Beyond IQ

Events

Upcoming events

    • 21 Jan 2020
    • (EST)
    • 15 Dec 2020
    • (EST)
    • 33 sessions
    • 2

    Proving the Point: A Perigon of Geometry

    Tuesdays at 3:00 pm and Thursdays at 4:30 pm Eastern for 16 weeks

    Instructor: Lisa Fontaine-Rainen

    What happens when you make that point?  What if you draw this line in the sand?  Geometry may sound a lot like arguing, but the deductive logic behind it makes those arguments, well, pointless.

    Proving the Point: A Perigon of Geometry is an advanced, fast-paced high-school level geometry course that encourages deep understanding of geometric concepts, with an emphasis on Euclidean geometry, and deductive reasoning to construct proofs.  We will be working on completing a full Geometry curriculum in 16 weeks.

    The course is designed to meet the needs of gifted and twice exceptional students ready to tackle high school geometry.  In response to the needs of these students, the course is designed to be flexible and responsive – thinking, learning, and engagement take precedence over all else.  With this in mind, the syllabus may change based on the needs of the students.

    This course will weave Geometry: Seeing, Doing, Understanding by Harold Jacobs with Art of Problem Solving’s Introduction to Geometry.  Students are encouraged to have access to both texts – please contact the instructor directly if this is a financial hardship.

    Students will need to do homework outside of class to ensure we can keep up the pace.  This will include in-depth problems, simple exercises, proofs, quizzes and tests, and projects.  Work will be modified based on the learning needs of each student, and opportunities for further exploration will usually be provided.  Grades are optional – learning is constant.

    Syllabus:

    Week 1: Introduction to Geometry

    Week 2: Introduction to Deductive Reasoning

    Week 3: Lines and Angles – an introduction to construction

    Week 4: Congruence – Triangles and Constructions

    Week 5: Inequalities in Geometry

    Week 6: Parallel Lines and Proofs

    Week 7: Quadrilaterals

    Week 8: Transformations

    Week 9: Area

    Week 10: Similarity

    Week 11: The Right Triangle – an introduction to Trigonometry

    Week 12: Circles

    Week 13: Concurrence Theorems

    Week 14: Regular Polygons

    Week 15: Geometric Solids

    Week 16: Non-Euclidean Geometries

    • 07 Apr 2020
    • (EDT)
    • 25 Aug 2020
    • (EDT)
    • 21 sessions
    • 0
    Join waitlist

    A semi-structured relaxed time to get together, talk, play games, connect, and just be with each other, when we can't do it in person.

    Registration is by donation only; please give only if you can. Suggested donations are $5, $10. or $15 for one hour/week groups and $5, $20, and $30 for two hour per week groups. The highest amounts cover facilitator costs. Any money we get beyond paying teachers and their expenses will be donated to charities supporting vulnerable populations at this time. If you have any questions about this policy or others, please contact us at courses@giftedconferenceplanners.org.

    Tuesday, April 7th, 2-4pm Eastern (2 hours)

    Maze Rats - RPG

    Dr. Sabrina Weiss

    Description:  Maze Rats is a roleplaying game that rewards creativity and puzzle solving.  It is like a lighter version of Dungeons and Dragons that doesn’t rely as much on statistics, so it encourages more thinking and group cooperation while being easier to get into. 

    We will do a 2 hour session to introduce the game, assist with creating characters, and running an adventure.  Here is a link with more information on the game: http://rlyehreviews.blogspot.com/2017/07/rats-in-maze.html


    Participants should be able to use voice for faster interaction; camera is optional. 






    • 15 Apr 2020
    • (EDT)
    • 07 Oct 2020
    • (EDT)
    • 26 sessions
    • 0
    Join waitlist

    Dungeons and Dragons is one of the Oldest and most in depth Tabletop Role Playing Games in existence. This will be a running of The Curse of Strahd campaign module for DnD 5th Ed using a classic "Saturday morning cartoon flavoring". The sessions will be aimed at encouraging Teamwork, Creativity, and an expanding knowledge of Mathematics and Social Interaction. Sessions will last for 3 hours with a 10min break at the halfway point. Participants are asked to have voice capability for faster interaction. 

    Registration is by donation only; please give only if you can. We suggest $10/hour (so $30/week), though more is welcome and less is all right, as well. Any money we get beyond paying teachers and their expenses will be donated to charities supporting vulnerable populations at this time. If you have any questions about this policy or others, please contact us at courses@giftedconferenceplanners.org.

    Starting on Wednesday, April 15th, 4-7pm Eastern (3 hours)*

    D&D: Curse of Strahd

    Anthony Aguilar

    *Note that this is scheduled to be able to run for the next half year. We don't expect that to be the case and know that some of you cannot commit for that long or know that you will be stopping before that. This is not a reason to not join in! It's just that this is not designed with the same "just do a session" approach of the other Social Time offerings.
    • 17 Jul 2020
    • (EDT)
    • 25 Aug 2020
    • (EDT)
    • 12 sessions
    • 6
    Register

    A semi-structured relaxed time to get together, talk, play games, connect, and just be with each other, when we can't do it in person.

    Registration is by donation only; please give only if you can. Suggested donations are $5, $10. or $15 for one hour/week groups and $5, $20, and $30 for two hour per week groups. The highest amounts cover facilitator costs. Any money we get beyond paying teachers and their expenses will be donated to charities supporting vulnerable populations at this time. If you have any questions about this policy or others, please contact us at courses@giftedconferenceplanners.org.

    Tuesday, April 7th, 2-4pm Eastern (2 hours)

    Maze Rats - RPG

    Dr. Sabrina Weiss

    Description:  Maze Rats is a roleplaying game that rewards creativity and puzzle solving.  It is like a lighter version of Dungeons and Dragons that doesn’t rely as much on statistics, so it encourages more thinking and group cooperation while being easier to get into. 

    We will do a 2 hour session to introduce the game, assist with creating characters, and running an adventure.  Here is a link with more information on the game: http://rlyehreviews.blogspot.com/2017/07/rats-in-maze.html


    Participants should be able to use voice for faster interaction; camera is optional. 






