CURRICULUM

Calculus 12
 SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
ESTIMATED INSTRUCTIONAL TIME
Calculus 12 has been developed assuming that teachers have 100 instructional hours available to
them. The following chart shows the estimated instructional time for each curriculum suborganizer,
expressed as a percentage of total time available to teach the course.

Calculus 12

Organizer (Suborganizer) % of Time

Problem Solving Integrated Throughout

Overview and History of Calculus Integrated Throughout

Functions, Graphs, and Limits (Functions and their Graphs)(Limits) 10 - 15

The Derivative (Concept and Interpretations) 10 - 15

The Derivative (Computing Derivatives) 15 - 20

Applications of Derivatives
15 - 20
(Derivatives and the Graph of the Function)

Applications of Derivatives (Applied Problems) 20 - 25

Antidifferentiation (Recovering Functions from their Derivatives) 5 - 10

Antidifferentiation (Applications of Antidifferentiation) 10 - 15

When delivering the prescribed curriculum, teachers may freely adjust the instructional time to meet
their students’ diverse needs. These estimated instructional times have been recommended by the IRP
writers to assist their colleagues; they are suggestions only.

191
CALCULUS 12 • Problem Solving

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Problem solving is a key aspect of any mathematics
It is expected that students will use a variety of
course. Working on problems can give students a
methods to solve real-life, practical, technical,
sense of the excitement involved in creative and
and theoretical problems.
logical thinking. It can also help students develop
It is expected that students will: transferable real-life skills and attitudes. Problems
may come from various fields, including algebra,
• solve problems that involve a specific content
geometry, and statistics. Multi-strand and
area (e.g., geometry, algebra, trigonometry
interdisciplinary problems should be included
statistics, probability)
throughout Calculus 12.
• solve problems that involve more than one
content area • Introduce new types of problems directly to
• solve problems that involve mathematics students (without demonstration) and play the role
within other disciplines of facilitator as they attempt to solve such
• analyse problems and identify the significant problems.
elements • Recognize when students use a variety of
• develop specific skills in selecting and using approaches (e.g., algebraic and geometric
an appropriate problem-solving strategy or solutions); avoid becoming prescriptive about
combination of strategies chosen from, but not approaches to problem solving.
restricted to, the following: • Reiterate that problems might not be solved in one
- guess and check sitting and that “playing around” with the
- look for a pattern problem-revisiting it and trying again-is sometimes
- make a systematic list needed.
- make and use a drawing or model • Frequently engage small groups of students (three
- eliminate possibilities to five) in co-operative problem solving when
- work backward introducing new types of problems.
- simplify the original problem • Have students or groups discuss their thought
- develop alternative original approaches processes as they attempt a problem. Point out the
- analyse keywords strategies inherent in their thinking (e.g., guess and
• demonstrate the ability to work individually check, look for a pattern, make and use a drawing
and co-operatively to solve problems or model).
• determine that their solutions are correct and • Ask leading questions such as:
reasonable - What are you being asked to find out?
• clearly communicate a solution to a problem - What do you already know?
and justify the process used to solve it - Do you need additional information?
• use appropriate technology to assist in - Have you ever seen similar problems?
problem solving - What else can you try?
• Once students have arrived at solutions to
particular problems, encourage them to generalize
or extend the problem situation.

192
 CALCULUS 12 • Problem Solving

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Students analyse problems and solve them using a
variety of approaches. Assessment of problem-solving Please see the introduction to Appendix B for a
skills is made over time, based on observations of many list of suggested utility software that supports
situations. this course.

Observe The Western Canadian Protocol Learning

• Have students present solutions to the class Resource Evaluation Process has also identified
individually, in pairs, or in small groups. Note the numerous teacher resources and professional
extent to which they clarify their problems and how references. These are generally cross-grade
succinctly they describe the processes used. planning resources that include ideas for a
variety of activities and exercises.
Question
• To check the approaches students use when solving These resources, while not part of the Grade
problems, ask questions that prompt them to: Collections, have Provincially Recommended
- paraphrase or describe the problem in their status.
- own words Appendix B includes an annotated bibliography
- explain the processes used to derive an answer of these resources for ordering convenience.
- describe alternative methods to solve a problem
- relate the strategies used in new situations
- link mathematics to other subjects and to the
world of work

Collect
• On selected problems, have students annotate their
work to describe the processes they used.
Alternatively, have them provide brief descriptions
of what worked and what did not work as they
solved particular problems.

Self-Assessment
• Ask students to keep journals to describe the
processes they used in dealing with problems. Have
them include descriptions of strategies that worked
and those that did not.
• Develop with students a set of criteria to self-assess
problem-solving skills. The reference set Evaluating
Problem Solving Across Curriculum may be helpful
in identifying such criteria.

193
CALCULUS 12 • Overview and History of Calculus (Overview of Calculus)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Students will quickly come to realize that calculus is
It is expected that students will understand that very different from the mathematics they have
calculus was developed to help model dynamic previously studied. Of greatest importance is an
situations. understanding that calculus is concerned with change
It is expected that students will: and motion. It is a mathematics of change that enables
scientists, engineers, economists, and many others to
• distinguish between static situations and model real-life, dynamic situations.
dynamic situations
• identify the two classical problems that were • The concepts of average and instantaneous velocity
solved by the discovery of calculus: are a good place to start. These concepts could be
- the tangent problem related to the motion of a car. Ask students if the
- the area problem displacement of the car is given by f(t), what is the
• describe the two main branches of calculus: average velocity of the car between times t = t1 and
- differential calculus t = t2 , and the instantaneous velocity at t = t1? Point
- integral calculus out that calculus is not needed to determine the
f (t2 ) − f (t1 )
• understand the limit process and that calculus average velocity , but is needed to
t2 − t1
centers around this concept determine the velocity at t1 (the speedometer
reading).
• As a way of solving the tangent problem (i.e., the
need for two points and the fact that only one point
is available), create a secant line that can be moved
toward the tangent line. Ask students if they can
move the secant line towards the tangent line using
algebraic techniques.
• Ask students to determine the area under a curve by
estimating the answer using rectangles. Introduce
the concept of greater accuracy when the rectangles
are of smaller and smaller widths (the idea of limit).
• Present the following statement for discussion:
1 1 1
1+ + + + ... = 2
2 4 8
Use geometry to illustrate the relationship between
the left-hand and right-hand sides.

194
 CALCULUS 12 • Overview and History of Calculus (Overview of Calculus)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

To demonstrate their achievement of the outcomes for
this organizer, students need opportunities to engage in Print Materials
open-ended activities that allow for a range of
responses and representations. • Calculus: Graphical, Numerical, Algebraic
Although formative assessment of students’ pp. 83-85, 95, 190, 262, 272-273,375
achievement of the outcomes related to this organizer • Calculus of a Single Variable Early
should be ongoing, summative assessment can only be Transcendental Functions, Second Edition
carried out effectively toward the end of the course, pp. 57 - 61, 63
when students have sufficient understanding of the • Single Variable Calculus Early
details of calculus to appreciate the “big picture.” Transcendentals, Fourth Edition
Ch. 2 (Section 2.2)
Self-Assessment pp. 3-4, 6-9, 85, 351
• Work with the students to develop criteria and rating
systems they can use to assess their own descriptions
of the two main branches of calculus. They can Multimedia
represent their progress with symbols to indicate
when they have addressed a particular criterion in • Calculus: A New Horizon, Sixth Edition
their work. Appropriate criteria might include the pp. 2, 112, 114, 375
extent to which they: • Calculus of a Single Variable, Sixth Edition
- make connections to other branches of Ch. 1 (Section 1.1)
mathematics Ch. 4 (Section 4.2, 4.3
- demonstrate understanding of the classical pp. 41-45, 91, 265
problems
- consider the different attempts to solve the
classical problem(s)
- explain the significance of limits with reference to
specific examples
- accurately and comprehensively describe the
relationship between integral and differential
calculus (methodology and purpose)

195
CALCULUS 12 • Overview and History of Calculus (Historical Development of Calculus)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Students gain a better understanding and appreciation
It is expected that students will understand the for this field of mathematics by studying the lives of
historical background and problems that lead to principal mathematicians credited for the invention of
the development of calculus. calculus, including the period in which they lived and
It is expected that students will: the significant mathematical problems they were
attempting to solve.
• describe the contributions made by various
mathematicians and philosophers to the • Conduct a brief initial overview of the historical
development of calculus, including: development of calculus, then deal with specific
- Archimedes historical developments when addressing related
- Fermat topics (e.g., the contributions of Fermat and Descares
- Descartes to solving the tangent line problem can be covered
- Barrow when dealing with functions, graphs, and limits).
- Newton For additional ideas, see the suggested instructional
- Leibniz strategies for other organizers.
- Jakob and Johann Bernoulli • Encourage students to access the Internet for
- Euler information on the history of mathematics.
- L’Hospital • Ask students to investigate various mathematicians
and the associated periods of calculus development
and to present their findings to the class.
• Point out the connection between integral and
differential calculus when students are working on
the “area under the curve” problem.
• Conduct a class discussion about the contributions of
Leibniz and Newton when the derivative is being
dy
introduced (e.g., the notation for the derivative
dx
and ∫ y dx for the integral are due to Leibniz; the
f ' (x) notation is due to Lagrange).
• Have students research the historical context of the
applications of antidifferentiation. For example:
- The area above the x axis, under y = x2, from x = 0
to x = b is b3/3. Archimedes was able to show this
without calculus, using a difficult argument.
1
- The area problem for y = –– x was still unsolved
th
in the early 17 century. Using antiderivatives,
the area under the curve y = ––1 from t = 1 to
t
t = x is ln x.
- The area under y = sin x, from x = 0 to x = ––, π was
2
calculated by Roberval, without calculus, using a
difficult argument. It can be solved easily using
antiderivatives.

196
 CALCULUS 12 • Overview and History of Calculus (Historical Development of Calculus)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

When students are aware of the outcomes they are
responsible for and the criteria by which their work will Print Materials
be assessed, they can represent their comprehension of
the historical development of calculus more creatively • Calculus: Graphical, Numerical, Algebraic
and effectively. Integrated Throughout
Observe • Calculus of a Single Variable Early
• Have students construct and present a calculus Transcendental Functions, Second Edition
timeline, showing important discoveries and Integrated Throughout
prominent mathematicians. Check the extent to • Single Variable Calculus Early
which students’ work is: Transcendentals, Fourth Edition
- accurate Integrated Throughout
- complete
- clear
Multimedia
Collect
• Ask students to write a short article about one • Calculus: A New Horizon, Sixth Edition
mathematician’s contributions to calculus. The pp. 10-11, 15, 19, 99, 225, 237, 278, 352, 378,
article should describe the mathematical context 638, A3
within which the person lived and worked and the • Calculus of a Single Variable, Sixth Edition
contributions as seen in calculus today. Integrated Throughout
Research
• Use a research assignment to assess students’
abilities to synthesize information from more than
one source. Have each student select a topic of
personal interest, develop a list of three to five key
questions, and locate relevant information from at
least three different sources. Ask students to
summarize what they learn by responding to each of
the questions in note form, including diagrams if
needed. Look for evidence that they are able to:
- combine the information, avoiding duplications
or contradictions
- make decisions about which points are most
important

Peer Assessment
• To check on students’ knowledge of historical figures,
form small groups and ask each group to prepare a
series of three to five questions about the contribution
of a particular mathematician. Have groups exchange
questions, then discuss, summarize, and present their
answers. For each presentation, the group that
designed the questions offers feedback on the extent to
which the answers are thorough, logical, relevant, and
supported by specific explanation of the mathematics
involved.

197
CALCULUS 12 • Functions, Graphs and Limits (Functions and their Graphs)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

With the aid of technology, graphs of functions are
It is expected that students will represent and often easy to produce. The emphasis is on the interplay
analyse rational, inverse trigonometric, base e between the geometric and analytic information and on
exponential, natural logarithmic, elementary the use of calculus both to predict and to explain the
implicit, and composite functions, using observed local and global behavior of a function.
technology as appropriate.
• Prior to undertaking work on functions and their
It is expected that students will: graphs, conduct review activities to ensure that
• model and apply inverse trigonometric, base e students can:
exponential, natural logarithmic, elementary - perform algebraic operations on functions and
implicit and composite functions to solve compute composite functions
problems - use function and inverse function notation
• draw (using technology), sketch and analyse appropriately
the graphs of rational, inverse trigonometric, - determine the inverse of a function and whether it
base e exponential, natural logarithmic, exists
elementary implicit and composite functions, - describe the relationship between the domain and
for: range of a function and its inverse
- domain and range • Give students an exponential function and its
- intercepts inverse logarithmic function. Have them work in
• recognize the relationship between a base a groups, using graphing calculators or computer
exponential function (a > 0) and the equivalent software, to identify the relationship between the
base e exponential function (convert y = ax to two. (e.g., compare and contrast the graphs of
y = ex(1na)) log 2 x and 2 x ).
• determine, using the appropriate method • Emphasize the domain and range restrictions as
(analytic or graphing utility) the points where students work with exponential and natural
f ( x) = 0 logarithmic functions.
• Have students use technology (e.g., graphing
calculators) to compare the graphs of functions such
as:
y = e x and y = ln x
y = e ln x and y = ln e x
y = 3 x and y = e x ln 3
• Similarly apply this procedure to trigonometric and
inverse trigonometric graphs including: sine and
arcsine, cosine and arccosine, and tangent and
arctangent. Emphasize that arcsine x = sin-1 x and
does not mean the reciprocal of sin x.

