View and discuss the molecular structure of acetaminophen, or Tylenol. Work through the nomenclature. View the synthesis of aspirin by reacting salicylic acid with acetyldihydride to form acetylsalicylic acid.

I substituted for Joshua this period (I usually have Carson and he usually has German). He didn't have any sub plans so we went ahead with our math lesson for the day. We could use the extra time to catch up, so that's what we did. We worked on finding inverse functions. We discussed the steps of swapping x and y and solving for y. Then we discussed how the domain of f is the range of f-inverse and the range of f is the domain of f-inverse. We also practiced problems that required us to restrict the domain in order to make it invertible.

Today we watched AP Classroom videos 1.1 and 1.2 over the ideals and types of government.

Outline and discuss the structural chemistry of esters. Discuss the method of nomenclature, using the alcohol and acid names.
Outline the compound formed from acetic acid and methyl alcohol, name it methyl salicylate and indicate that it is compound which gives wintergreen its distinctive odor. Discuss uses for wintergreen. Outline the formation of methyl acetate. Outline the formation of acetylsalicylic acid from salicylic acid and acetyl dihydride, between known as aspirin.

In studying the final scenes of Act IV, we addressed the motif of male/female stereotypes. Joshua did well locating textual support for our discussion on this topic. We further explored how and why Malcolm tests McDuff's loyalty by at first insisting that he,Malcolm, is unfit to be king. Regarding both topics, I focused not only on theme but on Shakespeare's diction and syntax which reenforces the reality vs appearance theme that runs through the play. Joshua exhibits a well developed understanding of both the themes and Shakespeare's use of language.

Today Joshua and I met on Teams. We completed the notes for 2.7B and started 2.8. We covered further the concept of composing functions by substituting one function into the other. Today we considered how that would affect its domain. We discussed what would make a function have restrictions (negative radicals, undefined). We practiced composing the functions and then identifiying their domain. Joshua seemed to pick up on this concept easily, as it is a review from Algebra 2.

We worked on the German that was left by his teacher.

Joshua used his time productively. During the initial part of today's session, he worked on completing a chemistry assignment and worked independently. Joshua and I also engaged in an interesting discussion about current events - nationally and locally. Ms. Judie joined in the discussion as well. Joshua is both well-informed and articulate when discussing issues.

Review structural formulas of organic acids, along with nomenclature. Sketch and discuss acetic acid, benzoic acid, and para amino benzoic acid. Introduce their use as preservatives and sun block agents. Discuss trichloro acetic acid's use as a wart remover.
Introduce the dissociation of the organic acids and a cation and an anion, along with their reaction to form a salt with inorganic bases.
Perform the lab which deals with the cooling affect of various alcohols, measure the temperature difference, determine the rate/minute and discuss the intramolecular forces involved.

We began a discussion of Act IV by reviewing the play's motif of gender stereotypes and by beginning a character analysis of Malcolm , the heir apparent. We specifically examined MacDuff's protesting Malcolm's imploring MacDuff to act more "manly "even after MacDuff learns Macbeth has slaughtered his wife and son. We noted possible political motivations for Shakespeare's depicting Malcolm as unsympathetic given that Banquo,(whom Shakespeare paints as noble) not Malcolm , was King James' ancestor. Joshua noted the risqué scene in the opening of Act II and we discussed how the Puritanical attitudes associated with Oliver Cromwell 's England post date Shakespeare who did not shy away from sexual innuendo .