Secondary Science Curricula

Secondary Science Curricula
Dean Elliott Ministry of Education April 2015

Supports www.curriculum.gov.sk.ca Scientific Literacy Framework
Curriculum documents Reviewed resources Support materials Scientific Literacy Framework Science Topics Understanding Outcomes

Saskatchewan Credit Requirements
Core Curriculum: Principles, Time Allocations, and Credit Policy (2011) Area of Study Credits Required English language arts 5 Mathematics 2 Science Social studies 3 Health education / physical education 1 Arts education / practical and applied arts Electives 9 TOTAL 24 All students require Science 10 and at least one 20- or30-level science course to graduate. That requirement is not anticipated to change in the near future. Science graduation requirement Science 10 and at least one 20- or 30-level science course

Science Time / Credit Allocations
Core Curriculum: Principles, Time Allocations, and Credit Policy (2011) Elementary minutes per week Middle minutes per week Science 10 - compulsory for all Senior Sciences - one required from Biology 20 Chemistry 20 Physics 20 Computer Science 20 Biology 30 Chemistry 30 * Physics 30 * Computer Science 30 * These are the current time / credit allocations. Secondary courses with an asterisk have prerequisites. Any one of Physics 20, Math A30, Workplace and Apprenticeship Mathematics 20, Foundations of Mathematics 20, or Pre-Calculus 20 may be used as a prerequisite for Physics 30. Chemistry 20 is prerequisite for Chemistry 30. Computer Science 20 is prerequisite for Computer Science 30. Science 11 Science 21 Science 31

This chart shows the number of students enrolled in each Saskatchewan secondary science course in This distribution of students has followed a similar patter for the past decade or more. The one exception is Computer Science 20 and 30, which have seen a steady decline in enrolment over the past decade.

Secondary Science Courses / Prerequisites
Computer Science 20 Health Science 20 Environmental Science 20 Physical Science 20 Comp Science 30 Biology 30 Earth Science 30 Physics 30 Chemistry 30 Science 10 This graphic shows the scope and sequence of new and renewed secondary science courses. All students will require Science 10, which serves as a prerequisite for all 20 level courses. Computer Science 20 will continue to serve as prerequisite for Computer Science 30. Environmental Science 20 or Health Science 20 will serve as prerequisite for Biology 30. Physical Science 20 will serve as prerequisite for Chemistry 30, Physics 30, and Earth Science 30. The four new courses will be developed during the 2012/2013 school year and piloted during the 2013/14 school year. The revisions to the 30-level courses will occur during the 2013/2014 school year. Further detail about each of the proposed courses is outlined on the following slides.

Secondary Science Timelines
Computer Science 20 Health Science 20 Environmental Science 20 Physical Science 20 Comp Science 30 Biology 30 Earth Science 30 Physics 30 Chemistry 30 Science 10 This graphic shows the scope and sequence of new and renewed secondary science courses. All students will require Science 10, which serves as a prerequisite for all 20 level courses. Computer Science 20 will continue to serve as prerequisite for Computer Science 30. Environmental Science 20 or Health Science 20 will serve as prerequisite for Biology 30. Physical Science 20 will serve as prerequisite for Chemistry 30, Physics 30, and Earth Science 30. The four new courses will be developed during the 2012/2013 school year and piloted during the 2013/14 school year. The revisions to the 30-level courses will occur during the 2013/2014 school year. Further detail about each of the proposed courses is outlined on the following slides. NOTE NEW Course Codes

Biology 30 Prerequisites

Earth Science 30 Prerequisites

Physics 30 Prerequisites

Chemistry 30 Prerequisites

Computer Science 30 Prerequisites
Health Science 20 Environmental Science 20 Physical Science 20 Comp Science 30 Biology 30 Earth Science 30 Physics 30 Chemistry 30 Science 10 This graphic shows the scope and sequence of new and renewed secondary science courses. All students will require Science 10, which serves as a prerequisite for all 20 level courses. Computer Science 20 will continue to serve as prerequisite for Computer Science 30. Environmental Science 20 or Health Science 20 will serve as prerequisite for Biology 30. Physical Science 20 will serve as prerequisite for Chemistry 30, Physics 30, and Earth Science 30. The four new courses will be developed during the 2012/2013 school year and piloted during the 2013/14 school year. The revisions to the 30-level courses will occur during the 2013/2014 school year. Further detail about each of the proposed courses is outlined on the following slides.