198
 CALCULUS 12 • Functions, Graphs and Limits (Functions and their Graphs)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

The exponential and natural logarithmic functions
enable students to solve more complex problems in Print Materials
areas such as science, engineering, and finance.
Students should be able to demonstrate their • Calculus: Graphical, Numerical, Algebraic
knowledge of the relationship between natural pp. 12, 16, 23, 36-37, 45-51, 165
logarithms and exponential functions, both in theory • Calculus of a Single Variable Early
and in application, in a variety of problem situations. Transcendental Functions, Second Edition
Observe Ch. 1 (Sections 1.4, 1.5, 1.6)
• Ask students to outline how they would teach a Ch. 4 (Section 4.6)
classmate to explain: pp. 5, 20, 26-27, 41, 51-52, 63, 158, 182
- the inverse relationship between base e • Single Variable Calculus Early
exponential and natural logarithmic functions Transcendentals, Fourth Edition
- the restrictions associated with base e exponential pp. 43-46, 61-63, 69-72, A31-A34
and natural logarithmic, and trigonometric and
inverse trigonometric functions
Note the extent to which the outlines: Multimedia
- include general steps to follow
- use mathematical terms correctly • Calculus: A New Horizon, Sixth Edition
- provide clear examples pp. 49, 57, 240, 242-243, 246, 254, 261, 308
- describe common errors and how they can be • Calculus of a Single Variable, Sixth Edition
avoided Ch. 5 (Section 5.1, 5.4, 5.5, 5.8)
pp. 20, 26, 27, 75, 134, 380
Collect
• Assign a series of problems that require students to
apply their knowledge of the relationship between
logarithms and exponential functions. Check their
work for evidence that they:
- clearly understood the requirements of the
problem
- used efficient strategies and procedures to solve
the problem
- recognized when a strategy or procedure was not
appropriate
- verified that their solutions were accurate and
reasonable

Self-Assessment
• Discuss with students the criteria for assessing
graphing skills. Show them how to develop a rating
scale. Have them use the scale to assess their own
graphing skills.

199
CALCULUS 12 • Functions, Graphs and Limits (Limits)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Students require a firm understanding of limits in order
It is expected that students will understand the to fully appreciate the development of calculus.
concept of limit of a function and the notation
used, and be able to evaluate the limit of a • Although the concept of limit should be introduced
function. at the beginning of the course, particular limits (e.g.,
sin x
lim ) need only be introduced as needed to deal
It is expected that students will: x →0 x
with new derivatives.
• demonstrate an understanding of the concept • Using diagrams, introduce students in a general way
of limit and notation used in expressing the to the two classic problems in calculus: the tangent
limit of a function f ( x ) as x approaches a: line problem and the area problem and explain how
lim f ( x ) the concept of limit is used in the analysis.
x→a
• evaluate the limit of a function • Give students a simple function such as f ( x ) = x 2
- analytically and have them:
- graphically - determine the slope of the tangent line to
- numerically f ( x ) = x 2 at the point (2,4) by evaluating the slope
• distinguish between the limit of a function as x of the secant lines through (2,4) and (2.5, ƒ(2.5)),
approaches a and the value of the function at (2.1, ƒ(2.1)), (2.05, ƒ(2.05)), (2.01, ƒ(2.01)), then
x=a draw conclusions about the value of the slope of
• demonstrate an understanding of the concept the tangent line
of one-sided limits and evaluate one-sided - determine the area under y = x above the x axis
2

limits from x = 0 to x = 2 by letting the number of

• determine limits that result in infinity (infinite rectangles be 4, 8, and 16, then inferring the exact
limits) area under the curve.
• evaluate limits of functions as x approaches • Give students limit problems that call for analytic,
infinity (limits at infinity) graphical, and/or numerical evaluation, as in the
• determine vertical and horizontal asymptotes following examples:
of a function, using limits x2 − 4
- lim
x→2 x − 2
(evaluate analytically)
• determine whether a function is continuous at
x=a sin x
- lim
x →0
(evaluate numerically, geometrically, and
x
using technology)
3x 2 + 5
- lim
x →0 4 − x 2
(evaluate analytically and numerically)

1
- lim = ∞ (draw conclusions numerically)
x→0 x 2

• When introducing students to one-sided limits that

result in infinity, have them draw conclusions about
the vertical asymptote to y = f ( x ) , as in the following
1 1
example: from xlim →3+ x − 3
and xlim
→3− x − 3
, conclude that
1
x = 3 is the vertical asymptote for f ( x ) = .
x−3
• Have students explore the limits to infinity of a
function and draw conclusions about the horizontal
asymptote, as in the following example: because
ex ex
lim x = 1 and because lim x = 0 , y=1 and
x→ ∞ e + 1
+ x→ -∞ e + 1
ex
y=0 are horizontal asymptotes for f ( x ) = x .
e +1

200
 CALCULUS 12 • Functions, Graphs and Limits (Limits)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Limits form the basis of how calculus can be used to
solve previously unsolvable problems. Students should Print Materials
be able to demonstrate their knowledge of both the
theory and application of limits in a variety of problem • Calculus: Graphical, Numerical, Algebraic
situations. pp. 55-61, 65-77
Observe • Calculus of a Single Variable Early
• While students are working on problems involving Transcendental Functions, Second Edition
limits, look for evidence that they can: pp. 63, 72, 75, 84, 96-97, 113, 227-228
- distinguish between the limit of a function and • Single Variable Calculus Early
the value of a function Transcendentals, Fourth Edition
- Identify and evaluate one-sided limits Ch. 2 (Sections 2.2, 2.5, 2.6)
- recognize and evaluate infinite limits and limits at
infinity
- determine any vertical or horizontal asymptote of Multimedia
a function
- determine whether a function is continuous over • Calculus: A New Horizon, Sixth Edition
a specified range or point pp. 115, 118, 120, 122-124, 131, 148, 161
• To check students’ abilities to reason mathematically, • Calculus of a Single Variable, Sixth Edition
have them describe orally the characteristics of limits Ch. 1 (Section 1.2, 1.4, 1.5)
in relation to one-sided limits, infinite limits, limits Ch. 3 (Section 3.5)
at infinity, asymptotes, and continuity of a function.
To what extent do they give explanations that are
mathematically correct, logical, and clearly
presented.

Collect
• Assign a series of problems that require students to
apply their knowledge of limits. Check their work
for evidence that they:
- clearly understood the requirements of the
problem
- used the appropriate method to evaluate the limit
in the problem
- verified that their solutions were accurate and
reasonable

Self-Assess/Peer Assess
• Have students explain concepts such as “limit” and
“continuity” to each other in their own words.

201
CALCULUS 12 • The Derivative (Concept and Interpretations)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

The concept of the derivative can be used to calculate
It is expected that students will understand the instantaneous rate of change. Students can best understand
concept of a derivative and evaluate derivatives this concept if it is presented to them geometrically,
of a function using the definition of derivative. analytically, and numerically. This allows them to make
It is expected that students will: connections between the various forms of presentation.

• describe geometrically a secant line and a • Present an introduction to the “tangent line”
tangent line for the graph of a function at problem by discussing the contribution made by
x=a Fermat, Descartes, Newton, and Leibniz.
• define and evaluate the derivative at x = a as: • Use a graphing utility to graph
f ( a + h) − f ( a) f ( x ) − f ( a) f ( x ) = 2 x 3 − 4 x 2 + 3x − 5 .
lim and lim
h→ 0 h x→a x−a On the same screen, add the graphs of y = x - 5,
• define and calculate the derivative of a
y = 2x - 5, y = 3x - 5. Have students identify which of
function using:
f ( x + h) − f ( x ) these lines appears to be tangent to the graph at the
f ' ( x ) = lim or point (0, -5). Have them explain their answers.
h →0 h
f ( x + ∆x ) − f ( x ) • Sketch a simple parabola y = x2 on the board. Attach a
f ' ( x ) = lim or string at a point and show how it can be moved from
∆x → 0 ∆x
∆y a given secant line to a tangent line at a different point
f ' ( x ) = lim
∆x → 0 ∆x on the graph. Show how the slope of the secant line
• use alternate notation interchangeably to approaches that of the tangent line as ∆x → 0.
dy
express derivatives (i.e., f ' ( x ), , y' , etc.) • Have students calculate the slope of a linear function
dx
• compute derivatives using the definition of at a point x = a (e.g., f ( x ) = 3 x + 2 at x = 1 ), using the
f ( a + ∆x ) − f ( a)
derivative formula ∆lim . Have students use the
x→0 ∆x
• distinguish between continuity and same formula to find the slope of the tangent lines to
differentiability of a function at a point the graph of a non-linear function such as f(x) = x2 - 4
• determine when a function is non- at a = 1, and then find the equation of the tangent lines.
differentiable, and explain why • Ask students to use technology to:
• determine the slope of a tangent line to a - reinforce the result found when using the
curve at a given point definition to calculate the derivative of a function
• determine the equation of the tangent line to - verify that the tangent line as calculated, appears
a curve at a given point to be the tangent to the curve. As an extension,
• for a displacement function s = s(t ) , calculate have students zoom in at the point of tangency
the average velocity over a given time and describe the relationship between the tangent
interval and the instantaneous velocity at a line and the curve
given time • Introduce the differentiability of a function by
• distinguish between average and generating problems that require students to create,
instantaneous rate of change using technology, graphs with sharp turns and
vertical tangent lines.
• Have students work in groups to prepare a
presentation on tangent lines and the use of
mathematics by the ancient Greeks (circle, ellipse,
parabola). Ask them to include an explanation of
how the initial work of the Greeks was surpassed by
the work of Fermat and Descartes and how
previously difficult arguments were made into
essentially routine calculations.

202
 CALCULUS 12 • The Derivative (Concept and Interpretations)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

The concept of the derivative facilitates the solving of
complex problems in fields such as science, Print Materials
engineering, and finance. Students should be able to
demonstrate knowledge of the derivative in relation to • Calculus: Graphical, Numerical, Algebraic
problems involving instantaneous rate of change. pp. 83-85, 95-97, 105-107, 122-124, 152
Observe • Calculus of a Single Variable Early
• As students work, circulate through the classroom Transcendental Functions, Second Edition
and note: pp. 60, 110, 112-117, 123, 125-129, 137, 142, 174,
- the extent to which they relate their algebraic 662, 675
work to their graphing work • Single Variable Calculus Early
- whether they can recognize the declining nature Transcendentals, Fourth Edition
of the x values Ch. 2 (Sections 2.7, 2.8, 2.9)
• Have students develop a table of values to calculate
a “slope predictor” in the parabola y = x2 at a point.
In small groups they can justify the concept of a limit Multimedia
using technology. Higher magnifications will
eliminate the difference in the slope values of secant • Calculus: A New Horizon, Sixth Edition
and tangent lines at a point. Ask one student from Ch. 3
each group to explain this phenomenon, using the pp. 170, 172, 175, 178-180, 186, 187, 353
group’s ‘unique’ sample slope calculation. Note how • Calculus of a Single Variable, Sixth Edition
succinctly they describe the processes used. Ch. 2 (Section 2.1 )
• When students work with technology (e.g., graphing pp. 92-97, 108-109, 166
calculator), check the extent to which they:
- select appropriate viewing windows
- enter the functions correctly
- interpret the results correctly

Question
• Have students explain in their own words the concepts
of average and instantaneous rates of change.

