Registration for Spring 2019 now open!
Awesomemath Academy Online Courses – Spring 2019
Please Note: Problem Solving 1 is only offered in-person in Plano, Texas. For more information, please click here.
Problem Solving 2
Novice: Problem Solving 2
This course is online and intended for students who have been active in math competitions for a couple of years (obtained mid to high AMC 8 scores up to low to mid
AMC 10 scores) and wish to further expand their abilities by consolidating their mathematical foundation to learn more advanced and in-depth concepts that can be applied on math
contests and much more.
AwesomeMath uses the Zoom platform for the online courses. After we receive and processes the full payment for the course, we will send you a confirmation and meeting ID. You will be able to access the student dashboard beginning September 3, 2018.
Is this class for you? Please review this readiness guide before registering to ensure the class is the right fit.
AwesomeMath uses the Zoom platform for the online courses. After we receive and processes the full payment for the course, we will send you a confirmation and meeting ID. You will be able to access the student dashboard beginning September 3, 2018.
Is this class for you? Please review this readiness guide before registering to ensure the class is the right fit.
| Level | Novice |
|---|---|
| When | 2:00pm - 3:30pm CST, Saturdays |
| Who | Most commonly suited for 7th-10th grade students with some background in competition math. |
| Course Size | Maximum 20 students, minimum of 6 |
| Tuition | $495 |
| Schedule |
Spring 2019 Semester:
Saturdays
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 |
| Student Support | If students have questions or concerns, they can discuss them with their instructor after class (instructor will stay online for 30 minutes after the class has ended) as well as by email. Emailed questions will be answered within 24 hours. Parents can help their students by guiding them towards constructing well thought out questions. |
| Course Structure | Each class will contain a series of two or three 20-30 minute lectures where a concept is discussed and application to problem solving explored. Successive lectures will build upon previous lectures
to add depth to the day's topic. After each lecture part there will be a 10-15 minute problem session where students will be given an opportunity to practice the material so far and ask for clarification or
hints from the instructor. Students will be assigned 2-3 problems a week as homework with an expected minimum time requirement of 1-2 hours per week to be able to benefit from the class. However, students should not expect to achieve full mastery of the material by doing only the minimum, and to get the absolute most out of the class they should attempt more problems from the handout daily and seek advice via e-mail. The instructor will seek to respond with a helpful hint in the right direction within 24 hours of receiving an e-mail, students should be specific on what ideas they have so far in a problem so guidance can be most effectively given. |
| Curriculum | The following is a list of topics to be covered over the course of a year in class (each math course is designed to be taken for a
minimum of two semesters in order to cover the material/topics necessary to move up to the next level course) with different topics each semester. We cover 3 topics from each
area: Algebra, Combinatorics, Geometry, and Number Theory. These topics may include:
|
| Suggested Resources (Optional) |
106 Geometry Problems 111 Problems in Algebra and Number Theory 112 Combinatorics Problems |
| Additional Benefits | Building foundational skills of problem solving and mathematical concepts that can lead to higher-level thinking and ability to function in higher math, ability to reason through problems and concepts for the purpose of writing proofs and learning fun math! |
Problem Solving 3
Intermediate: Problem Solving 3
This course is intended for students who have been active in math competitions for a few years (obtained mid to high AMC 10 scores up to qualifying for AIME) and wish to further
expand their abilities by consolidating their mathematical foundation to learn more advanced and in-depth concepts that can be applied on math contests and much more.
AwesomeMath uses the Zoom platform for the online courses. After we receive and processes the full payment for the course, we will send you a confirmation and meeting ID. You will be able to access the student dashboard beginning September 3, 2018.
Is this course for you? Please review this readiness guide before registering to ensure the course is the right fit. If your student can answer 4 questions without assistance, the Intermediate course is the right level and if your student can answer 8 questions without assistance, Advanced is the right level course.
AwesomeMath uses the Zoom platform for the online courses. After we receive and processes the full payment for the course, we will send you a confirmation and meeting ID. You will be able to access the student dashboard beginning September 3, 2018.