    • 24 Aug 2020
    • (EDT)
    • 14 Dec 2020
    • (EST)
    • 16 sessions
    • Online
    • 13
    Register

    Mondays, 11:00 am -12:15 pm Eastern until November 2nd (when DST ends), then 10:00am 11:15 am, 16 weeks

    So, you want a description of what SRT:HPMOR Part 3 is going to be about?

    It’s going to be about so much awesomeness.

    It’s going to be about getting through 800+ pages of the material.

    It’s going to be about the answers to all the questions that have been bothering you – and also seeing how much we can answer ourselves, not just by our pattern completion abilities, not just because we can pretend to be wise, but because we can think rationally and therefore see what Harry will do, what the author will craft, and why.

    We will continue to explore the role of Hermione and the role of women in general, trying to decide whether this work is feminist or failing at that goal. 

    We will continue to delve deeply into the characters of Harry, Quirrell, Dumbledore, Malfoy, and others.

    And we’ll keep attacking the science, the rationality, and work on growing as rationalists ourselves.

    Once all has been answered, we’ll piece the puzzle together and see how it all fits.

    Class will meet for 16 sessions.

    All times are U.S. East Coast.   We will take a break on November 25th for Thanksgiving week.

    Students will have access to class recordings the day after each class.

    Science is not just discovery, it is self-discovery.

    Syllabus

    Day 1: Hesitation is always easy

    Book 4, chapters 1-5 (65-69)

    Introduction to Part 3, introduction to book 4, concept of hero, self-actualization, observation in quantum mechanics, spatial visualization, cost/benefit of fame, plenty of character and plot analysis.

    Day 2: Nobody’s Sidekick

    Book 4, chapters 6-9 (70-73)

    Analysis – Quirrell’s opinion of SPHEW, women, and heroes; more analysis of heroism and its cost; role and power of protest; the void between the galaxies; moral development and dilemmas, psychology of bullying and groups, character analysis of Daphne and Tracey (as well as the usual), divination and time travel and paradoxes, parallels to current events, seeing cultures from the outside.

    Day 3: Hidden Mastermind

    Book 4, chapters 10-13 (74-77)

    Orbital calculations for Uranus and the role of Neptune; applying Bayesian probability to the situation with Hermione; experimental results of a gratitude journal; how to “cure” bullies; moral questions around evil; the painfully bad representation of girls; Harry’s definition of heroic responsibility; analysis of bullying at Hogwarts; Gandhi, Churchill, and Nazis; criminal justice revisited, analysis of the lady.

    Day 4: Bursting Fragments of Comprehension

    Book 4, chapters 14-15 (78-79)

    Archimedes and Eureka, conservation laws, supernovas and Earth’s core, radioactivity, thermodynamics, compare and contrasting our court system to the Wizengamot, crime and systems that deter crime, studies on memory (revisited), analysis of the crime, analysis of Marauder’s Map, analysis of conversation with Professor Quirrell.

    Day 5: Human Beings Can’t Live Like That

    Book 4, chapters 16-18 (80-82)

    Analysis – evil vs. emptiness, continuation of comparisons of law and court systems, Horns Effect, value of human life and moral decisions, analysis – what are the thinkers thinking about Harry?, Philip Tetlock, Utilitarian Ethicists, Consequentialism, expected utility maximization and Vladimir Lenin/French Revolution.

    Day 6: Luxury to Question

    Book 4, chapters 19-21 (end of book 4) (83-85)

    Analysis – why did Lucius do what he did?, debate on evil/”ill-doers” and intent in evil, analysis of heroism, sound and it’s effect on mental status, analysis of Quirrell’s back story, research on PTSD, Asch revisited, analysis of Quirrell and Hermione’s crime, Leo Szilard and the fission chain reaction/Fermi and graphite as a neutron moderator vs. deuterium, Knut Kaukelid, light from the moon and Polaris, molecular nanotechnology, Penrose process for extracting energy from black holes, analyzing aguamenti.

    Day 7: Supersaturated with Ways to Cheat

    Book 5, chapters 1 (86) (it's really long)

    Headline analysis, analysis of prophecy, compare and contrast Voldemorts, Information Theory, Raymond Smullyan, analysis of Voldemort’s motives, Harry’s ethics, hindsight bias, emotions and the brain, uncertain predicate referent, frustums, bias towards inaction.

    Day 8: Foundations of Reality

    Book 5, chapters 2-5 (87-90)

    Hedonics (but not Critch’s theories), training your inner pigeon, analysis of the Philosopher’s Stone creation story, psychology of flawed ideas, Douglas Hofstadter, Hermione’s ethics, evolutionary psychology and monogamy, ELIZA and AI, ecker Cube, fear of embarrassment schema, 0.3% of the speed of light, sulfuric acid, fault analysis, and my apologies about the plot development in these chapters

    Day 9: The Enemy is Smart

    Book 5, chapters 6-10 (91-95)

    Normalcy bias, Tenerife airport disaster, comparing Harry to his adoptive father, diabolus ex machina, egocentric bias, Law of the Excluded Middle, rhodospin complexes of the retina, neural spikes, photos, magic and belief analysis, main-sequence g-type stars, origin of story in culture, origins of life on earth

    Day 10: Note of Grace

    Book 5, chapters 11-14 (end of book 5) (96-99)

    Five stages of grief, hypothesis forming regarding Hermione, polonium, freezing points of acids, grace notes, lots of plot discussion and catching up on topics that may bleed over from previous days.

