Dear Parents,
February 15th through 19th Random Acts of Kindness Week. Our school and classrooms will be doing
various acts of kindness throughout the week. Our goal is to naturally do acts of kindness for people,
living things and our Earth every day. Your support with this week is greatly appreciated. I hope your
child will share his/her experiences with you and your family becomes involved outside of school. We
hope our Acts of Kindness will be passed on!!!
Some examples of random kindness you can try at home include: Call a family member you’ve not
talked with for a while just to say hello, Make cards for a local nursing home, Write a note to a
neighbor, donate unused clothes to those in need, Clean something in the house without parents
asking, Shovel a neighbor’s driveway, Research quotes from famous people that deal with kindness,
Encourage your child to give out 3-5 random compliments during the day, Create a box of
compliments for the month of February-every night add a compliment to the box, Use social media to
tell others about Random Acts of Kindness week and encourage them to participate.
With Valentine’s Day occurring during this month (February 14th), we ask that no candy or other treats
be brought to school. Instead we ask that our students bring non-perishable food items that will be
donated to a local food pantry. This will be one way our entire school celebrates Random Acts of
Kindness week. Students are still invited to bring Valentine’s Day cards to their entire class or other
non-food items. We appreciate your support.
Your child's nightly homework may also implement some kindness activities. Please use the back of
this page to journal Random Acts of Kindness you participate in as a family. Have students return
them to school so we can share them with our students. Thank you for your support with this special
week. I am truly blessed to have the opportunity to teach your child and work with you.
Sincerely,
Jason Taylor, principal
Franzen Intermediate School
P.S. Attached to this newsletter is an informational packet from our February 1st
all-school assembly. The IPTO sponsored a learning opportunity on legendary
American astronaut, Sally Ride. Timeline, facts, websites, etc. are included.
Please review them with your students.
Also included are the science
experiments students witnessed that day. All safe to do at home!
Name
Date
The following students will be saying the Pledge for the next month:
Week of 2/8/16
Week of 2/16/16
Week of 2/22/16
Week of 2/29/16
Miss Hansen’s Class
Miss Hansen’s Class
Mrs. Rosales’ Class
Mrs. Rosales’ Class and Ms. Copot’s Class
Parents - YOU need to call your child/ren in sick EVERY DAY THEY ARE
GOING TO BE OUT AND LET US KNOW WHY THEY ARE OUT. If you
our going on vacation, please call the office and let us know.
When you call your child/ren in absent, we cannot take “sick” or “not feeling well” as a
reason for the absence. There is a report the nurse has to make every day to the DuPage
County Health Department. Please be as specific as possible when calling in your
absence. Thank you for your help in this matter. Please note, no personal information is
put on this report.
Encouraging Words
By Amy McCready
Do you ever feel like the only words that come out of your mouth are direct orders? “Empty the trash,
be nice to your sister, quit jumping on the couch!!!” A big part of preventing bad behavior, however, is
to provide encouraging words to reinforce good behavior when you see it.
And a quick “good job” doesn’t cut it—in fact, phrases like “good boy,” “you’re so smart!” and “you’re
the best on your team!” are not considered encouraging words. Instead of focusing on positive
internal qualities, they put the emphasis on outward praise, which does nothing to promote good
behavior in the future.
True encouraging words focus on the deed, not the doer. It motivates a child from the inside to
demonstrate similar positive behavior in the future, and to value things like hard work, improvement,
teamwork and perseverance.
List of Encouraging Words and Phrases
Encouraging words can be as simple as, “Thanks for your help!” or “You really worked
hard!” Here are a few more examples to try around your house:
Thank you for your help!
You should be proud of yourself!
Look at your improvement!
That “A” reflects a lot of hard work!
You worked really hard to get this room clean!
Thanks for helping set the table, that made a big difference.
I noticed you were really patient with your little brother.
What do you think about it?
You seem to really enjoy science.
Your hard work paid off!
That’s a tough one, but you’ll figure it out.
Look how far you’ve come!
I trust your judgment.
The time you’re putting into your homework is really paying off.
I love being with you.
You really put a smile on her face with your kind words!
That’s coming along nicely!
You really worked it out!
That’s a very good observation.
Thank you for your cooperation.
I see a very thorough job!
That’s what we call perseverance!
