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Page 40 text:
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Thirty-eight A large cross-section mold of a typical plant stem aids biology students as they transfer their microscope observations to paper sketches. For Cody students, biology is the down to earth study of household plants and animals and the fundamentals of good body health. They learned to use its principles in every day living-in raising a garden, a pet, and in raising a family. Horticulture classes, for example, taught students how to cultivate a green thumb. Student gardners planted and tended flowers and vegetables in the Cody greenhouse and then in spring gardens at home. In biology, students studied organic life in common plants and animals. More advanced study included lectures on human life. Charts and models of the heart, lungs, and other organs were used to show students how the physical senses function in the body. Physiology offered students an even better chance to analyze human anatomy. And a radiation biology course was introduced this year for more advanced students. Biology lessons prove practical in every clay living
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Page 39 text:
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Classroom study educates students in scientific fields An experiment in which chemistry students discover how soap is made produces enough genuine white lather from a previously heated solution to clean up soiled hands and apparatus. SCIENCE TEACHERS . . . Top Row: S. Ascher Cdepartment headj. Middle: C. Jaaksi. Bottom Row: P. ' McNamara. i Changing a liquid into a gas is an example of the kind of experiments chemistry students attempt during laboratory periods. Thirty-seven
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Page 41 text:
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Human blood provides an interesting microscope sub- The plant conservatory gives biology and horti- ject for Biology C23 students as a willing classmate pro- culture pupils the chance to nurse seedlings vides the necessary subject matter. to ilowering plants. , l Biology CID students brought the minute structure of leaf cells Biology students find that prepared charts are into clear focus while viewing projected slides. First hand obser- interesting and valuable during complicated vation made the study of biological data clear. explanatory discussions. SCIENCE TEACHERS Ccontinuedj . . . Top Rowi F. Andrews, M. Arbaugh, M. Barry, T. Howden fresource teacherl, N. Katz. Bottom ' Row: S. Lofback, F. Long, R. Mateljan, K. Tarrant, A. Wheatley. Thirty-nine
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