Seeing a presence of a quorum, I call the regional school committee to order and consider entering executive session in accordance with open meeting law MGLC 30A, Section 21A, pursuant to Purpose 2 to conduct strategy sessions in preparation for negotiations with non-union personnel Michael Morris with plans to return to open session. Need a real call vote? Spitzer, aye. Demling, aye. McDonald, aye. Stanser, aye. Fonsha, aye. Benino, aye. Renew Executive Session. And seeing the presence of a quorum, I'll call this meeting of Union 26 to order at 633 and consider entering executive session in accordance with open meeting law MGLC 30A, Section 21A, pursuant to Purpose 2 to conduct strategy sessions in preparation for negotiations with non-union personnel Michael Morris with plans to return to open session. And roll call vote. Benino, aye. Stanser, aye. Hall, aye. McDonald, aye. Demling, aye. And we are in executive session. So I call the meeting of the regional committee back to order. And I'll call Union 26 back to order. Okay. And with that, we're moving on to public comment. If you, if there's members in the audience that would like to speak, please come forward. We didn't do a sign up sheet this time, but I'll just remind everybody we have three minutes. We have the helpful timer here so that you can keep track of when, how much time you have left. And please, when you come forward, please state your name before you start speaking. Thanks. I wanted to comment very briefly on the superintendent's contract, which I hope is voted on tonight. And I wanted to talk about two things. The first is how important I think it is for our schools to have consistent leadership, both as a school committee, but, but certainly as a superintendent. I think Dr. Morris has really led all the districts through some very challenging times, budget issues, academic things. And I think he's done a really remarkable job. And I want to speak specifically to his tenacity around the statement of interest for a new elementary school building in Amherst. He led us through a process that didn't end up working out for Amherst in the past. And I am very, very appreciative that Dr. Morris has stuck with it and helped lead the town through a very inclusive process with the aid of the Amherst School Committee so that we are now invited back into the process. And I'm really excited about that. And I think a tremendous amount of credit goes to Dr. Morris. So I just wanted to say that tonight. Thank you. Thank you. Brian Scully and my daughter goes to Fort River. I'm going to read this because my memory isn't as good as it used to be. I'm here tonight to support the second chance we all now have for our new elementary school and to support the person who worked so hard to bring all the sides of the new school application process together, Superintendent Mike Morris. Dr. Morris is a very good superintendent and he was a very good principal at Crocker Farm. And when all is said and done, he at his heart is still a very good teacher and he's taught us all on both sides of the previous school issue, me especially, that we needed to come together this time and respect each other's questions, suggestions, and criticisms to make the second chance work for our kids. Mike has done that by example in the way he treats others who have questions or criticisms of him. And he probably receives more than his share of questions and criticisms, some fair, some not, some polite, some not, some true, some not. Superintendent Morris has taught us how to interact with each other by being respectful to all even when he has not always been accorded that same courtesy. Never question in the motives or intentions of the people who question his as he works at the most difficult job in town. President Theodore Roosevelt wrote something that made me think of the difficult job that Mike Morris does for us. It's called the arena. It is not the critic who counts, not the man or woman who points out how the strong man or woman stumbles or where the doer of deeds could have done better. That it belongs to the man or woman who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly, who errs, who comes short again and again because there is no effort without error and shortcoming, but who does actually strive to do the deeds, who knows great enthousiasms, the great devotions, who spends themselves in a worthy cause, who at the best knows in the end the triumph of high achievement and who at the worst, if he or she fails, at least fails while daring greatly so that his or her place shall never be with those cold and timid souls who neither know victory nor defeat. Superintendent Morris deserves our thanks for what he's accomplished for our children and continues to try to accomplish like building them a badly needed new school. I'm almost done. And as importantly as the school, he's continuing to build a diverse group of caring teachers that will work in all of our schools, trying to make sure that every child experiences a teacher that looks and sounds like that child. Because Mike Morris knows that teachers, second only to parents, are the first real role models that our children ever encounter. Superintendent Mike Morris is our man in the arena, daring greatly to heal our past divides and bringing us together by teaching inclusiveness and empathy, not only to our children, but to us, so that we all someday may share in the triumph of having built our kids that new elementary school and making us a better town for having done it together. Thank you, Superintendent Morris. Thank you. How much less to say than that? Sorry. You said all the good stuff. Hi, John McCabe. My daughter goes to Kroger Farm, and I just want to say thanks, Mike, for all the hard work that you've been doing, and thanks to all of you guys, really. In my humble opinion, there's no higher calling than public service. I've been a public servant since I first started working. I worked at State University. Now as a retired guy, I teach at the local community college. I help keep tuition low. But I'm proud to do it, and it's fun to do. And it's just, you know, I know you guys are doing this under such unpleasant circumstances, but just notice a lot of people in town who really care about you and really love you, and keep up the good work. Hi, I'm Deb Leonard. I have two children in the school system, one at Fort River and one in the high school. I actually am not here to talk about the school building project. I'm here to revisit my passion for the math program, and I just have to say how thrilled I am that my 10th grader is now in an appropriate math program. I think that process was difficult. I think they had a lot of stakeholders, a lot of different opinions, a lot of need. I appreciate both the manner in which it was done. I appreciate the consensus building. I appreciate bringing Jeffrey been along. I think it was really done in a way that, in retrospect, looks nice and clean, but it wasn't clean at the time. And as with most things that develop, had a lot of different twists and turns to it. But ultimately, I'm not in a position where I feel the need to supplement my children's math programs over the summer, and that's huge. That's huge for me. It's huge for my kids. It's huge for my family, but it's huge for all the families in the district so that those families that aren't able to do that themselves don't find their children at a disadvantage with a program that was poorly matched for their needs. So thank you. Any other comment? We'll move on then to our new and continuing business, which is our main purpose for tonight. We are discussing the proposed contract for Superintendent Mike Morris' contract. And just as a reminder, this is a continuation of, or bringing it coming back into open meeting, the conversation that we started back in September. For those of you who have been tracking at home and for those who haven't, we met in September and talked about the timing of the renewal of the contract and that best practices around the state and the region, the country, frankly, is to not let a superintendent enter the final year of their contract without having some feedback or extension of their current contract. So in September, we had that discussion at the region meeting with Union 26 about whether we wanted to do that, and we did make that decision that we wanted to enter this negotiation, and we