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AP Calculus

Course Syllabus
Course Description: The main objective of the AP Calculus AB course is to provide the student with sufficient calculus
knowledge and skills to give them the ability to score well on the AP Exam as well as to experience success in any subsequent
math courses they may undertake. Emphasis is placed on discovery through use of the graphing calculator and problem solving
IMPORTANT NOTE: All Advanced Placement students are required to take the AP Exam at the school district’s expense.
The date of the AP Exam is determined by the College Board and will be announced to the students once the College Board
sets the date. The exam is traditionally administered sometime between May 1 and May 15 each year and will be administered
here at United High School.
Instructional Philosophy: Students are encouraged through teacher example, assignments, and class discussions to
demonstrate solutions analytically, graphically, and numerically. A comfortable classroom atmosphere in which students are
not afraid to make mistakes allows for frequent, rich discussions of problems and alternate approaches to solutions.
Students almost daily put solutions to problems on the board and are expected to give explanations to the class. Clear
communication skills are further developed on tests and quizzes. Students are required to present clear, mathematically
correct explanations for a portion of the exam questions.
Textbook Information:
Title: Calculus, June 2001
Authors: Larson, Hostetler, Edwards
Publisher: Houghton Mifflin Company
ISBN: 0-618-14918-X
Description: This text offers an appropriate blend of applied and traditional calculus. An abundance of skill, application,
exploration, writing, and critical thinking problems allow the teacher to address fundamental concepts of calculus thoroughly.
Technology has been integrated throughout the text in order to allow opportunities for exploration and investigation.
Calculator Information:
The TI-83 and/or the TI-89 are used for all teacher explanations and presentations. Each student also uses either the TI83 or TI-89.


if you miss three days of You must make-up all work within a period of time equal to the number of days you missed. Supplies and Materials Needed: Bring to class daily: 1. Cheating or talking during a test. Grades will be based on the tests. TAKE ADVANTAGE OF BONUS WORK EARLY! No last minute bonus work will be assigned. (whether you are finished or not) will result in a reduction of your grade (possibly to a zero). Quizzes. and handouts. Have RESPECT for others while they are finishing their exams! 10. Completed homework 2 . You are encouraged to keep track of your grade by checking Sapphire often. homework. Tests) 1.5% 10% Attendance And Make-Up Work If it is necessary for you to miss class. Textbook 2. All assignments should be done in PENCIL and ALL WORK MUST BE SHOWN! You will not receive credit if your work is not shown.unitedsd. If you were present when a test was announced. This includes notes. 6. 7. Quarter grades will be based on the following grading scale. Quizzes can be given at any time that the teacher deems necessary and will vary in value. 8. Sharpened pencil and eraser 4. Your grade will be based on the amount of work completed. 9. Homework will always be due at the next class period unless stated otherwise by the teacher.5% 22. homework. 4. They may be announced or unannounced. High School is included in the Parent-Student Handbook (this handbook is available on-line @ http://www.5% 22. 2. Course Assessment Plan: Grades will be calculated as follows: Quarter Homework 15% All Other Grades 85% Year First Quarter Second Quarter Third Quarter Fourth Quarter Cumulative Final 22. as determined by district policy: A 93-100% Excellent Progress B 85-92% Good Progress C 77-84% Average Progress D 70-76% Poor Progress F Below 70% Failure I Incomplete W Withdrawal from class P Passing the course 11. you must take the test when scheduled. Homework will be assigned daily and will be checked occasionally. Bonus work may be given occasionally.Grading Procedures (Homework. work must be made-up within four days. quizzes. Folder/Binder/Notebook 3. A cumulative final will be given at the end of the year. A midterm may be given in January. our on-line grade reporting system./Sr. 5. and projects. plus one day.5% 22. it is your responsibility to make-up all work missed. There will be a test at the middle and/or end of each chapter and will vary in point value. For example. The school-wide homework policy and grading scale for United Jr. 3. Progress reports will be mailed each 4 ½ weeks and grades will be updated weekly on EdLine.

