The Harvard‑Westlake Science department provides a challenging curriculum that strives to meet the needs of a diverse student body by:

• providing the necessary background and skills from which students can become scientifically literate in order to make responsible decisions;
• actively involving students in problem solving, qualitative and quantitative analysis, and verbal and written communications;
• developing in students an appreciation of science as a process to investigate and discover relationships in the natural world.
  

Students will be required to take a final examination at the end of both the first and second semesters unless otherwise noted in the individual course description.

BIOLOGY

This course introduces fundamental techniques of biotechnology; it examines how these techniques have revolutionized our understanding of genetics, medicine, and human evolution, and it considers selected ethical and societal issues presented by this revolution in biology. During the first semester, students learn how scientists discovered that DNA controls heredity and address issues of scientific priority and competition. Students perform experiments utilizing some of the basic techniques of biotechnology (bacterial transformation, genetic recombination, the polymerase chain reaction, and protein purification) and examine how these techniques are used in connection with sequencing, microarrays, and bioinformatics. In the second semester, students learn how to identify genes, apply that knowledge to identify genes from raw sequencing data, and consider related intellectual property rights issues. Students then focus on how disease-related genes are discovered and study/investigate associated issues such as cloning and stem cell research. Finally, students study how genomics has provided a new perspective on human evolution and the human migrations that have populated Earth. Students apply techniques learned earlier in the year to study protein differences in various organisms and to study differences in their own DNA. Ethical issues are addressed primarily through role-playing activities. The course grade is determined through tests (60%), quizzes (15%), laboratory exercises (15%), and homework and other assignments (10%).
Prerequisite: One year of biology and one year of chemistry.

This is an advanced course in biology with the main emphasis on the physiology (function) of the human body rather than on the anatomy (structure). The major systems of the body will be studied by viewing graphic films of human surgery and performing several dissections, through readings from scientific journals and a college text, and through lectures and team research projects. Topics include, but are not limited to, cardiovascular diseases, joint repair and replacement, physical anthropology, nerve and brain function, imaging techniques, sense organs, and medical history. Students study their own anatomy and physiology using noninvasive techniques such as electrocardiography. Laboratory exercises require students to work independently as well as cooperatively. The course grade is determined through tests (70%) and laboratory exercises and homework (30%).
Prerequisite: One year of biology, one year of chemistry, and permission of the department.

This course covers much of the same material as a first-year college biology course for the science major. The major subject areas covered by the curriculum include cell and molecular biology, genetics and evolution, ecology, and organismal biology. The chemical basis of biological structure and function is a major theme throughout the year. Good reading comprehension is important because much of the assigned homework involves reading in the text, and not all of this information can be covered in lecture. The quantity of information presented, and the pace at which it must be assimilated, presents the primary challenge to a student enrolled in Advanced Placement Biology. From both lecture and readings, students are expected to understand and apply many of the core nonmathematical concepts that compose the foundation of biology. In addition, students acquire an extensive knowledge of examples and descriptive information associated with each concept. Unit examinations test students’ general knowledge in the subject, as well as their ability to apply biological concepts to evaluating data from laboratory experiments and to solving selected problems from the unit. Rather than require full laboratory reports, the laboratory write-ups focus on documenting, processing, and analyzing data as it relates to biological concepts. Information is presented in class primarily through lecture and discussion (70%), with numerous laboratory activities (30%) designed to reinforce both the conceptual and applied aspects of the science. The course grade is determined through tests and a fall final examination (75%) and laboratory write-ups (25%). All students are required to take the Advanced Placement Biology examination at the end of the year.
Prerequisite: One year of chemistry and permission of the department.

