This course presents a study of basic Anatomy and Physiology as it relates to the human body. Students will learn to identify and describe the major anatomical features of the integumentary, skeletal, muscular, nervous, cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems. Students will also learn to identify and describe the functional characteristics of the major tissues of the human body. In addition, student goals also include learning to identify and describe the physiological processes of the above systems and understand the roles of the organ systems in maintaining homeostasis.

This course is an introduction to the concepts and principles important to a basic understanding of the nature of science and how biological systems operate. The importance of scientific methods and processes will be explored. Biological organization will be studied by examining the chemical, cellular, organismal and ecological principles that are characteristic of life. The diversity and unity of life will be investigated in terms of evolutionary, classical, and molecular genetics.

(Prerequisites: Algebra I)

This is a college preparatory course in which we explore God’s creation through the discipline of chemistry -- the study of matter and the changes and interactions that occur to these substances. The emphasis will be hands-on learning, often doing experiments or participating in demonstrations to discover chemical principles for yourself. As much as possible, we will integrate technology into this Chemistry course. In the laboratory/classroom, you will have access to a laptop computer primarily to collect data using electronic sensors; you will also use the computers and other devices with internet access to conduct research, to write papers and reports, and to take some electronic quizzes and tests.

By the end of this course, the student will be able to:

• DESCRIBE how all matter is composed of atoms that may join together to form molecules.
• KNOW that there are groups of elements that have similar properties, including highly reactive metals, less reactive metals, highly reactive nonmetals, and some almost completely non-reactive gases.
• RECOGNIZE that a mixture often can be separated into the original substances using one of more of their characteristic physical properties
• DESCRIBE that atoms are made of a positive nucleus surrounded by negative electrons and that the nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more massive than an electron.
• INDICATE that the number of protons in the nucleus defines the element.
• DESCRIBE how an atom's electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms.
• EXPLAIN that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons.
• EXPLAIN how the Periodic Table of Elements reflects the relationship between the properties of elements and their atomic structure.
• BALANCE chemical equations to demonstrate the Law of Conservation of Mass
• MEASURE and CALCULATE results of chemical reactions and the relationship between the mole and atomic mass.
• CLASSIFY a reaction based on the behavior of the reactants and products.
• COMPOSE a simple laboratory report to describe the methods, measurements, and interpretation of collected data.

In the Digital Photography (Spring Phase - Experiential Learning) course, students will learn the creative process of composing and editing photographs. Practical photography will emphasize portrait photography, but also include sports/action photography and basic news photography. Students will write a weekly critique of photographs (in an online blog), and read a scholarly book on the history and techniques of photography. At the end of the course, each student will exhibit their best photographs at a Photo Exhibit in the cafeteria, along with a completed portfolio of pictures posted on the student blog.

By the end of this course, the student will be able to:

• DESCRIBE the features and how to use the digital camera, and develop expertise in using this instrument to its full capacity.
• UNDERSTAND the basis of the data in a digital image, and manipulate the various factors by learning about and using Photoshop Elements similar digital image editing software.
• APPRECIATE the rich history of photography, by reading and reflecting on the book selected for this course.
• COLLABORATE with other Spring Projects at SBP, including the literary magazine Kayrix, and the Backpacking Project, to recognize that photographs often exist within a context, or to document an activity/process/accomplishment.
• COOPERATE with each other in the production of good photographs, realizing that the photographer often needs assistance to produce and improve his images.
• CHALLENGE each other to improve, by offering constructive criticism of each other’s work, pointing out the strengths of the work being reviewed, and by suggesting ways in which the image can be more effective.

This course combines aspects of astronomy, and atmospheric and geological sciences to provide a foundational overview and understanding of the Earth and its many interrelated systems. It has three general objectives: 1) to increase student understanding of processes and interactions that define and shape the Earth, 2) to develop laboratory and field skills that can also be applied in future science coursework, and 3) to increase reading comprehension and technical writing abilities that are critical to communicating effectively in science. Throughout this course students will learn to:

• Describe theories of planetary and stellar evolution, and processes that contribute to the formation of the Earth over time
• Explain relationships among the Sun, Earth and Moon that regulate moon phases, eclipses, ocean tides, and the seasons
• Explain cyclical patterns that sustain life on earth, including water, carbon, and others
• Relate the theory of plate tectonics to processes in and on the Earth, including earthquakes, volcanoes, and landforms
• Classify rocks and minerals based on observable properties, processes of formation, and the cycling of earth materials
• Discuss responsibilities and issues related to managing Earth’s environment
• Conduct scientific investigations with accuracy and precision, and to express findings clearly, in both written and oral presentations
• Ably converse within a scientific community using appropriate units of measure, discipline-specific terminology, and clear technical writing
• Work as a responsible member of a research team

(Prerequisites: Algebra I and Geometry)

This course is designed to provide familiarity with the foundational knowledge and techniques that every engineer implements, regardless of specialty. These include the application of mathematical tools and scientific concepts, along with creativity, teamwork and experience, to find practical solutions to a broad variety of challenges. This course aims to stimulate and extend students’ math and science knowledge, together with their creativity, ingenuity, and ability to work as part of a team.

