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 the 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.

This course covers the same units as Chemistry 408 but at a significantly faster pace allowing the 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 that 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.

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, and bird calls. Students will create a field notebook with approximately 100 organisms, to include pressings of plants and descriptions of organisms such as how to identify, Latin names, where located on campus, and behavior (if animal). 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 the 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 macroinvertebrate 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. During the winter months, students will count the total number of birds seen and identify different species visiting our bird feeders for at least 50 minutes a week.

Several bluebird nest boxes have been mounted over campus and 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 conversation problems is education. Students will have the opportunity to work/teach the lower grades about forest ecology.

If time allows, some students will perform a statistical analysis of our data and give a final presentation to members of the faculty. All students will take a spring trip to the Bronx Zoo to take a class on wildlife conservation.

Advanced Biology is a second-year biology class designed for students interested in continuing their exploration of biology. The course will focus on varied topics, such as plants, human evolution, and virology, and coursework will be adjusted to reflect current global events in science. Since it is a second-year biology class, there is an expectation that certain topics and concepts are well understood and can be incorporated into class with minimal review. Graded assignments will vary – ranging from longer-term lab assignments, independent research, and presentations, as well as more traditional exams. Reading primary scientific literature will be an integral part of the course. Critical thinking and thoughtful classroom discussion will be a daily expectations.

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.

Students spend one class each week listening to a lecture, and the other in a laboratory exercise. Through this venue, they learn the physical properties of the oceans (waves, tides, and currents) coral reefs, estuaries, and rocky shores before they are exposed to marine ecology. The course concludes with an intensive study of marine invertebrates and vertebrates. Students visit local aquariums and undertake a project near the end of the year. Students are exposed to material that is challenging, and therefore need a strong interest in biology. This course requires a minimum enrollment to run.