I can tell you really care.
You make it look easy!
You’ve really got the hang of it!
I can tell you spent a lot of time thinking this through.
I really feel like a team when we work like this!
The best part about using encouraging words with your kids is the glow of happiness
you’ll see on their faces. After all, “Your hard work is really paying off!” says you
noticed their work, while, “You’re so smart,” might be hard to live up to next time. Try a
few of these encouraging words with your kids, and watch their behavior—and effort—
improve.
*The above article was copied from:
http://www.positiveparentingsolutions.com/parenting/encouraging-words
I hope you enjoyed this information. There are some other interesting articles and
resources on the website listed above.
Sincerely,
Mrs. Rentmeester
Blanket Drive
to benefit
PADS shelter
Girl Scout Troop 42025 is collecting
gently used or new blankets for the Itasca
PADS shelter. The shelter is in need of
twin size blankets. A collection box is
located in the Itasca Library Lobby. We
will be collecting blankets donations until
March 1st. Thank you for your help!!!
What do I need to become a substitute teacher or
teacher assistant?
Application Process for Substitute Teachers and/or Teacher Assistants
Licensure Requirement:
For Substitute Teacher – must possess a PEL (Professional Educator License)
For Teaching Assistant – must possess an ELS (PARA) – Educator License with
Stipulations (Para Professional) or you must possess a PEL
DuPage County Regional Office of Education Requirement
Persons interested in working as a substitute teacher and/or teacher assistant must
be registered with the DuPage Regional Office of Education: 421 N. County Farm
Road, Wheaton, IL 60187
PH: 630-407-5800
1. Apply online at www.itasca.k12.il.us 2. Administrator accesses District 10 website and reviews applications. Interview is scheduled and conducted. Once approved by principal & superintendent, applicant will be directed to contact Barbara Parse, Human Resource. She will provide applicant with an employment packet and review fingerprinting process & physical requirement. 3. Once paperwork has been completed and all background information has been approved, the applicant’s name and contact information is provided to Deb Jakubik, sub caller. * For full time and or part time employment, Barb Parse will contact the DuPage
County Regional Office of Education to ensure that the applicant has the
appropriate licensure and endorsements.
Dear Teachers:
Sally Ride was America’s first woman astronaut – and the youngest, having flown her first shuttle mission at
age 32. Throughout her childhood, her parents encouraged her and her sister “Bear” to explore, find what
interested them and do their best in whatever they did. She had a broad range of interests from just about any
sport you could think of to hiking to reading to gazing at the stars through her telescope at night to stamp
collecting. This is part of what makes her story so relevant for children. She was physical, yet reserved. She
liked being “out there,” yet she also enjoyed the quiet solitude of stamp collecting. She relished the problem
solving inherent in science and math as much as the suspense of Nancy Drew mystery stories. And even
though there were more defined roles for women and girls during the era when she grew up, she didn’t care
what she was “supposed” to do. She did what she enjoyed, and she pursued everything to the fullest.
Sally was also highly competitive and had a very healthy ego, one she needed to learn to temper just a bit.
She was a fierce tennis player and developed quite an attitude in her younger years – one her principal called
her on. She listened to him and made a concerted effort to change, earning a reputation as a strong teamplayer, an important character quality all children must develop as they mature.
Sally loved math and science, and while she was aware that very few girls pursued these fields, her love of
problem solving, the encouragement of her teachers and her insatiable curiosity about our universe propelled
her toward a career as an astrophysicist. She never planned to be an astronaut. She just worked hard at what
she loved, and when the opportunity for the astronaut training program presented itself, she was fully prepared
to take advantage of it. Sally will share many aspects about this incredible journey with the students, as well
as her work in developing the very first robotic arm to put satellites into space. The “Canadarm” was used
throughout the 30-year Space Shuttle Program. The subsequent Canadarm2 and Dextre on board the
International Space Station were inspired from its design. She was, indeed, a pioneer in many aspects of
STEM.
As we dramatize Sally’s full life from age eight through her adulthood, students will help her with a variety of
experiments that are woven throughout the program. These are designed to acquaint them with a wide variety
of science fields, including chemistry, physics, rocketry, vibration and engineering. All of these experiments
can be taken further in the classroom or at home; your students can “do” the same science Sally did and ask
themselves, “I wonder if . . . ?” They will also come to realize just how much of everyday life is connected to
science and math and become familiar with various careers in these fields, too.
