We began by reviewing Josh's homework. He made quite a few errors due to a misunderstanding of the directions. I clarified to him that the directions wanted the constant rate of change, not the constant in the equation (it was an easy misunderstanding). Together, we worked on re-doing each missed problem and discussing the error made each time. Josh understood it after that. Then we worked on creating the Geometric Equation given two points the graph could pass through. We had to create two equations, then use substitution to solve.
After we completed our study of literary terms such as paradox, soliloquy, pathetic fallacy, and iambic , I placed a genealogical sketch on the board tracing the lineage of James I, the king when Shakespeare wrote Macbeth, and discussed how the play not only includes witchcraft, a favorite topic of King James, but also legitimizes King James' rule over both England and Scotland. We then discussed the textual paradoxes in the first scenes as well as how Macbeth's bravery and savagery are conveyed to the audience .
Alkene nomenclature. Use models to create cis and trans molecules and explain the difference. Discuss lack of rotation around double bonds compared to rotation of atoms around single bonds. Determine the correct IUPAC name for a variety of double bonded compounds with alkyl substitutions as well as activity of double bonded alkenes when reacted with halogens.
Covalent bonding test period 2
