ࡱ>  @ 9bjbj)) (TKzKz' $ (((8(,)<ĭfN)R)h)h)h)111CEEEEEE$*R|i1S/111ih)h)~2221"h)h)C21C22ˤLj'h)B) NT(;1*ZC0ĭqe2'"T'2111ii2AP Calculus AB Syllabus This course is a rigorous first year of calculus, taught from graphical, numerical, and symbolic points of view. The focus is on understanding, building concepts as a foundation for the development of principles of calculus. Students are asked to demonstrate this understanding in written tests, oral presentations, and written assignments. [C3][C4]  Textbook: Ostebee, Arnold, and Zorn, Paul. Calculus from Graphical, Numerical, and Symbolic Points of View, Single Variable, 2nd Ed., United States, Brooks/Cole Thomson Learning, Inc. 2002. Every student is issued a textbook to keep for the duration of the course. AP Calculus AB Course Outline Every topic of the AP Calculus AB Course Description is taught every year in this course. [C2] Unit 1: Functions, a Precalculus Review (14 days) Functions, in general Graphs of functions with and without graphing calculators describing extrema, concavity, increasing/decreasing Use of machine graphics Elementary functions polynomial, rational, trigonometric, exponential, and logarithmic Unit 2: Derivatives, Continuing Development of Concepts (14 days) Compositions of functions Inverses of functions Concept of derivative, as slope and as instantaneous rate of change Estimating derivatives, graphically and numerically Geometry of derivatives, including extrema, local linear approximations, points at which the derivative is undefined First derivative test Tangent line to a curve Second derivatives, relationship to concavity, inflection points Second derivative test Unit 3: Differentiation and Antidifferentiation and the Role of Limits (13 days) Antiderivative graphs Definition of derivative Limits, algebraic and graphical approaches, importance in continuity Indeterminate forms One- and two-sided limits Asymptotes Cumulative Test I: Units 1, 2, 3 (2 day) Unit 4: Rules of Differentiation and Differential Equations (14 days) Power rule for derivatives Rules for sums and the effects of constants Derivatives and antiderivatives Modeling growth and motion, use of differential equations Translating English into differential equations Initial value problems Derivatives of exponential and logarithmic functions Trigonometric derivatives Product and quotient rules Unit 5: More Rules for Derivatives and Slope Fields (13 days): Chain rule Implicit differentiation Inverse trigonometric functions Derivatives of inverse trig functions Slope fields lHpitals rule Unit 6: Applications of Derivatives (12 days): Optimization, including global and local extrema Related rates Cumulative Test II: Units 4, 5, 6 (2 days) Includes review Semester Exam (2 days) Includes review Unit 7: Importance of Derivatives, Concept of the Integral, and Fundamental Theorem (14 days) Continuity and the Intermediate and Extreme Value Theorems Differentiability and the Mean Value Theorem Signed area Area function Fundamental Theorem of Calculus Derivative of the area function Evaluation of definite integrals Unit 8: Importance of Derivatives, Concept of the Integral, and Fundamental Theorem (13 days) Area between curves Change of variable Riemann sums: left, right, midpoint, and trapezoidal sums from graphs, tables, and symbolic expression of functions Integrals as limits of Riemann sums Unit 9: Applications of Integration (14 days) Volumes Solids with known cross-sections Disk formula Washer formula Cylindrical shell formula Arc length Other applications of integration, including accumulation change Cumulative Test III: Units 7, 8, 9 (2 days) Includes review Unit 10: Techniques of Integration and Differential Equations (11 days) Integration by parts Symbolic solutions to separable differential equations Models for exponential and logistic functions, Newtons Law of Cooling Review for AP Exam (21 days) Our review for the AP exam consists of working free response questions from previous years AP exams and going through the scoring rubrics for them so that students will understand how their questions are likely to be scored. We also work multiple choice questions from released exams and this helps the students review of a wide variety of topics. We take a practice AP exam after school, simulating test circumstances and students will get to evaluate their performance with a week to go before the exam. Its a big production, but positive reports from students keep the practice going. [C4] Teaching Strategies  We cover all topics in the AP Calculus Course Description. Additionally, we cover topics such as cylindrical shells for volumes, integration by parts, that are not specific to the AP course description, but enhance the students overall knowledge and understanding of the subject and its applications. [C2] From the very beginning of the course we work with functions, in a variety of presentations. Sometimes we have just a graph, other times a table, or a symbolic representation, or a function described in a classic word problem, with no symbolic representation given. Students are expected to use the available information to work problems and develop calculus concepts. For instance, my students work with graphs of derivative functions before we have formally defined derivatives. The intent is for them to understand certain characteristics of derivative and antiderivative graphs without relying on