    Day 11: Continuing to Fight (or Throw Away the Cheese)

    Book 6, chapters 1-4 (100-103) DO NOT READ AHEAD

    Probability and directionality, ethics – animals and medicine, scope insensitivity reviewed, horcrux analysis, analysis of Philosopher’s Stones potential powers, opposite of happiness, comparing Avada Kedavra to Expecto Patronum, test and critiques of them

    Day 12: Silence Stretched

    Book 6, chapter 5-9 (104-108)

    An analysis of what we learn, truncated tetrahedron, Schelling point, prophecy analysis again, tomb of Amon-Set, ethic of Batman, arc-welders, Az-reth, Tsiolkovsky rocket equation, ad hominem tu quoque, Mao’s little red book, in-depth character analysis

    Day 13: Prophesied Instrument of Destruction

    Book 6, chapters 10-14 (109-113) DO NOT READ AHEAD

    The inscription, possible ideas about uses of the mirror, analysis about Dumbledore’s future, motive analysis, more analysis of evil, analysis of the vow, Final Exam analysis

    Day 14: Their Own Image

    Book 6, chapters 15-20 (114-119)

    Fence post security, final analysis of evil, examination of alternatives, analysis of effects of spell, oxycetelene and weather balloons, types of knowledge, speed of sound vs broomstick speed, mylar and its uses, analysis of Dumbledore’s story, negatively charged strangelets

    Day 15: Own Decisions

    Book 6, chapters 21-23 (end of book 6), 120-122 (end of book)

    Analysis of Narcissa’s story – is Dumbledore good or evil?   Motivated cognition, Daniel Kahneman, catching up on any content we’ve not finished yet.

    Day 16: Practicing the Techniques you have Learned

    Looking back, sharing work, next steps


    • 24 Aug 2020
    • (EDT)
    • 07 Dec 2020
    • (EST)
    • 15 sessions
    • On Line
    • 8

    Lisa Fontaine-Rainen, instructor

    Mondays, 12:30 pm - 1:45 pm Eastern, 15 weeks.  Class will meet on Labor Day and Columbus Day, but not Yom Kippur (September 28).

    Why is religion so central to the human experience?  How does it sway our decision making?  Would a future world necessarily have religion?  Why do we tend to raise up religious leaders and look to them for answers?  

    How does one stop a populist leader?

    Can an AI outgrow its programming?


    In Arc of Scythe 3: The Toll we return again to the world of Scythe and Thunderhead and begin to answer the questions: What's next?  How do you stop Goddard?  How can humanity grow in a stagnant world without death?  Is Goddard perhaps the answer to that?

     

    Syllabus is forthcoming.



    • 24 Aug 2020
    • 12:30 PM (EDT)
    • 07 Dec 2020
    • 1:45 PM (EST)
    • On Line
    • 13
    Register

    Lisa Fontaine-Rainen, instructor

    Mondays, 12:30 pm - 1:45 pm Eastern, 15 weeks.  Class will meet on Labor Day and Columbus Day, but not Yom Kippur (September 28).

    Why is religion so central to the human experience?  How does it sway our decision making?  Would a future world necessarily have religion?  Why do we tend to raise up religious leaders and look to them for answers?  

    How does one stop a populist leader?

    Can an AI outgrow its programming?


    In Arc of Scythe 3: The Toll we return again to the world of Scythe and Thunderhead and begin to answer the questions: What's next?  How do you stop Goddard?  How can humanity grow in a stagnant world without death?  Is Goddard perhaps the answer to that?

     

    Syllabus is forthcoming.



    • 25 Aug 2020
    • (EDT)
    • 22 Dec 2020
    • (EST)
    • 18 sessions
    • Online
    • 10
    Register

    Instructor: Trina Overgaard Toups
    5-10 students
    Suggested Age Ranges: 12-17
    Meets: Tuesdays, 4:00 pm - 5:30 pm Eastern Time

    DESCRIPTION

    High School Chemistry for Gifted Homeschoolers

    Is your student ready for a systematic study of science? Going beyond the wow factor of videos and games, we will embark on a tour of general chemistry appropriate for honors chemistry high school students. The complete course will be two full semesters. 


    StudentsIt is expected that the students for this will approximately fit the following profile:

    1. Gifted Students in the age range 12-17.

    2. Eager and excited to learn about science, and discuss it with peers.

    3. Comfortable with math, and probably have completed Algebra I.

    4. Able to commit to out of class work in the neighborhood of up to 3-4 hours per week.

    5. Willing to be guided to learn rather than led through all details.

    6. Able to respect the pace of the classroom setting, which will move quickly, and limit participation to on-topic matters.

    7. Realize that chemistry builds upon prior knowledge, and try to stay current with the material.

    MaterialsFamilies will be requested to provide a calculator, pencil, and paper every session. Textbook will be an online text for $75 which also includes interactive modules for learning. Cost covers 720 days of usage. Source: https://digital.wwnorton.com/chem5SAT supplemental materials will be workbooks which can be purchased for moderate costs.


    CurriculumThe curriculum will consist of a full year course such as would be offered as honors chemistry, or perhaps AP chemistry in high schools. Students will be expected and encouraged to continue learning each section through further course materials and assignments provided by the instructor. Assignments will not have undue repetition or drudgery, but should be taken seriously by the student and family for effective learning.  Documentation of material covered and certification of participation will be provided for students who wish to use such to attain credit from institutions. Students and parents who wish this option should be diligent in keeping records of student work. 



    • 27 Aug 2020
    • (EDT)
    • 12 Nov 2020
    • (EST)
    • 12 sessions
    • On Line
    • 12
    Register

    Lisa Fontaine-Rainen, instructor

    Thursdays, 11:00 am - 12:15 pm Eastern, for 12 weeks

    Harry Potter and the Methods of Rationality is a fanfic that begins with the premise that Harry’s aunt Petunia marries an Oxford chemistry professor (rather than Vernon Dursley) and Harry is homeschooled – and has a particular talent for scientific thinking.  Thus the 1600 page fan-fiction re-envisions the Harry Potter story through the lens of a child who engages in scientific and rational thinking.  

    And here’s a bit of honesty.  I don’t read fanfic.  I don’t begrudge it for those who love it – I think it’s a great way to get writing or to explore ideas, but I generally don’t read it myself.  I don’t want to see changes to stories I love.  I had to be dragged into reading this one. 

