Acalanes High School - Aklan Yearbook (Lafayette, CA)

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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

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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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Down to the bone. Eileen Hession reviews her notes on a humerous bone. Physiology students had the opportunity to use real bones in their studies of the human body. Entranced. Members of Mr. DeMartini ' s of a proof. Labeled brains , Calculus second period Calculus BC class pay BC members were frequently confused, attention to Mr. DeMartini ' s explanation nonetheless. Does not compute. In Mr DeMartini ' s first period Computer Programming class, Mike Lin experiments with one of the class ' four computers. The computers were meant to teach the basics of computer programming; students programmed them to calculate problems and play games. What ' s this? Physiology students found that the class often involved a lot of memorization. With the help of a skeleton, Madeline Connor and Pedro Cojuangco review the names of various bones. 17 TECHNICALITIES