We found a happy medium that might work for you. We combined Zumdahl's Introductory Chemistry A Foundation with Chang Chemistry 9th Edition. Most of the problem sets we do are from Zumdahl, she reads the Zumdahl but she will also read the Changs for many topics and at least looks over the examples (sometimes we dip into the problems there as well). With careful shopping we were able to pick up both texts and solution manuals, plus a student study guide for the Chang book, for a total of about $60.00). Zumdahl gets to the heart of it, provides ample practice. Chang's book allows for elaboration that can actually clarify a lot and serves as a great reference book. Sam Kean's The Disappearing Spoon, Napoleon's Buttons, Johnson's Invention of Air....are just a few really fun reads as well.

Yup, you are following me. She will definitely be doing Calc based Physics her Senior Year and has the others as you noted. My concern was the timing. I just really don't want it to look like she must have had weak versions of the earlier core sciences if she goes with this 11th. She is working hard at a solid level, I don't want to undermine the credit she deserves for the work she will have done. I see this as an opportunity for her to explore and build on that foundation. The opportunities for applied Physics, Chemistry and even Biology are so rich in a year like the one we are talking about. An example, she was watching LOTR second disk of the first movie and the scene where they are teetering on the broken rock bridge right before Gandalf confronts the demon. She watched it, asked if we mind if she rewound, watched it again. She says "Mom, I want to try that, see how they created that effect safely, see how to predict mathematically how it was done and work with it, maybe a model." I am thinking cool, she is connecting dots and bringing this all back around to her interest in all things related to the stage...what more could I ask? Her schedule is so tight it is not possible to let her go at it immediately. She is fine with writing it down with her other project ideas and waiting. She goes back and digs things out of her list whenever she finds that extra time. I looked at her list and realized we could do a lot with a year like the one I am describing, I just have to plan ahead to open those doors and not close the ones she also is so dedicated to in the performing arts. I keep thinking...this is why we are homeschooling and then the dreaded how will this look to colleges on the transcript monster rears an ugly head. Besides...I love the idea of being able to take some adventures with her and put some of this work to use outside the lab.

Dd and I have been talking and we stumbled on a bit of a question. We want to: Watch the Following TC Courses: Understanding the Universe 48 lectures 30 Minutes each Total 24 hours viewing time Oceanography: Exploring Earth’s Final Wilderness 36 Lectures 30 Minutes Each 18 hours Meteorology: An Introduction to the Wonders of Weather 24 Lectures 30 Minutes 12 hours The Nature of Earth: An Introduction to Geology 36 Lectures 30 minutes 18 hours Total Hours: 72 Hours viewing Read: Earth Science Tarbuck/Lutgens Cosmos Pasachoff/Flippenko Selections from Oceanography college text that is currently buried Do: Play with the telescope, hike for rocks/observation, use weather station, visit planetarium, use metal detector, visit caves within a few hours drive, sailing inter-coastal waterway spots, a longer trip driving to Western US. Dd is finishing Biology and Chemistry this year, doing Conceptual Physics next year. We have managed to do quality labs and really engaged problem solving using solid texts as spines (Chang, Campbell, Hewitt, Zumdahl and several TC Courses). The thing is we have never been able to do a systematic walk through of Earth Science, Astronomy, Atmospheric Sciences, Oceans and we want to. Her dance/theatre schedule has kept us from being able to travel and we as a family want to make the 2014/2015 year one where we do. We would still be limited (the nature of performing arts), but without fitting in labs (this year’s extra obstacle), theatre/dance company obligations (next year’s extra obligation), we could feasibly travel for several shorter trips (4/5 day) and one longer one (12 days) in that year. We plan to travel to visit colleges anyway in that year, this would be layering (double dipping). We could also free up time because she will have earned a great deal of volunteer hours and could do less for the one year. Here is my quandary: She has done solid quality work. I am concerned that somehow meshing this together into some sort of science credit for 11th grade will reflect less “rigor†than she has/will experience prior to and in the year after. Earth Science seems to be less "impressive". On the other hand, it seems a great chance to pull together so many aspects of what we have done. I don’t want to “taint†her transcript, but it will be a very significant time sink and it would seem she took a weaker year than she will otherwise do if we just did it for interest/fun and don’t show it. She knows she wants to do Calc based Physics her senior year. What we want to do will take some longer range planning, thus the question now. Hive thoughts? Ideas on something to call it broadly/cummulative? Suggestions for Meteorology/Atmospheric Sciences books? Please note: I was very reluctant to use words like rigor or taint, but to express my underlying concern I was at a loss to express my concern well.

