For the most part, the original document and the new document are the same except for the name change, though some extraneous information has been edited out. The six-page APPENDIX in the original document has been omitted. However, the APPENDIX is available upon request.
I have renamed the academy NASA Academy of the Physical Sciences (NAPS) for five reasons:
1. The National Aeronautics and Space Administration (NASA) is a United States government agency with an annual budget exceeding $17 billion. The annual federal funding projected for NAPS in the following document is $61.2 million, which is an amount that could easily hide inside the NASA budget without causing alarm.
2. NASA already has developed resources that effectively lobby the U.S. government for ongoing and increased funding as needed. Those resources include NASA's Education Coordinating Committee (ECC), which is chaired by Dr. Joyce Leavitt Winterton, NASA's Assistant Administrator for Education.
3. NASA has an ongoing need to develop homegrown mathematicians, scientists, and engineers, so taking ownership of NAPS would certainly be in NASA's self-interest.
4. The dream of being involved in space exploration is a common dream among many young people who are gifted in mathematics and the sciences. The opportunity to become a NASA Scholar in my proposed NAPS program would inspire many young people to focus their studies in mathematics and the sciences from a young age, and to work hard at excelling academically.
5. If NASA actually managed NAPS, it could create summer internship opportunities for NASA Scholars between their junior and senior years in high school. Being a summer intern at NASA would certainly inspire many NASA Scholars to pursue NASA careers. Consequently, NASA could recruit select NASA Scholars right out of high school, and thereby influence if not outright direct the higher education choices of those recruits.
Steven A. Sylwester
http://education.nasa.gov/about/team/bio_jwinterton.html
Dr. Joyce Leavitt Winterton, NASA's Assistant Administrator for Education, directs the development and implementation of the agency's education programs that strengthen student involvement and public awareness of its scientific goals and missions. In this role, she leads the agency in inspiring interest in science, technology, engineering, and mathematics, as few other organizations can through its unique mission, workforce, facilities, research and innovations.
As Assistant Administrator for Education, Winterton chairs the Education Coordinating Committee, an agency-wide collaborative structure that maximizes NASA's ability to manage and implement its education portfolio. The ECC works to ensure that the agency's education investments are focused on supporting the nation's education efforts to develop the skilled workforce necessary to achieve the agency's goals and objectives.* * *
… Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America. … We will restore science to its rightful place, … We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools and colleges and universities to meet the demands of a new age. All this we can do. And all this we will do.
… What is required of us now is a new era of responsibility — a recognition, on the part of every American, that we have duties to ourselves, our nation, and the world, duties that we do not grudgingly accept but rather seize gladly, firm in the knowledge that there is nothing so satisfying to the spirit, so defining of our character, than giving our all to a difficult task.
>> Excerpts from President Barack Obama’s inaugural address, January 20, 2009
An Obama Initiative for The United States of America:
Establish and fund a NASA Academy of the Physical Sciences
three-year public high school at 150 public research universities (three per state)
Enroll 34 students as sophomores per academy per year
and designate the students NASA Scholars
By Steven A. Sylwester
November 3, 2009
This NASA Academy of the Physical Sciences proposal attempts to help prepare future generations of scientists to make world-changing discoveries in all existing science disciplines, and in new science disciplines yet to be discovered. Young people with ambitions to work in the many new nanotechnology fields will be well prepared for their future university studies by the NAPS curriculum.
NAPS will establish a universal curriculum with the acronym CPCPC, which describes “Computer Programming, Chemistry, Physics, and Calculus.” Though NAPS does not provide any instruction in biology, the curriculum will fulfill the major requirements in chemistry, mathematics, and physics for those graduates who will seek a university bachelor degree in biology.
This Obama Initiative will provide a special opportunity for 5,100 of the most gifted sophomores being educated in America’s public high schools every year. Including the juniors and seniors who continue in a NAPS until graduation, no more than 15,300 students will every year be the direct recipients of this opportunity, but millions of other high school students will every year receive indirect benefits that will improve their math and science education as a consequence of this initiative.