mapped out our timeline. And so here we are after three months of executive session discussing the contract and negotiations that between, led by Eric Nakajima, who could not be here tonight, and Peter Demling for Union 26 in coordination with Dr. Morris on that. So in our packets, we have our latest contract, includes the changes that we discussed at our last executive meeting. Mr. Demling, is there anything you want to add that I may have left off? I think that's a really good overview. Just trying to thumbnail sketch the sort of intro comments that Chair Nakajima had at that September open meeting when we were talking about the schedule. I think one of the other observations was that in addition to the years that have already been served on the current contract, Dr. Morris was interim superintendent for a year, and so now we have over three years of Dr. Morris in this position. So the feeling, as I recall from the committee, was that we haven't enough data to be able to discuss what the next step is, you know, whatever that next step was. And I feel like the three months, in some ways, felt like it went by quickly. On the other hand, when I think about the individual discussions, they were very detailed, and there was a lot of back and forth. And I feel like the contract that we landed on is a good representation of all those discussions and is a lot better for having taken the time. And so having started early, we were able to really delve into it. So I feel like that was a good process. So I'm just going to go around and let give everyone of us the opportunity to speak on this contract and the process, and I'll start with Mr. Menino. Okay, it gives me great pleasure to enthusiastically endorse this contract renewal. During my past three years, Mike Morris' performance has been exemplary. He effectively served the interests of students, faculty and staff, and members of the community. Approval of this contract will ensure that the schools are in good hands in the future. I agree. I wholeheartedly support the extension of Dr. Morris' contract for another three years. A few of us have an opportunity to display our talents and skills in the public sector. Mr. Morris, Dr. Morris does have that opportunity, and in doing so, he has gained the respect, admiration, and support of the entire community, and that's a hard thing to accomplish, but you've done it, Dr. Morris, and you've done it very successfully, and I might add that you've done it with a patience and a strength that is not only an example for us sitting around this table, but I think also for our kids. You've had to put up with a lot of slings and arrows, and you've done it in a very mature, appropriate, and courageous way, and I thank you and salute you. As a member of the Pelham School Committee for two years and the Regional and Union 26 committees this year, I would like to say that I enthusiastically support the renewal of Mike's contract and making myself some notes. Things that are important to me are his calm demeanor. I have never seen him in a meeting or any place get riled up, which I think is really important when you're in front of the public all the time. Consistent leadership, I think, that he's displayed in the time that I've been involved. He is very collaborative with his regional peers and he advocates with that group strongly for public education, and for those of us in Western Massachusetts, I think that that is really important. We need the voice, and when you get everybody together, and I think Mike takes a leading role in that, it really makes a difference. And the other thing I would say is his positive attitude and even enthusiasm are a very difficult job. So thank you. Yes, it's hard to think of something original. I wholeheartedly agree, and I think other than demeanor all, which is important, I think for Pelham specifically, the evaluations speak for themselves. They are consistently very strong and I think having that consistency going forward is so important for us. We are a much smaller portion of the job, but we are never treated like an afterthought and I think having this type of really, really strong leadership for a tiny school up the hill is really important for us. I agree, it's really hard to add anything new to the things that have been said, not just by the committee, but also by the members of the community that have spoken already. So I've been on the committee for a year and a half, not quite two years, but obviously a parent in the district for many years before that. And so I also wholeheartedly support and enthusiastically support the extension of your contract. I think I've said this before during evaluations as one of the things that really stands out for me and it's been mentioned before is the calm candor with which you take feedback, both positive as well as critical feedback and I think several folks have mentioned that as well. And regardless of who it's coming from and what format it's coming to you, you take it all and there's a saying that feedback is a gift and I think even the critical feedback you do take as a gift and incorporate that in your actions going forward. And I think that is one of the single most attributes or characteristics that is needed in any position but especially in a job as difficult as superintendent of our districts. And just working with you on the various working groups and community feedback, one of the other things that really stands out for me is not just a willingness but an absolute desire to get input and opinions from abroad, everybody in the community. You are constantly telling us, the committee as well as the community to slow down to make sure that we're thinking through the process. You were just saying that moments ago with the middle school grade span advisory board and it's holding us back when we're eager to move forward is challenging because we have lots of energy but I think it's a testament to who you are and how important that is to you to make sure that we're hearing all voices and integrating that into our plans going forward and then just building on the strength of consistent leadership. I think that's super important because we are grateful and fortunate to have that with you and I look forward to continue working with you. This is the curse of going later and later is that the ability of things to say is short and shorter. So generally speaking, when we think about the school committee's role in responsibility I think of hiring, retaining, evaluating, working with the superintendent is close to the top of the list of our responsibilities and I think generally speaking again it's pretty hard to find a good superintendent and all the more challenging still with a three-district combo such as ours that is significantly above average in terms of complexity and I would say also above average in terms of its demanding nature not just of the work but of the community and I say that as a two-sided compliment a demanding community is both a positive and a negative and I think at the end of the day we feel that's a positive balance which is why we choose to live here and serve here. So to find someone who can work in this position for a number of years is difficult and so when I look at the quantitative data that we now have after three years of Dr. Morrison's position and you just look at the evaluative ratings from the three different districts they're all consistently quite high not perfect but excellent very strong across all districts and when I think about the qualitative personal characteristics that Dr. Morrison has people have spoken more eloquently than I can about those a couple of things that strike me is just someone that we can work with this is ultimately not just a flying kite academic position this is a pragmatic get things done kind of position and so you need someone who is able to work with school committee someone who is able to work with teachers someone who is able to work with the community and I just love that pragmatism about Dr. Morris so I think when we find someone who has demonstrated the ability to do that it's an opportunity it's an uncommon opportunity for us to secure leadership for the district which ultimately benefits the students and so I also enthusiastically support this contract. So I also want to echo I think what my colleagues have said I think the things that I have been impressed with is Dr. Morris has