Science

Taking an atoms-first approach, we begin by analyzing the periodic table of the elements. We move from the early concept of atoms as indivisible particles to today’s quantum mechanical view. Then, equipped with knowledge about the electronic structure of atoms, we can study the ways in which they bond to form different types of compounds.

As we investigate chemical reactions and explore concepts of solubility, acid-base chemistry, and reduction-oxidation reactions, we also develop a quantitative understanding of chemical reactions. If, for example, I burn a hydrocarbon compound in air, how many grams of carbon dioxide and water can I expect to produce? How much heat? What volume will the carbon dioxide occupy? We also work to explain the physical properties of matter. Why is it, for example, that hydrocarbons are not miscible with water and that carbon dioxide is a gas at room temperature while water is a liquid? If you need more background in math you may opt to take Chemistry 1, which offers a similar curriculum to that of Chemistry 1 Advanced, but our pace is somewhat slower and we take more class time to work on solving problems.

An element from one side of the periodic table—say sodium, a reactive metal—could combine with one from the other—say chlorine, a toxic gas—and voilà: salt! Everywhere I looked, chemistry told a hidden past, present, even a future, tying this tiny world to the one before my eyes.

Did you know that the ancient Egyptians measured the circumference of the Earth with astonishing accuracy? In your first days of class you will learn how they did it. From the outset, physics at Commonwealth addresses questions in an experimental setting, where you explore with hands-on demos and labs—we even use our 3D printer to create some of the equipment for our experiments. In this introductory course, we aim to teach both the classical mechanics and modern physics that will give you a launching pad for future physics study.

My first year in class I was in awe of how physics could explain the things I saw every day. Throwing objects became lessons about projectile motion; bumping into a friend while skating, an elastic collision. The way the equations build up to a complex and realistic description of the world amazed me.

This is an algebra-based course that introduces two main branches of physics: classical mechanics and electromagnetism. In the first semester, we will formulate Newton’s laws to study the motion of objects under the influence of forces. This leads naturally to the ideas of work and energy, momentum, and rotational dynamics (torque and angular momentum). In the second semester, we will explore electric and magnetic fields, circuits, and electromagnetic waves. Students will have the option of taking the AP Physics 1 exam.

AP 

We will derive the laws of physics just as Newton did about three hundred years ago— constructing the classical theory of mechanics starting with nothing more than Newton’s three laws of motion—and we will do so using the calculus that Newton and Leibniz invented for that purpose. After we convince ourselves (through simple demos) that Newton’s laws are true, we launch into the classic tangent-line problem to discuss instantaneous velocity as a derivative. We go on to extend our translational results to rotational dynamics, energy, and momentum. By the spring, you are well prepared for the AP Physics C Mechanics exam.

Physics at Commonwealth is taught with the goal that as students, we figure out some answers on our own. Teachers give you the concepts and have you make connections. I think that’s the reason we come to care so much about the why and the how of the material.

Did you know that you can map the genes in mold spores? That you can make bacteria glow green? Or that our ear bones were jaw bones in our ancestors? If you like to observe and think about the world around you, you’ll love Biology 2, where we apply in-depth knowledge of underlying biological processes and enjoy the hands-on approach of lab exercises to learn how to think scientifically and to appreciate that our work as scientists lies beyond just memorizing facts and listing vocabulary (although it’s true that you will learn many facts and a lot of vocabulary!).

Now that I’ve taken Bio 2, I will always ask ‘Why?’ For example, why is the fruit fly attracted to the fermenting yeast and not to the fruit itself? My growing knowledge of biology helps me to understand the world better.

AP 

Now we develop a more nuanced and detailed picture of the chemical world around us. Our study of kinetics allows us to connect our macroscopic observations about the rates of reactions to the underlying chemical mechanisms for the reactions. We begin to see both quantitatively and qualitatively the dynamic chemical equilibria at play in all biological and chemical systems (particularly acid-base and solubility equilibria), how they can be shifted, and how this balance connects to the fundamental thermodynamic relationships between reactants and products. We study how the enthalpic and entropic components of a reaction determine the spontaneity of a reaction. As we explore these fundamental concepts, we simultaneously develop our knowledge of electrochemical reactions, the chemistry of the main-group elements, transition-metal chemistry, and organic chemistry.

Note: Chemistry 1 and 2 Advanced together constitute a first-year college course in general chemistry for science majors. Almost all students take the Chemistry AP exam at the end of the year.

As I learned the science, I began to see what chemistry really meant. The periodic table was a key, a guide to that world—and chemistry brought it to life. The food on my plate, the placemat itself, indeed the air and everything around me were made of these molecules—and chemistry explained them.

AP 

We pick up with electromagnetic theory and—to do it full justice—rigorously explore electricity and magnetism using multivariable calculus. But we don’t just work with high-flying math; we undertake simple hands-on projects to reinforce concepts and demonstrate principles. For example, we might make a speaker out of nothing more than a wire, a magnet, and a piece of packing tape. Listening to it clearly play music from a phone gives us a demonstration of the force a current-carrying wire experiences in a magnetic field. Or we might create a mini-motor from a screw, a magnet, and a small battery. As a text, we use University Physics by Young and Freedman, the gold standard for college physics courses.

The measured and analytical approach appeals to me. Given four formulas in physics (my current science and hence my current favorite) and a creative bent, one can derive tens more and solve many types of problems. Facing a problem for which, through experimentation and creative implementations of formulas I’ve derived, an answer can be reached—no matter the difficulty—excites me.