Each state will every year spend 85% of its average per high school student per year expenditure for each of its NASA Scholars to fund its in-state NAPS academies, and the U.S. government will add $4,000 per student per year funding to each of the 150 NAPS academies nationwide for a total federal funding of $61.2 million per year. The states will be obligated to collect their 15% per student per year expenditure savings into a Science Education Fund that will be exhausted every year through the issuing of major grants to upgrade public high school science classrooms with new computer technology, new laboratory equipment, and/or general facility improvements. The grants will range in size from $20,000 to $50,000 each, and will be awarded by a three-person review committee comprised of one science professor from each of the three public research universities where the in-state NAPS academies are sited. If a state expends $8,500 per high school student per year, its SEF will collect and then spend out $390,150 per year, which could result in 19 grants of $20,534 each.
After the awarding of SEF grants every year, the state governors will consider the merits of all unfunded grant requests for their individual state, and will forward all deserving requests to in-state private industry leaders for their consideration and possible patronage. Special corporate tax credits will be given to companies that fund SEF grant requests. If the SEF grant review committee recommends improvements to particular requests along with encouragement to request a grant the following year (for example, if the request was for equipment that is being made obsolete by new technology), those recommendations will remain attached to the unfunded requests that are forwarded to industry leaders.
States with more than three public universities will select the three universities that: 1) have the largest population base within an established to-and-from daily commute using public mass transit, and 2) do federally funded research on topics associated with gifted learning. All site universities should propose and do research that will improve the NAPS academies over time while also maximizing the benefits that can be had by other schools. Grant money from both federal and private sources will support select research over time.
Three states have fewer than three public universities each: Delaware (two), Rhode Island (two), and Wyoming (one). The four NAPS academies not established in those three states will be assigned to California, thereby giving California a total of seven NAPS academies.
If any states choose not to participate in this initiative, those states will permanently forfeit their entitled NAPS academies to other states that desire more NAPS academies. The U.S. Secretary of Education will permanently reassign to other states any NAPS academies that are forfeited.
http://en.wikipedia.org/wiki/List_of_American_state_universities
THE SIX BASIC PREMISES:
1. Starting no later than 7th grade, public schools should accelerate the learning of those students who display an extraordinary aptitude in math and science.
2. Mathematics is the first language of the sciences and chemistry is the second, and physics is a dialect shared by both. Ideally, the physical sciences should be learned before the life sciences; understanding chemistry and physics first makes understanding biology easier afterwards.
3. Knowing computer technology and being skilled in its use is now indispensable for laboratory work in the sciences.
4. The world has changed. The basic body of knowledge that is now required learning for scientists has become enormous, and continues to grow every day. Therefore, high school should be an uninterrupted time for defined, intensive learning in math and the sciences for would-be scientists and mathematicians.
5. Mid-teenagers are capable of hard, sustained intellectual effort far beyond what is normally expected of them.
6. Ultimately, science is more a disciplined method of investigation and discovery to become skilled at than it is a body of factual knowledge to be learned; for scientists, science is something that is done. Therefore, NASA Scholars should be taught more so as apprentices than as students; they should learn to both think-and-do and think-and-know — to become explorers and discoverers, not just experts on what is already known.
Plainly Stated:
As one considers this initiative, two Albert Einstein quotes should be kept in mind:
"Things should be made as simple as possible, but not any simpler."
"I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world."
Simplicity. Imagination. Knowledge.