Research
• When students report on the contributions of
various mathematicians to the tangent line problem,
check the extent to which they:
- clearly address key concepts (e.g., explain how
Fermat found the length of the subtangent; how
Descartes found the slope of the normal)
- include careful graphic illustrations

203
CALCULUS 12 • The Derivative (Computing Derivatives)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Knowledge of a variety of techniques for computing the
It is expected that students will determine derivatives of different types of functions allows
derivatives of functions using a variety of students to solve an ever-increasing range of problems.
techniques. To become efficient problem solvers students need to
It is expected that students will: understand when and how to use derivative formulas,
but will also find it useful to memorize some basic
• compute and recall the derivatives of derivatives.
elementary functions including:
d • Point out to students that the derivatives of a few
- ( x r ) = rx r −1 , r is real 1
dx functions (e.g., x2, , x ) will already have been
x
d obtained using the definition of a derivative.
- (e x ) = e x
dx • To help students connect the limit concept to the
d 1 derivative of sin x, demonstrate the details of
- (ln x ) =
dx x d (sin x) = cos x
, using the known fact that
d dx
- (cos x ) = − sin x sin(x + h) = cos x sin h + sin x cos h and that
dx
sin h
d lim = 1. Alternatively, you can provide these
- (sin x ) = cos x h→ 0 h
dx known facts to students and have them work in
d groups to develop the solution.
- (tan x ) = sec 2 x
dx • Have students work in groups to differentiate
d 1 (1 + x )5 (1 − 2 x )7
- (sin −1 x ) = f ( x) = , using two different methods:
dx 1 − x2 x3
1) the chain, product, and quotient rules
d 1
- (tan −1 x ) = 2) logarithmic differentiation
dx 1 + x2
• use the following derivative formulas to Ask students to compare the two methods.
compute derivatives for the corresponding • Demonstrate that the derivatives of functions such as
types of functions: ln x, sin-1 x, and cos-1 x can be found using implicit
−1 dy
d du differentiation. For example, given y = sin x , can
- constant times a function cu = c : dx
dx dx be determined implicitly, as follows:
d du dv - Since y = sin −1 x, then sin y = x
- (u + v ) = + (sum rule)
dx dx dx
dy dy 1
d dv du - Thus cos y = x, which means =
- (uv) = u + v (product rule) dx dx cos y
dx dx dx
- Since cos2 y = 1 − sin 2 y, then cos y = 1 − sin 2 y
du dv
v −u
- d u
( )= dx dx (quotient rule) - Substituting sin y = x, we get cos y = 1 − x 2 .
dx v v2 dy 1 dy 1
- Now substitute this into = to get =
d n du dx cos y dx 1 − x2
- (u ) = nu n −1 (power rule)
dx dx • Although full proof of the chain rule is
• use the Chain Rule to compute the derivative uninformative, a graphing calculator can be used to
dy du dy d
of a composite function: = or show quite persuasively that for example (sin 3 x )
dx dx du dx
d ought to be 3 cos 3x at any particular place x [given
( F( g( x ))) = g' ( x ) F '( g( x )) d
dx that sin x = cos x ].
• compute the derivative of an implicit function dx
• use the technique of logarithmic differentiation
• compute higher order derivatives

204
 CALCULUS 12 • The Derivative (Computing Derivatives)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

As students develop confidence and proficiency
computing the derivative of elementary functions, they Print Materials
are better prepared to solve more complex problems
that involve derivative formulas. Assessment should • Calculus: Graphical, Numerical, Algebraic
focus on students’ ability to recall derivatives of Ch. 3 (Sections 3.3, 3.5, 3.6, 3.7, 3.8, 3.9)
elementary functions and apply this knowledge pp. 119, 151-154, 169
appropriately when computing the derivative of a more • Calculus of a Single Variable Early
complex function (using formulas, implicit Transcendental Functions, Second Edition
differentiation, or logarithmic differentiation). pp. 121, 125-126, 133-134, 137, 139, 143, 149,
Observe 158, 163, 168, 170
• As students are working on problems, circulate and • Single Variable Calculus Early
provide feedback on their notation use. Have Transcendentals, Fourth Edition
students verify their work using a graphing Ch. 3 (Sections 3.1, 3.2, 3.4, 3.5, 3.6, 3.7 3.8)
calculator.

Collect Multimedia
• For a question where f(x) = (x2+ x) 3 ask students to
debate the effectiveness of finding the derivative • Calculus: A New Horizon, Sixth Edition
using expansion, the chain rule, the product rule, pp. 189, 191-196, 200, 204, 246, 257, 258, 261
and logarithmic differentiation. To what extent do • Calculus of a Single Variable, Sixth Edition
their arguments illustrate their ability to expand on Ch. 2 (Section 2.5)
current mathematical idea? pp. 103, 105-107, 114-120,125-126, 315-316, 340,
• Have students present to the class research on some 380
elementary functions and their derivatives.
• Discuss with students the merits of the various
methods of taking derivatives. Have them
summarize in writing their understanding of the
merits of each. Work with them to develop a set of
criteria to assess the summaries.

Self-Assessment
• To assess students’ command of the chain rule, have
them list common difficulties they encounter in
taking derivatives. Let them work in pairs to
develop checklists of reminders to use when they’re
checking their work.
• Ask students to summarize derivatives of
elementary functions, making notes on notation
errors. Allow students to complete assignments
using their summaries.

205
CALCULUS 12 • Applications of Derivatives (Derivatives and the Graph of the Function)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

The first and second derivatives of a function provide a
It is expected that students will use the first and great deal of information concerning the graph of the
second derivatives to describe the characteristic function. This information is critical to solving
of the graph of a function. problems involving calculus and helps students
It is expected that students will: understand what the graph of a function represents.

• given the graph of y = f ( x ) : • Ask students to compare the questions, “Where is

- graph y = f ′( x ) and y = f ′′( x ) − x 3 + 14 x 2 + 20 x increasing most rapidly? Where is
- relate the sign of the derivative on an − x 3 + 14 x 2 + 20 x increasing?” Have students develop
interval to whether the function is similar questions.
increasing or decreasing over that interval. • Have students work in teams of two to determine
- relate the sign of the second derivative to why the calculator is not helpful in questions such
as: “let f ( x ) = ax − 5 x . Describe in terms of the
3 2
the concavity of a function
• determine the critical numbers and inflection parameter a, where f ( x ) reaches a maximum or
points of a function minimum.”
• determine the maximum and minimum values • Have students use technology to explore features of
of a function and use the first and/or second functions such as the following:
derivative test(s) to justify their solutions - when a function has maximum/minimum points
• use Newton’s iterative formula (with or neither
technology) to find the solution of given - where the inflection points occur
equations, f ( x ) = 0 - where curves are concave up or down
• use the tangent line approximation to estimate - vertical or horizontal tangent lines
values of a function near a point and analyse - the relationship among graphs of the 1st, 2nd
the approximation using the second derivative derivatives of a function and the function
- the impact that endpoints have on the maximum/
minimum
• Use a summary chart to demonstrate increasing and
decreasing aspects of a function. Have students
describe how this relates to the 1st derivative.
• Have groups of students learn particular concepts,
(e.g., Newton’s method) and teach these to their
peers. Have them examine situations where it works
very efficiently, situations where it works very
slowly (e.g., x 5 = 0 ), and situations where it does not
1
work (e.g., x 3 = 0 ). Challenge them to develop
hypotheses as to why it does or does not work.
• Have students research and report on the history of
Newton’s method for determining square roots (e.g.,
mentioning Heron of Alexandria, and the work of
mathematicians in Babylon, India).
• Discuss with students the relative merits of using or
not using a graphing calculator “to do” calculus.
Present them with questions such as
g( x ) = 8 x 3 − 5 x 2 + x − 3 contrasted with
1
f ( x ) = x 3 − 10, 000 x + 100 . Note that the calculator
3
does not always give the necessary detail.

206
 CALCULUS12 • Applications of Derivatives (Derivatives and the Graph of the Function)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Students demonstrate their understanding of first and
second derivatives by relating the information they Print Materials
obtain from these to the graph of a function (i.e., critical
numbers, inflection points, maximum and minimum • Calculus: Graphical, Numerical, Algebraic
values, and concavity). Ch. 4 (Sections 4.4, 4.6)
Observe • Calculus of a Single Variable Early
• When reviewing students work, note the extent to Transcendental Functions, Second Edition
which they can: pp. 82, 127-128, 173, 247
- accurately determine the 1st and 2nd derivative • Single Variable Calculus Early
- apply the respective tests Transcendentals, Fourth Edition
- recognize and describe the relationship among the Ch. 3 (Section 3.10)
graphs of f(x), f’(x), f”(x) Ch. 4 (Sections 41, 4.7)

Collect
• Ask the students to sketch a cubic graph and Multimedia
determine what the slopes of the tangent line would
be at the local maximum and minimum points. Have • Calculus: A New Horizon, Sixth Edition
them present their summary to the class. Consider pp. 172, 270, 329
the extent to which they can explain why the Calculus of a Single Variable, Sixth Edition
derivative is 0 at a local maximum/minimum. Ch. 2 (Section 2.6)
Peer assessment Ch. 3 (Section 3.7)
• Have students critique each others’ graphs using
criteria generated by the class. These criteria could
include the extent to which:
- a graph is appropriate to the function it is
supposed to represent
- the axes are accurately labelled
- appropriate scales have been chosen for the axes
- the graphs present smooth curves
- domain, range, asymptotes, intercepts, and
vertices have been correctly determined
- inflection points, maximum and minimum points,
and region of concavity have been correctly
identified

207
CALCULUS 12 • Applications of Derivatives (Applied Problems)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Calculus was developed to solve problems that had
It is expected that students will solve applied previously been difficult or impossible to solve. Such
problems from a variety of fields including the problems include related rate and optimization
Physical and Biological Sciences, Economics, and problems, which arise in a variety of fields that
Business. students may be studying (e.g., the physical and
It is expected that students will: biological sciences, economics, and business).

• solve problems involving displacement, • Have a student demonstrate a “student trip” in front
velocity, acceleration of the class — constant speed, accelerate, stop, slow
• solve related rates problems down, stop, back up. Have students sketch a graph
• solve optimization problems (applied of displacement against time for the movements.
maximum/minimum problems) • Discuss average velocity over a specified interval,
instantaneous velocity at specified times. Have
students in pairs create a graph and have their
partner perform the motion.
• Have students brainstorm examples of the need for
calculus in the real world:
- population growths of bacteria
- the optimum shape of a container
- water draining out of a tank
- the path that requires the least time to travel
- marginal cost and profit
• Challenge students to create their own “new”
problems, which they must then try to solve. These
problems could be used to develop tests or unit
reviews.
• Have students use technology (e.g., graphing
calculators) to investigate problems and confirm
their analytical solutions graphically.
• Discuss with students the merits of using versus not
using a graphing calculator “to do” calculus.

208
 CALCULUS 12 • Applications of Derivatives (Applied Problems)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Students develop their knowledge of derivatives by
solving problems involving rates of change, maximum, Print Materials
and minimum. When assessing student performance in
relation to these problems, it is important to consider • Calculus: Graphical, Numerical, Algebraic
students’ abilities to make generalizations and Ch. 4 (Sections 4.3, 5.4)
predictions about how calculus is used in the real world. pp. 97-98, 172, 180, 198, 202
Observe • Calculus of a Single Variable Early
• While students are working on problems involving Transcendental Functions, Second Edition
derivatives, look for evidence they: pp. 182, 184, 195, 197, 209, 219-221, 247, 257
- clearly understand the requirements of the problem • Single Variable Calculus Early
- recognized when a strategy was not appropriate Transcendentals, Fourth Edition
- can explain the process used to determine their Ch. 2 (Section 2.9)
answers Ch. 3 (Section 3.11)
- used a graphing calculator where appropriate to Ch. 4 (Sections 4.2, 4.3, 4.9)
help visualize their solution
- verified that their solutions where correct and
reasonable Multimedia
• Provide a number of problems where students are
required to use average velocity or instantaneous • Calculus: A New Horizon, Sixth Edition
velocity. Observe the extent to which students are pp. 211, 290, 299, 363
able to: • Calculus of a Single Variable, Sixth Edition
- determine whether the situation calls for the Ch. 3 (Sections 3.2, 3.3, 3.8, 3.9)
calculation of average velocity or instantaneous pp. 157, 171-175, 182-183
velocity
- explain the differences between the two
- provide other examples

Collect
• Assign a series of problems that require students to
apply their knowledge of the dynamics of change:
how, at certain time the speed of an object is related
to its height, and how, at a certain time the speed of
an object is related to the change in velocity.
• To discover how well students can recognize and
explain the concepts of change and rapid change
give them a problem such as:
dy
A bacterial colony grows at a rate = y (C − y ) .
dt
How large is the colony when it is growing most
rapidly? In their analysis look for evidence that they
understand the rate of change of “the rate of change.”

Question
• While students are working on simple area problems
based on real-life applications, ask them to explain
the relationship between the graph’s units (on each
axis) and the units of area under the curve.

209
CALCULUS 12 • Antidifferentiation (Recovering Functions from their Derivatives)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Students need to recognize that antidifferentiation is
It is expected that students will recognize the reverse of the differentiation process. This
antidifferentiation (indefinite integral) as the understanding will enable them to calculate or verify.
reverse of the differentiation process.
• Use a variety of methods to explain the need for the
It is expected that students will: constant, “C”:
dy
• explain the meaning of the phrase “F(x) is an - computational: (C ) = 0
dx
antiderivative (or indefinite integral) of f(x)” - geometrical: if we draw curves y = F(x), y = F(x) +
• use antiderivative notation appropriately (i.e., C, one curve is obtained from the other by simply
∫ f ( x )dx for the antiderivative of f ( x ) ) lifting, so slopes of tangent lines match
• compute the antiderivatives of linear - kinematic: if v(t) (velocity) is specified, then
combinations of functions whose individual
∫ v(t)dt represents all possible position
antiderivatives are known including: (displacement) functions (we can’t reconstruct
- ∫ k dx = kx + C position from velocity unless we know where we
were at some time)
x r +1
∫ x dx = r + 1 + C if r ≠ −1
r
- • To ensure students understand the arbitrary nature
of assigning letters to variables, use a reasonable
dx
- ∫ x
= ln x + C variety of letters in doing integration problems. For
example, ∫ sin 2u du, ∫ e dt .
at

∫ e dx = e + C
x x
- • Integrals such as ∫ (1 + 2 x )9 dx or ∫ 7 e x/ 4 dx can be
- ∫ sin x dx = − cos x + C calculated by a “guess and check” process; there is
no need at this stage for a substitution rule of
- ∫ cos x dx = sin x + C integrals. For example, to find ∫ 5 sin 6 x dx , a student

∫ sec x dx = tan x + C might “guess” that an answer is cos 6x, check by

2
-
differentiating to get -6 sin 6x, then adjust to
dx
- ∫ 1 − x2
= sin −1 x + C determine that the indefinite integral is
5
dx − cos 6 x + C .
- ∫ = tan −1 x + C 6
1 + x2 • Initial value problems can be treated very informally.
• compute ∫ f ( ax + b) dx if ∫ f (u) du is known For example, suppose that f’(x) = e2x and f(1) = 3.
• create integration formulas from the known 2x
What is f(x)? One antiderivative of e2x is e (check
differentiation formulas 2
• solve initial value problems using the concept by differentiating), but this function does not satisfy
that if F' ( x ) = G' ( x ) on an interval, then F( x) the initial condition. To fix it, students can simply
2x
and G( x) differ by a constant on that interval remember that the general antiderivative is e + C ,
2
then choose C appropriately.
• Play a game by challenging students to write down
as fast as possible antiderivatives of simple
functions, such as ∫ f(au + b)du where ∫ f(x)dx is one
of the standard integrals obtained by reversing
familiar differentiation results.
• Introduce students to integration tables or software
applications for symbolic integration.

