The following course descriptions detail the likely offerings during any school year, though specifics will vary from term to term and course lineups are always changing. Click on the course titles below for full descriptions.
This course is designed for students who have successfully completed the introductory science sequence and elect to continue at the most accelerated pace in Thacher’s science program, with a concentration in the biological sciences. It provides an in-depth study of a number of topics that were introduced in the introductory sequence, but that were not covered in depth. Students will be engaged in individual, group, and class-wide understanding of the topics before engaging in independent research that will help to solidify their understanding of the topics. Emphasis will be placed on scientific research, experimental design, project completion, data analysis, and the general format of scientific papers/research. Students will be given tremendous latitude to design their experiments and research projects as they apply to the particular topics. Results of these
research projects will be designed to share with not only their peers in the class but also
This year-long course provides students who have completed their introductory study of physics, chemistry, and biology in the Integrated Science 1 and Integrated Science 2 year-long courses at Thacher with additional exposure to more advanced principles and topics in chemistry (including radiometric dating, stoichiometry, solutions, solubility & precipitation, oxidation-reduction reactions, kinetics, acids & bases, chemical equilibrium, thermodynamics and molecular structure & spectroscopy) as they apply to the production, analysis, historical understanding, restoration, conservation and authentication of works of art and cultural heritage. Seven broad and overlapping units will be covered:
Painting: Pigments, Binders, Surfaces, & Analysis
Pottery & Ceramics
Methods of Scientific Analysis
Principles of Art Restoration & Conservation
Scientific Verification of Provenance and Forgery Detection
Laboratory work will have students conduct hands-on, quantitative chemistry experiments as they create their own artistic materials and projects. Students will be introduced to primary source scientific publications by reading and critically evaluating work in the fields of archaeometry, art restoration, and conservation science using a 'case-studies' approach. Multiple forms of assessment will be utilized to gauge each student's synthesis and understanding of the material, including: quizzes, tests, laboratory reports, oral presentations, scientific posters, infographics, student-generated videos, student-generated works of art, formal papers, and 'real-world' document-based queries.
Advanced Environmental Science is an interdisciplinary course that uses the principles of biology, ecology, ocean and atmospheric science, chemistry, geology, physics, geography, economics, political science, and ethics to understand and propose solutions for complex environmental issues. After introductory units on sustainability, geology, matter, energy, geochemical cycling and ecology, students will pursue a brief survey of the major topics that can be explored and then students will choose the specific topics the class will study. Bringing these topics together and making connections between them can be challenging, but also makes the course especially meaningful and relevant. The goals of the course are to (1) provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships in the natural world, (2) identify and analyze environmental problems or challenges, (3) to evaluate the relative risks associated with these problems, (4) to examine alternative solutions for resolving and/or preventing these problems, and (5) develop the habits and skills which support
student agency with respect to independent learning, resilience, and accountability.
This course is a rigorous, year-long, upper-level physical science course that broadens one’s appreciation and understanding of the nuanced processes throughout the cosmos that have led to the existence of Earth and the birth of life as we know it. Through the study of astrophysics, students will deepen and advance their mastery of physics, chemistry, thermodynamics, radiation, quantitative reasoning, and scientific computing. Modern statistical techniques common in all science and engineering disciplines are used throughout, and collaborative, goal-oriented learning that includes components of written and oral presentation and thoughtful criticism is emphasized. Students will also learn how to use the Thacher Observatory and will be able to formulate observational plans and carry them through to completion.
This full-year course is equivalent to a one-semester, calculus-based, college-level physics course especially appropriate for students planning to specialize or major in the physical sciences or engineering. The course prepares students to take the AP Physics C Exam and explores topics such as kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; oscillations and gravitation, angular momentum and orbital dynamics. Introductory differential and integral calculus is used throughout the course. The class teaches students to:
observe and measure natural phenomena
design and execute experiments
organize, display, and critically analyze data
determine uncertainties in measurements and properly propagate these errors to calculated quantities
draw inferences from observational data and its associated errors
communicate results and suggest ways to improve experiments and propose questions for further study
Prerequisites: Physics and Chemistry, Calculus concurrently
Psychology is the study of behavior and mental processes....in other words, the study of what we do and why we do it. Rooted in brain science, this course provides students with a broad sweep of psychology using studies/experiments, interesting phenomena, and both historical and current events as a framework for better understanding. Considering human behavior from a variety of perspectives, students will learn about growth and development, learning, memory, sensation and perception, motivation and emotion, sleep, stress, personality, sexuality, identity, social psychology, and psychological disorders. They will analyze real-world situations through a psychological lens, and they will apply concepts to their own identity through a variety of reflective exercises and writing opportunities. The emphasis of the course will be on understanding psychology from the point of view of personal growth and increased empathy for/awareness of others within the context of a socially and culturally complex world.
