“This year, the science department collaborated with the Judaic Studies department for a program on the religious and scientific significance of snails that produce the blue dye for tzitzit – a wonder of chemistry that was almost lost. It was rewarding to collaborate to develop this integrated area of focus.”
- Ms. Lea Hennely, Instructor of Environmental Science and Forensics
There is no more important time to be learning science. Spurred by breakthroughs, media, and seemingly boundless technology, science is poised to become one, if not the most fertile and exciting areas of study. The challenge is to transmit this excitement, to provide a solid science foundation for students to build upon and to convey to students that “science is a way of knowing and a way of seeing the world.” Our goal is for science to be a part of students’ everyday lives. The scientific worldview that we teach, model, and espouse will prompt our students to see science in context with everyday events and to integrate scientific methodology and explanation into other areas of their academic studies.
The department seeks to develop students’ science literacy. This involves the learning of a finite number of important general principles and theories that will serve as scaffolding on which they will be able to build further scientific knowledge. We encourage students to develop a work ethic to pursue these principles and theories so that they become part of their nature. We encourage students to apply learned principles and skills in the process of inquiry. In experimentation, they will learn how to effectively use cutting-edge scientific technology, including lab sensors interfaced to computers, and the internet as an informational research tool. Critical thinking skills to foster creative problem solving in real-world situations are promoted. Students will ultimately recognize that science is fundamentally about order. Our students will infuse the order, methodology and causality of science into their own lives to become organized, articulate decision makers and effective problem solvers.
All science courses include a laboratory/activity component, and students are required to submit formal lab reports for grading. Homework assignments include reading textbooks for preview and/or review, reading articles on current topics, completing worksheets both on paper and on-line, and gathering and processing information and data through internet activities. Levels of achievement in all science courses are assessed through regular term testing and the grading of completed lab reports, projects, quizzes, and homework assignments.
Alongside the Science Department, the Science Research Program reinforces these goals by teaching disciplined research skills and inviting students to engage in guided and independent experimental research projects. The Science Society is a less formal assembly which openly invites students to participate in after school science activities and supervised outings of a scientific nature. It is student led and student motivated, but all science faculty contribute to its supervision. Each year the department also participates in an inter-scholastic Science Olympiad, open to all.
Science is one of the most fertile and exciting areas of study – integral to world progress and discovery.
The Introduction to Biology course presents a comprehensive, modern view of life science. The main topics covered include ecology, biochemistry, cell biology, comparative anatomy, biological energetics, adaptation with respect to physiological functions, perpetuation of life through reproduction and development, Mendelian and modern genetics, and evolution as a unifying principle. Lesson aims are taught through planned lecture, discussion, demonstration, note-taking, and follow-up exercises. A series of formal laboratory activities reinforce and/or extend these lesson aims and topic areas. At both the onset and throughout the course, students will be taught the scientific method and the classic experiments biologists have performed to construct the knowledge base of biology. Many of the lab activities provide opportunities to both discover and apply biological concepts as well as to use current technology.
The chemistry course presents a modern view of chemistry with major emphasis on physical concepts and understanding interactions of matter. The objectives of the chemistry course are to introduce tenth grade science students to the following topics: phase change and gas laws, thermodynamics, atomic structure, periodic properties, bonding and chemical reactions, chemical kinetics and equilibria, periodic properties, stoichiometry, acid-base interaction, redox electrochemistry, organic chemistry, and nuclear chemistry. The course is taught at a descriptive conceptual level using demonstration to convey concepts wherever possible. A sequence of formal laboratory activities reinforces each topic and chemistry students are expected to become proficient in safely executing a lab protocol and eventually designing one of their own to test a given hypothesis. Sections will be differentiated to enable students to achieve the curricular goals of the course.
AP Physics I is an algebra-based, introductory college-level physics course. The course focuses on Newtonian mechanics and dynamics; Circular motion and Gravitation; Work, Power and Energy; Linear Momentum, Simple Harmonic Motion; and Torque and Rotational motion. Students cultivate their understanding of physics through classroom study, demonstrations, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, and waves. AP Physics 1 students will keep and are encouraged to retain their physics laboratory notebooks, reports, and other materials as colleges may require students to present their laboratory materials from the course before granting college credit for the laboratory component.