CHEMISTRY

This course includes lecture, discussion, and integrated laboratory experiments designed to introduce students to the nature of matter. The major topics presented in this course are nomenclature, chemical reactions, stoichiometry, atomic structure, periodicity, bonding, molecular geometry, phases of matter, equilibrium, thermodynamics, acid–base chemistry, electrochemistry, and nuclear chemistry. The material is presented with both descriptive and quantitative considerations. This course is designed for anyone interested in chemistry, whether considering a career in the sciences or not. The course presents abstract concepts and emphasizes quantitative problem-solving skills. Analytical thinking, more so than memorization, is the key to success in the course. Problem sets are assigned regularly, frequently checked, and occasionally collected. It is essential that students assume the responsibility for completing these assignments. There are weekly laboratories and formal laboratory write-ups. There are eight unit tests and approximately twenty quizzes given during the year. There are final examinations at the end of each semester. The year-end final focuses on second-semester material but requires application of cumulative skills and knowledge. The course grade is determined through tests and quizzes (50%), laboratory work (25%), semester finals (20%), and homework (5%). This course serves as a prerequisite for Geology Honors, Advanced Placement Environmental Science, and Advanced Placement Biology.

This course is a qualitative and quantitative introduction to the macroscopic chemical behavior of inorganic substances based on molecular structure. Extensive laboratory work introduces, reinforces, and extends theoretical topics covered in reading and lecture. The first semester is devoted to learning to recognize, explain, predict, and express chemical changes. Thermodynamic considerations in predicting chemical change are also covered, and the term concludes with a correlation of molecular structure to the chemical and physical behavior of pure substances. In the second semester, more attention is paid to the molecular level of reactions. Solution properties, reaction kinetics, equilibrium, and electrochemical processes are studied in detail. A short unit on nuclear reactions and related topics is also included. Chemistry Honors assumes a greater comfort level with applied algebra than Chemistry and requires a significant degree of independence. Students who have been successful in previous science courses only by doing the maximum amount of work possible with frequent teacher intervention are likely to find the course very difficult and the time commitment prohibitive. Students will need to determine for themselves how many of the suggested homework problems (not collected) are necessary for them to gain facility with the concepts. The course grade is determined through tests (60%), laboratory work (25%), and homework and quizzes (15%). Students spend about 30% of class time in the laboratory. About 30% of the class time is devoted to formal lectures/discussions. The remaining class time is a mixture of post-laboratory discussions, review, and testing.
Corequisite: Algebra II (minimum requirement).

This course presents topics commonly encountered in the first year of college chemistry chiefly from the perspective of challenging laboratory investigations. On a fundamental level, the majority of the topics will be familiar to students who have taken Chemistry Honors. Laboratory work is used to expand concepts beyond their fundamentals and provide students with real chemical situations to study and interpret. At the same time, students are exposed to modern analytical techniques (both wet and instrumental), as well as data analysis and reduction using spreadsheets. This course is designed for the highly motivated student with a strong interest in chemistry who enjoys working in the laboratory and is able to learn new material with guidance rather than via traditional lecture. The pace and depth of the course require a strong background in high school chemistry. Students who have been successful in Chemistry Honors only by doing the maximum amount of work possible are likely to find the course very difficult and the time commitment prohibitive. The ability to work independently and budget time wisely is assumed. More than 60% of the class time is spent in the laboratory. Students write four formal laboratory reports (one per quarter). For the remaining twenty experiments, “pre-labs” are provided. The remaining class time is divided between homework problem sessions, infrequent lectures, and tests. Students turn in five problems per chapter/week for grading. The remaining problems are done in class. Reading assignments average about ten pages, twice per week. The course grade is determined through seven unit tests (60%), laboratory work (30%), and homework problems (10%). Students take the Advanced Placement Chemistry examination at the conclusion of the course.
Prerequisite: Chemistry Honors and permission of the department.

EARTH AND SPACE SCIENCES

This course introduces the student to the fundamentals of astronomy. A wide range of topics is presented: early astronomy, radiation from space, astronomical instruments, the solar system, stars, galaxies, cosmology, astrophysics, and space technology. Class time is spent presenting material utilizing DVDs, videos, and computer simulations of astronomical phenomena, as well as limited solar observations utilizing the school’s eight-inch and ten-inch Schmidt-Cassegrain telescopes. There are only five major unit tests; hence, each plays a significant role in determining the semester grade. The course grade is determined through tests (76%), a final examination (21%), and homework (3%). Homework consists of reading assignments, short answers to questions, and a few problems. Although basic algebra is employed, no prior physics knowledge is required. The course is more descriptive than quantitative and is designed for anyone with a general interest in astronomy.