This year-long class provides students with a unique opportunity to engage in meaningful astronomical research and to interact with the professional community through international collaborations and conferences. Our studies leverage Thacher’s research-grade observatory and its fully automated capabilities to produce timely images and measurements that help to advance the world community’s understanding of the cosmos in which we live. There is a research legacy in several distinct areas; the detection and characterization of eclipsing binary stars and transiting exoplanets; the nightly monitoring of interesting targets, such as Tabby’s Star and active galactic nuclei; a search for nearby supernovae; and the development of customized automation software for our observatory. However, there is always the possibility of creating a new research path for the school. This is a demanding course that operates less like a typical high school class and more like a typical research group at the university level and requires a high level of independent study and self-motivation.
This course builds upon the foundational science studied in Integrated Science 2, exploring a number of life science concepts including taxonomy, cell-to-cell communication, and trophic relationships in the context of marine life. We will explore ocean currents and the forces that drive them to set the abiotic stage for organisms found in the ocean environment. Using a taxonomic approach, we will then begin with microscopic, unicellular organisms such as phytoplankton and continue through the major groups of marine invertebrates. As each group is considered, ecological connections and environmental concerns will be highlighted as the habitats and behaviors of example organisms are discussed. Laboratory periods will be spent completing a variety of activities, including dissection, research projects, algae presses, microscopy, and group and individual projects. Assessments will include short quizzes, lab assignments, group projects, and independent research. This course is part of a three-trimester sequence: courses to follow include marine biology, ecology and/or veterinary medicine.
This course involves the study of marine life using a taxonomic approach, beginning with microscopic, unicellular organisms such as microalgae and cyanobacteria, and ending with a survey of the oceans' largest organisms, the whales. As each group is considered, ecological connections are highlighted as the habitats and behaviors of example organisms are discussed. Students use laboratory periods to complete a variety of activities, including dissection, web-based research, and group and individual project work.
This is a course that introduces the student to basic anatomy and organ system function as they relate to major diseases, and health problems of companion animals. This class affords students a base knowledge of veterinary science by moving through topics ranging from the cell to surgery, and to provide a view of the practice of veterinary medicine through the eyes of an experienced practitioner. Study also includes hands-on laboratories where students spend time exploring companion animal vital signs, physical examination techniques, basic first aid, nursing, and wound care. Students also explore vignettes of a day in the life of a veterinarian that relay James Herriot-type stories with relevance to clinical practice and the daily work of a veterinarian. Prerequisites: Physics, Chemistry
Field Biology and Conservation will cover the topics of field biology and conservation through our unique location in the Ojai Valley. This course will explore multiple areas of science: we will practice and gain experience in observation and hypothesis formulation, hypothesis testing, research design, data collection, statistical analysis, graphing, presentation, and writing. Throughout the term, students put all this training to service in answering questions and solving challenges of their own conceiving. We will spend our time in two distinct but amazing locations, the Los Padres National Forest and the Turtle Conservancy. Students will learn many field techniques such as GPS tracking, drone mapping, camera traps, ethograms, habitat assessments, and water testing. We understand that global issues can be studied through local systems and will leverage this throughout our course. Students will also study and work on conservation efforts for the Southern Pacific Pond Turtle, our vulnerable and only native turtle. Students will set up a field station in the Sespe to begin gathering longitudinal data in cooperation with the USGS. Students should expect to spend a considerable amount of time outside the classroom for this project-based and team-oriented class.
As the first science class students take at Thacher, this course introduces students to scientific exploration of the physical phenomena that shape their world and their daily experiences and the fundamental building blocks of matter and the chemical reactions that occur between them. This course will also develop their skills in logic, formal analytical thought, quantitative measurement, data analysis, and experimental design. The first two trimesters will focus on physics concepts beginning with a discussion of data collection, data reduction and error analysis, and continuing with the study of kinematics, Newton’s laws, momentum, energy, gravity, vibrations and waves. In the spring trimester, we will shift our focus to an examination of chemistry topics such as atomic structure, nuclear chemistry, electron configurations, the periodic table, chemical bonding, molecular shape and polarity, and chemical reactions and equations. The course includes a number of co-curricular laboratory explorations undertaken in conjunction with the mathematics department so that students can begin to develop their appreciation for how the two disciplines inform each other. Student performance is assessed through daily class participation, frequent quizzes, exploratory laboratory work that utilizes computerized data collection, group and individual projects, and several unit tests.
