The primary goal of the Bay School science program is the achievement of scientific literacy by 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. At the Bay School, incoming freshmen are introduced to science with a three-course series.
The first of these courses, Conceptual Physics, begins with an exploration of the history of physics as pertains especially
to the study of motion (kinematics) and force (dynamics). Students are exposed to these ideas through laboratory investigations, in-depth group discussion, and quantitative problems involving basic algebra. A similar approach is taken
in the second trimester when the focus shifts to waves, sound, and light.

Chemistry. In the first trimester of this two-trimester course, students will learn about atomic structure, the periodic table, nuclear reactions, chemical bonding, chemical reactions, and basic chemical reaction types. In the second trimester, students will deepen their study of chemical reactions, focus on measurement of products and reactants in reactions (stoichiometry), investigate energy of reactions, and study molecular structure and function. Throughout, students will consider the societal impact of chemistry in the context of current events. Students will engage in lab activities, class discussions, group and individual work as well as utilize online tools such as an online chemistry text, computer simulations, and the online homework system WebAssign in order to study, practice and ultimately show a deep understanding of chemistry, its applications and its implications.

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: Cosmology. Students continue the journey back in time to the age of quasars and black holes that formed the galaxies and the cosmos. Students will integrate their studies in physics, chemistry and biology to study the instant of creation and the development of life on Earth. Hands-on laboratory assignments will include overnight observing field trips to local observatories and field locations. Students may take both Astrophysics courses as a year-long lab science course. (Note: When taken in conjunction with Astrophysics: Stellar Evolution, his course has been designated as an honors course by the University of California). Open to juniors and seniors only.

Astrophysics: Stellar Evolution. Students will journey from planet Earth through the solar system to other stellar systems to discover the creation of other planets and star systems. Students will integrate their studies in physics and chemistry to study the development of mankind’s exploration in outer space. Hands-on laboratory assignments will include overnight observing field trips to local observatories and field locations. (Note: This course, when taken in conjunction with Astrophysics: Cosmos, has been designated as an honors course by the University of California). Open to juniors and seniors only.

Bioethics. Is cloning a human being morally acceptable? Are genetically engineered salmon a good idea? Should insurance companies have access to the results of your genetic tests? This one-trimester course is a philosophical and scientific approach to understanding current ethical issues affecting society. We will begin with an introduction to a variety of ethical frameworks as applied to difficult decision-making moments, and we will apply these frameworks to specific cases drawn from ethics textbooks, journal articles, the Internet and our own experience. Thereafter, we will delve into four case studies on relevant issues. For each case study, students will learn the underlying scientific principles and techniques as well as applying philosophical concepts and ethical criteria to the bioethical issues. Students will be tested on their mastery of the scientific details, and they will prepare papers and participate in debates exploring the ethical dimensions of each new topic. The class will culminate students choosing a bioethical issue and giving a presentation of their analysis. The course is available to juniors and seniors who have successfully completed the Conceptual Physics/Chem 1/Bio 1 sequence; no additional knowledge of biological topics is assumed. Students should be advised that this is a not a lab science but a reading, discussion, and writing-intensive course. This course may be counted as either a Science or a Religion/Philosophy course, but not both.

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 Biology1; (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. The core units of Biology 2 are: Biochemistry, Metabolism, Cellular Biology; the Biology of Disease; Molecular Genetics and Biotechnology; Physiological Adaptations of Plants and Animals; Evolution and Behavior. (Note: This course has been designated as an honors course by the University of California). Prerequisite: Average of B+ or better in Biology 1, or permission of instructor.

Biotechnology. Biotechnology comes in many forms: pharmaceuticals, DNA fingerprinting, individualized medicine, cloning, gene therapy, genetically modified crops, and made-to-order glow in the dark fish. One common definition to all these cases of biotechnology is they are an application of knowledge from the biological sciences towards the creation of tools to solve problems. Discoveries about DNA, and the life instructions therein, open up a vast possibility of biological tools. We will survey these technologies and discuss their potential, possible pitfalls, and the significant ethical issues that arise. Students will work in groups to learn how to amplify, subclone, and sequence portions of their own DNA. The course will involve field trips as well as guest speakers from local biotech companies and research institutions. The course will include many labs as well as group projects. Prerequisite: completion of Biology 2, or instructor permission.

