Course Catalog & Resources
The Metro Learning Experience
At Metro, we are preparing students for life after High School. Our courses are selected to give them the tools they need in the areas of Science, Technology, Engineering, and Mathematics.
Forensic Science is a J-term course introducing students to the science of crime scene investigation. The course begins by analyzing a crime scene and looking for clues to help solve crimes. Students try their hand at using deductive reasoning to solve mysteries. Students will learn how to analyze handwriting, determine if someone is lying, and discover methods to detect counterfeit money. Students next discover how to analyze different types of trace evidence, such as glass and hair. Fingerprinting is a big part of forensics, and students learn how to lift prints and then match them to a suspect. Finally, students learn all about blood, and discover how to analyze patterns found in blood spatter. The course is very hands-on oriented, and students should leave with a much deeper understanding as to how science can be used to solve crimes.
Human Body Systems
Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Exploring science in action, students build organs and tissues on a skeletal Maniken®; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases.
Middle School Biology is an introductory course to biological concepts and basic science principles that prepares students for high school biological sciences. Topics include: binomial nomenclature, classification, characteristics of living things, characteristics of different kingdoms, scientific method, observations, and measurement. Students work towards developing research and reporting techniques through designing and implementing experiments and reporting their findings.
This course is designed to give students a firm foundation in chemistry. A conceptual approach is utilized, with special attention given to having students develop an understanding of the particle nature of matter. A hands-on approach is emphasized, where students are engaged in a variety of laboratory experiences and projects. They will gain experience in observing, collecting data, forming hypotheses, and drawing conclusions based on experimentation. Through inquiry, students attempt to discover knowledge for themselves. Topics covered include measurement, the metric system, density, phases of matter, weather, energy, atomic structure, physical/chemical changes, mixtures, and acids/bases.
This course is designed to give students a firm foundation in physics. While math is used, the purpose of this course is for students to develop a conceptual understanding of the most fundamental concepts in physics. Much of the course is project-based, where students learn the engineering design process through designing, building, testing, and revising their projects. A hands-on approach is emphasized, where students learn to set up their own experiments, collect and interpret data, graph their results, and present their findings. By utilizing an inquiry approach, students will gain proficiency in solving problems. Topics covered include measurement, the metric system, motion, forces, gravity, energy, simple machines, waves, sound and light.
Energy and Matter – 1 Science Credit
The purpose of this course is to provide incoming students with the opportunity to learn and develop the skills they will utilize in current and future science courses. Foundational work for this course is most prominent within the physical sciences, focusing on basic chemistry and physics content, through the use of hands-on labs and inquiry-based activities and assignments. Topics of study include - scientific method, measurement, motion, energy, gravity, friction, elements and the periodic table, chemical bonding, density
Biology - 1 Science Credit
Biology is an introductory course in fundamental biological concepts that prepares students for college biological sciences course work and capstone research. Topics include: basic biochemistry, energy flow, ecosystems and population biology, cellular structure and processes, metabolism, photosynthesis, heredity, genetics, evolution, and organismal structure. Students develop research project efficacy through designing a long-term experiment, collecting data, drawing conclusions, and reporting their findings.
Chemistry - 1 Science Credit
Chemistry is an introductory course in fundamental chemical concepts and laboratory techniques that prepares students for college chemistry course work. Topics include atomic structure, periodicity of elements, bonding, molecular structure, reactions, stoichiometry, solutions, acids and bases, pH and pOH, gas laws, and chemical equilibrium. Students develop laboratory efficacy through extensive practice doing laboratory chemistry.
Environmental & Earth Science - 1 Science Credit
Environmental and Earth Science is a course that is designed to introduced students to major ecological concepts that focuses on issues dealing with resource management such as: soil & agriculture, land use, freshwater systems & impacts, and energy sources/alternatives and impacts. Students also study earth science fields that include geology, meteorology, oceanography and astronomy. This course is designed to offer students the opportunity to explore the relationships between humans and the natural environment revolving around real-life issues by conducting environmental research, applying the scientific method, project management, and developing analytical and critical thinking skills while investigating solutions to real world problems.
Physics – 1 Science Credit
The Physics course is designed to engage the students in thinking about scientific concepts and scientific inquiry. Students participate in experimental design, laboratory experiments, demonstrations, discussions and projects. Upon successful completion of this course, students demonstrate an understanding in the following topics: graphical analysis, Newtonian mechanics, including kinematics, dynamic and static forces, as well as energy and conservation.
