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Page 84 text:
Math—the scientist’s support C=n(n— 1 ) (n— 2 ) . . . (n—r-|-l) r n r! Does this problem stun you? This is an example of what the present day students will have to face if they enter a scientific, academic, or mathematical field. Realizing this Central offers a full four- year mathematics program for these students. Elementary algebra is available to the fresh¬ man while the second year students learn the theorems and postulates of plane geometry. To develop the ideas one learned in elemen¬ tary algebra the junior is given a course in advanced algebra. The fourth year math stu¬ dents take both solid geometry and trigon¬ ometry in order to completely round out his mathematical education. For those students interested in a business field both general math and business math are offered. m T»( Xi tf kwik ' : fHWK tm v iM « Left to right: J. Pollauf, T. Jazwiecki, K. Taft, J. Yarsco. Page 80
Page 83 text:
C. Knack, L. Kurinko, J. Oleksiak. Biolo ofv—the science of life In the Biology class the world of Anthro- pods, Mammals, Protozoa, and Spermato- phytes are explored by the student in various ways. Besides the frequent references to the text, the students obtain their knowledge by experimenting in lab with real specimens which they gather themselves whenever pos¬ sible. The collecting of leaves, the bisecting of animals, the planting of seeds, give the pupils an opportunity of studying living things. The use of the microscope in checking on the smallest living organisms provides an incentive for further study in this scientific field. Physical Science — the science In secondary schools, today, there is an increasing demand for a science course that shows the interdependence of physics, chem¬ istry, geology, meteorology, and astronomy, and presents the material as a unified whole. of sciences This year a new science course called Physical Science, which offers to the students an opportuninty to fulfill this demand, was added to the Science Department. Page 79
Page 85 text:
Drafting — the architect’s ahl I ' i I I t i: D. Zolciak, J. Wozny. With engineering as tech¬ nical as it is today, students in that field need all the back¬ ground attainable. The two year course in drafting is just that, as it doesn’t go in for great detail but rather stresses the basic fundamentals of technical drawing. The great variety of subject matter makes the course one of the more interesting sub¬ jects in the Central curricula. Students are taught proper lettering techniques, lay out development, orthographic projection, freehand sketch¬ ing, and scaling among other things during their initial year. The second year course con¬ cerns itself with engineering, geometry, and problems. The boys learn to visualize and reason more efficiently. The course contains more technical problems as construction of cams and gears, fasteners, and assembly drawing. These students will leave Central with a basic knowl¬ edge and understanding of engineering and architecture. ,1 4i Page 81
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