210
 CALCULUS 12 • Antidifferentiation (Recovering Functions from their Derivatives)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

In making connections between antidifferentiation and
differentiation, students should relate the physical Print Materials
world to abstract calculus representations. To assess
students’ learning, it is appropriate to consider their • Calculus: Graphical, Numerical, Algebraic
oral and written explanations of the meaning of Ch. 6 (Sections 6.1, 6.2)
antidifferentiation as well as evidence from their pp. 190, 304 - 307
computation, their drawing, and their problem-solving • Calculus of a Single Variable Early
activities. Transcendental Functions, Second Edition
Peer Assessment pp. 278, 279-282, 319, 325, 342, 347, 374, 490,
• Have students work in pairs to find 495
antidifferentiation problems on the Internet (e.g., at • Single Variable Calculus Early
university mathematics department web pages), try Transcendentals, Fourth Edition
to solve the problems they find, and verify their Ch. 4 (Section 4.10)
solutions. Ch. 5 (Section 5.4, 5.5)
p. 585
Observe/Question
• Ensure students’ notation is correct at all times (e.g.,
e3x
∫e dx = + C ). It is not necessary to try to justify Multimedia
3x

3
the dx part of the notation, but the C (constant) part
should be understood. Use questions to check • Calculus: A New Horizon, Sixth Edition
understanding, such as “Can you think of a function pp. 382, 384, 388, 392, 581
whose derivative is x2?” Calculus of a Single Variable, Sixth Edition
• Divide the students into small groups, and give pp. 241, 243, 246, 290-291, 366, 385
them a problem whose conventional solution uses a
technique that they have not learned, (e.g., general
substitution or integration by parts). For example,
(∫ xe3x dx, or ∫ x 2 ln x dx . Observe the degree of
working control students have of antiderivatives
(and derivatives) by seeing how efficiently they can
experiment their way to an answer (i.e., generate a
variety of plausible ideas).

Collect
• Collect samples of students’ worksheets dealing with
recovery of functions from their derivatives. Assess
the extent to which students are able to compute the
antiderivation of functions and determine the value
of C, when given initial conditions.

Self/Peer Assessment
• Have students make up tests or quizzes on
antidifferentiation techniques and exchange their
tests with partners. The partners should check each
others’ work. Allow the partners time to discuss the
work and help each other formulate a plan to
address areas of weakness.

211
CALCULUS 12 • Antidifferentiation (Applications of Antidifferentiation)

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

Antidifferentiation enables students to solve problems
It is expected that students will use that are otherwise unsolvable (e.g., problems related to
antidifferentiation to solve a variety of problems. exponential growth and decay). These problems are
It is expected that students will: found in a variety of contexts, from science to business.

• use antidifferentiation to solve problems about • Demonstrate how physics formulae about motion
motion of a particle along a line that involve: under constant acceleration can be justified using
- computing the displacement given initial antidifferentiation. If a(t) = -g, then v(t) = -gt + C for
some C, and therefore s(t) = − 1 2 gt + Ct + D for some
2
position and velocity as a function of time
- computing velocity and/or displacement D. The two constants of integration can be found by
given suitable initial conditions and using initial conditions. Given g = 9.81 and a rock
acceleration as a function of time thrown upward at a given speed from a 100 m tower,
• use antidifferentiation to find the area under it is possible to calculate the maximum height
the curve y = f ( x) , above the x-axis, from x = a reached and the time it takes for the rock to hit the
to x = b ground. There are many variations on this problem.
• use differentiation to determine whether a • To explain why antiderivatives can be used to solve
given function or family of functions is a area problems, let f(x) be some given function, and
solution of a given differential equation let A(u) be the area under y = f(x), above the x axis,
A(u + h) − A(u)
• use correct notation and form when writing from x=a to x=u. By looking at , we
h
the general and particular solution for can argue reasonably that A’(u) = f(u), at the same
differential equations time reinforcing the concept of derivative from the
• model and solve exponential growth and definition. So A(u) is an antiderivative of f(u). A(a)=0.
decay problems using a differential equation • Many calculators have a numerical integration
dy b
feature that approximates ∫ f ( x)dx . Have students
of the form: = ky a
dt
• model and solve problems involving find the area from a to b under a curve y=f(x) for
Newton’s Law of Cooling using a differential which they can find ∫ f(x)dx. Compare this solution
dy with the calculator’s approximation.
equation of the form: = ay + b
dt • Give students a function such as f(x) = ln x and ask
them to make a rough sketch of an antiderivative
F(x) of f(x) such that F(1) = 0.
• Illustrate the wide applicability of the concepts by
using examples that are not from the physical
sciences. For example, let C(x) be the cost of
producing x tons of a certain fertilizer. Suppose that
(for reasonable x), C’(x) is about 30 - 0.02x. The cost
of producing 2 tons is $5000. What is the cost of
producing 100 tons?
• Have students generate and maintain a list of
phenomena other than radioactive decay that are
described by the same differential equation. For
example, the illumination I(x) that reaches x metres
below the surface of the water can be described by
dI
= − kI . Under constant inflation, the buying
dx
power V(t) of a dollar t years of now can be
dV
described by = − kV .
dt

212
 CALCULUS 12 • Antidifferentiation (Applications of Antidifferentiation)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

An understanding of antidifferentiation and its
applications is essential to the solution of the “area Print Materials
under the curve” problems. Students can demonstrate
their understanding of antidifferentiation ideas and • Calculus: Graphical, Numerical, Algebraic
skills through their problem-solving work. Ch. 6 (Section 6.1, 6.4)
• To check whether the meaning of the phrase pp. 262 - 263, 311, 333-334
“solution of a differential equation” is fully • Calculus of a Single Variable Early
understood, have students work in groups to discuss Transcendental Functions, Second Edition
and solve problems such as the following: pp. 278, 290, 373-374, 377, 381-382, 385, 409
- show that y = x8 is a solution of the differential • Single Variable Calculus Early
dy Transcendentals, Fourth Edition
equation x = 8y
dx Ch. 4 (Section 4.10)
- find a solution of the above differential equation Ch. 5 (Sections 5.1, 5.4)
with y(2) = 16 pp. 586, 603, 611
• When students are asked to solve problems such as
the following, verify that they are able to identify sin
kt and cos kt as solutions of the differential equation Multimedia
and that they can find other solutions as well:
- A weight hangs from an ideal spring. It is pulled
• Calculus: A New Horizon, Sixth Edition
down a few centimetres then released. If y is the
pp. 328, 408, 433, 580, 601, 611
displacement of the weight from its rest position,
• Calculus of a Single Variable, Sixth Edition
d2 y
it turns out that 2 = − k y for some constant k
2
Ch. 4 (Section 4.4)
dt
• Take a problem (e.g., an exponential decay problem Ch. 5 (Section 5.5)
with several parts) and ask for the solution to be pp. 242, 362
written up as a prose report, in complete sentences,
with the reasons for each step clearly explained.
Criteria for assessment include clarity and
grammatical correctness.
• Pose the problem, “In how many different ways can
we find the area under y = x2, above the x axis, from
x = 0 to x = a, exactly or approximately?” Students
can write a report on this. Students should be able to
identify
- Archimedes’ method
- standard antiderivative method
- approximation techniques of their own devising
• Ask students to use standard Internet resources to
find information about differential equations in
various areas of application, and to report on an area
of interest to them. Assess the extent to which they
are able to express their findings coherently and in
their own words.

213
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

PROBLEM SOLVING It is expected that students will:

It is expected that • solve problems that involve a specific content area (e.g., geometry,
students will use a algebra, trigonometry statistics, probability)
variety of methods to • solve problems that involve more than one content area
solve real-life, • solve problems that involve mathematics within other disciplines
practical, technical, and • analyse problems and identify the significant elements
theoretical problems. • develop specific skills in selecting and using an appropriate problem-
solving strategy or combination of strategies chosen from, but not
restricted to, the following:
- guess and check
- look for a pattern
- make a systematic list
- make and use a drawing or model
- eliminate possibilities
- work backward
- simplify the original problem
- develop alternative original approaches
- analyse keywords
• demonstrate the ability to work individually and co-operatively to solve
problems
• determine that their solutions are correct and reasonable
• clearly communicate a solution to a problem and justify the process
used to solve it
• use appropriate technology to assist in problem solving

OVERVIEW AND It is expected that students will:

HISTORY OF
• distinguish between static situations and dynamic situations.
CALCULUS
• identify the two classical problems that were solved by the discovery of
(Overview of
calculus:
Calculus) - the tangent problem
It is expected that - the area problem
students will • describe the two main branches of calculus:
understand that - differential calculus
calculus was - integral calculus
developed to help • understand the limit process and that calculus centers around this
model dynamic concept
situations.

A-41
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

OVERVIEW AND It is expected that students will:

HISTORY OF
• describe the contributions made by various mathematicians and
CALCULUS philosophers to the development of calculus, including:
(Historical - Archimedes
Development of - Fermat
Calculus) - Descartes
- Barrow
It is expected that
- Newton
students will
- Leibniz
understand the
- Jakob and Johann Bernoulli
historical background
- Euler
and problems that led to
- L’Hospital
the development of
calculus.

FUNCTIONS, It is expected that students will:

GRAPHS, AND
• model and apply inverse trigonometric, base e exponential, natural
LIMITS
logarithmic, elementary implicit and composite functions to solve
(Functions and their
problems
Graphs) • draw (using technology), sketch and analyze the graphs of rational,
It is expected that inverse trigonometric, base e exponential, natural logarithmic,
students will represent elementary implicit, and composite functions for:
and analyze rational, - domain and range
inverse trigonometric, - intercepts
base e exponential, • recognize the relationship between a base a exponential function (a > 0)
natural logarithmic, and the equivalent base e exponential function (convert y = ax to y = ex(Ina))
elementary implicit, • determine, using the appropriate method (analytic or graphing utility)
and composite the points where f ( x ) = 0
functions, using
technology as
appropriate.

A-42
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

FUNCTIONS, It is expected that students will:

GRAPHS, AND
• demonstrate an understanding of the concept of limit and notation used
LIMITS
in expressing the limit of a function as x approaches a: lim
x→a
f ( x)
(Limits) • evaluate the limit of a function
It is expected that - analytically
students will - graphically
understand the concept - numerically
of a limit of a function, • distinguish between the limit of a function f ( x ) as x approaches a and
notation used, and be the value of the function at x = a
able to evaluate the • demonstrate an understanding of the concept of one-sided limits and
limit of a function. evaluate one-sided limits
• determine limits that result in infinity (infinite limits)
• evaluate limits of functions as x approaches infinity (limits at infinity)
• determine vertical and horizontal asymptotes of a function, using limits
• determine whether a function is continuous at x = a

THE DERIVATIVE It is expected that students will:

(Concept and
• describe geometrically a secant line and a tangent line for the graph of a
Interpretations)
function at x = a.
f ( a + h) − f ( a)
It is expected that • define and evaluate the derivative at x = a as: lim and
h→ 0 h
students will f ( x ) − f ( a)
lim
understand the concept x→a x−a
• define and calculate the derivative of a function using:
of a derivative and
f ( x + h) − f ( x ) f ( x + ∆ x) − f ( x)
evaluate derivatives of f ' ( x ) = lim or f ' ( x ) = ∆lim or
h →0 h x→0 ∆x
a function using the ∆y
f ' ( x ) = lim
definition of ∆x→0 ∆ x

derivative. • use alternate notation interchangeably to express derivatives (i.e.,

dy
f ' ( x ), , y' , etc.)
dx
• compute derivatives using the definition of derivative
• distinguish between continuity and differentiability of a function at a
point
• determine when a function is non-differentiable, and explain why
• determine the slope of a tangent line to a curve at a given point
• determine the equation of the tangent line to a curve at a given point
• for a displacement function s = s(t ) , calculate the average velocity over a
given time interval and the instantaneous velocity at a given time
• distinguish between average and instantaneous rate of change

A-43
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

THE DERIVATIVE It is expected that students will:

(Computing
• compute and recall the derivatives of elementary functions including:
Derivatives)
d
- ( x r ) = rx r −1 , r is real
It is expected that dx
students will d
- (e x ) = e x
determine derivatives dx
of functions using a d 1
- (ln x ) =
variety of techniques. dx x
d
- (cos x ) = − sin x
dx
d
- (sin x ) = cos x
dx
d
- (tan x ) = sec 2 x
dx
d 1
- (sin −1 x ) =
dx 1 − x2
d 1
- (tan −1 x ) =
dx 1 + x2
• use the following derivative formulas to compute derivatives for the
corresponding types of functions:
d du
• constant times a function: cu = c
dx dx
d du dv
• (u + v ) = + (sum rule)
dx dx dx
d dv du
• (uv) = u + v (product rule)
dx dx dx
du dv
v −u
d u
• ( ) = dx 2 dx (quotient rule)
dx v v
d n n −1 du
• (u ) = nu (power rule)
dx dx
• use the Chain Rule to compute the derivative of a composite function:
dy du dy d
= or ( F( g( x ))) = g' ( x ) F' ( g( x ))
dx dx du dx
• compute the derivative of an implicit function.
• use the technique of logarithmic differentiation.
• compute higher order derivatives

A-44
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

APPLICATIONS OF It is expected that students will:

DERIVATIVES
• solve problems involving displacement, velocity, acceleration
(Applied Problems)
• solve related rates problems
It is expected that • solve optimization problems (applied maximum/minimum problems)
students will solve
applied problems from
a variety of fields
including the Physical
and Biological
Sciences, Economics,
and Business.