Specific objectives for students in this course include:

• A working knowledge of the engineering design cycle,
• Exposure to a variety of engineering challenges and problem-solving methods,
• A deeper understanding of the applications of mathematics applied to engineering design,
• Use of design and testing tools, including CAD and spreadsheets,
• Proper note-keeping and documentation for projects,
• The ability to act as a contributing member of an engineering team,
• Competence and confidence in the presentation of ideas, both written and verbal,
• The application of reverse engineering to specific problems,
• Functional knowledge of a variety of engineering sub-disciplines.

(Prerequisite: Biology)

This course explores the unique systems and life on Earth, with particular attention paid to human interactions with and effects on both local and global environs. At the end of Environmental Science, each student will be able to:

• describe the various biomes of Earth and the cycles and systems that are responsible
• for their existence;
• determine the reasons how and why different populations change, with attention to the interactions between species;
• assess an ecosystem’s health based on biodiversity and pollution levels;
• explain the connections between habitat loss, invasive species, species removal, and global warming on reducing biodiversity;
• test for different types of pollutants in air, water, and soil, and other locations using accepted methods and materials, and describe their sources;
• create a plan for sustainability in his home and place of work;
• advocate for environmental justice in his community; and
• understand the American history of conservation, as explained through policymaking and the genesis of the National Parks System.

This course covers many aspects of forensic science, with an emphasis on exploration and lab investigation. Students will apply their prior knowledge from biology, chemistry, and physics to solving crimes. Topics vary based on class interest, but may include latent fingerprinting, ballistics measurements, hair and fiber analysis, blood typing, blood spatter examination, handwriting analysis, criminal psychology, forensic toxicology, burn pattern analysis, and DNA fingerprinting. Students will end the course with a practical understanding of the collection, examination, evaluation, and interpretation of different types of crime scene evidence.

This course will provide the student with a brief history of human scientific inquiry. As with any other field, the only way to truly understand where we are in science today is to look at what happened in the past. The history of science can teach us many lessons about how science should and should not be practiced. It can also help us understand the direction in which science is heading today; no one should undertake a serious study of science without first taking a look at its history.

By the end of this course, the students should be able to:

• DESCRIBE about the philosophy of scientific inquiry, and understand the historical background that existed during the time of scientific discoveries;
• WRITE to improve the student’s ability to create meaning and comprehend;
• RELATE various scientific discoveries to work that others had performed in the past;
• ANALYZE the relationships between philosophies, historical background, and personalities and their effect on scientific inquiry;
• SYNTHESIZE timelines that show connections between the political, cultural, and scientific activities that existed during important periods in the world’s history.

(Prerequisite: Biology)

Infectious diseases like COVID-19, Ebola, and AIDS are emerging and spreading faster than ever before, thanks to the increasing ease of fast, efficient, worldwide travel. Why do only some viruses and bacteria get us sick, but not others? How does our immune system work to keep us from getting sick? What can we learn about how infections move through a population, and how can we use this knowledge to predict future epidemics? This course examines the life cycle and transmission methods of disease-causing bacteria and viruses, our immune response to these pathogens, patterns of disease spread, and issues surrounding the prevention, treatment, and control of infectious diseases. We’ll look at several historical outbreaks, including the 1918 Spanish flu, Cholera, Lyme disease, and AIDS, and discuss what the next big pandemic might be.

This First Term course includes instruction in historical, theoretical and practical aspects of amateur radio communication. Through lecture, demonstration and hands-on activities, students will learn the essentials of radio operation and related basic electronics. The broader goal of public service that is at the heart of the active, global amateur radio community is also emphasized and encouraged. Throughout the course, students will also have opportunities to acquire knowledge needed to pass the FCC-required Technician Class license test. The official test and subsequent licensing will be offered free of charge for students who pass this course.

(Prerequisite: Chemistry)

Diseases of the human body are compelling starting points for learning about the biological molecules and functional pathways that make up the human body. In this course, students will learn about the structures of human cells, tissues, and organs by considering the atoms and macromolecules which are important in these structures, and how diseases are related to biochemical malfunctions. At the beginning of each module, a specific human disease will be described in a case study. The “problem” of how to diagnose and treat the disease will be the motivation for the student to learn more about how normal human biomolecules function correctly, and how the disease may have affected that normal function. The course will correlate human diseases with the relevant molecular biology and biochemistry needed to understand the diagnosis and treatment of those diseases. The core concepts of biochemistry will be considered during this learning process: cell ultrastructure; function of water; carbohydrate chemistry; amino acids and peptides; protein and protein supramolecular structure; lipids, membranes, transport, and signaling; nucleic acids; enzyme structure, function, and kinetics; metabolism; nucleic acids; gene expression.

By the end of this course, the student will be able to:

• DEMONSTRATE the nomenclature of organic compounds and functional groups.
• ILLUSTRATE the structure and molecular interactions of various organic compounds, and the role of their functional groups in the behavior and reactivity of these molecules.
• EXPLAIN the role of enzymes in biological processes, and the structure/function relationship of different types of cell enzymes.
• EVALUATE the composition of biologically important molecules: carbohydrates, lipids, proteins, and nucleic acids, and how their composition affects their function in the cell.
• SUMMARIZE the role of individual molecular building blocks in the formation of polymers, a recurring theme in biochemistry
• DISTINGUISH between normal and pathological disease states and the role of biological molecules in the development of these human illnesses.

