December 15, 2006

Dear Friends

It is among life’s many ironies that a school so committed to the study of science and technology should be headed by a very rusty classicist and theologian. It is not, however, that surprising, since I am from a generation in which schools tended to honor humane letters over the sciences, to require Latin of all, but offer science only to those interested. Virtually all my high school classmates who went "up the science side", moreover, were headed for medical school. My Oxford roommate who read Chemistry is now a judge.

I believe strenuously in the centrality of science and technology in the high school curriculum, and I believe in it especially here.

The world changed irrevocably when governments ignored Einstein's warnings and harnessed nuclear energy for weaponry. Writ large, those decisions are a metaphor for decision-making for and in the future. The future of the planet depends on wise leaders and informed citizens who are scientifically and technologically literate and who can understand more deeply than in the past the consequences of decisions they are reaching. We still have a little time; but that time period is limited, and it is this generation of students who will be living it.

I believe that this is especially important here at the Bay School because of our deep commitment to ethical understanding and ethical behavior. It would be a fine, but limited, achievement to graduate students trained to live ethically in 1990. It is much more valuable to provide society with able young leaders who are accustomed to dealing with intractable problems, who have been confronted with ambiguity, and are familiar with the arenas in which these issues are to be played out. We hope also that familiarity with the totality of religion and religions, and not just their shriller advocates, will give our students the confidence to follow what is right and true in their own trained minds and hearts, undeterred by the fundamentalisms of religions or atheism.

The great tasks of my generation were to contain and/or defeat cruel and dangerous ideologies abroad and to celebrate the humanity of all citizens of every gender and race and home. We have made some progress, although we are far from done. The great task of the next generation is to create a world that is ecologically stable and economically just. A thorough knowledge of science and technology is a key tool for this task.

I wish you all a blessed and happy holiday season.

Father Malcolm

The Meaning of True Scientific Literacy

The study of science at the Bay School begins during the freshman and sophomore years with the study of conceptual physics, followed by chemistry, culminating in a sophisticated, in-depth study of biology at the end of the sophomore year. Juniors and seniors then choose from wide-ranging elective courses that focus on more specific topics allowing them to examine subject areas in greater depth.

How does a science program promote scientific literacy among students? First, the program must be rigorous, engaging, and meaningful. To be rigorous and engaging, science courses must focus on the process of scientific inquiry; and the surest way to make anything meaningful is to set it in a context that is within the realm of a student's experience. This means asking questions about, and seeking answers to, scientific problems that are connected to students' lives. Few things are more central to anyone's life than H₂O. Water has been a determining force in the development of human societies since the very beginning. In California's history, water has been at the center of our most significant political, economic, and development issues. For these reasons, water is an excellent example of a topic that students can relate to on many levels, but also one that can be explored in great depth.

As you will see from the two class units described below, the first from sophomore year Chemistry and the second from the advanced junior level course San Francisco Bay, the Bay School science program is dynamic and student-centered. This means that labs, projects, and research is inquiry-based and student driven; at Bay students do science rather than just learn about it. Our courses require students to think critically about information and results. Often, high school science programs fall short, in that students are missing a fundamental understanding of basic scientific concepts–those that help us to make sense of the physical world. They may learn the specific steps involved in the Krebs Cycle, but are they able to generalize and apply the concept of energy transfer to encompass conservation, homeostasis, distribution, etc.? These are concepts that reach across all scientific disciplines, and need to be both understood on a basic level as well as applied to achieve real understanding. This is true scientific literacy.

Bay Sophomores Investigate the World Wide Shortage of Potable Water

Geared with the knowledge of fundamental chemical concepts learned at the end of their freshman year, this year's sophomores entered their second trimester of Chemistry prepared to tackle one of the world's biggest problems–the scarcity of potable water. For this unit, we reviewed basic chemistry concepts and introduced new ones, as they related to the chemistry of water–one of the world's simplest, yet most interesting molecules.

Students began by reading and discussing several articles from scientific publications that pertain to the current global crisis involving the world-wide water shortage. In order to figure out how to address this issue from a chemical viewpoint, the sophomores learned about and carried out experiments testing the purity of water in a variety of ways. They then compiled their knowledge into a final laboratory project unit in which they actually purified samples of sea water taken directly from the San Francisco Bay! The techniques and equipment the students used are normally not introduced until college level organic chemistry courses, so we feel quite fortunate that we are able to provide our students with this amazing laboratory experience. While we never actually allowed anyone to taste the water, we carried out purity tests to ensure that the water was indeed drinkable! Nicely done sophomores!

Meisa Khoshbin
Sophomore Chemistry Teacher

Studying San Francisco Bay Waters aboard Ship

Slide Show - Oceanographic Research aboard the Seaward.
Photographs by Vicky Holt, '08

Taking full advantage of the Bay School's geographical location on the shore of the West Coast's largest estuary, the San Francisco Bay course offered during the fall trimester encouraged 11th grade students to observe, explore, and experiment with many facets of the marine ecosystem surrounding us. In the course, students investigate the waters of the San Francisco Bay and the surrounding region from an oceanographic, geological, and biological standpoint.

