You can use Foerster's Alg & Trig for both algebra II and trig--or many people use it for a year of algebra II and then move to pre-calculus for trig and advanced algebra.

Excellent (and fascinating) discussion of how geography and resources have shaped history and culture. Also provides a framework for how and when "culture" develops. There's a DVD, which dd watched in grade 9. I hadn't expected her to read the book until grade 11 or 12, but she started asking lots of questions this year that I knew would be answered well by this book. She read one chapter and was hooked. I strongly recommend this book--or at least the DVD--early in studying world history.

We had dd do this with algebra II--she was becoming overwhelmed. We stopped, she did Aleks until she felt on top of things again, then we picked back up with where we were in her textbook. I don't think there's anything to be gained by plowing through if the kids is confused--it's just frustrating for everyone. You could also back up in TT to a point where she felt confident, then move forward again. Been there done that. Interestingly, now that dd is 15 (and doing pre-calc), math is going much more smoothly. She will probably take 3 semesters to do pre-calc because we're now letting her move at her own pace--but I think she'll finish with a good understanding and more confidence than if we tried to keep to the one year/course standard. I'm also expecting her to take a year and a half to do calculus--we'll see if I'm surprised.

My 12 year old is thoroughly enjoying this book and the DVDs. Both are very lively and, although they are supposedly aimed at university students, I think they are actually a bit more appropriate (in tone) for younger students. (My 12 year old is enthusiastic about science and a bit ahead in math.) I can't tell you about editions. We don't have the student guide. I would have bought the teacher manual or whatever it is that would have given me answers to the even questions but Pearson Canada wanted to charge me 3x what Pearson US is charging homeschoolers. We don't have the lab manual because we are not focusing on labs--although we may do some at the end of the year. He'll do at least another year of chemistry later on so we'll focus on labs then. My biggest concern would be: this is not a standard high school chemistry class. There's far less math. If he's never going to go farther with chemistry than a "chemistry for poets" type class at the university level, this is fine. If you think he might need to take standard chemistry at the university level, this may not be enough preparation. (Well--actually we are doing conceptual chemistry first and then AP level chemistry--so I suppose one could go from conceptual chemistry to standard university level chemistry, but my 15 year old has found it a bit of a leap and will take at least 3 semesters to do it.) This is why I like using this book for junior high kids who are ready for more serious science than they are usually offered--it sets them up well for the more math-intense high school classes later. On the other hand--if standard high school chemistry isn't in the cards for your son, or if you can take another year to do that, "Conceptual Chemistry" is very interesting.

It seems to me that there's more variation in "pre-algebra" than in "algebra." Perhaps you should say what you've been using. As an example, we used MUS for elementary math, and I think it's essential to continue to use MUS pre-algebra if you've been using MUS up to that point. The arrangement of topics is significantly unique with MUS that you'll miss important stuff if you switch at that point. (Switching at the algebra level seems much less critical.)

Ontario removed grade 13 not too long ago, but many students go ahead and graduate and then go back for more classes the following year. Often it's to fit in a few classes they couldn't get in earlier, or to bring up their grades. Sometimes it's called a "Super Senior Year" or a "Victory Lap." (Our CC system isn't the same as in the States, so that doesn't work as well as a bridge.) We have talked about having either a "gap year" for travel, volunteering and work, or a "bridge year" for taking a few university courses locally. The final choice will be up to dd.

Our small high school didn't offer calculus so we went over to the local univ. to take it. I took both semesters and did well. They had a great set-up--classes were large, but there was excellent access to lots of ta help in the calculus lab. You took the tests when you were ready, they were graded in front of you and you could ask questions if you didn't understand something. You could take the same exam again--but you had to keep your last grade--not the best grade. Because I don't learn math well by listening to lectures, I really liked the set-up--I worked through the assignments on my own and sought help when I needed it. Not everyone in the calculus will be very bright and very motivated! Some will be struggling through the class because it's required for their major.

I'm not familiar with Conceptual Physical Science, but we've been very happy with the other two. If you have an audio-visual learner, the DVDs that come with Conceptual Chemistry are a real plus.

Would Aleks work? It would skip over anything she already knew and focus only on gaps she might have.

Here's a link: http://www.keypress.com/x5423.xml Level of detail in the solution manual varies--but it's usually not just an answer. This book does tell you when to use a graphing calculator, but doesn't tell you how to do it. We've been googling to find instructions on how to do the various things with a TI-93. This seems to work well. Some parents have recommended getting the teacher's manual for the help in choosing what to cover and how to pace it. I can't tell you much about that, however. I'm not aware of any DVD's or homeschool-type helps--this may not be what you want if you are looking for that. My understanding is that Lial's is more likely to be self-explanatory. Foerster is assuming someone is around to help out, I think. --Ruth

I bought the text book and the solution manual. DD is a capable math student who would much rather do literature, history, etc. She's happy with this book--as happy as she's going to be with any math book. Both DH and I are strong in math, so we haven't needed or wanted DVD's, etc.

Hippocampus and University of California, among others, have open course material out on the web. I'm thinking of using one of these to structure dd's AP level physics class next year. Of course, this doesn't give you an outside credit, and it doesn't provide a teacher, but it does give you a flexible schedule. One of our Ontario on-line high school options would work around a vacation--you'd just have to negotiate ahead of time. (There are rules about "appearing" on-line once/week, but the due dates are flexible enough that you could easily take a vacation with advance notice.) Some university correspondance courses may also be like that. I'd ask what accomodations can be made.

