rbk mama
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Posts posted by rbk mama
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May I ask what your DS used for AP Calc BC on his own? Did he find them clear? Thanks!! (My DS likes doing math on his own, and I'm looking for materials.)
We have a good friend who teaches AP Calc in the public high school, and he highly recommended "Calculus: Graphical, Numerical, Algebraic", by Finney, Demana, Waits, and Kennedy. Kennedy is one of the writers of the Calc. AP tests.
DS followed a schedule from the College Board which uses this text to prepare for Calculus BC in one year (as opposed to spending one year on AB first). He really enjoyed this book, and needed very little else. There were a few times when he looked at Khan academy for something he didn't quite understand. For exam review he used Barron's and College Board released old exams. He felt great about how the exam went and finished with time to spare.
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That looks perfect! Thank you!!
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Anyone know of a video lecture series for Computer Science? I have a DS who prepared for AP Comp Sci with Teen Coder and did great, but second DS is dyslexic and is struggling with the reading involved. He would really benefit from video lectures.
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I think its a good idea to know at the outset what the structure of the exam is. YMMV depending on the specific online course. My DS did not feel confident at all in his essay writing skills, especially when timed, so he knew from the beginning that he needed a lot of work to prepare for the essay portion of the AP World History exam. The PAHS course did not include enough essay practice for him, so he ended up writing several additional essays (which his instructor graciously reviewed for him). I think he also felt the need to take additional practice tests. On the other hand, AP Chem through PAHS has needed NO additional prep work beyond what has been assigned (in fact he felt there were more practice tests than needed.) He has really appreciated the fact that the class alone has prepared him for the exam, with no additional work on his part.
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We are super excited here because for the first time, AP exams are being offered in our city! Prior to this year DS and DH have had to make a 5 hour drive and stay in a hotel the night before.
DS is taking Calc BC, Chem, US History, Micro and Macro Econ. During the weekend in between he is taking SAT subject tests in Chem and US history :tongue_smilie:. What he is most stressed about is the SAT subject test in US History!* Seems to require a crazy amount of "trivia" type memorization :thumbdown:. I am seriously wondering if we should cancel that one. AP Chem is with PAHS and he feels very well prepared - they have done a huge number of practice tests. Calc BC has been on his own (which sounds completely nuts to me), but he feels very confident about it. US History has also been at home, primarily using the Fundafunda schedule, which he really enjoyed (he LOVES that Johnson book). Econ has also been at home. It sounds like a crazy amount of exams, but if I told you how much free time this child spends each day immersed in music or basketball, it would seem less intense. So far he feels remarkably peaceful (other than that US History SAT....).
*Edited to add: Just for those who are planning on the SAT subject test in US History: DS just took the practice test available in the big CB book and it did NOT have "trivia" type facts - he did fine on it; his only reference prior to that was the Barron's guide.
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Thanks AEC! This is exactly the kind of experience I was hoping to hear about. DS is also considering computer engineering (is more interested in hardware than software). Makes sense that it would be much easier to begin with engineering, like 8Fill's DS, and change later if he wants.
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Will he be applying to different colleges depending on his choice? Or is it just the universities of interest make you choose a college or major when you apply?
If it is the second, keep in mind that, though it may be difficult, most colleges do let you change your major. Overall, usually engineering departments are harder to get into at places that you must declare at application. So if he can get in engineering, it should be easier to slip into physics later. OTOH, if he is a marginal candidate, it may be easier to get in to physics, and then he can impress someone and move to engineering later. Check with the schools and online to see how they admit by major.
Another possibility is an applied physics program, which can be a terminal degree. It might split the difference. Some, though, are five year programs that terminate in a masters.
What does he want to *do* after graduation? If you share more of his interests and what he loves about each, we may be able to give more specific advice.
It seems like most universities require you to apply to their college of Engineering OR their college of Science, Arts, etc. That is why I'm thinking a decision has to be made before applying.
He has no idea what he wants to do after graduation! :laugh: He is very much a theoretical type - would rather sit with paper and pencil than actually touch anything. He's had no exposure to actual research, though, so its hard for him to imagine spending hours in a lab (he has hated his homeschool lab experiences so far). Right now he is fascinated by quantum physics and enjoys watching MIT OCW lectures in his spare time. So this makes me think - great, go for physics! DH feels like engineering makes more sense from a financial perspective, and DS just doesn't know enough to make that decision.