Is this course for you? Please review this readiness guide before registering to ensure the course is the right fit. If your student can answer 4 questions without assistance, the Intermediate course is the right level and if your student can answer 8 questions without assistance, Advanced is the right level course.
| Level | Intermediate |
|---|---|
| When | 12:00pm - 1:30pm CST, Saturdays 3:15pm - 4:45pm CST, Sundays |
| Who | Advanced Middle School or high school student with a good background in math competition |
| Course Size | Maximum 15 students, minimum of 6 |
| Tuition | $495 |
| Schedule |
Spring 2019 Semester:
Saturdays
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 January: 13, 20, 27 February: 3, 10, 17, 24 March: 3, 10, 31 April: 7, 14 No classes: Mar 17, Mar 24 |
| Course Structure | The class will start with 45-60 minutes focus lecture on selected topics. The remaining time will be dedicated to work on problems related to such topics. Students will be able to work together in a breakout room, while the instructor helps moderate the room and give guidance or encouragement when necessary. Students will have several assigned homework problems which should be turned in electronically one day before the next class begins. Instructor recommends at least 2 hours of study time per week for the students to gain an understanding of the fundamental concepts and to become proficient with the topics. In order for students to fully master the material presented in class they should work on average 1-2 hours per day. |
| Student Support | If students have questions or concerns, they can discuss them with their instructor after class (instructor will stay online for 30 minutes after the class has ended) as well as by email. Emailed questions will be answered within 24 hours. Parents can help their students by guiding them towards constructing well thought out questions. |
| Curriculum | The following is a list of topics to be covered over the course of a year in class (each math course is designed to be taken for a
minimum of two semesters in order to cover the material/topics necessary to move up to the next level course) with different topics each semester. We cover 3 topics from each
area: Algebra, Combinatorics, Geometry, and Number Theory. These topics may include:
|
| Suggested Resources (Optional) |
105 Algebra Problems 106 Geometry Problems 108 Algebra Problems 111 Problems in Algebra and Number Theory 112 Combinatorics Problems 115 Trigonometry Problems Sums and Products |
| Additional Benefits |
|
Problem Solving 4
Advanced: Problem Solving 4
This course is intended for students who are ready to stretch their strongly developed mathematical skills (obtained high AMC 10/12 scores to mid-level AIME
results) and wish to further expand their abilities by consolidating their mathematical foundation to learn more advanced and in-depth concepts that can be applied on math contests
and much more. If your student is at the high AIME level and wishing to bridge their problem solving skills to the USA(J)MO level and beyond, please register for
AwesomeMath Year-Round
AwesomeMath uses the Zoom platform for the online courses. After we receive and processes the full payment for the course, we will send you a confirmation and meeting ID. You will be able to access the student dashboard beginning September 3, 2018
Is this course for you? Please review this readiness guide before registering to ensure the course is the right fit. If your student can answer 4 questions without assistance, the Intermediate course is the right level and if your student can answer 8 questions without assistance, Advanced is the right level course.
AwesomeMath uses the Zoom platform for the online courses. After we receive and processes the full payment for the course, we will send you a confirmation and meeting ID. You will be able to access the student dashboard beginning September 3, 2018
Is this course for you? Please review this readiness guide before registering to ensure the course is the right fit. If your student can answer 4 questions without assistance, the Intermediate course is the right level and if your student can answer 8 questions without assistance, Advanced is the right level course.
| Level | Advanced |
|---|---|
| When | 2:15pm - 3:45pm CST, Saturdays |
| Who | High School Experienced Problem Solvers |
| Course Size | Maximum 15 students, minimum of 8 |
| Tuition | $495 |
| Schedule |
Spring 2019 Semester:
Saturdays
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 |
| Course Structure | The class will start with a 45-60 minutes lecture that will be focused on selected topics. The remaining time of class will be devoted to working on problems related to such topics. Students will be split into breakout rooms so they can work together, while the instructor will help moderate discussions and give guidance/encouragement when necessary. Students will have several assigned homework problems which will be turned in electronically one day before the next class begins. The instructor recommends at least 3 hours of work per week so students can fully understand the fundamental concepts of the lecture. In order to achieve proficiency of the material presented in class, students are expected to work on average of 1-2 hours per day. |
| Student Support | If students have questions or concerns, they can discuss them with their instructor after class (instructor will stay online for 30 minutes after the class has ended) as well as by email. Emailed questions will be answered within 24 hours. Parents can help their students by guiding them towards constructing well thought out questions. |
| Curriculum | The following is a list of topics to be covered over the course of a year in class (each math course is designed to be taken for a
minimum of two semesters in order to cover the material/topics necessary to move up to the next level course) with different topics each semester. We cover 3 topics from each
area: Algebra, Combinatorics, Geometry, and Number Theory. These topics may include:
|
| Suggested Resources (Optional) |
110 Geometry Problems for the IMO Lemmas in Olympiad Geometry 107 Geometry Problems 114 Exponent and Logarithm Problems 109 Inequalities 115 Trigonometry Problems 116 Algebraic Inequalities |
| Additional Benefits |
|
Combinatorics
Intro to Combinatorics
Suppose I have a group of 8 people, each with a name tag. I collect all the name tags, then hand them back out again at random. How many different ways are there to do this such that
no person gets their own name tag back? Can we answer this problem without listing out all of the possibilities? This introductory class will help students tackle these questions and more,
solving classic problems in combinatorics, the mathematics of counting.