    And I don’t regret it one bit.  Even if you’re like me and not into fanfic, this one’s worth it.  This one makes me think.  It lets me move through the world I love, examine it through a different lens, laugh at its quirks, love it all the more, and become a better scientist.  Not only do I hope to share it with you, I hope to bring you deeper into the thinking, exploring the story and the premise fully to help you also think rationally, like this version of Harry. 


    In this course we will read the first  “book” of the work and explore the various scientific ideas introduced in the text.  We’ll talk about Harry’s approach to the world, and where it might get in his way.  Our course will weave literature and science, as they have been woven in this text.  We’ll also ask the question about the changes made from the original text – which were driven by an intent to steep the main character in scientific thought and which were not.  Thus, having at least some knowledge of the original Harry Potter texts, or at least the movies, is useful for this course. 

    Some of the ideas presented in the text can be quite dark – much like the original books, but sometimes even more so.  Parents are encouraged to read chapter 1 to get a flavor for the text, and chapter 7 (starting around page 85) as it contains some of the most troubling material that we will address in this class.   Alternatively, feel free to e-mail me directly for excerpts to review, and I’m happy to discuss the content as well. 

    Participants will have the opportunity to engage in a number of assignments that explore the ideas in the course.  These will be flexible and tailored to participants’ interests and abilities.  Other work will be primarily reading the book and supplementary material and participating in discussions in and out of class.  The book is available online for e-readers or to print and as podcasts, all at no cost. 

    Science isn’t a set of facts, but instead a way of thinking.  Come explore the science and the magic of this world.

    All times are U.S. East Coast.   

    Students will have access to class recordings the day after each class.

    Syllabus

    Day 1: Why do I believe what I believe? 

    Introduction to Harry Potter and the Methods of Rationality (HPMOR), and the basic concept of a controlled experiment.   Discussion – how would the wizarding world yield to science? 

    Ch. 1, in class


    Day 2:  Cats are complicated!  or That’s the most Ravenclaw thing I have ever heard.

    Sufficient Evidence, Conservation of Energy,  Bystander Effect, conscientious objectors, intro to logarithms.

    Ch. 2, 3


    Day 3: It’s a Mathematical Thing or Shaking Hands with a Bad Explanation

                Fermi estimation and money conversion, arbitrage, seigniorage, how to make money by buying and selling money, fiscal prudence, fundamental attribution error, Occam’s Razer, and what is that hilarious thing Draco and Harry are doing anyway?

    Ch 4, 5


    Day 4: Offering an alternative explanation or Trouble Trusting Adults

    Experimentation, the Planning Fallacy, anecdotal evidence, Harry and psychology, scientifically investigating which sentences a human four year old can understand, lift, Bayes’s Theorem, social roles of children and adults.

    Ch 6


    Day 5:  Manipulating Reality or  the Trust, but Verify

    Rules of game design, psychology of reciprocation, manipulation vs. influence, social structures around privilege, politics and the French Revolution, positive or confirmation bias, what does “smart” really mean, experimental design, bystander apathy, desensitisation therapy, consequentialism.

    Ch. 7, 8


    Day 6: Being Aware of my Own Awareness or What Happens if you Fail?

    Reproductive isolation (with a  bit of Star Trek thrown in), sentience (with more Star Trek thrown in), the concept and challenge of sorting people (with a bit of Divergent thrown in), risk and failure, the problem of being placed on a pedestal, an examination of Dumbledore and Quirrell in this version of HP

    Ch 9, 10, 11, Omake File 2


    Day 7: A Metaphor for Human Existence or Ignorant About a Phenomenon

    The Game, Escher (for the uninitiated), doing good things, bullying and psychology, apologizing, antimatter, Gutenberg, anthropic principle, Turing machines, correlation vs causation

    Ch. 12,13


    Day 8: An Unusually Pessimistic Imagination or Most Dangerous Student

    Limits and dividing by zero, competition, safety and transfiguration, comparing coursework between this HP and the other HP, ideas about education and learning, being a creative thinker

    Ch. 14,15


    Day 9: Truly Brilliant Experimental Test or A Fashion Unbecoming a Hogwarts Professor

    Paradoxes, prime numbers and encryption, P and NP, formulating a hypothesis, looking smart, authority, anger as a tool

    Ch. 16,17


    Day 10:Vitally Important Technique or Impulse to Kindness

    How to lose vs. how to fail, representative heuristic, Bayes’s Theorem, Harry’s morality, approaching new ideas, pressure of consistency, Second Law of Thermodynamics, rationalization.

    Ch. 18, 19, 20


    Day 11: A Priceless Opportunity

    Omake file 1 and 3, general discussion, touch on anything we haven’t gotten to yet, discussion of assignments so far.


    Day 12:  Oogely boogely! or Observation

    Looking forward, Chapter 22 (or Book 2, chapter 1), the scientific method, N-Rays, Philip K. Dick, reality, Lake Wobegon effect, Socratic Method, Asch’s Conformity Experiment, heritability, Alfred Tarski, Eugene Gendlin, Sharing our own stuff.




    • 27 Aug 2020
    • (EDT)
    • 10 Dec 2020
    • (EST)
    • 15 sessions
    • Online, Zoom
    • 7
    Register

    Thursdays, 1:00-2:00 pm Eastern, 15 weeks, starting August 27.

    What does math have to do with politics?  Okay, I mean, theres the obvious – votes have to be counted.  But what if we voted differently?  What if we ranked our choices?  And how many people do elected representatives actually represent anyway?  Is it fair?  Should it be?  How do congressional districts get drawn anyway? And how do those votes in Congress or Parliament or whatever representative system work anyway?  How should they work?  Do parties matter?  What does the Supreme Court have to do with any of this anyway?  What about international organizations like NATO?  Do they represent me?  If we change a system’s math, what are the political implications?  Wait, what does it mean to win an election anyway?  Are all of our elections about representative democracy, or do we have any direct democracy left?  Who made these decisions about our voting anyway, and why?

