I instructed Matthew on how to find missing sides of triangles in real-world problems. I also showed him how to use vectors to solve for positions by using components to construct rectangular coordinates. I helped him to develop the trigonometric solutions for various real-world values. There was no assignment.

I used some textbook problems to guide Matthew through the process of converting between the rectangular coordinate system and the polar coordinate system. We had to use his knowledge of trigonometry and the distance formula to make the conversions. We also examined an easy trigonometry problem to see a mathematical application of triangles in physics. There was no assignment.

The plan was to do another example of vector addition using component parts and then describing the resultant vector in polar form. I was also going to provide more practice in converting from polar coordinates to rectangular coordinates. Unfortunately, Matthew was unavailable for in-person and virtual instruction. I will repeat the lesson next time I teach him AP Physics. There was no assignment.

I guided Matthew through another example of finding the resultant of adding two or more vectors. This example had vectors containing two different directions that required opposite signs to make addition possible. I also showed him the standard approach to converting polar coordinates into rectangular coordinates. I assigned him to read the chapter summmary.

I led Matthew through an example of adding vectors algebraically using position change on a map. I showed him how changes in position on a map can be represented by vectors which can be resolved into east and north components. After resolving individual vectors, I showed how they could be added to form a resultant vector whose length and angle could be described. I assigned him to review the problem for homework.

I defined vectors and scalars for Matthew. I then described the operations of vector addition, multiplication of vectors by scalars, vector subtraction, and finding resultant vectors. I showed him some easy examples of vector addition using horizontal and vertical components. I assigned him to read the text concerning vectors.

Matthew and I worked through the explanation of how to apply unit analysis and order of magnitude calculations to approximate the number of dollar bills it would take to pile up to reach the moon. I then discussed with him the way to convert from the rectangular coordinate system and the polar coordinate system. I assigned him to review the topics we covered today.

Matthew and I finished viewing the video on position, velocity, and acceleration. I then began to introduce some of the topics in physics as a mathematical science. Where applicable, I referred to skills and knowledge he developed in his study of chemistry last year, such as metric units and prefixes, and significant digits. His assignment was to read and review pages 1 - 13 in the text.

Matthew and I continued to review the physics video on Kinematics equations and problem-solving techniques in position, velocity, and acceleration. We were able to watch the solution of two projectile motion problems. Matthew had to leave ten minutes early so we will finish the video tomorrow. There was no assignment.

Matthew and I continued to watch the video about position, velocity, and acceleration. I explained some vocabulary in greater detail than the video did and also translated some of the physics jargon into terms a student would understand. I took some time to review the six kinematic equations and took some time to follow the video presentation of a problem being solved. We stopped at the end of the session with some of the video left to review. There was no assignment.