We reviewed collision theory and factors affecting reaction rates. We did plenty of practice problems. Next week, we will focus on physics.

Max and I went over the human nervous system and the eye. We looked at and discussed diagrams of a neuron, action potential, synapse, neurotransmitters, cornea, pupil, iris, lens, vitreous humor, retina and optic nerve. We began discussing human sexual reproduction. We discussed the terms zygote, internal and external fertilization.

We discussed soluble salts and reviewed the procedure for producing pure, dry copper sulfate in the lab. We found a great video demonstrating it and discussed it as we watched. We then reviewed the reactivity series.

We reviewed acids and bases, including predicting the products of reactions involving acids and bases.

Max worked out of his text, and worked at a steady pace and independently. He examined weather patterns, global atmospheric circulation, and its effects on weather in different parts of the world. He researched a particular case in the Philippines as part of today's assignment.

Max worked out of his geography text.

Max worked on a series of questions in Spanish provided by his home school.

The questions continue to increase in intricacy. Max is doing a great job of balancing his answers in ways that answer the question, that he is capable of saying, and that he will remember on test day.

I listed on the board the poetic techniques and elements that create meaning in a poem and provided definitions of terms Max did not know such as oxymoron , juxtaposition , and assonance . We then began our study of Antony and Cleopatra by my providing instruction on the theory of tragedy and k defining hamartia. We began to focus on certain scenes in the play that dramatize Mark Antony's tragic decline and fall. Max did well in recognizing the tragic flaw and the misjudgments of Antony.

Max and I went over mitosis and meiosis. We utilized some interactive content on the McGraw Hill Biology platform. We went over PMAT: prophase, metaphase, anaphase, and telophase. We discussed diploid and haploid cells. We discussed a diagram of diffusion of gases into and out of the lungs.

Max answered a series of questions about cultural practices and career choices.

In answering the questions, Max needed to use the conditional, imperfect and preterite conjugations.

As we used these different conjugations we discussed why he used them. We discussed what they sound like in English and Spanish. We reinforced the idea that the imperfect sets that the stage in the past and the preterite is the conjugation that "interrupts" it.