The dress code described in the student handbook will be enforced. Do not read or do other homework during class. 5). 9. Be in your seat and prepared to work when the bell rings. Mrs. If restroom privileges are School Number: (814)446-5615 ext. Verbal warning. RESPECT your classmate’s right to an education and my efforts to provide it. 4. Referral to an administrator. 8. they will be turned in to the office. “good” notes/phone calls to your parents) Extra Help: I am available Monday-Friday after school until 3:10 pm and during my planning period which will be period 1. 2405 Home Number: (814) 487-4506 Cell Number: (814) 341-8494 Available: 2:40-3:10 p.Rules and Procedures: 1. 10. 3. email or visiting the school. 3. **Appropriate behavior will result in positive consequences (class rewards. If I encounter any electrical devices. Check the schedule outside my room if you have questions. Jennifer Buchkovich jbuchkovich@unitedsd. Phone call to parents. You will be given three emergency trips to the restroom each quarter. There may be a few opportunities to work on other homework. Consequences 1. 5. but I will announce to the class when those opportunities arise. Contact Information: Parents may contact me by phone. Use the restroom before class. Detention. No electrical devices of any kind are permitted in the classroom (cell phones and cameras included). 5. Bring all materials to class daily. 4. 2. 2. I have hall duty between classes and expect you to be ready to work when I enter the room. 7. Students are not permitted to have food in the classroom. I may also be available during my duty period which is period 4.m. Be an attentive listener and learner. Students are not permitted to have drinks in the classroom (see handbook. 6. M-F Period 1 Period 4 *Course Syllabus is Subject to Change at Teacher Discretion 3 . p. Gum is permitted if chewed quietly. No talking during announcements. detention will be assigned.

b. Find the slope of a line passing through two points. They also must describe a method for classifying a function as even. c. b. 3. Estimate a limit using a numerical or graphical approach. (20 days) 1. Write the equation of a line with a given pint and slope. Understand what calculus is and how it compares to precalculus. c. Linear Models and Rates of Change a. Develop and use a strategy for finding limits. Evaluate a limit using the Squeeze Theorem. quadratic. c. c. d. d. Prerequisite Chapter . A Preview of Calculus a. Fit a linear. Sketch graph of an equation. 4. Study and use a formal definition of a limit. e. Evaluating Limits Analytically a. Continuity and One-Sided Limits Activity: Students will use their graphing calculators to determine whether given functions are continuous over given intervals. Chapter 1 – Limits and Their Properties. b. 4. Evaluate a limit using dividing out and rationalizing techniques. Test a graph for symmetry with respect to an axis and the origin. e. Graphs and Models a. b. Write equations of lines that are parallel or perpendicular to a given line. Finding Limits Graphically and Numerically a. Determine continuity at a point and continuity on an open interval. c. Fitting Models to Data a. 2. or neither by inspecting the equation. Determine one-sided limits and continuity on a closed interval. Learn different ways that a limit can fail to exist.Course Outline The indicated time spent is an estimate as classroom discussions and investigations often guide the depth of certain topics. d. d. b. Interpret mathematical models for real-life data. odd. or a trigonometric model to a real-life data set. Identify different types of transformations of functions. Find the points of intersection of two graphs. or neither. Sketch the graph of a linear equation in slope-intercept form. Find the intercepts of a graph. e. Infinite Limits 4 .Preparation for Calculus (5 days) 1. Understand and use the Intermediate Value Theorem. c. Classify functions and recognize combinations of functions. d. c. odd. 3. Sketch the graph of a function. Understand that the tangent line problem is basic to calculus. b. b. 5. 2. Use properties of continuity. Functions and Their Graphs Activity: Students will use their graphing calculator to determine whether given functions are even. Find the domain and range of a function. Evaluate a limit using properties of limits. a. a. Use function notation to represent and evaluate a function. Understand that the area problem is also basic to calculus. Interpret slope as a ratio or as a rate in real-life applications.