We will examine several basic concepts of toxicology as they apply to common poisons, environmental pollutants, and biological substances that harm the human body. We will discuss statistics and how common (or rare) certain poisons are, how they enter the body, the body's response to the substance, the elimination of toxic agents, as well as the fundamental laws governing the interaction of foreign chemicals with biological systems. We will primarily focus on the application of these concepts to the understanding and prevention of exposure to toxic substances, as well as how the media (newspapers, books, and films) have made certain poisons famous (or infamous). We will read everyday from a book called "The Poison Squad". Students will be required to do research and give a presentation at the end of the course.

By the end of this course, the student will be able to:

• READ about the development of the science of toxicology, and understand the historical background that existed during the early 20th century that led to the development of toxicology, as it pertained to the production of food that is safe to eat;
• WRITE to improve the student’s ability to create meaning and comprehend;
• RELATE how one ‘paradigm’ or example of a poison can teach us about similar toxic substances;
• ANALYZE the relationships between normal body functions and the breakdown that occurs due to the action of toxic substances that enter the body/cells during a poisoning;
• SYNTHESIZE connections that show how the political, cultural, and scientific activities that existed during this period in the nation’s history led to our current understanding of poisons and toxins.

This Middle Division course will serve as a broad introduction to the mechanisms of living systems, beginning with the understanding of the cell and its structures. The student will learn about the organization of tissues, organs and organ systems. Students will also learn the fundamental properties of the different molecules that compose living tissues (water, carbohydrates, lipids and nucleic acids). Emphasis on the human body will be accompanied by an introduction to the composition and function of various plant structures. Classification of the different forms of living organisms will allow the student to appreciate the diversity of life. The students will learn about the basics of genetics and how physical traits are exhibited in offspring of plants and animals.

Students will continue to improve their familiarity with the process of scientific investigation, specifically with how it applies to the study of living organisms. The student will reinforce his knowledge of the scientific method, including the use of the metric system (SI) for measurements. The improvement of laboratory skills and the ability to interpret/analyze data will be an important focus in this course. Students will apply and improve their mathematics skills to learn how to solve life science problems.

(Prerequisites: Algebra I)

This course focuses on basic atmospheric properties and composition, weather systems and associated processes, forecasting, and large and small scale atmospheric dynamics (that means how the atmosphere moves around). At the end of meteorology, each student will be able to:

• describe the properties and structure of Earth’s atmosphere;
• evaluate the behavior of radiation as it interacts with air, water, and surfaces;
• diagnose temperature differences based on the Earth’s surface and topography;
• examine the role of water in energy transfer, clouds, and precipitation processes;
• estimate atmospheric motion through pressure and force relationships;
• create short and mid term forecasts using surface, upper air, climatological, and model data;
• understand the physical processes that are causing our changing climate, and the effects of that change on Earth systems;
• compare and contrast the formation and behavior of severe weather systems such as tropical cyclones and thunderstorms; and
• study other topics of interest to the class, as time permits.

This course will focus on natural disasters: tornadoes; hurricanes; volcanoes; earthquakes; tsunami; and meteorites. At the end of Natural Disasters, each student will be able to:

• describe the physical features of each phenomenon and determine the chronology of each type of event;
• identify conditions that are favorable for the development of different types of natural disasters;
• create and analyze maps, models and data charts of actual events;
• explain how natural disasters are actually beneficial to the planet and a normal part of its existence;
• understand the processes of psychological and emergency response to natural disaster; and
• evaluate the natural disaster risks we face here in New Jersey.

(Prerequisite: Algebra 2)

In this course, our main objectives are to develop a deeper understanding of the universe and its laws, to develop critical thinking and problem solving skills, and to conduct various experiments while recording observations and measurements.

Throughout the term, students will study topics in and perform experiments on Kinematics (the Physics of Motion) including

• Motion in one dimension, displacement, velocity, acceleration, and free fall
• Motion in two dimensions, Vector Math, Projectile Motion
• Newton’s Laws of Motion, Forces, Force Diagrams
• Energy, Work, Kinetic Energy, Potential Energy, Power
• Momentum, Impulse-Momentum Theorem, Elastic Collisions and Inelastic Collisions.

This course focuses on how our fine, feathered friends behave when we are watching, and also when we are not. At the end of The Secret Lives of Birds, each student will be able to:

• explain the mechanics of flight, including the anatomical structures that make bird flight possible (dissection included);
• identify “birds du jour” and experience the diversity of bird life right in northern New Jersey (and, in many cases, right at St. Benedict’s Prep);
• examine mating and nesting behavior as they relate to a bird’s habitat;
• determine the role of theft in a bird’s survival strategy;
• describe the many ways in which birds use aggressive or sneaky behaviors to ensure their success;
• evaluate the changes that occur in bird anatomy and behavior in response to environmental forces; and
• answer the question “Is having a bird brain really an insult?”