OK, please bear with me as this is a long story but I am hoping someone out there has had a similar experience. This past school year, my 9th grader took a physics class at our co-op. Why physics in 9th grade? Well, for many reasons but the main one was that it was supposed to be conceptual physics. This class was advertised as a dual class for both conceptual AND honors being taught at the same time. We have another teacher at the co-op who does this quite successfully so I thought it would be ok. Well, as you have probably guessed from my title, it ended up being only an honors course. The honors kids needed to have a basic understanding of trigonometry. My son isn't super strong in math so he was in Algebra I at the same time. So obviously, he did not have a basic understanding of trigonometry. Against my better judgment, he stayed in the class. Kudos to him, he pushed through, worked hard and made a B as his final grade. It was difficult but he did it. So here comes my question. I'm writing up his course descriptions for the year so I am not panicking his senior year trying to write up 4 years worth of school. Do I say something in the course description that this was way above his skill level yet he persevered? I think it will look odd that he took Algebra I and Honors Physics the same year so I wonder if I need to add an explanation. He made an A in Algebra I so at least his math and science grades for 9th grade are balanced. Am I over thinking this (as usual?)

Does anyone know where I can get old question papers for the Sir Isaac Newton Exam physics contest? @Arcadia I know that your sons are doing a lot of physics problem solving. Could you please point me to some online resources where I can access Algebra based physics problems? My son wants some challenging physics problems to work on in the summer, so I thought that those might be a good resource. Any help is greatly appreciated.

Done. :) I think I'm cross-eyed from staring at the computer for so long and, as before, I'm sure I've missed many curricula, books, and resources. Also as before, please feel free to add to the thread and also to correct any of the information I post. I'll be taking up the first 7 posts with the different categories of physics. Happy reading! :) updates provided by MarkT December 2017 from MarkT : This is a pinned thread for information to the Hive please ask specific questions on: http://forums.welltrainedmind.com/forum/5-high-school-and-self-education-board/ Please DO add new material / sites and reviews as posts here - thank you ================================== Index Conceptual Physics http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153671 Regular Algebra-based Physics Courses http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153673 Honours Physics Courses (Honours Physics) http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153674 Advanced Placement AP Physics 1 & 2 Courses http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153675 Advanced Placement AP AP Physics C courses http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153676 Calculus-Based Physics (not specifically AP Physics C) http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153677 Other Physics Resources http://forums.welltrainedmind.com/topic/540313-homeschool-high-school-physics/?do=findComment&comment=6153697 Teaching Physics at Home http://www.home-school.com/Articles/teaching-physics-at-home.php

I noticed that Clover Creek has opened up registration for their online Physics class.There are 2 sections open. Last year, the class filled up very quickly. This seems to be a highly regarded class based on the reviews I've read here. Here's another thread regarding workload and student age that may be of interest.

Is RSO Physics I light? Should I supplement? I want to use it next year with my 3rd and 6th graders. My concern is that it might be too light for my science loving 6th grader, but he has requested physics as his primary science topic for the year. His dream is to be a pilot or an aerospace engineer, so he reads about these topics on his own already.