They are then asked to compare their results and comment on which method is simpler. a. a. or Sum and Difference Rules. Use implicit differentiation to find the derivative of a function. Find and sketch the vertical asymptotes of the graph of a function. 4.Find the derivative of a function using the Constant Rule. 3. Switching the x and y roles and graphing the two resulting equations and 2. b. Understand the definition of extrema of a function on an interval. d. a. Basic Differentiation Rules and Rates of Change Activity: Students will collect poition data using a CBR. Determine infinite limits from the left and from the right. Rolle's Theorem and the Mean Value Theorem a. 5 . Setting the graphing calculator to parametric mode and graphing the equations. Find the derivative of the sine function and of the cosine function. c. Implicit Differentiation Activity: Students are asked to graph an implicit equation using two methods: 1. Find the derivative of a function using the Product Rule or Quotient Rule. Use the limit definition to find the derivative of a function. once c has been identified analytically as not being in the domain of the function. Find the slope of the tangent line to a curve at a point. Understand the definition of relative extrema of a function on an open interval. 5. b. Activity: Students are given several graphs of optical illusions in which lines intersect families of curves. Find the derivative of a trigonometric function. They will then try to match a given velocity graph and sketch the corresponding poistion graph. the lines appear to be curved. The Derivative and the Tangent Line Problem Activity: Students will use their graphing calculator to graph a give polynomial function as well as several linear functions. Understand the relationship between differentiability and continuity. Find the derivative of a trigonometric function using the Chain Rule. c. if any. a. Power Rule. Related Rates a. The Chain Rule *Students are asked to find the derivative of a function using both the Product/Quotient Rules and the Chain Rule. 2. Chapter 3 – Applications of Differentiation (35 days) 1. b. Find a higher-order derivative of a function. They will use the LIST feature of the TI-83 to reinforce the idea of velocity being the rate of change of position with respect to time at all points. Students will conclude the activity by deciding if the graph has a tangent line at a given point and then explaining their reasoning. b. a. Find a related rate. b. Use derivatives to find rates of change. The Product and Quotient Rules and Higher-Order Derivatives a.*Students will use their graphing calculators to find the limit of a function as it approaches some number c. Use related rates to solve real-life problems. 6. of the given lines appear to be tangent to the polynomial function at a predetermined point and then explain their reasoning. The students are also given the equations for the for the families of curves and asked to find dy/dx for indicated values of x and y. c. Understand and use Rolle's Theorem. b. b. In each case. Constant Multiple Rule. b. Find the derivative of a function using the General Power Rule. 2. Find extrema on a closed interval. Distinguish between functions written in implicit form and explicit form. Extrema on an interval a. c. d. They must then determine which. Chapter 2 – Differentiation 25 days) 1. Simplify the derivative of a function using algebra. Find the derivative of a composite function using the Chain Rule.

dy. Area a. Antiderivatives and Indefinite Integration a. d. Integration by Substitution 6 . Understand and use the Mean Value Theorem for Integrals. 4. c. a. Find a particular solution of a differential equation. 8. differentiability. 7.b. b. b. d. 6. Concavity and the Second Derivative Test a. Once their group has come to a decision they will be required to write an explanation of their reasoning. Limits at Infinity a. d. Evaluate a definite integral using the Fundamental Theorem of Calculus. Solve applied minimum and maximum problems. Use indefinite integral notation for antiderivatives. of the graph of a function. "delta" y. Find the differential of a function using differentiation formulas. c. they will determine if the converse is true. Find the average value of a function over a closed interval. b. Understand the definition of a Riemann sum. c. Apply the Second Derivative Test to find relative extrema of a function. 5. Compare the value of the differential. 2. d. Once they are able to view the graph of the function. Approximate the area of a plane region. Determine the horizontal asymptotes. Determine intervals on which a function is increasing or decreasing. A Summary of Curve Sketching a. 5. Increasing and Decreasing Functions and the First Derivative Test Activity: Students will find the relative extrema of a given function over a given interval by applying the First Derivative Test. Determine (finite) limits at infinity. Find the area of a plane region using limits.b]. including examples. Apply the First Derivative Test to find relative extrema of a function. they will then be required to use the TI-83 to graph the given function. Understand the concept of a tangent line approximation. with the actual change in y. c. b. Optimization Problems a. b. b. Use sigma notation to write and evaluate a sum. Understand the concept of area. 4. Understand and use the Mean Value Theorem. After the students find the extrema using this analytic approach. then f is integrable on [a. Estimate a propagated error using a differential. 9. Newton's Method a. c. Differentials a. Determine infinite limits at infinity. Use basic integration rules to find antiderivatives.b]. Understand and use the Second Fundamental Theorem of Calculus. In small groups. 3. if any. The Fundamental Theorem of Calculus a. c. Evaluate a definite integral using limits. Write the general solution of a differential equation. Approximate a zero of a function using Newton's Method. They will also be required to describe the relationship among continuity. Chapter 4 – Integration (25 days) 1. Analyze and sketch the graph of a function. 3. b. a. and integrability. Riemann Sums and Definite Integrals Activity: Students will investigate the converse of the following theorem: "If a function f is continuous on the closed interval [a. c. Determine intervals on which a function is concave upward or concave downward. Evaluate a definite integral using properties of definite integrals. students will be required to use the zoom and trace features to estimate the relative extrema in order to compare their analytic solutions to their graphical approximations. b. Find any points of inflection of the graph of a function.

