Science

6 meetings per seven-day cycle/3 credits

Prerequisite: Physics 418

6 meetings per seven-day cycle/3 credits

Prerequisite: Recommendation by current science teacher required, along with an “A-” in Physics 418. Co-requisite: Adv Alg 2/Trig 303 or Alg 2/Trig 365, but 303 strongly recommended.

6 meetings per seven-day cycle/3 credits

Prerequisite: Chemistry

Open to juniors and seniors

6 meetings per seven-day cycle/3 credits

Prerequisites: Chemistry 408 or Accelerated Chemistry 410. (NOTE while any student is eligible, it is strongly recommended that students with lower than an A- in Chemistry 408 take Biology NOT Cellular Biology.)

Open to junior and seniors. Recommended for juniors planning to take AP Biology in senior year.

6 meetings per seven-day cycle/3 credits
Prerequisites: completion of Adv Alg 2/Trig 303 or Alg 2/Trig 365

This is an Algebra/Trigonometry based continuation of Physics 418. The course offers an in-depth study of Fluid Mechanics, Thermal Physics, and the Mechanics and Design of Bridges. The topics and expectations of the course are comparable to those of a second-semester first-year college physics course. The course is unique in that significant time is spent exploring the experimental design process, in which students create and present demonstrations and experiments. These reinforce the concepts being studied. In addition, the course features extensive problem solving both conceptually and mathematically. Significant independence and choice is given to the students in their pursuit of applications, demonstrations, and experiments that enhance the course material. Emphasis is placed on public speaking, presenting to peers and teachers alike, in both formal and informal settings.

In addition, students will be required to participate in designing and presenting a lesson for the Lower School STEM Night. (Participation in this evening event, usually in March, is required.) The year will culminate with a long-term, multiphase project around the engineering, design, and building of a bridge.

6 meetings per seven-day cycle/3 credits

Prerequisite: Chemistry. Open to juniors and seniors. Priority is given to seniors.

Food is necessary for life, yet it is far more than a necessity. What we eat is heavily tied to our culture, our history, our political systems, our beliefs and our available technologies. What we eat influences our own health as well as the health of the planet. This interdisciplinary course looks at food and its relationships with power, culture and the environment. We will also cook, garden, and learn about the science and nutrition behind what we eat. Course work will include readings from varied sources, class discussions, hands-on activities, projects, presentations, and papers. Participation in STEM night and ExDay is expected.

6 meetings per seven-day cycle/3 credits

Prerequisite:Chemistry. Open to juniors and seniors. Priority given to seniors.

6 meetings per seven-day cycle/3 credits

Prerequisites: Biology or Cellular Biology. Open to seniors.

6 meetings per seven-day cycle/3 credits

Prerequisites:“A-“ or “A” in Accelerated Chemistry 410and departmental recommendation.

6 meetings per seven-day cycle/3 credits

Prerequisites: Departmental recommendation and an “A-”in Precalculus 304 or “B+” in Adv. Precalculus 305. Co-requisite: AP Calc AB 328 or AP Calc AB/BC 312, for students who have not yet taken one of these calculus courses). Please note: this course requires a working knowledge of calculus from the start, so students taking AP Calculus AB as a co-req will find the course more challenging than those who are taking Calc AB/BC or Multivariable Calc.

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.

6 meetings per seven-day cycle/3 credits

Prerequisites: “A” or “A-“ in Cellular Biology 414 or departmental recommendation. 

Students must pick up a summer self-study assignment before the end of the present school year and will be tested on this material during the first week of class. Students must also turn in their outline notes of the self-study topics covered during their summer review.

3 meetings per seven-day cycle/2 credits

Prerequisite: Biology or Cellular Biology

3 meetings per seven-day cycle/2 credits

Open to all juniors and seniors. Limited enrollment. Preference is given to seniors.

This course will combine astronomy and meteorology, allowing the student to study the major aspects of both. In doing so, the more interesting and fascinating aspects of each will be discussed without the need to focus on the minute physical and chemical details. The topics in astronomy will include the history of astronomy, the Earth, the Moon, the solar system, comets and asteroids, stars and stellar evolution, galaxies, and cosmology. The majority of the astronomy part of the course will fall from November to February as the weather at night tends to be clearer and allow for better viewing of stars. As a result, a few night labs will be required.

