North Side High School - Legend Yearbook (Fort Wayne, IN)

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Botany students Mike Pleicher, Sharon Wanner, and Elizabeth Engeler observe the effect of constant light on the growth rates of seedling plants. While Exploring Nature to her question, Mr. Lewis explains to Chemistry 1 student Judy Moore the chemical composition of the substance in her test tube. As two of their classmates specimens of protozoa with micro- scopes, Susie Shook and Diane Hos- ier compare notes on the experi- 21

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Mike Wells and Dan Robi of ticker tape surrounding the laboratory table. Nevertheless. vhat bewildered by the coils clutter of equipment on their Traul man lending a helping Amateur Scientists Encounter Frogs, Weeds, Fumes Students find themselves studying topics ranging from the dissection of an earthworm to the resolving of force vectors in North Side ' s science courses. This year the Science Department purchased several anemometers, ba- rometers and thermometers for the physical geography and earth science classes. Because of the increasing emphasis on laboratory work, Redskins dealt more directly with scientific principles and thus put their knowledge to prac- tical use more frequently. Although pupils may take more than one science course if they desire to, all Redskins are required to have two S6ience credits to be graduated. They may gain these credits in two semesters of biology, botany, zoology, earth science, physical geography, chemistry or physics. A third semester of chemistry, in which students carry out indi- vidual research projects, is also offered. Botany, biology and zoology are detailed studies of plant and animal life, while earth science and physical geography are concerned with the earth, its structure and its climates. Chemistry deals with the composition of both inorganic and organic matter, and physics explains in everyday terms the mathematical relationships of the forces which rule our world. 20

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' Skins Express Themselves in Speech and Dramatics Speech and dramatics develop a vital art — that of communication. Speech 1 and 2 emphasize vocal com- munication, while speech 3 and 4, the study of dramatics, teach co-ordination of the body and the voice for effective communication. Beginning speech students learn parliamentary procedure, evaluation of speakers, and after controlling wobbly knees and clammy hands, proceed to give speeches to inform, convince, persuade, and impress. Students advance to the use of the microphone and participate in debate and dis- cussion after first acquiring the fundamentals of good speech. Dramatics includes the study of theater history and types of drama. Facial expressions, original and record panto- mimes, dialogues, and short skits are ways in which students learn to express ideas. Classes are requested to watch tele- vision programs of special interest or attend Civic Theater productions to observe the effectiveness of production and technical skills. The stagecraft class is concerned with be- hind the scenes work of dramatics: set building, costuming, and make-up. Speech I students consider Mike Pletche orary poem. nterpretation of a contemp- K J L m r B i ■Hi f I PTCV M H Ev fv [ m W O- % A t x yk ' i 2 2 22