Science
The primary goal of the Bay School science program is to support the achievement of scientific literacy in our students. The magnitude of scientific and technological advancement in the 20th century invites a new approach to the structure of high school science programs—one that emphasizes the connection and overlap between traditional areas of scientific study. The conceptualization and understanding of modern, molecular-based biology is dependent upon a working knowledge of chemistry, which is in turn built upon concepts of atomic structure, mass, and energy. These fundamental principles of science, which we consider the natural laws of the universe, are found in physics.
Therefore, the study of science at the Bay School begins with the study of conceptual physics, followed by chemistry, and culminating in a sophisticated, in-depth study of biology. Students are required to take a science course during each trimester of the freshman and sophomore years, thereby completing their study of conceptual physics, chemistry, and biology at the end of the sophomore year. Juniors and seniors choose from wide-ranging elective courses in the sciences, and are encouraged to take advanced courses in preparation for their senior projects.
Core Science Courses
• Conceptual Physics
• Chemistry
• Biology
Science Electives for 2007-2008
Applied Sciences
The Applied Sciences course focuses on the application of scientific principles to the examination of “real world” situations. This year-long class is project-based and challenges students to apply the information they have learned in their introductory science and math classes. Students conduct a number of chemistry, biology, physics, and engineering labs related to the long-term projects that they will initiate, develop, and complete in areas such as chemical analyses and development of analytical instrumentation, environmental monitoring, techniques in biotechnology, design engineering and fabrication of devices for individuals with disabilities, electronics, programming, and product development.
During the course of their projects, students learn to write project proposals, develop working prototypes that address “real-world” needs, explore outside resources that provide more information and insight towards their work, write technical reports, and make formal technical presentations. Reflection papers that articulate what each student has learned complete the requirements for this course. This class is not “taught” in the conventional sense; rather, the instructor acts more as a mentor than a teacher. Because of the nature of the course, enrollment is limited to eight to ten students.
Astrophysics I
Astrophysics: Stellar Evolution and the Solar System is a one-trimester course designed to integrate physics, chemistry, biology, and mathematics into the study of our solar system and other stars. From the creation of the stars to the creation of life on planet Earth, this course looks to the past--astronomical as well as historical--and explores the mysteries yet to be uncovered through modern research. By utilizing a strong foundation of laboratory work at the Bay School, students learn to apply fundamental principles of laboratory and field research to investigate the interdisciplinary nature of astrophysics, astrochemistry, and astrobiology. Building on a two-year minimum of mathematics classes, this course examines the development of mathematics in tracing the history of the Greek and Islamic empires’ quest for scientific knowledge. By performing authentic experiments that virtually place them in the laboratories and observatories of Galileo, Eddington, and Newton, students combine technology and science unique to astrophysics in the 21st century in order to uncover the nature of our solar system and beyond.
Astrophysics II
Astrophysics: Cosmology and Life in the Universe is a one-trimester course designed to integrate physics, chemistry, biology, and math into the study of the universe. From the creation of the universe to the creation of life on planet Earth, this course looks to the past--astronomical as well as historical--and explores the mysteries yet to be uncovered through modern research. By utilizing a strong foundation of laboratory work at the Bay School, students learn to apply fundamental principles of laboratory and field research to investigate the interdisciplinary nature of astrophysics, astrochemistry and astrobiology. Building on a two-year minimum of mathematics classes, the course examines the development of mathematics in tracing the history of the Greek and Islamic empires’ quest for scientific knowledge. By performing authentic experiments that virually place them in the laboratories and observatories of Einstein, Hubble, and Drake, students combine technology and science unique to astrophysics in the 21st century in order to uncover the nature of the universe.
These two one-trimester courses in Astrophysics may be taken independently, or together as a year-long science course. The year-long Astrophysics course (I and II) has been approved as an Honors laboratory science class by the University of California.
Bioethics
Is the cloning of a human being morally acceptable? What are the pros and cons of genetically engineered salmon? Should insurance companies be given access to the results of a person’s genetic tests? The Bioethics course identifies and examines contemporary issues involving values, morals, and ethics—considering situations in which scientific understanding can, and cannot, inform social and personal decision-making.
The class begins with an introduction to a variety of ethical frameworks that can be applied to difficult decision-making, and then applies the frameworks to specific cases drawn from ethics textbooks, the Internet, our own experience, and Randy Cohen’s “The Ethicist” column in The New York Times Magazine. Thereafter, students delve into a number of current scientific topics, including stem cell research, human and animal cloning, genetic engineering, pesticide safety, genetic screening, vivisection (use of lab animals in research), biodiversity and ecosystem stability, natural resource depletion, and the use of placebos in medical research. Students will be tested on their mastery of the scientific information and on their papers, which will explore the scientific and ethical dimensions of each topic.
