Warsaw High School - Ozark Echoes Yearbook (Warsaw, MO)

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EXPLANATIONS Students get involved in science for a reason Many decided world of part of riculum. students at WHS to explore the vast science by making it their every-day cur- Upon doing this, though, many of their comrades asked them the simple question, why do you want to take a science class? Well, there are several answers to that one question. For instance, some students, mainly eighth grade and fresh- men, took science courses such as earth science and physical science because they are the basic, required classes. Directly related to the previous is that some students must have a cer- tain number of science credits to get their diploma and graduate. Others, though, took such courses to help them, for the fu- ture and any college science courses they may take. Junior, Michelle McGhee stated, I took chemistry be- cause I thought colleges would look on my transcript to see if took hard classes and if I did good in them. I thought taking a science class like chemistry would help me on the ACT, commented junior, Tracy Martin. Also, looking not too far ahead, these studies may prime students for the career that they plan to devote themselves to later in life. Lance Ramsey, senior and physics student, said, I ' m taking science classes because I plan on majoring in science in college and becoming a science instructor. Also, I like it. Lastly, there are those who took science courses merely because they enjoyed studying and learning that field of educa- tion. I took science classes be- cause they were interesting and different, commented senior, Kara Hash. 7IJ science m%M designed by scotty hurt Phyllis Har.k, junior, carefully measures out the chiemicals for tier chemistry lab. Photo by Kara Hash Soptiomore, Julie Evans finds the microscope helpful in hoi biology lab. Photo by Kara Hash

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Searching through the Reader ' s Guide, senior. Jamie Lux looks for material wfiile tiis classmates Lara Cadger and Shirt Taylor pretend to help. Photo by Kara Hash ' Schulz ' s scavengers The Rhetorical Writing class occupied one week of their year with what Mr. Darrell Schulz called Ubrary Scavenger Hunts. In this activity, the students were given various questions such as the author of a certain story or novel, the ar- tist of a painting or song, or quotes from a book. They then had to use the library ' s many sources in search of the correct answer. Each student was part of a five mem- ber team working together to accumu- late as many points as they could within the hour. According to Schulz, good team organization and familiarity with the library ' s resources made for a suc- cessful team. This particular project was used by Schulz as an introductory unit to the dreaded research papers. While working on the questions, the students were not only learning to use the library ' s resources better, using in- formation to develop and explore a par- ticular research topic, and present that topic in correct fonn, but they were also furthering their knowledge on different subjects. Being able to use the library ' s resources well is one of the best skills for college-bound students to develop, stated Schulz. Lenora Retherford said, Our team captain, Chris Thixton is mthless-he causes his team to do all kinds of un- scnjpulous things to find the trivial items before the hour is up. Mrs. Lee simply described it as, Fan- tastic! I love it! 69

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Senior, Haisford Hair reads the directbns wtiile Heather Lynch, junior, carves up the defense- iess victim. Photo by Kara Hash Corey Eutsler, eighth grader, learns how to con- vert heat energy to mechanical motion in earth science. Photo by Kara Hash Mr. Frog, are you o.k.? Photo by Kara Hash Study of importance Dissection: ' ' To cut so as to separate into pieces or to expose ttie several parts and their locations and connec- tions especially with precision and deft- ness for scientific examination. To divide and separate into different phases, items, or parts to examine, in- terpret, or evaluate minutely. Whatever the definition, though, dis- section has been an important part of the classroom activities in Biology II for the past ten years. Over the years Biology II students have had the pleasure of studying the anatomies of such animals as the sponge, clam, grasshopper, starfish, round worm, flat worm, pig and cat. The purpose of dissection is to show the students the comparative anatomies of such animals. Mr. Don Dixon, the Biology II instruc- tor, stated, We start with the simple in- vertabrates, such as the sponge, and work our way to the more complex ver- tabrates, such as the cat. I like dissecting the animals, and I ' m not afraid to either; however, I don ' t like to get the stuff from them on my hands, commented, sophomore, Tina Thomas. Biology II, in some respects, is a col- lege preparatory course to help get students ready for college laboratories. The times in which Biology II pupils dis- sected the named animals, also, prepared them for the final lab test at the end of the semester. Junior, Rusty Callister said, I think this course, and the test that we take, will greatly prepare me for college biology.