SCIENCE 6
The sixth grade science program seeks to develop students’ curiosity and
to equip them with the basic understandings and skills needed to explore the
natural world. Meeting four days per week, the year’s curriculum is divided
between earth science and life science in five distinct segments. Units in the
first semester include astronomy and ecology, where students study a fictitious
commu-nity plagued with dying fish (Environmental Detectives). In the second
semester students participate in a science contest, investigate geology and
learn about human biology. During the course of the year, students are introduced
to the scientific method, controlled variables, and lab reports. Curricular
materials are both teacher-generated and derived from FOSS and GEMS units developed
by the Lawrence Hall of Science at the University of California at Berkeley.
LIFE SCIENCE 7
Life Science emphasizes science process skills of prediction, observation/data
collection, infer-ence, and analysis of data. Scientific communi-cation is also
a focus of the skills curriculum. This course is an exploration of life around
us. It covers basic topics in human biology and ecology. The first part of the
year focuses on environmental science, including basic ecological principles,
biomes, and the impact of humans on the environment. The second portion of the
year focuses on the human body and physiology, including the digestive, cardiovas-cular,
and nervous systems. The year culminates in the study of plants with an emphasis
on flowers and their interrelation-ships with pollinators.
Texts: California Life Science, Padilla, et. al.,
Prentice Hall (2008)
PHYSICAL SCIENCE 8
This course is a hands-on, lab-based physical science course. Topics include
basic weather and climate change concepts, measurement, physical properties
of solids, liquids, and gases, mixtures and compounds and their separation,
and introduction to web page design. Applica-tions of concepts are made to real
life scenarios. Projects and short presentations about current science and technol-ogy
developments are important parts of the course as well. Throughout the year
the course empha-sizes the development of scientific process and thinking, especially
obtaining and analyzing quantitative data. The course culminates with a qualitative
analysis project that is reported in web page format.
Text: Bound syllabus of labs and readings designed and written
in-house by P. Curtin, et. al., revised yearly.
CONCEPTUAL PHYSICS
In this freshman course, students learn the essential concepts of physics through
demon-strations, simulations, laboratory work and dis-cussion. Understanding
concepts, communicat-ing that understanding and careful gathering and analysis
of quantitative data are stressed. Topics covered in this course include sound,
light, mechanics, electricity, and magnetism.
Text: Conceptual Physics, Prentice Hall (2006)
HONORS CHEMISTRY
This sophomore course provides a founda-tion in chemical principles for further
course work in science at the high school or college level. Major concepts emphasized
include stoichi-ometry, the atomic/molecular model of matter, chemical bonding,
intermolecular forces, gas laws, reaction rates, equilibrium and energy changes
in chemical reactions. Topics in nuclear and organic chemistry are also discussed.
The course stresses problem solving, and laboratory exercises.
Prerequisite: Conceptual Physics
Text: Chemistry: Matter and Change, Dingrando, Tallman,
Hainen and Wistrom
(Glencoe Science)
BIOLOGY
Biology is the study of life. In this course, the students learn about matter
and energy on the cellular and molecular level, as well as on the level of community
and ecosystem. They also learn about the modes and mechanisms of inheritance,
the evidence for and theory of evolution, as well as the structure and function
of living things, on a cellular and physiological level. Students also do activities
and labs to assist them in understanding these essential concepts. This course
covers many of the same fundamental topics covered in AP Biology, but more time
is devoted to their understanding.
Prerequisite: Chemistry
Text: Biology: Concepts and Applications, 7th Ed.,
Cecie Starr
ADVANCED PLACEMENT BIOLOGY
equivalent of two semesters of college level biology and introduces the organization
of life from the cellular and molecular level to the level of community and
ecosystem ecology, emphasizing the unity and diversity of living organisms.
Students learn about themselves by learning about genetics and human anatomy
and physiology. Laboratory observations and experiments are a weekly part of
the course. The College Board recommended Advanced Placement laboratory syllabus
is covered, with additional material on some units. Students will be well-prepared
for the AP exam in May.
