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Curriculum Guide

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Science

Woodberry Forest is a physics-first school, introducing its students to the science curriculum through a laboratory-intensive, conceptually-underpinned physics course for third formers. For students entering Woodberry in the third form year, the sequence of required courses is physics in the third form, chemistry in the fourth form, and biology in the fifth form. Those who enter in the 4th form take chemistry, then biology 5th form year if they haven’t already taken a high school laboratory-based biology course.
The science department believes not just in learning about science, but also in doing science.  Every course, at every level, spends at least a quarter of the class time, and usually much more than that, doing hands-on laboratory activities.  Students leave the general-level courses with an understanding of evidence-based scientific reasoning, as well as an understanding of how experimental evidence is gathered in each scientific discipline.  Advanced coursework is available in all areas.

In summary, the Woodberry science sequence includes:
Entering 3rd form: physics, chemistry, biology.  
Entering 4th form: chemistry, biology. Physics is not required, but is available to upperclassmen.
Entering 5th form: biology.  Neither physics nor chemistry is required, but both are available to upperclassmen.



  • Science_Physics

    Physics, a year-long course required of all third formers, emphasizes the principles of physics on a conceptual basis. The course begins with optics and waves and progresses through electric circuits before covering traditional mechanics topics. Students use the fundamental facts and equations of introductory physics as a vehicle for a thorough introduction to analytical thinking and creative problem-solving skills. Well over half of class time involves hands-on experimental work. Nightly problems require students to justify their answers with substantial verbal reasoning. Tests and exams questions are based on authentic items from New York Regents exams, adapted such that a calculator is not required, and adapted to require students to demonstrate their verbal as well as mathematical skills. It is expected that a successful physics student leaves with a solid understanding of qualitative mathematical approaches to problem-solving, including verbal justifications of answers; graphical analysis, both experimental and theoretical; order of magnitude estimation, including describing the physical meaning of numerical answers; and experimental verification and investigation of physical relationships. 
    Those who do not enter in the 3rd form are encouraged to take physics in the 5th or 6th form year. Such students are offered a separate section of physics from the 3rd form. This section follows the same curriculum, but in a different order, and in a style optimized for  upperclassmen.  

  • Biology

    Biology 
    Biology is an introductory laboratory course which presents topics of basic biology.  This survey course covers the ecological biology of plants and animals, evolution and speciation, and the interrelationships between organisms and their environment; it further includes the cellular biology topics of biochemistry, cell structure and function, and molecular genetics. Though all sections hold about ¾ of the course in common, each teacher spends ¼ of the course covering topics and laboratory investigations in an area of their personal interest, sometimes including deeper investigations into environmental ecology, forensic biology, anatomy, or marine biology.  A minimum of one quarter of the class time is spent conducting laboratory investigations and related class activities. Topics are often presented within the context of how this study of life relates to technology and society. Reading and discussion of the class text along with current scientific literature is an integral part of the course. Biology (or honors biology) is a required course for all 5th formers, unless they have already taken a laboratory-based biology course during high school.  

  • Science_Honors Physics 1

    Honors physics 1 follows the course description for AP Physics 1: Algebra-Based provided by the College Board. This is an algebra-based, college-level survey course, covering important topics in classical mechanics. Students are expected to develop both a mathematical and conceptual understanding of the subject, with a substantial emphasis on the latter. The course is taught through the use of quantitative demonstrations and in-class laboratory exercises, paired with nightly assignments involving descriptive problem solving. Approximately half the course time is spent in hands-on experimental work in guided- and open- inquiry styles.  Tests and exams are in the style of the AP Physics 1 exam. Students are encouraged to take the AP Physics 1 exam in May.  
    One section of this course is exclusively for 3rd formers, who are selected based on a holistic evaluation of their transcript and readiness assessment.  Honors placement for upperformers is determined for returning students by their performance in their previous science course, and for new students by a holistic transcript evaluation.  Honors physics 1 is also available as a second-year physics course to most students who have already completed physics.

