Lesson Plan for Act 2 Scene 2 of Macbeth Objectives: 1. Students will be able to identify the characters in Act 2 Scene 2 of Macbeth. 2. Students will be able to outline and analyze the plot of Act 2 Scene 2. 3. Students will be able to identify and explain the significance of the conflict between Macbeth and Banquo. 4. Students will be able to identify and analyze the different themes of fear, ambition, and deception in this scene. Materials: Copy of Act 2 Scene 2 of Macbeth, whiteboard and markers. Time: 60 minutes. Procedures: 1. Introduction (5 minutes): a. Introduce the lesson objective and outline the activities that will take place. b. Discuss the conflict between Macbeth and Banquo, who represent good and evil in the play. 2. Group work (10 minutes): a. Divide the students into groups of three and have each group read and discuss a different part of Act 2 Scene 2. b. Have each group create a summary of the passage they read. 3. Discussion (15 minutes): a. Have each group present a summary of the passage they read, and discuss the conflict between Macbeth and Banquo. b. Discuss the motifs of fear, ambition, and deception in the passage. 4. Individual work (20 minutes): a. Ask each student to answer the questions for Act 2 Scene 2 in their workbook. b. Have students share their answers in a class discussion. 5. Summary (10 minutes): a. Summarize the themes of fear, ambition, and deception in this scene. b. Ask the students if they can suggest how these themes continue in later scenes of the play. 6. Conclusion (5 minutes): a. Summarize the lesson objectives and review the topics discussed. b. Explain how this scene relates to themes seen in the rest of the play. c. Review the characters and plot elements of Act 2 Scene 2.

1. Given an object at rest on Earth’s surface, calculate the centripetal acceleration caused by the gravitation of the Earth over an elapsed time of three seconds? 2. Given a satellite with a mass of 10kg, calculate the centripetal acceleration of the satellite in a circular orbit around the Earth? 3. Given two objects, the first with a mass of 1kg and the second with a mass of 5kg, calculate the gravitational force between them given an initial radius of 10m? 4. Given an object with a mass of 20kg, calculate the acceleration due to gravity at a radius of 10m from the center of the Earth? 5. Given two objects with masses of 8kg and 4kg, calculate the magnitude of the combined gravitational force on both objects, given an inter-object distance of 20m? 6. Given an object with an initial distance of 12 Au from the Sun, calculate the centripetal acceleration due to the Sun’s gravitational pull? 7. Given a rocket with an initial velocity of 3,200 m/s and a mass of 8kg at a distance of 50m from the Earth, calculate the centripetal acceleration of the rocket? 8. Given two planets, each with a mass of 10kg, and a distance of 20m between them, calculate the net gravitational force on the system? 9. Given two objects at rest, the first with a mass of 5kg and the second with a mass of 15kg, calculate the centripetal acceleration due to the gravitational force between them if their distance is 4m? 10. Given an object on the surface of the Earth, calculate the centripetal acceleration caused by the Earth’s gravitational pull over an elapsed time of one second?

. 1. Find the gravitational force between two objects when the distance between them is represented by R. 2. Find the acceleration of an object due to the combined gravitational forces of two other objects when the distances of the other two objects from the object are represented by d1 and d2. 3. Find the centripetal acceleration of an object caused by its movement in a circular orbit about another object when the size of the circle is represented by R. 4. Find the gravitational force between two objects when the masses of the two objects are represented by m1 and m2. 5. Find the centripetal acceleration of an object moving in a circular path when the object's mass is represented by m and the radius of the orbit is represented by r. 6. Find the acceleration of an object due to the gravitational force of another object when the distance between the two objects is represented by d and the mass of the second object is represented by m. 7. Find the centripetal force acting on an object moving in an orbital path when the speed of the object is represented by v and the radius of the path is represented by r. 8. Find the centripetal force acting on an object moving in an elliptical orbit when the speed of the object is represented by v and the distance from the other object is represented by d. 9. Find the centripetal acceleration of an object moving in a circular path when the angular velocity of the object is represented by ω and the radius of the path is represented by R. 10. Find the centripetal force necessary for an object to move in a circular path when the mass of the object is represented by m, the speed of the object is represented by v, and the radius of the path is represented by r.