    Got any other questions?  We can add them to the mix.  This  class will examine election math – how do we choose those meant to lead and represent our interests?  What math has affected that choice before we even make it?  What mathematical issues lie at the heart of social choice?  We’ll explore voting theory, apportionment, redistricting, polling, and other intersections of mathematics, politics, and decision making.  The focus will e on US systems, but specific focus will be given to each student’s lived experience as well, and we will examine international systems.  Cross systems comparisons – such as Congress vs Parliament, will also be made.  A culminating action project, such as a letter to a representative or a proposal for a new system, will be shared on the final day of class. 

    Classes will be held weekly on Zoom.  Access to spreadsheet software (even Google sheets) is necessary, with a preference for Excel.    Some light homework will be important as homework will set up the mathematical issues to be discussed in class.

    Day 1 – introduction to Election Math

    Day 2 – Apportionment and representative democracy, cross cultural comparisons

    Day 3 – Apportionment methods 1 – historical lens

    Day 4 – Apportionment methods 2, Electoral College, the 2016 presidential election analysis

    Day 5 – District drawing and gerrymandering, an examination of the problems

    Day 6 – Redistricting using mathematics to address gerrymandering

    Day 7 -Introduction to ranked ballots

    Day 8– Ranked ballot analysis 1

    Day 9 – Ranked ballot analysis 2, Approval method of voting

    Day 10 – Cross cultural analysis – party systems,  government design, and voting, international systems

    Day 11 –Voter turnout issues and democracy

    Day 12 – Local politics and local elections

    Day 13 – The court system and voting

    Day 14 – Polling issues

    Day 15 – Sharing of action projects


    Class will not meet on US Thanksgiving, November 26.

    • 27 Aug 2020
    • (EDT)
    • 17 Dec 2020
    • (EST)
    • 17 sessions
    • Online
    • 10
    Register

    Instructor: Trina Overgaard Toups
    5-10 students
    Suggested Age Ranges: 12-17
    Meets: Thursdays, 4:00 pm - 5:30 pm Eastern Time

    DESCRIPTION

    High School Chemistry for Gifted Homeschoolers

    Is your student ready for a systematic study of science? Going beyond the wow factor of videos and games, we will embark on a tour of general chemistry appropriate for honors chemistry high school students. The complete course will be two full semesters. 


    StudentsIt is expected that the students for this will approximately fit the following profile:

    1. Gifted Students in the age range 12-17.

    2. Eager and excited to learn about science, and discuss it with peers.

    3. Comfortable with math, and probably have completed Algebra I.

    4. Able to commit to out of class work in the neighborhood of up to 3-4 hours per week.

    5. Willing to be guided to learn rather than led through all details.

    6. Able to respect the pace of the classroom setting, which will move quickly, and limit participation to on-topic matters.

    7. Realize that chemistry builds upon prior knowledge, and try to stay current with the material.

    MaterialsFamilies will be requested to provide a calculator, pencil, and paper every session. Textbook will be an online text for $75 which also includes interactive modules for learning. Cost covers 720 days of usage. Source: https://digital.wwnorton.com/chem5SAT supplemental materials will be workbooks which can be purchased for moderate costs.


    CurriculumThe curriculum will consist of a full year course such as would be offered as honors chemistry, or perhaps AP chemistry in high schools. Students will be expected and encouraged to continue learning each section through further course materials and assignments provided by the instructor. Assignments will not have undue repetition or drudgery, but should be taken seriously by the student and family for effective learning.  Documentation of material covered and certification of participation will be provided for students who wish to use such to attain credit from institutions. Students and parents who wish this option should be diligent in keeping records of student work. 



    • 28 Aug 2020
    • (EDT)
    • 18 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register

    InstructorSherene Raisbeck
    4 students MAXIMUM
    Suggested Ages: enrollment based on ability not age.
    Meets: 10:00am - 11:00am,  Eastern Time

    DESCRIPTION

    This is an opportunity for students working on elementary mathematical concepts (addition, subtraction, multiplication, division, fractions, decimals, elementary geometry, and number patterns) to access tutoring in a small group.  Your student may attend any or all of the 15 hours over the term for fixed rate. Maximum enrollment of 4 students per session.

    We will use a variety of math manipulatives to demonstrate concepts. I own a wide variety of curricula, but feel free to check to see if I own the one your student is using.

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310! Single sessions $25,  subject to availability.

    We accept charter school funds


    • 28 Aug 2020
    • (EDT)
    • 18 Dec 2020
    • (EST)
    • 17 sessions
    • online
    • 7
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 8-12
    Meets: 11:30am - 1:00pm,  Eastern Time

    NOTE: In the past, this course has been offered over two terms. We plan to offer it as a single term course with sessions running 75-90 minutes. We believe this better meets the needs of our gifted students.

    DESCRIPTION

    Newton at the Center is the second of three works by Joy Hakim that present the major scientific innovations within the context of major works produced by Aristotle, Newton, Einstein, and progress which continues in theoretical physics.

    Learning how to make accurate and useful observations, investigate ideas, evaluate sources, and find out what’s really true, are important skills for scholars in all fields of endeavor.

    Students in Newton at the Center continue to develop their understanding of the historical context and great experiments of the world’s innovators.

    As the second part of The Story of Science series, Newton at the Center builds on the foundation set forward in the course Aristotle Leads the Way and prepares the student for Einstein Adds a New Dimension (although the courses can be taken in any order). From the Copernican Revolution to the Renaissance to the Curies, from the discovery of the planetary system to radiation, Newton at the Center brings students through major discoveries in classical science, integrating the major themes of scientific analysis, evidence, and reasoning with the framework of history and the humanities to establish a solid scaffold for later studies. 

    Over the course of the term, we will weigh the earth, discover the invisible, and we will explore the tiny scale of the atom and the vastness of the universe. We will build the scaffold for later studies in science and other endeavors.

    Tests, homework, and grades are provided optionally and may be graded at home or by the instructor. We fully support 2e students and will tailor testing, homework, and class participation so that it is low stress and meaningful for each student. Students need to be able to do simple multiplication with fractions and ratios.

    This is a 1 semester course!  While some experiments are repeated from the Einstein and Aristotle courses, students will encounter them on a different level. These courses do NOT need to be taken in a particular order.