This course is online and intended for students who have been active in math competitions for a couple of years (obtained mid to high AMC 8 scores up to low to mid AMC 10 scores) or students who have a strong background in algebra and have the drive to learn mathematics beyond the scope of what appears in a typical middle school or high school curriculum.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
This course is online and intended for students who have been active in math competitions for a couple of years (obtained mid to high AMC 8 scores up to low to mid AMC 10 scores) or students who have a strong background in algebra and have the drive to learn mathematics beyond the scope of what appears in a typical middle school or high school curriculum.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
| Level | Novice |
|---|---|
| When | 4:00pm - 5:30pm CST, Saturdays |
| Who | Most commonly suited for students from 7th grade to 10th grade students, either with some background in competition math or a strong background in algebra. |
| Course Size | Maximum 25 students, minimum of 6 |
| Tuition | $495 |
| Schedule |
Spring 2019 Semester:
Saturdays
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 |
| Course Structure | The first 45-60 minutes of each class meeting will consist of an interactive lecture and example problems introducing the focal topic for the day. The remaining time will
be reserved for a problem session, giving students a hands-on opportunity to master the skills presented in the lesson. Students will be able to work together in a breakout room,
while the instructor helps moderate the room and give guidance or encouragement when necessary. Students will be assigned 2-3 problems a week as homework with an expected minimum time requirement of 1-2 hours per week to be able to benefit from the class. However, students should not expect to achieve full mastery of the material by doing only the minimum, and to get the absolute most out of the class they should attempt more problems from the handout daily and seek advice via e-mail. The instructor will seek to respond with a helpful hint in the right direction within 24 hours of receiving an e-mail. In order for the guidance to be most effective, students should be specific on what ideas they have and what they have tried so far with a particular problem. |
| Student Support | If students have questions or concerns, they can discuss them with their instructor after class (the instructor will stay online for 30 minutes after the class has ended) as well as by email. Emailed questions will be answered within 24 hours. Parents can help their students by guiding them towards constructing well thought out questions. |
| Curriculum | This course aims to add to a student's toolbox of mathematical skills by introducing them to proof techniques and more advanced notation. Students will be challenged
to generalize and rigorously justify their results, requiring more abstract thought and a more advanced, deeper understanding of the material. While most problems will focus on
numerical results, students are expected to be comfortable working with variables, and will be expected to solve problems and understand formulas involving variables. Topics will include counting techniques such as permutations, combinations, stars and bars, complementary counting, and the principle of inclusion-exclusion. Basic probability and conditional probability will also be explored, as will recurrence relations. Students will also learn proof techniques such as combinatorial proof and the pigeonhole principle. Other topics may be covered as time permits. |
| Additional Benefits | This class will help students hone their problem solving skills and equip them with strategies for approaching more abstract problems and concepts. It will also encourage students to rigorously justify their reasoning, improving their technical communication skills as well as their general critical thinking. These are skills that are essential not just to higher level mathematics, but to sciences, engineering, and humanities as well. |
Math That Counts
Math That Counts
How many different ways are there to win a game of tic-tac-toe? What if I change the size of my board? Or play in 3D? These are counting problems, which fall into a branch of
mathematics called combinatorics. Math that Counts investigates these questions and more, encouraging students to play with numbers and discover new patterns while showcasing the beauty and
fun of mathematics.