Renewed Curricula: Understanding Outcomes (2010)
All renewed curricula in Saskatchewan are built upon these conceptual foundations – Broad Areas of Learning (a synthesis of the 1984 Goals of Education ), Cross-curricular Competencies (a synthesis of the Common Essential Learnings), a K-12 aim, three or four goals, and the grade-level outcomes. Renewed Curricula: Understanding Outcomes (2010)

BAL / CCC Broad Areas of Learning Cross-curricular Competencies
Lifelong Learners Sense of Self, Community, and Place Engaged Citizens Cross-curricular Competencies Developing Thinking Developing Identity and Interdependence Developing Literacies Developing Social Responsibility The Broad Areas of Learning are a synthesis of the Goals of Education (1984) The Cross-curricular Competencies are a synthesis of the Common Essential Learnings (1988) The full versions of each of these can be found as appendices in Renewed Curricula: Understanding Outcomes Each science curriculum document contains a modified version of the BALs and CCCs.

K-12 Aim of Science The K-12 aim of science curricula is to enable students to develop scientific literacy within the context of Euro- Canadian and Indigenous heritages, both of which have developed an empirical and rational knowledge of nature. The overall aim of science education remains the same as in prior curriculum – the development of scientific literacy in students. The definition of scientific literacy has evolved since the early 1990’s to include Indigenous ways of knowing as well as Western scientific ways of knowing

K-12 Goals of Science Understand the Nature of Science and STSE (Science, Technology, Society, and the Environment) Interrelationships Construct Scientific Knowledge Develop Scientific and Technological Skills Develop Attitudes that Support Scientific Habits of Mind Each Required Area of Study in SK curricula has three or four K-12 goals. These are what students should achieve upon the completion of study at Grade 12. The four science goals derive from the Common Framework of Science Learning Outcomes K to 12, commonly called the Pan-Canadian Framework, which was created in the mid-1990’s as a collaboration between the CMEC and participating jurisdictions (Canadian provinces and territories). They are a synthesis of the 7 Dimensions of Scientific Literacy defined in prior SK science curricula.

Outcomes and Indicators
What students are expected to know and be able to do by the end of the grade or course in a particular area of study Are mandatory Indicators Examples of the type of evidence that would show students have achieved the outcome Represent the breadth and depth of the outcome Define the level and types of knowledge intended by the outcome

The Framework for Scientific Literacy outlines the “what” and the “how” of the science curriculum. The four Foundations of Scientific Literacy outlined in the four boxes form the basis for all student learning outcomes and indicators. Outcomes generally reflect most of the four foundations. Indicators may reflect a single foundation or multiple foundations. Teachers will likely find that three or four well chosen activities will address the indicators for a particular outcome. Further detail regarding each Foundation and it’s sub-points is provided in each renewed curriculum document. The four terms in the centre portion of the graphic are the Learning Contexts. These each represent one different approach to inquiry in science. Further information about the Learning Contexts is provided in each renewed curriculum document.

