Science

A student of physics gains a conceptual introduction to the laws of the physical world. Subjects include graphing, motion analysis, forces, momentum, work, energy, rotational mechanics, gravitation, electrostatics and circuits. Problem-solving methods of teaching physics are also used. Students improve their applied quantitative skills by solving physics problems, thereby illustrating knowledge of fundamental physics concepts. The course also stresses development of laboratory skills through regularly scheduled laboratory sessions.

Students are encouraged to question, observe, collect data, analyze results and reach conclusions on physical relationships. The course culminates in a rocket project that pulls together many of the skills and content knowledge learned throughout the year. Independent creative thought and study are encouraged throughout the course.

This course serves as an introduction to the principles of chemistry, further preparing students for future work in science. Topics covered include chemical formulas and equations, states of matter, atomic structure, bonding, stoichiometry and thermochemistry. Laboratory work is an integral part of the course as is class participation that focuses on problem solving.

Not recommended for students planning on taking AP Chemistry.

This course covers the same units as Chemistry 408 but at a significantly faster pace, allowing students to address supplementary topics within each area of study. Additional quantitatively challenging topics are covered. Laboratory work is an integral part of the course as are nightly homework assignments that focus on problem solving and data analysis.

Recommended for students planning on taking AP Chemistry.

This biology class is focused on human biology. Students will study organ systems and learn to appreciate how their bodies work to solve the problems of being and staying alive.

Evolution is an overarching theme, which will allow for comparisons to all organisms in the natural world. Students will also focus on sustainability and how human interactions impact the world ecosystem. This class is designed to be a hands-on class with several labs, activities and projects per unit. In addition, there will be current event readings. Students will be expected to keep a detailed lab journal in which they document the lab and write their responses to questions.

We designed this challenging course as an introductory course for the student who is seriously interested in biology and is a motivated learner. The themes of evolution, the relationship between structure and function, and science as a process will frame the course.

Students acquire a working knowledge of photosynthesis, respiration, cell-division, reproduction, heredity, biochemistry, molecular genetics and evolution. Reading, writing, lab and analytical skills will be necessary for success.

Recommended for juniors planning to take AP Biology senior year.

This field intensive course will develop students’ analytical and investigative abilities. Students will begin with a focus on the natural history of Hackley, including studies of tree, bird, reptile, amphibian and mammal identification, as well as bird calls. Students will create a field notebook with approximately 100 organisms. A trip to Teatown Nature Reservation will facilitate learning about the flora and fauna of the Hudson Valley. Students will also help Teatown scientists with ongoing research projects.

One of the major problems facing conservation is lack of biological information. Long-term data collection projects benefit the community by determining how the forest structure is changing and thus how to better manage our land. Students will participate in long-term research projects in Hackley’s field station. Most studies were started in 2009 and continuing the research adds important new data. One such project is salamander abundance based on a National Parks study. Another project is a water quality analysis of two vernal pools at our field station. A third is a study of macro invertebrate abundance in the two vernal pools using leaf packs. A fourth major project is a bird abundance study done in conjunction with Cornell’s Project Feeder Watch. In the spring students will have the opportunity to work with scientists at other research facilities, such as Lasdon Park and Arboretum.

One of the major solutions to conservation problems is education. Students will have the opportunity to work with and teach Hackley kindergarten classes about forest ecology. The AFER class will also partner with the 7th graders on their Big Experience study of the Hackley Forest. This will include a joint field trip to Sterling State Park in April.

This second-year course is designed for students interested in continuing their exploration of biology. The class will explore biology in an interdisciplinary fashion by focusing on the question: “What does it mean for the human body to live under extreme conditions?” High-altitude climbing, deep-sea diving, running ultra marathons, battling such diseases as cancer, or living through the stress of poverty or refugee status all fall within this category. Through this lens, such topics as human physiology, toxicology, anthropology, sociology, foraging, medicine and sports medicine can be explored.

As a second-year biology class, there will be an emphasis on lab skills, and the course will culminate in an independent research project guided by student choice. Graded assignments will vary, ranging from longer-term lab assignments to projects, independent research and presentations, as well as more traditional tests. Reading of science literature will be an integral part of the course. Critical thinking and thoughtful classroom discussion will be a daily expectation.

Prerequisites: “A-“ or “A” in Accelerated Chemistry 410. (Note: Students with an “A” and a consistently strong performance in regular chemistry are also eligible but are not fully prepared for AP Chemistry and must engage in the study of a few key topics under the direction of the Science Department chair in the spring of their sophomore year. See the department chair for more details.)

Students must pick up a summer self-study assignment before the end of the present school year. Students will be tested on this material during the first week of class.

This course undertakes a rigorous quantitative study of chemical principles and prepares students for the Advanced Placement examination in chemistry. Topics covered include atomic structure, chemical bonding, states of matter, thermodynamics, equilibria, kinetics, electrochemistry and solutions. Laboratory work is heavily emphasized through weekly exercises. Students must sit for the AP Chemistry examination in May.