This course is online and intended for any students who would like to participate in math competitions or who are interested in mathematics beyond the scope of what appears in a typical middle school or high school curriculum.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
This course is online and intended for any students who would like to participate in math competitions or who are interested in mathematics beyond the scope of what appears in a typical middle school or high school curriculum.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
| Level | Introductory |
|---|---|
| When | 6:15pm - 7:45pm CST, Saturdays |
| Who | Most commonly suited for children from 4th grade to 7th grade. Good for kids gearing up for the AMC 8, those who do not have much (or any) experience in math competitions, and kids who just love math and want a structured environment in which to explore. |
| Course Size | Maximum 25 students, minimum of 6 |
| Tuition | $495 |
| Schedule |
Spring 2019 Semester:
Saturdays
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 |
| Course Structure | The first 45-60 minutes of each class meeting will consist of an interactive lecture and example problems introducing the focal topic for the day. The remaining time will
be reserved for a problem session, giving students a hands-on opportunity to master the skills presented in the lesson. Students will be able to work together in a breakout room,
while the instructor helps moderate the room and give guidance or encouragement when necessary. Students will be assigned 2-3 problems a week as homework with an expected minimum time requirement of 1-2 hours per week to be able to benefit from the class. However, students should not expect to achieve full mastery of the material by doing only the minimum, and to get the absolute most out of the class they should attempt more problems from the handout daily and seek advice via e-mail. The instructor will seek to respond with a helpful hint in the right direction within 24 hours of receiving an e-mail. In order for the guidance to be most effective, students should be specific on what ideas they have and what they have tried so far with a particular problem. |
| Student Support | If students have questions or concerns, they can discuss them with their instructor after class (the instructor will stay online for 30 minutes after the class has ended) as well as by email. Emailed questions will be answered within 24 hours. Parents can help their students by guiding them towards constructing well thought out questions. |
| Curriculum | This course aims to help students build a strong foundation of critical thinking and problem solving skills. A key focus will be helping students develop their abstract
thinking by finding and understanding patterns based on concrete examples such as Venn diagrams, tilings, and lattice paths. There will also be an emphasis on being able to explain
and articulate the thought process behind solutions. Problems students solve will generally be numerical and not have variables, though they will be exposed to working with variables
on occasion during class. Topics will include basic counting principles such as the rule of product and rule of sum, permutations, combinations, stars and bars, complementary counting, and the principle of inclusion-exclusion. Students will also be introduced to basic probability, sequences, and the concept of mathematical proof. Other topics may be covered as time permits. |
| Additional Benefits | This class will help students with critical thinking and learning to clearly articulate a logical progression of thought. These are skills that are essential not just to higher level mathematics, but to sciences, engineering, and humanities as well. |
Physics 1
Physics Level 1
The Level 1 course is intended to be the first encounter with physics problem solving for students with strong math skills. This course will guide them
students towards successful participation at the F = ma competition, which eventually leads to the USAPhO and eventually to the
International Physics Olympiads. After
this class, students are expected to solve about half of the problems needed to go to the USAPhO. The curriculum will cover the same areas as the F = ma competition,
i.e., parts of classical mechanics, at a level beyond Honors / Pre-AP high-school physics. This course will not involve calculus. Recommended for student with no prior
experience with physics problem sloving. Prerequisites: self-motivation and strong math skills at Algebra 2 level.
Main goal: After taking this course, students will be ready to solve about a quarter of the problems at the annual F = ma competition in January, considered a great accomplishment for first-time participants and equivalent to passing AMC-10/12 math competition.
To experience the spirit of our classes, please see the recent recording of our "open house" webinar in which we talked about the rules of the F=ma exam, Einstein's discoveries of 1905, and a number of problems from a recent F=ma exam: https://www.youtube.com/watch?v=lng7_rtpgq0
Main goal: After taking this course, students will be ready to solve about a quarter of the problems at the annual F = ma competition in January, considered a great accomplishment for first-time participants and equivalent to passing AMC-10/12 math competition.