been that he embraces change when needed but as has been previously said doesn't rush us along without making sure that all of the educational and social frankly and fiscal responsibilities are there when we're considering those kinds of changes he's very well respected in our community I have had numerous people that I don't even know come to me to say really appreciate the open door policy that Dr. Morris has and any little question sent via email gets a response within the day and so I think also the reputation that he has developed across the state serves us very well there's a lot of people from Boston all the way through western Massachusetts that repeatedly look to Dr. Morris because of his leadership and his expertise in education and the work that he has done so that is a reputation that is very difficult to match here in our community but in any community really and so I think this contract actually speaks to our level of faith in the superintendent as well as our desire to maintain that stability and leadership which we have talked quite a bit about in this committee and how do we maintain a level of leadership when there is so much change and when there's been so many different things and flux over the past few years and I think it's no secret that over the past 10 or 15 years this district has gone through a lot of changes and that's difficult to maintain and to make sure that our teachers are well taken care of that our students are well taken care of and that our community feels that they that is worth supporting and worth coming to so for all of those reasons I think it's incredibly important for us to have negotiated the contract that we have I also want to just say that I'm proud of this contract because it continues a tradition of fiscal responsibility we were very careful to discuss both current salaries for other people holding similar positions here in western Massachusetts and other neighboring communities so that we are not out of step with what is given by communities to their superintendents and so I feel good about what we've negotiated here I also want to say that I think that there's a couple things from our previous contract that have carried over like the arbitration clause which helps ensure that we don't get ourselves into a situation where if a future school committee ends up having a difference of opinion from a superintendent we actually have a way out that doesn't immediately resort to a lawsuit or something negative not to say that I ever think that that would happen here but it's great to know that we have something in place that can protect this community in that way and then I think the salary increases that we've negotiated in here are also very well within reason and basically are bringing up the superintendent to a level of compensation that again is competitive but is not beyond our economic ability to pay so for all of those reasons I think this is a good contract and fully endorse it I will also fully endorse the contract and I'd just like to say that many of the reasons have already been stated but there are a few that actually haven't been and what I'm really excited about right now is that we're transitioning from a time when I think things were more reactive and I think we've become more proactive we now have a strategic plan for the high school we have a new bilingual education program that I'm really excited about and to have Dr. Morris continue to lead that at Fort River the school building project I can't not mention that I don't know if we'd be where we are today without Dr. Morris' leadership so the idea of having consistent leadership through all of these initiatives and there are many I didn't mention is really important and I don't think we're likely to find anybody else who's been such a long-term member of our community and who has gone through both being a teacher to being the leader of the district and that really matters a lot I think it's part of the reason that we've been able to be so successful and nobody's perfect and I've seen Dr. Morris really welcome feedback and kind of own up to any mistakes and then move forward in a really proactive and productive way so I just want to say thank you to everybody who's been involved in negotiating it Mr. Demling and Mr. Nakajima who's not here but also to Dr. Morris and thank you Being last I'm just going to pass Is there anybody who went first have anything they want to add Well I was just after listening to all these things I know it's not possible but if I could have my way I wish we could vote tonight in the affirmative but I know it's not possible Mr. Demling So I just thought we should probably mention so we have a meeting scheduled for the 23rd do you want to Yes it was just posted I think this afternoon so we have a meeting on Monday next week where we will continue to discuss and the single agenda item Any more questions comments? I'm just wondering if Dr. Morris has any comments or thoughts that you'd like to add I'm going to say that Not to put you on the spot I think I'll probably hold comments for the 23rd but I do want to say thank you for your kind words and you've been through this before it's not my you know I'm awkward in these moments so I'll live in that awkwardness but I really do appreciate it and I do think that in terms of the progress we've made and the progress that we have to go that it really comes from school committee and I'm going to generalize this I know it's an awkward thing to do but I think it feels right to me that it comes from school committees and superintendents who figure out ways to work together even when there's disagreements even when there's intense disagreements can figure out ways to work together for the betterment of the students and the community and as you're the elected officials from the four member communities and so I take that role very seriously I mean it came up actually in the great band advisory in my head I didn't necessarily say it today but one of the things that's been great for me is to be able to partner with school committees that are deeply interested in community engagement that are deeply interested in representing their communities and deeply interested in understanding how their constituents feel and bringing those concerns to me as well as to the public and so I feel fortunate about that because I think the whole operation doesn't work if that's not in place if the school committees aren't interested in bringing forward thoughts, concerns and being able to talk about things that are hard to talk about and I think you all have been very comfortable to do some uncomfortable things as it regards to that whether it's been past conflict a couple times people mentioned school building project that certainly is something that is a very hard issue for one of the member towns and still resonates in the member town in Amherst and so being able to engage in that issue in a non-defensive way and really welcome constituent feedback even if it's from folks who may have disagreed in the past I think that sets the model for the community too as elected officials so I take your kind words very seriously into heart and I'm deeply appreciative but I also want to make sure that that's reflected that it's about the partnership doesn't mean agreement at all times partnership means genuinely wanting to work together to improve the experience of the students in our districts and so I want to thank you for that as well Is there a motion to adjourn Union 26? So moved Is there a second? Second Okay all those in favor of adjourning Union 26 please raise your hand signifying I and it is unanimous oh yeah sure I was just like region region continues region region will continue now with our first region only topic which is warrant review and is that Mr. Funch Thank you Madam Chair I I'm going to try real hard not to embarrass myself because all of these warrants come in like three parts there's three individuals who are responsible for these warrants and so it seems to me that maybe the best way to proceed is to distribute the warrants that each individual is responsible for so I'm going to give you these to recall those Yes I reported already Did you report these? I did Alright I'll pick them away Quickly and then Ms. Spitzer has some as well I do I'm just going to interrupt because of some of you weren't here at the early part but Amherst media had asked