This course provides a “hands-on” introduction to the principal concepts studied in meteorology in which interactive laboratory exercises are used to substantiate in-class discussions and lectures. The first semester is dedicated to developing an understanding of the structure, dynamics, and morphology of the atmosphere. In other words, students learn what makes up the atmosphere and why it moves and behaves the way it does to create various weather phenomena. It is expected that, to some extent, students will draw upon their previous background in the sciences to gain a better understanding of atmospheric processes. However, some class time is allotted to reviewing principles of chemistry and physics that directly relate to meteorology. Once students have acquired the necessary foundation in meteorology during first semester, they spend second semester exploring the dazzling aspects of the science underlying severe storms and forecasting. Tornadoes and hurricanes are amazing to the casual observer, but once the processes, forces, and effects that influence their behavior are examined more closely, students are sure to have an otherwise unattainable appreciation for these natural wonders. The culmination of study is an exploration and application of RADAR and satellite technologies used for forecasting purposes.
Prerequisite: Chemistry or Honors Chemistry

This course introduces the major topics of physical geology. It includes a study of rocks and minerals, water, wind and glacial erosion and deposition, volcanism, earthquakes, and plate tectonics. Students visit local areas of geological interest, such as the San Andreas Fault. Students participate in a mandatory three-day field trip to Death Valley. Optional field trips for extra credit are also offered. There is a fee for field trips to cover the cost of food, transportation, and camping. The course is designed to appeal to students with a wide range of scientific backgrounds and interests. The workload tends to be light to moderate compared with other Harvard‑Westlake science classes. The course grade is determined through unit tests and quizzes (60%), homework (15%), laboratory work (15%), and final examinations (10%).

This college-level laboratory course covers the Earth Science with Fieldwork (ESS 1F) curriculum offered at UCLA. In addition, students are assigned readings, projects, and laboratory activities outside the scope of the UCLA curriculum. Topics studied include plate tectonics, rocks, minerals, structure, earthquakes, geologic time, geologic hazards, and geomorphology of rivers, glaciers, deserts, and coasts. There are two mandatory field trips. One trip is taken during the school day; the other is a three-day camping trip to either Death Valley or the Mojave Desert. A fee is charged for the camping trip to cover the expenses of food, transportation, and campground costs. The course grade is determined through quizzes and unit tests (50%), laboratory and homework assignments (30%), and final examinations (20%). At the end of the year, students may take a test to determine whether college credit for ESS 1F will be awarded from UCLA. Students may obtain a college transcript from UCLA by paying a fee to UCLA Extension; the fee will be partially subsidized by a National Science Foundation grant. This course is considerably more rigorous than, and may not be taken subsequent to, Geology.
Prerequisite: Chemistry.

PHYSICS

* Indicates a course that does not fulfill the University of California system’s Subject requirement.

This course is an introduction to the science of sound as a broad interdisciplinary field of physics, engineering, physiology, and music. Students learn about the physical properties of sound; its production and transmission through solids, liquids, gases, and plasmas, as well as characteristics of musical instruments, rooms, and concert halls. The course utilizes a large number of lectures (20%), demonstrations (20%), PowerPoint presentations (20%), videos (20%), laboratory work (15%), and computer-based simulations (5%). The course grade is determined through tests (40%), laboratory reports (30%), quizzes (20%), and a special project (10%). The relaxed format of the class allows students to pursue topics that interest them in greater depth. The course is highly content-oriented and not demanding mathematically. The course is designed for students of all academic backgrounds.

