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Alice Lamb

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  1. I took AP physics concurrently in high school. To do the electricity and magnetism parts well requires both intuitive, conceptual development and using multivariable calculus (things like line integrals and integrating over both angles in spherical coordinates). As a math kid at the time, I focused on the new calculus ideas, rather than either the physics concepts or applications. Result, 4 on the AP Physics C but so little confidence that I cancelled having the score sent to colleges the day after I took it.
  2. It makes sense to define mastery as 90% correct on questions which are pre-determined to represent what should be known at that grade level. That's a different thing than the 90th percentile. I think the Iowa Acceleration Scale uses the 90th percentile because many standardized tests (unlike MAP or Woodcock-Johnson) use ONLY questions from a narrow range of grade levels, so the 90th percentile is their cutoff for "would be really bored if not skipped.
  3. Has he been watching "Odd Squad" on PBS? The "potato" thing is something one of the characters does that annoys the other kids on the show. While there's some off-the-wall humor and a little (very light) K-3 math, if he's picking up the annoying behavior more than math, he loses that privilege.
  4. I taught freshman chemistry for science and engineering majors at a selective 4-year college. Our students were over-prepared mathematically, since 95% were in calculus or above. Word problem-solving skills were the biggest difficulty for our weaker students. Good skills with word problems are far more important than having seen advanced math. AoPS more than fulfills that requirement. The most commonly used math skill in general chemistry is unit-factor conversions, taught in Beast Academy 5. The most advanced math topics needed were solving quadratic equations, using natural and base 10 logarithms and making and interpreting graphs. We sometimes used sine and tangent functions (maybe once a year and not every year) but knowing the triangle definitions and calculating on a calculator were the extent of that. Nothing difficult to pick up in a few minutes if you haven't had trig. Some skill with spreadsheets is useful if the instructor favors labs with quantitative results. (in an online setting, this would be analysis of data provided by the instructor.) She sounds mathematically ready for either honors high school chemistry or AP. My only concern about AP comes from my experience with AP physics. I took it while taking AP calculus and learned a lot of multivariable calculus, but missed basic electricity and magnetism concepts. A "Conceptual Chemistry" course might be an alternative, but she sounds like she would need the college version of conceptual chemistry, which is more of a science for non-science majors course. She might still enjoy AP more, since she's a real math-lover.
  5. That's wrong. NONE of the people who got the actual vaccine in the trials had severe illnesses. There were 95% fewer people with any symptoms and those with symptoms had milder cases. Some people did feel lousy for a day; just a good indication of a strong immune response. I actually hope I get that strong a response! I will gladly trade a bad day in trade for stronger immunity. They did not collect data about whether the vaccine keeps you from spreading the virus if you get exposed, but are asymptomatic. We hope it does, but won't know until at least summer.
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