I've been asked in this thread http://forums.welltrainedmind.com/topic/489738-living-books-approach-to-9th-grade-biology/ to write a living books approach to physics. Although I am a qualified teacher in all sciences, my speciality is biology, so I am sure that others (obviously Regentrude) will have suggestions to improve this plan. I hope that it is helpful to all the poets out there (read humanity types) who want to be educated in physics, but don't have an interest in using a mathematical or textbook-based approach. I have found this week-long project to be fascinating! See post 25 for an explanation of *why* I designed this course in this manner. Physics for Poets: a living books approach to physics This will be a conceptual class using 'living books.' It is not a history of science or a study of the biographies of scientists. It is about understanding physics concepts. This class is at a high school level, so although no textbook will be used, the resources chosen are targeted at a reasonably high level. This class could be taught with or without a lab component. GOALS: 1) To understand why objects behave as they do 2) To understand how technology works 3) To study modern physics 4) To understand physics issues in the news OBJECTIVES: 1) To gain a general understanding of basic physics: mechanics, optics, electromagnetism, modern physics 2) To apply this understanding to everyday objects and observations 3) To research current physics topics and understand the importance of large physics projects like CERN 4) To explain both orally and in writing, the physics behind everyday objects and issues in the news 5) To do practical scientific investigations in physics in order to gain an understanding of the scientific method. I don't have time to plan out the labs, but expect them to take about 4-5 hours each (including write-up), so more like investigations than quicky labs. This adds to 20-25 hours lab work, a bit light but still respectable. I have copied an example investigation at the bottom. WORK LOAD I am assuming 6-8 hours per week which includes reading. Reading classes, like English, require more reading hours, so student might find that 8 hours per week is required. Read 5 books (averaging about 45 pages per week) Watch 1 lecture per week Write 5 small papers Make 3 presentations Research and write about 1 larger issue If the work load is too heavy, drop Physics of the Impossible, and reduce to 30 pages per week on average. Your student should read more on reading-only weeks, so that there is more time for the presentations/writing/investigation weeks. RESOURCES Video Lecture Physics in your life - The Great Courses Unit 1. The Physics of Everyday Objects (Mechanics/motion, optics/waves, electromagnetism, digital/machines): 15 weeks. (40 pages/week) 1)The New Ｗay Things Work. Macaulay (400 pages) 2) For the Love of Physics: From the End of the Rainbow to the Edge of Time - A Journey Through the Wonders of Physics. Lewin. (pages 1-188 only) Unit 2. Modern physics: 17 weeks. (40 pages/week for 15 weeks, then 60 pages/week for last 6 week of the easy read) 3) How to teach physics to your dog. Orzel(250 pages) 4) Physics of the impossible: A Scientific Exploration into the World of Phasers, Force Fields, Teleportation, and Time Travel (350 pages) 5) Lightweight book: choose one from these three 5a) Surely You're Joking, Mr. Feynman. Feynman. Biography (350 pages) (see Regentrude's post #15 below about possible inappropriate content) 5b) Both The Wizard of Quarks and Alice in Quantumland (380 pages together) 5c) The Physics of Superheros (380 pages) For students with a more mathematical bend, replace selections 2, 3, or 4 with one of these selections, and remove the lightweight book to make more time for the harder selection. 6) The physics of football (300 pages) 7) A Brief History of Time. Hawking. The physics of astronomy. (340 pages) 8) Thirty Years that Shook Physics: The Story of Quantum Theory. Gamow. Requires some algebra but not more advanced math. (240 pages) For students with less time or less-skilled students, remove either For the Love of Physics or Physics of the Impossible (depending on interest), thus dropping out all reading for the last 6 weeks so the student can focus on his/her research paper. Unit 3: Research paper on Socio-Scientifc issue Student selected resources. Useful websites listed below. SCHEDULE: 6-8 hours per week. 36 weeks. Unit 1. The physics of everyday objects (weeks 1-15) Watch: Lectures 1-15 Read: How Things Work and For the Love of Physics. 40 pages per week Present: Three 20-minute presentation on the most interesting objects you have studied Write: Three 2-page papers explaining in your own words the physics behind everyday objects (see at the bottom of this post for ideas) Investigate: Three topics Weeks: 1-2 Read, prepare presentation on mechanics 3-4 Read, write 2-page paper on mechanics 5 Read, investigation #1 6-7 Read, prepare presentation on waves/optics 8-9 Read, write 2-page paper on waves/optics 10 Read, investigation #2 11-12 Read, prepare presentation on electromagnetism 13-14 Read, write 2-page paper on electromagnetism 15 Read, investigation #3 Unit 2: Modern physics (weeks 16-32) Watch: Lectures 16-32 Read: How to teach physics to your dog; and Physics of the Impossible; and begin one of the lightweight books Research: Two topics in modern physics Write: Two 4-page papers on modern physics (see bottom of this post for ideas). Investigate: 2 topics Weeks: 19-21 Read book 22 Read, Research topic on modern physics 23 Read, Write 4-page paper 24 Read, Investigation #4 25-27 Read book 28 Read, Research topic on modern physics 29 Read, Write 4-page paper 30 Read, Investigation #5 Unit 3: Research paper on Socio-Scientifc issue (weeks 33-36) Choose one topic that is particularly interesting to you and do an in-depth study. Write