We reviewed tener que expressions (to be cold, tired, hungry, in a hurry, etc.), verbs like gustar (molestar, parecer, etc.) and introduced direct object pronouns, which work rather differently from English.

Today Chase had a major review exercise. She translated sentences from English to Spanish using the subject pronouns, -er/-ir verbs, stem changing verbs, tener que + infinitive, and ir a + infinitive. She did a great job on this very challenging assignment, proving yet again that Chase thrives with challenge.

We started with a review of solving applications with exponential equations,then we're moving into some important topics in Geometry.

Monday, October 16, 2017
02:30 - 04:15; 105 min. -
AP Environmental Science:
Trophic and Bio-geochemical cycles -
Chase was tested on the bio-geochemical cycles that are the basis of our living planet. She was tasked with drawing them out, together on the same page. We discussed the cause and effect of overloading any one or many of these cycles. Then, to demonstrate how energy travels through the food chain, Chase was asked to fill five test tubes with 10 ml of water each. She then added 10 drops of food color to the first tube to represent the produce level of the trophic pyramid. Since each level keeps 90 percent of the energy it gets from the previous level, only 10 percent is available to progress through the levels. Chase was tasked with adding ten drops from the first tube to the second tube to represent the primary consumer. She recorded her observations and then added ten drops from the primary produce to the next tube to represent the secondary consumer. She repeated the process through the tertiary consumer. She then added ten drops from each consumer to the final tube to represent the decomposer. We discussed the benefits of eating producers and primary consumers and how tertiary consumers are not worth the effort. We also discussed the how the food chain related to the carbon cycle. Homework: Study vocabulary for chapter 2

Today we began by reading Edgar Allan Poe's "Cask of Amontillado." We discussed aspects of the story that increased tension and created a sense of horror in the plot including: the narrator's perspective and the development of his character, the use of foreshadowing, irony, dialogue, description, and sentence syntax. Lastly, I asked Chase to revise her "Corn Field" horror story by developing those same elements.

To the previous compound construction of tener que + infinitive (to have to do x), we added ir a + infinitive (to be going to do x). Chase grappled with this one and is having a tough time with it, but she will get it with practice. She also received a vocabulary list today of -er and -ir verbs that she will need to learn in order to express herself in Spanish.

Today, I asked Chase to reflect upon her progress and goals as a writer. We then listened to Amy Tan's TED talk entitled "Where Creativity Comes From." Chase took notes and we discussed Tan's writing process.

We practiced solving exponential equations, then started some applications with compound interest.

We did a short review of old topics, then started working on exponential and logarithms again.

Thursday, October 12, 2017
02:00 - 04:00; 120 min. -
AP Environmental Science:
Phosphorus and Sulfur cycles -
After a quick quiz review of the chemical process that motivates the stages, and a diagram, of the Nitrogen cycle, Chase was quizzed. We then watched a PowerPoint on the Phosphorus cycle; focusing on the ways our bodies use phosphorus. We noted the stages and examined its progress through the cycle. We repeated the process for the sulfur cycle. We ended the class with a detailed discussion on how human interference in all of the cycles has increased the amount of each element in the cycle, throwing them out of balance. We imagined what the repercussions of our bad behavior would be for a few years, and then many years, into the future. Homework: Review the cycles we discussed for a test on Monday.