Bodies Learning Center
“Bodies” is a year-long STEM Early College experience that integrates biomedical technologies and college coursework in biology to promote student interest, growth and development in the biomedical and health sciences. For students that may be interested in the health sciences as majors or careers (i.e. Nursing, Medicine, VetMed, Public Health, etc.)
“Bodies” is a yearlong STEM Early College experience that integrates biomedical technologies and college coursework to promote student interest, growth and development in the biomedical and health sciences. Bodies is for students interested in biomedical engineering, medical and health careers as well as biomedical genetic research. Bodies Learning Center has formed partnerships with Nationwide Children’s Hospital, The Ohio State University and OhioHealth for the opportunity of a lifetime for students interested in becoming emerging professionals in the biomedical field. Select students are immersed into Biology 1113 and 1114 through the The Ohio State University as well as the Project Lead the Way Curriculum (PLTW.org) the includes Principles of Biomedical Sciences, Human Body Systems and Scientific Writing.
Bodies students engage in medical rotations through Ohio State’s Wexner Medical Center and are immersed in Capstone Research projects with practicing scientists and medical personnel for the purpose of gaining an understanding of the diversity of medical care and options available to them. The students will present a their Capstone experience is Medical Pathways to the Future, a conference-style evening of discovery, exhibitions, and honor in spring term at The Ohio State Medical College.
Design Learning Center
Design is a year long STEM Early College experience that integrates Principles of Engineering, Digital Electronics, Capstone Research, Automated Systems and Robotics, with college level Computer Programming and Math.
Design is a year long STEM Early College experience that integrates Principles of Engineering, Digital Electronics, Capstone Research, Automated Systems and Robotics, with college level Computer Programming and Math. Enrollment in this learning also includes participation in Metro's FIRST Robotics team planning, build, and competition seasons. Previous Capstone Research projects have included explorations into the effects of Radiation on electronic equipment to simulate the effects of space travel, hot embossing polymer plastics in microchips, and ways to improve the efficiency of Diesel engines. This learning center is designed for students that may be interested in Engineering fields.
Growth Learning Center
Growth is an early-college experience for students that partners the Ohio State University’s Horticulture and Crop Science Department, Metro Early College High School, and Linden-McKinley High School. The program offers trans-disciplinary project-based instruction in all aspects of the food system: sustainability, production, transportation, consumption, and nutrition.
Growth is an early-college experience for students that partners the Ohio State University’s Horticulture and Crop Science Department, Metro Early College High School, and Linden-McKinley High School. The program offers trans-disciplinary project-based instruction in all aspects of the food system: sustainability, production, transportation, consumption, and nutrition. In our high school science course we dissect the food system and work toward students’ understanding of their place within that system. In the high school English course we will reat texts that support that understanding by authors such as Pollan, McWilliams, and Blatt. For more information on the high school courses for Growth, please visit the following website: https://www.taskstream.com/ts/sutton43/Growth(password: growth).
These courses are partnered with OSU’s Horticulture and Crop Science 2201 (Ecology of Managed Plant Systems) in the fall and 2202 (Form and Function of Cultivated Plants) in the spring. For more information on the HCS 2201 and 2202 courses, please visit the following websites: http://hcs.osu.edu/about-us/courses/hcs-2201http://hcs.osu.edu/about-us/courses/hcs-2202 .
The final term of this experience includes the Internship and Capstone Research courses. The materials for these courses have been refined by Metro and are used throughout the curriculum. We guide students through independent research projects with the end goal of producing a scientific poster and presentation.
Within their internship/capstone experience, students will work to develop a high level of professionalism and should work to solve a problem for the host site, thus accelerating their research skills. This work will manifest as a capstone poster presentation at the end of the academic year.
Based on interests and logistical limitations, students are placed at an internship site for approximately 120 hours. The meeting days and times will be worked out between the student, the site, and the Growth teacher. Students must attend scheduled seminar classes when not directed to be at their internship site. Students must provide their own transportation to/from the internship, which is why placement is determined by logistical limitations. The student’s primary on-site responsibility is to actively work with his/her mentor to contribute to the on-going research and/or design projects being conducted at that site.
Capstone Research - 1 Science Research Credit
This one-term course is designed to provide students with the opportunity to conduct guided research beyond the Metro science classroom. Research topics are developed under the guidance of the instructor and must be contained within the content area of this Early College Experience in Materials Science. Students develop a hypothesis, conduct experimentation, collect data, interpret and analyze data, and communicate research findings. Students are required to provide weekly written documentation of progress throughout the term. Additionally, students are required to present a seminar style weekly update to the class for peer assessment. The project conclusions are communicated through a student-developed scientific journal-quality paper and a scientific poster.