of bones and major muscles. Students must identify their level prior to the start of class. At any point in the year, a student may transition from honors to on-level if the workload exceeds the students' expectations.

Workload: Students should expect to spend 5-6 hours per week outside of class. Outside work must be completed to support the "flipped classroom" approach to this course in which the student pre-reads and prepares much of the lecture content at home, allowing in-person class time to be spent on highlights, clarification of challenging topics, class discussion, homework review, demonstrations, labs, and activities. In addition, students should plan for additional meeting and coordination time some weeks with their lab partners in-person, by phone, using shared documents, and/or via virtual meeting.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message the instructor and classmates. Students will have a mandatory pre-lab assignment that must be completed prior to lab and will serve as the student's "ticket" into the lab session each week.

Assessments: Students will earn points for completed lab packets, chapter tests, and semester exams. Parents can calculate a letter grade using the student's points earned divided by points available. Parents may view all scoring and comments at any time through the Canvas site. Students have the option of paying for a verified certificate demonstrating successful completion of the online EdX Anatomy series which is used as a supplement to this course.

Textbook/Materials: Students should purchase or rent Anatomy & Physiology, 10th ed. by Patton (ISBN #978-0323528900). Students should purchase Netter's Anatomy Coloring (ISBN-13: 978-0323545037) and The Physiology Coloring Book (ISBN-13: 978-0321036636). Students should also set up access to EdX's online lecture series "Anatomy" by the University of Michigan.

Lab/Supply Fee: A class fee of $125 is due payable to the instructor on the first day of class for a composition notebook, graph paper, lab equipment and supplies, and safety supplies.

What to Bring: Students should bring a paper or a notebook, pen or pencil, and a set of colored pencils to class each week.

What to Wear: Students should not wear any loose, drapey clothing to lab. They should also come to class with long hair tied back and should wear closed toe shoes.

Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.

10.09.23.06

Did you know?- The brain is only 2% of the mass of a body, but demands 20% of our oxygen and blood supply. Babies are born with 300 bones, but have only 206 by adulthood, and every second, your body produces 25 million new cells. The anatomy and physiology of the human body is a fascinating field filled with astonishing facts about how we function. Students interested in going into any health or wellness careers in the future should consider taking anatomy and physiology: medicine (doctor), nursing, sports or rehabilitative medicine, medical assistant, medical technician, radiology/imaging, physical therapy, veterinarian, or personal trainer, as examples.

In this semester-long high school lab science course, the class will move through systems of the body starting with the central, peripheral, and autonomic nervous systems, endocrine system, and senses (unit 3); the circulatory system, lymphatic system, and immune responses (unit 4); the respiratory and urinary system, upper and lower digestive tracts, and nutrition, metabolism (unit 5); and reproduction and human development (unit 6) including the male and female systems, growth, and genetics/heredity.

Weekly, hands-on labs and dissections will correspond to lecture content to reinforce concepts. A partial list of labs includes: blood typing, muscle biophysics, enzymes/digestion, urinalysis, kidneys and blood filtration, and bone construction. Comparative vertebrate anatomy will be examined through four dissections: owl pellet (for vole and shrew skeletal remains), frog, dogfish, and fetal pig. A venipuncture lab unit will teach the basic principles and techniques of phlebotomy.

Classwork will come from assigned readings in the text along with online EdX lectures, viewed at home, from the University of Michigan. Students will also be assigned scientific and non-fiction books on anatomy and physiology (The Body: A Guide for Occupants; The Icepick Surgeon; Human Anatomy, a Visual History; Stiff, The Curious Lives of Human Cadavers; and Anatomies: A Cultural History of the Human Body) to read and discuss. Students will be required to write one formal lab report per semester and practice technical writing skills.

Note:This course has two class meetings: In-person Lecture from 2:00 pm- 2:55 pm on Thursdays and in-person Lab from 1:00 pm- 2:30 pm on Mondays. Students must enroll in both sections.

Prerequisites: High school Algebra I

Levels:

Students may opt to take this course at the honors level. All class members complete the same core material and participate in the same labs. Students taking the course at the honors level have additional assignments and alternative scoring. Honors students will be required to write a research paper on a physiology topic, using a minimum of five sources each. Honors students will also be expected to memorize anatomical structures observed during dissections and take a test identifying structures on labeled photographs. Finally, Honors students will be expected to memorize the majority of the human skeleton including the Latin names of bones and major muscles. Students must identify their level prior to the start of class. At any point in the year, a student may transition from honors to on-level if the workload exceeds the students' expectations.

Workload: Students should expect to spend 5-6 hours per week outside of class. Outside work must be completed to support the "flipped classroom" approach to this course in which the student pre-reads and prepares much of the lecture content at home, allowing in-person class time to be spent on highlights, clarification of challenging topics, class discussion, homework review, demonstrations, labs, and activities. In addition, students should plan for additional meeting and coordination time some weeks with their lab partners in-person, by phone, using shared documents, and/or via virtual meeting.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message the instructor and classmates. Students will have a mandatory pre-lab assignment that must be completed prior to lab and will serve as the student's "ticket" into the lab session each week.

Assessments: Students will earn points for completed lab packets, chapter tests, and semester exams. Parents can calculate a letter grade using the student's points earned divided by points available. Parents may view all scoring and comments at any time through the Canvas site. Students have the option of paying for a verified certificate demonstrating successful completion of the online EdX Anatomy series which is used as a supplement to this course.

Textbook/Materials: Students should purchase or rent Anatomy & Physiology, 10th ed. by Patton (ISBN #978-0323528900). Students should purchase Netter's Anatomy Coloring (ISBN-13: 978-0323545037) and The Physiology Coloring Book (ISBN-13: 978-0321036636). Students should also set up access to EdX's online lecture series "Anatomy" by the University of Michigan.

Lab/Supply Fee: A class fee of $65 is due payable to the instructor on the first day of class for a composition notebook, graph paper, lab equipment and supplies, and safety supplies.

What to Bring: Students should bring a paper or a notebook, pen or pencil, and a set of colored pencils to class each week.

What to Wear: Students should not wear any loose, drapey clothing to lab. They should also come to class with long hair tied back and should wear closed toe shoes.

Credit: Homeschool families may wish to count this course as a partial credit in Lab Science for purposes of a high school transcript.

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a sea star, and see an opossum up close! Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. This is 45-minute program for grade K-2nd

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a sea star, and see an opossum up close! Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. This is 45-minute program. Schedule of presentations:

Pet a parrot, meet a Madagascar hissing cockroach, touch a giant tortoise, study a sea star, and peek at a porcupine! Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations.

Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. Our 2024 schedule is:

• 3/18/2024: Ocean Invertebrates (clam, mussel, oyster, whelk, hermit crab, spider, crab, sea urchin, and horseshoe crab)
• 3/25/2024: Raptors (hawks, owls, eagles)
• 4/8/2024: Insects (roaches, tarantualas, centipedes, scorpions, stick bugs)
• 4/15/2024: Ocean Vertebrates (oyster toadfish, hogchoker fish, small shark, other smaller fishes, and artifacts)
• 4/22/2024: Tropical Birds (conures, parrots, macaws, parakeet)
• 4/29/2024: Exotic Mammals (kangaroo, cavy, capybara, porcupine, kinkajou, hedgehog)
• 5/6/2024: Amphibians (frogs, salamanders)
• 5/13/2024: Reptiles (snakes, lizards, monitors, tortoises)

This is a 45-minute program. Participants must be age 6 or older for the program.

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a sea star, and see an opossum up close! Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. This is 55-minute program. Schedule of presentations:

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a sea star, and see an opossum up close! Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. This is 45-minute program.

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a sea star, and see an opossum up close! Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. This is 55-minute program.

Pet a parrot, meet a Madagascar hissing cockroach, touch a giant tortoise, study a sea star, and peek at a porcupine! Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations.

Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. Our 2024 schedule is:

• 3/18/2024: Ocean Invertebrates (clam, mussel, oyster, whelk, hermit crab, spider, crab, sea urchin, and horseshoe crab)
• 3/25/2024: Raptors (hawks, owls, eagles)
• 4/8/2024: Insects (roaches, tarantualas, centipedes, scorpions, stick bugs)
• 4/15/2024: Ocean Vertebrates (oyster toadfish, hogchoker fish, small shark, other smaller fishes, and artifacts)
• 4/22/2024: Tropical Birds (conures, parrots, macaws, parakeet)
• 4/29/2024: Exotic Mammals (kangaroo, cavy, capybara, porcupine, kinkajou, hedgehog)
• 5/6/2024: Amphibians (frogs, salamanders)
• 5/13/2024: Reptiles (snakes, lizards, monitors, tortoises)

This is a 55-minute program.