  • Physics 3rd form

    Physics, a year-long course required of all third formers, emphasizes the principles of physics on a conceptual basis. The course begins with optics and waves and progresses through electric circuits before covering traditional mechanics topics. Students use the fundamental facts and equations of introductory physics as a vehicle for a thorough introduction to analytical thinking and creative problem-solving skills. Well over half of class time involves hands-on experimental work. Nightly problems require students to justify their answers with substantial verbal reasoning. Tests and exams questions are based on authentic items from New York Regents exams, adapted such that a calculator is not required, and adapted to require students to demonstrate their verbal as well as mathematical skills. It is expected that a successful physics student leaves with a solid understanding of qualitative mathematical approaches to problem-solving, including verbal justifications of answers; graphical analysis, both experimental and theoretical; order of magnitude estimation, including describing the physical meaning of numerical answers; and experimental verification and investigation of physical relationships.

    Those who do not enter in the 3rd form are encouraged to take physics in the 5th or 6th form year. Such students are offered a separate section of physics from the 3rd form. This section follows the same curriculum, but in a different order, and in a style optimized for upperclassmen.

  • Chemistry

    Chemistry
    Chemistry introduces the student to a broad spectrum of chemical interactions and concepts. A development of the fundamental principles of chemistry, as well as their applications, is presented. Chemical nomenclature, stoichiometry, atomic structure, bonding theories, thermochemistry, periodic properties, solution calculations, gas laws, and the properties of solids and liquids are among the topics discussed. Regular inquiry-style laboratory investigations involve hands-on study of matter and its changes. 
     

  • Physics


    Physics
    Physics, a year-long course required of all third formers, emphasizes the principles of physics on a conceptual basis. The course begins with optics and waves and progresses through electric circuits before covering traditional mechanics topics. Students use the fundamental facts and equations of introductory physics as a vehicle for a thorough introduction to analytical thinking and creative problem-solving skills. Well over half of class time involves hands-on experimental work. Nightly problems require students to justify their answers with substantial verbal reasoning. Tests and exams questions are based on authentic items from New York Regents exams, adapted such that a calculator is not required, and adapted to require students to demonstrate their verbal as well as mathematical skills. It is expected that a successful physics student leaves with a solid understanding of qualitative mathematical approaches to problem-solving, including verbal justifications of answers; graphical analysis, both experimental and theoretical; order of magnitude estimation, including describing the physical meaning of numerical answers; and experimental verification and investigation of physical relationships. 
    Those who do not enter in the 3rd form are encouraged to take physics in the 5th or 6th form year. Such students are offered a separate section of physics from the 3rd form. This section follows the same curriculum, but in a different order, and in a style optimized for  upperclassmen.  
     

  • Science_Honors Physics 2

    Honors physics 2 follows the course description for AP Physics 2: Algebra-Based provided by the College Board. This is an algebra-based, college-level survey course, covering topics beyond mechanics: waves, optics, electricity, magnetism, fluids, thermodynamics, and atomic physics. Students are expected to develop both a mathematical and conceptual understanding of the subject, with a substantial emphasis on the latter. The course is taught through the use of quantitative demonstrations and in-class laboratory exercises, paired with nightly assignments involving descriptive problem solving. At least one-quarter of the course time is spent in hands-on experimental work in guided- and open- inquiry styles.  Tests and exams are in the style of the AP Physics 2 exam. Students are required to take the AP Physics 2 exam in May.  
    Successful completion of honors physics 1 is required for placement into honors physics 2.  This means earning a 3 or better on the AP Physics 1 exam; or, for those who took an honors physics equivalent course elsewhere, passing a rigorous placement test similar to the AP Physics 1 exam.