us to be very clear in speaking into the microphones because with the live stream if we're not speaking like close to the microphone or directly to the microphone and it's difficult to hear on TV So I was called in to sign some warrants and did not benefit from much instruction on how to report them out so I'm going to do my best unless if anybody has guidance to offer Dr. Morse? I think the guidance we received from legal counsel was to share the total warrants amounts in categories and I don't have it in front of me payroll Yeah it wasn't to go through each individual warrants it was to do a summary accounting of the total within certain bands I'm just making sure I'm looking at school members to make sure. I'm happy to do that just give me a moment to do the calculations Mr. Menino? Would you remind me what process is being pursued right now reporting out what is this a new process? I can speak to that. Yes we were informed that way we were signing warrants was not appropriate and I actually was the first one to start we I was appointed to go in and sign all of the warrants but I cannot do the salary warrants and so Mr. Funch volunteered to take over the signing of the warrants and there we did have a little form that we could use to plug in the numbers but I think it was we were advised I think that what we were doing was not what we should be doing. Let me check with Mr. Mangato. Can we just take a photo? Mr. Funch? If I may part of the problems I think are unfortunately because of some health reasons I had to miss a number of Fridays and so the fact that a number of people are involved in this I think is sort of unfortunately complicating this secondly I don't think the last time I was on the school committee forgive me I don't recall exactly the procedure for identifying what information needs to go into the minutes so I'll just try my best to do that unfortunately some of these warrants that I signed I don't know about over there but they don't have the fund unless you're talking about general fund or revolving fund is that what you're referring to? Dr. Moist? If this is something that I just wonder if we could table this since they've been signed to the January the meeting for Monday has already been posted but bringing it back to the first January meeting and I can work with I think Mr. Mangan was trying to organize something but maybe he didn't get into your inbox for today I think it might have went to Mr. Funch I believe this afternoon so instead of people calculating live I think we could come back in January if the committee agrees to that People nodding heads? Mr. Manino? Who do you describe the purpose of reporting out which is going on here? I think either myself or a committee member who is responsible for that may I be able to do that? Yeah I think Chair Nakajima had actually reported that you may not have been at that meeting Mr. Manino but it is basically the responsibility of the person who is signing the warrants that has been appointed by the committee and the responsibility to provide subtotals of the different warrants that have been signed at every meeting so when we have meetings it's basically just calculating all the subtotals of each one of those different categories and then reporting that out so that it can be part of just reporting it out and different committees use different methods so some committees including the Emmer School committee is doing the entire committee itself reviewing and reporting those subtotals here for this regional district committee we appointed one person and that work has been done by a couple of people this time Mr. Funch? I have a question so if a warrant covers two or more funds or areas there should be a total of all those areas correct? These are the categories I understand that and there should be a total amount The business office should be organizing and arranging and sending you those so that you're not adding specifically because there are times to your point that there are multiple fund sources for a topic and I apologize I thought that got sent out this afternoon but it may not have gone to you Some were sent but they still don't have a total amount No, the totals I mean there was an intent to send that to you but it's not a totaling live totaling in general I mean you can check the totals but it's not a committee member's job to be adding those pieces especially since we get different totals if you edit it more than once likely so I think we can come back in January and I'll confirm those numbers so I apologize for that Thank you Dr. Morris I just don't have enough fingers to catch that topic to our January meeting or include these warrants on that topic on the January meeting I think that's it so we have a motion move to adjourn second move by Ordonia, second by Stancer all those in favor and it's unanimous Thank you all


So, here's the tutorial. First of all, for those who aren't here, I forgot to hit record at the very, very beginning, and I apologize. But I told the people that are here, questions that I like from the review, find out who was at the tutorial and ask them which questions that I said I like, and you'll have a very good idea of what you're going to see on the written section. I'll also try and repeat myself during this tutorial. Now let's begin. Yes. Is there a using principle physics question on the test? Yes, one. Yeah, one on the written, and then one multiple choice kind of conceptual one where I give you one of the many, many, many equations that we've dealt with, and I say something like, if you tripled the charge and doubled the radius, what would happen to the blah, blah, blah, blah, blah? Okay, something along those lines. We've done those before. Oh, it's seven times stronger. No, it's five times weaker. We know it's three times stronger. We've done those before. I'm trying to be very, very vague on purpose, but something like that, certainly. Okay. Electric field diagrams I've already said. Are there any from the review that you would like me to go over? This is your chance to ask. Savannah, what number? Number, I'm sorry, 20? 28 or 20? Okay, sorry. I'm looking into, I found a wireless adapter for my projector. The problem with sitting here is the fan goes right there. Whenever it talks in this area, it's coming through the fan turbulence, and that's why I can't hear also in that area. So I think I'll be able to wander the room next year and teach from wherever I want to. That'll be way cool. Yes, I'm doing an F12 tutorial then, but you can certainly come in still. Number, 20. Great question. I think I like this question. Certainly part A. I did say I like this question. Okay. Savannah, what do they want me to find? Seems to me that I can't use force times distance because what would be happening to the force as I'm moving closer and closer changing? So I have to use my other definition. We said that work was the change in potential and the change in kinetic. But have they mentioned speeds here at all? Let's assume it end and begin at rest. Okay. And Savannah, what's changing anything? Now, energy, scalar or vector? Am I putting in the signs, the pluses and minuses or not? Yes, scalars, signs. And we said this. It's K, Q1, Q2 all over our final, there's my final potential, minus K, Q1, Q2 over our initial. Now an electron is negative and this charge is negative. So when I go negative times negative, you know what I'm going to get over here? Positive. So if you wanted to, you could skip typing that part in on your calculator. It's really, really up to you. Okay. Had you got this far already? Okay. So I'm just going to show you my answer key just for this part because I suspect you're wondering probably about part B and part C. So I carefully plugged in the numbers. Initial, final distance was one meter. You got the initial distance is 1.5 meters, not 0.5 meters, 1.5 meters away. And I got 7.2 times 10 to negative 15 minus 4.8 times 10 to negative 15. I got how much work? 2.4 times 10 to negative 15 joules. Okay. I think what you're wondering about is part B. So let's look at part B. What is the potential difference between point X and point Y? You remember what I said for the answer? It was 2.5 times 2.4 times 10 to negative 15 joules. What is the potential difference between point X and point Y? Well, that's going to be the voltage. What mathematical operation does difference suggest? Yeah. I'm going to subtract the two voltages. Okay.  