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a sea star, and see an opossum up close! Each week, wildlife educators will bring a variety of animal ambassadors. They will discuss adaptations, habitats, diets, and diversity in the animal family. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week. This is 55-minute program for grade 3rd-5th.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive! program. This is a one-day pass to meet live Ocean Invertebrates such as a starfish, sea urchins, sponges, arthropods (crabs and shrimp), and molluscs on Thursday, April 15. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive program. This is a one-day pass to meet live Raptors such as owls and hawks on Thursday, April 22. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive program. This is a one-day pass to meet live Ocean Vertebrates such as a flounder, dogfish, perch, bamboo shark, and seahorse on Thursday, April 29. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive program. This is a one-day pass to meet live Retiles such as a boa constrictor, Burmese python, monitor lizard, black throat lizard, and giant tortoise on Thursday, April 8. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive program. This is a one-day pass to meet live Exotic Mammals such as a cavy, chinchilla, hedgehog, and a kinkajou on Thursday, May 13. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive program. This is a one-day pass to meet live Insects & Arachnids such as stick bugs, rhino beetles, Madgascar Hissing Cockroaches, and tarantulas on Thursday, May 20. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet interesting, live animals up close each week as part of the Animal Kingdom Alive program. This is a one-day pass to meet live Woodland Mammals such as an opossum, skunk, gray squirrel, flying squirrel, and arctic fox on Thursday, May 6. Find out about the habitat, diet, adaptations, threats, and fun facts about these animals. This program is available only to students in 3rd-5th grade. One day tickets are $25.00.

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a starfish, and see a bat awake in the daytime! Each week, wildlife experts will discuss adaptations, habitats, diets, and diversity in the animal specimens they bring. They will help students discover similarities and differences among species in animal families.

Week 1: Insects (Incredible Insects)

Week 2: Salt Water Invertebrates (Under the Sea)

Week 3: Reptiles (Reptile Wonders)

Week 4: Ocean Vertebrates (Under the Sea)

Week 5: Woodland Mammals (Blue Ridge Wildlife Center)

Week 6: Raptors (Raptor Conservancy)

Week 7: Tropical Birds (Wildlife Ambassadors)

Week 8: Bats (Save Lucy the Bat Campaign)

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a starfish, and see a bat awake in the daytime! Each week, wildlife experts will discuss adaptations, habitats, diets, and diversity in the animal specimens they bring. They will help students discover similarities and differences among species in animal families.

Meet live animals at Compass each week as we explore some of the major animal families through interactive presentations. Hold a Madagascar hissing cockroach, pet a giant saddleback tortoise, examine a starfish, and see a bat awake in the daytime! Each week, wildlife experts will discuss adaptations, habitats, diets, and diversity in the live ambassador animals they bring. They will help students discover similarities and differences among species in animal families. Students will learn about adaptations and plenty of fun facts about the live animals that they meet each week.

Using MIT App Inventor, a web-based app development tool, students will learn to create their own, functional apps for Android devices. Students will learn how to set up the MIT App Inventor environment, create apps, test and debug, and then package and deploy them. App Inventor allows the designer to create apps using a drag and drop interface that makes programming easier than traditional text-based programming. Students will be designing and programming Android game apps with features such as animated sprites and collision detection. They will also learn to use smartphone sensors to control their games. Through introductory projects, programmers will learn the basics of App Inventor and then get to create individual projects from their own imaginations. Software/platforms used are Android Device, Windows 7 and 8, Chrome, and MIT App Inventor. At this time, Apple does not support these apps. Students may bring their own Android tablet or smart phone, but it is not required. Class models will be available.

Using MIT App Inventor, a web-based app development tool, students will learn to create their own, functional apps for Android devices. Students will learn how to set up the MIT App Inventor environment, create apps, test and debug, and then package and deploy them. App Inventor allows the designer to create apps using a drag and drop interface that makes programming easier than traditional text-based programming. Students will be designing and programming Android game apps with interactive sound and art. Students will create apps that allow them to draw, do magic tricks, or pretend to read people's minds. Through introductory projects, programmers will learn the basics of App Inventor and then get to create individual projects from their own imaginations. Software/platforms used are Android Device, Windows 7 and 8, Chrome, and MIT App Inventor. At this time, Apple does not support these apps. Students may bring their own Android tablet or smart phone, but it is not required. Class models will be available.

More than 70% of the Earth's surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.
During Quarter 4, students will journey to some of the most extreme marine systems on the planet. We ll investigate underwater caves, polar seas, deep sea trenches, submarine canyons, and hydrothermal vents. Students will watch footage from submersibles exploring these environments and study the unique plants and animals that inhabit these regions
Topics in this year s class series include: Lakes and Ponds (first quarter); Roparian Biomes- Rivers and Streams (second quarter); Marshes and Estuaries, Where the River Meets the Sea (third quarter); and Extreme Marine (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

More than 70% of the Earth's surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 4, students will journey to some of the most extreme marine systems on the planet. We'll investigate underwater caves, polar seas, deep sea trenches, submarine canyons, and hydrothermal vents. Students will watch footage from submersibles exploring these environments and study the unique plants and animals that inhabit these regions.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth's surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 4, students will journey to some of the most extreme marine systems on the planet. We'll investigate underwater caves, polar seas, deep sea trenches, submarine canyons, and hydrothermal vents. Students will watch footage from submersibles exploring these environments and study the unique plants and animals that inhabit these regions.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During first quarter, the class will focus on freshwater lakes and the variety of unique biomes that exist in them. Students will compare major lake systems around the world and learn about general limnological processes such as seasonal turnover and phytoplankton blooms. They will also explore the incredible range of lake biomes, from acidic, volcanic lakes and hot springs, to ancient temperate lakes like Lake Baikal. Students will learn about the extreme chemistry that occurs in some systems, like stratified lakes with toxic gas layers at the bottom, and will study the many unique, endemic species of plants and animals that have evolved in lake systems.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During first quarter, the class will focus on freshwater lakes and the variety of unique biomes that exist in them. Students will compare major lake systems around the world and learn about general limnological processes such as seasonal turnover and phytoplankton blooms. They will also explore the incredible range of lake biomes, from acidic, volcanic lakes and hot springs, to ancient temperate lakes like Lake Baikal. Students will learn about the extreme chemistry that occurs in some systems, like stratified lakes with toxic gas layers at the bottom, and will study the many unique, endemic species of plants and animals that have evolved in lake systems.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During first quarter, the class will focus on freshwater lakes and the variety of unique biomes that exist in them. Students will compare major lake systems around the world and learn about general limnological processes such as seasonal turnover and phytoplankton blooms. They will also explore the incredible range of lake biomes, from acidic, volcanic lakes and hot springs, to ancient temperate lakes like Lake Baikal. Students will learn about the extreme chemistry that occurs in some systems, like stratified lakes with toxic gas layers at the bottom, and will study the many unique, endemic species of plants and animals that have evolved in lake systems. Topics in this year s class series include: Lakes and Ponds (first quarter); Roparian Biomes- Rivers and Streams (second quarter); Marshes and Estuaries, Where the River Meets the Sea (third quarter); and Extreme Marine (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

More than 70% of the Earth's surface is water! Understanding the planet's oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

First quarter, the class will focus on freshwater lakes and the variety of unique biomes that exist in them. Students will compare major lake systems around the world and learn about general limnological processes such as seasonal turnover and phytoplankton blooms. They will also explore the incredible range of lake biomes, from acidic, volcanic lakes and hot springs, to ancient temperate lakes like Lake Baikal. Students will learn about the extreme chemistry that occurs in some systems, like stratified lakes with toxic gas layers at the bottom, and will study the many unique, endemic species of plants and animals that have evolved in lake systems.

Topics in this Series: Lakes and Ponds (Quarter 1); Rivers and Streams (Quarter 2); Marshes and Estuaries (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on/before the first day of class.

More than 70% of the Earth's surface is water! Understanding the planet's oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

Third quarter, students will focus on the physical, chemical and biological characteristics of estuarine systems. The class will learn about salinity gradients, nutrient cycling, and biological communities in temperate estuaries and tropical mangrove swamps. Students will study the amazing adaptations that allow plants and animals in these habitats to tolerate rapid changes in temperature and salinity. The group will also discuss human impacts to estuarine habitats, including habitat loss, water diversion, and eutrophication.