  • Introduction to Engineering

    Introduction to Engineering Design - will only be offered in fall trimester, available to sophomores, juniors, and seniors, requirement: ECLIPSE (if student arrived in 3rd form) 
     
    This trimester-long course allows students the opportunity to have a taste of what being a design engineer is really like. This largely project-based experiential course introduces the spectrum from aesthetics to performance in design decision making, before leading students through a series of design cycles mimicking the processes typically encountered in engineering industry using industry-standard tools. Individual and group projects will teach computer-aided design (CAD) and finite element analysis (FEA) software by walking students through the creation of a radio-controlled airplane design and conceptualisation of a deployable bridge for humanitarian applications, culminating in a competitive physical testing process to find out how much weight each 3D printed bridge prototype holds before destruction. This course is perfectly suited to young students looking to turn design thinking and curiosity into a future career.

  • Science_Chemistry

    Chemistry introduces the student to a broad spectrum of chemical interactions and concepts. A development of the fundamental principles of chemistry, as well as their applications, is presented. Chemical nomenclature, stoichiometry, atomic structure, bonding theories, thermochemistry, periodic properties, solution calculations, gas laws, and the properties of solids and liquids are among the topics discussed. Regular inquiry-style laboratory investigations involve hands-on study of matter and its changes.

  • Environmental Science: Woodberry Environment

    Environmental Science: The Woodberry Environment
    This is a course in environmental science designed to take advantage of the school’s vast and varied ecosystems. Students will discover and investigate the ecosystems on our 1200-acre campus. Most of the experimental work in the course will be spent outdoors investigating the interactions of organisms and our environment. 
    [We do not offer an honors section of environmental science.  Those students who have deep interest in exploring the natural environment of Woodberry and the world should consider interviewing for Science Thesis Seminar.]

  • Science_Honors Chemistry

    Like general chemistry, honors chemistry introduces the student to the broad spectrum of chemical interactions and concepts. The course places a heavier emphasis than the regular course on analytical thinking skills and problem-solving techniques. Top students in the class are encouraged (though not required) to take the AP Chemistry exam. Topics covered in Honors Chemistry include classification of matter, chemical nomenclature, reactions in solution, oxidation and reduction, atomic and molecular structure, gas laws, properties of solutions, chemical kinetics, thermodynamics, acids and bases, and chemical equilibrium. All of the topics are approached with the goal of conceptual understanding through the particulate model of matter, with the ability to recognize and work with quantitative relationships adding more depth to that understanding. Regular laboratory exercises give students a chance to discover relationships in a hands-on environment and to apply their classroom knowledge in chemical investigations. Honors chemistry is primarily taken by the most advanced fourth-form science students; honors placement is determined by performance in physics for returning students and by a holistic transcript evaluation for new fourth formers. Honors chemistry is also available as a second-year chemistry course to most students who have already completed chemistry.

  • Honors Biology

    Honors Biology
    The honors biology course offers students a more in-depth study of biological science, with considerable emphasis on molecular and cellular biology, biochemical pathways, genetics, and evolution. The course follows the Advanced Placement biology curriculum framework, emphasizing the four “big ideas” of biology and the core concepts students should master. Lab work and the process of science is an integral part of the course and will include, but not be limited to, the “seven science practices” as outlined in the Advanced Placement biology curriculum framework. Students in this course are expected to take the Advanced Placement biology examination.  Honors biology is primarily taken by the most advanced 5th form science students; honors placement is determined by performance in chemistry for returning students, and by a holistic transcript evaluation for new 5th formers. Honors biology is also available as a second-year biology course to most students who have already completed biology. 

  • Honors Physics 1

    Honors Physics 1
    Honors physics 1 follows the course description for AP Physics 1: Algebra-Based provided by the College Board. This is an algebra-based, college-level survey course, covering important topics in classical mechanics. Students are expected to develop both a mathematical and conceptual understanding of the subject, with a substantial emphasis on the latter. The course is taught through the use of quantitative demonstrations and in-class laboratory exercises, paired with nightly assignments involving descriptive problem solving. Approximately half the course time is spent in hands-on experimental work in guided- and open- inquiry styles.  Tests and exams are in the style of the AP Physics 1 exam. Students are required to take the AP Physics 1 exam in May.  
    One section of this course is exclusively for 3rd formers, who are selected based on a holistic evaluation of their transcript and readiness assessment.  Honors placement for upperformers is determined for returning students by their performance in their previous science course, and for new students by a holistic transcript evaluation.  Honors physics 1 is also available as a second-year physics course to most students who have already completed physics.

