Syllabus – BC Calculus
2010-2011 School Year
Course Description
The calculus class that is offered is equivalent to the typical first and second semester
calculus course that every college in the country offers. Upon completion of this course you
can earn up to 10 hours of college credit. You will use a college textbook and cover all the
same material that you would cover in college. It will be demanding, both mentally and
with regard to the amount of homework you will have. It is the first real college class
that you will encounter - - be prepared for everything that this means. You will be
challenged, but you will also feel a sense of accomplishment when it is over. It is
required that you have a graphing calculator for this class. Any calculator on the
accepted list on the AP website may be used; however, the calculator of choice will
be the TI-83 plus.
Course Test
James Stewart, Thomas. Calculus – Early Transcendentals Single Variable.
Brooks/Cole, 2003 (5th edition)
References
Kamischke, Ellen. A Watched Cup Never Cools – Lab Activitites for Calculus &
PreCalculus. Berkeley, CA: Key Curriculum Press, 1999.
Adams, Colin, Hass, Joel, and Thompson, Abigail. How To Ace Calculus – The
Streetwise Guide. New York: W.H. Freeman and Company, 1998.
Adams, Colin, Hass, Joel and Thompson, Abigail. How to Ace the rest of Calculus – The
Streetwise Guide. New York: W.H. Freeman and Company, 1988.
Technology Resources
Gough, Sam at al. Work Smarter Not Harder – Calculus Labs for the TI-82 and
TI-83. Andover, Mass.: Venture Publishing, n.d.
AP Central Web Site
apcentral.collegeboard.com
Videos
Video Tutorial Service – Calculus. Larson, Hostetler & Edwards, 4 th edition, 1990.
This is a 13 part videocassette series that may be borrowed to help reteach a topic or
to help a student who has been absent.
Calculus – Student Express. Prentice Hall, 2007.
This is an interactive textbook that may be borrowed to help reteach a topic to help
a student who has been absent.
Grades
1. Semester exams are worth 20% of semester grades.
2. Each nine- week grade is worth 40% of the semester grade.
3. Course nine weeks are determined by the weight of 60% on tests and 40% on
quizzes, labs, or daily assessments.
4. Grades will be assigned according to this scale:
100 – 93.0 A 76.0 – 73.0 C
92.0 – 90.0 A- 72.0 – 70.0 C-
89.0 – 87.0 B+ 69.0 – 67.0 D+
86.0 – 83.0 B 66.0 – 63.0 D
82.0 – 80.0 B- 62.0 – 60.0 D-
79.0 – 77.0 C+ 59 below F
First Semester
Chapter 2 – Limits (2 Weeks)
Informal concept of a Limit – numerically and graphically
Formal , definition of a Limit
Limit Laws
Strategies for solving limit problems – Direct substitution, factoring, rationalizing,
trigonometric substitution, and the squeeze theorem
One-sided Limits
Continuity
Types of Discontinuities – Removable and Nonremovable
Intermediate Value Theorem
Limits at Infinity; Horizontal Asymptotes
Chapter 3 - Derivatives (6 weeks)
Definition of Derivatives – An overview of Derivatives (Section 2.7)
Derivative at a point - limit definition of derivative, alternative form (Section 2.8)
Derivative as a function – introduction to graphing of f '( x) (Section 2.9)
Writing equations of tangent lines (Section 2.7-2.9)
Note: Tanimate is a calculator program developed by Sam Gough that gives a good visual
representation of drawing tangent lines to a curve at a given point. This program
will also plot points on the derivative graph.
Application of Derivatives
Displacement
Average velocity
Instantaneous velocity
Position function
Acceleration
Horizontal motion
Vertical motion
Total distance traveled – schematic picture
Determine when a particle is speeding up and slowing down
More on Derivatives
Determine when a function is differentiable.
Sketch a derivative graph from an original function – revisit the Tanimate program and
talk about the built in features on the TI-83 plus.