Learning Contexts Scientific Inquiry Technological Problem-Solving
systematic empirical investigations Technological Problem-Solving designing, building, and refining prototypes STSE Decision Making thinking about human and world issues through a scientific lens in order to inform and empower decision-making Cultural Perspectives a humanistic perspective that views teaching and learning as cultural transmission and acquisition The Learning Contexts are four processes / strategies for engaging students in inquiry learning in science. Each of these reflects different purposes for learning science. 19

Learning Contexts – A Review
Represent multiple ways for students to engage in inquiry in the science curriculum Represent different, but overlapping, philosophical reasons for learning science Are not mutually exclusive; well designed instruction may incorporate multiple learning contexts Students should experience learning through each learning context at each grade Individuals or groups may achieve the same curricular outcome(s) through different learning contexts. 20

Levels of Inquiry Confirmation Inquiry Structured Inquiry
Question Procedure Solution Confirmation Inquiry Students confirm a principle through an activity when the results are known in advance. √ Structured Inquiry Students investigate a teacher-presented question through a prescribed procedure. Guided Inquiry Students investigate a teacher-presented question using student designed and selected procedures. Open Inquiry Students investigate questions that are student formulated through student designed and selected procedures. Student learning should be achieved through a balance of inquiry. Banchi, H., & Bell, R. (2008, October). The Many Levels of Inquiry, Science and Children, 46(2),

Planning for Inquiry Identify Desired Results
Outcomes / K-D-U Big Ideas / Questions for Deeper Understanding Learning Contexts Determine Evidence of Understanding Relevant indicators Criteria for judging achievement Develop Learning Plan Levels of Inquiry Resources / materials / supplies / adaptations The Planning for Inquiry framework is adapted from the Understanding by Design model (Wiggins and McTighe). Many school divisions are using this model to guide teacher planning. Contact Dean for a version of the modified to align with SK science curricula.

Unpacking a PS 20 Outcome PS20-PW2 Examine, using physical materials, ray diagrams and mathematical equations, how waves reflect from a variety of barriers.

PS 20 – PW2 Indicators Investigate the behavior of waves as they strike parallel, oblique, and curved barriers. (S, K) Contrast different types of reflection including regular, diffuse, and reflex reflection. (S, K) Demonstrate the application of the Law of Reflection when a wave strikes a straight barrier and when a wave encounters the boundary between two different media. (S, K) Provide examples of wave and/or particle reflection in everyday situations such as echoes, reverberation, room acoustics, radar, sonar, parabolic microphones, ultrasound, water waves, satellite dishes, billiard balls, and ball-based sports. (STSE, K, A) Investigate image formation in plane, concave, and convex mirrors, including constructing ray diagrams. (S, K) Identify the characteristics, including type (real or virtual), attitude/orientation (upright or inverted), magnification (smaller, larger, or same size), and position (relative to the mirror surface or vertex), of images formed in plane, concave, and convex mirrors. (K) Apply the laws of reflection and the magnification (𝑀= ℎ 𝑖 ℎ 𝑜 = −𝑑 𝑖 𝑑 𝑜 ) and curved mirror equations ( 1 𝑓 = 1 𝑑 𝑜 𝑑 𝑖 ) to solve problems related to the reflection of waves. (S, K) Describe the implications of wave-based technologies in furthering scientific understanding of phenomena such as Earth’s internal structure, the topography of the ocean floor, and the rock cycle. (STSE, K)

Unpacking a HS 20 Outcome HS20-HB2 Investigate various pathologies and ailments and their effects on cells, tissues, organs, and systems of a healthy human.

HS 20 – HB2 Indicators Differentiate among the ways in which medical practitioners and the public describe pathologies using terms such as disease, illness, ailment, disorder, infection, medical condition, syndrome, and abnormal condition. (STSE, K) Examine how the interrelationship between a person’s lifestyle and the human immune system affect how the body responds to pathogens (e.g., risky behaviors, poor hygiene, autoimmune, immunocompromised, innate, and adaptive immunity). (K) Research the symptoms, possible causes, stages, scope (e.g., cells, tissues, organs and/or systems) and prevention of a pathology that affects one or more body systems. (K) Create a representation (e.g., illness narrative, journal, timeline, story, video, or diorama) of the progression of a pathology from the perspective of a real or hypothetical individual, including impacts on their lifestyle. (K, A, S, STSE) Outline the history of a disease or illness and its causes, including societal and cultural perspectives. (K, A, S, STSE) Compare prepared slides or digital images of healthy and diseased tissues to identify how pathologies affect cells. (K, A, S) Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated. (K)

