George Washington High School - Monument Yearbook (Cedar Rapids, IA)

Page 11 text:

Science Department Ann Hjermstad dissects a large frog during laboratory work in Ron Fedder and Ken Jeffery in Chemistry lab work on an experi- Biology class, ment of the preparation and properties of chlorine. John Shanklin, John Distelhorst and Mr. Thompson watch while Ulrich Sielaff exemplifys the use of gyro-scope action which is called precession in Physics class. -7- In this age of scientific revolution, senior high schools have particular responsibilities in developing programs of education in science capable of maintaining scientific literacy on the part of all youth, and at the same time assist in locating and training students whose careers should be in this area. The school's responsibility is to provide instruction in class and laboratory and to pro- mote ideals and habits of accuracy, persis- tence, and intellectual honesty. A View of the broad fields of science should be offered for all to aid in exploring their interest, capaci- ties and abilities. All should be skillfully led to an appreciation of the values of the scienti- fic approach to problems, and to the applica- tion of science to our daily life situations. The primary objective of the science de- partment is to teach the fundamental princi- ples of the sciences of biology, chemistry and physics.

Page 10 text:

ath Department Susan Jones and Gary Wolfsberg work a Non-Euclidian Geometry proof at the board in Geometry class. In the world today, mathematics is be- coming more important as an essential tool in everyday life. Income taxes, budgeting, in- stallment buying, banking, mortgages, insur- ance and general selling are some of the many fields for which a sound mathematics back- ground is valuable. We believe that an op- portunity to have a Working knowledge of the fundamentals of mathematics and an under- standing of how and Where these fundamen- tals are used in present day living should be provided for every student with regard to his individual interests, abilities, future needs, personality, experience, and study habits. We would provide the opportunity for every stu- dent, who has the ability, to become fami- liar with the essentials of all basic secondary school mathematics. We would provide, for those who are Willing and capable, as exten- sive a mathematics program as might be re- quired for future study. - A Binomial Formula shown on the board is being explained to an Jim Blinn, Naurine Dierks, and Bob Gates examine the uses of a Algebra class by Bob Block and Sara Greenlee. slide rule in Trigonometry. -5-

Page 12 text:

Social Studies Department Chuck Schoner and Marsha White discuss a report during World History while using the map to point out the places involved. Social studies help to bring unity to formal education by providing the framework for under- standing and appreciating the various areas of study. Such courses as art, music, and literature become more intelligible when implanted upon a setting of history and other social studies. By their very nature, the phases of social studies are inter-twined. Hence, they also magnify and en- rich each other. Together, they help to give stu- dents an all-inclusive picture of the story of man- kind. They give perspective to the future as well as to the past. Students with a background of so- cial studies are better able to comprehend and in- terpret current affairs. A knowledge of social studies encourages an appreciation for our world and American heritage and gives to the learner a reasoned basis for pa- triotism. Also, the classroom may serve -as a test- ing ground for the practical application of the democratic processes. , W , Steve Sovem and Mr. Durey discuss famous documents of our Mr. McCallum and Mike Sproston review the daily assignments AmeTiCaIl Heritage. concerning the executive departments of the government during -g- government class.