Prerequisite: Chemistry, Conceptual Physics
Texts: Biology: the Unity and Diversity of Life, 12th
Ed.
Cecie Starr and Ralph Taggart
SENIOR SCIENCE ELECTIVES
During the senior year, students may choose to take one fall elective and/or
one spring elective, or a year-long AP course from among the offerings. AP Physics
and AP Environmental Science are year long courses. When space and scheduling
allow, AP Physics or AP Environmental Science students can take additional electives.
The following electives are typically offered during the school year.
ADVANCED PLACEMENT PHYSICS
Advanced Placement Physics is a college level course for junior and senior students
with special interest and ability in science. Students study topics including
Newtonian mechanics, fluid mechanics, thermodynamics, electric-ity and magnetism,
waves and optics, and atomic and nuclear physics. This course goes beyond ninth
grade Conceptual Physics in both content breadth and depth, and in the use of
mathematics. The emphasis in classroom and laboratory is on the quantitative
application of physics principles. Students prepare for the AP Physics B Examination
through this course. This course is not required for graduation.
*Seniors who have completed the biology requirement are given priority.
Prerequisite: Conceptual Physics and Chemistry
Text: Physics: Principles and Applications, 6th Ed.,
Douglas C. Giancoli
ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE
AP Environmental Science a year long course that covers the equivalent of a
one semester college level course in environmental science. It is for senior
students with a special inter-est and ability in science. The course begins
with a study of environmental ethics, econom-ics, and policy. This provides
the student with a framework to analyze and discuss issues that deal with the
humankind’s connection to and impact on the environment that the class
will encounter during the year. Some of the topics covered include human population,
agriculture, biodiversity, urbanization, freshwater resources, atmospheric science,
global climate change, fossil fuels, and waste management. The course has several
labs and activities that relate to the topics covered, and will give students
an oppor-tunity to apply their science process skills to a variety of scenarios
and problems. This course will prepare students for the AP Environmental Science
Exam in the spring.
Prerequisites: Conceptual Physics or Chemistry, and Biology
Text: Environment: The Science Behind the Stories,
3rd ed., by Jay Withgott and Scott Brennan.
SCIENCE 12: Astronomy
Astronomy utilizes a Starlab Portable Plan-etarium, films, lectures, readings,
and diverse activities to provide an intimate understanding and appreciation
of our night sky, the stars, galaxies, and the universe. Tools and methods used
by astronomers are studied as well. As part of a team, students produce and
present a planetarium show lower school students. Topics covered include the
celestial sphere, telescopes, and stellar evolution.
Prerequisite: Conceptual Physics and Chemistry
Text: Astronomy, A Beginner’s Guide to the Universe
(Prentice Hall, 2004)
SCIENCE 12: Bay Area Ecology
This one-semester course is an introduction to basic ecology. It is also designed
to introduce students to the wide variety of ecosystems that exist within the
Bay Area and California. The interaction of the physical and biotic factors
that regulate the populations of organisms is stressed, including human impact
on the environment. The course is built around 8–10 laboratories and field
trips. Most field trips are scheduled into the school day. Weekend field trips
may also occur depending on student interest and time available. The course
also includes laboratory work, speakers and outside reading. The class may choose
to work on an outdoor volunteer or research project.
Prerequisite: Conceptual Physics, Chemistry and first semester
of Biology.
Text: Readings will be selected from a variety of sources,
including web sites, ecology texts, and periodicals.
SCIENCE 12: Chem Mystery: Qualitative Analysis
In this class we will use logical, linear think-ing to analyze samples that
contain various ionic compounds. Much of the analytic plan can be presented
in a flow-chart format. We will develop a comprehensive theoretical understanding
of the reactions performed, and use that understanding in direct hands-on chemical
experimentation. Students will learn various separation techniques, and use
them repeatedly during the year. One important technique is to use differential
solubilities to separate and identify various compounds. Then we can corroborate
the identifications by react-ing the substances with other compounds. The idea
is to produce colorful, and unmistakable, compounds that confirm the analysis.