Malcolm Gladwell speaking about genius:
http://www.newyorker.com/online/video/conference/2007/gladwell
The First Model:
NASA Academy of the Physical Sciences
at The University of Oregon
The University of Oregon (UO) is located in Eugene at the southern end of the Willamette Valley, approximately 105 miles south of Portland. Springfield is Eugene’s sister city, separated neatly north-and-south by I-5 and in part by the Willamette River. As of 2007, Eugene-Springfield Metro Area's population is 337,870 people. Eugene is the county seat of Lane County, and is located geographically mid-county. Lane Transit District (LTD), which is a mass transit bus system that has a central hub in downtown Eugene just nine blocks away from the UO campus, serves much of Lane County with a schedule that makes morning/evening commutes possible.
The UO is a public research university and a member of the Association of American Universities, one of only two such universities in the greater Northwest. It has a total enrollment of 20,376 students: 16,681 undergraduates and 3,695 graduates. It has 1,714 faculty members, and a Faculty-to-Student Ratio of 1:18.
The NASA Academy of the Physical Science (NAPS) concept is easy to pioneer at the UO because: 1) it works neatly there with already established programs, and 2) the significantly countywide model creates a workable ideal for other locales nationwide. The overriding purpose should be clear: the specific task of NAPS academies is to educate high school students who are gifted in mathematics and the sciences.
For many years, the UO and Eugene School District 4J have partnered in Duck Link, a program that allows public high school juniors and seniors to earn up to 8 college credits per term by taking classes at the UO that are not offered at their high school. In a general case, 8 credits equals two classes. In the Duck Link program, the student pays only applicable fees and the cost of books and supplies; the UO tuition is free.
The Duck Link program has one logistical flaw: the UO and District 4J schools have different term schedules and different daily class schedules, which makes participation in the Duck Link program extremely difficult if not impossible for most students. The solution is to establish a NAPS on the UO campus as a day school for NASA Scholars, and to operate it on the same schedules as the UO.
When Oregon Public Education Law and Lane Transit District bus routes are considered together, an opportunity to make Duck Link available to the 13 public high schools in Lane County that have public transportation access to the UO is revealed. Joining District 4J’s four high schools (Churchill, North Eugene, Sheldon, and South Eugene) in having access to Duck Link are the high schools from the following school districts: Bethel 52 (Willamette), Fern Ridge 28J (Elmira), Junction City 69 (Junction City), Lowell 71 (Lowell), McKenzie 68 (McKenzie), Pleasant Hill 1 (Pleasant Hill), South Lane 45J (Cottage Grove), and Springfield 19 (two schools: Springfield and Thurston).
To share in Duck Link, all nine school districts mentioned must consort together with the UO in an arrangement that meets the approval of both the Oregon Department of Education and Susan Castillo, Oregon State Superintendent of Public Instruction. But, according to Oregon law, approval can be granted along with any necessary and appropriate waivers. If the NAPS concept is adopted nationwide, a universal standard will surely be established, perhaps with special diploma recognitions.
Though there are existing public high schools in the United States that limit their enrollment by establishing minimum academic standards; by requiring superior performance on assorted admission tests of proficiencies, intelligence, and knowledge; and by specializing their instruction in mathematics, the laboratory sciences, and technology, NAPS will be different in some respects. Most other public high schools for gifted math and science students have their own campuses, and many are residential schools. NAPS academies will be day schools on public university campuses with maybe only a building hallway or a building floor to call its own. The Duck Link model at the core of the NAPS curriculum will maintain its established innovative concept, which is simply stated: the high school students take university classes with university students on a university campus.
Duck Link has a limit of 8 college credits per term for high school students because a full-time UO student is defined as someone who takes a minimum of 12 college credits per term. Legally maintaining the status of “high school student” until graduation is important because that status is what qualifies students for significant scholarships to colleges and universities. Therefore, NASA Scholars will generally take 8 credits per term from the UO Course Catalog every term throughout their junior and senior years, and will take the remainder of their classes from the NAPS Course Catalog to fulfill their state high school graduation requirements.
