Science

Overview

Biology introduces students to concepts which will become the foundation for subsequent classes in the sciences. The course content in the Fall examines energy flow and relationships between species in ecosystems, addressing the larger question “What are the principles which determine the organization within ecosystems?” To answer this question, students will first investigate the relevance of these principles to explain other ecosystems before using those developed frameworks to dive deeper into exploring the mechanics of the Puget Sound marine ecosystem. The fall semester of the course requires both collaborative teamwork during field work/presentation of case studies and focused independent study to practice the use of the scientific method in laboratory reports. 

The Spring course content focuses on the different components of the eukaryotic cell and how they work together to accomplish necessary cellular functions. Units of study require students to include a high level of detail and neatness in notes, building good exam study habits, while also offering opportunities for hands-on exploration of the textbook content in laboratories and projects.  An introduction to the molecules of life and the relationship between their structure and function, will prepare students for their next course, Chemistry.

 

academic SKILLS

• Application of textbook material to case studies
• Close observation in collection of experimental data
• Formal and precise use of scientific language in laboratory reports and presentations
• Critical analysis of research methods and ability to explain big picture understanding
• Detailed reading of the text with use of diagrams for comprehension 
• Synthesis of relationships between different cellular processes

 

units of study

• Foundations of Ecosystems (September-October) 
  • Keystone Species: Purple Sea stars case study 
• Ecosystem Ecology (October into November)
  • Volunteer/Field Work at Moratani Preserve with BI Parks
  • Elwha River Restoration Term Project
• Cellular Structures and DNA (January into February)
  • Organelle Model Project 
• Cellular Replication (February-March) 
  • Staining of Onion Cell Nuclei and Visualization of Mitotic Stages Laboratories 
• Deep Dive into Genetics (May-June)
  • Formal PPT Presentation on a Human Genetic Disease of choice  

Overview

Physics is the most basic of all sciences. It supports chemistry and biology through the study of motion, forces, energy, matter, heat, sound, light, and the composition of atoms. In this course students engage with the scientific principles, concepts, and methodologies required to understand the interrelationships within the natural world.

The course requires that students identify and analyze nature’s rules, evaluate the relative risks associated with these concepts, especially technology, and examine alternative solutions for resolving or preventing them. Lessons are performed both in the classroom and in the field. The course requires focused study, both independent and team exercises, as well as scientific journaling. 

Successful completion of the course will see the student in a deeper relationship with the physical world, capable of surveying a technological landscape, understanding the implications of continued change, and acting prudently toward a peaceful future.

personal SKILLS

• Empathy
• Organization
• Self-Advocacy
• Timeline Management
• Class Participation
• Stamina and Independence
• Mutual Respect
• Risk-taking
• Perspective-taking
• Performance
   

academic SKILLS

• Observation and field journaling
• Accessing and analyzing information
• Formal and precise use of scientific language in laboratory reports and presentations
• Application of textbook material to case studies
• Detailed reading of the text with use of diagrams for comprehension 
• Critical analysis of research methods and ability to explain relationships
   

units of study

• Sound & Light
  • Vibrations and Waves
• Electricity & Magnetism
  • Electrostatics
  • Electric fields
  • Electric fields and circuits
  • Magnetism and electromagnetic induction
• Mechanics
  • Linear and projectile motion
  • Newton’s Laws of Motion
  • Energy
  • Gravitational interactions
  • Special relativity
• Atomic and Nuclear Physics
  • The atom and the quantum
  • Radioactivity
  • Nuclear fission and fusion
• Properties of Matter
  • The atomic nature of matter
  • Solids, liquids and gasses
• Heat
  • Temperature
  • Heat transfer
  • Phase change
  • Thermodynamics
     

sample projects

• Build a musical instrument
• Find the rainbow
• Build a simple circuit
• Egg drop experiment
• Paper boats
   

assessment

• Rubrics for formative and summative writing projects
• Quizzes for reading comprehension and key ideas & details
• Formative unit exams
• Revision work through peer reviews and responses to peer and teacher feedback 
   

DEIB integration

Physics is often guilty of holding a worldview centered on Western civilization and its milestones. An equitable, unbiased viewpoint in Ecology considers and even celebrates non-Western, non-patriarchal contributions, notably those from Native Americans. For example, as students learn that we are made of “star stuff,” a post-Enlightenment notion, they are invited to learn about astrocolonialism and the stories being erased by space pollution. Empiricism can be a tool to objectively challenge the status quo, but also a barrier excluding non-traditionally Euro-centric forms of knowledge. Students will be challenged to analyze how assumptions and errors in thinking made in the collection of quantifiable data can distort scientific findings to support knowledge being added to existing frameworks or refute findings that may be contrary to accepted belief. A lack of diversity can influence both what scientific questions are asked and how they are answered. When given choice over projects, students will be encouraged to explore the social implications of this nuance in our current world.