  • Science_Biology

    Biology is an introductory laboratory course which presents topics of basic biology.  This survey course covers the ecological biology of plants and animals, evolution and speciation, and the interrelationships between organisms and their environment; it further includes the cellular biology topics of biochemistry, cell structure and function, and molecular genetics. Though all sections hold about ¾ of the course in common, each teacher spends ¼ of the course covering topics and laboratory investigations in an area of their personal interest, sometimes including deeper investigations into environmental ecology, forensic biology, anatomy, or marine biology.  A minimum of one quarter of the class time is spent conducting laboratory investigations and related class activities. Topics are often presented within the context of how this study of life relates to technology and society. Reading and discussion of the class text along with current scientific literature is an integral part of the course. Biology (or honors biology) is a required course for all 5th formers, unless they have already taken a laboratory-based biology course during high school. 

  • Honors Chemistry

    Honors Chemistry
    Like general chemistry, honors chemistry introduces the student to the broad spectrum of chemical interactions and concepts. The course places a heavier emphasis than the regular course on analytical thinking skills and problem-solving techniques. Top students in the class are encouraged (though not required) to take the AP Chemistry exam. Topics covered in Honors Chemistry include classification of matter, chemical nomenclature, reactions in solution, oxidation and reduction, atomic and molecular structure, gas laws, properties of solutions, chemical kinetics, thermodynamics, acids and bases, and chemical equilibrium. All of the topics are approached with the goal of conceptual understanding through the particulate model of matter, with the ability to recognize and work with quantitative relationships adding more depth to that understanding. Regular laboratory exercises give students a chance to discover relationships in a hands-on environment and to apply their classroom knowledge in chemical investigations. Honors chemistry is primarily taken by the most advanced fourth-form science students; honors placement is determined by performance in physics for returning students and by a holistic transcript evaluation for new fourth formers. Honors chemistry is also available as a second-year chemistry course to most students who have already completed chemistry.
     

  • Science_Honors Biology

    The honors biology course offers students a more in-depth study of biological science, with considerable emphasis on molecular and cellular biology, biochemical pathways, genetics, and evolution. The course follows the Advanced Placement biology curriculum framework, emphasizing the four “big ideas” of biology and the core concepts students should master. Lab work and the process of science is an integral part of the course and will include, but not be limited to, the “seven science practices” as outlined in the Advanced Placement biology curriculum framework. Students in this course are expected to take the Advanced Placement biology examination.  Honors biology is primarily taken by the most advanced 5th form science students; honors placement is determined by performance in chemistry for returning students, and by a holistic transcript evaluation for new 5th formers. Honors biology is also available as a second-year biology course to most students who have already completed chemistry.

  • Science_Human Anatomy & Physiology

    This class is an introductory course to the structure of the human body and the functions of human cells and organ systems.  Emphasis is placed throughout the course on homeostasis — how the body’s different systems work together for the overall organism. In addition to the typical topics found in the different body systems — skeletal, muscular, integumentary, nervous, digestive, endocrine, circulatory, lymphatic, respiratory, urinary, and reproductive — we also cover topics such as nutrition, metabolism, and embryonic development. Laboratory activities, including both hands-on dissection of preserved specimens and virtual human cadaver dissection, reinforce major concepts. No prerequisite
     

  • Environmental Science: The Woodberry Environment

    This is a course in environmental science designed to take advantage of the school’s vast and varied ecosystems. Students will discover and investigate the ecosystems on our 1200-acre campus. Most of the experimental work in the course will be spent outdoors investigating the interactions of organisms and our environment. 
    [We do not offer an honors section of environmental science.  Those students who have deep interest in exploring the natural environment of Woodberry and the world should consider interviewing for Science Thesis Seminar.]