formulas. The graphing calculator is used as we explore what types of functions we may get for derivatives. The students explorations lead them to a number of rules for derivatives before these are presented in class. We shore up the concepts with derivations using the definition of derivative. [C3][C5]  Throughout the course students are given sets of homework problems, frequently four free response questions which they have for several days. The students are asked to write thorough answers to the questions, and these are submitted for scoring. Students are encouraged to work cooperatively on these challenging problems and much learning of calculus takes place in this context. The problems are usually not from the topic being studied in class at the moment, so students must think about all that they know, not just the most recent topic when answering these questions. Students get feedback, and there is an opportunity to grow and develop in terms of communication in writing. These assignments are in addition to everyday assignments concerning new material. Later, multiple choice questions from earlier AP exams are assigned, with selections of questions given, based on topics that have been covered up to that time. [C4] In my classroom students are seated in groups of three or four. Students are encouraged to compare results on assigned problems and help one another at the beginning of each class period. Problems not resolved in small groups are presented to the class, either by a student volunteer or by myself. This is a time of discussion of the topic of the lesson and questions are discussed and answered, frequently by students. [C4]  The graphing calculator is a useful tool in learning calculus. Students use the graphing calculator for many purposes, including graphing functions, solving equations, and finding intersections. Students use graphing calculators for explorations, and sometimes for working problems, such as evaluation of limits, when they have no other mathematical approach to the problem. In the early days of the course, students may construct derivative functions using a calculator command, then by examination of the graph, make an educated guess as to the form of the derivative function. Students can manipulate the graphs, and construct new ones to confirm or reject their conclusions. As the course progresses, the use of the graphing calculator changes as the students expand their repertoires of symbolic approaches to solving problems. Later, the graphing calculator is often used as a quick way to check an answer worked by more traditional methods. All students have graphing calculators to use both in class and at home. Any student without his or her own calculator gets one provided by the school, and gets to keep it for the duration of the school year. Students are expected to numerically evaluate derivatives, definite integrals, and use programs to produce slope fields and to graph solutions functions on the slope fields. Additional programs are used, as appropriate.[C5]  Assessment is based on homework, and class presentations of assigned problems, graded free response questions, and tests. Unit tests take one class period and graphing calculators are allowed. Questions are constructed, however, so that the test is not too heavily calculator influenced. Exact answers may be required, or methods, such as requiring an antiderivative may be specified. There are cumulative tests at the ends of quarters and semesters, and just prior to the AP exam. Unit tests are short answer and free response questions, while cumulative tests have more multiple choice questions. Exams are separated into timed sections of multiple choice and free response, with separate sections where graphing calculators are, or are not, allowed. Example of a student activity Students collect temperature and time data using a Vernier LabPro with a temperature probe to work firsthand with Newtons Law of Cooling. A hot cup of coffee is allowed to cool during a class period with time and temperature data saved to a computer using Logger Pro software. The ambient temperature is also measured. Students are then able to examine the data graphically and select temperature and time values to calculate a rate constant. After solving the appropriate differential equation, the solution is used to predict the temperature near the end of the class period. We are then able to compare our mathematical model with the real result from our classroom observations. Students work cooperatively and discuss their findings and mathematical analysis. Students may link their graphing calculators directly to the computer and download data for additional analysis. [C2][C3][C4][C5]   PAGE 1 C3 The course provides students with the opportunity to work with functions represented in a variety of ways -- graphically, numerically, analytically, and verbally -- and emphasizes the connections among these representations. C4 The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. C2 The course teaches all topics associated with Functions, Graphs, and Limits; Derivatives; and Integrals as delineated in the Calculus AB Topic Outline in the AP Calculus Course Description. C4 The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. C2 The course teaches all topics associated with Functions, Graphs, and Limits; Derivatives; and Integrals as delineated in the Calculus AB Topic Outline in