Valley Stream North High School - Chariot Yearbook (Franklin Square, NY)

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O mljsigvll bw, X of uwiii T nykxh WWW 1, , my milf Wi! Miss Rachelle Leichf - Speech Mr. Paul Marino - English M l T oi l M VM 112 lvlr. Donald Fleming - lndusTrial ArTs Chairman Philosophically, whaT one learns Through reading helps one To undersTand liTe beTTer. English also provides us wiTh some basic skills in wriTing. These are some oT The mosT imporTanT aspecTs oT The English curriculum. I don'T Think The general Tone OT This year's senior class is ThaT much diTTerenT Than The senior classes oT The pasT. There has been a gradual change. l Think ThaT . . .uh . . .This year's class is more inTeresTed in becoming in- volved in The various aspecTs of school life. including acTual orga- nizaTion of curriculum. -Z-.0-W V--A.---. V T fi' lvlrs. Rose Welch Mr. Harold Schein - Mr. Philip Banks - Social Music STudies

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Mr. Tasos Yacalis - PsychologisT Miss BeaTrice L. CoTTone - Language Mrs. Norma Klayman - Language wx' , XX I Mr. RoberT Driscoll- MaTh l We ri Ml l'm going To Talk TasT so geT your ears Tuned. 25mls oT a gas are collecTed by waTer displace- menT in a Tube. The waTer level in- side The Tube is 6.8mm below The level oT The waTer ouTside. Baro- meTric pressure is 770mm . . . TemperaTure is 20 C. CalculaTe The volume oT The dry gas aT 700mm and 50 C. Jake is going To Try his hand aT iT up aT The board. I cannoT do iT. AT leasT Till in Pl. P2, TI, T2, VI, V21 righT? fgoes up To The board, sTudenTs do.problem on Their ownj CalculaTe The volume oT The dry gas under The new condiTions. Dry gas . . . Qagain class Talks amongsT Themselves and Try To calculaTe answerj Could you explain some- Thing? Yes. The signiTicance oT dividing by I3.6, isn'T ThaT when you iusT have mercury in waTer? fsTuclenTs chime in To answerj All righT, people. You have a baromeTric reading . . . righT? ouTside. Now, how are you going To geT inside ThaT eudiome- Ter Tube and measure The pres- sure fno answerj You can'T you have To measure iT indirecTly. ln oTher words you have an ouTside pres- ?ll sure and Trom ThaT you can de- duce The inside pressure. IT The level inside and ouT were exacTly The same, whaT conclusion could you draw? The pressure's The same. The pressure's The same okay. BuT The pressure inside is lower. ThereTore whaT conclusion ll Q.. You said The waTer level is lower? The waTer level is lower on The inside oT The Tube Than iT is ouT- side. The pressure's greaTer. All righT, so whaT conclusion can I . . - The pressure's greaTer. On whaT? The inside. On The Trapped air. Yeah, righT. BuT how much greaTer is your problem. l-low will you measure ouTside pressure - how will you Tind iT? Qsporadic Talkingj I-low are you going To equaTe millimeTers oT waTer wiTh millimeT- ers oT mercury? Divide by i3.s. For every drop oT waTer, a drop oT mercury is I3.6 Times heavier. So if you have enough pressure To push up . . . To push down on waTer 6.8mm you 'have To equaTe This To how much pres- sure . . . If Il

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P1-,,.4-' ,,-- l 's ,Z I lie -.,, -5 l W ' -- 5 Lf i , . v -g - ,ge , .UA y , y , ' 'F 1 Mrs. Joan Brady - Home Mr. John Malnosky - Library Economics Chairman Mr. VicTor Fischer - MaTI1 Mr. Charles Erreger Social ThaT's a preTTy easy quesTion To answer because uh, IeT's see. IT's IndusTriaI ArTs and how Things are made in indusTry. Uh ...and uh The subiecT maTeriaI has been designed specifically deal- ing wiTh indusTry. And if you Think OT any sTudenT going ouT To work aTTer school There are very Tew ouTIeTs he can go inTo oTher Than working in indusTry. For example, I am Teaching speciTicaI- Iy me+aI shop in which almosT every area would require employ- menT in indusTry. IT you're asking me speciTical- ly whaT I'm doing in my class Then ThaT's one Thing. BuT in Terms oT my Teelings abouT public schools, I Think we're geTTing inTo some- Thing diTTiculT, you know, Trying To help somebody be a beTTer per- son. I'm a policeman in TronT oT a class and ThaT's my iob. And I'm going To Teach someone how To become a beTTer person? Nah, some people n'iay noT Think ThaT Tim a good person To begin wiTh, so how can I Teach Them? STudies Well, I don'T know Too many oT The seniors, as Tar as Teaching Them. I do. have a Tew seniors in my classes. BuT I don'T know, I Think sTudenTs are sTudenTs. I've heard This many Times uh, This sev- enTh grade class or This TweITTh grade class is really a bad class This year. I don'T know whaT ThaT means. I really don'T. Hkvkfk One may approach arT Trom The somewhaT eIemenTary level of naTural represenTaTion or The more probing venTures inTo The recess oT human consciousness. ArT may also serve as a vehicle oT expression Tor The ThoughT sTruc- Tures oT man on The social, reli- gious, poIiTicaI and reIaTed levels or iT may open up new dimensions oT realizaTion wherein The arTisT, dealing wiTh The pure disassociaT- ed ,elemenTs oT plasTiciTy, echoes a pale reTIecTion oT a universal creaTive in+eIIigence underlying The whole cosmic Tabricf'