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Page 97 text:
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att Klinger, Bill Daniels and Bob Metzler assist Bob Funkey will illustrate for themselves and the class the relationship cl Steve Nesbitt in setting up a physics experiment which between force, mass, and acceleration. ly , .4 V116 Deborah Cerrone ' 'ii ' f Julie Chamberlain We Q4 Y, f Roy Chamberlin Cynthia Cheney JI fi Jean Chin ,ii 9' 53.- 71 y 5 John Chonka ,.. , lp' Q. . l sf:-fr , K
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Page 96 text:
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Tom Malone and Brian Devaney observe Tom Quarton as he prepares hydrogen. i 1 i e By putting her hands on a generator, Cheryl Metcalfe shows the effects of static electricity. T L Compreltending physical world involves study of the universe Why is perpetual motion impossible? What. is inertial law? These and other questions are answered in the physics course. The principles, which are vital for an understanding of physics, are dealt with first as a basis. Then students go o'n to learn about light, sound, heat, mechanics, electricity and the relationship between them and other forces in the uni- verse. Much of this course depends on the lab sessions in which students can actually see Newton's Laws or nuclear or atomic physics illustrated. Physical science is another popular course. This is for the student who wants a lab science but no specialization. As a unified approach to chemistry and physics, it offers a good general background. Another course, senior science, is similar to physical science in that it too is simplified physics and chemistry. In their physical science class, Shelly McClean and Helen Lombardo learn to prepare potassium chlorate.
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Page 98 text:
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Often in geometry class, students like Tom Shuster put their proofs on the blockbo in order that other members of the class may correct their own work. Robin Nichols discovers that he must pay strict attention to the problem on the board in order to understand it. fy J? we iss ln Algebra ll, George Lefevre intently listens to Mrs. Perley l as he watches her put ci problem on the board. ,5 5 ' : .N sl 'in
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