Differentiation Rules – prove and apply these rules
Derivatives of Polynomial Functions – constant functions, power rule, constant multiple
rule, sum rule, difference rule, derivative of the natural exponential function
Normal line
Product rule
Quotient rule
Derivatives of Trigonometric Functions
Revisit Squeeze Theorem
Rates of Change in the Natural and Social Sciences
Revisit horizontal and vertical motion – now that we know the “short cut”
Differentiation Rules
Chain rule – prove and apply
Implicit differentiation
Inverse Trigonometric Functions – prove and apply
Higher Derivatives
Functions – algebraic and trigonometric
Implicit
Graphs
Derivatives
Logarithmic Functions
Use the Law of Logarithms to solve problems
Application of Derivatives
Related Rates
Tootsie Roll Pop Lab (see Student Activity # 1)
Linear Approximation
Differentials
Error – propagated, relative, and percentage
Chapter 4 -Application of Derivatives (3 weeks)
Absolute Extrema
Relative Extrema
Endpoint Extrema
Critical Numbers
Extreme Value Theorem
Rolle’s Theorem – “Story Time” - A”Rolle Coaster”
Mean Value Theorem
Application of Derivatives
Increasing/ Decreasing Test
First Derivative Test
Concavity Test
Inflection Point
Second Derivative Test
Calculus Derivative Cards (see Student Activity # 2 )
Application of Derivatives
Review of Indeterminate Forms and L’Hospital’s Rule
Summary of curve sketching - CSI Graph Investigation (see Student Activity # 3)
Optimization Problems - Popcorn Box ( see Student Activity # 4)
Newton’s Method
Chapter 5 - Integrals (4 weeks)
Antiderivatives ( Section 4.10)
Introduction to Slope Fields(Section 4.10)
Definite Integrals
Riemann Sum – Left/Right/Midpoint Rectangle Approximation Method ( see Student
Activity # 5)
Definite Integral – properties
Fundamental Theorem of Calculus – “Story Time” – Fable of a King and a Goat
Mean Value Theorem for Integrals
Average Value of a Function
Second Fundamental Theorem of Calculus
Indefinite Integrals- Net Change Theorem
Substitution Rule – “Story Time” – Star Player
Natural Logarithm Functions
Distance/ Displacement – Car Lab (see Student Activity # 6)
Trapezoidal Rule
Chapter 9 – Differentials Equations (2 weeks)
Applications of Integrals
Growth and Decay
Revisit Slope Fields
Euler’s Method
Separation of Variables
The Logistic Equation
Second Semester
Chapter 6 – Applications of Integration (2 weeks)
Area Between Two Curves
Disc Method
Washer Method
Note: Students will be given the opportunity to visually understand the
solids of revolution material by working with a calculator program Work
Smarter Not Harder written by Sam Gough.
Cross-Sections
Shell Method
Work
Chapter 7 -Techniques of Integration (3 weeks)
Inverse Trigonometric Integrals
Integration by Parts
Trigonometric Integrals
Trigonometric Substitution
Integration of Rational Functions by Partial Fractions
Strategy for Integration
Approximate Integration – Simpson’s Rule and Error Formula
Improper Integrals
Chapter 8 -Applications of Integrations (2 weeks)
Arc Length
Area of Surface of Revolution
Application of integration in physical, biological and economic contexts
Chapter 10 - Parametric Equations and Polar Coordinates (2weeks)
Curves Defined by Parametric Equations
Calculus with Parametric Curves
Polar Coordinates - (see Student Activity #7)
Area and Lengths in Polar Coordinates
Chapter 11 – Infinite Sequences and Series (5 weeks)
Sequences
Series
Infinite Series – “Story Time” – “Bath Tub Analogy”
Harmonic Series
The Integral Test
P-series
Remainder Estimate for the Integral Test
The Comparison Test
The Limit Comparison Test
Alternating Series
Alternating Series Estimation Theorem
Absolute Convergent
Conditionally Convergent
The Ratio Test
The Root Test
Strategy for Testing Series
Power Series
Radius and Interval of Convergence
Taylor Series
Maclaurin Series
Application of Taylor Polynomials
Chapter 13 – Vector Functions and Space Curves (2Weeks)
Vector Functions and Space Curves
Derivative and Integrals of vector functions
Arc Length and Curvature
Motion in Space – Velocity and Acceleration
Review for AP Test –
1. Movie – Stand and Deliver
2. Students will be given topics that they will have to
review and discuss with their classmates thru
presentations.