Classically, physics studies the motion and dynamics of particles, of tangible objects. Nevertheless, wave phenomena are universal and govern behavior in fluids, optics, quantum physics, and biological systems. This course serves as an introduction to wave physics, with emphasis on optical and quantum systems.

We will begin by investigating fundamental wave phenomena: superposition, interference and diffraction, energy transport, and material response. Then, we will explore more advanced topics, such as pattern formation, instabilities, and turbulence. With this background, we can address open research questions and study recent engineering innovations.

Historically used to describe the chemistry of living things, the term organic chemistry now refers more generally to the chemistry of carbon. Carbon forms an impressively varied set of compounds with hydrogen, oxygen, and nitrogen (and others). These molecules and the reactions they undergo affect our world in so many ways, from the biochemistry that occurs in our own bodies, to the therapeutic drugs developed by the pharmaceutical industry (often inspired by natural products of plants), to the fuels that run our cars.

We will learn about the basic classes of organic reactions. Our focus will be on understanding and predicting the movements of electrons: i.e., the mechanisms that underlie reactions. Once we have developed a toolbox of reactions, we will learn how these can be carried out sequentially to synthesize more complex organic molecules.

During labs, we will learn about techniques used for performing organic reactions; for isolating, purifying, and characterizing products of these reactions; and for isolating important natural products. Chemical analysis is a critical part of the process—how do we know that we have made what we think we’ve made? As all chemists do, we face the challenge of establishing a connection between the macroscopic and molecular worlds. The tools scientists have developed (infra-red spectroscopy, nuclear magnetic resonance spectroscopy, mass spectrometry) allow us to “see” different parts of chemical structures and, with careful analysis, to uncover the structure of a molecule.

The way we approach things in science here, but in fact in everything else as well: there’s guidance when you need it and freedom when you don’t, and when all you need is a push in the right direction, there’s someone there to help you along.

Wiggle your finger. Now take a moment to think about all the steps and all the components involved in even something that simple: the command in your brain (or the reflex that bypasses it!); the nerve cells that carry and relay signals down your arm; the cells that insulate those nerves so the signal moves faster; the chemical spark from nerve to muscle; the molecular ratcheting that makes muscles contract and release. Each part is built for its job, shaped and structured in order to serve its purpose.

Our whole body is built of these sorts of remarkable assemblies of cells, with structure rigorously tied to function. How do the forms of biological structures lead to their functions— and vice versa? These are the kinds of relationships we explore in cells, tissues, organs, and systems.

Although we mostly consider human anatomy and physiology, there are times when other animals provide interesting examples, and so we digress once in a while. Along the way, you will see how these systems allow animals to carry out an impressive assortment of actions— from climbing stairs, to digesting a meal, to contemplating calculus.

Biology is really a very humbling science. Never again will I be able to see a living thing without thinking about its inner workings.

Do you and some of your classmates feel the need to deepen your knowledge of topics covered in the Physics 1-2 curriculum? Or to explore realms of physics that lie beyond it? You are invited to get together with your instructor to discuss the syllabus for an advanced seminar. With enough interest and commitment on your part, the course will most likely come into existence.

Note: This course is limited to students who have demonstrated particularly strong skills in Physics 1 Advanced or who are enrolled at the same time in Physics 2.

How do substances, present at only parts per million levels in air, affect the climate? Why is ozone in some places helpful and in others problematic? What are viable alternatives to fossil fuels? How do inorganic and organic substances end up in the water supply? Environmental chemistry focuses on the natural processes happening in the air, water, and soil that make up our world, and how human activity perturbs them, both intentionally and inadvertently. In this course, we will build on the fundamental chemical and physical concepts introduced in earlier courses to investigate these complex systems and understand our interaction with them. Our first, and major, topic will be considering our climate and climate change. Our focus will be on the chemistry, but we will take scientific excursions further afield as necessary to develop a fuller understanding and to build appropriate models. Other topics for the year may include a consideration of alternative and sustainable energy sources, contamination of groundwater and soil, and the chemistry of toxins. Additional topics will be determined based on the particular interests of students enrolled in the course. Open to students who have taken Chemistry 1 or Chemistry 1 Advanced and who have not taken/do not plan to take Chemistry 2.

Garbage is just a resource in the wrong place.

What gives rise to color at an atomic scale? How do the form and finish of an object alter our perception of it? What happens to clay when it goes into the kiln? What is clay? What is happening when we make a photograph? How does the atomic-level structure and reactivity of an adhesive give rise to its properties? Art and science may be related, but there are fundamental differences about how information is gathered and presented—Pablo Picasso once said, "We all know that Art is not truth. Art is a lie that makes us realize truth, at least the truth that is given us to understand. The artist must know the manner whereby to convince others of the truthfulness of his lies." In contrast, Richard Feynman asserts, "The principle of science, the definition, almost, is the following: The test of all knowledge is experiment. Experiment is the sole judge of scientific 'truth.'" This interdisciplinary class will explore how closely related the artistic and scientific processes are, and the power they have to catalyze one another. Themes such as color, perception, and empiricism will guide our study of materials and methods throughout the year. Each unit will focus on a particular set of materials and techniques, which could include clay, glaze, plaster, polymers, cement, pigments, electroplating, and crystal growing. We will apply the scientific method rigorously to develop, refine, and optimize artistic techniques, and we will create art. This class will push your aesthetic sense and challenge your analytical thinking.