the AP Calculus Course Description. C3 The course provides students with the opportunity to work with functions represented in a variety of ways -- graphically, numerically, analytically, and verbally -- and emphasizes the connections among these representations. C5 The course teaches students how to use graphing calculators to help solve problems, experiment, interpret results, and support conclusions. C4 The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. C4 The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. C5 The course teaches students how to use graphing calculators to help solve problems, experiment, interpret results, and support conclusions. C2 The course teaches all topics associated with Functions, Graphs, and Limits; Derivatives; and Integrals as delineated in the Calculus AB Topic Outline in the AP Calculus Course Description. C3 The course provides students with the opportunity to work with functions represented in a variety of ways -- graphically, numerically, analytically, and verbally -- and emphasizes the connections among these representations. C4 The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. C2 The course teaches all topics associated with Functions, Graphs, and Limits; Derivatives; and Integrals as delineated in the Calculus AB Topic Outline in the AP Calculus Course Description. 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PLP^P`LhH.* ]&p" 4 q\R}elsQ,-]g5io7xQ#dv:jnvxq|N|K*0^}HB&|?SrOJ>xj}[2Hr--^u9(<f/JROz}TbyZñ@5wA)Mv>e1aEE873!s`3vMe**         }       ͐                                  $?ή                 $?ή        $?ή        $?ή        PR        $?ή                          fm        xظ        G        $?ή        SB        $?ή        $?ή        Ä        }        >jg        $?ή                           $?ή                Do        1o@l|1@@UnknownGz Times New Roman5Symbol3& z Arial3z Times?5 z Courier New;Wingdings h㩸F㩸Fr!H!H4d'' 6 2QcEAP Calculus BC Ann NewsomeGlenn Whittington*                           ! " # $ % & ' ( ) Oh+'0,   < H T `lt|AP Calculus BC Ann NewsomeNormalGlenn Whittington2Microsoft Word 10.0@F#@>@ N@ N!Gt*VT$mD *y   .@Times New Roman-  2  x1 2  x x '@Times New Roman-@Times New Roman---2 ; xAP :0- 2 @ x(-2 ;h  x Calculus AB:($,,:5 2 ;( x ,@Times New Roman-2  xSyllabus! ! 2  x !- 2  x y2 I xThis course is a rigorous first year of calculus, taught from graphical, %/w2 H xnumerical, and symbolic points of view. The focus is on understanding, //+%v2 PG xbuilding concepts as a foundation for the development of principles of /2   xcalculus. S!j2 ? xtudents are asked to demonstrate this understanding in written /+-Y2 4 xtests, oral presentations, and written assignments. +/-2 t x[C3][C4]++- 2 V x  2  x -2   xTextbook:(!  2  x !@Times New Roman--=2 U! xOstebee, Arnold, and Zorn, Paul. +*$!-A2 U$ xCalculus from Graphical, Numerical, (++(+@Times New Roman---O2 - xand Symbolic Points of View, Single Variable,s+%$(%-2  x 2-2 F xnd-2 n x E%(2  xd., United States, +!q2 $D xBrooks/Cole Thomson Learning, Inc. 2002. Every student is issued a '(%/"%S2 0 xtextbook to keep for the duration of the course. 2 * x  2  x @Times New Roman---2 \ xAP +%- 2 @! x-52 \? x Calculus AB Course Outline +!!+(,!/!! 2 \5 x @Times New Roman---(2 3 xEvery topic of the %-2  xAP%%- 2 < x-:2 Y x Calculus AB Course Description(%%(+-2 }  x is taught -+2 * 3 xevery year in this co2 *  xurse. -2 *  x[C2]+ 2 *  x - 2  x -2  xUnit 1:]+!- 2 t x -;2   xFunctions, a Precalculus Review %!!"%!!++-2   x(14 days) 2  x @Symbol-@"Arial- - 2 d  x- 2 d 8 x -,2 d I xFunctions, in general  2 d Q x x '- 2  x- 2 8 x -a2 I9 xGraphs of functions with and without graphing calculators*++ 2  x x '@1Courier New- - 2 8  xo$- 2 8  x -Y2 8 4 xdescribing extrema, concavity, increasing/decreasing. 2 8  x x '- 2  x- 2 8 x -/2 I xUse of machine graphics +/ 2  x x '- 2   x- 2  8 x -+2  I xElementary functions c%. 2  [ x x '- 2 w  xo$- 2 w  x -2 w   xpolynomial, r /I2 w A) xational, trigonometric, exponential, and c/x '2 W  xlogarithmic / 2 m x x ' 2 F  x - - $$ $ - - -- $$ $ - - '  @Times New Roman-@Times New Roman--2    C3 -,2 Q    The course provides     &2 D   students with the      12 x   opportunity to work with       2    fun/2 V   ctions represented in a      #2    variety of ways     2 :   -- 2 X    22    graphically, numerically,    #   42 G   analytically, and verbally        2 z   --)2 z8    and emphasizes the  "   /2    connections among these   #  #2    representations.   2 5    '- - $t  tt- - -- $t  t- - '  - 2    C4   - 2 \    (2 g   The course teaches h   #2    students how to      2    communicate ##   /2 K   mathematics and explain " "      +2    solutions to problemsi     " 2     +2    both verbally and in i      &2    written sentences.    2 \    '- - $3/  /  33- - -- $3/  /  3- - ' G - 2 o  G  C2 -2 oQ  G  (2 og  G  The course teaches    42   G  all topics associated with        .2   G  Functions, Graphs, and   !  12   G  Limits; Derivatives; and h "  !    42 >   G  Integrals as delineated in       ,2 r   G  the Calculus AB Topic        &2   G  Outline in the AP !     #2   G  Calculus Course     2    G  Description.    2   G  '"Systemm|8g0-xx  ww  vv  uu  tt  ss  rr  qq  pp   o o    n n   ՜.+,D՜.+,@ hp  TycoH' AP Calculus BC TitleH 6> MTMacEqns   !"#$%&'()*,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FT1Table+WordDocument(TSummaryInformation(8,DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q