a 10-page research paper both describing the issue, persuading the reader to either support or decline funding to the area of research (see bottom of this post for ideas). Watch: Lectures 33-36 Read: Finish lightweight book Research: One large topic Write: One 10-page paper Weeks: 33-34 Research 35-36 Plan and write 10-page paper Useful websites Physics in the news http://www.physics.org/news.asp http://www.sciencedaily.com/news/matter_energy/physics/ http://phys.org/physics-news/ http://www.physnews.com/ Investigations http://scifun.chem.wisc.edu/wop/homeexpphys.html http://seniorphysics.com/physics/eei.html http://www.sciencefairadventure.com/Physics.aspx http://www.nuffieldfoundation.org/practical-physics http://www.courseworkbank.info/Dndex.php?d=R0NTRS9QaHlzaWNz&catagory= PhET simulations Physics Fun and Beyond ASSESSMENT 3 Presentations 5 Papers 1 Large research paper 5 Investigations IDEAS FOR WRITING ASSIGNMENTS After writing up the above plan, I went looking for resources to augment the books. I found to my utter amazement, that the NZ 12th grade physics curriculum includes the exact same writing assignments :blink: (yes, apparently great minds think alike :thumbup:). So I have included here the description of the writing assignments to give some clarity to what I was talking about: UNIT 1: Demonstrate understanding of the application of physics to a selected context Option 1. Semiconducting Today’s society is very reliant on the use of electronic devices. These devices make use of semiconductors, therefore understanding how semiconductors (and the electronic components they are made of) are used in modern technology is increasingly important. Apply your understanding of physics to a real life context. You need to apply your knowledge of circuits and semiconductor physics to the function of a semiconductor component used in an electronic device. Possible electronic devices: light emitting diode (LED) photodiode bipolar junction transistor (MOSFET, CMOS, JFET) light dependent resistor (LDR) thermistor. Research your chosen electronic device. Using your knowledge of circuits and semiconductor physics, explain the function of a semiconductor component used in the electronic device. You are encouraged to use diagrams and pictures to support your explanations. You need to clearly link key physics ideas together to provide a coherent picture of the physics relevant to the semiconductor component. Option 2. Other ideas General – bridge building, musical instruments, sound recording, stellar evolution, radio astronomy, and particle accelerators Specific – GPS and the Large Hadron Collider. Investigate how physics applies to your chosen context. You need to clearly link key physics ideas together to provide a coherent picture of the physics relevant to your selected context. You may choose: producing a written report, preparing an oral presentation (with handouts), preparing a multi-media presentation, or constructing a poster. UNIT 2: Demonstrate understanding of Modern Physics Option 1. Nuclear fusion by 2030 Write a report for your local council about the physics of producing power using nuclear fusion. Research the subject. Write your report. In it, explain clearly the physics concepts and principles at work in a nuclear fusion power generator. Explain also how these concepts and principles work in conjunction with each other to create energy. Based on the physics, discuss the potential of nuclear power as a future energy source for your locality. Conclude your report with a recommendation(s) to the local council. They should be well supported by your earlier explanations of the relevant physics. Option 2. High-powered solar cells Write a report for your local electricity lines business (ELB) about the physics of solar cells. Research the subject. Write your report. In it, explain clearly the physics concepts and principles at work in a high-powered solar cell. Explain also how these concepts and principles work in conjunction with each other to create energy. Based on the physics, discuss the potential of high-powered solar cells as a future renewable energy source for your locality. Conclude your report with a recommendation(s) to the ELB. They should be well supported by your earlier explanations of the relevant physics. UNIT 3: Use physics knowledge to develop an informed response to a socio-scientific issue Option 1. Should your locality remain ‘nuclear power’ free? Conduct research on electrical energy generation using nuclear power. Develop an informed personal response to the issue of your locality remaining nuclear power free based on the physics knowledge. The format of your response is an opinion article for the editorial pages of a newspaper. To prepare for this article you will research and explain the key physics ideas relating to electrical energy generation using nuclear power, identifying the potential benefits and risks to your locality. The benefits and risks may be related to economic, ethical, biological, or environmental factors. Keep a research log book (or folder/electronic record). All your research notes, outlines, drafts, and so on must be kept in this log book. You need to date your work and reference your sources as you take notes. Hand in your log book with your final article. In your article: provide key physics knowledge that includes:key physics concepts and processes that relate to electrical energy generation through the use of nuclear power physics and social implications – the benefits and risks (for example, economic, ethical, biological or environmental) of nuclear power use the key physics knowledge you have gathered to state your personal position and recommended action(s) about your locality remaining nuclear power free justify your position and action(s) by providing supporting evidence to explain why you chose your position