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AP Calculus AB Teacher: Mr. Saab Sir John A Mac Donald High School Text: Finney, R. L., Demana, F. D., Waits, B. K., Kennedy, D.

(2007). Calculus: Graphical, Numerical, Algebraic, 3rd ed. Boston: Pearson Prentice Hall. Course Description Philosophy and Design: This course is equivalent to a typical first semester college Calculus course. Topics covered will include limits, derivatives and their applications, and integrals and their applications. Students may receive college credit by taking the Advanced Placement Exam. Students do best when they have an understanding of the conceptual underpinnings of calculus. Rather than making the course a long laundry list of skills that students have to memorize, we stress the “why’ behind the major ideas. If students can grasp the reasons for an idea or theorem, they can usually figure out how to apply it to the problem at hand. Teaching Strategies During the first few weeks, we spend extra time familiarizing students with their graphing calculators. Students are taught the rule of three: Ideas can be investigated analytically, graphically, and numerically. Students are expected to relate the various representations to each other. It is important for them to understand that graphs and tables are not sufficient to prove an idea. Verification always requires an analytic argument. Each chapter test includes one or two questions that involve only graphs or numerical data. I believe it is important to maintain a high level of student expectation. I have found that students will rise to the level that I expect of them. A teacher needs to have more confidence in the students than they have in themselves. We also stress communication as a major goal of the course. Students are expected to explain problems using proper vocabulary and terms. Like many teachers, I have students explain solutions on the board to their classmates. This lets me know which students need extra help and which topics need additional reinforcement. We often coordinate science activities using the Texas Instruments’ Calculator-Based Laboratory. Students better understand the concepts of calculus when they see concrete applications.

Each step shows the corresponding x. Calculus Course Description.5 to 2.Much of calculus depends on an understanding of a concept taught in a previous lesson.01.25. For example. to find: we view the values of the function from x-values from 1. do the same exploration with . it can be used to zoom in on a limit numerically.1.5 with an increment step of 0. Calculator Ideas: “The use of a graphing calculator in AP Calculus is considered an integral part of the course. and observe that the y-values are converging to 0. Trace the function beginning at x = 1.” (Excerpt taken from the College Board. Students should be using this technology on a regular basis so that they become adept at using their graphing calculators. It “reappears” when the tracing continues at x = 2. At x = 2 the table records “error” or “not defined. the y-coordinate disappears.9 with a step size of 0. but at x = 2. Students should also have experience with the basic paper-and-pencil techniques of calculus and be able to apply them when technological tools are unavailable or inappropriate.25 as x is near 2.and y-coordinates. Redo the process beginning at 1. The following sample activities demonstrate ways to help students gain an increased understanding of calculus. and · Numerically calculate the value of a definite integral.) · Plot the graph of a function within an arbitrary viewing window · Find the zeros of functions (solve equations numerically) · Numerically calculate the derivative of a function. For comparison. Limits If your calculator has a “table” feature.” Students should see that the y-values seem to follow a pattern. The limit can also be shown visually by graphing the function in a window that has a pixel step of 0.1. Students are encouraged to form study groups and tutor themselves.1.) You must have a graphing calculator that fits the following requirements (preferably a TI84 or TI-89. The process can be repeated with smaller and smaller steps. Students can see graphically that the ycoordinates cluster at about 0.

Course Outline: The following is an outline of the topics we will cover and a rough estimate of the time we will spend on each chapter. graph the numerical derivative of the sine in the same window. Prerequisites for Calculus Time: 2 days · Test of chapter 1 · Review of first test Limits and Continuity Time: 8 days · Lab: Limits of Functions · Develop an intuitive understanding of the nature of limits · Lay the foundation for the use of limits in calculus · Evaluate limits graphically. To achieve this goal. students will gain a thorough understanding of the topics covered in the course outline. A few more estimates will enable students to guess the curve. Then graph the cosine function and note that the two graphs are superimposed. and algebraically .) Students should see that the slope curve follows the path of the cosine function.This function is also undefined at x = 2. (The slope values are clearly zero at the turning points and can be estimated to be +1 or -1 at the x-intercepts. but the y-values do not converge as x approaches 2. giving students a numerical look at asymptotic behavior. Tracing gives the same values on both curves. From this point it is easy to proceed to an analytical proof of Course Objectives and Goals My goal is to prepare students to be successful on the AP Calculus AB exam. The Derivative of the Sine Function (This activity works well on an overhead display. Estimate the slope of the tangent line at various x-values and plot the slope values as a function of x on the overhead screen.) Graph the function y = sin x in a standard trigonometric viewing window. To test this conjecture. numerically. the values explode. Instead.

