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Kathy in Richmond

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About Kathy in Richmond

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  1. I'd look at the AoPS classes that alewife mentioned. The counting & probability and number theory would be a nice change of pace and worthwhile. Their competition classes don't require that you enter math contests or be part of a team. From what you posted, your son might enjoy the AMC 12 problem series. Take a look at MIT OCW Scholars: multivariable calculus, linear algebra and differential equations - all good teachers.
  2. At their ages my son covered earth science with Boy Scout merit badge work. You don't have to belong to Scouts to use them; all the merit badge booklets are available free online. In addition, there are links to associated workbooks that you can print out if you want to use them. We completed geology, meteorology, astronomy. environmental science, and oceanography if I remember correctly.
  3. If she's looking in the Midwest, how about Rose-Hulman? They have merit scholarships (we used to have a boardie here whose dd attended on one) and are trying to attract more women.
  4. I know the young man in question who went to Caltech. He attended MathCamp / MOsP with my kids, and his mom is a friend of mine IRL. She posted some of his story on the hs2coll loop several years ago, and I'm pretty sure that's the story 8 has in mind. His undergrad cohort at Caltech was indeed amazing, and several appllied to and attended top math grad programs. He was hoping for a certain school that had admitted him for undergrad, but that he hadn't attended then due to cost considerations. He didn't get into that particular program for grad school (who gets into every top 10 program anyway?), but he did get into U Chicago, which he attended. So his recommendations from his Caltech profs couldn't have been too bad! He has since received his PhD and now is an assistant professor at a top research university. Very happy from what I see!
  5. They've actually brought in several humanities people at the main office in the past few years! They don't teach in the online school, but they are teaching and developing curriculum for the brick and mortar centers. 😊
  6. Waving hi back to you, Ruth! Hope all is well with you and the boys. 😊 AoPS only has a textbook for the intro number theory level number theory. The intermediate is class only so far. You could always buy the Stark book (it's a paperback & cheap used copies are available on Amazon) after she masters the basics, and she could see if it looks readable then. Good luck to your dd!
  7. My daughter took the Stanford number theory class online several years ago, back when it was part of EPGY (and not nearly so expensive!) The course still has the same syllabus and uses the same text (Harold Stark's). It was a good course for her in grade 12. Though the prerequisite is Precalculus, it doesn't really utilize precalculus techniques. It's rather more of a mathematical maturity prerequisite than anything else. You need to be able to read and write proofs in this course. My dd had already studied both Intro and Intermediate Number Theory with AoPS before the Stanford class. It was definitely a step above the Intro level, and slightly more difficult than their Intermediate level. The early part of the Stanford course overlapped AoPS intermediate level before moving on to some different topics, with whole chapters on Diophantine equations, continued fractions, magic squares, and quadratic fields. There was weekly homework that was graded and midterm and final exams. Dd was (and is) an AoPS kid, but she did enjoy this course. She missed having online interaction with other students, though. It was reading the book, online lessons, and homework that was sent to an EPGY professor and returned graded. Maybe that's changed since then? It looks like they now also include optional online office hours where kids can ask questions...
  8. Higher - Lower works regardless of whether the curves lie above or below the x-axis. For example, try calculating the area between the lines f(x)=4 and g(x)= -4 between x=0 and x=5: It's a rectangle of length 5 and height 8, so we should get 40 for the answer. We integrate f(x)-g(x) between x=0 & 5 Since f(x) - g(x) = 4-(-4) = 8, we integrate the constant function 8 between 0 & 5, which is 8 * (5-0) = 40 ...yay, as expected! Basically it works because if x > y, then x-y > 0 regardless of whether x and/or y are positive or negative. [ I think this is tricky because this technique usually follows a section of figuring out the area between a curve y=f(x) and the x-axis. There you integrate f(x), breaking it up into positive and negative sections based on the x-intercepts....]
  9. Try here: AMC-8 locations. As per the official AMC-8 page: Q. Who is eligible to participate in the competition? A. Students with a passion for problem-solving who are in grade 8 or below and under 14.5 years of age on the day of the competition are eligible to participate in the AMC 8. One of my kids enjoyed participating from 5th grade on.
  10. I really appreciated gift cards to various restaurants and fast food places so that my husband could pick up something to eat when I couldn't make dinner. My own taste buds changed a lot, and some things that I liked prior to chemo just didn't agree during those months. What I liked best were the people who gave me quick phone calls, FB messages and conversations, and those who sent thoughtful cards. I also loved this lotion. My hands and nails got extremely dry, and this was the only thing that worked.
  11. Take a look at the member institutions link for the Intercollegiate Center for Classical Studies. My daughter, who has a Classics degree with a specialty in Latin, spent a semester abroad in Rome with ICCS several years ago. It's a rigorous program that attracts some of the best undergraduates in Classics in the US every year. You can see from the listing that the feeder colleges encompass all levels of selectivity. Maybe it'll give you an idea or two?
  12. OK, when we look for critical points we set dy/dx =0: -0.03 (x+1)^2 + 0.03 = 0 0.03 (x+1)^2 = 0.03 (x+1)^2 = 1 (x+1) = +1 or -1 x=0 or x= -2 (did you miss the minus sign? or did you get confused by their calling y(x) a deflection?) Reject -2 since it's outside of the domain of [0,3]. So the max must occur at one of the endpoints. Test x=0 and x=3. Obviously, x=3 gives the max deflection. It IS a confusing problem! They need to be more careful in their terminology 🙂
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