Now, right about now, I'm also thinking, no, wait a minute, they made this two marks. Is there another way that I could figure out the voltage? Because that's a lot of typing for two marks. So I paused here. The first time I wrote this and I went, hey, wait a minute. We just figured out the work. We just figured out the change in potential energy. Didn't we also say that the change in potential energy was equal to, right? That's not blatantly on your formula sheet. I think it's in disguise. I think voltage is described as energy per Coulomb. Is that, I think, something like that? Yeah. So I quickly rewrote it. Now here's why that's nice. Do I know how much work? Yeah. Do I know the little tiny charge that we're moving? Oh, this is going to be way nicer. Let's see if that gets us there. Apparently, the potential difference is going to be 2.4 times 10 to the negative 15 divided by 1.6 times 10 to the negative 19. Now, although voltage is a scalar, what I've sort of said is when I'm using the QV equation, I don't put in the negatives and positives. And I can't give you a great explanation as to why, except I know you just don't. Hey, let's see if that works. It'd be great if it did. 2.4 times 10 to the negative 15 divided by 1.6 times 10 to the negative 19. 15,000 volts. First of all, it looks like such a nice answer. Such a voltage answer, because a lot of our voltages were in the thousands. Is it 15,000? Is that the answer it says at the back? All right, Mr. Dewick, you got your answer key right there.  Okay, fine. So the first time that I did this, I did it the long way, and that's still on my answer key, but I just thought of that today going, wait a minute, for two marks, that's way too much work. I did get 15,000. Now, I wrote plus or minus 15,000 volts. The reason is it depends which direction you're traveling. Are you going from Y or going to X? It just said between X and Y. It didn't say moving from X to Y. No, a lot of them take plus or minus. Is there a part C? No? Okay. That is your question, okay? So I actually gave you a better way, I think, to do that. I might change. Well, no, I'm not going to change my answer key because that works just fine, but this is nice because I got the same answer. What did I get 15,000 volts? I get the same answer two different ways. To me, that second one is a little more elegant. Yeah, sure. Number seven, yo. Yeah, would you like to see the numbers? Q1 is the electron. That's the little tiny one that I'm moving. Q2 is the big charge. No? Oh, the top parts are yeah. Yeah, so on my calculator, I would type this in first. You have a graphing calculator, right? I did that, and then I just went second function, enter. I put the drop the minus down, and I just changed the one to 1.5. Same thing as we did in the last unit in the gravitational homework, assuming you did the homework. Those graphing calculators are so handy. In this unit and the previous unit, because those are about the longest equations you'll be typing in all year. It just saves you time. Sorry, Pat, number seven? Got you. Did I already say I like number seven or not? I did. So those you are listening to this tutorial, apparently I really like number seven. Oh, absolutely. Lutely. So those you are listening to this tutorial, here is a question you're going to see on your test. I'm going to give you two points and a location either somewhere between the two points or maybe over here, and I'm going to ask you to find either the electric field or the electric potential or both. No, potential difference is one charge, not two charges. So, Pat, you asked this question. What's another word for electric potential? Voltage, not energy. Repeat that again for those you are listening at home. Voltage, not energy. So, voltage. Point charges. Can you go to your formula sheet and can you figure out what the voltage for point charges is for me, Pat? So I think we're going to have the voltage from charge one is going to be Q1R1. It's going to be nine times ten to the ninth. Seven point five times ten to the negative six. Voltage, I put in the sign, so positive all over. What's its distance from P, so don't say point two, sorry, point three five. There's a common mistake kids would make. They would just plug in the numbers, right? And when you do that, you get one point nine three times ten to the fifth, well, nineteen thousand three hundred. Okay. The voltage from charge two is going to be KQ2 over R2. It's going to be nine times ten to the ninth. Pat, voltage, scalar or vector? I heard both answers convince me. By the way, I can't remember if I did this with your class. I thought of this later on. If you look at the formula sheet, the block are you Pat, block C? I did this last day with either block B or block C. I can't remember which ones. We noticed that if you look at the formula sheet, all of the vectors are in a row and all of the scalars are in the same row. If you're looking for yet one more way to keep that, and I think you all do know that energy is a scalar. You've got that one down, Pat, since physics 11. So signs here, no signs here. We decide by either using like charges, repel or by which way would a positive charge want to move that could for electric field. Here, it kind of depends but usually not. Usually no signs. So back to my question, Pat, voltage, scalar or vector? What do I just show you an easy way to remember on your formula sheet if you can move your calculator and look at your formula sheet? Yeah. So voltage, scalar or vector? Scalar, put the negative in. You're going to be doing better tomorrow though, right? I hope so too. Okay, and you've given them directions and they don't have any. They do have negative and positive but not directions. You get negative, what you get is a magnitude. The total voltage, the electric potential, what they're really saying is the total voltage. Now this is not the potential difference. Potential difference is between two locations, final minus initial. Here, they've given us one location. They want the total voltage. When I say total, what mathematical operation does that imply? Adding. So if you add them up, where do I get for an answer? Oh, you can even see in my notes here. I wrote, not energy, voltage. 4.3 times 10 to the fourth, 193,000 plus negative 150,000. 4.3 times 10 to the fourth volts. You see the slight difference between potential total and potential difference to locations and voltage, which is sort of both. Any others? Yeah. Oh, I was just in there. Okay. By the way, those who did the rewrite on circular motion, I emailed the scores out last night at about 1040. Did better. Everyone did better but one person. Some people did quite better. One person got perfect on the rewrite. 18. Did I say I like number 18? Okay. I might. I didn't give you everyone. Okay. I do like number 18 sort of on the multiple choice. I'm going to give you charges that aren't in a nice line with each other. Probably not. Not probably. Definitely not as I've written. Okay. What are they asking me to find a number 18 Savannah? Scalar or vector? That's actually way easier. You see, if this was a vector, if they were wanting, for example, electric field, which is fair game as the multiple choice question, I'd have to add them tip to tail and do some trig Pythagoras. By the way, for electric field or for forces, we'll always keep them nice 90 degree angles. But they only want the electric potential. This question here, because voltage is a scalar, it's exactly the same as the one we just did with power. I'm going to go the voltage from charge one. I'm going to go the voltage from charge two and then the total is going to be the voltage from charge one plus the voltage from charge two. That's the beauty of voltage being a scalar is it doesn't care whether that charge is there or right there mathematically because it's a scalar, same diff. Okay. Not for electric field vector, not for force vector, but for energy and for voltage. Yep. Does that make sense? I'll show you my quick work just in case. So they want the total voltage, voltage one plus voltage two, who cares about direction? Voltage is a scalar. Both were positive, so I did put the positives in because scalar positive, but didn't make a difference because positive times positive is positive. If they put a negative there, Savannah, I would have had just like in the last question, one