The purpose of the meteorology section is to study the weather both locally and globally. Topics in this course will include temperatures, humidity, barometric pressures, and their effects on daily weather. In addition, there will be a focus on specific weather phenomena such as hurricanes, tornadoes, lightning storms, floods, and droughts.

The class will begin with a study of the basics of what constitutes weather. On a daily basis, students will measure the temperature, barometric pressure, humidity, and wind speed, along with the visible weather. By keeping a log of these daily readings, students will begin to see if they can predict upcoming weather events. Finally, a look will be taken at the effects that humans may be having on local and global weather patterns, particularly the possible effects of global climate change on weather.

Students will also be required to purchase a Weather Forecasting Card (approximately $15.00) and a Sky Safari App (approximately $3.00).

1 Credit Minor meets once per cycle

This course focuses on building submersible Remotely Operated Vehicles, or ROVs. Students will work in cooperative groups to research designs and functions with the purpose of creating ROVs that mimic how ROVs are currently used in ocean research, search and rescue, underwater pipeline and dam safety and maintenance, and waterway sustainability. As students build their ROVs, they will learn engineering skills and principles including learning how to electrically wire a remote control to a tool and motor system, program a remote driving system using microcontrollers, design and build a vehicle frame, and achieve neutral buoyancy. Student groups will need to research and create a budget for their supplies, create system integrated design (SID) diagrams for their electrical systems, as well as safety reports. Participation in regional (and possibly national) ROV competitions is required. Many competitions also involve extra tasks associated with their competitions beyond the building of the ROV, such as creating sales presentations and displays regarding their ROV product.

This course is open to all with priority given to students with prior involvement in the Hackley aquabots/ROV program, and then 9th graders/new students to the US.

The Independent Research Program (IRP) at Hackley is an opportunity for students to complete independent, collegiate-level scientific research in a genuine research setting. This is a three-year program, where each student in the program will design and execute their own experiments in science, math, or computer science. The program focuses on teaching students the skills of performing proper literature reviews, designing experiments, analyzing data, and presenting results to an audience. The program will culminate in students submitting their work for regional and national science and engineering fairs.

The majority of the experiments will take place at research facilities off-campus during the summers after the sophomore and junior years; students must be willing to commit 6-8 weeks of each summer to their research. While the program will help students reach out to mentors at these off-campus sites, ultimately, it is the responsibility of the student to find and secure internships for both summers. If a student cannot find placement for the summer after junior year, the student will not be able to return to the program for senior year.

Students must apply and be accepted into this three-year program. We expect to accept approximately 2-5 rising sophomores each year. The application process will begin early spring of 9thgrade. Students should see Dr. Ying with questions

6 meetings per seven-day cycle/3 credits. Pass/Fail.

Approval via an application process.

This course is the first-year course for the Independent Research Program. The goals of this course are for students to decide on their independent research project and to contact potential mentors to host them for the following summer. The course focuses on basic skills associated with research, such as literature reviews, designing and conducting experiments, data analysis, and presenting their results to an audience. Students are expected to be motivated to work efficiently and independently throughout the course.

6 meetings per seven-day cycle/3 credits. Pass/Fail.

Prerequisite: Independent Research 10 and permission of the instructor.

This course is the second year course for the Independent Research Program. The goals of this course are for students to finalize their research project for the program and to secure a mentor to guide their research for the following summer. Students continue to hone their skills in analyzing and presenting data in the form of written reports and presentations. They will also serve as mentors for students in IRP 10. At the end of the year, students will be expected to present their results in local science competitions. Students are expected to be motivated to work efficiently and independently throughout the year.

6 meetings per seven-day cycle/3 credits. Pass/Fail.

Prerequisite: Independent Research 11 and permission of the instructor.

This course is the final course of the Independent Research Program. The goal of this course is for students to submit their work to regional and national competitions. The deadlines of these competitions are during the first trimester of school, which coincide with early decision college applications deadlines. As such, students need to be highly motivated and be able to work independently. During the latter half of the year, students will be expected to serve as mentors for students in IRP 10 and 11.