· · · · · Rates of Change and Limits Limits Involving Infinity Continuity Rates of Change and Tangent Lines Test Derivatives Time: 12 days · Derivative of a Function · Differentiability · Rules for Differentiation · Velocity and Other Rates of Change · Derivatives of Trigonometric Functions · Chain Rule (Quiz on the section) · Implicit Differentiation · Derivatives of Inverse Trigonometric Functions · Derivatives of Exponential and Logarithmic Functions · Test Applications of Derivatives Time: 11 days · Extreme Values of Functions · Mean Value Theorem · Connecting f’ and f” with the Graph of f · Modeling and Optimization (Quiz on this section) · Linearization and Newton ’s Method · Related Rates · Test The Definite Integral Time: 9 days · Estimating with Finite Sums · Definite Integrals · Definite Integrals and Antiderivatives · Fundamental Theorem of Calculus · Trapezoidal Rule · Test Differential Equations and Mathematical Modeling Time: 8 days · Slope Fields and Euler’s Method (Quiz on this section) · Antidifferentiation by Substitution · Exponential Growth and Decay · Logistic Growth · Test .

Projects: Projects will be worth 30-40 points. You must show work. Spirals: Spirals are take home quizzes that review material throughout the course. Each spiral is worth 20 points. This is to prepare students for typical first and second year college math courses.Applications of Definite Integrals Time: 10 days · Integral As Net Change · Areas in the Plane · Volumes (Quiz on this section) · Applications from Science and Statistics · Test AP Review Time: 6 days · we will try many free-response questions from previous AP Calculus tests · we will review all previously covered topics Post AP Calculus Exam Time: 8 days · Antidiffertiation by Parts · Lengths of Curves · L’Hôpital’s Rule (May be covered previous to the AP Exam) · Additional Projects Grading: • • • • • • Daily Quizzes: There will be a daily quiz most days. Homework: Daily homework will be assigned every day. · . Students will receive a spiral every 2-3 weeks. When we do have a quiz it will be worth 25 points. Optimization. It will not be formally graded. If they are turned in on Wednesday you will receive 2 bonus points and on Thursday 1 bonus point. Spirals will be assigned on Monday’s or Tuesday’s and due on Friday (regardless of whether the class meets). Quizzes: There will not be many regular quizzes. Portfolios: Due around the end of first semester and near the end of the year. and Volumes. Tests: There will be a test at the conclusion of each chapter. Slope Fields. unless students are not completing the homework. Each quiz will be worth 9 points and the top 12 quizzes in a quarter will be counted. There will be a non-calculator section and calculator section to every test. Each test will be worth 100 points. There will be at least 4 projects. Expect a quiz on Chain Rule. You may work with other students. It will consist of 3 questions and will be completed independently at the beginning of the period.

rehearsals. · Volume: You will find the volume of a food item using calculus and teach your parents how to as well. textbook (covered) and calculator. Submit it early or give it to a classmate to submit it for you. solve it. If you are not in your seat when the bell rings. you are late. Saab • Make up work will be given for excused absences only. You will be allowed to make-up missed work according to the HRSB policy. Sharpen you pencil if necessary and get in your seat before the bell rings. notebook. Bring a pencil. It is your responsibility to see the teacher for the assignment. • You will not be permitted to go to your locker during class. • All work must be on time to be accepted for credit. or any other absences known in advance are not an excuse for late work. . Field trips. • Use of the bathroom is a privilege that is allowed at the discretion of Mr. • Be prepared for class. Classroom Expectations: • Be on time. and make a model of the problem for visualization.· Related Rates: You will make an example problem.