Topics in this Series: Lakes and Ponds (Quarter 1); Rivers and Streams (Quarter 2); Marshes and Estuaries (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on/before the first day of class.

More than 70% of the Earth's surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 3, students will focus on the physical, chemical and biological characteristics of estuarine systems. We will learn about salinity gradients, nutrient cycling, and biological communities in temperate estuaries and tropical mangrove swamps. Students will study the amazing adaptations that allow plants and animals in these habitats to tolerate rapid changes in temperature and salinity. We ll also discuss human impacts to estuarine habitats, including habitat loss, water diversion, and eutrophication.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth's surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 3, students will focus on the physical, chemical and biological characteristics of estuarine systems. We will learn about salinity gradients, nutrient cycling, and biological communities in temperate estuaries and tropical mangrove swamps. Students will study the amazing adaptations that allow plants and animals in these habitats to tolerate rapid changes in temperature and salinity. We ll also discuss human impacts to estuarine habitats, including habitat loss, water diversion, and eutrophication.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth's surface is water! Understanding the planet's oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

Second quarter, students will learn the basics of Riparian Biology, the study of aquatic life in rivers and streams. The class will discuss differences in water flow, sedimentation, and hydrodynamics that are used to classify riparian habitats and will learn about the characteristic assemblages of organisms that occur in different flow regimes. Students will compare various major river systems around the world and study the diversity of riverine biomes and organisms.

Topics in this Series: Lakes and Ponds (Quarter 1); Rivers and Streams (Quarter 2); Marshes and Estuaries (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on/before the first day of class.

More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.
During Quarter 2, students will learn the basics of Riparian Biology, the study of aquatic life in rivers and streams. We ll discuss differences in water flow, sedimentation, and hydrodynamics that are used to classify riparian habitats and will learn about the characteristic assemblages of organisms that occur in different flow regimes. Students will compare various major river systems around the world and study the diversity of riverine biomes and organisms. Topics in this year s class series include: Lakes and Ponds (first quarter); Roparian Biomes- Rivers and Streams (second quarter); Marshes and Estuaries, Where the River Meets the Sea (third quarter); and Extreme Marine (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 2, students will learn the basics of Riparian Biology, the study of aquatic life in rivers and streams. We ll discuss differences in water flow, sedimentation, and hydrodynamics that are used to classify riparian habitats and will learn about the characteristic assemblages of organisms that occur in different flow regimes. Students will compare various major river systems around the world and study the diversity of riverine biomes and organisms.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 2, students will learn the basics of Riparian Biology, the study of aquatic life in rivers and streams. We ll discuss differences in water flow, sedimentation, and hydrodynamics that are used to classify riparian habitats and will learn about the characteristic assemblages of organisms that occur in different flow regimes. Students will compare various major river systems around the world and study the diversity of riverine biomes and organisms.

Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

More than 70% of the Earth's surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

During Quarter 3, students will focus on the physical, chemical and biological characteristics of estuarine systems. We will learn about salinity gradients, nutrient cycling, and biological communities in temperate estuaries and tropical mangrove swamps. Students will study the amazing adaptations that allow plants and animals in these habitats to tolerate rapid changes in temperature and salinity. We ll also discuss human impacts to estuarine habitats, including habitat loss, water diversion, and eutrophication. Topics in this year s class series include: Lakes and Ponds (first quarter); Roparian Biomes- Rivers and Streams (second quarter); Marshes and Estuaries, Where the River Meets the Sea (third quarter); and Extreme Marine (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

Students will learn about architecture and what an architect does through building basics of residential design. The class will begin by examining renderings and architectural drawings from a range of residences- basic shelters to elaborate homes. Students will learn to read and sketch various views of architectural drawings- floor plans, elevations, sections, and details. How do you draw a staircase, represent a pitched roof, or depict a layered wall construction? Students will learn to measure and draw with an architect's scale and grid paper to create correctly proportioned elements of a home. Students will also learn some hand-drawing techniques such as freehand sketches, line drawing, formal lettering and perspective drawing to create isometric views. The class will be introduced to common building code considerations and how to represent different materials (concrete, wood, glass, etc) on an architectural drawing.

Students will undertake a quarter-long project designing a custom home. As they brainstorm, develop, sketch, modify, and refine their home plans, students will learn about the phases of architectural design: programming, conceptual, schematic, design development, and construction documents, each with successive layers of details- right up to a set of plans a builder can work from. Students will also be challenged to select finishes and fixtures for floors, walls, bathrooms, and kitchens to complete the look and feel of their home. The culmination of the students' design effort will be a design charette (a collaborative working session among designers) where they will present design boards with their plans, elevations, and material selections. Parents will be invited to the charette on the last day. There is a $25.00 material fee payable to the instructor on the first day of class for class supply kits.

Students will learn about architecture and what an architect does through building basics of residential design. The class will begin by examining renderings and architectural drawings from a range of residences- basic shelters to elaborate homes. Students will learn to read and sketch various views of architectural drawings- floor plans, elevations, sections, and details. How do you draw a staircase, represent a pitched roof, or depict a layered wall construction? Students will learn to measure and draw with an architect's scale and grid paper to create correctly proportioned elements of a home. Students will also learn some hand-drawing techniques such as freehand sketches, line drawing, formal lettering and perspective drawing to create isometric views. The class will be introduced to common building code considerations and how to represent different materials (concrete, wood, glass, etc) on an architectural drawing.

Students will undertake a quarter-long project designing a custom home. As they brainstorm, develop, sketch, modify, and refine their home plans, students will learn about the phases of architectural design: programming, conceptual, schematic, design development, and construction documents, each with successive layers of details- right up to a set of plans a builder can work from. Students will also be challenged to select finishes and fixtures for floors, walls, bathrooms, and kitchens to complete the look and feel of their home. The culmination of the students' design effort will be a design charette (a collaborative working session among designers) where they will present design boards with their plans, elevations, and material selections. Parents will be invited to the charette on the last day. There is a $25.00 material fee payable to the instructor on the first day of class for class supply kits.

Students will learn about architecture and what an architect does as we explore the "Building Basics" of residential design and dream up our ultimate Dream Vacation Homes. The class will begin by examining renderings and architectural drawings from a range of residences- basic shelters to elaborate homes, with a focus on vacation properties around the world. Students will learn to read and sketch various views of architectural drawings- floor plans, elevations, sections, and details. How do you draw a staircase, represent a pitched roof, or depict a layered wall construction? Students will learn to measure and draw with an architect's scale and grid paper to create correctly proportioned elements of their Dream Vacation Home. Students will also learn some hand-drawing techniques such as freehand sketches, line drawing, formal lettering and perspective drawing to create isometric views. The class will be introduced to common building code considerations and how to represent different materials (concrete, wood, glass, etc) on an architectural drawing.

Students will undertake a quarter-long project designing their Dream Vacation Home. As they brainstorm, develop, sketch, modify, and refine their home plans, students will learn about the phases of architectural design: programming, conceptual, schematic, design development, and construction documents, each with successive layers of details- right up to a set of plans a builder can work from. Students will also be challenged to select finishes and fixtures for floors, walls, bathrooms, and kitchens to complete the look and feel of their home. The culmination of the students' design effort will be a design "charette" (a collaborative working session among designers) where they will present design boards with their plans, elevations, and material selections. Parents will be invited to the charette on the last day.

Students should have a solid understanding of fractions and decimals for work with scaled drawings. This class is best suited for students who can follow instructions, complete sequential tasks, and maintain a steady pace with the class as the students work side-by-side on this a long-term project. The student should expect to spend one hour per week outside of class looking for images and design materials for their design project. Future topics in this series include: arKIDtecture: Builder Basics: Radical Rec Center Design (2nd quarter), arKIDtecture: Builder Basics: Resort Hotel Design (3rd quarter) and arKIDtecture: Builder Basics: Basement Build Out (4th quarter).

There is a $25.00 material fee payable to the instructor on the first day of class for class supply kits. Returning students who are already in possession of a Builder Basics kit (pencil box, drawing pencils/sharpener/eraser, architect's scale, and hard cover sketchbook) may pay the returning students materials fee of $10.00 for consumable in-class and presentation materials required in the course.