If you haven't already, take a look at this thread:
Thanks! I remember reading that thread with interest. It doesn't seem to be a very common option at colleges though, correct? Engineering physics or applied physics both sound like great options.
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He could look into programs that have a double in physics and electrical engineering. Our ds loves physics and originally thought he might not want grad school, so he started with the double. After a yr or so, he decided that he really loves physics more, and he dropped the EE. But some of his core physics requirements are taken an satisfied in the EE dept. (He entered with physics credits, so he took electromagnetics and wave theory through EE.)
A double - engineering and physics - sounds overwhelming to me, but that might be the best fit for him. Did he apply to the engineering school and then switch over to physics afterwards? (How did he "start" with that double?)
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Anyone have some suggestions for DS - resources to read through or guidance? He loves physics (and has a renewed love for math since entering calculus), but is hesitant about the thought of graduate school. Engineering sounds good because it involves physics and can lead more directly to employment after undergrad. Unfortunately this does seem like a decision that has to be made before applying. He is in 10th grade now, so he has some time.
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If you want more relaxed / finish quicker, then by all means, drop some or all of the extra review. If he does find on the chapter tests without the chapter review problems first, I'd drop them. Does he need the algebra review?
:iagree: My DS is using the Duke TIP syllabus as is, no additions. He's been doing great on tests, so I haven't felt the need for extra review.
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One thing that hasn't been mentioned yet in this thread is that colleges approach AP exams and DE courses in different ways when it comes to actually giving credit for the classes taken. This is a different issue than admission, but it needs to be taken into consideration if you want to use the credit earned in high school for college credit.
Universities have a minimum score for AP exams in order to grant credit at their university. I've not heard of a university accepting a score lower than a 5. Some will take a 5 or 6, some will only take 6. Some universities limit the number of course they will give credit for - a student might take numerous AP exams and do well on them, only to be told that the university will only take 2 or 3 of them. Universities might not give credit for an AP exam in the student's major, either.
DE is an entirely different animal and varies widely. Some universities have a list of institutions that they will transfer DE credits from, others approach it by approving only certain courses taken at certain institutions. Still others will not transfer any credits. I'm sure there are many more approaches as well.
University of Michigan (College of Literature, Science, and Arts) gives credit for 3s, 4s, and 5s (highest score is 5), depending on the particular test.
http://admissions.umich.edu/apply/freshmen-applicants/ap-ib-credit#LSA
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Thanks, everyone!! I am going to share these responses with DS. Love the article posted as well! :thumbup1:
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What is your opinion regarding how a student should address/sign (or not) emails with their teachers?
I feel like respect requires a "Hello Mrs. _____. ...... Thanks, Student's name." -- At least at the start of the conversation. DS disagrees ("It's an email!") What do you think?
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Every year when I see this thread I want to chime in and suggest that if you really need AP for your situation (e.g., DE is not possible), it may be worth travelling for. We're fortunate in that we don't have to search for a site, but less fortunate in that our site is a 5 hour drive away. So last year DH and DS took two separate trips out, each time staying at a hotel the night before. We consider it part of the cost of living here. They had some good man-to-man conversations en route. :)
We were back in the US one year when DS needed the AP Comp Sci exam, and we found a lovely Christian school willing to let him take it there even though there were no other students taking it. I wonder if private schools are more ready to help homeschoolers out.
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Can the kids interact with friends on this game? Sort of like playing Minecraft or something? Or is it predominantly one-player based?
You can play one-player or against others online. DS is currently playing with a good friend who lives in another country; I think they are teaming up right now as Spain and France in the 1500s... interesting.
What age? Could a 12-13 y.o. history-loving gamer handle this? He could use one more present, bonus that it's downloadable. He probably knows more about ancient history at this time than European though. I'll need to figure out if his Surface 3 can play it but it's time to make cookies :)
Probably too late for Christmas buyers, but for those who are still interested -- DS says its extremely complicated, and he is still figuring it out, but a patient 12-13 yo who enjoys complicated strategy games would enjoy this.
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I don't have good answers for dealing with spelling issues, as we're in the midst of that insanity-producing struggle right now ourselves. DS (14) is in 8th grade and is dyslexic and dysgraphic. We've used both AAS and Wilson, and both helped with reading and with spelling, but more with reading. His reading is quite good now, but his spelling is still atrocious.
