Advanced Placement Calculus AB Course Syllabus 2013 2014

Mrs. MacDonald Course Description This rigorous course is designed for juniors and seniors who want to continue their study of mathematics at an advanced level. Students considering a career in science, mathematics or engineering are encouraged to enroll in this course. Calculus focuses on limits and continuity as well as concepts and applications of derivatives and integrals. Students may receive college credit or advanced college placement for high scores on the AP exam given each May. AP Calculus is intended for students who have a comfortable working knowledge of college preparatory mathematics, including algebra and trigonometry. In line with the calculus reform movement, conceptual understanding will be stressed throughout the course. The expectations are similar to those of a college-level course, therefore students are expected to devote at least as much time outside of class to the course as the time spent in class. Essential Questions What is calculus? What type of people use calculus, and in what context? What is a limit and what is its role in the development of differential and integral calculus? What kind of problems can be solved through the use of the derivative and the definite integral? What kind of problems can be solved through the use of the antiderivative and integration? How are various representations of functions and their derivatives or antiderivatives related graphically, numerically, and analytically? How does one effectively communicate the reasoning and mathematics involved in solving problems? Vermont Standards: The Advanced Placement Calculus AB course assesses the following Vermont Framework Standards: Communication Standards 1.17 Students interpret and communicate using mathematical, scientific, and technological notation and representation. 1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately. 1.20 Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately. Reasoning and Problem Solving Standards 2.2 Students use reasoning strategies, knowledge, and common sense to solve complex problems related to all fields of knowledge. 2.3 Students solve problems of increasing complexity. 7.3 7.6 7.7 7.8 7.10 Science, Mathematics, and Technology Standards Students understand the nature of mathematical, scientific, and technological theory. Students understand arithmetic in computation, and they select and use, in appropriate situations, mental arithmetic, pen and paper, calculator, and computer. Students use geometric and measurement concepts. Students use function and algebraic concepts. Students use concrete, formal, and informal strategies to solve mathematical problems, apply the process of mathematical modeling, and extend and generalize mathematical concepts.

Textbook, Materials, & Resources Textbook: Calculus Concepts and Calculators by George Best, Venture Publishers, 2006 ISBN1886018308

A quote from the Preface: This new calculus book focuses on conceptual understanding and thinking skills. The graphing calculator is an integral part of the text and allows students to manipulate and compare graphical, numerical and algebraic representations of the ideas. The text is designed to include the best aspects of calculus reform along with the goals and well established methods of traditional calculus. It has been written to meet the needs of students enrolled in an AB advanced placement course as well as students who are enrolled in a non-advanced placement course. Graphing Calculator: Use of a TI-83 Plus or TI-84 Plus graphing calculator is required in the course to assist in problem solving, investigating concepts, interpreting results, and supporting conclusions. A TI-89 is allowed as an alternative. You will need to own or rent one of these calculators. Rental information will be provided on the first day of class. Please note that calculators will be provided at free or reduced rates for students with financial need. Supplementary Activities: Various additional print and on-line resources will be used as needed Released AP Problems from the College Board: Many free response problems will be practiced throughout the school year. A full diagnostic practice test will be completed and analyzed in April. Some students also purchase an AP Calculus preparation book for individual practice. I have some sample practice books you may look over to decide what type, if any, would work best for you. Websites: There are now a multitude of helpful websites with tutorials, worked examples, videos, and practice problems. You Tube also has many helpful videos. The following list includes some of the websites that I have previewed and suggest for supplemental and practice work as needed. If you discover some other sites that should be added to this list for the future, please let me know! Khan Academy videos, lessons, examples: http://www.khanacademy.org/math/calculus/ Visual Calculus worked examples and tutorials: http://archives.math.utk.edu/visual.calculus/ Free Math Help for Calculus: http://www.freemathhelp.com/calculus-help.html S.O.S. Calculus Help: http://www.sosmath.com/calculus/calculus.html U.C. Davis Tips & Examples: http://www.calculus.org/ Center of Math Lecture/Tutorial Videos: http://www.centerofmath.org/video_ap.html Pauls On-Line Math Notes provides detailed explanations & examples to supplement what we work on in class: http://tutorial.math.lamar.edu/classes/calcI/calcI.aspx On-line flashcards: http://www.mathmistakes.info/facts/CalculusFacts/index.html Power-Point Presentations on most every calculus concept: http://online.math.uh.edu/HoustonACT/ On-line interactive testsgo to the lower part of the list for Calculus topics: http://www.univie.ac.at/future.media/moe/tests.html Short on-line animated movies about basic calculus topicsits definitely worth looking at some of these to reinforce your of understanding the rules! (Id suggest limits, product rule, and chain rule for sure.) http://www.calculus-help.com/funstuff/phobe.html Karls calculus tutorials in story format: http://www.karlscalculus.org/calculus.html Sample problems with solutions to view step by step: http://www.hotmath.org/help/gt/minicalcgt/index.html You can set up a free account at Spark Notes to take free on-line practice multiple choice tests. http://testprep.sparknotes.com/testcenter/ap/calculus/ or use the following link (but beware the math equations formats dont always show neatly): http://www.sparknotes.com/math/calcab/review/quiz.html Information about AP Courses: http://www.collegeboard.com/student/testing/ap/about.html Topics Outline Semester 1 Derivative Functions