Overview

Chemistry introduces the study of physical matter and the changes it can undergo based on its molecular composition, giving students a deepened understanding of the scientific processes proceeding around us. After beginning the course examining accuracy/precision of measurements and unit conversions, the Fall semester content then moves through the states of matter to the heart of chemistry, atomic theory. Students will gain ample experience using the periodic table as an organization tool to predict and understand trends in atomic radii, electron configuration, and element behavior.  Successful students will effectively collaborate during laboratories, neatly carry out dimensional analysis/calculations and advocate for support when needed.  

The Spring course content proceeds introducing molecular bonding and nomenclature before diving deeper into chemical reactions and the laws which govern equilibrium. Students are expected to draw upon concepts learned in the Fall, reinforcing them through application in reactions and extending dimensional analysis to include stoichiometry and molar ratios.  Learned skills such as conversion between chemical names and formulas (like a new language) and balancing chemical reactions, will allow students practice identifying patterns that accurately describe reality, a proficiency transferable to any other discipline.  An introduction to chemical reactions used by biological life, will prepare students for either possible next course, Biochemistry or Anatomy & Physiology.

 

academic SKILLS

• Use of dimensional analysis to convert units and use of conceptual plans to end up with correct units
• Precise and accurate measurements with procedural fluency to arrive at correct conclusions in calculations
• Continued formal use of scientific language in laboratory reports and presentations, while adding critical analysis of sources of error 
• Molecular modeling as a hands-on tool to explore structures 
• Ability to orally and in writing explain graphs and figures  
   

units of study

• Foundations of Chemistry (September-October) 
  • Significant Figures/Determination of Unknown Solid using Density Lab 
• The Structure of Elemental Atoms (October into November)
  • Element Board Games 
• Molecular Bonding/Nomenclature (January)
• Chemical Reactions (February)
  • Polyatomic Ion Structure Modeling 
• Reaction Equilibria (February-March) 
  • Industrial, Medical or Physiological RXN Presentation
• Acid Base Chemistry (May-June)
  • Titration Curve of Unknown Amino Acid
     

assessment structure

Classwork/Problem Sets 
Students’ progress with the unit material will be assessed through the completion of classwork and homework problems sets. Successful students add a level of neatness to these assignments and show all their work/calculations, which allows them to serve as a precise study tool for future exams.    

Projects and Presentations 
Smaller group projects and subsequent presentations will be given throughout the year, encouraging students  to apply textbook chemistry to its use in the world surrounding us. Students are expected to collaborate respectfully and effectively with peers to complete the projects, and present polished well-delivered presentations to the class. 

Assessment and Retakes 
Over the course of both semesters, quizzes and exams will be given as an opportunity for students to showcase their understanding of the material and practice tools for test studying/taking.  Students can choose to retake quizzes or tests one time in order to demonstrate mastery of content after a discussion with me where I will outline the conditions to be fulfilled before the retake takes place. 

DEIB integration

Empiricism can be a tool to objectively challenge the status quo, but also a barrier excluding non-traditionally Euro-centric forms of knowledge. Students will be challenged to analyze how assumptions and errors in thinking made in the collection of quantifiable data can distort scientific findings to support knowledge being added to existing frameworks or refute findings that may be contrary to accepted belief. A lack of diversity can influence both what scientific questions are asked and how they are answered. When given choice over projects, students will be encouraged to explore the social implications of this nuance in our current world. 

Overview

Molecular Biology seeks to understand the relationship between the molecular shape of biomolecules and the purposes that they fulfill at the cellular, tissue and organismal levels. The course will start by quickly reviewing the chemistry underpinning the inter and intramolecular forces defining basic molecules as well as the enzyme-catalyzed reactions yielding complex polymers.  The course will start with the familiar yet paramount macromolecule, DNA, diving deep into both the synthesis of DNA from nucleic acids followed by the mechanism of transcription.  Students will spend time investigating the landmark experiments that shed light on the intricacies of these processes as well as the current state of genetic research. This specific focus on the complexities of gene expression will encourage students, through presentations and case studies, to examine the moral and ethical implications of DNA technologies in our current society.