NAPS will be a three-year public high school; all of its students will attend a regional high school as freshmen, and will enter NAPS as sophomores and continue there as juniors and seniors. As freshmen, all students seeking admission to NAPS will be required to earn “A” grades in both Geometry (or a math class more advanced than Geometry) and regular Chemistry, to score in acceptable ranges on the national PSAT, and to pass other tests that will demonstrate their mastery of reading comprehension skills and writing skills above high minimum standards. Finally, they will undergo an interview process to test their emotional maturity and their ability to handle stress in a university environment. Everything possible will be done to select for enrollment only those students who will thrive and succeed at NAPS.
NAPS will have a small enrollment, targeting 34 students per grade level. Currently, the 13 public high schools mentioned above together enroll 12,162 students, which means there are approximately 3,040 students per grade level. According to the Oregon Talented and Gifted Education Act standards, TAG students are the top 3% of all students: the intellectually gifted and academically talented students who score at or above the 97th percentile on select nationally standardized tests. Therefore, each grade level in the 13 high schools combined has approximately 91 TAG students. But all TAG students are not the same; many have dominant interests in subjects other than math and the sciences, even though they might excel in all academic areas. For example, TAG students who are deeply involved in music, theater, and/or athletics at their regional high school will not be interested in NAPS.
In the end, targeting to enroll 37% of the TAG students is reasonable, especially when the final mix of those seeking admission to NAPS will also include some students who home school and some who attend Marist Catholic High School. In a year in which equal distribution is accomplished, students will come to NAPS in the following pattern: 15 from the four Eugene high schools combined, 9 from the two Springfield high schools combined, 4 from Willamette High School, 2 from Cottage Grove High School, and 4 from Elmira, Junction City, Lowell, McKenzie, and Pleasant Hill high schools combined.
To offer a measure of scale, the Robert D. Clark Honors College at the UO enrolls 175 freshmen students into its four-year program every year, and the entire college (in terms of dedicated office, classroom, and student space) is located on the third floor of Chapman Hall. In its entirety, NAPS will be less than 15% of the size of the CHC.
NAPS will define its curriculum requirements by following the common requirements for a Bachelor of Science degree in the disciplines of biology, chemistry, and physics. When requiring outside of its own discipline, each discipline minimally requires General Chemistry (CH 221, 222, 223), General Physics (PHYS 201, 202, 203), and Calculus I, II, III (MATH 251, 252, 253), except biology does not require Calculus III. Therefore, NAPS will recognize mathematics as the first language of the sciences, and will require students to continue math instruction at least through Calculus III. Furthermore, NAPS will recognize the primary importance of both chemistry and physics to all the sciences, and will require all sophomores to enroll in Advanced Placement Chemistry, and all students to simultaneously enroll in calculus-based Foundations of Physics I (PHYS 251, 252, 253) when they take Calculus I, II, III (MATH 251, 252, 253). Finally, NAPS will recognize the essential use of computers in all laboratory science disciplines, and will provide computer-programming instruction to all sophomores sufficient to meet all prerequisites for Computer Science I, II, III (CIS 210, 211, 212).
The UO awards 12 credits and recognizes the equivalency of General Chemistry (CH 221, 222, 223) for all high school students who score a “4” or a “5” on the national AP Chemistry test. But the UO does not recognize the high school chemistry laboratory experience as being sufficient preparation for Organic Chemistry I (CH 331), and consequently requires all students who want to advance in chemistry to minimally take three terms of General Chemistry Laboratory (CH 227, 228, 229) before beginning the Organic Chemistry sequence. Therefore, the UO will provide university-level chemistry laboratory instruction to all NAPS sophomores in conjunction with their AP Chemistry class to qualify NAPS juniors to enroll in Organic Chemistry if they so choose.
As juniors, NAPS students will separate into three groups according to their interests. Those who are especially advanced in math will take the Foundations of Physics I sequence and the Calculus sequence throughout the school year [total UO credits per term: 8, 8, 8]. A second group will take Organic Chemistry I, II, III (CH 331, 335, 336); Organic Chemistry Laboratory (337, 338); and Organic Analysis (CH 339) [total UO credits per term: 7, 7, 8]. A third group will take Computer Science I, II, III and Elements of Discrete Mathematics I, II, III (MATH 231, 232, 233) [total UO credits per term: 8, 8, 8].