Students will learn about architecture and what an architect does as we explore the "Building Basics" of residential design and dream up our ultimate Dream Vacation Homes. The class will begin by examining renderings and architectural drawings from a range of residences- basic shelters to elaborate homes, with a focus on vacation properties around the world. Students will learn to read and sketch various views of architectural drawings- floor plans, elevations, sections, and details. How do you draw a staircase, represent a pitched roof, or depict a layered wall construction? Students will learn to measure and draw with an architect's scale and grid paper to create correctly proportioned elements of their Dream Vacation Home. Students will also learn some hand-drawing techniques such as freehand sketches, line drawing, formal lettering and perspective drawing to create isometric views. The class will be introduced to common building code considerations and how to represent different materials (concrete, wood, glass, etc) on an architectural drawing.

Students will undertake a quarter-long project designing their Dream Vacation Home. As they brainstorm, develop, sketch, modify, and refine their home plans, students will learn about the phases of architectural design: programming, conceptual, schematic, design development, and construction documents, each with successive layers of details- right up to a set of plans a builder can work from. Students will also be challenged to select finishes and fixtures for floors, walls, bathrooms, and kitchens to complete the look and feel of their home. The culmination of the students' design effort will be a design "charette" (a collaborative working session among designers) where they will present design boards with their plans, elevations, and material selections. Parents will be invited to the charette on the last day.

Students should have a solid understanding of fractions and decimals for work with scaled drawings. This class is best suited for students who can follow instructions, complete sequential tasks, and maintain a steady pace with the class as the students work side-by-side on this a long-term project. The student should expect to spend one hour per week outside of class looking for images and design materials for their design project. Future topics in this series include: arKIDtecture: Builder Basics: Radical Rec Center Design (2nd quarter), arKIDtecture: Builder Basics: Resort Hotel Design (3rd quarter) and arKIDtecture: Builder Basics: Basement Build Out (4th quarter).

There is a $25.00 material fee payable to the instructor on the first day of class for class supply kits. Returning students who are already in possession of a Builder Basics kit (pencil box, drawing pencils/sharpener/eraser, architect's scale, and hard cover sketchbook) may pay the returning students materials fee of $10.00 for consumable in-class and presentation materials required in the course.

Students will learn about architecture and what an architect does through building basics of museum design. The class will begin by examining renderings and architectural drawings from a range of famous museums and public buildings, both historical and modern. Students will take inspiration from famous museum buildings including the Guggenheim, Wexner Center, and the many buildings of the Smithsonian. Students will learn to read and sketch various views of architectural drawings- floor plans, elevations, sections, and details. Students will learn to measure and draw with an architect's scale and grid paper to create correctly proportioned elements of a building. The class will be introduced to common building code considerations and how to represent different materials (concrete, wood, steel, glass, etc.) on an architectural drawing, as well as how museums are designed to house a specific collection, theme, or genre.

Students will undertake a quarter-long project designing a museum. As they brainstorm, develop, sketch, modify, and refine their building plans, students will learn about the phases of architectural design: programming, conceptual, schematic, design development, and construction documents, each with successive layers of details- right up to a set of plans a builder can work from. The culmination of the students' design effort will be a design charette (a collaborative working session among designers) where they will present their plans and elevations and unveil their museum themes. Parents will be invited to the charette on the last day. Students should have a solid understanding of fractions and decimals for work with scaled drawings. This class is best suited for students who can follow instructions, complete sequential tasks, and maintain a steady pace with the class as the students work side-by-side on this a long-term project.
MATERIALS FEE: There is a $25.00 material fee for first time arKIDtecture participants, payable to the instructor on the first day of class for class supply kits. Students with supply kits from previous Building Basics class participation at Compass may pay a reduced materials fee of $10.00.

Students will learn about architecture and what an architect does through building basics of high rise design. The class will begin by examining renderings and architectural drawings from a range of tall buildings and skyscrapers, both historical and modern. Students will take inspiration from the great skyscrapers of the world, including the Empire State Building, Bank of China Tower, and Burj Kalifa, currently the world?s tallest building. Students will learn to read and sketch various views of architectural drawings- floor plans, elevations, sections, and details. Students will learn to measure and draw with an architect's scale and grid paper to create correctly proportioned elements of a building. The class will be introduced to common building code considerations and how to represent different materials (concrete, steel, glass, etc.) on an architectural drawing, as well as how tall buildings are constructed and structurally designed, with special considerations for elevators, parking, foundations, and core elements.

Students will undertake a quarter-long project designing a skyscraper. As they brainstorm, develop, sketch, modify, and refine their building plans, students will learn about the phases of architectural design: programming, conceptual, schematic, design development, and construction documents, each with successive layers of details- right up to a set of plans a builder can work from. The culmination of the students' design effort will be a design charette (a collaborative working session among designers) where they will present their plans and elevations together to produce a new city skyline. Parents will be invited to the charette on the last day. Students should have a solid understanding of fractions and decimals for work with scaled drawings. This class is best suited for students who can follow instructions, complete sequential tasks, and maintain a steady pace with the class as the students work side-by-side on this a long-term project. MATERIALS FEES: There is a $25.00 material fee for first time arKIDtecture participants, payable to the instructor on the first day of class for class supply kits. Students with supply kits from previous Building Basics class participation at Compass may pay a reduced materials fee of $10.00.

In this class, students will redesign a fantasy castle using architectural techniques for measuring and drawing. A toy-sized model castle will be the focal point of the first few lessons. Like professional architects, students will learn to measure and make the plan, elevation, and section technical drawings of the model house on grid paper. The advantage of drawing a model, is that our aspiring architects will work from 3D to 2D instead of having to visualize 2D to 3D. They will draw on a 1:1 scale, without the need for fraction work for scaled drawings such as 1/8"=1'-0". Students will learn to take actual measurements of the model and correctly transfer them onto the grid paper to reveal true architectural presentation. For the second half of the class, students will let their imagination give the castle design new possibilities as they customize their own castle floor plans. Would they like a throne room or a banquet hall covered in tapestries? How about a music room or a grand ball room? Students will also have the opportunity to select materials, finishes and even furnishings for their custom homes, and will produce an architectural design board to display their finished projects. Students will present their designs to peers and parents in the last class. This class is best suited for students who can follow instructions, complete sequential tasks, and work independently. MATERIALS FEE: There is a $15.00 material fee payable to the instructor on the first day of class for class supply kits.

In this class, students will redesign a model house using architectural techniques for measuring and drawing. A toy-sized model house will be the focal point of the first few lessons. Like professional architects, students will learn to measure and make the plan, elevation, and section technical drawings of the model house on grid paper. The advantage of drawing a model, is that our aspiring architects will work from 3D to 2D instead of having to visualize 2D to 3D. They will draw on a 1:1 scale, without the need for fraction work for scaled drawings such as 1/8"=1'-0". Students will learn to take actual measurements of the model and correctly transfer them onto the grid paper to reveal true architectural presentation. For the second half of the class, students will let their imagination give the house design new possibilities as they customize their own floor plans. Would they like a media room, or a game room for Ping-Pong and air hockey? How about having a giant ball-pit in their living room, or an art studio, or recording studio? Students will also have the opportunity to select materials, finishes and even furnishings for their custom homes, and will produce an architectural design board to display their finished projects. Students will present their designs to peers and parents in the last class. This class is best suited for students who can follow instructions, complete sequential tasks, and work independently. MATERIALS FEE: There is a $15.00 material fee payable to the instructor on the first day of class for class supply kits.

A tsunami threatens Sumatra. A cyclone strikes the Solomon Islands. High tides hit Hilton Head. Sub-zero temps settle over Sugar Land, Texas. Atmospheric and oceanic phenomena are in the news every single day!

Are there any forces on earth more powerful or influential than atmospheric and oceanic sciences? These fields affect almost every aspect of human existence, and understanding them can answer questions from, 'Should I bring an umbrella today?' to 'How deadly will this year's drought be in Dakar?' and 'How will changes in the Gulf Stream affect the migration and mating of Minke Whales?' Atmospheric science is an interdisciplinary field that applies geology, astronomy, physics and chemistry to meteorology, climatology and environmental science.

In this year-long laboratory science course, students will explore the fields of Atmospheric Science first semester and Oceanic Science second semester. Atmospheric Science is the study of the physical and chemical aspects of the atmosphere which can encompass a wide variety of topics such as weather forecasting, climate change, air quality, etc. Key themes in the study of Atmospheric Science include the gas laws (temperature, pressure, volume) and air movement (buoyancy, angular momentum). Students will learn about the spectra of sunlight, reflection and refraction, and evaluate how surfaces respond to sunlight. The class will also learn about the tools of atmospheric science, such as weather instruments, rain gage, anemometer, thermometer, and barometer, and how to read weather maps and forecast hurricane paths.