The course is available to juniors and seniors who have successfully completed the introductory Physics/ Chemistry/Biology sequence; no additional knowledge of biological topics is assumed. Students are advised that this is a writing-intensive course. It is expected that the course will be offered in alternating years (2007-2008, 2009-2010).
Biology II
Biology II is an advanced-level laboratory course designed for students who have an expressed interest in pursuing biology at the college level and who have already completed the Bay School’s required courses in Conceptual Physics, Chemistry, and Introductory Biology. The course has been approved by the University of California as an Honors laboratory science class. While the course is not specifically designed to prepare students for the AP Biology exam, an equivalent level of intellectual rigor is expected.
The purpose in the design of the course is to capture most (but not all) of the breadth of a typical AP Biology course while allowing for greater opportunity to explore a few topics of special interest in greater depth. These topics are selected on the basis of (a) their suitability in providing appropriate review and extension of topics and lab skills taught in Biology I; (b) the anticipated needs and interests of juniors and seniors focused on science majors and science careers; and (c) the opportunities to create explicit links to social and ethical issues, as prioritized in the Bay School’s mission statement. Each of these units includes a formal test and several laboratory exercises culminating in student-designed experimental investigations and research symposia.
The core units of Biology II are: Biochemistry; the Biology of Disease; Molecular Genetics and Biotechnology; Physiological Adaptations of Plants and Animals; Evolution and Behavior; and Conservation Biology and Population Modeling.
Biotechnology
The Biotechnology and Molecular Biology upper-level elective course builds and expands upon the basic principles of biotechnology first introduced in the freshman/sophomore introductory biology course. This upper level course challenges students to incorporate classroom concepts into experimental design and laboratory work. The bulk of the course work focuses on molecular biology and genomics. Proteins, proteomics, and advanced techniques in biotechnology are also covered. The final unit of the course discusses other applications of biotechnology with an emphasis on environmental remediation and restoration work.
Students engage in a trimester-long research lab that is performed as a series of smaller labs. Each lab emphasizes a different topic related to the overall project. Students will present their research findings to their peers, and their work will be subject to peer review. As a final facet of the lab, students will propose research for future classes to undertake.
Chemistry II
Chemistry II is an advanced-level laboratory course designed for students who have an expressed interest in pursuing chemistry at the college level and who have already completed the Bay School’s required courses in Conceptual Physics, Introductory Chemistry, and Biology. Chemistry II has been approved by the University of California as an Honors laboratory science class. While the course is not specifically designed to prepare students for the AP Chemistry exam, an equivalent level of intellectual rigor is expected.
The purpose in the design of the course is to capture most (but not all) of the breadth of a typical AP Chemistry course while allowing for greater opportunity to explore a few topics of special interest in greater depth. These topics were selected on the basis of (a) their suitability in providing appropriate review and extension of topics and lab skills taught in Introductory Chemistry; (b) the anticipated needs and interests of juniors and seniors focused on science majors and science careers; and (c) the opportunities to create explicit links to social and ethical issues, as prioritized in the Bay School’s mission statement. Each of these units includes a formal test and several laboratory exercises culminating in student-designed experimental investigations and research symposia.
The core units of Chemistry II are: Chemical Foundations; States of Matter; Chemical Reactions; Chemistry of Solutes and Solutions; Chemical Kinetics and Equilibrium; and Thermodynamics.
Field Biology
Field Biology is a one-trimester science elective dedicated to hands-on and skills-based investigations into the biology of the Presidio and its ecosystems. The class spends as much time as possible outside in the field studying birds, plants, aquatic and marine organisms, terrestrial animals, soil and soil organisms, environmental history, hydrology, local ecosystems, and restoration ecology. Skill development emphasizes ecological census techniques, operation of computer-based probes and sensors, use of dichotomous keys for organism identification, development of effective monitoring protocols, mapping and orienteering, evaluation of satellite images, data management, and experimental design. The course is directly linked to the physical and social communities of the Presidio and the broader Bay Area, and culminates in a presentation of student research findings to members of the Presidio Trust. Field Biology will not be offered in 2007-2008.
Geology of the Western U.S.
