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Page 51 text:
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Young biologists inquire, discover secrets of science A new development in the science department was the expansion of Biology ll. This course was a spe- cialization for students interested in Animal Behavior, Heredity, Evolution, and Ecology. Modular scheduling was used to great advantage by all biology students. Instead of a regular lecture class, the girls did laboratory work, read, and discussed during classes. They were also required to spend two mods a week doing research, supplementary readings, and viewing films. The many learning aides used were speakers, oral exams, filmstrips, and filmloops. Other helps to the stu- dents were the resource center in Room 203 and the use of the entire lab corridor. Most of what was done by these biology students was in groups or in independent study, which the instructors felt helped to impress biology concepts. Sr. Margaret Palczynski Qtopj encourages student discussion on the effects of heredity. Kari Mitchell Qabovej is one of the several freshmen who participated in a formerly all-sophomore biology program. Maureen Hayes, Anne Belknap and Carrie Borg fcenterj listen to a presentation of mitosis. 47
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Page 50 text:
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r l f 1, ,ADX Sr. Robin Gallagher fabovej uses an overhead to explain the root system to her Biology I class. Mary Westerheide and Sr. Margaret Palczynski Qtopj watch as nurses take a blood sample from Katie Raymond for a Biology ll experiment. 46 ,Z
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Page 52 text:
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Student scientists Invest qcite unfqmiligp Wcppds After a required one year of Biology I, many students were eager to continue in science. Included among many science courses Marian offered were chemistry and physics. Chemistry offered the fledgling scientist an opportunity to explore the World of chemical reactions, atoms, and general scientific theories. By participating in numerous experiments and class discussions, as Well as viewing films, the student gained a valuable insight into the science of chemistry. Physics, which required chemistry as a prerequisite, offered an even greater challenge to the student. By Working in conjunction with mathematics and experi- mentation, the student physicists learned to deal with the abstract World and its proposed theories. Both chemistry and physics provided the stu dent with a solid background in science and the desire to continue working with the unknown.
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