Introduction: The Fresnel equations are an important part of optics and describe the reflection and transmission at a boundary between two materials with different refractive indices. In this lesson plan, we'll break down these equations and apply them to some example problems. Lesson Outline: 1. Introduction to the Fresnel Equations (15 minutes) - What are the Fresnel equations? - Overview of the equations and their applications - Illustrate the meaning of the variables used in the equations (e.g. n1, n2, etc.) 2. Calculation of Reflectance, Transmittance and Phase Change (15 minutes) - Detailed explanation of how to calculate the reflectance, transmittance, and phase change of light at the boundary of two materials - Examples of these calculations 3. Application to Real World Problems (15 minutes) - Discussion of real-world applications of the equations (e.g. thin-film interference) - Examples of thin-film interference Questioning: 1. What is the purpose of the Fresnel equations? 2. How do the variables in the Fresnel equations (n1, n2, etc.) relate to the physical properties of the materials? 3. How do we use the Fresnel equations to calculate the reflectance, transmittance, and phase change at a boundary between two media? 4. What are some real-world applications of the equations? Assessment: 1. Open-ended questions on the basics of the Fresnel equations 2. Problems requiring calculation of reflectance, transmittance, and phase change at the boundary between two materials 3. A short essay on an application of the Fresnel equations to thin-film interference Worksheet/Video Resources: Worksheets: - http://photonics.intec.ugent.be/uploads/media/Fresnel_equations.pdf - https://www.k-state.edu/nuceng/oe/e3062/notes_pdf/Fresnel.pdf Videos: - https://www.youtube.com/watch?v=ZsKKQSwsDb0 - https://www.youtube.com/watch?v=HlOchfRxtW8

Rich Dad Poor Dad by Robert T. Kiyosaki is an iconic personal finance book that has changed the lives of many readers all over the world. It teaches people a unique set of money lessons, including financial independence and financial intelligence, by retelling the event of the author’s two dads—his real, poor dad, and the dad of his best friend, the “rich” dad. The main ideas of this book include: • Developing your financial education: Rich Dad Poor Dad explains that having money is not the same as having financial intelligence, and that financial intelligence consists of skills and knowledge one can gain through financial education. • Understanding money basics: Rich Dad Poor Dad encourages readers to learn the basics of money and investing, such as cash flow, balance sheets, debt-to-equity ratios and other financial basics. • Learning to use money wisely: Learning how to make money and manage it are two very different skill sets, and Kiyosaki encourages readers to learn to be shrewd and responsible with their money. • Investing for the future: Investing is one of the key topics discussed in the book. Kiyosaki emphasizes the importance of practicing diversification, minimizing risk and buying and selling assets for long-term gain. • Challenging the status quo: Kiyosaki encourages readers to challenge the status quo and think outside the box in order to achieve true financial freedom. By showing readers that there is more than one way to achieve success, Kiyosaki encourages them to find their own unique path. Rich Dad Poor Dad is a powerful book that is not only inspiring and insightful, but also actionable. It helps readers develop the mindset and knowledge to make smarter financial decisions, and ultimately to become financially independent. This book is a must-read for those seeking to build wealth, become financially independent or just live a better life.

In Dying to Be Me, Anita Moorjani tells the story of her amazing near-death experience. After being diagnosed with cancer and given just hours to live, Anita enters a deep coma while her body is inundated with toxins and her organs begin to fail. After her body fails, she finds herself transported to a beautiful and light-filled realm, above and beyond her physical body. Here, she experiences a tremendous sense of peace and joy, and learns profound lessons about the power of love. Through her journey, Anita determines she has a choice to make: to continue in the light and leave her physical body, or to return to her body and fight her illness. Anita decides to return to the physical body, and to her amazement, the cancer immediately begins to diminish. Upon her recovery, Anita draws upon her newfound understanding of the power of the mind-body connection to heal and empower others. In Dying to Be Me, Anita ultimately hopes to show readers that love is the most powerful force in the universe.

Grammar is an important part of language, and Indonesian is no different! Let’s start with the basics of Indonesian grammar. Sentence structure: Indonesian follows a subject-verb-object (SVO) sentence structure, meaning that the sentence is built on the order of a noun/pronoun, verb, and then object or complement. Sentence order can often vary depending on the context, though. Tenses: Indonesian is a non-finite language, meaning it does not have tenses the way many European languages do. When conjoining in Indonesian, the reader will understand the time the action occurred without explicitly mentioning the time. Adjectives and adverbs: Adjectives and adverbs are not modified by gender, number, or tense. Plurals: Forming plurals in Indonesian is relatively straightforward. To make a noun plural, simply add --i to the end of the noun. For adjectives and adverbs, the plural is formed by adding --pun to the end. Formal and informal Indonesian: Indonesian is known to have two levels of politeness - formal, and informal. Generally, the formal level is used when speaking with people that you don’t know well (such as elders, teachers, government officials, etc). Alternately, informal language is used when speaking with people you know well. There are a few differences between the two. For example, some formal words can be used informally (with the proper connotation). In addition, inflected verbs often coincide with the level of politeness when speaking. Now that you’ve learnt about some of the basics of Indonesian grammar, you’re on your way to speaking and understanding Indonesian fluently!