Oceanography is the study of the physical, chemical, and biological aspects of the ocean. Key themes in oceanography include ocean-land interaction, atmosphere-ocean interactions (such as El Nino and La Nina cycles), wave motion, tidal cycles, currents, and thermohaline circulation. The class will consider water chemistry and the oceanic carbon cycle. Finally, students will learn how we measure and map the ocean and use earth system computer models.

Weekly discussions will be paired with labs. Some lab assignments will take multiple weeks, and some will use computers and a spreadsheet to analyze publicly available data.

Note: This class has a Tuesday, in-person lecture section from 10:00 am - 10:55 am in addition to the Friday lab section from 9:30 am - 10:55 am

Workload: Students should expect to spend 3-4 hours per week outside of class.
Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.
Assessments: Completed assignments will be assessed points. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, labs, quizzes, tests, projects, and presentations. Parents may view all scoring and comments at any time through the Canvas site.
Textbook/Materials: Students should download or purchase Practical Meteorology: An Algebra-based Survey of Atmospheric Science (2018) by Roland Stull (ISBN 978-0888652836). The textbook can be downloaded for free online or purchased for $54.00 online. The textbook for oceanic sciences section will be identified before the start of Semester 2.
https://www.eoas.ubc.ca/books/Practical_Meteorology/
https://www.eoas.ubc.ca/books/Practical_Meteorology/world/print.html
Lab/Supply Fee: A class fee of $100.00 is due payable to the instructor on the first day of class.
What to Bring: Students will need to bring laptop computers to some class sessions for modeling and data analysis labs.
Credit: Homeschool families may wish to count this course as a full credit in laboratory science for purposes of a high school transcript

A tsunami threatens Sumatra. A cyclone strikes the Solomon Islands. High tides hit Hilton Head. Sub-zero temps settle over Sugar Land, Texas. Atmospheric and oceanic phenomena are in the news every single day!

Are there any forces on earth more powerful or influential than atmospheric and oceanic sciences? These fields affect almost every aspect of human existence, and understanding them can answer questions from, 'Should I bring an umbrella today?' to 'How deadly will this year's drought be in Dakar?' and 'How will changes in the Gulf Stream affect the migration and mating of Minke Whales?' Atmospheric science is an interdisciplinary field that applies geology, astronomy, physics and chemistry to meteorology, climatology and environmental science.

In this year-long laboratory science course, students will explore the fields of Atmospheric Science first semester and Oceanic Science second semester. Atmospheric Science is the study of the physical and chemical aspects of the atmosphere which can encompass a wide variety of topics such as weather forecasting, climate change, air quality, etc. Key themes in the study of Atmospheric Science include the gas laws (temperature, pressure, volume) and air movement (buoyancy, angular momentum). Students will learn about the spectra of sunlight, reflection and refraction, and evaluate how surfaces respond to sunlight. The class will also learn about the tools of atmospheric science, such as weather instruments, rain gage, anemometer, thermometer, and barometer, and how to read weather maps and forecast hurricane paths.

Oceanography is the study of the physical, chemical, and biological aspects of the ocean. Key themes in oceanography include ocean-land interaction, atmosphere-ocean interactions (such as El Nino and La Nina cycles), wave motion, tidal cycles, currents, and thermohaline circulation. The class will consider water chemistry and the oceanic carbon cycle. Finally, students will learn how we measure and map the ocean and use earth system computer models.

Weekly discussions will be paired with labs. Some lab assignments will take multiple weeks, and some will use computers and a spreadsheet to analyze publicly available data.

Note: This class has a Tuesday, in-person lecture section from 10:00 am - 10:55 am in addition to the Friday lab section from 9:30 am - 10:55 am.

Workload: Students should expect to spend 3-4 hours per week outside of class.

,p>Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.

Assessments: Completed assignments will be assessed points. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, labs, quizzes, tests, projects, and presentations. Parents may view all scoring and comments at any time through the Canvas site.

Textbook/Materials: Students should download or purchase Practical Meteorology: An Algebra-based Survey of Atmospheric Science (2018) by Roland Stull (ISBN 978-0888652836). The textbook can be downloaded for free online or purchased for $54.00 online. The textbook for oceanic sciences section will be identified before the start of Semester 2.
https://www.eoas.ubc.ca/books/Practical_Meteorology/
https://www.eoas.ubc.ca/books/Practical_Meteorology/world/print.html

Lab/Supply Fee: A class fee of $100.00 is due payable to the instructor on the first day of class.

What to Bring: Students will need to bring laptop computers to some class sessions for modeling and data analysis labs.

Credit: Homeschool families may wish to count this course as a full credit in laboratory science for purposes of a high school transcript

This is a place-holder for the Atmospheric & Oceanic Sciences lecture. Students should register for the Atmospheric & Oceanic Science Lab, which will automatically enroll them in both class sections.

In this semester-long course, students will delve into the fascinating technology of advanced aircraft. The class will look at the aerodynamic concepts related to drones, how drones are being used today, and applications for drones in the future. They will look at FAA rules governing drones- even amateur, hobby drones- in our airspace today. The group will also look at gliders and sailplanes- unique, fixed wing aircraft with no engines. They will design and model gliders and consider their uses in aviation. Next, the students will learn about the forces, physics, and flight of rotorcraft, such as helicopters, autogyros, and gyrodynes and hybrid tiltrotors such as the V-22 Osprey. Students will weigh advantages, disadvantages, and applications of these blade and rotor- driven aircraft, including their unique ability to take of and land vertically. For these advanced type of aircraft, students will take the controls of RC (radio controlled) models. Finally, in order to plan and design for all types of aircraft, the class will learn about advanced meteorological concepts affecting aviation. This is a 16-week, semester-long class led by a professional in aviation.

In this semester-long course, students will delve into the fascinating physics of flight and dynamics of aircraft. This class provides a real-world context for applied physics, technology, even meteorology and math, all within the exciting realm of aviation. Students will discover the forces of flight (lift, thrust, drag, and weight) and experiment with the principles of aerodynamics, Bernoulli s Laws of air pressure, and the physics of stalls and spins. In-class labs and activities will include constructing airfoils to compare and contrast wing design and building model aircraft from household materials to understand aerodynamics. As they grasp the principles of flight, students will begin to learn the practical skills of piloting an aircraft. Students will use laptop-based aviation simulators and aircraft controls. The class will learn piloting skills such as instrumentation, the proper maneuvering of aircraft around airports, how to determine compass headings, calculate speed, time, and distance, and how to plot a course using aviation maps. Students will learn about the process of weather and how to determine if conditions are appropriate for flight. After mastering the simulation software and flight preparation, students will plan and execute a virtual, multi-leg, cross-country flight. Emphasis will be on understanding the physics concepts and applied technologies in aviation. While some formulas may be demonstrated, the class does not include an intensive math component.

10.07.23.06

In this semester-long course, students will delve into the fascinating physics of flight and dynamics of aircraft. This class provides a real-world context for applied physics, technology, even meteorology and math, all within the exciting realm of aviation. Students will discover the forces of flight (lift, thrust, drag, and weight) and experiment with the principles of aerodynamics, Bernoulli s Laws of air pressure, and the physics of stalls and spins. In-class labs and activities will include constructing airfoils to compare and contrast wing design and building model aircraft from household materials to understand aerodynamics. As they grasp the principles of flight, students will begin to learn the practical skills of piloting an aircraft. Students will use laptop-based aviation simulators and aircraft controls. The class will learn piloting skills such as instrumentation, the proper maneuvering of aircraft around airports, how to determine compass headings, calculate speed, time, and distance, and how to plot a course using aviation maps. Students will learn about the process of weather and how to determine if conditions are appropriate for flight. After mastering the simulation software and flight preparation, students will plan and execute a virtual, multi-leg, cross-country flight. Emphasis will be on understanding the physics concepts and applied technologies in aviation. While some formulas may be demonstrated, the class does not include an intensive math component.