Throughout the course, students drew upon many of the fundamental concepts that they learned in the Physics, Chemistry, and Biology classes of their first two years. They consistently applied these principles in developing an in-depth understanding of the geological forces and events that have formed the San Francisco Bay, the atmospheric and oceanographic events which result in the Bay area's famous weather, and the biological (including human) interactions that lead to the extensive yet fragile biodiversity of the San Francisco Bay and delta. A mantra often repeated is that 'science is best learned by doing.' Throughout the course, students participated in hands-on research and experiments, including field trips to nearby Baker Beach where they explored the geology of the accretionary wedge, and a trip to the Crissy Field pier where they began analysis of the Bay's water chemistry (as well as fished for rock and red crabs.)

The capstone project of the course was a five-day research expedition aboard the 82-foot sailing research schooner Seaward in late November. During the trip, students collected water samples from the central, San Pablo, and Suisun Bays, as well as the waters of the Pacific Ocean outside the Golden Gate, and measured different components of their chemistry and biology. In preparation for the research trip, the class divided into five groups. Each group focused on a different component of a water sample–salinity, dissolved oxygen, nitrates, chlorophyll levels, and plankton diversity. Students reviewed extensive data compiled by the United States Geological Survey as they prepared for their projects; enabling them to identify long-term trends and helping them to determine the locations where they wanted to gather samples.

While onboard ship, we gathered water samples at fifteen different stations. At each station samples were collected in Van Dorn bottles from three different depths–1 meter, 5 meters, and 10 meters–in addition to performing a five-minute surface plankton tow. Students soon learned that procedures that had been practiced in the comfort of the laboratory at school were considerably more difficult when conducted on the deck of a swaying ship. Water chemistry tests were completed immediately when water samples were brought to the surface, and portions were set aside for later microscopic analysis.

Life aboard ship also included learning how to sail and operate the vessel. Under the guidance of the Seaward crew, the students 'learned the ropes' of raising, striking, and trimming the five sails. Bay students were also in charge of navigation (both in planning and implementation) as well as the overall care of the ship, which included nighttime anchor watches.

Upon returning to school, S.F. Bay students compiled and analyzed their data. They prepared and presented posters of their work to members of the Bay School community.

Spencer Stevens
San Francisco Bay Science Teacher

Learning Research Skills that Build Understanding and Community Involvement

Research and the Community is a required course for all sophomores at Bay. The goal of the course is to teach students the fundamental skills involved in thorough research, and to help them learn the value of researching a topic of personal interest. In particular, the course focuses on community issues. Students focus initially on their own neighborhoods, and then broaden the scope to Bay Area issues and/or conflicts. Throughout the second half of the trimester students choose a topic of interest, ranging from youth AIDS to the detention of immigrants on Angel Island, and create a project which ultimately aims to educate the greater community about their issue. Students also write a formal research paper related to the project topic. For example, a student whose project aims to promote music programs in public schools may write a paper about the connection between playing an instrument and higher scores on standardized tests.

The projects require students to do extensive fieldwork. For some that means performing traditional community service, for others interviewing people or making phone calls to various organizations. The students then take the information they have gathered and present their final project in a range of forms including, but not limited to, a brochure, a PowerPoint presentation, a DVD, website, or even posters.

This past trimester, students focused on the following issues: youth AIDS, the relationship between gang violence and rap/hip-hop music, global warming, immigrant detention, youth homelessness, drug addiction and homelessness, graffiti as an art form, computer usage in schools, the impact of high pressure schools on students, and the promotion of music programs in schools.

After twelve weeks of hard work–close to six of which were spent concentrating on individual projects–the fall trimester Research and the Community students shared their projects with classmates, parents, faculty, and friends on November 28th at an evening presentation.

Visit Sarah Geisse’s Global Warming Web Site

Nancy Wheeler
Research and the Community Teacher

Bay School Humanities Teacher Lori Cohen Receives National Council of Teachers of English Award

At the 96th Annual Convention of the National Council of Teachers of English (NCTE) held in Nashville, Tennessee on November 21st, Bay School Humanities teacher Lori Cohen received national recognition when she was awarded the Paul and Kate Farmer Writing Award for her article titled Unveiling Students' Perceptions about Women in Islam, published in the January 2006 issue of English Journal, co-authored with her colleague Leyna Peery.

In the article the authors describe a high school Humanities literature unit that they developed while teaching in the Humanities and International Studies Program (HISP) honors magnet program in Sacramento, California following the events of September 11th. They chose to focus on Muslim women as part of teaching about the Middle East in an effort to promote understanding across cultures–providing students with an important opportunity to move beyond frequently held stereotypes in building greater understanding of the cultural roles and identities of women in the Islamic World. Students studied women's roles through a variety of genres including short stories, essays, graphic novels, and film. Great congratulations to Lori.

