PRHS 12th Grade

Posted by Dr. Brian Miller on 5/24/2022 2:45:00 PM

Pine-Richland High School (PRHS) 12th Grade

Several years ago, the high school shifted the approach to homeroom so that students would have the same homeroom teacher for all four years. Ms. Demsey has been with her group of students - with a slight adjustment due to the pandemic - for that time period. This approach gives an opportunity to strengthen relationships with the teacher and between the students. My schedule today will give me the chance to spend half-day with two different seniors and “bounce back-and-forth” between schedules.

social studies

AP United States Government and Politics
Prior to student work on final individual projects, Mr. Goldsmith started the class with current event discussion of US and China relations and the current White House trip to Asia. The history of China and Taiwan was reviewed for background information and then a discussion was held about recent meetings and dialogue on the diplomatic tour. The discussion focused on economic, foreign policy, political and military topics in the region.

AP Environmental Science
For the final activity in this course, Mr. Dugger has provided students with three options (i.e., environmental engineering project, children’s story, or a “one-pager” chapter summary). Some students are evaluating the potential for solar power at PRHS. Others are studying topics such as an integrated trail system and composting. Students were also asked to write a letter to future students in this course to provide tips and tricks for success. They will describe how the course works and strategies to stay organized and provide an overview of the AP exam experience for this particular course. Mr. Dugger also has individual conversations with each student prior to the end of the year. Finally, students worked on a courtyard maintenance project.


AP Psychology
Following the AP exam each year, Mr. Roberts introduces a final project for his students to design the “ideal high school.” Students work in groups and apply course content to address the following: physical design; methods of instruction; curriculum; organizational structure; and creativity. Teams are expected to clearly explain the underlying psychological principles. For the purpose of this project, the students do not have financial constraints to the design principles.


Students are preparing for the final with a quality review of key concepts from the year. Mr. Converse designed seven stations with practical questions for statistical analysis. For example, a coffee and hot chocolate vending machine is designed to dispense 10 ounces of liquid. With 20 samples, students were asked to construct a 95% confidence interval to answer the question, “Is there evidence that the machine is shortchanging customers?” Students could work individually or in teams to solve the review problems.

AP Physics C
Students are designing a diorama that depicts a relevant moment from an idea that led to a Nobel Prize accomplishment. Mr. Perry offered various perspectives on prize winners and other matters of physics. A summary of the theory/experiment connected to that award must include: year of discovery; year prize awarded; significance to the study of physics; historical context of the discovery; and various details related to the physicist.

PRTVTV Production (PRTV)
As part of the daily schedule, Mr. Koehler and 14 students produce the morning announcements. Roles include: executive producer; director; technical director; floor director; camera persons; audio technician; various graphic technicians; lighting; script/teleprompter; and anchors (main, weather, sports and lunch). Students rotate through each role every two weeks.