This course is an introduction to the principles of electronics, which include the principles and applications of electricity, fundamental circuits, electromagnetic induction, alternating voltage and current, inductive and capacitive circuits, semiconductor devices, transistor amplifiers, integrated circuits, and a large variety of other electronic circuits. The course is heavily based on laboratory work—from building simple electronic circuits to constructing a well-regulated power supply, a metronome, an electronic organ, an electronic alarm, a transistor radio, etc. Class time is devoted to laboratory work (60%), lecture presentations and discussions (35%), and in-class problem solving (5%). The course grade is determined through laboratory reports (45%), tests (40%), quizzes (10%), and homework (5%). The relaxed format of the class allows students to pursue topics that interest them in greater depth. In lieu of a final examination, a final project is required. This project may consist of building an electronic device, such as an FM transmitter, IC electronic organ, or other electronic device agreed upon by the instructor and student.
Prerequisite: Students should have a basic working knowledge of algebra and trigonometry and be self-motivated.

This course provides an introduction to most of the major topics in physics. The first semester is devoted to the study of mechanics: motion, forces, gravitation, momentum, and energy. The second semester is devoted to the study of wave phenomena, including sound and light during the third quarter and electricity and magnetism during the fourth quarter. Class time is spent in a variety of ways: lecture, demonstrations, laboratory experiments, and occasional video presentations. The course covers most of the same topics as Advanced Placement Physics B, but moves at a somewhat slower pace. More time is spent on laboratory work and more emphasis is placed on real-world application of physics. Mathematical problem solving is also a major part of the course. Coursework in Physics consists of nightly reading/problem assignments, weekly laboratory assignments, quizzes approximately every two weeks, and unit tests every four to five weeks. Nightly reading assignments are generally around five pages, and problem assignments are usually around four to five problems per night. Laboratory reports may vary in length from one to two pages to four to five pages, depending upon the experiment. The course grade is determined through quizzes and unit tests (50%), laboratory work and homework (30%), and final examinations (20%). The course is for anyone who possesses an interest in physics, basic algebra skills, and a willingness to think abstractly. Students may not take both Physics and Advanced Placement Physics B.
Prerequisite: Algebra II or Precalculus: Trigonometry and Functions.

This course introduces the major topics in physics: one- and two-dimensional motion, Newtonian mechanics, energy interactions, oscillatory phenomena, thermodynamics, fluid flow, optics, electricity and magnetism, and atomic physics. It offers a college-level, noncalculus mathematical treatment that includes both laboratory work and sophisticated problem solving. This course provides more in-depth study than 5600‑0 Physics and serves as an excellent background for students continuing in science or engineering courses. The majority of class time is devoted to lecture, discussion, and in-class problem solving. Homework typically consists of one or two problem sets each week, as well as one laboratory report every three weeks. There is a final examination at the end of the first semester, but no final examination at the end of the second semester. The course grade is determined through tests (60%), quizzes (20%), laboratory reports (18%), and homework (2%). Percentages are approximate and may vary slightly each year. Students take the Advanced Placement Physics B examination at the conclusion of the course. Students may take either Physics or Advanced Placement Physics B, but not both. Students may take Advanced Placement Physics B and, later, both Advanced Placement Physics C courses.
Corequisite: Precalculus (minimum requirement) and permission of the department.

Taken together, 5640-0 and 5644-0 constitute the equivalent of a full year of university physics for science and engineering students. 5640-0 includes the work covered in the first semester of university physics (vectors, motion, dynamics, work and energy, momentum, rotational motion and dynamics, oscillations, and gravitation), and 5644-0 covers work in the second semester of university physics (charge, electric field and potential, capacitance, resistance, inductance, circuits, the magnetic field, electromagnetic oscillations, Maxwell’s equations, and electromagnetic waves). These courses focus on advanced problem solving and require a high degree of mathematical competence. Test and quiz problems are designed to evaluate a student’s awareness of the fundamental principles. Accordingly, they often differ significantly from those in homework assignments. The majority of class time is spent presenting material and evaluating problem sets. The remainder is devoted to laboratory work. There is a final examination at the end of the first semester. Students take the appropriate Advanced Placement Physics C examination at the conclusion of the course. In Mechanics, the course grade is determined through tests (68%), quizzes (20%), laboratory work (10%), and homework (2%). In Electricity and Magnetism, the course grade is determined through tests (50%), quizzes (35%), laboratory work (10%), and homework (5%). Students may elect to take only 5640‑0 or may take both 5640-0 and 5644‑0 concurrently.
Prerequisite: Calculus. For Electricity and Magnetism, Mechanics, taken previously or concurrently, is also required. Both courses require permission of the department.