(See class schedule charts below)
As seniors, the especially advanced math students who are interested in physics will take Foundations of Physics II (PHYS 351, 352, 353), Introduction to Differential Equations (MATH 256), and Several-Variable Calculus I, II (MATH 281, 282) [total UO credits per term: 8, 8, 8]. Those interested in mathematics only will take Elementary Analysis (MATH 315) and Elementary Linear Algebra (MATH 341, 342) instead of Foundations of Physics II [total UO credits per term: 8, 8, 8]. The rest of the NAPS seniors will take the Foundations of Physics I sequence and the Calculus sequence [total UO credits per term: 8, 8, 8]. Though Duck Link limitations do not allow earning more than 8 college credits per term, students in Foundations of Physics I might audit Foundations of Physics Laboratory (PHYS 290) [1 credit per term], and those in Foundations of Physics II might audit Intermediate Physics Laboratory (PHYS 390) [1-2 credits per term].
Without exception, the only UO courses to be taken by NASA Scholars will be those mentioned above. All other coursework will be “high school” classes within the exclusive confines of NAPS to fulfill state high school graduation requirements.
A careful read of the above reveals one glaring quirk: “the third group” takes Elements of Discrete Mathematics I, II, III as a for-credit UO course while the other groups will take an equivalent pre-calculus “high school” course within NAPS. This oddity occurs because Elements of Discrete Mathematics I, II, III is co-required for Computer and Information Science majors who are enrolled in Computer Science I, II, III. Similarly, the math courses taken with Foundations of Physics I and with Foundations of Physics II are co-required.
NAPS focuses on the “foundations” courses in physics for its students for three reasons: 1) NASA Scholars are gifted; 2) the foundations courses are math-based at calculus and above, and therefore provide understandable applications in physics that make it easier to learn calculus; and 3) the foundations courses do not fill up.
NAPS is viable only if its cost of operation as a school is affordable to the state, and it is certainly affordable if its UO expense is largely invisible and essentially free. After the UO’s Fall Term 2008 registration was completed, the following spaces were still available: Organic Chemistry I — 133 out of 400; Organic Chemistry Laboratory — 42 out of 248; Foundations of Physics I — 13 out of 134; Foundations of Physics II — 11 out of 48; Computer Science I — 24 out of 110; Elements of Discrete Mathematics I — 8 out of 100; Calculus I — 52 out of 352; and Introduction to Differential Equations — 14 out of 72.
Remember, NAPS has a target enrollment of 34 students per grade level. If the UO’s Fall Term 2008 registration was usual, then only Foundations of Physics I and Elements of Discrete Mathematics I seem likely to be over-filled in future terms by enrollment from NAPS if another section is not added in each case. So, in the general case, NASA Scholars will simply fill available spaces that are currently going unfilled in courses that are being taught anyway, despite under-enrollment.
NAPS will teach AP Chemistry according to the UO model: in this case, a general lecture to all 34 students and an accompanying separate AP Chemistry laboratory class that has three sections, with a maximum enrollment of 12 students per section. At the UO, Organic Chemistry Laboratory (CH 337) sections have a maximum enrollment of 13 students each, and Advanced General Chemistry Laboratory (CH 237) sections have a maximum enrollment of 11 students each.
Excluding the UO faculty for the above-mentioned courses, NAPS will function with just four “high school” teachers: a teacher for AP Chemistry (who will also teach math), a teacher for basic computer programming and math through pre-calculus, a teacher for AP Economics and AP U.S. History, and a teacher for AP English Language and AP English Literature. NAPS will have no electives in its “high school” curriculum. Except that some students will be especially advanced in math and will take calculus as juniors, all NAPS classmates will take the same “high school” classes every year. As stated above, NAPS juniors will separate into three groups according their interests regarding their UO Duck Link classes.