This second year of fundamental science utilizes and further develops the measurement and quantitative skills introduced and practiced in the Integrated Science I course. The first trimester will focus on chemistry concepts including: reaction stoichiometry, gas laws, condensed states of matter, phase diagrams, changes of state, solutions, and solubility-precipitation concepts. Chemical principles are discussed in the context of industrial applications along with environmental and social issues. In the final two trimesters of the foundational coursework, we will shift our focus to an examination of the biological world, which will include topics such as biological molecules, cell structure, DNA, protein synthesis, photosynthesis, cellular respiration, cell division, genetics, and evolution. Student performance is assessed through daily class participation, frequent quizzes, exploratory laboratory work that utilizes computerized data collection, group and individual projects, and several unit tests. Completion of the Integrated Science 1 and Integrated Science 2 courses will provide students the foundational knowledge and skills upon which further understanding, and more in-depth exploration can be built in advanced courses in the sciences.
Chair of the Science Department; Biology and Chemistry Teacher
Mount Holyoke College - BA Montana State University - MS
Heather teaches chemistry and biology and advises senior girls. She has also coached girls’ lacrosse and soccer, making use of her intercollegiate experience at Mount Holyoke College as a letter winner in both sports. In addition to coaching, Heather is active in the School’s community service program, the Sustainability Council, and the Environmental Action Committee. Before coming to Thacher, Heather worked at Groton School and also at the Louisville Collegiate School in Kentucky. She lives on campus with her husband, Bill, and their two small children and two enormous rescue dogs.
Science Department - Psychology
Princeton University - AB Harvard University - EdM
Megan teaches Advanced Psychology, coaches JV cross country, and is the dorm head of Casa, home to freshman girls. While at Thacher, she has taught English as well and has worked as a senior associate director of admission. A graduate of Phillips Exeter Academy and Princeton University, Megan went on to earn her Ed.M. from Harvard University and then taught at Baylor School in Chattanooga, Tennessee, and Dana Hall School in Wellesley, Massachusetts, before arriving at Thacher in 2001. Megan and her husband, Jason, love living on Thacher's beautiful campus with their three children and their pup, Bruce.
Zoe is a Fisher Fellow with interests in blending biology, socioemotional learning, and mental health education in the classroom. Originally from the rainy Pacific Northwest, Zoe is thrilled to be in the SoCal sunshine with her partner, Tony Moller, and her cat, Cricket. However, she is not new to California, having recently graduated from Stanford University with a B.A. in Human Biology. There, she served as an R.A. in the outdoor theme house, the director of a children's theater group, and a counselor at Sierra Camp in South Lake Tahoe. She has also studied marine biology at Hopkins Marine Station in Monterey and social justice in the national parks of Tanzania. Zoe can usually be found drinking copious quantities of tea, eating s'mores in the backcountry, passionately exclaiming about news articles and podcasts, and taking excessively long walks.
Science, Math, and Computer Science Teacher
University of Washington - MS Princeton University - BA
As a scientist-turned-teacher, Owen has made it his mission to get students excited about technology and science. After earning his MS in oceanography from the University of Washington in 2016, Owen joined the staff at the Evergreen School, a private K-8 in the Seattle area, to teach students how to use 3D printers, laser cutters, and shop tools in the school’s makerspace. He has also worked in traditional classrooms, teaching everything from math and science to video game design, and has coached soccer, basketball, and ultimate frisbee. Owen received his BA in geosciences with a certificate in computer science in 2012 from Princeton University, where he met his wife, Ellie Wilkinson CdeP 2008. This is Owen's second year at Thacher, where he teaches computer science, robotics, and ninth grade science. Outside of the classroom, Owen coaches cross country and soccer, and advises ninth graders. In spite of his hardy Rochester, NY roots, he has to admit that he loves spending time outdoors in the California weather.
Director of Equine Health, Science Department
University of California, Davis - BS Atlantic Veterinary College - DVM
Kristen is a veterinarian and East End neighbor who initially came on board at Thacher in 2007 to teach Veterinary Medicine, an upper-division science elective. Today she also team teaches Science and Society and serves as faculty advisor for the Vet Med Club. In addition to teaching, Kristen oversees the veterinary care of the Thacher horses and works with freshmen in the Horse Department, saddling up each afternoon and helping teach the new riders the ropes (and leather) at the barns, on the trails, in the arenas, and in the backcountry.She enjoys skiing, fly-fishing, and showing cutting horses. Kristen’s husband, Jim, farms citrus, avocados, and blueberries throughout the Ventura County region. Together they have two children, Michael CdeP 2016 and Sarah CdeP 2018.