Chemistry ll. Chemistry II is a two-trimester course. The second-year Chemistry course will advance students’ understanding of the concepts covered in Introductory Chemistry as well introduce several new principles. Topics which were covered in Introductory Chemistry on a conceptual level will be tackled with formulas and equations. Major topic areas that will be covered are the structure and interactions of matter, stoichiometry, states of matter, chemical equilibrium, acids and bases, redox chemistry, kinetics and thermodynamics, gas laws, electrochemistry, and reduction/oxidation chemistry. Coursework will focus around the laboratory; experiments will serve both as an introduction to new ideas as well as a tool to model real-world situations. (Note: This course has been designated as an honors course by the University of California). Prerequisite: Instructor permission or B+ or better in Chemistry 1A& 1B or permission of instructor.

Environmental Chemistry. In this course we will study environmental issues from a chemistry point of view. We will be investigating topics such as pollution, global warming, energy sources, and waste management as well as focused study of current events in environmental chemistry. The 2011-2012 course will focus on the chemical consequences of the waste we produce in San Francisco. The class will engage in discussions, debates, lectures, projects, field trips, lab work as well as a deep study of a college level environmental chemistry textbook and supporting documents. We will culminate the course with a class project aimed at educating the Bay School community about our findings.

Geology in the Western US. What are the Basin and Range? Why do the Sierras exist? 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? This one-trimester course is designed to make you look anew at an environment you may or may not know but through a different 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 study of the geology of the Western US. The course will include either one big few field trip or multiple shorter ones. Open to juniors and seniors only.

Hydrology. What happens when science, politics, and greed face off? Water is now a valuable commodity. Where does our water come from? What is an underground reservoir and how does it evolve in time? What are the risks of flood in the Bay area and how does one alleviate them? What is impact of farming in the Central Valley from the standpoint of water? How has water management in the Western US changed over time? These are some of the questions we will investigate in this one-trimester class. We will attempt 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 will look at water management both from the perspective of apportioning the water and preventing flooding. Finally we will look at the history of water management in the US over the last century. Open to juniors and seniors only.

Physics l. In this two-trimester course, we will use math you did not know and address questions you could not ask when you took Conceptual Physics as a freshman. Focusing mainly on those areas of physics that are most relevant to chemistry and biology, we will delve deeply into thermodynamics, electric forces, electric circuits, electromagnetic radiation and the birth of quantum physics. Each topic will be approached through student inquiry, be it experimental, theoretical, or computational. This course will draw heavily on the mathematical concepts and symbolic manipulation skills studied in Math 3 and Analysis of Functions. Although Physics 1 is not a prerequisite for Astrophysics or Physics 2, it will serve as strong preparation for either. Requires concurrent enrollment in or successful completion of Analysis of Functions.

Physics II. This is a two-trimester calculus-based physics course that covers the fundamentals of Mechanics, Electromagnetism, and Quantum Mechanics. Computer-based laboratory investigations and analytical problem solving skills will be required throughout the course. Calculus is a co-requisite for the course. (Note: This course has been designated as an honors course by the University of California). Students signing up for Physics 2 should either be concurrently enrolled in Calculus or have already completed Calculus. Additional prerequisites: Average of B+ or better in Analysis of Functions, or permission of the instructor.

San Francisco Bay I. During this trimester-long course, students will investigate the natural forces which formed and continue to shape and influence the San Francisco Bay area. Students will apply many of the concepts learned in physics and chemistry as well as learn fundamental principles about physical oceanography, geology, and atmospheric science. Initial investigations will focus on the geology of the Bay area; how the region was formed and shaped by plate tectonics, glaciers, water, and wind. The second unit of study will focus on the weather of the Bay Area and look at the dominant conditions which influence the weather. The final unit of study will focus on the water of the San Francisco Bay; it will combine the knowledge learned in the first two units with an investigation of physical oceanography. Topics will include the movement of ocean water as well as a look at the freshwater supply for the Bay – the San Francisco Bay watershed. Students will then investigate the human impact on the region and begin to assess potential long-term effects of human activity. In addition to weekly laboratory work, there will be several ongoing term-long projects. These projects will include collecting and analyzing atmospheric weather data, observing tidal variations, and gathering water samples. No prerequisite; open to juniors and seniors only.

San Francisco Bay ll. During this course, students will study the biology and ecology of the San Francisco Bay area. Beginning with the smallest organisms, students will investigate the life cycles of the different organisms and see how their role is significant to and an indicator of the overall health of the bay. Early laboratory work will include gathering water samples from different regions of the bay and analyzing microscopic organism content. Later course and lab work will investigate the life cycles and roles of the larger organisms. Each student will undertake a trimester-long research project examining a specific aspect of microbial ecology in the San Francisco Bay. Students will perform a background reading on a topic of interest, propose a project, conduct research, analyze data, and present a final summary of the project. Research may involve collaboration with non-profit and/or government organizations. There will be two Saturday field trips during the trimester. Reading materials will come from journals and publications of scientific groups. No prerequisite; open to juniors and seniors only.