It is very important to note that pushing enrollment above 34 NASA Scholars per grade level risks two bad outcomes: 1) having to have more than four “high school” teachers per NAPS, and 2) having to teach more than one section of the shared “high school” classes. An enrollment of 34 scholars per grade level is an outer limit that is doable only because it is reasonable to expect a well-behaved, productive classroom from 34 highly intelligent students who are motivated to be there. If any enrollment adjustment were made, it would be down to 24 scholars per grade level.
NAPS will put an enormous academic and emotional strain on its NASA Scholars, especially during the junior year. Therefore, it is absolutely essential that each and every scholar can relate in a genuine supportive way with his/her classmate scholars especially, but also with scholars from the other two grade levels and with the “high school” teachers. Because emotional maturity is not always on a par with intellectual maturity, gifted adolescents in the transition to adulthood need friends who can understand them. Gifted adolescents are adolescents at risk who are sometimes very vulnerable to social challenges, and they tend to know this about themselves. But, in usual settings, they are alone with their fears. NAPS academies will have the opportunity to create a safe haven in which truly extraordinary young people can experience what it feels like to be ordinary, at least during the while when they are among peer classmates; the importance of this cannot be overstated: a NAPS site will either succeed or fail in its primary purpose by whether or not it can succeed in making its scholars feel ordinary.
The “high school” AP classes will be standard according to national AP standards.
As seniors, NAPS students will have a year-long colloquy on the philosophical subject of “Morality, Ethics & Society: Science & Technology in the 21st Century” that will be team-led by the four “high school” teachers, and that will include talks with UO professors who are willing to participate. Though the colloquy will carry no academic weight and will be Pass/No Pass, it will be a culmination experience that could be defining for NAPS graduates in a very meaningful way. Ultimately, NAPS wants to graduate people who have learned to think deep thoughts from a human point-of-view that is informed by moral and ethical considerations concerning both the individual and society. NAPS will strive to connect its NASA Scholars to math and science while also connecting them to humanity and all that defines life.
The colloquy will be the only “high school” class during the senior year. Also, it will be the only NAPS “high school” class that will be structured as a project-based group learning experience. The lesser academic schedule during the senior year affords time and energy for three things: 1) to fully consider college/university opportunities and make scholarship applications, 2) to work on a UO science research team, and/or 3) to enter national mathematics and science competitions.
The NASA Academy of the Physical Sciences Colloquy:
The Prize: The Linus Pauling Medal
Linus Pauling is the most famous and influential U.S.A.-born scientist in world history. He is one of only two people to have won more than one Nobel Prize in different fields, and the only person to win two undivided Nobel Prizes. Pauling was included in a list of the 20 greatest scientists of all time by the magazine New Scientist, with Albert Einstein being the only other scientist from the twentieth century on the list.
Linus Pauling received the 1954 Nobel Prize in Chemistry for his research into the nature of the chemical bond and its application to the elucidation of the structure of complex substances. Also, he received the 1962 Nobel Peace Prize for his role in peace and disarmament campaigns establishing The Nuclear Test Ban Treaty.
When he was 16 years old, Linus Pauling left Washington High School in Portland, Oregon, without graduating (the principal would not waive a civics class) to enroll at Oregon Agricultural College (now Oregon State University), from which he graduated in 1922 with a degree in chemical engineering. In 1925, Pauling received his doctorate degree, summa cum laude, in chemistry, with minors in physics and mathematics, from the California Institute of Technology (commonly referred to as Caltech).
During his career, Linus Pauling applied quantum mechanics to the study of molecular structures and discovered the helix structure in proteins. Francis Crick, who discovered the structure of DNA with James Watson, acknowledged Pauling as “the father of molecular biology."