    Find the Newton at the Center book here.

    Please note that this is a one semester course. 

    SYLLABUS

    Fall semester

    1.      Off-Center? It Can’t Be!
    2.      A New Age: Bringing New Ways of Seeing
    3.      On Revolutions and Fools
    4.      Tycho Brahe: Taking Heaven’s Measure
    5.      Renaissance Men
    6.      Gazing at a Star Named Galileo
    7.      Moving Relatively or Relatively Moving?
    8.      Are Novas Really “New”Stars? As to Supernovas – Wow!
    9.      Moving the Sun and the Earth
    10.  Do You Think You Have Troubles?
    11.  Poor Kepler
    12.  Descartes and His Coordinates
    13.  What’s the Big Attraction?
    14.  Gravity – How Absurd!
    15.  Newton Sees the Light
    16.  Newton Moves
    17.  Fame Finds Newton
    18.  A Dane Lights the Way
    19.  What’s the Matter? (About Elements and Alchemy)
    20.  Robert Boyle, Skeptic – or Airhead?
    21.  Daniel and the Old Lion Hunter
    22.  Brains and Beauty Squared
    23.  It’s a Gas! Take Its Temperature!
    24.  Weighing the World
    25.  The Right Man for the Job
    26.  A Man with a Powerful Head
    27.  Dalton Takes Us Back to Greece – and Atoms
    28.  A Molecule-and-Number Man
    29.  Putting Things in Order
    30.  The Heated Story of an American Spy
    31.  A Shocking Science
    32.  Michael Faraday Has a Field Day
    33.  Maxwell’s Changes
    34.  Building Boltzmann
    35.  Wake Up!  This Is About Work, Which Takes Energy
    36.  A Number-One Law, Thermodynamically Speaking
    37.  Obeying the (Second) Law
    38.  Tying Down a Demon
    39.  Nothing to Do?
    40. 
    Wrapping up and Getting Ready

     

    $365; GHF, SENG, MAGE, and NHAGE Members pay $350!

    We accept charter school funds


    • 28 Aug 2020
    • (EDT)
    • 18 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register

    InstructorSherene Raisbeck
    4 students MAXIMUM
    Suggested Ages: enrollment based on ability, not age
    Meets: 12:15 pm - 1:15 pm,  Eastern Time

    DESCRIPTION

    This is an opportunity for students working on secondary mathematical concepts (pre-algebra, algebra, geometry & pre-calculus) to access tutoring in a small group.  Your student may attend any or all of the 15 hours over the term for fixed rate. Maximum enrollment of 4 students per session.

    I own a wide variety of curricula, but feel free to check to see if I own the one your student is using.

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310! Single sessions $25,  subject to availability.

    We accept charter school funds


    • 28 Aug 2020
    • (EDT)
    • 18 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 8
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 10-15
    Meets: Fridays 2:30pm - 3:30pm,  Eastern Time

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310!

    We accept charter school funds

    DESCRIPTION

    We will be using the book Thinking Physics, but I recommend that students NOT purchase the book before taking the course. This is an introduction to conceptual physics which does not require much math and absolutely does not require calculus. Because one of the main goals is to develop accurate physics intuition, our discussions of the problems will acknowledge and discuss common errors of thinking while we develop the conceptual tools necessary for later application of mathematical tools to solving physics problems. No homework though your student may beg to have the book after they have completed the course!

    Find Thinking Physics at your library, your favorite bookseller, or here.

    SYLLABUS

    Problem based discussion course, we will not discuss every problem in the book, but we will discuss a sampling from all topic areas.

    Topics:
    Kinematics
    Newton's Laws of Motion
    Momentum and Energy
    Rotation
    Gravity
    Fluids
    Heat
    Vibrations
    Light
    Electricity & Magnetism
    Relativity
    Quanta


    • 28 Aug 2020
    • (EDT)
    • 21 Dec 2020
    • (EST)
    • 30 sessions
    • online
    • 8
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 7 - 10
    Meets:  Mondays and Fridays 3:45 pm - 4:30 pm,  Eastern Time

    DESCRIPTION

    Real algebra for young students. We will use rigorous mathematical explanations to explore algebra’s real world applications. What will not do is require lots of problem sets, or formal proof. If your student is comfortable with arithmetic operations, fractions, decimals, and place value and is ready to move on, please join us.

    Required text: Real World Algebra, Ed Zaccaro
    Optional: Hands On Equations. I use manipulatives and models for all levels of mathematics instruction and this is a nice tool to have for those children who enjoy concrete models.

    WEEK 1: August 28, 2020
    Introduction and Chapter 1: Language of Algebra

    WEEK 2: August 31, 2020 and September 11, 2020
    Chapter 2: Solving Equations
    Chapter 3: Using Algebra to Solve Problems

    WEEK 3:  September 14, 2020 and September 18, 2020
    Chapter 4: Negative Numbers
    Chapter 5: Distributive Property

    WEEK 4:  September 21, 2020 and September 25, 2020
    Chapter 6: Algebra and Proportions

    WEEK 5: NO MONDAY meeting and October 2, 2020
    Chapter 7: Algebra and Percents

    WEEK 6: October 5, 2020 and October 9, 2020
    Chapter 8: Exponents, Radicals, and Scientific Notation

    WEEK 7: October 12, 2020 and October 16, 2020
    Chapter 9: Pythagorean Theorem

    WEEK 8: October 19, 2020 and October 23, 2020
    Chapter 10: Geometry and Algebra
    Chapter 11: Algebra and Levers

    WEEK 9: October 26, 2020 and October 30, 2020
    Chapter 12: Algebra and Money
    Chapter 13: Distance = Rate x Time

    WEEK 10: November 2, 2020 and November 6, 2020
    Chapter 14: Different Kind of Average
    Chapter 15: Distance = Rate x Time (advanced)

    WEEK 11: November 9, 2020 and November 13, 2020
    Chapter 16 Work = Rate x Time

    WEEK 12: November 16, 2020 and November 20, 2020
    Chapter 17: Simultaneous Equations

    WEEK 13: November 30, 2020 and December 4, 2020
    Chapter 18: Fun with Variables
    Chapter 19: Order of Operations

    WEEK 14: December 7, 2020 and December 11, 2020
    Chapter 20: Fun with Formulas
    Chapter 21: Function Machines

    WEEK 15: December 14, 2020 and December 18, 2020
    Chapter 22: Math Contests

    WEEK 15a: December 21, 2020
    Wrap up and how to move forward in math

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310! Single sessions $25,  subject to availability.

