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.

Much of calculus depends on an understanding of a concept taught in a previous lesson. Students are encouraged to form study groups and tutor themselves. Calculator Ideas: The use of a graphing calculator in AP Calculus is considered an integral part of the course. Students should be using this technology on a regular basis so that they become adept at using their graphing calculators. 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. (Excerpt taken from the College Board, Calculus Course Description.) You must have a graphing calculator that fits the following requirements (preferably a TI84 or TI-89.) 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, and Numerically calculate the value of a definite integral. The following sample activities demonstrate ways to help students gain an increased understanding of calculus.

Limits
If your calculator has a table feature, it can be used to zoom in on a limit numerically. For example, to find:

we view the values of the function from x-values from 1.5 to 2.5 with an increment step of 0.1. At x = 2 the table records error or not defined. Students should see that the y-values seem to follow a pattern. Redo the process beginning at 1.9 with a step size of 0.01, and observe that the y-values are converging to 0.25. The process can be repeated with smaller and smaller steps. The limit can also be shown visually by graphing the function in a window that has a pixel step of 0.1. Trace the function beginning at x = 1. Each step shows the corresponding x- and y-coordinates, but at x = 2, the y-coordinate disappears. It reappears when the tracing continues at x = 2.1. Students can see graphically that the ycoordinates cluster at about 0.25 as x is near 2. For comparison, do the same exploration with

This function is also undefined at x = 2, but the y-values do not converge as x approaches 2. Instead, the values explode, giving students a numerical look at asymptotic behavior.

The Derivative of the Sine Function (This activity works well on

an overhead display.) Graph the function y = sin x in a standard trigonometric viewing window. 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. (The slope values are clearly zero at the turning points and can be estimated to be +1 or -1 at the x-intercepts. A few more estimates will enable students to guess the curve.) Students should see that the slope curve follows the path of the cosine function. To test this conjecture, graph the numerical derivative of the sine in the same window. Then graph the cosine function and note that the two graphs are superimposed. 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. To achieve this goal, students will gain a thorough understanding of the topics covered in the course outline. 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. 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, numerically, and algebraically

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 Eulers Method (Quiz on this section) Antidifferentiation by Substitution Exponential Growth and Decay Logistic Growth Test

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 LHpitals Rule (May be covered previous to the AP Exam) Additional Projects Grading:

Daily Quizzes: There will be a daily quiz most days. It will consist of 3 questions and will be completed independently at the beginning of the period. Each quiz will be worth 9 points and the top 12 quizzes in a quarter will be counted. Tests: There will be a test at the conclusion of each chapter. Each test will be worth 100 points. There will be a non-calculator section and calculator section to every test. Quizzes: There will not be many regular quizzes. When we do have a quiz it will be worth 25 points. Expect a quiz on Chain Rule, Optimization, Slope Fields, and Volumes. Homework: Daily homework will be assigned every day. It will not be formally graded, unless students are not completing the homework. This is to prepare students for typical first and second year college math courses. Spirals: Spirals are take home quizzes that review material throughout the course. Each spiral is worth 20 points. Students will receive a spiral every 2-3 weeks. Spirals will be assigned on Mondays or Tuesdays and due on Friday (regardless of whether the class meets). If they are turned in on Wednesday you will receive 2 bonus points and on Thursday 1 bonus point. You may work with other students. You must show work. Projects: Projects will be worth 30-40 points. There will be at least 4 projects. Portfolios: Due around the end of first semester and near the end of the year.

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