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will construct Animated Animals such as a hopping bunny, lumbering elephant, creeping frog, leaf-munching giraffe, trotting horse, mommy and baby bird, flapping owl, and a prowling, growling tiger.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will construct Animated Animals such as a hopping bunny, lumbering elephant, creeping frog, leaf-munching giraffe, trotting horse, mommy and baby bird, flapping owl, and a prowling, growling tiger.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Fourth quarter, students will model and motorize creepy crawly creatures such as a crab, praying mantis, scorpion, snail, ant, spider, tadpole, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, students will build, program, and model perfect pets such as a Tom & Jerry (cat and mouse), a baby bird, a bunny, and a dog.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, students will build, program, and model perfect pets such as a Tom & Jerry (cat and mouse), a baby bird, a bunny, and a dog.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Robots (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, students will build, program, and model perfect pets such as a Tom & Jerry (cat and mouse), a baby bird, a bunny, and a dog.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Robots (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, students will build, program, and model perfect pets such as a Tom & Jerry (cat and mouse), a baby bird, a bunny, and a dog.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Fourth quarter, students will build, program, and model rowdy reptiles such as a crocodile, a snake, a Komodo dragon, and a T-Rex.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Fourth quarter, students will build, program, and model rowdy reptiles such as a crocodile, a snake, a Komodo dragon, and a T-Rex.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will build, program, and model fascinating friends from under the sea such as a whale, shark, crab, and sea turtle.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will build, program, and model fascinating friends from under the sea such as a whale, shark, crab, and sea turtle.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Robots (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will build, program, and model fascinating friends from under the sea such as a whale, shark, crab, and sea turtle.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Robots (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will build, program, and model fascinating friends from under the sea such as a whale, shark, crab, and sea turtle.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, students will build, program, and model fun and fantasy flying fliers wonders such as a helicopter, plane, a mythical bird, and a winged dragon.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Rule (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, students will build, program, and model fun and fantasy flying fliers wonders such as a helicopter, plane, a mythical bird, and a winged dragon.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Robots (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program 3-4 different whimsical, mechanized projects each quarter using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, students will build, program, and model fun and fantasy flying fliers wonders such as a helicopter, plane, a mythical bird, and a winged dragon.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Under the Sea (Quarter 1), Wings and Things (Quarter 2); Perfect Pets (Quarter 3), and Reptiles Robots (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will construct Animated Animals such as a hopping bunny, lumbering elephant, creeping frog, leaf-munching giraffe, trotting horse, mommy and baby bird, flapping owl, and a prowling, growling tiger.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

First quarter, students will construct Animated Animals such as a hopping bunny, lumbering elephant, creeping frog, leaf-munching giraffe, trotting horse, mommy and baby bird, flapping owl, and a prowling, growling tiger.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a whimsical, mechanized project from the 'Animated Animals' curriculum quarter using the WeDo 2.0 robotics system by LEGO Education. Students will build, program, and model fascinating friends from under the sea such as a hopping bunny, lumbering elephant, creeping frog, leaf-munching giraffe, trotting horse, mommy and baby bird, flapping owl, and a prowling, growling tiger. Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules. Students will typially spend 2 hours building and onr hour testing/programming in the 3-hour workshop. Prior experience with LEGO or coding is not required. All equipment is furnished.

This is a one-day program

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Fourth quarter, students will model and motorize creepy crawly creatures such as a crab, praying mantis, scorpion, snail, ant, spider, tadpole, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Fourth quarter, students will model and motorize creepy crawly creatures such as a crab, praying mantis, scorpion, snail, ant, spider, tadpole, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4). Note: This is a 7-week class that will not meet on 4/9/24.

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Fourth quarter, students will model and motorize creepy crawly creatures such as a crab, praying mantis, scorpion, snail, ant, spider, tadpole, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program whimsical, mechanized projects using the WeDo 2.0 robotics system by LEGO Education. In this workshop, young builders will build two droids: one that can scoop and shove soil, such as on the Martian surface, and one that can "walk" on wheels to explore a pretend planet.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Students will use classroom tablets to program the control units using intuitive drag-and-drop coding modules. Prior experience with LEGO or coding is not required. All equipment is furnished.

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, modern robotics will bring extinct Jurassic world to life with projects such a Brachiosaur, T-Rex, Megalodon Shark, Pterodactyl and their current cousins- the Komodo Dragon and Crocodile.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, modern robotics will bring extinct Jurassic world to life with projects such a Brachiosaur, T-Rex, Megalodon Shark, Pterodactyl and their current cousins- the Komodo Dragon and Crocodile.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Dates: Please note that this is a 6-week class that begins on October 31 instead of October 24.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, modern robotics will bring extinct Jurassic world to life with projects such a Brachiosaur, T-Rex, Megalodon Shark, Pterodactyl and their current cousins- the Komodo Dragon and Crocodile.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Second quarter, modern robotics will bring extinct Jurassic world to life with projects such a Brachiosaur, T-Rex, Megalodon Shark, Pterodactyl and their current cousins- the Komodo Dragon and Crocodile.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program whimsical, mechanized projects using the WeDo 2.0 robotics system by LEGO Education. In this workshop, young builders will merge modern technology with medieval times as they build a moving knight and a crushing catapult (if time permits).

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Students will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules. Prior experience with LEGO or coding is not required. All equipment is furnished.

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, rush hour comes to Compass as students build and program automated vehicles like a dune buggy, Formula 1 race car, tow truck, tractor trailer, bus, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, rush hour comes to Compass as students build and program automated vehicles like a dune buggy, Formula 1 race car, tow truck, tractor trailer, bus, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, rush hour comes to Compass as students build and program automated vehicles like a dune buggy, Formula 1 race car, tow truck, tractor trailer, bus, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a different whimsical, mechanized project each week using the WeDo 2.0 robotics system by LEGO Education.

Third quarter, rush hour comes to Compass as students build and program automated vehicles like a dune buggy, Formula 1 race car, tow truck, tractor trailer, bus, and more.

Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules.

Prior experience with LEGO or coding is not required. All equipment is furnished.

Topics in this Series: Animated Animals (Quarter 1), Jurassic Giants (Quarter 2); Rush Hour! (Quarter 3), and Creepy Crawlies (Quarter 4).

Discover the world of robotics using kids' favorite, interlocking building bricks! Students will build and program a whimsical, mechanized project from the 'Under the Sea' curriculum quarter using the WeDo 2.0 robotics system by LEGO Education. Students will build, program, and model fascinating friends from under the sea such as a whale, shark, crab, and sea turtle. Their robots will be built using special-shaped LEGO components from the WeDo Educational set, motors, motion sensors, tilt sensors and a programmable, Bluetooth control unit ("brain"). Student will use classroom tablets to program the control units using an intuitive drag-and-drop coding modules. Students will typially spend 2 hours building and onr hour testing/programming in the 3-hour workshop. Prior experience with LEGO or coding is not required. All equipment is furnished.

This is a two-day program

This course is an introduction to robotics using Lego Mindstorms. Students start by learning basic robot construction, programming using the NXT-G graphical language, and robot movement. Each week students will construct a base robot from online instructions and incorporate different sensors such as sound, light, touch, ultrasonic, and infrared sensors. Student will learn programming concepts such as conditional statements, loops, variables, and multitasking. Each week's project will apply increasingly complex robot behaviors such as repeat instructions, consecutive actions, path planning, and navigation.

Conduct biology, chemistry, and environmental science experiments in a university laboratory setting! Use advanced lab equipment, follow college-level lab protocols, and receive instruction from university lab staff. Lab activities are taken from AP curricula and the Next Generation Science Standards (NGSS).

Bio-Chem Learning Labs is a series of 6 sessions, held off-site at Towson University's Center for STEM Excellence in downtown Baltimore (60 miles from Compass.) This lab series is a complement to and offers further hands-on experience for students taking Integrated Science, Environmental Science, Biology, Micro-Biology, or Principles of High School Science at Compass in 2019-20. Homeschool students following another curriculum, doing self-study, or taking an online class may take this series to add a lab component to their work.

Each session, students will complete a series of lab experiments around a central theme. Tentative activities include: measuring protein concentrations, quantifying absorbance, testing water quality, manipulating bioluminescent bacteria, and working with microbioassay, enzymes, blood smears, electrophoresis, and agarose gels. Each lab will emphasize the importance of control samples, dependent/ independent variables, recording and graphing data, and will demonstrate the process of identifying a problem, scientifically testing a hypothesis, interpreting results of an experiment, and supporting a scientific claim. All labs are 2.5-3.0 hours long with a snack break.