    We accept charter school funds


    • 28 Aug 2020
    • (EDT)
    • 18 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 9
    Register

    Instructor: Sherene Raisbeck

    Fridays, 6:00pm - 7:30pm, starting August 28th

    Hey! I'm supposed to be getting $10/hour! How come my check is for $287.46? You need HOW MUCH?!? to retire? Can I really save a million dollars?!? I found a great apartment and awesome roommates! Can I afford it? What should I know about my roommates? They seem nice and that's enough, right? Taxes? Everyone is talking about what they are doing with their refund, how do I get mine? What do you mean my account is overdrawn? I still have checks! 

    These topics and many more will be covered as we touch on all the ways money affects the lives of responsible (and irresponsible) adults. We will talk about earning, saving, spending and investing $$$$. Budgets, borrowing, credit reports, taxes, retirement accounts, charitable giving, etc. Job applications to rental agreements we'll talk about the $$. We'll work with real world numbers for several different life stages and economic classes. All ages welcome, adults too! Please sign up for a class with your age range as I do have a somewhat different focus with students 14 and younger than with those closer to financial independence.

    No textbooks for this course, but there will be assigned online or shared readings and suggested books for students' free time.

    $475; GHF, SENG, MAGE, and NHAGE Members pay $460!


    • 28 Aug 2020
    • (EDT)
    • 18 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 9
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 13-18
    Meets:  Fridays 1:15 pm - 2:15 pm,  Eastern Time

    DESCRIPTION

    Using both a textbook and videos from Crash Course, we will gain an understanding of what sociology is, and how it can help us understand our world.

    You May Ask Yourself, Dalton Conley. 5th or 6th edition - not the "core" edition of either, as it is missing chapters we'll be covering. Buying the 6th new will give you access to online materials that are not planned for the course, but may be of value, depending on personal goals.

    Crash Course Sociology

    WEEK 1: August 28, 2020
    Crash Course episodes 0-2
    Chapter 1 The Sociological Imagination

    WEEK 2: September 11, 2020
    Crash Course episodes 3-5
    Chapter 2: Methods
    Chapter 3: Culture and Media

    WEEK 3: September 18, 2020
    Crash Course episodes 6-8
    Chapter 18 Collective Action, Social Movements, and Social Change

    WEEK 4: September 25, 2020
    Crash Course episodes 9-12
    Chapter 5: Groups and Networks

    WEEK 5: October 2, 2020
    Crash Course episodes 13-15
    Chapter 4 Socialization and the Construction of Reality

    WEEK 6: October 9, 2020
    Crash Course episodes 16-18
    Chapter 16: Religion

    WEEK 7: October 16, 2020
    Crash Course episodes 19-21
    Chapter 6: Social Control and Deviance

    WEEK 8: October 23, 2020
    Crash Course episodes 22-24
    Chapter 7: Stratification

    WEEK 9: October 30, 2020
    Crash Course episodes 25-27
    Chapter 10: Poverty

    WEEK 10: November 6, 2020
    Crash Course episodes 28-30
    Chapter 14: Capitalism and the Economy
    Chapter 15: Authority and the State

    WEEK 11: November 13, 2020
    Crash Course episodes 31-33
    Chapter 8 Gender

    WEEK 12: November 20, 2020
    Crash Course episodes 34-36
    Chapter 9: Race

    WEEK 13: December 4, 2020
    Crash Course episodes 37
    Chapter 12: Family

    WEEK 14: December 11, 2020
    Project Presentations

    WEEK 15: December 18, 2020
    Project Presentations

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310!

    We accept charter school funds


    • 31 Aug 2020
    • (EDT)
    • 21 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 8 to 13
    Meets:  Mondays 11:00 am - 12:00 pm,  Eastern Time

    DESCRIPTION

    We will discuss our reading of Sophie's World each week. It is critical that students come to each class meeting having read the assigned chapters. We will utilize examples of philosophical dilemmas from student's daily lives wherever possible. 

    WEEK 1: August 31, 2020
    The Garden of Eden
    The Top Hat
    The Myths
    The Natural Philosophers

    WEEK 2: September 14, 2020
    Democratus
    Fate
    Socrates
    Athens

    WEEK 3: September 21, 2020
    Plato
    The Major’s Cabin
    Aristotle

    WEEK 4: October 5, 2020
    Hellenism
    The Postcards
    Two Cultures

    WEEK 5: October 12, 2020
    The Middle Ages
    The Renaisssance

    WEEK 6: October 19, 2020
    The Baroque
    Descartes
    Spinoza

    WEEK 7: October 26, 2020
    Locke
    Hume
    Berkeley

    WEEK 8: November 2, 2020
    Bjerkley
    The Enlightenment

    WEEK 9: November 9, 2020
    Kant
    Romanticism

    WEEK 10: November 16, 2020
    Hegel
    Kierkegaard
    Marx

    WEEK 11: November 23, 2020
    Darwin
    Freud

    WEEK 12: November 30, 2020
    Our Own Time
    The Garden Party

    WEEK 13: December 7, 2020
    Counterpoint
    The Big Bang

    WEEK 14: December 14, 2020
    Project sharing

    WEEK 15: December 21, 2020
    Review, wrap up, and where to dig deeper

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310! 