Although you asked lewelma specifically, I thought I would chime in with a suggestion. "Sports Medicine" might be a relevant and accessible option. I recall seeing listings for it with Landry Academy and elsewhere.

We use Norton's a great deal. The historical summaries within are also handy. One note: In order to fit in as much as they do the type is often very small.

We enjoyed it so much I feel compelled to share: The Early Middle Ages, The High Middle Ages and The Late Middle Ages lectures by Philip Daileader via the Teaching Company. I noticed he was at William and Mary when he taped them and thought between him and Susan Wise Bauer it must be a neat history department.

This site offers units on each era and will provide you with questions and exercises that may help in your goals. I have pulled bits along the way (remembering one that showed people involved in indigo trade). Spielvogel has written many versions of World History or Western Civilization over the years. I have never used the brief version, but based on several other versions I would assume it is good. He is particularly good about trying to paint an overall picture of the times including references to various aspects of living (cultural trends, spiritual movements, lifestyle choices, literature, art, music ...). As daunting as 1000 pages seems, when compared to the task of trying to describe human history 12,000 plus years across the globe developing in different ways, it really is just a survey. John Quincy Adams wrote far many more pages just briefly journaling his very full life and we still wonder about so many things. History is often boring to many because it seems remote and made up of lists of a series dates, wars, rulers and such. When it becomes a story that helps us understand who and why we are, it begins to live.

A single extracurricular can be 1500+ a year. An AP class can be 450-650 before you even buy prep materials and pay for the exam itself. It can add up very quickly so I can see those numbers. :grouphug:

Have you taken a look at Conceptual Physics by Paul Hewitt? Lots of posters on the board use it at some point. It is solid, a great way to enter Physics and has been around long enough that there are lots of online extras.

In another thread it was asked how much someone should advise another potential homeschooler the minimum cost per year would be and the sum of $500.00 seemed to be the consensus. We spend a lot more than that per year, but most folks I know do not. I can't say that spending = success, because I have seen too many successes where the spending was not great. Some of the very best work we have personally done has been very inexpensive (which often leaves me questioning why I spend on what I do) Students in the PS are not working out of latest edition/brand new text books every year. Some schools do great labs, some may have nice lab facilities but barely use them for anything beyond what you could do in your kitchen with things you likely already have in you cabinets. The public libraries are generally better stocked than school libraries and just as open to homeschoolers. Many of the clubs in many public high school are not that productive. Yes there are sports, bands, choirs and art classes but those often have fees associated with them, trips and constant fundraisers. If a student can produce a competitive SAT/ACT score, that alone will open many doors. Not every science listed on the transcript must be one with a lab, many colleges seek only 1 lab science out of 3 or 4 and they don't even specify what the lab must be comprised of to count. Shopping ahead and really watching prices can mean the difference in having a book for $35 or $15 dollars. Time does =money savings. Even online course work can be found for less. Example, Thinkwell has AP classes that are less expensive than many others and many AP's/SAT 2's can be self studied. Also, cost can have a great deal to do with ultimate goals. How much should a homeschooler (or any schooler) need to spend to gain admission to a state college vs a particular private?