Using a pattern similar to learning about DNA outlined above, students will next turn their attention to amino acids, the building blocks of the polypeptides, or proteins. From mechanical movement to molecular transport and immunology, the diverse and important roles of proteins will be broadly surveyed. The structure of lipids (or fats) and role in membranes, biosignaling and energy storage, followed by the structure of carbohydrates (sugars) and role in structural support and metabolism will be subsequently elucidated.  We’ll investigate the experimental techniques used to determine the structure, function and regulation of these key biological molecules and how those techniques have evolved to help the fields of medicine, ecology and research science solve real-world problems. At the end of the year-long Molecular Biology class, students will have an appreciation of the complexity of the structure/function and cellular processes involving the four main classes of biomolecules: Nucleic Acids, Proteins, Lipids and Carbohydrates. 

 

academic SKILLS

• Use of diagrams, figures and graphs to understand and represent complex cellular structures, systems and pathways. 
• Molecular modeling as a hands-on tool to explore structures 
• Oral and written explanations of the relationship between the structure of a molecule and its physical characteristics/structure.
• Linear and logical communication/presentation skills of concepts to both the class and a broader audience. 
• Developing a lab etiquette (attention to detail, procedural workflow) allowing for both the successful completion of the assignment and the accurate/precise collection of data. 
• Continued formal use of scientific language in laboratory reports and presentations, while adding critical analysis of assumptions made in the laboratory. 
  
   

units of study

• Chem Review (September) 
• Nucleic Acids and DNA (September into October )
  • DNA Technologies Presentation
  • Gel electrophoresis Laboratory   
• Amino Acids and Proteins (October into November)
  •  The Most Important Protein Presentation
• Lipids and Membranes (January into February)
  • Cell Signaling Pathway Maps
• Carbohydrates and Metabolism (February to March)
• Term project/Science Fiction writing mini-unit (May to June) 

 

assessment structure

Classwork/Problem Sets 
Students’ progress with the unit material will be assessed through the completion of classwork and homework problems sets. Successful students add a level of neatness to these assignments, clearly explaining each question or set of questions. This will allow them to serve as a precise study tool for future exams.    

Laboratories/Presentations/Case studies
Smaller group projects and subsequent presentations will be given throughout the year, encouraging students to apply molecular biology concepts to their use in the modern world. Students are expected to collaborate respectfully and effectively with peers to complete the projects, assignments and laboratories and present polished, well-delivered/written presentations of learning to the class in a variety of forms.   
 

Assessments and retakes

Over the course of both semesters, quizzes and exams will be given as an opportunity for students to showcase their understanding of the material and practice tools for test studying/taking.  Students can choose to retake quizzes or tests one time in order to demonstrate mastery of content after a discussion with me where I will outline the conditions to be fulfilled before the retake takes place. 

DEIB integration

Empiricism can be a tool to objectively challenge the status quo, but also a barrier excluding non-traditionally Euro-centric forms of knowledge. Students will be challenged to analyze how assumptions and errors in thinking made in the collection of quantifiable data can distort scientific findings to support knowledge being added to existing frameworks or refute findings that may be contrary to accepted belief. A lack of diversity can influence both what scientific questions are asked and how they are answered. When given choice over projects, students will be encouraged to explore the social implications of this nuance in our current world. 

Overview
Oceanography is simply the description of the marine environment. In this course students engage with the scientific principles, concepts, and methodologies required to understand the physical attributes of and the interrelationships within the world of water. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, chemistry, geography, engineering, urban planning, and environmental studies. Lessons are performed both in the classroom and in the field. The course requires focused study, both independent and team exercises, as well as scientific journaling. 

Successful completion of the course will see the student in a deeper relationship with their environment, capable of surveying a landscape, understanding the implications of continued change—from the introduction of an invasive species to a proposed housing development to rising seas—and acting prudently toward a resilient future.
 

PERSONAL SKILLS

• Empathy
• Organization
• Self-Advocacy
• Timeline Management
• Class Participation
• Stamina and Independence
• Mutual Respect
• Risk-taking
• Perspective-taking
• Performance
   

academic SKILLS

• Observation and field journaling
• Accessing and analyzing information
• Formal and precise use of scientific language in laboratory reports and presentations
• Application of textbook material to case studies
• Detailed reading of the text with use of diagrams for comprehension
   

units of study

• The Ocean System 
  • Intro to Planet “Earth”
  • Plate Tectonics and the Ocean Floor
  • Marine Provinces
• Water
  • What makes water special?
  • Salinity
  • Acidity
• Circulation
  • Air-Sea Interaction 
  • Waves and Water Dynamics
  • Tides
• Animals
  • Marine Life and the Marine Environment
  • Biological Productivity and Energy Transfer
  • Animals of the Pelagic & Benthic Environments
• Anthropocene
  • The Coast: Beaches and Shoreline Processes
  • The Coastal Ocean
  • Climate Change
     

sample projects

• Birthday tide charts

• Follow the current

• Find the vent
• Weather observations
   

assessment

• Rubrics for formative and summative writing projects

• Quizzes for reading comprehension and key ideas & details
• Formative unit exams
• Revision work through peer reviews and responses to peer and teacher feedback
   