MULTIDISCIPLINARY SCIENCES

* Indicates a course that does not fulfill the University of California system’s Subject requirement.

This is a general course in ocean science that covers a broad range of topics. During the first semester, students learn about the physical, chemical, and geological features of the ocean environment (oceanography) and also about the history of ocean exploration and navigation. The second semester explores the organisms that live in the ocean and their ecological relationships (marine biology). Special emphasis is placed on our local marine environment and organisms. The course is designed to appeal to students with a wide range of scientific backgrounds and interests. The workload tends to be light to moderate compared with other science classes at Harvard‑Westlake; homework is generally assigned two to three nights per week. The course grade is determined through unit tests and quizzes (45%), homework, laboratory work, and fieldwork (35%), and final examinations (20%). Activities in this course include conventional lectures, laboratory experiments and observations, watching educational films, and field trips. The costs of the field trips vary depending on the specific activities and number of participants.
Prerequisite: One year of biology or permission of the department.

This is a college-level course that incorporates both physical and biological sciences in the study of the environment. Topics include the interdependence of Earth’s systems, human population dynamics, renewable and nonrenewable resources, environmental quality, global changes and their consequences, environment and society, and choices for the future. The course includes a considerable reading requirement, as well as a laboratory component. The course grade is determined through unit tests and quizzes (50%), laboratory quizzes (20%), reading quizzes (10%), projects (10%), and a first-semester final examination (10%). Students take the Advanced Placement Environmental Science examination in May.
Prerequisite: One year of biology, one year of chemistry, and permission of the department.

This course introduces students to the process of conducting scientific research. In many ways, Studies in Scientific Research (SSR) has the structure and expectations of a university research course. It provides an open-ended theoretical and experimental research environment in which students: 1) decide what makes a good problem to investigate; 2) decide whether the problem they have chosen lends itself to investigation within the constraints of the laboratory time and resources available to them; 3) analyze their data to formulate clear, logical conclusions; and 4) present their findings in a format that is acceptable to the scientific community. Students are encouraged to consider and plan for experimental uncertainties and, whenever possible, to design and fabricate their own apparatus. Currently, most SSR topics of research center in the disciplines of physics and engineering. Past and present investigations have examined aspects of nonlinear optics, microwave electronics, thermoacoustic refrigeration, freezing-by-boiling techniques, computational physics, solar-powered devices, hydrogen fuel, biodiesel engines, chaotic dynamics, electromagnetic devices, and mathematical physics. Some topics have come from the disciplines of biology and chemistry. However, any scientific topic that can generate a variety of questions and be built upon from one year to the next is a viable candidate for investigation. Early in the first semester, class time is devoted to determining what equipment, funds, library resources, software, computers, and teachers are available to SSR students. In addition, class time is used to test the methodologies and experimental procedures that others have already used in the area of interest. Once a suitable investigation has been defined and a higher degree of understanding of the topic has been achieved, students work systematically and consistently toward conducting and completing their research project. Various assessment methods are used. 1) Each student’s progress in pursuing meaningful, achievable research is monitored on a daily basis through direct observation and ongoing consultation. Students are also required to maintain in-class journals detailing daily progress toward completing their investigations. 2) Students are required to submit quarterly papers describing the progress of their research. 3) The teacher conducts quarterly progress reviews (grade evaluations) on each student. 4) At appropriate intervals during the academic year, students may present their research through formal presentations to the school community. 5) At the end of the year, students produce a scientific paper on their research findings, which is published in the Harvard-Westlake Journal of Science.
Prerequisite: Recommendation from current science teacher and permission of the department. Enrollment is limited to 30 students who must sign up with the instructor.

[back to top]

(from the 2008-2009 Curriculum Guide)