To experience the spirit of our classes, please see the recent recording of our "open house" webinar in which we talked about the rules of the F=ma exam, Einstein's discoveries of 1905, and a number of problems from a recent F=ma exam: https://www.youtube.com/watch?v=lng7_rtpgq0
| Who | Students in grades 8th - 9th, occasional 6th - 7th graders, self-motivated |
|---|---|
| Tuition | $395 Full payment required at the time of registration. No checks accepted. |
| Course Size | Maximum 15 students |
| Course Structure |
This course requires the student to work independently through the material that is posted online weekly. This course is a self-taught, instructor-assisted online learning environment with an experienced Teaching Assistant who provides a detailed feedback about what went wrong with homework problems. This feedback is a great benefit for our students. Students must be self-disciplined and should expect to participate in the program as designed.
|
| Estimated Weekly Time Commitment |
|
| Online Q&A Sessions |
Spring 2019 Semester:
Saturdays (6:00pm - 7:00pm CST)
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 To maximize learning, students are strongly encouraged to attend the weekly online Q&A session. These sessions
are recorded and posted online so students who miss them can review them at a later time. However, attendance is not
a mandatory requirement to enroll in the course.
|
| Additional Benefits | This course will go a long way to prepare the kids for at least a part of the CBE (Credit by Exam) High School Physics tests, so they can test out of the High School Physics and take AP Physics as soon as the 9th or 10th grade. Again, our primary goal is to prepare the kids for physics competitions; CBE readiness is a side benefit. |
| Expected Prior Knowledge | No prior exposure to physics is required. Very strong math skills are needed equivalent to Algebra 2, especially solving linear and quadratic equations, trigonomertic identities, vector algebra, and exponential and logarithmic functions. |
Physics 2
Physics Level 2
The Level 2 course is intended to be the continuation of the Level 1 course, going deeper into physics problem solving and taking the students further in
physics competitions. After this class students are expected to get the points needed to go to the USAPhO. The curriculum will cover the same areas as the F = ma competition, i.e., parts of
classical mechanics, at a level beyond AP physics. This course will not require calculus, but we will learn some of it. Recommended for students who took Level 1
class or at least Honors / PreAP high school physics. Prerequisites: strong self-motivation and math skills at Precalculus level.
Main goal: After taking this course, students will be ready to solve more than a half of the problems at the annual F = ma competition in January, which is often enough to qualify to the next level and is considered equivalent to passing the AIME math competition. A number of our students have gone to the USAPhO after taking Level 2 class, and many of them also won medals there!
To experience the spirit of our classes, please see the recent recording of our "open house" webinar in which we talked about the rules of the F=ma exam, Einstein's discoveries of 1905, and a number of problems from a recent F=ma exam: https://www.youtube.com/watch?v=lng7_rtpgq0
Main goal: After taking this course, students will be ready to solve more than a half of the problems at the annual F = ma competition in January, which is often enough to qualify to the next level and is considered equivalent to passing the AIME math competition. A number of our students have gone to the USAPhO after taking Level 2 class, and many of them also won medals there!
To experience the spirit of our classes, please see the recent recording of our "open house" webinar in which we talked about the rules of the F=ma exam, Einstein's discoveries of 1905, and a number of problems from a recent F=ma exam: https://www.youtube.com/watch?v=lng7_rtpgq0
| Who | Students in grades 10th - 11th, occasional 9th grader, self-motivated |
|---|---|
| Tuiton | $395 Full payment required at the time of registration. No checks accepted. |
| Course Size | Maximum 15 students |
| Course Structure |
This course requires the student to work independently through the material that is posted online weekly. This course is a self-taught, instructor-assisted online learning environment with an experienced Teaching Assistant who provides a detailed feedback about what went wrong with homework problems. This feedback is a great benefit for our students. Students must be self-disciplined and should expect to participate in the program as designed.
|
| Estimated Weekly Time Commitment |
|
| Online Q&A Sessions |
Spring 2019 Semester:
Saturdays (7:00pm - 8:00pm CST)
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 To maximize learning, students are strongly encouraged to attend the weekly online Q&A session. These sessions
are recorded and posted online so students who miss them can review them at a later time. However, attendance is not
a mandatory requirement to enroll in the course.
|
| Additional Benefits | This course will go a long way to prepare the kids for at least a part of the AP Physics tests. Again, our primary goal is to prepare the kids for physics competitions; AP readiness is a side benefit. |
| Expected Prior Knowledge | Level 1 course at the Academy or at least Pre-AP high school physics. Very strong math skills are needed at the level of Precalculus. |
Physics 3
Physics Level 3
The Level 3 course is the continuation of the Level 2 course, going deeper and broader into physics problem solving and taking the students further in physics
competitions. The curriculum will cover selected problems from areas of physics needed to succeed at the USAPhO competition: Mechanics, Electricity and Magnetism,
Thermodynamics, Fluids, Relativity, Waves, and Nuclear and Atomic Physics, all at a level beyond AP physics. Each area will be covered over two weekly units with
representative problems of serious difficulty. This course requires some calculus (basic differentiation and integration) and will definitely require students to be
self-motivated and work very hard for each class. The TA's for this class are our former students who got medals at the USAPhO.