Curriculum Documents Introduction Using this Curriculum
Broad Areas of Learning Cross Curricular Competencies Aim and Goals Inquiry An Effective Science Education Program Outcomes and Indicators Assessment and Evaluation Connections with Other Areas of Study These are the key areas that are described in further detail in each science curriculum document. Note that all Saskatchewan curriculum documents are online at

An Effective Science Education Program
Incorporates all Foundations of Scientific Literacy Uses the Learning Contexts as entry points into student inquiry Effectively uses the language of science Develops evidence-based explanations using models Incorporates laboratory and field work Models and requires safe practices Chooses /uses technology appropriately

RENEWED secondary science courseS

Informatique 20 Sciences de la santé 20 Science de l’environnement 20 Science Physiques 20 Informatique 30 Biologie 30 Science de la Terre 30 Physique 30 Chimie 30 Sciences 10 This graphic shows the scope and sequence of new and renewed secondary science courses. All students will be required to complete Science 10, which serves as a prerequisite for all 20 level courses. Computer Science 20 will continue to serve as prerequisite for Computer Science 30. Environmental Science 20 or Health Science 20 will serve as prerequisite for Biology 30. Physical Science 20 will serve as prerequisite for Chemistry 30, Physics 30, and Earth Science 30. Each of the four new courses will be piloted before the introductory year. Renewed courses will not be piloted. Courses will be posted online during the introductory year; full implementation is required by all schools in the following year.

Science 10 Climate and Ecosystem Dynamics Chemical Reactions
Earth’s climate system, biodiversity, biogeochemical cycles, human impact on climate and ecosystems Chemical Reactions Representing reactions, ionic / covalent bonding, energy changes, reaction rates, acids/bases Motion and Force in Our World Kinematics & dynamics of uniform and uniformly accelerated motion Career Exploration Student-Directed Study The renewed Science 10 course will no longer contain the Weather Dynamics unit from the 2005 curriculum. Some of that content will be moved to some of the 20-level courses and/or Earth Science 30. The remaining 3 units will be modified as necessary to ensure an appropriate flow of topics from Grade 10 to 11 to 12. This course will be available for schools sometime during the 2013/14 school year. Schools will be required to implement this course in the fall of 2014.

Physical Science 20 Career Exploration Student-Directed Study Heat
Heat capacity, heat in chemical reactions Foundations of Chemistry Mole concept, stoichiometry, solutions Properties of waves Wave phenomena, reflection, refraction This course combines elements of Chemistry 20 and Physics 20 in an integrated hands-on manner to investigate concepts related to heating and cooling, the foundations of chemistry, including the mole and quantitative analysis of molecules and chemical reactions, and the characteristics and properties of electromagnetic radiation. An overarching theme is the study of the enterprise of public and private science as it occurs in agriculture, industry, and universities to help students better understand the physical science related career paths. Student inquiry will guide independent investigations of physical science phenomena. The new Physical Science 20 is designed to serve two main purposes. The first is to provide students with appropriate background knowledge and skills for Chemistry 30 and Physics 30. The second main purpose is to engage students in exploring the role of science, particularly physical science, in Saskatchewan industry, agriculture, and research. This will provide students with a better basis to make decisions about 30-level courses and science-related career choices. All 20 and 30 level courses include an outcome related to career exploration and an outcome related to student directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2014/15 school year. Schools will be required to implement this course in the fall of 2015.