Topics: Average and Instantaneous Velocity; The Limit Definition of the Derivative; The Derivative as Slope of the Tangent Line; Local Linearity; The Derivative at a Point; The Derivative Function Defined Graphically, Numerically, and by Formula using the Limit Definition of the Derivative; Calculating the Derivative Numerically; Critical Numbers; Relative Maximum and Minimum Points; Concavity, Inflection Points, and the Second Derivative; Corresponding Characteristics of the Graphs of a Function and the First Derivative and the Second Derivative; Velocity, Speed, and Acceleration; Rules for Calculating the Limit of a Function; Continuity of a Function; Differentiability and Continuity Focusing Question: What is the connection between a function and its rate of change? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 2 & Selected A.P. Problems The Definite Integral Topics: Calculating Distance Traveled; Visualizing the Distance Traveled; Calculating Areas; Riemann Sums (Left, Right, Midpoint; Trapezoidal Sum as Average of Left & Right Sums); Graphical Look at Definite Integrals; The Fundamental Theorem of Calculus; The Inverse Relationship of Differentiation and Integration Focusing Question: Given a rate of change, can we determine the related quantity? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 3 & Selected A.P. Problems Differentiation Rules Topics: Derivative Rules for Basic Functions; Differentiating Exponential Functions & Other Transcendental Functions (log & trig); The Product and Quotient Rules; Derivatives of Composite Functions; The Chain Rule; Functions Defined Implicitly and Implicit Differentiation; Finding the Derivative of an Inverse Function; Solving Related Rates of Change Problems Focusing Questions: In what situations can we find the derivative exactly instead of by approximation? When and how are the differentiation rules applied to various functions? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 4 & Selected A.P. Problems More Applications of the Derivative Topics: Graphic and Algebraic Relationships of Increasing and Decreasing Functions and The First Derivative Test; Monotone Functions; Global Extrema; The Extreme Value Theorem; Applications of the Second Derivative to Concavity & Extrema, including The Second Derivative Test; Limits Involving Infinity: Horizontal, Vertical, and Slant Asymptotes; Using Calculus to Solve Optimization Problems, The Mean Value Theorem, Antiderivatives Focusing Question: What types of problems can best be solved using applications of the derivative and related techniques? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 5 & Selected A.P. Problems (Note: This chapter may be split between Semester 1 and Semester 2) Semester 2 Integrals Topics: The Definite Integral As the Limit of a Riemann Sum; Rules for Definite Integrals; Functions Defined by Integrals: Accumulation Functions Graphically, Algebraically, and Numerically; Using the Integral of a Rate of Change to Find the Accumulated Change; The Fundamental Theorem Again as an Accumulation Function; The Second Fundamental Theorem of Calculus; Finding the Areas of Plane Regions Focusing Questions: What is an accumulation function? How is it related to the integral and the Fundamental Theorem of Calculus? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 6 & Selected A.P. Problems