and action(s) analyse and prioritise the physics knowledge used to justify your position and recommended action(s). This may include: comparing the significance of implications of the issue on individuals and society considering the likely effectiveness of identified action(s) commenting on sources and information, considering ideas such as validity (date, peer reviewed, scientific acceptance), bias (attitudes, values, beliefs), weighing up how science ideas are used by different groups. Option 2. Renewable energy technology in new buildings – should it be compulsory? In January 2011, scientists published peer-reviewed findings that suggested global energy demands could be reduced by 73% using energy efficient technologies in buildings, industries and transport. Your local council is investigating the feasibility of requiring renewable energy technologies such as solar panels and wind turbines to be compulsory for new buildings. You are the consultant hired to prepare a presentation on this socio-scientific issue for their consideration. Use your physics knowledge to develop an informed response to a socio-scientific issue related to renewable energy technology. You are required to develop a presentation that: gives an informed personal response to the issue of whether renewable energy technology in new buildings should be compulsory includes recommendations of actions that could be taken as a result of your informed position. Research the physics of renewable energy technologies for buildings. This may include photo-voltaic solar panels and wind turbines, identifying the short and long-term benefits and drawbacks to individuals and society. The benefits and drawbacks may be related to an economic, ethical or environmental issue. Develop an informed personal response to your chosen issue of whether renewable energy technology in new buildings should be compulsory, based on physics knowledge. Develop suggestions for actions that could be taken. You will be assessed on the overall comprehensiveness of your presentation, whether it explains the relevant physics ideas, and your analysis and discussion of the issue(s). Keep a research logbook to record your notes, references, article outlines or plans, drafts of paragraphs, comments on the validity, bias or purpose of resources, and so on. This information will help you to prepare and refine your presentation. Topics you need to cover in your presentation provide physics knowledge that includes:physics concepts and processes that relate to the renewable energy technology for buildings. This may include ideas such as energy storage/links to the national grid, conversion between AC and DC, voltage and frequency considerations etc. a comparison of the renewable technologies in buildings with the technologies currently used to provide electricity physics related to social implications – this may include possible short and long-term benefits and drawbacks to individuals, society and the environment use the physics knowledge you have gathered to state your personal position and recommend action(s) about compulsory renewable energy technology in new buildings justify your position and action(s) by providing supporting evidence to explain why you chose your position and action(s) analyse and prioritise the physics knowledge used to justify your position and recommended action(s). This may include: comparing the significance of implications of the issue on individuals and society considering the likely effectiveness of the identified action(s) commenting on sources and information, considering ideas such as validity (date, peer reviewed, scientific acceptance) and bias (attitudes, values, beliefs), and weighing up how science ideas are used by different groups. EXAMPLE OF AN INVESTIGATION Baby bouncers behave differently for different sized babies. This assessment activity involves modelling a ‘baby bouncer’ using a spring-mass system in order to test a physics theory involving two variables in a non-linear relationship. You will take suitable measurements, use techniques to maximise accuracy, process and graph the collected data, determine the equation of the non-linear relationship and critically compare this with the theoretical relationship between the variables. Plan and prepare the investigation The aim of the investigation is to find out how the period of oscillation, T, is affected by the mass, m, which is suspended on the spring. Construct a spring-mass system to model a baby bouncer. Gather data When gathering your data: gather a reasonable range of data points plot the data points and conduct graphical analysis decide what kind of relationship exists between the variables. Account for accuracy and uncertainty in your measurements at all steps during the investigation. Analyse data To analyse your data: Process your data, including uncertainties Transform your processed data in a way that allows you to plot a suitable linear graph that shows uncertainties Determine a mathematical relationship based on your linear graphs that links the period of oscillation, T, and the mass, m. Write the report Write your report using the data that you have gathered and analysed. In your report include: a summary of the investigative process a detailed presentation of your results and analysis, including graphical analysis that includes uncertainties a conclusion that states the equation of the relationship between the variables and compares this to the physics theory identification of how other uncontrollable variables may have affected the results consideration of the limitations of the theory’s applicability in the practical situation and/or at the extreme values of the independent variable a discussion of any unexpected outcomes of the processing of the results and how these have been caused and their impact on the validity of the experiment.

Does anyone have any experience with this class or this instructor? https://debrabell.com/product/introduction-chemistry-physics/ We have had excellent experiences with their French classes, but that was because the teacher was super. Anyone taken this before? Thanks!

Any advice or tips for purchasing a couple of AP Physics C Exam Review books? When did the exam last change? The Barron's book on Amazon was from Feb 1, 2016, so I was wondering if that was still relevant. DS is not sure if he feels prepared for the E&M portion, but feels much better about the Mechanics exam. Is anyone else taking both? Just one or the other? Would love to hear the Hive's thoughts!

Hi. I'm Kris Langman, author of the Logic to the Rescue series. I'm currently writing the fourth book in the series and I'm taking suggestions for topics to cover, both in this book and in the rest of the books in the series. (I'm planning six to seven books in total). For example, a reader asked me to include some info about the Linnean system of classification, so I added info about this to the the third book, The Bard of Biology. Suggestions can be about logic, math, physics, chemistry, and biology. I'll try to include as many suggestions as possible as long as they work with the story and plot. Thanks! I look forward to hearing from you. Sincerely, Kris Langman

Ds just threw me a curve ball and decided that next year instead of the Earth and Life Science that I have mostly all figured out, he wants to do physics. Since the holidays are going to fly buy, and the spring normally has me doing a thousand things at once, I thought I best ask now. I was considering Hewitt's Conceptual Physics, though he will have the math background to handle quite a bit of Algebra based physics. I am assuming that the mathematics in Algebra based would be fairly substantial and the major fixture of the curriculum. That has not really worked out before as Ds is not really looking to stretch himself in science. He is curious, but needs a bit of depth and content to keep him going. I am looking for something like the Apologia Chemistry or GPB Chemistry. Some math, but light and not central to the science. Anyone have experience here? Does the edition of Hewitt matter? We are looking at the college version instead of the high school. Is there something in the high school edition that we really should have that is not in the college edition? Supposedly there are no answers, but you can purchase a practice workbook which contains the odd answers along with extra problems. Is this accurate? For the tenth edition there is Problem Solving in Conceptual Physics for Conceptual Physics appears to be the practice workbook. What is in Practicing Physics for Conceptual Physics? Are there any other programs out there that are not mathematics central that might be better, more interesting, or that I should consider? I'll throw this up on the high school board if needed, but I was wanting to see if anyone here has info for kids who are younger, but really want content. ETA: He will be in sixth grade next year, through Algebra 1 and about half of Geometry. He will also have completed Earth Science and Chemistry.

AP Physics C at PA Homeschoolers is on our short list for next year. Has anyone taken it or is taking it this year? How did you like it? Any preference for Jack Kernion versus Jeff Lanctot? Any other AP physics C alternatives?

Our math club director just sent out an invite to register for Areteem classes this summer. It looks like they offer camps and online courses, and are affiliated with universities like Georgetown University. Reputedly, they help students learn skills to prepare for contests like USA Computing Olympiad. Three of their alumni made of half of the U.S.A. team which won the 2015 International Mathematics Olympiad. Just leafing through their offerings, I was pretty impressed. They offer courses like: Discrete Math, Intro to Algorithms, Python Programming, AP Physics and Physics Olympiad, Math Challenge, etc. Has anyone taken their offerings? I'd be interested in hearing your opinions of their online courses and summer camps. Could this be a good accompaniment to AOPS, perhaps?

I'm looking for a physics course (text and/or free online videos like Coursera or MIT/OCW – I'd love to have video "labs," for example) to accompany a precalculus math course (specifically, using Foerster's Precalculus text, which has quite a few physics word problems). Religious content is ok but not assuming a 6000 year earth. From the pinned thread on this board, the texts by Knight College Physics, Giancoli Physics: Principles with Applications, and Singapore Physics Matters seemed like they might work, but I'm open to others; I'm leaning toward Knight (which edition?). I've copied the details, including accompanying problems and videos, from the pinned thread for those three texts in the next post. I don't really know how long it will take to go through the Foerster Precalculus text – it could be a month and a half to a year and a half, so might it be better to wrap up the first high school physics course early and go to a calculus-based physics if the student is very gung ho about the math and physics? Thanks!!

I've been scouring posts here on the forum about physics and have been looking at multiple posts from Charlotte Mason, Wildflowers and Marbles, Guest Hollow, Eclectic Homeschooler and several other websites for resources for 1 (ONE) semester of Physics for my 6th grade son. And what I thought originally was a lack of resources, I have now realized is an abundance and I have no idea how to pare it down into one semester. Here are my goals for my 6th grade son: --Give him a desire to learn more on his own --Must be fun and informational but not overwhelming --encourage him to pursue this area life long if that is his desire --I want it to be hands on for him and not exhausting for me :) His visual spatial intelligence was tested off the chart, but he's never studied physics before. He's only in 6th grade, so he can't handle the math involved yet. He will be doing one semester of Chemistry using McHenry's Elements and Carbon Chemistry first then this. Please let me know what you have used and if you loved or hated it or in between and WHY. The resources with asterisks mean that I've heard good reviews. I realize that more is not always better and we live overseas so getting the resources down here is a challenge. But I'm willing to do it if it will be effective for him. And, we are Christians, so keep that in mind. Thank you! So here are the resources I have found: Spines: RS4K Physics Exploration Education* Bite-Size Physics—by Science Jim* The Wonders of Physics by Irving Adler Apologia’s Exploring Chemistry and Physics* CK12's Middle School Physical Science CPO Physical Science Tiner's Exploring the World of Physics* Life of Fred Physics Newton and Physics for Kids* Resources: The New Way Things Work (own) (could be used as spine?) Basher Book about Physics (which one?) Asimov's Breakthroughs in Science Backyard Ballistics* Mistakes that Worked (Charlotte Jones) Rube Goldberg Inventions Gismos and Gadgets: Creating Science Contraptions Physics for Every Kid Engineering for Every Kid Machines: Mind Boggling Experiments You can Turn into Science Fair Projects Simple Machines: Starting with Science That Wind at Word Can you feel the Force? The Cartoon Guide to Physics The Physics Coloring Book Michael Faraday: Father of Electronics Usborne Book of Science Simple Machines for Beginners Documentaries: The Way Things Work by Coursera Eureka! Series on Physics topics Mythbusters—Hindenburg Mystery Memory work: The Way Things Work Game Output: Use the Thames and Kosmos set or Exploration Education projects to build what they are studying. Perhaps do an experiment sheet with hypothesis and explaining outcome.. Consider using a Engineering Notebook or 3-Ring Binder to record vocabulary and sketches of projects that have been built as well as in the design phase. Projects: Thames and Cosmos Set—Physics Workshop, Magnetic Science Project Based Engineering Steve Spangler—Sick Science Fast Physics Kit Geyser Tube with Caps Klutz Book of Paper Airplanes (own) Snap Circuits Electronics Kit or something similar Erector Set K’Nex Simple Machines Kit (levers and pulleys, gears, wheels, axles and inclined planes Reading: • Archimedes and the Door of Science (Living History Library) • Albert Einstein and the Theory of Relativity by Cwiklik • Isaac Newton: Mastermind of Modern Science by David C. Knight • Galileo and Experimental Science by Rebecca B. Marcus • The Boy Who Harnessed the Wind • What was the Gold rush? , Who was Isaac Newton?, Who was Galileo? Series • Sky Sailors: True Stories of the Balloon Era • Mesmerized: How Ben Franklin Solved a Mystery that Baffled All of France • You Wouldn’t Want to be…series. A 19th Century Coal Miner in England • Book on Thomas Edison • Book on Albert Einstein • Magic School Bus Books: The Electric Field Trip • Castles Under Siege • How do you Lift a Lion I removed the Fred Borst item to put in my Chemistry class for the previous semester.

My daughter is attending public school this year and is struggling to understand the math involved in her physics class. I never studied physics, so I have difficulty defining the problem. She says that she understands the concepts of what the teacher is teaching but doesn't know how to do a lot of the math involved. Her teacher is only in her 2nd year of teaching, and it seems that many of her students---both this year and last year---struggle to follow her. I plan to meet with next week to ask for suggestions to help my daughter, but I'm also hoping some of you will have some resources that you can share with me from your experiences. My daughter is not exceptional in math, but she managed very well with algebra 1, geometry, (both A's in school) and with advanced algebra 2 (B+). She has a very rigorous schedule this year and is starting to panic with the burden of not doing well enough in Physics. She is only taking Physics because it is a requirement for graduating with honors, and she is hoping for this. Any videos, books, websites, or advice on tutoring would be greatly appreciated! Thanks, in advance, for your help. Lisa

Hello all! Question for you. I am thinking on our plan for our 14 yr old. She is wanting to go into the Science realm, but more Biology related. So, my question is, does she NEED Physics? We are planning on her doing Chemistry of course, but she is not doing well with Algebra 1. Right now she is getting about a B- average. So we will be redoing some of it so that she gets a proper understanding. Also, if she needs Physics, what kind of program would be best? We are very literature based. Thank you SO much in advance! Becky

So I'm trying to come up with an introductory chemistry and physics program for my 6th grade son. My idea is for it to be a good hands-on year but with enough information to pull him into the topic, with either living books or videos or something. I thought about doing one semester each, but that's not set in stone. I also thought about doing the year in trimesters and doing chemistry for the first one, physics for the second and a unit on using the microscope for the third. I may just be trying to pack too much stuff in, though. For Chemistry, I thought about using The Elements by Ellen McHenry for the beginning. But don't know how I'd schedule it. Would I go slow? would I go ahead and use Carbon Chemistry as well? Or would it be more beneficial to use another text to go with it? What are some awesome books that we shouldn't miss to add to it? I've looked at Guest Hollow's schedule and a few others, but don't have a library around (we live overseas) so it's hard to come up with lots of extra books. For Physics, I like the look of Exploration Education, but that takes a 36 weeks to complete. I wasn't really planning on doing a whole year of one topic. But that's the idea, to do science and not just read about it. But since I'm not sciencey it has to be easy on the teacher. Again, what books would give that to him or do you have any other suggestions? So, any one who has a heart to help a fellow mum, and has been in my shoes or is really good in science, please share with me your wisdom! Thank you!