Main goal: After taking this course, students will be ready to pass the annual F=ma competition and to actively participate at the next level of competition, the USAPhO.
Main goal: After taking this course, students will be ready to pass the annual F=ma competition and to actively participate at the next level of competition, the USAPhO.
| Who | Students in grades 10th - 12th, occasional 9th grader, highly self-motivated |
|---|---|
| Tuiton | $495 Full payment required at the time of registration. No checks accepted. |
| Course Size | Maximum 15 students |
| Course Structure |
This course requires the student to work independently through the material that is posted online weekly. This course is a self-taught, instructor-assisted online learning environment with Teaching Assistants who were our students and have won medals at the USAPhO. Students must be self-disciplined and should expect to participate in the program as designed.
|
| Estimated Weekly Time Commitment |
|
| New Materials Published and Homework Due |
Spring 2019 Semester:
Saturdays (9:00pm CST)
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 To maximize learning, students are strongly encouraged to e-mail their questions to the instructor. Along with homework
feedback, that communication is probably the greatest benefit of this class.
|
| Additional Benefits | This course will go a long way to prepare the kids for the AP Physics tests. Again, our primary goal is to prepare the kids for physics competitions; AP readiness is a side benefit. |
| Expected Prior Knowledge |
Mandatory: Level 2 course at the Academy or at least 12 points on an earlier F=ma test. Very strong math skills are needed at the level of Precalculus and some Calculus. Not mandatory, but desired: AP Physics 1 and 2. |
Chemistry 1
Chemistry Level 1
This course is intended to be the first encounter with competitive chemistry problem solving for students who took at least one Chemistry class in high-school. This
course will guide them towards successful participation at the Local Chemistry Olympiad Competition which is the first step in the U.S. National Chemistry Olympiad USNCO, that eventually leads to the International Chemistry Olympiad. The curriculum will cover the same areas as the Local
Chemistry Olympiad competition, which spans areas of general, physical, organic and analytical chemistry. This is a unique and targeted overview of key areas necessary for the
pursuit of Olympics, as well as a valuable overview for AP curriculum with a focus on problem-solving. This course requires Algebra 1 proficiency.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
Main goal: After taking this course, students will be ready to solve enough problems to do well at the annual Local Chemistry Olympiad Competition in March and qualify for the USNCO.
Is this course for you? Please take this self-assessment test before registering to understand the level of knowledge required for this online course.
Main goal: After taking this course, students will be ready to solve enough problems to do well at the annual Local Chemistry Olympiad Competition in March and qualify for the USNCO.
| Who | Students in grades 9th-11th, occasional 7th-8th graders, who took at least one chemistry class and are familiar with basic chemistry concepts such as atoms, molecules, periodic system, chemical equations, stoichiometry, etc. |
|---|---|
| Tuiton | $395 Full payment required at the time of registration. No checks accepted. |
| Course Size | Maximum 15 students |
| Course Structure |
This course requires the students to work independently through the material that is posted online weekly. This course is a self-taught, instructor-assisted online learning environment. Students must be self-disciplined and should expect to participate in the program as designed.
|
| Estimated Weekly Time Commitment |
|
| Schedule |
Spring 2019 Semester:
Saturdays (5:00pm CST)
January: 12, 19, 26 February: 2, 9, 16, 23 March: 2, 9, 30 April: 6, 13 No classes: Mar 16, Mar 23 To maximize learning, students are strongly encouraged to attend the weekly online Q&A session. However, attendance is not a mandatory requirement to enroll in the course.
|
| Additional Benefits | This course will go a long way to prepare the kids for at least a part of the CBE (Credit by Exam) High School Chemistry tests, so they can test out of the High School Chemistry and take AP Chemistry. |
| Expected Prior Knowledge | Prior exposure to chemistry is required (for example, concepts such as atoms, molecules, periodic system, chemical equations should be familiar to the student). Algebra 1 proficiency required. |