Sally Ride is a powerful STEM role model for all students today. This compelling portrayal will truly inspire
them to dream, dare and develop their own gifts and talents to the fullest. We look forward to coming to your
school!
--Joan Schaeffer
President
CHRONOLOGY
May 26, 1951: Sally Kristen Ride is born in Los Angeles, California.
October 4, 1957: Sputnik I, the world’s first satellite, is launched by the Soviet Union. The “Space Race” is on.
July 29, 1958: The National Aeronautics and Space Act is signed by President Eisenhower, creating NASA.
April 12, 1961: Yuri Gagarin of the Soviet Union becomes the first person in space.
May 5, 1961: Alan Shepard becomes the first American in space.
February 20, 1962: John Glenn becomes the first U.S. astronaut to orbit the Earth.
June 16, 1963: Valentina Tereshkova of the Soviet Union becomes the first woman in space.
1968: Sally graduates from Westlake School for Girls in Los Angeles, a school she began attending as a
sophomore (she was awarded a partial scholarship). She then attends Swarthmore College for three
semesters before quitting to pursue tennis.
July 20, 1969: Apollo 11 lands on the Moon; Neil Armstrong becomes the first man to walk on the Moon.
January 3, 1972: NASA makes the announcement that both men and women will fly on the space shuttles.
1973: Sally graduates from Stanford with two degrees: a B.A. in English and B.S. in physics. The United
States’ first space station, Skylab, is launched.
1975: Sally receives her master’s degree in physics from Stanford.
January 16, 1978: NASA’s new class of 35 astronauts is announced. There are six women in the class,
including Sally. She is 26 years old.
1978: Sally receives a Ph.D. in physics from Stanford. She begins astronaut training.
August 19, 1982: Svetlana Savitskaya of the Soviet Union becomes the second woman in space.
June 18-24, 1983: Sally becomes the first American woman and the youngest person (at age 32) to go into
space on flight STS-7 of the space shuttle Challenger. She helped develop the shuttle's "Canadarm" robot
arm. She was the first woman to use the robot arm and the first to use the arm to retrieve a satellite.
1984: Sally is awarded the Jefferson Award for Public Service from the American Institute for Public Service.
October 5-13, 1984: Sally goes on a second shuttle mission, the STS-4-G of the space shuttle Challenger,
making her the first American woman to travel into space a second time.
1986: The space shuttle Challenger explodes after take-off (flight STS-1-L). Sally is assigned to a panel to
investigate the accident.
1986: To Space & Back, is published.
1987: Sally retires from NASA to teach at Stanford.
1988: Sally is inducted into the National Women’s Hall of Fame.
1989: Sally becomes a physics professor and part-time director of the California Space Institute at the
University of California, San Diego.
1990: The Hubble Space Telescope is launched.
1992: Voyager: An Adventure to the Edge of the Solar System is published.
1994: The Third Planet: Exploring the Earth from Space is published.
1998: The International Space Station is launched into orbit.
1999: The Mystery of Mars is published.
2001: Sally cofounds Sally Ride Science, an education company dedicated to fostering children's, especially
young girls', interest in science, math, engineering and technology.
2002: Exploring our Solar System is published.
2003: The space shuttle Columbia breaks apart on February 1. Sally serves on the panel to investigate the
accident.
2003: Sally is inducted into the Astronaut Hall of Fame and into the California Hall of Fame.
2009: Mission: Planet Earth: Our World and Its Climate--and How Humans Are Changing Them is published.
2009: Mission: Save the Planet: Ten Things YOU Can Do to Help Fight Global Warming is published.
July 23, 2012: Sally dies of pancreatic cancer.
December 17, 2012: Two GRAIL satellites (Gravity Recovery and Interior Laboratory) are named after Sally.
November 20, 2013: Sally is posthumously awarded the Presidential Medal of Freedom.
January 24, 2014: Sally is posthumously inducted into the Women in Aviation, International Pioneer Hall of
Fame.
VOCABULARY
Astronaut: Someone who is trained to travel into space. Sally Ride was America’s first woman astronaut – and
the youngest.
NASA: National Aeronautics Space Administration – the space program for the United States.