I do think that the process of writing should be separate from spelling. I want him to use the best words he can think of to express his thoughts - not the best words he can spell. He understands that for his first few drafts spelling does not matter at all. (At some point in the revision process he corrects all the spelling, but that is only after more important aspects of his writing are addressed.) We used EIW in 6th and part of 7th grade, and it was doable for him, though the assignments quickly became boring (and I really don't like the writing samples given in EIW). We switched to some more creative writing assignments at the end of 7th grade, and this was helpful for him. He is a creative kid, and I think freeing him to explore his ideas in writing was really good for him. It made writing an interesting part of his day, and not just a difficult task. This year we are using Hands On Essays, and its pretty straightforward instruction on various types of essays, but what I like most about it is the excellent examples of student writing included. It's also full of creative ideas to write about - perfect for middle schoolers.
I still feel that his written expression is a poor representation of his thoughts, which is part of dyslexia. The goal for him is to learn the skills required to lessen that gap. I agree that practice makes a difference. I have been increasing his writing requirements this year, and I am seeing improvement. Oh, and I also agree that time makes a difference, too. He has made a few leaps in maturity over the past few years that have really made a positive difference in his attitude and his writing ability.
He also types everything. Learning to type was not easy for him, but typing is now much easier for him than writing. He can write - has to for math - but typing is much better for writing assignments.
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RE: EU4
I'm still thinking of this as a Christmas gift and resurrecting this thread to ask a few questions. I've never bought computer games before, only the Wii & Xbox kind that come with a disc to operate. Do I need to make sure I purchase this on the computer it will be played on? If I have 2 sons, do I need to purchase it 2 times, once on each computer?
ETA: not to sound dumb, but how do you actually interact with the game? With the mouse & keyboard?
Tia
Sorry for the delay in responding. You can purchase through Steam, and so you need to open a Steam account. You can then download the game on any computer using that Steam account. So, no, you do not need to purchase it twice for two computers. However, only one computer can be logged onto the same Steam account at one time. You can easily play the game offline, so that shouldn't be a problem. The only thing they couldn't do is play against each other, which would require both of them to be online at the same time.
Yes, you play with a mouse and keyboard. :)
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I have a son (16yo) who would like to learn more about classical music composition. He has been playing piano and violin for several years and has a good handle on music theory. He is not headed towards a career in music; this is a side interest of his (though with this son, his side interests are usually near-obsessions). Do you have any recommendations for him?
(I did find an old thread that had some good ideas; we will probably purchase Finale soon.)
Thanks in advance!
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Information taken from: http://www.coalitionforcollegeaccess.org/faq.html
â–¼ What is the online virtual locker? Who will have access to a student's locker? Will Colleges be reviewing items within the locker?
The online virtual locker offers a private space for students to collect and organize materials throughout their high school journey, similar to Google Drive or DropBox but customized for students. Whether collecting thoughts on college options or storing classwork or reflections, students can confidentially save documents that may be useful later in their college search or application. While only the student will have access to the locker, they will be able to share documents with their counselors, teachers, and mentors who can provide guidance along the way. Finally, a student may choose to attach materials from the locker to their Coalition Applications; however, colleges will not have access to nor review the locker itself.
â–¼ Will the online virtual locker be used to evaluate demonstrated interest in an institution?
No. Since colleges will not have access to any materials in a student's locker other than materials included in their college application, Coalition members will not be able to use the locker to gauge a student's interest.
â–¼ What is the Coalition Collaboration Platform?
Eventually, the locker will also become a meeting place, where counselors, teachers, and mentors can support the student’s college search and application through feedback and editing. The Collaboration Platform will also allow students and counselors to quickly contact their partners at Coalition schools, facilitating communication and eliminating confusion.
â–¼ When will the locker and Collaboration Platform be released?
The locker and Collaboration Platform will be opened to all students in April 2016. We originally planned to release it in January, but agreed to a slightly later launch date to allow for more time to answer questions, engage with counselors and students, and for counselors to be closer to finishing their work with the current senior class.
â–¼ What is the Coalition Application?
The Coalition Application is a cutting-edge tool for applying to many schools in the Coalition. The Coalition Application features a modern, intuitive interface that adapts to a student’s life, providing a seamless experience whether engaging through a notebook computer, tablet, or even mobile device. The application will be designed to minimize student stress, confusion, and intimidation while empowering universities to ask questions that will reveal students with the greatest fit for their campuses.
â–¼ When will the Coalition Application be released?