Got a suggestion for you: It is so----- worth going to the store and buying a 10 pack of white poster board. Put the list on the poster (front side day 1, back day 2) . When he asks why? Just answer, harder to misplace this way. Dd made one day and decided maybe she could figure out how to keep up with that list (but I have poster board ready and waiting :sneaky2: . ) It actually is something we laugh about now.

If your kids are doing Saxon and it is working for everybody, then it may be the solution for you. I have said many times here that it is not what I would have chosen for Dd, but she loves it, does well with it and tests very well using it. So, it aint broke for her and I aint gonna fix it. For the video part we use Art Reeds dvds. He: 1. Has a great demeanor 2. He doesn't just repeat what is in the book/solutions manual 3. Gives solid lessons without being longwinded 4. Supports his product and 5. Knows when to show them another way to get at whatever the lesson may be. Frankly, he is the teacher kids doing Saxon should have to guide them in trying to see connections. www.homeschoolwithsaxon.com is the website. If you go with Saxon, follow the program. Every problem does matter and the learning is built into the slight deviations between one problem and the next. It is widely used, so you should be able to find the materials inexpensively on the second hand market. I choose to also pick up other suggested texts occassionally when I find them cheap (under $10). I don't need them, but it allows me to occassionally look, compare and see how they approach a topic. The Keys to are neat and can be great to firm up a weak particular area, but they really are not enough alone.

We know a lot of folks who wind up in some form of ps due to the costs. Usually it is that parents decide they don't feel comfortable teaching at the level, look to outsourcing, add up the bill and decide ps is the way to go. An interesting exercise: Pretend you could go wild and do exactly what you want for outsourcing, even add in a few nice extra's (laptops, microscopes...). Then, look at what is spent per pupil in the ps.

TY for posting the link. I am scanning through it and seeing some great ideas. Will have to review it closer tonight with decaf.

We decided to do two years of World History, started in 8th grade will wrap up this year 9th. Next year she will do AP US History. That leaves us two years for a subject we really do enjoy doing together. What I like about it is that we have lots of options open for things she has indicated an interest in digging deeper into. For example, she has discussed doing a Latin American History course. Human Geography looks like it could provide opportunities in later high school years to revisit from a different perspective. The cycles are to fix the ideas of chronology, cause/effect, familiarity with major figures/events and engage in the big story. It doesn't have to take three cycles to do that. The reason for a 3rd in the WTM is likely connected with the student's ability to work with original documents and complex text to make reasoned analysis. Dd made that leap in a way that allowed us to have the other option.

Going to find a Wildcat post to "like" asap, I love happy endings!

College Board needs to set up a site a college that offers the opportunity to take them. I would drive, even do hotel...just to avoid being at the mercy of the local schools. For all the rhetoric in their materials about equal access and promoting diversity, the AP testing program doesn't offer equal access to rural, homeschool or even many urban students.

Too early? Nope! This is the time of year when I seem to strike gold on good book deals (and late June/early July). It is always a challenge to piece together the actual schedule, but that often has to wait until dance studios, theatre, choirs, clubs and such annouce their next year's plans (file that under maddening but unavoidable-insert chocolate and patience). AP US History (PA Homeschoolers) Latin 1a/1b (Lukeion) Conceptual Physics (Hewitt, plus additonal algebra based problems and labs) Spanish 2 US Government (aiming for the AP exam) American Literature/Composition (Elegant Essay/Windows to the World,Novels/Short Stories/Historical Documents) Saxon Advanced Math (Lessons 1-90) If the above turns out to be less time consuming than we are assuming, we have Italian, Philosophy, Earth Science with Astronomy and Meteorology in the wings waiting to go. We will see how things look at the beginning of October before adding any of these though. I suspect she is going to have her hands full with the above + her many extras. We are definitely taking a break from formal instruction of grammar next year. I want to see a year of writing and problem solving. This year/9th Grade? Knock on wood, she seems to have rounded the huge teen bend that makes you daily question who will survive the battle of wits. Here's hoping it will continue to fade and become a unpleasant memory. I think I managed to leave her undone when I asked "Since you have mastered procrastination, how bout showing off your skill by putting off your next expression of defiance/disrespect?" It has been more pleasant and productive for a while. However, I am not sure if I should celebrate quietly or recognize the calm before the storm. Anyway, somehow we have managed to be still on track toward being done in mid-June.