Finding Antiderivatives Topics: Antiderivatives as the Reverse of a Derivative Formula; Integration Using the Chain Rule and the Method of Substitution for Indefinite and Definite Integrals; The Trigonometric Functions and Their Inverses; Numerical Integration: Revisiting Riemann Sums & the Trapezoidal Rule Graphically, Algebraically, and When Data is Given by Tables Focusing Questions: What is the connection between a function and its rate of change? How can we mathematically calculate this relationship? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 7 & Selected A.P. Problems Using the Definite Integral Topics: Net and Total Distance Traveled; Distance Traveled by a Particle Along a Line; Finding Volumes by Slicing (Cross Sections); Finding Volumes Using the Disk and Washer Methods; Finding Volumes Using the Shell Method; Finding the Average Value of a Function; Representing Average Value Graphically Focusing Question: How is the definite integral used to measure distance traveled, volume of solids, and the average value of a function? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 8 & Selected A.P. Problems Differential Equations Topics: Defining a Differential Equation; Solving Differential Equations Graphically with Slope Fields; Solving Differential Equations Symbolically by Separation of Variables (Generally and Specifically when provided initial conditions); Solving Differential Equations Representing Exponential Growth, including Newtons Law of Cooling Focusing Question: How do differential equations help us relate derivatives to other functions in order to predict behavior? VT Standards Assessed: 1.17, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Calculus, Venture Publishing, Chapter 9 & Selected A.P. Problems Culminating Projects (Completed after the A.P. Exam in May) This final projects provided the opportunity for students to creatively apply many of the properties of calculus to an object they create themselves. The two projects are a solids project using 3-D calculus along with other concepts and then there is a legacy project where students leave something to future calculus students. Focusing Questions: How do you mathematically calculate the volume of a non-standard solid of revolution? How does the displacement volume of a solid compare to the calculated volume? What factors influence these measurements? What knowledge can you pass on to future calculus students in a creative way? VT Standards Assessed: 1.17, 1.18, 1.20, 2.2, 2.3, 7.3, 7.6, 7.7, 7.8, 7.10 Resources/Reading: Computer Design, Hands-On Construction, Clay Models Culminating Activities: Quizzes, Tests, AP Problems, Exams, Solids Project, Legacy Project Instructional Methods Instructional methods will include teacher-directed instruction, independent and small-group work including cooperative learning activities, explorations, investigations, practice and application problems, student presentations, tests and quizzes, reading and writing, problem-solving, and projects. Extensive use of the TI-83 Plus or TI-84 Plus graphing calculator (or similar) is required. The calculators will be used on almost a daily basis, including on homework assignments. Not only will you use the calculator to help solve problems, but it will also be a tool to: investigate and explore new ideas and concepts; link the graphical, numerical, and algebraic representations of a concept; and to verify and support conclusions. Several calculator programs will be transferred to your calculator for use in solving and analyzing problems. You will need to own or rent one of

these calculators. (Please note that rental calculators will be provided at free or reduced rates for students with financial need.) Conceptual understanding as well as skill work will be practiced and assessed both with and without the calculator. Students will develop and share their conceptual understandings by engaging in a variety of activities such as group work, presentations to fellow students using the overhead/whiteboard/smartboard, and explaining their solutions in writing. Grading Policy *Percentages are listed for each semester Grading in this class is not about compensation, but rather about communication. Your overall grade will be composed of two types of grades. Your Habits of Learning grade will count for 10% of your overall grade for this course. This grade category will track and communicate engagement in learning opportunities, including homework and classroom exploration & practice. The majority of your grade for this course, however, will be determined by evidence that demonstrates your level of understanding and ability to accurately apply mathematical concepts. You will receive an overall grade for each unit to communicate your level of competency with the content studied. Units will then be equally weighted to determine your Content Mastery grade worth 90% of your final grade for AP Calculus. Grades for each unit will be calculated based on MPSs, mid chapter quizzes and take home assessments, AP practice free response problems, and unit tests. Quizzes are designed to alert both of us to gaps in understanding so that you can get the support and practice needed to improve your understanding. They are part of the learning process and sometimes will indicate that you dont fully understand yet. As long as you are willing to prepare appropriately, you will have the opportunity to take an alternate version of quizzes for up to 100%. Although take home assessments serve the same purpose, they are usually given very close to the end of the unit. Instead of retaking them, you will have the opportunity to demonstrate improved understanding by revising your work and earning back half of the points lost. By the time you take the test for a unit, you will have received significant feedback on your level of understanding for the units learning objectives. Hopefully, in response, you will have taken the needed steps to ensure you are confident and able to demonstrate your skills & conceptual understandings. As a result of your formative work throughout each unit, you should be well prepared to demonstrate your learning on each summative unit test. If a unit test score then demonstrates Content Mastery at a level higher than your overall grade for that unit, the test grade will replace the current overall unit grade. Students who score significantly below the standard on a unit test will be encouraged to continue working with me outside of class time to better understand the content and prepare to retake an alternate version of the test for a maximum of 80%. At the end of each semester you will take an exam focused on the content from that semester. Your semester exam questions will then be factored into the grade for the associated unit since they provide further evidence of your level of Content Mastery. A few things to remember: Mini Problem Sets will not be accepted late unless due to an absence. Take Home Problem Sets will be accepted late up to 1 class after their due date with a significant late penalty. Academic Honesty I encourage you to work collaboratively to understand the concepts of calculus. You may work on homework together, you may study together, however the work you turn in must be your own work. You may not copy work from another person or source. Getting help is fine, but there is a big difference between talking about or showing how to do a problem versus copying down work you do not understand or havent put the time into completing yourself yet turning it in as though you did. You will not be successful on the A.P. exam if you do