DEIB integration

Science is often guilty of holding a worldview centered on Western civilization. Fortunately philosophy and ethics is less guilty, and an equitable, unbiased viewpoint celebrates Native American, Eastern, and African relationships with nature. Empiricism can be a tool to objectively challenge the status quo, but also a barrier excluding non-traditionally Euro-centric forms of knowledge. Students will be challenged to analyze how assumptions and errors in thinking made in the collection of quantifiable data can distort scientific findings to support knowledge being added to existing frameworks or refute findings that may be contrary to accepted beleif. A lack of diversity can influence both what scientific questions are asked and how they are answered. When given choice over projects

Overview

In this course you will study the powerful framework and tools used by physicists to describe, explain and predict the physical world of space, time, energy and matter. We’ll work together to reach a balance of conceptual, mathematical and hands-on understandings, through discussions, problem-solving, demonstrations, experimental investigations and projects. Broadly speaking, the subject matter will include Newtonian classical mechanics (forces, motion, momentum and energy) and electricity & magnetism. Prepare to understand how the physical world works!

 

The course will foster your ability to:

• Formulate scientific questions and problems
• Develop and use models to predict, explain and understand
• Plan and carry out scientific investigations
• Analyze and interpret data
• Use mathematical and computational thinking to 
• Construct explanations of observed phenomenon and design solutions to technical problems
• Argue from evidence
• Obtain, evaluate, and communicate information

 

Learning and Assessment Plan

We’ll introduce new concepts through lectures and class readings. You’ll  have plenty of hands-on experience with the physical principles involved through demonstrations, experiments and projects. You’ll build theoretical understandings, and learn to formulate, challenge and communicate your understandings through ongoing class and peer discussions. 

You will also have the opportunity to build and demonstrate your understanding through:

Problem-based assignments. You will get to puzzle over questions and scenarios to foster deeper conceptual engagement with the material and to build your confidence in problem-solving techniques.  

Laboratory work. Experiments and hands-on investigations are part of each major topic for the course. You will perform experiments collaboratively and then write up an independent lab report. In general, you’ll be given broad objectives for the lab and determine your own experimental methods to achieve them. Of course I’ll be there to ask critical questions and offer guidance as required. 

Projects. Each semester, you’ll have an opportunity to examine real-world phenomena of personal and community relevance in depth, using the framework and tools you have mastered. Our goal is to produce and present insights and data of genuine practical value to you and the community. You could, for example, apply what you understand of kinematics, forces, collisions and reaction time to produce a public service announcement that promotes safe driving. You could use your understanding of tidal forces, waves and energy to assess and propose improvements to the BI tsunami preparedness plan, or apply what you know of light waves, gravitation and circular motion to join the search for exoplanets with the Battle Point Ritchie Telescope. The possibilities are almost endless.

Tests and Exams.  Our summative assessments will take the form of unit tests and semester exams. The type of questions you’ll encounter on tests will be familiar to you from the work we’ve seen and practiced in class.  

 

Our Core Units of Study (SC300/301) Forces & Motion Uniform Circular Motion & Gravitation  Work, Energy & Power  Impulse & Momentum Waves, Light & Sound Electromagnetism & Circuits                 The Physics of Fluids

Advanced Topics, for interested students (SC301) Statics & Torque Rotational Kinematics Diffraction & Interference 20th C Physics: Relativistic & Quantum Mechanics

 

Grading Scheme:

Assignments                                                                            10%

Labs                                                                                         20%

Unit Tests                                                                                 30%

Projects                                                                                   20%

Exams                                                                                     20%                

 

But...

We will always evaluate your learning holistically and in its entirety. If you feel, for example, that your unit test did not accurately represent your learning, we’ll look to see what other, better evidence we can find. We might do this by reviewing your performance on assignments, or trying a different testing format (such as an interview-style follow up test.) In some cases we might find that a re-test is in order. Similarly, if your unit test shows you’ve mastered the concepts well and you did so without completing or handing in all your assignments, we will discuss what grade for the unit best represents your overall performance. One simple way to do this is to choose the higher of the two grades generated with and without assignment grades included.