Satellite: Machines/objects intentionally placed into orbit. These can collect and send data. There are
communication satellites enabling our GPS systems, for example, as well as weather, navigation, research,
astronomical and other types of satellites. The Space Station is technically considered a satellite as is any
space craft.
Space shuttle: A reusable, rocket-launched spacecraft. Astronauts flew on a space shuttle to get to and come
back from space.
Doctorate degree: The highest degree you can get in college. Sally received her doctorate degree.
Gravity: The force that attracts two material objects together.
Rocket: A machine (or type of engine) forced upward by the burning of fuel or gas at the bottom of a tube.
Physics: The study of matter, energy and motion.
Remote Manipulator System – or Robotic Arm: A 50-foot crane-like machine that is used to put satellites into
space and pull them back out of space. Sally helped develop the space shuttle's "Canadarm" robot arm. She
was the first woman to use the robot arm and the first to use the arm to retrieve a satellite.
Flight Suit: They type of one-piece suit that Sally wore on the shuttle during launch and landing. It is not
pressurized; an astronaut could not survive outside the shuttle while wearing a flight suit.
Weightlessness: When all objects float in space.
Scientist: A person who studies things to figure out how they work. A scientist is like an investigator; many
often do various experiments tied to their work.
Astrophysicist: Someone who studies the birth, life and death of stars, planets, galaxies, nebulae and other
objects in the universe. Sally was an astrophysicist.
Predict: To say or estimate what will happen as a consequence of something. Students will predict what will
happen in some of Sally’s experiments.
Universe: The stars, the planets and everything beyond.
Constellation: A group of stars forming a pattern. These patterns were given names a long time ago.
Recycling: To use again.
Robot: A machine that does actions or specific tasks automatically. Many robots today are programmed by a
computer.
SCIENTIFIC METHOD
The Scientific Method:
Start with and state the purpose of the experiment.
Formulate a hypothesis or an educated guess of what you think will happen.
Go through the procedure.
Develop a data chart on which your observations are recorded.
Record what actually happened or the result.
Conclude whether your hypothesis was correct or incorrect.
NEWTON’S THREE LAWS OF MOTION
(Sally does not specifically refer to these in the program, but they do relate to some of the
experiments, if teachers wish to cover these in the classroom later.)
1.
An object at rest stays at rest and an object in motion stays in motion with the same speed and in the
same direction unless acted upon by an unbalanced force.
2. The acceleration of an object as produced by a net force is directly proportional to the magnitude of the
net force, in the same direction as the net force, and inversely proportional to the mass of the object.
3. For every action, there is an equal and opposite reaction.
BOOK LIST
Younger Students:
Sally Ride, by Catherine Nichols
Sally Ride, by Erin Edison
Astronauts in Action, by Lissette Gonzalez
Living on a Space Shuttle, by Carmen Bredeson
Sally Ride and the New Astronauts, by Karen O’Connor
Older Students:
Sally Ride: The First American Woman in Space, by Tom Riddolls
To Space and Back, by Sally Rode and Susan Okie
SALLY RIDE: A Space Biography, by Barbara Kramer
Science Q & A: Space, by Edward Willett
Human Space Exploration, by World Book, Inc.
SALLY RIDE: A Real-Life Story, by Sue Macy
Books by Sally Ride for Children:
To Space and Back
Voyager: An Adventure to the Edge of the Solar System
The Third Planet: Exploring the Earth from Space
The Mystery of Mars
Exploring our Solar System
Mission: Planet Earth: Our World and Its Climate--and How Humans Are Changing Them
Mission: Save the Planet: Ten Things YOU Can Do to Help Fight Global Warming
WEB SITES
The Company Sally Started
sallyridescience.com
About Space
space.com
https://earthkam.ucsd.edu/activities (through Sally Ride Science)
http://www.nasa.gov/centers/johnson/home/index.html
https://www.nasa.gov/centers/kennedy/about/information/shuttle_faq.html#23
https://www.kennedyspacecenter.com/
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html - Great site for children
http://iss.jaxa.jp/kids/en/
About Sally Ride
jsc.nasa./gov/bios/htmlbios/ride-sk.html
http://www.biography.com/people/sally-ride-9458284#later-years
Interviews With/About Sally Ride
https://www.youtube.com/watch?v=yb6vw9AmiLs
http://teacher.scholastic.com/space/sts7/interview.htm
youtube.com/watch?v=4T8X1GksQaY (Interview about women in space. Sally really begins to be discussed
at about minute 27.)