3. As we review the curriculum that was covered this year
we will work on free-response and multiple choice
problems from the AP Calculus Released Exams.
Student Activities
1. Students will be given a Tootsie Roll Pop and asked to determine the rate of change
of the volume of a Tootsie Roll Pop. Students will collect data and use their math
modeling skills to help determine the rate of change of the radius. The lab will
require the use of excel to give a visual picture of their data. Students will write this
lab in paragraph form and describe the procedures of the lab, including any
difficulties that were encountered as well as a comparison of their result to that of a
well- known calculus text. This lab allows the students to use their graphing
calculator to interpret their results and use this information to support their
conclusion.
2. This activity contains 16 sets of 4 cards. Each set contains a card showing the
original function, one card showing the derivative of the function, one card
describing the features of the original function, and one card describing the features
of the derivative of the function. Once the cards are shuffled, they are distributed to
the student in the class. Students will receive more than one card. It is their job to
circulate around the room and with the help of their classmates correctly assemble
all 16 sets.
3. Working in groups of 3 or 4, students will be asked to construct the graph of a
function given clues about the first and second derivative of a function. The activity
consists of eight envelopes containing clues about each function.
4. Each student is given a plain sheet of white paper and instructed to construct an
open top popcorn box of maximum volume that will be formed by cutting equal
squares from the corners and turning up the sides. The goal is to see whose box will
hold the most popcorn on movie day.
5. Students will be guided through a written lab that allows them to discover the use of
inscribed and circumscribed rectangles as a strategy for finding area of a region.
Students will also use a calculator program developed by Sam Gough called RSUM
that will allow them to visually see and compare the use of a few rectangles to
determine area of a region and what happens when you use many rectangles to
determine the area of the same region.
6. The purpose of this activity is to allow students to test the notion that area under a
velocity curve gives the total distance traveled. They will work in groups of 3 or 4
and collect data while riding in a car. They will develop a graph that corresponds
time and velocity and use this information to determine if their odometer reading
matches their calculus method of finding the distance traveled. This lab allows the
student to use their graphing calculator to interpret their results and use this
information to support their conclusion.
7. The purpose of this activity is to help the students review the graphing of polar
equations. The students will be using their calculators to help them graph in polar
mode. They will look at the data they have collected and try to make some
generalizations about graphing in this mode.
Student Evaluation
Students are encouraged to form study groups on their own. There are many take-home
activities, labs, and homework assignments, where it is encouraged to work with a classmate. I
feel that a student truly understands the material if they can explain it to someone else.
Tests are given about every two to three weeks. All calculators will be cleared before each
test. The final exams are set up similar to the AP test with a calculator being allowed on a
portion of the test.
Calculator
The graphing calculator is used almost daily in my classroom. The students use a variety of
calculator programs to help give them a better understanding of the new concept. I use a
program to help explain slope of a tangent line, Riemann Sum, slope fields and solids of
revolutions. The students are taught to use their calculators to find a root, sketch a desired
function in its restricted domain, approximate the graphs derivative at a certain point, and to
approximate the value of a definite integral. My students are also given many opportunities to
use their graphing calculator to interpret their data and then to drawn a conclusion based on
their findings (see student activity 1 and 6).
Teaching Strategies
Our school is on a block schedule that allows me to meet with my students for 85 minutes
every other day. I normally start my class with a beginning activity. This could be an old AP
question or and activity out of the James Stewart supplement Instructor’s Guide for AP
Calculus. I feel that I have the time to allow my students to discover many concepts on their
own. We study the theory of calculus as well as use the technology that is available to us.