APPLICATIONS OF
DERIVATIVES It is expected that students will:
(Derivatives and the • given the graph of y = f ( x ) :
Graph of the - graph y = f ′( x ) and y = f ′′( x )
Function) - relate the sign of the derivative on an interval to whether the function
It is expected that is increasing or decreasing over that interval.
students will use the - relate the sign of the second derivative to the concavity of a function.
first and second • determine the critical numbers and inflection points of a function.
derivatives to describe • determine the maximum and minimum values of a function and use the
the characteristic of the first and/or second derivative test(s) to justify their solutions
graph of a function. • use Newton’s iterative formula (with technology) to find the solution of
given equations, f ( x ) = 0 .
• use the tangent line approximation to estimate values of a function near
a point and analyze the approximation using the second derivative.

A-45
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

ANTIDIFFERENTIATION It is expected that students will:

(Recovering Functions
• explain the meaning of the phrase “F(x) is an antiderivative (or
from their Derivatives)
indefinite integral) of f(x).”
It is expected that • use antiderivative notation appropriately ∫ f ( x )dx (i.e., for the
students will recognize antiderivative of f ( x ) ).
antidifferentiation • compute the antiderivatives of linear combinations of functions whose
(indefinite integral) as individual antiderivatives are known including:
the reverse of the - ∫ k dx = kx + C
differentiation process.
x r +1
∫ x dx = r + 1 + C if r ≠ −1
r
-

dx
- ∫ x
= ln x + C

∫ e dx = e + C
x x
-

- ∫ sin x dx = − cos x + C
- ∫ cos x dx = sin x + C
∫ sec x dx = tan x + C
2
-
dx
- ∫ 1 − x2
= sin −1 x + C

dx
- ∫ = tan −1 x + C
1 + x2
• compute ∫ f ( ax + b) dx if ∫ f (u) du is known.
• create integration formulas from the known differentiation formulas
• solve initial value problems using the concept that if F ' ( x ) = G' ( x ) on an
interval, then F( x ) and G( x ) differ by a constant on that interval.

A-46
 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Calculus 12

Prescribed Learning Outcomes

ANTIDIFFERENTIATION It is expected that students will:

(Applications of
• use antidifferentiation to solve problems about motion of a particle
Antidifferentiation)
along a line that involve:
It is expected that - computing the displacement given initial position and velocity as a
students will use function of time
antidifferentiation to - computing velocity and/or displacement given suitable initial
solve a variety of conditions and acceleration as a function of time
problems. • use antidifferentiation to find the area under the curve y = f ( x ) , above
the x-axis, from x = a to x = b.
• use differentiation to determine whether a given function or family of
functions is a solution of a given differential equation
• use correct notation and form when writing the general and particular
solution for differential equations.
• model and solve exponential growth and decay problems using a
dy
differential equation of the form: = ky
dt
• model and solve problems involving Newton’s Law of Cooling using a
dy
differential equation of the form: = ay + b .
dt

A-47
APPENDIX B
Learning Resources
 APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

WHAT IS APPENDIX B?
Appendix B for this IRP includes Grade Collection resources for Grades 10 to 12 Mathematics
courses selected in 1998. These resources are all provincially recommended. It is the minstry's
intention to add additional resources to these Grade Collections as they are evaluated.
The titles are listed alphabetically and each resource is annotated. In addition, Appendix B
contains information on selecting learning resources for the classroom.

What information does an annotation provide?

1. General Description 5. Curriculum Organizers

2. Media Format 3. Author(s) 4. Cautions 6. Grade Level Grid

▲ ▲
Exploring Functions with Curriculum Organizer(s): Patterns and Relations
the T1-82 Graphics Calculator
▲

Author(s): Kelly, B.
▲

General Description: This resource contains exercises Recommended for: 10 11 12

and investigations that are suitable for a wide range of
Principles of Mathematics ✓ ✓ ✓

▲
student abilities. It acts as a supplement to a limited
number of learning outcomes and is designed for Applications of Mathematics ✓ ✓
follow-up activities.
Essentials of Mathematics
Caution:
▲ ▲

Supplier: Pearson Education Canada ▲

Audience: General
26 Prince Andrew Place
Category: Student, Teacher Resource Don Mills, ON
M3C 2T8
▲ Tel: 1-800-361-6128 Fax: 1-800-563-9196
Price: Text: $14.60
ISBN/Order No: 1895997003
Copyright Year: 1993

8. Audience
7. Category 9. Supplier

B-3
 APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

1. General Description: This section provides 3. Author(s): Author or editor information is

an overview of the resource. provided where it might be of use to the
teacher.
2. Media Format: This part is represented by an
icon next to the title. Possible icons include: 4. Cautions: This category is used to alert
teachers about potentially sensitive issues.
5. Curriculum Organizers: This category
Audio Cassette
helps teachers make links between the
resource and the curriculum.

CD-ROM 6. Grade Level Grid: This category indicates

the suitable age range for the resource.
7. Category: This section indicates whether it
Film is a student and teacher resource, teacher
resource, or professional reference.

Games/Manipulatives 8. Audience: This category indicates the

suitability of the resource for different
types of students. Possible student
audiences include the following:
Laserdisc/Videodisc
• general
• English as a second language (ESL)
• Students who are:
Multimedia
- gifted
- blind or have visual impairments
- deaf or hard of hearing
Music CD • Students with:
- severe behavioural disorders
- dependent handicaps
Print Materials - physical disabilities
- autism
- learning disabilities (LD)
Record - mild intellectual disabilities (ID-mild)
- moderate to severe/profound
disabilities (ID-moderate to
Slides severe/profound)
9. Supplier: The name and address of the
supplier are included in this category.
Software Prices shown here are approximate and
subject to change. Prices should be verified
with the supplier.
Video

B-4
 APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

What about the videos? Resources that are not on the provincially
recommended list must be evaluated
The ministry attempts to obtain rights for
through a local, board-approved process.
most provincially recommended videos.
Negotiations for the most recently
CRITERIA FOR SELECTION
recommended videos may not be complete.
For these titles, the original distributor is There are a number of factors to consider
listed in this document, instead of British when selecting learning resources.
Columbia Learning Connection Inc. Rights
for new listings take effect the year Content
implementation begins. Please check with
The foremost consideration for selection
British Columbia Learning Connection Inc.
is the curriculum to be taught. Prospective
before ordering new videos.
resources must adequately support the
SELECTING LEARNING RESOURCES particular learning outcomes that the teacher
FOR THE CLASSROOM wants to address. Teachers will determine
whether a resource will effectively support
Selecting a learning resource for Grades any given learning outcomes within a
10 to 12 Mathematics means choosing locally curriculum organizer. This can only be done
appropriate materials from the Grade
by examining descriptive information
Collection or other lists of evaluated regarding that resource; acquiring additional
resources. The process of selection involves information about the material from the
many of the same considerations as the
supplier, published reviews, or colleagues;
process of evaluation, though not to the same and by examining the resource first-hand.
level of detail. Content, instructional design,
technical design, and social considerations
Instructional Design
may be included in the decision-making
process, along with a number of other When selecting learning resources, teachers
criteria. must keep in mind the individual learning
styles and abilities of their students, as
The selection of learning resources should be
well as anticipate the students they may
an ongoing process to ensure a constant flow have in the future. Resources have been
of new materials into the classroom. It is most recommended to support a variety of
effective as an exercise in group decision
special audiences, including gifted, learning
making, co-ordinated at the school, district, disabled, mildly intellectually disabled, and
and ministry levels. To function efficiently ESL students. The suitability of a resource
and realize the maximum benefit from finite
for any of these audiences has been noted in
resources, the process should operate in the resource annotation. The instructional
conjunction with an overall district and school design of a resource includes the
learning resource implementation plan.
organization and presentation techniques;
Teachers may choose to use provincially the methods used to introduce, develop, and
recommended resources to support provincial summarize concepts; and the vocabulary
or locally developed curricula; choose level. The suitability of all of these should
resources that are not on the ministry's list; be considered for the intended audience.
or choose to develop their own resources.

B-5
 APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

Teachers should also consider their own otherwise unavailable experiences into the
teaching styles and select resources that will classroom and reveal “unseen worlds” to
complement them. Lists of provincially students. Software may be particularly
recommended resources contain materials useful when students are expected to
that range from prescriptive or self-contained develop critical-thinking skills through
resources to open-ended resources that the manipulation of a simulation, or where
require considerable teacher preparation. safety or repetition is a factor. Print resources
There are provincially recommended or CD-ROM can best be used to provide
materials for teachers with varying levels of extensive background information on a given
experience with a particular subject, as well topic. Once again, teachers must consider the
as those that strongly support particular needs of their individual students, some of
teaching styles. whom may learn better from the use of one
medium than another.
Technology Considerations
Funding
Teachers are encouraged to embrace a variety
of educational technologies in their As part of the selection process, teachers
classrooms. To do so, they will need should determine how much money is
to ensure the availability of the necessary available to spend on learning resources.
equipment and familiarize themselves This requires an awareness of school and
with its operation. If the equipment is not district policies, and procedures for learning
currently available, then the need must resource funding. Teachers will need to
be incorporated into the school or district know how funding is allocated in their
technology plan. district and how much is available for their
needs. Learning resource selection should be
Social Considerations viewed as an ongoing process that requires a
determination of needs, as well as long-term
All resources on the ministry's provincially
planning to co-ordinate individual goals and
recommended lists have been thoroughly
local priorities.
screened for social concerns from a provincial
perspective. However, teachers must consider
Existing Materials
the appropriateness of any resource from the
perspective of the local community. Prior to selecting and purchasing new
learning resources, an inventory of those
Media resources that are already available should
be established through consultation with
When selecting resources, teachers should the school and district resource centres. In
consider the advantages of various media. some districts, this can be facilitated through
Some topics may be best taught using a the use of district and school resource
specific medium. For example, video may management and tracking systems. Such
be the most appropriate medium when systems usually involve a database to help
teaching a particular, observable skill, since it keep track of a multitude of titles. If such a
provides a visual model that can be played system is available, then teachers can check
over and over or viewed in slow motion for the availability of a particular resource via a
detailed analysis. Video can also bring computer.

B-6
 APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

SELECTION TOOLS 5. Identify the strengths and weaknesses

of existing systems.
The Ministry of Education has developed a
variety of tools to assist teachers with the 6. Examine the district Learning Resources
selection of learning resources. Implementation Plan.
These include: 7. Identify resource priorities.
• Integrated Resource Packages (IRPs) 8. Apply criteria such as those found in
that contain curriculum information, Evaluating, Selecting, and Managing
teaching and assessment strategies, and Learning Resources: A Guide to shortlist
provincially recommended learning potential resources.
resources, including Grade Collections
9. Examine shortlisted resources first-hand
• resource databases on disks or on-line
at a regional display or at a publishers’
• sets of the most recently recommended
display, or borrow a set by contacting
learning resources (provided each year to
either a host district or the Curriculum
a number of host districts throughout the
Branch.
province to allow teachers to examine the
materials first-hand at regional displays) 10. Make recommendations for purchase.
• sample sets of provincially recommended
resources (available on loan to districts FURTHER INFORMATION
on request) For further information on evaluation and
selection processes, catalogues, CD-ROM
A MODEL SELECTION PROCESS catalogues, annotation sets, or resource
The following series of steps is one way a databases, please contact the Curriculum
school resource committee might go about Branch of the Ministry of Education.
selecting learning resources:
1. Identify a resource co-ordinator (for
example, a teacher-librarian).
2. Establish a learning resources committee
made up of department heads or lead
teachers.
3. Develop a school vision and approach
to resource-based learning.
4. Identify existing learning resource
and library materials, personnel, and
infrastructure.

B-7
 APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

INDUSTRY STANDARD SOFTWARE Reviews of appropriate software are

regularly published in a variety of computer
It is expected that students in Grades 10 to 12
and trade magazines. Selection of a
Mathematics will have access to grade-level
particular application should consider:
appropriate productivity tools including
• existing hardware and upgrade path
spreadsheets, database packages, word
• cross-platform capability
processors, drawing and painting tools, and
• instructor training requirements
so on. Use of industry standard software is
• time spent on student skill development
encouraged.
versus curricular intent
• cross-curriculum applicability
• general flexibility and utility

Software for Grades 10 to 12 Mathematics

Software that supports Grades 10 to 12 Mathematics includes but is not limited to:

Title Function/Purpose
Excel Spreadsheet

Lotus 123 Spreadsheet

Supercalc Spreadsheet

Inclusion in this list does not constitute recommended status or endorsement of the product.

