John Wesley North High School - Aurora Yearbook (Riverside, CA)

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- Motivation Inspires Motivation: the act or process of furnishing with an incentive to take action. Three sources of moti- vation drove the students to enroll in the math science program: require- ments, interest, or challenge pro- vided the impetus for students to carry on. It was the driving force in boosting the academic quality of the math and science programs. North students displayed a real interest m challenging these two difficult subjects. In 1984, North ex- panded its academic cur- riculum. AP physics and calculus classes were ad- ded to comply with stu- dents ' demands. Derivatives, differentials, and inte- gration were just a few of the con- cepts covered in Mr. Adams ' calcu- lus class. I want to major in electro- engineering and calculus is one of the classes you ' re required to take, said Becky Blann. The AP physics class spent its time studying kinemat- ics, forms of energy, simple ma- chines, and waves. We didn ' t have I MATH I SCIENCE I a calculus class before because there wasn ' t much of a demand for it. This year there were so many stu- dents interested in taking calculus that we decided to offer it here, rath- er than sending them all to UCR, said Mr. Adams. For students who didn ' t take AP classes, motivation was still a factor in deciding what classes to take. Some even forfeited vacations, caught up in the desire for self-improvement. I took biology in the sum- mer because I didn ' t get a chance to take it as a class at North, said Da- vid Hasegawa. Why would students slave through at least three years of math and two of sci- ence? One reason was that taking math and science was part of the new college requirements. Another reason was, as Jeff Stay stated, I enjoy a challenge and physics is a challenging class. All in all, no mat- ter what the incentive, self-motiva- tion drove students to excel aca- demically. ••• Paying close attention, John VanDenburgh lis- tens attentively to his AP physics lecture. Students depended on the daily lectures to do well on tests. Taking out a piece of paper, Margaret Farmer prepares for an intensive note-taking session m AP physics. Meanwhile, Bob Blackman looks over a re- turned assignment. science-life, physical 205

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Imperfect? Present? Present Perfect? Paul Bradford looks tense as he fights to stay awake dur- ing his grammar lesson. Trying to figure out how to debug his program, Anthony Knight stares moodily at the computer screen. Programs were an important part of Mr. Ni- cholls ' PASCAL class. 206 academics