UPPER SCHOOL COURSES
Bright students set the bar higher than the teacher may have and push themselves into personal risk areas, if they sense an air of respect and trust. The faculty at MPH is committed to providing an atmosphere where new experiments and experiences are revered and encouraged, and the risk of failure is understood to be a necessary cost of success.
The Science Department believes that, in order to be informed members of the global community, students must achieve a “scientific literacy” that will enable them to weigh disparate ideas, facts, and points of view in order to make ethical decisions. The department firmly believes in the value of hands-on and inquiry-driven teaching that allows students to experience science.
Science is presented as an open-ended process that leads to an understanding of theories and laws about the natural world. Opportunities are available for students to work both individually and as part of a team to develop the skills to test questions using the scientific process. This process involves researching a question, designing and carrying out an experiment, solving problems, analyzing data, drawing conclusions, and communicating findings. This process is enhanced by student interest and takes many different forms including the annual Sensis High School Engineering Competition.
Science students also drive campus-wide environmental programs in recycling and composting and have brought about changes such as the School’s decision to avoid the use of paper cups and only use recyclable paper napkins. Student interest in green initiatives has led to the seating of Upper School student representatives on the MPH Green Committee, where they can discuss along with trustees, administrators, and parents, their ideas and suggestions to make the School more environmentally responsible. This dialogue has led to a NYCERTA grant application of $250K for solar energy panels throughout the School.
Biology (1 academic credit)
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This is an introductory course that covers the basic concepts in biology. Topics include biological chemistry, cell biology, genetics, evolution, ecology, the diversity of living things, and human biology. Unifying themes stressed throughout the year are evolution, energy transfer, the relationship of structure to function, interdependence in nature, regulation, and science and society. Laboratory activities help students to understand that science is a process, and to develop important skills in scientific expression, qualitative and quantitative analysis. Biology challenges students to think critically in order to understand the larger significance of the details they are learning. Frequent discussions of science, technology, and society are a vital part of the learning experience. By the end of the year, students are able to understand and comment on current health and biotechnological issues, make meaningful inquiries into current social policy choices, and understand the healthy functioning of their own bodies.
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Chemistry is an introductory course covering the basic topics in chemistry, including units on matter and energy, atomic structure, chemical bonding, the Periodic Table, stoichiometry, solutions, concentrations, acids and bases, oxidation and reduction reactions. The course stresses important theories of chemistry and uses descriptive chemistry to introduce, exemplify and reinforce those theories. Practical applications of the role of chemistry in today’s technological world are used whenever pertinent. Laboratory exercises reinforce basic topics, using both qualitative and quantitative methods. Mastery of life skills in problem solving, analysis, synthesis, observation, and clear written and verbal expression is emphasized.
Instructor: Robert L. Ostrander
TEXTBOOK: Modern Chemistry, Holt, Rinehart and Winston, 2009.
Physics (1 academic credit) Physics is a rigorous, in-depth study of the important physical phenomena encountered in scientific and technological fields. The topics include vector analysis, kinematics, dynamics, static electricity, circuits, sound, and optics. Physical problem solving is emphasized throughout the course, and laboratory investigations reinforce concepts and develop analytical skills.Because the course is highly mathematical and requires familiarity with algebra, trigonometry, geometry, and graphical analysis, the successful completion of Math IIIAC or an equivalent course is strongly recommended. The Physics course syllabus may be viewed here.
Advanced Environmental Science (1 academic credit)
Open to students in Grades 11 and 12.
Text: Environmental Science; Earth as a Living Planet, 5th Edition, Botkin and Keller, Wiley 2005.
Advanced Placement Biology (1 academic credit)
Advanced Placement Biology is the equivalent of the general biology course usually taken during the first college year. For some students, completion of this course enables them to undertake, as college freshmen, second year work in the biology sequence at their college or to register for courses in other fields where general biology is a prerequisite. For those students, the Advanced Placement Biology course fulfills the laboratory science requirement. Topics discussed include biological chemistry, cells, energetics, heredity, molecular genetics, evolution, diversity of organisms, structure and function of plants and animals, and ecology. The course aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. The College Board requires a laboratory component of the course. Students who take this course must spend more time in independent study outside class and labs than in other Upper School science courses. All students in the course are encouraged to take the College Board Advanced Placement examination in biology. Successful completion of Biology, Chemistry and preferably AP Chemistry is recommended.
Enrollment Requirements:
1. Consent of teacher
2. Biology grade of a B+
3. Having completed Chemistry, preferably having completed AP Chemistry
4. English comprehension/writing abilities in the A range
5. Commitment to a heavy work load (One chapter per class, tests every 2-3 weeks)
6. Recommend maximum enrollment in 3 AP classes
TEXT: Biology: Eighth Edition, NA Campbell, JB Reece, B Cummings
Link to the course Advanced Placement Chemistry is designed to be the equivalent of the general chemistry course usually taken during the first college year. Successful completion of Chemistry is a prerequisite. The course emphasizes chemical calculations and the mathematical formulation of principles. It also emphasizes the development of the students’ ability to think clearly and express ideas with clarity and logic, orally, in essays, and in calculations. Topics include atomic theory, stoichiometry, thermochemistry, gas laws, kinetics, solution equilibria, qualitative analysis, acids and bases, oxidation-reduction, and an introduction to organic and nuclear chemistry. Classroom instruction prepares students for the Advanced Placement exam. Every attempt is made for the student to reach a proficiency in all topics that are covered. Students who take this course must spend more time in independent study outside class and labs than in other Upper School science courses. The class is encouraged to take both the College Board Advanced Placement examination and the S.A.T. Chemistry subject test. Earning a four or a five in the AP Chemistry exam enables students to undertake, as college freshmen, second year work in the chemistry sequence at their institutions or to register in courses in other fields where general chemistry is a prerequisite. Earning a three may fulfill the college’s laboratory science requirement.