negative voltage, I would have ended up with a smaller answer. That's fine. That's why voltage is so nice. It's a tricky concept, but mathematically, it's nice. No trig, no nothing. Just conceptually, it's tricky. And yeah, potential, potential difference, voltage, what do they do? I can't change the vocabulary. Yep. Did I say I liked 12? I did. Go so those. Oh, okay. What are we finding then, Dylan? Electric field, vector or scalar? And can you think of a nice easy way I can tell by looking at my formula sheet, Pat? How do you know? Top row, okay? Because also, what's the first thing in the top row? You know forces of vector. I'm hoping you got that memorized this year, right? Because it's 11, right? And in the, pardon me? Well, just humor me. And in the bottom row, what's the first thing? Energy. I'm hoping you got energy as a scalar. So now you got, the middle one is the weird ones for plates and things, so we don't quite freak out as much. Okay. Here's something to do this. This is sending out an electric field as is this. So I'm going to find the electric field from charge one. I'm going to find the electric field from charge two. And then I'm going to add them vectorially because they do have direction. What is the equation for electric field from a point charge? So hints. Point charge, you're looking probably for a Q in the equation, right? And whenever we're talking about point charges, what other letter always appears in the equation? Have you noticed? Okay? Yeah, R. So find something that's got a Q and R. And what's the symbol for electric field? Do you reform the sheet in front of you? Okay. I'll give you a hint also because it's a vector. You should be looking top row. So E1 is going to be KQ1 over R1 squared. 9 times 10 to the ninth, 7.5 times 10 to the negative 6, 0.2 squared. Times 10 to the ninth times 7.5 times 10 to the negative 6 divided by 0.2 squared. And I get 1, 6, 8, 7, 500. Is that big? No, electric fields were in the thousands and tens of thousands and hundreds of thousands. Okay. And that's a pretty good size charge. Let me make sure I type this in right though. That looks 7.5 to the negative 6. So 1, 6, 8, 7, 500. 1, 6, 8, 7, 500. What are the units for electric field doing? You can find out from the formula sheet by looking at the middle of the top row. See the middle equation in the top row? What does it say? Read it to me. E stands for electric field equals what? Okay. Don't read me the letters. Read me the units. What's F measured in? What's Q measured in? Oh, you're telling me it's Newton's per coulomb. Do you see how that's hidden in there? Okay. Direction. We ignore this charge temporarily. We say if we were a tiny positive, positive, positive test charge right there, which way would we want to move if we could because of that guy? East, right, whatever you want to call it. I usually go right and left, unless I put a compass on the question. Okay. Second one. It's going to be 9 times 10 to the 9. Charge to electric field, scalar or vector. So sign or not. Yeah, Pat. This isn't here. Okay. To find electric field, we use what we called the fancy word was the principle of superposition and what that really meant is pretend the second charge isn't there. Just look at the first charge. It would be pushing to the right. Okay. Because your test charge is always a positive, but a really, really small one. How small, so small it doesn't have its own electric field because that would change the question. It's imaginary. All over 0.2 squared. Nice thing Dylan on my calculator. I can just go a second function entered. Was it 2.5? It was, wasn't it? Yeah. 562,500. Again, Pat, pretending this charge isn't there temporarily, sitting right here based on that charge, which way would a positive charge want to move it could? Oh. Oh, by the way, the units are new. These are in the same direction. So you know what Dylan? I'll just add them together. If they were in opposite directions, bigger minus smaller and the bigger direction is the winner. Okay. And on the multiple choice, I wouldn't feel bad having a point there, having one charge here. So you have to the right and up, and then you would have to add them tip to tail and do some lovely trig to get the final electric field. That's a great multiple choice fair game question, but it'll always be a nice right angle Pythagoras trig. So it's not going to be sin log cosine log. Okay. There are a couple like that in the review. You're looking terrified. It tells me how far in the review you've gotten so far. Anyways, we're not done yet. Let me finish this question off. It's going to be 1, 6, 8, 7, 500 plus 5, 6, 2, 500 plus 1, 6, 8, 7, 500. The total electric field here is 2.25 times 10 to the 1, 2, 3, 4, 5, 6 units Dylan. And I'm not done because it didn't say, what does it say in brackets here? It was want me to find and oh, which direction? Now asking your question. What was your question? I think so. Oh, that's your final answer is right there. What number was that? 12? There you go. Okay. There's a very, very, very, very, very, very, very, very, very good chance that you'll see that in the future. Okay. 27. Ooh, someone's actually done the homework. Number seven. Number 12. You're number three, Mr. do it. Number 27, I like. I don't know yet if I like, I like, I mean, I'm just happy to see somebody ask that part. Let's see. Ah, good question. This is very, this is a nice build to the one that Dylan just asked. Dylan had them in a nice straight line. Are these ones in a nice straight line with each other? So this is going to be a little trig. Oh, but you notice it didn't ask for the direction. It just wants the, so we don't have to find theta. Okay. I've seen them do one or the other. Rarely have I seen them do both on the provincial. In fact, often what I've seen them do is if they, if they want to do a direction thing, they'll just make it rough. They'll have four arrows to pick from and say which arrow best matches the direction. One arrow would go that way, one that way, one that way, and one that way. Okay. That would, that, that I've seen them do. Make this a little smaller. There we go. Okay. Temporarily ignore that charge. What direction is this electric field exerting right there? Down. Temporarily ignore this charge. We're going to end up adding those two together tip to tail. And we're going to have something like this. That plus that. And then the resultant will be right there. And I'll use Pythagoras. Okay. What will the numbers be? The number for this one is going to be k q1 over r1 squared. The number for this one is going to be k q2 over r2 squared. The nice thing is, I think in this question here, it's a, oh, sorry. This question's a little bit tougher even. You know why? They didn't give me this charge here. What did they give me instead? They gave me this side. They've told me the electric field. How big is the electric field when I add them tip to tail? They've told me.  Okay. If I crunch this one here, I'll do it really quickly. It's going to be 9 times 10 to the ninth times 4 times 10 to the negative 6 divided by 3 squared, 4,000. Yeah. As a matter of fact, I think it's going to be the 3,4,5 triangle, which we've run into a few times. I think it's going to be 3,000. Okay. So the mystery electric field here is 3,000. That's not what we want is our answer. They don't want the electric field. They want the charge. So here's what I know. 3,000 equals k q2 over r2 squared. They want q2. Angela, how would I get q2 by itself? Times by r2 squared and divide by, okay. I'm also kind of leaning towards, because it looks like they picked these numbers really carefully. Since a 4 was right there and it showed up there, I wouldn't be shocked if B is the answer with a 3 there and a 3, but I don't know. I'd have to crunch the numbers. That would be my panic guess with, Mr. Dewick just said I have 30 seconds left. That would be my intelligent guess that I would try and do in the pinch, right? Is it B? I don't even know. Whatever was that? 27? Yeah, it is B. Okay. Pardon me? Why would I have needed to? Oh, no. You were away for some of this. My bad. Why were you away again? Oh, the key. For vacations, I can't extend test deadlines. It just becomes too awkward for illnesses. Any others? While we're on the topic, look up. Talking about stuff not in nice right angles. Another twist that I've seen is a force where you have a charge