If I have seen a little further, it is by standing on the shoulders of Giants.
        - attributed to Isaac Newton, 1676

   The Science Department faculty has the privilege of lifting students to the realm of intellectual Giants by providing the necessary pulleys, binoculars, and graphs to reach them. The primary goal of our faculty is to create a collaborative, positive classroom experience driven by curiosity, so that students experience science as an exciting and engaging endeavor. We aim to do this by exploring a broad range of scientific topics and practicing a wide array of methods, connected by the idea that as scientists we must always seek evidence and update our beliefs based on our observations. We are conscious of the importance of broad scientific literacy in a world in which science and technology will play an ever-increasing role. As such, we seek to prepare students to engage in scientific conversations that bear on global policy, as well as the arts and humanities. We want students to be familiar with the large issues of our time, and to develop the critical, scientific skills to evaluate new challenges. We envision science as an enterprise that ideally transcends boundaries and belongs to the whole of humanity.

   The aim of the science curriculum at Saint Ann's is to lead students to realize that science is not simply an ocean of memorized facts, formulae, and unfamiliar terminology, but a way of looking at the universe, a mode of asking and answering a certain class of questions. At every age experimentation is stressed. Understanding the scientific method and the various ways of gathering, analyzing, and interpreting data are considered crucial areas to foster. Throughout the curricula, students carry out a multitude of experiments, some of them long-term, which they frequently design. Field trips are taken to supplement classroom learning, and guest speakers are welcomed. Mathematical, statistical, and writing skills are constantly incorporated. Students learn that math and science are virtually inseparable and thus begin to appreciate the joys - and prevalence - of multidisciplinary work. In addition, they see that the ability to explain ideas in clear, uncluttered prose is of great value.

   A formal introduction to science begins in the third grade, the final year of the Lower School; members of the Science Department meet once a week with these classes and cover topics as varied and inspiring as entomology, electricity, botanical classification, and measurement. In the Lower Middle School, science is a full-time academic class, meeting four times a week. Students continue to practice the basic assumptions of the scientific method and are exposed to a broad range of ideas in biology, chemistry, and earth science.

   Fourth grade science introduces many subjects, including anatomy, evolution, geology, chemistry, and cell biology. Geologic activity, plant growth, simple chemical reactions, and skeletal anatomy (including the much-anticipated owl pellet dissection) are a few examples of the topics that are covered. Fourth graders begin to use microscopes, balances, and other laboratory equipment; they also keep a detailed lab binder - a practice that they will continue throughout many middle school classes at Saint Ann's. As a culmination of a year of scientific experimentation, the students design independent research projects, and present their research in lively in-class "poster symposia."

   In fifth grade, the general topic of concern is water. Students spend the first term investigating the chemical and physical properties of water through rigorous experimentation. Surface tension, buoyancy, and factors affecting boiling and freezing points are just some of the topics considered. During the spring term, students concentrate on a study of oceanography and marine biology, and come to appreciate the diversity and the delicate balance of life in the oceans. Students enjoy a fun and educational field trip to the New York Aquarium to round out their knowledge of marine biology.

   Sixth grade science takes students on a tour of the physical world, from the motion of distant galaxies at one extreme to that of electrons at the other. Major units include astronomy, kinematics, electricity, and magnetism, which are explored through research projects and experiments, as well as class discussions. There are various engineering assignments throughout the year, such as a series of egg-drop competitions, and the much-anticipated house-building project in which basic electronics principles are utilized, with the opportunity for some fabulous architectural designs. Recent inter-class projects have also included a Rube Goldberg Contraption demonstration, and a Pinewood Derby.

In the Upper Middle School, physical science continues to be emphasized in the seventh grade, while the eighth grade curriculum focuses on human anatomy and physiology. In addition to their regular science class, students in the seventh and eighth grades may also elect an independent science research course or a physical or biological sciences elective. Some specific course topics have included forensics, earth science, and robotics.

   Chemistry and the intricacies of the Periodic Table are studied extensively in seventh grade. A hands-on experimental lab strategy is used to unravel the chemical complexities of stuff that makes up our world. The class goal is to connect chemical theory to everyday life experiences and applications. Contemporary readings and projects explore atomic theory, boat building, garbage recycling, global warming, making diamonds, fireworks and oil refinery. Armed with this knowledge and practical lab techniques, students end the year with a thorough and independent analysis of the chemical components of Sludge.

   Human biology, in all of its complexity and detail, is presented in the eighth grade. The major organs and body systems are examined from the standpoints of both their morphology and physiology. Many genetics, health, and pathology topics are investigated over the course of the year, augmented by dissections and other labs, as students work to understand the human body in a manner that satisfies their immense natural curiosity.

   In high school, students take a minimum of three years of science, one of which is general biology and at least one of which is a physical science course. Most students, however, take at least four full-year science courses, and many take more than one each year. The comprehensive biology course is generally taken by ninth graders, who then spend the year in rigorous investigation of the living world from molecules to cells to entire ecosystems, studying cellular respiration, mitosis and meiosis, genetics, plant biology, taxonomy, and animal behavior, among other topics, with evolution serving as a unifying theme. Students work with microscopes and are introduced to the fundamental lab techniques of molecular biology and modern genetics.

   In the tenth grade and beyond, students may choose from among any of the offered electives. All students are strongly encouraged to take both chemistry and physics early in their high school career, as these courses often are prerequisite for advanced study in the sciences. The department offers advanced second-year classes in biology, chemistry, and physics, and a wide array of electives in each of these disciplines as well. Elective courses vary from year to year, depending on student interest and faculty expertise. They may be either one or two semesters long and differ in their level of difficulty. Recently offered electives include Animal Behavior; Applied Topics in Chemistry: Forensics; Organic Chemistry; Human Health and Disease; Genetics; Meteorology; Microbiology; Marine Biology, Mind in the Universe; Nutrition; Classical Mechanics and Relativity; and Robotics.

   Our high school independent research program provides an additional opportunity for students to choose their own paths of scientific exploration. Individual students or groups of students seek out science faculty advisers with a particular area of expertise to guide them. The topic and pace of the research is set by student motivation, ability, and time constraints. Research students attend scientific lectures and exhibit their findings at our creative in-house Science Symposium held annually at the end of May. Students occasionally participate in outside research or academic programs, and competitions such as the New York City Science and Engineering Fair. Our department has also had a very successful marine science trivia team participate in the NOSB regional Bay Scallop Bowl for the last many years.