B-8
APPENDIX B: LEARNING RESOURCES • Mathematics 10 to 12

APPENDIX B
Learning Resources
Grade Collections
B-9
 Calculus Grade 12 Collection

Calculus: A New Horizon, Sixth Edition Curriculum Organizer(s): Antidifferentiation

Applications of Derivatives
The Derivative
Author(s): Anton, Howard
Functions, Graphs and Limits
General Description: Comprehensive resource package consisting Overview and History of Calculus
of a student text and a student resource manual with sample tests
covers all aspects of the Calculus 12 curriculum, with the exception Supplier: John Wiley & Sons Canada Ltd.
of quadratic approximations. Text includes chapter and section 22 Worcester Road
overviews, section and chapter exercieses, answer key, and Etobicoke, ON
appendices. Student resource manual provides detailed solutions to M9W 1L1
odd-numbered exercises, and sample tests. A test bank, Student
Resource and Survival CD, and an electronic version of the teacher's Tel: 1-800-567-4797 Fax: 1-800-565-6802
manual are optional resources. Price: Textbook: $62.80
Caution: Software is not well implemented and does not add Student Resource Manual: $30.80
significantly to text. U.S. bias - little to no Canadian content.
ISBN/Order No: Textbook: 0-471-15307-9
Exploration style questions weak. Little to no group work or exercises
Student Resource Manual: 0-471-246239
exercising student creativity.
Copyright Year: 1999
Audience: General
Category: Student, Teacher Resource

Calculus: Graphical, Numerical, Algebraic Curriculum Organizer(s): Antidifferentiation

Applications of Derivatives
The Derivative
Author(s): Finney ... (et al.)
Functions, Graphs and Limits
General Description: This resource covers all topics in Calculus 12 Overview and History of Calculus
with the exception of quadratic approximations of curves. The
resource is well laid out and makes good use of technology to aid Supplier: Pearson Education Canada
student learning. This resource makes a good attempt to allow for 26 Prince Andrew Place
alternate teaching and learning styles through group work and Don Mills, ON
journal writing assignments. Features include a balanced approach; M3C 2T8
applications to real-world problems; explorations that provide guided
investigations; and exercise sets of various kinds. Selected answers Tel: 1-800-361-6128 Fax: 1-800-563-9196
and solutions are provided. Price: $99.25
Audience: General ISBN/Order No: 0-201-32445-8
Category: Student, Teacher Resource Copyright Year: 1999

B-95
 Calculus Grade 12 Collection

Calculus of a Single Variable Early Curriculum Organizer(s): Applications of Derivatives

Transcendental Functions, Second Edition The Derivative
Functions, Graphs and Limits
Author(s): Larson; Hostetler; Edwards Overview and History of Calculus
General Description: Well-laid out, visually appealing resource that Supplier: Nelson Thomson Learning
integrates the historical development of calculus, comprises nine
1120 Birchmount Road
chapters, appendices, solutions, and an index. The text encourages
Scarborough, ON
lecture or discovery approaches, pencil and paper skills or
M1K 5G4
technology, and supports a variety of presentation styles. Concepts
are clearly introduced and developed. Includes exercise sets,
Tel: 1-800-268-2222 Fax: (416) 752-9365 or 752-9646
real-world explorations, and problems. An Interactive Calculus
CD-ROM is available to support the text. Price: $105.00

ISBN/Order No: 0-395-93321-8

System Requirements for Windows: Windows '95; CD-ROM drive;
8Mb RAM ; 1Mb VRAM. Copyright Year: 1999

Caution: Chapter motivators do include significant reference to

commercial products. Teaching strategies are not laid out. Few references
to First Nations people.

Audience: General
Category: Student, Teacher Resource

Calculus of a Single Variable, Sixth Edition Curriculum Organizer(s): Antidifferentiation

Applications of Derivatives
The Derivative
Author(s): Larson; Hostetler; Edwards
Functions, Graphs and Limits
General Description: Resource package consisting of a student text, Overview and History of Calculus
instructor's resource guide, two-volume solutions guide, and optional
Interactive Calculus CD-ROM integrates technology and real-world Supplier: Nelson Thomson Learning
problems in a ten chapter format. The readable text provides 1120 Birchmount Road
motivational problems and explanations, and well-written examples Scarborough, ON
take a variety of solution approaches, follow clearly defined M1K 5G4
strategies, and build in checking for reasonability of the solution.
Exercises vary in level of difficulty and incorporate writing and Tel: 1-800-268-2222 Fax: (416) 752-9365 or 752-9646
thinking activities. The instructor's resource guide provides teaching Price: Textbook: $72.50
strategies, tests and answer keys, and the complete solutions guides Solutions Guide Volume 1: $27.00
contain detailed exercise solutions. An optional Interactive Calculus Solutions Guide Volume 2: $27.00
CD-ROM provides an electronic version of the text. Instructor's Resource Guide: $15.50
Caution: The CD-ROM package does not cover the whole curriculum
ISBN/Order No: Textbook: 0-395-88578-7
and is only an electronic version of the text.
Solutions Guide Volume 1: 0-395-88769-0
Audience: General Solutions Guide Volume 2: 0-395-88770-4
Instructor's Resource Guide: 0-395-88766-6
Category: Student, Teacher Resource
Copyright Year: 1998

B-96
 Calculus Grade 12 Collection

Single Variable Calculus Early Transcendentals,

Curriculum Organizer(s): Antidifferentiation
Fourth Edition Applications of Derivatives
The Derivative
Author(s): Stewart, James Functions, Graphs and Limits
General Description: Comprehensive resource package consisting Overview and History of Calculus
of a student text with demo CD-ROM learning tool, student Supplier: Nelson Thomson Learning
solutions manual, and a study guide focuses on conceptual
1120 Birchmount Road
understanding of problems with an application to real-world
Scarborough, ON
situations. Text includes explanations and examples of the
M1K 5G4
conceptual ideas, projects, graded exercises, answer key, and a demo
CD-ROM that presents an interactive challenge to students. The
Tel: 1-800-268-2222 Fax: (416) 752-9365 or 752-9646
student solutions manual presents problem solving strategies, and
completely worked-out solutions. The study guide offers additional Price: Textbook: $68.00
explanations and worked-out examples. Study Guide: $29.00
Student Solutions Manual: $32.00
System Requirements for Windows: Windows '95; CD-ROM drive;
ISBN/Order No: Textbook: 0-534-35563-3
8Mb RAM ; 1Mb VRAM.
Study Guide: 0-534-36820-4
Audience: General Student Solutions Manaul: 0-534-36301-6

Category: Student, Teacher Resource

Copyright Year: 1999

B-97
 APPENDIX D: ASSESSMENT AND EVALUATION • Samples

▼ SAMPLE 10: CALCULUS 12 • determine whether a function is

continuous at x = a
Topic: Limits
In addition to these outcomes, the teacher
Prescribed Learning Outcomes: assessed outcomes related to the historical
development of calculus, students’ attitudes,
Problem Solving
and group and communication skills.
It is expected that students will:
UNIT FOCUS
• analyse a problem and identify the
significant elements The concept of a limit plays a central role in
• demonstrate the ability to work students future understanding of the
individually and co-operatively to solve importance and usefulness calculus. It is this
problems understanding that enables students to
• determine that their solutions are correct effectively interpret the results of a variety of
and reasonable problem solutions using calculus.
• clearly communicate a solution to problem
and justify the process used to solve it PLANNING THE UNIT
• use appropriate technology to assist in
To plan the unit, the teacher:
problem solving
• identified the prescribed learning
Functions, Graphs and Limits (Limits) outcomes for instruction and assessment
for the unit and the prerequisite
It is expected that students will:
knowledge and skills needed to achieve
• demonstrate an understanding of the these outcomes.
concept of limit and notation used in • determined which of these prerequisites
expressing the limit of a function f ( x ) as x were already in place and which to review
approaches a: lim f ( x) • looked for ways to connect students’
x→a
learning to other desirable learning
• evaluate the limit of a function:
outcomes, including those associated with
- analytically
group-work skills, communication skills,
- graphically
and attitudes
- numerically
• identified the criteria to use to evaluate
• distinguish between the limit of a function
students’ success in the unit
as x approaches a and the value of the
• designed assessment to be an integral part
function at x = a
of the instructional process
• demonstrate an understanding of the
• began the unit by reviewing and
concept of one-sided limits and evaluate
discussing with students characteristics of
one-sided limits
functions that they were familiar with
• determine limits that result in infinity
(exponential, logarithmic, sinusoidal, etc.)
(infinite limits)
• evaluate limits of functions as x
approaches infinity (limits at infinity)
• determine vertical and horizontal
asymptotes of a function, using limits

D-60
 APPENDIX D: ASSESSMENT AND EVALUATION • Samples

THE UNIT • Students were given practice determining

the vertical and horizontal asymptotes of
Introducing the Concept of Limit
different functions, using limits.
• The unit began with a review of the
characteristics of familiar functions and Continuous Functions
their graphs.
• The teacher began by demonstrating that a
• The teacher worked with the students to
continuous function is one which can be
develop the concept of limit using an
graphed over each interval of its domain
overhead graphing utility to demonstrate
with one continuous motion of the pen.
graphically the relationship between a
• This concept was expanded to the use of a
variety of functions and the limits of the
graphing calculator where graphs of
function at a number of different points.
functions that were not continuous at x = a
• Students used graphing calculators to
had “holes” were no pixels were
perform “what if” investigations to help
represented.
them determine graphically the effect on
• Students were then asked to use limits to
the limits of different types of functions if
describe this phenomenon. The teacher
the characteristic equation of the function
reinforced that a function is continuous at
were altered.
lim
a point x = a if f ( x ) = f ( a)
One-sided Limits x→a

• Students were encouraged to explore the Applying Knowledge of Limits

concept of one-sided limits by comparing To encourage students to apply their
functions with one-sided limits to those knowledge of limits to solve some of the
that had different left-hand and right-hand historical problems that the teacher had
limits. introduced at the beginning of the unit (i.e.,
tangent line problem and the area problem).
Infinite Limits and Limits at Infinity Students worked in small groups to develop
• The teacher provided examples illustrating possible solutions to the problems.
how to calculate limits of functions that
result in infinity and limits of functions as DEFINING THE CRITERIA
x approaches infinity. Mathematical Thinking
• Guided practice reinforced students’
understanding of the difference between to what extend do students:
infinite limits and limits at infinity. • demonstrate an understanding of the
concept of limit
Asymptotes of a Function • can evaluate the limit of a function in a
• The teacher then guided class discussion variety of ways and show the connection
from infinite limits and limits at infinity to between the methods (analytical,
vertical and horizontal asymptotes of a graphical, numerical)
function • describe why limits are important and
how they can be used
• describe the difference between infinite
limits and limits at infinity

D-61
 APPENDIX D: ASSESSMENT AND EVALUATION • Samples

• use limits to determine asymptotes of a The teacher:

function and to determine whether the
• observed students as they participated in
function is continuous at a given point.
whole-class and small-group activities
looking for evidence that they understood
Attitudes
the concepts, built on ideas of others,
To what extent do students: initiated, developed, and maintained
interactions within the group, and assisted
• approach problem situations with
others in developing understanding
confidence
• reviewed students’ work to note the extent
• show a willingness to persevere in solving
to which they met the criteria for
difficult problems
mathematical thinking
• show flexibility in using available resources
• made note of behaviours that students
(e.g., graphing calculators, textbooks, help
were or were not achieving the criteria
from other students or the teacher)
established for the unit (e.g., using
graphing calculators to determine limits
Group Skills
when appropriate)
To what extent do students: • used questions to assess students’
understanding of central concepts, the
• work with other students in whole-class
level of confidence they displayed when
discussions and small groups, to build on
problem solving, and their willingness to
ideas and understanding
persevere when solving difficult problems
• initiate, develop, and maintain interactions
• checked students’ work to note the extent
within the group
to which they used appropriate limit
• help other students develop
terminology and notation.
understanding
Individual Projects
Communication Skills
Each student completed a research project on
To what extend do students:
an topic or mathematician of personal
• communicate ideas clearly and interest. The project required students to:
understandably • use what they learned about limits
• listen to and make use of the ideas of other • describe the topic and why it was of
students interest
• describe how the use of limits related to
ASSESSING AND EVALUATING STUDENT their topic
PERFORMANCE • explain what their finding meant, why
they were relevant, and why they were
Observation and Questioning
organized as they were
Students’ understanding, attitudes, and • use and cite a variety of appropriate
group and communication skills were information sources
evaluated informally throughout the unit. • complete a written report, and present
The pace of the unit was determined in part their findings to the class
by the speed with which students seemed to
grasp the concepts.

