Perry Meridian High School - Passages Yearbook (Indianapolis, IN)

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The industrial arts department wanted computers so they could do more accurate work. Mr. Ambum said, We would have had to train the students to use the computers, but later, the computers will show how they relate to industry. Mr. Adams stated, We needed to explore what computers could do for the department or a specific class. Industrial arts had a wide variety of interesting courses from which the student could have chosen. Most students were enthusiastic about the ' courses in the woods field because it was a familiar area. It had been one of the older and more traditional areas of study in the department. It gave students a chance to construct wood projects and have hands-on ex- perience. Power mechanics was a weU-known course because students got to work with various tjrpes of engines, including the lawimiower and motorcycle. A newer course, syn- thetics, was an introductory course that consisted of the learning of the past, growth, and future of the plastic industry. House wiring generated some electricity, too. It studied a- bout general knowledge of wiring techniques. Laboratory experiences helped the students in their kno wledge of wiring and electricity. Architectural drawing was a favorite for those students wishing to be draftsmen. Mr. Hickman said, Everyone should have taken it because they all will be looking in the market for a house later ui life. The computers would be used for designing purposes. Drafting would be the main course to use them although all courses would have a lit- tle bit to do with them, stated Mr. Stroud. He added that graphic typesetting would be a project that they would do, and some software would be used on the computers. He said, The computers wiU have helped students, teachers, and those who have trouble with mathematics because they could be used as a tutoring aid from basic algebraic steps to simple math steps. We could even use them for records of inven- tory and the department budget. He continued on a different subject, We coiild also make circuit boards which fit into a computer and make extra ROM (Read Only Memory) chips. Mr. Adams said, I was probably the only house wiring teacher in In- diana that taught it tmvocationaUy because we did different things with television, radio, and other electrical devices. INDUSTRIAL ARTS 151 ..

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Eric Williams ' 86 and Phil Smith ' 85 work together by using hand planes in class. Mark Roark ' 87 and Tim Patterson ' 86 measure some wood for a project in woods. Industrial Arts Sets up Shop 66 Industrial arts courses were aimed at teaching students about the materials, processes, and products engaged in our current industrial complex. The modem world was largely dependent upon science, in- vention, and skill. The education of every student, still, was incomplete without the understandings, con- cepts, and appreciations regarding our industry for knowledge for the future. A tig welder, used for welding metals like alumimmi, was a new piece of equipment used by the Metals III classes. Other new pieces in the department included such elec- tronic instnmients as testing equip- ment and computer moniters. The industrial arts department was divided into seven learning fields: drafting, electricity-electronics, graphic arts, metals, power mechanics, sjmthetics, and woods. Drafting classes participated in pic- torial, multiview, plate, and architec- tiural drawings. It studied from the basic imderstandings and skills in drafting to the complex knowledge of building construction by drawing floor plans, plot plans, elevations, construction details, and a pictorial presentation in residential buildings of the students ' own design and plan- ning. Electricity-electronics dealt with fundamental electrical circuits and specific applications of electronic equipment. The graphic arts area studied about printing and photography. Metals dealt with aspects that ranged from basic sheet metals to welding and the popular machine shops. Power mechanics studied eng ines and associated con- cepts. Synthetics had to do with the learning about modem material for a modem world. Learning how to use wood and getting special information on certain types of woods was what the woods classes were involved with. Mr. William VanHandel, print ing and synthetics teacher, said, My printing classes participated in many projects; they made notepads, all of Perry ' s passes, thank-you letters, and business cards. Mr. John Stroud, who taught all of the metals courses, mentioned, I thought that the departments ' area of metals had high shoulders over other Indiana high schools. The enrollment of industrial arts classes had gone down. Mr. Glenn Adams, electricity-electronics teacher, stated, I did not believe freshmen imderstood what industrial arts courses had to offer. It was not just a ' shop ' class. Mr. Stroud said, Most students enrolled in academic courses. What they forgot was that somebody had to build these machines and other people had to repair them. Rob Satterfleld ' 84, Van Jones ' 85 talked about the industrial arts courses that they took. Lee, who took Metals II, indicated, We learn- ed about how to cast a mold, sand- blasting, working with machines, and forging hot metal. After the reqtiired project of five bolts, the student did project of his choice. Rob, who took Woods II inquired enthusiastically, We got great experience for the future. Van, who took Power Mechanics II liked it because students were able to tear down an engine and put it back together. 150 INDUSTRIAL ARTS

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Stttdeitts Speak for Xheniselves » in a Foreign Language Many have heard that familiar state- ment that Goethe said years ago A man who is ignorant of a foreign language is ignorant of his own language. These words have in- fluenced students throughout the years. Students who took advantage of taking a foreign language would be able to communicate with those of other countries easily through speak- ing a foreign language. In order for the countries of the world to stay up- dated on advances in health, environ- ment, political concerns, and other necessities in the future, students of the world needed to continue to study foreign language. Perry ' s department that contributed to the world ' s foreign language needs consisted of five teachers and one student teacher who were qualified to teach the students the language of their choice. The students ' choices were French, German, Spanish, or Latin. Foreign language students from all over the state who signed up to par- ticipate in the Indiana University Honors Abroad Program had a chance to be awarded a trip to where their language was spoken. They all had to take a grammar test of their language. The people with the highest scores ad- vanced for more competition. The re- maining group had to fiU out long forms about their personal life. The judges selected students from that 1 52 LANGUAGE