not thoroughly understand the work yourself. Some quizzes will be open notes and some will be closed notes. Most tests will be closed notes. Open notes will mean that you can use your own notes or particular handouts or formula sheets from class. You will be informed ahead of time so that you can prepare accordingly. Also, some problems will be non-calculator based and others will require a graphing calculator. Your work is expected to be 100% your own, so keep your eyes on your own desk during testing situations. The A.P. problems are intended for you to have practice with the style of questions presented on the A.P. exam. They are very challenging. In the beginning of the year you will be able to work collaboratively, again with people completing their own work and not copying from another person or source. As we progress through the year, you will be asked to do some problems totally by yourself in preparation for the A.P. exam. Breaches in academic honesty will result in permanent zeros on the papers for all parties involved, as well as being reported to administration, National Honor Society advisor, parents, and the loss of my trust in you and your work. Also, I will be unable to write letters of recommendation for anyone in this situation, an important consideration for college applications! The Advanced Placement Exam Although this course is taught using the Advanced Placement Calculus AB curriculum guidelines, taking the A.P. Exam is optional for the student. Check with the colleges you are considering, and the particular programs of study you may pursue at these colleges, in order to determine the advantages for you should you score well on the A.P. Exam. Scores range from 1 to 5. Some colleges will award credit for the first semester of college calculus for scores of 3 or higher while other colleges require a score of 4 or 5. Some students may complete their college math requirements through A.P. credit, other students may advance their studies by a semester or more, and yet other programs of study may require students to take courses in introductory calculus that the A.P. does not apply towards. Students who take the A.P. course generally find themselves better prepared for college math courses whether or nor they receive advanced credit. The Calculus AB Advanced Placement Exam will be given on Wednesday May 7, 2014. More information will be provided as the course progresses and the sign-up period approaches. Attendance Policy It is important to be in class on time so that the class is not disrupted by late arrivals. Also, since the office collects attendance information each period, you may be reported as absent if you dont arrive on time. Being late to class 3 times will result in a detention. If you have a pass for a meeting you need to check in with me for attendance before going. If you are absent for any reason (illness, group, field trip, sports, etc), you are responsible for making up the work that you missed. I suggest seeing me and/or checking out our class page to see what you missed. It is much easier to come to the next class with your work already made up whenever possible. You must show me your practice work to receive credit for that days practice work. If you skipped the class, daily activities and assignments from the day you chose not to attend will be given a grade of zero, although you may still complete the work for your own personal benefit. Additional consequences for cutting are explained in your student handbook. Progress Reports Mt. Abraham is continuing to use Power School as our method of communication to students and parents. Please make sure you are checking power school regularly (once a week) to see what you might be missing and check any mistakes that could have been recorded. It is important for students to stay proactive with their assignments. This is also a nice way for parents to stay up to date with how your student is doing. Always feel free to contact me with questions or concerns!

Lets Work Together! Day Time Monday 2:45 3:30 Tuesday By Appointment Wednesday No Help Hours Thursday 2:45 3:30 Friday 2:45 3:30 Parents and students, if you have questions, suggestions, or concerns, please talk with me about them. I am available before and after school as listed on my regularly scheduled help hours. The school phone number is 453-2333 ext.2201. Also, if you prefer you may send me a note via e-mail. My e-mail address is hmacdonald@anesu.org.

Student/Parent Information Sheet I have read the syllabus and guidelines for Advanced Placement Calculus AB with Mrs. MacDonald.

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