D-62
 APPENDIX D: ASSESSMENT AND EVALUATION • Samples

Presentations and reports were evaluated teacher’s ratings. Students were given
separately using the following holistic scale. suggestions for improvements. Students
Students received copies of the scale before who received scores of one or two on their
starting the project and used it to rate their written reports were given the opportunity
presentations and written reports. The to redo them. The final score for the written
teacher held conferences to discuss report was the higher of the two scores.
discrepancies between students’ and

Project Rating Scale

4 - Outstanding Information is presented clearly, logically, and understandably. Examples or

demonstrations are used appropriately to illustrate explanations. Findings are
well organized and effectively displayed. Explanations indicate a clear under-
standing of the topic and the use of limits in a variety of contexts (e.g., to
determine asymptotes of a function). References are appropriate for the topic
and indicate that the student understands where to look for information.

3 - Adequate The presentation indicates that the student has a basic understanding of the
topic and of limits. Information is understandable. Findings are organized
and displayed acceptably. References are appropriate for the Topic.

2 - Needs The presentation indicates a limited understanding of either the topic or the
Improvement use of limits, or both. The presentation may be illogical or difficult to follow.
Findings may be organized poorly or ineffectively. References may indicate
that the student is not clear on finding the best sources of information.

1 - Inadequate The presentation indicates a lack of understanding of either the topic or the
use of limits. The presentation is illogical and difficult to follow. Findings are
poorly organized and ineffectively presented. References may be lacking or
inappropriate for the topic.

D-63
 APPENDIX D: ASSESSMENT AND EVALUATION • Samples

Test/Team Competition Take-Home Test

To evaluate students’ understanding of the Students were given a take-home test that
concepts developed in this unit, the teacher contained similar problems to those studied
designed a team competition based on during the unit. As part of the test, students
completing a set of items on a study sheet. were required to explain the rules they had
Students worked in groups of four and used learned for working with limits and use the
all available resources to answer each of the rules to solve examples that illustrated their
items. The groups were given opportunities explanations.
to drill each other. When all members of the
The last page of the test included a self-
group felt comfortable with the information,
evaluation sheet that asked the following
they were asked to take a test individually
questions:
that contained items similar to those on the
study sheet. The teacher collected the tests, • What things in this unit did your find
scored them, and gave each student a grade. easy?
Groups worked together to correct their tests • What things did you find difficult?
and returned their corrections for additional • Are there any areas in the unit that you
points. The winning group had the highest need more help with? If so, what are they?
average individual test scores and the • Would you be interested in after-school
highest average scores on their corrections. peer tutoring for help in these areas?
• Would you be willing to tutor another
student after school in the areas you feel
most comfortable with?
The teacher used the results of the take-home
test and students’ responses to the self-
evaluation to pair students for after-school
peer tutoring. Students were required to
correct errors on their take-home tests and
resubmit them for a second evaluations.

D-64
APPENDIX G
ILLUSTRATIVE EXAMPLES
Calculus 12
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

FUNCTIONS, GRAPHS AND LIMITS (Functions and their Graphs)

It is expected that students will represent and analyse inverse trigonometric, base e exponential, natural logarithmic,
elementary implicit, and composite functions, using technology as appropriate.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• model and apply inverse trigonometric, c Find the area of the part of the first quadrant that is inside
base e exponential, natural logarithmic, the circle x 2 + y 2 = 4 and to the left of the line x = u . (The
elementary implicit, and composite inverse sine function will be useful here.)
functions to solve problems
c Suppose that under continuous compounding 1 dollar grows
after t years to (1.05)t dollars. Find the number r such that
(1.05)t = e rt . (This r is called the nominal yearly interest rate.)

x2
• draw (using technology), sketch and c Sketch the graph of .
x −1
2

analyse the graphs for rational, inverse

c Write sin(tan −1 x ) in a form that does not involve any
trigonometric, base e exponential, natural
trigonometric functions.
logarithmic, elementary implicit and
composite functions, for: c a) Let f ( x ) = ln(ex ) . Sketch the graph of f(x).
- domain and range b) Let g(x) be the inverse function of f(x). Sketch the graph of
- intercepts g(x).
c) Find an explicit formula for g(x).

c Sketch the curve y = ln(e x + 1) .

• recognize the relationship between a base c Let f ( x ) = x x .

a exponential function (a>0) and the a) Express f(x) in the form f ( x ) = e g ( x ) .
equivalent base e exponential function b) Find the minimum value taken on by f(x) on the interval
(convert y = a x to y = e x (ln a ) ) (0, ∞) .

(Differentiation problems will also require

students to demonstrate achievement of
this outcome.)

• determine using the appropriate method c [No example for this prescribed learning outcome}
(analylitic or graaphing utility) the points
where f(x) = 0

G-227
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

FUNCTIONS, GRAPHS AND LIMITS (Limits)

It is expected that students will understand the concept of a limit of a function, notation used, and be able to evaluate the
limit of a function.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• demonstrate an understanding of the c * Sketch and explain what each of the following means:
concept of limit and notation used in a) lim f ( x) = L
x→a
expressing the limit of a function f ( x )
as x approaches a: x lim f ( x) f ( x) = L
→a b) xlim
→a−

c) xlim f ( x) = L
→a+

d) xlim f ( x) = ∞
→a+

e) xlim f ( x) = ∞
→a−

f) lim f ( x) = L
x →∞

• evaluate the limit of a function c Use a calculator to draw conclusions about:

- analytically sin t − t
a) lim
- graphically t→0 t3
- numerically
b) xlim xx
→0+
• distinguish between the limit of a
function as x approaches a and the value y
of the function at x = a x=2

• demonstrate an understanding of the

concept of one-sided limits and evaluate
one-sided limits
-3 4 x
• determine limits that result in infinity
(infinite limits) -2

• evaluate limits of functions as x

approaches infinity (limits at infinity)
c From the given graph find the following limits. If there is no
limit, explain why:
a) xlim
→2 +
f ( x)

b) xlim
→2 −
f ( x)

c) xlim
→ −3 +
f ( x)

d) xlim
→ −3 −
f ( x)

e) xlim
→ −3
f ( x)

G-228
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

FUNCTIONS, GRAPHS AND LIMITS (Limits)

It is expected that students will understand the concept of a limit of a function, notation used, and be able to evaluate the
limit of a function.

Prescribed Learning Outcomes Illustrative Examples

f) lim
x→4
f ( x)

g) f ( 4)

h) lim
x →0
f ( x)

c Find the limits:

(1 + h ) 2 − 1
a) lim
h→ 0 h

17
b) lim
t →6 (t − 6 ) 2

(2 + h)−2 − 1
4
c) lim
h→ 0 h

v 2 + 2v − 8
d) lim
v→2 v 4 − 16

x −8
e) lim−
x →8 x −8

1 − 1 − x2
f) lim
x→0 x

sin 3 x
g) lim
x →0 x

tan 3θ
h) lim
θ→0 θ

sin 3θ
i) lim
θ→0 sin 5 θ

3x 2 + 5
j) lim
x →∞ 4 − x2

1
k) lim
x →∞
x sin
x

x2 + 4x
l) lim
x →∞ 4x + 1

1
m) xlim 1
→0+ 2 + 10 x

1
n) xlim 1
→0− 2 + 10 x

G-229
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

FUNCTIONS, GRAPHS AND LIMITS (Limits)

It is expected that students will understand the concept of a limit of a function, notation used, and be able to evaluate the
limit of a function.

Prescribed Learning Outcomes Illustrative Examples

• determine vertical and horizontal c Find the horizontal and vertical asymptotes of each of the
asymptotes of a function, using limits following curves:
x
a) y =
x+4

x2
b) y =
x −1
2

x2
c) y =
x +1
2

1
d) y =
( x − 1) 2

 −x ; x<0

• determine whether a function is c *Given f ( x ) =  3− x ; 0≤ x≤3
continuous at x = a ( x − 3)2 ; x>3

a) find:
i) xlim
→0+
f ( x) ii) xlim
→0−
f ( x) iii) lim
x →0
f ( x)

iv) xlim
→3−
f ( x) v) xlim
→3+
f ( x) vi) lim
x →3
f ( x)

b) Where is the graph discontinuous. Why?

c) Sketch the graph.

G-230
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

THE DERIVATIVE (Concept and Interpretations)

It is expected that students will understand the concept of a derivative and evaluate derivatives of a function using the
definition of derivative.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• describe geometrically a secant line and a c Calculate the derivatives of the given function directly from
tangent line for the graph of a function at the definition:
x =a. a) f ( x ) = x 2 + 3 x
x
• define and evaluate the derivative at x = a b) g( x ) =
f ( a + h) − f ( a) f ( x ) − f ( a) x −1
as: lim and lim
h→ 0 h x→a x−a c) H (t ) = t + 1
• define and calculate the derivative of a c Using the definition of derivative, find the equation of the
function using: tangent line to the curve: y = 5 + 4 x − x 2 at the point (2, 9) .
f ( x + h) − f ( x )
f ' ( x ) = lim or
h →0 h
f ( x + ∆ x) − f ( x)
f ' ( x ) = lim or
∆x→0 ∆x
∆y
f ' ( x ) = lim
∆x→0 ∆ x

• use alternate notation interchangeably to

dy
express derivatives (i.e., f ' ( x ), , y' , etc.)
dx
• compute derivatives using the definition
of derivative

• distinguish between continuity and c Determine where f ( x ) = x − 3 is non differentiable.

differentiability of a function at a point
c Find an equation of the line tangent to the given curve at the
• determine when a function is non- point indicated. Sketch the curve:
differentiable, and explain why 1
y= 2 at x = −1
x +1
• determine the slope of a tangent line to a
curve at a given point c *Find all the values of a for which the tangent line to y = lnx
at x = a is parallel to the tangent line to y = tan-1 x at x = a.
• determine the equation of the tangent line
to a curve at a given point

G-231
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

THE DERIVATIVE (Concept and Interpretations)

It is expected that students will understand the concept of a derivative and evaluate derivatives of a function using the
definition of derivative.

Prescribed Learning Outcomes Illustrative Examples

• for a displacement function s = s(t ) , c The position of a particle is given by s = t 3 . Find the velocity
calculate the average velocity over a when t = 2.
given time interval and the instantaneous c *The displacement in metres of a particle moving in a
velocity at a given time straight line is given by s = 5 + 4t − t 2 where t is
measured in seconds.
• distinguish between average and a) Find the average velocity from t = 2 to t = 3, t = 2 to t =
instantaneous rate of change 2.1, and t = 2 to t = 2.01.
b) Find the instantaneous velocity when t = 2.
c) Draw the graph of s as a function of t and draw the secant
lines whose slopes are average velocity as in a).
d) Draw the tangent line whose slope is the instantaneous
velocity in b).

G-232
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

THE DERIVATIVE (Computing Derivatives)

It is expected that students will determine derivatives of functions using a variety of techniques.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• compute and recall the derivatives of c Calculate the derivatives of the following functions:
elementary functions including: a) y = 3 − 4 x − 5 x 2 + 6 x 2
d
- ( x r ) = rx r-1 , r e ℜ S5 − S3
dx b) z =
15
d
(e x ) = e x 4
-
dx c) f (t ) =
2 − 5t
d 1
- (ln x ) = d) y = (2 x + 3)6
dx x
d
(cos x ) = − sin x e) y = ( x 2 + 9) x 2 + 3
-
dx
d f) f ( x ) = sin 2 x
- (sin x ) = cos x
dx g) y( x ) = cos2 (5 − 4 x 3 )
d
- (tan x ) = sec 2 x
dx h) y = ln (3t 2 + 6)
d 1
- (sin −1 x ) = i) y = 2e − x
dx 1 − x2
d 1 j) y = tan (e x )
- (tan −1 x ) =
dx 1+ x 2

k) F( x ) = log 5 (3x - 8)
• use the following derivative formulas to 4
l) y = 2x
compute derivatives for the
corresponding types of functions: m) y = sin -1 ( 2x )
d du
- constant times a function: cu = c n) y = tan -1 (3 x )
dx dx

( )
d du dv
- (u + v ) = + (sum rule) c Let f ( x ) = ln x + 4 + x 2 . Find f’(x) and simplify.
dx dx dx
d dv du
- (uv) = u + v (product rule) c A certain function f(x) has f(1) = 4 and f ’(1) = 5. Let
dx dx dx 1
g( x ) =
du dv 2 f ( x ) + 1 . Find g′(1) .
v −u
d u dx dx (quotient rule)
-
dx v ()
=
v2
d n du
- (u ) = nu n −1 (power rule)
dx dx

• use the Chain Rule to compute the

derivative of a composite function:
dy du dy d
= or ( F( g( x ))) = g′( x ) F ′( g( x ))
dx dx du dx

G-233
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

THE DERIVATIVE (Computing Derivatives)

It is expected that students will determine derivatives of functions using a variety of techniques.

Prescribed Learning Outcomes Illustrative Examples

dy
• compute the derivative of an implicit c Find in terms of x and y if:
dx
function.
a) xy = x + 2 y + 1

b) x 3 y + xy 5 = 2

c Find the equation of the tangent line at the given point:

x 2 y 3 − x 3 y 2 = 12 at ( −1, 2)

c Find y ′′ by implicit differentiation:

x 2 − y2 = 1

c The equation x 4 + x 2 y + y 4 = 27 − 6 y defines y implicitly as a

function of x near the point (2,1). Calculate y’ and y” at (2,1).