Jacobs geometry has algebra I review built in, so you'll be able to notice if there are algebra I gaps that need filling. We then moved on to Foerster's for algebra II and now pre-calc. We used Aleks for review at several points. For kid number 2, we used MUS through pre-algebra and then switched to Jacobs Algebra. (I like the wordiness of Jacobs for my particular kids.) I like Jacobs algebra too--and this particular kids is sailing through it. If your dd is comfortable after doing MUS algebra, I think you can go on to geometry. If she needs more review, you could use Aleks to drill if there are just a few trouble spots. We don't feel that dd was set behind by using MUS algebra I.

I'm looking for a meaty secular earth science text for a kid who is loving Conceptual Chemistry and will be working on Conceptual Physics next year. (He's 12, we'll do another round of chemistry & physics later.) I know there are open physics & chemistry texts and courses--is there anything along those lines for earth sciences? If not, any recommendations for standard textbooks?

Because we are right on the border of Ontario and Quebec, our kids hear a lot of French. They know that when they go to almost any public event, they'll hear both. They've also learned that sometimes the English bits are not exactly the same as the French bits, and sometimes it's interesting or funny to hear the difference. They also know that they will bump into people who don't speak English well enough. Both of these things have been real motivators for my kids. (I remember that my daughter really liked a French-speaking girl in her choir, and sometimes she had to enlist another girl in French immersion in school to act as a translator for them.) However, it sounds like you don't have the same motivation where you live. It also seems to me that we don't have the same "you've got to have a foreign language" requirement for post-secondary education here, so that's not a motivator. Some day they'll wish they had better French, and perhaps then they'll get motivated to study it. Where we live, it's easy for adults to take evening classes to learn French.

it might not be the best for a kid who finds all the words difficult rather than intriguing. As we were moving through the text, I was very aware that the PS kids in our area don't cover a lot of that material. Perhaps someone could suggest a less-wordy, less proof-based text.

I think that's earlier than many. After Jacob's geometry, kids normally do a Alg II course and a pre-calculus course. Some will do calculus in high school. So, depending on readiness, Jacobs algebra would be used in 8th, 9th or 10th grade, followed by geometry. (The geometry book assumes you've had algebra.) I have done the first chapter of Jacob's geometry a year early as the tail end of logic for that year.

We're using Foerster's Pre-Calculus and are happy with it. Every once in a while I wish I had another resource to use to help dd "get" a topic. For example, she has found the transition from (trig functions with theta as an argument) to (trig functions with x as an argument confusing.) I'm looking for a "purple math" equivalent for trig--or maybe some nifty on-line demos.

It is intended for non-sciency university students. (We used to call it "chemistry for poets.") I am using it with my grade 7 enthusiastic science kid, but it would also work well with a not-so-enthusiastic high school student who doesn't plan to do any serious science at the university level. DS is enthusiastic about the DVD.

Because we bought a new book, the DVD came with it and is good for 6 months. Rumour has it that the author will extend that time for free for a high school student. DS, grade 7, is using the book. He's the kind of kid who can go to an Imax film and remember everything he sees and hears. For him, watching the DVD is very helpful. I don't know if it would work as well for DD, who sometimes zones out when watching films. There are exercises (I think) with the DVD, but it's not interactive. DS just watches each section, then reads the book, then does the questions. I'm very pleased with the book & DVD. For us, this is a junior high class that will be followed by an ap or honours class in high school--because ds is likely headed to be an engineer or scientist.

We supplemented with Singapore. Dd started algebra I in grade 6 (probably too young, for her), Ds started algebra I in grade 7 (seems to be doing well).

They've worked very well for us. As you know, they have to be followed by AP or honors courses, however, for someone who is serious about science. (Or, in my daughter's situation, someone who's parents are serious about science.) DS, grade 7, is loving Conceptual Chemistry. DD used Conceptual Physics in grade 8.

I'm going for clarity. I once had to take an engineering economics class from a prof who refused to use calculus. This meant we had to memorize more formulas and didn't understand as clearly what was actually happening. Having looked at the AP exam setup, I think going for both C exams is overkill. She should probably take physics again at the university level anyway. (She may need a good grade in it to get into a graduate physical therapy program.) However, covering AP B or "honors physics" material with some explanations of how calculus fits in would be appropriate, I think, to her background and interests. A book that has sidebars w/ calculus explanations and some optional calculus-based problems would be ideal. Does Giancoli mention calculus?

See the open commons books at http://www.lightandmatter.com/ These books are designed to either be used for an algebra only physics course or for a physics course where the student is concurrently learning calculus. I'm going to prowl around a bit more to see if there's more like this out there. DD is unlikely to be an engineer--but we want to give her a strong science and math background because she's capable of learning it (and enjoys learning both when the focus isn't just on the number-crunching.)

When I went to university, engineering students took calculus and physics simultaneously. I checked the course catalog of a prep school where a friend works--they will allow kids to do both at the same time (with permission) or ask that the student have one term (out of 3) of calculus before starting physics. The calculus-based physics book I have on hand says in it's preface that they hold off on heavy calculus use until later in the book to allow simultaneous enrollment in both classes. What I'm anticipating happening is that we may have to do some extra tutoring when dd hits a concept in physics that she hasn't yet had in calculus--but with only one well-prepared student, I think that's doable. It does make sense, however, to choose a book that expects students to be in calculus at the same time.