Science

The primary goal of the Bay School science program is 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—emphasizing the connections among traditional areas of scientific study. The conceptualization and understanding of modern, molecular-based biology is dependent on 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
After a brief introduction to the basic principles of measurement and modeling, students in Conceptual Physics immediately explore historical and modern methods of time-keeping, culminating in each student’s construction of a functional water clock. These water clocks are then used in student-designed investigations to explore and verify Newton’s Laws of Motion. Taught primarily to students in 9th grade, Bay’s course in conceptual physics seeks to build a strong foundation of scientific principles and skills that will be reinforced and enriched in succeeding courses. Students are introduced to the concepts of mechanics, matter, thermodynamics, electricity, and magnetism, with particular emphasis on historical and ethical perspectives on the scientific endeavor. In the context of in-depth lab and field investigations, students develop skills in accurate measurement, isolation of variables, formal scientific writing, and the effective use of computers in processing and presenting data.

Chemistry
The first half of introductory Chemistry focuses on fundamental principles of matter—the structure of atoms and molecules, chemical bonding, the Periodic Table, and basic principles of reaction chemistry. The emphasis is largely historical but also includes extensive lab investigations. In the second term, students apply basic chemical principles to a variety of contemporary world problems, including water quality assessment and purification, energy generation, basic biological chemistry, toxics and hazardous waste management, and materials science. While the course is designed as a stand-alone course, it is taught with a recognition that the students have just completed Physics and are anticipating taking Biology.

Biology
Biology represents the culminating course in the Bay School's six-term introduction to the core scientific disciplines. The course builds on the scientific foundations of Conceptual Physics and Chemistry and applies those concepts and investigative skills to living systems, with particular emphasis on three major questions: (1) What cellular or molecular mechanisms underlie the biological phenomena we observe? (2) What experimental or observational evidence supports our current models of how living systems behave, and how is evidence transformed into conceptual models? And (3) How do we create connections between formal scientific understanding and our own communities and daily choices? The Biology course employs a variety of investigative techniques including open-ended laboratory experiments, critical reading of published scientific and popular literature, manipulation of computer models, individual and group research projects, debates and discussions to help students build a solid understanding of the core concepts of biology. Major topics include animal and plant physiology, genetics, molecular biology, biochemistry, ecology, and evolution.

Elective Courses

Astrophysics I and II
Stellar Evolution and the Solar System and Cosmology and Life in the Universe are one-trimester courses designed to integrate physics, chemistry, biology, and mathematics into the study of our solar system and other stars. By utilizing a strong foundation of laboratory work, 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 courses examine the development of mathematics in tracing the history of the Greek and Islamic empires' quest for scientific knowledge. By performing authentic experiments that put them in the laboratories and observatories of Galileo, Eddington, Newton, Einstein, Hubble, and Drake, students combine technology and science unique to astrophysics in the 21st century to uncover the nature of our solar system and beyond.

These two one-trimester courses in Astrophysics may be taken independently, or they may be taken 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 decisionmaking. 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. 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.

Biology II
Biology II is an advanced-level laboratory course designed for students who have an 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. 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.

The course has been approved by the University of California as an honors laboratory science class.

Brain and Mind
Throughout the course of a day in your life, you wake up, see a world, move around, satisfy appetites for food and drink; you think, you feel, remember, imagine, and more. All of these beautiful qualities of our lives are made possible by the human brain, the most complex, sophisticated, nuanced, and amazing object in the known universe. How does the brain work? How does your brain create your mind? We will explore these questions by examining the operation of the brain with an introductory survey of neurophysiology, neurology, brain imaging, neural recording, and developmental neuroscience. We will study how the brain creates perception, thought, emotions, action, and consciousness. We will learn how to exercise the brain (like a muscle!) to improve our ability to process information. Finally, we'll discuss how the revolutionary discoveries in brain science can be best used to improve our lives and the success of human societies.