here, charge here, charge here. This charge exerts a force down. This charge exerts a force right. What's your overall net force? Add those together, tip to tail. I don't think I've ever seen them ask for magnitude and direction. I've seen them ask for direction or I've seen them ask for magnitude, but never both. But that would be a nice twist as well. You'd need the extra charge here because force requires two charges and two charges. What else have I seen? I mean, 28 is good, but we've done some electric potential ones. I think I said I'd like to number 30 anyways, even though it's a multiple choice, that'd be a good written question too. Again, make sure you can handle an electric field diagram and translate it, something like number 33. Sure. So electric field lines, they're symbols of the electric field, they're representations. The arrows tell you the direction of the electric field. Since electric field always points from positive to negative, that right away tells you that this must be a negative charge because the arrow is pointing towards it. This must be a negative charge. In fact, what we have here are like charges, which is why the electric fields are being repelled from each other. Compare that with electric field between unlike charges. I think I had one earlier near the beginning up right there. This would be the electric field between unlike charges because what you're saying is if a charge, if the force line was right here, it would get pulled towards, it would want to go towards the negative. We decide electric field direction in two ways. Which way would a positive charge want to move if it could? I use that for complicated diagrams or from positive to negative, I use that when there's parallel plates or electric field diagram of that. We also said the number of lines roughly is proportional to the strength of the charge. This charge here has one, two, three, four, five, six lines coming off of it. This has six lines coming onto it. Those two charges are the same polarity, same magnitude. If this charge had 12 lines and this had six lines, I would say this charge is twice as big as that. I don't know what they are, but I know this one twice as big as that. This notion of field lines also didn't become huge and important when we look at magnetic fields. In fact, I think you guys in science in grade nine or ten do the iron shavings around a magnet experiment where you can actually see the field lines quite nicely. That's a nice little experiment. I bought one of those a three-dimensional one that I hope to bring out when we do magnetic fields. We'll play with that. We bought it about three weeks ago, so I don't even know if it works yet. I think it does. Any others? Yeah, 39? That's fine. I'll throw this online. I'll try and find, I'll try and email out this. Well, I may email this out. You guys have watched and written. I didn't do that much today anyway. It's an easier unit. I think I like number 39 a variation on it. I won't say I like this exactly, exactly, but I have some strong affection for the concepts here. I like to think of them as kind of a younger something. What we have here then is this electron has kinetic energy. When it gets here, this is positive. Is it going to speed up or slow down? Since I have changing speed and changing distance, I'm solving this with conservation of energy. Are any of these zero? I think once it totally travels through the voltage, it will have used up all of its potential energy. It will have fallen down to the ground, essentially. It's the same concept except gravity now aside. They want the impact speed. Let's see. We're going to have a half mv initial squared plus now potential energy between parallel plates. That's the middle row. Can you get me the energy by itself in that middle row there, please? That's voltage in electric field. That's not energy. I know it's an E, but there's no P next to it. Don't get E and EP next up, please. In fact, this is the equation that I told you. This is where I write the big V with the wings because this is where I have big V voltage, little V velocity. I know my handwriting, my capital letters don't look very different from a lower case, so I added the wings out of physics prof teaching that trick. Do the masses cancel? No, because there's no mass in here. In fact, I think what I would start to do is I would probably crunch these numbers, get an answer, and then divide by a half m. Which mass? They didn't give me a mass here. They didn't need to. Why? Oh, are you saying that's not my formula sheet? Okay. And they didn't give me a charge here. Why? Electron. They did give me an initial velocity so I can find final velocity. So, Jimmy, let me just go to my answer key then. I'll walk you through the rest of it. My other hint to use energy, you'll notice I drew an arrow pointing to the word speed on the provincial towards the end of the year. I always look for the difference between velocity and speed. If they say the word speed, usually that's deliberate. Usually they want me to take a scalar approach, which is energies. Oh, look at that. I didn't actually crunch the numbers. I divided by one half and by the mass of an electron to get the final squared by itself. But there is my charge on electron. What voltage difference are we traveling through? 250. Again, be prepared for a diagram, or maybe that's 500, and that's 1,000. That's still a voltage increase of 500, so you might have to do a little bit of math. Not always, but sometimes I throw that in.  Please, please, please, please don't forget the squares. And then divide by a half m.  Savannah, what do I have to do at the end? Yeah, and here's how I know. Light speed is 3 times 10 to the 8th. Electrons don't go faster than light. Nothing does. 1.2 times 10 to the 7th meter per second. Nice little question. Any others? 26? Oh, cathode ray. Were you here for the cathode ray tube lesson? Were you here for lesson? You missed one day, I thought, didn't you? So the way a cathode ray tube works, the way a cathode ray tube works is you have an accelerating voltage right here. This is really, really, really, really, really negative. This is positive, and you put a very tiny hole right there. What that does is that gets an electron coming out very fast in an almost a straight line. Then you have a deflecting voltage, maybe where this is negative and this is positive. That would deflect the electron downwards because it would want to go towards the positive. Or you could reverse the current, which is what they do in real life on alternating current. They flip the current back and forth. So some electrons will be deflected up. Some electrons will get deflected down. What would cause the greatest deflection? Well, first of all, if I make this voltage here stronger, that would give you a bigger deflection here. And if I make this voltage here weaker, because if this is weaker, it's traveling slower. That means it's between the plates for longer. It'll get deflected more. If this is stronger, it's going through the plates so fast it hardly gets deflected at all. If it's slower, it gets deflected more. Does that make sense? Okay. We're actually going to revisit the cathode ray tube because I actually, initially they ran it with plates, but they really run it with solenoids and magnetic fields. So we'll come back to it two units from now and do it properly. And that's when I'll give you cathode ray tube questions on your test. I don't think that there is a cathode ray tube question on this test. Or if there is, it's only one multiple choice question. I'd go look at the test, but my screen recorder is going and I don't want the people at home to see a copy of the test suddenly. Somewhere Leo's going, oh, I thought he went for sure. Any others? Okay. Work through the review. You'll find no surprises on the written. You'll find two or three curveball surprises on the multiple choice where you'll be, oh, I did this question, but he's making me go backwards. Okay. I knew how to find the force. Now he wants me to figure out the ray, oh, get the r by itself, get the radius by itself. Or, oh, I know how to find the electric field. Now he wants me to find one of the missing charges. Okay. Otherwise, it's a pretty good test. Usually people do, if they keep the equations straight, which is really the only risk, they do pretty good. It's fairly plug-and-tug-ish. Okay. I'm going to hit stop.


