Review actions and reaction forces. Determine interaction which occurs when a cannon fires a cannon ball. Determine why the interactions are not equal, as should be by Newton's 3rd law. If force equals mass x acceleration, then acceleration equal force/mass. The cannonball exhibits a large force and small mass while the cannon exhibits a small force and a large mass. The forces remain equal, the acceleration changes. Introduce systems. Determine why a force must be applied outside the system in order for motion to occur. The forces will not cancel each other when opposing the system. Use examples to explain why.
Discuss force and air resistance. Elicit how air resistance depends on velocity and area. Elicit how air resistance is directly proportional to speed and frontal area. Define terminal speed and how acceleration becomes zero at terminal speed and the velocity becomes constant. introduce force interactions, action force and reaction force. Discuss friction as the force necessary for motion. Redefine force in terms of mass and acceleration. Note that acceleration is directly proportional to the force and inversely proportional to the mass. Demo action/reactions forces using a balloon.
Discuss importance and uses of energy in everyday life. Elicit the main method(s) for energy production externally and within living organism. Introduce thermodynamics and define. Define energy and discuss both major forces. Define and discuss thermal energy.
Introduce chemical energy and the law of conservation of energy. Discuss systems and surroundings along with examples of each. Introduce thermal equilibrium and thermal energy
Unit 4- Short Fiction II/function of character, setting ,and structure
Lesson Outline
In preparation for our test on Monday, I highlighted textual areas in the short story "A Rose for Emily" that reflect the town's complex relationship to the past as represented by the character ,Emily. I noted specific figurative language and diction that conveyed tone and explained how to incorporate these textual interpretations into an essay. We then reviewed the MCQs on unit 4 from AP classroom. I explained the correct response to those questions where Joshua encountered difficulty by highlighting the literal and figurative content of the text.
Joshua was instructed to open his Photoshop file. He was instructed to continue finding visual assets for his project. He continued working on his design.
Joshua opened his Photoshop file featuring Kobe Bryant, and together, we added the athlete's name and life dates. After saving his work, Joshua was instructed to apply the techniques he learned from previous projects to create his own poster.
Unit 4- Short Fiction II/function of character, setting ,and structure
Lesson Outline
Today's lesson addressed essay writing for the AP exam, specifically how to add commentary to an essay. I explained the function of commentary -to explain the relevance of evidence , or to interpret the evidence in order to explain its significance . We then studied a sample student AP essay. Joshua did well in identifying the writer's use of commentary in the sample. We then applied the lesson to Joshua's essay on Faulkner's "A Rose for Emily" and discussed his use of commentary .
Problem designed to determine the purity of an acid in a solution as determined by acid base titration. Convert mass of oxalic acid into moles. Utilize moles of base required, balance the diprotic reaction formula and determine % yield and purity.