Introductory Physics considers topics related to energy and matter, the principles that govern motion of particles and waves, and the interaction of particles. The use of mathematics as a “language” for describing physical phenomena and solving problems is emphasized throughout the course. For this reason, we delay enrollment into the course until eleventh grade when students have achieved a high level of skills in mathematics (algebra and trigonometry). The laboratory is used to derive and illustrate major concepts of physics. Students need to become skilled at performing laboratories and at analyzing data and formulating broad principles that account for the physical phenomena being studied. Students will be taught how to use spreadsheets to organize and graph data and to use sensors to record data electronically. The major topics covered in this course include mechanics, work energy theory, spring systems, wave phenomena and electricity and magnetism.
Foundational Physics considers topics related to energy and matter, and the principles that govern the motion of particles and waves. Mathematics is introduced as a “language” for describing physical phenomena and students are encouraged to solve problems using mathematics throughout the course. For students who struggle with math, this course shows them real world applications without the complexity of multi-step equations. The laboratory is used to teach the concepts of physics and make connections to basic math. In this way, students will experience physics in a way that is meaningful and directly applicable to their lives. The topics covered in this course include mechanics, work-energy theory, spring systems, optics, electricity and magnetism.
AP Biology is offered as an introductory college-level biology course spanning the breadth of the life sciences offered to highly motivated students of strong academic quality. The curriculum which has undergone recent redesigning and College Board approval now stresses critical thinking and application of biological concepts in the context of 4 ‘big ideas.’ The thematic approach makes study areas more meaningful as students make connections across the syllabus. Ultimately, students will develop a conceptual understanding of modern biology emphasizing applications of biological knowledge, scientific methodology, techniques, and critical thinking. These tools will help students understand themselves and the living world around them and better prepare them for the scientific, environmental, and social changes that will be a prominent part of their future. It is important to note that the conceptual framework of this course is based on the current ideals of evolution as the underlying foundation for all biological principles. AP Biology includes rewritten crucial laboratory exercises suggested by the College Board as well as several other labs deemed both important and helpful. After-school laboratory and classroom sessions are often scheduled to meet course requirements. In addition to work using the assigned textbook, students are required to study and master many forms of text supplementation, including on-line sources and current scientific literature. All students are expected to take the AP Biology Exam. Teacher recommendation and administrative approval are required for enrollment.
AP Chemistry is designed to offer a rigorous and challenging course that covers the chemical principles typical of college and university general chemistry courses and is offered to highly motivated students of strong academic quality. AP Chemistry students will be expected to reinforce classroom-taught principles through consistent regular review, practice assignments and on-line activities. All are expected to take the AP Chemistry Exam and maintain a laboratory notebook. The topic areas covered in this course are atomic structure and properties, molecular and ionic bonding, intermolecular forces, reactions and stoichiometry, kinetics and equilibria, solution chemistry, acid-base theories and redox and electrochemistry. These topics have been reworked to emphasize the major themes and concepts of advanced chemistry in compliance with the redesign mandated by the College Board. There are several required laboratories, several of which are inquiry-based, and students must submit detailed, college-level reports for each. After-school laboratory and classroom sessions are often a required part of the course. Teacher recommendation and administrative approval are required for enrollment.
Environmental Science is an elective science course intended to cover the principles and methodologies used to study the interrelationships between organisms and their physical surroundings and the impact of humans on the natural world. This course is necessarily interdisciplinary and depends on the successful integration of science with political, sociological, and economic issues. The underlying themes developed in the course are: energy conversions are involved in all ecological processes, matter must be recycled in ecological systems, ecological systems are all interconnected, humans alter ecological systems, ecological problems occur in a political, cultural, and economic context, and human survival depends on developing practices that allow for sustainable ecosystems. This course includes a laboratory component that allows students to apply and reinforce course concepts as well as an engaging field component centering upon environmental monitoring. Field trips to local nature centers and municipal utilities are also integral to the curriculum. Teacher recommendation and administrative approval are required for enrollment.