Brain and Society
This course explores social psychology through three different lenses: the relationship between the mind and consciousness; the brain/body connection; and the social/cultural context in which we live. For the mind/consciousness component, we will read various perspectives on consciousness from scientific research to spiritual teachings, in order to become more aware of both the individual and collective consciousness and how this connection creates the need for social interaction. For the brain/body component, we will learn how the nervous, endocrine, and immune systems work together and influence our social behavior. From the psychological standpoint, we will look at how various social and cultural processes influence our perspectives and subsequently direct our behaviors in relationships. We will study the differences between the baby, child, adolescent and adult brains, and how these neurological differences influence social behavior within these life stages. Additionally, we will look at brain diversities-such as ADD, dyslexia, and depression—and how these conditions manifest in social settings. And, we will learn how the presence of other people, such as social support networks or strong school communities, have the power to influence brain development and function. This course will be reading and writing-intensive.

Chemistry II
Chemistry II is an advanced-level laboratory course designed for students who have an 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. 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.

Chemistry II has been approved by the University ofCalifornia as an honors laboratory science class

Environmental Chemistry
The study of chemistry is useful in exploring mechanistic causes of environmental problems as well as offering a powerful set of analytical tools with which we can address these problems. A course in Environmental Chemistry offers students an opportunity to deepen their understanding of chemistry by applying basic chemical principles to the study of the environment. The course will be emphasize atmospheric chemistry, biogeochemistry, and aquatic chemistry, and will culminate in an independent research project on an environmental problem. The course assumes familiarity with basic chemistry but concepts studied in general chemistry will be reviewed and reinforced.

Field Biology
Field Biology is a one-trimester science elective structured around 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.

Genetics and Biotechnology
The DNA molecule performs two distinct functions—as a mechanism of biological inheritance and as a set of instructions for all development and life functions. Scientific understanding of this genetic inheritance and instructions for life is advancing rapidly and creating tremendous insight. We will consider the pivotal role of DNA and genes in contemporary understanding of human life. Our study will focus on issues most relevant to human nature and human society; topics include pharmaceutical development, DNA fingerprinting, individualized medicine, cloning, gene therapy, genetically modified crops, and made-to-order glow-in-the-dark fish. We will survey a wide range of technologies and discuss their potential, possible pitfalls, and the significant ethical issues that arise from their use.

Geology of the Western United States
Why does the California coast look so different from the coast in Massachusetts or Virginia? Why was there a gold rush in California and not in Pennsylvania? Where were the Western Great Lakes and what happened to them? Why do the Sierras exist? This one-trimester course is designed to help students look at our natural environment through a particular lens, namely: what is going on underground, how does it show at the surface, and how can we make sense if it? We will explore techniques in geology and geophysics such as tectonics, seismology, paleontology, and others and we will apply them to the landscape of the Western US. The course includes several field trips to local areas of geological interest.

Hydrology
Since the establishment of industrial agriculture in California, water has come to be perceived as a valuable commodity and a scarce resource. Where does our water come from? What is an underground reservoir and how does it evolve over time? What are the risks of flooding in the Bay Area and how does one alleviate them? What is the impact of farming in the Central Valley from the standpoint of water? How has water management in the Western U.S. changed over time? These are some of the questions we will investigate in this one-trimester class. We work to understand the interactions between the rivers, their floodplains, their deltas, and the underground water tables to better understand river dynamics and potential hazards. We look at water management both from the perspective of water apportionment and flood prevention. Finally, we look at the history of water management in the U.S. over the last century.

Organic Chemistry
This one-trimester course is designed for students who are interested in studying chemistry from a more in-depth perspective. Organic Chemistry focuses less on math, and more on the study of how reactions occur and the different pathways atoms take as they break apart and combine to form new molecules. The major topics covered are the naming, identification, and characteristics of functional groups, molecular shapes and stereochemistry, basic substitution and elimination reaction pathways, and primary methods of characterization, including infrared and nuclear magnetic resonance spectroscopy. While laboratory activities may be incorporated throughout the trimester, this course is not designed as a lab-intensive class.

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 put them in the laboratories of Galileo, Faraday, and Hooke, students combine technology and science unique to physics in the 21st century 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. Course content focuses on the formation of the San Francisco Bay basin and investigates the atmospheric, geologic, and oceanographic forces that influence the Bay.

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 principal abiotic factors of the San Francisco Bay, and leads 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. 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.