  • Honors Science Thesis Seminar (S)


    Honors Science Thesis Seminar
    Science Thesis Seminar is an immersive, intensive dive into scientific disciplines and experiences beyond the scope of typical advanced-level high school courses. Participants are chosen based on their demonstrated interest in scientific pursuit and desire to continue their science education. In investigative sections lasting half of the school year, students are assigned to do small-group undergraduate-level research projects or advanced coursework in an area of a faculty member’s interest. It is expected that these thesis projects will be evaluated externally by subject matter experts, in a manner similar to a scientific conference, thesis defense, or comprehensive examination. Successful completion of the external evaluation would earn the student “distinction in science.” 
     
    Placement into STS, an ungraded honors course, is by invitation only. To request an invitation, rising seniors must submit a video interview according to the instructions sent out in May.  Invitations are issued based on a student’s demonstrated interest in science, as well as on their demonstrated ability and motivation to handle the advanced independent work required.  A limited number of rising juniors will be invited by the department to submit a video interview for specific STS sections.
    STS immersive half-year sections offered in 2024-25 may include:
     
    Physics: undergraduate-level research
    The USYPT each year publishes four open-ended problems to be presented at their international tournament.  Students in this section of STS investigate three of these problems at the level of an undergraduate senior thesis, and present their work at the US Invitational Young Physicists Tournament.
     
     
    Chemistry: food chemistry
    Students will learn about and experiment with the macromolecules found in food: carbohydrates, fats, and proteins. The course investigates the fundamental principles in chemistry that underlie the behavior of these molecules and how that affects a variety of food products. 
     
    Biology: mastering DNA
    In an entirely hands-on course, students learn how to calibrate pipettes, extract DNA from a variety of organisms, run PCR reactions, do electrophoresis, and sequence DNA with a nanopore sequencer.  Many of the small projects in this course will revolve around reproducing professional DNA-related lab kits from scratch. Finally, students will plan and execute a PCR-related research project of their own.
     
    Environmental Science: forestry investigations
    Students will investigate, collect, analyze, and observe forested ecosystems on Woodberry Forest’s 1200-acre campus. They’ll undergo a crash course in soils, dendrology, and forestry, complete labs covering those same introductory level topics, and complete three group projects around the Woodberry campus.
     
     
     
    Chemical engineering: design and testing of ceramics glazes
    Glaze is a thin layer of glass covering most ceramic objects, from dinner plates to toilets, and it comes in every color and texture imaginable: it can be shiny, matte, smooth, bumpy, and even full of crystals. Students in this section will design and test their own glaze from scratch out of powdered minerals, creating new glaze possibilities for the WFS ceramics studio and to publish on Glazy, an online resource for ceramic artists.
     
    Environmental Science: The past, present, and future of Woodberry Forest's ecosystems
    Students will investigate biological and geophysical aspects of the five distinct ecosystems on Woodberry Forest’s campus: suburban, riparian, secondary growth forest, old growth forest, and farmland.  The final project for each student will look in detail at one aspect of campus ecosystems.
     
    Aerospace Engineering: Development of a Miniature Race Car
    Using industry-standard tools and techniques, students design and develop a high performance miniature air-powered race car for the officially sanctioned F1 in Schools competition. The team needs to not only ensure car performance is as high as possible, but also to create a series of portfolios detailing their team accomplishments and design processes, and present these to a panel of judges at the US National Championship.
     
    Biology: Marine biology
    The course focuses on learning about the physical and chemical structure of the
    ocean, the diversity and ecology of marine organisms at different depths, and the threats currently facing the marine biome - including a culminating research project. Students will be given the opportunity to travel to Woods Hole, MA to take a course at the Marine Biological Laboratory where they will get hands-on experience with active, ongoing research. 
     
