Acalanes High School - Aklan Yearbook (Lafayette, CA)

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Chalk talk. A common technique among math teachers was to begin each period by giving students the solutions to puzzling questions from the previous night ' s homework. Mr. Penrose pauses to check his work before finishing an algebra problem. More than skin deep. Carolyn Vasquez and Lorie Nelson study different parts of the skeleton before a second quarter physiology test. Most students found memorizing science material for tests and quizzes bothersome and tedious. Coastal gravity. Bruce Whitten watches the path of a metal ball during one of the many physics experiments. Students were responsible for gathering data about the ball ' s trajectory after it left the ramp, preparing a write-up and presenting a detailed vector diagram. Coming attractions. The day before an exam, many teachers gave students a chance to ask questions and review for the test. Mr. DeMartini shows his second period Calculus BC class sample questions the day before a test on the methods of integration. 15 TECHNICALITIES

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Piece by piece. In Mr. Innocenti ' s fifth together. Understanding the propertie period class, Julie Palsak and Carolyn of DNA and RNA molecules was Papini link models of DNA molecules difficult aspect of Biology Programmed to learn. In Computer Programming, students learned the basics of computer languages and the use of a computer. Brent Cain types an assigned program into a WANG computer in his first period class. Mixed emotions. Some students in Mr. Baughman ' s fourth period Alg. Il Trig. class concentrate on the material, while others occupy themselves with other things. Math and Science courses often tested a student ' s attention span. Divide and Conquer Pushing buttons, toying with wires and solving mathe- matical formulas were some of the unavoidable aspects of math and science classes. Al- though most students found these classes challenging and, at times, difficult to fathom, they realized that they had to have them, not only to gradu- ate, but to continue on in these fields. Through the addition of computer programming and electronics ' classes, students had opportunities to learn new skills that had practical applica- tions in life. Karen Nelson commented, We learned Ba- sic, one of the main computer languages. We also learned how to write programs. Matt Greer added, In my elec- tronics ' class we learned the basic elements of electronics. We built projects, and we used them to learn more about the fundamentals of el ectronics. Although most students complained about difficult math classes, a few students enjoyed the challenging con- cepts introduced in the classes. I felt really good when I fin- ished a difficult problem in my Math Analysis class, claimed Cristy Dumke. Bob Grier re- plied, We worked really fast in my Honors Algebra II Trig. class. You had to work hard to keep up with the pace of the class. (continued) Precise placement. In his fourth period physics ' class, Mike Worthington positions a ball at the top of a ramp before conducting a two dimensional collision. Experiments were a common way for physics ' students to investigate the validity of basic formulas. 14 TECHNICALITIES

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Science classes also inspired a variety of reactions. There was a lot of memorization in- volved in physiology, com- mented Kathy McNeill. Physics is less rigid than chemistry. It ' s more applicable to life, remarked Carl Gold- berg. Most of the science classes required a lot of hard work, but often they were quite enjoyable. Mr. Ellisen cracks a lot of jokes — he makes the class interesting, Carl added. Some students found their math and science classes drab; those who stuck with these classes usually had some goal in mind. Cristy commented, I took Math Analysis this year because I want to be an archi- tect. Matt added, I took elec- Making a connection. Alan Newell and Jeff Voorhees intently work on electronic buzzers in their second period electronics ' class. Electronics ' students built different electrical devices to better understand how they functioned. Divide and Conquer tronics because I plan to go into the field; it is one of the biggest and most interesting careers in the world. Karen continued, Even though I really enjoyed my Computer Programming class, the reason I was taking the class was that I plan to go into computer science. Students scheduled math and science classes into their four years at school for a va- riety of reasons. Whether they took chemistry for the chal- lenge, physiology for a back- ground to a career in veterinary medicine or calculus because integration was a hobby of theirs, students found the classes that suited their needs and, at the same time, com- pleted their graduation re- quirements. DNA puzzle during their fifth period Puzzled puzzler. Ed Hayward watches biology class. Biological jigsaw puzzles in amazement as Joe Hart and Mindy helped students understand the Elmore discover a missing piece to a breakdown of certain substances. Blackboard briefing. Since Introductory accompanied bv question and answer Physical Science required many sessions. Mr. Thurling takes time to techniques that incoming students were explain the next mathematical step in an unfamiliar with, the labs were frequently equation. 16 TECHNICALITIES