Students must turn in a paragraph or two on their observations of each pair of graphs. c. Integrate natural exponential functions. b. Next. Determine whether a function has an inverse function. Define exponential functions that have bases other than e. Develop properties of the six inverse trigonometric functions. d. b. 9. Develop properties of the natural exponential function. Numerical Integration a. c. Exponential Functions: Differentiation and Integration a. c. Use a change of variables to evaluate a definite integral. Use a change of variables to evaluate an indefinite integral. Develop properties of hyperbolic functions. Recognize and solve homogeneous differential equations. b. 3. They will then use their explanations to write the inverse function of each given function. b. Review the basic differentiation formulas for elementary functions. students will use the TI-83 to graph each function and its inverse in the same "square" viewing window. The Natural Logarithmic Function: Integration a. 6. Find the derivative of an inverse function. Review the basic integration formulas involving elementary functions. Develop and use properties of the natural logarithmic function. Analyze the approximate error in the Trapezoidal Rule and in Simpson's Rule. Use separation of variables to solve a simple differential equation. 4. c. 10. Differentiate natural exponential functions. b. Use the Log Rule for Integration to integrate a rational function. c. Hyperbolic Functions a. c. 7. 6. Use a differential equation to model and solve an applied problem. Differential Equations: Separation of Variables a. Inverse Trigonometric Functions: Differentiation a. 2. 8. Integrate functions whose antiderivatives involve trigonometric functions. Use exponential functions to model compound interest and exponential growth. Use the General Power Rule for Integration to evaluate an indefinite integral. and Other Transcendental Functions (35 days) 1. Use exponential functions to model growth and decay in applied problems. Inverse Trigonometric Functions: Integration a. Chapter 5 – Logarithmic. Inverse Functions Activity: Students will be required to explain how to "undo" several given functions. Use initial conditions to find particular solutions of differential equations. Verify that one function is the inverse of another function. Use pattern recognition to evaluate an indefinite integral. e. a. b. 5. Find derivatives of functions involving the natural logarithmic function. Bases Other than e and Applications a. Evaluate a definite integral involving an even or odd function. b. c. Differential Equations: Growth and Decay a. Use the method of completing the square to integrate a function. Understand the definition of the number e. Integrate trigonometric functions. Differentiate and integrate exponential functions that have bases other than e.a. b. Exponential. Recognize and solve differential equations that can be solved by separation of variables. Develop properties of inverse hyperbolic functions. Differentiate and integrate hyperbolic functions. Approximate a definite integral using Simpson's Rule. b. c. b. c. d. Approximate a definite integral using the Trapezoidal Rule. 7 . b. c. The Natural Logarithmic Function: Differentiation a. b. Differentiate an inverse trigonometric function.

Understand the definition of mass. Centers of Mass. e. Find the volume of a solid of revolution using the disk method. and Centroids Activity: Students will cut an irregular shape from a piece of cardboard. Use the Theorem of Pappus to find the volume of a solid of revolution. Volume: The Shell Method a. 5. b. Find the arc length of a smooth curve. b. 4. b. First. d. Find the volume of a solid of revolution using the shell method. Compare the uses of the disk method and the shell method. Differentiate and integrate functions involving inverse hyperbolic functions. making necessary measurements and numerically approximating the centroid. 7. Find the work done by a constant force. Describe integration as an accumulation process. Find the area of a region between intersecting curves using integration. Find the center of mass in a planar lamina. b. Work a. a. 2. Fluid Pressure and Fluid Force a. Find the volume of a solid of revolution using the washer method. Chapter 6 – Applications of Integration (25 days) 1. c. Next. Area of a Region Between Two Curves a.d. Find the work done by a variable force. Find the center of mass in a one-dimensional system. Find the area of a surface of revolution. Find the area of a region between two curves using integration. 6. they will find the centroid by holding a pencil point vertically and moving the object on the pencil point until the centroid is located. Arc Length and Surfaces of Revolution a. they will divide the object into representative elements. Moments. Finally. c. Volume: The Disk Method a. c. students will compare their results and present their findings to the class. Find the volume of a solid with known cross sections. 3. Find fluid pressure and fluid force. b. Find the center of mass in a two-dimensional system. b. 8 .


where. and how many hours per week (on average) do you work? What are your plans for the future (if you have any yet)?_______________________________________________ Name two things I should especially know about you.STUDENT INFORMATION SHEET Name:________________________________________________________________________________________________ Home Phone________________________________________ Birth date_______________________________________ Address:______________________________________________________________________________________________ Parent Guardian First and Last Name(s)______________________________________________________________ Parent/Guardian Work Phone and/or Cell Phone______________________________________________________ What grade do you expect to get from this class?_______________________________________________________ Are you taking any other math classes this year? If yes.No If you do have Internet access. which class(es)?_______________________________ Do you have a computer available for your use at home? Yes . what type is it? Dial-Up .No Do you have access to the Internet at home? Yes .High Speed Name some of your interests/hobbies:_________________________________________________________________ What extracurricular activities do you participate in at United?________________________________________ Do you have a job? If so._________________________________________________ 10 .