Other Sites
http://www.aaas.org/search/gss/FOR%20KIDS - The American Association for the Advancement of Science
http://www.sciencebuddies.org/science-engineering-careers#earthphysicalsciences - careers in science
NASA Key Words
nasa – NASA news and information
nasa multimedia – NASA pictures, videos and NASA TV
iss – ISS news, station tracker and spotter
iss live – Live HD streaming from the ISS
sci nasa iss – ISS research and technology
nasa sci – NASA science research, news and information
nasa kids – NASA kids club
nasa ed – For students and educators
nasa exploration – The future of human spaceflight
mars – Mars rovers and human exploration
nasa spin – NASA benefits to society
history nasa – NASA history office
nasa espanol – NASA information in Spanish
Find NASA on Facebook, Twitter, You Tube and Instagram.
EVERYDAY FUNCTIONS WHILE IN SPACE
Eating: Food is in plastic (shrink-wrapped) containers to which cold or hot water may be added. Fruits, bread
and nuts can be eaten just as they are. Drinks are in sealed packages; a straw is used to drink.
Going to the bathroom: Toilets looks similar to our regular toilets. However, astronauts fasten their bodies to
the toilet so they won't float away. A vacuum cleaner-like machine sucks up the waste, which is vacuum dried.
Sleeping: Astronauts can sleep anywhere facing any direction. Generally, they use small sleeping
compartments and sleeping bags, loosely strapping their bodies in so they don’t float around. Some
astronauts, however, do prefer to just float while they sleep. Some also use eye masks and earplugs. The air
conditioning and other machines on the shuttle make a lot of noise!
Cleaning: Astronauts clean up just like they do on Earth, using detergent, cloths, gloves and a vacuum
cleaner. They also change the air purification system's filters, collect the garbage, and clean the walls and
floors.
If they get sick: The crew medical officer handles medical issues most of the time. All astronauts have some
basic medical training.
Relaxing: They relax by reading, listening to music, watching movies and looking at the Earth.
Clothes: They wear special suits during launch and reentry, but other than this, they wear shorts,
t-shirts, pants, etc. just like ours (only NASA provides them). If they go outside the space craft, they have to
wear a spacesuit.
Bathing: They use a towel that contains liquid soap, and they wash their hair with waterless shampoo.
Exercise: It’s very important to exercise while in space as muscle mass can be lost quickly. Astronauts
exercise about two hours each day using treadmills and exercise bicycles to which their bodies are strapped.
EXPERIMENTS, INCLUDING THE FIELD OF SCIENCE WE ARE INTRODUCING
The following experiments are completed very simply throughout the program to pique students’ interest about
a variety of science fields – and to get them excited about “doing” science. Students can do all of these again
either in the classroom with their teachers or at home with their parents—and take them further, if they would
like.
We do not go into detailed explanations about these experiments during the show. They are woven naturally
throughout the program, and Sally does them as she is discovering the wonders of science while growing up.
These (very detailed) explanations are for you, the teacher, to use in any way you wish after the program.
(Teachers of older students may wish to go into more detail about the underlying principles of the experiments
back in the classroom.)
1. Hair dryer and ping pong ball – Aerodynamics
Get a ping pong ball and a hair dryer. Set the hair dryer to the “cool” setting. Turn the hair dryer on,
and point the air stream upward. Carefully put the ping pong ball in the middle of the air stream, and try
to balance it. It should balance a couple of inches above the hair dryer. It may bounce around a bit,
but it should stay there.
Slowly turn the hair dryer a little side to side; see if you can continue to balance the ping pong ball in
the air stream.
a. Why does it work: If the ball is in the center of the air stream, the air flows symmetrically around
the ball, keeping it up. (It reaches a point of balance, where the force of gravity pushing the ball
down is equal to the force of the air pushing the ping pong ball up.) If the ping pong ball is
moved to the left, it drags the air stream in the same direction. The air stream then exerts an
equal and opposite force on the ping pong ball, so it is pulled back towards the center.
b. Newton's third law of motion says that every action has an equal and opposite reaction, which
means that if you push something it pushes back. So because the ball is pulling the air to the
left, the air will pull the ball to the right, moving it back into the center of the air stream.
c. A plane stays up by the same principle. It is held up by its wings that are designed to deflect air
downwards, so by an equal and opposite reaction the plane is pushed upwards.
d. Try using two ping pong balls. Try hair dryers of different speeds. Make predictions about what
will happen. Try adding a balloon!
e. Record all results in a science journal.