Tommy Hattori teaches math and science and serves as the dorm head for Lower School. He also coaches football and boys’ lacrosse at Thacher. Born and raised in Monterey, California, Tommy attended UC Berkeley, where he also played lacrosse. Tommy has previously taught at The Stevenson School in Pebble Beach and Pace Academy in Atlanta. He lives in the Lower School dorm with his wife, Danielle, and two children, March and Rower.
Director of the Outdoor Program and Science Teacher
A Thacher graduate (CdeP 1992), Brian returned to work at his alma mater in 1997 after graduating from Whitman College. He serves as the director of the Outdoor and Camping Programs, teaches environmental science, and instructs (and inspires) students in the rock climbing program, where he uses his long experience as an elite exum mountain guide in Wyoming’s Grand Teton National Park. He also enjoys frequent weekend climbing trips to places such as the Sierra Nevada and Joshua Tree National Park. As an advisor to sophomore boys, Brian enjoys the complementary roles of working with students in the outdoors and in the classroom. His passion for the outdoors also fills his free time, as he enjoys climbing, skiing, backpacking, mountain biking and running. Brian lives on campus with his wife (and Thacher classmate!) Blossom and their two children.
Mississippi State University - MS University of Delaware - BS
Born and raised in the First State, Dietrich made the easy choice to move from Delaware to California after graduating from the University of Delaware with a B.S. in Environmental Science and Geology. He initially landed in Claremont, California where he was baptized into the boarding school world at The Webb Schools of California. At Webb, Dietrich taught a variety of science classes, coached, and helped to lead summer paleontology trips around the western US. He left Webb to work at Harvard-Westlake in Studio City, CA where,over the last 16 years, he took on a variety of roles including teacher, coach, and recently Dean of Faculty and Staff. He also earned an M.S. in Geoscience Education while teaching at H-W. Dietrich enjoys sharing his love of the outdoors with his students. He teaches in the science department, here at Thacher, but don’t be surprised if you see him hanging around the wood shop, the climbing wall, or coming back from a dawn patrol surf session before classes. If you really want to see him geek out, ask him about paragliding or skiing.
Mathematics, Physics, and Astronomy Teacher and Director of the Thacher Observatory
University of California, Berkeley - PhD University of California, Los Angeles - BS
Jon was born in New York but grew up surfing and playing sports in North County, San Diego. His first loves are poetry and music. However, Jon’s fascination with the natural world led him to the intellectual frontiers of astronomy and astrophysics, where he has published his research in several areas of specialization, including cosmology, star formation, exoplanets, and astronomical instrumentation. He graduated Summa Cum Laude from UCLA with a BS in physics, and earned an MA and a PhD in astronomy & astrophysics from UC Berkeley. At Thacher, Jon redesigned and renovated the campus observatory which now includes a fully automated, research-grade telescope. In addition to directing the observatory and maintaining a vibrant research program where students are able to participate in relevant astronomical research, Jon teaches astronomy, physics, mathematics, and data science. Outside the classroom, Jon runs the winter camping program and coaches the varsity boys’ tennis team. Jon lives on the Thacher campus with his wife Gloria, daughter Annika, and son Ansel.
Chair of the Science Department; Chemistry and Geology Teacher (Sabbatical 2019-2020)
Colgate University - BA University of Tennessee - MS Dartmouth College - PhD
Known on campus as “Doc V,” Chris did his undergraduate work in geology at Colgate University and then earned an MS in geology at the University of Tennessee and a PhD in geochemistry at Dartmouth College. At Thacher, he teaches Honors and AP Chemistry, chairs the Science Department, advises sophomore girls, works on the college profile committee, and coaches girls’ volleyball. Before arriving at Thacher, he worked as an environmental consultant in Boston and taught science at St. Mark’s School in Southborough, Massachusetts and at the Hathaway Brown School in Shaker Heights, Ohio. In addition to his primary teaching responsibilities in chemistry, Chris continues to be involved with the school’s astronomy program and observatory, and he maintains an interest in our local weather and global climate. He lives on campus with his wife, Theresa, their four children, and their labradoodle, Eddie.
A college preparatory, coed boarding school for grades 9-12
Notice of nondiscriminatory policy as to students: The Thacher School admits students of any race, color, national, and ethnic origin to all 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, national, and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other School-administered programs.