Many Coalition schools will accept applications through the portal in the summer of 2016, while others are still deciding when and how to use the application feature of the new system. Additional details about the application process enabled by the platform will be announced later.
â–¼ Will the Coalition platform change the way colleges review applications?
Beyond any changes to the application itself, there will be no change to the way colleges evaluate an applicant. The flexibility of the Coalition Application will allow colleges to ask questions that uphold the distinctiveness of their process and of their institutions, and students may be able to submit creative entries such as videos or artwork for schools that accept them. However, there are no increased expectations for students. Our hope is that students will use the Coalition tools to plan for college and to better understand and express themselves, including their unique interests and abilities.
â–¼Will there be an "admissions advantage" to using the Coalition Application over the Common Application (for those schools which use both)?
No. Just as many of these schools accept both the SAT or ACT as a way to meet their testing requirement and have no preference as to which test is used, institutions will not prefer one application system over the other.
â–¼Is there an "admissions advantage" to using the other planning tools prior to applying with either application (or disadvantage for not using them)?
No. Colleges and universities using the new application will neither expect nor require the use of other Coalition tools, either as part of the Coalition Application or other application systems accepted by that institution. The tools are solely for the benefit and convenience of the student.
â–¼ Is there a cost for participating in the new platform?The Coalition platform and tools will be free for families, students, counselors, and high schools. Colleges and universities who are members pay a membership fee that is similar to what they pay to use the Common App and other application systems.
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I have a DS who is quite strongly dyslexic/dysgraphic, and also good at math. When he was in grades 2-3, we mostly played games for math, just focusing on concepts, very little on the writing part. For a long time there was no writing at all, and then for a long time the only writing was by ME, on the whiteboard. I like the games in Peggy Kaye's math games book. I also love base ten blocks. After that we slowly transitioned to Singapore math. He did VERY few problems/day, and we skipped any pages that were too busy. Sometimes I would make my own worksheets, just copying out the problems from Singapore with only a few on a page. He also used large graph paper for multi-digit problems (I would copy out the problem for him onto graph paper). That helped tremendously with larger computations.
I was nervous about how this child would ever be able to handle algebra, with all the writing involved, but he actually did fine! His writing did eventually catch up enough. (He used Math Without Borders videos and did selected problems from Foersters Algebra; he still did very few problems/day though). He is now finishing up geometry and is doing every problem in his curriculum (Duke TIP geometry) with no adaptation by me, except for the occasional oral answers of lengthier proofs. So at least for this DS, taking our time with the writing part of math in no way hindered his progress.
I feel that a child with dyslexia/dysgraphia can still move ahead conceptually in math without being tied down because of their trouble with the mechanics of reading/writing. I think an ideal math curriculum for dyslexic/dysgraphic students would use games and manipulatives and be focused on oral discussion of math concepts with a very slow and gradual incorporation of reading and writing.
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I am NOT good with confrontation, and I think what that mother's (not) doing is horrible. But I'm equally horrified that mothers of infants would be "watching anxiously to see if this child will hit the baby. The babies' mothers are naturally doing what they can to prevent it."
Um, no. That's your BABY. If you're not going to restrain the toddler yourself or call out the mother, pick your $^&* infant up and protect it BEFORE it gets assaulted by an unparented little tornado! Those helpless babies don't care about social niceties.
This is what I was about to say. I don't get it. Why aren't the mothers picking up their babies, and/or gently restraining the toddler's hands while also asking the toddler's mother to come get her child?
I do that all the time in our church nursery (other than talking to the child's mother, who is obviously not there). I get that toddlers can be fascinated with babies and don't know how to be gentle. Most mothers are working with their kids on that and are happy to have other mothers reinforce it.
I'm always trying to be as succinct as possible, but obviously I should have added in more detail here. So we're not all sitting around watching babies getting pummeled. By watching anxiously, I mean - watching to see if it looks like this toddler will get too close. She doesn't always come up to the babies; sometimes she wanders somewhat close and then away. So the parents are all tense, looking to see if they need to pick up their babies. Obviously they pick them up when the toddler comes near them now - its obvious that they have to. What bugs me though is that they HAVE TO do this, because this toddler's mother won't restrain her. It seems unfair to the babies' mothers to have to keep this sort of vigilance all the time. In a church nursery, when the toddlers' parents are not there, it totally makes sense that you need to do this all the time. But when she's sitting right there watching?
Anyway, I like the advice about modeling the behaviors you want to see. I feel strange doing that in front of the mother, but I guess we just need to. Maybe she will get a clue and do it herself then.