This is a calculus-based physics course that demands a strong mathematics background. The course emphasizes the broad field of mechanics typical of a college-level course and delves deeply into topic areas such as kinematics, dynamics, momentum, energy, rotations, gravitation, and oscillations. The laboratory is used to derive and illustrate major concepts of physics and to compare these idealized mathematical concepts, theories and laws with the real world phenomena. AP Physics students need to develop skills in performing laboratory activities with computer interfaces and analyzing data. Problem solving is an important part of the class and, as such, practice applications will be assigned. The course is open to senior students and meets 6 periods per week. Corequisites: Calculus AB or BC.
The forensics elective course provides a perfect opportunity to conflate reasoning skills, the application of the scientific method, genetics, and technology, with one of the most exciting career directions. The course quickly expands from basic skills in observation to the disciplined processing of data and crime situations, to ultimately the use of modern CSI techniques based on genetics, anatomy, chemistry, and physics. The formal lab program is adapted from institutions that are leaders in criminal investigation and discussions as well as forensic simulations stem from guest presentations from the field of CSI, classic crime cases, as well as reports from news and current events. The course culminates in the actual practical processing of a simulated crime scene.
The Anatomy and Physiology elective is a co-accredited course under the auspices of a local university. Students completing the course with good standing earn four transferable college credits from State University of New York. The course focuses on structures and functions of the human body in an organ system format and the maintenance of homeostasis. Topic areas include comparative histology, integumentary system, musculoskeletal system, digestive system, blood and cardiovascular system, respiratory system, nervous and endocrine systems, urinary system, reproductive systems and lymphatic and immune systems. Mechanisms of diseases that plague human beings will provide one fertile area for student research which will be a strong emphasis. Discussions will be held pertaining to the impact of new genetic and technological developments, and lifestyle influences on maintaining health and avoiding disease. There will be a laboratory component featuring visuals, models, and dissections where students will get hands-on experience. This course will challenge critical thinking and ultimately will require students to apply their knowledge to solving and diagnosing real cases.
Science Research Program
The North Shore Hebrew Academy High School Science Research Program is integral to the Science Department. The Research Program provides an opportunity for students to do real science during a multi-year program.
The mission of this course is to introduce students to a variety of different research topics in order to help them find a starting point for their personal journey into science research. Our goal for this introductory course is to help students find topics that genuinely interest them and to guide them into basic research and experimentation, culminating in participation in a variety of different science competitions. In-class projects include Virtual Reality, Augmented Reality, Artificial Intelligence, Hydroponics, and a variety of other fascinating subjects.
This course is by invitation only. It involves homework, reading, and writing assignments and participation in five different competitions. Some competitions involve individual participation, and others involve teamwork. After initial instruction, students will carry out their own independent research project, write a paper, and prepare an oral and visual presentation of their work for their classmates and for entry at a variety of fairs and competitions including: Molloy College Science Fair, Long Island Science Congress, LISEF JV, New York Youth Summit, Toshiba Exploravision, Long Island Envirothon, The Physics Photo Challenge, The Paradigm Challenge, the Emperor Science Essay Challenge, N.A.S.A. Contests and the New York State Archive Competition.
This course is a continuation of 9th Grade Science Research, during which students will continue to refine their reading and writing skills, their presentation skills and their development of science research and related projects. Students will carry out their own independent research project, write a paper, and prepare an oral and visual presentation of their work for their classmates and for entry at a variety of fairs and competitions including: Molloy College Science Fair, Long Island Science Congress Senior Division, LISEF, New York Youth Summit, Toshiba Exploravision, Long Island Envirothon, The Physics Photo Challenge, The Paradigm Challenge, the Emperor Science Essay Challenge, N.A.S.A. Contests and the New York State Archive Competition. This course is by invitation only. It involves homework, reading and writing assignments and participation in 5 different competitions.
This course is designed for serious students who are ready to make a huge time commitment to continue their science research outside of school. Students and teachers will work together to develop a plan for summer internships that will enable them to continue to pursue their interests over the coming summer vacation and on into the 11th and 12th Grade Research track.
Depending on their experience and independent work to date, junior and senior students of the Research Program will complete their summer research projects by effecting closure and following up by writing an advanced research paper, submitting their research efforts to major contests, and presenting poster board, oral, and visual presentations in defense of their work at these venues to professional judges. This will effectively conclude a rich and rewarding comprehensive research experience, which we hope will dovetail with research aspirations in college or university.
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