We worked to determine the diameter of atomic particles by probability of collisions using marbles. The formula of P=2N(R+r)/L and P+ H/T is used to determine the diameter.

We explored the implications of Shakespeare's motif of seeming vs reality and of "shuffling." We reviewed how Shakespeare uses and then repeats the word "shuffling", here not meaning to mix but meaning to trick or to deceive. Joshua discussed in this context the connection between Hamlet's questioning the consequences of "shuffling off the mortal coil" and Claudius' acknowledging he can not achieve absolution because for him "there is no shuffling" or tricking God into absolution since Claudius has maintained the fruits of his crime, the crown. We further noted how Polonius' death by Hamlet marks a sudden rash but misdirected action . Last, we discussed Hamlet's harsh treatment of his mother and the appearance of the ghost of Hamlet's father. We continue to note language and metaphor similarities between this play and MacBeth .

Joshua and i worked together to create footers for his portfolio and begin placing the pieces he created in InDesign.

We will study vector-valued functions. We will graph them, find limits, find derivatives, and integrate these functions. Also we will study displacement, velocity, and acceleration as examples of vector-valued functions. This is the final topic in the AP Calculus BC course.

Measurement depends on half cell and net reaction, the concentration of reactants and products, and the pressure and temperature of gaseous reactants. Determination of standard potential, Ecell, is performed under standard conditions. The standard hydrogen electrode (SHE) is the favored reaction. The reduction of hydrogen at the electrode and the oxidation of zinc at the anode are listed as half reactions. The potential energy of this reaction produces a reading of 0.76 volts as standard.

Today we studied the famous "mousetrap' play or play within the play. Specifically we analyzed the "Player King's" speech wherein he expounds on the tension between one's will and fate. We applied this speech to Hamlet's internal dilemma -he strives to achieve revenge but is stymied by events thereby raising the issue of free will. We next noted how the Mousetrap play reveals the King's murder of Hamlet's father,thus reversing the reality /illusion pattern as it is the play ,an illusion , that portrays the reality or truth of Hamlet's father's death.

We will go over the assigned problems on vectors and also do an application problem. We will study vector-valued functions.

Define and discuss nucleons. Elicit why the nuclear positive charged protons do not cause the nucleus to fly apart. Introduce the strong attractive face, which balances the repulsive force of the protons. Introduce the neutron/proton ratio. Elicit that nuclei are stable when the ratio is very close to 1:!. Us examples like carbon and oxygen. Determine that elements with greater than 82 protons are unstable.

Demonstrate in the lab the electrolysis of water, which is the reverse of how a battery works. Electrolysis uses electricity to produce chemical energy. Introduce electromotive force, EMF, as the difference in potential energy of electrons at the electrodes. Define it as the force needed to move the electrons between the electrodes. Define the units as volts. Define what one volt as 1 joule/ coulomb.

Today we studied the iconic "to be or not be "soliloquy. Joshua prepared a written paraphrase which we used as a foundation for discussion. I discussed the play as the birth of consciousness or the awareness of mortality. Thus, when Hamlet wishes to shed his "mortal coil" we addressed the coil as the restrictions on action created by consciousness . We then explored Hamlet's dilemma in terms of Hamlet's hyper conscious state that engenders fear or hesitation .I discussed how Fortinbras , in contrast to Hamlet, can subsume consciousness to action. Last, we analyzed the famous "get thee to a nunnery " speeches that reflect Hamlet's obsession with his mother's incest.