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:iagree:
I don't understand why any of the moms would tolerate a child hitting an infant. That makes no sense to me. When it happens, why don't they immediately confront the toddler's mom and tell her that she needs to stop her child from touching the babies? I'm shocked that the other moms haven't gotten nasty with her about it -- if her toddler hit my baby, you can bet I wouldn't have laughed it off or let it go. Who would put up with that??? I also can't figure out why this toddler is unsupervised. Where is the mother when this child is running around hitting babies -- and again, why hasn't someone told the mom to keep an eye on her own child?
Obviously, the toddler's mother is at fault here but if no one has approached her and told her that her child's behavior is unacceptable, it's hard to place all of the blame on her. She may truly be that incredibly clueless, or she may be oblivious to what her child is doing because she is too busy trying to spend time with the other moms instead of keeping an eye on her kid. Whatever the case, she needs a reminder about group rules, and if she ignores the warning or gets defensive, it may be time to suggest she join a different group.
I agree. Gentle isn't working. Be direct and tell her your expectations, and model the behavior you want to see. That's kinder than allowing the situation to continue, which will only breed resentment of her by group members.
Thanks everyone for the advice! These later few posts that I quoted made me realize that maybe more info was needed. It's actually a smallish group, with all of us sitting in a circle, and the toddlers moving in and out of the group. The infants are with their moms. We are all sitting there watching as this one toddler roams around doing whatever she wants. When she approaches the babies, I think every single lady present EXCEPT the toddler's mother is watching anxiously to see if this child will hit the baby. The babies' mothers are naturally doing what they can to prevent it. After it happened a few times, they are much more careful whenever the toddler comes by. But no one has outright told this toddlers mother that she really needs to watch her kid more closely. I'm not sure if its because we're all together and it would seem like a too public type of confrontation.
In fact, the rest of us had never even spoken to each other about it until recently when this mother was out of town for a few weeks (and the one mother shared that she had said something to her, but as I posted got the baffling response, "Was it very hard?") So now I'm feeling like we probably were wrong to never directly address this earlier, and there IS resentment that has built up.
How do you get across the idea that SHE the MOTHER is responsible to keep her kid from hurting others, and so she needs to be RIGHT WITH HER every time she is close to babies, or else physically bar her from approaching them at all? It seems like a very basic parenting concept that she is just not on the same page about, so it feels bigger to me than just saying "keep her from hitting others" - to which I sort of feel like she would just shrug and say, I told her not to. She pretty much lets both her kids run free and do whatever they want. We are often taking things out of their hands that they shouldn't be playing with.
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I need help knowing how to say something to a young mom who is part of a group I am in. She has two toddlers, the younger one is 14 months old. There are a few other young moms in this group who have infants. This 14 month old toddler is a typical toddler in that she views infants as her playthings - nothing abnormal about that. So she will hit them, with her hands or with a toy. Her mother DOES NOTHING. The mothers of the infants (as well as the other ladies in the group) are in a constant state of alert about this roaming toddler, especially when she roams near the infants. Its baffling to me that the toddler's mother doesn't think of keeping a better watch over her child. At one point one of the mothers told her that her daughter was hitting her baby, and could she keep her from doing that. Her response was, "Was it very hard?" :ohmy: I'm wondering if there is a gentle, helpful way I can speak to this mom about her child and her responsibility toward the young babies in our group. Any ideas?
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If any of you or your kids frequent the site that sells these...could you post here again if they go back on sale? I'd love to get this for my sons for Christmas this year, but the link I followed has it at 99.00 right now. Is that the sale price?? It's been several days since y'all posted the sale, so I'm thinking it's not.
No that's definitely not the sale price!! I can't remember for certain, but I think that "Grand Strategy Collection" linked earlier was $20 when on sale. Keep checking back; I think they go on sale quite frequently. 75-80% off seems typical. And FTR, my DS only owns Europa Universalis 4 and there is plenty just with that to keep you busy for a long time. (Although he tells me that he is interested in Hearts of Iron 4 which is due out soon.)
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AP Exam Scores (earliest July 5)
in High School and Self-Education Board
Posted
YAY!! Just learned that DS got 5's on all this year: Chem (with PAH Mr. Moskaluk - awesome class), Calc BC (independent), US History (independent, used and loved the FundaFunda materials), Micro and Macro Econ (independent). He worked hard and we're so happy for him! :hurray: