My son’s schedule for this year had 4 requirements:
- AP Chemistry (needed for entrance to Harvey Mudd)
- 1 year English (needed for California high school graduation)
- 1 semester econ (needed for California high school graduation)
- 1 semester civics/government (needed for California high school graduation)
In addition to that he chose to do the following:
- computer engineering project: designing and prototyping programmable, Bluetooth enabled light gloves with rechargeable batteries, to be manufacturable in small quantities for a retail price under $75/glove.
- computer engineering project: updating the Arduino data logger he wrote last year for my Applied Circuits course, with support for the Freedom KL25Z board and various new software features.
- 4 theater classes (WEST Ensemble Players, Page to Stage, Dinosaur Prom improv, and AFE One Acts)
- Group Theory
Originally, I was going to do the Chemistry with him, and he was going to do the Group Theory on line with Jeremy Copeland of Art of Problem Solving.
First, we decided that it would be simpler for him to do the AP Chem on-line through chemadvantage.org. (see my previous post), so I was off the hook for most of his courses. He’s doing the econ with his mother, and the English this quarter is writing: college essays, tech writing, and some writing for one of his theater classes—my only responsibility was to assign him some tech writing and evaluate it (and the hard part—getting him to do the writing I assign).
Then Art of Problem Solving cancelled their group theory class, because not enough students signed up. As an apology, they offered him either a $50-off coupon for another of their courses or books or a free copy of the pre-publication version of the Groups and Fields book that Copeland is writing. He chose the book, so now he and I will work through the Copeland book. The last time I looked at groups or fields was about 1975, so I’m a bit rusty—but at least I’ve seen the material before, unlike the calculus-based physics we worked on for the past 2 years.
Since the book is not published yet, I won’t be blogging problem numbers or details about the book (unlike what I did for the physics course). There are 18 chapters, so at a chapter a week I don’t expect that we’ll be done until the beginning of March. If anything slips in the winter, we may not finish until April. We’ll pick out around 10 problems a week to work on (trying to get all the Putnam problems from the chapter and a scattering of others).
I don’t know whether he’ll be able to maintain the workload, even though over half his courses are ones he chose for fun, rather than required ones. Most of his time so far has been spent on the light-glove project: he’s putting in over 20 hours a week on that. He’s been keeping up on the econ (2–3 books read, 9–10 of the MIT OpenCourseWare videos watched), the AP Chem, and the theater, but falling a bit behind on the writing and the data logger. The group theory starts today, and the AFE One Acts start next Monday, so as of next week he’ll be at his full load for the semester. I think that he may have to delay the data logger project a bit—it would be nice to have some of the new features for the Applied Circuits class in the Spring, but we can manage on just last year’s code. The college essays can’t be delayed, though, so he needs to get back on schedule for them.