Agoura High School - Quixotian Yearbook (Agoura Hills, CA)

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Maggie Allen, a junior, desperately tries to jot down a few notes before the period ends. Because she de- voted most of her time to acting in drama, she hardly had any time left for her term papers. Gloria Kim and Marianne Man, with the help of friends, dig up informa- tion for their papers. The library be- came very crowded around due dates. Diane Prosin is caught catching a quick catnap on her books. The rea- search project put her to sleep within a matter of minutes, as it did for most of us. ,Nw 'fbwualv W M' Q i ajysrff V I r Q. :ff 1 . 32 Nm. f : ff, lj, f ,,,. f if ,fr f 2 . , fl S . ,f if f7'Vy'9f,, ' 5 ,I ' wfi I 4 ,-ff' WV fam' 'f ' . M M ff ! I 1,1 Q f , JV azimov E wi -if 'ws I , ff' I -K y H ,g t I , M., r fi.,-Q L. t . ' ' , .L 12? .pgzfw V -K ' ' ,f f fu, ll? t an J' k., 1 ,dy if 9 M ' . x 3 S me P Z W ,Y s bf api? 93. ei 'TK l- Aww-...MN v Linda Adams, Spanish john Anderson, auto Tom Anderson, special ed. Stanley Batten, math, computer . science 6, Marc Berke, math, ceramics ' gr grg b' P X Suzanne Packard-Bigham, English P e N- Larry Bushner, film, social studies, j E .X psychology if Q- ' N X . Nxt X lite Nan Cano, English Patricia Croner, career center Sami Dagher, Spanish judy Dobrowski, English, pep squad Victoria Doi, English Judy Gaviati, English, yearbook Mark Goldstein, special ed. 198 Term papers '91 Y, -. , f t 5 n' X ,I M -W--M..,,,Mh azimov X0 6-C, 'WY Y ik. E

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,.,,a.w mqau-wiv w ,f ,fy , . ' ff V. V z 4. , 1 if 5, , f' L Q ' Q . v , V ., , ... ' , .M I ' Wa'-' W' T fl, -,. ,,.,,,,, 1 a Wye gr' W , Y' . A 1 ' ' . A ., ' f ,. r . V - g ,. ,J I f ' ' ' 1 ' v cf . .. - ' vb. mg.-...,.. I, T. ' fi 'f mi' - ' f?5is mm . ' ws, .au C - ,,' K. Mi V, . ff Q ,vs w , 't 'ifffpzw M . 7 4 3 1, .1 I K A 23mm 9, 5-nw .P v:,ma f f 'fa Q ,gs Ve n n ' .wwe J. 5. N 2535- fi , lisa V Y' , 1 is 12i7xf.zv, :V . 'W ' ',jgc 'f'3Z2mg, ':., '44 4, V' y A 'Q ,gms , 'mfg-fxw -V it Y' my, M, ,' 3 5,1 V- it-f 1'-2 glasser ciencetni. A branch of study that is concerned with collecting facts and forming laws to explain them. This Webster's Dictionary definition ex- plains the goal of the science department at Agoura High. Through their eight science courses, teachers tried to provide students with a clear understanding of each science. For those students interested in a prelimi- nary chemistry class, Agoura offered Intro- duction To Physical Science. This course emphasized the properties and atomic na- ture of matter. This class was very helpful in preparing a student for chemistry, which delves deeper into atomic theory, gas laws, and elements and compounds. Chemistry labs consisted of such experiments as find- ing the pH's of various substances, combin- ing elements, and breaking down com- pounds. The Advanced Placement chemis- try class discussed the laws of chemistry more in-depth and met one hour daily pri- or to the opening of school. Agoura also offered biology for the student interested in life science. This was a lab- oriented introduction to life in the plant, animal, and protist kingdoms. Students were given the opportunity to dissect frogs and worms to study their respiratory, diges- tive, and circulatory systems. To further their knowledge of the human body, stu- dents could also take physiology, which covered the body's structure and function- ing. Physiology students were also given the rare opportunity to study a cadaver and learn the functioning of the human body. Asked about the class Stephanie Kuebler said, The dissectionflabs in physiology provided an understanding of anatomy that no textbook could ever provide. For those students interested in the study of the earth, Agoura offered earth science. This class studied density and its effects in water, gravity, and relativity. Oceanography was another science and familiarized the student with the nature of the ocean, its creatures, and the problems associated with man's use of the seas. For the student interested in botany, Agoura offered ornamental horticulture. The class was divided between lecture two days a week and lab three days a week. The labs included class projects, orchard main- tenance, and greenhouse care. For the mathematically minded student, Agoura also offered physics and physics AP. Physics covered subjects such as vectors, kinematics, rotational dynamics, gravitation, electricity, and atomic structure. The AP class delved deeper into these subjects, em- phasizing Newtonian mechanics first se- mester, and Electromagnetic Theory for the second. With the dedicated members of the science department at Agoura and the many science classes available, there was bound to be one class that peaked a stu- dent's interest. - Gail Greenfield Etvlitt t ti li. f lilll.lil.i t' f' IyLtLLLl:LLvIil3E 'L'LlLt'L' Ltctt't'uLs gaviati Stacy Baker studies a lab specimen while aid- ing for the science department third period. Lab assistants had the chance to do more than correct tests as they gathered chemicals and set up labs. Science Labs 197

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erm paper: these words seemed to spark a tremendous fear in the hearts of many students at Agoura. Most teachers introduced this hell on paper by announcing, Class, we have a term paper due in two weeks. Her next sentence was drowned out by the moans of students who had images of writing until the wee hours of the morning popping into their minds. To make matters worse, many of these dreaded assignments bore coded titles such as D.C.E. and I.S.P. There seemed to be two types of students with completely different study habits. The majority seemed to favor all-nighters with plenty of Vivarin to keep them awake. Of course, the next day they suffered heartily for their procrastination with a severe mi- graine. On the other hand, there was a splattering of students who actually started working on the term paper at least a week before it was due. These scholars planned their essays to the minutest detail. They seemed to live at the library, especially the Thousand Oaks Library with its over-abun- dance of information. Not only did these students study for immense periods of time, they also tended to get the better grades. No surprise there. As for preparing the final draft, most teach- ers required that it be typed. Thanks to computers, students could type up reports without using white-out to get rid of their numerous mistakes. Others, however, had to dig out their old manual typewriter and blow off the cobwebs in order to use it. Then again, some lucky students had the use of self-correcting electric typewriters which made the task a lot easier. Overall, students had many different opin- ions when it came to term papers. Denise Mills, a junior, noted, l think we have too many of them during the year, but they help prepare you for college. Ben Vine added, I think they are wonderful. They give you the experience that you will need in college to write essays and term papers, although, not everything about them is wonderful. They are sometimes long and tedious and one has to spend long evenings and even all-nighters working in front of a monitor or typewriter. And l would like to thank ... lCongratulations to Ben Vine for giving yearbook the longest quote ever.l The majority of students seemed to share Steve Salustri's opinion about these massive projects: They suck, he groaned. - Maile Hunt rut: -us All-li' iLEEl.l5:Lll.'i,l.5l.l. ' IELU IQUIB lr l EIUIWIJIIEIB l gaviati Margaret Peart searches intently for information for her humanities paper. Because she aided for Mrs. Rogalsky, she was able to get valuable rea- search books before other students could find them. Term Papers 199