Brunswick Academy - Viking Yearbook (Lawrenceville, VA)

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With access to the lab, Science 9 students are able to use the knowledge they aquire from the book, and get a head start in working with the chemicals they will later use in chemistry. ' The highlight of each year in biology is dissection of frogs and other specimens. Mrs. Gill makes it a point to include this in the students’ studies. One of the specimens from last year was the sea lamprey, which this year’s students delighted in examining. Above: After every day in the lab, the priceless glassware must be stored away for another night. Mrs. Jones likes to get an early start by sectioning off glass tub- ing for chemistry experiments.

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Variations and Emphasis make Each year different Even with a long year ahead, Kathy Kelly still enjoys physics experiments. In this shot from last October, she and Mr. Creasy are about to begin a test of acceleration. At the beginning ot each new year, Mrs. Jones must make chemistry students familiar with the laboratory equipment. Bette Blake examines a piece of newly bent glass tubing. TTith the realization that sci- entific knowledge and principles are changing constantly, science students look forward to each new year as a total- ly new experience full of diversity and almost totally unlike the year before. The first year students in Science 8 have already dug into elements of nature and the earth in their studies directly from their texts. Unlike most previous years, these students have classes in the lab. In this first of five years, the basic concepts they have learned in grammar school come into use and application. Science 8 students are constantly observ- ing and working with plants and other higher life forms. With an easy transition into Science 9, the students included in their studies atomic structure, mechanics, and the theories and concepts of Isaac Newton, including inertia. At the start of the year, students are required to learn the chemi- cal symbols and numbers. This is one thing that they must later use in chem- istry. The highlight of all the years in science for most students has been actual inves- tigations, which begin in their third year, with biology. Mrs. Virginia Gill has stres- sed the absolute importance of contacts with what they study. Simple toads, and aquatic life are some of the higher life forms students encounter in their ana- tomical studies. Since Mrs. Gill has been teaching, the school has aquired a realistic supply of preserved animals, including sea lamprey, perch, fish, rats, fetal pigs, and worms. Carrying over their memorizations of symbols from exactly one year before, chemistry students get a refresher course at the outset of the year, and then begin to apply their book knowledge as they become familiar with lab equipment in the process. Somehow, math flows into this subject as well when students begin to balance chemical equations. Th e climax of five years of science is physics, the study of matter and energy. Experiments, illustrations, and projects are a commonplace thing in these classes. At long last, a student is out of the science department, but he comes out as a completely well-rounded person, who can tell you what a protazoa is. how a tiger salamander lives a double life, why the ground rises to your feet, and why he j may have dreaded every minute of sci- ence, biology, and chemistry, and ' physics. 18 — Science

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Teachers Turn More Focus on Literature ■ ■ ■ ENGLISH Right: Even with many dif- ferent levels of English to teach from so many differ- ent books, Mrs. Moseley still finds room to work at her desk. Below: One of the special treats that Mrs. Grigg planned for her En- glish 1 1 students was a book report from Mrs. Barbara Barker, whom Mrs. Grigg invited to school to give the report. Before fifth period begins, they discuss some current best- sellers over lunch.