    We accept charter school funds


    • 31 Aug 2020
    • (EDT)
    • 21 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 4 - 8
    Meets:  Mondays 1:30 pm - 2:15 pm,  Eastern Time

    DESCRIPTION

    Each week we will read carefully selected high quality math literature, play a math game, and do some group problem solving. Math manipulatives are key to helping little hands understand big mathematical concepts. Optional manipulative kits are available, please inquire. We will learn about square numbers, very large numbers, and get lots of practice translating real problems into mathematical language.

    $250; GHF, SENG, MAGE, and NHAGE Members pay $235! 

    We accept charter school funds


    • 31 Aug 2020
    • (EDT)
    • 21 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: 8 - 13
    Meets:  Mondays 2:30 pm - 3:30 pm,  Eastern Time

    DESCRIPTION

    This is an intensive US history course for late elementary and early middle school students. We will read a great deal of material (audio available) and students must have done that reading/listening to get the most out of our class discussions.

    We will move quickly through the first half of The History of US and use both A Young Person’s History and the primary sources from Gilder Lerhman to enhance our understanding of US History.

    Many resources will be provided for students who wish to engage in project work, and summative assessments are also available for those students who wish to assess their learning that way. Directed writing assignments for interested students are available, please ask if you would like this option.

    Students completing both part 1 and part 2 will be well prepared for high school level US History.

    The History of US, Joy Hakim, available in audio editions
    A Young Person’s History of the US, Howard Zinn

    WEEK 1: August 31, 2020
    The First Americans: Chapters 1-12

    WEEK 2: September 14, 2020
    The First Americans: Chapters 13-24

    WEEK 3: September 21, 2020
    The First Americans: Chapters 25-39

    WEEK 4: October 5, 2020
    Making Thirteen Colonies: Chapters 1-16

    WEEK 5: October 12, 2020
    Making Thirteen Colonies: Chapters 17-29

    WEEK 6: October 19, 2020
    Making Thirteen Colonies: Chapters 30-42

    WEEK 7: October 26, 2020
    From Colonies to Country: Chapters 1-15

    WEEK 8: November 2, 2020
    From Colonies to Country: Chapters 16-28

    WEEK 9: November 9, 2020
    From Colonies to Country: Chapters 29-42

    WEEK 10: November 16, 2020
    The New Nation: Chapters 1-14

    WEEK 11: November 23, 2020
    The New Nation: Chapters 15-23

    WEEK 12: November 30, 2020
    The New Nation: Chapters 24- 36

    WEEK 13: December 7, 2020
    Liberty for All: Chapters 1-12

    WEEK 14: December 14, 2020
    Liberty for All: Chapters 13-26

    WEEK 15: December 21, 2020
    Liberty for All: Chapters 27-38

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310! 

    We accept charter school funds


    • 31 Aug 2020
    • (EDT)
    • 21 Dec 2020
    • (EST)
    • 17 sessions
    • online
    • 9
    Register

    Language Arts
    InstructorJosh Shaine
    5-10 students
    Suggested Ages: 11-15 years old
    Meets: Mondays, 5 - 6 PM, Eastern, starting Aug. 31st

    CLASS DESCRIPTION:

    Did you love the Rick Riordan books about the Gods of Greece, Rome, and the Norse? Do you wonder what other cultures might have for deities? In this class we will learn about the traditions of many other cultures, dividing the semester into studies of ten or more mythic systems. We will read sections from the Bhagavad Gita (Song of God), and the Sumerian Epic of Gilgamesh, along with many others. At the end of the course students will have the opportunity to use their creativity to retell a myth from one of these traditions or to create their own pantheon of Gods and Goddesses.

    SYLLABUS:

    Session 1: Introduction: "More Gods and Goddesses than you can shake a stick at!"

    Session 2: Egyptian

    Session 3: Sumerian

    Session 4: Caananite

    Session 5: Babylonian

    Session 6: Hindu

    Session 7: Building Religion

    Session 8: Chinese

    Session 9: Japanese

    Session 10: Aztec

    Session 11: Mayan

    Session 12: African (Part 1)

    Session 13: African (Part 2)

    Session 14: Comparison and Contrast

    Session 15: Class Presentations


    Specific sessions may change based on students' interests.

    • 31 Aug 2020
    • (EDT)
    • 21 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register

    InstructorSherene Raisbeck
    5-10 students
    Suggested Ages: enrollment based on ability, not age
    Meets:  Mondays 6:00 pm - 7:00 pm,  Eastern Time

    DESCRIPTION

    We will work each week on problems from previous contests. We will discuss a variety of strategies for solving the contest problems, as well as test taking strategies to maximize your score on the AMC 8 or AMC 10. Please note that since this is a virtual class, we will not be able to help you participate in the contest by providing a contest site. We will help you find a local opportunity to participate if you would like, and we welcome those who will be participating in either contest through their school or homeschool coop.

    Those who simply enjoy solving challenging math problems should consider this course, even if they have no desire or intent to participate in either contest. The AMC 8 contest is available to students in grades 6, 7 & 8 ONLY. The AMC 10 contest is available to students in grade 10 or below ONLY. 

    Grade levels above are dictated by AMC for the contests, any interested and able student is welcome to participate in the club

    AMC 8 half term

    WEEK 1: August 31, 2020
    WEEK 2: September 14, 2020
    WEEK 3: September 21, 2020
    WEEK 4: October 5, 2020 Mock Test Practice
    WEEK 5: October 12, 2020
    WEEK 6: October 19, 2020
    WEEK 7: October 26, 2020
    WEEK 8: November 2, 2020

    AMC 10 half term

    WEEK 9: November 9, 2020
    WEEK 10: November 16, 2020
    WEEK 11: November 23, 2020 Mock Test Practice
    WEEK 12: November 30, 2020
    WEEK 13: December 7, 2020
    WEEK 14: December 14, 2020
    WEEK 15: December 21, 2020
    WEEK 16: tbd early January 2021

    $325; GHF, SENG, MAGE, and NHAGE Members pay $310! Single sessions $25,  subject to availability.

    We accept charter school funds


    • 31 Aug 2020
    • (EDT)
    • 22 Dec 2020
    • (EST)
    • 15 sessions
    • online
    • 10
    Register