Making a Balloon - Chemistry
Separate the two layers of a Kleenex so you are left with only one. In the middle of this, place a couple
of heaping teaspoons of baking soda. Carefully roll the Kleenex up and twist the ends. Place this at the
bottom of a container which has a narrow opening at the top. Pour in about two tablespoons of vinegar.
Be careful not to shake the container at all yet. Carefully put a balloon over the top of the container.
Now vigorously shake the container and watch the balloon blow up.
f. Why does it work: Vinegar is a solution of acetic acid. It reacts with baking soda, sodium
bicarbonate, to produce carbon dioxide gas (CO2) and an aqueous solution of sodium acetate.
The carbon dioxide filled up the balloon, causing it to expand.
g. What to try: Try different amounts of vinegar and baking soda. Try not shaking the container
and see the difference in how big the balloon gets. Try different types of balloons and
containers.
h. Record all results in a science journal.
2. Triangles - Vibration
Get two triangles of different sizes. Hit each with a metal striker, and see how the size of the triangle
affects the tone of the sound. The larger the triangle, the lower the tone.
a. Why does it work: Generally speaking, larger things produce lower sound – bigger dogs have a
lower-pitched bark than smaller dogs. Bigger instruments have lower sounds than smaller
instruments.
b. Try putting a rubber band on the end of one of the triangles and spinning it tight. Then hit the
triangle and release it. As it un-spins, you’ll notice a difference in sound. It creates a wavering
tone. If something makes a sound while it is moving, it changes the tone of the note heard by
someone standing still.
c. Try putting a clip on one of the triangles; see how that affects the sound.
d. Try hitting the triangles with different types of strikers; see how that affects the sound.
e. Record all results in a science journal.
f. NOTE: Sound is produced when something vibrates. The vibrating body causes the medium (in
our case air) around it to vibrate. Vibrations in air are called traveling longitudinal waves, which
we can hear.
3. Tornado Tube – Meteorology
Get two plastic soda bottles of the same size (most sizes will work). They must be plastic. Fill one
bottle 2/3 full with water and attach the Vortex Tube to the top. (These can be purchased at
http://www.teachersource.com/product/vortex-bottle-connectors-tornado-in-a- bottle/airpressure?gclid=CPv18_q7zsYCFY6EaQod7KkOuQ.) Attach another (empty) bottle to the top of the
Vortex Tube. Quickly turn the whole assembly upside down. Move the top bottle in a fast circular
motion, and see the vortex (tornado) that is created as the water moves through the tube. (You can
also connect the two bottles with duct tape.)
a. Why does it work: The fast circular motion/rotation causes the water molecules to move in a
circle near the tube opening, and they are forced downward by gravity. As the water gets near
b.
c.
d.
e.
the small opening in the Vortex Tube, they move in a smaller circle, and the speed increases
(just like when a ice skater pulls in her arms). There is a hole, then, that develops in the center
of the vortex. This allows air to move from the lower bottle to the upper bottle, and that makes
room for the water.
Tornados, hurricanes and cyclones are formed when moisture and winds combine into a vortex
of thunderstorms, essentially.
Try not spinning the top bottle; see what happens.
Try putting lamp oil or dish soap in the bottle; see what difference that makes.
Record all results in a science journal.
4. Balancing books on paper - Engineering
Get a piece of 8 ½ x 11” card stock paper. Roll it into a cylinder shape (the narrower it is, the more
exciting it is!). Try to balance a children’s picture book on it – and another, and another . . . See how
many books you can balance. Try balancing other larger books, too.
a. Why it works: Gravity is a force that generally pulls things down (something Sally refers to early
in the program when she talks about being weightless in space). However, big buildings stay
up! Why? Because the buildings are designed with weight, balance and shape in mind to
counteract the force of gravity. A cylinder is a shape that can hold up a lot of weight as long as
everything is centered (balanced) and weight (how much is put on top) is also considered.
b. What to try: See how many books you can put on top of a piece of card stock shaped as a
cylinder. Try other shapes made of card stock. What happens if the book on the bottom isn’t
perfectly centered? What happens if other books placed on top are not perfectly centered?
c. Record all results in a science journal.
d. Engineering is a type of science/math discipline, and engineers think about all these things
when they design any structure. Older students may wish to research this further.
