GT worked on the final exam for the course. This is our last class for the course. Working with GT has been an exceptional experience. His interest, knowledge, and enthusiasm are extraordinary.

Wednesday, March 04, 2020
09:00 -11:00, 120 min. -
Biology:
Skype; Taxonomy / Dichotomous key -
After an extensive review of the Taxonomic system, the difference between Eukaryotes and Prokaryotes, the seven top classes and the mnemonic device: Keep Ponds Clean Or Frogs Get Sick. We further investigated the differences between the six Kingdoms, and the criteria for each. I explained that the process, for determining if a living thing belongs to one taxa or another, involves the use of a dichotomous key. Literally meaning dividing into two, a dichotomous key asks a series yes-or-no questions which directs an investigator to the correct classification. GT was tasked with finding different levels of classification for a variety of living creatures - even some ‘aliens’ - based on dichotomous keys. We then repeated our review of the main divisions of taxonomy. Homework: Review the Kingdoms, and the criteria for membership in each.

Monday, March 02, 2020
09:00 -11:00, 120 min. -
Biology:
Classification /Carl Linnaeus -
GT was introduced to the classification system created by Carl Linnaeus. He was shown a short biographical film about Carl Linnaeus, who wrote ‘Systema Naturae’ in 1735, which marks the birth of the taxonomic system. I described (as GT kept notes in his scientific notebook) the system, the different Taxa, and how the classification systematically separates every living thing; one from the others. We reviewed the difference between Eukaryotes and Prokaryotes, before we explored the seven top classes (Kingdom, Phylum, Class, Order, Genus, Species) and I had GT repeat the mnemonic device: ‘Keep Ponds Clean Or Frogs Get Sick’. We discussed the differences between the six Kingdoms, and the criteria for each. GT and I investigated the new vocabulary words related to these criteria, used at every level of classification. Homework: memorize the mnemonic device: ‘Keep Ponds Clean Or Frogs Get Sick’.

GT and I researched "positive" economic situations happening as a result of the coronavirus. All we could find was the drop in interest rates to help people refinance/borrow money as they need it.

We also discussed his interest in reading a business-focused book to compliment our textbook learning. We decided to read "Think and Grow Rich".

In this activity, GT focused on solving rational equations. He had to determine common denominators using both constants and multiple variables. He also had to determine extraneous roots.

GT took the lyrics from the song that he is performing in the talent show and did an analysis of the poetic devices used. We discussed how poetry is music and vice-versa. We then moved onto continuing our discussion of "The Raven." We began watching an A & E biography on Edgar Allen Poe. We need to finish watching it next week. We ran out of time.

GT and I did a worksheet with practice problems relating to the production possibilities curve and solving for the opportunity costs associated with different economic conditions.

We used the time left over to watch a video about consumerism and how psychology has been used (concepts from Freud) to influence customer buying decisions.

GT and I completed the new lesson in his vocabulary book that we began yesterday. We reviewed/studied the words. We completed the application activities. GT also researched some of the other words presented in the activities that he did not know. We then read aloud THE RAVEN. We discussed internal rhyme. We dissected the first stanza searching for poetic devices. We also discussed the theme of the poem. I began providing GT some background on Poe to fully understand the poem, but we ran out of time.

In this activity, GT reviewed the work he did on simplifying radicals. He simplified radicals using numbers and variables. He also simplified using different indices.

In this activity, GT solved systems composed of quadratic and linear equations. He used two methods, graphed the system and virtually determined the solutions and then solved the system using substitution.