Enrollment requirements for AP Chemistry:
2. Minimum chemistry grade of B+
3. Completion or current enrollment in Math III AC with a minimum grade of B
4. Recommend maximum enrollment in 3 AP classes
SYLLABUS TEXTBOOK: Zumdahl and Zumdahl, Chemistry, 7th ed., Houghton Mifflin Company, 2007 REVIEW BOOK: Princeton Review, Cracking the AP Chemistry Exam, 2011.
The AP Physics C course forms the first part of the college sequence that serves as the foundation in physics for students majoring in the physical science or engineering. Strong emphasis is placed on solving a variety of challenging problems, many requiring calculus.
The primary emphasis of AP Physics C is on Newtonian mechanics. Use of calculus in problem solving, derivations, and in formulating principles, increases as the year progresses. Topics include the laws of motion; work, energy, power, and conservation of energy; momentum; rotation and rolling motion; simple harmonic motion; and gravitation.
AP Physics is taught as a first year course, and prior enrollment in physics is not required; but approval of AP Physics instructor is required. Please note that at the end of the year, the AP Biology Exam falls on the same day as the AP Physics Exam. For this reason, students are strongly discouraged from enrolling in both courses simultaneously.
The Advanced Placement Physics C: Mechanics course syllabus may be viewed here.
Requirements for Enrollments:
1. Maintaining a minimum A- average in current science course
2. Co-enrollment in (or completion of) Advanced Placement Calculus
3. Recommendation of current science instructor
4. Permission of Advanced Placement Physics instructor
5. Due to the intensity of the course, the Science Department recommends enrollment in no more than two (2) other Advanced Placement courses.
Instructor: Chad Gregory
TEXTBOOK: Serway, Raymond, and John Jewett, Physics for Scientists and Engineers, 7th Edition, Volume 1, Thomson Higher Education, 2008
The astronomy course is concerned mainly with techniques and equipment required to see objects in the sky. Some time is devoted to learning what appears in the night sky like asteroids, clusters, comets, constellations, galaxies, planets, and the sun; and some to what equipment is required to do the observing including the main types of telescopes and their strengths and weaknesses for different types of observing. The art of reading and making star maps is investigated. Utilization of the Internet to find resource material and some simple observation labs include some of the students' responsibilities.
TEXTBOOK: Materials from magazine articles, the Internet, and information provided by the instructor.
Geology (1st semester)(1⁄2 academic credit)
Over the last 435 million years, nature’s work has created an intriguing array of landscapes and topographic features in Central New York. Evidence of a saline sea, glaciers, and tectonic activity can be found throughout the area. Investigations of Chimney Bluffs,Labrador Hollow, Clark Reservation, Green Lakes State Park, and the Tully Valley exemplify the concepts presented in class. Students should plan on considerable fieldwork outside of class time. Significant group and individual projects are expected. A theme of the course is the nature of appropriate land and water use policies in the United States. For final projects, students design and execute models of mastery regarding a specific content area of the course. Open to students in Grades 11 and 12 or by permission of the instructor.
Text: Geology of New York, New York State Museum, 1991.
We live in a world of rapid global changes. One of those changes is the invasion of exotic species into ecological systems, facilitated by human transport. While some invasive species may seem to be merely nuisances, others can be deadly, but all are ecologically significant. This course will explore the ecology of invasion and examine some of the most problematic invasive species, such as garlic mustard and the Asian tiger mosquito. We will also spend some volunteer time in the field on invasive species control. Open to students in Grades 11 and 12 or by permission of the instructor.
Instructor: Dr. S. Smith
Molecular Genetics This lab driven course will be team taught by Ms. Krauss and Dr. Francesca Pignoni, an Associate Professor at SUNY Upstate Medical University. The course is designed to expand upon the molecular work begun in biology through the study of Drosophila melanogaster, the common fruit fly. The course will include an intensive review of and advanced instruction in cell biology and molecular genetics. The experimental phase will consist of crossing fruit flies and evaluating their progeny. The lab work will involve several periods of daily data collection outside of the regularly scheduled block that will take approximately 30 minutes. The course concludes with bringing understanding to the collected data and expressing the findings in a scientific paper. The course is open to those students who have successfully completed biology and chemistry and with permission of the instructors. Due to the unique nature of the class enrollment is limited to ten students.
Have you ever wondered how DNA can be manipulated to prove guilt or innocence? Did you know that lipstick left on a glass can be evaluated and then linked to a specific brand and, perhaps, person? Are you interested in learning how to lift fingerprints left on an object? Remember that chromatography experiment you did in biology and wonder how it can be used to determine which pen was used to write a ransom note? This forensic course will apply some new and some previously studied lab techniques to the evidence left at a staged crime in the science lab. The course will be a series of experiments that lead a team of investigators to decide upon a possible perpetrator from a field of suspects. The course will include significant lab work to be evaluated based on the accuracy of one's results; it is the application of lab techniques that will be evaluated rather then just the understanding of the technique.
The final project involves solving a crime staged in the classroom with faculty serving as suspects.
Text: Forensic Science: An Introduction by Richard Saferstein 2007.