5. Styrofoam and acetone - Chemistry
Put Styrofoam in a container. Pour a little acetone over the Styrofoam and watch it turn into a liquid.
a. Why it works: Styrofoam is made of polystyrene, which is a polymer and a non-polar molecule.
Acetone is also a non-polar molecule. Like dissolves like. The cross-links between the
Styrofoam molecules are broken by the acetone which releases trapped gases, reducing the
volume of the Styrofoam. The Styrofoam is not melting – it is changing state from a solid to a
liquid. The polystyrene can be then be extracted from the solution to make new Styrofoam
(recycling) and prevent used Styrofoam from entering landfills.
b. What to try: This can sometimes work with finger nail polish remover, depending on the type of
Styrofoam you are working with. If using acetone, experiment with how little you actually need to
cause the reaction. You can also drop pieces of Styrofoam into acetone and watch them
disappear. Some starch packing peanuts will break down in water, too.
c. Record your results in a science journal.
6. Balloon rocket – Rocketry
Tie one end of a piece of string to a chair or other steady object. Thread the string though a plastic
straw. Pull the string straight and taut, and tie the other end to a chair or steady object about ten feet
away. (There should be no slope.) Rip off a couple of longer pieces of good masking tape. Put one
near the front of the straw and the other near the back of the straw so the middle of the tape touches
the straw and ends of equal length hang down on each side. Blow up the balloon with your air (like
filling a rocket engine with fuel). Pinch the opening with your fingers to keep the air inside and attach
the tape to the front end and back end of the balloon. Release the balloon and watch it fly across the
string.
a. Why it works: The force of the air coming out in one direction creates thrust that pushes the
balloon in the opposite direction. In a rocket launch, the power created by burning fuel is
focused down. This creates thrust and pushes the rocket up.
b. By keeping the balloon moving along the string, it focuses the power from the balloon's air in a
single direction. This creates a concentrated thrust and helps it travel as far as possible in one
direction (vs. what would happen if you just let go of the balloon – it would fly around the room).
c. What to try: Try balloons of different sizes and shapes. Try a string on a slope. Try filling a
balloon with more or less air. Try using straws of different sizes. Predict what will happen in
each instance.
d. Record your results in a science journal.
e. Animals such as squids, octopuses and jellyfishes use this same idea of thrust or propulsion to
get around, filling part of their flexible bodies with water and forcing it out through a smaller
opening, propelling them through—and even out of—the water.
f. Scientists combined the basic principal of thrust and propulsion with their knowledge of
chemical reactions and create the type of boosts found in rockets today.
g. All of Newton’s three laws of motion apply to rocketry.
BENEFITS OF SPACE TRAVEL
The below is from NASA’s website - https://www.nasa.gov/sites/default/files/files/Benefits-Stemming-fromSpace-Exploration-2013-TAGGED.pdf. This is just a bit of the information they listed. Visit the website to
learn more.
“Overcoming the challenges of working in space has led to many technological and scientific advances that
have provided benefits to society on Earth in areas including health and medicine, transportation, public safety,
consumer goods, energy and environment, information technology, and industrial productivity.
The wider list of technological benefits encompasses improved solar panels, implantable heart monitors,
light‐based anti‐cancer therapy, cordless tools, light‐weight high‐temperature alloys used in jet engine turbines,
cameras found in today's cell phones, compact water‐purification systems, global search‐and‐rescue systems
and biomedical technologies.
Scientific research founded on data from space is also leading to discoveries with benefits for life on Earth.
Ongoing research in the space environment of the ISS – in areas such as human physiology, plant biology,
materials science, and fundamental physics – continues to yield insights that benefit society. For example,
studies of the human body’s response to extended periods in the microgravity environment of the ISS are
improving our understanding of the aging process. Fundamental scientific studies of the Martian environment,
its evolution and current state represent important benchmarks of terrestrial planetary evolution, and hence,
provide a model that some scientists believe will aid our growing understanding of climate change processes
on Earth.”