• use the technique of logarithmic c Let y = ( x + 1)2 (2 x + 1)3 (3 x + 1) 4 e 5 x . Use logarithmic

differentiation. dy
differentiation to find .
dx
c Using logarithmic differentiation, find
a) y ′ if y = x x ( x > 0)
dy
b) if y = 52 x +1
dx
x5 3 + x2
c) f ′( x ) if f ( x ) =
( 4 + x 2 )3

• compute higher order derivatives c Find y ′, y ′′, and y ′′′ for the functions:
1
a) y = x −
2

x
x −1
b) y =
x +1
1
c Let f ( x ) = . Find f ( 7 ) ( x ) , the seventh derivative of f (x).
1+ x

G-234
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

APPLICATIONS OF DERIVATIVE (Derivatives and the Graph of the Function)

It is expected that students will use the first and second derivatives to describe the characteristic of the graph of a function.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will: c For the following functions, find the critical numbers, the
inflection points, and the vertical and horizontal
• given the graph of y = f ( x ) :
asymptotes. Sketch the graph, and verify using a graphing
- graph y = f ' ( x ) and y = f ' ' ( x )
calculator.
- relate the sign of the derivative on an
x3
interval to whether the function is a) f ( x ) = 2
x −1
increasing or decreasing over that
3x 2
interval. b) y =
2x2 + 1
- relate the sign of the second derivative
1
to the concavity of a function c) f ( x ) =
x2 − x
• determine the critical numbers and 2
d) f ( x ) = ( x 2 − 1) 3
inflection points of a function.

• determine the maximum and minimum c Find the critical and inflection points for f ( x ) = −2 xe − x and
values of a function and use the first and/ sketch the graph of f ( x ) for x ≥ 0 .
or second derivative test(s) to justify their c Sketch the graph g( x ) = x + cos x . Determine where the
solutions function is increasing most rapidly and least rapidly.

• use Newton’s iterative formula (with c Using a calculator, complete at least 5 iterations of Newton’s
technology) to find the solution of given method for g( x ) = x − sinx + 1 if x0 = −1.
equations, f ( x ) = 0
2 ln x
c Explain why the function f, where f ( x ) = , has exactly
1 + x2
one critical number. Use Newton’s Method to find that
critical number, correct to two decimal places.

c Use Newton’s Method to find, correct to two decimal places,

the x-coordinate of a point at which the curve y = tanx meets
the curve y = x + 2. Also look at the problem by using the
“solve” feature of your calculator and by graphing the curves.

G-235
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

APPLICATIONS OF DERIVATIVE (Derivatives and the Graph of the Function)

It is expected that students will use the first and second derivatives to describe the characteristic of the graph of a function.

Prescribed Learning Outcomes Illustrative Examples

• use the tangent line approximation to c Determine the tangent line approximation for f(x) = sinx in
estimate values of a function near a point the neighbourhood of x = 0. Zoom in on both graphs and
and analyse the approximation using the compare the results.
second derivative.
c A certain curve has equation e 2 y + y = x 2 . Note that the point
(1,0) lies on the curve. Use a suitable tangent line
approximation to give an estimate of the y-coordinate of the
point on the curve that has x-coordinate equal to 1.2.

c A certain function f(x) has derivative given by

f ′( x ) = 3 x 2 − 1 . It is also known that f (3) = 4 .
a) Use the tangent line approximation to approximate f(3.2).
b) Use the second derivative of f to determine whether the
approximation in part (a) is bigger or smaller than the
true value of f(3.2).

c The diameter of a ball bearing is found to be 0.48 cm, with

possible error ±0.005 cm . Use the tangent line approximation
to approximate:
a) the largest possible error in computing the volume of the
ball bearing,
b) the maximum percentage error

G-236
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

APPLICATIONS OF DERIVATIVE (Applied Problems)

It is expected that students will solve applied problems from a variety of fields including the physical and biological
sciences, economics, and business.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• solve problems involving distance, c The average velocity of a particle in the time interval from
velocity, acceleration et
1 to t is t for t > 1. Find the displacement and velocity at
e −1
time t = 2.

• solve related rate problems (rates of c Car P (a police car) was travelling in a northerly direction
change of two or more related variables along the y-axis at a steady 50 kilometres per hour, while car
that are changing with respect to time) Q was travelling eastward along the x-axis at varying
speeds. At the instant when P was 60 metres north of the
origin, Q was 90 metrs east of the origin. A radar unit on
P recorded that the straight-line distance between P and Q
was, at that instant, increasing at the rate of 80 kilometres
per hour. How fast was car Q going?

c *A swimming pool is 25 metres wide and 25 metres long.

When the pool is full, the water at the shallow end is 1
metre deep, and the water at the other end is 6 metres deep.
The bottom of the pool slopes at a constant angle from the
shallow end to the deep end. Water is flowing into the deep
end of the pool at 1 cubic meter per minute. How fast is the
depth of water at the deep end increasing when the water
there is 4 metres deep?

c Boyle’s Law states that if gas is compressed but kept at

constant temperature, then the pressure P and the volume V
of the gas are related by the equation PV=C, where C is a
constant that depends on temperature and the quantity of
gas present. At a certain instant, the volume of gas inside a
pressure chamber is 2000 cubic centimetres, the pressure is
100 kilopascals, and the pressure is increasing at 15
kilopascals per minute. How fast is the volume of the gas
decreasing at this instant?

G-237
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

APPLICATIONS OF DERIVATIVE (Applied Problems)

It is expected that students will solve applied problems from a variety of fields including the physical and biological
sciences, economics, and business.

Prescribed Learning Outcomes Illustrative Examples

• solve optimization problems (applied c A striped ball is thrown vertically upward, having a velocity
maximum/minimum problems) of 12 m/s. After t seconds its altitude is represented by
s = 12t − 4.9t 2 . At what instant will it reach a maximum
height and how high will it rise?

c *Construct an open-topped box with a maximum volume

from a 20 cm x 20 cm piece of cardboard by cutting out four
equal corners. Use more than one method. Compare your
results.

c Triangle ABC has AB=AC=8, BC=10. Find the dimensions of

the rectangle of maximum area that can be inscribed in
∆ABC with one side on the rectangle on BC.
A

B C

c A pharmaceuticals company can sell its veterinary antibiotic

for a price of $450 per unit. Assume that the total cost of
producing x units in a year is given by C(x) where
C(x) = 800 000 + 50x + 0.004x2. How many units per year
should the company produce in order to maximize yearly
profit?

c Find the volume of the cone of maximum volume that can

be inscribed in a sphere of radius 1. Hint: let X be as shown
in the diagram.

1
X

G-238
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

ANTIDIFFERENTIATION (Recovering Functions from their Derivatives)

It is expected that students will recognize antidifferentiation (indefinite integral) as the reverse of the differentiation
process.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• explain the meaning of the phrase “F(x) is e2 x

∫ 2 xe dx = xe 2 x − +C ?
2x
c Is it true that
an antiderivative (or indefinite integral) of 2
f(x)” x 1
c Is it true that ∫ 1 − x 2 dx =
2
1 − x 2 + sin −1 x + C ?
2
• use antiderivative notation appropriately
x2
(i.e., ∫ f ( x )dx for the antiderivative of c Is it true that ∫ x cos x dx = 2
sin x + C ?
f ( x) )
c Evaluate the following indefinite integrals:
• compute the antiderivatives of linear
combinations of functions whose
∫ (1 + 3x ) dx
5
a)
individual antiderivatives are known
including:
∫e
x/2
b) dx
- ∫ k dx = kx + C 5dx
r +1
c) ∫ (1 + 4 x ) 2
x
∫ x dx = + C if r ≠ −1
r
-
r +1 d2y
c Suppose that = sinπx .
dx dx 2
- ∫ x
= ln x + C
dy
a) Find a general formula for as a function of x.
∫ e dx = e + C dx
x x
-
b) Find a general formula for y as a function of x.
- ∫ sin x dx = − cos x + C
- ∫ cos x dx = sin x + C
∫ sec x dx = tan x + C
2
-
dx
- ∫ 1 − x2
= sin −1 x + C

dx
∫ 1 + x 2 = tan x + C
−1
-

• compute ∫ f ( ax + b) dx if ∫ f (u) du is

known

c Let a be a positive constant other than 1. Find ∫ a dx .

x
• create integration formulas from the

∫ tan x dx .
known differentiation formulas c Use the fact that sec 2 x = 1 + tan 2 x to find
2

Use the identity cos 2 x = 1 − 2sin x to find ∫ sin x dx .

2 2
c

c Find ∫ xcos 3 x dx by guessing that one antiderivative is

x sin 3 x , differentiating, and then adjusting your guess.

G-239
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

ANTIDIFFERENTIATION (Recovering Functions from their Derivatives)

It is expected that students will recognize antidifferentiation (indefinite integral) as the reverse of the differentiation
process.

Prescribed Learning Outcomes Illustrative Examples

• solve initial value problems using the c Suppose that f ’’(t) = 3t2 for all t and f(1) = 2, f’(1) = 5. Find a
concept that if F ' ( x ) = G' ( x ) on an formula for f(t).
interval, then F( x ) and G( x ) differ by a
c It is known that f ’(x) = ex/2 and f(6 ln 2) = 10. Find a general
constant on that interval
formula for f(x).

c a) Verify that the function f given by

f(x) = 3e -x sin 3x - e -x cos 3x is an antiderivative of
10e -x cos 3x.

b) Use the result of part a) to find an antiderivative G(x) of

10e-x cos 3x such that G(0) = 5.

G-240
 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

ANTIDIFFERENTIATION (Applications of Antidifferentiation)

It is expected that students will use antidifferentiation to solve a variety of problems.

Prescribed Learning Outcomes Illustrative Examples

It is expected that students will:

• use antidifferentiation to solve problems c A particle is moving back and forth along the x-axis, with
about motion along a line that involve: velocity at time t given by v(t) = sin(t/2). When t = 0, the
- computing the displacement given particle is at the point with coordinates (4,0). Where is the
initial position and velocity as a particle at time t = π ?
function of time
c Let a be a given positive number. Find the area of the region
- computing velocity and/or displace-
1
ment given suitable initial conditions which is under the curve with equation y = , above the
x
and acceleration as a function of time x-axis, and between the vertical lines x = a and x = 2a.
Simplify your answer.
• use antidifferentiation to find the area
under the curve y = f ( x ) , above the x-axis, c Use calculus to find the area under the curve, above the
from x = a to x = b 1
x-axis, and lying between the lines x = and x = 3 .
3

• use differentiation to determine whether a c a) Verify that y = sin 3t is a solution of the differential
given function or family of functions is a equation y ′′ = −9 y .
solution of a given differential equation b) Find a solution of the above differential equation that is
not a constant multiple of sin 3t .
• use correct notation and form when
c) Find a solution y of the differential equation such that
writing the general and particular solution
y(0) = 2 and y ′(0) = 1 .
for differential equations
c *Torricelli’s Law says that if a tank has liquid in it to a depth
• model and solve exponential growth and
h, and there is a hole in the bottom of the tank, then liquid
decay problems using a differential
leaves the tank with a speed of 2gh . Use the metre as the
dy
equation of the form: = ky unit of length and measure time in seconds. Then g is about
dt
9.81. Take in particular a cylindrical tank with base radius R,
with a hole of radius r at the bottom.
a) Verify that h satisfies the differential equation
dh r 2
= 2 gh
dt R2
b) Verify that for any constant C, the function h(t) is a
solution of the above equation, where
2
1 2g r 2 2 
h( t ) =  C + t 
4 R2 
c) A hot water tank has a base radius of 0.3 metres and is
being drained through a circular hole of radius 0.1 at the
bottom of the tank. At a certain time, the depth of the
water in the tank is 1.5 metres. What is the depth of the
water 30 seconds later?

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 APPENDIX G: ILLUSTRATIVE EXAMPLES • Calculus 12

ANTIDIFFERENTIATION (Applications of Antidifferentiation)

It is expected that students will use antidifferentiation to solve a variety of problems.

Prescribed Learning Outcomes Illustrative Examples

c *Shortly after a person was exposed to iodine-131, the level

of radioactivity in the person’s thyroid was 20 times the
“safe” level. Three hours later, the level had decreased to
15.5 time the safe level. How much longer must the person
wait until the level of radioactivity in the thyroid reaches
“safe” territory?

c *A simple model for the growth of a fish of a particular

species goes as follows: Let M be the maximum length that
can be reached by a member of that species. At the instant
when the length of an individual of that species is y, the
length of the individual is growing at a rate proportional to
M − y , that is, y satisfies the differential equation
dy
= k ( M − y) for some constant k.
dt
a) Let w = M − y . Verify that w satisfies the differential
dw
equation = − kw .
dt
b) Write down the general solution of the differential
equation of part a). Then write down a general formula
for y as a function of time.
c) Suppose that for a certain species, the maximum achiev-
able length M is 60 cm, and that when t is measured in
years, k = 0.05. A fish of that species has current length of
10 cm. How long will it take to reach a length of 20c m?

• model and solve problems involving c *Coffee in a well-insulated cup started out at 95°, and was
Newton’s Law of Cooling using a brought into an office that was held at a constant 20°. After
differential equation of the form: 10 minutes, the temperature of the coffee was 90°. Assume
dy that Newton’s Law of Cooling applies. How much
= ay + b
dt additional time must elapse until the coffee reaches 80°?

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