Lab dates are held on six Tuesdays: October 8, November 12, February 11, March 10, April 14, and May 12, 2020. A Compass science instructor will remain with the students throughout the labs and will send a post-lab summary to parents. Otherwise, the labs are led by Towson University staff. Students must wear long pants and closed toe shoes to the lab. A parental permission slip must be turned in before each lab. Any student wearing short pants/skits/dresses, open tow shoes, or failing to submit a permission slip will be denied entry to the lab. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site.

Prerequisite: For safety reasons, students must have turned 13 by the start of the labs (i.e. minimum age 13). Workload: Students will not have work outside of the lab sessions. Assessments: will not be provided. Lab/Supply Fee: Included. What to Bring: Paper or notebook, pen or pencil, bagged lunch What to Wear: Students must wear closed-toe shoes to labs.Credit: Homeschool families may wish to count this program as a component (partial) credit in Lab Science for purposes of a high school transcript.24.16.0619

Conduct biology, chemistry, and environmental science experiments in a university laboratory setting! Use advanced lab equipment, follow college-level lab protocols, and receive instruction from university lab staff. Lab activities are taken from AP curricula and the Next Generation Science Standards (NGSS).

Bio-Chem Learning Labs is a series of 4 sessions, held off-site at Towson University's Center for STEM Excellence in downtown Baltimore (60 miles from Compass.) This lab series is a complement to and offers further hands-on experience for students taking Integrated Science, Environmental Science, Biology, Micro-Biology, or Principles of High School Science at Compass in 2019-20. Homeschool students following another curriculum, doing self-study, or taking an online class may take this series to add a lab component to their work.

Each session, students will complete a series of lab experiments around a central theme. Tentative activities include: measuring protein concentrations, quantifying absorbance, testing water quality, manipulating bioluminescent bacteria, and working with microbioassay, enzymes, blood smears, electrophoresis, and agarose gels. Each lab will emphasize the importance of control samples, dependent/ independent variables, recording and graphing data, and will demonstrate the process of identifying a problem, scientifically testing a hypothesis, interpreting results of an experiment, and supporting a scientific claim. All labs are 2.5-3.0 hours long with a snack break.

Lab dates are held on four Tuesdays: February 11, March 10, April 14, and May 12, 2020. A Compass science instructor will remain with the students throughout the labs and will send a post-lab summary to parents. Otherwise, the labs are led by Towson University staff. Students must wear long pants and closed toe shoes to the lab. A parental permission slip must be turned in before each lab. Any student wearing short pants/skits/dresses, open tow shoes, or failing to submit a permission slip will be denied entry to the lab. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site.

Prerequisite: For safety reasons, students must have turned 13 by the start of the labs (i.e. minimum age 13). Workload: Students will not have work outside of the lab sessions. Assessments: will not be provided. Lab/Supply Fee: Included. What to Bring: Paper or notebook, pen or pencil, bagged lunch What to Wear: Students must wear closed-toe shoes to labs.Credit: Homeschool families may wish to count this program as a component (partial) credit in Lab Science for purposes of a high school transcript.

Conduct biology, chemistry, and environmental science experiments in a university laboratory setting! Use advanced lab equipment, follow college-level lab protocols, and receive instruction from university lab staff. Lab activities are taken from AP curricula and the Next Generation Science Standards (NGSS).

Bio-Chem Learning Labs is a series of 5 sessions, held off-site at Towson University's Center for STEM Excellence in downtown Baltimore (60 miles from Compass.) This lab series is a complement to and offers further hands-on experience for students taking Integrated Science, Environmental Science, Biology, or Micro-Biology at Compass in 2018-19. Homeschool students following another curriculum, doing self-study, or taking an online class may take this series to add a lab component to their work.

Each session, students will complete a series of lab experiments around a central theme. Tentative activities include: collecting and testing for water quality and salinity; identifying organisms living on a biofilm; categorizing soil types, percolation, and absorption; measuring concentrations of carbon dioxide; evaluating the antimicrobial properties of different plants; and extracting DNA samples from plant and animal sources. Each lab will emphasize the importance of control samples, recording and graphing data, and will demonstrate the process of identifying a problem, scientifically testing a hypothesis, interpreting results of an experiment, and supporting a scientific claim. All labs are 2.5 -3.0 hours long.

Lab dates are held on Tuesdays: October 2, December 4, February 12, March 12, and April 9. Labs begin at 11:30 am, and students are asked to arrive by 11:15 am. Compass science instructor Sudhita Kasturi will remain with the students throughout the labs and will send a post-lab summary to parents. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site.

Conduct biology, chemistry, and environmental science experiments in a university laboratory setting! Use advanced lab equipment, follow college-level lab protocols, and receive instruction from university lab staff. Lab activities are taken from AP curricula and the Next Generation Science Standards (NGSS).

Bio-Chem Learning Labs is a series of 4 sessions, held off-site at Towson University's Center for STEM Excellence in downtown Baltimore (60 miles from Compass.) This lab series is a complement to and offers further hands-on experience for students taking Integrated Science, Environmental Science, Biology, or Micro-Biology at Compass in 2018-19. Homeschool students following another curriculum, doing self-study, or taking an online class may take this series to add a lab component to their work.

Each session, students will complete a series of lab experiments around a central theme. Tentative activities include: collecting and testing for water quality and salinity; identifying organisms living on a biofilm; categorizing soil types, percolation, and absorption; measuring concentrations of carbon dioxide; evaluating the antimicrobial properties of different plants; and extracting DNA samples from plant and animal sources. Each lab will emphasize the importance of control samples, recording and graphing data, and will demonstrate the process of identifying a problem, scientifically testing a hypothesis, interpreting results of an experiment, and supporting a scientific claim. All labs are 2.5 -3.0 hours long.

Lab dates are held on Tuesdays: February 12, March 12, April 9, and May 14, 2019. Labs begin at 11:30 am, and students are asked to arrive by 11:15 am. Compass science instructor Sudhita Kasturi will remain with the students throughout the labs and will send a post-lab summary to parents. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site. Note: Registration for the first lab, October 2, has closed, and is not included in this registration. This registration is for labs 2-5.

Why does too much caffeine give you insomnia? Does Gatorade after exercise really help? How does ibuprofen make pain go away? Answers to these questions and thousands more can be found in the field of biochemistry. Biochemistry is the 20th century branch of medicine that uses chemistry to study biological processes in living organisms at the cellular and molecular level. Biochemistry has connections to the fields of genetics, microbiology, forensics, immunology, and medicine.

In this class, students will overview atomic structure and electron orbitals to understand how and why chemical bonds form. They will learn about the bipolar properties of the water molecule and several common chemical groups in order to understand and predict the behavior of larger molecules. Students will become familiar with the major classes of macromolecules present in living organisms (carbohydrates, proteins, nucleic acids, lipids and fats) and use classic chemistry experiments to identify unknown macromolecules. The role of each type of macromolecule in your body's cells will be discussed.

Students will investigate environmental conditions that can affect the structure of proteins and will design their own experiment to explore the ability of a protein to maintain its function after exposure to factors that will disrupt its native structure. In the DNA extraction lab, students will learn how each reagent they use is functioning on a biochemical level to enable the release of cellular DNA. Students will be invited to choose what source they would like to extract DNA from. The class's final investigation will be to understand how protein enzymes and nucleic acids work together in the processes of transcription and translation to produce new proteins.

Topics in this Series: BioChemistry Basics (Semester 1), Decoding DNA and Genetics (semester 2). Lab/Supply Fee: A class fee of $25.00 is due payable to the instructor on the first day of class.

Why does too much caffeine give you insomnia? Does Gatorade after exercise really help? How does ibuprofen make pain go away? Answers to these questions and thousands more can be found in the field of biochemistry. Biochemistry is the 20th century branch of medicine that uses chemistry to study biological processes in living organisms at the cellular and molecular level. Biochemistry has connections to the fields of genetics, microbiology, forensics, immunology, and medicine.

In this class, students will start with the basics of atomic structure and chemical bond formation. From there the class will examine the polarity of water molecules and several common chemical groups in order to understand and predict the behavior of larger molecules (macromolecules). The macromolecules we will study this semester exist in living organisms and in humans, these include carbohydrates, proteins, nucleic acids, lipids and fats. The role of each of these groups of molecules in your body’s cells will be discussed.

In-class labs will include: DNA extraction from a food or plant of student's choice; performing chemistry experiments to identify carbohydrates, proteins, lipids and fats; building a protein structure using a molecular modeling kit; building models of individual water molecules and the hydrogen bonds between the molecules to explain polarity and protein behavior.