Prerequisite: Chemistry
Text: Introduction to Semimicro Qualitative Analysis (8th edition)
by Lagowski & Sorum.
SCIENCE 12: Eco Design
This one-semester course will help students build an understanding that in the
21st century, sustainability in all aspects of life around the globe is critical
for the continuing development of human societies. Initially students will research
the connection between sustainability and culture in several societies, investigate
the cradle to cradle product life cycle model versus the current cradle to grave
model. The final project is to test, research and design a product which will
improve the lives of a third world community for example a better cook stove
which incorporates both cultural sensitivities and sustainable practices in
the manufacture and use of the product.
Prerequisites: Conceptual Physics, Chemistry, and Biology/AP
Biology.
Text: Cradle-to-Cradle by William McDonough &
Michael Braungart; Biomimicry by Janine Benyus
SCIENCE 12: Global Systems Science
Global Systems Science is an interdisciplinary, integrated course that emphasizes
how scien-tists from a wide variety of fields work together to understand significant
problems of global impact. As students consider “inconvenient truths,”
the “big ideas” of science are stressed, such as the concept of
an interacting system, the co-evolution of the atmosphere and life, the goal
of a sustainable world, and the important role that individuals play in both
impacting and protecting our vulnerable global environment.
Prerequisites: Conceptual Physics, Chemistry, and Biology/AP
Biology.
Texts: Global System Science Student Guides 1, 2, 4, 6,
9
Supplementary readings from the Student Guide Bibliography, Teacher Guide Resource
Lists, and the GSS web site.
SCIENCE 12: Molecular Genetics
More than half of the classroom time in this second-semester elective will be
laboratory work emphasizing molecular biology, recombi-nant DNA techniques and
PCR. Each group of students will design and implement a series of labs involving
constructing and subcloning a plasmid. The rest of the course will explore current
molecular forensic science techniques. The course may also include a field trip
to genetics labs, an ethical debate, and watching GATTACA as a springboard for
discussing ethical considerations of genetic testing.
Prerequisite: Conceptual Physics, Chemistry and first semester
of Biology.
Text: Human Genetics: Concepts and Applications, 7th
Ed., Ricki Lewis
SCIENCE 12: Neurobiology
This fast-paced one-semester course will review current biological knowledge
of how the human brain functions. Nervous system function will be analyzed from
the cellular and biochemical level to higher order func-tions such as vision
and motor function. Topics will include, but are not limited to, the biophysical
basis of neuron function, neurochemistry as it relates to drugs and mental illness,
and the biological basis of eating, sex and stress. As a final project, each
student will write a mock pre-doctoral grant proposal on the subject of his
or her choice.
Prerequisite: Conceptual Physics, Chemistry and Biology.
Text: Neuroscience: Exploring the Brain, 3rd Ed.,
Lippencott, Williams and Wilkins
SCIENCE 12: Robotics
This one-semester course will focus on the design, construction, analysis, and
control of robotic systems. Students will learn how step motors and various
sensors work, while using them in the construction of autonomous robots. In
the process students will also learn and apply various skills — from engineering
design principles to soldering and programming. An historical overview of robotics
and a peak into future trends will also be presented. Active student participation,
teamwork and creative problem solving will be stressed.
Prerequisite: Conceptual Physics
SCIENCE 12: Science Issues
This one-semester seminar is for seniors who wish to extend and apply their
knowledge in science to the study of current issues in science, technology and
society. Topics vary year to year, ranging from local environmental issues to
storage of nuclear waste, global warming and bioethics. Students take responsibility
for their own learning through research, classroom discussion, and oral presentations.
The classroom environment is one of curiosity, collaboration and respectful
debate.
Prerequisite: Conceptual Physics, Chemistry, and Biology
Back to main Course Catalog page
Updated January 31, 2011