 

Learning Resources: 

• The course text is Physics by Paul Urone and Roger Hinrichs (2020). A paper copy will be available.
• A free online version of the text is also available at openstax.org/books/physics (online access and downloadable as a PDF)
• Our course website is at classroom.google.com - Join code=b77zm4y. Make sure to join from your Hyla Google account.

Overview

Biochemistry, the hallmark interdisciplinary course, gives students the opportunity to synthesize previously scientific concepts to create an expansive and detailed understanding of biological life as we know it. The Fall course content focuses on functional groups and monomers, which combine to create the larger complex molecules and protein polymers that comprise the organization within living cells. An emphasis will be placed on explanation of the relationship between the chemical structure of a molecule and its function in the cell.  Successful students will be capable of drawing the structure of all 20 amino acids, common lipids and polysaccharides, necessary for an intricate understanding of these molecules' fates in metabolic pathways.

The Spring course content explores first, the different anabolic and catabolic pathways for polysaccharides, lipids, and amino acids, before diving into how the intersection/coordination of these pathways allows humans efficiently create chemical energy, recycle molecular building blocks and excrete toxic metabolic by-products. 

Students will explore methods used in current literature to research the biochemical basis of disease states, and will demonstrate communication of their understanding both in presentations and writing.  Upon completion of this course,  students should have confidence and working knowledge of biochemical concepts, creating a strong foundation for success in College science classes.  
 

Academic Skills

• Drawing detailed molecular structures as a tool to both understand polymers and metabolic pathways
• Intricate understanding of different metabolic pathways and their points of intersection
• Application of principles of metabolic regulation to explain disease state dysregulation (case studies)
• Precise use of scientific language and ability to communicate big picture understanding in presentations. 
• Critical reading of published research to explain methods used to address stated hypotheses 
   

Units of Study

• Foundational Chemistry and Amino Acid/Protein Structure (September-October) 
  • Most important protein debate
• Macromolecules, Enzymes and Biosignaling (October into November)
  • Signal Transduction Project: The mechanism of action of commonly  prescribed medication
  • Glycolysis ,Gluconeogenesis and the Pentose-Phosphate Pathway - January
  • Metabolic Poster of all three pathways with structure and enzymes
• Principles of metabolic regulation (February)
  • Deep Dive into signaling of Diabetes (Leptin, Insulin, TLR and PPAR) 
• Citric Acid Cycle/Oxidative Phosphorylation and Fatty Acid Metabolism (February-March) 
  • The Mitochondrial Genome and its Regulation of Oxidative Phosphorylation Project. 
• Amino Acid Oxidation and Production of Urea (May -June)

 

Assessment Structure

Classwork/Problem Sets  
Students’ progress with the unit material will be assessed through the completion of classwork and homework problems sets. Successful students add a level of neatness to these assignments and show all their work/calculations, which allows them to serve as a precise study tool for future exams.    

Projects and Presentations 
Smaller group projects and subsequent presentations will be given throughout the year, encouraging students  to apply textbook chemistry to its use in the world surrounding us. Students are expected to collaborate respectfully and effectively with peers to complete the projects, and present polished well-delivered presentations to the class. 

Assessment and Retakes 
Over the course of both semesters, quizzes and exams will be given as an opportunity for students to showcase their understanding of the material and practice tools for test studying/taking.  Students can choose to retake quizzes or tests one time in order to demonstrate mastery of content after a discussion with me where I will outline the conditions to be fulfilled before the retake takes place. 

DEIB inregration

Empiricism can be a tool to objectively challenge the status quo, but also a barrier excluding non-traditionally Euro-centric forms of knowledge. Students will be challenged to analyze how assumptions and errors in thinking made in the collection of quantifiable data can distort scientific findings to support knowledge being added to existing frameworks or refute findings that may be contrary to accepted belief. A lack of diversity can influence both what scientific questions are asked and how they are answered. When given choice over projects, students will be encouraged to explore the social implications of this nuance in our current world. 

Overview: The course will start with our home planet, Earth. Students will do a deep dive into local geology, discovering the ground under our feet on Bainbridge during class time, as well as field trips to the Cascades and the Olympics. By the second semester, students will explore comparative planetology, and will turn our attention to the cosmos as we examine the physical and chemical processes affecting planets over time, and gain an understanding of planetary origins and evolution.