Thornridge High School - Piper Yearbook (Dolton, IL)

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Computers used to stud , review ' y grades were gettmg better and better' tg C A- N' 1' ' , . 4 I X L.,....,.,, .ts hx- . ,1 ,. . ...ann 199 .gd-.L :umm hi ig, LU se Lett: Colleen Mc Laughlin and Kyle Nelson, juniors, experiment with idea of the free fall in Mr, Charles Wiechern's Physics I. Top: Mrs, Kathy Kreidler leads her Chemistry I advanced class in dis- cussing Rutherford's theory. Above: Dave Mauer and Rob Mc Carthy, seniors, incorporate the computer into their Biology ll class. Opposite Page: Studying the frog, Jennifer Kovacs and Clara Mer- cado take matters into their own hands in Anatomy and Physiology. Science Department 65

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, L ,vi Xf- VK 'fn I ,.. if PES? , Q- wft g ,zlpiig it jx, , fy 'Z ,ga .gnu ,-as -WP, , When thinking of the science field, one might envision dis- secting, examin- ing, and transforming. But in this growing study, some science teachers were find- ing more and more uses for the computer to aid educa- tion. ln Biology, students worked on a computer pro- gram called llfleredity Dog. According to Miss Shelly Peretz, department chairman, it gave the resulg 62 Science Department ing characteristics of the offspring quickly and easily since time and equipment would not hinder perfor- mance of the experiments. Another use of the com- puter was in studying and reviewing for tests as in Modern Science classes. 'The computer chapter re- views helped me when it came to taking tests, and I found my grades were get- ting better and better, said Charis Webb, freshman. A new Science Depart- ment office was established 1 , 'i 6' N .M-'ISK r I fi ft fyif tag gfztwt 1, A Y- WJ? fffgj. f between D2l5 and D2l2. lis Wade, senior. Because of the increase in Computers were becor graduation requirements ing more a part of the e and student interest, more panding field of science. teachers were added and a larger oftice was needed, said Miss Peretz. Biology Il was again of- fered. lf the students passed the advanced place- ment test, they were able to receive college credit B for the class. We spent all of our time concentrating on what was to be on the test, referring to the syllabus, said Phyl-

Page 68 text:

. l p 2 . F i 5 i 5? it , - . Q, E 3 it E fi Q. . , Y Ei . il- . 'K 5 if - .lf fu ' S gs Q As each English teacher looked out at his sleepy, s u m m e r i z e d class at the beginning of the year, one thought might have sunk into his head: in order for each student to accomplish anything in this year of required English, it was necessary for the in- struction to be both a learn- ing and enjoyable exper- ience. Was this possible? Yes. ln some classes stu- dents were given a chance to be awarded prizes and English Department scholarships for their writ- ing in contests. Amy Crlowacki, junior, entered a University of lllinois contest for which she circulated a survey to obtain research on teenagers' problems. l'The survey made me aware of the multiplicity of the problems facing teen- agers today, she said. To break the monotony some teachers devised games for leaming. ln Mrs. Deborah l'lingst's class, stu- dents played games such as grammar bingo. ln that game students were given a humorous or clever- ly-written clue about a punctuation. Various punc- tuations appeared on the bingo card, and they were awarded prizes for their winnings. They didn't know they were learning be- cause they were having so much fun. Their skills im- proved tremendously, said Mrs. Hingst. Students in Mrs. Joanne McCue's classes wrote daily journals in which they an- swered questions given by the teacher. Question? such as How were they di ferent from other teen agers? allowed them t write about themselves an their feelings. 'The jou nals helped to better m wnting style, while disco ering feelings l had, sai Lori Latta, sophomore. Whatever the methoccl many English teachers su cessfully made thei classes interesting, helpful and fun.