Geology of the Western U.S. is a one-trimester science elective that investigates geological issues, especially as they apply to California and the San Francisco Bay region. The trimester is divided into three units, each centered upon a specific question. The first unit studies minerals and mineral deposits, rocks, tectonics, mining, and the environmental consequences of mining, considering the question, “Why is there so much gold in the Western U.S. but not in New England?” The second unit examines geodynamics, plate tectonics, seismology, volcanism, and erosion processes, and it will be centered upon the question, “Where is it safe to live in California?” The third and final unit will study paleontology, stratigraphy, paleogeography, geochemistry, and global change. The question is, “How does the record of the past inform us about our future in the context of global warming?”
The course goal is for students to develop basic skills in geology, such as identifying rocks and minerals, reading and interpreting stratigraphic and geologic maps, and reading technical scientific papers. Above all, students will develop an appreciation for how the record of the past can enable them to make decisions in the future. Each unit will conclude with a different form of assessment, ranging from formal oral presentations to formal scientific papers.
Hydrology
Water Resource Sustainability is a one-trimester science elective designed to investigate hydrology and water resource issues, especially as they apply to the San Francisco Bay Area (water quality, flood prevention, irrigation, wildlife preservation, urban hydrology…). The course begins with the study of basic hydrological topics such as the water cycle and water budgets, water quality, the definition and description of watersheds, and water flow patterns. The class then progresses to more integrated topics, such as groundwater and potential pollution issues, watersheds as systems, irrigation and saltification, urbanization and flood control, water pricing and economics. The class spends as much time as possible outside working in the field, and includes studies of local watersheds nearby in the Presidio as well as along the Sacramento River and the San Joaquin Valley. The goal is for students to develop skills in experimental design (e.g. measuring Darcy coefficients for various soils in the lab, measuring flow rates on bodies of water), and in scientific research (e.g. a three week student-lead research project on an aspect of water management in the San Francisco Bay Area). The course culminates in a formal presentation to members of the Bay School community and to water management officials.
Physics II
Physics II is a year-long course introducing students to calculus-based physics. This course focuses on the development of physics specifically related to the use of differential and integral calculus. Enrollment in the class requires a three year prerequisite in mathematics. The course utilizes the development of mathematics through algebra, geometry, trigonometry, and calculus to trace the modern interconnection of mathematics and science. Utilizing their strong foundation in laboratory work, students apply fundamental principles of laboratory and field research to investigate the physical dynamics of mechanics and electromagnetism. Performing authentic experiments that virtually place them in the laboratories of Galileo, Faraday, and Hooke, students combine technology and science unique to physics in the 21st century in order to uncover the fundamental nature of mechanical and electromagnetic forces.
SF Bay I
In the San Francisco Bay I upper-level course, students investigate the waters of the San Francisco Bay and surrounding region from the standpoint of the physical sciences. This trimester-long course is offered to students who have completed the freshman/sophomore introductory physics, chemistry, and biology sequence, and builds upon many of the principles learned in these courses. The course content during the first eight weeks of the class focuses on the formation of the San Francisco Bay basin and investigates the atmospheric, geologic, and oceanographic forces that influence the Bay. Students begin their study of these major topics by considering global examples; class discussion time focuses on examining the connections between the macro and local levels. During the final third of the trimester, students focus on the capstone experience: a five-day, four-night research trip aboard the sailing research vessel Seaward in the San Francisco Bay and waters outside the Golden Gate. In preparation for the trip, students will propose experiments which they wish to conduct while aboard the vessel. During the voyage they will gather samples and run experiments. Upon their return to shore, students will analyze their data. As a final course project, students will prepare formal presentations of their research, presenting their work to their peers, instructor, and members of the crew of the ship. Students will also engage in a symposium about the current health of the Bay and the implications for its future.
SF Bay II
In The San Francisco Bay II course students investigate the waters of the San Francisco Bay and surrounding region from a biological standpoint. Students may elect to take the course following successful completion of the San Francisco Bay I course, or by petition. The course begins with a review of the principle abiotic factors of the San Francisco Bay, and will lead to open-ended questions about how these factors influence life in the area. These questions then serve as the cornerstones of the students’ investigations for the remainder of the trimester. The first two units allow students to build their understanding of global concepts and classifications in the realm of marine science; the final three units of the course ask students to apply these ideas to three distinct environmental regions of the San Francisco Bay. Several student-directed labs will be ongoing throughout the trimester; additionally, students will participate in the Rocky Intertidal Monitoring Project for the Gulf of the Farallones National Marine Sanctuary. At the end of the trimester students are asked to research and make a presentation about a current topic that has biological implications for the San Francisco Bay.