     
    Physics: advanced topics in preparation for the AP physics 2 or C exams
    Students who have previously done well in the honors physics 1 course will engage with the equivalent of the second semester of a college-level introductory course. Experimental and problem solving work will cover waves, optics, thermodynamics, electricity, magnetism, atomic, and nuclear physics.

  • Science_Engineering Design

    This project-driven class will challenge students to solve problems across the fields of mechanical, electrical, computer, and biomedical engineering. From designing buildings to constructing medical devices, students will gain hands-on experience while working as a team to meet project goals. The course instructors bring substantial engineering and project development experience to the creation of some new projects each year. Students are evaluated by the success of their projects, and by the process they undertake in developing those projects. Prerequisite: permission of the instructor.

  • Science_Honors Science Thesis Seminar

    Science Thesis Seminar is an immersive, intensive dive into scientific disciplines and experiences beyond the scope of typical advanced-level high school courses. Participants are chosen based on their demonstrated interest in scientific pursuit and desire to continue their science education. In each half of the school year, students are assigned to do small-group undergraduate-level research projects or advanced coursework in an area of a faculty member’s interest. It is expected that one of these projects - the thesis project - will be evaluated externally by subject matter experts, in a manner similar to a scientific conference, thesis defense, or comprehensive examination. Successful completion of the external evaluation would earn the student “distinction in science.” 
     
    Placement into STS, an ungraded honors course, is by invitation only. To request an invitation, a student must himself contact the STS to arrange an interview.  Invitations are issued based on a student’s demonstrated interest in science, as well as on their demonstrated ability and motivation to handle the advanced independent work required.

Our Faculty

  • Photo of Greg Jacobs
    Greg Jacobs
    Science
    Chair
    (540) 672-3900
    Haverford College - BS
    Northwestern University - MS
    2000
    Bio
  • Photo of Lewis Affronti
    Lewis Affronti
    Science
    (540) 672-3900 ext. 8602
    Sewanee: The University of the South - BS
    University of Virginia - MEd
    2013
    Bio
  • Photo of Olivia Berntson
    Olivia Berntson
    Science
    Washington and Lee University - BS
    2024
    Bio
  • Photo of Henry Brooks
    Henry Brooks
    Science
    (540) 672-8614
    Davidson College - BS
    2023
    Bio
  • Photo of Eric Hicks
    Eric Hicks
    Science
    Science
    (540) 672-3900 ext. 5013
    College of Wooster - BA
    Wesleyan University - MALS
    2021
    Bio
  • Photo of Renee Hicks
    Renee Hicks
    Science
    Science
    (540) 672-3900 ext. 5300
    George Washington University - BA
    Wesleyan University - MALS
    2021
    Bio
  • Photo of Len Mills
    Len Mills
    Science
    Head Varsity Soccer Coach
    (540)672-3900 Ext. 5208
    Denison University - BS
    2011
    Bio
  • Photo of Alexander Tisch
    Alexander Tisch
    Science
    (540) 672-3900 ext. 5257
    Colby College - BA
    Montana State University - M.S.
    2010
    Bio
  • Photo of Paul Vickers
    Paul Vickers
    Science, Outdoor Education
    Vanderbilt University - BS
    Rensselaer Polytechnic Institute - MS
    1993
    Bio
  • Photo of Truett Wason
    Truett Wason '19
    Science
    (540) 672-3900 ext. 6045
    2023
    Bio
Woodberry Forest School is an exceptional private school community for high school boys in grades nine through twelve. It is one of the top boarding schools in the United States and one of the only all-boys, all-boarding schools in the country.
Woodberry Forest, VA 22989
Phone: 540-672-3900

Explore & Resources

Woodberry Forest admits students of any race, color, sexual orientation, disability, religious belief, and national or ethnic origin to all of the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, sexual orientation, disability, religious belief, or national or ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic or other school-administered programs. The school is authorized under federal law to enroll nonimmigrant students.