What about other forms of sex? What about kissing great question?  I think that's a good start Okay, I think as you build trust with someone you can move up to the levels of second base third base and home runs Look at I'm really trying to encourage a slowing down process This this process now has been so amped up that it used to be when I first started dating after my divorce It was called the three-day rule base three date rule. Excuse me.  I did a blog once called the ten date rule And what that means is if a man invests ten dates in you at least he's more likely to be around the long run So really getting somewhere between the six seventh eight ninth and tenth date.   There's no Barely do you need commitment? Do you know any women I speak to? Who have had who have been in a relay?  I mean, I Don't know. Maybe I'm a puritan. Maybe I don't maybe I'm not designed for this Generation anymore. I'm not away. I'm guilty of this so I can't say this but as a coach I think it's time to go back to a Not a traditional way of dating because I'm here to acknowledge a different. I'm here to look at I'm here to encourage Asking much deeper questions to determine compatibility Coming back to the book two dates. This is really an interesting book to really determine because What the founder of e harmony? I'm not here to recommend e harmony But his philosophy is if you take compatibility and ignite it with chemistry That's a winning recipe, but these days we focus on chemistry We get we we have sex and then we find out we're incompatible with people and by the way, I'm here to profess I'm doing my own part to be due diligent about this and not jump into it Now I'm guilty over the years times but I think one of the reasons why I've been single for a little bit longer than I expected this because Finding a real compatible partner who meets me where I want to be met beyond the bedroom In compatibility so we can we can create that Tapestry together is progressively getting harder especially with an environment where it's so divisive here in the United States It's Democrats or Republicans. It's masked. It's no mask. It's wore this.  I have my prayer I have my prayer and I hold on to that prayer because I trust that the universe god universe spirit gusts Has my back and no matter when it happens And even if it doesn't happen I know that i'm in a space of loving myself and that's my invitation for all of you All right, so coming back to your question I you know what you can do whatever you want, but I let me put you this way I don't think I'd go on a third fourth or fifth date if we weren't kissing at least that But that's just me. You have to decide that for yourself. Thank you so much for that question mariam Let's see question holly. Okay Question had a date with a guy. He said he didn't have any spark with me. He didn't want to see me again What should I have said to him? Thank you Um, there's an old saying rejection is god's protection, but you know what I appreciate You know what he was honest I've I've now been saying that you know, I've had a situation where I had a date with someone We had a good time, but I just wasn't feeling Emotional connection with them actually it was three dates I just I you know, I was kind of like, you know, you know the whole saying you just never know I was holding space to see if it would happen But I wasn't feeling connected with this person and I said literally I said in the text message Well, she asked me she goes I noticed you're pulling back and I said yes And she goes why and I go I'm not feeling an energetic connection with you I think you're a nice person. We have you know, some things in common But I wasn't feeling it and I didn't feel I felt it was disingenuous Disingenuous or disingenuous, which one is it? To to make an investment if I wasn't feeling some sort of feelings for her So I actually commend him for being honest now. It doesn't feel good hearing that Of course it doesn't but folks Look at you dodged so the invitation. I ask yourself is what positive things Did you learn about yourself from this experience? What was good? What are you most grateful for? Start looking at from an introspective place instead of a judgment place that he's bad And he's wrong and men are bad and men are wrong So I give him a lot of props for that one holly. I hope you do too all right question Cindy asks question what's your opinion of the dating shows for example bachelor or love is blind It's funny. Someone brought that up to me the other day. Love is blind. So


Here with Senator Barbara Boxer for her lecture, an election like no other, and what lies ahead. I'm Erin Curley with CalTV News. This school year, Senator Barbara Boxer donated two decades' worth of her congressional papers to the Bancroft Library at UC Berkeley. She also kicked off the new Barbara Boxer lecture series, an annual event focusing on women in leadership. Our nation has struggled lively with civil rights, voting rights, but also for our precious environment, the rights of workers, the rights of immigrants, this constant creation of a more perfect union, it's not easy, it's two steps forward, it's one step back, or sometimes it's seventeen steps back, like it is right now. Senator Boxer discussed her hopes for the future. It's an American vow that our kids live a better life than we do, and we help each other through hard times. Was Secretary Clinton a perfect candidate? Absolutely not. Am I the perfect candidate? No way.  She explained why she retired. It seemed like the right thing to do, but I didn't feel like I was weaving anything undone. There's a lot of fighters back there, and I'm going to help them in my path, through my path, get re-elected and get new people in. As I served with five presidents, I fought Ronald Reagan and Jayne Conda, and talked about the future of the Democratic Party. Now ten days out, opening up a floating, baloney case. She didn't handle assaults on her right, I didn't get the message out as best I could for her. Calling, with elites, Russians are coming, they came. Discussed the election. Trump was so outrageous, that's another reason people didn't vote, is that he could never win. Instead, of course, we have a guy who insulted more than half the country. I'm going to list the people who insulted, and he insulted women like crazy, that's already more than half the country. Immigrants, Muslims, African-Americans, veterans, the disabled. Did I leave anybody out? President Obama. President Obama, right? African-Americans. Latinos. Absolutely. Uphold. Uphold. What? Uphold. Uphold. I want to say what Alicia Keys said. Does anyone remember basically what she said? She said, we are mothers, caregivers, activists, artists, entrepreneurs, doctors, leaders of industry and technology. Our potential is unlimited. And that described the marches all over the world. You can compromise on a bill, but never compromise on a person. We marry up the Hillary message of standing together makes us strong. And the Bernie message of, we got a fight for the rights of a middle class.