The physical sciences — chemistry and physics — are considered to be the foundation sciences for the life sciences: biology and its offshoots. Linus Pauling studied chemistry, physics, and mathematics, and then made world-changing discoveries in biology.
Linus Pauling was born February 28, 1901, in Portland, Oregon. He died August 19, 1994, in Big Sur, California. He was a scientist, peace activist, author, and educator. He is especially renowned as one of the most influential chemists in the history of science.
The NAPS Colloquy honors Linus Pauling.
The UO school year has three terms: fall, winter, and spring. Each term is ten weeks long (plus finals week). The colloquy described is designed for that format.
Topic: Morality, Ethics & Society: Science & Technology in the 21st Century
Fall Term: U.S. Constitution Amendment Proposal
Winter Term: World Treaty Proposal
Spring Term: Philosophy of Science and Technology Definition Statement
The Challenge: Experience group effort and productive political compromise
Each term starts with a self-identification of seven different groups with no fewer than four members each who then begin the task of negotiating intra-group to define and develop that term’s proposal or statement. Each group works independently and develops its proposal without regard for any other group’s proposal, and is only limited by the general topic for the term.
At least once every week if possible, a UO professor gives a short presentation on a generally related topic during a class session, and then remains for discussion. At least once every week, each group gives a brief description of its proposal as-is, and responds to three minutes of questioning.
After three weeks, the original seven groups somehow meld into five groups of no fewer than five members each.
After six weeks, the then five groups somehow meld into three groups of no fewer than nine members each.
After eight weeks, all restrictions regarding the number of groups and their size are lifted.
During the two-hour Final session, each remaining group gives a five-minute presentation of its finished proposal or statement to the entire class. After each group has presented, the teachers openly question the proposals in a fitting manner. After the questioning, each scholar casts two anonymous votes: one for the best proposal or statement, and one for the most influential NASA Scholar during the colloquy that term.
The colloquy is Pass/No Pass, except the teachers may award up to seven Linus Pauling Medals at their discretion. The colloquy should be at once both fun and maddening, yet serious and thought provoking. It is intended as a tribute to the Nobel Peace Prize won by Linus Pauling, and serves to reveal the political process through firsthand experience.
CLASS SCHEDULE CHARTS
It is very rare that a high school freshman ever takes trigonometry, but it does happen. Every year, NAPS will establish its class schedules according to the scheduling needs of its most advanced incoming scholars: those who have already taken trigonometry
SOPHOMORE YEAR: Advanced Mathematics Scholars Only
Fall Term Winter Term Spring Term
NAPS: Advanced Placement English Language
Fall: Grammar, Sentence Structure & Poetry
Winter: Prose, Short Story & Journalism Writing
Spring: Essay & Composition Writing
NAPS: Advanced Placement United States History
Fall: 1700s
Winter: 1800s
Spring: 1900s
NAPS: Advanced Placement Chemistry and Laboratory
UO: Computer Science
Fall: I: CIS 210 (4 credits)
Winter: II: CIS 211 (4 credits)
Spring: III: CIS 212 (4 credits)
UO: Elements of Discrete Mathematics
Fall: I: MATH 231 (4 credits)