Environmental Science 20
Career Exploration Student-Directed Study The Nature of Environmental Science Methods and mindsets of environmental science Atmosphere and Human Health Human impact on air quality, effects of climate change Human Population and Pollution Resource use, waste generation, growing human population Aquatic Ecosystems Aquatic system health, importance of healthy water for humans and environment Terrestrial Ecosystems Soil, plants, habitats, animal populations and diversity Students will learn how to examine local and global environmental issues such as climate change, water, soil, and air quality, urbanization, bioresource management, waste handling and disposal, land-use planning, and the impacts of agriculture and industry on the environment from scientific and Indigenous knowledge perspectives. Students will examine the role of environmental policies and ethics on decision making, and will investigate environmental science related careers. Student directed studies will lead to the development of environmental action plans. All 20 and 30 level courses include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2014/15 school year. Schools will be required to implement this course in the fall of 2015.

Health Science 20 Career Exploration Student-Directed Study
Health Care Philosophies and Ethics Western, Indigenous, traditional, complementary & alternative approaches to health care Human Systems Anatomy, physiology, pathology Nutrition Micro/macromolecules, personal dietary choices Diagnostics and Treatment Diagnostic tools and procedures, treatment The health sector tends to be the largest employment sector in most North American jurisdictions. SK students have previously not studied human anatomy and physiology nor has their been a focus on medical imaging and diagnostics, yet there are more employees in that particular part of the health sector than nurses and doctors. One goal of this course is to help prepare students for health related careers . The course will contain content from biology, chemistry, and physics, but within a health science context. An important component of this course would be to examine individual and community health care and wellness from various perspectives. All 20 and 30 level courses will include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2014/15 school year. Schools will be required to implement this course in the fall of 2015.

Earth Science 30 Career Exploration Student-Directed Study
Earth as a Planet Surface geology, rocks and minerals, earth systems Tools and Techniques of Earth Science Remote sensing, visual-spatial reasoning skills Geological Timescale Geological dating techniques, fossil record, plate tectonics Earth’s Economic Resources Resource extraction, technologies, end uses, impacts Earth Science 30 addresses a gap in current SK secondary science curriculum. The course will be based on Pan-Canadian science framework Grade Earth and Space science outcomes. Students would examine issues that affect Earth in a holistic manner by exploring impacts on each of the four spheres. A second major emphasis is to examine the ways in which humans extract and use Earth’s natural resources, and the impacts of those processes, with a focus on the resource extraction sector in SK. The last major emphasis is to examine how scientists collect and analyze evidence to develop theories which explain Earth’s origin and age. All 20 and 30 level courses will include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2015/16 school year. Schools will be required to implement this course in the fall of 2016.

Biology 30 Student-Directed Study What is Life?
Scientific and other perspectives on life Evolution as a unifying theme in biology Unity and Diversity of Life Biomolecules, cellular processes, organism complexity Genetics and Biotechnology Mendelian, chromosomal, molecular genetics, applications of biotechnology Biology 30 will remain similar to the current course, although it will be written using outcomes and indicators. There will be some changes to topics. All 20 and 30 level courses will include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2015/16 school year. Schools will be required to implement this course in the fall of 2016.

Chemistry 30 Student-Directed Study Materials Science
Structures and properties of matter, organic compounds, material analysis Chemical Equilibria Equilibrium, aqueous solutions, acid-base reactions Electrochemistry Redox reactions, applications Chemistry 30 will remain similar to the current course, although it will be written using outcomes and indicators. There will be some changes to topics, but these have not yet been determined. All 20 and 30 level courses will include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2015/16 school year. Schools will be required to implement this course in the fall of 2016.

Physics 30 Student-Directed Study Modern Physics Forces and Motion
Relativity, quantum mechanics, radioactivity Forces and Motion Uniform motion and uniformly accelerated motion, Newton’s laws, circular and projectile motion Conservation Laws Energy, momentum, collisions Fields Gravitational, electric, and magnetic fields Physics 30 will remain similar to the current course, although it will be written using outcomes and indicators. There will be some changes to topics, but these have not yet been determined. All 20 and 30 level courses will include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches. This course will be available for schools sometime during the 2015/16 school year. Schools will be required to implement this course in the fall of 2016.