Topics in this Series: BioChemistry Basics (Semester 1), Decoding DNA and Genetics (semester 2). Lab/Supply Fee: A class fee of $30.00 is due payable to the instructor on the first day of class.

This lab intensive is for high school students who have recently completed (or are about to begin) a lecture-only Biology course or those from a traditional school setting where dissection work is limited. This 3-day workshop is designed to provide the "Best of Biology" lab experience. Students will perform 18-20 dissections over 3 days exploring the major organ systems of vertebrates and comparative anatomy as we work our way through the phylogenetic tree of Animalia.

Students will examine the major functions and features of key organ systems with the dissection of: circulatory system (cow heart), nervous system (sheep brain), excretory system (cow kidney), senses (cow eyeball), and musculoskeletal system (chicken wings and cow femur).
Then, students will move into comparative anatomy by dissecting organisms from a range of phyla, in order of increasing complexity of the organism. Dissections will include: a sponge, mussel, jellyfish, starfish, earthworm, squid, octopus, crayfish, grasshopper, perch, dogfish, frog, and a fetal pig. (Substitutions may be made based on the availability of lab specimens.)

For safety reasons, Dissection Lab has a dress code more restrictive than the general Compass dress code: (1) Long hair must be tied back (male or female); (2) Shirts must have at least short sleeves (such as a t-shirt). Tank tops and sleeveless shirts are not permitted. (3) Students must wear long pants. Shorts are not permitted. (4) Students must wear closed-toe shoes. Open toe sandals, slides, and flip-flops are not permitted. All supply/lab fees are included.

This is a three-day program

Students will learn the foundations of biology as they study the types of life, kingdoms, types of cells, and explore the interactions between animals and plants. Students will learn about classification of living things and the major kingdoms. They will explore prokaryotic and eukaryotic cells, cell structures and the similarities and differences of plant and animal cells. The students study photosynthesis, chloroplasts and the ability of plants to use solar energy and carbon dioxide and convert it to chemical energy and oxygen. They will investigate protozoa and learn the main types and how they move. Students are introduced to the parts, function and use of a microscope, including preparing slides. They will conduct experiments to observe cells and protozoa. Course themes include: Types of life, classification, cells and cell structures, plant and animal cells, plants and photosynthesis, protists, microscopes

Students will continue their study of the basic concepts of biology by studying anatomical structure of different animals. They will explore anatomy, form and function, and organ systems through a series of three dissection labs: vertebrate (fish), sheep brain, and cow eye. They will learn about organ systems by study the anatomy of a fish: stomach, intestines, muscles, air bladder, gills, heart and liver. In the sheep brain dissection, students explore the anatomy of the brain, identifying the hemispheres, cerebrum, cerebellum, spinal cord, lobes, and white and gray matter. During the cow eye dissection, we learn about the parts of the eye: cornea, iris, pupil, vitreous humor, aqueous humor, sclera, optic nerve and blind spot. Course themes include: anatomy: form and function; planes of the body, vertebrate anatomy, brain anatomy, eye anatomy. Tuition includes lab and supply fees.

Students will continue their study of the basic concepts of biology by studying anatomical structure of different animals. They will explore anatomy, form and function, and organ systems through a series of three dissection labs: sheep's heart, sheep's brain, and cow eye.  In the heart dissection, students will observe and identify the major structures such as chambers, valve,  and aorta. In the brain dissection, students explore the anatomy of the brain, identifying the hemispheres, cerebrum, cerebellum, spinal cord, lobes, and white and gray matter. During the cow eye dissection, we learn about the parts of the eye: cornea, iris, pupil, vitreous humor, aqueous humor, sclera, optic nerve and blind spot. Course themes include: anatomy: form and function; planes of the body, vertebrate anatomy, brain anatomy, eye anatomy. Tuition includes lab and supply fees.

Students will be introduced to the fascinating world of biology through intensive laboratory work! This full-year laboratory course makes biology come alive through hands-on activities, guided inquiry, and student-led research projects. Each lab will feature a short introductory lesson followed by active investigations, providing students with practical experience in laboratory techniques and safety. Students will work with a variety of model organisms such as rapid cycling plants, zebrafish, and bacteria to explore fundamental biology concepts. In addition, students will develop their communication skills throughout the course by writing scientific papers, presenting posters, and delivering short oral presentations.

The first quarter will focus on cell and molecular biology. Students will apply basic microscopy techniques to learn about cell structure and function and then observe cell division in zebrafish embryos. They will design original experiments to study the role of energy, photosynthesis, and respiration in plants. Students will then dive deep into the central dogma of molecular biology, understanding the interconnections between DNA, RNA, and protein. They will genetically engineer bacteria to produce a fluorescent protein and conduct additional inquiries to expand their understanding of the underlying scientific principles. At the end of the quarter, students will write and peer-review a short scientific paper based on an investigation of their choice. First quarter themes include cell structure and function (chapter 7), photosynthesis (chapter 8), cellular respiration and fermentation (chapter 9), cell growth and division (chapter 10), DNA structure and function (chapter 12), RNA, protein synthesis, and gene regulation (chapter 13).

Expectations: The student should expect to spend approximately three hours per week on homework. Students will be expected to complete reading assignments, prelab questions, and short assignments on a weekly basis. These short assignments may also include postlab review questions and research topics. Students will work on their final presentations throughout the quarter, highlighting an investigation or biology concept of their choice.

Supplies: Students should purchase or rent the Miller & Levine Biology textbook 2014 Student Edition (red macaw cover). Also, students must bring a lab notebook (graph ruled composition notebook is recommended) to every class. There is a $300.00 material and lab fee for this class with $140 due on 9/9/16 and $160 due on 1/13/17.

Prerequisites: Students should be familiar with basic chemistry concepts, in particular the nature of atoms and molecules.

Future topics in this series include Genetics and Evolution (2nd quarter), From Microorganisms to Plants (3rd quarter), and Ecology (4th quarter).

This is a year-long (30 weeks) course that meets Wednesday and Friday for 3 hours per week. Register by year with split payment option using the code 201617YL50. You will be charged 50% at early registration. The remaining 50% tuition and a $25.00 processing fee will be due on August 31.

This intensive, "boot camp" style workshop includes the "Greatest Hits" of high school biology lab work and introduces students to the range of concepts in high school biology. Students will investigate the activity of enzymes, the cycling of carbon in mini-ecosystems, and the movement of molecules through semi-permeable membranes. Microscopy techniques will be employed to view bacteria, protist, fungi, plant, and animal cells, through both live, wet-mount samples and prepared specimen slides. Students will observe the observation of the movement of chromosomes during mitosis and extract DNA from foods. Participants will also visualize the complex processes of cellular respiration and photosynthesis using yeast and aquatic plants; investigate the genetics of taste; explore bacterial growth and evaluate disinfectant efficacy; and simulate evolution with origami birds before dissecting a frog and a sheep's brain.

This lab intensive is for high school students who are pursuing or who have recently completed a virtual or textbook-only high school biology course that did not include hands-on lab work. The course can also serve as a preview for high school students who will be taking a full course in high school biology in the fall of 2024. It is suitable for a student who had an incomplete course in biology and needs "a little extra" work to conclude the course, or any other high school student who enjoys laboratory work. Prior to beginning the workshop, students will receive a list of labs, principle topics, and corresponding videos to serve as a review or a pre-lab overview.

For safety reasons, Biology Lab has a dress code more restrictive than the general Compass dress code: (1) Long hair must be tied back (male or female); (2) Shirts must have at least short sleeves (such as a t-shirt). Tank tops and sleeveless shirts are not permitted. (3) Students must wear long pants. Shorts are not permitted. (4) Students must wear closed-toe shoes. Open toe sandals, slides, and flip-flops are not permitted. There is a $75.00 supply fee due payable to the instructor on or before the first day.

This is a five-day program.

Students will learn the foundations of biology as they study the types of life, kingdoms, types of cells, and explore the interactions between animals and plants. Students will learn about classification of living things and the major kingdoms. They will explore prokaryotic and eukaryotic cells, cell structures and the similarities and differences of plant and animal cells. Students will examine photosynthesis, chloroplasts and the ability of plants to use solar energy and carbon dioxide and convert it to chemical energy and oxygen. They will investigate protozoa and learn the main types and how they move. Students are introduced to the parts, function and use of a microscope, including preparing slides. They will conduct experiments to observe cells and protozoa. Course themes include: Types of life, classification, cells and cell structures, plant and animal cells, plants and photosynthesis, protists, microscopes