Winter: II: MATH 232 (4 credits)
Spring: III: MATH 233 (4 credits)
JUNIOR YEAR: Advanced Mathematics Scholars Only
Fall Term Winter Term Spring Term
NAPS: Advanced Placement English Literature
NAPS: Advanced Placement Economics
Fall: Microeconomics
Winter: Macroeconomics
Spring: Game Theory
UO: Calculus
Fall: I: MATH 251 (4 credits)
Winter: II: MATH 252 (4 credits)
Spring: III: MATH 253 (4 credits)
UO: Foundations of Physics I
Fall: PHYS 251 (4 credits)
Winter: PHYS 252 (4 credits)
Spring: PHYS 253 (4 credits)
SENIOR YEAR: Advanced Mathematics Scholars Only >> Physics Major
Fall Term Winter Term Spring Term
UO: Foundations of Physics II
Fall: PHYS 351 (4 credits)
Winter: PHYS 352 (4 credits)
Spring: PHYS 353 (4 credits)
Fall: Intro Differential Equations: MATH 256 (4 credits)
Winter: Several-Variable Calculus I: MATH 281 (4 credits)
Spring: Several-Variable Calculus II: MATH 282 (4 credits)
NAPS: Colloquy: Morality, Ethics & Society: Science & Technology in the 21st Century
Fall: U.S. Constitution Amendment Proposal
Winter: World Treaty Proposal
Spring: Philosophy of Science and Technology Definition Statement
SENIOR YEAR: Advanced Mathematics Scholars Only >> Mathematics Major
Fall Term Winter Term Spring Term
Fall: Intro Differential Equations: MATH 256 (4 credits)
Winter: Several-Variable Calculus I: MATH 281 (4 credits)
Spring: Several-Variable Calculus II: MATH 282 (4 credits)
Fall: Elementary Analysis: MATH 315 (4 credits)
Winter: Elementary Linear Algebra: MATH 341 (4 credits)
Spring: Elementary Linear Algebra: MATH 342 (4 credits)
NAPS: Colloquy: Morality, Ethics & Society: Science & Technology in the 21st Century
Fall: U.S. Constitution Amendment Proposal
Winter: World Treaty Proposal
Spring: Philosophy of Science and Technology Definition Statement
SOPHOMORE YEAR
Fall Term Winter Term Spring Term
NAPS: Advanced Placement English Language
Fall: Grammar, Sentence Structure & Poetry
Winter: Prose, Short Story & Journalism Writing
Spring: Essay & Composition Writing
NAPS: Advanced Placement United States History
Fall: 1700s
Winter: 1800s
Spring: 1900s
NAPS: Advanced Placement Chemistry and Laboratory
NAPS: Mathematics
NAPS: Computer Programming
JUNIOR YEAR: Computer Science Major
Fall Term Winter Term Spring Term
NAPS: Advanced Placement English Literature
NAPS: Advanced Placement Economics
Fall: Microeconomics
Winter: Macroeconomics
Spring: Game Theory
UO: Computer Science
Fall: I: CIS 210 (4 credits)
Winter: II: CIS 211 (4 credits)
Spring: III: CIS 212 (4 credits)
UO: Elements of Discrete Mathematics
Fall: I: MATH 231 (4 credits)
Winter: II: MATH 232 (4 credits)
Spring: III: MATH 233 (4 credits)
JUNIOR YEAR: Chemistry Major
Fall Term Winter Term Spring Term
NAPS: Advanced Placement English Literature
NAPS: Advanced Placement Economics
Fall: Microeconomics
Winter: Macroeconomics
Spring: Game Theory
NAPS: Mathematics
UO: Organic Chemistry
Fall: I: CH 331 (4 credits)
Winter: II: CH 335 (4 credits)
Spring: III: CH 336 (4 credits)
Fall: Organic Chem Laboratory: CH 337 (3 credits)
Winter: Organic Chem Laboratory: CH 338 (3 credits)
Spring: Organic Analysis: CH 339 (4 credits)
SENIOR YEAR
Fall Term Winter Term Spring Term
UO: Calculus
Fall: I: MATH 251 (4 credits)
Winter: II: MATH 252 (4 credits)
Spring: III: MATH 253 (4 credits)
UO: Foundations of Physics I
Fall: PHYS 251 (4 credits)
Winter: PHYS 252 (4 credits)
Spring: PHYS 253 (4 credits)
NAPS: Colloquy: Morality, Ethics & Society: Science & Technology in the 21st Century
Fall: U.S. Constitution Amendment Proposal
Winter: World Treaty Proposal
Spring: Philosophy of Science and Technology Definition Statement