What you listed, sounds a lot like what someone in highschool would do either working with a guidance counselor or advisor toward college applications. I guess I would see it like I see test prep, something they do but don't do as a credit course. That said, there is a trend on college campuses and some high schools of doing a sort of Freshman Seminar. I have seen these include everything from time managment skills to composition skills to shared reading/discussion of books to general orientation doings (tours of campus facilities, advisor meetings on specific programs...). Perhaps, something could be constructed on this general idea. Maybe google freshman seminar.

I am asked to write letters of rec several times a year (especially during this season) and it really is a treat when you can bolster a deserving student. Sounds like you had a chance to celebrate in a special Valentine's way!

:lurk5: We are doing DOD and AB next year (did AOA this year) and it is great to hear the options and paths others take. TY for posting the ?

Seconding this suggestion. We had to limit AP aspirations simply because it is very hard to get local cooperation with allowing kids to sit for the tests. I so wish College Board would set up a test center in each state at a college so that this would not be the issue it is. We are not alone though, kids in rural public schools who have the drive and ability to self study for a given exam are also limited.

Sadder still, those who are doing it because their parents want them to do it. How awful would it be to do it all right and not only not be selected but know that you failed your parent's expectations of the perfect path? That is just not the relationship I want with the person who will be the mother of my grandchildren (if she chooses to so bless me).

Something the books mention but don't elaborate is just how important balancing an incoming class is to admissions. Diversity and crafting the incoming class overall is something admissions deans and staff talk a great deal about and yet it doesn't seem to register with people. I wonder sometimes if it is a subject people avoid because it might stir uncomfortable social discussions.... Socio-economic background, regional origin...even gender can be factors. Colleges talk a great deal about wanting their entering class to be rich in diversity. Deans of Admission also talk a great deal about having a sense of what rigor/challenge/exceptionalism is for a kid from x suburb versus a kid from y farm town. Frankly, this is one reason why following some yellow brick road of perfection is very risky business. Susie Q may do everything "right" but be one more kid from the suburbs when Joe Z from east nowhere did what on paper seems "less right" and the admissions people take Joe Z. Why? Because Joe Z offers something to the class diversity that Susie just doesn't.

It seems it really would depend on the student, but at first blush AP Chem and AP Bio simultaneously seems a particular challenge. Dd is doing Chem and Bio simultaneously as a 9th grader (not AP, but influenced a lot by my research into the AP standards for each). She went into it with a pretty strong Conceptual Physics background. Because both Chem and Bio are lab intensive classes, time becomes a big factor. AP Bio was rewritten to have a much more investigative focus and I have been watching to see where people come down on the newer version. We actually chose to go with a strong Bio and Chem 9th grade, Conceptual Physics with some additional Algebra based and lab practice 10th grade, because I felt that a solid foundation would make science AP's in 11th and 12th more reasonable. Chem and Bio are very complementary, but each offers such rich opportunities for investigation/exploration they can be very time consuming. If your student has not had a previous high school level in either or both, it may make for a tough year to do both at once along with other coursework in other domains. The College Board site is rich with materials and googling dredges up even more. The AP lab manuals are enlightening. If found one way to compare expectations was to look at two levels of the Campbell Biology texts. We have Concepts and Connections but also have the one often called the "daddy Campbell" and used in AP classes. Not only is the daddy one twice as thick, it really is far more detailed. We also compared with Chemistry and found the Chang's Chemistry to be similarly more than the alternative non-majors or high school version.