Introduction: Welcome everyone to our lesson on the Double Helix of DNA today! DNA (deoxyribonucleic acid) is an incredible molecule that contains the genetic information that makes all living things unique. Let’s see what we can learn about this marvel of science. Lesson Outline: 1. Introduce the structure and function of the double helix of DNA. 2. Explain how the structure of DNA is important in genetic inheritance. 3. Review the four components of DNA. 4. Discuss the importance of DNA in various aspects of healthcare. Questioning: During the lesson, encourage students to ask for clarification and provide their own examples or opinions on DNA and its role in biology. Assessment: To assess student understanding, have students complete a worksheet (resource 1) to identify the components of DNA and its function. Use the answer key (resource 2) to grade the students' work. Differentiation: For students who need more time to understand the structure of the Double Helix of DNA, provide a video with animation (resource 3) to help them visualize the concept. Plenary: To close the lesson, review the importance of DNA on living things. Ask the students if they can think of any other uses that we can apply the double helix of DNA in the future. Resources: 1. DNA Structure and Function Worksheet: http://www.biologycorner.com/worksheets/dna_structure.pdf 2. DNA Structure and Function Worksheet Answer Key: http://www.biologycorner.com/worksheets/dna_structure_key.pdf 3. Double Helix Animation Base Pairs Video: https://www.youtube.com/watch?v=K7ViwdQiK-g

1. Start by introducing the concept of instantaneous, executive decision-making in a sports situation. Explain the importance of making a decision quickly and confidently, and above all, explain that it is the goal of the game or sport. 2. Utilize scenarios and activities to help the students practice and apply their understanding of the concept. For example, have them watch YouTube videos of professional athletes making executive decisions in a sports situation. Then have them identify what happened and discuss why the decision was made. 3. Utilize game-based activities that focus on a specific decision-making aspect of the sport. For example, students could play tag, but get three clues while they are running in order to make decisions about the direction they should go in order to avoid the pursuer. 4. Finally, encourage the students to reflect on their own decision-making process in order to gain a better understanding of their decision-making skills. Ask them to journal about the decisions they made and the results, and to suggest alternative decisions for next time.

Introduction Welcome the students and explain what the lesson will be about. Engage the students by asking questions about artificial intelligence and how it might be used in daily life. Explain how topical the subject matter is, and how it is increasingly popular in all sectors. Lesson outline 1. Demonstrate an example of artificial intelligence with a simple task. Use a popular AI tool, such as Google’s AI assistant, to do a task such as search the internet or assisting with a problem they are stuck on. 2. Video lesson 1: Explain the concept of artificial intelligence and its different forms, including machine learning and deep learning (15 minutes). Link 1: https://www.youtube.com/watch?v=cfOa1a8hYP8 3. Demonstrate artificial intelligence with a more complex task, such as recognizing and categorizing images. This could be done with a tool like TensorFlow which helps train machines to detect patterns. (15 minutes) 4. Video lesson 2: Explain more specialized aspects of artificial intelligence, such as natural language processing, robotics and autonomous vehicles. (15 minutes) Link 2: https://www.youtube.com/watch?v=w8NRvVHMapE 5. Worksheet exercise: Allow students to complete a worksheet to identify and analyze examples of artificial intelligence in action. This can be used to assess their understanding of the concepts covered in the videos. (20 minutes) Link 3: https://www.teachervision.com/artificial-intelligence/printable Questioning Throughout the lesson, use open-ended questions to engage the students and get them thinking critically about artificial intelligence. Ask them to explain how something works and how it is different from human cognition. This will help build up a deeper level of understanding. Assessment Assess their understanding of the lesson by having them complete the worksheet exercise and reviewing their answers at the end of the lesson. Differentiation Provide extra support for those who need it by giving additional activities that cover the same content. For more advanced students, provide resources and opportunities to explore more in-depth topics related to artificial intelligence. Plenary At the end of the lesson, review the different topics and how they are related to one another. Ask the students to explain what they have learned, and provide them with real-world examples of where artificial intelligence is used. Then, ask them to think of new ways that AI might be used in the future.