https://resources.finalsite.net/images/v1624027458/lawrencevilleorg/as8t9t52jewjsqlqbrep/CourseCatalog2021-2022.pdf#page59
I mean, it exists at my school. It might be unique to our curriculum, though.
Donât know. But I think Stats and Calculus AB & BC are known quantities. Variations sometimes are offered by each school.
I donât know what is in AP Stats, other than it doesnât use calculus. Whether a statistics course uses calculus or not, the concepts should be the almost identical. Density function is just the continuous equivalent of discrete weights. Integration is just an extension of discrete summation in the continuous domain. And so on. The two are really equivalent, other than the mathematical language used to describe them.
Another poster above mentioned a student wants to take a break after Calculus BC before tackling multiple variable calculus. MVC isnât really much different from single variable calculus. Itâs just a generalization and extension of single variable calculus into multiple dimensions.
1 Like
Seems similar to physics, where (for example) explaining the relationship between acceleration and velocity may be easier if the student understands calculus.
Right. Itâs easier if the student had calculus. However, it isnât necessary. Isaac Newton didnât have calculus when he studied physics. He invented calculus to help formulate the relationships between the various kinematic quantities. A student, without having learned differential calculus, should still be able to understand the concept of the ârate of changeâ. Ultimately whatâs important in learning physics is the physics in physics, not its mathematical formulation.
As an example, a student could learn in an elementary class on mechanics that friction is proportional to the weight of the object (or more precisely, the force normal to the friction surface), and that static friction is greater than dynamic friction because static friction coefficient (the proportional constant) is greater than dynamic friction coefficient. But if s/he stops there, s/he doesnât really learn much about what causes the friction and why the static friction is greater.
1 Like
My kid would have been done great disservice by this pathway. (And is considered URM in terms of STEM twice over, for what itâs worth, although our family does not focus on such things, but on the person that our kid is.)
Math is a favorite subject, although itâs most likely that MechEng will be what is pursued in college (according to passion/aptitude). Our kidâs school is public, but an independent study option. In grade five, our kid was placed in the wrong math track for their skill set (mostly, perhaps, because they didnât present as âmathyâ.) It took time to get the proper track happening during middle school (to maintain interest).
Ultimately, our kid is in the midst of attempting to earn an associateâs degree in math via dual-enrollment with the local community college, to coincide with graduating from high school (not many students at this school pursue this option). Still up in the air as to whether this will be possible due to various external factors.
If it works out, hopefully our kid can take more specialized courses in college related to areas of interest, instead of a more conventional/standard course load. Perhaps a double major, a MS in a shorter amount of time. Each year it seems planning the course calendar is like re-inventing the wheel, but our kid is also pursuing sport outside of school, so that impacts the courseload as well.
1 Like
I am interested to know what in your experience helps in math competitions especially when planning for a current 7âth grader.
Hi @siennared
From reading cc, the acceleration isnât directly related to math competitions. 
2 Likes
My S21 took calc BC as a sophomore, then AP Stats as junior and Multivariable calc/Linear alg in 12 grade. He absolutely loved AP Stats. The real life implications fascinated him and he applied it to do some research (city-wide surveys) that resulted in city policy changes and a state award. Now a freshman at a T-5 he still considers statistics as one of his favorite subjects.
OTH, the MV/Lin A class he did in a Community College was very useful for the higher level math classes he has taken this year.
Regarding physics - my son took only Physics C both Mechanics and E&M as a junior. The class is well structured, calculus-based and gave him enough credit so he does not need to take any physics in college. I think AP Physics 1 is a waste - it is somehow more difficult as it is not calc-based and it does not count for college credit at the school he is at.
ETA: Neither my son nor my humanity-oriented daughter found BC calculus to be difficult. It is rigorous, yes, and there is a lot of material but was not difficult conceptually. Their most challenging class was Geometry Honors
If the concern is âeliteâ college admissions, having two years of college level classes instead of one doesnât matter, IMO. What moves the needle are ECs pursued at as high level as possible in terms of recognition and impact. Recognition is best proven by awards which start at school level (best math/physics student from a class of 30+ at a competitive public school) and can go all the way to state, national and international. Also proven by being selected for a leadership position of an organisation. Impact can be shown by your actions resulting in positive change in the community or beyond. Just my 2c from being through the process twice
2 Likes
This may be the new Guru at Princeton. Jacob Lurie - Scholars | Institute for Advanced Study (ias.edu)
Parent of two bright math students here.
One is on track +2 and has to take AP Stats senior year because the calc sequence at their school ends at AP Calc AB and they placed into Algebra 1 in middle school. Bright kid but we did have to push them a lot in 9th/10th when their friends were a sequence below because they felt weird being the only 9th/10th grader in their math section. They did well (will receive advanced placement in college at most US colleges) but I wish I had considered the social impacts before I agreed to this sequence. Their high school does require 4 years of math to graduate. DE isnât an option due to lack of access.
Second child is on +1 even though their test scores are 99%ile nationally. I donât plan to pressure them to double up because their school does not allow it and they want to stay at this school (private, college prep, rigorous). They do sometimes complain that math is too easy at their school but they do math team to compensate for that.