A FEW OF THE BENEFITS OF THE INTERNATIONAL SPACE STATION
(https://www.nasa.gov/sites/default/files/atoms/files/jsc_benefits_for_humanity_tagged_6-30-15.pdf)
Breast cancer diagnosis and treatment, improved eye surgery hardware, sensor technologies for highpressure jobs and operations, cold plasmas that assist in wound healing, bone loss prevention research,
improved health care for the elderly aided by space medicine technologies, improved scanning technologies,
immunology insights for Earth and space, cancer-targeted treatments from space station discoveries, using
weightlessness to treat multiple ailments, microbiology applications from fungal research in space, plant
growth, space cardiology for the benefit of health care, innovative space-based devices that promote restful
sleep on Earth, new ways to assess neurovestibular system health in space to benefit those on Earth, nonpharmacological treatment and prevention of equilibrium disturbances, Earth observation and disaster
response, water purification efforts, cool flame research aboard space station to promote a cleaner
environment on Earth, and robotics for all types of applications.
IMPORTANT REMINDERS
PLEASE READ:
1.
Please make sure your child brings their lunch every day. We cannot provide your child a lunch if they forget it.
We do not have the personnel, materials or time for making your child a lunch. If you need to drop off your child's
lunch, please put their name on it. We get many lunches and want to make sure your child gets their lunch.
2.
When dropping off your child's instrument, please bring it directly to the front hallway under the bulletin board.
3.
It is the PARENT'S RESPONSIBILITY to call the office when your child is going to be absent or late. You can call
the absent line from 4:30 p.m. until 7:50 a.m. at 630-773-1232 press 5, extension 1525. After 7:50 call the school
office and give the information to the secretary. If you leave a message or talk to the secretary, please give your
child's name, reason for absence, teacher, and if you would like to pick up homework. Requests for homework
must be made by 9:00 a.m. so the teacher can get it ready. If you ask for homework, please come and pick it
up. Homework requests in advance will not be honored. It can be picked up after 2:30 and before 3:30. You must
call the office every day your child will be out. If you send an e-mail to your child’s teacher regarding an absence
or change in their after school plans, please e-mail the office as well. Please e-mail [email protected].
4.
If you are picking your child/children up early from school, please write a note. This way the teacher can have
them ready along with their homework and you will not have to wait.
5.
If you need to make a bus change or sign up as a new rider, please note it will take minimum of 5 school days to
make the change. Please plan accordingly. PARENTS, PLEASE CONTACT THE SCHOOL FIRST BEFORE
MAKING ANY DAY CARE ARRANGEMENTS. A TRANSPORTATION CHANGE FORM MUST BE FILLED OUT
BEFORE ANY CHANGES ARE MADE.
6.
Franzen School closes at 3:30. The doors are locked at 3:30 and the office is closed. The Itasca Library and Wood
Dale Library have copies of all Franzen's textbooks.
7.
Please send an extra set of clothes to school with your child. They will be going out during the winter and if they do
get wet they can change their clothes without having to disturb you at work or home.
8.
If you have a new cell phone, work or emergency numbers, please send a note to the office so we can updated our
records. We need current and working phone numbers for all students in case of an emergency.
9.
Parents please note the following regarding after school plans:
a. If your child rides the bus some days and walks other days unless we get a note from you or a phone call from
you, your child will do what they are scheduled to do on those days. No changes will be made to their normal
routine unless we hear from you.
b. If your child is normally a walker and they are going home with another student, you will need to write a note
telling us that they are going home with another student. We need notes from both parents even if your child walks
home.
c. Children who do not normally ride the bus cannot ride the bus to go to a friend's house. You will have to pick
them up and drive them to the friend's house.
d. Please call to make any after school changes BEFORE 12:00. The office gets very busy at dismissal time
and there is only 1 secretary in the building at that time.
10.
Treats for Special Occasions - NO FOOD OR CANDY IS TO BE BROUGHT TO SCHOOL FOR BIRTHDAYS
OR PARTIES See Page 38 in the Student/Parent Handbook or the District 10 website for treat guidelines. Any
food or candy brought to school will not be distributed and sent back home with the student who brought them.