My university did this. What they did was every 2-3 editions, they'd change editions (for example, we went from Stewart Calculus 2nd edition to 5th edition) and then sell off the old editions for $1 to $5 a shot (calculus was $5, I remember that because it was one of the highest-priced and I bought it instead of lunch that day). I consider this the best of both worlds and passionately wish that my university now had a similar program.

re: physics -- No, in fact there is a movement to teach physics first so it is becoming more common re: combining -- What do they think of the idea? I'd strongly consider that as well.

I'd love to share, how much do you want? :D

If she's got a small band it's totally reasonable than a D cup might look awfully small. We tend to think that D means "Damn that's big!" but a 30D is a similar volume to a 34B. I wear a 32G/34F depending on the stretch of the band and if I try on a 38D, it fits just about perfectly on the cups.

Uh. This is the second time out of ALL these threads I have seen that I have said "NOPE NOPE NOPE", if that tells you something. Stew on the counter? I'll eat that. Meat past the use-by date? I'll eat that. Moldy cheese/bread? I'll cut off the mold and eat that. This? NOPE NOPE NOPE NOPE NOPE. I just couldn't. Nope.

Looking at the TOC's for the books I'd put it aside now and come back to look at this section after each chapter or two of the next book. I have a feeling that he's probably trying to do a very conceptual explanation so that when he does come back to it, it's somewhat familiar.

I frequently write two-part tests. In the first part, the problems must be worked without the aid of any formula sheet or calculator. In the second part (the applications section) the problems are far more challenging and I provide them with a basic formula sheet. My students submit the first part and then pick up the second part, which has a formula sheet stapled to it. It makes grading slightly more challenging but my classes are small enough that I can do this. I would not let them use notes or the textbook. Every now and then they ask and I post a "sample open-book/notes exam" that I have written and usually they decide that this would be a terrible idea. It is all creative problem-solving, proofs, and word problems.

And for the "what if she slows down later" -- I would consider it pretty reasonable to switch to a sequence such as ucsmp later on, which spreads precalculus over 2 years and includes some discrete math topics. So your 9-12 grade might look like "advanced algebra, functions/statistics/trigonometry, precalculus and discrete math, ap statistics" if she decides later that she doesn't want to do much math and save her time in other areas.

Honestly they're used to seeing applications from a wide variety of different sources. Everyone who goes to PS in your state and applies out of state is also going to have a transcript with twice the number of credits they would have had in another state. I wouldn't worry about it -- I'd just indicate somewhere that one credit = one semester. (edit: or the other way, whichever you choose)

Are you in Indiana, or another state that bases credits off semesters instead of years? That would explain the discrepancy.

23 at my university would place you into precalculus but not calculus. Seems legit to me.

This book (Jerry Pournelle was co-author BTW) is one of the books that I have read until it fell apart, bought a new copy, and read that one until it fell apart as well. I first read it at age 11 or so. I tend to forget about it in sci-fi lists because I tend to think more about the future, but it is a fantastic book.

If he likes Ender's Game, consider giving him a few books from the Honor Harrington series by David Weber. The first book is On Basilisk Station.

Regardless of your personal feelings (where I agree) it is illegal where you live, and you cannot let your son break the law in your house. This could get *you* in legal trouble. I am also calling BS on the "holding it for a friend". Uh huh. But it doesn't really matter. Either way I would destroy it. I would make sure he knows that he is in trouble for bringing an illegal object into the house no matter whose it is. But I would also watch your son for signs that he is using, because I would lay strong odds that he is. And drug offenses can carry a whole bunch of penalties, including being completely unable to access federal financial aid to pay for college. And whether or not *I* think the penalties are stupid (they totally are) it doesn't matter -- what matters is what the law thinks. He needs to know this as wlel.

I have actually looked into this! Unfortunately the textbooks are for a little older age than the Galore Park but as I recall your dd is a pretty fine reader. You can find grades 7-10 texts from Cambridge University Press -- http://cambridge.edu.au/go/series/?pid=50 There is more information about them here -- http://history.cass.anu.edu.au/australiancurriculum Grade 7 is ancients, 8 goes through the Renaissance, 9 through world war I, and then 10 to the present day.

I think there's a difference between not moving on in the sequence of knowledge and not moving on in any area. I can absolutely see that when a student is banging his head against the wall struggling on, say, quadratic equations, doing a sidestep and working on systems of linear equations for a while and then coming back (or vice versa) may be an excellent step. Neither of these is really a prerequisite for the other. But it wouldn't make sense to move to either of these for a student who is struggling on linear equations. This is where the textbooks that have a chapter dependence tree in the beginning are VERY useful -- so you can see where you can skip around to easily. (example -- see page iv on this download -- http://abstract.ups.edu/download/aata-20120811.pdf)

Free downloadable -- Nagaskaki.

It's going to be a lot better for her in college (even if she starts at a community college) to complete algebra 1 and geometry and actually be able to *do* it and understand what she's doing, than to work through without really understanding what she's doing, graduate high school, and then get put in algebra 1 in college anyway. If she completes algebra 1 and geometry and understands what she is doing, she should need at most one remedial math class because she should place into intermediate algebra. If she completes algebra 2 as well and understands what she is doing, she should place into college-level math. If she starts catching on after getting remediated in algebra and wants to move faster, she can take algebra 2 and geometry concurrently to get back on schedule, but the most important thing now is to figure out a way to remediate her so that she can understand algebra, not hurry to stay on track. Haste makes waste. I *do* recommend working year-round. This will accomplish two things -- firstly, she will be able to get through more math in a year, and secondly, she will remember better because she will not have the summer to forget.

It's just condensed, it's great for storage this way. Add more water when you go to make something with it.

The only way I'd consider it a high school algebra course is for a student who is not currently capable of any sort of regular algebra course and is probably not going to college, but needs a credit that says "algebra" for graduation. It's a fine prep for a more rigorous algebra course but really doesn't prepare them enough to move on in math

If it's been frozen solid it's usually fine. If it's freezer burned soup or stew. I don't think I ever toss it unless it's somehow thawed out.

BTW, one of the big things that causes my students at lower levels to fail is that they cannot and will not do anything unless they have an example EXACTLY like that with different numbers. We try and wean them off it through the sequence but it is a real struggle. Being able to read the book and extrapolate from what you've been taught to what you're being asked to do is an invaluable skill.

Most can't do it, but if she is doing it, doing well on the tests and you know that she is not cheating (even the most honest kids can succumb to temptation) it is clearly working for her.

I believe that this recommendation is supposed to be interpreted as 2-4 ounces of a high-protein food, e.g. 2-4 ounces of ground beef.