Sahuaro High School - Viva Yearbook (Tucson, AZ)

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L.sz,4:,gz:sz l ll I l ll 3 ' 1 lf' e ,4 I ABOVE: Mr. Edward Story, teacher of E.D.P., has taught his classes the intricate programming of a com- puter. ,l TOP CENTER: Finding mass.voIume,and density, Thatcher Loring works in earth science. l TOP LEFT: Working diligently in chemistry, Joy Jacobson checks the different boiling points of fluids. l BOTTOM LEFT: Pam Niederkorn key-punches her program onto cards for her E.D.P. class l BOTTOM RIGHT: In Algebra 3H, Steve Allvin shows Steve Eubank how to solve a logarithm. ACADEMICS: CU RRICU LUM 93 mass313s3saa4ia4a I ll llll l 33I.s 44 -11 sswsss.

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12: . ,mfr ja as f X35 MATH,SUENCE 2' Q sf Students, teachers speak out about each other, curriculum allowed to spread it over two years, said Mr. Ron Taylor. He felt that this two year course would be the same as algebra, but it would give the students more time to learn. Mr. Bill Battle said that the students are far more advanced than last year. He credited better motivation and the schedule as possible reasons forthis. We should be flexible, require only one year, and encourage others who want to advance, said Dr. Bennie Link- hart. He also felt that 'the math depart- ment should make continuous revisions so that math will be more meaningful to those students who want to go fur- ther in the field of math. 92 ACADEMICS: CURRICULUM SCIENCE: I think the grading system is very fair: the emphasis is on learning and not the grade on the report Card, said Junior Ami Feber. The unique system of grading by sta- nines was favored by ninety five per- cent of the students. Some advantages to this type of system were: closer student-teacher relationships' and in- dividualized investigation. Mrs. Dorothy Engel and Mr. Ken Torger- son wrote an article for the November issue of the Science Teacher, a national magazine. The article described the system of grading at Sahuaro, and some students' opinions about the system. isa., X 5 rf is E? 'AG I a

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r 'E f. S if if 12, . - ..iififf2QerigQ 1+ v Q f h'A' Y Qnif' .s ,QQ i v t X ii 1 . Q' , . , -Et.. z., .,,. .f -W! in ti' . X 4' A sf Am.:: l if- 1 .x . T i E. r . . -Y ii l is , 5 i a?ii57Tffs1i1 s 'fs f We it 'sxitsffy Q f X , V -1: 'ff' f 3 -fa C 4 ..:::.,a I 3 .. Y Qi A ,, - -,- 'I .1 xg SCIENCE Desert ecology teaches students to teach themselves Most of the teachers destroy the entire idea by not working enough with the individual, said a student of physical science. Ninety percent of the science students enjoyed being taught by the individual instruction method. Seventeen hundred students were in the science program in which lab work was stressed more than book work. Courses were individual laboratory sciences based on behavioral objectives. Biology seminar, a new subject, was a class in desert ecology. Twenty stu- dents had to be able to identify some two hundred plants and animals of the surrounding territory of the desert. 94 ACADEMICS: CU RRI CU LUM The students were allowed to work in the desert for study and research pur- poses. Mr. Joe Hamrick, who has done work in ecology, taughtthe course. Besides identification, the students learned soil analysis, how to sample and howto make proper staistics. An outgrowth was that some students went to Wrightstown Elementary School and taught sixth graders there indent- ification of plants and animals. i I like teaching...ninety-nine percent of the students are great. said Mrs. Karen Campbell, a biology teacher. She also said that she would rather teach alone, but Mr. Hamrick, with whom she teamed, was very easy to work with. i is , sie. ..L: . 1 QQ x A ig, Y