Computer Science 20/30 Career Exploration Student-Directed Study
Foundations of Computer Science Computers, computer networks Programming and Design Data structures, languages, hardware design, software engineering, problem solving, algorithms, usability Computer Science Today Ethical / social issues Emerging technologies Timelines for the renewal of Computer Science 20 & 30 have not yet been set. All 20 and 30 level courses will include an outcome related to career exploration and an outcome related to student-directed study. This would allow for students to participate in career exploration, such as work placements, related to the key topics of the course in those situations where such placement in possible. Alternatively, students would conduct an 8-10 hour student-directed study in which they examine issues from an interdisciplinary perspective using case study, PBL, or similar instructional approaches.

Contact Information Dean Elliott Science Consultant Fatma-Zohra Henni Consultant, French, Math & Science

secondary science course content – 1992 CURRICUla

Biology 20 (1992) Introduction to Biology Ecological Organization
The Diversity of Life Agricultural Botany of Saskatchewan Optional Unit Introduction to Biology – 7 hours Ecological Organization – 25 hours The Diversity of Life – 25 hours Agricultural Botany of Saskatchewan – 15 hours Optional Unit – 28 hours

Biology 30 (1992) The Chemical Basis of Life
Cell Structure and Function Genetics Animal Systems Evolution Optional Unit The Chemical Basis of Life – 10 hours Cell Structure and Function – 10 hours Genetics – 20 hours Animal Systems – 20 hours Evolution – 15 hours Optional Unit hours

Chemistry 20 (1992) Introduction to Chemistry Laboratory Activities
Independent Research Atoms and Elements Molecules and Compounds Chemical Reactions Mole Concept and Stoichiometry Behaviour of Gases (Optional) Consumer Chemistry (Optional) Organic Chemistry (Optional) Teacher Developed Unit (Optional) Introduction to Chemistry – 4 hours Laboratory Activities - 20 hours (integrated) Independent Research – 10 hours (integrated) Atoms and Elements – 8 hours Molecules and Compounds – 8 hours Chemical Reactions – 8 hours Mole Concept and Stoichiometry hours Behaviour of Gases (Optional) Consumer Chemistry (Optional) Organic Chemistry (Optional) Teacher Developed Unit (Optional)

Chemistry 30 (1992) Review of Basic Principles Laboratory Activities
Independent Research Case Study (Optional) Solubility and Solutions Energy Changes in Chemical Reactions Reaction Kinetics Equilibrium Acid-Base Equilibria Oxidation and Reduction Review of Basic Principles – 5 hours (integrated) Laboratory Activities – 20 hours (integrated) Independent Research – 10 hours (integrated) Case Study - Solubility and Solutions – 5 hours Energy Changes in Chemical Reactions – 5 hours Reaction Kinetics – 5 hours Equilibrium – 5 hours Acid-Base Equilibria – 8 hours Oxidation and Reduction – 8 hours

Physics 20 (1992) The Physics of Everyday Things Waves Light Heat
One of: Sound (Optional) Optics (Optional) The Physics of Everyday Things – 15 hours Waves – 15 hours Light – 25 hours Heat – 15 hours One of: (30 hours) Sound (Optional) Optics (Optional)

Physics 30 (1992) Kinematics and Dynamics Mechanical Energy
Electricity Nuclear Physics One of: Applications of Kinematics and Dynamics (Optional) Fluid Mechanics (Optional) Electromagnetism (Optional) Atomic Physics (Optional) Kinematics and Dynamics – 30 hours Mechanical Energy – 10 hours Electricity – 20 hours Nuclear Physics – 15 hours Select one of: (25 hours) Applications of Kinematics and Dynamics (Optional) Fluid Mechanics (Optional) Electromagnetism (Optional) Atomic Physics (Optional)

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