Read Unveiling Students' Perceptions about Women in Islam (PDF)

Bay Engineering Club Gearing Up for Spring 2007 ROV Competition

The Bay School Engineering Club is in full action again this year with more than 20 members! Led by advisor Cristine Mack, herself a graduate in Nuclear Engineering having extensive professional experience in the information technology field, the enthusiastic group is hard at work building their underwater remotely operational vehicle (ROV) for competition in the Monterey Bay Regional Underwater Robotics Contest scheduled for April 14, 2007 at Monterey Peninsula College. This will be the third year that our Bay Engineering Team has competed in the event–joining students in grades 6-12 from throughout Northern California who design, build, and pilot remotely operated vehicles. The competition includes underwater missions, a poster display, and presentation to a panel of professional engineers.

Engineering Club members began preparation for their project by visiting the Hawkes Ocean Technologies/Deep Flight workshop located in Point Richmond. There they had the amazing opportunity to meet with founder Graham Hawkes, an internationally renowned ocean engineer/inventor who has been responsible for the design of a large number of manned (and more than 300 remote) underwater vehicles built for research and industry worldwide. Bay students had the chance to see the Deep Flight I submersible firsthand as well as models of two other submersibles that are currently being constructed, and to speak with mechanical and electronics engineers on staff to discuss Bay ROV design issues. Everyone left feeling a renewed excitement and enthusiasm about this year’s project. Many thanks go to Bay School parent Richard Decker for having arranged this inspirational field trip.

Fall Drama Performance–The Curate Shakespeare As You Like It

On November 9th-11th the curtain (figuratively) went up in the Great Room Theater for a three night run of playwright Don Nigro's comic version of the Shakespearean classic As You Like It. It was a hilarious success. Nigro has devised a completely original play about a rag tag group of players led by a dotty old curate who must present Shakespeare's play. The audience, made to feel quite invisible, watched as the Bay School troupe walked on to an empty stage to find no sets, mismatched props in steamer trunks, and possibly an empty theater.

With the Curate's (Katie Yielding) encouragement and nagging, the six actors (Thea Rodgers, Brianna Gill, Ben Porter, Fred Concklin, Xander Agosta, and Pearl Morgan) plugged on in an attempt to perform all 33 roles. They certainly succeeded. The show was As You Like It, but William, the hero, abandoned the stage for the wrestling ring and the heroine had apparently gone mad. "'All the world's a stage' may be one of only three true generalizations in the known universe," the curate says, "It can't be said enough." But the actor assigned to the role couldn't remember his lines and so had to keep trying it again and again, achieving hilarious results.

The Bay School production was directed by drama teacher Katherine Riley, supported by assistant director and composer Annie Obermeyer, stage manager Jessica Peck, and technical directors Daniel Baker and Meg Millhouse. Luke Kiehn-Thilman directed lighting, and the technical assistants were Spencer Stamats and Alyssa Muck.

Sports and Athletics Update

Congratulations to the boys' and girls' varsity basketball teams for their impressive efforts at the Pescadero "Hoop Dreams" Tournament held on November 30th – December 2nd! The girls' team placed third in the tournament and received a special award honoring their exemplary sportsmanship. The boys' team earned a spot in the championship game and finished second in the tournament. Both Amelia Mostovoy and Kaneja Muganda were honored as all-tournament players. The girls' varsity record is currently 5 and 1 and the boys' varsity record is currently 2 and 5. Quite an impressive standing considering that this is our first season of varsity basketball at The Bay School!

The girls' and boys' JV basketball teams are up and running too. The all-freshman JV girls' team is currently 1 and 1 at the beginning of the season. The JV boys are working hard to earn their first victory. Both teams are looking forward to an exciting season, the bulk of which will take place following the upcoming winter break. Please check our website at: www.bayschoolsf.org/athletics for game schedules and come out to cheer our Bay school teams to victory!

For all of those students who aren't playing basketball, the winter activity program is in full swing. Salsa dancing and bowling have been added to the activities program during the winter term, and students are also enjoying yoga and the physical conditioning program at the YMCA. For the early birds, the morning swimming and morning fitness/yoga activities are off to a great start, with more than 20 students participating. All coaches, activity instructors, and the athletic department staff are working hard to ensure that our students are happy, healthy, and working towards our goal of leading an active lifestyle through physical activity.

Steve Glass, Athletic Director
Stephanie Hamilton, Assistant Athletic Director

December Book Groups

New book groups began their reading on December 4th and will continue through winter break ending this session in early January. Once again, the majority of the books chosen were based upon student recommendations including a nearly even mix of adult books and those written for a teenage audience. The selection includes a broad range of general fiction and non-fiction, fantasy, science fiction, humor, and the classics.

Two of our book group selections that were made by students may be of interest to parents and teens to read together:

High School Confidential: Secrets of an Undercover Student by Jeremy Iverson
A 24-year-old Stanford grad goes undercover as a senior transfer at a large Southern California public high school. This non-fiction expose describes the teens he befriended, their social lives, as well as the educational shortcomings of the public school system. Teens may find it somewhat familiar; parents will find it shocking.

All Quiet on the Western Front by Erich Maria Remarque
The popularity of this novel about a 19-year-old German soldier's experience in World War I trench warfare has not decreased. The graphic descriptions of war as well as the innermost thoughts of this courageous boy continue to capture the hearts and minds of each new generation of teens.

Bay School December/January Book Group Reading List (PDF)

December 2006 & January 2007 Events Calendar